scholarly journals Professional training in veterinary forensic sciences accessible within the curricula of 30 veterinary medical colleges in the United States

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Emmy Ferrell
Keyword(s):  
United States ◽  
Forensic Science ◽  
Professional Training ◽  
The United States ◽  
Study Data ◽  
Forensic Sciences ◽  
Mandated Reporting ◽  
Animal Abuse ◽  
Veterinary Students ◽  
Elective Courses

A study of the curriculum offered by veterinary colleges in the United States was performed on the topic of veterinary forensic science, the field of science utilizing the expertise of a veterinarian to gather and interpret evidence associated with animal crime (i.e. animal abuse and/or neglect). In this study, data was collected from 30 United States veterinary colleges in regard to curriculum accessible to veterinary students, specific to the field of veterinary forensic science. Each school provided any mention and characterization of the topic available to students throughout the four years of veterinary education, including lectures in core courses, lectures worked into elective courses, and/or separate elective courses. Completion of this study revealed the inconsistencies of training in veterinary forensic science found at the colleges surveyed. There are no current standards on this topic required for the education of veterinary professionals. Based on this study, 13 colleges (43.3%) provide some mention of the topic in their course work and seven colleges (23.3%) provide a specific elective course, while 10 colleges (33.3%) offer no training at all in veterinary forensic science. With mandated reporting in 18 of the 50 states, new graduates are expected to be competent at recognizing and reporting suspected cases of animal abuse/neglect; however, many veterinarians have never even been exposed to the topic of veterinary forensics during their education. 

Medical Technologists in Forensic Science Laboratories in the United States

1991 ◽  
Vol 22 (1) ◽  
pp. 40-44
Author(s):  
Richard O. Pfau ◽  
John R. Snyder ◽  
Sally V. Rudmann ◽  
Joseph E. Scott
Keyword(s):  
United States ◽  
Forensic Science ◽  
The United States ◽  
Science Laboratories ◽  
Medical Technologists

scholarly journals The State of Clinical Librarianship in Canada: a Review of the Literature, 1970–2013

2014 ◽  
Vol 34 (2) ◽  
pp. 69 ◽  
Author(s):  
Helen Halbert
Keyword(s):  
United States ◽  
Professional Training ◽  
Literature Search ◽  
The United States ◽  
Formative Period ◽  
Review Of The Literature ◽  
Job Titles ◽  
Medical Librarian ◽  
History Of ◽  
Insight Into

This paper examines the history of clinical librarianship in Canada from 1970 to 2013 as seen through the lens of practitioner narratives and published literature. While no reviews of clinical librarianship in Canada were found in the literature search, there were many project descriptions in articles and published reports that have provided insight into the field during its formative period in Canada from the 1970s. In addition to tracing narrative histories from 1970 to 2013, the author has continued to wonder why these important stories have never properly been told. Was it because the scope of clinical librarianship, its expected and embodied professional duties, was not regulated (as it is in the United States and United Kingdom)? Is it because the American Library Association accredited library schools in Canada do not offer appropriate curricula and professional training? It seems clear that some librarians in Canada were pioneers in the way that Gertrude Lamb was in the United States, but they did not call themselves clinical librarians. Consequently, they opted for more generic job titles such as medical librarian and health librarian. Whatever the reasons for this, it is within this framework that the author begins an exploration of clinical librarianship in Canada. The paper's aim is to provide a view into clinical librarianship in Canada back to the 1970s to ensure the story is properly told.

The comparison of social studies textbooks in Turkey, the United States and France based on values education

2021 ◽  
Vol 9 (2) ◽  
pp. 630-640
Author(s):  
Tuğba Kafadar ◽  
Keyword(s):  
United States ◽  
New York ◽  
Social Studies ◽  
The United States ◽  
Values Education ◽  
Study Data ◽  
Research Approach ◽  
Social Studies Textbooks ◽  
The Usa ◽  
Self Transcendence

The present study aimed to compare social studies or equivalent course textbooks in Turkey, the United States, and France (ethics-citizenship education) based on values education content. The study was designed with the holistic multi-case method, a qualitative research approach, and the study data were collected with document analysis. The study group was assigned with criterion sampling, a purposive sampling method. The study data were analyzed with the content analysis technique. The study findings were as follows: Value dimensions in the textbooks employed in the three countries were similar in the self-transcendence value dimension in Turkey and France, while self-enhancement value dimension was identified in the US (New York) textbooks. Analysis of the value types identified in the textbooks of the three countries demonstrated that the achievement category was prominent in Turkish and American (New York) textbooks, while universalism-concern value type was observed in France. Modesty value type was observed the least in the USA (New York) and France textbooks. However, the least frequent category was prestige in Turkish textbooks. The instruction approaches that were frequently observed in the textbook learning-instruction processes in the three countries were similar and the value explanation approach was adopted in Turkish and American (New York) social studies and French ethics-citizenship textbooks. The least frequent value instruction approaches in the textbooks were value instruction by observation in Turkish and French textbooks and moral reasoning method in the American (New York) social studies textbooks. Furthermore, American (New York) textbooks did not employ the value instruction by observation approach.

scholarly journals PROFESSIONAL TRAINING OF TEACHERS-PHILOLOGISTS IN AMERICAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 36-44
Author(s):  
Тетяна Григоренко ◽  
Валентина Коваль
Keyword(s):  
United States ◽  
Teacher Training ◽  
Alternative Model ◽  
Professional Training ◽  
Training Model ◽  
The United States ◽  
Innovative Teaching ◽  
Team Cooperation ◽  
Research Activities ◽  
Alternative Educational Programs

The article reveals the peculiarities of the American professional training of teachers of philology. The source base is analyzed and the lack of a common understanding of the concept of teacher training model, as well as the identification of concepts of models and approaches to the training of teachers of philology. The problematic issues of interdisciplinary training of teachers-philologists of integrative type for expanding opportunities for professional realization in the modern labor market are identified. The purpose of education and prestige of three types of master's and doctoral schools in American research universities are determined: the school of humanities and natural sciences; vocational schools of medicine, law and entrepreneurship; school of pedagogical education. The article considers such models of training of teachers of philology as intuitive, artistic and craft, scientific and applied, reflective, experimental, critical, collaborative, alternative, which allowed to substantiate scientific and methodological recommendations for improving the professional training of teachers of philology: development and introduction of an alternative model of training of teachers-philologists (alternative educational programs); development of mechanisms to stimulate students of philology to research activities; introduction of innovative teaching methods and technologies on the basis of interactivity, facilitation, collaboration, work in an interdisciplinary team, cooperation and constructive socialization; awareness of the need for interdisciplinary knowledge and skills, professional self-development. It was found that the models of teacher training in the United States have much in common with other countries of the European educational space, and the only model that is purely American is an alternative model of teacher training. Scientific and methodological recommendations for improving the professional training of teachers of philology in Ukraine on the basis of theoretical, organizational and didactic models of professional training in the United States are outlined.

scholarly journals Phase I Microgrid Cost Study: Data Collection and Analysis of Microgrid Costs in the United States

2018 ◽  
Author(s):  
Julieta I. Giraldez Miner ◽  
Francisco Flores-Espino ◽  
Sara MacAlpine ◽  
Peter Asmus
Keyword(s):  
United States ◽  
Data Collection ◽  
Phase I ◽  
The United States ◽  
Study Data ◽  
Cost Study ◽  
Data Collection And Analysis

scholarly journals Factors Associated with Initiation and Sustenance of Stress Management Behaviors in Veterinary Students: Testing of Multi-Theory Model (MTM)

2020 ◽  
Vol 17 (2) ◽  
pp. 631 ◽  
Author(s):  
Vinayak K. Nahar ◽  
Julia K. Wells ◽  
Robert E. Davis ◽  
Elizabeth C. Johnson ◽  
Jason W. Johnson ◽  
...  
Keyword(s):  
United States ◽  
Health Behavior ◽  
Behavior Change ◽  
Stress Management ◽  
Health Behavior Change ◽  
The United States ◽  
Theory Model ◽  
Veterinary Students ◽  
Cross Sectional ◽  
Management Behaviors

Veterinary students across the United States face the challenge of stress during school every day. When managed improperly, stress can become chronic and manifest in physical and emotional consequences. The purpose of this study was to examine the utility of the multi-theory model (MTM) of health behavior change in predicting the initiation and sustenance of stress management behaviors among veterinary students. A cross-sectional design was used to study the efficacy of the MTM in predicting initiation and sustenance of stress management behaviors among veterinary students at a private College of Veterinary Medicine in the Southeast United States. Researchers collected data using a 54-item valid and reliable survey. Only students who did not already engage in daily stress management behaviors were included in the study. After recruitment and exclusion, a total of 140 students remained and participated in the study. Hierarchical multiple regression revealed that, for initiation of stress management behaviors, 49.5% of the variance was explained by depression, academic classification, and behavioral confidence. Regarding sustenance of stress management behaviors, 50.4% of the variance was explained by perceived stress, depression, academic classification, and emotional transformation. MTM serves as a promising framework for predicting initiation and sustenance of health behavior change. Based on the results of this study, interventions aimed to promote stress management behaviors in veterinary students should focus on the MTM constructs of behavioral confidence and emotional transformation.

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