scholarly journals OOOO and related journals: an opportunity to guide the dental school curriculum and reinforce the relationship between biomedical science education and dental practice?

2018 ◽  
Vol 125 (6) ◽  
pp. 508-509
Author(s):  
Paul C. Edwards
Keyword(s):  
Science Education ◽  
School Curriculum ◽  
Dental School ◽  
Biomedical Science ◽  
Dental Practice ◽  
The Relationship

scholarly journals THE FATE OF A LEGENDARY PRACTICE

10.28945/3531 ◽  
2016 ◽  
Vol 1 ◽  
pp. 1-18
Author(s):  
Steve Oscher
Keyword(s):  
Patient Population ◽  
Dental School ◽  
Dental Practice ◽  
Business Relationship ◽  
University Of Florida ◽  
Chapel Hill ◽  
New Ideas ◽  
Equity Ownership ◽  
The Relationship ◽  
The Devil

Calvin T. Jones, DMD slammed the door to his office, walked to his desk, and glared at the diplomas on his wall. UNC at Chapel Hill (Magna Cum Laude), University of Florida (Doctor of Dentistry), all those awards for service and achievement. So perfect, and yet he thought.....how could my career have fallen into total chaos? As Calvin reached for his bottle of Tums, he reflected on the events that brought him to this crossroad in his career. In the months prior to his graduation, Calvin had reviewed the American Dental Association’s suggested questions for new dentists interviewing to enter the practice of dentistry: Who is the patient population? What kind of care will I be providing? What is the practice’s experience with employee dentists? Why are they hiring now? How is compensation calculated? How long do dentists typically stay in this position? Is there an opportunity for an equity ownership? It was that last question...the opportunity for a “piece of the pie”, that Calvin allowed himself a wry smile. Dr. Albert S. Waxman was a legend in the Florida dental community. A frequent speaker at UF, Calvin was honored when Dr. Waxman, after a Dental School reception, invited Calvin to visit his office in Tampa. His professors were excited to hear that Al Waxman had taken an interest in one of their top students. Two weeks later, Calvin visited the Hyde Park Family Dentistry Center and was impressed by the facility, the location, the employees, and most importantly, Dr. Waxman. As the meeting ended, Calvin was surprised when Dr. Waxman extended an offer to join his practice after graduation. Everything he had hoped for was falling into place. He accepted Dr. Waxman’s offer the next day. After seven years, Dr. Waxman offered and Calvin accepted, a 50% interest in the practice. As an equal partner, Calvin expected that he would be able to introduce new ideas and opportunities into the dental practice. Yet, with each suggestion there appeared to be more resistance from Dr. Waxman. Employees became divided in their loyalties. The practice administrator Calvin had been responsible for hiring was now viewed as the devil incarnate by Dr. Waxman. What happened? How did things go so wrong? As Calvin returned to the present, his anger started to build, first at himself, then Dr. Waxman, and finally at this mess of a business relationship. A few moments ago, Dr. Waxman informed him that he wanted to dissolve their business relationship. Was there still a way to salvage the relationship? What could Dr. Calvin Jones do?

Presence of management, entrepreneurship, leadership and marketing topics in the dental school curriculum in Brazil

2021 ◽  
Author(s):  
Fábio Luiz Cunha D’Assunção ◽  
Elsbeth Kalenderian ◽  
Davi Clementino Carneiro ◽  
Maria Vitória Fragoso Verçosa ◽  
Jozemar Pereira Santos ◽  
...  
Keyword(s):  
School Curriculum ◽  
Dental School

All Hazards Training: Incorporating a Catastrophe Preparedness Mindset into the Dental School Curriculum and Professional Practice

2007 ◽  
Vol 51 (4) ◽  
pp. 805-818 ◽  
Author(s):  
David L. Glotzer ◽  
E. Dianne Rekow ◽  
Frederick G. More ◽  
Benjamin Godder ◽  
Walter Psoter
Keyword(s):  
Professional Practice ◽  
School Curriculum ◽  
Dental School

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

Philosophy — can't live with it, can't live without it…

Think ◽  
2005 ◽  
Vol 4 (10) ◽  
pp. 35-42
Author(s):  
Marilyn Mason
Keyword(s):  
Religious Education ◽  
School Curriculum ◽  
The Relationship

Marilyn Mason, Education Officer at the British Humanist Association, also joins the debate about the relationship between philosophy and religious education in the school curriculum.

scholarly journals O problema da racionalidade da ciência no século XX e as implicações para um ensino crítico e reflexivo da ciência

2017 ◽  
Vol 15 ◽  
pp. 29
Author(s):  
Letícia Lenzi
Keyword(s):  
Twentieth Century ◽  
Science Education ◽  
Nature Of Science ◽  
Thomas Kuhn ◽  
Science Technology ◽  
Harsh Criticism ◽  
Scientific Judgment ◽  
The Relationship ◽  
New Criteria ◽  
Rationality Of Science

ResumoAo longo do século XX a concepção tradicional de racionalidade da ciência sofreu duras críticas, principalmente após os trabalhos de Thomas Kuhn a respeito dos critérios de evolução das teorias científicas ao longo da história. Assim, filósofos da ciência assumiram a tarefa de redefinir o que se entende por racionalidade da ciência, garantindo novos critérios para salvaguardar a consistência do juízo científico na articulação das ideias e teorias. Neste artigo, evidenciam-se essas questões para se discutir ações que possam promover uma educação científica crítica e reflexiva, contemplando a relação entre Ciência, Tecnologia e Sociedade e uma compreensão mais adequada da natureza da ciência. Palavras-chave: Racionalidade da ciência; Natureza da ciência; Educação científica. AbstractThroughout the twentieth century, the traditional conception of rationality of Science suffered harsh criticism, especially after Thomas Kuhn's work concerning the development criteria of scientific theories throughout history. Thus, philosophers of Science have assumed the task of redefining what is meant by rationality of Science, guaranteeing new criteria to safeguard the consistency of scientific judgment in the articulation of ideas and theories. In this article, these issues are highlighted to discuss actions that can promote critical and reflective scientific education, considering the relationship between Science, Technology and Society and a better understanding of the nature of Science.Keywords: Rationality of Science; Nature of Science; Science education.

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