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The South Central Center for Public Health Preparedness (SCCPHP) is a collaboration among the schools of public health at Tulane University and the University of Alabama at Birmingham and the state health departments in Alabama, Arkansas, Louisiana, and Mississippi. The SCCPHP provides competency-based training via distant delivery methods to prepare public health workers to plan for and rapidly respond to public health threats and emergency events. This article presents the training system model used by the SCCPHP to assess, design, develop, implement, and evaluate training that is both competency driven and practice based. The SCCPHP training system model ensures a standardized process is used across public health occupations and geographic regions, while allowing for tailoring of the content to meet the specific training needs of the workforce in the respective state and local health departments. Further, the SCCPHP training system model provides evidence of the reciprocal nature between research and practice needed to advance the area of emergency preparedness training and workforce development initiatives in public health. ©2005 Association of Schools of Public Health.

This study drew upon the recently developed teaching Perspectives Inventory (TPI) to compare and contrast the teaching perspectives of cooperating teachers against a range of demographic data specific to cooperating teachers. The outcomes indicate, among other things, that a high percentage of cooperating teachers base their pedagogical relationship with learners upon a Nurturing perspective, that a Social Reform perspective among cooperating teachers is almost non-existent, and that a Transmission perspective is more prominent at the secondary school level than at other school levels. Collectively, the insights from this study provide one of the most comprehensive surveys of a single cohort of cooperating teachers reported in the literature. © 2004 Elsevier Ltd. All rights reserved.

Taking a fresh and innovative approach to the complexities and challenges inherent in organizational learning diversity, the authors show that there are no generic solutions. They argue there is no 'best way' of planning, organizing and implementing learning in relation to the workplace and instead provide context-specific solutions to the dilemmas and issues that diversities present. With an international approach, grounded in theory and incorporating strong practical examples, this book is essential reading for all those studying, teaching or practising human resource development, human resource management or professional education. © 2006 Peter J. Smith and Eugene Sadler-Smith. All rights reserved.

A synthesis of nearly 2,000 articles to help make engineers better educators While a significant body of knowledge has evolved in the field of engineering education over the years, much of the published information has been restricted to scholarly journals and has not found a broad audience. This publication rectifies that situation by reviewing the findings of nearly 2,000 scholarly articles to help engineers become better educators, devise more effective curricula, and be more effective leaders and advocates in curriculum and research development. The author's first objective is to provide an illustrative review of research and development in engineering education since 1960. His second objective is, with the examples given, to encourage the practice of classroom assessment and research, and his third objective is to promote the idea of curriculum leadership. The publication is divided into four main parts: • Part I demonstrates how the underpinnings of education-history, philosophy, psychology, sociology-determine the aims and objectives of the curriculum and the curriculum's internal structure, which integrates assessment, content, teaching, and learning • Part II focuses on the curriculum itself, considering such key issues as content organization, trends, and change. A chapter on interdisciplinary and integrated study and a chapter on project and problem-based models of curriculum are included • Part III examines problem solving, creativity, and design • Part IV delves into teaching, assessment, and evaluation, beginning with a chapter on the lecture, cooperative learning, and teamwork The book ends with a brief, insightful forecast of the future of engineering education. Because this is a practical tool and reference for engineers, each chapter is self-contained and may be read independently of the others. Unlike other works in engineering education, which are generally intended for educational researchers, this publication is written not only for researchers in the field of engineering education, but also for all engineers who teach. All readers acquire a host of practical skills and knowledge in the fields of learning, philosophy, sociology, and history as they specifically apply to the process of engineering curriculum improvement and evaluation. © 2005 by the Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

Problem-based learning (PBL) has been the focus of many developments in teaching and learning facilitation in recent years. It has been claimed that PBL produces independent learners who are motivated, engaged in deep learning, work as a team, and develop effective strategies, skills and knowledge for life-long learning and professional work. Technology and Problem-Based Learning is aimed at educators who may be considering introducing PBL and need to know what it involves, its benefits and the practical details of how to implement it. Technology and Problem-Based Learning provides practical advice grounded in research and experience, to enable tutors to introduce PBL quickly and effectively. It also covers major issues including rationale for PBL, how to write effective problems, preparing students and tutors, being an effective facilitator, assessing students, dealing with problems, using IT. © 2006 by Idea Group Inc. All rights reserved.

This book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support. The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher's identity is tied up with the subject taught. The book is divided into three sections: framing the subject - which defines subject knowledge and raises questions about business education and economics as school subjects. teaching the subject - which looks at pedagogical, curricular and pupil knowledge. business, economics and enterprise within the professional community - which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it. © 2006 Peter Davies and Jacek Brant. All rights reserved.

The development of optometric education and the establishment of formal tertiary educational programs in the Chinese mainland, Hong Kong and Taiwan are described. The various types of degree and diploma programs from medical and technological universities are differentiated. The definition of optometry, as it is understood by the regulatory bodies and the populace, is discussed. There is more diversity in optometric programs within and across Greater China than among some nations. However, due to cultural and linguistic similarities, interactions and interchanges among institutions/associations at regular intervals are of immense value in harmonising the differences in educational programs and professional practices. Exchange programs, conferences and seminars further enhance the educational standards by exchanging technical knowledge and good clinical practices.

The relationship between authenticity, or the expression of the genuine self, and transformative adult education was explored through the development of a model of adult education that was used to design and conduct a semester-long course titled Sex and Shame, Spirit and Power for Unitarian-Universalist seminary learners. Grounded Theory analysis of interviews with Unitarian-Universalist ministers and seminary learners was used to analyze the professional needs of Unitarian-Universalist ministers. This analysis was foundation for the development of the objectives of the course. The progression of the course and the implementation of the model of adult learning is described through a first-person narrative of the semester. Details of the course material are provided in Chapters 5 and 6. The academic success of the course was determined through qualitative and quantitative measures of the learners' meeting the course objectives, including analysis of the learners' journals, observations in the classroom, and the Sexuality Opinion Survey. The relationships among the course content, the application of adult learning theories, the authenticity of each of the learners and the authenticity of the teacher are explored through reflective analysis and first-person narrative in order to demonstrate how authentic teaching and authentic learning can be supported by a model of effective adult education theories. A general framework for adult education which can be adapted to meet the needs of teachers, learners and subjects is offered as a way to facilitate authenticity in adult education.

Processes and conditions of production may produce unhealthy effects. Both must therefore be included in the education of health care personnel. Vocational training in occupational health at Kocaeli University Medical School, Turkey aims to demonstrate students that occupational health is a specific and important area of work within the context of primary health care. This research is a cross-sectional study. It was planned as a three stage study: 1- reviewing literature and grouping of countries according to their occupational health curricula; 2- reviewing the occupational health programs of medical schools in Turkey, and 3- recommendations for an occupational health curriculum to include an occupational health vocational training period of one week in the two month public health education program for medical interns. During this experience, senior students would be assigned to workplace health units. Of 283 medical schools found on the web, with occupational health teaching, only 20 have a curriculum that includes training in workplace health care units. In Turkey, there is no structured practical education on occupational health. In the third part of this study, we initiated at Kocaeli University School of Medicine's curriculum, a new occupational health education model applied in the workplace health units of factories. Practical experience of occupational health in the workplace is useful in introducing the community-based approach to occupational health in undergraduate medical education and understanding the determinants of health in industry.

Contract learning is an approach to classroom instruction that emphasizes teacher-student collaboration in the teaching-learning process. Participation in instructional decision-making encourages students to take responsibility for what happens to them, and it engenders a greater sense of commitment to the outcomes of the music program. In music education, where large group performance-based instruction is prevalent, students often feel that they are alienated, and the programs do not meet their personal needs. This article illustrates how the strategy can be adapted for music instruction, and outlines the benefits that contract learning offers for fostering student participation in the instructional process. Copyright © 2004 International Society for Music Education.