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Search Results: 1 - 10 of 1243 matches for " Kaplan "
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Piagetian Theory in Online Teacher Education  [PDF]
Danielle E. Kaplan, Danielle E. Kaplan
Creative Education (CE) , 2018, DOI: 10.4236/ce.2018.96061
Abstract: This research involves the study of Piagetian Theory in Online Teacher Education. Piagetian theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply to educational practice. Participants applied theoretical frameworks in instruction and learning design in the form of lessons and projects. Lessons and projects were analyzed for understanding and application of theory.
Joseph K. Claims Compensation: Franz Kafka’s Legal Writings  [PDF]
Robert M. Kaplan
Advances in Historical Studies (AHS) , 2014, DOI: 10.4236/ahs.2014.32011
Abstract: Franz Kafka worked for 22 years for an insurance company, writing reports and preparing cases. His legal writings provide an insight into how his work experiences were a source and inspiration for his literary endeavours. Kafka described the alienation and exclusion of the individual in the face of modern bureaucracy. In works such as The Trial and The Castle, the individual is confronted with a baffling series of claims, obstacles and threats; as soon as one hurdle is overcome, another appears. The term “Kafkaesque” has become part of the English vernacular. Kafka’s legal work provides an insight into the problems faced by workers making legal claims, notably the alienation and frustration produced by the process. Today there is a growing recognition in the legal system of the importance of Kafka’s work and his writing, notably The Trial, which is being incorporated into the burgeoning study of law and literature.
Online Teacher Training of Cognition and Learning in Education  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2017, DOI: 10.4236/psych.2017.83023
Abstract: Cognition is at the core of educational and all activity among sentient life. Yet, not enough settings, including educational settings, consciously apply cognitive principles. The value of including cognition in the education of all beings is clear, developing thinking and knowledge. It is of particular importance to incorporate cognitive theory into the training of teachers to further application of cognition in the instruction of all students. This research describes the creation of an online course dedicated toward facilitating the development of understanding of cognition and critical thinking in education and furthering its application by teachers in instruction, learning, and assessment.
Creative Technology in the Curriculum in Online Teacher Training  [PDF]
Danielle E. Kaplan
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.88087
Abstract: Innovation of and with technology is fundamental to existence. The need for human learning of technology use and possibility is essential. There is a growing and urgent call to enable our population with the skills to access knowledge, interaction and creation capabilities. Including technology in the curriculum is core to advancing thinking about and use of technology, as is incorporating technology instruction into teacher education. Training teachers to facilitate learning about and use of technology in learning is key to reaching students. This research describes the development of online instruction designed to prepare teachers to implement technology use in the classroom.
Behaviorism in Online Teacher Training  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2018, DOI: 10.4236/psych.2018.94035
Abstract: This research involves the study of Behaviorism in Online Teacher Education. Behaviorism theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply to educational practice. Participants applied theoretical frameworks in instruction and learning design in the form of analyses, lessons and projects. Analyses were group discussions over the readings and their application to practice. Lesson Designs were full-length lessons for inclusion with applications of theory. Project Designs were group projects incorporating theory into an educational resource. Analyses, lessons and projects were analyzed for understanding and application of theory.
Emotional Intelligence in Instructional Design and Education  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102011
Abstract: Emotional knowledge informs much of our understanding, and yet, it is rarely formally considered in school. This study involves the investigation of emotional intelligence in education, specifically through online teacher education. Emotional intelligence theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply to educational practice. Participants studied and applied theories in emotional intelligence in lesson designs and educational projects. Lesson Designs were full-length lessons for inclusion of applications of theory. Project Designs were group projects incorporating theory into an educational resource. Lesson and project designs were analyzed for application of emotional intelligence theory in instructional design.
Creativity in Education: Teaching for Creativity Development  [PDF]
Danielle E. Kaplan
Psychology (PSYCH) , 2019, DOI: 10.4236/psych.2019.102012
Abstract: Creativity is essential to innovation, novelty, and sustenance. This research involves the study of creativity in education, specifically through the training of teachers and future teachers to apply theories of creativity in instructional design. Teacher Education students were exposed to creativity theory and conditioned to apply theory in developing learner creativity in lesson and project design. Creativity theories were included in an online course in cognition and critical thinking in education as foundational psychological frameworks to apply in educational practice and in the design of creative activity in the course. Participants studied and applied creativity frameworks in instruction and learning design in the form of lessons and projects. Lesson Designs were full-length lessons with applications of creativity theory. Project Designs were group projects incorporating creativity theory into an educational resource. Uses of creativity theory in lessons and projects were analyzed for understanding and application of theory.
Trophic Complexity and the Adaptive Value of Damage-Induced Plant Volatiles
Ian Kaplan
PLOS Biology , 2012, DOI: 10.1371/journal.pbio.1001437
Abstract: Indirect plant defenses are those facilitating the action of carnivores in ridding plants of their herbivorous consumers, as opposed to directly poisoning or repelling them. Of the numerous and diverse indirect defensive strategies employed by plants, inducible volatile production has garnered the most fascination among plant-insect ecologists. These volatile chemicals are emitted in response to feeding by herbivorous arthropods and serve to guide predators and parasitic wasps to their prey. Implicit in virtually all discussions of plant volatile-carnivore interactions is the premise that plants “call for help” to bodyguards that serve to boost plant fitness by limiting herbivore damage. This, by necessity, assumes a three-trophic level food chain where carnivores benefit plants, a theoretical framework that is conceptually tractable and convenient, but poorly depicts the complexity of food-web dynamics occurring in real communities. Recent work suggests that hyperparasitoids, top consumers acting from the fourth trophic level, exploit the same plant volatile cues used by third trophic level carnivores. Further, hyperparasitoids shift their foraging preferences, specifically cueing in to the odor profile of a plant being damaged by a parasitized herbivore that contains their host compared with damage from an unparasitized herbivore. If this outcome is broadly representative of plant-insect food webs at large, it suggests that damage-induced volatiles may not always be beneficial to plants with major implications for the evolution of anti-herbivore defense and manipulating plant traits to improve biological control in agricultural crops.
Foetal and neonatal alloimmune thrombocytopaenia
Cecile Kaplan
Orphanet Journal of Rare Diseases , 2006, DOI: 10.1186/1750-1172-1-39
Abstract: Foetal/neonatal alloimmune thrombocytopenia (FAIT/NAIT) [1] or foeto-maternal alloimmunisation thrombocytopenia (FMAIT) [2].Foetal/neonatal alloimmune thrombocytopaenia (NAIT) is a disorder caused by foetomaternal platelet incompatibility that usually presents as severe isolated thrombocytopaenia in otherwise healthy newborns. It results from destruction of the foetal platelets by maternal immunoglobulin G (IgG) antibodies elicited during pregnancy and directed against foetus-specific platelet antigens that are inherited from the father and are different from those present in the mother [1].Clinically, the diagnosis is suspected when an otherwise healthy neonate, born after an uneventful pregnancy and delivery, exhibits petechiae or widespread purpura at birth or a few hours after birth. Visceral haemorrhages are less common. The mother is typically healthy, with no previous history of thrombocytopaenia, auto-immune disorders or ingestion of drugs. The infant has no clinical signs of infection or malformations (see Differential diagnosis). Approximately 20% of these infants show evidence of intracranial haemorrhage (ICH) leading to death or neurological sequelae (see Prognosis). The platelet count is low at birth and may be associated with anaemia, secondary to bleeding. Platelet immunological investigations will confirm the maternal specific alloimmunisation (see Diagnostic methods).NAIT is the commonest cause of severe isolated thrombocytopaenia in the foetus and newborn. Prospective studies showed that it occurs in about 1 in 800 or 1000 live births [3,4]. Unselected cohort of neonates reported 0.9% frequency of neonatal thrombocytopaenia [5]. Immune aetiology was demonstrated in one third of these cases. As thrombocytopaenia when moderate (whatever its cause) is often silent, systematic neonatal blood sampling for a platelet count is the only possible way to detect neonatal thrombocytopaenia and to provide better management of the infant and subsequent pregnanci
A case report of an ampullary tumor presenting with spontaneous perforation of an aberrant bile duct and treated with total laparoscopic pancreaticoduodenectomy
Mehmet Kaplan
World Journal of Surgical Oncology , 2012, DOI: 10.1186/1477-7819-10-142
Abstract: A 58-year-old male patient was admitted to the emergency department of Medical Park Gaziantep Hospital in September 2009 with acute abdominal findings. He underwent an urgent laparoscopy, and, interestingly, bile peritonitis due to the rupture of an aberrant bile duct in the triangular ligament was noted. After laparoscopic treatment of the acute conditions, the follow-up examinations of the patient showed the finding of obstructive jaundice. Endoscopic retrograde cholangio-pancreatography revealed a 1-cm polypoid mass located at the ampulla of Vater (duodenal papilla) with possible extension to the ampullary sphincter. A stent was inserted for temporary biliary drainage, and subsequent endoscopic biopsy showed the pathological finding of adenocarcinoma.After waiting for a 1-month period for the peritonitis to heal, the patient underwent pylorus-preserving TLPD and was discharged without any major complications on postoperative day 7.In patients with bile peritonitis, it should be considered that the localization of the perforation may be in an aberrant bile duct localized at the triangular ligament and the etiology may be associated with an obstructing periampullary tumor. Laparoscopic pancreaticoduodenectomy is a feasible operative procedure in carefully selected patients. This technique can achieve adequate margins and follows oncological principles. Randomized comparative studies are needed to establish the superiority of minimally invasive surgery over traditional open surgery.
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