<?xml version="1.0" encoding="ISO-8859-1"?>
<rss version="2.0">
    <channel>
        <title>MERLOT Search - materialType=ePortfolio&amp;category=250424</title>
        <link>http://www.merlot.org:80/merlot/</link>
        <description>A search of MERLOT materials</description>
        <copyright>Copyright 1997-2013 MERLOT. All rights reserved.</copyright>
        <pubDate>Sat, 25 May 2013 16:47:29 PDT</pubDate>
        <lastBuildDate>Sat, 25 May 2013 16:47:29 PDT</lastBuildDate>
        <image>
            <title>MERLOT Search - materialType=ePortfolio&amp;category=250424</title>
            <url>http://www.merlot.org:80/merlot/images/merlot.gif</url>
            <link>http://www.merlot.org:80/merlot/</link>
            <width>44</width>
            <height>34</height>
        </image>
        <item>
            <title>Figure/Ground interview with Dr. John Thelin</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=747307</link>
            <description>&#169; John Thelin and Figure/Ground CommunicationDr. Thelin was interviewed by Angelo Letizia on March 25th, 2013John Thelin is a University Research Professor at the University of Kentucky. His teaching and research interests focus on the history of higher education and public policy. John likes to bring historical writing and research to contemporary discussions about significant, enduring higher education issues. His major book is A History of American Higher Education, published by the Johns Hopkins University Press &#8211; with a new second edition in November 2011. Its distinctive approach is to emphasize the history of colleges and universities &#8212; especially campus life &#8212; as part of American popular culture. His latest book, The Rising Costs of Higher Education, is just published this month &#8211; March 2013 &#8211; and  combines the economics, history, sociology and public policies of higher education. In Spring 2004 John was selected by the UK Alumni Society to receive one of its &#8220;Great Teacher&#8221; Awards. He received the University Provost&#8217;s Award for Teaching Excellence in 2006. In April 2007 the American Educational Research Association conferred on him the Exemplary Research Award for Division J: Postsecondary and Higher Education research. In November 2011 John received the &#8220;Outstanding Research Achievement Award&#8221; from the Association for the Study of Higher Education (ASHE).</description>
        </item>
        <item>
            <title>Neuroscience Course for Basic Medical Sciences</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=609544</link>
            <description>Neuroscience course syllabus for Basic Medical Sciences - It is a structured syllabus for third semester (First Year) medical students. It is based on United States Medical Licensing Examination (USMLE) and National Board of Medical Education (NBME) content guidelines. It was created in December 2011 by Dr Sanjoy Sanyal, Professor and Course Director of Neuroscience in the Caribbeans.</description>
        </item>
        <item>
            <title>Neuroscience Syllabus for Basic Medical Sciences Course</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=609682</link>
            <description>Neuroscience is a comprehensive lecture and laboratory course that provides an integrated multidisciplinary study of the structure and functional relationships of the central and peripheral nervous systems. Essential to a proper understanding of Neurosciences is the ability to classify, correlate, associate and link the various entities and modules, much the same way as normal human cognition works in real life. This subject assumes basic knowledge of anatomy of Head and Cranial nerves. The syllabus is divided into easily understandable modules based on Snell&#8217;s chapter, supplemented by Board Review Series. Neurobiology and neurophysiology, brain metabolism, and the effects of damage and disease on cells of the central nervous system are covered in detail in the initial part of the course. Students are also introduced to techniques of neuro-imaging and taught introductory clinical assessment during this time. Thereafter the entire central nervous system, from spinal cord upwards to the cerebral cortex, is covered in minute detail. Each component of CNS is subdivided into two parts; the normal concepts and the pertinent clinical correlations. Knowledge is imparted by comprehensive techniques that utilize visual, verbal, auditory and kinesthetic learning styles of individuals. Learning is enhanced through laboratory gross brain dissection, imaging techniques and discussion of clinical correlations. Research skills are honed by subjecting students to a small project work, which they have to present towards the end of the course.</description>
        </item>
        <item>
            <title>Sherry Leonard-Foots - Educational Leadership</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=679899</link>
            <description>Sherry Leonard-Foots&apos; thoughts on various topics in Education. </description>
        </item>
        <item>
            <title>Sherry Leonard-Foots - Educational Leadership</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=680021</link>
            <description>Doctoral student, Sherry Leonard-Foot&apos;s thoughts on various topics in educatiion.</description>
        </item>
        <item>
            <title>Staff Development Resources for Educators</title>
            <link>http://www.merlot.org/merlot/viewMaterial.htm?id=679881</link>
            <description>The website is comprised of informational resources for educators in public schools, community colleges, and universities.</description>
        </item>
    </channel>
</rss>
