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"Medical modeling and simulation technology is interdisciplinary and combines life and physical sciences, engineering, and medical expertise, and since it is being executed at various levels for various purposes at research and development institutions throughout the world, there exists the foremost challenge of conjoining these independent, yet complementary efforts to exploit their full potential. This is especially true with regard to the virtual human wherein there is the necessity to assimilate both the developed and developing components of the human physiome and diseaseome to advance patient care, medical practice, research and development, and education and training. This book advances personalized patient care using the virtual human and its ability to represent the human physiome (how the body functions) and diseaseome (disruptions to the body's functions). In order to achieve a holistic analysis of the body, this book provides an integrated, interoperable, i.e., complex and dynamic, examination of human biology with physiological and behavioral components of the overall patient experience. The future of healthcare is proving to be an overwhelming challenge globally, and changing practice to provide holistic, personalized care in an expanding (longer-lived and growing population) and demanding (multiple pathologies and needs per individual patient) environment requires optimizing research, technology, and training. Clinicians must exploit new generation capabilities in diagnostic and therapeutic patient care for the burden of patient needs to be met. Medical technology is very near to providing safe and effective personalized patient care through the use of virtual human technology, and via simulation, clinicians receive a virtual patient in real-time and conclude a more timely and precise treatment action. With contributions from international experts, the book presents the state-of-the-art in the development of the virtual human physiome in three areas: anatomical; physiological; and behavioral. This is followed by a discussion of current applications in: practice-personalized care; research; and education. With this two-fold research agenda aimed at assimilating the various resources needed to complete the virtual human, the book extends the integrated, interoperable capabilities to further research and development, augment education and training, and advance patient care"--Provided by publisher

As we enter the twenty-first century, the outcomes, consequences, and results of teacher education have become critical topics in nearly all of the state and national policy debates about teacher preparation and licensure as well as in the development of many of the privately and publicly funded research agendas related to teacher and student learning. In this article, I argue that teacher education reform over the last fifty years has been driven by a series of questions about policy and practice. The question that is currently driving reform and policy in teacher education is what I refer to as "the outcomes question." This question asks how we should conceptualize and define the outcomes of teacher education for teacher learning, professional practice, and student learning, as well as how, by whom, and for what purposes these outcomes should be documented, demonstrated, and/or measured. In this article, I suggest that the outcomes question in teacher education is being conceptualized and constructed in quite different ways depending on the policy, research, and practice contexts in which the question is posed as well as on the political and professional motives of the posers. The article begins with an overview of the policy context, including those reforms and initiatives that have most influenced how outcomes are currently being constructed, debated, and enacted in teacher education. Then I identify and analyze three major "takes" on the outcomes question in teacher education—outcomes as the long-term or general impacts of teacher education, outcomes as teacher candidates' scores on high stakes teacher tests, and outcomes as the professional performances of teacher candidates, particularly their demonstrated ability to influence student learning. For each of these approaches to outcomes, I examine underlying assumptions about teaching and schooling, the evidence and criteria used for evaluation, units of analysis, and consequences for the profession. I point out that how we construct outcomes in teacher education (including how we make the case that some outcomes matter more than others) legitimizes but also undermines particular points of view about the purposes of schooling, the nature of teaching and learning, and the role of teacher education in educational reform. In the second half of the article, I offer critique across the three constructions of outcomes, exploring the possibilities as well as the pitfalls involved in the outcomes debate. In this section, I focus on the tensions between professional consensus and critique, problems with the inputs-outputs metaphor, the need to get social justice onto the outcomes agenda, problems with the characterization of teachers as either saviors or culprits, and the connection of outcomes to educational reform strategies that are either democratic or market-driven.

This article draws on the results from 18 round-table discussions and a symposium that involved community, education, and government stakeholders in building a vision for quality, equitable ESL education. The findings suggest six pillars of effective ESL education: comprehensive programming; responsive funding allocation; cultural competence; networking, collaboration, and coordination; capacity-building and advocacy; and effective leadership. Also examined in this article are the notion of the educational entitlement of ESL learners and the roles of community, education, and government stakeholders in building effective ESL education.

Financial aid to college students has been widely implemented by governments in developed and emerging economies in an attempt to reduce the entry barriers to higher education (HE). Understanding the extent to which these policies enable access to HE is crucial in order to unravel the effectiveness of such investments on promoting human capital accumulation. In this paper, we address this issue by employing a difference-in-differences framework to investigate the impacts of the Prouni, a Brazilian federal program created in 2005 that grants full and partial college scholarships to students from low-income families. We provide causal evidence that, by 2007, the full Prouni scholarship had increased the odds of enrolling in HE by 37%, while the partial Prouni scholarship had increased these odds by 20%; and that every USD 100 million spent by the government with Prouni's tax waivers, generated an approximate 0.5 percentage points increase in the HE enrolment rate of academic age individuals (or, equivalently, every USD 1,000 per student increased this rate in 1.3 percentage points). Also, our findings suggest that the impacts of the grants on access to HE were greater for women and for non-white individuals.

Get an in-depth understanding of tourism education?worldwide!Global Tourism Higher Education: Past, Present, and Future extensively reviews tourism education on a global basis, focusing on the history, development, current status, challenges, and opportunities now present in various regions and countries. Leading international authorities discuss program administration, curriculum offering, faculty qualifications, and student learning in tourism higher education programs, exploring issues both specific to their own region as well as common to other areas around the world. This unique book offe

We study the effect of capital controls on the level of investment in human capital and the resulting growth path of an economy. The economy consists of two groups of agents based on the ownership of factors of production. One type of agents – called workers – own human capital and bequeath education to their offsprings. The other group of agents – called capitalists – own and bequeath physical capital. The workers have the political power to tax capital income. The capitalists, based on the tax rate imposed by the workers and the capital control regime in place, decide to invest part or all of their capital abroad. We characterize the optimal tax behavior of the workers. We find that higher capital controls are beneficial for investment in education whenever there is capital flight in a steady state equilibrium. However, higher capital controls are shown to have no effect on the tax rate on capital income imposed by workers: rather, they act as a disincentive for capital flight by lowering the return from foreign investment. We show that lowering capital controls can lead to higher growth only when there is no capital flight in the steady state. Importantly, to prevent capital flight in the long run, human capital accumulation must not show decreasing returns with respect to education and the economy must be sufficiently developed.

A piano learning network has been formed in China. In this educational context, China has nurtured many talents and contributed to the development of piano education in the country. This article further analyzes and discusses the history and development of piano education in China, and the philosophical approach at the current stage.

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