"Food and Fitness," and evaluated it with students in grades 3-7 in Houston, Texas. A fieldtest group (447 students) completed all unit activities under the guidance of their teachers. This group and a comparison group (343 students) completed pre-and postassessments measuring knowledge of concepts covered in the unit. Outcomes indicate that the unit significantly increased students' knowledge and awareness of science concepts related to energy in living systems, metabolism, nutrients, and diet. Pre-assessment results suggest that most students understand concepts related to calories in food, exercise and energy use, and matching food intake to energy use. Students' prior knowledge was found to be much lower on topics related to healthy portion sizes, foods that supply the most energy, essential nutrients, what "diet" actually means, and the relationship between body size and basal metabolic rate.
The barriers facing those who promote diversity in medical education are growing higher, but the need for diversity is greater than ever. One of the best, most direct ways to attain diversity within medical school populations is simply to produce more applicants who are qualified, so that greater numbers of students from groups underrepresented in medicine can be selected. To maintain and increase the flow of students, medical schools must exert pressure at all points along the educational pipeline and into medical practice. Such pressure can be applied through programs that stimulate and sustain interest in medicine by providing meaningful experiences that prepare students for medical studies and careers. As guest editors of Academic Medicine's April 1999 theme issue on educational programs that strengthen the pipeline to medical school, the authors collected a special set of papers reflecting the variety of such programs offered by academic medical institutions. The articles were solicited by a national call for papers, and eventually 26 papers were selected for inclusion. This set is not a comprehensive list of diversity programs, or even of the types of programs available. Rather, it is a description of replicable programs that the guest editors hope may be useful to their colleagues in medical education, encourage development of new diversity initiatives, or help to build support for ongoing programs.
In January of 1996, Computing & Information Technology (CIT) at the State University of New York (SUNY) Geneseo implemented an instructional computer lab. This was used as a general access computer lab and doubled as teaching space for technology education but has seen many revisions.In the 12 years since the lab's construction, Geneseo has seen numerous changes in teaching styles and the expectations for the facilities that support them. Our classroom has served as a gauge for these changes and has evolved to meet differing expectations.We will discuss the various stages of changes in our physical space; the thoughts behind them; the impact on and integration with other classrooms on campus; and our vision for the future.We will talk about designing and implementing a classroom that allows for multiple teaching styles. The same space saves on physical space by utilizing desks with retractable iMacs that are set up for dual-booting into both Windows and Mac OS.Our vision for the future stretches beyond the geography of the room. Leveraging virtualization technology, students can access a computer lab configuration from their own computers inside the classroom. The same configuration can be accessed outside the classroom, enabling students to continue working on their own schedules.We think that by combining both a traditional classroom and cutting edge technologies we can maintain the flexibility necessary in modern education environments.
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