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Sample records for accrediting prior learning

  1. Accrediting Prior Learning at a Distance.

    ERIC Educational Resources Information Center

    Butterworth, Christine; Edwards, Richard

    1993-01-01

    Discusses the Assessment of Prior Learning (APL) and describes a pilot project at the Open University (United Kingdom) that introduced credit for APL in one course. Steps in the assessment process are outlined, including constructing a student portfolio; and workload, staff development, and costs are considered. (LRW)

  2. Accrediting Prior Learning for a Professional Qualification: Lessons from Community Work.

    ERIC Educational Resources Information Center

    Banks, Sarah

    1993-01-01

    An accreditation program for community workers uses accreditation of prior learning (APL) as a means of awarding full professional qualifications in community work. However, APL may be waning in the context of professional higher education. (SK)

  3. A Liminal Space: Challenges and Opportunities in Accreditation of Prior Learning in Judaic Studies.

    ERIC Educational Resources Information Center

    Starr-Glass, David; Schwartzbaum, Avraham

    2003-01-01

    Regarding the accreditation of prior learning of Judaic studies, reviews the difficulties of criterion selection, current accreditation techniques, and those elements of the ultra-Orthodox structure of learning that are salient and problematic in accreditations. Drawing metaphorically on the works of Arnold van Gennep and Victor Turner, encourages…

  4. Identification, Validation and Accreditation of Prior and Informal Learning. United Kingdom Report. National Report. CEDEFOP Panorama.

    ERIC Educational Resources Information Center

    European Centre for the Development of Vocational Training, Thessaloniki (Greece).

    Current practice in accreditation of prior and informal learning in the United Kingdom was examined through a review of literature on how the accreditation of prior and informal learning is being used to gain access to higher education or toward certification of a National Vocational Qualification (NVQ) or Scottish Vocational Qualification (SVQ).…

  5. Accreditation of Prior Experiential Learning as a Catalyst for Lifelong Learning: Analysis and Proposals Based on French Experiments

    ERIC Educational Resources Information Center

    Sanseau, Pierre-Yves; Ansart, Sandrine

    2013-01-01

    In this paper, the researchers analyse how lifelong learning can be enriched and develop a different perspective based on the experiment involving the accreditation of prior experiential learning (APEL) conducted in France at the university level. The French system for the accreditation of prior experiential learning, called Validation des Acquis…

  6. Accreditation of Prior Learning: Is It Worth It? An Evaluation of a Pilot Scheme.

    ERIC Educational Resources Information Center

    Houston, Linda Y.; And Others

    1997-01-01

    Fourteen nursing students in Wales reported on their use of accreditation of prior learning (APL) to obtain credit. Most had difficulty reflecting on prior learning and maintaining motivation over the length of the process. APL was felt to be worthwhile; students developed self-esteem, reflective writing skills, and greater appreciation for…

  7. Accreditation or Validation of Prior Experiential Learning: Knowledge and "Savoirs" in France-A Different Perspective?

    ERIC Educational Resources Information Center

    Pouget, Mireille; Osborne, Michael

    2004-01-01

    This article stems from the study of the process and application of Accreditation of Prior Experiential Learning (APEL) in the French higher education system, in France referred to as VAP (Validation des Acquis Professionnels ). The paper seeks to review not only the context in which the concepts underpinning VAP in France have developed, but also…

  8. New Emerging Issues about Guidance and Counselling in an Accreditation of Prior and Experiential Learning Process

    ERIC Educational Resources Information Center

    Sanséau, Pierre-Yves; Ansart, Sandrine

    2014-01-01

    The aim of this research is to examine special features of guidance and counselling roles in a process of accreditation of prior and experiential learning (APEL). More specifically, we have two main goals: to identify any possible distinctive feature of guidance and counselling provided during a skills-oriented APEL procedure; and to highlight any…

  9. Accreditation of Prior Experiential Learning in France: An Evolving System with National Characteristics

    ERIC Educational Resources Information Center

    Mehaut, Philippe; Lecourt, Anne-Juliette

    2009-01-01

    The purpose of this article is to examine the French system of accreditation of prior experiential learning (APEL) in the light of experiences elsewhere in Europe. We shall do so by determining the extent to which the institutional characteristics of the system and the way in which it is put into practice reflect some of the main French societal…

  10. The Assessment of Prior Learning and the Accrediting Process. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 9-12, 1991).

    ERIC Educational Resources Information Center

    Thomas A. Edison State Coll., Trenton, NJ.

    This publication is based on the session on assessment of prior learning and the accrediting process at the 1991 National Institute on the Assessment of Experiential Learning. The paper by Paula Hooper Mayhew focuses on regional accreditation, including the evaluation team visit and accrediting prior learning assessment during the visit. Amy K.…

  11. Accreditation of Prior Learning as a Lever for Lifelong Learning: Lessons Learnt from the New Opportunities Initiative, Portugal

    ERIC Educational Resources Information Center

    Carneiro, Roberto, Ed.

    2011-01-01

    The New Opportunities Initiative (NOI) is a Portuguese flagship programme to recognise and accredit prior learning (RPL, APL) and to endow low-skilled adults with upper secondary qualifications, which is defined as the minimum entry threshold to the exercise of a full citizenship in a knowledge-rich society. NOI's major achievement has been its…

  12. The Use of MOOCs in Transnational Higher Education for Accreditation of Prior Learning, Programme Delivery, and Professional Development

    ERIC Educational Resources Information Center

    Annabi, Carrie Amani; Wilkins, Stephen

    2016-01-01

    Purpose: The purpose of this paper is to investigate how, and the extent to which, massive open online courses (MOOCs) might be used in the accreditation of students' prior learning, in programme delivery at international branch campuses, and for lecturers' professional development (PD) in transnational higher education.…

  13. Lifelong Learning: Attitudes of Slovenian Higher Educators toward Accreditation of Prior Learning Experiences

    ERIC Educational Resources Information Center

    Omerzel, Doris Gomezelj; Sirca, Nada Trunk; Shapiro, Arthur; Brejc, Mateja; Permuth, Steve

    2008-01-01

    This article focuses first on fundamental trends weakening the European--specifically, the Slovenian--economy and social structure, which are creating a two-class system consisting of an undereducated/uneducated population unable to compete for employment in an economy increasingly requiring more education to update employees' skills. Learning and…

  14. Accreditation of Prior Learning Achievements: Developments in Britain and Lessons from the USA.

    ERIC Educational Resources Information Center

    Gorringe, Richard

    1989-01-01

    This report describes developments in Britain and the United States which enable people to use, in an education or training context, components of their achievements drawn directly from their prior experience. The report is divided into three sections. The first section consists of an account of the present situation in Britain concerning further…

  15. Corporate Education and Learning: The Accreditation Agenda.

    ERIC Educational Resources Information Center

    Prince, Christopher

    2003-01-01

    Discusses the accreditation of work-based learning for the award of university credit. Defines accreditation as it is used in the United Kingdom, describes various types, and highlights factors to be considered before accrediting corporate training and development. (JOW)

  16. Accomplishing PETE Learning Standards and Program Accreditation through Teacher Candidates' Technology-Based Service Learning Projects

    ERIC Educational Resources Information Center

    Gibbone, Anne; Mercier, Kevin

    2014-01-01

    Teacher candidates' use of technology is a component of physical education teacher education (PETE) program learning goals and accreditation standards. The methods presented in this article can help teacher candidates to learn about and apply technology as an instructional tool prior to and during field or clinical experiences. The goal in…

  17. An Investigation into the Reliability and Validity of Assessment Strategies for the Accreditation of Prior Learning of Nurses, Midwives and Health Visitors. SEEC AP(E)L Project. Final Report [and] Annexes to Final Report.

    ERIC Educational Resources Information Center

    Skinner, Jo; Nganasurian, Wendy; Pike, Susan; Hilton, Anne

    A survey of 83 nursing and midwifery education institutions in Britain collected information regarding assessment of prior learning (APL), i.e., certificated learning, and assessment of prior experiential learning (APEL), i.e., noncertificated learning. Follow-up interviews took place in 10 institutions. All nursing and midwifery education…

  18. NAEYC Accreditation: A Decade of Learning and the Years Ahead.

    ERIC Educational Resources Information Center

    Bredekamp, Sue, Ed.; Willer, Barbara A., Ed.

    The year 1995-96 marks the 10th anniversary of NAEYC accreditation. This collection brings together essays that examine what educators have learned from the past decade along with future directions for accreditation. The chapters focus on three broad themes: (1) effects of NAEYC accreditation on program quality and outcomes for children; (2)…

  19. What Should Gerontology Learn from Health Education Accreditation?

    ERIC Educational Resources Information Center

    Bradley, Dana Burr; Fitzgerald, Kelly

    2012-01-01

    Quality assurance and accreditation are closely tied together. This article documents the work toward a unified and comprehensive national accreditation program in health education. By exploring the accreditation journey of another discipline, the field of gerontology should learn valuable lessons. These include an attention to inclusivity, a…

  20. The Assessment of Prior Learning and Learner Services.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    This guide was developed in Great Britain to help colleges develop programs for assessment of prior learning (APL) for adult students. (APL involves careers and educational guidance, access to particular courses despite possible lack of traditional certification, accreditation, formal credit toward a particular qualification, and exemption from…

  1. What Educators Can Learn from Junior College Accreditation in Japan.

    ERIC Educational Resources Information Center

    Klimes, Rudolf E.

    Although Japanese junior colleges differ from American junior colleges in that they are smaller, more often privately owned, have larger female enrollments, and offer a greater number of home economics and English courses, much can be learned from the Japanese accreditation system. An accreditation self-study eventually takes the form of an…

  2. Policy Priorities for Accreditation Put Quality College Learning at Risk

    ERIC Educational Resources Information Center

    Schneider, Carol Geary

    2016-01-01

    Ensuring the quality of college learning is, beyond doubt, the most important responsibility of higher education accreditation. Yet, almost no one currently thinks that accreditation, especially at the institutional level, is what it should be for twenty-first-century students and institutions of higher education. In this article, the author…

  3. Formalising Informal Learning: Assessment and Accreditation Challenges within Disaggregated Systems

    ERIC Educational Resources Information Center

    McGreal, Rory; Conrad, Dianne; Murphy, Angela; Witthaus, Gabi; Mackintosh, Wayne

    2014-01-01

    This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It…

  4. A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants

    ERIC Educational Resources Information Center

    Sandberg, Fredrik

    2012-01-01

    This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas's…

  5. Assessment of Prior Learning in Higher Education: A Review from a Validity Perspective

    ERIC Educational Resources Information Center

    Stenlund, Tova

    2010-01-01

    The process of giving official acknowledgment to formal, informal and non-formal prior learning is commonly labelled as assessment, accreditation or recognition of prior learning (APL), representing a practice that is expanding in higher education in many countries. This paper focuses specifically on the assessment part of APL, which undoubtedly…

  6. A Reconstructive Analysis of the Potential for Critical Learning and Change in Recognition of Prior Learning: A Habermasian Analysis

    ERIC Educational Resources Information Center

    Sandberg, Fredrik

    2014-01-01

    This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in-service training program in the health care sector. The…

  7. Prior Learning Assessment Workgroup: 2014 Progress Report

    ERIC Educational Resources Information Center

    West, Jim

    2015-01-01

    Legislation passed in 2011 required the Washington Student Achievement Council (WSAC) to convene a Prior Learning Assessment Workgroup. The workgroup was tasked with coordinating and implementing seven goals, described in statute, to promote the award of college credit for prior learning. Awarding college credit for prior learning increases access…

  8. Accreditation of Open and Distance Learning: A Framework for Turkey

    ERIC Educational Resources Information Center

    Kocdar, Serpil; Aydin, Cengiz Hakan

    2012-01-01

    The purpose of this study is to develop a framework for the accreditation of higher open and distance learning (ODL) programs in Turkey. The study was designed as a sequential monomethod multistrand mixed model including two strands which were both qualitative (QUAL[arrow right]QUAL). In the first strand, both quantitative and qualitative data…

  9. Transformational Learning through Prior Learning Assessment

    ERIC Educational Resources Information Center

    Stevens, Karen; Gerber, Dan; Hendra, Rick

    2010-01-01

    Upon graduation from University Without Walls (UWW), Robin said, "During first semester you told us that if we allowed it to, this experience [writing a prior learning portfolio] would change us. I was so angry with you for saying that because I liked who I was and didn't want to change. But you were right. And I'm glad." For the past 39…

  10. Improving Open Access through Prior Learning Assessment

    ERIC Educational Resources Information Center

    Yin, Shuangxu; Kawachi, Paul

    2013-01-01

    This paper explores and presents new data on how to improve open access in distance education through using prior learning assessments. Broadly there are three types of prior learning assessment (PLAR): Type-1 for prospective students to be allowed to register for a course; Type-2 for current students to avoid duplicating work-load to gain…

  11. Accreditation and Assuring Quality in Distance Learning. CHEA Monograph Series, 2002.

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, Washington, DC.

    This report describes the scope and impact of distance learning on higher education and identifies the primary challenges that distance learning poses for accreditation. The responses of the accrediting community designed to assure quality in distance learning are outlined. Data from a variety of sources show that 5,655 institutions are accredited…

  12. Marketing Prior Learning Assessment Programs.

    ERIC Educational Resources Information Center

    Heeger, Gerald A.

    1983-01-01

    Experiential learning programs must be marketed effectively if they are to succeed. The formulation of market strategy is discussed including: strategic planning; identification of a market target; and development of a market mix. A commitment to marketing academic programs is seen as a commitment to self-assessment. (MW)

  13. Assessing Student Learning Outcomes in AQIP Accredited Community and Technical Colleges

    ERIC Educational Resources Information Center

    Schwass, Constance M.

    2010-01-01

    Accreditation in higher education institutions continues to be regarded as the seal of collegiate quality even while questions have been raised about its effectiveness and what the process accepts as evidence of improved student learning. As a result, many regional accrediting agencies are requiring higher education institutions to implement…

  14. Impact of the Nova Scotia School Accreditation Program on Teaching and Student Learning: An Initial Study

    ERIC Educational Resources Information Center

    Wood, Christine; Meyer, Matthew J.

    2011-01-01

    School accreditation is one process currently mandated in Nova Scotia schools to facilitate school improvement efforts. This mixed methods study sought to discover and describe the impact of the Nova Scotia School Accreditation Program (NSSAP) specifically on teaching and student learning in three secondary schools in one school board. Surveys,…

  15. Prior Learning Assessment: Outcomes and Characteristics.

    ERIC Educational Resources Information Center

    White, Barbara

    1995-01-01

    Describes the Ontario college system's Prior Learning Assessment program for adult learners, focusing on outcomes and characteristics of students completing the process at Seneca College from April 1994 to February 1995. Indicates that of 77 participants, 46 were female, the mean age was 31, and 81% passed the process successfully. (BCY)

  16. Diversity priors for learning early visual features

    PubMed Central

    Xiong, Hanchen; Rodríguez-Sánchez, Antonio J.; Szedmak, Sandor; Piater, Justus

    2015-01-01

    This paper investigates how utilizing diversity priors can discover early visual features that resemble their biological counterparts. The study is mainly motivated by the sparsity and selectivity of activations of visual neurons in area V1. Most previous work on computational modeling emphasizes selectivity or sparsity independently. However, we argue that selectivity and sparsity are just two epiphenomena of the diversity of receptive fields, which has been rarely exploited in learning. In this paper, to verify our hypothesis, restricted Boltzmann machines (RBMs) are employed to learn early visual features by modeling the statistics of natural images. Considering RBMs as neural networks, the receptive fields of neurons are formed by the inter-weights between hidden and visible nodes. Due to the conditional independence in RBMs, there is no mechanism to coordinate the activations of individual neurons or the whole population. A diversity prior is introduced in this paper for training RBMs. We find that the diversity prior indeed can assure simultaneously sparsity and selectivity of neuron activations. The learned receptive fields yield a high degree of biological similarity in comparison to physiological data. Also, corresponding visual features display a good generative capability in image reconstruction. PMID:26321941

  17. Diversity priors for learning early visual features.

    PubMed

    Xiong, Hanchen; Rodríguez-Sánchez, Antonio J; Szedmak, Sandor; Piater, Justus

    2015-01-01

    This paper investigates how utilizing diversity priors can discover early visual features that resemble their biological counterparts. The study is mainly motivated by the sparsity and selectivity of activations of visual neurons in area V1. Most previous work on computational modeling emphasizes selectivity or sparsity independently. However, we argue that selectivity and sparsity are just two epiphenomena of the diversity of receptive fields, which has been rarely exploited in learning. In this paper, to verify our hypothesis, restricted Boltzmann machines (RBMs) are employed to learn early visual features by modeling the statistics of natural images. Considering RBMs as neural networks, the receptive fields of neurons are formed by the inter-weights between hidden and visible nodes. Due to the conditional independence in RBMs, there is no mechanism to coordinate the activations of individual neurons or the whole population. A diversity prior is introduced in this paper for training RBMs. We find that the diversity prior indeed can assure simultaneously sparsity and selectivity of neuron activations. The learned receptive fields yield a high degree of biological similarity in comparison to physiological data. Also, corresponding visual features display a good generative capability in image reconstruction.

  18. Recognition of Prior and Experiential Learning in European Universities

    ERIC Educational Resources Information Center

    Valk, Aune

    2009-01-01

    This paper focuses on the state of the art for recognition of prior experiential learning in European universities. Although recognition of prior learning and prior experiential learning have been officially stated as being important aims by national ministers of education in their Bologna Process communiques, implementation in the majority of…

  19. YTS Core Skills and the Accreditation of Work Based Learning. Working Paper. Information Bank Number 2220.

    ERIC Educational Resources Information Center

    Mathews, David

    The Core Skills Project has developed in the "core skills" an instrument that can be used in the analysis of occupational competence. Any development of accreditation of work-based learning entails assessment of learning in the workplace. The success of such assessment depends on identifying the outcomes of experience in terms of…

  20. Self-Assessment in University Assessment of Prior Learning Procedures

    ERIC Educational Resources Information Center

    Brinke, D. Joosten-Ten; Sluijsmans, D. M. A.; Jochems, W. M. G.

    2009-01-01

    Competency-based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses…

  1. Development of an Accreditation Assessment Survey Using the Higher Learning Commission's Five Criteria for Accreditation of Higher Education Institutions

    ERIC Educational Resources Information Center

    Miles, Michael David

    2010-01-01

    Every institution of higher education in the United States must, in order to award degrees and financial aid, be recognized by an accrediting organization under the guidelines and oversight of the US Department of Education. This process of recognition is known as accreditation. The current procedure of accreditation involves revisits every ten…

  2. Recognition, Accreditation and Validation of Non-Formal and Informal Learning: Prospects for Lifelong Learning in Nepal

    ERIC Educational Resources Information Center

    Regmi, Kapil Dev

    2009-01-01

    This study was an exploration on the various issues related to recognition, accreditation and validation of non-formal and informal learning to open up avenues for lifelong learning and continuing education in Nepal. The perceptions, experiences, and opinions of Nepalese Development Activists, Educational Administrators, Policy Actors and…

  3. Assessment of Prior Learning in Adult Vocational Education and Training

    ERIC Educational Resources Information Center

    Aarkrog, Vibe; Wahlgren, Bjarne

    2015-01-01

    The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes, respectively child care…

  4. The Painful Emotions of Prior Experiential Learning Assessment.

    ERIC Educational Resources Information Center

    McCormick, Donald W.

    1990-01-01

    The process of assessing prior experiential learning can be painful as adults analyze traumatic or embarrassing experiences, revisit disturbing problems, and find their confidence in past experiences shaken. (SK)

  5. A Successful Experiment for Tranferring Prior Learning Experience.

    ERIC Educational Resources Information Center

    Snow, Roslyn; Bruns, Phyllis A.

    1982-01-01

    Describes Orange Coast College's Assessment of Prior Learning (APL) program, which involves student preparation of a fully documented autobiographical essay and an assessment procedure used to award credit for demonstrated competencies. Highlights faculty and industry involvement. (DMM)

  6. Deciphering Distance Learning Accreditation: A Balance of Obstacles and Opportunities

    ERIC Educational Resources Information Center

    Lindsay, Nathan

    2006-01-01

    Almost a decade ago, online education unabashedly entered the realm of higher education, and since then the proliferation of distance learning and technology use has dramatically altered the landscape of colleges and universities. Parallel to the surge in distance education have been extensive efforts to ensure quality control for the new…

  7. Guide to Prior Learning Assessment and Recognition at SIAST.

    ERIC Educational Resources Information Center

    Saskatchewan Inst. of Applied Science and Technology, Saskatoon.

    This guide describes the Saskatchewan Institute of Applied Science and Technology's (SIAST's) (Canada) Prior Learning Assessment and Recognition (PLAR) program. PLAR is an evaluation through a valid and reliable process of the knowledge and skills a student has learned through previous education, training, or experience, to determine the…

  8. Preparing learners with partly incorrect intuitive prior knowledge for learning

    PubMed Central

    Ohst, Andrea; Fondu, Béatrice M. E.; Glogger, Inga; Nückles, Matthias; Renkl, Alexander

    2014-01-01

    Learners sometimes have incoherent and fragmented intuitive prior knowledge that is (partly) “incompatible” with the to-be-learned contents. Such knowledge in pieces can cause conceptual disorientation and cognitive overload while learning. We hypothesized that a pre-training intervention providing a generalized schema as a structuring framework for such knowledge in pieces would support (re)organizing-processes of prior knowledge and thus reduce unnecessary cognitive load during subsequent learning. Fifty-six student teachers participated in the experiment. A framework group underwent a pre-training intervention providing a generalized, categorical schema for categorizing primary learning strategies and related but different strategies as a cognitive framework for (re-)organizing their prior knowledge. Our control group received comparable factual information but no framework. Afterwards, all participants learned about primary learning strategies. The framework group claimed to possess higher levels of interest and self-efficacy, achieved higher learning outcomes, and learned more efficiently. Hence, providing a categorical framework can help overcome the barrier of incorrect prior knowledge in pieces. PMID:25071638

  9. New Dental Accreditation Standard on Critical Thinking: A Call for Learning Models, Outcomes, Assessments.

    PubMed

    Johnsen, David C; Williams, John N; Baughman, Pauletta Gay; Roesch, Darren M; Feldman, Cecile A

    2015-10-01

    This opinion article applauds the recent introduction of a new dental accreditation standard addressing critical thinking and problem-solving, but expresses a need for additional means for dental schools to demonstrate they are meeting the new standard because articulated outcomes, learning models, and assessments of competence are still being developed. Validated, research-based learning models are needed to define reference points against which schools can design and assess the education they provide to their students. This article presents one possible learning model for this purpose and calls for national experts from within and outside dental education to develop models that will help schools define outcomes and assess performance in educating their students to become practitioners who are effective critical thinkers and problem-solvers.

  10. A Study of Prior Learning Assessment in Degree Completion

    ERIC Educational Resources Information Center

    Chappell, Jean Marie

    2012-01-01

    The purpose of this study was to examine the role of prior learning assessment (PLA) in postsecondary degree completion for adult community college students at Mountwest Community and Technical College (MCTC). The study group consisted of 339 MCTC graduates, who applied PLA credits toward degree completion between the academic year 2006 and 2011.…

  11. Recognising Health Care Assistants' Prior Learning through a Caring Ideology

    ERIC Educational Resources Information Center

    Sandberg, Fredrik

    2010-01-01

    This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas' theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews…

  12. Prior Learning Assessment: How Institutions Use Portfolio Assessments

    ERIC Educational Resources Information Center

    Klein-Collins, Becky; Hain, Patrick

    2009-01-01

    The term Prior Learning Assessment (PLA) refers not to a single kind of assessment but rather an entire family of assessment methods that can be used by institutions. Some of these methods are exam-based. In addition, there are other methods of PLA. One of the more innovative methods of offering PLA, however, is through the development of student…

  13. The Transformation of Higher Education through Prior Learning Assessment

    ERIC Educational Resources Information Center

    Kamenetz, Anya

    2011-01-01

    Providing college credit for prior learning is nothing new. The American Council on Education's Credit Recommendation Service (CREDIT), the largest national program making credit recommendations for workplace and other training, dates to 1974. Several colleges that specialize in the practice--Excelsior and Empire State in New York, Thomas Edison…

  14. Perspectives: Prior Learning Assessment Challenges the Status Quo

    ERIC Educational Resources Information Center

    Boilard, Steve D.

    2011-01-01

    Offering some relief from a raft of reports about declining education attainment and increasing college costs, Anya Kamenetz celebrates Prior Learning Assessment (PLA) for boosting higher education productivity, access, and affordability ("Change," September/October 2011). According to Kamenetz, PLA is transforming higher education by leveraging…

  15. A Model for New Linkages for Prior Learning Assessment

    ERIC Educational Resources Information Center

    Kalz, Marco; van Bruggen, Jan; Giesbers, Bas; Waterink, Wim; Eshuis, Jannes; Koper, Rob

    2008-01-01

    Purpose: The purpose of this paper is twofold: first the paper aims to sketch the theoretical basis for the use of electronic portfolios for prior learning assessment; second it endeavours to introduce latent semantic analysis (LSA) as a powerful method for the computation of semantic similarity between texts and a basis for a new observation link…

  16. Lifelong Learning Policy and Practice: The Impact of Accreditation on Education and Training Provision for Adult Women in the UK.

    ERIC Educational Resources Information Center

    Coats, Maggie

    In the United Kingdom, these two perspectives on lifelong learning sit uneasily together: emphasis on adults in employment and a focus on diversity and widening participation in adult education. A recent emphasis on accreditation with implications for funding has affected diversity and participation objectives because involving assessment,…

  17. Targeted Memory Reactivation during Sleep Depends on Prior Learning

    PubMed Central

    Creery, Jessica D.; Oudiette, Delphine; Antony, James W.; Paller, Ken A.

    2015-01-01

    Study Objectives: When sounds associated with learning are presented again during slow-wave sleep, targeted memory reactivation (TMR) can produce improvements in subsequent location recall. Here we used TMR to investigate memory consolidation during an afternoon nap as a function of prior learning. Participants: Twenty healthy individuals (8 male, 19–23 y old). Measurements and Results: Participants learned to associate each of 50 common objects with a unique screen location. When each object appeared, its characteristic sound was played. After electroencephalography (EEG) electrodes were applied, location recall was assessed for each object, followed by a 90-min interval for sleep. During EEG-verified slow-wave sleep, half of the sounds were quietly presented over white noise. Recall was assessed 3 h after initial learning. A beneficial effect of TMR was found in the form of higher recall accuracy for cued objects compared to uncued objects when pre-sleep accuracy was used as an explanatory variable. An analysis of individual differences revealed that this benefit was greater for participants with higher pre-sleep recall accuracy. In an analysis for individual objects, cueing benefits were apparent as long as initial recall was not highly accurate. Sleep physiology analyses revealed that the cueing benefit correlated with delta power and fast spindle density. Conclusions: These findings substantiate the use of targeted memory reactivation (TMR) methods for manipulating consolidation during sleep. TMR can selectively strengthen memory storage for object-location associations learned prior to sleep, except for those near-perfectly memorized. Neural measures found in conjunction with TMR-induced strengthening provide additional evidence about mechanisms of sleep consolidation. Citation: Creery JD, Oudiette D, Antony JW, Paller KA. Targeted memory reactivation during sleep depends on prior learning. SLEEP 2015;38(5):755–763. PMID:25515103

  18. Using LibQUAL+[R] Survey Results to Document the Adequacy of Services to Distance Learning Students for an Accreditation Review

    ERIC Educational Resources Information Center

    Lewis, Janice S.

    2011-01-01

    Accreditation is critical to the viability of institutions of higher education. Each of the six regional groups that accredit two- and four-year institutions has standards specifically addressing online or distance learning. In general, these standards require institutions to show that distance learners have adequate access to appropriate library…

  19. Reading strategies and prior knowledge in learning from hypertext.

    PubMed

    Salmerón, Ladislao; Kintsch, Walter; Cañas, José J

    2006-07-01

    In two experiments, we identified two main strategies followed by hypertext readers in selecting their reading orders. The first consisted in selecting the text semantically related to the previously read section (coherence strategy), and the second in choosing the most interesting text, delaying reading of less interesting sections (interest strategy). Comprehension data revealed that these strategies affected learning differently as a function of the reader's prior knowledge. For low-knowledge readers, the coherence strategy supported better learning of the content. This effect seems to rely on the improvement of reading order coherence induced by this strategy. By contrast, for intermediate-knowledge readers the coherence and the interest strategies benefited comprehension equally. In both cases, learning was supported through the active processing induced by these strategies. Discussion focuses on resolving inconsistencies in the literature concerning whether or not hypertext supports better comprehension than does traditional linear texts.

  20. RPL for Accreditation in Higher Education: As a Process of Mutual Understanding or Merely Lifeworld Colonisation?

    ERIC Educational Resources Information Center

    Sandberg, Fredrik; Andersson, Per

    2011-01-01

    This article focuses on a process of recognition of prior learning (RPL) in higher education. It is based on experiences from a project carried out in collaboration between the University of Lund, Linkoping University and two trade unions in Sweden. The aim of the project was to find ways of recognising prior learning for accreditation of course…

  1. Dictionary learning based statistical interior reconstruction without a prior knowledge

    NASA Astrophysics Data System (ADS)

    Shi, Yongyi; Mou, Xuanqin

    2016-10-01

    Despite the significantly practical utilities of interior tomography, it still suffers from severe degradation of direct current (DC) shift artifact. Existing literature suggest to introducing prior information of object support (OS) constraint or the zeroth order image moment, i.e., the DC value into interior reconstruction to suppress the shift artifact, while the prior information is not always available in practice. Aimed at alleviating the artifacts without prior knowledge, in this paper, we reported an approach on the estimation of the object support which could be employed to estimate the zeroth order image moment, and hence facilitate the DC shift artifacts removal in interior reconstruction. Firstly, by assuming most of the reconstructed object consists of soft tissues that are equivalent to water, we reconstructed a virtual OS that is symmetrical about the interior region of interest (ROI) for the DC estimation. Hence the DC value can be estimated from the virtual reconstruction. Secondly, a statistical iterative reconstruction incorporated with the sparse representation in terms of learned dictionary and the constraint in terms of image DC value was adopted to solve the interior tomography. Experimental results demonstrate that the relative errors of the estimated zeroth order image moment are 4.7% and 7.6%, corresponding to the simulated data of a human thorax and the real data of a sheep lung, respectively. Reconstructed images with the constraint of the estimated DC value exhibit greatly superior image quality to that without DC value constraint.

  2. Learning through Accreditation: Faculty Reflections on the Experience of Program Evaluation

    ERIC Educational Resources Information Center

    Garrison, Sarah; Herring, Angel; Hinton, W. Jeff

    2013-01-01

    This qualitative study was conducted to explore the personal and professional experiences of family and consumer sciences educators (n = 3) who recently participated in the AAFCS accreditation process utilizing the 2010 Accreditation standards. Analysis of the transcribed semi-structured interview data yielded four overarching categories: (a)…

  3. Evaluating Prior Learning Assessment Programs: A Suggested Framework

    ERIC Educational Resources Information Center

    Travers, Nan L.; Evans, Marnie T.

    2011-01-01

    Over the past two decades, American institutions have been expected to include systematic program reviews to meet accrediting standards, either by independent or governmental review agencies. Program evaluation is critical for several reasons: it provides systematic ways to assess what needs improvement or what needs changing and it provides ways…

  4. What Is Next after 40 Years? Part 2: Prior Learning Assessment--2012 and after

    ERIC Educational Resources Information Center

    Travers, Nan L.

    2012-01-01

    The previous article, "Prior Learning Assessment: What is next after 40 years? Part 1: Prior Learning Assessment: 1970-2011" focused on the history of prior learning assessment (PLA) in the United States over the past 40 years. After exploring more recent recognition and development of PLA across institutions of higher education, the…

  5. Building Knowledge through Portfolio Learning in Prior Learning Assessment and Recognition

    ERIC Educational Resources Information Center

    Conrad, Dianne

    2008-01-01

    It is important for academic credibility that the process of prior learning assessment and recognition (PLAR) keeps learning and knowledge as its foundational tenets. Doing so ensures PLAR's recognition as a fertile ground for learners' cognitive and personal growth. In many postsecondary venues, PLAR is often misunderstood and confused with…

  6. Recognising Prior Learning: Understanding the Relations among Experience, Learning and Recognition from a Constructivist Perspective

    ERIC Educational Resources Information Center

    Fejes, Andreas; Andersson, Per

    2009-01-01

    This article discusses the relation between experience and learning in the context of recognition of prior learning (RPL) and from an experiential constructivist perspective. The study is based on a case of in-service training, based on RPL, in the care sector for elderly people. The data consist of interviews with actors in this process, which…

  7. Defining and Assessing College-Level Learning: Perceptions from Faculty Assessors of Prior Learning Assessment Portfolios

    ERIC Educational Resources Information Center

    Stevens, Cynthia Rae

    2013-01-01

    Prior learning assessment (PLA) is a non-traditional component of higher education that recognizes that life experiences and learning from outside of academia can be deemed valid and awarded college credit. This qualitative study explored the perceptions of faculty assessors of PLA portfolios. This study sought to understand, through a…

  8. Brief Report: Teachers' Awareness of the Relationship between Prior Knowledge and New Learning

    ERIC Educational Resources Information Center

    Journal for Research in Mathematics Education, 2016

    2016-01-01

    The author examined the degree to which experienced teachers are aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they…

  9. Prior Learning Assessment Portfolio Completion: Improved Outcomes at a Public Institution

    ERIC Educational Resources Information Center

    Rust, Dianna Z.; Ikard, William L.

    2016-01-01

    Prior learning assessment (PLA) is the process of evaluating learning, regardless of when or where the learning occurred, and, if the learning is at the college level, awarding college credit to the possessor of that learning. This article provides an overview of the PLA program at a large public U.S. institution and presents the findings of the…

  10. The Relevance of Prior Knowledge in Learning and Instructional Design

    PubMed Central

    Hailikari, Telle; Katajavuori, Nina

    2008-01-01

    Objectives To determine how different types of prior knowledge (declarative and procedural) impact student achievement and how prior-knowledge assessment can be used as an instructional design tool. Methods A questionnaire was developed based on the prior-knowledge model, which distinguishes between declarative and procedural knowledge. One hundred fifteen pharmacy students were tested prior to beginning 4 successive basic science courses and then prior to beginning a pharmaceutical chemistry course. Regression analysis was used to determine which type of knowledge was the best predictor of student achievement. The 4 course instructors were interviewed and their comments analyzed. Results Prior knowledge from previous courses significantly influenced student achievement. Procedural knowledge was especially related to student achievement. Instructors and students had mainly positive reactions towards the prior-knowledge tests. Conclusions Students' prior knowledge should be taken into consideration in instructional design and curriculum planning. Furthermore, the results of prior-knowledge assessments may be used as a tool for student support in addressing areas of deficiency. PMID:19214267

  11. Prior Knowledge and the Learning of Science. A Review of Ausubel's Theory of This Process

    ERIC Educational Resources Information Center

    West, L. H. T.; Fensham, P. J.

    1974-01-01

    Examines Ausubel's theory of learning as a model of the role concerning the influence of prior knowledge on how learning occurs. Research evidence for Ausubel's theory is presented and discussed. Implications of Ausubel's theory for teaching are summarized. (PEB)

  12. Sparse Modeling with Universal Priors and Learned Incoherent Dictionaries(PREPRINT)

    DTIC Science & Technology

    2009-09-09

    SPARSE MODELING WITH UNIVERSAL PRIORS AND LEARNED INCOHERENT DICTIONARIES By Ignacio Ramı́rez Federico Lecumberry and Guillermo Sapiro IMA Preprint...Priors and Learned Incoherent Dictionaries Ignacio Ramı́rez University of Minnesota ramir048@umn.edu, Federico Lecumberry Universidad de la República...Self-taught learning: transfer learning from unlabeled data. In ICML, pages 759–766, 2007. [26] I. Ramirez, F. Lecumberry , , and G. Sapiro. Universal

  13. Professional Re-Accreditation: Constructing Educational Policy for Career-Long Teacher Professional Learning

    ERIC Educational Resources Information Center

    Watson, Cate; Fox, Alison

    2015-01-01

    Competence as a measure of "fitness to practice" and its evaluation through mechanisms of personal performance review, has led to the introduction of systems in a number of professions which link appraisal to the maintenance of professional registration (variously referred to as re-validation, re-certification, re-accreditation, etc.).…

  14. Effects of Variation and Prior Knowledge on Abstract Concept Learning

    ERIC Educational Resources Information Center

    Braithwaite, David W.; Goldstone, Robert L.

    2015-01-01

    Learning abstract concepts through concrete examples may promote learning at the cost of inhibiting transfer. The present study investigated one approach to solving this problem: systematically varying superficial features of the examples. Participants learned to solve problems involving a mathematical concept by studying either superficially…

  15. 2011 Report to the Legislature: Credit for Prior Learning Experience in Washington

    ERIC Educational Resources Information Center

    Washington Higher Education Coordinating Board, 2011

    2011-01-01

    The Higher Education Opportunity Act (E2SHB 1795), passed by the Legislature in 2011, identified prior learning assessment (PLA) as an innovative means for improving degree and certificate attainment and improving cost effectiveness and efficiency within Washington's higher education system. The Act defines prior learning as "the knowledge…

  16. Aligning Assessments for COSMA Accreditation

    ERIC Educational Resources Information Center

    Laird, Curt; Johnson, Dennis A.; Alderman, Heather

    2015-01-01

    Many higher education sport management programs are currently in the process of seeking accreditation from the Commission on Sport Management Accreditation (COSMA). This article provides a best-practice method for aligning student learning outcomes with a sport management program's mission and goals. Formative and summative assessment procedures…

  17. 15 CFR 285.6 - Application for accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.6 Application for accreditation. A laboratory may apply for... Accreditation, and provide a quality manual to NVLAP (or a designated NVLAP assessor) prior to the...

  18. AQIP and Accreditation: Improving Quality and Performance

    ERIC Educational Resources Information Center

    Spangehl, Stephen D.

    2012-01-01

    For the past 12 years, the Academic Quality Improvement Program (AQIP) has offered an innovative means for colleges and universities to maintain regional accreditation with the Higher Learning Commission (HLC), the only regional U.S. accrediting commission currently providing alternative pathways for maintaining accreditation. Although all HLC…

  19. Laboratory accreditation

    SciTech Connect

    Pettit, R.B.

    1998-08-01

    Accreditation can offer many benefits to a testing or calibration laboratory, including increased marketability of services, reduced number of outside assessments, and improved quality of services. Compared to ISO 9000 registration, the accreditation process includes a review of the entire quality system, but in addition a review of testing or calibration procedures by a technical expert and participation in proficiency testing in the areas of accreditation. Within the DOE, several facilities have recently become accredited in the area of calibration, including Sandia National Laboratories, Oak Ridge, AlliedSignal FM and T; Lockheed Martin Idaho Technologies Co., and Pacific Northwest National Lab. At the national level, a new non-profit organization was recently formed called the National Cooperation for Laboratory Accreditation (NACLA). The goal of NACLA is to develop procedures, following national and international requirements, for the recognition of competent accreditation bodies in the US. NACLA is a voluntary partnership between the public and private sectors with the goal of a test or calibration performed once and accepted world wide. The NACLA accreditation body recognition process is based on the requirements of ISO Guide 25 and Guide 58. A membership drive will begin some time this fall to solicit organizational members and an election of a permanent NACLA Board of Directors will follow later this year or early 1999.

  20. Maintaining the Delicate Balance: Distance Learning, Higher Education Accreditation, and the Politics of Self-Regulation. Second in a Series, Distributed Education: Challenges, Choices, and a New Environment.

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    This essay examines the delicate balance of accreditation, the federal government, and the self-regulation of higher education. It explores the challenge of distance learning and what is needed to keep this balance in check. It briefly addresses two related areas in which the responsibilities of institutions and accreditors are growing because of…

  1. A Slice of the Iceberg: Cross-Canada Study of Prior Learning Assessment and Recognition.

    ERIC Educational Resources Information Center

    Aarts, Sandra; Blower, Deb; Burke, Roberta; Conlin, Eleanor; Howell, Brent; Howorth, Carol Ebner; Lamarre, Ginette; Van Kleef, Joy

    Prior Learning Assessment and Recognition (PLAR) is a sound academic practice that contributes to adult learning by linking formal and informal learning. However, it has not been widely accepted by Canadian educational institutions. In 1996, a consortium of seven colleges and an independent PLAR consultant began a study to create a comprehensive…

  2. The Influence of Prior Knowledge and Viewing Repertoire on Learning from Video

    ERIC Educational Resources Information Center

    de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert; Tolboom, Jos

    2016-01-01

    Video is increasingly used as an instructional tool. It is therefore becoming more important to improve learning of students from video. We investigated whether student learning effects are influenced through an instruction about other viewing behaviours, and whether these learning effects depend on their prior knowledge. In a controlled…

  3. In Support of Prior Learning Assessment and Outcomes Assessment of Prior Learning Assessment Programs. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 12-15, 1993).

    ERIC Educational Resources Information Center

    Dagavarian, Debra A., Ed.

    This publication contains two papers from the 1993 National Institute on the Assessment of Experiential Learning. "In Support of Prior Learning Assessment" (Rebecca C. Hull) highlights arguments in opposition to the acceptance of prior learning assessment and the responses that might best counter these arguments. "Outcomes Assessment of Prior…

  4. The Development of a Theoretically Sound Concept of Quality Criteria: As in the Case of the Accreditation for Technology-Enhanced Learning EFMD-CEL

    NASA Astrophysics Data System (ADS)

    Brahm, Taiga; Euler, Dieter; Seufert, Sabine

    This chapter aims at providing insight into the methodological derivation of the quality criteria used in the teChnology-Enhanced Learning accreditation (CEL) of the European Foundation for Management Development (EFMD), which was designed to assess and improve technology-enhanced programs. The main question posed in this chapter is how to develop quality criteria in a methodologically sound manner. After briefly outlining how the quality dimensions and the quality perspectives form the basis of an integrated quality model, the derivation of a number of quality criteria is explained in detail. The main outcomes of the chapter are to base the development of the quality criteria on theory and support it by empirical or theoretical evidence and/or argumentative reasoning. By taking these aspects into account, the quality accreditation scheme will be useful, consistent, and comprehensible and, thus, will be a valuable instrument for institutions in an accreditation process.

  5. Creating illusions of knowledge: learning errors that contradict prior knowledge.

    PubMed

    Fazio, Lisa K; Barber, Sarah J; Rajaram, Suparna; Ornstein, Peter A; Marsh, Elizabeth J

    2013-02-01

    Most people know that the Pacific is the largest ocean on Earth and that Edison invented the light bulb. Our question is whether this knowledge is stable, or if people will incorporate errors into their knowledge bases, even if they have the correct knowledge stored in memory. To test this, we asked participants general-knowledge questions 2 weeks before they read stories that contained errors (e.g., "Franklin invented the light bulb"). On a later general-knowledge test, participants reproduced story errors despite previously answering the questions correctly. This misinformation effect was found even for questions that were answered correctly on the initial test with the highest level of confidence. Furthermore, prior knowledge offered no protection against errors entering the knowledge base; the misinformation effect was equivalent for previously known and unknown facts. Errors can enter the knowledge base even when learners have the knowledge necessary to catch the errors.

  6. Understanding the Role of Prior Knowledge in a Multimedia Learning Application

    ERIC Educational Resources Information Center

    Rias, Riaza Mohd; Zaman, Halimah Badioze

    2013-01-01

    This study looked at the effects that individual differences in prior knowledge have on student understanding in learning with multimedia in a computer science subject. Students were identified as having either low or high prior knowledge from a series of questions asked in a survey conducted at the Faculty of Computer and Mathematical Sciences at…

  7. Statistical Learning Is Not Affected by a Prior Bout of Physical Exercise

    ERIC Educational Resources Information Center

    Stevens, David J.; Arciuli, Joanne; Anderson, David I.

    2016-01-01

    This study examined the effect of a prior bout of exercise on implicit cognition. Specifically, we examined whether a prior bout of moderate intensity exercise affected performance on a statistical learning task in healthy adults. A total of 42 participants were allocated to one of three conditions--a control group, a group that exercised for…

  8. The Role of Prior Knowledge in Learning from Analogies in Science Texts

    ERIC Educational Resources Information Center

    Braasch, Jason L. G.; Goldman, Susan R.

    2010-01-01

    Two experiments examined whether inconsistent effects of analogies in promoting new content learning from text are related to prior knowledge of the analogy "per se." In Experiment 1, college students who demonstrated little understanding of weather systems and different levels of prior knowledge (more vs. less) of an analogous everyday…

  9. Self-Regulated Learning with Hypermedia: The Role of Prior Domain Knowledge

    ERIC Educational Resources Information Center

    Moos, Daniel C.; Azevedo, Roger

    2008-01-01

    Think-aloud and pre-test data were collected from 49 undergraduates with varying levels of prior domain knowledge to examine the relationship between prior domain knowledge and self-regulated learning with hypermedia. During the experimental session, each participant individually completed a pretest on the circulatory system, and then one 40-min…

  10. Contribution of Prior Semantic Knowledge to New Episodic Learning in Amnesia

    ERIC Educational Resources Information Center

    Kan, Irene P.; Alexander, Michael P.; Verfaellie, Mieke

    2009-01-01

    We evaluated whether prior semantic knowledge would enhance episodic learning in amnesia. Subjects studied prices that are either congruent or incongruent with prior price knowledge for grocery and household items and then performed a forced-choice recognition test for the studied prices. Consistent with a previous report, healthy controls'…

  11. Interactive Web-based Learning Modules Prior to General Medicine Advanced Pharmacy Practice Experiences

    PubMed Central

    Walton, Alison M.; Nisly, Sarah A.

    2015-01-01

    Objective. To implement and evaluate interactive web-based learning modules prior to advanced pharmacy practice experiences (APPEs) on inpatient general medicine. Design. Three clinical web-based learning modules were developed for use prior to APPEs in 4 health care systems. The aim of the interactive modules was to strengthen baseline clinical knowledge before the APPE to enable the application of learned material through the delivery of patient care. Assessment. For the primary endpoint, postassessment scores increased overall and for each individual module compared to preassessment scores. Postassessment scores were similar among the health care systems. The survey demonstrated positive student perceptions of this learning experience. Conclusion. Prior to inpatient general medicine APPEs, web-based learning enabled the standardization and assessment of baseline student knowledge across 4 health care systems. PMID:25995515

  12. Recognition Is Deserved, Qualifications Are Merited. Where Does that Leave Fairness in Accreditation?

    ERIC Educational Resources Information Center

    Gibbs, Paul; Armsby, Pauline

    2011-01-01

    This article contextualises the use of accreditation for prior experiential learning (APEL) in European higher education by analysing the notions of desert and merit. We propose that the credentialising of certain types of knowledge can lead to a narrow definition of education which merely endeavours to serve consumer imperatives so as to market…

  13. Moving the Starting Line through Prior Learning Assessment (PLA). Research Brief

    ERIC Educational Resources Information Center

    Council for Adult and Experiential Learning (NJ1), 2011

    2011-01-01

    Prior learning assessment (PLA) methods can help adult students earn college credit for what they already know. PLA can be an important offering by postsecondary degree programs because it can save students time and money. In addition, the Council for Adult and Experiential Learning's (CAEL's) "Fueling the Race to Postsecondary Success"…

  14. Interplay of Prior Knowledge, Self-Regulation and Motivation in Complex Multimedia Learning Environments

    ERIC Educational Resources Information Center

    Song, H. S.; Kalet, A. L.; Plass, J. L.

    2016-01-01

    This study examined the direct and indirect effects of medical clerkship students' prior knowledge, self-regulation and motivation on learning performance in complex multimedia learning environments. The data from 386 medical clerkship students from six medical schools were analysed using structural equation modeling. The structural model revealed…

  15. Adjusting the Fulcrum: How Prior Learning Is Recognized and Regarded in University Adult Education Contexts

    ERIC Educational Resources Information Center

    Kawalilak, Colleen; Wihak, Wihak

    2013-01-01

    Prior Learning Assessment and Recognition (PLAR) offers adults formal recognition for learning obtained through non-formal and informal means. The practice reflects both equity and economic development concerns (Keeton, 2000). In the field of Adult Education as a formal study, however, tensions exist between honouring the learner and honouring the…

  16. The Relation between Prior Knowledge and Students' Collaborative Discovery Learning Processes

    ERIC Educational Resources Information Center

    Gijlers, Hannie; de Jong, Ton

    2005-01-01

    In this study we investigate how prior knowledge influences knowledge development during collaborative discovery learning. Fifteen dyads of students (pre-university education, 15-16 years old) worked on a discovery learning task in the physics field of kinematics. The (face-to-face) communication between students was recorded and the interaction…

  17. Validity of Admission Decisions Based on Assessment of Prior Learning in Higher Education

    ERIC Educational Resources Information Center

    Stenlund, Tova

    2013-01-01

    Assessment of prior learning (APL) refers to the process of validating individuals' learning in a variety of contexts, representing a relatively new practice in many countries. In higher education, APL is used to receive access and credits based on skills and knowledge acquired mainly outside of formal academic settings. This paper focuses on…

  18. Quality of Assessment of Prior Learning (APL) in University Programmes: Perceptions of Candidates, Tutors and Assessors

    ERIC Educational Resources Information Center

    Brinke, D. Joosten-ten; Sluijsmans, D. M. A.; Jochems, W. M. G.

    2009-01-01

    Formal diplomas and certificates have been accepted as proof that students may receive exemption for parts of their educational programme. Nowadays, though, it is socially desirable that informal and non-formal learning experiences are also recognised. Assessment of prior learning (APL) addresses this issue. In APL, the candidate's knowledge,…

  19. Random Access: The Latino Student Experience with Prior Learning Assessment. Executive Summary

    ERIC Educational Resources Information Center

    Klein-Collins, Rebecca; Olson, Richard

    2014-01-01

    Many Latinos come to higher education as adults. One degree completion strategy that is particularly suited to adult students in higher education is prior learning assessment (PLA). PLA provides opportunities to evaluate a student's learning from work or life experience for the purpose of awarding college credit. For students whose…

  20. The Role of Specificity, Targeted Learning Activities, and Prior Knowledge for the Effects of Relevance Instructions

    ERIC Educational Resources Information Center

    Roelle, Julian; Lehmkuhl, Nina; Beyer, Martin-Uwe; Berthold, Kirsten

    2015-01-01

    In 2 experiments we examined the role of (a) specificity, (b) the type of targeted learning activities, and (c) learners' prior knowledge for the effects of relevance instructions on learning from instructional explanations. In Experiment 1, we recruited novices regarding the topic of atomic structure (N = 80) and found that "specific"…

  1. Portfolio Development and the Assessment of Prior Learning: Perspectives, Models and Practices. Second Edition

    ERIC Educational Resources Information Center

    Michelson, Elana; Mandell, Alan

    2004-01-01

    For over thirty years, portfolios have been used to help adult learners gain recognition for their prior learning and take greater control of their educational experiences. The portfolio has become a distinctive means of assessing such learning, serving as a meaningful alternative to conventional papers and standardized testing. This book provides…

  2. The Relationship between Prior Knowledge and Interactive Overviews During Hypermedia-Aided Learning.

    ERIC Educational Resources Information Center

    Shapiro, Amy M.

    1999-01-01

    Uses interactive overviews (IOs), a type of advance organizer, to explore the effect of interaction between organizer structure and prior knowledge on novices' ability to meet learning goals. Participants were assigned to learn about ecosystems with a hypermedia program. Results indicated that the ecosystem IO aided learners in meeting an…

  3. Prior Visual Experience Modulates Learning of Sound Localization Among Blind Individuals.

    PubMed

    Tao, Qian; Chan, Chetwyn C H; Luo, Yue-Jia; Li, Jian-Jun; Ting, Kin-Hung; Lu, Zhong-Lin; Whitfield-Gabrieli, Susan; Wang, Jun; Lee, Tatia M C

    2017-02-04

    Cross-modal learning requires the use of information from different sensory modalities. This study investigated how the prior visual experience of late blind individuals could modulate neural processes associated with learning of sound localization. Learning was realized by standardized training on sound localization processing, and experience was investigated by comparing brain activations elicited from a sound localization task in individuals with (late blind, LB) and without (early blind, EB) prior visual experience. After the training, EB showed decreased activation in the precuneus, which was functionally connected to a limbic-multisensory network. In contrast, LB showed the increased activation of the precuneus. A subgroup of LB participants who demonstrated higher visuospatial working memory capabilities (LB-HVM) exhibited an enhanced precuneus-lingual gyrus network. This differential connectivity suggests that visuospatial working memory due to the prior visual experience gained via LB-HVM enhanced learning of sound localization. Active visuospatial navigation processes could have occurred in LB-HVM compared to the retrieval of previously bound information from long-term memory for EB. The precuneus appears to play a crucial role in learning of sound localization, disregarding prior visual experience. Prior visual experience, however, could enhance cross-modal learning by extending binding to the integration of unprocessed information, mediated by the cognitive functions that these experiences develop.

  4. Learning Goals of AACSB-Accredited Undergraduate Business Programs: Predictors of Conformity versus Differentiation

    ERIC Educational Resources Information Center

    Brink, Kyle E.; Palmer, Timothy B.; Costigan, Robert D.

    2014-01-01

    Learning goals are central to assurance of learning. Yet little is known about what goals are used by business programs or how they are established. On the one hand, business schools are encouraged to develop their own unique learning goals. However, business schools also face pressures that would encourage conformity by adopting goals used by…

  5. Speed of motor re-learning after experimental stroke depends on prior skill.

    PubMed

    Schubring-Giese, Maximilian; Molina-Luna, Katiuska; Hertler, Benjamin; Buitrago, Manuel M; Hanley, Daniel F; Luft, Andreas R

    2007-08-01

    Many motor rehabilitation therapies are based on principles of motor learning. Motor learning depends on preliminary knowledge of the trained and other (similar) skills. This study sought to investigate the influence of prior skill knowledge on re-learning of a precision reaching skill after a cortical lesion in rat. One group of animals recovered a previously known skill (skill training, followed by stroke and re-learning training, TST, n = 8). A second group learned the skill for the first time after stroke (ST, n = 6). A control group received prolonged training without stroke (n = 6). Unilateral partial motor cortex lesions were induced photothrombotically after identifying the forelimb representation using epidural stimulation mapping. In TST animals, re-learning after stroke was slower than learning before stroke (post hoc repeated measures ANOVA P = 0.039) and learning in the control group (P = 0.033). De novo learning after stroke (ST group) was not different from healthy learning. These findings show that skill learning can be performed if the motor cortex is partially lesioned; re-learning of a skill after stroke is slowed by prior knowledge of the skill. It remains to be tested in humans whether task novelty positively influences rehabilitation therapy.

  6. The Influence of Self-Regulated Learning and Prior Knowledge on Knowledge Acquisition in Computer-Based Learning Environments

    ERIC Educational Resources Information Center

    Bernacki, Matthew

    2010-01-01

    This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific self-regulated learning (SRL) tactics, prior knowledge, and characteristics of the learner on posttest knowledge scores from exposure to a hypertext. A sample of 160…

  7. Let the Doors of Learning Be Open to All--A Case for Recognition of Prior Learning

    ERIC Educational Resources Information Center

    Singh, A. M.

    2011-01-01

    Recognition of Prior Learning (RPL) is a process of evaluating an adult learners previous experience, skills, knowledge and informal learning and articulating it towards a formal qualification. Whilst RPL is enshrined in a number of international qualifications frameworks, there are certain barriers which have prevented its application and…

  8. Inhibition of vicariously learned fear in children using positive modeling and prior exposure.

    PubMed

    Askew, Chris; Reynolds, Gemma; Fielding-Smith, Sarah; Field, Andy P

    2016-02-01

    One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions-psychoeducation, factual information, or no information (control)-prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions-positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)-before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children.

  9. Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference?

    ERIC Educational Resources Information Center

    Krzykowski, Linda; Kinser, Kevin

    2014-01-01

    With the cost of higher education steadily increasing, many people are wondering what, if anything, students are learning on college campuses. In this environment, colleges are facing pressure to make information about what their students learn available to a range of stakeholders, including students and their parents, policymakers, and the…

  10. Service Learning in Baccalaureate Social Work Education: Results of a National Survey of Accredited Programs

    ERIC Educational Resources Information Center

    Petracchi, Helen E.; Weaver, Addie; Schelbe, Lisa; Song, Hyun-a

    2016-01-01

    Service learning is neither field education nor volunteerism. Rather, it is a pedagogical approach designed to reinforce classroom instruction with concurrent service activities occurring in the local community. This service is driven by community-identified needs. Service learning supports social work values, yet the profession has been slow to…

  11. Accreditation Association for Ambulatory Health Care

    MedlinePlus

    ... Press Release Archives learn more » For Patients Your health care choices matter. Whether you're anticipating a surgical ... certificate of accreditation is a sign that a health care organization meets or exceeds nationally-recognized Standards. Learn ...

  12. Laboratory accreditation.

    PubMed

    Bradway, D E; Siegelman, F L

    1994-09-01

    An investigation of alleged data fraud at a pesticide analytical laboratory led EPA to take a closer look at the Good Laboratory Practice (GLP) inspection program. There was special focus on changes which might be made in the program to enhance the chances of detecting fraud in regulated studies. To this end, the Assistant Administrator of the Office of Prevention, Pesticides and Toxic Substances (OPPTS) requested EPA's Office of Inspector General (OIG) to examine the GLP program. Several reports were issued by the OIG, including the recommendation that a laboratory accreditation program be adopted. EPA has been examining ways to implement the OIG's recommendations, including (1) laboratory accreditation consisting of three components: document submission and assessment, site visit and assessment, and proficiency assessment; and (2) mandatory registration of all facilities participating in GLP-regulated studies, based on document submission and assessment. These two alternatives are compared, and the advantages and disadvantages of each are discussed.

  13. 22 CFR 96.63 - Renewal of accreditation or approval.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... AND APPROVAL OF PERSONS UNDER THE INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Renewal of Accreditation or... accreditation or approval so that the renewal process can reasonably be completed prior to the expiration of the... and adoption records to other accredited agencies, approved persons, or a State archive,...

  14. 22 CFR 96.63 - Renewal of accreditation or approval.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... AND APPROVAL OF PERSONS UNDER THE INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Renewal of Accreditation or... accreditation or approval so that the renewal process can reasonably be completed prior to the expiration of the... and adoption records to other accredited agencies, approved persons, or a State archive,...

  15. College Student Services Accreditation Questionnaire.

    ERIC Educational Resources Information Center

    Cassel, Russell N.

    1979-01-01

    This questionnaire is intended for use as one aspect in accrediting the "Student Personnel Services" which an institution of higher learning provides for students. Areas in question include personal development, health fostering, vocational preparation, effective personalized learning, economic viability, transpersonal offerings, and satisfactory…

  16. The Wider Benefits of Accreditation

    ERIC Educational Resources Information Center

    Dicks, Linda; Taylor, David

    2005-01-01

    For the past two years, accredited learning has been made accessible to over 40 voluntary and community organisations through a sub-regional partnership of the Central London Learning and Skills Council, six London boroughs, representatives from further and higher education, and the authors' organisation--the London Open College Network (LOCN).…

  17. Recognition of Prior Learning at the Centre of a National Strategy: Tensions between Professional Gains and Personal Development

    ERIC Educational Resources Information Center

    Lima, Licínio C.; Guimarães, Paula

    2016-01-01

    This paper focuses on recognition of prior learning as part of a national policy based on European Union guidelines for lifelong learning, and it explains how recognition of prior learning has been perceived since it was implemented in Portugal in 2000. Data discussed are the result of a mixed method research project that surveyed adult learners,…

  18. Joint Prior Learning for Visual Sensor Network Noisy Image Super-Resolution

    PubMed Central

    Yue, Bo; Wang, Shuang; Liang, Xuefeng; Jiao, Licheng; Xu, Caijin

    2016-01-01

    The visual sensor network (VSN), a new type of wireless sensor network composed of low-cost wireless camera nodes, is being applied for numerous complex visual analyses in wild environments, such as visual surveillance, object recognition, etc. However, the captured images/videos are often low resolution with noise. Such visual data cannot be directly delivered to the advanced visual analysis. In this paper, we propose a joint-prior image super-resolution (JPISR) method using expectation maximization (EM) algorithm to improve VSN image quality. Unlike conventional methods that only focus on upscaling images, JPISR alternatively solves upscaling mapping and denoising in the E-step and M-step. To meet the requirement of the M-step, we introduce a novel non-local group-sparsity image filtering method to learn the explicit prior and induce the geometric duality between images to learn the implicit prior. The EM algorithm inherently combines the explicit prior and implicit prior by joint learning. Moreover, JPISR does not rely on large external datasets for training, which is much more practical in a VSN. Extensive experiments show that JPISR outperforms five state-of-the-art methods in terms of both PSNR, SSIM and visual perception. PMID:26927114

  19. Recognition of Prior Learning--Normative Assessment or Co-Construction of Preferred Identities?

    ERIC Educational Resources Information Center

    Hamer, Jen

    2010-01-01

    Recognition of prior learning (RPL) has been an important element of Australia's Vocational Education and Training (VET) policy since it was officially adopted as a key national principle in 1991 (VEETAC 1991, cited in Wilson and Lilly 1996:2). The aim of RPL is to formally assess a person's skills gained through life and work experience, in order…

  20. "Who's Giving Us the Answers?" Interpreters and the Validation of Prior Foreign Learning

    ERIC Educational Resources Information Center

    Diedrich, Andreas

    2013-01-01

    This paper critically discusses the role of the interpreter in the validation of the prior learning of recent immigrants arriving in Sweden by drawing on a perspective from the sociology of translation. The recent immigrants' difficulties with speaking the local language is usually described as the main problem when it comes to validating their…

  1. Recognition of Prior Learning, Self-Realisation and Identity within Axel Honneth's Theory of Recognition

    ERIC Educational Resources Information Center

    Sandberg, Fredrik; Kubiak, Chris

    2013-01-01

    This paper argues for the significance of Axel Honneth's theory of recognition for understanding recognition of prior learning (RPL). Case studies of the experiences of RPL by paraprofessional workers in health and social care in the UK and Sweden are used to explicate this significance. The results maintain that there are varying conditions of…

  2. The Implications of Learners' Goal Orientation in a Prior Learning Assessment Program

    ERIC Educational Resources Information Center

    McClintock, Patricia

    2013-01-01

    This mixed methods sequential explanatory study was designed to investigate students' persistence in an online Prior Learning Assessment (PLA) Program by researching the implications of goal orientation and other academic, institutional, and student-related factors of non-traditional students enrolled in such a program at the University of St.…

  3. Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning

    ERIC Educational Resources Information Center

    Sidney, Pooja G.; Alibali, Martha W.

    2015-01-01

    This study investigated analogical transfer of conceptual structure from a prior-knowledge domain to support learning in a new domain of mathematics: division by fractions. Before a procedural lesson on division by fractions, fifth and sixth graders practiced with a surface analogue (other operations on fractions) or a structural analogue (whole…

  4. Building Prior Knowledge and Vocabulary in Science in the Intermediate Grades: Creating Hooks for Learning

    ERIC Educational Resources Information Center

    Rupley, William H.; Slough, Scott

    2010-01-01

    Vocabulary knowledge is a salient factor influencing success both in and out of school. The specialized vocabulary knowledge in science represents the concept-laden hooks on which learning is hung and enables students to build prior knowledge through the expansion of these conceptual hooks. We have identified four levels of learners--struggling…

  5. Prior Knowledge, Text Coherence, and Interest: How They Interact in Learning from Instructional Texts.

    ERIC Educational Resources Information Center

    Boscolo, Pietro; Mason, Lucia

    This paper describes a study aimed at expanding research on the interactive effect of readers' prior knowledge and text coherence on learning by introducing a third variable, topic interest, which is, the readers' relatively stable affective orientation toward a topic. The hypothesis was that the inferential processes required to fill in…

  6. Effects of Prior Knowledge and Concept-Map Structure on Disorientation, Cognitive Load, and Learning

    ERIC Educational Resources Information Center

    Amadieu, Franck; van Gog, Tamara; Paas, Fred; Tricot, Andre; Marine, Claudette

    2009-01-01

    This study explored the effects of prior knowledge (high vs. low; HPK and LPK) and concept-map structure (hierarchical vs. network; HS and NS) on disorientation, cognitive load, and learning from non-linear documents on "the infection process of a retrograde virus (HIV)". Participants in the study were 24 adults. Overall subjective ratings of…

  7. In Search of "Phronesis": Recognizing Practical Wisdom in the Recognition (Assessment) of Prior Learning

    ERIC Educational Resources Information Center

    Breier, Mignonne; Ralphs, Alan

    2009-01-01

    This article argues that greater understanding of the Aristotelian concept of "phronesis" or practical wisdom would make an important contribution to the conceptualization and implementation of Recognition (Assessment) of Prior Learning (RPL/APL) in formal education contexts. However, there is a need to identify "phronesis"…

  8. Mediating Mental Models of Metals: Acknowledging the Priority of the Learner's Prior Learning

    ERIC Educational Resources Information Center

    Taber, Keith S.

    2003-01-01

    This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may be understood in terms of the students' prior learning about covalent and ionic bonding, and the prevalence of a common alternative conceptual…

  9. Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge

    ERIC Educational Resources Information Center

    Fyfe, Emily R.; Rittle-Johnson, Bethany

    2016-01-01

    Feedback can be a powerful learning tool, but its effects vary widely. Research has suggested that learners' prior knowledge may moderate the effects of feedback; however, no causal link has been established. In Experiment 1, we randomly assigned elementary school children (N = 108) to a condition based on a crossing of 2 factors: induced strategy…

  10. The Impacts of Virtual Manipulatives and Prior Knowledge on Geometry Learning Performance in Junior High School

    ERIC Educational Resources Information Center

    Lee, Chun-Yi; Chen, Ming-Jang

    2014-01-01

    Previous studies on the effects of virtual and physical manipulatives have failed to consider the impact of prior knowledge on the efficacy of manipulatives. This study focuses on the learning of plane geometry in junior high schools, including the sum of interior angles in polygons, the sum of exterior angles in polygons, and the properties of…

  11. Copy Me or Copy You? The Effect of Prior Experience on Social Learning

    ERIC Educational Resources Information Center

    Wood, Lara A.; Kendal, Rachel L.; Flynn, Emma G.

    2013-01-01

    The current study investigated children's solution choice and imitation of causally-irrelevant actions by using a controlled design to mirror naturalistic learning contexts in which children receive social information for tasks about which they have some degree of prior knowledge. Five-year-old children (N = 167) were presented with a reward…

  12. Assessors' Approaches to Portfolio Assessment in Assessment of Prior Learning Procedures

    ERIC Educational Resources Information Center

    Joosten-ten Brinke, Desiree; Sluijsmans, Dominique M. A.; Jochems, Wim M. G.

    2010-01-01

    In an effort to gain better understanding of the assessment of prior informal and non-formal learning, this article explores assessors' approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior…

  13. What Is Next after 40 Years? Part 1: Prior Learning Assessment--1970-2011

    ERIC Educational Resources Information Center

    Travers, Nan L.

    2012-01-01

    Education practices focused on adult learners, such as prior learning assessment (PLA), are becoming more established in the United States. Initially, PLA was developed to provide greater access to higher education for World War II veterans and later for adult learners more generally as a way to balance the concentrated efforts most colleges and…

  14. Credit for Prior Learning Practices: Results of the AACRAO December 2014 60 Second Survey

    ERIC Educational Resources Information Center

    American Association of Collegiate Registrars and Admissions Officers (AACRAO), 2015

    2015-01-01

    The American Association of Collegiate Registrars and Admissions Officers (AACRAO) initiated a series of surveys designed to capture member institutional practice snapshots in 60 seconds or less. The December 2014 "AACRAO 60 Second Survey" asked respondents to indicate their institutions' credit for prior learning practices (CPL). To…

  15. Recognition of Prior Learning in the Vocational Education and Training Sector.

    ERIC Educational Resources Information Center

    Bowman, Kaye; Clayton, Berwyn; Bateman, Andrea; Knight, Brian; Thomson, Peter; Hargreaves, Jo; Blom, Kaaren; Enders, Marilyn

    Researchers examined the factors driving and impeding effective implementation of recognition of prior learning (RPL) in Australia's vocational education and training sector. The study relied on the following data collection activities: a literature review; an environmental scan of current policies and procedures; statistical analysis of national…

  16. Peer Acceptance, Self-Perceptions, and Social Skills of Learning Disabled Students Prior to Identification.

    ERIC Educational Resources Information Center

    Vaughn, Sharon; And Others

    1990-01-01

    Teachers' perceptions of behavior and social skills, peer and self-perceptions of social status, and academic achievement were examined for 239 kindergartners in the fall and spring. Students were classified as learning disabled (LD) prior to identification and low, average, and high achievers. Social difficulties of LD students are discussed.…

  17. Recognition of Prior Learning as a Practice for Differential Inclusion and Exclusion of Immigrants in Sweden

    ERIC Educational Resources Information Center

    Andersson, Per; Osman, Ali

    2008-01-01

    The purpose of this article is to describe and analyze how recognition of prior learning acts as a dividing practice and a technique for inclusion/exclusion of immigrants in their vocations in Swedish working life. It is a qualitative study of three pilot programs in Swedish urban centers, and the data consist of interviews and documents…

  18. The Effect of Instructional Modality and Prior Knowledge on Learning Point Group Symmetry

    ERIC Educational Resources Information Center

    Nottis, Katharyn E. K.; Kastner, Margaret E.

    2005-01-01

    Many topics in chemistry are difficult for learners to understand, including symmetry. Reasons for this difficulty include its multi-level content, instructional methodologies utilized, and learner variables. This study examined the effect of initial instructional modality and prior knowledge on learning of point group symmetry. Forty-four…

  19. Accredited Birth Centers

    MedlinePlus

    ... Midwifery Services and Birth Center Accredited 351 N. Water Street Black River Falls, WI 54615 715-284- ... 795-9912 Accredited Since December 1991 42 Del Mar Birth Center Accredited 1416 El Centro Street, Suite ...

  20. Inhibition of Vicariously Learned Fear in Children Using Positive Modeling and Prior Exposure

    PubMed Central

    2015-01-01

    One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions—psychoeducation, factual information, or no information (control)—prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions—positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)—before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children. PMID:26653136

  1. Accredited Higher Institutions. Bulletin, 1927, No. 41

    ERIC Educational Resources Information Center

    Bureau of Education, Department of the Interior, 1928

    1928-01-01

    This bulletin is a compilation of the standards for accrediting institutions of higher learning employed by the several national and regional associations and of the lists of institutions accredited or classified by each association. It includes lists of the professional schools of law, medicine, dentistry, and library science classified by the…

  2. Bayesian active learning of neural firing rate maps with transformed gaussian process priors.

    PubMed

    Park, Mijung; Weller, J Patrick; Horwitz, Gregory D; Pillow, Jonathan W

    2014-08-01

    A firing rate map, also known as a tuning curve, describes the nonlinear relationship between a neuron's spike rate and a low-dimensional stimulus (e.g., orientation, head direction, contrast, color). Here we investigate Bayesian active learning methods for estimating firing rate maps in closed-loop neurophysiology experiments. These methods can accelerate the characterization of such maps through the intelligent, adaptive selection of stimuli. Specifically, we explore the manner in which the prior and utility function used in Bayesian active learning affect stimulus selection and performance. Our approach relies on a flexible model that involves a nonlinearly transformed gaussian process (GP) prior over maps and conditionally Poisson spiking. We show that infomax learning, which selects stimuli to maximize the information gain about the firing rate map, exhibits strong dependence on the seemingly innocuous choice of nonlinear transformation function. We derive an alternate utility function that selects stimuli to minimize the average posterior variance of the firing rate map and analyze the surprising relationship between prior parameterization, stimulus selection, and active learning performance in GP-Poisson models. We apply these methods to color tuning measurements of neurons in macaque primary visual cortex.

  3. Accredited Institutions of Postsecondary Education, Programs, Candidates, 2001-2002.

    ERIC Educational Resources Information Center

    Von Alt, Kenneth A., Ed.

    A comprehensive guide to institutions of higher learning that are accredited by national and regional accrediting agencies, this annual volume has been published since 1964. Data in each entry have been provided by the accrediting bodies. Admissions officers, counselors, and employers rely upon the accurate and up-to-date information in this…

  4. Threats to the Valid Use of Assessment of Prior Learning in Higher Education: Claimants' Experiences of the Assessment Process

    ERIC Educational Resources Information Center

    Stenlund, Tova

    2012-01-01

    Assessment of Prior Learning (APL) refers to a process where adults' prior learning, formal as well as informal, is assessed and acknowledged. In the first section of this paper, APL and current conceptions of validity in assessments and its evaluation are presented. It is argued that participants in the assessment are an important source of…

  5. Mediating mental models of metals: Acknowledging the priority of the learner's prior learning

    NASA Astrophysics Data System (ADS)

    Taber, Keith S.

    2003-09-01

    This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may be understood in terms of the students' prior learning about covalent and ionic bonding, and the prevalence of a common alternative conceptual framework for chemical bonding labeled the octet framework. This study illustrates the prominence of prior learning in channeling the interpretation of subsequent teaching, and highlights the significance of the decisions made by curriculum planners, textbook authors, and teachers on the order of presenting subject content, the degree of simplification of scientific models, and the selection and presentation of metaphors.

  6. The interim test effect: testing prior material can facilitate the learning of new material.

    PubMed

    Wissman, Kathryn T; Rawson, Katherine A; Pyc, Mary A

    2011-12-01

    A wealth of prior research has shown that testing can improve subsequent learning of the initially tested material. In contrast, only one recent study has shown that an interim test over prior material can improve learning of subsequent new material (i.e., an interim-test effect). Five experiments replicated and extended this initial work by exploring the extent to which interim test effects generalize to complex text material. Participants were prompted to recall each section of an expository text before moving on to study the next section, or were only prompted to recall after the final section. In all experiments, recall of the final, target section was greater when prior sections had received interim tests versus no interim tests. Experiment 3 established that the effect was due to interim testing in particular rather than to intervening activity in general. Experiment 4 established that the effect was not due to test expectancy differences. In contrast to prior research, Experiment 4 also provided evidence that the effect is not due to release from proactive interference. We discuss other possible mechanisms underlying interim-test effects with text, including shifting to more effective encoding strategies.

  7. Learning to read words in a new language shapes the neural organization of the prior languages.

    PubMed

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Zhang, Mingxia; He, Qinghua; Wei, Miao; Dong, Qi

    2014-12-01

    Learning a new language entails interactions with one׳s prior language(s). Much research has shown how native language affects the cognitive and neural mechanisms of a new language, but little is known about whether and how learning a new language shapes the neural mechanisms of prior language(s). In two experiments in the current study, we used an artificial language training paradigm in combination with an fMRI to examine (1) the effects of different linguistic components (phonology and semantics) of a new language on the neural process of prior languages (i.e., native and second languages), and (2) whether such effects were modulated by the proficiency level in the new language. Results of Experiment 1 showed that when the training in a new language involved semantics (as opposed to only visual forms and phonology), neural activity during word reading in the native language (Chinese) was reduced in several reading-related regions, including the left pars opercularis, pars triangularis, bilateral inferior temporal gyrus, fusiform gyrus, and inferior occipital gyrus. Results of Experiment 2 replicated the results of Experiment 1 and further found that semantic training also affected neural activity during word reading in the subjects׳ second language (English). Furthermore, we found that the effects of the new language were modulated by the subjects׳ proficiency level in the new language. These results provide critical imaging evidence for the influence of learning to read words in a new language on word reading in native and second languages.

  8. Learning to Read Words in a New Language Shapes the Neural Organization of the Prior Languages

    PubMed Central

    Mei, Leilei; Xue, Gui; Lu, Zhong-Lin; Chen, Chuansheng; Zhang, Mingxia; He, Qinghua; Wei, Miao; Dong, Qi

    2014-01-01

    Learning a new language entails interactions with one's prior language(s). Much research has shown how native language affects the cognitive and neural mechanisms of a new language, but little is known about whether and how learning a new language shapes the neural mechanisms of prior language(s). In two experiments in the current study, we used an artificial language training paradigm in combination with fMRI to examine (1) the effects of different linguistic components (phonology and semantics) of a new language on the neural process of prior languages (i.e., native and second languages), and (2) whether such effects were modulated by the proficiency level in the new language. Results of Experiment 1 showed that when the training in a new language involved semantics (as opposed to only visual forms and phonology), neural activity during word reading in the native language (Chinese) was reduced in several reading-related regions, including the left pars opercularis, pars triangularis, bilateral inferior temporal gyrus, fusiform gyrus, and inferior occipital gyrus. Results of Experiment 2 replicated the results of Experiment 1 and further found that semantic training also affected neural activity during word reading in the subjects’ second language (English). Furthermore, we found that the effects of the new language were modulated by the subjects’ proficiency level in the new language. These results provide critical imaging evidence for the influence of learning to read words in a new language on word reading in native and second languages. PMID:25447375

  9. Evoked Prior Learning Experience and Approach to Learning as Predictors of Academic Achievement

    ERIC Educational Resources Information Center

    Trigwell, Keith; Ashwin, Paul; Millan, Elena S.

    2013-01-01

    Background: In separate studies and research from different perspectives, five factors are found to be among those related to higher quality outcomes of student learning (academic achievement). Those factors are higher self-efficacy, deeper approaches to learning, higher quality teaching, students' perceptions that their workload is appropriate,…

  10. Co-Curricular Outcomes Assessment and Accreditation

    ERIC Educational Resources Information Center

    Busby, Katie

    2015-01-01

    This chapter describes how assessment of co-curricular student learning outcomes can be used as part of the institutional accreditation process and the opportunities institutional researchers and student affairs educators have to collaborate in those efforts.

  11. Factors affecting learning of vector math from computer-based practice: Feedback complexity and prior knowledge

    NASA Astrophysics Data System (ADS)

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-06-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we studied the relative effects of "knowledge of correct response" feedback and "elaborated feedback" (i.e., a general explanation) both separately and together. A number of other factors were analyzed, including training time, physics course grade, prior knowledge of vector math, and student beliefs about both their proficiency in and the importance of vector math. We hypothesize a simple model predicting how the effectiveness of feedback depends on prior knowledge, and the results confirm this knowledge-by-treatment interaction. Most notably, elaborated feedback is the most effective feedback, especially for students with low prior knowledge and low course grade. In contrast, knowledge of correct response feedback was less effective for low-performing students, and including both kinds of feedback did not significantly improve performance compared to elaborated feedback alone. Further, while elaborated feedback resulted in higher scores, the learning rate was at best only marginally higher because the training time was slightly longer. Training time data revealed that students spent significantly more time on the elaborated feedback after answering a training question incorrectly. Finally, we found that training improved student self-reported proficiency and that belief in the importance of the learned domain improved the effectiveness of training. Overall, we found that computer based training with static question sequences and immediate elaborated feedback in the form of simple and general explanations can be an effective way to improve student performance on a physics essential skill, especially for less prepared and low

  12. Linking Recognition Practices and National Qualifications Frameworks: International Benchmarking of Experiences and Strategies on the Recognition, Validation and Accreditation (RVA) of Non-Formal and Informal Learning

    ERIC Educational Resources Information Center

    Singh, Madhu, Ed.; Duvekot, Ruud, Ed.

    2013-01-01

    This publication is the outcome of the international conference organized by UNESCO Institute for Lifelong Learning (UIL), in collaboration with the Centre for Validation of Prior Learning at Inholland University of Applied Sciences, the Netherlands, and in partnership with the French National Commission for UNESCO that was held in Hamburg in…

  13. Challenges in Implementing National Systems of Competency Validation with Regard to Adult Learning Professionals: Perspectives from Romania and India

    ERIC Educational Resources Information Center

    Sava, Simona Lidia; Shah, S. Y.

    2015-01-01

    Validation of prior learning (VPL), also referred to as recognition, validation and accreditation of prior learning (RVA), is becoming an increasingly important political issue at both European and international levels. In 2012, the European Council, the UNESCO Institute for Lifelong Learning (UIL) and the Organisation for Economic Co-operation…

  14. Effects of Prior Knowledge in Mathematics on Learner-Interface Interactions in a Learning-by-Teaching Intelligent Tutoring System

    ERIC Educational Resources Information Center

    Bringula, Rex P.; Basa, Roselle S.; Dela Cruz, Cecilio; Rodrigo, Ma. Mercedes T.

    2016-01-01

    This study attempted to determine the influence of prior knowledge in mathematics of students on learner-interface interactions in a learning-by-teaching intelligent tutoring system. One hundred thirty-nine high school students answered a pretest (i.e., the prior knowledge in mathematics) and a posttest. In between the pretest and posttest, they…

  15. Magnitude of Interaction between Language of Instruction of Prior Education and Learning Traits on Academic Achievement Scores of International Students

    ERIC Educational Resources Information Center

    Varughese, Varughese Kuzhumannil; Fehring, Heather

    2010-01-01

    This paper investigates the magnitude of difference of academic achievement scores by language of instruction of prior education and the magnitude of interaction between language of instruction of prior education and students' preferred learning trait on academic performance of a group of international students in two teaching and learning…

  16. The Impact of Guidance during Problem-Solving Prior to Instruction on Students' Inventions and Learning Outcomes

    ERIC Educational Resources Information Center

    Loibl, Katharina; Rummel, Nikol

    2014-01-01

    Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students' solutions prior to instruction are usually erroneous or incomplete. In analogy to "guided" discovery learning, it might therefore be fruitful to lead students…

  17. Making Sense of Experiential Learning.

    ERIC Educational Resources Information Center

    McGill, Ian; Weil, Susan

    1990-01-01

    The four "villages" of experiential learning (EL) are (1) assessment and accreditation of prior learning; (2) EL as the basis for change in postsecondary institutions; (3) EL as the basis for community action and social change; and (4) EL as a medium for personal growth and development. (SK)

  18. Accreditation at a Crossroads.

    ERIC Educational Resources Information Center

    Glidden, Robert

    1996-01-01

    This article reviews the history of accreditation of institutions of higher education in the context of the coming Congressional reauthorization of the Higher Education Act. It reports on the recent establishment of the Council for Higher Education Accreditation and identifies organizational principles including the need for accreditation to be a…

  19. Accreditation's Legal Landscape

    ERIC Educational Resources Information Center

    Graca, Thomas J.

    2009-01-01

    Like most issues in higher education, the accreditation paradigm in the United States is defined in large measure by the legal and political climate in which the academy finds itself. In the case of accreditation in particular, the legal substrate is of particular importance given the central role of accreditation in a college's ability to receive…

  20. Linking actions and objects: Context-specific learning of novel weight priors.

    PubMed

    Trewartha, Kevin M; Flanagan, J Randall

    2017-06-01

    Distinct explicit and implicit memory processes support weight predictions used when lifting objects and making perceptual judgments about weight, respectively. The first time that an object is encountered weight is predicted on the basis of learned associations, or priors, linking size and material to weight. A fundamental question is whether the brain maintains a single, global representation of priors, or multiple representations that can be updated in a context specific way. A second key question is whether the updating of priors, or the ability to scale lifting forces when repeatedly lifting unusually weighted objects requires focused attention. To investigate these questions we compared the adaptability of weight predictions used when lifting objects and judging their weights in different groups of participants who experienced size-weight inverted objects passively (with the objects placed on the hands) or actively (where participants lift the objects) under full or divided attention. To assess weight judgments we measured the size-weight illusion after every 20 trials of experience with the inverted objects both passively and actively. The attenuation of the illusion that arises when lifting inverted object was found to be context-specific such that the attenuation was larger when the mode of interaction with the inverted objects matched the method of assessment of the illusion. Dividing attention during interaction with the inverted objects had no effect on attenuation of the illusion, but did slow the rate at which lifting forces were scaled to the weight inverted objects. These findings suggest that the brain stores multiple representations of priors that are context specific, and that focused attention is important for scaling lifting forces, but not for updating weight predictions used when judging object weight.

  1. Assessment of the IMIA educational accreditation process.

    PubMed

    Mantas, John; Hasman, Arie; Shortliffe, Edward H

    2013-01-01

    The International Medical Informatics Association (IMIA) biomedical informatics educational recommendations of 2010 provided an excellent guide for institutions across the world in updating their curricula or establishing new programs. IMIA subsequently decided to offer an accreditation process, guided by the earlier recommendations, to assess existing educational programs in the field of biomedical informatics. This paper presents an overview and SWOT analysis of the accreditation process based on a two-year trial period at three sites across continents. Because other sites are now requesting similar accreditation visits by IMIA, the lessons learned by the committee that performed the assessments during trial period will provide useful guidance for both IMIA and those educational institutions.

  2. Does accreditation stimulate change? A study of the impact of the accreditation process on Canadian healthcare organizations

    PubMed Central

    2010-01-01

    Background One way to improve quality and safety in healthcare organizations (HCOs) is through accreditation. Accreditation is a rigorous external evaluation process that comprises self-assessment against a given set of standards, an on-site survey followed by a report with or without recommendations, and the award or refusal of accreditation status. This study evaluates how the accreditation process helps introduce organizational changes that enhance the quality and safety of care. Methods We used an embedded multiple case study design to explore organizational characteristics and identify changes linked to the accreditation process. We employed a theoretical framework to analyze various elements and for each case, we interviewed top managers, conducted focus groups with staff directly involved in the accreditation process, and analyzed self-assessment reports, accreditation reports and other case-related documents. Results The context in which accreditation took place, including the organizational context, influenced the type of change dynamics that occurred in HCOs. Furthermore, while accreditation itself was not necessarily the element that initiated change, the accreditation process was a highly effective tool for (i) accelerating integration and stimulating a spirit of cooperation in newly merged HCOs; (ii) helping to introduce continuous quality improvement programs to newly accredited or not-yet-accredited organizations; (iii) creating new leadership for quality improvement initiatives; (iv) increasing social capital by giving staff the opportunity to develop relationships; and (v) fostering links between HCOs and other stakeholders. The study also found that HCOs' motivation to introduce accreditation-related changes dwindled over time. Conclusions We conclude that the accreditation process is an effective leitmotiv for the introduction of change but is nonetheless subject to a learning cycle and a learning curve. Institutions invest greatly to conform to

  3. Quality Assessment and Development in the Course of the EFMD CEL Programme Accreditation

    ERIC Educational Resources Information Center

    Meier, C.; Seufert, S.; Euler, D.

    2012-01-01

    This paper reviews the experiences and learnings derived from the European Foundation for Management Development's programme accreditation teChnology-Enhanced Learning (EFMD CEL) programme accreditation. The EFMD CEL quality framework is briefly described, and an overview of the programmes that have pursued accreditation is presented.…

  4. 34 CFR 602.28 - Regard for decisions of States and other accrediting agencies.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... preaccreditation. (d) If the agency learns that an institution it accredits or preaccredits, or an institution that... cause. (e) The agency must, upon request, share with other appropriate recognized accrediting...

  5. Comparison of Accreditation Criteria: CBHDP, NLN, and COA Accreditation Criteria.

    ERIC Educational Resources Information Center

    Frels, Lois; Horton, Betty

    1991-01-01

    Presents a detailed comparison of similarities and differences in the accreditation criteria of two nursing accrediting agencies--the National League for Nursing and the Council on Accreditation--as they relate to nurse anesthesiology programs. (JOW)

  6. Components of laboratory accreditation.

    PubMed

    Royal, P D

    1995-12-01

    Accreditation or certification is a recognition given to an operation or product that has been evaluated against a standard; be it regulatory or voluntary. The purpose of accreditation is to provide the consumer with a level of confidence in the quality of operation (process) and the product of an organization. Environmental Protection Agency/OCM has proposed the development of an accreditation program under National Environmental Laboratory Accreditation Program for Good Laboratory Practice (GLP) laboratories as a supplement to the current program. This proposal was the result of the Inspector General Office reports that identified weaknesses in the current operation. Several accreditation programs can be evaluated and common components identified when proposing a structure for accrediting a GLP system. An understanding of these components is useful in building that structure. Internationally accepted accreditation programs provide a template for building a U.S. GLP accreditation program. This presentation will discuss the traditional structure of accreditation as presented in the Organization of Economic Cooperative Development/GLP program, ISO-9000 Accreditation and ISO/IEC Guide 25 Standard, and the Canadian Association for Environmental Analytical Laboratories, which has a biological component. Most accreditation programs are managed by a recognized third party, either privately or with government oversight. Common components often include a formal review of required credentials to evaluate organizational structure, a site visit to evaluate the facility, and a performance evaluation to assess technical competence. Laboratory performance is measured against written standards and scored. A formal report is then sent to the laboratory indicating accreditation status. Usually, there is a scheduled reevaluation built into the program. Fee structures vary considerably and will need to be examined closely when building a GLP program.

  7. Learning to Be (In)variant: Combining Prior Knowledge and Experience to Infer Orientation Invariance in Object Recognition.

    PubMed

    Austerweil, Joseph L; Griffiths, Thomas L; Palmer, Stephen E

    2016-12-21

    How does the visual system recognize images of a novel object after a single observation despite possible variations in the viewpoint of that object relative to the observer? One possibility is comparing the image with a prototype for invariance over a relevant transformation set (e.g., translations and dilations). However, invariance over rotations (i.e., orientation invariance) has proven difficult to analyze, because it applies to some objects but not others. We propose that the invariant transformations of an object are learned by incorporating prior expectations with real-world evidence. We test this proposal by developing an ideal learner model for learning invariance that predicts better learning of orientation dependence when prior expectations about orientation are weak. This prediction was supported in two behavioral experiments, where participants learned the orientation dependence of novel images using feedback from solving arithmetic problems.

  8. Prior experience with negative spectral correlations promotes information integration during auditory category learning.

    PubMed

    Scharinger, Mathias; Henry, Molly J; Obleser, Jonas

    2013-07-01

    Complex sounds vary along a number of acoustic dimensions. These dimensions may exhibit correlations that are familiar to listeners due to their frequent occurrence in natural sounds-namely, speech. However, the precise mechanisms that enable the integration of these dimensions are not well understood. In this study, we examined the categorization of novel auditory stimuli that differed in the correlations of their acoustic dimensions, using decision bound theory. Decision bound theory assumes that stimuli are categorized on the basis of either a single dimension (rule based) or the combination of more than one dimension (information integration) and provides tools for assessing successful integration across multiple acoustic dimensions. In two experiments, we manipulated the stimulus distributions such that in Experiment 1, optimal categorization could be accomplished by either a rule-based or an information integration strategy, while in Experiment 2, optimal categorization was possible only by using an information integration strategy. In both experiments, the pattern of results demonstrated that unidimensional strategies were strongly preferred. Listeners focused on the acoustic dimension most closely related to pitch, suggesting that pitch-based categorization was given preference over timbre-based categorization. Importantly, in Experiment 2, listeners also relied on a two-dimensional information integration strategy, if there was immediate feedback. Furthermore, this strategy was used more often for distributions defined by a negative spectral correlation between stimulus dimensions, as compared with distributions with a positive correlation. These results suggest that prior experience with such correlations might shape short-term auditory category learning.

  9. Boltzmann-Machine Learning of Prior Distributions of Binarized Natural Images

    NASA Astrophysics Data System (ADS)

    Obuchi, Tomoyuki; Koma, Hirokazu; Yasuda, Muneki

    2016-11-01

    Prior distributions of binarized natural images are learned by using a Boltzmann machine. According the results of this study, there emerges a structure with two sublattices in the interactions, and the nearest-neighbor and next-nearest-neighbor interactions correspondingly take two discriminative values, which reflects the individual characteristics of the three sets of pictures that we process. Meanwhile, in a longer spatial scale, a longer-range, although still rapidly decaying, ferromagnetic interaction commonly appears in all cases. The characteristic length scale of the interactions is universally up to approximately four lattice spacings ξ ≈ 4. These results are derived by using the mean-field method, which effectively reduces the computational time required in a Boltzmann machine. An improved mean-field method called the Bethe approximation also gives the same results, as well as the Monte Carlo method does for small size images. These reinforce the validity of our analysis and findings. Relations to criticality, frustration, and simple-cell receptive fields are also discussed.

  10. The Council on Accreditation of Park, Recreation, Tourism, and Related Professions: 2013 Standards-- The Importance of Outcome-Based Assessment and the Connection to Student Learning

    ERIC Educational Resources Information Center

    Blazey, Michael A.

    2014-01-01

    The Council for Higher Education Accreditation (CHEA) adopted recognition standards in 2006 requiring regional and professional accreditors such as the Council on Accreditation of Park, Recreation, Tourism, and Related Professions (COAPRT) to adopt standards and practices advancing academic quality, demonstrating accountability, and encouraging…

  11. "Dare I Ask?": Eliciting Prior Knowledge and Its Implications for Teaching and Learning

    ERIC Educational Resources Information Center

    Dávila, Liv Thorstensson

    2015-01-01

    This article examines high school teachers' engagement of newcomer English learner students' prior knowledge. Three central research questions guided this study: 1) To what extent do teachers function as mediators of their students' prior knowledge? 2) What goes into teachers' thinking about how and when to elicit prior knowledge? and 3) How do…

  12. Accreditation in the Profession of Psychology: A Cautionary Tale

    ERIC Educational Resources Information Center

    Maiden, Robert; Knight, Bob G.; Howe, Judith L.; Kim, Seungyoun

    2012-01-01

    This article examines the history of accreditation in psychology and applies the lessons learned to the Association for Gerontology in Higher Education's (AGHE) consideration of forming an organization to accredit programs in gerontology. The authors identify the challenges met and unmet, the successes and failures, and the key issues that emerged…

  13. Accreditation in Dental Hygiene.

    ERIC Educational Resources Information Center

    National Commission on Accrediting, Washington, DC.

    The Council on Dental Education cooperates with the American Dental Hygienists' Association in developing educational requirements for schools of dental hygiene. To be eligible for accreditation, schools must operate on a non-profit basis. A school applying for accreditation completes a previsitation questionnaire concerning its program. The…

  14. Confidentiality and Accreditation.

    ERIC Educational Resources Information Center

    Heilbron, Louis H.

    The author shows that one branch of the Federal Government can and does largely protect the confidentiality of the accrediting process through legislation while another has legislative authority to secure any and all documents--both from another federal agency or from the accrediting body directly. Legislation proposed in the State of California,…

  15. The Accreditation Plus Model.

    ERIC Educational Resources Information Center

    Ayers, Jerry B.; And Others

    1988-01-01

    The Accreditation Plus model developed by the Center for Teacher Education Evaluation of Tennessee Technological University (Cookeville) for evaluation of teacher education programs is described. An amalgamation of the accreditation model and use-tailored evaluation plans, the model calls for informed eclecticism in the assembly of evaluation…

  16. Preparing for Accreditation.

    ERIC Educational Resources Information Center

    Hawken, Patty L.; Reed, Suellen B.

    1978-01-01

    Describes the process of seeking accreditation of nursing education programs by the National League for Nursing, from the self-evaluation by administration and faculty of a school of nursing to collect information, assess their program against established criteria, and write a substantiating report to the accreditation visit itself. (MF)

  17. Guide to Accreditation, 2010

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2010

    2010-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree and certificate programs for professional educators--those who teach and lead in schools, pre-K through grade 12, and to assuring the public of their quality. TEAC accredits undergraduate and graduate programs, including alternate route…

  18. Fueling the Race to Postsecondary Success: A 48-Institution Study of Prior Learning Assessment and Adult Student Outcomes. Executive Summary

    ERIC Educational Resources Information Center

    Council for Adult and Experiential Learning (NJ1), 2010

    2010-01-01

    Prior Learning Assessment, or PLA, is an important and often overlooked strategy for helping adults progress towards a degree. PLA is the process by which many colleges evaluate for academic credit the college-level knowledge and skills an individual has gained outside of the classroom, including employment, military training/service, travel,…

  19. The Development of an Online Instrument for Prior Learning Assessment and Recognition of Internationally Educated Nurses: A Pilot Study

    ERIC Educational Resources Information Center

    Santa Mina, Elaine Elizabeth; Eifert, Carol; Ireland, Martha; Fine, Carol; Micevski, Vaska; Wojtiuk, Ruth; Valderrama, Martha; Wilson, Gail

    2011-01-01

    A fully online prior learning assessment and recognition (PLAR) tool for internationally educated nurses (IENs) was developed and tested by an inter-professional team at Ryerson University. The tool consisted of two stages: a self-assessment component followed by a multiple-choice examination and narrative (vignette) evaluation. The purposes of…

  20. Formative Assessment Pre-Test to Identify College Students' Prior Knowledge, Misconceptions and Learning Difficulties in Biology

    ERIC Educational Resources Information Center

    Lazarowitz, Reuven; Lieb, Carl

    2006-01-01

    A formative assessment pretest was administered to undergraduate students at the beginning of a science course in order to find out their prior knowledge, misconceptions and learning difficulties on the topic of the human respiratory system and energy issues. Those findings could provide their instructors with the valuable information required in…

  1. Temporal Learning in 4 1/2- and 6-Year-Old Children: Role of Instructions and Prior Knowledge.

    ERIC Educational Resources Information Center

    Droit, Sylvie; And Others

    1990-01-01

    Examined the role of prior temporal knowledge of 4 1/2- and 6-year-olds through the use of high-rate, interval, and minimal instructions in a fixed-interval training schedule. Determined that the subjects' learning depended on their verbal self-control skills. (BC)

  2. The Relationships between Academic Self-Efficacy, Computer Self-Efficacy, Prior Experience, and Satisfaction with Online Learning

    ERIC Educational Resources Information Center

    Jan, Shazia K.

    2015-01-01

    This study investigated the relationships between academic self-efficacy (ASE), computer self-efficacy (CSE), prior experience, and satisfaction with online learning and explored how ASE, CSE, and satisfaction vary with age and gender. One hundred and three graduate students enrolled in purely online courses in January 2014 at a university in the…

  3. Comparison of Problem-Solving Performance between Adults Receiving Credit via Assessment of Prior Learning and Adults Completing Classroom Courses.

    ERIC Educational Resources Information Center

    LeGrow, Maryanne R.; Scheckley, Barry G.; Kehrhahn, Marijke

    2002-01-01

    Business management students who earned prior learning credit through portfolios (n=27) and 27 who completed coursework were compared. Results indicated that metacognitive skills can be developed outside the classroom to an equal or greater level. Portfolio development assisted learners in articulating tacit knowledge they acquired through…

  4. Recognition of Prior Learning as "Radical Pedagogy": A Case Study of the Workers' College in South Africa

    ERIC Educational Resources Information Center

    Bofelo, Mphutlane; Shah, Anitha; Moodley, Kessie; Cooper, Linda; Jones, Barbara

    2013-01-01

    This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers' College in South Africa may be seen as a form of "radical pedagogy." Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists…

  5. Adult Trade Apprentices: Exploring the Significance of Recognition of Prior Learning and Skill Sets for Earlier Completion. Research Report

    ERIC Educational Resources Information Center

    Hargreaves, Jo; Blomberg, Davinia

    2015-01-01

    The nature of apprenticeships is changing. Increasing proportions of adult apprentices are prompting demand for various alternative pathways to completion. One option for an alternative pathway to accelerate completion is the use of recognition of prior learning (RPL) to identify existing skills and knowledge in combination with gap training. This…

  6. Recognition of Prior Learning as a Technique for Fabricating the Adult Learner: A Genealogical Analysis on Swedish Adult Education Policy

    ERIC Educational Resources Information Center

    Andersson, Per; Fejes, Andreas

    2005-01-01

    This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed…

  7. The "Nuts and Bolts" of Prior Learning Assessment in the Faculty of Education of the University of Pretoria, South Africa

    ERIC Educational Resources Information Center

    Motaung, Julia

    2009-01-01

    In South Africa the Recognition of Prior Learning (RPL) was conceptualised to address issues of social justice. The concept intended to increase the participation rate of historically disadvantaged groups in higher education and to improve the knowledge and skills base of the workforce in pursuit of global competitiveness. The conceptualisation,…

  8. Learning Using Dynamic and Static Visualizations: Students' Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

    NASA Astrophysics Data System (ADS)

    Yarden, Hagit; Yarden, Anat

    2010-05-01

    The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the polymerase chain reaction (PCR) in promoting conceptual learning of the biotechnological method among 12th-grade biology majors. All of the students learned about the PCR using still images ( n = 83) or the animation ( n = 90). A significant advantage to the animation treatment was identified following learning. Students’ prior content knowledge was found to be an important factor for students who learned PCR using still images, serving as an obstacle to learning the PCR method in the case of low prior knowledge. Through analysing students’ discourse, using the framework of the conceptual status analysis, we found that students who learned about PCR using still images faced difficulties in understanding some mechanistic aspects of the method. On the other hand, using the animation gave the students an advantage in understanding those aspects.

  9. Laboratory accreditation and inspection.

    PubMed

    Rauch, Carol A; Nichols, James H

    2007-12-01

    Clinical laboratories perform diagnostic testing in a highly regulated environment in which federal, state, and private accreditation agencies monitor the quality of testing processes. These agencies vary in the focus and stringency of their requirements, and differences exist among states. Continued accreditation requires regular inspection to assure quality of test results for physicians, insurers, and, ultimately, the patients being tested. Preparation for inspection requires understanding of the unique accreditation requirements for each institution, establishment of quality assurance and quality improvement oversight, and communication of each staff member's role in delivering quality test results for patient care.

  10. Standards for laboratory accreditation.

    PubMed

    1982-12-01

    After years of review by all of the CAP resource and other committees and councils, the Commission on Laboratory Accreditation developed a revised Standards for Accreditation of Medical Laboratories (Last revision, 1974). They were approved by the House of Delegates and, in the February issue of Pathologist '82, comments were solicited from the entire membership. Presented in the following pages are the final Standards for Laboratory Accreditation, which the Board of Governors adopted as CAP policy at its Sept. 2-4 meeting in Traverse City, Mich.

  11. The Quality of Procedures to Assess and Credit Prior Learning: Implications for Design

    ERIC Educational Resources Information Center

    Brinke, D. Joosten-Ten; Sluijsmans, D. M. A.; Brand-Gruwel, S.; Jochems, W. M. G.

    2008-01-01

    The ever-changing requirements of working life require individuals to develop their competencies throughout their life cycle. This lifelong learning paradigm requires a renewed vision concerning assessment in which, besides formal learning, informal and non-formal learning experiences are also recognized. To support this lifelong learning…

  12. Demystifying Assessment: The Road to Accreditation

    ERIC Educational Resources Information Center

    Garfolo, Blaine T.; L'Huillier, Barbara

    2015-01-01

    Accreditation serves as both a quality assurance and accountability mechanism for our learning institutions. It is a voluntary process of self-regulation and non-governmental peer review supported, in general, by providers of tertiary education and examines the philosophy, goals, programs, facilities, resources, and financial viability of the…

  13. 1973-74 Accredited Programs In Journalism.

    ERIC Educational Resources Information Center

    American Council on Education for Journalism.

    The American Council on Education for Journalism (ACEJ), representing both educational and professional media organizations, is the formally recognized agency for the accreditation of programs for professional education in journalism and mass communications in institutions of higher learning in the United States. This ACEJ pamphlet provides…

  14. Tales of Accreditation Woe.

    ERIC Educational Resources Information Center

    Dickmeyer, Nathan

    2002-01-01

    Offers cautionary tales depicting how an "Enron mentality" infiltrated three universities and jeopardized their accreditation status. The schools were guilty, respectively, of bad bookkeeping, lack of strategy and stable leadership, and loss of academic integrity by selling degrees. (EV)

  15. Language exposure facilitates talker learning prior to language comprehension, even in adults.

    PubMed

    Orena, Adriel John; Theodore, Rachel M; Polka, Linda

    2015-10-01

    Adults show a native language advantage for talker identification, which has been interpreted as evidence that phonological knowledge mediates talker learning. However, infants also show a native language benefit for talker discrimination, suggesting that sensitivity to linguistic structure due to systematic language exposure promotes talker learning, even in the absence of functional phonological knowledge or language comprehension. We tested this hypothesis by comparing two groups of English-monolingual adults on their ability to learn English and French voices. One group resided in Montréal with regular exposure to spoken French; the other resided in Storrs, Connecticut and did not have French exposure. Montréal residents showed faster learning and better retention for the French voices compared to their Storrs-residing peers. These findings demonstrate that systematic exposure to a foreign language bolsters talker learning in that language, expanding the gradient effect of language experience on talker learning to perceptual learning that precedes sentence comprehension.

  16. Assessment Challenges in Open Learning: Way-Finding, Fork in the Road, or End of the Line?

    ERIC Educational Resources Information Center

    Conrad, Dianne

    2013-01-01

    Growing global commitments to open learning through the use of Open Educational Resources (OERs) are accompanied by concerns over what "to do" with that learning when learners present it to traditional institutions for assessment and accreditation. This paper proposes that established RPL (recognizing prior learning) protocols, in place…

  17. Publications and Resources on Prior Learning Assessment and Recognition (PLAR). Compiled for the Research Network for New Approaches to Lifelong Learning.

    ERIC Educational Resources Information Center

    Vanstone, Sue, Comp.

    This bibliography provides a thorough and representative sample of the different types of available Prior Learning Assessment and Recognition (PLAR) publications and resources. These publications and resources are grouped under nine categories: (1) PLAR Policy (Canada, Europe, Africa, Australia, United States of America, New Zealand, Asia and the…

  18. [Accreditation of medical laboratories].

    PubMed

    Horváth, Andrea Rita; Ring, Rózsa; Fehér, Miklós; Mikó, Tivadar

    2003-07-27

    In Hungary, the National Accreditation Body was established by government in 1995 as an independent, non-profit organization, and has exclusive rights to accredit, amongst others, medical laboratories. The National Accreditation Body has two Specialist Advisory Committees in the health care sector. One is the Health Care Specialist Advisory Committee that accredits certifying bodies, which deal with certification of hospitals. The other Specialist Advisory Committee for Medical Laboratories is directly involved in accrediting medical laboratory services of health care institutions. The Specialist Advisory Committee for Medical Laboratories is a multidisciplinary peer review group of experts from all disciplines of in vitro diagnostics, i.e. laboratory medicine, microbiology, histopathology and blood banking. At present, the only published International Standard applicable to laboratories is ISO/IEC 17025:1999. Work has been in progress on the official approval of the new ISO 15189 standard, specific to medical laboratories. Until the official approval of the International Standard ISO 15189, as accreditation standard, the Hungarian National Accreditation Body has decided to progress with accreditation by formulating explanatory notes to the ISO/IEC 17025:1999 document, using ISO/FDIS 15189:2000, the European EC4 criteria and CPA (UK) Ltd accreditation standards as guidelines. This harmonized guideline provides 'explanations' that facilitate the application of ISO/IEC 17025:1999 to medical laboratories, and can be used as a checklist for the verification of compliance during the onsite assessment of the laboratory. The harmonized guideline adapted the process model of ISO 9001:2000 to rearrange the main clauses of ISO/IEC 17025:1999. This rearrangement does not only make the guideline compliant with ISO 9001:2000 but also improves understanding for those working in medical laboratories, and facilitates the training and education of laboratory staff. With the

  19. Intergenerational Learning at a Nature Center: Families Using Prior Experiences and Participation Frameworks to Understand Raptors

    ERIC Educational Resources Information Center

    Zimmerman, Heather Toomey; McClain, Lucy Richardson

    2014-01-01

    Using a sociocultural framework to approach intergenerational learning, this inquiry examines learning processes used by families during visits to one nature center. Data were collected from videotaped observations of families participating in an environmental education program and a follow-up task to draw the habitat of raptors. Based on a…

  20. Learned fear to social out-group members are determined by ethnicity and prior exposure

    PubMed Central

    Golkar, Armita; Björnstjerna, Marie; Olsson, Andreas

    2015-01-01

    Humans, like other animals, have a tendency to preferentially learn and retain some associations more readily than others. In humans, preferential learning was originally demonstrated for certain evolutionary prepared stimuli, such as snakes and angry faces and later extended to human social out-groups based on race (Olsson et al., 2005). To address the generality of this social learning bias, we examined if this learning bias extended to two separate classes of social out-groups represented by neutral Black and Middle-Eastern faces in 38 White (Swedish) participants. We found that other-ethnicity alone was not sufficient to induce an out-group learning bias; it was observed for Black, but not Middle-Eastern, out-group faces. Moreover, an exploratory analysis showed that growing up in an ethnically diverse environment was inversely related to the learning bias toward Middle-Eastern, but not Black, out-groups faces, suggesting that learned fears toward Middle-Eastern faces might be more permeable to environmental factors. Future research should address how both the quantity and quality of inter-group contact modulate out-group learning. PMID:25762953

  1. Supporting Multimedia Learning with Visual Signalling and Animated Pedagogical Agent: Moderating Effects of Prior Knowledge

    ERIC Educational Resources Information Center

    Johnson, A. M.; Ozogul, G.; Reisslein, M.

    2015-01-01

    An experiment examined the effects of visual signalling to relevant information in multiple external representations and the visual presence of an animated pedagogical agent (APA). Students learned electric circuit analysis using a computer-based learning environment that included Cartesian graphs, equations and electric circuit diagrams. The…

  2. Connecting Learning: Brain-Based Strategies for Linking Prior Knowledge in the Library Media Center

    ERIC Educational Resources Information Center

    Vanderbilt, Kathi L.

    2005-01-01

    The brain is a complex organ and learning is a complex process. While there is not complete agreement among researchers about brain-based learning and its direct connection to neuroscience, knowledge about the brain as well as the examination of cognitive psychology, anthropology, professional experience, and educational research can provide…

  3. Adaptation paths to novel motor tasks are shaped by prior structure learning.

    PubMed

    Kobak, Dmitry; Mehring, Carsten

    2012-07-18

    After extensive practice with motor tasks sharing structural similarities (e.g., different dancing movements, or different sword techniques), new tasks of the same type can be learned faster. According to the recent "structure learning" hypothesis (Braun et al., 2009a), such rapid generalization of related motor skills relies on learning the dynamic and kinematic relationships shared by this set of skills. As a consequence, motor adaptation becomes constrained, effectively leading to a dimensionality reduction of the learning problem; at the same time, adaptation to tasks lying outside the structure becomes biased toward the structure. We tested these predictions by investigating how previously learned structures influence subsequent motor adaptation. Human subjects were making reaching movements in 3D virtual reality, experiencing perturbations either in the vertical or in the horizontal plane. Perturbations were either visuomotor rotations of varying angle or velocity-dependent forces of varying strength. We found that, after extensive training with both kinematic or dynamic perturbations, adaptation to unpracticed, diagonal, perturbations happened along the previously learned structure (vertical or horizontal), and resulting adaptation trajectories were curved. This effect is robust, can be observed on the single-subject level, and occurs during adaptation both within and across trials. Additionally, we demonstrate that structure learning changes involuntary visuomotor reflexes and therefore is not exclusively a high-level cognitive phenomenon.

  4. Evaluating Background and Prior Knowledge: A Case Study on Engineering Graphics Learning

    ERIC Educational Resources Information Center

    Cobos-Moyano, Alfonso; Martin-Blas, Teresa; Onate-Gomez, Carmen

    2009-01-01

    In this work, we analyze the results obtained by a group of freshmen students in a test of prior knowledge on technical drawing carried out before and after attending an introductory course on this subject. The aim of this course was to help students to gain knowledge necessary to take full advantage of the CAD software that is regularly used to…

  5. Lessons learned: the effect of prior technology use on Web-based interventions.

    PubMed

    Carey, Joanne C; Wade, Shari L; Wolfe, Christopher R

    2008-04-01

    This study examined the role of regular prior technology use in treatment response to an online family problem-solving (OFPS) intervention and an Internet resource intervention (IRI) for pediatric traumatic brain injury (TBI). Participants were 150 individuals in 40 families of children with TBI randomly assigned to OFPS intervention or an IRI. All families received free computers and Internet access to TBI resources. OFPS families received Web-based sessions and therapist-guided synchronous videoconferences focusing on problem solving, communication skills, and behavior management. All participants completed measures of depression, anxiety, and computer usage. OFPS participants rated treatment satisfaction, therapeutic alliance, and Web site and technology comfort. With the OFPS intervention, depression and anxiety improved significantly more among technology using parents (n = 14) than nontechnology users (n = 6). Technology users reported increasing comfort with technology over time, and this change was predictive of depression at followup. Satisfaction and ease-of-use ratings did not differ by technology usage. Lack of regular prior home computer usage and nonadherence were predictive of anxiety at followup. The IRI was not globally effective. However, controlling for prior depression, age, and technology at work, there was a significant effect of technology at home for depression. Families with technology experience at home (n = 11) reported significantly greater improvements in depression than families without prior technology experience at home (n = 8). Although Web-based OFPS was effective in improving caregiver functioning, individuals with limited computer experience may benefit less from an online intervention due to increased nonadherence.

  6. The Condition of Accreditation: U.S. Accreditation in 2011

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    Institutions are accredited by three types of accreditors: national faith-related organizations that accredit religiously affiliated and doctrinally based institutions that are primarily degree-granting and nonprofit; national career-related organizations that accredit mainly for-profit career-based degree-granting and non-degree-granting…

  7. What You Know Can Hurt You: Effects of Age and Prior Knowledge on the Accuracy of Judgments of Learning

    PubMed Central

    Toth, Jeffrey P.; Daniels, Karen A.; Solinger, Lisa A.

    2011-01-01

    How do aging and prior knowledge affect memory and metamemory? We explored this question in the context of a dual-process approach to Judgments of Learning (JOLs) which require people to predict their ability to remember information at a later time. Young and older adults (n's = 36, mean ages = 20.2 & 73.1) studied the names of actors that were famous in the 1950s or 1990s, providing a JOL for each. Recognition memory for studied and unstudied actors was then assessed using a Recollect/Know/No-Memory (R/K/N) judgment task. Results showed that prior knowledge increased recollection in both age groups such that older adults recollected significantly more 1950s actors than younger adults. Also, for both age groups and both decades, actors judged R at test garnered significantly higher JOLs at study than actors judged K or N. However, while the young showed benefits of prior knowledge on relative JOL accuracy, older adults did not, showing lower levels of JOL accuracy for 1950s actors despite having higher recollection for, and knowledge about, those actors. Overall, the data suggest that prior knowledge can be a double-edged sword, increasing the availability of details that can support later recollection, but also increasing non-diagnostic feelings of familiarity that can reduce the accuracy of memory predictions. PMID:21480715

  8. The Effects of Learners' Prior Knowledge, Self-Regulation, and Motivation on Learning Performance in Complex Multimedia Learning Environments

    ERIC Educational Resources Information Center

    Song, Hyuksoon S.

    2010-01-01

    Many medical schools have developed computer-based, multimedia learning environments to fill the knowledge gap and provide common cases and resources to students. However, considering that multimedia in education may impede effective learning if the characteristics of learners and tasks are not considered thoroughly in instructional design, it is…

  9. Laboratory Accreditation in Argentina.

    PubMed

    Acuña, María Amelia; Collino, Cesar; Chiabrando, Gustavo A

    2015-11-01

    Laboratory accreditation is an essential element in the healthcare system since it contributes substantially to decision-making, in the prevention, diagnosis, treatment and follow-up of the health status of the patients, as well as in the organization and management of public healthcare. Therefore, the clinical biochemistry professional works continuously to provide reliable results and contributes to the optimization of operational logistics and integration of a laboratory into the health system. ISO 15189 accreditation, ensures compliance of the laboratory to minimize instances of error through the planning, prevention, implementation, evaluation and improvement of its procedures, which provides skill areas that involve both training undergraduate and graduate professionals in clinical biochemistry.

  10. The Major Field Test in Business: A Direct Measure of Learning in Common Business Disciplines

    ERIC Educational Resources Information Center

    Simmons, Susan A.; Jones, Wesley M., Jr; Bolt, Cynthia E.

    2015-01-01

    Assurance of learning and its assessment are critical focal points in collegiate schools of business as programs strive to achieve or maintain Association to Advance Collegiate Schools of Business accreditation. Prior research suggests that student learning in business core disciplines can be measured by the Educational Testing Service Major Field…

  11. Is Gerontology Ready for Accreditation?

    ERIC Educational Resources Information Center

    Haley, William E.; Ferraro, Kenneth F.; Montgomery, Rhonda J. V.

    2012-01-01

    The authors review widely accepted criteria for program accreditation and compare gerontology with well-established accredited fields including clinical psychology and social work. At present gerontology lacks many necessary elements for credible professional accreditation, including defined scope of practice, applied curriculum, faculty with…

  12. Accreditation of Developmental Disabilities Programs.

    ERIC Educational Resources Information Center

    Hemp, Richard; Braddock, David

    1988-01-01

    Data gathered from 296 agency accreditation surveys, conducted by the Accreditation Council on Services for People with Developmental Disabilities, were analyzed, focusing on ownership, services provided, size of residential units, critical standards, characteristics of individuals served, and accreditation outcome. Redundancies between private…

  13. Prior Learning Assessment and Competency-Based Education: An Overview of Programs, Policies, and Practices

    ERIC Educational Resources Information Center

    Valenzuela, Ireri; MacIntyre, Donald; Klein-Collins, Becky; Clerx, John

    2016-01-01

    How can we help significantly more students reach their educational goals and improve their employment outcomes? How can we reign in the growing time burden and ballooning costs students must shoulder throughout their educational journey? How can we recognize the learning and experience the vast number of nontraditional students bring when they…

  14. Integration of Prior Learning and Assessment in the IGNOU Community College System for Skill Development

    ERIC Educational Resources Information Center

    Shanmugham, M.; Kishore, S.

    2012-01-01

    The Open and Distance Learning (ODL) has come to stay as an alternative mode to meet the higher educational requirements of diverse groups. Indira Gandhi National Open University (IGNOU), a system leader in India, plays a major role in giving access and equity, besides maintaining and coordinating standards of distance education in the country.…

  15. Drift in Children's Categories: When Experienced Distributions Conflict with Prior Learning

    ERIC Educational Resources Information Center

    Kalish, Charles W.; Zhu, XiaoJin; Rogers, Timothy T.

    2015-01-01

    Psychological intuitions about natural category structure do not always correspond to the true structure of the world. The current study explores young children's responses to conflict between intuitive structure and authoritative feedback using a semi-supervised learning (Zhu et al., 2007) paradigm. In three experiments, 160 children between the…

  16. Factors Affecting Learning of Vector Math from Computer-Based Practice: Feedback Complexity and Prior Knowledge

    ERIC Educational Resources Information Center

    Heckler, Andrew F.; Mikula, Brendon D.

    2016-01-01

    In experiments including over 450 university-level students, we studied the effectiveness and time efficiency of several levels of feedback complexity in simple, computer-based training utilizing static question sequences. The learning domain was simple vector math, an essential skill in introductory physics. In a unique full factorial design, we…

  17. Investigating the impact of prior knowledge and interest on aquarium visitor learning

    NASA Astrophysics Data System (ADS)

    Falk, John H.; Adelman, Leslie M.

    2003-02-01

    Most free-choice science learning institutions, in particular science centers, zoos, aquariums, and natural history museums, define themselves as educational institutions. However, to what extent, and for which visitors, do these free-choice learning settings accomplish their educational mission? Answering this question has proven challenging, in large part because of the inherent variability of visitors to such settings. We hypothesize that the challenges of measuring free-choice science learning might be diminished if it were possible to pool populations during analysis in ways that reduced this variability. Specifically, we propose grouping learners according to their entering understanding and attitudes, using qualitative categories such as minimal, moderate, and extensive. In this article, we use data collected at the National Aquarium in Baltimore to determine whether grouping makes it possible to discern more readily the nature of changes in aquarium visitors' conservation knowledge and attitudes. Although analysis revealed that there were significant changes in both conservation knowledge and attitudes, entry to exit, for all 100 visitors studied, a more detailed analysis revealed that gains were not evenly distributed across all visitors. The results support the hypothesis that the grouping of learners into minimal, moderate, and extensive conservation knowledge and attitude categories enabled a more fine-grained and accurate understanding of changes in aquarium visitor's conservation learning.

  18. Role of prior knowledge in implicit and explicit learning of artificial grammars.

    PubMed

    Ziori, Eleni; Pothos, Emmanuel M; Dienes, Zoltán

    2014-08-01

    Artificial grammar learning (AGL) performance reflects both implicit and explicit processes and has typically been modeled without incorporating any influence from general world knowledge. Our research provides a systematic investigation of the implicit vs. explicit nature of general knowledge and its interaction with knowledge types investigated by past AGL research (i.e., rule- and similarity-based knowledge). In an AGL experiment, a general knowledge manipulation involved expectations being either congruent or incongruent with training stimulus structure. Inconsistent observations paradoxically led to an advantage in structural knowledge and in the use of general world knowledge in both explicit (conscious) and implicit (unconscious) cases (as assessed by subjective measures). The above findings were obtained under conditions of reduced processing time and impaired executive resources. Key findings from our work are that implicit AGL can clearly be affected by general knowledge, and implicit learning can be enhanced by the violation of expectations.

  19. Measuring discrimination- and reversal learning in mouse models within 4 days and without prior food deprivation

    PubMed Central

    Smit, August B.; Verhage, Matthijs

    2016-01-01

    Many neurological and psychiatric disorders are characterized by deficits in cognitive flexibility. Modeling cognitive flexibility in mice enables the investigation of mechanisms underlying these deficits. The majority of currently available behavioral tests targeting this cognitive domain are reversal learning tasks that require scheduled food restriction, extended training periods and labor-intensive, and stress-inducing animal handling. Here, we describe a novel 4-day (4-d) continuously running task measuring discrimination- and reversal learning in an automated home cage (CognitionWall DL/RL task) that largely eliminates these limitations. In this task, mice can earn unlimited number of food rewards by passing through the correct hole of the three-holed CognitionWall. To assess the validity and sensitivity of this novel task, the performance of C57BL/6J mice, amyloid precursor protein/presenilin1 transgenic (APP/PS1) mice, α-calmodulin kinase-II (αCaMKII) T305D knock-in mice, and mice with an orbitofrontal cortex lesion were examined. We found that C57BL/6J mice reach stable performance levels within the 4 d of the task, while experiencing only slight reductions in weight and no major effects on circadian rhythm. The task detected learning deficits in APP/PS1 transgenic and αCaMKII T305D mutant mice. Additionally, we established that the orbitofrontal cortex underlies reversal learning performance in our task. Because of its short duration and the absence of food deprivation and concurrent weight loss, this novel automated home-cage task substantially improves comprehensive preclinical assessment of cognitive functions in mouse models of psychiatric and neurological disorders and also enables analysis during specific developmental stages. PMID:27918287

  20. Measuring discrimination- and reversal learning in mouse models within 4 days and without prior food deprivation.

    PubMed

    Remmelink, Esther; Smit, August B; Verhage, Matthijs; Loos, Maarten

    2016-11-01

    Many neurological and psychiatric disorders are characterized by deficits in cognitive flexibility. Modeling cognitive flexibility in mice enables the investigation of mechanisms underlying these deficits. The majority of currently available behavioral tests targeting this cognitive domain are reversal learning tasks that require scheduled food restriction, extended training periods and labor-intensive, and stress-inducing animal handling. Here, we describe a novel 4-day (4-d) continuously running task measuring discrimination- and reversal learning in an automated home cage (CognitionWall DL/RL task) that largely eliminates these limitations. In this task, mice can earn unlimited number of food rewards by passing through the correct hole of the three-holed CognitionWall. To assess the validity and sensitivity of this novel task, the performance of C57BL/6J mice, amyloid precursor protein/presenilin1 transgenic (APP/PS1) mice, α-calmodulin kinase-II (αCaMKII) T305D knock-in mice, and mice with an orbitofrontal cortex lesion were examined. We found that C57BL/6J mice reach stable performance levels within the 4 d of the task, while experiencing only slight reductions in weight and no major effects on circadian rhythm. The task detected learning deficits in APP/PS1 transgenic and αCaMKII T305D mutant mice. Additionally, we established that the orbitofrontal cortex underlies reversal learning performance in our task. Because of its short duration and the absence of food deprivation and concurrent weight loss, this novel automated home-cage task substantially improves comprehensive preclinical assessment of cognitive functions in mouse models of psychiatric and neurological disorders and also enables analysis during specific developmental stages.

  1. Outcomes Accreditation Revisited.

    ERIC Educational Resources Information Center

    Shaw, Robert C.; Hicks, R. Lamar

    1999-01-01

    Describes an outcomes accreditation study of 27 schools, undertaken after the 1985 North Central Association Commission on Schools' (NCA COS) two-year development pilot project on the same subject. Predicts that NCA COS will keep governance of the outcomes process at the local level, with peer review by visiting teams remaining an integral part of…

  2. Echocardiography laboratory accreditation.

    PubMed

    Katanick, S L

    1998-01-01

    In response to the need for standardization and improvement in the quality of echocardiographic laboratories an intersocietal commission has been created. The intent of the accreditation process is designed to recognize laboratories that provide quality services and to be used as an educational tool to improve the overall quality of the laboratory.

  3. Reinventing Social Work Accreditation

    ERIC Educational Resources Information Center

    Stoesz, David; Karger, Howard J.

    2009-01-01

    Accreditation under the Council on Social Work Education (CSWE) has contributed to the professional decline of social work. The lack of scholarship of the Board of Directors of CSWE compromises its decision making. The quality of the professional literature suffers from the weak scholarship of editors and referees. The caliber of deans and…

  4. Accreditation of Employee Development.

    ERIC Educational Resources Information Center

    Geale, John

    A British project was conducted to improve understanding of the advantages and disadvantages of certification for work-based training and to analyze factors that influence the demand for accreditation. Three studies investigated what was happening in three employment sectors: tourism (service/commercial), social services (public administration),…

  5. States Moving from Accreditation to Accountability. Accreditation: State School Accreditation Policies

    ERIC Educational Resources Information Center

    Wixom, Micah Ann

    2014-01-01

    Accreditation policies vary widely among the states. Since Education Commission of the States last reviewed public school accreditation policies in 1998, a number of states have seen their legislatures take a stronger role in accountability--resulting in a move from state-administered accreditation systems to outcomes-focused state accountability…

  6. Responses of baccalaureate and graduate programs to the emergence of choice in nursing accreditation.

    PubMed

    Bellack, J P; Gelmon, S B; O'Neil, E H; Thomsen, C L

    1999-02-01

    Specialized accreditation in nursing is a widely recognized and respected hallmark of program quality. The advent of a second specialized accrediting agency for baccalaureate and higher degree programs in nursing prompted a survey of these programs to determine their choice of nursing accreditation agency, factors influencing their choice, their perceptions of the value added by nursing accreditation, and the difficulties encountered with the accreditation process. These study variables and the relationships between choice of accrediting agency and types of degree-granting nursing education programs offered by the institution, agency membership in the National League of Nursing (NLN) or the American Association of Colleges of Nursing (AACN), expected date of next accreditation visit, geographic region, public versus private status, and type of institution (Carnegie classification) were analyzed. Findings revealed that nearly a quarter (24%) of respondents intend to continue with the NLN Accrediting Commission (NLNAC), whereas 30% indicated they have already switched to the Commission on Collegiate Nursing Education (CCNE) or intend to do so prior to their next accreditation cycle. However, nearly a quarter (24%) of respondents said they plan to be accredited by both agencies for the immediate future, and 21% indicated they are still undecided. Study findings suggest an end to single-source accreditation, and the beginning of a new market-oriented approach.

  7. Spent Nuclear Fuel Trasportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns

    SciTech Connect

    M. Keister; K, McBride

    2006-08-28

    The Nuclear Waste Policy Act of 1982 (NWPA), as amended, assigned the Department of Energy (DOE) responsibility for developing and managing a Federal system for the disposal of spent nuclear fuel (SNF) and high-level radioactive waste (HLW). The Office of Civilian Radioactive Waste Management (OCRWM) is responsible for accepting, transporting, and disposing of SNF and HLW at the Yucca Mountain repository (if licensed) in a manner that protects public health, safety, and the environment; enhances national and energy security; and merits public confidence. OCRWM faces a near-term challenge--to develop and demonstrate a transportation system that will sustain safe and efficient shipments of SNF and HLW to a repository. To better inform and improve its current planning, OCRWM has extensively reviewed plans and other documents related to past high-visibility shipping campaigns of SNF and other radioactive materials within the United States. This report summarizes the results of this review and, where appropriate, lessons learned. The objective of this lessons learned study was to identify successful, best-in-class trends and commonalities from past shipping campaigns, which OCRWM could consider when planning for the development and operation of a repository transportation system. Note: this paper is for analytical and discussion purposes only, and is not an endorsement of, or commitment by, OCRWM to follow any of the comments or trends. If OCRWM elects to make such commitments at a future time, they will be appropriately documented in formal programmatic policy statements, plans and procedures. Reviewers examined an extensive study completed in 2003 by DOE's National Transportation Program (NTP), Office of Environmental Management (EM), as well as plans and documents related to SNF shipments since issuance of the NTP report. OCRWM examined specific planning, business, institutional and operating practices that have been identified by DOE, its transportation contractors

  8. Seeing sounds and hearing sights: the influence of prior learning on current perception.

    PubMed

    Ryan, Jennifer D; Moses, Sandra N; Ostreicher, Melanie L; Bardouille, Timothy; Herdman, Anthony T; Riggs, Lily; Tulving, Endel

    2008-06-01

    It is well known that previous perceptual experiences alter subsequent perception, but the details of the neural underpinnings of this general phenomenon are still sketchy. Here, we ask whether previous experiences with an item (such as seeing a person's face) leads to the alteration of the neural correlates related to processing of the item as such, or whether it creates additional associative connections between such substrates and those activated during prior experience. To address this question, we used magnetoencephalography (MEG) to identify neural changes accompanying subjects' viewing of unfamiliar versus famous faces and hearing the names of unfamiliar versus famous names. We were interested in the nature of the involvement of auditory brain regions in the viewing of faces, and in the involvement of visual regions in the hearing of names. Evoked responses from MEG recordings for the names and faces conditions were localized to auditory and visual cortices, respectively. Unsurprisingly, peak activation strength of evoked responses was larger for famous versus nonfamous names within the superior temporal gyrus (STG), and was similar for famous and nonfamous faces in the occipital cortex. More relevant to the issue of experience on perception, peak activation strength in the STG was larger for viewed famous versus nonfamous faces, and peak activation within the occipital cortex was larger for heard famous versus nonfamous names. Critically, these experience-related responses were present within 150-250 msec of stimulus onset. These findings support the hypothesis that prior experiences may influence processing of faces and names such that perception encompasses more than what is imparted on the senses.

  9. Is gerontology ready for accreditation?

    PubMed

    Haley, William E; Ferraro, Kenneth F; Montgomery, Rhonda J V

    2012-01-01

    The authors review widely accepted criteria for program accreditation and compare gerontology with well-established accredited fields including clinical psychology and social work. At present gerontology lacks many necessary elements for credible professional accreditation, including defined scope of practice, applied curriculum, faculty with applied professional credentials, and resources necessary to support professional credentialing review. Accreditation with weak requirements will be dismissed as "vanity" accreditation, and strict requirements will be impossible for many resource-poor programs to achieve, putting unaccredited programs at increased risk for elimination. Accreditation may be appropriate in the future, but it should be limited to professional or applied gerontology, perhaps for programs conferring bachelor's or master's degrees. Options other than accreditation to enhance professional skills and employability of gerontology graduates are discussed.

  10. Spent Nuclear Fuel Transportation: An Examination of Potential Lessons Learned From Prior Shipping Campaigns

    SciTech Connect

    Marsha Keister; Kathryn McBride

    2006-08-01

    The Nuclear Waste Policy Act of 1982 (NWPA), as amended, assigned the Department of Energy (DOE) responsibility for developing and managing a Federal system for the disposal of spent nuclear fuel (SNF) and high-level radioactive waste (HLW). The Office of Civilian Radioactive Waste Management (OCRWM) is responsible for accepting, transporting, and disposing of SNF and HLW at the Yucca Mountain repository in a manner that protects public health, safety, and the environment; enhances national and energy security; and merits public confidence. OCRWM faces a near-term challenge—to develop and demonstrate a transportation system that will sustain safe and efficient shipments of SNF and HLW to a repository. To better inform and improve its current planning, OCRWM has extensively reviewed plans and other documents related to past high-visibility shipping campaigns of SNF and other radioactive materials within the United States. This report summarizes the results of this review and, where appropriate, lessons learned.

  11. 9 CFR 161.2 - Performance of accredited duties in different States.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... agencies, regulatory requirements, administrative procedures, and animal disease issues in the new State... authorization to perform accredited duties in the new State from the Veterinarian-in-Charge of that State. The Veterinarian-in-Charge of the new State may require the accredited veterinarian to complete, prior...

  12. Retrosplenial cortex lesions impair water maze strategies learning or spatial place learning depending on prior experience of the rat.

    PubMed

    Cain, Donald P; Humpartzoomian, Richard; Boon, Francis

    2006-06-30

    There has been debate whether lesions strictly limited to retrosplenial (RS) cortex impair spatial navigation, and how robust and reliable any such impairment is. The present study used a detailed behavioral analysis with naive or strategies-pretrained rats given RS lesions and trained in a water maze (WM). Naive RS lesioned rats failed to acquire the required WM strategies throughout training. Strategies-pretrained RS lesioned rats were specifically impaired in spatial place memory without a WM strategies impairment. Additional training overcame the spatial memory impairment. Thus the behavioral consequences of the lesion depend on the specific previous experience of the animal. The use of appropriate training and testing techniques has revealed experience-dependant dissociable impairments in WM strategies learning and in spatial memory, indicating that RS cortex is involved in both forms of learning.

  13. Laboratory Accreditation in Argentina

    PubMed Central

    Collino, Cesar; Chiabrando, Gustavo A.

    2015-01-01

    Laboratory accreditation is an essential element in the healthcare system since it contributes substantially to decision-making, in the prevention, diagnosis, treatment and follow-up of the health status of the patients, as well as in the organization and management of public healthcare. Therefore, the clinical biochemistry professional works continuously to provide reliable results and contributes to the optimization of operational logistics and integration of a laboratory into the health system. ISO 15189 accreditation, ensures compliance of the laboratory to minimize instances of error through the planning, prevention, implementation, evaluation and improvement of its procedures, which provides skill areas that involve both training undergraduate and graduate professionals in clinical biochemistry. PMID:27683497

  14. Mammography accreditation program

    SciTech Connect

    Wilcox, P.

    1993-12-31

    In the mid-1980`s, the movement toward the use of dedicated mammography equipment provided significant improvement in breast cancer detection. However, several studies demonstrated that this change was not sufficient to ensure optimal image quality at a low radiation dose. In particular, the 1985 Nationwide Evaluation of X-ray Trends identified the wide variations in image quality and radiation dose, even from dedicated units. During this time period, the American Cancer Society (ACS) launched its Breast Cancer Awareness Screening Campaign. However, there were concerns about the ability of radiology to respond to the increased demand for optimal screening examinations that would result from the ACS program. To respond to these concerns, the ACS and the American College of Radiology (ACR) established a joint committee on mammography screening in 1986. After much discussion, it was decided to use the ACR Diagnostic Practice Accreditation Program as a model for the development of a mammography accreditation program. However, some constraints were required in order to make the program meet the needs of the ACS. This voluntary, peer review program had to be timely and cost effective. It was determined that the best way to address these needs would be to conduct the program by mail. Finally, by placing emphasis on the educational nature of the program, it would provide an even greater opportunity for improving mammographic quality. The result of this effort was that, almost six years ago, in May 1987, the pilot study for the ACR Mammography Accreditation Program (MAP) began, and in August of that year, the first applications were received. In November 1987, the first 3-year accreditation certificates were awarded.

  15. Prior Parity Positively Regulates Learning and Memory in Young and Middle-Aged Rats

    PubMed Central

    Zimberknopf, Erica; Xavier, Gilberto F; Kinsley, Craig H; Felicio, Luciano F

    2011-01-01

    Reproductive experience in female rats modifies acquired behaviors, induces long-lasting functional neuroadaptations and can also modify spatial learning and memory. The present study supports and expands this knowledge base by employing the Morris water maze, which measures spatial memory. Age-matched young adult (YNG) nulliparous (NULL; nonmated) and primiparous (PRIM; one pregnancy and lactation) female rats were tested 15 d after the litter's weaning. In addition, corresponding middle-aged (AGD) PRIM (mated in young adulthood so that pregnancy, parturition, and lactation occurred at the same age as in YNG PRIM) and NULL female rats were tested at 18 mo of age. Behavioral evaluation included: 1) acquisition of reference memory (platform location was fixed for 14 to 19 d of testing); 2) retrieval of this information associated with extinction of the acquired response (probe test involving removal of the platform 24 h after the last training session); and 3) performance in a working memory version of the task (platform presented in a novel location every day for 13 d, and maintained in a fixed location within each day). YNG PRIM outperformed NULL rats and showed different behavioral strategies. These results may be related to changes in locomotor, mnemonic, and cognitive processes. In addition, YNG PRIM exhibited less anxiety-like behavior. Compared with YNG rats, AGD rats showed less behavioral flexibility but stronger memory consolidation. These data, which were obtained by using a well-documented spatial task, demonstrate long lasting modifications of behavioral strategies in both YNG and AGD rats associated with a single reproductive experience. PMID:22330253

  16. Quality assurance and accreditation of engineering education in Jordan

    NASA Astrophysics Data System (ADS)

    Aqlan, Faisal; Al-Araidah, Omar; Al-Hawari, Tarek

    2010-06-01

    This paper provides a study of the quality assurance and accreditation in the Jordanian higher education sector and focuses mainly on engineering education. It presents engineering education, accreditation and quality assurance in Jordan and considers the Jordan University of Science and Technology (JUST) for a case study. The study highlights the efforts undertaken by the faculty of engineering at JUST concerning quality assurance and accreditation. Three engineering departments were accorded substantial equivalency status by the Accreditation Board of Engineering and Technology in 2009. Various measures of quality improvement, including curricula development, laboratories improvement, computer facilities, e-learning, and other supporting services are also discussed. Further assessment of the current situation is made through two surveys, targeting engineering instructors and students. Finally, the paper draws conclusions and proposes recommendations to enhance the quality of engineering education at JUST and other Jordanian educational institutions.

  17. Towards the Construction of a Personal Professional Pathway: An Experimental Project for the Recognition of Non-Formal and Informal Learning in the University of Catania

    ERIC Educational Resources Information Center

    Piazza, Roberta

    2013-01-01

    In Italy, accreditation of prior learning is a sensitive issue. Despite the lack of laws or qualification frameworks regulating the recognition of non-formal and informal learning, most Italian universities proceed with caution, allowing only a restricted number of credits in the university curriculum related to practical activities or to external…

  18. Clinical laboratory accreditation in India.

    PubMed

    Handoo, Anil; Sood, Swaroop Krishan

    2012-06-01

    Test results from clinical laboratories must ensure accuracy, as these are crucial in several areas of health care. It is necessary that the laboratory implements quality assurance to achieve this goal. The implementation of quality should be audited by independent bodies,referred to as accreditation bodies. Accreditation is a third-party attestation by an authoritative body, which certifies that the applicant laboratory meets quality requirements of accreditation body and has demonstrated its competence to carry out specific tasks. Although in most of the countries,accreditation is mandatory, in India it is voluntary. The quality requirements are described in standards developed by many accreditation organizations. The internationally acceptable standard for clinical laboratories is ISO15189, which is based on ISO/IEC standard 17025. The accreditation body in India is the National Accreditation Board for Testing and Calibration Laboratories, which has signed Mutual Recognition Agreement with the regional cooperation the Asia Pacific Laboratory Accreditation Cooperation and with the apex cooperation the International Laboratory Accreditation Cooperation.

  19. Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

    NASA Astrophysics Data System (ADS)

    Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

    2012-07-01

    The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits designed to teach the 'Principles of Earthquakes.' Each subunit consisted of three modules: evaluation of prior knowledge with/without in-time feedback; animation-based instruction; and evaluation of learning outcomes with feedback. The 153 participants consisted of 10th grade high-school students. Seventy-eight students participated in the animation-based instruction, involving assessment of prior knowledge and appropriate feedback mechanism (APA group). A total of 75 students participated in animation-based learning that did not take into account their prior knowledge (ANPA group). The effectiveness of the instruction was then evaluated by using a Science Conception Test (SCT), a self-rating cognitive load questionnaire (CLQ), as well as a structured interview. The results indicated that: (1) Students' perceived cognitive load was reduced effectively through improving their prior knowledge by providing appropriate feedback. (2) When students perceived lower levels of cognitive load, they showed better learning outcome. The result of this study revealed that students of the APA group showed better performance than those of the ANPA group in an open-ended question. Furthermore, students' perceived cognitive load was negatively associated with their learning outcomes.

  20. NCI Central Review Board Receives Accreditation

    Cancer.gov

    The Association for the Accreditation of Human Research Protection Programs has awarded the NCI Central Institutional Review Board full accreditation. AAHRPP awards accreditation to organizations demonstrating the highest ethical standards in clinical res

  1. American College of Radiology Accredited Facility Search

    MedlinePlus

    ... FAQ Apply for Accreditation Testing and QC Forms Fee Increase MRI Program Requirements FAQ Apply for Accreditation ... Lung Cancer Screening Accredited Facility Search How To Fees How-To Guides FAQs Presentations Resources Breast Imaging ...

  2. Stable Atlas-based Mapped Prior (STAMP) Machine-learning Segmentation for Multicenter Large-scale MRI Data

    PubMed Central

    Kim, Eun Young; Magnotta, Vincent A.; Liu, Dawei; Johnson, Hans J.

    2014-01-01

    Machine learning (ML)-based segmentation methods are a common technique in the medical image processing field. In spite of numerous research groups that have investigated ML-based segmentation frameworks, there remains unanswered aspects of performance variability for the choice of two key components: ML-algorithm and intensity normalization. This investigation reveals that the choice of those elements plays a major part in determining segmentation accuracy and generalizability. The approach we have used in this study aims to evaluate relative benefits of the two elements within a subcortical MRI segmentation framework. Experiments were conducted to contrast eight machine-learning algorithm configurations and 11 normalization strategies for our brain MR segmentation framework. For the intensity normalization, a stable atlas-based mapped prior (STAMP) was utilized to take better account of contrast along boundaries of structures. Comparing eight machine learning algorithms on down-sampled segmentation MR data, it was obvious that a significant improvement was obtained using ensemble-based ML algorithms (i.e., random forest) or ANN algorithms. Further investigation between these two algorithms also revealed that the random forest results provided exceptionally good agreement with manual delineations by experts. Additional experiments showed that the effect of STAMP-based intensity normalization also improved the robustness of segmentation for multicenter data sets. The constructed framework obtained good multicenter reliability and was successfully applied on a large multicenter MR data set (n > 3000). Less than 10% of automated segmentations were recommended for minimal expert intervention. These results demonstrate the feasibility of using the ML-based segmentation tools for processing large amount of multicenter MR images. We demonstrated dramatically different result profiles in segmentation accuracy according to the choice of ML algorithm and intensity

  3. Stable Atlas-based Mapped Prior (STAMP) machine-learning segmentation for multicenter large-scale MRI data.

    PubMed

    Kim, Eun Young; Magnotta, Vincent A; Liu, Dawei; Johnson, Hans J

    2014-09-01

    Machine learning (ML)-based segmentation methods are a common technique in the medical image processing field. In spite of numerous research groups that have investigated ML-based segmentation frameworks, there remains unanswered aspects of performance variability for the choice of two key components: ML algorithm and intensity normalization. This investigation reveals that the choice of those elements plays a major part in determining segmentation accuracy and generalizability. The approach we have used in this study aims to evaluate relative benefits of the two elements within a subcortical MRI segmentation framework. Experiments were conducted to contrast eight machine-learning algorithm configurations and 11 normalization strategies for our brain MR segmentation framework. For the intensity normalization, a Stable Atlas-based Mapped Prior (STAMP) was utilized to take better account of contrast along boundaries of structures. Comparing eight machine learning algorithms on down-sampled segmentation MR data, it was obvious that a significant improvement was obtained using ensemble-based ML algorithms (i.e., random forest) or ANN algorithms. Further investigation between these two algorithms also revealed that the random forest results provided exceptionally good agreement with manual delineations by experts. Additional experiments showed that the effect of STAMP-based intensity normalization also improved the robustness of segmentation for multicenter data sets. The constructed framework obtained good multicenter reliability and was successfully applied on a large multicenter MR data set (n>3000). Less than 10% of automated segmentations were recommended for minimal expert intervention. These results demonstrate the feasibility of using the ML-based segmentation tools for processing large amount of multicenter MR images. We demonstrated dramatically different result profiles in segmentation accuracy according to the choice of ML algorithm and intensity

  4. Rating of Marketing Publications: Impact of Accreditation and Publication History.

    ERIC Educational Resources Information Center

    Heischmidt, Kenneth A.; Gordon, Peter

    1993-01-01

    An examination of the ratings by marketing department chairpersons of publications in marketing (n=36) found that the perceived value of publications appears to be influenced by the accreditation status of the institution. Prior publication experience of individuals also appears to have influenced their perception. (JOW)

  5. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation....

  6. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation....

  7. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation....

  8. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation....

  9. 7 CFR 205.506 - Granting accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.506 Granting accreditation....

  10. Outcomes Assessment and Quality Enhancement through AACSB Business Accreditation: The Case of the University of Bahrain

    ERIC Educational Resources Information Center

    Al-Khalifa, Lobna Ali

    2016-01-01

    Assessment of students learning is a critical component of the accreditation process of the Association to Advance Collegiate Schools of Business (AACSB). There is also a general agreement that the most tangible benefits from AACSB accreditation result from the changes in the internal operations to bring the higher education institutions into…

  11. Accreditations as Local Management Tools

    ERIC Educational Resources Information Center

    Cret, Benoit

    2011-01-01

    The development of accreditation agencies within the Higher Education sector in order to assess and guarantee the quality of services or product is still a growing phenomenon in Europe. Accreditations are conceived by institutional authors and by authors who directly deal with quality assurance processes as a means of legitimization or a means of…

  12. Teacher Education Accreditation Council Brochure

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2009

    2009-01-01

    The Teacher Education Accreditation Council (TEAC), founded in 1997, is dedicated to improving academic degree programs for professional educators--those who teach and lead in schools, pre-K through grade 12. TEAC accredits undergraduate and graduate programs, including alternate route programs, based on (1) the evidence they have that they…

  13. University Accreditation using Data Warehouse

    NASA Astrophysics Data System (ADS)

    Sinaga, A. S.; Girsang, A. S.

    2017-01-01

    The accreditation aims assuring the quality the quality of the institution education. The institution needs the comprehensive documents for giving the information accurately before reviewed by assessor. Therefore, academic documents should be stored effectively to ease fulfilling the requirement of accreditation. However, the data are generally derived from various sources, various types, not structured and dispersed. This paper proposes designing a data warehouse to integrate all various data to prepare a good academic document for accreditation in a university. The data warehouse is built using nine steps that was introduced by Kimball. This method is applied to produce a data warehouse based on the accreditation assessment focusing in academic part. The data warehouse shows that it can analyse the data to prepare the accreditation assessment documents.

  14. Accreditation as Quality Assurance: Meeting the Needs of 21st Century Learning. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Accreditation as Quality Assurance, Focusing on Meeting the Needs of 21st Century Learning (December 12, 2013). Senate Hearing 113-823

    ERIC Educational Resources Information Center

    US Senate, 2016

    2016-01-01

    This hearing is the fourth in the Committee on Health, Education, Labor, and Pensions' series examining issues in postsecondary education in anticipation of reauthorization of the Higher Education Act. Accreditation's role is to help ensure an acceptable level of quality across a wide spectrum of American higher education. Under the Higher…

  15. Impaired memory for material related to a problem solved prior to encoding: suppression at learning or interference at recall?

    PubMed

    Kowalczyk, Marek

    2016-08-17

    Earlier research by the author revealed that material encoded incidentally in a speeded affective classification task and related to the demands of a divergent problem tends to be recalled worse in participants who solved the problem prior to encoding than in participants in the control, no-problem condition. The aim of the present experiment was to replicate this effect with a new, size-comparison orienting task, and to test for possible mechanisms of impaired recall. Participants either solved a problem before the orienting task or not, and classified each item in this task either once or three times. There was a reliable effect of impaired recall of problem-related items in the repetition condition, but not in the no-repetition condition. Solving the problem did not influence repetition priming for these items. These results support an account that attributes the impaired recall to inhibitory processes at learning and speak against a proactive interference explanation. However, they can be also accommodated by an account that refers to inefficient context cues and competitor interference at retrieval.

  16. Interference Effect of Prior Explicit Information on Motor Sequence Learning in Relapsing-Remitting Multiple Sclerosis Patients

    PubMed Central

    Zahiri, Nahid; Abollahi, Iraj; Nabavi, Seyed Massood; Ehsani, Fatemeh; Arab, Amir Masoud; Shaw, Ina; Shariat, Ardalan; Shaw, Brandon S; Dastoorpoor, Maryam; Danaee, Mahmoud; Sangelaji, Bahram

    2017-01-01

    Background Multiple sclerosis (MS) is the most widespread disabling neurological condition in young adults around the world. The purpose of this study was to investigate the impact of explicit information (EI) on motor-sequence learning in MS patients. Methods Thirty patients with relapsing-remitting MS (RRMS), age: 29.5 (SD = 5.6) years and 30 healthy gender-, age-, and education-matched control group participants, age: 28.8 (SD = 6.0) years, were recruited for this study. The participants in the healthy group were then randomly assigned into an EI (n = 15) group and a no-EI (n = 15) group. Similarly, the participants in the control group were then randomly assigned into EI (n = 15) and no-EI (n = 15) groups. The participants performed a serial reaction time (SRT) task and reaction times. A retention test was performed after 48 hours. Results All participants reduced their reaction times across acquisition (MS group: 46.4 (SD = 3.3) minutes, P < 0.001, and healthy group: 39.4 (SD = 3.3) minutes, P < 0.001). The findings for the within-participants effect of repeated measures of time were significant (F(5.06, 283.7) = 71.33. P < 0.001). These results indicate that the interaction between group and time was significant (F(5.06, 283.7) = 6.44. P < 0.001), which indicated that the reaction time in both groups was significantly changed between the MS and healthy groups across times (B1 to B10). The main effect of the group (MS and healthy) (F(1, 56) = 22.78. P < 0.001) and also the main effect of no-EI vs EI (F(1, 56) = 4.71. P < 0.001) were significant. Conclusion This study demonstrated that that RRMS patients are capable of learning new skills, but the provision of EI prior to physical practice is deleterious to implicit learning. It is sufficient to educate MS patients on the aim and general content of the training and only to provide feedback at the end of the rehabilitative session. PMID:28381930

  17. Shaping E-Learning Policy: Virtual Education Is Growing Swiftly, and along with It, Debates Surrounding Teacher Quality and Jurisdiction, Funding, Accreditation, Assessment, Unions, and More

    ERIC Educational Resources Information Center

    Solomon, Gwen

    2005-01-01

    Also known as online learning, virtual learning, and distance learning, e-learning relies on the Internet as a way to deliver instruction to students. This article explores the differences between virtual schools, and virtual courses, and discusses the differences between the two, and the benefits of both. In both virtual schools and virtual…

  18. Interest and Prior Knowledge.

    ERIC Educational Resources Information Center

    Tobias, Sigmund

    This paper selectively reviews research on the relationship between topic interest and prior knowledge, and discusses the optimal association between these variables. The paper points out that interest has a facilitating impact on learning, and at least part of this effect must be ascribed to prior knowledge. While the interest-knowledge…

  19. The Legitimisation of Knowledge: A Work-Based Learning Perspective of APEL

    ERIC Educational Resources Information Center

    Armsby, Pauline; Costley, Carol; Garnett, Jonathan

    2006-01-01

    Accreditation of Prior Experiential Learning (APEL) is now an established but relatively under used process in higher education (HE). In our review article, we argue that this is because APEL not only challenges the traditional university monopoly of knowledge but also challenges other established processes and social constructions. Work-Based…

  20. Using Learning from Work for Progression to Higher Education: A Degree of Experience.

    ERIC Educational Resources Information Center

    Paczuska, A.; Randall, J.

    1996-01-01

    The Degree of Experience is a program for accrediting prior learning (APL) at a London university. Advantages for students lacking entry qualifications include admission criteria stated in terms of skills, knowledge, and ability (SKA) rather than credentials; accurate SKA profiles for diagnosing weaknesses; and integration of APL into admissions…

  1. How to Tackle the Shift of Educational Assessment from Learning Outcomes to Competencies: One Program's Transition

    ERIC Educational Resources Information Center

    Meyer-Adams, Nancy; Potts, Marilyn K.; Koob, Jeffrey J.; Dorsey, Catherine J.; Rosales, Anna M.

    2011-01-01

    Although the new Educational Policy and Accreditation Standards (EPAS) represent a shift from measuring learning outcomes to core competencies, results from assessments conducted prior to this shift continue to provide useful information for program-level assessment and can serve as a baseline as programs redesign assessments for reaffirmation.…

  2. The Interpretation of a Knowledge Claim in the Recognition of Prior Learning (RPL) and the Impact of This on RPL Practice

    ERIC Educational Resources Information Center

    de Graaff, Frederika

    2014-01-01

    The question addressed in this paper is: what does a knowledge claim consist of in the context of the Recognition of Prior Learning (RPL)? The research comprises a case study of RPL applicants' entry into a postgraduate diploma (a fourth-year programme) in project management. The focus is on the knowledge claims made as part of the RPL application…

  3. Effects of Type of Exploratory Strategy and Prior Knowledge on Middle School Students' Learning of Chemical Formulas from a 3D Role-Playing Game

    ERIC Educational Resources Information Center

    Chen, Ming-Puu; Wong, Yu-Ting; Wang, Li-Chun

    2014-01-01

    The purpose of this study was to examine the effects of the type of exploratory strategy and level of prior knowledge on middle school students' performance and motivation in learning chemical formulas via a 3D role-playing game (RPG). Two types of exploratory strategies-RPG exploratory with worked-example and RPG exploratory without…

  4. Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-Based Earthquakes Instruction

    ERIC Educational Resources Information Center

    Yeh, Ting-Kuang; Tseng, Kuan-Yun; Cho, Chung-Wen; Barufaldi, James P.; Lin, Mei-Shin; Chang, Chun-Yen

    2012-01-01

    The aim of this study was to develop an animation-based curriculum and to evaluate the effectiveness of animation-based instruction; the report involved the assessment of prior knowledge and the appropriate feedback approach, for the purpose of reducing perceived cognitive load and improving learning. The curriculum was comprised of five subunits…

  5. Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part I: Development, Application and Evaluation of Instruction.

    ERIC Educational Resources Information Center

    Hewson, Mariana G.

    Reported is the development, use, and evaluation of an instructional technique based upon: (1) the assessment of students' prior knowledge; and (2) a theoretical perspective advocated by Ausubel and others which emphasizes the importance of existing knowledge in influencing subsequent concept learning. The experimental group of 46 South African…

  6. Immigrant and Aboriginal First Languages as Prior Learning Qualifications for Formal Employment in the Business, Government and Education Sectors. NALL Working Paper.

    ERIC Educational Resources Information Center

    Goldberg, Michelle P.; Corson, David

    The extent to which Canadian employers recognize the informally acquired first languages of immigrants and aboriginal persons as prior learning qualifications for formal employment in the business, government, and education sectors was examined through a survey of organizations across Ontario. Personalized questionnaires were mailed to a sample of…

  7. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 8 2012-01-01 2012-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture..., ARIZONA, AND NEW MEXICO Definitions § 983.1 Accredited laboratory. An accredited laboratory is a laboratory that has been approved or accredited by the U.S. Department of Agriculture....

  8. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 8 2013-01-01 2013-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture..., ARIZONA, AND NEW MEXICO Definitions § 983.1 Accredited laboratory. An accredited laboratory is a laboratory that has been approved or accredited by the U.S. Department of Agriculture....

  9. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 8 2014-01-01 2014-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture..., ARIZONA, AND NEW MEXICO Definitions § 983.1 Accredited laboratory. An accredited laboratory is a laboratory that has been approved or accredited by the U.S. Department of Agriculture....

  10. 17 CFR 230.215 - Accredited investor.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Accredited investor. 230.215... REGULATIONS, SECURITIES ACT OF 1933 General § 230.215 Accredited investor. The term accredited investor as... accredited investors; (b) Any private business development company as defined in section 202(a)(22) of...

  11. 17 CFR 230.215 - Accredited investor.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 17 Commodity and Securities Exchanges 2 2013-04-01 2013-04-01 false Accredited investor. 230.215... REGULATIONS, SECURITIES ACT OF 1933 General § 230.215 Accredited investor. The term accredited investor as... accredited investors; (b) Any private business development company as defined in section 202(a)(22) of...

  12. 17 CFR 230.215 - Accredited investor.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 17 Commodity and Securities Exchanges 2 2012-04-01 2012-04-01 false Accredited investor. 230.215... REGULATIONS, SECURITIES ACT OF 1933 General § 230.215 Accredited investor. The term accredited investor as... accredited investors; (b) Any private business development company as defined in section 202(a)(22) of...

  13. 17 CFR 230.215 - Accredited investor.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 17 Commodity and Securities Exchanges 3 2014-04-01 2014-04-01 false Accredited investor. 230.215... REGULATIONS, SECURITIES ACT OF 1933 General § 230.215 Accredited investor. The term accredited investor as... accredited investors; (b) Any private business development company as defined in section 202(a)(22) of...

  14. 17 CFR 230.215 - Accredited investor.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 17 Commodity and Securities Exchanges 2 2011-04-01 2011-04-01 false Accredited investor. 230.215... REGULATIONS, SECURITIES ACT OF 1933 General § 230.215 Accredited investor. The term accredited investor as... accredited investors; (b) Any private business development company as defined in section 202(a)(22) of...

  15. Accreditation and Its Influence on Institutional Effectiveness

    ERIC Educational Resources Information Center

    Head, Ronald B.; Johnson, Michael S.

    2011-01-01

    The term "institutional effectiveness" was developed in response to accreditation, and this emphasizes the large extent to which accreditation drives institutional effectiveness efforts on community college campuses. There are two general types of accreditation. "Institutional accreditation" is the process by which institutions of higher education…

  16. Guide to Accreditation, 2012. [December 2011 Revision

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2012

    2012-01-01

    The Teacher Education Accreditation Council's (TEAC's) "Guide to Accreditation" is primarily for the faculty, staff, and administrators of TEAC member programs. It is designed for use in preparing for both initial and continuing accreditation. Program personnel should understand and accept all the components of the TEAC accreditation process…

  17. 15 CFR 285.9 - Granting accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Granting accreditation. 285.9 Section... VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.9 Granting accreditation. (a) The Chief of NVLAP is responsible for all NVLAP accreditation actions, including granting, denying, renewing, suspending,...

  18. 15 CFR 285.9 - Granting accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Granting accreditation. 285.9 Section... VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.9 Granting accreditation. (a) The Chief of NVLAP is responsible for all NVLAP accreditation actions, including granting, denying, renewing, suspending,...

  19. Distinctions among Accreditation Agencies for Business Programs

    ERIC Educational Resources Information Center

    Corcoran, Charles P.

    2007-01-01

    Over the past twenty years, business accreditation has become a growth industry. In 1988, some eleven percent of business programs were accredited by an accrediting body devoted solely to business program accreditation. Today, over forty-two percent boast of such external validation of their programs. Although the three principal accrediting…

  20. An Overview of U.S. Accreditation

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2006-01-01

    This publication provides a general description of the key features of U.S. accreditation of higher education and recognition of accrediting organizations. Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private…

  1. Developing and accrediting a CPD framework.

    PubMed

    Munro, Kathleen

    This article describes the process to formally accredit existing in-house education courses in a continuing professional development (CPD) framework. The partnership was between two Lothian NHS organisations and a higher education institution (HEI). The nature of the partnership and the differing approaches taken by the organisations are discussed. The authors explore the context of learning in the NHS in relation to the different organisations, and describe the issues identified and the strategies used to address these. The benefits to all stakeholders are listed. Although this case study refers to an initiative in Scotland, the framework model for flexible and work-based education could be adopted across the UK.

  2. Thinking about Accreditation in a Rapidly Changing World

    ERIC Educational Resources Information Center

    LeBlanc, Paul J.

    2013-01-01

    This article reports on an enormous change under way in higher education. The author notes that online learning has provided a platform for rethinking delivery models, yet much of accreditation is not designed to account for these new approaches. He adds that accreditors now wrestle with all of these various forces across a broad landscape of…

  3. Requirements for an Accredited Program in Dental Hygiene Education.

    ERIC Educational Resources Information Center

    American Dental Association, Washington, DC. Council on Dental Education.

    Dental hygiene programs should operate on a nonprofit basis as departments, divisions, schools, or colleges of a parent institution of higher learning approved or eligible for approval by agencies recognized by the National Commission on Accreditation. Provision should be made for liaison with the dental profession. The physical plant should meet…

  4. Accreditation and Accountability: A CHEA Special Report. CHEA Occasional Paper

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2006

    2006-01-01

    A good deal of national attention has been paid to accreditation and issues of accountability during the past year. The dominant topics have been student learning outcomes, institutional performance, and information to the public. From the Secretary of Education's Commission on the Future of Higher Education to reauthorization of the Higher…

  5. TU-A-18C-01: ACR Accreditation Updates in CT, Ultrasound, Mammography and MRI

    SciTech Connect

    Price, R; Berns, E; Hangiandreou, N; McNitt-Gray, M

    2014-06-15

    A goal of an imaging accreditation program is to ensure adequate image quality, verify appropriate staff qualifications, and to assure patient and personnel safety. Currently, more than 35,000 facilities in 10 modalities have been accredited by the American College of Radiology (ACR), making the ACR program one of the most prolific accreditation options in the U.S. In addition, the ACR is one of the accepted accreditations required by some state laws, CMS/MIPPA insurance and others. Familiarity with the ACR accreditation process is therefore essential to clinical diagnostic medical physicists. Maintaining sufficient knowledge of the ACR program must include keeping up-to-date as the various modality requirements are refined to better serve the goals of the program and to accommodate newer technologies and practices. This session consists of presentations from authorities in four ACR accreditation modality programs, including magnetic resonance imaging, mammography, ultrasound, and computed tomography. Each speaker will discuss the general components of the modality program and address any recent changes to the requirements. Learning Objectives: To understand the requirements of the ACR MR accreditation program. The discussion will include accreditation of whole-body general purpose magnets, dedicated extremity systems well as breast MRI accreditation. Anticipated updates to the ACR MRI Quality Control Manual will also be reviewed. To understand the current ACR MAP Accreditation requirement and present the concepts and structure of the forthcoming ACR Digital Mammography QC Manual and Program. To understand the new requirements of the ACR ultrasound accreditation program, and roles the physicist can play in annual equipment surveys and setting up and supervising the routine QC program. To understand the requirements of the ACR CT accreditation program, including updates to the QC manual as well as updates through the FAQ process.

  6. Dr. Howard L. Simmons: An Intellectual Biography of the First Black Executive Director of the Middle States Regional Accrediting Body

    ERIC Educational Resources Information Center

    Mendoza, Cynthia

    2009-01-01

    There is limited information on changes to accreditation standards and practices, especially related to diversity. The narrow focus of prior studies and the public's limited understanding of accreditation and its criteria have contributed to this gap in the literature. This qualitative study used intellectual biography as its framework to narrate…

  7. 34 CFR 602.28 - Regard for decisions of States and other accrediting agencies.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... preaccreditation. (d) If the agency learns that an institution it accredits or preaccredits, or an institution that... preaccredited institution or program. (Approved by the Office of Management and Budget under control number...

  8. [Accreditation of processes in hepatology].

    PubMed

    Clemente, Gerardo; Pérez-Lázaro, Juan José; Tejedor, Martín; Planas, Ramón; De la Mata, Manuel; Córdoba, Juan; Jara, Paloma; Herrero, José Ignacio; Prieto, Martín; Suáreza, Gonzalo; Arroyo, Vicente

    2008-01-01

    The Spanish Association for the Study of the Liver decided in 2006 to develop a project to assess the quality of the professionals, processes and medical units dealing with the management of patients with liver diseases in Spain. The current article reports the criteria proposed to assess the quality and the accreditation of the processes in hepatology. The processes considered include most patients with liver diseases and the accreditation system designed is highly specific. This document, together with a previous one published in gastroenterología y hepatología concerning the accreditation of the professionals and a third document dealing with the accreditation of liver units that will be published soon, form the basis of the quality assessment of hepatology in our country.

  9. Credit for Learning--A Proposed Alternative Approach to the Policy of Granting College Credit at Bristol Community College.

    ERIC Educational Resources Information Center

    Desmarais, Armand; Wiggins, E. Foster

    This practicum recommends a policy of granting academic credit for prior learning as a viable alternative to the traditional accrediting policy of Bristol Community College (BCC) in Massachusetts. The polity recommendation is based on an extensive survey of the literature, and a national survey of 100 randomly selected colleges and universities.…

  10. Using Prior Knowledge to Aid Teaching and Learning: What Do First-Year Psychology Students Know about Old Age?

    ERIC Educational Resources Information Center

    Hartley, James

    2007-01-01

    Students attending a lecture usually have a wide range of prior knowledge about the topic in question. Rather than seeing this as a problem, lecturers can take advantage of such differences. This article shows how students' misconceptions about old age were used to inform a lecture on the topic. Prior knowledge can thus be used to aid teaching and…

  11. A Case Study of Prior Knowledge, Learning Approach and Conceptual Change in an Introductory College Chemistry Tutorial Program.

    ERIC Educational Resources Information Center

    Braathen, Per Christian; Hewson, Peter W.

    This paper presents a case study involving a small group of students enrolled in a tutorial program learning introductory college chemistry. The underlying theoretical framework of this investigation was a constructivist view of learning, but more specifically it was based on Ausubel's theory of meaningful learning. The findings of this…

  12. Joint Commission on International Accreditation workshop: Planning, development and provision of laboratory services.

    PubMed

    Karaarslan, Inci

    2009-03-01

    Throughout the world, the oversight of health care quality is accomplished through professionally based accrediting bodies and state regulatory agencies. These organizations set standards or define regulations that address important organizational functions. The Joint Commission, a private sector United States-based non-profit organization, is the forerunner and best known among healthcare accreditation groups. One of the functions assessed by the standards of the JCI Clinical Laboratory Accreditation Program is the planning, development and provision of laboratory services. The standards related to this issue address the necessary processes that should be in place prior to performing patient testing.

  13. Closing the Chasm: Reconciling Contemporary Understandings of Learning with the Need to Formally Assess and Accredit Learners through the Assessment of Performance

    ERIC Educational Resources Information Center

    Watson, Debbie; Robbins, Jonathan

    2008-01-01

    This article argues that whilst there have been substantial advancements in the ways in which learning is conceptualised, theoretical understandings of assessment, and practices that contribute to meaningful statements of learners' achievements, have not mirrored these changes in certain learning contexts. The authors challenge contemporary…

  14. Incorporation of learned shape priors into a graph-theoretic approach with application to the 3D segmentation of intraretinal surfaces in SD-OCT volumes of mice

    NASA Astrophysics Data System (ADS)

    Antony, Bhavna J.; Song, Qi; Abràmoff, Michael D.; Sohn, Eliott; Wu, Xiaodong; Garvin, Mona K.

    2014-03-01

    Spectral-domain optical coherence tomography (SD-OCT) finds widespread use clinically for the detection and management of ocular diseases. This non-invasive imaging modality has also begun to find frequent use in research studies involving animals such as mice. Numerous approaches have been proposed for the segmentation of retinal surfaces in SD-OCT images obtained from human subjects; however, the segmentation of retinal surfaces in mice scans is not as well-studied. In this work, we describe a graph-theoretic segmentation approach for the simultaneous segmentation of 10 retinal surfaces in SD-OCT scans of mice that incorporates learned shape priors. We compared the method to a baseline approach that did not incorporate learned shape priors and observed that the overall unsigned border position errors reduced from 3.58 +/- 1.33 μm to 3.20 +/- 0.56 μm.

  15. Work-Integrated Learning Skills: A Comparison of Teachers' Perceptions about the PGCE with Those of Student Teachers in the Nelson Mandela Metropole

    ERIC Educational Resources Information Center

    Mahomed, C. C.; Singh, P.

    2011-01-01

    The purpose of the Postgraduate Certificate in Education (PGCE) is to accredit a generalist educator's qualification that caps an undergraduate qualification. As an access requirement, student teachers are required to have appropriate prior learning which leads to general foundational and reflexive competencies. The PGCE qualification focuses…

  16. 45 CFR 155.1045 - Accreditation timeline.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... and 2015 for the 2016 coverage year), a QHP issuer must be accredited by a recognized accrediting... certification and in every subsequent year of certification (for example, in 2016 for the 2017 coverage year...

  17. Cultural and Religious Experiences: Do They Define Teaching and Learning for Pre-Service Teachers Prior to Teacher Education?

    ERIC Educational Resources Information Center

    Kukari, Arnold J.

    2004-01-01

    This study examines the interaction between indigenous culture and modern religious practices of teaching and learning, and how this contributes towards shaping the preconceptions of teaching, learning, a teacher's role(s), students as learners, and knowledge of three secondary school pre-service teachers who were just commencing their teacher…

  18. 75 FR 59605 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-09-28

    ... Health Inspection Service 9 CFR Part 161 RIN 0579-AC04 National Veterinary Accreditation Program... National Veterinary Accreditation Program (NVAP) may continue to perform accredited duties and to elect to.... Todd Behre, National Veterinary Accreditation Program, VS, APHIS, 4700 River Road Unit 200,...

  19. Public Relations Accreditation in the Throes of Change: Academics Suggest New Directions for Program Accreditation.

    ERIC Educational Resources Information Center

    Neff, Bonita Dostal

    Public relations accreditation is granted by the national bodies of the Council of Postsecondary Accreditation (COPA) and the Department of Education to the Accreditation Council for Educators in Journalism and Mass Communication (ACEJMC). The privilege of accrediting public relations fell to a group in which journalism and mass communications…

  20. The influence of augmented feedback and prior learning on the acquisition of a new bimanual coordination pattern.

    PubMed

    Hurley, Sarah R; Lee, Timothy D

    2006-06-01

    The present research examined two variables regarding the acquisition of a new bimanual coordination pattern: the role of previous experience and the nature of augmented feedback. Two groups of participants acquired a new coordination pattern (135 degrees relative phase) following two sessions of practice of another novel pattern (90 degrees relative phase). Transfer of learning in these groups was compared to two groups that had not previously learned a new pattern, but were nevertheless influenced by coordination patterns that are intrinsic to the task of bimanual relative timing (in-phase, 0 degrees, and anti-phase, 180 degrees). The findings revealed that new learning overshadowed the influence of the intrinsic patterns. Learning was also greatly affected by augmented feedback: dynamic, on-line pursuit tracking information was more effective in transfer than static, terminal feedback. Implications of these findings regarding theoretical constructs in motor learning are discussed.

  1. A pathway to academic accreditation

    SciTech Connect

    Seitz, M.R.

    1994-09-01

    The pathways to successfully accrediting programs through a partnership with a local college can be convoluted and offer many dead ends. Those pathways can be made straighter and have fewer false starts by following a plan that has worked. Accreditation of courses and programs can add credibility and prestige to a program. The process can be facilitated by following a basic plan such as the one outlined. The discussion will track the preliminary activities that form the ground work for the beginning of the accreditation process through final approval by a college`s State Board of trustees or regents. On the road to approval, the packaging of courses for presentation, the formulation and composition of an advisory committee, the subsequent use of the advisors, presentation to the faculty committees, the presentation to the college`s governing board of trustees or regents, and final approval by the State Board are covered. An important benefit of accreditation is the formation of a partnership with the local college. Teaming with a local college to provide an accredited certificate in a field of employee training is an excellent opportunity to establish an educational partnership within the local community that will be of benefit to the participating entities. It also represents a training/retraining opportunity in direct support of the US Department of Energy`s current missions of partnership and localization. The accredited modules can be taught where appropriate by college personnel or loaned instructors from the work site. By using the company employees who are working with the topics covered in the modules, the courses are kept up-to-date.

  2. Is accreditation in the public interest?

    PubMed

    MacKinney, A C; Wolfman, B R

    1996-01-01

    The relationship of accreditation to the public interest has been a topic of discussion in the media as well as in higher education circles as the topic has been politicized. This article examines the historical evolution of public involvement in the accreditation process as well as the reasons for public representation on accreditation bodies and in decision making. The links between accreditation and quality control are discussed and assessed.

  3. Prior experience but not size of error improves motor learning on the split-belt treadmill in young children.

    PubMed

    Patrick, Susan K; Musselman, Kristin E; Tajino, Junichi; Ou, Hsiu-Chung; Bastian, Amy J; Yang, Jaynie F

    2014-01-01

    Children can modify learned motor skills, such as walking, to adapt to new environments. Movement errors in these new situations drive the learning. We used split-belt walking to determine whether size of the error affects the degree of learning. Twenty-two children (aged 2-5 y) walked on the split-belt treadmill on two separate days spaced 1 week apart. Twenty-eight adults served as controls. On Day 1, children experienced an abrupt change in belt speeds (from 1:1 to 2:1 differential) resulting in large errors, or a gradual change (same change in speed over 12-15 min), resulting in small errors. Learning was measured by the size of the aftereffect upon return to a 1:1 differential. On Day 2 (1 week later), the leg on the fast belt was reversed, as was the method of introducing the speed differential. We found that the error size did not affect learning. Unexpectedly, learning was greater on Day 2 compared to Day 1, especially for children under 4 y of age, despite the fact that the task was opposite to that of Day 1, and did not influence learning in adults. Hence, 11 additional children under 4 y of age were tested with belts running at the same speed on Day 1, and with a 2:1 speed differential (abrupt introduction) on Day 2. Surprisingly, learning was again greater on Day 2. We conclude that size of error during split-belt walking does not affect learning, but experience on a treadmill does, especially for younger children.

  4. Accreditation Processes in Turkish Higher Education

    ERIC Educational Resources Information Center

    Hami Oz, Halit

    2005-01-01

    There has been considerable interest in national quality assurance process in Turkey following the pilot accreditation project of the Engineering College of the Middle East Technical University (METU) by the Accreditation Board for Engineering and Technology (ABET), in 2000. ABET accreditation of the Engineering Colleges of Bosphorus and Bilkent…

  5. Due Process in the Accreditation Context.

    ERIC Educational Resources Information Center

    Prairie, Michael W.; Chamberlain, Lori A.

    1994-01-01

    This article provides a detailed survey of the procedural rights afforded by the six regional accrediting agencies to colleges and universities facing the denial or withdrawal of accreditation. It asserts that additional procedural safeguards should be provided to institutions to ensure that accreditation decisions are not made in an arbitrary or…

  6. Perspectives on Accreditation of Postsecondary Occupational Education.

    ERIC Educational Resources Information Center

    Ward, Charles F., Ed.

    The Center for Occupational Education sponsored a National Conference on Accreditation of Public Postsecondary Occupational Education, held in Atlanta, Georgia on June 10-12, 1970. The major papers presented at that conference were: (1) "The Continuing Need for Nongovernmental Accreditation" by Frank G. Dickey, (2) "Specialized Accrediting Agency…

  7. Guide to Accreditation, 2011-2012

    ERIC Educational Resources Information Center

    Teacher Education Accreditation Council, 2011

    2011-01-01

    The Teacher Education Accreditation Council (TEAC) "Guide to Accreditation" includes a full description of TEAC's principles and standards, the accreditation process and audit, and detailed instruction on writing the "Brief." This revision includes expanded information on (1) preparing an "Inquiry Brief Proposal" and the audit of the "Inquiry…

  8. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 3 2010-10-01 2010-10-01 false Accreditation organizations. 423.168 Section 423... Improvement Requirements § 423.168 Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization for a given standard under this part if the organization meets...

  9. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 42 Public Health 3 2010-10-01 2010-10-01 false Accreditation organizations. 422.157 Section 422... organizations. (a) Conditions for approval. CMS may approve an accreditation organization with respect to a given standard under this part if it meets the following conditions: (1) In accrediting MA...

  10. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 3 2014-10-01 2014-10-01 false Accreditation organizations. 423.168 Section 423... Quality Improvement Requirements § 423.168 Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization for a given standard under this part if the...

  11. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 3 2012-10-01 2012-10-01 false Accreditation organizations. 423.168 Section 423... Quality Improvement Requirements § 423.168 Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization for a given standard under this part if the...

  12. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 42 Public Health 3 2012-10-01 2012-10-01 false Accreditation organizations. 422.157 Section 422... Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization with... organizations, it applies and enforces standards that are at least as stringent as Medicare requirements...

  13. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 3 2014-10-01 2014-10-01 false Accreditation organizations. 422.157 Section 422... Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization with... organizations, it applies and enforces standards that are at least as stringent as Medicare requirements...

  14. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 3 2013-10-01 2013-10-01 false Accreditation organizations. 422.157 Section 422... Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization with... organizations, it applies and enforces standards that are at least as stringent as Medicare requirements...

  15. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 3 2011-10-01 2011-10-01 false Accreditation organizations. 423.168 Section 423... Improvement Requirements § 423.168 Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization for a given standard under this part if the organization meets...

  16. 42 CFR 422.157 - Accreditation organizations.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 42 Public Health 3 2011-10-01 2011-10-01 false Accreditation organizations. 422.157 Section 422... organizations. (a) Conditions for approval. CMS may approve an accreditation organization with respect to a given standard under this part if it meets the following conditions: (1) In accrediting MA...

  17. 42 CFR 423.168 - Accreditation organizations.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 3 2013-10-01 2013-10-01 false Accreditation organizations. 423.168 Section 423... Quality Improvement Requirements § 423.168 Accreditation organizations. (a) Conditions for approval. CMS may approve an accreditation organization for a given standard under this part if the...

  18. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 7 2012-07-01 2012-07-01 false Laboratory accreditation. 60.535 Section 60.535 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by...

  19. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 7 2014-07-01 2014-07-01 false Laboratory accreditation. 60.535 Section 60.535 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by...

  20. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 7 2013-07-01 2013-07-01 false Laboratory accreditation. 60.535 Section 60.535 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by...

  1. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 6 2010-07-01 2010-07-01 false Laboratory accreditation. 60.535 Section 60.535 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by...

  2. 40 CFR 60.535 - Laboratory accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 6 2011-07-01 2011-07-01 false Laboratory accreditation. 60.535 Section 60.535 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS... Wood Heaters § 60.535 Laboratory accreditation. (a)(1) A laboratory may apply for accreditation by...

  3. Professional Accreditation for International Continuing Education.

    ERIC Educational Resources Information Center

    Edelson, Paul Jay

    It is reasonable to argue that the members of a profession are the only ones who can directly address issues of accreditation. In the context of accreditation for international continuing education, it may be argued that professional organizations in continuing education cannot function as accrediting bodies except in the sense that they determine…

  4. Trivializing Teacher Education: The Accreditation Squeeze

    ERIC Educational Resources Information Center

    Johnson, Dale D.; Johnson, Bonnie; Farenga, Stephen J.; Ness, Daniel

    2005-01-01

    This book presents a critical analysis of the National Council for Accreditation of Teacher Education (NCATE). This accreditation organization has been in existence for 50 years and claims to accredit approximately 700 teacher education programs that prepare two-thirds of the nation's teachers. There is no convincing research, however, that…

  5. Accreditation for Armed Forces Educational Institutions.

    ERIC Educational Resources Information Center

    Tarquine, Robert Blaine

    The report established the need for educational accreditation and consolidates the various means of achieving accreditation that are available to the Armed Forces, into one accessible reference. The scope of each accrediting method is presented in detail, allowing educational officials to evaluate the methods in respect to their individual…

  6. Prior Knowledge Influence on Self-Explanation Effectiveness when Solving Problems: An Exploratory Study in Science Learning

    ERIC Educational Resources Information Center

    Ionas, Ioan Gelu; Cernusca, Dan; Collier, Harvest L.

    2012-01-01

    This exploratory study presents the outcomes of using self-explanation to improve learners' performance in solving basic chemistry problems. The results of the randomized experiment show the existence of a moderation effect between prior knowledge and the level of support self-explanation provides to learners, suggestive of a synergistic effect…

  7. Double dissociation between the contributions of the septal and temporal hippocampus to spatial learning: the role of prior experience.

    PubMed

    de Hoz, Livia; Martin, Stephen J

    2014-08-01

    The mammalian hippocampus is anatomically heterogeneous along its longitudinal axis, and there is evidence that distinct functions are executed by different septotemporal subregions. The best documented example is the dependency of spatial learning on the septal, but not the temporal, hippocampus. Here, we carried out a watermaze memory task in rats with partial lesions of the septal or temporal hippocampus made either before or after training. We then studied memory retention, reversal, and new spatial learning in a novel environment. This resulted in the surprising finding that spatial learning in a new environment is dependent on the temporal hippocampus in rats with preoperative experience of a different pool. Rats with septal hippocampal lesions made after learning not only retained the focused search strategy that was acquired during preoperative training, but were also capable of rapid spatial learning in a second pool. This demonstrates that once spatial information has been acquired in one context, related new learning in a different context can be mediated by the temporal hippocampus, a result that challenges the widely held view that spatial memory is an exclusive function of the septal hippocampus.

  8. The Influence of Prior Learning Experience on Pollinator Choice: An Experiment Using Bumblebees on Two Wild Floral Types of Antirrhinum majus

    PubMed Central

    Jaworski, Coline C.; Andalo, Christophe; Raynaud, Christine; Simon, Valérie; Thébaud, Christophe; Chave, Jérôme

    2015-01-01

    Understanding how pollinator behavior may influence pollen transmission across floral types is a major challenge, as pollinator decision depends on a complex range of environmental cues and prior experience. Here we report an experiment using the plant Antirrhinum majus and the bumblebee Bombus terrestris to investigate how prior learning experience may affect pollinator preferences between floral types when these are presented together. We trained naive bumblebees to forage freely on flowering individuals of either A. majus pseudomajus (magenta flowers) or A. majus striatum (yellow flowers) in a flight cage. We then used a Y-maze device to expose trained bumblebees to a dual choice between the floral types. We tested the influence of training on their choice, depending on the type of plant signals available (visual signals, olfactory signals, or both). Bumblebees had no innate preference for either subspecies. Bumblebees trained on the yellow-flowered subspecies later preferred the yellow type, even when only visual or only olfactory signals were available, and their preference was not reinforced when both signal types were available. In contrast, bumblebees trained on the magenta-flowered subspecies showed no further preference between floral types and took slightly more time to make their choice. Since pollinator constancy has been observed in wild populations of A. majus with mixed floral types, we suggest that such constancy likely relies on short-term memory rather than acquired preference through long-term memory induced by prior learning. PMID:26263186

  9. Accreditation for Indoor Climbing Facilities.

    ERIC Educational Resources Information Center

    Mayfield, Peter

    To ensure that the rapidly growing climbing gym industry maintains the excellent safety record established so far, the Climbing Gym Association (CGA) has developed the Peer Review and Accreditation Program, a process of review between qualified and experienced CGA reviewers and a climbing facility operator to assess the facility's risk management…

  10. Handbook on Standards & Accreditation. Revised.

    ERIC Educational Resources Information Center

    Wolff, Warren; And Others

    This handbook is intended for use as a guide for computer-based systems of career information engaged in self-study and for consultant-evaluators conducting onsite evaluations. It also provides accreditation information for governmental or private organizations which may support these systems and for the public. Section 1 describes the purposes of…

  11. Accreditation and the Public Interest.

    ERIC Educational Resources Information Center

    Selden, William K.

    Accountability has become an integral part of the accreditation process in higher education. The function has traditionally been performed by private agencies with the purpose of establishing common standards among colleges and universities. The function has recently expanded to include a concern for the welfare of society, and this has increased…

  12. Accreditation - ISO/IEC 17025

    NASA Astrophysics Data System (ADS)

    Kaus, Rüdiger

    This chapter gives the background on the accreditation of testing and calibration laboratories according to ISO/IEC 17025 and sets out the requirements of this international standard. ISO 15189 describes similar requirements especially tailored for medical laboratories. Because of these similarities ISO 15189 is not separately mentioned throughout this lecture.

  13. Accreditation of Industrial Engineering Programs.

    ERIC Educational Resources Information Center

    Brooks, George H.

    The guidelines used in the accreditation of industrial engineering programs are discussed. Changes that have taken place in engineering curriculum are described, along with the philosophy of educators in formulating industrial engineering program requirements in the areas of faculty, facilities, curriculum, administration, and scholastic work.…

  14. Place learning prior to and after telencephalon ablation in bamboo and coral cat sharks (Chiloscyllium griseum and Atelomycterus marmoratus).

    PubMed

    Fuss, Theodora; Bleckmann, Horst; Schluessel, Vera

    2014-01-01

    This study assessed complex spatial learning and memory in two species of shark, the grey bamboo shark (Chiloscyllium griseum) and the coral cat shark (Atelomycterus marmoratus). It was hypothesized that sharks can learn and apply an allocentric orientation strategy. Eight out of ten sharks successfully completed the initial training phase (by locating a fixed goal position in a diamond maze from two possible start points) within 14.9 ± 7.6 sessions and proceeded to seven sets of transfer tests, in which sharks had to perform under altered environmental conditions. Transfer tests revealed that sharks had oriented and solved the tasks visually, using all of the provided environmental cues. Unintentional cueing did not occur. Results correspond to earlier studies on spatial memory and cognitive mapping in other vertebrates. Future experiments should investigate whether sharks possess a cognitive spatial mapping system as has already been found in several teleosts and stingrays. Following the completion of transfer tests, sharks were subjected to ablation of most of the pallium, which compromised their previously acquired place learning abilities. These results indicate that the telencephalon plays a crucial role in the processing of information on place learning and allocentric orientation strategies.

  15. Learning Using Dynamic and Static Visualizations: Students' Comprehension, Prior Knowledge and Conceptual Status of a Biotechnological Method

    ERIC Educational Resources Information Center

    Yarden, Hagit; Yarden, Anat

    2010-01-01

    The importance of biotechnology education at the high-school level has been recognized in a number of international curriculum frameworks around the world. One of the most problematic issues in learning biotechnology has been found to be the biotechnological methods involved. Here, we examine the unique contribution of an animation of the…

  16. Creating a Learning Continuum: A Critical Look at the Intersection of Prior Knowledge, Outdoor Education, and Next Generation Science Standards Disciplinary Core Ideas and Practices

    NASA Astrophysics Data System (ADS)

    Schlobohm, Trisha Leigh

    Outdoor School is a cherished educational tradition in the Portland, OR region. This program's success is attributed to its presumed ability to positively impact affective and cognitive student outcomes. Residential programs such as Outdoor School are considered to be an important supplement to the classroom model of learning because they offer an authentic, contextually rich learning environment. References to relevant literature support the idea that student gains in affective and cognitive domains occur as a result of the multi-sensory, enjoyable, hands-on nature of outdoor learning. The sample population for this study was 115 sixth graders from a demographically diverse Portland, OR school district. This study used an instrument developed by the Common Measures System that was administered to students as part of Outdoor School's professional and program development project. The affective student outcome data measured by the Common Measures instrument was complemented by a formative assessment probe ascertaining prior knowledge of the definition of plants and field notes detailing Field Study instructor lesson content. This first part of this study examined the changes that take place in students' attitudes toward science as a result of attending Outdoor School. The second part took a look at how Outdoor School instruction in the Plants field study aligned with NGSS MS-LS Disciplinary Core Ideas and Practices. The third section of the study compared how Outdoor School instruction in the Plants Field Study and students' prior knowledge of what defines a plant aligned with NGSS MS-LS DCIs. The intent of the research was to arrive at a more nuanced understanding of how students' attitudes toward science are influenced by participating in an outdoor education program and contribute to the development of a continuum between classroom and outdoor school learning using Next Generation Science Standards Disciplinary Core Ideas and Practices as a framework. Results of

  17. The link between quality and accreditation of residency programs: the surveyors' perceptions.

    PubMed

    Dos Santos, Renato Antunes; Snell, Linda; Tenorio Nunes, Maria do Patrocinio

    2017-01-01

    Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program evaluation and accreditation from the perspective of the surveyors. As peers they both conduct and receive accreditation surveys, which puts them in a privileged position in that it provides the surveyor with an opportunity to share experiences and knowledge and apply what is learned in their own context. The objective of this study is to obtain the perceptions of these surveyors about the impact of an accreditation system on residency programs. Surveyors participated in semi-structured interviews. A thematic analysis was performed on the interview data, and resulting topics were grouped into five themes: Burden (of documentation and of time needed); Efficiency and efficacy of the accreditation process; Training and experience of surveyors; Being a peer; Professional skills and recognition of surveyors. These categories were organized into two major themes: 'Structure and Process' and 'Human Resources'. The study participants proposed ways to improve efficiency including diminish the burden of documentation to the physicians involved in the process and to increase efforts on training programs and payment for surveyors and program directors. Based on the results we propose a conceptual framework to improve accreditation systems.

  18. Comparison of Different Existing Approaches to Accreditation and Assessment

    NASA Astrophysics Data System (ADS)

    Pennington, W. D.

    2008-12-01

    It has often been suggested in recent years that Geology programs in the USA obtain some sort of accreditation. While this discussion continues, it is worthwhile for administrators of Geology, Earth Science, and Geophysics programs to become familiar with the current practices of ABET-accredited Engineering programs, particularly those in Geological Engineering on the one hand, and with the current practices of AMS-accredited programs in Atmospheric Sciences on the other hand. The ABET and AMS approaches provide end-members for rigor and enforcement, while also covering fields of interest to those involved in Geology, Geophysics, or Earth Science. ABET, Inc. (formerly the Accreditation Board for Engineering and Technology) is a "federation of 29 professional and technical societies" and it is the members of those societies who develop practices and guidelines for the various disciplines under accreditation. In the case of Geological Engineering, the member society responsible is SME (Society for Mining, Metallurgy, and Exploration, Inc.). All Engineering programs accredited by ABET have agreed to a common core of seven criteria that must be met. Some of these criteria require each institution to have established their own educational objectives and the means by which these objectives are regularly reviewed and their success objectively assessed. The curriculum itself is not specified, although some requirements are in place regarding the minimum amount of science, math, and "engineering" coursework required. An important issue, however, is "program outcomes", some of which are in common across all engineering disciplines, while others are established (in the case of Geological Engineering) by SME. The coursework necessary to achieve these outcomes must be in place and taken by all students, and there must be an assessment mechanism in place and regularly executed to evaluate the success of learning (the "outcome"). Most engineers are required by their practice to

  19. The accreditation of nursing education in Australia.

    PubMed

    Ralph, Nicholas; Birks, Melanie; Chapman, Ysanne

    2015-01-01

    This paper aims to explore and discuss the role that ANMAC and the accreditation standards play in pre-registration nursing education nationally. The context of the discussion is situated in the continuum of events that mark the accreditation of nursing education in Australia. The National Registration and Accreditation Scheme has given rise to significant challenges related to the accreditation of nursing programs of education in Australia. Given the importance of accreditation to the quality of nursing education, ANMAC in its appointed role as accrediting authority, must fill the position rather than occupy it. Enhancing transparency and effectiveness is central to ensuring accreditation facilitates quality in nursing education. Given ANMAC's key position, further work is needed in developing a broad base of expertise by fostering scholarly output in the substantive area of nursing accreditation. There is a concerning lack of research centred on the accreditation of programs of nursing education along with the processes associated with it. This problem is not restricted to the Australian context but also extends internationally. In this context, the expertise of accreditors ought to be questioned along with the processes ANMAC use to identify individual capability. As such, the selection of experts needs to be articulated clearly by ANMAC along with the ownership of introducing a research culture into accreditation.

  20. National voluntary laboratory accreditation program: Thermal insulation materials. Handbook

    SciTech Connect

    Knab, L.I.

    1995-05-01

    NIST Handbook 150-15 presents the technical requirements of the National Voluntary Laboratory Accreditation Program (NVLAP) for Thermal Insulation Materials. It is intended for information and use by staff of accredited laboratories, those laboratories seeking accreditation, other laboratory accreditation systems, users of laboratory services, and others needing information on the requirements for accreditation under the Thermal Insulation Materials program.

  1. Understanding Accreditation: The Librarian's Role in Educational Evaluation.

    ERIC Educational Resources Information Center

    Dalrymple, Prudence W.

    2001-01-01

    Describes the practice of accreditation in general and considers the role of accreditation in higher education and its impact on academic libraries. Highlights include a history of accreditation; organization and regulation of the accrediting process; the federal government's role in accreditation; and accountability and academic libraries. (LRW)

  2. [ISO 15189 medical laboratory accreditation].

    PubMed

    Aoyagi, Tsutomu

    2004-10-01

    This International Standard, based upon ISO/IEC 17025 and ISO 9001, provides requirements for competence and quality that are particular to medical laboratories. While this International Standard is intended for use throughout the currently recognized disciplines of medical laboratory services, those working in other services and disciplines will also find it useful and appropriate. In addition, bodies engaged in the recognition of the competence of medical laboratories will be able to use this International Standard as the basis for their activities. The Japan Accreditation Board for Conformity Assessment (AB) and the Japanese Committee for Clinical Laboratory Standards (CCLS) are jointly developing the program of accreditation of medical laboratories. ISO 15189 requirements consist of two parts, one is management requirements and the other is technical requirements. The former includes the requirements of all parts of ISO 9001, moreover it includes the requirement of conformity assessment body, for example, impartiality and independence from any other party. The latter includes the requirements of laboratory competence (e.g. personnel, facility, instrument, and examination methods), moreover it requires that laboratories shall participate proficiency testing(s) and laboratories' examination results shall have traceability of measurements and implement uncertainty of measurement. Implementation of ISO 15189 will result in a significant improvement in medical laboratories management system and their technical competence. The accreditation of medical laboratory will improve medical laboratory service and be useful for patients.

  3. Using the accreditation journey to achieve global impact: UHN's experience at the Kuwait Cancer Control Center.

    PubMed

    Ladha-Waljee, Nafeesa; McAteer, Stephen; Nickerson, Veronica; Khalfan, Adil

    2014-01-01

    On January 1, 2011, Princess Margaret Cancer Centre (PM) - University Health Network (UHN) began a five-year partnership agreement with the Kuwait Ministry of Health's Kuwait Cancer Control Center (KCCC) to enhance cancer care services. Over the course of the partnership, opportunities for improvement were identified by UHN experts in order to accelerate KCCC's development toward subspecialty cancer care. Many of these opportunities involved building a robust infrastructure to support foundational hospital operation processes and procedures. Harnessing UHN's own successes in accreditation, the partnership took advantage of the national accreditation mandate in Kuwait to initiate a quality program and drive clinical improvement at KCCC. This resulted in improved staff engagement, better awareness and alignment of administration with clinical management and a stronger patient safety culture. This article discusses the successes and lessons learned at KCCC that may provide insight to healthcare providers implementing Accreditation Canada International's accreditation framework in other countries and cultures.

  4. Perry Johnson Laboratory Accreditation, Inc. (PJLA)

    DTIC Science & Technology

    2011-03-28

    Perry Johnson Laboratory Accreditation , Inc. (PJLA) 2011 EMDQ Workshop Arlington, VA March 28 – April 1, 2011 Report Documentation Page Form...COVERED 00-00-2011 to 00-00-2011 4. TITLE AND SUBTITLE Perry Johnson Laboratory Accreditation , Inc. (PJLA) 5a. CONTRACT NUMBER 5b. GRANT...ES) Perry Johnson Laboratory Accreditation , Inc. (PJLA),755 West Big Beaver Road Suite 1325,Troy,MI,48084 8. PERFORMING ORGANIZATION REPORT NUMBER

  5. 76 FR 52548 - National Veterinary Accreditation Program; Currently Accredited Veterinarians Performing...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-08-23

    ... Animal and Plant Health Inspection Service 9 CFR Part 161 RIN 0579-AC04 National Veterinary Accreditation... veterinarians who are currently accredited in the National Veterinary Accreditation Program (NVAP) may continue...: Effective Date: August 23, 2011. FOR FURTHER INFORMATION CONTACT: Dr. Todd Behre, National...

  6. Council for Accreditation of Counseling and Related Educational Programs (CACREP) or APA Doctoral Accreditation?

    ERIC Educational Resources Information Center

    Sweeney, Thomas J.

    The Council for the Accreditation of Counseling and Related Educational Programs (CACREP), as a corporate affiliate of the American Association for Counseling and Development, is the accrediting agency for the world's largest association for counseling. CACREP has been in consultation with the Council on Postsecondary Accreditation (COPA) staff…

  7. Engineering Accreditation in China: The Progress and Development of China's Engineering Accreditation

    ERIC Educational Resources Information Center

    Jiaju, Bi

    2009-01-01

    Among engineering degree programs at the bachelor's level in China, civil engineering was the first one accredited in accordance with a professional programmatic accreditation system comparable to that of international practice. Launched in 1994, the accreditation of civil engineering aimed high and toward international standards and featured the…

  8. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 900.6, the certificates of facilities previously accredited by such body shall remain in effect for...

  9. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 900.6, the certificates of facilities previously accredited by such body shall remain in effect for...

  10. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 21 Food and Drugs 8 2012-04-01 2012-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 900.6, the certificates of facilities previously accredited by such body shall remain in effect for...

  11. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 21 Food and Drugs 8 2013-04-01 2013-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 900.6, the certificates of facilities previously accredited by such body shall remain in effect for...

  12. 21 CFR 900.13 - Revocation of accreditation and revocation of accreditation body approval.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Revocation of accreditation and revocation of accreditation body approval. 900.13 Section 900.13 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF... § 900.6, the certificates of facilities previously accredited by such body shall remain in effect for...

  13. Status of ECPD Accreditation of Advanced Professional Programs

    ERIC Educational Resources Information Center

    Nordby, Gene M.

    1972-01-01

    Describes problems associated with accreditation of professional engineering programs and the new accreditation procedures used by the Engineering Education and Accreditation Committee of ECPD (Engineers Council for Professional Development). (PR)

  14. Linking Mission to Learning Activities for Assurance of Learning

    ERIC Educational Resources Information Center

    Yeung, Shirley Mo-ching

    2011-01-01

    Can accreditation-related requirements and mission statements measure learning outcomes? This study focuses on triangulating accreditation-related requirements with mission statements and learning activities to learning outcomes. This topic has not been comprehensively explored in the past. After looking into the requirements of AACSB, ISO, and…

  15. Obtaining accreditation by the pharmacy compounding accreditation board, part 2: developing essential standard operating procedures.

    PubMed

    Cabaleiro, Joe

    2007-01-01

    A key component of qualifying for accreditation with the Pharmacy Compounding Accreditation Board is having a set of comprehensive standard operating procedures that are being used by the pharmacy staff. The three criteria in standard operating procedures for which the Pharmacy Compounding Accreditation Board looks are: (1)written standard operating procedures; (2)standard operating procedures that reflect what the organization actualy does; and (3) whether the written standard operating procedures are implemented. Following specified steps in the preparation of standard operating procedures will result in procedures that meet Pharmacy Compounding Accreditation Board Requirements, thereby placing pharmacies one step closer to qualifying for accreditation.

  16. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation....

  17. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation....

  18. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation....

  19. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation....

  20. 7 CFR 205.507 - Denial of accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ..., Inspections, Marketing Practices), DEPARTMENT OF AGRICULTURE (CONTINUED) ORGANIC FOODS PRODUCTION ACT PROVISIONS NATIONAL ORGANIC PROGRAM Accreditation of Certifying Agents § 205.507 Denial of accreditation....

  1. Accredited Internship and Postdoctoral Programs for Training in Psychology: 2012

    ERIC Educational Resources Information Center

    American Psychologist, 2012

    2012-01-01

    This is the official listing of accredited internship and postdoctoral residency programs in psychology. It reflects all Commission on Accreditation decisions through July 22, 2012. (Contains 15 footnotes.)

  2. Creating the Conditions for Success with Early Learning Standards: Results from a National Study of State-Level Standards for Children's Learning Prior to Kindergarten.

    ERIC Educational Resources Information Center

    Scott-Little, Catherine; Kagan, Sharon Lynn; Frelow, Victoria Stebbins

    2003-01-01

    Historically the field of early care and education has focused on one type of standardsprogram standards to define requirements for important features of the services children receive. Recently another type of standards has come to the forefront of early care and education policy and practiceearly learning standards that define expectations for…

  3. Accreditation: Supporting the Best of Two Worlds.

    ERIC Educational Resources Information Center

    Marsee, Stuart E.

    1978-01-01

    Discusses the pros and cons of specialized accreditation, concluding that, although specialized accreditation agencies are necessary for the protection of public interest, especially in health-related fields and for licensure approval to practice, their proliferation should be controlled through a collective response by community colleges under a…

  4. Administrative Practices of Accredited Adventure Programs.

    ERIC Educational Resources Information Center

    Gass, Michael, Ed.

    In response to the growth and diversification of adventure programming, the Association for Experiential Education developed an accreditation process that addresses both the fluid nature of adventure programming and the need for specificity in standards. This book describes exemplary administrative practices and policies of accredited adventure…

  5. Accreditation Standards Revision: Democratic, Unilateral, or Dictatorial?

    ERIC Educational Resources Information Center

    Kandor, Joseph R.; Bobby, Carol L.

    1991-01-01

    Responds to the questions and concerns raised in the previous article by Engels that relate to the accreditation procedures and standards revision process of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). Notes articles such as Engels' must consider CACREP Board's activities, decision, and interpretations.…

  6. Social Partnership in Accrediting Lithuanian VET Qualifications

    ERIC Educational Resources Information Center

    Tutlys, Vidmantas; Kaminskiene, Lina

    2008-01-01

    This article examines social partnership in accrediting qualifications in Lithuania. It defines the factors influencing social partnership and surveys future development perspectives, referring to the creation and implementation of the national qualifications system in Lithuania. Social partnership in qualifications accreditation is regarded as a…

  7. 45 CFR 800.111 - Accreditation requirement.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 45 Public Welfare 3 2014-10-01 2014-10-01 false Accreditation requirement. 800.111 Section 800.111 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF PERSONNEL MANAGEMENT MULTI-STATE PLAN PROGRAM Multi-State Plan Program Issuer Requirements § 800.111 Accreditation requirement....

  8. 45 CFR 800.111 - Accreditation requirement.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 3 2013-10-01 2013-10-01 false Accreditation requirement. 800.111 Section 800.111 Public Welfare Regulations Relating to Public Welfare (Continued) OFFICE OF PERSONNEL MANAGEMENT MULTI-STATE PLAN PROGRAM Multi-State Plan Program Issuer Requirements § 800.111 Accreditation requirement....

  9. 42 CFR 424.58 - Accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... organization's data management, analysis and reporting system for its surveys and accreditation decisions... furnish CMS with electronic data in ASCII comparable code. (xiv) A resource analysis that demonstrates... accredited suppliers. (6) Provide, on an annual basis, summary data specified by CMS that relate to the...

  10. 42 CFR 424.58 - Accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... organization's data management, analysis and reporting system for its surveys and accreditation decisions... furnish CMS with electronic data in ASCII comparable code. (xiv) A resource analysis that demonstrates... accredited suppliers. (6) Provide, on an annual basis, summary data specified by CMS that relate to the...

  11. 42 CFR 424.58 - Accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... organization's data management, analysis and reporting system for its surveys and accreditation decisions... furnish CMS with electronic data in ASCII comparable code. (xiv) A resource analysis that demonstrates... accredited suppliers. (6) Provide, on an annual basis, summary data specified by CMS that relate to the...

  12. 42 CFR 424.58 - Accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... organization's data management, analysis and reporting system for its surveys and accreditation decisions... furnish CMS with electronic data in ASCII comparable code. (xiv) A resource analysis that demonstrates... accredited suppliers. (6) Provide, on an annual basis, summary data specified by CMS that relate to the...

  13. 42 CFR 424.58 - Accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... organization's data management, analysis and reporting system for its surveys and accreditation decisions... furnish CMS with electronic data in ASCII comparable code. (xiv) A resource analysis that demonstrates... accredited suppliers. (6) Provide, on an annual basis, summary data specified by CMS that relate to the...

  14. Accreditation of Continuing Education in Nursing.

    ERIC Educational Resources Information Center

    American Nurses' Association, Kansas City, MO.

    The American Nursing Association accreditation mechanism for continuing education in nursing is outlined. The mechanism encompasses local, state, regional, and national levels and identifies criteria for accrediting other agencies and associations and for the approval of continuing education offerings and programs. It includes programs in nursing…

  15. [Laboratory accreditation: a long and useful process].

    PubMed

    Mercadier, A

    2013-05-01

    The publication of the 13 th January 2010 order makes the official accreditation necessary for all the laboratories of medical biology in France. This accreditation is delivered by a single official authority: the Cofrac. This accreditation is the acknowledgement of the ability of the laboratory to perform medico-technical acts corresponding to the scope of the accreditation. It must satisfy normative standards (Standard 15189), specific application documents of the Cofrac (SH REF 02), and legislative and regulatory rules in order to guarantee the reliability of the medical biology tests performed and the quality of the offered services in the sole interest of the patients. The accreditation is a long lasting process, which appears in a first step as very constraining. In the long term, it is experienced by the personnel as an acknowledgement of their quality and efficiency.

  16. Progressing towards laboratory accreditation in developing countries.

    PubMed

    Young, D S

    2010-12-01

    Laboratory testing is of great value in the diagnosis and management of diseases. Good quality of results is essential if test results are to be meaningful. Uniformly high standards of laboratory practice are required to ensure that physicians may consistently rely on test results. Accreditation provides a way whereby a laboratory may meet international standards and provide assurance to a hospital's administration, medical and laboratory staff and patients that the laboratory is providing high quality results. In the absence of a national accreditation program, laboratories should undertake the low-cost or no cost actions that are elements of all accreditation programs. National societies concerned with the field of laboratory medicine or clinical pathology should work together with the appropriate government agencies to establish aNational Accrediting Body. Institution of an accrediting program will raise the visibility of clinical laboratory testing and ensure enhanced quality of testing for the entire population,

  17. Environmental engineering education: examples of accreditation and quality assurance

    NASA Astrophysics Data System (ADS)

    Caporali, E.; Catelani, M.; Manfrida, G.; Valdiserri, J.

    2013-12-01

    particular, the accreditation models of the multidisciplinary first cycle degree in Civil, Building and Environmental Engineering and the more specific second cycle degree in Environmental Engineering are discussed. The critical issues to assure the quality and the status of environmental engineering graduates, in terms of applying knowledge capacities and technical innovative competences, according to the more engineering focused EUR-ACE skill descriptors as well as with respect to the Dublin descriptors, at local and global scale are also compared. The involvement of the professional working world in the definition of goals in skills, of typical expectations of achievements and abilities is also described. The system for educating engineers in communicating knowledge and understanding, making informed judgments and choices, capacities to lifelong learning is in addition assessed. The promotion of innovative aspects related with the environmental engineering education, and of the role that science and technology could play in environmental engineering education is also taken into consideration.

  18. [Laboratory accreditation and proficiency testing].

    PubMed

    Kuwa, Katsuhiko

    2003-05-01

    ISO/TC 212 covering clinical laboratory testing and in vitro diagnostic test systems will issue the international standard for medical laboratory quality and competence requirements, ISO 15189. This standard is based on the ISO/IEC 17025, general requirements for competence of testing and calibration laboratories and ISO 9001, quality management systems-requirements. Clinical laboratory services are essential to patient care and therefore should be available to meet the needs of all patients and clinical personnel responsible for human health care. If a laboratory seeks accreditation, it should select an accreditation body that operates according to this international standard and in a manner which takes into account the particular requirements of clinical laboratories. Proficiency testing should be available to evaluate the calibration laboratories and reference measurement laboratories in clinical medicine. Reference measurement procedures should be of precise and the analytical principle of measurement applied should ensure reliability. We should be prepared to establish a quality management system and proficiency testing in clinical laboratories.

  19. Council on Accreditation of Nurse Anesthesia Educational Programs adopts standards for the Practice Doctorate and Post-graduate CRNA Fellowships.

    PubMed

    Gombkoto, Rebecca L Madsen; Walker, James R; Horton, Betty J; Martin-Sheridan, Denise; Yablonky, Mary Jean; Gerbasi, Francis R

    2014-06-01

    The Council on Accreditation of Nurse Anesthesia Educational Programs appointed a Standards Revision Task Force to develop new accreditation standards. After 3 years of research and development (2011-2013) by the task force, the Council approved the first entry-level Practice Doctorate Standards and the first voluntary Post-graduate CRNA Fellowship Standards in January 2014. This defining moment in accreditation history marks a transition in the educational preparation of entry-level nurse anesthetists and provides opportunities for learning in a variety of post-graduate fellowships for Certified Registered Nurse Anesthetists.

  20. Accreditation of occupational health services in Norway

    PubMed Central

    Bjørnstad, O.

    2015-01-01

    Background In 2010, an accreditation system for occupational health services (OHS) in Norway was implemented. Aims To examine OHS experiences of the accreditation system in Norway 4 years after its implementation. Methods A web-based questionnaire was sent to all accredited OHS asking about their experiences with the accreditation system. Responses were compared with a similar survey conducted in 2011. Results The response rate was 76% (173/228). OHS reported that the most common changes they had had to make to achieve accreditation were: improvement of their quality assurance system (53%), a plan for competence development (44%) and increased staffing in occupational hygiene (36%) and occupational medicine (28%). The OHS attributed improved quality in their own OHS (56%) and in OHS in Norway (47%), to the accreditation process. Conclusions The accreditation system was well accepted by OHS, who reported that it had improved the quality of their OHS and of OHS in Norway. The results are similar to the findings of a 2011 survey. PMID:26276757

  1. Medical laboratory accreditation: a Hong Kong perspective.

    PubMed

    Chang, Alexander R

    2002-04-01

    This is an account of the accreditation of the Surgical Pathology, Cytopathology, Autopsy Service, Haematology, Blood Bank, Bone Marrow Transplant and Electronmicroscopy Laboratories of the Department of Anatomical and Cellular Pathology, the Prince of Wales Hospital, Shatin, New Territories, Hong Kong, SAR, China, the first of their category to be accredited in the Special Administrative Region. The Australian-based National Association of Testing Authorities (NATA) used standards formulated by the National Pathology Accreditation Advisory Council (NPAAC) to measure the performance of the laboratory sections and to determine whether the laboratory service was of a sufficient standard to be granted accreditation. Some practices dating back to the colonial period required attention, while eliciting the support of staff at all levels was essential for achieving accreditation. Some cultural factors had to be taken into account when implementing changes. Finally, successful accreditation has provided the impetus for other Hong Kong laboratories to become accredited and this will have a beneficial flow-on effect for the entire region.

  2. 42 CFR 488.8 - Federal review of accreditation organizations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 42 Public Health 5 2014-10-01 2014-10-01 false Federal review of accreditation organizations. 488... General Provisions § 488.8 Federal review of accreditation organizations. (a) Review and approval of national accreditation organization. CMS's review and evaluation of a national accreditation...

  3. 42 CFR 488.8 - Federal review of accreditation organizations.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 42 Public Health 5 2013-10-01 2013-10-01 false Federal review of accreditation organizations. 488... General Provisions § 488.8 Federal review of accreditation organizations. (a) Review and approval of national accreditation organization. CMS's review and evaluation of a national accreditation...

  4. 15 CFR 285.14 - Criteria for accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... INSTITUTE OF STANDARDS AND TECHNOLOGY, DEPARTMENT OF COMMERCE ACCREDITATION AND ASSESSMENT PROGRAMS NATIONAL VOLUNTARY LABORATORY ACCREDITATION PROGRAM § 285.14 Criteria for accreditation. The requirements for laboratories to be recognized by the National Voluntary Laboratory Accreditation Program as competent to...

  5. An Overview of U.S. Accreditation. Revised November 2015

    ERIC Educational Resources Information Center

    Eaton, Judith S.

    2015-01-01

    This publication provides a general description of the key features of U.S. accreditation of higher education and recognition of accrediting organizations. Accreditation in the United States is about quality assurance and quality improvement. It is a process to scrutinize higher education institutions and programs. Accreditation is private…

  6. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 2 2010-01-01 2010-01-01 false Revocation of accreditation. 439.53 Section 439.53 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of...

  7. Laboratory Accreditation Bureau (L-A-B)

    DTIC Science & Technology

    2011-03-28

    2011 EMDQ Workshop • Arlington, VA Laboratory Accreditation Bureau (L-A-B) Recognized by: Report Documentation Page Form ApprovedOMB No. 0704...2011 to 00-00-2011 4. TITLE AND SUBTITLE Laboratory Accreditation Bureau (L-A-B) 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6...AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER 5f. WORK UNIT NUMBER 7. PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) Laboratory Accreditation Bureau

  8. The American Association for Laboratory Accreditation

    DTIC Science & Technology

    2011-03-28

    28 MAR 2011 2. REPORT TYPE 3. DATES COVERED 00-00-2011 to 00-00-2011 4. TITLE AND SUBTITLE The American Association for Laboratory Accreditation 5a...PERFORMING ORGANIZATION NAME(S) AND ADDRESS(ES) American Association for Laboratory Accreditation (A2LA),5301 Buckeystown Pike, Suite 350 ,Frederick,MD...Prescribed by ANSI Std Z39-18 What is A2LA? American Association for Laboratory Accreditation n Established in 1978 n Largest U.S. multi

  9. Prior alcohol consumption does not impair go/no-go discrimination learning, but causes over-responding on go trials, in rats.

    PubMed

    Pickens, Charles L; Fisher, Hayley; Bright, Nicholas; Gallo, Mark; Ray, Madelyn H; Anji, Antje; Kumari, Meena

    2016-10-01

    Prior alcohol use is associated with impaired response inhibition in humans, including in laboratory go/no-go discrimination tasks. In two experiments, we determined whether chronic intermittent access to alcohol would alter go/no-go discrimination learning. Rats received 4-6 weeks of chronic intermittent access to 20% alcohol (alone or accompanied by saline or 1.5g/kg alcohol injections) or water. Rats then began discrimination training 4-5days after the end of the alcohol access. Each lever was available for 40s with one lever intermittently reinforced ("active lever") and the other lever non-reinforced ("inactive lever"). The rats given access to alcohol without concurrent alcohol injections drank ∼10g/kg/24-h on average during the last three weeks of alcohol access. The groups given alcohol injections (Alcohol+Injection groups) exhibited suppressed drinking, but the Alcohol+Injection groups exhibited higher blood alcohol spikes than all other alcohol groups (195 vs. 85-90mg/dl, respectively). We found no evidence for impaired go/no-go discrimination learning in either experiment. However, the alcohol access groups with moderate-to-high average alcohol consumption (>3g/kg/24-h) exhibited over-responding to the active lever compared to the water-only groups. One group given alcohol injections (Alcohol+Injection group) that exhibited very low voluntary drinking (<1g/kg/24-h) did not exhibit the over-responding effect, suggesting that the total 24-h alcohol dose matters more than short-lived blood alcohol spikes. Our findings are in accord with previous research showing that repeated alcohol withdrawal causes over-responding for responses that lead to limited reinforcement. Future work will determine the psychological and neurobiological basis of this behavioral change.

  10. Non Profit and For-Profit Higher Education Accreditation. Council for Higher Education Accreditation. Fact Sheet #7

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    This fact sheet presents data provided to the Council for Higher Education Accreditation (CHEA) by accrediting organizations for accrediting activity during 2010-2011. It includes both Title IV and Non-Title IV institutions. Data are presented in the following categories: (1) Accrediting Organizations; (2) Fourteen Major For-Profit Higher…

  11. Requirements for accreditation by the College of American Pathologists Laboratory Accreditation Program.

    PubMed

    Hamlin, W B

    1999-06-01

    The College of American Pathologists Laboratory Accreditation Program expects a participant laboratory or laboratory section to be able to demonstrate that it is in compliance with the Standards for Laboratory Accreditation. The program expects laboratories to demonstrate that they are continually taking steps to identify and correct deficient areas and improve performance, in compliance with the Clinical Laboratory Improvement Amendments of 1988 regulatory requirements, particularly those pertaining to proficiency testing performance, and participating as inspectors in the accreditation process.

  12. What's an Accrediting Agency Supposed to Do? Institutional Quality and Improvement vs. Regulatory Compliance

    ERIC Educational Resources Information Center

    Sibolski, Elizabeth H.

    2012-01-01

    The higher education community and institutions of higher learning generally approve of a voluntary peer review process for quality assurance. In thinking about accreditation, it is important to keep in mind that U.S. higher education is not monolithic and that the various institutional sectors do not necessarily agree on what the process of peer…

  13. Evaluation and Accreditation of Non-Formal Education in the Philippines. IIEP Occasional Papers No. 53.

    ERIC Educational Resources Information Center

    Valisno, Mona Dumlao

    Described here is the Accreditation and Equivalency Programme (AEP), begun in the Philippines in 1976. Early chapters emphasize that the program was instituted to establish citizens' eligibility to receive academic credit for out-of-school learning and experiences, to encourage dropouts to return to school, and to determine eligibility for…

  14. The Factors and Impacts of Large-Scale Digital Content Accreditations

    ERIC Educational Resources Information Center

    Kuo, Tony C. T.; Chen, Hong-Ren; Hwang, Wu-Yuin; Chen, Nian-Shing

    2015-01-01

    E-learning is an important and widespread contemporary trend in education. Because its success depends on the quality of digital materials, the mechanism by which such materials are accredited has received considerable attention and has influenced the design and implementation of digital courseware. For this reason, this study examined the…

  15. Strengthening Concurrent Enrollment through NACEP Accreditation

    ERIC Educational Resources Information Center

    Scheffel, Kent; McLemore, Yvette; Lowe, Adam

    2015-01-01

    This chapter describes how implementing the National Alliance of Concurrent Enrollment Partnerships' 17 accreditation standards strengthens a concurrent enrollment program, enhances secondary-postsecondary relations, and benefits students, their families, and secondary and postsecondary institutions.

  16. Commission for the Accreditation of Birth Centers

    MedlinePlus

    ... center staff and your chosen family and friends Music therapy Massage or therapeutic touch Sterile water papules ... CABC accredited birth center does not use certain interventions, such as vacuum assisted delivery, medication to speed ...

  17. 15 CFR 280.103 - Laboratory accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... entities, which have affirmed to the Director, NIST, under § 280.102 of this subpart, or by the National Voluntary Laboratory Accreditation Program for fasteners, established by the Director, NIST, under part...

  18. 15 CFR 280.103 - Laboratory accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... entities, which have affirmed to the Director, NIST, under § 280.102 of this subpart, or by the National Voluntary Laboratory Accreditation Program for fasteners, established by the Director, NIST, under part...

  19. 15 CFR 280.103 - Laboratory accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... entities, which have affirmed to the Director, NIST, under § 280.102 of this subpart, or by the National Voluntary Laboratory Accreditation Program for fasteners, established by the Director, NIST, under part...

  20. 15 CFR 280.103 - Laboratory accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... entities, which have affirmed to the Director, NIST, under § 280.102 of this subpart, or by the National Voluntary Laboratory Accreditation Program for fasteners, established by the Director, NIST, under part...

  1. 15 CFR 280.103 - Laboratory accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... entities, which have affirmed to the Director, NIST, under § 280.102 of this subpart, or by the National Voluntary Laboratory Accreditation Program for fasteners, established by the Director, NIST, under part...

  2. A practical guide to achieving AAAASF accreditation.

    PubMed

    Springer, Rachelle

    2002-01-01

    As time goes on, more professional societies and individual states are mandating stricter standards for office surgical facilities to ensure quality of care. As the nurse is often the person who coordinates accreditation efforts within the facility, he or she needs to be "savvy" regarding the implementation and maintenance of these standards. The American Association for Accreditation of Ambulatory Surgery Facilities (AAAASF) criteria are discussed with strategies and rationale for implementation.

  3. Good laboratory practice and laboratory accreditation.

    PubMed

    Lawrence, J; McQuaker, N

    1993-12-01

    Principles of good laboratory practice (GLP) and laboratory accreditation programs, particularly as they pertain to the environmental sector, are reviewed. The multitude of programs is proving costly for many laboratories and there is mounting pressure to develop reciprocity agreements between programs and to consolidate nationally and internationally. Inclusion of GLP and laboratory accreditation requirements in government regulations is resulting in a significantly increased number of laboratories participating in these programs.

  4. Accreditation standards for undergraduate forensic science programs

    NASA Astrophysics Data System (ADS)

    Miller, Marilyn Tebbs

    Undergraduate forensic science programs are experiencing unprecedented growth in numbers of programs offered and, as a result, student enrollments are increasing. Currently, however, these programs are not subject to professional specialized accreditation. This study sought to identify desirable student outcome measures for undergraduate forensic science programs that should be incorporated into such an accreditation process. To determine desirable student outcomes, three types of data were collected and analyzed. All the existing undergraduate forensic science programs in the United States were examined with regard to the input measures of degree requirements and curriculum content, and for the output measures of mission statements and student competencies. Accreditation procedures and guidelines for three other science-based disciplines, computer science, dietetics, and nursing, were examined to provide guidance on accreditation processes for forensic science education programs. Expert opinion on outcomes for program graduates was solicited from the major stakeholders of undergraduate forensic science programs-forensic science educators, crime laboratory directors, and recent graduates. Opinions were gathered by using a structured Internet-based survey; the total response rate was 48%. Examination of the existing undergraduate forensic science programs revealed that these programs do not use outcome measures. Of the accreditation processes for other science-based programs, nursing education provided the best model for forensic science education, due primarily to the balance between the generality and the specificity of the outcome measures. From the analysis of the questionnaire data, preliminary student outcomes, both general and discipline-specific, suitable for use in the accreditation of undergraduate forensic science programs were determined. The preliminary results were reviewed by a panel of experts and, based on their recommendations, the outcomes

  5. Profiles of Elementary-Age English Language Learners with Reading-Related Learning Disabilities (LD) Identified as Speech and Language Impaired Prior to, at, or after Identification as LD

    ERIC Educational Resources Information Center

    McGhee, Belinda Maria Despujols

    2011-01-01

    This study examined the characteristics of 14 English Language Learners classified as having learning disabilities (LD) who were also identified as having speech and language impairments (SI) prior to, at, or after initial identification as LD. Data were collected under the auspices of a longitudinal study, Bilingual Exceptional Students:…

  6. The link between quality and accreditation of residency programs: the surveyors’ perceptions

    PubMed Central

    dos Santos, Renato Antunes; Snell, Linda; Tenorio Nunes, Maria do Patrocinio

    2017-01-01

    ABSTRACT Accreditation of medical residency programs has become globally important. Currently it is moving from the goal of attaining minimal standards to a model of continuous improvement. In some countries, the accreditation system engages peers (physicians) to survey residency programs. The surveyors are sometimes volunteers, usually engaged in multiple clinical and education activities. Few studies have investigated the benefits of residency program evaluation and accreditation from the perspective of the surveyors. As peers they both conduct and receive accreditation surveys, which puts them in a privileged position in that it provides the surveyor with an opportunity to share experiences and knowledge and apply what is learned in their own context. The objective of this study is to obtain the perceptions of these surveyors about the impact of an accreditation system on residency programs. Surveyors participated in semi-structured interviews. A thematic analysis was performed on the interview data, and resulting topics were grouped into five themes: Burden (of documentation and of time needed); Efficiency and efficacy of the accreditation process; Training and experience of surveyors; Being a peer; Professional skills and recognition of surveyors. These categories were organized into two major themes: ‘Structure and Process’ and ‘Human Resources’. The study participants proposed ways to improve efficiency including diminish the burden of documentation to the physicians involved in the process and to increase efforts on training programs and payment for surveyors and program directors. Based on the results we propose a conceptual framework to improve accreditation systems. Abbreviations: PD: Program director PMID:28178919

  7. [Nursing service assessment: identification of process criteria in hospital accreditation programs].

    PubMed

    Cunha, Isabel Cristina Kowal Olm; Feldman, Liliane Bauer

    2005-01-01

    Efforts to ensure quality in healthcare, to elaborate patterns and criteria have been a challenge in Brazil. This study aimed to identify the process of evaluation criteria applied to the nursing services adopted by Accreditation programs, and classify them in administrative, assistential and teaching research attributions. The study was exploratory, descriptive and quantitative. Collected data from 7 companies accredited by the National Accrediting Organization leaded into 8 models, which were divided into A, B and C groups. Seventy-nine criteria were identified; 32 from assistential, 32 administrative and 15 teaching-research processes. The nursing service was evaluated with focus in the C group. A small amount of assistential and learning research in A and B groups, showing that an increase in criteria would be necessary in order to obtain more accurate measuring.

  8. Is the hospital decision to seek accreditation an effective one?

    PubMed

    Grepperud, Sverre

    2015-01-01

    The rapid expansion in the number of accredited hospitals justifies inquiry into the motives of hospitals in seeking accreditation and its social effectiveness. This paper presents a simple decision-theoretic framework where cost reductions and improved quality of care represent the endpoint benefits from accreditation. We argue that hospital accreditation, although acting as a market-signaling device, might be a socially inefficient institution. First, there is at present no convincing evidence for accreditation causing output quality improvements. Second, hospitals could seek accreditation, even though doing so is socially inefficient, because of moral hazard, consumer misperceptions, and nonprofit motivations. Finally, hospitals that seek accreditation need not themselves believe in output quality improvements from accreditation. Consequently, while awaiting additional evidence on accreditation, policy makers and third-party payers should exercise caution in encouraging such programs.

  9. Council for Higher Education Accreditation. Profile of Accreditation--Revised. Fact Sheet #1

    ERIC Educational Resources Information Center

    Council for Higher Education Accreditation, 2012

    2012-01-01

    Accreditation is a process of external quality review used by higher education education to scrutinize colleges, universities, and educational programs for quality assurance and quality improvement. In the United States, accreditation is carried out by private, nonprofit organizations designed for this specific purpose. Institutions and…

  10. International Accreditation as Global Position Taking: An Empirical Exploration of U.S. Accreditation in Mexico

    ERIC Educational Resources Information Center

    Blanco Ramírez, Gerardo

    2015-01-01

    Institutional accreditation in higher education holds universities accountable through external evaluation; at the same time, accreditation constitutes an opportunity for higher education leaders to demonstrate the quality of their institutions. In an increasingly global field of higher education, in which quality practices become diffused across…

  11. IS 2010 and ABET Accreditation: An Analysis of ABET-Accredited Information Systems Programs

    ERIC Educational Resources Information Center

    Saulnier, Bruce; White, Bruce

    2011-01-01

    Many strong forces are converging on information systems academic departments. Among these forces are quality considerations, accreditation, curriculum models, declining/steady student enrollments, and keeping current with respect to emerging technologies and trends. ABET, formerly the Accrediting Board for Engineering and Technology, is at…

  12. Image-Specific Prior Adaptation for Denoising.

    PubMed

    Lu, Xin; Lin, Zhe; Jin, Hailin; Yang, Jianchao; Wang, James Z

    2015-12-01

    Image priors are essential to many image restoration applications, including denoising, deblurring, and inpainting. Existing methods use either priors from the given image (internal) or priors from a separate collection of images (external). We find through statistical analysis that unifying the internal and external patch priors may yield a better patch prior. We propose a novel prior learning algorithm that combines the strength of both internal and external priors. In particular, we first learn a generic Gaussian mixture model from a collection of training images and then adapt the model to the given image by simultaneously adding additional components and refining the component parameters. We apply this image-specific prior to image denoising. The experimental results show that our approach yields better or competitive denoising results in terms of both the peak signal-to-noise ratio and structural similarity.

  13. Proficiency Testing for Achieving Accreditation in Thermometry

    NASA Astrophysics Data System (ADS)

    Bruce, S.; Strouse, G. F.

    2009-02-01

    The establishment of traceability is an essential component of laboratory accreditation for calibration laboratories accredited by the National Voluntary Laboratory Accreditation Program (NVLAP). Traceability requires that an unbroken chain of comparisons to national standards with stated and documented uncertainties be established. The use of proficiency testing is an important tool for validating uncertainty claims contained within a Scope of Accreditation. As such, the National Institute of Standards and Technology (NIST) Thermometry Group conducts proficiency testing for NVLAP-accredited contact thermometry laboratories. These proficiency tests include thermometric fixed points, standard platinum resistance thermometers, industrial platinum resistance thermometers, thermistors, thermocouples, and liquid-in- glass thermometers. The NIST Thermometry Group proficiency tests scale inversely in difficulty as a function of the uncertainties contained within a facility’s Scope of Accreditation. The offered proficiency tests are designed to establish confidence in the participant’s calibration capabilities and uncertainty claims without being an undue burden to the calibration facility. The NIST Thermometry Group proficiency tests involve measurements of NIST-owned artifact(s) at NIST, measurements of the artifact(s) at the participant’s calibration facility, and then a second set of measurements at NIST. On completion of the measurement phase of a proficiency test, a detailed report is generated to give the difference in temperature realization between that of the participant and NIST and the degree of equivalence. As part of the goal to improve the participant’s measurement capabilities, the report also gives suggested solutions to any identified measurement issues that need attention. The role of proficiency testing as part of the process in achieving NVLAP accreditation in thermometry is discussed in the article. Additionally, the descriptions of the NIST

  14. Accreditation of clinical laboratories in the Philippines.

    PubMed

    Maramba, T P

    2002-01-01

    In order to assure the reliability of the results of laboratory services, clinical laboratories are regulated in the Philippines. This started with the passage of the Clinical Laboratory Law in 1965, which required the Licensing of clinical laboratories by the Bureau of Research and Laboratories, Department of Health (BRL, DOH) before they can operate. Standards were set for the various types of laboratory services. In 1988, the minimum standards of laboratory services were formulated for three categories, ie, primary, secondary and tertiary categories. Subsequently, to permit clinical laboratories to offer 'special service', accreditation of clinical laboratories was instituted. In 1968, the Philippine Society of Pathologists (PSP) decided to accredit clinical laboratories for Residency Training Program in Anatomic and Clinical Pathology. The following year after the passage of the Medical Technology Law, the BRL, DOH began accrediting clinical laboratories that trained Medical Technology Interns. A few years later, the BRL, DOH started to accredit clinical laboratories who did Water Analysis. In 1989, after realizing the serious implications of HIV Testing, the DOH mandated the BRL, DOH to set standards for clinical laboratories performing HIV testing. In 1997, upon request of the Philippine Health Insurance Corporation (PhilHealth), the PSP formulated and submitted standards for the accreditation of clinical laboratories, both hospital and free-standing, for reimbursement of fees for laboratory services rendered to patients enrolled in the PhilHealth social insurance program. In 2000, the Philippine Council for Accreditation of Healthcare Organizations (PCAHO) approved the Standards for the accreditation of Hospitals for the provision of quality medical services. Included were the standards for the Department of Pathology.

  15. Strengthening organizational performance through accreditation research-a framework for twelve interrelated studies: the ACCREDIT project study protocol

    PubMed Central

    2011-01-01

    Background Service accreditation is a structured process of recognising and promoting performance and adherence to standards. Typically, accreditation agencies either receive standards from an authorized body or develop new and upgrade existing standards through research and expert views. They then apply standards, criteria and performance indicators, testing their effects, and monitoring compliance with them. The accreditation process has been widely adopted. The international investments in accreditation are considerable. However, reliable evidence of its efficiency or effectiveness in achieving organizational improvements is sparse and the value of accreditation in cost-benefit terms has yet to be demonstrated. Although some evidence suggests that accreditation promotes the improvement and standardization of care, there have been calls to strengthen its research base. In response, the ACCREDIT (Accreditation Collaborative for the Conduct of Research, Evaluation and Designated Investigations through Teamwork) project has been established to evaluate the effectiveness of Australian accreditation in achieving its goals. ACCREDIT is a partnership of key researchers, policymakers and agencies. Findings We present the framework for our studies in accreditation. Four specific aims of the ACCREDIT project, which will direct our findings, are to: (i) evaluate current accreditation processes; (ii) analyse the costs and benefits of accreditation; (iii) improve future accreditation via evidence; and (iv) develop and apply new standards of consumer involvement in accreditation. These will be addressed through 12 interrelated studies designed to examine specific issues identified as a high priority. Novel techniques, a mix of qualitative and quantitative methods, and randomized designs relevant for health-care research have been developed. These methods allow us to circumvent the fragmented and incommensurate findings that can be generated in small-scale, project

  16. Proficiency test in the accreditation system

    SciTech Connect

    Legarda, F.; Herranz, M.; Idoeta, R.

    2008-08-14

    In the accreditation process of a radioactivity measurements laboratory, according to ISO standard 17025, proficiency tests play a fundamental role. These PTs constitute an irreplaceable tool for the validation of measuring methods. In the case of Spain, ENAC, which is the Spanish accreditation national body, requires that the laboratory has to take part in a PT for each one of the accredited measuring methods in the period of time between two reassessments of the accreditation, what happens every 4-5 years. In specific areas of determination procedures, among which radioactive measurements could be included, the number of methods which can be accredited is very large. The purpose of the present work is to establish a classification into families of the different radioactivity measurement procedures, as well as to establish complementary actions that guarantee that carrying out periodically proficiency-tests on any of the included procedures in each family, every measurement procedure include in that family is controlled, complying with the criteria established by ENAC.

  17. Management changes resulting from hospital accreditation 1

    PubMed Central

    de Oliveira, João Lucas Campos; Gabriel, Carmen Silvia; Fertonani, Hosanna Pattrig; Matsuda, Laura Misue

    2017-01-01

    ABSTRACT Objective: to analyze managers and professionals' perceptions on the changes in hospital management deriving from accreditation. Method: descriptive study with qualitative approach. The participants were five hospital quality managers and 91 other professionals from a wide range of professional categories, hierarchical levels and activity areas at four hospitals in the South of Brazil certified at different levels in the Brazilian accreditation system. They answered the question "Tell me about the management of this hospital before and after the Accreditation". The data were recorded, fully transcribed and transported to the software ATLAS.ti, version 7.1 for access and management. Then, thematic content analysis was applied within the reference framework of Avedis Donabedian's Evaluation in Health. Results: one large family was apprehended, called "Management Changes Resulting from the Accreditation: perspectives of managers and professionals" and five codes, related to the management changes in the operational, structural, financial and cost; top hospital management and quality management domains. Conclusion: the management changes in the hospital organizations resulting from the Accreditation were broad, multifaceted and in line with the improvements of the service quality. PMID:28301031

  18. 22 CFR 96.96 - Eligibility requirements for temporary accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... to the satisfaction of the accrediting entity that: (1) It has provided adoption services in fewer... agency unless the agency also demonstrates to the satisfaction of the accrediting entity that it has...

  19. 22 CFR 96.97 - Application procedures for temporary accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... ACCREDITATION OF AGENCIES AND APPROVAL OF PERSONS UNDER THE INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures... transitional application deadline to complete the temporary accreditation process by the deadline for...

  20. 22 CFR 96.97 - Application procedures for temporary accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... ACCREDITATION OF AGENCIES AND APPROVAL OF PERSONS UNDER THE INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures... transitional application deadline to complete the temporary accreditation process by the deadline for...

  1. NATIONAL ENVIRONMENTAL LABORATORY ACCREDITATION CONFERENCE (NELAC): CONSTITUTION, BYLAWS, AND STANDARDS

    EPA Science Inventory

    The principles and operating procedures for the National Environmental Laboratory Accreditation Conference (NELAC) are contained in the NELAC Constitution and Bylaws. The major portion of this document (standards) contains detailed requirements for accrediting environmental labo...

  2. CAP 5: Progress Report on the Center Accreditation Project

    ERIC Educational Resources Information Center

    Young Children, 1983

    1983-01-01

    Discusses the progress of development of a nationwide voluntary accreditation system for early childhood centers and schools, reviewing the accreditation process and providing a draft describing criteria for high quality programs. (BJD)

  3. 76 FR 17367 - National Voluntary Laboratory Accreditation Program; Operating Procedures

    Federal Register 2010, 2011, 2012, 2013, 2014

    2011-03-29

    ... Accreditation Program; Operating Procedures AGENCY: National Institute of Standards and Technology (NIST... National Institute of Standards and Technology (NIST), United States Department of Commerce, requests... Laboratory Accreditation Program (NVLAP). NIST proposes to revise the description of how NVLAP...

  4. Accredited internship and postdoctoral programs for training in psychology: 2016.

    PubMed

    2016-12-01

    Presents an official listing of accredited internship and postdoctoral residency programs for training in psychology. It reflects all Commission on Accreditation decisions through August 16, 2016. (PsycINFO Database Record

  5. Laboratory accreditation in Thailand: a systemic approach.

    PubMed

    Wattanasri, Naiyana; Manoroma, Wannika; Viriyayudhagorn, Somchai

    2010-10-01

    Improvement of quality standards for health care service delivery has been a commitment of the Ministry of Public Health in Thailand for more than 2 decades; however, laboratory quality systems in Thailand did not become a focus until 10 years ago. International accreditation can increase recognition of laboratory quality, but it is difficult to reach for many laboratories, especially those in remote areas. This article describes Thailand's experience in developing a national laboratory standard and establishing a national laboratory accreditation program to guarantee the quality of laboratory services. The Thai laboratory standard derived from multiple international standards, retaining the most important elements yet making the standard applicable to Thailand. The national accreditation program was established as a local alternative for improvement of laboratory quality. The program is affordable, feasible, scalable, sustainable, and effective.

  6. HPS instrument calibration laboratory accreditation program

    SciTech Connect

    Masse, F.X; Eisenhower, E.H.; Swinth, K.L.

    1993-12-31

    The purpose of this paper is to provide an accurate overview of the development and structure of the program established by the Health Physics Society (HPS) for accrediting instrument calibration laboratories relative to their ability to accurately calibrate portable health physics instrumentation. The purpose of the program is to provide radiation protection professionals more meaningful direct and indirect access to the National Institute of Standards and Technology (NIST) national standards, thus introducing a means for improving the uniformity, accuracy, and quality of ionizing radiation field measurements. The process is designed to recognize and document the continuing capability of each accredited laboratory to accurately perform instrument calibration. There is no intent to monitor the laboratory to the extent that each calibration can be guaranteed by the program; this responsibility rests solely with the accredited laboratory.

  7. Voluntary accreditation of cellular therapies: Foundation for the Accreditation of Cellular Therapy (FACT).

    PubMed

    Warkentin, P I

    2003-01-01

    Voluntary accreditation of cells, tissues, and cellular and tissue-based products intended for human transplantation is an important mechanism for improving quality in cellular therapy. The Foundation for the Accreditation of Cellular Therapy (FACT) has developed and implemented programs of voluntary inspection and accreditation for hematopoietic cellular therapy, and for cord blood banking. These programs are based on the standards of the clinical and laboratory professionals of the American Society of Blood and Marrow Transplantation (ASBMT), the International Society for Cellular Therapy (ISCT), and NETCORD. FACT has collaborated with European colleagues in the development of the Joint Accreditation Committee in Europe (jACIE). FACT has published standards documents, a guidance manual, accreditation checklists, and inspection documents; and has trained as inspectors over 300 professionals active in the field. All inspectors have a minimum of 5 years' experience in the area they inspect. Since the incorporation of FACT in 1996, 215 hematopoietic progenitor cell facilities have applied for FACT accreditation. Of these facilities, 113 are fully accredited; the others are in the process of document submission or inspection. Significant opportunities and challenges exist for FACT in the future, including keeping standards and guidance materials current and relevant, recruiting and retaining expert inspectors, and establishing collaborations to develop standards and accreditation systems for new cellular products. The continuing dialogue with the Food and Drug Administration (FDA) is also important to ensure that they are aware of the accomplishments of voluntary accreditation, and keep FACT membership alerted to FDA intentions for the future. Other potential avenues of communication and cooperation with FDA and other regulatory agencies are being investigated and evaluated.

  8. Articulating Knowledge, How Adults Learn and the Role of the Prior Learning Assessment Professional. Proceedings of the National Institute on the Assessment of Experiential Learning (Princeton, New Jersey, June 13-16, 1992).

    ERIC Educational Resources Information Center

    Dagavarian, Debra A., Ed.

    This publication highlights three topics from the 1992 National Institute on the Assessment of Experiential Learning. "Computer Conferencing at the National Institute: The Articulation of Knowledge and Writing Ability in the Assessment of Experiential Learning" (Evelyn F. Spradley) discusses the electronic conference held concurrently with the…

  9. DOE standard: The Department of Energy Laboratory Accreditation Program administration

    SciTech Connect

    1998-12-01

    This technical standard describes the US Department of Energy Laboratory Accreditation Program (DOELAP), organizational responsibilities, and the accreditation process. DOELAP evaluates and accredits personnel dosimetry and radiobioassay programs used for worker monitoring and protection at DOE and DOE contractor sites and facilities as required in Title 10, Code of Federal Regulations, Part 835, Occupational Radiation Protection. The purpose of this technical standard is to establish procedures for administering DOELAP and acquiring accreditation.

  10. Patterns and predictors of local health department accreditation in Missouri

    PubMed Central

    Mayer, Jeffrey; Elliott, Michael; Brownson, Ross C.; Abdulloeva, Safina; Wojciehowski, Kathleen

    2016-01-01

    Context Accreditation of local health departments has been identified as a crucial strategy for strengthening the public health infrastructure. Rural local health departments face many challenges including lower levels of staffing and funding than LHDs serving metropolitan or urban areas; simultaneously their populations experience health disparities related to risky health behaviors, health outcomes, and access to medical care. Through accreditation, rural local health departments can become better equipped to meet the needs of their communities. Objective To better understand the needs of communities by assessing barriers and incentives to state-level accreditation in Missouri from the rural local health department (RHLD) perspective. Design Qualitative analysis of semi-structured key informant interviews with Missouri LHDs serving rural communities. Participants Eleven administrators of RLHDs, seven from accredited and four from unaccredited departments were interviewed. Population size served ranged from 6,400 to 52,000 for accredited RLHDs and 7,200 to 73,000 for unaccredited RLHDs. Results Unaccredited RLHDs identified more barriers to accreditation than accredited RLHDs. Time was a major barrier to seeking accreditation. Unaccredited RLHDs overall did not see accreditation as a priority for their agency and failed to the see value of accreditation. Accredited RLHDs listed significantly more incentives then their unaccredited counterparts. Unaccredited RLHDs identified accountability, becoming more effective and efficient, staff development, and eventual funding as incentives to accreditation. Conclusions There is a need for better documentation of measurable benefits in order for a RLHD to pursue voluntary accreditation. Those who pursue are likely to see benefits after the fact, but those who do not, do not see the immediate and direct benefits of voluntary accreditation. The findings from this study of state-level accreditation in Missouri provides insight

  11. Home infusion accreditation: another quality recognition branding tool.

    PubMed

    Cannally, Sandra C

    2010-01-01

    Accreditation plays a significant role in fostering public confidence in the healthcare organization, enhancing organizational effectiveness, and improving patient care. It also provides the basis on which referral sources and payers can be assured that accredited organizations have complied with a common set of requirements and standards. Accreditation is the only comprehensive measure of a home infusion company's performance. The objective of this article is to provide information to help streamline and simplify the accreditation process and lower implementation times and associated costs.

  12. Directory of Accredited Laboratories, 1991. National Voluntary Laboratory Accreditation Program. Final report

    SciTech Connect

    Trahey, N.M.; White, V.R.; Horlick, J.

    1991-04-01

    The annual Directory provides a listing of laboratories accredited as of March 1, 1991, by the National Institute of Standards and Technology, National Voluntary Laboratory Accreditation Program (NVLAP). The names of approximately 900 laboratories in 15 fields of testing are included. A brief description of the NVLAP program is given, and a summary of laboratory participation is provided. To aid the user, indexes cross reference the laboratories by company name, NVLAP Lab Code Number, field of testing, and geographic location (state or country). A listing of the test methods (scope of accreditation) is provided for each laboratory.

  13. Accreditation of ionizing radiation protection programs

    SciTech Connect

    McDonald, J.C.; Swinth, K.L.; Selby, J.M.

    1991-10-01

    There are over one million workers in the United States who have the potential to be exposed to ionizing radiation. Therefore, it is necessary to determine accurately the quantity of radiation to which they may have been exposed. This quantity if measured by personnel dosimeters that are carried by individuals requiring radiation monitoring. Accreditation of the organizations which evaluate this quantity provides official recognition of the competence of these organizations. Accreditation programs in the field of ionizing radiation protection have been in operation for a number of years, and their experience has demonstrated that such programs can help to improve performance.

  14. Introduction to the Accreditation Standards: Shaping the Dialogue.

    ERIC Educational Resources Information Center

    Accrediting Commission for Community and Junior Colleges, Santa Rosa, CA.

    This document is an accreditation guide for community and junior colleges from the Accrediting Commission for Community and Junior Colleges (ACCJC), which is part of the Western Association of Schools and Colleges. The purpose of the guide is to communicate the general background and content of the accreditation standards. The guide is divided…

  15. 22 CFR 96.111 - Fees charged for temporary accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... not exceed the costs of temporary accreditation and must include the costs of all activities associated with the temporary accreditation cycle (including, but not limited to, costs for completing the temporary accreditation process, complaint review and investigation, routine oversight and enforcement,...

  16. 22 CFR 96.111 - Fees charged for temporary accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... not exceed the costs of temporary accreditation and must include the costs of all activities associated with the temporary accreditation cycle (including, but not limited to, costs for completing the temporary accreditation process, complaint review and investigation, routine oversight and enforcement,...

  17. 22 CFR 96.8 - Fees charged by accrediting entities.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... fees will not exceed the full costs of accreditation or approval under this part (including, but not limited to, costs for completing the accreditation or approval process, complaint review and investigation... approval; (2) Include in each fee for full Convention accreditation or approval the costs of all...

  18. 22 CFR 96.8 - Fees charged by accrediting entities.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... fees will not exceed the full costs of accreditation or approval under this part (including, but not limited to, costs for completing the accreditation or approval process, complaint review and investigation... approval; (2) Include in each fee for full Convention accreditation or approval the costs of all...

  19. 9 CFR 439.51 - Probation of accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 9 Animals and Animal Products 2 2010-01-01 2010-01-01 false Probation of accreditation. 439.51... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.51 Probation of accreditation. Upon a determination by the Administrator, a laboratory will be placed on probation for the following reasons: (a) If...

  20. 9 CFR 439.51 - Probation of accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 9 Animals and Animal Products 2 2011-01-01 2011-01-01 false Probation of accreditation. 439.51... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.51 Probation of accreditation. Upon a determination by the Administrator, a laboratory will be placed on probation for the following reasons: (a) If...

  1. Creating CHEA: Building a New National Organization on Accrediting.

    ERIC Educational Resources Information Center

    Bloland, Harland G.

    1999-01-01

    Describes the process by which the higher education community, working through national higher education association presidents, regional accreditation commission directors, and college/university presidents, created the Council for Higher Education Accreditation (CHEA), a new national organization on accrediting. The process illustrates the…

  2. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 21 Food and Drugs 8 2014-04-01 2014-04-01 false Standards for accreditation bodies. 900.4 Section 900.4 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MAMMOGRAPHY QUALITY STANDARDS ACT MAMMOGRAPHY Accreditation § 900.4 Standards for accreditation bodies....

  3. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 21 Food and Drugs 8 2011-04-01 2011-04-01 false Standards for accreditation bodies. 900.4 Section 900.4 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MAMMOGRAPHY QUALITY STANDARDS ACT MAMMOGRAPHY Accreditation § 900.4 Standards for accreditation bodies....

  4. Seeking Higher-Ed Accountability: Ending Federal Accreditation

    ERIC Educational Resources Information Center

    Neal, Anne D.

    2008-01-01

    When Congress passed the GI Bill, it linked the accreditation process with the distribution of federal funds. As Congress saw it, accreditation would ensure accountability without subjecting institutions to harmful external controls. While accreditation began as a voluntary system, it has now become virtually mandatory. Policymakers and trustees…

  5. Improving Outcome Assessment in Information Technology Program Accreditation

    ERIC Educational Resources Information Center

    Goda, Bryan S.; Reynolds, Charles

    2010-01-01

    As of March 2010, there were fourteen Information Technology programs accredited by the Accreditation Board for Engineering and Technology, known as ABET, Inc (ABET Inc. 2009). ABET Inc. is the only recognized institution for the accreditation of engineering, computing, and technology programs in the U.S. There are currently over 128 U.S. schools…

  6. Specialized Accreditation: An Idea Whose Time Has Come? Or Gone?

    ERIC Educational Resources Information Center

    Dill, William R.

    1998-01-01

    Accreditation of specialized college programs would be improved by increasing communication and specific reform agendas; longer intervals between comprehensive self-studies; improved site-visit and accreditation-decision teams; greater consistency; opportunities to form new accrediting agencies; easing documentation burdens; measuring quality by…

  7. 42 CFR 8.4 - Accreditation body responsibilities.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... substantially met or will be substantially met. (2) Nothing in this part shall prevent accreditation bodies from.... (2) Accreditation bodies shall establish procedures to protect confidential information collected or... requested by SAMHSA within 5 days of receipt of the request. (2) Accreditation bodies shall make a...

  8. Practical Nursing Education: Criteria and Procedures for Accreditation.

    ERIC Educational Resources Information Center

    National Association for Practical Nurse Education and Service, Inc., New York, NY.

    The third in a series of pamphlets on practical nursing education, this document contains information on accreditation standards governing nursing programs. Included are announcements of: (1) available accreditation and consultation services, (2) policies regulating accreditation eligibility, (3) standards of ethics by which nursing programs are…

  9. 9 CFR 77.11 - Modified accredited States or zones.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... TUBERCULOSIS Cattle and Bison § 77.11 Modified accredited States or zones. (a) The following are modified... test requirements contained in the “Uniform Methods and Rules—Bovine Tuberculosis Eradication” (January... reclassified as accreditation preparatory. (d) If tuberculosis is diagnosed within a modified accredited...

  10. 21 CFR 900.4 - Standards for accreditation bodies.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 21 Food and Drugs 8 2010-04-01 2010-04-01 false Standards for accreditation bodies. 900.4 Section 900.4 Food and Drugs FOOD AND DRUG ADMINISTRATION, DEPARTMENT OF HEALTH AND HUMAN SERVICES (CONTINUED) MAMMOGRAPHY QUALITY STANDARDS ACT MAMMOGRAPHY Accreditation § 900.4 Standards for accreditation bodies....

  11. 9 CFR 439.53 - Revocation of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Section 439.53 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.53 Revocation of accreditation. The accreditation of a... deceptively packaged food or upon fraud in connection with transactions in food. (c) Any misdemeanor...

  12. 9 CFR 439.51 - Probation of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Probation of accreditation. 439.51 Section 439.51 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.51 Probation of accreditation. Upon a determination...

  13. 9 CFR 439.5 - Applications for accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 9 Animals and Animal Products 2 2012-01-01 2012-01-01 false Applications for accreditation. 439.5 Section 439.5 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.5 Applications for accreditation. (a) Application...

  14. 9 CFR 439.52 - Suspension of accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... Section 439.52 Animals and Animal Products FOOD SAFETY AND INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE... ACCREDITATION OF NON-FEDERAL CHEMISTRY LABORATORIES § 439.52 Suspension of accreditation. The accreditation of a..., handling, or distributing of unwholesome, misbranded, or deceptively packaged food or upon fraud...

  15. Accredited Higher Institutions, 1929-1930. Bulletin, 1930, No. 19

    ERIC Educational Resources Information Center

    Ratcliffe, Ella B.

    1930-01-01

    The present bulletin on Accredited Higher Institutions contains the lists of universities and colleges, junior colleges, and teacher-training institutions accredited by: (1) the national and regional accrediting associations and by (2) State universities and State departments of education. It also contains lists of the schools of architecture,…

  16. 42 CFR 410.143 - Requirements for approved accreditation organizations.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ...) Notice of any proposed changes in its accreditation standards and requirements or evaluation process. If... enforcement of its standards to a set of quality standards (described in § 410.144) and processes when any of... accreditation process by conducting evaluations of approved entities accredited by the organization...

  17. 42 CFR 410.143 - Requirements for approved accreditation organizations.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ...) Notice of any proposed changes in its accreditation standards and requirements or evaluation process. If... enforcement of its standards to a set of quality standards (described in § 410.144) and processes when any of... accreditation process by conducting evaluations of approved entities accredited by the organization...

  18. Handbook of Accreditation and Policy Manual. 1981 Edition.

    ERIC Educational Resources Information Center

    Western Association of Schools and Colleges, Aptos, CA. Accrediting Commission for Community and Junior Colleges.

    Designed by the Accrediting Commission for Community and Junior Colleges (ACCJC), this handbook outlines the standards, procedures, and policies for the accreditation of community and junior colleges in California, Hawaii, Micronesia, Guam, and American Samoa. Part 1 states the conditions for achieving and maintaining accreditation, focusing on…

  19. On Building a Unified System of Accreditation in Teacher Education

    ERIC Educational Resources Information Center

    Murray, Frank B.

    2005-01-01

    As of September 2003, there are officially two recognized accreditors for teacher education programs in the United States, each with a distinctly different approach to accreditation. The Teacher Education Accreditation Council (TEAC), the more recently developed accreditor, has been criticized for promoting "accreditation shopping,"…

  20. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99... accreditation based on the number of adoption cases it has handled; if the agency has concluded that it can complete the full accreditation process sooner than expected; or for any other reason that the...

  1. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99... accreditation based on the number of adoption cases it has handled; if the agency has concluded that it can complete the full accreditation process sooner than expected; or for any other reason that the...

  2. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99... accreditation based on the number of adoption cases it has handled; if the agency has concluded that it can complete the full accreditation process sooner than expected; or for any other reason that the...

  3. 22 CFR 96.99 - Converting an application for temporary accreditation to an application for full accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures and Standards Relating to Temporary Accreditation § 96.99... accreditation based on the number of adoption cases it has handled; if the agency has concluded that it can complete the full accreditation process sooner than expected; or for any other reason that the...

  4. 22 CFR 96.109 - Effect of the withdrawal of temporary accreditation by the accrediting entity or the Secretary.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 22 Foreign Relations 1 2010-04-01 2010-04-01 false Effect of the withdrawal of temporary accreditation by the accrediting entity or the Secretary. 96.109 Section 96.109 Foreign Relations DEPARTMENT OF STATE LEGAL AND RELATED SERVICES ACCREDITATION OF AGENCIES AND APPROVAL OF PERSONS UNDER THE INTERCOUNTRY ADOPTION ACT OF 2000 (IAA) Procedures...

  5. 22 CFR 96.109 - Effect of the withdrawal of temporary accreditation by the accrediting entity or the Secretary.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... entity, and transfer its Convention adoption cases and adoption records to an accredited agency, approved... cases or adoption records in accordance with the plan or as otherwise agreed by the accrediting entity... responsibility for the cases, and to transfer the records to other accredited agencies or approved persons, or...

  6. Navy Embedded Computer Accreditation Program.

    DTIC Science & Technology

    1980-04-01

    industry and meets certain qualification criteria relating to life-cycle cost, 3 performance, and logistic supportability. This less rigid, optimal...and Projections from Industry After assessing the trends in technology, using the lessons learned from related programs to establish some tentative... RELATED PRtOGRAMS SPARING LOGISTICS TENTATIVE TACCREDITATION EXAMINE CRITERIA: 8 IDEAS LIFE-CYCLE INDUSTRIAL SUBSTANTIATION RESULTS COSDRTOS4

  7. Accreditation Criteria: Policies, Procedures, and Standards

    ERIC Educational Resources Information Center

    Accrediting Council for Independent Colleges and Schools, 2010

    2010-01-01

    The Accrediting Council for Independent Colleges and Schools ("ACICS" or "Council") supports the concept that periodic evaluation entered into voluntarily by institutions and their peers enhances the quality of the educational process and demonstrates that self regulation of a profession is superior to outside regulation. This has been the…

  8. Veterinary Accreditation. A Reference Guide for Practitioners.

    ERIC Educational Resources Information Center

    Animal and Plant Health Inspection Service (USDA), Washington, DC.

    This reference manual was designed as a guide for veterinarians who have been accredited by the U.S. Department of Agriculture (USDA) Animal and Plant Health Inspection Services. The guide provides instructions on the following topics: identifying animals, reportable diseases and conditions, brucellosis, tuberculosis, pseudorabies, miscellaneous…

  9. Accreditation Criteria: Policies, Procedures, and Standards

    ERIC Educational Resources Information Center

    Accrediting Council for Independent Colleges and Schools, 2010

    2010-01-01

    The Accrediting Council for Independent Colleges and Schools (ACICS) supports the concept that periodic evaluation entered into voluntarily by institutions and their peers enhances the quality of the educational process and demonstrates that self regulation of a profession is superior to outside regulation. The federal government, for purposes of…

  10. Accreditation Criteria: Policies, Procedures, and Standards

    ERIC Educational Resources Information Center

    Accrediting Council for Independent Colleges and Schools, 2009

    2009-01-01

    The Accrediting Council for Independent Colleges and Schools (ACICS) supports the concept that periodic evaluation entered into voluntarily by institutions and their peers enhances the quality of the educational process and demonstrates that self regulation of a profession is superior to outside regulation. The federal government, for purposes of…

  11. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 8 2010-01-01 2010-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and Orders; Fruits, Vegetables, Nuts), DEPARTMENT OF AGRICULTURE PISTACHIOS GROWN IN...

  12. 7 CFR 983.1 - Accredited laboratory.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 8 2011-01-01 2011-01-01 false Accredited laboratory. 983.1 Section 983.1 Agriculture Regulations of the Department of Agriculture (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and Orders; Fruits, Vegetables, Nuts), DEPARTMENT OF AGRICULTURE PISTACHIOS GROWN IN...

  13. Accreditation of Allied Medical Education Programs.

    ERIC Educational Resources Information Center

    American Medical Association, Chicago, IL. Council on Medical Education.

    Prepared by the Council on Medical Education of the American Medical Association with the cooperation of collaborating organizations, this document is a collection of guidelines for accredited programs for medical assistants, nuclear medicine technology, orthopedic assistants, radiation therapy technology, and radiologic technologists. The…

  14. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... CMS with electronic data in ASCII comparable code. (13) A resource analysis that demonstrates that the... hazard to the general public. (vii) Provide, on an annual basis, summary data specified by CMS...

  15. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... CMS with electronic data in ASCII comparable code. (13) A resource analysis that demonstrates that the... hazard to the general public. (vii) Provide, on an annual basis, summary data specified by CMS...

  16. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... CMS with electronic data in ASCII comparable code. (13) A resource analysis that demonstrates that the... hazard to the general public. (vii) Provide, on an annual basis, summary data specified by CMS...

  17. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... CMS with electronic data in ASCII comparable code. (13) A resource analysis that demonstrates that the... hazard to the general public. (vii) Provide, on an annual basis, summary data specified by CMS...

  18. 42 CFR 414.68 - Imaging accreditation.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... of the organization's data management and analysis system for its surveys and accreditation decisions... CMS with electronic data in ASCII comparable code. (13) A resource analysis that demonstrates that the... hazard to the general public. (vii) Provide, on an annual basis, summary data specified by CMS...

  19. Accreditation's Benefits for Individuals and Institutions

    ERIC Educational Resources Information Center

    McGuire, Patricia A.

    2009-01-01

    Participation in accreditation processes, on visiting teams as well as through institutional self-study, is an excellent opportunity for individual academics to augment their professional expertise in a range of higher education issues: strategic planning and assessment, resource management and capital investments, curriculum planning and program…

  20. Note-Taking within MetaTutor: Interactions between an Intelligent Tutoring System and Prior Knowledge on Note-Taking and Learning

    ERIC Educational Resources Information Center

    Trevors, Gregory; Duffy, Melissa; Azevedo, Roger

    2014-01-01

    Hypermedia learning environments (HLE) unevenly present new challenges and opportunities to learning processes and outcomes depending on learner characteristics and instructional supports. In this experimental study, we examined how one such HLE--MetaTutor, an intelligent, multi-agent tutoring system designed to scaffold cognitive and…

  1. [Accreditation of clinical laboratories based on ISO standards].

    PubMed

    Kawai, Tadashi

    2004-11-01

    International Organization for Standardization (ISO) have published two international standards (IS) to be used for accreditation of clinical laboratories; ISO/IEC 17025:1999 and ISO 15189:2003. Any laboratory accreditation body must satisfy the requirements stated in ISO/IEC Guide 58. In order to maintain the quality of the laboratory accreditation bodies worldwide, the International Laboratory Accreditation Cooperation (ILAC) has established the mutual recognition arrangement (MRA). In Japan, the International Accreditation Japan (IAJapan) and the Japan Accreditation Board for Conformity Assessment (JAB) are the members of the ILAC/MRA group. In 2003, the Japanese Committee for Clinical Laboratory Standards (JCCLS) and the JAB have established the Development Committee of Clinical Laboratory Accreditation Program (CLAP), in order to establish the CLAP, probably starting in 2005.

  2. Current approaches to veterinary school accreditation in Latin America.

    PubMed

    Zarco, L

    2009-08-01

    This paper describes the development of veterinary school accreditation in Mexico and six South American countries. There is wide variation in the organisation of accreditation systems between countries, with different levels of involvement of national veterinary associations on the definition and/or operation of accreditation processes. There is also variation in the specificity of the standards used to evaluate veterinary education. In addition, the extent of implementation of accreditation mechanisms ranges from a country such as Mexico, where the first accreditation of a veterinary programme occurred more than ten years ago (there are now 15 accredited programmes), to countries such as Peru and Bolivia, which have not yet implemented an accreditation process for veterinary schools.

  3. Universal Priors for Sparse Modeling(PREPRINT)

    DTIC Science & Technology

    2009-08-01

    UNIVERSAL PRIORS FOR SPARSE MODELING By Ignacio Ramı́rez Federico Lecumberry and Guillermo Sapiro IMA Preprint Series # 2276 ( August 2009...8-98) Prescribed by ANSI Std Z39-18 Universal Priors for Sparse Modeling (Invited Paper) Ignacio Ramı́rez#1, Federico Lecumberry ∗2, Guillermo Sapiro...I. Ramirez, F. Lecumberry , and G. Sapiro. Sparse modeling with univer- sal priors and learned incoherent dictionaries. Submitted to NIPS, 2009. [22

  4. Surfing USA: How Internet Use Prior to and during Study Abroad Affects Chinese Students' Stress, Integration, and Cultural Learning While in the United States

    ERIC Educational Resources Information Center

    Mikal, Jude P.; Yang, Junhong; Lewis, Amy

    2015-01-01

    Campuses across the United States continue to welcome a record number of Chinese students coming in pursuit of both academic and cultural goals. Yet, high levels of acculturative stress coupled with difficulties integrating into life abroad jeopardize accomplishing these goals. In this study, we examine Chinese students' Internet use both prior to…

  5. Prior Knowledge Activation: How Different Concept Mapping Tasks Lead to Substantial Differences in Cognitive Processes, Learning Outcomes, and Perceived Self-Efficacy

    ERIC Educational Resources Information Center

    Gurlitt, Johannes; Renkl, Alexander

    2010-01-01

    Two experiments investigated the effects of characteristic features of concept mapping used for prior knowledge activation. Characteristic demands of concept mapping include connecting lines representing the relationships between concepts and labeling these lines, specifying the type of the semantic relationships. In the first experiment,…

  6. The Council on Aviation Accreditation. Part 2; Contemporary Issues

    NASA Technical Reports Server (NTRS)

    Prather, C. Daniel

    2007-01-01

    The Council on Aviation Accreditation (CAA) was established in 1988 in response to the need for formal, specialized accreditation of aviation academic programs, as expressed by institutional members of the University Aviation Association (UAA). The first aviation programs were accredited by the CAA in 1992, and today, the CAA lists 60 accredited programs at 21 institutions nationwide. Although the number of accredited programs has steadily grown, there are currently only 20 percent of UAA member institutions with CAA accredited programs. In an effort to further understand this issue, a case study of the CAA was performed, which resulted in a two-part case study report. Part one addressed the historical foundation of the organization and the current environment in which the CAA functions. Part two focuses on the following questions: (a) what are some of the costs to a program seeking CAA accreditation (b) what are some fo the benefits of being CAA accredited; (c) why do programs seek CAA accreditation; (d) why do programs choose no to seek CAA accreditation; (e) what role is the CAA playing in the international aviation academic community; and (f) what are some possible strategies the CAA may adopt to enhance the benefits of CAA accreditation and increase the number of CAA accredited programs. This second part allows for a more thorough understanding of the contemporary issued faced by the organization, as well as alternative strategies for the CAA to consider in an effort to increase the number of CAA accredited programs and more fully fulfill the role of the CAA in the collegiate aviation community.

  7. Crediting of Prior Experience (Alternatives for Meeting Credit Requirements).

    ERIC Educational Resources Information Center

    Kleppick, Annabelle L.

    Techniques and problems involved with the assessment of prior experiential learning are discussed and the assessment techniques of baccalaureate health administration programs are reviewed. Experiential learning is defined as learning that an individual has attained through experience prior to enrollment in an academic program. Broadening access…

  8. Industrial Hygiene Laboratory accreditation: The JSC experience

    NASA Technical Reports Server (NTRS)

    Fadner, Dawn E.

    1993-01-01

    The American Industrial Hygiene Association (AIHA) is a society of professionals dedicated to the health and safety of workers and community. With more than 10,000 members, the AIHA is the largest international association serving occupational and environmental health professionals practicing industrial hygiene in private industry, academia, government, labor, and independent organizations. In 1973, AIHA developed a National Industrial Hygiene Laboratory Accreditation Program. The purposes of this program are shown.

  9. ANSI-ASQ National Accreditation Board /ACLASS

    DTIC Science & Technology

    2011-03-28

    Accreditation for Management System Certification Bodies that certify to:  ISO 9001 (QMS),  ISO 14001 (EMS),  TS 16949 (US Automotive) etc...Approved for public release; distribution unlimited 13. SUPPLEMENTARY NOTES Presented at the 2011 DoD Environmental Monitoring & Data Quality Workshop...unclassified c. THIS PAGE unclassified Standard Form 298 (Rev. 8-98) Prescribed by ANSI Std Z39-18  Laboratories – ISO /IEC 17025  Inspection

  10. Accreditation and Quality Assurance in Higher Education: Papers on Higher Education Series.

    ERIC Educational Resources Information Center

    Sterian, Paul Enache

    This paper offers a broad look at accreditation and quality assurance in higher education and how these issues are addressed around the world. Section 1 is an overview of accreditation and addresses the aims and objectives of accreditation, standards, accreditation bodies, stages of the accreditation process, the quality of that process, the role…

  11. [Quality and accreditation of emergency departments].

    PubMed

    Belzunegui, Tomás; Busca, P; López-Andújar, L; Tejedor, M

    2010-01-01

    The concept of quality has been linked to the health care world since the remote past and is one of the strategic elements on which the transformation and improvement of modern health systems is based. Study of quality in health care involves different approaches given that it holds different meanings for patients, professionals and managers. In recent years formal systems of quality management have been progressively introduced, such as certification according to the ISO-9000 Norms, the system of accreditation of the Joint Commission on Accreditation of Healthcare Organizations (JCAHO) and the European Model of Excellence (EFQM). Management by processes is another tool directed towards achieving the aims of total quality in the care process and tackling health problems centred on the patient. Quality health care involves evidence based clinical practice; based on current scientific knowledge, following clinical practice guidelines based on evidence, with the least risk for patients and relatives, involving greater efficiency and greater satisfaction for users and health personnel. The accreditation of health care centres and services is, without doubt, the most widely accepted method for guaranteeing quality. It can be defined as the process of external evaluation to which a health organisation is subjected, based on a review of certain accepted criteria and standards, whose fulfillment demonstrates that that centre is developing its functions within parameters of quality that at least approach excellence.

  12. Teaching in a Contextual Vacuum: Lack of Prior Workplace Knowledge as a Barrier to Sensemaking in the Learning and Teaching of Business Courses

    ERIC Educational Resources Information Center

    Harmer, Brian M.

    2009-01-01

    Few students in pursuit of baccalaureate business degrees seem to have spent significant time in organisations of the kind studied and discussed in the courses that typify such degrees. This paper questions the extent to which the students' lack of business exposure is perceived by teachers as a barrier to effective learning and teaching. It…

  13. Can Prior Learning Experience Serve as a Catalyst in the Paradigm Shift from Traditional Teaching Methodology to Outcomes-Based Educational Practice?

    ERIC Educational Resources Information Center

    Nair, P. A. P.

    2003-01-01

    Most developing countries have embarked upon the implementation of new models in the teaching and learning arenas, and South Africa is no exception. Because the economic empowerment of a nation depends on the success of its educational strategies, the introduction and development of outcomes-based education (OBE) at all levels of education in…

  14. A Strategy to Gain Faculty Acceptance of and Participation in the Granting of Credit for Prior, Non-Sponsored Learning at Black Hawk College.

    ERIC Educational Resources Information Center

    Stevens, Mary A.

    A study was conducted at Black Hawk College (Illinois) to examine the purpose and status of the award of academic credit for learning gained through life and employment experiences, by assessment means other than such national testing programs as the College Level Examination Program. Procedures and practices employed in other colleges in the…

  15. New Directions for Higher Education: Q&A with CAEL's Tate on Prior Learning, Competency-Based Ed

    ERIC Educational Resources Information Center

    DiSalvio, Philip

    2014-01-01

    In April 2013, "NEJHE" launched its New Directions for Higher Education series to examine emerging issues, trends and ideas that have an impact on higher education policies, programs and practices. In this installment, DiSalvio interviews Pamela Tate, president and CEO of the Council for Adult and Experiential Learning (CAEL). Topics…

  16. Analyzing the Behavioral Differences between Students of Different Genders, Prior Knowledge and Learning Performance with an Educational MMORPG: A Longitudinal Case Study in an Elementary School

    ERIC Educational Resources Information Center

    Hou, Huei-Tse

    2013-01-01

    Many researchers have studied the effects of game-based learning (GBL) (eg, Annetta, Minogu, Holmes & Cheng, 2009; Kiili, 2007). However, empirical process analyses of long-term applications of GBL in a school setting are much less common. A process analysis of GBL in a school setting allows us to better understand the role of games in…

  17. Investigating the Effectiveness of an Inquiry-Based Intervention on Human Reproduction in Relation to Students' Gender, Prior Knowledge and Motivation for Learning in Biology

    ERIC Educational Resources Information Center

    Hadjichambis, Andreas Ch.; Georgiou, Yiannis; Paraskeva-Hadjichambi, Demetra; Kyza, Eleni A.; Mappouras, Demetrios

    2016-01-01

    Despite the importance of understanding how the human reproductive system works, adolescents worldwide exhibit weak conceptual understanding, which leads to serious risks, such as unwanted pregnancies and sexually transmitted diseases. Studies focusing on the development and evaluation of inquiry-based learning interventions, promoting the…

  18. Glucose Injections into the Dorsal Hippocampus or Dorsolateral Striatum of Rats Prior to T-Maze Training: Modulation of Learning Rates and Strategy Selection

    ERIC Educational Resources Information Center

    Canal, Clinton E.; Stutz, Sonja J.; Gold, Paul E.

    2005-01-01

    The present experiments examined the effects of injecting glucose into the dorsal hippocampus or dorsolateral striatum on learning rates and on strategy selection in rats trained on a T-maze that can be solved by using either a hippocampus-sensitive place or striatum-sensitive response strategy. Percentage strategy selection on a probe trial…

  19. "But I've Been Teaching for 20 Years...": Encouraging Teaching Accreditation for Experienced Staff Working in Higher Education

    ERIC Educational Resources Information Center

    Spowart, Lucy; Turner, Rebecca; Shenton, Deborah; Kneale, Pauline

    2016-01-01

    The status of teaching and learning is an issue those providing and supporting higher education grapple with. The UK Higher Education Academy offers accreditation aligned to the professional standards framework (PSF). The PSF contextualises the role of teaching and supporting learning, and offers a mechanism for individuals' commitment to be…

  20. Prior Knowledge Assessment Guide

    DTIC Science & Technology

    2014-12-01

    Research Product 2015-01 Prior Knowledge Assessment Guide Gary M. Stallings Northrop Grumman Corporation Jean L...Prior Knowledge Assessment Guide 5a. CONTRACT OR GRANT NUMBER W5J9CQ-11-D-0001 5b. PROGRAM ELEMENT NUMBER 633007 6. AUTHOR(S...instructors had a good understanding of what prior knowledge was relevant for their courses. The purpose of the guide documented in this report is