Traditional engineering education is usually very theoretical and in a closed environment. By using the Learning Methodology + Service (L+S) and various techniques and Agile methods, performed from the beginning of the life cycle of a project, the incorporation of a different form of COMPUTER SCIENCE KNOWLEDGE Forshaw et al 2016 Meeting graduate employability needs through open-source collaboration with 1 This paper describes the development and delivery of a course, in close collaboration with industry, over a ten-year period. We describe the details of this collaboration, which aims to equip students with collaborative software development experience, incorporating open source, Categories
Numerous nursing leadership organizations and nursing experts emphasize the need for nurses to develop health policy skills. However, most nurses continue to lack this skill. Few examples of successful ways to deal with health policy in the curriculum can be found in the literature. The authors present a discussion of how health policy skills may be developed at various curriculum levels and use a Master's core course in health policy as an example of a graduate course.
This article proposes an approach for supervising school counseling interns. The approach integrates supervisor roles, intern skills, and stages of the supervision process.
SURVEY than recharse. ancl that the .clefldeDC7 ia betq balanced b7 drawme upon stora~re. Thla coadiUoa J.a reflect.ecl b7 cleoUninl Wll;ter lnela m parta of the area. The water supply of the Gila Bend su-ea la big, l;y mineralized, and only a few of the samplea anaqzed contained leu tbael, 000 ppm of dissolved solids. 1'ho water ia hi£h 1n sodium and chloride, aud most ot the samples analyzed contained more than 1. I ppm of nuoride. Although the quality of the water camaot be cona1dered JOOd, cropa are eucceaatulq erown in the area. It 1s concluded that, 1f a D.ood•cootrol dam were coutructed.. tbe over• all ef'fecta on tba dowxurtl"eam water au~ woulcl be laeullclallMcauae fiood watera woWil be recharpclmon readllJ.
This paper reports on a research project which aims to improve prospective mathematics teachers' relational understanding and pedagogical beliefs for teaching in second-level Irish classrooms. Prospective mathematics teachers complete their teacher education training with varying pedagogical beliefs, and often little relational understanding of the mathematics they are required to teach at second level. This paper describes a course designed by the authors to challenge such beliefs and encourage students to confront and possibly transform their ideas about teaching, while simultaneously improving their subject knowledge and relational understanding. Both content and pedagogical considerations for teaching second-level mathematics are integrated at all times. The course was originally optional and was piloted and implemented in a third-level Irish university. Apart from offering an insight into the design considerations when creating a course of this type, this paper also addresses some of the challenges faced when evaluating such a course. Overall participant feedback on the course is positive and both qualitative and quantitative results are provided to support this and also highlight the efficacy of the programme.
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