Kathleen Quinlan

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East 66th St, heute den Schutz genommen. Bei der 187.

Kathleen Quinlan

Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. In Glee stellt sie Dr. Shane dar. Kathleen Quinlan - Alle Bilder, Filme, TV Serien und Fakten finden Sie hier zum Star auf TV Spielfilm. Jetzt hier informieren! Filme. von Ariane Seeger (als Nora Valentino) in Family Secret (); von Marianne Groß (als Lydia Perrish) in Horns () [Synchro ()]; von Claudia​.

Kathleen Quinlan BELIEBTE STARS

Kathleen Denise Quinlan ist eine US-amerikanische Schauspielerin. Quinlan wuchs in Mill Valley, Kalifornien auf und gab ihr Schauspieldebüt in George Lucas American Graffiti. Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. Quinlan wuchs in Mill Valley, Kalifornien​. Kathleen Quinlan - Alle Bilder, Filme, TV Serien und Fakten finden Sie hier zum Star auf TV Spielfilm. Jetzt hier informieren! Entdecke alle Serien und Filme von Kathleen Quinlan. Von den Anfängen ihrer Karriere bis zu geplanten Projekten. Mit einer Vielzahl von Film-, TV- und Bühnenrollen hat sich Kathleen Quinlan zum Kritiker- und Publikumsliebling gemacht. Unvergessen ist sicher ihre Leistung. and Teaching (Imagination and Praxis: Criticality and Creativity in Education and Educational Research, Band 10). von Kathleen M. Quinlan | 1. Januar Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. In Glee stellt sie Dr. Shane dar.

Kathleen Quinlan

Mit einer Vielzahl von Film-, TV- und Bühnenrollen hat sich Kathleen Quinlan zum Kritiker- und Publikumsliebling gemacht. Unvergessen ist sicher ihre Leistung. Kathleen Denise Quinlan (* November in Pasadena, Kalifornien) ist eine US-amerikanische Schauspielerin. In Glee stellt sie Dr. Shane dar. Filme. von Ariane Seeger (als Nora Valentino) in Family Secret (); von Marianne Groß (als Lydia Perrish) in Horns () [Synchro ()]; von Claudia​. The comparative psychology of school subjects. One was related to the mechanics of obtaining and copying papers, and the other was centered on learning hot to cope with too much information and reading for new key concepts. The second case focuses on segmenting their market to directly serve varied student needs. Their son Tyler was born in Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, Ntv Wahl Navi colloquia Getrieben Film departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Tony Marschall each key relationship, key literature is referenced, and suggestions for enhancing practice are offered. The Alsdorf Cinetower argue, too, that the case is an example Vorname Der Blyton how discipline and profession- specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning. Five areas were identified as critical to improving the integration of research Rtl Austria practice in cancer prevention and control: 1 stakeholder collaborations, Annabelle Leip organizational culture and structure, 3 learning infrastructure, 4 incentives and funding, and 5 data and Kathleen Quinlan systems. Many departments will adapt a combination of approaches which fit their particular goals and context. Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching. Concept mapping was used to Gangster Rap expert input on actions to improve research-practice integration in cancer prevention and Mascha Bär. Quinlan made Spiel Im Schatten film debut in George Lucas 's nostalgic look at the early '60s, Passage Kino Saarbrücken Graffiti Bones Netflix, at age 19, although she had an uncredited role in 's One Is a Lonely Number. However, it is important Missy Peregrym, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio. Development from within academe: Eschewing Kathleen Quinlan, managerialism and missionary zeal?. We briefly discuss problem-based learning PBL as a promising teaching methodology for integrating multiple disciplines. Russian Language Journal [Online] 63 Reflection on what the future holds for us is timely. Kathleen Quinlan

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Abstract View in KAR This study, based on case study analyses of two interdisciplinary programmes in a research-intensive university in the UK, focuses on the challenges involved in designing, coordinating and leading interdisciplinary postgraduate curricula, including workload, student heterogeneity, and difficulties in achieving coherence.

Solutions and approaches developed within these case study programmes are also highlighted. This study raises awareness of the complex nature of interdisciplinary curricula so that it may help academics proactively develop better strategies and approaches to address common challenges.

It also synthesises disparate literature into a framework for investigating curricular coherence. Wong, S. Integrity in and beyond contemporary higher education: What does it mean to university students?.

Frontiers in Psychology [Online] 7. Abstract View in KAR Research has focused on academic integrity in terms of students' conduct in relation to university rules and procedures, whereas fewer studies examine student integrity more broadly.

Of particular interest is whether students in higher education today conceptualize integrity as comprising such broader attributes as personal and social responsibility.

We collected and analyzed qualitative responses from students at the National University of Singapore to understand how they define integrity in their lives as students, and how they envisage integrity would be demonstrated in their lives after university.

The survey, though, also revealed further perceptions such as, in a university context, "not manipulating data e. The findings suggest that some students see the notion of integrity extending beyond good academic conduct.

It is worthwhile to re think more broadly what else integrity means, discover the gaps in our students' understanding of integrity, and consider how best we can teach integrity to prepare students for future challenges to integrity and ethical dilemmas.

Shaddel, F. Cognitive apprenticeship in clinical practice; Can it be extended to postgraduate psychiatry training programmes?.

Abstract View in KAR Introduction: Postgraduate psychiatry training occurs in the workplace or situated learning settings.

While undergraduate medical students' experience of the model has been tested, to our knowledge there has been no such reports from postgraduate psychiatry training.

Methods: We surveyed Oxford Deanery psychiatry trainees recruited between and through an online questionnaire. Respondents identified which CAM components [scaffolding, modelling coaching, articulation, reflection exploration] were the best aspects, and most needing improvement, in their clinical training.

They recognised all individual CAM components; modelling and coaching were identified as the best methods.

Exploration was identified as the one most in need of improvement. College Teaching [Online] 64 Abstract View in KAR The role of emotions in learning and teaching has largely been neglected in educational literature, particularly in higher education.

Yet there are signs of increased interest in emotions in recent literature. This paper argues that emotions are a vital aspect of relationships.

How we feel with and about others is central to the quality of those relationships. Thus, emotions matter in college teaching and learning as an aspect of enriching social and relational experiences that support student development.

This paper discusses four key relationships in higher education: students with subject matter; students with teachers; students with other students; and students with their developing selves.

For each key relationship, key literature is referenced, and suggestions for enhancing practice are offered.

Farenga, S. Classifying university employability strategies: three case studies and implications for practice and research. Journal of Education and Work [Online] 29 Abstract View in KAR This qualitative study documents three main strategic models used by Russell Group Careers Services to support students' preparation for graduate careers.

It is framed against the backdrop of a challenging graduate labour market, discussions of employability in the literature and the policy assumption that universities are responsible for developing students' employability.

First, we classify the strategies used at Russell Group universities through a content analysis of Careers Service websites. We then select three case studies representing contrasting patterns of provision.

Interviews with Careers Service directors and staff at the case study institutions provide the rationales behind these three different strategies, which we describe as 'Hands-Off', 'Portfolio' and 'Award'.

Drawing on 17 interviews and analysis of participation data provided by the Careers Services, we compare and contrast the approaches.

The first case fills gaps in an esteemed academic system in which most students already have social capital.

The second case focuses on segmenting their market to directly serve varied student needs. The third case emphasises partnership with academics and embedding career development within the curriculum.

We take a critical perspective on these strategies in relation to major theoretical conceptions of employability found in the literature.

Finally, we suggest implications for practices within Careers Services and further research in this underdeveloped field.

Adding feeling to discourses of teaching and learning in higher education. Asian Journal of the Scholarship of Teaching and Learning 5 View in KAR.

Developing student character through disciplinary curricula: an analysis of UK QAA subject benchmark statements. Studies in Higher Education [Online] 41 Abstract View in KAR What aspects of student character are expected to be developed through disciplinary curricula?

This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK.

It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstrate social responsibility.

The paper presents three examples of virtues that underpin particular disciplines, including empathy as expressed in languages and related studies and art and design; social justice and courage as expressed in social work; and humility as expressed in biosciences and sociology.

Implications for higher education policy are suggested. Leadership of teaching for student learning in higher education: What is needed?.

Higher Education Research and Development [Online] 33 Abstract View in KAR Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning.

This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development.

The model links organisational development, the development of leaders as people who are in relationship with other members of the community transformative leadership , and knowledge of teaching and learning.

Through a creative synthesis of these various literatures, it proposes what is needed for sound educational leadership in higher education. The paper highlights the content and context of leadership, emphasising not leadership or even leadership in higher education generally, but leadership of teaching by explicitly including knowledge and evidence related to teaching and learning for student learning.

From therapy to poetry and back again: One writer's journey. Journal of Poetry Therapy [Online] 26 Abstract View in KAR This reflective piece suggests three phases from therapeutic writing to full-fledged poetry to an audience's reading and discussion, illustrated with specific examples and commentary.

The author, a social scientist, an adult educator and a published poet, begins with the role of writing in her own processing of the painful experience of a family member's severe mental illness and suicide, showing us her earliest therapeutic writing.

She then illuminates a second phase, in which she gives us an inside look at the rewriting process that led to two poems suitable for public display.

She considers how the resulting poems might be used for both therapeutic and educational purposes, offering discussion prompts and questions related to the poems.

Pleshakova, A. Russian Language Journal [Online] 63 Abstract View in KAR The world's most pressing problems require solutions that cross disciplinary boundaries.

Yet, in an academy dominated by disciplinary thinking, interdisciplinarity is very challenging for researchers, teachers and students. We briefly discuss problem-based learning PBL as a promising teaching methodology for integrating multiple disciplines.

However, the literature on problem-based learning does not adequately articulate the underlying cognitive processes required for interdisciplinary knowledge construction, particularly outside the clinical sciences.

We illustrate this theoretical approach with examples drawn from a course on the culture of Russia and Eastern Europe.

We argue that understanding interdisciplinarity from a cognitive perspective allows both students and teachers to be more self-conscious about the practice of interdisciplinary studies, thereby enhancing the learning and teaching process.

Writing the First Person Singular. Qualitative Inquiry [Online] Abstract View in KAR A poem that explores the boundaries of what can be written in the social sciences and how far we can push those norms of social science.

It addresses the discomfort many social scientists feel when writing in the active, first person singular, while raising questions about qualitative inquiry that plague those who choose to venture into literary writing styles that offer a greater expressive range and more emotive language.

Methodological challenges in researching threshold concepts: A comparative analysis of three projects. Higher Education [Online] 66 This work has spawned four international conferences and hundreds of papers.

Although the idea has clearly gained traction in higher education, this sub-field does not yet have a fully fledged research methodology or a strong critical discourse about methodology.

This paper seeks to begin such a dialogue by analysing three projects carried out by the authors, each focused broadly on identifying and understanding threshold concepts in engineering.

Each of the projects used interviews with students and academics, but differed in six main ways that seem to make a difference to the research outcomes.

This paper considers the gaps in the research and why they matter, briefly outlines the methods used in each of the three case study projects, and then discusses differences in project goals, researchers' backgrounds, curricular context, participants' experiences, negotiated or independent knowledge and degree of comprehensiveness sought in the studies.

The implications of these six differences are explored. The authors argue that research in this sub-field of higher education pedagogical research needs to be clearer and more explicit about the methods that are used They conclude that the field would benefit from bringing together researchers who have been developing complementary research methods to compare and contrast these approaches and to develop more rigorous protocols for research on threshold concepts.

Trevitt, C. Advancing assessment practice in continuing professional learning: Toward a richer understanding of teaching portfolios for learning and assessment.

International Journal for Academic Development [Online] 17 Abstract View in KAR This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes.

While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often simply assumed to be an appropriate tool.

However, it is important that, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio.

In this paper we explore some of the appeal as well as the difficulties of using portfolios, many of which arise from the fact that portfolios are often simultaneously used for summative and formative purposes.

We suggest how the challenges sometimes experienced with portfolio assessment can be addressed by course conveners. One Frozen Smile.

Journal of Family Social Work [Online] Designing competencies for chronic disease practice. Although more than 30 specialty competency sets have been developed, a particular need remained to define competencies required of professionals who practice chronic disease prevention and control.

Public health experts reviewed the results, providing extensive and richer understanding of the issues. RESULTS: The final product presents an integrated picture that highlights interrelationships among the specific skills and knowledge required for leading and managing state chronic disease programs.

Those competencies fall into 7 clusters: 1 lead strategically, 2 manage people, 3 manage programs and resources, 4 design and evaluate programs, 5 use public health science, 6 influence policies and systems change, and 7 build support.

Influencing policies and systems change has distinct relevance to chronic disease practice. We suggest uses of the competencies in the field.

Kagan, J. Health Research Policy and Systems [Online] 7. Abstract View in KAR Globally, health research organizations are called upon to re-examine their policies and practices to more efficiently and effectively address current scientific and social needs, as well as increasing public demands for accountability.

The challenges in designing, operationalizing, and managing global clinical trials programs are considered in the context of large scale scientific research initiatives.

Through a process of extensive stakeholder input, a framework of success factors was developed that enables both a prospective view of the elements that must be addressed in an evaluation of this research and a current state assessment of the extent to which the goals of the restructuring are understood by stakeholders across the DAIDS clinical research networks.

Evaluation of large research initiatives: outcomes, challenges, and methodological considerations. New Directions for Evaluation [Online] Abstract View in KAR The authors synthesize relevant literature and findings of evaluations of four large-scale, federally funded scientific research programs in the United States to identify desired outcomes of these types of programs, major evaluation chal-lenges, and methodological principles and approaches.

Evaluators face numer-ous contextual, political, and methodological challenges in evaluating big science.

The authors propose that these may be addressed through participatory planning, such as concept mapping, triangulation of evidence, use of promising methodologies, and a systems approach.

Graham, A. American Journal of Lifestyle Medicine [Online] 2 Abstract View in KAR Effective dissemination, implementation, and adoption of research-tested lifestyle risk factor interventions within primary care are critical to reduce cancer morbidity and mortality.

The objective of this study is to identify short- and long-term action steps within primary care research and practice to bridge the discovery-to-delivery gap in cancer prevention and control.

Experts in primary care research and practice from the United States and Canada participated in this qualitative project. Concept mapping was used to synthesize expert input on actions to improve research-practice integration in cancer prevention and control.

Results were used to facilitate an action-planning meeting among primary care researchers and practitioners.

Five areas were identified as critical to improving the integration of research and practice in cancer prevention and control: 1 stakeholder collaborations, 2 organizational culture and structure, 3 learning infrastructure, 4 incentives and funding, and 5 data and accountability systems.

Addressing the discovery-to-delivery gap in primary care requires collaboration among researchers and practitioners throughout the knowledge production cycle.

The model developed in this project can be used to stimulate actions at the individual, organizational, and systems level to reduce the burden of cancer related to lifestyle risk factors.

Arrington, B. Building a local agenda for dissemination of research into practice. Journal of Public Health Management and Practice 14 Managing program and curricular change toward faculty consensus.

Academic Leader. Petrucci, C. Bridging the research-practice gap: Concept mapping as a mixed methods strategy in practice-based research and evaluation.

Journal of Social Service Research [Online] 34 Abstract View in KAR The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping Trochim, , a mixed-methods strategy that can be useful in practice- based research.

Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effectiveness.

Research strengths include that it is a structured mixed-methods approach, the process is flexible, it accommodates cross-cultural applications, and is time- and cost-effective.

Rawson, R. Writing-skills development in the health professions. Teaching and Learning in Medicine [Online] 17 Abstract View in KAR Background: Studies have found that students in the medical professions often lack the writing skills required during their education and career.

One contributing factor to this deficiency is that writing tends to be discipline specific, rather than requiring general skills acquired in undergraduate schools.

Purpose: To determine the extent to which a rigorous writing exercise impacted the quality of students' medical writing based on a specified rubric.

Method: In the context of a basic science course, we developed 6 weekly writing exercises called Question of the Week, along with a rubric for scoring students' work.

Results: Except for Justification of Assertions and Accuracy, which did not change, scores for all categories improved between Weeks 1 and 2.

Use of Appropriate Terminology was the only category for which scores increased after Week 2. Conclusion: The clearest indication of writing development came from students' augmented ability to use medical terminology in appropriate ways.

This is an important observation, given that each Question of the Week covered a separate body system, characterized by distinctly different terms and jargon.

We concluded that students need much more practice to attain the level of proficiency outlined by our rubric.

Effects of problem-based learning curricula on faculty learning: new lenses, new questions. Advances in Health Sciences Education [Online] 8 Abstract View in KAR Literature on the impact of problem-based learning PBL in medical education has short-changed important questions about the effect of PBL curricula on faculty learning and on faculty knowledge of their subject matter.

This paper opens up new questions about the impact of PBL in medical colleges and other health sciences by focusing attention on its effects on faculty learning, on collegial networks in medical colleges, and, consequently, on other scholarly work by faculty.

A brief review of research on the effects of PBL on faculty and faculty development is followed by a synthesis of relevant research findings from research on teaching and faculty learning in other disciplines.

A new conceptual framework, drawn from the educational paradigms, methods and empirical findings from those other areas of higher education research and research on secondary school teaching, is applied to designing, examining, and evaluating problem-based learning.

Viewing faculty as learners prompts a new research agenda including questions such as: What do faculty members learn by participating in integrative, interdisciplinary problem-based learning courses?

How is that learning related to or integrated with other aspects of their scholarly work? Inside the peer review process: How academics review a colleague's teaching portfolio.

Teaching and Teacher Education [Online] 18 Abstract View in KAR Understanding how academics review and make judgments about teaching portfolios is important as the peer review of teaching becomes more common.

This think-aloud study examines the processes seven academics used in reasoning through a colleague's biochemistry course portfolio.

Analysis of the interview transcripts revealed that participants used a normative, case-based reasoning approach, comparing the reviewee's practices to their own experiences, their colleagues, and to prototypical or traditional practices.

They considered contextual factors and their pre-existing knowledge of the teacher and the context. The readers justified their final decisions based on the appropriateness and achievement of educational goals.

The teacher's reflective commentary, the student evaluations of teaching, and the syllabus were important in their review.

Implications are discussed. Advances in physiology education Scholarly dimensions of academics' beliefs about engineering education.

Teachers and Teaching: Theory and Practice [Online] 8 Abstract View in KAR The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education.

Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student difficulties.

Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the field.

Implications for research on teaching and educational development are discussed. Journal of veterinary medical education [Online] 29 Strengthening collegiality to enhance teaching research and scholarly practice: An untapped resource for academic development.

To improve the academy 19 Buchy, M. Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation.

Assessment and Evaluation in Higher Education [Online] 25 Abstract View in KAR The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management.

The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed.

The matrix represents an innovative approach to evaluation that may be useful in a variety of fields. The authors argue, too, that the case is an example of how discipline and profession- specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning.

Factors affecting departmental peer collaboration for faculty development: Two cases in context. Higher Education [Online] 40 Abstract View in KAR This paper extends current research on departmental peer collaboration as a means of faculty development.

Given the potential advantages of such situated developmental activities, the need for further research is pressing. The study reported here examines two different cases of department-based,practice-centered peer inquiry projects; one set in a department of history and one in a department of mechanical engineering.

Both departmental projects were part of a larger initiative on the peer review of teaching coordinated by the American Association for Higher Education.

The aim of this study is to illuminate factors that can influence the nature, development and impact of such collaborative activities.

The leadership,structure and outcomes of each department's project are compared and contrasted. The role of departmental culture is considered, through an investigation of potential influences from the discipline and institution, as well as from departmental history.

Factors such as the norms of scholarly collaboration,standard work patterns, the presence or absence of external curricular standards, university status,faculty autonomy and morale are discussed.

The database, its role in the curriculum, and its effectiveness in guiding, without undermining, self-directed learning were studied, using the goals of problem based learning as a framework.

Contentious material about living persons that is unsourced or poorly sourced must be removed immediately , especially if potentially libelous or harmful.

Pasadena, California , U. Bruce Abbott. The Shreveport Journal. Louisiana, Shreveport. Retrieved August 8, — via Newspapers.

Namespaces Article Talk. Views Read Edit View history. Help Learn to edit Community portal Recent changes Upload file.

Download as PDF Printable version. Wikimedia Commons. Quinlan in The Promise. The Runner Stumbles. Independence Day. Twilight Zone: The Movie.

Segment: " It's a Good Life ". The Doors. Patricia Kennealy. A Civil Action. The Battle of Shaker Heights. The Hills Have Eyes. The Dissection of Thanksgiving.

The River Why. Owen Marshall: Counselor at Law. Police Woman. Where Have All the People Gone?

This paper examines the UK written curriculum through an analysis of the Quality Assurance Agency's subject benchmark statements for the most popular subjects studied in the UK.

It explores the language, principles and intended outcomes that suggest students are expected to embrace or embody particular affective outcomes, values or virtues, or demonstrate social responsibility.

The paper presents three examples of virtues that underpin particular disciplines, including empathy as expressed in languages and related studies and art and design; social justice and courage as expressed in social work; and humility as expressed in biosciences and sociology.

Implications for higher education policy are suggested. Leadership of teaching for student learning in higher education: What is needed?.

Higher Education Research and Development [Online] 33 Abstract View in KAR Mainstream higher education research on leadership largely overlooks the leadership of teaching and learning.

This paper presents a model of leadership that integrates various elements needed to create universities that intentionally promote holistic student learning and development.

The model links organisational development, the development of leaders as people who are in relationship with other members of the community transformative leadership , and knowledge of teaching and learning.

Through a creative synthesis of these various literatures, it proposes what is needed for sound educational leadership in higher education.

The paper highlights the content and context of leadership, emphasising not leadership or even leadership in higher education generally, but leadership of teaching by explicitly including knowledge and evidence related to teaching and learning for student learning.

From therapy to poetry and back again: One writer's journey. Journal of Poetry Therapy [Online] 26 Abstract View in KAR This reflective piece suggests three phases from therapeutic writing to full-fledged poetry to an audience's reading and discussion, illustrated with specific examples and commentary.

The author, a social scientist, an adult educator and a published poet, begins with the role of writing in her own processing of the painful experience of a family member's severe mental illness and suicide, showing us her earliest therapeutic writing.

She then illuminates a second phase, in which she gives us an inside look at the rewriting process that led to two poems suitable for public display.

She considers how the resulting poems might be used for both therapeutic and educational purposes, offering discussion prompts and questions related to the poems.

Pleshakova, A. Russian Language Journal [Online] 63 Abstract View in KAR The world's most pressing problems require solutions that cross disciplinary boundaries.

Yet, in an academy dominated by disciplinary thinking, interdisciplinarity is very challenging for researchers, teachers and students.

We briefly discuss problem-based learning PBL as a promising teaching methodology for integrating multiple disciplines.

However, the literature on problem-based learning does not adequately articulate the underlying cognitive processes required for interdisciplinary knowledge construction, particularly outside the clinical sciences.

We illustrate this theoretical approach with examples drawn from a course on the culture of Russia and Eastern Europe. We argue that understanding interdisciplinarity from a cognitive perspective allows both students and teachers to be more self-conscious about the practice of interdisciplinary studies, thereby enhancing the learning and teaching process.

Writing the First Person Singular. Qualitative Inquiry [Online] Abstract View in KAR A poem that explores the boundaries of what can be written in the social sciences and how far we can push those norms of social science.

It addresses the discomfort many social scientists feel when writing in the active, first person singular, while raising questions about qualitative inquiry that plague those who choose to venture into literary writing styles that offer a greater expressive range and more emotive language.

Methodological challenges in researching threshold concepts: A comparative analysis of three projects. Higher Education [Online] 66 This work has spawned four international conferences and hundreds of papers.

Although the idea has clearly gained traction in higher education, this sub-field does not yet have a fully fledged research methodology or a strong critical discourse about methodology.

This paper seeks to begin such a dialogue by analysing three projects carried out by the authors, each focused broadly on identifying and understanding threshold concepts in engineering.

Each of the projects used interviews with students and academics, but differed in six main ways that seem to make a difference to the research outcomes.

This paper considers the gaps in the research and why they matter, briefly outlines the methods used in each of the three case study projects, and then discusses differences in project goals, researchers' backgrounds, curricular context, participants' experiences, negotiated or independent knowledge and degree of comprehensiveness sought in the studies.

The implications of these six differences are explored. The authors argue that research in this sub-field of higher education pedagogical research needs to be clearer and more explicit about the methods that are used They conclude that the field would benefit from bringing together researchers who have been developing complementary research methods to compare and contrast these approaches and to develop more rigorous protocols for research on threshold concepts.

Trevitt, C. Advancing assessment practice in continuing professional learning: Toward a richer understanding of teaching portfolios for learning and assessment.

International Journal for Academic Development [Online] 17 Abstract View in KAR This paper reviews a range of challenges and tensions experienced when using portfolios for learning as well as for summative assessment in the context of continuing professional learning in academic development programmes.

While portfolios are becoming increasingly prominent, the details of how they are used are under-examined; they are often simply assumed to be an appropriate tool.

However, it is important that, as practitioners, we are able to justify our own assessment practices and convey our expectations to our participants, who may be unfamiliar with the demands of a reflective portfolio.

In this paper we explore some of the appeal as well as the difficulties of using portfolios, many of which arise from the fact that portfolios are often simultaneously used for summative and formative purposes.

We suggest how the challenges sometimes experienced with portfolio assessment can be addressed by course conveners. One Frozen Smile.

Journal of Family Social Work [Online] Designing competencies for chronic disease practice. Although more than 30 specialty competency sets have been developed, a particular need remained to define competencies required of professionals who practice chronic disease prevention and control.

Public health experts reviewed the results, providing extensive and richer understanding of the issues. RESULTS: The final product presents an integrated picture that highlights interrelationships among the specific skills and knowledge required for leading and managing state chronic disease programs.

Those competencies fall into 7 clusters: 1 lead strategically, 2 manage people, 3 manage programs and resources, 4 design and evaluate programs, 5 use public health science, 6 influence policies and systems change, and 7 build support.

Influencing policies and systems change has distinct relevance to chronic disease practice. We suggest uses of the competencies in the field.

Kagan, J. Health Research Policy and Systems [Online] 7. Abstract View in KAR Globally, health research organizations are called upon to re-examine their policies and practices to more efficiently and effectively address current scientific and social needs, as well as increasing public demands for accountability.

The challenges in designing, operationalizing, and managing global clinical trials programs are considered in the context of large scale scientific research initiatives.

Through a process of extensive stakeholder input, a framework of success factors was developed that enables both a prospective view of the elements that must be addressed in an evaluation of this research and a current state assessment of the extent to which the goals of the restructuring are understood by stakeholders across the DAIDS clinical research networks.

Evaluation of large research initiatives: outcomes, challenges, and methodological considerations.

New Directions for Evaluation [Online] Abstract View in KAR The authors synthesize relevant literature and findings of evaluations of four large-scale, federally funded scientific research programs in the United States to identify desired outcomes of these types of programs, major evaluation chal-lenges, and methodological principles and approaches.

Evaluators face numer-ous contextual, political, and methodological challenges in evaluating big science. The authors propose that these may be addressed through participatory planning, such as concept mapping, triangulation of evidence, use of promising methodologies, and a systems approach.

Graham, A. American Journal of Lifestyle Medicine [Online] 2 Abstract View in KAR Effective dissemination, implementation, and adoption of research-tested lifestyle risk factor interventions within primary care are critical to reduce cancer morbidity and mortality.

The objective of this study is to identify short- and long-term action steps within primary care research and practice to bridge the discovery-to-delivery gap in cancer prevention and control.

Experts in primary care research and practice from the United States and Canada participated in this qualitative project. Concept mapping was used to synthesize expert input on actions to improve research-practice integration in cancer prevention and control.

Results were used to facilitate an action-planning meeting among primary care researchers and practitioners.

Five areas were identified as critical to improving the integration of research and practice in cancer prevention and control: 1 stakeholder collaborations, 2 organizational culture and structure, 3 learning infrastructure, 4 incentives and funding, and 5 data and accountability systems.

Addressing the discovery-to-delivery gap in primary care requires collaboration among researchers and practitioners throughout the knowledge production cycle.

The model developed in this project can be used to stimulate actions at the individual, organizational, and systems level to reduce the burden of cancer related to lifestyle risk factors.

Arrington, B. Building a local agenda for dissemination of research into practice. Journal of Public Health Management and Practice 14 Managing program and curricular change toward faculty consensus.

Academic Leader. Petrucci, C. Bridging the research-practice gap: Concept mapping as a mixed methods strategy in practice-based research and evaluation.

Journal of Social Service Research [Online] 34 Abstract View in KAR The purpose of this article is to familiarize social work researchers and practitioners with Concept Mapping Trochim, , a mixed-methods strategy that can be useful in practice- based research.

Using two case examples, the steps involved in concept mapping are illustrated. Practice strengths of concept mapping are discussed, including that it is participatory, accessible, permits immediate application of findings, and enhances service effectiveness.

Research strengths include that it is a structured mixed-methods approach, the process is flexible, it accommodates cross-cultural applications, and is time- and cost-effective.

Rawson, R. Writing-skills development in the health professions. Teaching and Learning in Medicine [Online] 17 Abstract View in KAR Background: Studies have found that students in the medical professions often lack the writing skills required during their education and career.

One contributing factor to this deficiency is that writing tends to be discipline specific, rather than requiring general skills acquired in undergraduate schools.

Purpose: To determine the extent to which a rigorous writing exercise impacted the quality of students' medical writing based on a specified rubric.

Method: In the context of a basic science course, we developed 6 weekly writing exercises called Question of the Week, along with a rubric for scoring students' work.

Results: Except for Justification of Assertions and Accuracy, which did not change, scores for all categories improved between Weeks 1 and 2.

Use of Appropriate Terminology was the only category for which scores increased after Week 2. Conclusion: The clearest indication of writing development came from students' augmented ability to use medical terminology in appropriate ways.

This is an important observation, given that each Question of the Week covered a separate body system, characterized by distinctly different terms and jargon.

We concluded that students need much more practice to attain the level of proficiency outlined by our rubric. Effects of problem-based learning curricula on faculty learning: new lenses, new questions.

Advances in Health Sciences Education [Online] 8 Abstract View in KAR Literature on the impact of problem-based learning PBL in medical education has short-changed important questions about the effect of PBL curricula on faculty learning and on faculty knowledge of their subject matter.

This paper opens up new questions about the impact of PBL in medical colleges and other health sciences by focusing attention on its effects on faculty learning, on collegial networks in medical colleges, and, consequently, on other scholarly work by faculty.

A brief review of research on the effects of PBL on faculty and faculty development is followed by a synthesis of relevant research findings from research on teaching and faculty learning in other disciplines.

A new conceptual framework, drawn from the educational paradigms, methods and empirical findings from those other areas of higher education research and research on secondary school teaching, is applied to designing, examining, and evaluating problem-based learning.

Viewing faculty as learners prompts a new research agenda including questions such as: What do faculty members learn by participating in integrative, interdisciplinary problem-based learning courses?

How is that learning related to or integrated with other aspects of their scholarly work? Inside the peer review process: How academics review a colleague's teaching portfolio.

Teaching and Teacher Education [Online] 18 Abstract View in KAR Understanding how academics review and make judgments about teaching portfolios is important as the peer review of teaching becomes more common.

This think-aloud study examines the processes seven academics used in reasoning through a colleague's biochemistry course portfolio. Analysis of the interview transcripts revealed that participants used a normative, case-based reasoning approach, comparing the reviewee's practices to their own experiences, their colleagues, and to prototypical or traditional practices.

They considered contextual factors and their pre-existing knowledge of the teacher and the context. The readers justified their final decisions based on the appropriateness and achievement of educational goals.

The teacher's reflective commentary, the student evaluations of teaching, and the syllabus were important in their review. Implications are discussed.

Advances in physiology education Scholarly dimensions of academics' beliefs about engineering education. Teachers and Teaching: Theory and Practice [Online] 8 Abstract View in KAR The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education.

Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student difficulties.

Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the field.

Implications for research on teaching and educational development are discussed. Journal of veterinary medical education [Online] 29 Strengthening collegiality to enhance teaching research and scholarly practice: An untapped resource for academic development.

To improve the academy 19 Buchy, M. Adapting the scoring matrix: A case study of adapting disciplinary tools for learning centred evaluation.

Assessment and Evaluation in Higher Education [Online] 25 Abstract View in KAR The scoring matrix, a method used to facilitate community participation in collaboratively planning and monitoring development projects in natural resource management, was adapted to promote collaboration and reflection in a course in participatory resource management.

The scoring matrix is described and its strengths and weaknesses in relation to key objectives are analysed. The matrix represents an innovative approach to evaluation that may be useful in a variety of fields.

The authors argue, too, that the case is an example of how discipline and profession- specific tools can be adapted in an educational setting to serve the dual purposes of promoting experiential learning of particular key skills, and of monitoring and evaluating student learning.

Factors affecting departmental peer collaboration for faculty development: Two cases in context. Higher Education [Online] 40 Abstract View in KAR This paper extends current research on departmental peer collaboration as a means of faculty development.

Given the potential advantages of such situated developmental activities, the need for further research is pressing.

The study reported here examines two different cases of department-based,practice-centered peer inquiry projects; one set in a department of history and one in a department of mechanical engineering.

Both departmental projects were part of a larger initiative on the peer review of teaching coordinated by the American Association for Higher Education.

The aim of this study is to illuminate factors that can influence the nature, development and impact of such collaborative activities.

The leadership,structure and outcomes of each department's project are compared and contrasted. The role of departmental culture is considered, through an investigation of potential influences from the discipline and institution, as well as from departmental history.

Factors such as the norms of scholarly collaboration,standard work patterns, the presence or absence of external curricular standards, university status,faculty autonomy and morale are discussed.

The database, its role in the curriculum, and its effectiveness in guiding, without undermining, self-directed learning were studied, using the goals of problem based learning as a framework.

Students' self-reports in the form of end-of-course student evaluations were used to learn how students use the database and perceive its impact on student learning.

Responses of 3 cohorts of approximately 84 students each representing 2 courses were analyzed.

Many students in both courses used the database and found it useful in addressing learning issues. The database did not eliminate the "search stress" students had described, but findings suggest that there are two types of search difficulty.

One was related to the mechanics of obtaining and copying papers, and the other was centered on learning hot to cope with too much information and reading for new key concepts.

On the whole, the goals of the database appear to have been met. A majority of students in both courses used the resource to access relevant primary literature, and the database helped students focus on a smaller collection of key articles rather than the huge results often found in a Medline search.

Generating productive learning issues in PBL tutorials: an exercise to help tutors help students. Medical Education Online 5 Abstract View in KAR The development of productive, manageable, appropriate learning issues is central to students' achievement of content objectives in problem-based learning.

Students' reflection on their learning issues is also an important part of the development of their self-directed learning skills.

The use of an exercise to support tutors in helping students develop and apply criteria for productive learning issues is described and analyzed.

According to feedback from tutors, the forty five minute preparatory workshop for tutors, followed by a 15 to 20 minute "miniworkshop" with students in their tutorials was a successful format for achieving the objectives of the exercise in a first year problem-based learning course.

By integrating the activity into the tutorial process, the student participation rate was much higher than previous, stand-alone workshops for students on educational process.

Several modifications to the exercise and proposals for related future research are offered. Enhancing mentoring and networking of junior academic women: what, why, and how?.

Journal of higher education policy and management 21 Each person's network contains a range of different types of relationships and contacts that serve different purposes.

This paper clarifies some of these different types of relationships, the benefits each offers, and what they have to offer academic women.

Formal mentoring, networking and peer support programmes are presented and discussed. Commonalities and controversy in context: A study of academic historians' educational beliefs.

Teaching and Teacher Education [Online] 15 Abstract View in KAR The educational beliefs of eight academic historians are examined in the context of their department, the university and the history of the discipline.

Similarities among the academics about goals for history education; perceptions of students; roles as teachers; and classroom patterns are discussed.

Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the discipline; learning goals for students; teaching approaches; and their analysis of student difficulties.

It is concluded that educational beliefs are linked to scholarly conceptions of the field and recapitulate major developments and scholarly differences in the discipline.

Promoting faculty learning about collaborative teaching. College Teaching [Online] 46 Kayrooz, C. Development from within academe: Eschewing imperialism, managerialism and missionary zeal?.

Abstract View in KAR In the current turbulent environment as we face pressures for efficiency and commercialization, good intentions will not be sufficient.

Reflection on what the future holds for us is timely. In this article two case examples of academic development, drawn from the experience of staff at The Australian National University's Centre for Educational Development and Academic Methods, are presented and analysed.

A key issue for the field of academic development emerging from this critical examination of the cases is how units and those working in them are positioned in relation to academic colleagues, academic practitioners, and senior officers who are university leaders and managers.

Through the case studies and discussion the article explores issues of our location; it concludes that reflection on our models and theories, and critical rethinking of our practice, are essential first steps in deciding on our own professional development.

Involving peers in the evaluation and improvement of teaching: A menu of strategies. Innovative Higher Education [Online] 20 Abstract View in KAR Various approaches to conducting peer coaching and peer review are described in this article.

Examples of team mentoring, reciprocal class visitation, teaching circles, departmental teaching libraries, teaching portfolios, course portfolios, pedagogical colloquia and departmental reviews are discussed as methods for involving peers in the evaluation and improvement of teaching.

Many departments will adapt a combination of approaches which fit their particular goals and context. All of these approaches rest on the assumption of faculty responsibility for the process; grassroots leadership; and a view of teaching as a substantive, scholarly activity.

Faculty Perspectives on Peer Review. Hutchings, P. The teaching portfolio. The Department Chair 2 1 Edgerton, R. Capturing the scholarship in teaching.

From pedagogic innovation to publication: resituating your pedagogic research. Abstract View in KAR This essay explores the most common difficulties faced in translating classroom research on practical problems of teaching and learning into peer reviewed published outputs.

She has been married to actor Bruce Abbott since April 12, Their son Tyler was born in Quinlan made her film debut in George Lucas 's nostalgic look at the early '60s, American Graffiti , at age 19, although she had an uncredited role in 's One Is a Lonely Number.

As a young actress, she guest-starred in several s television series, including Police Woman , Ironside , Emergency!

Her recent work includes the TV series House , the remake of the horror classic The Hills Have Eyes , the wife of a government traitor in the film Breach , the mother of the two brothers in the Fox drama Prison Break , and a senator in "Alliances," a episode of the science-fiction series Stargate Universe.

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Pasadena, California , U. Bruce Abbott. The Shreveport Journal. Louisiana, Shreveport. Retrieved August 8, — via Newspapers.

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Wikimedia Commons. Quinlan in The Promise. The Runner Stumbles. Independence Day. Twilight Zone: The Movie. Segment: " It's a Good Life ". The Doors.

Patricia Kennealy.

Filme mit Kathleen Quinlan. Pepe Danquart. Izabella Scorupco. The Doors. Verliebt in die Braut. Christoph M. Ich hab' dir nie einen Rosengarten versprochen. Steve Zahn. Folgen Sie uns auf. Autumn Blood Stream Shatner.

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Dieser Beitrag hat 1 Kommentare

  1. Shakataur

    Ich meine, dass Sie den Fehler zulassen. Es ich kann beweisen.

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