Women in the Work Force- 1960s Essay -- Essays Papers

Ladies in the Work Force-1960s The 1960s were a period of social and political ID for American ladies. Regardless of the triumph of casting a ballot rights, ladies despite everything experienced segregation in day by day life. With the current millenium attracting to a nearby, ladies today despite everything express worry of inconsistent treatment. It is imperative to look in reverse in history and recall the battles that our moms and grandmas experienced. Because of the ladies of the past, ladies of the present can take part in legislative issues and get equivalent compensation for equivalent occupations. The battle proceeds, however we vanquish more segregation consistently. It has consistently been a well known misinterpretation that ladies are the more vulnerable sex.1 This thought prompts the conclusion that ladies can not in any way, shape or form play out a similar activity necessities as men. For what reason should a lady look for additional training when she can't deal with an occupation truly and mentally in the male work power? A lady who accomplishes choose to work out of the home couldn't hope to win as much as possible not carry out the responsibility close to also. History paints the image of ladies remaining at home as homemakers where they have a place. We consider the to be lady as June Cleaver from the TV sitcom Leave it to Beaver. A women's activist writer Betty Friedan composed a top of the line book contending that magazines, ads, instructors, and social researchers depict ladies as upbeat as housewives.2The Feminine Mystique clarified this depiction of the caught ladies into an existence of bringing up kids, dealing with the home, an d giving zero chance work outside the home. In spite of the desire for ladies as homemakers, ladies broke free. They needed to take progressively dynamic jobs in legislative issues, society, and the work power. One field of help cam... ... Jovanovich, 1987) p.236. 4 John Winters, Jr., http://nimbus.ocis.temple.edu/~rkarras/winters2.htm, Portrayal of Women in the 1960’s Civil Rights Movement. 5 See Robert L. Daniel, p.263. 6 See Robert L. Daniel, p.264. 7 See Robert L. Daniel, p.264. 8 See Robert L. Daniel, p.276. 9 See Robert L. Daniel, p.277. 10 See Robert L. Daniel, p.277. 11 See Robert L. Daniel, p.277. 12 See Robert L. Daniel, p.257. 13 See Robert L. Daniel, p.257. 14 See Robert L. Daniel, p.258. 15 See Robert L. Daniel, p.258. - Gabin, Nancy F. Women's liberation in the Labor Movement: Women and the United Auto Workers, 1935-1975. London: Cornell University Press, 1990. - Spain, Daphne and Suzanne M. Bianchi. Exercise in careful control: Motherhood, Marriage, and Work among American Women. New York: Russell Sage Foundation, 1996.

Business related Term Paper Example | Topics and Well Written Essays - 1500 words

Business related - Term Paper Example In this way, I will be experiencing my fantasy. Be that as it may, various necessities are requirement for one to begin a business. A decent arrangement empowers a person to make long haul progress. The paper depicts a methodology and the course that an individual likewise picks decide their degree of progress. Arrangement of a sufficient strategy is the underlying phase of beginning another business. By and large, an individual may have diverse business thoughts. Notwithstanding, at this stage, he is required to pick the perfect thought that he will actualize. At the point when a choice is at long last made, the proper field-tested strategy is structured. It helps in establishing the framework of the business (Ligthhelm 131-153). The principle point of a strategy is to decide the promoting jobs that are required. This implies all the requirements of the business division must be cleared characterized. This will include both the deals and promoting divisions. Further, the field-tested strategy must characterize the sort and job of the executives that is required in that specific business. The board assumes a significant job in guaranteeing the achievement of the business. It manages all the necessary work force and how assets will be used in an alternate office. For the most part, the admin istration should maintain the entire business. The field-tested strategy should unmistakably plot the job of the administration in the whole business. Likewise, the strategy must layout the money related plans of the business. Fundamentally, this is the capital that is requires to begin and maintain a business. It is relied upon to cook any buys, bills and pay rates of the representatives. An individual is assumed obviously layout the capital needs of the business. To be exact, he should decide the sums required to build up the business itself. It might likewise incorporate different expenses and costs that will be brought about in the principal pattern of the business. A solid field-tested strategy makes it simpler to characterize the money related necessities of the organization. At this stage, an individual is

Blog Archive Friday Factoid Making Movies at NYU Stern

Blog Archive Friday Factoid Making Movies at NYU Stern The annual NYU Stern ProMotion Pictures Film Competition brings together students from the business school and from the universitys Maurice Kanbar Institute of Film and Television to produce and direct branded entertainment for major corporations. The competition, sponsored by a different company each year, culminates with future producers and filmmakers (aka, students), as well as executives from the sponsoring company, walking down the red carpet at New Yorks Tribeca Film Center to debut their films. The students drive the creative element of the film, within guidelines set out by the sponsoring entity, and winners can receive cash payouts$5,000 for “The Brand Prize” and $10,000 for The Peoples Choice Prize.”   The four short films chosen from more than 30 ideas in 2009 will be featured on Jet Blue in-flight entertainment consoles, online and on the international film festival circuit. This is just one way in which Stern supports those students interested in Entertai nment and Media careers. Add on the Entertainment, Media and Technology (EMT) specialization, the school’s Media, Entertainment and Sports Association (which sponsors a three-day career trek to Los Angeles) and an annual trip to the Cannes Film Festival (part of the “Craft and Commerce of Cinema” class), and those interested in EMT will find much that caters to their needs. For more information on  NYU Stern  or 13 other leading MBA programs, check out the mbaMission Insider’s Guides. Share ThisTweet Friday Factoids New York University (Stern)

Cartesian Dualism And The Body Essay - 1009 Words

How many people have really thought about what the mind is? How is the mind connected to the body? Are they two separate things or are the body and the mind the same thing? There are different theories to answer these questions. A philosopher, Descarte, believes in Cartesian Dualism, which is that the mind and body both exist, but are two distinct things: physical stuff and mental stuff. The mind is not located in physical space and is an immaterial soul, whereas the body is a physical being and these two things are separate. This means that the mind is a non-material thing that includes our consciousness and soul. Basically, our body and brain are a container that holds our actual self which is our mind. The mind, spirit, and soul are immaterial and interact with our bodies. The opposite view of Cartesian Dualism is called materialism. This says that the spirit does not exist because everything that exists is made from physical materials, such as the brain and the human mind. Our bo dy and mind are the same thing. Although Descarte believes in Cartesian Dualism, there are many arguments for and against it. One argument that is against it is called the Continuity of Nature Argument against Cartesian Dualism. This argument describes that nature is a continuous thing. For instance, being tan is a very vague characteristic and it’s on a continuous scale. There is no sharp boundary of tan people and pale people. There can be a â€Å"grey† area. There are degrees of being tan.Show MoreRelatedThe Mind Body Problem And Cartesian Dualism1024 Words   |  5 PagesDayna Gelman Justin Pannell April 24, 2015 PHI 107 The Mind-Body Problem and Cartesian Dualism In this paper I will argue for Cartesian dualism to be the most plausible solution to the mind-body problem. Cartesian dualism argues that there is a two-way interaction between mental and physical substances. Renee Descartes, the creator of the theory, believed that a man consisted of matter, the physical things that walk and talk etc., and mind, the nonphysical substance (often correlated with the soul)Read More Cartesian Dualism and the Union of Mind and Body Essay3103 Words   |  13 PagesCartesian Dualism and the Union of Mind and Body ABSTRACT: Cartesian dualism and the union of mind and body are often understood as conceptions that contradict each other. Diachronic interpretations maintain that Descartes was first a dualist (in the Meditations) and later on developed his stance on the union of mind and body (Passions). Some authors find here a problem without solution. Nevertheless, in the last two decades, some interpretations have been developed intending to give a positiveRead MoreRene Descartes Concept Of Dualism And Then Defend My Preferred Alternative Among The Options Paul M. Churchland1513 Words   |  7 Pagesmerits and challenges of Renà © Descartes’ concept of dualism and then defend my preferred alternative among the options Paul M. Churchland discusses. After briefly defining Cartesian Dualism, I will show that its principal merits are that it is consistent with common sense and that it is able to explain phenomena that appear mental in nature. Next, I will show that its principal challenge s are its failure to adequately explain how the mind and the body can causally interact, and its failure to respondRead MoreZombie Argument1653 Words   |  7 Pagesevaluate whether the Zombie argument against Cartesian Dualism is sound by: criticising the Zombie argument through analysing the validity of each premise of the Zombie argument, defending the Zombie argument against one of its objections and responses from the Cartesian Argument by analogy. This essay will offer reasons to believe the Zombie argument by contrasting it with the strengths and weaknesses of the Cartesian Dualist main argument and the Cartesian Dualist Argument by Analogy and then drawRead MoreThe Theory Of The Mind Body Dualism1232 Words   |  5 Pagesscholastic Aristotelianism and created the first version of the modern mind-body dualism or emotion† (Encyclopedia Britannica). Born on March 31, 1596, he was dubbed as the Father of Modern Philosophy. His theory on the mind-body dualism, also known as Cartesian Dualism, created a stem of the modern problem of the relationship between the mind and body. He created the early version to further explain the interaction of the mind and body, to create a firm foundation that can be explained through science andRead MoreEssay on A challenge to Materialism1118 Words   |  5 Pages Cartesian Dualism Challenged nbsp;nbsp;nbsp;nbsp;nbsp;In this paper, I will examine the issues of individuation and identity in Descartes’ philosophy of mind-body dualism. I will begin by addressing the framework of Cartesian dualism. Then I will examine the problems of individuation and identity as they relate to Descartes. Hopefully, after explaining Descartes’ reasoning and subsequently offering my response, I can show with some degree of confidence that the issues of individuation and identityRead MoreCartesian Dualism vs Logical Behaviorism Essay1483 Words   |  6 Pagesof the mind and discussed through a variety of arguments. Two of the most important arguments with this discussion are Cartesian dualism and logical behaviorism, both of which argue the philosophy of the mind in two completely different ways. Robert Lane, a professor at the University of West Georgia, define the two as follows: Cartesian dualism is the theory that the mind and body are two totally different things, capable of existing separately, and logical behaviorism is the theory that our talkRead MoreThe Mind-Body Problem Essay1204 Words   |  5 Pagesevidence in supporting materialism. By defining what Cartesian dualists and materialists mean by the ‘brain’, ‘mind’, ‘body’ and ‘soul’, an argument on behalf of Cartesians dualists will be reached, that responds to evidence concerning brain injuries with the claims that the brain is only ‘an instrument of the soul’. This will lead to the conclusion that there is stronger contemporary support for materialism due to neuroscience and that the Cartesian dualism argument as it is, may be wrong. However futureRead MoreUsing Strawson s Arguments About The Numerical And Identity Problems1513 Words   |  7 Pagesthat I am a thinking thing. Firstly I am going to define person and what I mean by Cartesian. Secondly, I am going to use Strawson’s arguments about the numerical and identity problems. Thirdly I am going to show that someone who believes that we our more sure of our mental existence is led to a dilemma. These arguments are to make the point that our minds and bodies are the same thing, because if our minds and bodies are different aspects of the same thing then it makes no sense to be more or lessRead MoreRenà © Descartes and Thomas Hobbes Essay1497 Words   |  6 Pagessixteen hundreds, the French philosopher Renà © Descartes laid the foundations for the beginnings of Cartesian Dualism. In contrast, the English philosopher Thomas Hobbes argued against dualism in favor of materialism. Recently, Cartesian Dualism, and dualism in general has fallen out of favor as materialism arose as a more plausible and explanatory theory regarding the interrelationships between body and mind. The translation Descartes’ writing in the Meditations is far more cryptic than Hobbes’ writing

Weight Definition in Science

The everyday definition of weight is a measure of how heavy a person or object it. However, the definition is slightly different in science. Weight is the name of the force exerted on an object due to the acceleration of gravity. On Earth, weight is equal to the mass times the acceleration due to gravity (9.8 m/sec2 on Earth). Key Takeaways: Weight Definition in Science Weight is the product of mass multiplied by acceleration acting on that mass. Usually, its an objects mass multiplied by the acceleration due to gravity.On Earth, mass and weight have the same value and units. However, weight has a magnitude, like mass, plus a direction. In other words, mass is a scalar quantity while weight is a vector quantity.In the United States, the pound is a unit of mass or weight. The SI unit of weight is the newton. The cgs unit of weight is the dyne. Units of Weight In the United States, the units of mass and weight are the same. The most common unit of weight is the pound (lb). However, sometimes the poundal and slug are used. The poundal is the force needed to accelerate a 1-lb mass at 1 ft/s2. The slug is the mass that is accelerated at 1 ft/s2 when 1 pound-force is exerted upon it. One slug is the equivalent of 32.2 pounds. In the metric system, units of mass and weight are separate. The SI unit of weight is the newton (N), which is 1 kilogram meter per second squared. It is the force required to accelerate a 1-kg mass 1 m/s2. The cgs unit of weight is the dyne. The dyne is the force needed to accelerate a mass of one gram at the rate of one centimeter per second squared. One dyne equals exactly 10-5 newtons. Mass vs Weight Mass and weight are easily confused, especially when pounds are used! Mass is a measure of the quantity of matter contained in an object. It is property of matter and does not change. Weight is a measure of the effect of gravity (or other acceleration) upon an object. The same mass can have a different weight depending on the acceleration. For example, a person has the same mass on the Earth and on Mars, yet weighs only about one-third as much on Mars. Measuring Mass and Weight Mass is measured on a balance by comparing a known amount of matter (a standard) against an unknown amount of matter. Two methods may be used to measure weight. A balance may be used to measure weight (in units of mass), however, balances wont work in the absence of gravity. Note a calibrated balance on the Moon would give the same reading as one on Earth. The other method of measuring weight is the spring scale or pneumatic scale. This device accounts for the local force of gravity upon an object, so a spring scale can give a slightly different weight for an object at two locations. For this reason, scales are calibrated to give the weight an object would have at nominal standard gravity. Commercial spring scales must be re-calibrated when they are moved from one location to another. Weight Variance Across the Earth Two factors change weight at different locations on the Earth. Increasing altitude decreases weight because it increases the distance between a body and the mass of the Earth. For example, a person who weighs 150 pounds at sea level would weigh about 149.92 pounds at 10,000 feet above sea level. Weight also varies with latitude. A body weighs slightly more at the poles than at the equator. In part, this is due to the bulge of the Earth near the equator, which puts objects at the surface slightly further from the center of mass. The difference in centrifugal force at the poles compared to the equator also plays a role, where centrifugal force acts perpendicular to the axis of the Earths rotation. Sources Bauer, Wolfgang and Westfall, Gary D. (2011).  University Physics with Modern Physics. New York: McGraw Hill. p.  103.  ISBN  978-0-07-336794-1.Galili, Igal (2001). Weight versus gravitational force: historical and educational perspectives. International Journal of Science Education. 23: 1073. doi:10.1080/09500690110038585Gat, Uri (1988). The weight of mass and the mess of weight. In Richard Alan Strehlow (ed.). Standardization of Technical Terminology: Principles and Practice – second volume. ASTM International. pp. 45–48. ISBN 978-0-8031-1183-7.Knight, Randall D. (2004). Physics for Scientists and Engineers: a Strategic Approach. San Francisco, USA: Addison–Wesley. pp. 100–101. ISBN 0-8053-8960-1.Morrison, Richard C. (1999). Weight and gravity - the need for consistent definitions. The Physics Teacher. 37: 51. doi:10.1119/1.880152

Stuxnet Virus - 1181 Words

Stuxnet Virus According to counterterrorism czar Richard Clarke, Stuxnet was a weaponized malware computer worm. Stuxnet was launched in mid-2009, it did major damage to Iran’s nuclear program in 2010 and then spread to computers all over the world (Clarke, 2012). Type of Breach The Stuxnet is a computer worm, â€Å"it is a digital ghost with countless lines of code†¦ it was able to worm its way into Iran’s nuclear fuel enrichment facility in Natanz, Iran† (Clarke, 2012). A worm is a program that spreads copies of itself through a network and a worm can also spread copies of itself as a stand-alone program (Pfleeger amp; Pfleeger, 2007). How the Breach Occurred On June 17, 2010, Sergey Ulasen, head of a small computer security firm called†¦show more content†¦VirusBlokAda reported the vulnerability to Microsoft and Microsoft named the malware Stuxnet from a combination of file names (.stub and MrxNet.sys) found in the code (Zetter, 2011). One of the Stuxnet’s driver files used a valid signed certificate stolen from RealTek Semiconductor, a hardware maker in Taiwan, in order to trick the systems into thinking the malware was a trusted program from RealTek (Zetter, 2011). Internet authorities quickly revoked the certificate. But another Stuxnet driver was found using a second certificate; this new certificate was stolen from â€Å"JMicron Technology, a circuit maker in Taiwan that was — coincidentally or not – headquartered in the same business park as RealTek† (Zetter, 2011). The experts said that the virus was designed to target Simatic WinCC Step7 software; which is an industrial control system made by the German conglomerate Siemens. The system was used to program controllers that drive motors, valves and switches in everything from food factories and automobile assembly lines to gas pipelines and water treatment plants (Zetter, 2011). This happens to be the same software that was used at Natanz facility. The Stuxnet virus looked for industrial control systems and then altered the code in them to allow the attackers to take control of these systems without the operators knowing (The Stuxnet Worm: Symantec). In other words, the Stuxnet worm was designed to allow hackers to manipulate real-world equipment, which makes theShow MoreRelatedThe Stuxnet Virus Essay1724 Words   |  7 Pages1106CSIA3014041 August 3rd 2011 The Stuxnet Virus The Stuxnet Virus Abstract: What diplomacy could not achieve, sanctions could not silent, and for which a military option was not viable, a cyber attack quietly accomplished. Kim Zetter an investigative reporter with Wired Magazine online calls Stuxnet, â€Å"a piece of software that would ultimately make history as the world’s first real cyberweapon.† (Zetter, 2011, sec. 1) In his article, Is â€Å"Stuxnet† the best malware ever? Gregg Keizer ofRead MoreStuxnet Worm2136 Words   |  9 PagesSTUXNET Worm Webster University SECR-5080 Information Systems Security Author Note Certificate of Authorship: This paper was prepared by me for this specific course and is not a result of plagiarism or self-plagiarism. I have cited all sources from which I used data, ideas, or words either quoted or paraphrased. Abstract Discovered in June of 2010, a computer worm called Stuxnet was designed to attack programmable-logic controllers or PLCs that are used to control switches and valuesRead MoreCritical Safety Precautions On Computer Networks1281 Words   |  6 Pages3. Countermeasures Thousands of virus are created and propagated every day on the internet with new different mechanism, different new ways of spread, and taking advantage of recently discover bugs in the programs we use on a daily basis. Hence, as a CEO of a company or even to protect the computers in our homes, is our responsibility have the best measures we can afford to ensure the safety of our confidential information. In order to achieve that, we should consider three critical safety precautionsRead MoreCMIT 320 Network Security Paper Elizabeth Flaim960 Words   |  4 Pagesï » ¿ Network Security Paper - Stuxnet Elizabeth Flaim CMIT 320, Section 6380 Professor Charles Pak Due March 8, 2015 Introduction Technical Analysis Ralph Langner’s article on the Stuxnet worm discusses the hardware, distribution and targets of the attack. He also goes into detail regarding the outlook of future attacks and what we can do to prevent them. The Stuxnet attack was not executed to steal or erase information. It was carried out to physically destroy a military target; Iran’s NatanzRead MoreCyber Warfare Between The United States And Russia901 Words   |  4 Pagescomforting to think governments maintain some control over our major targets such as nuclear sectors, this historically has not been the case. Stuxnet was a computer worm which did major damage to Iran’s nuclear program. According to Norton by Symantec, a major anti-virus manufacture, on a page called â€Å"The Stuxnet Worm,† that â€Å"It is the first computer virus to be able to wreak havoc in the physical world. It is sophisticated, well-funded, and there are not many groups that could pull this kind ofRead MoreCyber Warfare Is A Major Concern For The Global Society1825 Words   |  8 Pagesweapon to have ever been created was the Stuxnet virus that was discovered in the late summer of 2010. To say it was a computer virus isn’t right because a computer virus relies on an unwitting victim to instill it, whereas a worm often spread over a computer network on its own. Stuxnet was a 500kb computer worm that infected the software of at least 14 industrial sites in Iran, including the centrifuges of Iran’s Natanz nuclear fuel enrichment plant. Stuxnet was an attack on SCADA system (They areRead MoreCanadas Pipeline System Has An Enviable Safety Record1933 Words   |  8 Pagesattacks began in 2009 employing phishing attacks on commercial software vulnerabilities, and the use of remote administration tools to collect sensitive intelligence about oil and gas fields. In 2010, the Stuxnet computer worm was first identified as a threat to SCADA systems. The Stuxnet virus spreads indiscriminately, but is designed to target only one system designed by one vendor. These persistent attacks against pipelines in combination with the emergence of SCADA-specific malicious softwareRead MoreMalware Detection And Machine Learning1732 Words   |  7 Pagesis one of the first malicious rootkits aimed at Windows Operating Systems (DuPaul 2015). Scareware: Malware designed to frighten or scare the infected user into purchasing something. They usually come with a user interface that looks like an anti-virus or other security program. They tell the user that a malicious code is running on their system and that they can get rid of such code by buying their â€Å"software.†In reality, the software does not do much other than removing the scareware. A good exampleRead MoreCyber Security Is Protecting The Internet1784 Words   |  8 Pagestrickster/hacker phenomenon where she believes that hacker ethics will change as they become more developed. Consider the story of Stuxnet, a malware that is called â€Å"the world’s first digital weapon† (Zetter, 2014). It is a nasty software that was used to mess up the processing of a computer, or to illegally gain entry to private information, also known as a virus. â€Å"In 2009 Iran had crossed a technical milestone and had succeeded in producing 839 kilograms of low-enriched uranium—enough to achieveRead MoreCyber Mercenary Group Known As The Desert Falcons 2824 Words   |  12 Pagesfrom the targets is usually of a sensitive or confidential nature and, therefore, is used by Desert Falcons to blackmail the people and organisations the information was taken from. The main technique used to gain this information is that of a Trojan virus embedded within a social engineering attack that gains the trust of the victim before unloading the Trojan virus’s payload. Attacks against targets include high ranking military personnel, financial, media and even government departments and pivotal

Curriculum Development and Design free essay sample

These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was the combination of using faculty from both the university and college to teach all courses. In the 1980s, a degree completion program was launched that provided graduates of the diploma program a chance to upgrade their qualification to a bachelors degree from McMaster University. This was particularly important since the minimum credential for entry to practice had been raised to the baccalaureate level by the professional associations. In 1989, the program moved completely into the university setting and the graduates were granted a BHSc(PT) or BHSc(OT), a bachelor degree in health sciences. Ten years later, in 2000, candidates were admitted to the entrylevel masters programs in occupational therapy and physiotherapy. The Pedagogical Framework: Problem-based Learning As briefly referred to above, the occupational therapy and physiotherapy programs at McMaster University have a strong history with and legacy of problem-based learning. While the initial curriculum models were strongly influenced by the inaugural undergraduate medical curriculum, time and confidence presented opportunities to create our own models. These models reflect the special nuances of each discipline. Problem-based learning is recognized as having begun at McMaster University, in the medical curriculum, and was in response to critical concerns about the nature of more traditional learning models in medical curricula. The intention was to create an approach to teaching and learning that was learner-centered, yet based upon clear objectives and evaluation criteria. The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994). Both the occupational therapy and physiotherapy programs at McMaster University have embraced these ideas, although with differing degrees of connection and commitment to the original model. In fact, true problem-based learning models should naturally emerge from each individual context and culture. There is no â€Å"right† way although there is a growing recognition of a common set of principles and elements that can be applied to determine the â€Å"problembased-ness† of a learning environment (Maudesley 1994; Walton and Matthews 1989). Problem-based learning principles tend to become grouped in two distinct categories: first, the values upon which problem-based learning is based and second, some characteristics that are held in common understanding as being critical to the core of problem-based learning. Underlying values include: partnership, honesty and openness, mutual respect, and trust. Core characteristics incorporate: Chapter 2 Curriculum Development and Design 13 i Learning which is student/learner-centered i Faculty roles that are those of facilitator and guide i Learning scenarios which form the basis, focus, and stimulus for learning i New information and understanding that is acquired through self-directed learning (Baptiste 2003 p. 17) Consequently, there is a continuum of problem-based curricula from pure through hybrid models. The masters entry-level physiotherapy and occupational therapy programs at the School of Rehabilitation Science at McMaster University continue to be based upon problem-based principles. Although both programs are very different one from the other, there are also many common elements and approaches that are celebrated. Examples of these similarities are cited throughout this book, particularly in the chapters focusing on evidence-based practice and ethics education. Approaching the Task of Curriculum Renewal Perhaps one of the most overwhelming, yet exciting, tasks with which to be confronted is the opportunity and challenge of developing a new curriculum. This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because â€Å"something is broken†. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically Table 2. 1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty participation Gain faculty buy-in for the curricular blueprint Involve the active teaching faculty throughout the process Anticipate potential barriers to change and develop strategies to address them Recognize the potential need for and value of negotiation Adapted from Guze (1995) 14 Sue Baptiste, Patricia Solomon 2 new approach and design. To have an optimal effect, options to be considered should bear relevance to the pervading culture of the institution and environment within which the curriculum is to thrive. Also, decisions must be made concerning the pedagogical choices of how learner-centered the curriculum should be, and what particular educational modalities are the best for the circumstances. This chapter will address the entire picture of curriculum development and design, from the first conversations about how to engage in the renewal process through making decisions about methods of teaching, approaches to learner assessment, and preparation of entry-level practitioners for the emerging practice contexts. Guze (1995) provided a clear and succinct discussion of several core principles that can guide curricular change and innovation (Table 2. 1). The following is an overview of these principles. Where to Begin? Motivation for curriculum renewal can come from both internal and external forces. External expectations from regulatory and professional bodies are tending to impose standards for new practitioners that require: i Preparation at an advanced level of clinical reasoning and judgment i The ability to assume roles that require autonomy and a strong sense of professional ethics i Engaging in their professional role from the first day of practice, in a conscious nd moral manner that requires reflection and self-awareness Regardless of whether the motivation for curricular change stems from a desire to do something differently or better, or from outside influences, the task is one that requires careful planning. However, it is imperative that any planning process recognizes the need to dream and envision what could be, to create a model that will exemplify those visions, and to produce a graduate who is well prepared to face the complexities and challenges of emerging practice. When developing a curriculum, four general questions must be asked: i What is the purpose of the curriculum? i What educational experiences can be created to fulfill this purpose? What is the most effective manner in which to organize these educational experiences? i How can we determine that the purpose has been fulfilled and the goals attained (Wiers et al. 2002)? Another very critical element of any change is the recognition that the cultural context is a key in managing change successfully. Hafferty (1998), when reflecting upon the realities of a medical school curriculum, discusses the existence of informal and hidden curricula as well as the formal curriculum. He posits that, in order to induce a lasting change, the entire organizational culture needs to be engaged to facilitate stud ents and faculty alike in embracing and working with change. When facing the task of curricular reform, redesign has to occur not only in terms of content, but also in relation to the Chapter 2 Curriculum Development and Design 15 educational processes that enable the learning to take place. This is the difference between reforming the syllabus and reforming the curriculum; the overall learning environment of the educational program and institution is changed (Burton and McDonald 2001). Once the decision has been made to reform the curriculum, a first step is to complete an environmental scan and situational analysis that explore the educational and organizational environment within the institution, to determine what will facilitate the proposed changes. By defining a clear and newly articulated set of riorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning p hase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined. For example, within the School of Rehabilitation Science at McMaster University, both the Physiotherapy and Occupational Therapy Programs were already designed as two-year, twenty-four-month, curricula. Also, the province of Ontario mandates that all masters programs are two years in duration. Therefore, the decision was readily made, based on these graduate program regulations and history, that the new masters entry-level curricula would be twenty-four months long. One key commitment was clear and that was to the foundational philosophy of problem-based, selfdirected learning utilizing the application of these principles to small group, large group, and skills-based learning experiences. Wiers et al. (2002) provide a clear and helpful outline of ten general steps of curriculum design within a problem-based learning context (see Table 2. 2). While this rubric is structured around the specific processes inherent within problem-based learning development, most of the guidelines can apply broadly across any curricular development process within any pedagogical framework. From the onset, all faculty members at McMaster University were on board regarding the need to undertake the development of entry-level masters curricula in both occupational therapy and physiotherapy. Both disciplines had undergone dramatic changes in the preceding two decades, largely focused upon the growth of foundational science and evidence for practice. Professional practice models had emerged for both professions and provided a strong backdrop against which to create fresh ap- Table 2. 2. Ten general steps in curriculum design for a problem-based learning (PBL) environment 1. . 3. 4. 5. 6. 7. 8. 9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs o f future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al. (2002) 16 Sue Baptiste, Patricia Solomon 2 proaches to the preparation of graduates for entering practice. While both the occupational therapy and physiotherapy programs undertook curriculum renewal at the same time, the physiotherapy program had engaged in an ongoing process of change across the preceding five years. Many of the issues, concerns, and changes addressed and implemented by the occupational therapy program had already been addressed by physiotherapy. Therefore, this chapter will focus predominantly upon the initiatives inherent within the curricular shift within occupational therapy, although reference will be made to processes within physiotherapy as appropriate. Designing Our New Programs Deciding upon the overarching constructs that would determine the final curriculum model was a complex and dramatic process in many ways, and one in which everyone was eager to participate and have a chance to have input. At the onset of the development of the occupational therapy program, three faculty retreats were held that progressed from a totally unstructured brainstorm of what would be perfect, to a detailed accounting of core curricular elements in the context of a delivery structure. In the initial retreat, all full-time faculty members together with some part-time members participated in a â€Å"blue-skying† day-long session during which everyone spoke of their dreams for the perfect curriculum. What if we could do what we wanted? What if we did not have to be concerned with logistics like room bookings? – and so on. This exercise provided us with a high-level ppreciation of the values and elements that were important to us as a collective. It was from this beginning â€Å"fantasy† that the next level of planning emerged. The second retreat was more structured and focused upon the creation of a continuum for learning that resulted in the overarching framework for the cur riculum, together with the delivery methods. A process was followed whereby we decided upon a central construct around which the whole curriculum would evolve, namely, â€Å"occupation†. To support this core notion, there were several longitudinal conceptual threads that represented continua of thought such as: wellness to illness, simplicity to complexity, local to global, and unifaceted to multifaceted. Through this process, we were able to identify the starting place for the first study term, and to create a high-level framework for the progression of the total curriculum (see Table 2. 3) In physiotherapy, the process began similarly with a faculty retreat; however, the focus varied slightly. Initial discussions identified elements of the curriculum that we Table 2. 3. Occupational therapy curricular framework Term 1 2 3 4 5 6 Content theme Wellness, health, and occupation Person, environment, and occupation Development, disability, and occupation Youth and the development of self Adulthood and disability Complexities of contemporary practice Chapter 2 Curriculum Development and Design 17 alued and wanted to maintain and those needing less emphasis. Through ongoing curricular evaluation and feedback, we identified new areas that needed to be included in the emerging curriculum and other areas that needed to be enhanced. These areas were discussed within the context of the changing practice of physiotherapy and the knowledge and skills required by the physiotherapist in the new millennium. The decision was made to use a curricular framework that incorporated a modified â€Å"body systems† design, as current physiotherapy practice and clinical specialties were aligned with this model. Inclusion of a Community Practice/Community Health unit allowed or a focus on emergent health care roles in the community and on integrating health promotion and disease prevention into practice. The faculty recognized that while many physiotherapists identified their practice in an area related to the body systems, increasingly clinicians were faced with more complex patients with multiple system involvement. Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the â€Å"unfreezing† of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start â€Å"doing† and actually making that changed reality come to life. A cooperative internal environment is essential for the realization of that initial dream and therefore it is well worthwhile for planners to engage in a transparent and collaborative experience that enables maximum participation and open debate. A process of this nature is characterized by collaborative problem solving, effective communication, abilities in conflict resolution, and a cultural expectation of working together in harmony that guides the overall enterprise (Burton and McDonald 2001). Therefore, it is of importance to determine at the onset the values and behaviors by which the development experience will be approached to set up structures and processes that will ensure that the best attempts at making it so will be expended. During the initiation period, we experienced intense interest and levels of emotion from all participants regarding the manner in which the planning and the visions for the two disciplines would be evolved and realized. As mentioned previously, we had determined that the existing problem-based learning principles would remain but that the key changes would be realized through the manner in which the content was introduced to the students and through which the continuum of learning would evolve. Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned. This was reinforced more heavily in the occupational therapy program which was originally designed around developmental stages and central practice populations. Students would face a more eclectic approach in their clinical learning; therefore, both programs determined that learning around professional issues and practice expectations should be interwoven through the longitudinal axis of the curriculum. 18 Sue Baptiste, Patricia Solomon Redevelopment Within a Problem-based Learning Culture 2 As with any problem-based learning system, the small group learning unit is the nucleus of the whole curriculum. However, the success of problem-based, small group learning is supported by the strategic use of large group interactions for the imparting of theoretical and expert knowledge, while still maintaining a problem-based learning philosophy. Similarly, the application of problem-based learning principles is a critical piece of one-on-one learning and synthesis of knowledge and information throughout the academic and clinical components of the curriculum overall. Both the physiotherapy and occupational therapy programs elected to continue to utilize problem-based learning methods in a manner that celebrated the development already achieved over twenty-five years of curriculum development. This has evolved over time very differently in each program. For example, during the planning process for the occupational therapy curriculum, efforts were made to define new models for tutoring and many were identified and put into place. During the second year of the occupational therapy program, the problem-based tutorials occur only once weekly. This allows additional scheduling time for including the evidence-based practice courses and is also in response to the difficulties many practitioners are experiencing in gaining release time from employers to participate as tutors. In this new tutorial model, tutors are required to participate in only one weekly session with two or three tutors’ meetings across the term instead of weekly. Application of problem-based learning principles in large groups has been maintained and, in fact, enhanced particularly in the clinical skills sessions. Students often are placed in small groups (different groups from their core tutorial group) and provided with opportunities to explore assessment tools and intervention methods. Through these group experiences, the students apply a problem-based learning approach to the identification of learning issues, the uncovering of essential information and resources, and the synthesis of their understanding of the tool or technique. Integration of Experiential Practice Preparation Within a Problem-based Learning Framework As mentioned earlier, both the physiotherapy and occupational therapy faculty groups were committed to ensuring the integration of academic and experiential learning into the curricula from the beginning, and were focused on developing innovative models for the synthesis of practice preparation into the core academic units. It is important to note that the work related to integration commenced at the very onset of the curriculum planning process. In the case of the occupational therapy program, there had always been sessions held throughout the full curriculum that provided opportunities for the Clinical Placement Coordinator (now Professional Practice Coordinator) to inform, advise, educate, and monitor students in preparing for their practice experiences and in checking in with them following these experiences. However, a greater focus on such integration was placed within the masters entry-level curriculum model in order to ensure that students were being prepared to meet the enhanced expectations of a graduate program. Chapter 2 Curriculum Development and Design 19 Evaluation Within a Graduate Problem-based Learning Framework There should be clear and close linkages between how students learn and how that learning is assessed. Therefore, some information will be presented here relative to the evaluation methods developed at McMaster University in the occupational therapy and physiotherapy programs. Student Evaluation. In the preceding years, the two programs at McMaster University had been very involved in designing evaluation/student assessment tools that reflected the principles of problem-based learning and provided students with opportunities to integrate their academic learning with their growing professional awareness and identity. Most of these tools are built around the basic problem-based learning process of exploring a learning scenario that has been developed to address the objectives for the particular learning unit. Essentially, problem-based evaluation needs to be congruent with the underlying values and principles of problem-based learning. Traditional methods of assessing students’ knowledge tend to be contradictory to these principles and therefore should not be applied out of context. Problem-based learner assessment should: i Be congruent with the underlying problem-based learning process illustrated by the development of learning scenarios based on real life practice situations i Mirror the problem-based learning process of reflecting on a practice scenario, efining learning issues, researching, synthesizing, and synopsizing the learning with application to the defined case i Involve personal reflection and enhanced awareness of individual critical think- ing and clinical reasoning skills F aculty Evaluation. As with student assessment, the evaluation of faculty is central to the maintenance and enhancement of a problem-based learning culture. And, similarly, faculty evaluation is built into the roles played in any given learning context. In the case of the small group tutor role, faculty members are evaluated by each student and provide a self-evaluation to students during the course of the group process. Following the completion of the small group experience, students evaluate the faculty member as well as the overall course, and these ratings are provided to faculty and placed in their file for attention at times when promotion, tenure, and merit increase decisions are made. For those faculty members, practitioners, and others who facilitate large group sessions in both theory and practical skills, similar evaluations are completed. This process has been in place over many years and has not changed since the advent of the new curricula. However, the items being evaluated have altered to reflect the expected level and scope of graduate teaching. Student Self-assessment: Development of the OTPPI. Students admitted into the occupational therapy program are not expected to have any prerequisite courses completed during their undergraduate education. This has been the case from the very beginning. In the program itself, there are no formal courses that provide students with basic knowledge related to the foundational sciences that underlie occupational therapy practice such as anatomy, physics, biochemistry, sociology, psychology, and anthropology. It has been the long-held belief that in a pure problem-based learning 20 Sue Baptiste, Patricia Solomon 2 environment, the learning is accomplished through the horizontal meshing of various areas of knowledge and information; that through the integration of these sciences and bodies of knowledge, students can gain the understanding they require by using real life situations as springboards for integration and synthesis of all inputs. Consequently, recent efforts were expended to develop the Occupational Therapy Personal Progress Inventory (OTPPI), a tool that was developed from the experience of the undergraduate medical program over the past few years (Blake et al. 1996; Cunnington 2001). The OTPPI focuses on foundational knowledge that our students need in order to become practicing occupational therapists. It is not a test of the application of that knowledge in practice. The examination consists of 90 multiple-choice questions developed with the expectation that a â€Å"star† student would be able to answer by the time of graduation. There are three main domains included in each examination: biology (this includes anatomy, physiology, etc. ), social sciences (this includes psychology, sociology, anthropology, etc. ), and research (this includes statistics, research methods, ethics, etc. ). The breakdown of each examination is 40 percent biology, 40 percent social science, and 20 percent research. The examination is generated each term and students in both years have the same examination, with the expectation that the students in second year will achieve a higher result than those in the first year. Students receive a detailed report with their scores and a profile of how they have progressed over time. They are provided with information about their total score as well as a breakdown on each of the three domains. They also receive a zone score, which is an indication of how well they have performed on the test in comparison to the other members of the class. Students in the yellow or red zones may want to review their scores in more detail and make learning plans to address gaps that may have been identified through the examination. This tool is designed as a self-assessment measure, the individual results of which are known only to each student. We have made a conscious choice that results are not used in the summative evaluation of the students, and are intended to provide the learners with a sense of how they are progressing in accumulating knowledge relative to the basic sciences of their discipline. The students are expected to use that information to set plans in place to address weaknesses (e. g. , through problem-based tutorials, individual assignments, etc. ). The OTPPI has been a pencil and paper test so far, but steps are being taken to convert it to a web-based format. While the occupational therapy program has undertaken this initiative on a pilot basis, initial responses would indicate that students are finding the process helpful to them, although this is very new at the time of publication. Integration of Evidence-based Practice Skills into the Curricula. The integration of skills related to practicing in an evidence-based manner is seen to be critical to both programs. A detailed description of the models adopted by the occupational therapy and physiotherapy programs is found in Chapter 5. In both programs, there is a strong commitment to evidence-based practice as a central onstruct for the curriculum and a natural partner for client-centered and problem-based principles. Conclusion Since their inception, the masters entry-level programs in occupational therapy and physiotherapy have presented opportunities to revisit our history and legacy in health sciences education. In order to reflect on the overall process, the general steps for curriculum design offered by Wiers et al. (2002) will be revisited (see Table 2. 2). Chapter 2 Curriculum Development and Design 21 For us, the rationale for the curriculum was clear both from an internal and an external perspective, and the notion of forming a planning group was a natural approach to the task. Our profound commitment to involving our broad academic community was illustrated through the involvement of a wide range of individuals encompassing full-time, part-time, and sessional faculty members as well as members of the wider practice community. Such involvement was realized throughout the planning process and continues through such individuals’ representation on our Education, Curriculum and Admissions committees. The need to define clear general educational objectives for the curriculum was also recognized at a very early stage. We found that being able to determine the goals and directions from the outset served to facilitate the planning that followed. Assessing the educational needs of future students was assisted by our own knowledge concerning the entry-level competencies demanded by our professional regulatory colleges. Also, the connections we have with our practice communities and past graduates were invaluable in providing a background for determining the shifts necessary within the curriculum to fulfill practice expectations. Similarly, the same thoughtful reasoning was used to consider the differences of teaching and learning between undergraduate and graduate approaches to education. Applying general principles of problem-based learning to the curriculum was not a concern for us, given our long history of internalizing this philosophy. Specific difficulties arose when converting the undergraduate courses and assessment tools to the needs of a graduate program. Nevertheless, problem-based learning in many ways is a gift for this transition since it resembles closely the natural proclivities of graduate work – smaller groups, self-directedness, learner autonomy, and a degree of freedom to determine learning directions. Structuring the curriculum and creating a blueprint became different experiences for physiotherapy and occupational therapy. As mentioned previously, while the planning processes looked ostensibly similar, the manner in which the final curricular models were derived was very different (see Tables 2. 3 and 2. 4). However, after the master models were created, the processes for elaborating the blueprints and constructing study units were again very similar. Methods of student assessment tended to remain grounded in the familiar processes and tools that we had developed across our history with problem-based learning. However, as each curricular element emerged throughout the planning (e. g. , evidence-based practice, ethics, clinical skills, fieldwork) so did innovative ways to enhance the student assessment processes that were already strong. Details of these innovations will be discussed in the book chapters relating to these specific areas. Consideration of the educational organization and curriculum management model required particular attention since our lines of accountability had shifted, with the Table 2. 4. Physiotherapy curricular framework Unit 1 2 3 4 5 6 Content theme Fundamentals of physiotherapy practice Fundamentals of musculoskeletal practice Fundamentals of cardiorespiratory and neurological practice Advanced neurological practice Community practice Integrated practice and professional transition 22 Sue Baptiste, Patricia Solomon 2 move to the School of Graduate Studies. Two slightly different models of governance emerged, with the Admissions Committee being the only shared group between physiotherapy and occupational therapy. However, both governance models reflect a central group responsible and accountable for curriculum and another group that oversees general program functioning. Curricular evaluation remains an ongoing responsibility and expectation. Chapter 13 provides a particular model for curriculum evaluation that was used by the occupational therapy program, the Program Logic Model. However, there are many ways in which faculty members can retain a clear image of what makes up a curriculum and what indicators are critical to evaluate for the success of the program overall. The three years of planning and launching the new curricula at McMaster University were years of extremely hard work, high energy and output. As we see each student cohort graduate, and receive feedback concerning our students and graduates in practice settings, we feel heartened that we appear to be on the right track. We know, however, that curriculum development is an ongoing process.