13 research outputs found
Assessing the Prevalence of Computer Vision Syndrome at an Osteopathic Medical School with an Electronic Content Delivery Model
No full textTo determine the overall prevalence of computer vision syndrome (CVS) among students, faculty, and staff while promoting awareness. CVS is caused by extended screen exposure that can lead to eye discomfort and vision changes which can affect quality of life and educational performance. Our institution is a new Osteopathic medical school that aims to create an innovative approach to medical education delivery via employment of modern technology that is already prevalent. Implementation of pre-recorded lecture materials in the curriculum requires 4-6 additional electronic screen exposure hours. Members of our institution are potentially at increased risk for CVS stemming from the curriculum delivery style and the accelerated use of technology
Awareness of the 20-20-20 Rule Amongst Students, Faculty, and Staff
No full textIn the past several years, medical schools have increased utilization of recorded lectures and electronic devices: computers, smartphones, and tablets. Increased screen exposure hours where students, faculty, and staff may acquire eye strain. Many are not aware of the 20-20-20 rule: for every 20 minutes of screen time, it is recommended to look at something 20 feet away for 20 seconds; a reminder to take frequent breaks to help prevent eye strain. We want to share reports from our institution regarding student, faculty and staff digital device usage and awareness of the 20-20-20 rule
Risk - adjusted rates of return for project appraisal
No full textIncorporating risk assessment into public project appraisal makes sense when project risk is significantly correlated with uncertainty about national income. It is especially important in countries that specialize in particular agricultural or resource sectors. This report presents the following conclusions: (a) risk corrections can be substantial; (b) the intuition that risk is great for further investment in a crop or sector that constitutes a large part of a country's GNP is not invalid, but the effect may be offset by other forces in operation; (c) risk corrections can be negative because of a negative correlation between project return and GNP; (d) risk premia vary greatly across countries and sectors - so recognizing the risk correction needed for each project on its own merits makes more sense than including a common general risk premium in the rate of return required for all lending; (e) risk corrections are small for many sectors and countries - so efforts can be concentrated on the other categories, where the proposed treatment of risk makes a big difference; (f) risk affects investment projects in many different, subtle ways; and (g) resource requirements for this are not great.Environmental Economics&Policies,Health Economics&Finance,Banks&Banking Reform,Statistical&Mathematical Sciences,Crops&Crop Management Systems
Impact of Learning Theory and Learning Style Awareness for Students in a Medical School Curriculum
No full text
How can Indonesia maintain creditworthiness and noninflationary growth ?
No full textDespite external shocks, Indonesia has maintained creditworthiness through swift adjustment. Indonesia's flexible economic management and clear policy signals have lent stability to the economy, in contrast to the stop and go reforms, uncertainty, and constant debt renegotiations in many high debt countries. The authors use an econometrically estimated macroeconomic model to analyze open economy adjustment in Indonesia - particularly the interaction between the exchange rate, the interest rate, growth, and debt - and to analyze future policy changes in light of Indonesia's objectives for growth, external debt, and inflation.Economic Theory&Research,Environmental Economics&Policies,Macroeconomic Management,Economic Stabilization,Banks&Banking Reform
Improving support services for rural schools : a management perspective
No full textManagement is a major weakness of rural school supervision systems. Management systems for rural schools should emphasize regular school visits by trained specialists whose task is to help rural teachers with teaching skills and rural principals with routine administrative tasks. The author points out that World Bank projects provide uncoordinated components, such as transportation and one time training efforts for field staff. The training and visit (T&V) system used in agricultural extension provides a model for managing supervision of rural education. It must be adapted to education by 1) targeting specific rural client groups with similar educational needs and problems, 2) providing services that schools want to receive, 3) strengthening links between teacher training colleges, educational research institutions, and rural classrooms. The author recommends including a T&V system in ongoing and future educational projects, after careful evaluation of the pilot project.Teaching and Learning,Gender and Education,Primary Education,ICT Policy and Strategies,Education Reform and Management
