|
Education
Web
 Career/Technical Education Framework (CA Dept. of Education)
Support Services pathway: Pathway standards Standard Health Sciences and Medical Technology D3.0: Students use principles and tech- niques of resource management to make appropriate decisions. Standard subcomponent Health Sciences and Medical Technology D3.5...
1
0
Support Services pathway: Pathway standards Standard Health Sciences and Medical Technology D3.0: Students use principles and tech- niques of resource management to make appropriate decisions. Standard subcomponent Health Sciences and Medical Technology D3.5: Know the components of a compre- hensive training program for health care, including safety, infection control, handling of hazardous materials, and use of equipment. (Note: the focus for the “unpacking” is on safety as it relates to hazardous biological
330
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=330
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=330
Terminology • Health: <span class="highlight">Biological</span> Structure <span class="highlight">and</span> Function Capstone • Skill-specific Health Informatics • <span class="highlight">Medical</span> Coding • <span class="highlight">Medical</span> Transcription • Insurance Billing Sample <span class="highlight">of</span> appropriate foundation <span class="highlight">and</span> pathway standards for the <span class="highlight">Medical</span> Terminology course in the Health Informatics pathway: Communications 2.1 Reading Comprehension (grades nine <span class="highlight">and</span> ten) 1.1: Identify <span class="highlight">and</span> use the literal <span class="highlight">and</span> figurative meanings <span class="highlight">of</span> words <span class="highlight">and</span> understand word derivations. Communications 2.1 Reading Comprehension (grades nine <span class="highlight">and</span> ten) 1.3
336
0
http://www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=336
www.cde.ca.gov/re/pn/fd/documents/cteframework.pdf#page=336
Support Services pathway: Pathway standards Standard Health Sciences <span class="highlight">and</span> <span class="highlight">Medical</span> Technology D3.0: Students use principles <span class="highlight">and</span> tech- niques <span class="highlight">of</span> resource management to make appropriate decisions. Standard subcomponent Health Sciences <span class="highlight">and</span> <span class="highlight">Medical</span> Technology D3.5: Know the components <span class="highlight">of</span> a compre- hensive training program for health care, including safety, infection control, handling <span class="highlight">of</span> hazardous materials, <span class="highlight">and</span> use <span class="highlight">of</span> equipment. (Note: the focus for the “unpacking” is on safety as it relates to hazardous <span class="highlight">biological</span>
Career/Technical Education Standards (CA Dept. of Education)
205 Health Science and Medical Technology Industry Sector Career Pathways ◆ Biotechnology Research and Development ◆ Diagnostic Services ◆ Health Informatics ◆ Support Services ◆ Therapeutic Services...
1
0
205 Health Science and Medical Technology Industry Sector Career Pathways ◆ Biotechnology Research and Development ◆ Diagnostic Services ◆ Health Informatics ◆ Support Services ◆ Therapeutic Services
213
0
http://www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=213
www.cde.ca.gov/re/pn/fd/documents/careertechstnd.pdf#page=213
205 Health Science <span class="highlight">and</span> <span class="highlight">Medical</span> Technology Industry Sector Career Pathways ◆ Biotechnology <span class="highlight">Research</span> <span class="highlight">and</span> Development ◆ Diagnostic Services ◆ Health Informatics ◆ Support Services ◆ Therapeutic Services
For full Report: South Africa
Accumulation: The Case of South African Apartheid.” Review of Radical Political Economics, 34 (3), pp. 319-326. Heintz, James, and Pollin, Robert (2003) “Informalization, Economic Growth and the Challenge of Creating Viable Labor Standards in Developing...
1
0
Accumulation: The Case of South African Apartheid.” Review of Radical Political Economics, 34 (3), pp. 319-326. Heintz, James, and Pollin, Robert (2003) “Informalization, Economic Growth and the Challenge of Creating Viable Labor Standards in Developing Countries,” Political Economy Research Institute Working Paper Series, #60. Heston, Alan, Summers, Robert and Aten, Bettina (2002) Penn World Table Version 6.1, Center for International Comparisons at the University of Pennsylvania (CICUP), October. Hirsch, Alan (2004
222
0
http://www.undp-povertycentre.org/publications/reports/South%20Africa.pdf#page=222
www.undp-povertycentre.org/publications/reports/South%20Africa.pdf#page=2...
Accumulation: The Case <span class="highlight">of</span> South African Apartheid.” Review <span class="highlight">of</span> Radical Political Economics, 34 (3), pp. 319-326. Heintz, James, <span class="highlight">and</span> Pollin, Robert (2003) “Informalization, Economic Growth <span class="highlight">and</span> the Challenge <span class="highlight">of</span> Creating Viable Labor Standards in Developing Countries,” Political Economy <span class="highlight">Research</span> Institute Working Paper Series, #60. Heston, Alan, Summers, Robert <span class="highlight">and</span> Aten, Bettina (2002) Penn World Table Version 6.1, Center for International Comparisons at the University <span class="highlight">of</span> Pennsylvania (CICUP), October. Hirsch, Alan (2004
Emory University School of Medicine
million patient visits a year. The school's long-term strengths in patient care and research include heart, stroke, cancer, eye, transplants, Parkinson's, and infectious disease; areas targeted for growth include genetics, vaccines, and neurosciences. Early History When...
New Georgia Encyclopedia: Emory University School of Medicine
patient visits a year. The school's long-term strengths in patient care and research include heart, stroke, cancer, eye, transplants, Parkinson's, and infectious disease; areas targeted for growth include genetics, vaccines, and neurosciences. Early History When Atlanta...
Science.qxd
Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Br...
1
0
Biological Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation and the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education and the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown and Company, 1978. Bybee, R. & DeBoer, George E. "Research on Goals for the Science Curriculum," Handbook of Research on
176
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=176
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
<span class="highlight">Biological</span> Literacy, Colorado Springs, 1993. Bourque, M.L., Champagne, A.B., Crissman, S., 1996 Science Performance Standards: Achievement Results for the Nation <span class="highlight">and</span> the States, Washington, D.C., National Assessment Governing Board, 1997. Bruer, J. T., "Education <span class="highlight">and</span> the Brain: A Bridge Too Far," Educational Researcher. Burke, James, Connections, Boston, Toronto, Little, Brown <span class="highlight">and</span> Company, 1978. Bybee, R. & DeBoer, George E. "<span class="highlight">Research</span> on Goals for the Science Curriculum," Handbook <span class="highlight">of</span> <span class="highlight">Research</span> on
177
0
http://www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=177
www.dpi.state.nc.us/docs/curriculum/science/scos/2004/science.pdf#page=17...
Advancing Excellence in Technological Literacy; Student Assessment, Professional Development, <span class="highlight">and</span> Program Standards, Reston, VA, ITEA, 2003 Karplus, R., "Science Teaching <span class="highlight">and</span> the Development <span class="highlight">of</span> Reasoning," <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, John Wiley & Sons, Inc., vol. 14, no.2, p. 169 - 175, 1977. Kyle, William C. Jr. (ed.), <span class="highlight">Journal</span> <span class="highlight">of</span> <span class="highlight">Research</span> in Science Teaching, New York, John Wiley & Sons, Inc., 1996. Lowery, Lawrence F. (ed.), NSTA Pathways To the Science Standards, Elem. School Ed
Microsoft Word - ssstd4.docssstd4.pdf
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the...
1
0
8/9/2005 Page 126 of 298 Kansas, United States, and World History Fourth Grade History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student understands the significance of important individuals and major developments in history. Fourth Grade Knowledge and/or
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016&forcedownload=true#page=19
www.ksde.org/LinkClick.aspx?fileticket=CKTb6yPI6Kg%3d&tabid=1715&mid=8016...
8/9/2005 Page 126 <span class="highlight">of</span> 298 Kansas, United States, <span class="highlight">and</span> World History Fourth Grade History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras, <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student understands the significance <span class="highlight">of</span> important individuals <span class="highlight">and</span> major developments in history. Fourth Grade Knowledge <span class="highlight">and</span>/or
Standard Seven: Diversity and Continuity of living Things 5/9/05
selection, mutation, genetic drift, and genetic modification. 5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. 6. Genetically diverse populatio...
1
0
selection, mutation, genetic drift, and genetic modification. 5. Organisms are classified into a hierarchy of groups and subgroups based on similarities in structure, comparisons in DNA and protein and evolutionary relationships. 6. Genetically diverse populations are more likely to survive changing environments. 7. Biological evolution is the foundation for modern biology and is used to make predictions for medical, environmental, agricultural and other societal purposes.
6
0
http://www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science_Standard7.pdf#page=6
www.doe.k12.de.us/infosuites/staff/ci/content_areas/files/science/science...
selection, mutation, genetic drift, <span class="highlight">and</span> genetic modification. 5. Organisms are classified into a hierarchy <span class="highlight">of</span> groups <span class="highlight">and</span> subgroups based on similarities in structure, comparisons in DNA <span class="highlight">and</span> protein <span class="highlight">and</span> evolutionary relationships. 6. Genetically diverse populations are more likely to survive changing environments. 7. <span class="highlight">Biological</span> evolution is the foundation for modern biology <span class="highlight">and</span> is used to make predictions for <span class="highlight">medical</span>, environmental, agricultural <span class="highlight">and</span> other societal purposes.
null
CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, ...
1
0
CLE 3295.1.6 Respect and understand copyright and patent laws. APA, MLA). #0;93295.1.7 Complete a research plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a journal showing date, accurate observations, collection of data, and other pertinent information. Scientific Research : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying and solving scientific problems. Guiding Question 2 What
3
0
http://www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
www.state.tn.us/education/ci/sci/doc/SCI_3295.pdf#page=3
CLE 3295.1.6 Respect <span class="highlight">and</span> understand copyright <span class="highlight">and</span> patent laws. APA, MLA). #0;93295.1.7 Complete a <span class="highlight">research</span> plan that adheres to appropriate regulatory guidelines. #0;93295.1.8 Create entries in a <span class="highlight">journal</span> showing date, accurate observations, collection <span class="highlight">of</span> data, <span class="highlight">and</span> other pertinent information. Scientific <span class="highlight">Research</span> : Standard 2 - Thinking Critically Conceptual Strand 2 Critical thinking skills are essential for identifying <span class="highlight">and</span> solving scientific problems. Guiding Question 2 What
Microsoft Word - ssstdh.docssstdh.pdf
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and...
1
0
8/9/2005 Page 255 of 298 History High School (United States) History Standard: The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills. Benchmark 1: The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the emergence of
1
0
http://www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=8016&forcedownload=true#page=31
www.ksde.org/LinkClick.aspx?fileticket=iPL%2fqBAzozk%3d&tabid=1715&mid=80...
8/9/2005 Page 255 <span class="highlight">of</span> 298 History High School (United States) History Standard: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> significant individuals, groups, ideas, events, eras <span class="highlight">and</span> developments in the history <span class="highlight">of</span> Kansas, the United States, <span class="highlight">and</span> the world, utilizing essential analytical <span class="highlight">and</span> <span class="highlight">research</span> skills. Benchmark 1: The student uses a working knowledge <span class="highlight">and</span> understanding <span class="highlight">of</span> individuals, groups, ideas, developments, <span class="highlight">and</span> turning points in the era <span class="highlight">of</span> the emergence <span class="highlight">of</span>
|
