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Killexams : Nutanix Engineer-Core education - BingNews
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https://killexams.com/exam_list/NutanixKillexams : Interprofessional EducationKillexams : Interprofessional EducationSkip to Main ContentSkip to Main NavigationSkip to Footer
Currently under development is the college’s first interprofessional curriculum - a core curriculum that will synergistically engage CHSP students in all disciplines and programs and educate them as interprofessional teams. Congruent with current healthcare team practice philosophy, this novel approach to core education helps better prepare healthcare students at all levels to work in the global healthcare environment.
The Interprofessional Education (IPE) Institute team, led by Dr. Carolynn DeSandre, strives to develop interprofessional models of education in which faculty, students, and staff can collaboratively learn and practice healthcare; and aims to continue facilitating our community service outreach efforts through partnering the Departments of Counseling, Nursing, Physical Therapy and Health Administration with regional and international affiliates.
Dr. Carolynn DeSandre, CHSP Dean, is a certified nurse-midwife and a family nurse practitioner. In addition, she holds a doctoral degree in human development and family science. Her area of special interest is in the development and management of chronic disease in the family unit. Dr. DeSandre maintains clinical practice at Good Samaritan Health Services of Gwinnett and enjoys participating in annual medical mission trips with students to Bolivia and Uganda through the Center for Global Engagement.
"I am honored to coordinate a committee comprised of such innovative and dedicated faculty and staff from each department within the College of Health Sciences & Professions. We remain committed to establishing core competencies in IPE; increasing implementation of interdisciplinary approaches to education both in and outside of the classroom. Our vision is to generate a community of faculty and alumni innovators who implement the improved delivery of healthcare through synergistic collaboration between health professionals."
-Dr. Carolynn DeSandre
Sat, 15 Aug 2020 01:13:00 -0500entext/htmlhttps://ung.edu/college-of-health-professions/interprofessional-education.phpKillexams : The History of Core Renewal
Toward a Twenty-First Century Core
One of the challenges of Core education is to meaningfully connect the living tradition of the Jesuits with the best and most relevant ways of knowing in our time. Some questions do not change—they endure. New questions also arise over time; many of the complex problems we face could not be imagined several decades ago. Core education is thus dynamic, involving both change and continuity. Although we no longer require Greek and Latin of all students, as was once the case, connecting undergraduate education to the deeps traditions of intellectual rigor, self-formation, and spiritual growth is a central goal of the Jesuit Core.
In 1991, BC completed a three-year process of restructuring the Core. In 2012, with the help of design consultants from Continuum, BC again begin the process of renewing the Core. Such ongoing reflection and conversation are what makes a tradition come alive. The document Toward a Renewed Core (2013) provided an initial roadmap of the kinds of interdisciplinary courses that model for the students the meaningful connections and integration we ask them to undertake. This effort was followed in 2014 by The Vision Animating the Boston College Core Curriculum, which explicitly grounded Core Renewal in the Jesuit worldview and the principles and practices of the founder of the Society of Jesus, Ignatius Loyola. Together, the 2013 curricular proposal and the 2014 vision statement provide the imagination and direction for two kinds of interdisciplinary pilot courses to be offered 2015–2018:
Complex Problems courses are large team-taught, six-credit classes that address a contemporary problem.
Enduring Questions courses are linked pairs of distinct three-credit classes of approximately 20 students that meet separately, each taught by a faculty member from a different department. Both classes are connected by a common subject and set of questions as well as share some readings and assignments.
With the establishment of the University Core Renewal Committee, Core renewal also involves continuing conversations and innovative programming across the campus that explore the possibilities of Core education at a Jesuit university in the twenty-first century.
Wed, 12 Aug 2020 16:07:00 -0500entext/htmlhttps://www.bc.edu/bc-web/schools/mcas/undergraduate/core-curriculum/core-renewal.htmlKillexams : Core Curriculum
The Saint Louis University Center for Advanced Dental Education provides a graduate education built on a foundation of in-depth study of advanced concepts in sciences.
CAD 5010: Pain: Anatomy, Physiology, Psychology, Diagnosis and Treatment (1) Explores multiple Topics of pain with special emphasis on head and neck pain and conditions and/or syndromes that mimic dental pain. Protocols for dealing with both dental and non-dental "pain patients" will be addressed. (Offered every year.)
CAD 5030: Advanced Oral Microbiology (2) Examines the interface of human host and its microbial inhabitants converging to cause disease. Describes oral ecosystems resulting from interaction between human anatomy and physiology and microbial populations and their physiology with emphasis on the pulpal, periapical, and periodontal regions. Includes factors that maintain population balance and health or cause population imbalance and disease in these ecosystems. Includes management and prevention of oral microbial disease. (Offered every year.)
CAD 5040: Bone and Periodontal Physiology (1) A comprehensive overview of bone physiology and the specific relationships to medicine and dentistry. (Even years only)
CAD 5050: Introduction to Statistical Inference (3) Introductory course in understanding, applying and interpreting statistics. (Offered every year.)
CAD 5060: Ethics in Dental Research and Practice (0) Two-part course requiring completion of online course BBS.5100 Responsible Conduct in Research, and attendance and participation in lectures on Principles of Ethics and Code of Professional Conduct and their relationship to ethical decision making processes in dental practice. (Offered every year.)
CAD 5100: Dental Therapeutics (1) A comprehensive review of the pharmacological considerations of clinical dentistry. Special emphasis is placed on dentally prescribed medications and their effects on systemic disease and associated systemic drugs. (Offered every year.)
CAD 5110: Small Business Basics (1) A practice management course which covers a broad range of business management Topics with an emphasis on application of concepts. (Offered every year.)
CAD 5140: Temporomandibular Disorders (1) A lecture series to Excellerate the understanding of TMJ disease and related disorders and to provide a rationale for differential diagnosis and treatment. (Offered every year.)
CAD 5160: Advanced Oral Medicine (1) Material on oral diagnosis and oral medicine is presented to enhance the ability to make an accurate diagnosis of oral and general diseases. Special emphasis is placed on treatment of the medically compromised patient. (Offered every year.)
CAD 5170: Advanced Oral Pathology (1) Oral diseases with similar clinical appearances are presented. A differential diagnosis will be developed. For each entry, the etiology, biologic history, clinical features, histologic characteristics, progress and current treatment will be identified. (Offered every year.)
CAD 5190: Advanced Head and Neck Anatomy (2) Presentation of the anatomy of specific areas of the head and neck that relate to dental practice. Emphasis will be placed upon the interrelationships, clinical significance, and variation of the structures studied. (Offered every year.)
CAD 5220: Clinical Immunology (1) A comprehensive review of inflammation and immunity and how they protect or harm the host with special focus on clinical dentistry. (Offered every year.)
CAD 5240: Temporary SkeletalAnchorage (1) A lecture-discussion course introducing dental implants for applications in periodontics and temporary anchorage devices to support intra-oral clinical mechanics in orthodontics. Autotransplantation of teeth within interdisciplinary patient care is also examined. (Offered every year.)
CAD 5250: Multidisciplinary and Evidence-Based Diagnosis and Treatment Planning (0) Diagnosis and treatment planning of various types of multidisciplinary dental problems through case studies. Various diagnostic and treatment modalities are discussed in order to render the most efficacious plan of patient treatment. Application of biomedical sciences to clinical oro-facial problems at the dental specialty level. (Offered every year.)
CAD G5950: Special Study for Examinations (0)
ORES 5100: Research Methods in Health and Medicine (3) This online course is designed to provide an introduction to the techniques, methods, and tools used for research in the health sciences. Students will obtain an understanding of the research process and scientific method, specific study designs, methods for data collection and analysis. This is a very applied and hands-on course and is focused entirely on the unique aspects of research in the health sciences. This course will utilize Blackboard for all lectures, online discussions, assignment submission, and examinations.
BBS 5100: Responsible Conduct in Research (0) Online course that provides learning modules through the CITI Program covering responsible conduct of research and biomedical research investigators and key personnel.
Sun, 05 Feb 2017 08:15:00 -0600entext/htmlhttps://www.slu.edu/cade/dental-education/core-curriculum.phpKillexams : How to Become a Civil EngineerNo result found, try new keyword!Karen Panetta, dean of graduate education at the Tufts University School of Engineering in Massachusetts, suggests that aspiring civil engineers learn some type of computer programming language ...Thu, 22 Jul 2021 01:45:00 -0500text/htmlhttps://www.usnews.com/education/best-graduate-schools/articles/how-to-become-a-civil-engineerKillexams : Common Core State Standards
If you need worksheets and other learning materials to help teach all the skills in the Common Core State Standards, you’ve come to the right place. Here you can find over 5,000 worksheets, over 150 workbooks, and a slew of games organized by their Common Core codes, focusing on math and English language arts in kindergarten through eighth grade.
Sun, 16 Aug 2020 19:35:00 -0500entext/htmlhttps://www.education.com/common-core/Killexams : What Electrical Engineers Do, How to Become OneKillexams : Access Denied
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Thu, 21 Oct 2021 01:45:00 -0500text/htmlhttps://www.usnews.com/education/best-graduate-schools/top-engineering-schools/articles/what-electrical-engineers-do-and-how-to-become-oneKillexams : Common Core and More
Prepare students for the global knowledge economy, and meet and exceed the Common Core State Standards along the way.
The Common Core State Standards (CCSS) are designed to prepare students for the global economy. They reflect the knowledge and skills students need for college and the interconnected world beyond.
Does the Common Core build student global competency? Certainly that’s the intention. But are they the same as Asia Society’s global learning system?
Asia Society’s global learning system, like the Common Core, is all about college and career readiness. But Asia Society’s system has something that the Common Core does not: that of agency.
Asia Society students analyze and interpret information, then adopt a position of advocacy or action. The skills required for successful participation in the world—such as responsible citizenship, innovative entrepreneurship, and active leadership among others—may involve starting service projects, spreading knowledge or ideas, volunteering time, and so forth.
Agency is something most people develop independently, if at all, and it is difficult to teach. In an Asia Society school, students are required to demonstrate this critical strategy repeatedly. They demonstrate increasing levels of mastery throughout their educations, thereby equipping them with a critical key to success in college and careers.
Asia Society’s global learning system therefore meets and exceeds the outcomes outlined in the Common Core State Standards.
The Educational Policy Improvement Center (EPIC) just released an analysis of how the Common Core State Standards relate to the outcomes of Asia Society Graduation Performance System (GPS).
In a three-part study, EPIC examined the graduation performance outcomes in six subject areas (English language arts, math, science, history/social studies, world languages, and arts) and the cross-cutting Global Leadership Performance Outcomes.
The study found that all of the CCSS ELA Anchor Standards and the CCSS Standards for Mathematical Practice are addressed by the GPS performance outcomes in ELA and math.
All CCSS ELA Anchor Standards are related to at least three of the ELA Asia Society Performance Outcome domains (Investigate the World, Recognize Perspectives, Communicate Ideas).
All CCSS Standards for Mathematical Practice are related to at least two of the Math Asia Society Performance Outcome domains (Investigate the World and Communicate Ideas).
Students who master the Asia Society’s performance outcomes in ELA and Math would be expected to significantly increase mastery of the CCSS.
The investigation found that the primary difference between the two standard systems is in the “Take Action” dimension of the Asia Society performance outcomes. Overall, the CCSS inconsistently address the ability of students to reflect on their learning and to develop a position of advocacy or action. This study indicates that the knowledge and skills necessary for college and career success are addressed by the Asia Society Performance Outcomes, but the Asia Society Performance Outcomes add an activist dimension not present in the Common Core State Standards.
In addition, the GPS POs are also aligned to two aspects of College and Career Readiness: Key Content Knowledge (where content knowledge is defined by the CCSS) and Key Cognitive Strategies. The strong degree of alignment with the Interpretation aspect of the Key Cognitive Strategies is especially significant for preparing students to analyze and evaluate information necessary for both understanding global issues and preparing for college-level work. Interpretation is not a strategy that most students develop independently, and it is also difficult to teach. Students learning under the Asia Society Graduation Performance System will be required to demonstrate this critical strategy repeatedly and to show increasing levels of mastery throughout their educations, thereby equipping them with a critical key to success in college and careers.
In conclusion, a curriculum based on the GPS performance outcomes couples rich content acquisition with intentional behaviors that allow students to develop a cognitive framework that enables them to be successful in school as well as in the world outside of school.
See the full reports:
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.
Wed, 12 Aug 2020 14:55:00 -0500entext/htmlhttps://asiasociety.org/education/common-core-and-moreKillexams : WHERE DO MECHANICAL ENGINEERS WORK?
Not only that, you can do almost anything too. Here are just some of the industries you could be working in as a mechanical engineer.
Aerospace engineers are all about flight, whether that’s planes, missiles or rockets. They design more fuel-efficient aircraft that cut emissions, build the fleets of satellites that power modern GPS technology, and create the next generation of spacecraft for missions to Mars and beyond.
Mechanical engineers drive the automotive industry. From 80-seater buses to single seat F1 cars, they design bodyshells, wheelsets and combustion systems for every type of moving vehicle. It’s not all traditional fuels either – automobile engineers work with solar panels, hydrogen cells and other technologies to find better ways to keep people moving.
Working in the biomedical industry, mechanical engineers change lives. They create better, more lifelike artificial limbs to Excellerate quality of life for injured and disabled people. Pacemakers, artificial valves and even robotic surgical assistants are all the work of mechanical engineers, as are the running blades used at Paralympic events.
Construction and Building
Major construction projects depend on mechanical engineers to focus on the details. This could mean designing the heating, cooling and ventilation systems for a 28-storey hotel, choosing the best way to deliver mains gas to an entire housing estate, or making sure a new metro tunnel project incorporates other services to make the most of under-city space.
Mechanical engineers make manufacturing happen. Whether it’s high-volume, mass-produced goods, or specialist, ultra-tech equipment, they create the machines and technology that design and produce the goods our growing population relies on.
The work of mechanical engineers powers the world. It is up to them to generate and deliver the energy we need. This could mean designing nuclear power plants or biomass boilers, planning new long-distance grid connections, or storing power sustainably in solar storage cells or giant hydroelectric ‘batteries’ buried under mountains.
Process engineers specialise in improving the way we do things. They assess mechanical processes and find ways to make them more efficient, safer, and deliver better quality. This means they directly affect almost every major mechanical industry in the world, from water supply and oil & gas through to pharmaceuticals and food manufacturing.
Almost every aspect of the railway relies on mechanical engineering. From track, signals and trains, to ticket barriers and tunnels; even elaborate control systems are the responsibility of engineers. New solutions are needed to deal with record passenger numbers worldwide, build thousands of miles of high speed railways, and develop faster propulsion methods.
Fri, 22 Apr 2022 21:35:00 -0500entext/htmlhttps://www.imeche.org/careers-education/careers-information/what-is-mechanical-engineering/where-do-mechanical-engineers-workKillexams : benefits of being a mechanical engineer
Build your world - mechanical engineers get the best of both worlds.
A career in mechanical engineering allows you to build a better future for you, and for the world.
This explains why 89% of engineers have high levels of job satisfaction, and would choose the same career path again.
Secure your future
Mechanical engineering is a secure career with a bright, long-term future:
In the UK alone, there will be 1.86m new job openings for engineers by 2020.
There is already a shortage of qualified engineers, meaning higher salaries and more options for those who are qualified.
Reap the rewards
Mechanical engineers earn good salaries - well above the national average:
The average starting salary for an engineering graduate is £26,536 (the second highest of all graduates after medicine and dentistry).
Apprentices who become Engineering Technicians earn on average £40,000.
With experience and professional qualifications, you could earn a basic salary of around £70,000 as a Chartered Engineer.
Get to the top
Mechanical engineers have lots of options for career progression:
85% of engineering graduates go on to further study.
More experience and qualifications lead to more responsibility and higher salaries.
33% of the world’s most successful companies have a leader with a background in engineering (e.g. Microsoft, Amazon and General Motors). Engineers are valued for their transferable skills.
Make your mark
Mechanical engineers make a real difference:
You could help solve some of the biggest global challenges facing humanity, like climate change, cyber security, ageing populations, food, clean water and energy.
Or you could create an invention that changes the world.
Do anything, anywhere
Mechanical engineers work all over the world, in countless industries:
Becoming a mechanical engineer could take you to some interesting places – oil rigs, deserts, the Antarctic, the deep sea.
Mechanical engineering qualifications and experience are like having a passport to work in many different industries and countries.
Wed, 11 Jan 2023 05:26:00 -0600entext/htmlhttps://www.imeche.org/careers-education/careers-information/what-is-mechanical-engineering/benefits-of-being-a-mechanical-engineerKillexams : Research Education Core
1. Build research capacity and increase the diversity of the workforce through the education of a diverse group of faculty Scientists.
2. Build research capacity through mentoring. The three program components: a.) Provide opportunities for RCMAR Scientists to work on interdisciplinary teams, exposing them to the methodologies and theories of other scientific disciplines pertinent to the study of age-related disparities. b.) Work toward the development of independent careers in aging and health disparities research through publishing and individualized mentorship by a mentorship team including at least one senior investigator. c.) Promote ongoing career development by integrating former RCMAR Scientists into leadership roles and fostering networks for ongoing collaboration and support.
3. Build research capacity through research funding. The REC: a.) Facilitates the development and execution of pilot studies that contribute to the overall mission of the RCMAR and provide the foundation for the Scientists' future grant applications. b.) Fosters the submission of competitive projects focusing on aging and health disparities, including Diversity Supplements and other mentored awards, and independent awards.
How We Do It
The Deep South REC is designed to educate, support, and collaborate with faculty at our four partnering institutions and to pursue enduring research careers focused on understanding and eliminating racial health disparities among older adults. This unique collaboration between institutions that vary greatly in their research emphasis, research infrastructure, and faculty backgrounds will increase the pool of potential applicants to the program. Each partnering institution brings unique strengths to the overall educational experience. The REC has three major activities, which form the basis for a career development trajectory to research independence:
The Health Disparities Research Education Program (HDREP) provides education in the basic tools of social behavioral, clinical and outcomes research and their applicability to aging research. This program includes education in the Responsible Conduct of Research, and the mentored research activities focus on career development, publications in aging and health disparities, and preparation for writing pilot grant applications that receive critiques from REC and leaders from each of the four partnering institutions. The program provides background and support for beginning Scientists with less research experience, although all aspects of the program are available to all Scientists.
Pilot Grant Program
This program offers funding, mentoring, and further guidance for the development and implementation of small-scale studies with the long-range goal of producing competitive research projects that will advance the science in aging and health disparities. Junior or mid-level faculty with some or moderate research experience enter the program at this level.
Continued Mentoring to Independence
Core investigators will provide continued mentoring and guidance for our RCMAR Scientists in career development. This includes assistance in seeking either mentored research support or funding through other grant mechanisms as appropriate. The overall goal is to assist our Scientists in establishing and sustaining independent research careers in aging research.
Karlene K. Ball, PhD - Core Director University Professor and Endowed Chair in Developmental Psychology Director, UAB Core for Research on Applied Gerontology Department of Psychology College of Arts and Sciences University of Alabama at Birmingham
Rebecca Allen, PhD - Core Co-Director Interim Chair, Department of Psychology Alabama Research Institue of Psychology The University of Alabama
Vincent C. Bond, PhD, MSM Michael Crowe, PhD, UAB Alexander Quarshie, MD, MS Ann Smith, MPH, UAB
Mon, 04 Oct 2021 12:58:00 -0500en-UStext/htmlhttps://www.uab.edu/medicine/dopm/research/rcmar/research-education-core