Transportation: Fixing BART: A "million-dollar" backup for the automatic train protection system stems from BART's "Blue Ribbon Panel" report

IEEE Spectrum ◽  
1975 ◽  
Vol 12 (2) ◽  
pp. 43-45 ◽  
Author(s):  
Gordon D. Friedlander
Keyword(s):  
Protection System ◽  
Blue Ribbon ◽  
Panel Report ◽  
Blue Ribbon Panel

Integrated Methods Block

2018 ◽  
pp. 414-432
Author(s):  
Kate Popejoy ◽  
Amy J. Good ◽  
Tracy Rock ◽  
Jean Payne Vintinner
Keyword(s):  
Elementary Education ◽  
Teacher Candidates ◽  
University Faculty ◽  
Blue Ribbon ◽  
Education Teacher ◽  
Panel Report ◽  
Urban University ◽  
Integrated Methods ◽  
Blue Ribbon Panel ◽  
The University

At a large, urban university, the clinically based preparation of undergraduate elementary education teacher candidates has been transformed. Following the Blue Ribbon Panel Report (NCATE, 2010), faculty created a more intense, integrated, and rigorous clinical experience for teacher candidates, which required more engagement, monitoring, and collaboration among methods faculty and PDS PK-6 schools, while immersing the candidates in a more realistic setting. This chapter describes how (a) methods curricula were reconfigured to include integrated clinical assignments, (b) opportunities were created for candidates to experience extended time in clinical classrooms, (c) university faculty liaisons were present at each PDS clinical school to provide on-site support, feedback, seminar instruction, accountability, and increased communication between the university and the school, (d) new evaluation instruments were implemented to gather and report teacher candidate knowledge, skills, and dispositions, and (e) technology was utilized, allowing teacher candidates opportunity to present and reflect on experiences.

Integrated Methods Block

2016 ◽  
pp. 1212-1229
Author(s):  
Kate Popejoy ◽  
Amy J. Good ◽  
Tracy C. Rock ◽  
Jean Payne Vintinner
Keyword(s):  
Elementary Education ◽  
Teacher Candidates ◽  
University Faculty ◽  
Blue Ribbon ◽  
Education Teacher ◽  
Panel Report ◽  
Urban University ◽  
Integrated Methods ◽  
Blue Ribbon Panel ◽  
The University

At a large, urban university, the clinically based preparation of undergraduate elementary education teacher candidates has been transformed. Following the Blue Ribbon Panel Report (NCATE, 2010), faculty created a more intense, integrated, and rigorous clinical experience for teacher candidates, which required more engagement, monitoring, and collaboration among methods faculty and PDS PK-6 schools, while immersing the candidates in a more realistic setting. This chapter describes how (a) methods curricula were reconfigured to include integrated clinical assignments, (b) opportunities were created for candidates to experience extended time in clinical classrooms, (c) university faculty liaisons were present at each PDS clinical school to provide on-site support, feedback, seminar instruction, accountability, and increased communication between the university and the school, (d) new evaluation instruments were implemented to gather and report teacher candidate knowledge, skills, and dispositions, and (e) technology was utilized, allowing teacher candidates opportunity to present and reflect on experiences.

Integrated Methods Block

2015 ◽  
pp. 228-244
Author(s):  
Kate Popejoy ◽  
Amy J. Good ◽  
Tracy Rock ◽  
Jean Payne Vintinner
Keyword(s):  
Elementary Education ◽  
Teacher Candidates ◽  
University Faculty ◽  
Blue Ribbon ◽  
Education Teacher ◽  
Panel Report ◽  
Urban University ◽  
Integrated Methods ◽  
Blue Ribbon Panel ◽  
The University

At a large, urban university, the clinically based preparation of undergraduate elementary education teacher candidates has been transformed. Following the Blue Ribbon Panel Report (NCATE, 2010), faculty created a more intense, integrated, and rigorous clinical experience for teacher candidates, which required more engagement, monitoring, and collaboration among methods faculty and PDS PK-6 schools, while immersing the candidates in a more realistic setting. This chapter describes how (a) methods curricula were reconfigured to include integrated clinical assignments, (b) opportunities were created for candidates to experience extended time in clinical classrooms, (c) university faculty liaisons were present at each PDS clinical school to provide on-site support, feedback, seminar instruction, accountability, and increased communication between the university and the school, (d) new evaluation instruments were implemented to gather and report teacher candidate knowledge, skills, and dispositions, and (e) technology was utilized, allowing teacher candidates opportunity to present and reflect on experiences.

scholarly journals Using the March of Dimes "Becoming a Mom" Prenatal Program to Improve Maternal Attitudes and Knowledge

2015 ◽  
Vol 8 (2) ◽  
pp. 50-60
Author(s):  
Amy K Chesser ◽  
Nikki Keene Woods ◽  
Trisha Melhado ◽  
Amanda Steventon
Keyword(s):  
Birth Weight ◽  
Prenatal Care ◽  
Health Outcomes ◽  
Preterm Labor ◽  
Descriptive Statistics ◽  
Prenatal Education ◽  
Community Based ◽  
Blue Ribbon ◽  
March Of Dimes ◽  
Blue Ribbon Panel

BACKGROUND: Premature birth, low birth weight, birth defects, and Sudden Infant Death Syndrome were identified as issues contributing to infant mortality in Kansas by the state’s Blue Ribbon Panel. The March of Dimes Becoming a Mom (BAM) prenatal program was implemented in four counties identified with high infant mortality rates and significant birth numbers (Geary, Saline, Sedgwick, and Shawnee) by the Kansas Blue Ribbon Panel. The purpose of this study was to identify the changes in prenatal attitudes, knowledge, and health outcomes among BAM program participants. METHODS: A collaborative community-based model incorporating multidisciplinary teams was created to address the health disparity gap in birth outcomes. Patients participated in multiple prenatal education sessions using a curriculum developed by the March of Dimes. A pre-/post-test design was implemented for the prenatal sessions. Changes in attitudes were assessed using descriptive statistics. Paired t-tests were used to assess the difference in knowledge questions from pre- and post-tests. Health outcomes were analyzed using descriptive statistics. RESULTS: Participants were 69% White, 87% spoke English, 64% were under age 26, 41% were employed full time, 45% had some high school or had a diploma, 39% had Medicaid, and 49% were enrolled in WIC (N=114). Participants demonstrated a statistically significant increase in knowledge among 14 out of 32 questions including: identifying signs of preterm labor, what to do during preterm labor, postpartum symptoms, and baby sleep position. There were also changes in prenatal attitudes including: need for prenatal care as soon as possible, continuing prenatal care when feeling healthy and not smoking during pregnancy. Relative frequencies were tabulated for week of delivery, infant birth weight, type of delivery, and presence of maternal and infant medical conditions. CONCLUSION: The March of Dimes BAM program participants reported improvements in prenatal knowledge. The BAM program can improve maternal knowledge through a community-based collaborative model of care. The combined prenatal education program with quality prenatal care can result in better maternal and child health outcomes.

Blue-Ribbon Panel Tells How To Avoid "Charitable Crisis"

Science ◽  
1970 ◽  
Vol 168 (3933) ◽  
pp. 808-808
Author(s):  
B. Nelson
Keyword(s):  
Blue Ribbon ◽  
Blue Ribbon Panel

scholarly journals Kennesaw State University

2013 ◽  
Vol 1 (2) ◽  
pp. 83-96 ◽  
Author(s):  
Jennifer Heckert ◽  
Toni Strieker ◽  
Maria Shaheen
Keyword(s):  
Teacher Attrition ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
The United States ◽  
Shared Responsibility ◽  
State University ◽  
Attrition Rates ◽  
Blue Ribbon ◽  
Learn By Doing ◽  
Blue Ribbon Panel

As teacher educators in the United States, our capacity to prepare competent P-12 educators who are ready to meet the challenges of 21st century schooling has been called into question (Darling-Hammond, 2006). Low student achievement and high teacher attrition rates have resulted in a national call to prepare prospective and practicing teachers with the knowledge, skills, and dispositions to collaborate with colleagues and to provide an equitable and quality education for all students, particularly those from diverse backgrounds (Darling-Hammond, 2010). For example, the NCATE Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (2010) recommends the transformation of clinical practice in order to better prepare prospective and practicing teacher with programs that create opportunities: (a) for partnerships with schools to advance shared responsibility for teacher preparation; (b) for prospective teachers to learn by doing; (c) for transforming curriculum, pedagogy, structure and delivery; and (d) to ensure prospective teachers will know how to collaborate with colleagues.

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