Use of discrete-zone monitoring systems for hydraulic characterization of a fractured-rock aquifer at the University of Connecticut Landfill, Storrs, Connecticut, 1999 to 2002
This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.