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A guide for Doctor of Pharmacy program assessment
Eric G. Boyce
Assessment activities in higher education are expanding from global institution-wide activities to include specific academic and student service program assessment as a means of improving programs. The assessment movement gained national impetus in the mid 1980s and has continued to expand due to the efforts of assessment experts, institutional and discipline accrediting agencies, professional associations, resource providers, and interested faculty and administrators. The American Association of Colleges of Pharmacy (AACP) has provided leadership and guidance for program assessment and student assessment in pharmacy education through the AACP CAPE Educational Outcomes document,[1] CAPE Handbook on Outcomes Assessment (1995),[2] Background Papers from the Commission to Implement Change in Pharmaceutical Education (1990-1992),[3] and numerous presentations at AACP Annual Meetings and the AACP Institute. The American Council on Pharmaceutical Education (ACPE) has also provided leadership and guidance for program assessment through the ACPE Accreditation Standards and Guidelines.[4-7] Colleges and schools of pharmacy have developed or are developing Pharm.D. program assessment plans and specific assessment methods. A guide and list of resources and examples of assessment plans, methods and tools would be useful to enhance program assessment at colleges and schools of pharmacy.
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Deskbook on the Management of Complex Civil Litigation
California Judicial Council and J. Clark Kelso
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Basic behavioral research and organizational behavior management
Alan Poling, Alyce M. Dickinson, John Austin, and Matthew P. Normand
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The emerging principalship
Linda E. Skrla, D. A. Erlandson, E. Reed, and A. Wilson
This book makes a distinction between the "principal" - the man or woman who occupies the position - and the "principalship", the entire leadership function which, although overseen and coordinated by the principal, also includes activities of assistant principals, teachers, counselors, and others. It explains and applies the 21 domains recommended by the National Policy Board and demonstrates how they relate to the ISLLC standards.
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Learning that lasts: Integrating learning, development and performance in college and beyond
Marcia Mentkowski, Jean Bartels, Lucy Cromwell, Mary Diez, Austin Doherty, Georgine Loacker, Kathleen O'Brien, Judith Reisetter Hart, William H. Rickards, Tim Riordan, Glen Rogers, James Roth, and Stephen Sharkey
Today's colleges and universities face increasing pressure to develop programs and curricula that will teach students how to handle life's unexpected challenges and events. For educators and policymakers, this urgency will only grow as new global trends emerge and social expectations change. This timely book explores what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond.The authors begin by defining "learning that lasts" as the successful integration of learning, development, and performance. Drawing on two decades of longitudinal studies of student learning in the highly acclaimed curriculum at Alverno College and on leading educational theories, Marcia Mentkowski and her associates set forth a theory of deep and durable learning that includes practical strategies for enabling a wide range of students to cultivate integrative and expansive capabilities across a lifetime. They present concrete suggestions on the ways that faculty and academic staff can work together to forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture. They analyze compelling research results, collaborative inquiry by consortia of institutions, and twenty-five years of experience to illuminate what educators and administrators must achieve so that increasingly varied learners can realize their goals and potential.Learning That Lasts intertwines educational theory, practice, and research by demonstrating how learning frameworks can shape curricula, teaching strategy, and assessment. It presents core curriculum principles for practice and it also systematically tests assumptions about student learning, development, and performance. This landmark volume provides a detailed blueprint for understanding and promoting purposeful, responsible contribution to work, personal, and civic life.
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Natural Law and the Cultivation of Legal Rhetoric
Francis J. Mootz III
Natural Law and the Cultivation of Legal Rhetoric in Rediscovering Fuller Essays on Implicit Law and Institutional Design.
This essay appears in a book celebrating Lon Fuller's contributions to jurisprudence. I argue that Fuller's conception of secular natural law, designated as an "internal morality of law," lends welcome assistance to the effort to articulate a new direction in legal philosophy. I defend Fuller's natural-law approach from the common misinterpretations that it is either a hollow echo of the natural law tradition or an essentialist conception of law at odds with the legal-realist world that he helped to create with his doctrinal scholarship. By reading his famous, "The Case of the Speluncean Explorers," in a new light, I contend that Fuller's natural-law approach is best understood as an attempt to outline the social framework in which acquiring legal knowledge – defined not as the technical mastery of doctrine or the rationalistic apprehension of conceptual verities, but rather as a rhetorical-hermeneutical event that is a social achievement – is possible.
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Democratization and the Protection of Human Rights: Challenges and Contradictions
Patricia J. Campbell and Kathleen Mahoney-Norris
Are the global trends toward democratization and neoliberal economic development also providing enhanced protection for human rights? In this edited collection of theoretical essays and case studies, the contributors assess the often glaring contradiction between democratization trends in developing countries in the face of continuing human rights violations.
The volume begins by asking whether we need to rethink our conceptualizations of democracy, human rights, and development, and particularly the causal relationships between these areas. An analysis of the changing nature of the international norms associated with these concepts illustrates some of the inherent contradictions. Next, an assessment of the status of women in the new democracies demonstrates the fallacy of assuming that all citizens progress equally, and underscores the necessity for including gender considerations and needs. Case studies based in Latin America and Africa examine further the relationships between democracy and human rights, with particular emphasis on the issue of consolidation in the future. The contributors conclude that democracy and development will only be sustainable with the active participation of civil society, especially nongovernmental groups. This collection will be important for students, scholars, and policy makers involved with issues of human rights and democratization in developing countries.
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Introduction
Patricia J. Campbell and Kathleen Mahoney-Norris
Are the global trends toward democratization and neoliberal economic development also providing enhanced protection for human rights? In this edited collection of theoretical essays and case studies, the contributors assess the often glaring contradiction between democratization trends in developing countries in the face of continuing human rights violations.
The volume begins by asking whether we need to rethink our conceptualizations of democracy, human rights, and development, and particularly the causal relationships between these areas. An analysis of the changing nature of the international norms associated with these concepts illustrates some of the inherent contradictions. Next, an assessment of the status of women in the new democracies demonstrates the fallacy of assuming that all citizens progress equally, and underscores the necessity for including gender considerations and needs. Case studies based in Latin America and Africa examine further the relationships between democracy and human rights, with particular emphasis on the issue of consolidation in the future. The contributors conclude that democracy and development will only be sustainable with the active participation of civil society, especially nongovernmental groups. This collection will be important for students, scholars, and policy makers involved with issues of human rights and democratization in developing countries.
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Unequal Democracies: The Gender Yardstick
Patricia J. Campbell and Kathleen Mahoney-Norris
Are the global trends toward democratization and neoliberal economic development also providing enhanced protection for human rights? In this edited collection of theoretical essays and case studies, the contributors assess the often glaring contradiction between democratization trends in developing countries in the face of continuing human rights violations.
The volume begins by asking whether we need to rethink our conceptualizations of democracy, human rights, and development, and particularly the causal relationships between these areas. An analysis of the changing nature of the international norms associated with these concepts illustrates some of the inherent contradictions. Next, an assessment of the status of women in the new democracies demonstrates the fallacy of assuming that all citizens progress equally, and underscores the necessity for including gender considerations and needs. Case studies based in Latin America and Africa examine further the relationships between democracy and human rights, with particular emphasis on the issue of consolidation in the future. The contributors conclude that democracy and development will only be sustainable with the active participation of civil society, especially nongovernmental groups. This collection will be important for students, scholars, and policy makers involved with issues of human rights and democratization in developing countries.
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Preventing the Consequences of Human Rights Abuse: The Case of Refugee Women
Patricia J. Campbell and Peter W. Van Arsdale
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Relationship between Volatility and Expected Returns across International Stock Markets
Unro Lee and P. Theodossiou
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Wurzelkanalpräparation mit Profile-Instrumenten
Ove A. Peters, C. Eggert, C. Schrader, and Fred Barbakow
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Zinc in the regulation and therapy of inflammatory diseases and gastrointestinal ulceration. In: Copper and Zinc in Inflammatory and Degenerative Diseases
Kim D. Rainsford and Benjamin David Zeitlin
A selection of books and book chapters written or edited by faculty at the University of the Pacific.
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