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Jossey-Bass Higher & Adult Education. 2 Introducing the Interactive Model of Program Planning 27. Developing and Planning Programs for Adult Learners. Resources for Effective Program Planning. Amanda Hamilton. Developing and planning programs for adult learners is a process that can be easy or difficult. This may depend on the setting of the program, the audience you are trying to reach, and the goals of your programs. This page will help you as a program planner gain knowledge on the different aspects of developing and program planning. Also, the importance of evaluating the program and program objectives created for the program. The Interactive Model of Program Planning Rosemary Caffarella’s interactive model of program planning provides an interesting approach to creating a model for.
Program Planning Models and Adult Development Theories Using a program planning model to develop programs will guide the planner and their team to planning a successful program. Program Planning models keep planning on track and in the correct direction. Below are two different program planning models which are recognized in the Adult Education field. Ralph Tyler Curriculum Model: 1. Tyler Curriculum Model. Uhland, R. Social policy and adult education program planning: Perspectives on the Tyler and Boyle models. PAACE Journal of Lifelong Learning, 3, 6. New Dimensions in Curriculum Development. The Phi Delta Kappan, 4. Interactive Model of Program Planning. Caffarella, R. Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers. The Jossey- Bass Higher and Adult Education Series. Jossey- Bass/Pfeiffer, Customer Care Center, 1. Crosspoint Blvd., Indianapolis, IN 4. Adult Development Theories. In order to understand Adult Education and program development and theories one should understand the different theories that apply to adult education is. As stated by Clark and Caffarella (1. Clark, M., & Caffarella, R. Theorizing Adult Development. New Directions For Adult & Continuing Education, 1. Program Planning Check list. While developing programs as you will see from the different program planning models there are multiple areas and check points that need to be meet when developing programs. Below is an example of a program planning check list. A Checklist for Planning Successful Training Programs. Training & Development Journal, 3. Logic models. Below is a link to a Program Development Planning logic model that is used by Cooperative Extension Agents across the country. This logical model highlights the entire planning process from planning to the evaluation stage. Additionally, a link to the Lifelong Education Program Planning model which highlights the learning process overtime. LEEP Model. Program Development and Planning Model. Creating a program budget. Creating a stable budget for a program is one of the major process in the program planning process. Depending on the organization sponsoring the program will depend on where the finances derive from. There are numerous expenses that come with creating a program and keeping track of them is important. Below are some resources to help assist with beginning this process. How to begin creating a budget. Example of budget worksheet Budget Worksheet. Caffarella, R. Preparing Budgets and Marketing Plans. Planning Programs for Adult Learners ( 2nd ed.). San Fransico: Wiley Periodicals, Inc., A Wiley Company. Staying under program budgets. Determining a direction. Focus Groups. According to Forester (1. The individuals who are a part of the planning process is vital to program development by determining what the program should focus on. Learning to adapt to situations and to negotiate with stake- holders is an important part of program development. Building a Strong Base of Support. Planning Programs for Adult Learners ( 2nd ed.). San Fransico: Wiley Periodicals, Inc., A Wiley Company. New Directions for Adult and Continuing Education, 1. Creating a high performance team. Needs Assessment. Before beginning the development and planning of a program, a program planner will need to identify the subject of the program. This can be accomplished by a needs assessment in the workplace, community, or other desired locations. By conducting a needs assessment the program planner along with the development committee will be able to identify the specific needs the target audiences wants. Below is a video explaining what a needs assessment is and ways to conduct one. What is a needs assessment. Planning and conducting needs assessments: A practical guide. Sage. Understanding adult learner needs. Depending what type of educational setting and participants the individual program is targeting will determine the needs that will be associated with the program. For example, A formal educational setting will target a professional or scholar while a in- formal setting will include a wider ranger of individual both of which will have different needs that will be addressed during the educational program (Merriam and Brockett, 2. Below are resources on identifying the correct need for each type of adult learner. Maslow's Hierarchy of needs. Simons, J. B., & Drinnien, B. Maslow’s hierarchy of needs. Retrieved October, 9, 2. Expanded Maslow's Hierarchy of needs. J., & Caffarella, R. Planning programs for adults. Handbook of adult and continuing education, 2. Merriam, S., & Brockett, R. The Profession and Practice of Adult Education, An Introduction (2nd ed.). San Francisco, CA: John Wiley and Sons, Inc. What Programs for Adult's Look Like. Planning Programs for Adult Learners ( 2nd ed.). San Fransico: Wiley Periodicals, Inc., A Wiley Company. Developing Program Objectives. The goal of program objectives is to clearly identify the results that will be achieved by the participant from the educational program or training (Caffarella, 2. These objectives should be developed during the planning process and advertised to potential program participants. Developing Program Objectives. Planning Programs for Adult Learners ( 2nd ed.). San Fransico: Wiley Periodicals, Inc., A Wiley Company. J., & Caffarella, R. Planning programs for adults. Handbook of adult and continuing education, 2. Creating Program Objectives. Tools for developing program objectives. When developing learning objectives it is important to use multiple levels of Bloom's Taxonomy to create multiple ways of thinking for the student to assist them in reading the learning objectives that are set. Developing SMART goals. Participants application to life. Transfer of learning is an important aspect of program planning. Caffarella (2. 00. Some resources to gain further knowledge on this subject: 1. Devising Transfer- of- Learning Plans. Planning Programs for Adult Learners ( 2nd ed.). San Fransico: Wiley Periodicals, Inc., A Wiley Company. Problem- Based Learning: A Learning Environment for Enhancing Learning Transfer. New Directions For Adult & Continuing Education, 2. Transfer of Learning. Why a program did not succeed. Often times there are stations where a program does not go as planned our the outcomes the program planner had expected did not occur. Program failures can happen to any program planner however, one important aspect of a program failure to remember is to learn from the mistakes (Mills, 1. Listed below are multiple resources which indicate why programs fail and how to address these failures. New Directions for Adult and Continuing Education, 1. New Directions for Adult and Continuing Education, 1. New Directions for Adult and Continuing Education, 1. Evaluations can be used before a program begins, during a program, and after a program. All of these techniques are beneficial to collecting data to evaluate. Below is resources to use to assist with creating a program evaluation for your program. What is a program evaluation? Program Evaluation. Models to assist with creating evaluations. Kirkpatrick's 4 Levels. Program Evaluation Steps. Program Evaluation Steps. Centers for Disease Control and Prevention. Retrieved July 2. Resources: 1. Planning Programs for Adult Learners: A Practical Guide for Educators, Trainers, and Staff Developers. The Jossey- Bass Higher and Adult Education Series. Jossey- Bass/Pfeiffer. Clark, M., & Caffarella, R. Theorizing Adult Development. New Directions For Adult & Continuing Education, 1. Planning in the Face of Power. Berkeley: University of California Press, 1. Merriam, S., & Brockett, R. The Profession and Practice of Adult Education, An Introduction (2nd ed.). San Francisco, CA: John Wiley and Sons, Inc. New Directions for Adult and Continuing Education, 1. Planning Programs for Adult Learners: A Practical Guide - Rosemary S. Caffarella, Sandra Ratcliff Daffron. Planning Programs for Adult Learners, Third Edition covers the development of adult education programs in clear, specific detail. This popular step- by- step guide contains information on every area of program planning for adult learners, from understanding the purpose of educational programs to obtaining suitable facilities to incorporating technology appropriately. For educators and practitioners for whom planning programs is a full- time responsibility or only a part of their jobs, as well as volunteers in a variety of organizations, will find this book to be an essential tool. Grounded in a variety of program planning models, the new edition includes: new refinements to the 1. CD Action 12 2012.pdf - 2012 - CD-Action - Trofiejny. CD Action 12 2012.pdf . W ramach Chomikuj.pl stosujemy pliki cookies by umo CD-Action 09/2009 PL.pdf FORMAT: PDF ROZMIAR: 248 MB J. Kod (Text): http://netload.in. Inne foldery tego chomika: Zg. CD-Action – polski magazyn po. Inne pliki z tego folderu: Las Elegidas (2015) Napisy PL.DVDRip.XVID-AZ.rmvb (356748. Numer 1. 0/2. 01. CD- Action - gry komputerowe, ps. 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Students have the opportunity to work as teaching assistants and to collaborate with faculty members on research projects. S/U grades. Required courses: DESMA 2. DMA Faculty Seminar), 2. A (Programming Media I), and 2. B (Programming Media 2) must be taken during the first two quarters in residence; DESMA 2. Graduate Thesis Seminar) must be taken twice (8 units total), once each year while in residence; 1. DESMA 4. 03 (Graduate Critique) and 3. DESMA 4. 04 (Graduate Tutorial) are to be taken during the first two years in residence; and 1. DESMA 5. 96 (Directed Individual Study or Research) may be applied toward the requirements for the degree. Curriculum. The MFA class schedule is listed in the right column. Students must take one Graduate Critique and two Graduate Tutorials during every quarter in residence. These courses are designed to guide students through their individual thesis projects. In the first year, students also take DESMA 2. A and 2. 52. B. Students are encouraged to select elective courses from outside the department. The initial faculty advisor is charged with the responsibility of reviewing the first- year student’s progress a minimum of three times in the academic year and may or may not eventually become a member of the student’s thesis committee. Satisfactory first- year student progress is determined by first- year course grades and the quality of the student’s work in the first- year solo exhibition. In the second year, the Graduate Thesis Committee is responsible for reviewing, at least once every quarter, the student’s progress toward a thesis project and documentation. The Graduate Thesis Committee, approved by the departmental chair, is comprised of a minimum of three members: two senate faculty members from the Department of Design Media Arts, and one senate faculty member from the Department of Media Arts or any UC campus department. The Committee must be established no later than the end of the fourth week of the fall quarter in the second year. The comprehensive MFA examination consists of an oral examination and a concentrated body of work that will be presented in a master of fine arts exhibition. An accompanying record of the exhibition, including documentation appropriate to the media, for example, images of physical work, research material, other visual material, a written statement, and other materials as determined by the student’s Graduate Thesis Committee, is also required. For a complete outline of degree requirements, see . The programs reflect the fast- paced, constantly evolving field in which art, technology and science intersect and are based on an innovative, interdisciplinary and project- oriented curriculum. MASTER OF SCIENCE PROGRAMThe MS in Digital Media is a hybrid program created to offer students research as well as career opportunities in 2. This two- year program offers comprehensive studies in advanced digital design including 3. Each of our students brings to the Multimedia Graduate Program their exceptional skill and.D modeling, animation, interactivity, gaming and digital media history, theory and methods. The curriculum for the MS in Digital Media offers a mix of academic course work and project- related activities. Projects consist of funded grant research opportunities, industry- sponsored projects and independent, student- generated and faculty- approved projects. PHD PROGRAMThe Digital Media Ph. D program focuses on translational research in digital media within an experiential learning environment. It studies the application of digital media towards solving research problems in various disciplines including but not limited to engineering, education, cultural heritage, health or business. This doctoral program is built on a fundamentally interdisciplinary course structure and emphasizes an iterative and design based research philosophy. DIGITAL MEDIA RESEARCHStudents at the master as well as the doctoral level may participate in government- funded grant research opportunities, industry- sponsored studies, or independent student- generated and faculty- approved projects. Projects have included Brain- Computer Interfaces (BCI) for video games, a multi- media interactive dance performance with body tracking, multi- touch games for teaching middle- school children, theme park ride and animation design, interactive online non- linear narrative comics, and advanced animation production techniques. Graduates have obtained jobs at leading companies including Pixar, Microsoft XBOX, NCSoft, Dreamworks, and Disney. For additional information on scholarships, fellowships and admission requirements, visit Graduate Admissions. To see student work samples, visit the creative work page, www. MASTER OF SCIENCE IN BIOMEDICINE AND DIGITAL MEDIAIn addition to the MS in Digital Media, the Department of Digital Media also offers an MS in Biomedicine and Digital Media in collaboration with the Drexel University College of Medicine. For more information on this highly innovative new program, please visit the corresponding program pages at the Drexel College of Medicine website. Three-year media-fluid studio program. About the College of Fine Arts; Programs; Undergraduate Program; Graduate Program; Media Areas, Facilities and Special Equipment; Specialized Programs; Department of Art Student. Media Arts Degree and Certificate Programs with Course Info. Individuals interested in digital animation, digital photography, video, film and computer graphics should consider pursuing educational programs in media arts. Media Arts and Sciences offers a graduate program leading to master's and PhD degrees. 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Transmission failsafe program - Bimmerfest. CDC - 2. 00. 7 Isolation Precautions: Part 3. There are two tiers of HICPAC/CDC precautions to prevent transmission of infectious agents, Standard Precautions and Transmission- Based Precautions. Standard Precautions are intended to be applied to the care of all patients in all healthcare settings, regardless of the suspected or confirmed presence of an infectious agent. Implementation of Standard Precautions constitutes the primary strategy for the prevention of healthcare- associated transmission of infectious agents among patients and healthcare personnel. Transmission- Based Precautions are for patients who are known or suspected to be infected or colonized with infectious agents, including certain epidemiologically important pathogens, which require additional control measures to effectively prevent transmission. Since the infecting agent often is not known at the time of admission to a healthcare facility, Transmission- Based Precautions are used empirically, according to the clinical syndrome and the likely etiologic agents at the time, and then modified when the pathogen is identified or a transmissible infectious etiology is ruled out. Examples of this syndromic approach are presented in Table 2. The Automatic Transmission Speed Sensor sends signals to the speedometer to indicate how fast your vehicle is traveling, regulates the flow of fuel and ignition. 36 years ago, a brief radio signal was detected by an observatory in Ohio. Could it have been an extraterrestrial transmission? I have been getting th trans fail safe mode messege along with the check engine light. The trans fail messege fault reads speed sensor in the. The HICPAC/CDC Guidelines also include recommendations for creating a Protective Environment for allogeneic HSCT patients. The specific elements of Standard and Transmission- Based Precautions are discussed in Part II of this guideline. In Part III, the circumstances in which Standard Precautions, Transmission- Based Precautions, and a Protective Environment are applied are discussed. See Tables 4 and 5 for summaries of the key elements of these sets of precautions. Top of Page. III. Also available in format. Accurate, balanced sex education – including information about contraception and condoms – is a basic human right of youth. Giving treatment to HIV-positive pregnant women and testing their baby for HIV at birth prevents the mother-to-child transmission of HIV. A. Standard Precautions Standard Precautions combine the major features of Universal Precautions (UP) 7. Body Substance Isolation (BSI) 6. Standard Precautions include a group of infection prevention practices that apply to all patients, regardless of suspected or confirmed infection status, in any setting in which healthcare is delivered (Table 4). These include: hand hygiene; use of gloves, gown, mask, eye protection, or face shield, depending on the anticipated exposure; and safe injection practices. Also, equipment or items in the patient environment likely to have been contaminated with infectious body fluids must be handled in a manner to prevent transmission of infectious agents (e. The application of Standard Precautions during patient care is determined by the nature of the HCW- patient interaction and the extent of anticipated blood, body fluid, or pathogen exposure. For some interactions (e. Education and training on the principles and rationale for. Standard Precautions because they facilitate appropriate decision- making and promote adherence when HCWs are faced with new circumstances 6. An example of the importance of the use of Standard Precautions is intubation, especially under emergency circumstances when infectious agents may not be suspected, but later are identified (e. SARS- Co. V, N. The application of Standard Precautions is described below and summarized in Table 4. Guidance on donning and removing gloves, gowns and other PPE is presented in the Figure. Standard Precautions are also intended to protect patients by ensuring that healthcare personnel do not carry infectious agents to patients on their hands or via equipment used during patient care. New Elements of Standard Precautions Infection control problems that are identified in the course of outbreak investigations often indicate the need for new recommendations or reinforcement of existing infection control recommendations to protect patients. Because such recommendations are considered a standard of care and may not be included in other guidelines, they are added here to Standard Precautions. Three such areas of practice that have been added are: Respiratory Hygiene/Cough Etiquette, safe injection practices, and use of masks for insertion of catheters or injection of material into spinal or epidural spaces via lumbar puncture procedures (e. While most elements of Standard Precautions evolved from Universal Precautions that were developed for protection of healthcare personnel, these new elements of Standard Precautions focus on protection of patients. Respiratory Hygiene/Cough Etiquette The transmission of SARS- Co. V in emergency departments by patients and their family members during the widespread SARS outbreaks in 2. The strategy proposed has been termed Respiratory Hygiene/Cough Etiquette 9, 8. Standard Precautions. The strategy is targeted at patients and accompanying family members and friends with undiagnosed transmissible respiratory infections, and applies to any person with signs of illness including cough, congestion, rhinorrhea, or increased production of respiratory secretions when entering a healthcare facility 4. The term cough etiquette is derived from recommended source control measures for M. The elements of Respiratory Hygiene/Cough Etiquette include 1) education of healthcare facility staff, patients, and visitors; 2) posted signs, in language(s) appropriate to the population served, with instructions to patients and accompanying family members or friends; 3) source control measures (e. Covering sneezes and coughs and placing masks on coughing patients are proven means of source containment that prevent infected persons from dispersing respiratory secretions into the air 1. Masking may be difficult in some settings, (e. Physical proximity of < 3 feet has been associated with an increased risk for transmission of infections via the droplet route (e. N. The effectiveness of good hygiene practices, especially hand hygiene, in preventing transmission of viruses and reducing the incidence of respiratory infections both within and outside 9. These measures should be effective in decreasing the risk of transmission of pathogens contained in large respiratory droplets (e. B. Although fever will be present in many respiratory infections, patients with pertussis and mild upper respiratory tract infections are often afebrile. Therefore, the absence of fever does not always exclude a respiratory infection. Patients who have asthma, allergic rhinitis, or chronic obstructive lung disease also may be coughing and sneezing. While these patients often are not infectious, cough etiquette measures are prudent. Healthcare personnel are advised to observe Droplet Precautions (i. Healthcare personnel who have a respiratory infection are advised to avoid direct patient contact, especially with high risk patients. If this is not possible, then a mask should be worn while providing patient care. Safe Injection Practices The investigation of four large outbreaks of HBV and HCV among patients in ambulatory care facilities in the United States identified a need to define and reinforce safe injection practices 4. The four outbreaks occurred in a private medical practice, a pain clinic, an endoscopy clinic, and a hematology/oncology clinic. The primary breaches in infection control practice that contributed to these outbreaks were 1) reinsertion of used needles into a multiple- dose vial or solution container (e. In one of these outbreaks, preparation of medications in the same workspace where used needle/syringes were dismantled also may have been a contributing factor. These and other outbreaks of viral hepatitis could have been prevented by adherence to basic principles of aseptic technique for the preparation and administration of parenteral medications 4. These include the use of a sterile, single- use, disposable needle and syringe for each injection given and prevention of contamination of injection equipment and medication. Whenever possible, use of single- dose vials is preferred over multiple- dose vials, especially when medications will be administered to multiple patients. Outbreaks related to unsafe injection practices indicate that some healthcare personnel are unaware of, do not understand, or do not adhere to basic principles of infection control and aseptic technique. A survey of US healthcare workers who provide medication through injection found that 1% to 3% reused the same needle and/or syringe on multiple patients 9. Among the deficiencies identified in recent outbreaks were a lack of oversight of personnel and failure to follow- up on reported breaches in infection control practices in ambulatory settings. Therefore, to ensure that all healthcare workers understand and adhere to recommended practices, principles of infection control and aseptic technique need to be reinforced in training programs and incorporated into institutional polices that are monitored for adherence 4. Infection Control Practices for Special Lumbar Puncture Procedues In 2. CDC investigated eight cases of post- myelography meningitis that either were reported to CDC or identified through a survey of the Emerging Infections Network of the Infectious Disease Society of America. Blood and/or cerebrospinal fluid of all eight cases yielded streptococcal species consistent with oropharyngeal flora and there were changes in the CSF indices and clinical status indicative of bacterial meningitis. Equipment and products used during these procedures (e. Procedural details available for seven cases determined that antiseptic skin preparations and sterile gloves had been used. However, none of the clinicians wore a face mask, giving rise to the speculation that droplet transmission of oralpharyngeal flora was the most likely explanation for these infections. Bacterial meningitis following myelogram and other spinal procedures (e. As a result, the question of whether face masks should be worn to prevent droplet spread of oral flora during spinal procedures (e. Face masks are effective in limiting the dispersal of oropharyngeal droplets 9. In October 2. 00. |
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January 2017
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