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79,094 results on '"Brandt, A"'

2. Forord

Author

Bruun, Maja Hojer and Brandt, Andreas Lyse

Published
2023

4. Indhold

Author

Bruun, Maja Hojer and Brandt, Andreas Lyse

Published
2023

8. Titelside

Author

Bruun, Maja Hojer and Brandt, Andreas Lyse

Published
2023

11. Kolofon

Author

Bruun, Maja Hojer and Brandt, Andreas Lyse

Published
2023

16. Litteraturliste

Author

Bruun, Maja Hojer and Brandt, Andreas Lyse

Published
2023

17. Measuring Student Success Skills: A Review of the Literature on Analytical Thinking. Competencies of the Future

Author

National Center for the Improvement of Educational Assessment, Inc. (NCIEA), W. Christopher Brandt, and Will Lorié

Abstract

The ability to think analytically is vital in today's world. In an era defined by rapid technological advancements, economic globalization and societal complexities, analytical thinking skills are paramount to career success. Analytical thinking has been conceptualized and defined in a variety of ways, reflecting its multifaceted nature and the diverse contexts in which it operates. At its core, analytical thinking represents the ability to break down problems, systems or ideas into component parts, identify patterns or relationships among data, draw conclusions, and articulate how the parts relate to the whole. This paper examines the contradictory definitions of analytical thinking and attempts to reconcile them. This literature review (a) provides a working definition of analytical thinking, (b) describes how analytical thinking develops for K-12 students, (c) examines different conceptions of how analytical thinking is taught, (d) discusses specific instructional practices that support the development of analytical thinking strategies, and (e) analyzes how analytical thinking has been assessed. The review concludes with implications for the design and use of assessments of analytical thinking in K-12 schools.

Published
2024

18. Designing and Evaluating Innovative State Assessment Programs: A Framework for State Education Agencies

Author

National Center for the Improvement of Educational Assessment, Inc. (NCIEA), W. Christopher Brandt, Nathan Dadey, and Carla Evans

Abstract

Recent years have produced a surge in interest in improving state assessment programs. Many states are designing new assessments. Much of this innovation is aimed at addressing longstanding areas of unhappiness with typical domain-sampled, end-of-year state assessments: States want to streamline assessment activities, enhance the instructional utility of assessment results, and improve assessment experiences for students. Designing and redesigning state assessment to meet these goals often involves working quickly to meet legislated timelines or legislative turnover. And working quickly often means that good practices--particularly those related to iterative design and program evaluation--can be overlooked. Without a systematic and robust process of designing and evaluating these programs, educators and policymakers risk losing critical insights into what works well, what's going wrong, and why. This paper presents a framework that state education leaders can use to design and evaluate an innovative assessment program.

Published
2024

19. First Year Writing for STEM Students: Promoting Awareness between Writing and Science

Author

Marisa Brandt, June Oh, and Yukyung Lyla Bae

Abstract

Often, composition instructors struggle to encourage STEM (science, technology, engineering, and math) students to see the relevance of writing courses to their personal goals. Students' lack of recognition of the importance of literacy skills can lead to disengagement in required college writing courses compared to their so-called "hard" science courses, and, ironically, hinder their future academic and professional success in STEM fields. The first year writing (FYW) course we introduce, LB 133: Inquiry in Science & Society through Writing, was designed for students at Lyman Briggs College, a residential college for the sciences at Michigan State University, with the goal of engaging and empowering the students in writing through inquiry-based projects on the relationship between science and society. Iteratively and collaboratively developed and taught, the faculty teaching team--led by the lead author--has worked from a common syllabus, sharing activities and assessment tools. Each element of the collaborative course is designed to promote writing skills and, in particular, critical science literacy, the ability to meaningfully read and write about science.

Published
2024

20. Identifying Gaps in Communication Skills between Pharmacy Curricula and Pharmacy Practice

Author

Sean Sawicki and Stacey Brandt Maravent

Abstract

Background: Students are required to complete a minimum of 150 hours, respectively, in both community and health system introductory pharmacy practice experience (IPPE) rotations as part of a PharmD programme completion in the USA. The goal is to introduce students to medication use processes; patient and provider communication; interprofessional team dynamics, and inpatient and outpatient healthcare delivery. Context and Objective: Experiential learning environments offer pharmacy students exposure to interactions with patients, pharmacy technicians, suppliers, practitioners and insurance companies. However, an experience gap appears when graduating pharmacy students enter their careers as licenced pharmacists. This study sought to understand this gap and to provide pharmacy schools with insight so that they can better equip future pharmacists with the tools needed for successful pharmacy communication in practice. Method: A total of 14 semi-structured interviews were conducted with pharmacists (N = 14) in various healthcare settings in Florida, USA: community pharmacy, ambulatory care, health system pharmacy and long-term care/mail order environments. Content and thematic analyses were conducted to identify themes in the data. Results: Three overarching themes were developed: staff, management and operations; communicating with healthcare providers; and counselling patients. In addition, the pharmacists offered recommendations pertaining to topics that could be included in curriculum updates. Conclusion: The themes developed from the study highlight competencies that pharmacists had to learn in the field. There are skills that pharmacists need to practise effectively in their area of pharmacy that their pharmacy schools failed to prepare them for. The analysis will be useful to pharmacy schools seeking to update their curriculum to reflect common practices in different areas of pharmacy and ultimately to better prepare their students for future careers.

Published
2024
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21. Climate, food and humans predict communities of mammals in the United States

Author

Kays, Roland, Snider, Matthew H., Hess, George, Cove, Michael V., Jensen, Alex, Shamon, Hila, McShea, William J., Rooney, Brigit, Allen, Maximilian L., Pekins, Charles E., Wilmers, Christopher C., Pendergast, Mary E., Green, Austin M., Suraci, Justin, Leslie, Matthew S., Nasrallah, Sophie, Farkas, Dan, Jordan, Mark, Grigione, Melissa, LaScaleia, Michael C., Davis, Miranda L., Hansen, Chris, Millspaugh, Josh, Lewis, Jesse S., Havrda, Michael, Long, Robert, Remine, Kathryn R., Jaspers, Kodi J., Lafferty, Diana J. R., Hubbard, Tru, Studds, Colin E., Barthelmess, Erika L., Andy, Katherine, Romero, Andrea, O'Neill, Brian J., Hawkins, Melissa T. R., Lombardi, Jason V., Sergeyev, Maksim, Fisher-Reid, M. Caitlin, Rentz, Michael S., Nagy, Christopher, Davenport, Jon M., Rega-Brodsky, Christine C., Appel, Cara L., Lesmeister, Damon B., Giery, Sean T., Whittier, Christopher A., Alston, Jesse M., Sutherland, Chris, Rota, Christopher, Murphy, Thomas, Lee, Thomas E., Mortelliti, Alessio, Bergman, Dylan L., Compton, Justin A., Gerber, Brian D., Burr, Jess, Rezendes, Kylie, DeGregorio, Brett A., Wehr, Nathaniel H., Benson, John F., O’Mara, M. Teague, Jachowski, David S., Gray, Morgan, Beyer, Dean E., Belant, Jerrold L., Horan, Robert V., Lonsinger, Robert C., Kuhn, Kellie M., Hasstedt, Steven C. M., Zimova, Marketa, Moore, Sophie M., Herrera, Daniel J., Fritts, Sarah, Edelman, Andrew J., Flaherty, Elizabeth A., Petroelje, Tyler R., Neiswenter, Sean A., Risch, Derek R., Iannarilli, Fabiola, van der Merwe, Marius, Maher, Sean P., Farris, Zach J., Webb, Stephen L., Mason, David S., Lashley, Marcus A., Wilson, Andrew M., Vanek, John P., Wehr, Samuel R., Conner, L. Mike, Beasley, James C., Bontrager, Helen L., Baruzzi, Carolina, Ellis-Felege, Susan N., Proctor, Mike D., Schipper, Jan, Weiss, Katherine C. B., Darracq, Andrea K., Barr, Evan G., Alexander, Peter D., Şekercioğlu, Çağan H., Bogan, Daniel A., Schalk, Christopher M., Fantle-Lepczyk, Jean E., Lepczyk, Christopher A., LaPoint, Scott, Whipple, Laura S., Rowe, Helen Ivy, Mullen, Kayleigh, Bird, Tori, Zorn, Adam, Brandt, LaRoy, Lathrop, Richard G., McCain, Craig, Crupi, Anthony P., Clark, James, and Parsons, Arielle

Published
2024

22. App-Based Addiction Prevention at German Vocational Schools: Implementation and Reach for a Cluster-Randomized Controlled Trial

Author

Diana Guertler, Dominic Bläsing, Anne Moehring, Christian Meyer, Dominique Brandt, Hannah Schmidt, Florian Rehbein, Merten Neumann, Arne Dreißigacker, Anja Bischof, Gallus Bischof, Svenja Sürig, Lisa Hohls, Maximilian Hagspiel, Susanne Wurm, Severin Haug, and Hans-Jürgen Rumpf

Abstract

This article examines the implementation, participation rates, and potential determinants of participation in the digital addiction prevention program "ready4life." A two-arm cluster-randomized trial recruited German vocational students via class-based strategies. Intervention group received 16 weeks of in-app coaching; the control group received health behavior information, with coaching offered after 12 months. Potential determinants of participation were analyzed based on class and individual characteristics. Out of 525 contacted schools, 35 participated, enrolling 376 classes. Implementation during the pandemic required flexible adjustments, with 49.7% of introductions conducted in person, 43.1% digitally via online streaming, and 7.2% received a video link via email. Despite challenges, 72.3% of the vocational students downloaded the app, and 46.7% gave informed consent. Participation rates were highest among (associate) professionals, vocational grammar school classes, classes introduced by females, younger individuals, members of the project team, and classes introduced face-to-face. Female gender, lower social competencies, lifetime cannabis use, higher problematic internet use, and higher perceived stress were associated with higher individual participation. The study highlights the importance of proactive outreach and personalized interventions for addiction prevention programs in vocational schools. While reached students aligned with the aims of the app, tailored recruitment strategies could enhance engagement among under-represented groups.

Published
2024
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23. The Path Forward for School Accountability: Practical Ways to Improve School Accountability Systems Now

Author

National Center for the Improvement of Educational Assessment, Inc. (NCIEA), Domaleski, Chris, D'Brot, Juan, Pinsonneault, Laura, Gong, Brian, and Brandt, Chris

Abstract

The last few years have produced a groundswell of interest in improving our school accountability systems. Some suggest it's necessary to fine-tune current practices, while others advocate sweeping reforms that pave the way for entirely different approaches. A range of perspectives fall between these ends of the continuum, but support for the status quo is rare. Criticism of accountability isn't new; it emerged shortly after No Child Left Behind was enacted in 2001, and continued after its successor, the Every Student Succeeds Act (ESSA), passed in 2015. That criticism intensified in 2020, driven by two unprecedented crises: COVID-related school closures and a national reckoning with systemic racism. Together, those forces fueled a collective urgency to improve current school accountability practices. Without refuting calls for sweeping reforms, this paper explores practical strategies for improving accountability now, within or alongside ESSA's requirements. The paper describes the problems with accountability and details five ways to improve it: (1) Developing a comprehensive theory of action; (2) Employing a principled design process; (3) Supporting customized approaches; (4) Measuring more of what matters; and (5) Connecting information to support. By focusing on improvements that are possible right now, the authors affirm the urgency of taking swift action to improve accountability.

Published
2023

24. Identifying Major Factors for Success and Failure of Conservation Programs in Europe

Author

Farwig, Nina, Sprenger, Philipp P., Baur, Bruno, Böhning-Gaese, Katrin, Brandt, Angelika, Eisenhauer, Nico, Ellwanger, Götz, Hochkirch, Axel, Karamanlidis, Alexandros A., Mehring, Marion, Pusch, Martin, Rehling, Finn, Sommerwerk, Nike, Spatz, Theresa, Svenning, Jens-Christian, Tischew, Sabine, Tockner, Klement, Tscharntke, Teja, Vadrot, Alice B. M., Taffner, Julian, Fürst, Christine, Jähnig, Sonja C., and Mosbrugger, Volker

Published
2024
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29. Genome-wide copy number variation association study in anorexia nervosa

Author

Walker, Alicia, Karlsson, Robert, Szatkiewicz, Jin P., Thornton, Laura M., Yilmaz, Zeynep, Leppä, Virpi M., Savva, Androula, Lin, Tian, Sidorenko, Julia, McRae, Allan, Kirov, George, Davies, Helena L., Fundín, Bengt T., Chawner, Samuel J. R. A., Song, Jie, Borg, Stina, Wen, Jia, Watson, Hunna J., Munn-Chernoff, Melissa A., Baker, Jessica H., Gordon, Scott, Berrettini, Wade H., Brandt, Harry, Crawford, Steven, Halmi, Katherine A., Kaplan, Allan S., Kaye, Walter H., Mitchell, James, Strober, Michael, Woodside, D. Blake, Pedersen, Nancy L., Parker, Richard, Jordan, Jennifer, Kennedy, Martin A., Birgegård, Andreas, Landén, Mikael, Martin, Nicholas G., Sullivan, Patrick F., Bulik, Cynthia M., and Wray, Naomi R.

Published
2024
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30. Genetic and functional analyses of CTBP2 in anorexia nervosa and body weight regulation

Author

Giuranna, Johanna, Zheng, Yiran, Brandt, Matthäus, Jall, Sigrid, Mukherjee, Amrita, Shankhwar, Soni, Renner, Simone, Kurapati, Nirup Kumar, May, Caroline, Peters, Triinu, Herpertz-Dahlmann, Beate, Seitz, Jochen, de Zwaan, Martina, Herzog, Wolfgang, Ehrlich, Stefan, Zipfel, Stephan, Giel, Katrin, Egberts, Karin, Burghardt, Roland, Föcker, Manuel, Marcus, Katrin, Keyvani, Kathy, Müller, Timo D., Schmitz, Frank, Rajcsanyi, Luisa Sophie, and Hinney, Anke

Published
2024
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39. GFAP and NfL as fluid biomarkers for clinical disease severity and disease progression in multiple system atrophy (MSA)

Author

Katzdobler, Sabrina, Nübling, Georg, Klietz, Martin, Fietzek, Urban M., Palleis, Carla, Bernhardt, Alexander M., Wegner, Florian, Huber, Meret, Rogozinski, Sophia, Schneider, Luisa-Sophie, Spruth, Eike Jakob, Beyle, Aline, Vogt, Ina R., Brandt, Moritz, Hansen, Niels, Glanz, Wenzel, Brockmann, Kathrin, Spottke, Annika, Hoffmann, Daniel C., Peters, Oliver, Priller, Josef, Wiltfang, Jens, Düzel, Emrah, Schneider, Anja, Falkenburger, Björn, Klockgether, Thomas, Gasser, Thomas, Nuscher, Brigitte, Haass, Christian, Höglinger, Günter, and Levin, Johannes

Published
2024
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42. Temporal Trends in Urinary Diversion among Patients Undergoing Radical Cystectomy Between 1986 and 2022: Experience at the University Medical Center Mainz with 2224 Cases

Author

Duwe, Gregor, Kamal, Mohamed M., Wiesmann, Crispin, Banasiewicz, Katarzyna E., Wagner, Isabel, Fischer, Nikita Dhruva, Haack, Maximilian, Frey, Lisa Johanna, Mager, Rene, Höfner, Thomas, Sparwasser, Peter, Tsaur, Igor, Wiesner, Christoph, Thomas, Christian, Thüroff, Joachim Wolfgang, Hohenfellner, Rudolf, Brandt, Maximilian Peter, and Haferkamp, Axel

Published
2024
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45. Renal sympathetic denervation 2024 in Austria: recommendations from the Austrian Society of Hypertension: Endorsed by the Austrian Society of Nephrology and the Working Group of Interventional Cardiology of the Austrian Society of Cardiology

Author

Zweiker, David, Koppelstätter, Christian, Hohenstein, Katharina, Lang, Irene, Perl, Sabine, Bugger, Heiko, Brandt, Mathias-Christoph, Horn, Sabine, Binder, Ronald K., Watschinger, Bruno, Frick, Matthias, Niessner, Alexander, and Weber, Thomas

Published
2024
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