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Challenging traditional teaching and learning paradigms: online learning and emancipatory teaching.

The thoughts and expectations of faculty leaving the traditional classroom for online teaching are explored. This article discusses teaching strategies and technological advances and how these are affected by changing philosophical viewpoints about nursing and education. Basic issues involving technology and education focus on a variety of issues including the ability of the learner to grow existentially.

Adaptation, Psychological↗
PubMed1990

Learning to learn.

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Administrative Personnel↗
PubMedDate not supplied

From soma to psyche: the crucial connection. Part 2. 'Cross-cultural medicine' decoded: learning about 'us' in the act of learning about 'them'.

UNLABELLED: The scorpion's bite--a culturally inept response to a medical emergency. Margaret Clark's criteria--keys to cultural barriers in medical care. Clifford Geertz's injunction: to view the culturally "different" as mirrors of the unacknowledged self. The case of José--scandal of his "compartmentalized" treatment. QUESTION: How much context may a physician be willing to absorb? Shawcross's The Quality of Mercy: western medical teams in Cambodian refugee camps--their good intentions versus their ethnocentric gaffes. The elderly as avatars of a "culture within a culture." Their beliefs, fears, dreams, and intimations--a "terra incognita" for service providers. Sardonic recoil against them (as in Shem's novel House of God) by residents--a professionally sanctioned response, deflecting what might otherwise be unendurable demands on their varied quotas of pity. Sisela Bok's moral claims: (1) for the integrity of decision making among the sick; (2) for the autonomy of the "dying response" among the aged. Steinberg's The Ethnic Myth: indictment of those using cultural difference to "explain" (or rationalize) health--and other--deficits rooted in historic, social, or economic inequity.

Aged↗
PubMedDate not supplied

Validation of alternative toxicity test systems: lessons learned and to be learned.

Validation in the context of in vitro toxicity tests is defined, and various aspects of the validation process are discussed, including the design and conduct of interlaboratory validation schemes; the selection of tests, participating laboratories, and test chemicals; the selection and use of in vivo data; in vivo/in vitro data comparison; the question of "false" results; in vitro cytotoxicity as a predictor of actual lethal toxicity; and the validation of alternatives to the Draize eye irritancy tests. It is concluded that a thorough reevaluation of current practice is essential if the promise and potential of nonanimal toxicity tests are to be fully realized and if valid alternative tests acceptable to regulatory agencies are to be developed.

Animals↗