E. Peile
- Published in print:
- 2010
- Published Online:
- January 2011
- ISBN:
- 9780199566594
- eISBN:
- 9780191595066
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199566594.003.0019
- Subject:
- Public Health and Epidemiology, Public Health, Epidemiology
Sleep education is under-represented in undergraduate and postgraduate medical education. This constitutes a missed opportunity as there are educational advantages to learning and teaching around ...
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Sleep education is under-represented in undergraduate and postgraduate medical education. This constitutes a missed opportunity as there are educational advantages to learning and teaching around sleep. Not only does the topic have the potential to link social, behavioural, and biomedical sciences in integrated, clinically relevant teaching, but also there is scope for inter-professional learning. Very few clinical disciplines can afford to ignore sleep in the curriculum for continuing professional development, and again the links between neurology, psychiatry, and cardio-respiratory medicine, for example, afford strategic learning opportunities for doctors. This chapter gives examples of successful sleep education, and demonstrates how patients and doctors alike have much to gain from inclusion of sleep topics in the curriculum.Less
Sleep education is under-represented in undergraduate and postgraduate medical education. This constitutes a missed opportunity as there are educational advantages to learning and teaching around sleep. Not only does the topic have the potential to link social, behavioural, and biomedical sciences in integrated, clinically relevant teaching, but also there is scope for inter-professional learning. Very few clinical disciplines can afford to ignore sleep in the curriculum for continuing professional development, and again the links between neurology, psychiatry, and cardio-respiratory medicine, for example, afford strategic learning opportunities for doctors. This chapter gives examples of successful sleep education, and demonstrates how patients and doctors alike have much to gain from inclusion of sleep topics in the curriculum.
Jerry A. Jacobs
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780226069296
- eISBN:
- 9780226069463
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226069463.003.0009
- Subject:
- Education, Higher and Further Education
Chapter 9 considers interdisciplinarity in the context of undergraduate education. Evidence on the prevalence of cross-listed courses, team-taught classes and dual majors is presented that suggests ...
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Chapter 9 considers interdisciplinarity in the context of undergraduate education. Evidence on the prevalence of cross-listed courses, team-taught classes and dual majors is presented that suggests that connections between diverse subjects are surprisingly common. Trend data since the 1970s indicate that interdisciplinary majors typically graduate few degree recipient. This point, among others, questions the notion that undergraduate demand is responsible for the expansion of interdisciplinary programs. A paradox of integrative education is proposed, namely that integration is more feasible and more likely the narrower the student’s specialty. Ironically, the traditional disciplines have played a key role in creating the intellectual underpinnings of many of the applied fields which become competitors for undergraduate enrollments.Less
Chapter 9 considers interdisciplinarity in the context of undergraduate education. Evidence on the prevalence of cross-listed courses, team-taught classes and dual majors is presented that suggests that connections between diverse subjects are surprisingly common. Trend data since the 1970s indicate that interdisciplinary majors typically graduate few degree recipient. This point, among others, questions the notion that undergraduate demand is responsible for the expansion of interdisciplinary programs. A paradox of integrative education is proposed, namely that integration is more feasible and more likely the narrower the student’s specialty. Ironically, the traditional disciplines have played a key role in creating the intellectual underpinnings of many of the applied fields which become competitors for undergraduate enrollments.
Jihie Kim, Karen Myers, Melinda Gervasio, and Yolanda Gil
- Published in print:
- 2011
- Published Online:
- August 2013
- ISBN:
- 9780262014809
- eISBN:
- 9780262295284
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262014809.003.0006
- Subject:
- Computer Science, Artificial Intelligence
This chapter describes a metalevel framework for coordinating the activities of a community of learners to create an integrated learning system. The metalevel framework is organized around learning ...
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This chapter describes a metalevel framework for coordinating the activities of a community of learners to create an integrated learning system. The metalevel framework is organized around learning goals, which are formulated through introspective reasoning to identify problems and requirements for the ongoing learning process. By supporting both top-down and bottom-up control strategies, the framework enables flexible interaction among learners and is shown to be effective for coordinating learning agents to acquire complex process knowledge for a medical logistics domain.Less
This chapter describes a metalevel framework for coordinating the activities of a community of learners to create an integrated learning system. The metalevel framework is organized around learning goals, which are formulated through introspective reasoning to identify problems and requirements for the ongoing learning process. By supporting both top-down and bottom-up control strategies, the framework enables flexible interaction among learners and is shown to be effective for coordinating learning agents to acquire complex process knowledge for a medical logistics domain.
Abismrita Chakravarty
- Published in print:
- 2018
- Published Online:
- July 2019
- ISBN:
- 9780199487806
- eISBN:
- 9780199097715
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780199487806.003.0004
- Subject:
- Sociology, Education
The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates ...
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The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates the notion that curriculum is a fixed transactional entity, designed by distant regulatory bodies that is passively transmitted, to reveal its dynamic components constituting it as a continuous process and dialogue. The ethnographical study of the curricular practices in a mixed age group setting, where there is recognition of the different learning positions of each child that leaves enough room for manoeuvre, provides insights on how learning takes place within and also outside the space of premediated instruction. The ‘lived aspect’ of the curriculum emerges in the close interactions between the learner and teacher, both fluid and interchangeable categories that are embedded in an environment that has a very different organisation of time and space.Less
The chapter is an attempt to coherently weave the observations from brief fieldwork conducted in two unique settings to make inquiries into curriculum practices and its production. It interrogates the notion that curriculum is a fixed transactional entity, designed by distant regulatory bodies that is passively transmitted, to reveal its dynamic components constituting it as a continuous process and dialogue. The ethnographical study of the curricular practices in a mixed age group setting, where there is recognition of the different learning positions of each child that leaves enough room for manoeuvre, provides insights on how learning takes place within and also outside the space of premediated instruction. The ‘lived aspect’ of the curriculum emerges in the close interactions between the learner and teacher, both fluid and interchangeable categories that are embedded in an environment that has a very different organisation of time and space.
