Putting It All Together

2022 ◽  
pp. 204-215
Keyword(s):  
Educational Programs ◽  
Essential Elements ◽  
Virtual Coaching ◽  
Reflective Questions ◽  
Geographical Locations

Chapter 13 ties the essential elements of virtual coaching together by presenting four different coaching scenarios. Examining these scenarios allows the reader to delve deep into virtual coaching as it applies to different coaching programs, geographical locations, and district mandates. In this chapter, the authors offer examples of how virtual coaching is effective across varied districts, educator expertise, and educational programs. They also provide reflective questions for assisting the reader in discovering what steps they can take to implement virtual coaching.

scholarly journals Biomimicry Design Education Essentials

2019 ◽  
Vol 1 (1) ◽  
pp. 459-468 ◽  
Author(s):  
Laura Stevens ◽  
Marc M.J. De Vries ◽  
Mark M.J.W. Bos ◽  
Helen Kopnina
Keyword(s):  
Applied Sciences ◽  
Design Education ◽  
Design Thinking ◽  
Educational Programs ◽  
Essential Elements ◽  
Analogical Transfer ◽  
University Of Applied Sciences ◽  
Natural Forms ◽  
The Hague ◽  
Nature As Measure

AbstractThe emerging field of biomimicry and learning to design with and for nature has expanded in recent years through a diversity of educational programs. Inspiration following natural forms may give the appearance of being sustainable, but the question remains, how sustainable is it? Misunderstanding the function of these forms may leave designers with products not as sustainable as desired. Biomimicry education addresses these issues by integrating three essential elements into their design thinking phases and by using analogical transfer while doing so. This field learns from nature as model, nature as measure, and nature as mentor, throughout the design process. Through examination, analyses and verification of students designs and reflective processes at The Hague University of Applied Sciences, this research considers natures analogies in educational factors, determining which elements are influential when incorporating biomimicry into design education.

Exposure to Metals from Artisanal Cheeses Made with Goat's Milk

2018 ◽  
Vol 81 (12) ◽  
pp. 1950-1955
Author(s):  
SORAYA PAZ ◽  
ARTURO HARDISSON ◽  
NAZARET GUERRA ◽  
ANGEL J. GUTIÉRREZ ◽  
DAILOS GONZÁLEZ-WELLER ◽  
...  
Keyword(s):  
Trace Elements ◽  
Toxic Metals ◽  
Inductively Coupled Plasma ◽  
Atomic Emission ◽  
Essential Elements ◽  
Daily Consumption ◽  
Inductively Coupled ◽  
Tolerable Weekly Intake ◽  
Wet Weight ◽  
Geographical Locations

ABSTRACT Cheeses are an important source of essential elements. Nevertheless, the level of some metals could pose a health risk. Therefore, the concentration of trace elements and toxic metals (Cr, Cu, Li, Ni, Sr, Pb, Cd, and Al) has been determined in artisanal cheeses from different geographical locations, and the intake of these metals from cheese consumption has been evaluated. The metal concentration was determined in a total of 90 cheese samples from different locations by using inductively coupled plasma atomic emission spectroscopy. The highest concentration of Al (35.1 ± 4.42 mg/kg, wet weight) was found in artisanal cheeses from Zamora (Spain), followed by Sr (6.85 ± 0.35 mg/kg, wet weight) in artisanal cheeses from Cadiz (Spain). A daily consumption of 23.2 g of cheese provides a significant dietary contribution for Al of 0.82% of its tolerable weekly intake of 1 mg/kg of body weight per week. Canary Islands cheeses have a higher metal content than the non-Canary cheese, which could be because of the volcanic characteristics of the island soils. The intake of toxic metals and trace elements poses no risk to the health of adults.

scholarly journals Supporting students in higher education in transforming their thesis into a scientific article

2021 ◽  
Vol 11 (2) ◽  
pp. 37
Author(s):  
Kristina Areskoug Josefsson ◽  
Annika Nordin
Keyword(s):  
Higher Education ◽  
Educational Programs ◽  
Scientific Article ◽  
Scientific Journals ◽  
Reflective Questions ◽  
Teaching In Higher Education ◽  
Support Students

According to our experience from education in health and welfare, there are increased expectations in academia for students to publish their work as scientific international articles. Reasons and motivation for transforming the thesis to a scientific article vary; however, it is essential to understand that the work includes substantial revision to meet the requirements of a scientific article. We have long experience of teaching in higher education and have supported students from various educational programs in health and welfare to publish their theses as articles in scientific journals. This demands time, engagement and competence from both supervisors and students, demands that to our knowledge rarely are acknowledged in higher education organisations. A coherent guide on how to support students aiming for publication would have been helpful, and this article is anchored in our experiences and reflections on this matter. This article highlights eight preparatory reflective questions and presents a guide for supervisors in supporting actions for the transformation of a thesis to an article.

Effective Clinical Interviewing

1978 ◽  
Vol 9 (4) ◽  
pp. 265-271 ◽  
Author(s):  
Pauline T. Flynn
Keyword(s):  
Family Members ◽  
Essential Elements ◽  
Speech Language Pathologist ◽  
Lay Persons ◽  
Clinical Interviewing ◽  
Client Management

Speech, language, and hearing professionals rely on many individuals to provide information about a client. Management programs, in part, are devised, modified, and evaluated according to responses obtained from the client, family members, educators, and other professional and lay persons who have contact with the client. The speech-language pathologist has the responsibility of obtaining pertinent, complete, unbiased information about clients. This article provides an overview of the essential elements of an interview.

Chronic immobilization stress induces anxiety-related behaviors and affects brain essential minerals in male rats

2020 ◽  
pp. 1-8
Author(s):  
Zafer Sahin ◽  
Alpaslan Ozkurkculer ◽  
Omer Faruk Kalkan ◽  
Ahmet Ozkaya ◽  
Aynur Koc ◽  
...  
Keyword(s):  
Immobilization Stress ◽  
Central Area ◽  
Essential Elements ◽  
Male Rats ◽  
Control Group ◽  
Male Wistar Rats ◽  
Swimming Test ◽  
The Brain ◽  
Center Area ◽  
Chronic Immobilization Stress

Abstract. Alterations of essential elements in the brain are associated with the pathophysiology of many neuropsychiatric disorders. It is known that chronic/overwhelming stress may cause some anxiety and/or depression. We aimed to investigate the effects of two different chronic immobilization stress protocols on anxiety-related behaviors and brain minerals. Adult male Wistar rats were divided into 3 groups as follows ( n = 10/group): control, immobilization stress-1 (45 minutes daily for 7-day) and immobilization stress-2 (45 minutes twice a day for 7-day). Stress-related behaviors were evaluated by open field test and forced swimming test. In the immobilization stress-1 and immobilization stress-2 groups, percentage of time spent in the central area (6.38 ± 0.41% and 6.28 ± 1.03% respectively, p < 0.05) and rearing frequency (2.75 ± 0.41 and 3.85 ± 0.46, p < 0.01 and p < 0.05, respectively) were lower, latency to center area (49.11 ± 5.87 s and 44.92 ± 8.04 s, p < 0.01 and p < 0.01, respectively), were higher than the control group (8.65 ± 0.49%, 5.37 ± 0.44 and 15.3 ± 3.32 s, respectively). In the immobilization stress-1 group, zinc (12.65 ± 0.1 ppm, p < 0.001), magnesium (170.4 ± 1.7 ppm, p < 0.005) and phosphate (2.76 ± 0.1 ppm, p < 0.05) levels were lower than the control group (13.87 ± 0.16 ppm, 179.31 ± 1.87 ppm and 3.11 ± 0.06 ppm, respectively). In the immobilization stress-2 group, magnesium (171.56 ± 1.87 ppm, p < 0.05), phosphate (2.44 ± 0.07 ppm, p < 0.001) levels were lower, and manganese (373.68 ± 5.76 ppb, p < 0.001) and copper (2.79 ± 0.15 ppm, p < 0.05) levels were higher than the control group (179.31 ± 1.87 ppm, 3.11 ± 0.06 ppm, 327.25 ± 8.35 ppb and 2.45 ± 0.05 ppm, respectively). Our results indicated that 7-day chronic immobilization stress increased anxiety-related behaviors in both stress groups. Zinc, magnesium, phosphate, copper and manganese levels were affected in the brain.

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