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Celebrating year of the nurse and the midwife: time to tell your stories
Drake, Emily E. Korean Society of Women Health Nursing 2020 여성건강간호학회지 Vol.26 No.3
<P>In May 2019 when the World Health Organization declared that 2020 would be “The Year of the Nurse and Midwife” at the 72nd World Health Assembly they could not have known that 2020 would also become the year of the COVID-19, the novel coronavirus pandemic. Historians are asking us to document this pandemic, and nurses can help. This is a call to action for nurses and readers of Korean Journal of Women Health Nursing, now is the time to tell your story.</P>
GENERATING FUNCTIONS FOR PLATEAUS IN MOTZKIN PATHS
Dan Drake,Ryan Gantner 충청수학회 2012 충청수학회지 Vol.25 No.3
A plateau in a Motzkin path is a sequence of three steps: an up step, a horizontal step, then a down step. We ¯nd three di??erent forms for the bivariate generating function for plateaus in Motzkin paths, then generalize to longer plateaus. We conclude by describing a further generalization: a continued fraction form from which one can easily derive new multivariate generating functions for various kinds of path statistics. Several examples of generating functions are given using this technique.
( Susan M. Drake ) 한국통합교육과정학회 2010 통합교육과정연구 Vol.4 No.1
나는 홍콩과 한국을 방문하여 몇 차례 공식적인 발표를 하면서 아시아 두 나라의 교육과정 흐름을 생각해 보았다. 결국, 아시아, 북미 대륙 모두 교육에 대한 책무성과 교육이 삶과 더 관련 있어야 한다는 관련성 패러다임을 주기적으로 반복하고 있다는 것을 결론을 얻게 되었다. 두 패러다임 사이를 오가는 진자의 주기와 속도는 미국, 캐나다, 한국, 홍콩, 각 나라마다 다르지만, 듀이 교육 철학에 기초한 교육과 삶과의 관련성을 추구하다가 국가 수준의 평가를 대동한 책무성 요청을 번갈아 가면서 받고 있었다. 관련성의 패러다임 한국이나 홍콩에서는 통합 혹은 창의성을 지향하는 방향에서 나타나고 있었다. 1학년 각 교과 교육과정을 검토해 보았다. 나는 그 문서가 학생들이 알아야 할 것(know), 해야 할 것(do), 되어야 하는 상태(be)를 읽기가 힘들었다. 통합교육과정에서 학생들이 배워야 할 것에 대한 제시가 모호했다. 한국에서는 교사들이 수많은 내용을 다루어야 하는데 혹은 국가 수준 교육과정을 준수해야하는데 ``통합이 가능한가``라는 질문을 많이 받았다. 이 질문을 방문하는 곳마다 들었다. 내가 할 수 있는 말은 교사는 어떤 식으로든 국가 수준의 교육과정은 준수해야 하는 것이고, 이를 간교과적으로 통합해야 한다는 것이다. This is a paper which is my presentation three time in Korea when I visited January of 2010. The Dae-gu Metropolitan Office of Education was the location of my first presentation on Balancing Accountability and Creativity through Curriculum Integration. My second presentation was to about 70 undergraduate students at the Jin-Ju National University of Education. My last presentation was at the Korea National University of Education. I presented The Past, Present and Future of Curriculum Integration in Ontario, Canada and North America. I was surprised to hear that there had also been a pendulum swings of similar nature over the years in Korea and that John Dewey was also important to educators, although the dates of the swings did not align perfectly with North American swings.
Integrated curriculum as an effective way to teach 21st Century capabilities
( Susan M. Drake ),( Joanne Louise Reid ) 경북대학교 중등교육연구소 2018 Asia Pacific Journal of Educational Research Vol.1 No.1
There is an emerging international consensus on the importance of developing 21st Century capabilities as part of education curricula. Yet, educators are uncertain about the definitions of the capabilities, and how to teach and assess them. This paper offers integrated curriculum as an effective way to resolve some of the challenges associated with developing the C21 capabilities. We present an overarching curriculum framework - the Know-Do-Be. Next, we identify the capabilities as they are described in various jurisdictions. Then we offer a backward design planning process that allows for creative and coherent curriculum design. Models of integrated curriculum are explored followed by research on the effectiveness of integration. Finally, we show how bringing together the competencies and integrated curriculum can create a rich learning situation. The paper concludes with recommendations for facilitating the foregrounding of the 21st Century capabilities through curriculum integration.
Emily D. Drake,Angela S. Seckington,Stephanie G.B. Sullivan,Shannan Behrens 한국한의학연구원 2020 Integrative Medicine Research Vol.9 No.2
Background: The Sensory-Motor Auditory Visual Education (SAVE) Program is an intervention that utilizes an accelerated multisensory integration process to facilitate neuroplasticity. This study aimed to determine if the SAVE Program might benefit individuals with residual symptoms from a prior concussion. Methods: The study consists of two 1-hour sessions per day for 5 consecutive days. Five individuals were recruited and completed a symptom questionnaire, static postural assessment, auditory detection assessment, peripheral vision assessment, and a battery of computerized cognitive tests. Results: Following the treatment program, 5 individuals showed significant (p < 0.05) improvements in various reported symptoms, significant (p < 0.05) improvements in recognizing colors further from the center of a target, and better detection of an auditory stimulus in the right ear. All tested cognitive domains improved, except for episodic memory accuracy and choice reaction time. The most notable improvements were in planning latency (29.94%), planning accuracy (19%), and working memory accuracy (34.30%). The results of the balance assessment were mixed. Conclusion: The results suggested that the SAVE Program may be a beneficial treatment of residual symptoms from a prior concussion. However, the intrinsic caveats of a case series require more rigorous research.