Old Babylonian School Curricula

2016 ◽  
pp. 1-12 ◽  
Author(s):  
NIEK VELDHUIS
Keyword(s):  
Old Babylonian ◽  
School Curricula

A recut Old Babylonian seal from Area I of Tell Kazel

Syria ◽  
1994 ◽  
Vol 71 (3) ◽  
pp. 347-348
Author(s):  
D. Collon
Keyword(s):  
Old Babylonian

Pedagogical Translation in School Curriculum Design

2020 ◽  
pp. 279-299
Author(s):  
Georgios Floros
Keyword(s):  
Curriculum Design ◽  
Social Practice ◽  
School Curriculum ◽  
Main Question ◽  
Emergent Bilinguals ◽  
Methodological Approaches ◽  
School Curricula

The main question regarding the use of pedagogical translation in schools has now shifted from the if-question to the how-question, especially given the challenges posed by the increasing worldwide migration. Pedagogical translation is recognized today as an extensive social practice, and recent research is interested in how pedagogical translation can become more effective through novel types of translation, such as media translation. This chapter argues that pedagogical translation is a type of literacy and focuses on what pedagogical translation, notably both the interlingual and the intralingual types, can afford in mixed classrooms in terms of the main methodological approaches used. It also examines how these two types of translation can best be integrated in various types of school curricula with the aim to serve the specific needs of mixed classrooms and the idea of educating emergent bilinguals.

scholarly journals School-Based Mind–Body Interventions: A Research Review

Human Arenas ◽  
2021 ◽  
Author(s):  
Mauro Cozzolino ◽  
Deborah R. Vivo ◽  
Giovanna Celia
Keyword(s):  
English Language ◽  
Well Being ◽  
Third Graders ◽  
Research Review ◽  
Negative Effects ◽  
Twelfth Graders ◽  
School Based ◽  
Current Review ◽  
School Based Interventions ◽  
School Curricula

AbstractThis paper contains a narrative review of the literature in the field of school-based mind–body interventions (MBIs). The aim of the current review is to verify whether the school-based MBI programs implemented in primary and secondary schools over the past 5 years are effective in helping schoolchildren cope with stress-related, behavioral, and affective issues, as well as improve stress response and school performance. All articles were retrieved using a number of databases. Inclusion criteria comprised qualitative and quantitative, English language, and peer-reviewed studies among third graders (8–9 years old) to twelfth graders (17–18 years old), including special needs pupils. Qualitative studies were limited to pupils’ experience only. Ten studies meeting the criteria for this review were assessed. The school-based interventions included yoga-based programs and mindfulness training. Evidence was evaluated and summarized. Across the reviewed studies, we found support for MBIs as part of school curricula to reduce negative effects of stress and promote overall well-being with caveats to consider in choosing specific programs. The practical implications of the current review include considerations related to the incorporation of MBIs in school curricula, which would likely benefit schoolchildren.

scholarly journals Medical Student Ophthalmic Knowledge Proficiency after Completing a Clinical Elective or an Online Course

2020 ◽  
Vol 12 (02) ◽  
pp. e255-e266
Author(s):  
Jacob J. Abou-Hanna ◽  
Jonah E. Yousif ◽  
Ariane D. Kaplan ◽  
David C. Musch ◽  
Jonathan D. Trobe
Keyword(s):  
Medical School ◽  
Online Course ◽  
Clinical Rotation ◽  
University Of Michigan ◽  
Written Examination ◽  
Michigan Medical School ◽  
The University ◽  
Michigan Medical ◽  
Online Group ◽  
School Curricula

Abstract Background As more information is being packed into medical school curricula, mainstream medical topics legitimately receive more attention than specialty topics such as ophthalmology. However, general practitioners, as gatekeepers of specialty care, must attain competency in ophthalmology. We have investigated whether an online ophthalmology course alone would be noninferior to the same online course plus an in-person clinical elective in providing ophthalmic knowledge. Methods Students at the University of Michigan Medical School voluntarily enrolled in one of two groups: an Online Only group requiring satisfactory completion of an online course entitled “The Eyes Have It” (TEHI) or a Clinical + Online group requiring students to complete a 2-week clinical rotation and the TEHI online course. The outcome metric was the score on an independent 50-question written examination of ophthalmic knowledge. Students also completed a survey assessing confidence in managing ophthalmic problems. Results Twenty students in the Clinical + Online group and 59 students in the Online Only group completed the study. The Clinical + Online group slightly outscored the Online Only group (86.3 vs. 83.0%, p = 0.004). When the two outlier questions were removed from the analysis, there was no difference in mean scores between the two groups (85.8 vs. 85.4, p = 0.069). Students in the Clinical + Online group devoted 80 more hours to the experience than did the students in the Online Only group. The number of hours devoted to the course and interest in ophthalmology were weakly correlated with examination performance. After completion of the experiment, there was no difference in student-reported comfort in dealing with ophthalmic problems between the two groups. Conclusion The examination scores of the students who completed the in-person alone were only slightly inferior to those of the students who completed the in-person clinical elective and the online course. These results suggest that an online course alone may provide a satisfactory ophthalmic knowledge base in a more compact timeframe, an alternative that should have appeal to students who do not intend to pursue a career in ophthalmology.

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

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