This unit uses roller coaster design as a method of teaching students about energy types, energy conservation, and the design process. At the end of this Unit, students’ critical thinking and problem-solving skills should be strengthened.

A hospital is an integrated system of physicians, other hospitals, outpatient services, and more. Each element is connected and significant in providing an exceptional healthcare experience. Through a series of lessons, students will serve as members of the hospital team, utilizing the mission, vision and values of the healthcare system to solve a patient puzzle.

"What can we learn about science and technology--and what can we do with that knowledge? Who are "we" in these questions?--whose knowledge and expertise gets made into public policy, new medicines, topics of cultural and political discourse, science education, and so on? How can expertise and lay knowledge about science and technology be reconciled in a democratic society? How can we make sense of the interactions of living and non-living, humans and non-humans, individual and collectivities in the production of scientific knowledge and technologies? The course takes these questions as entry points into an ever-growing body of work to which feminist, anti-racist, and other critical analysts and activists have made significant contributions. The course also takes these questions as an invitation to practice challenging the barriers of expertise, gender, race, class, and place that restrict wider access to and understanding of the production of scientific knowledge and technologies. In that spirit, students participate in an innovative, problem-based learning (PBL) approach that allows them to shape their own directions of inquiry and develop their skills as investigators and prospective teachers. At the same time the PBL cases engage students' critical faculties as they learn about existing analyses of gender, race, and the complexities of science and technology, guided by individualized bibliographies co-constructed with the instructors and by the projects of the other students. Students from all fields and levels of preparation are encouraged to join the course."

Make the Lead4Change Student Leadership Program the best new idea for your school this year!  Leadership + Service = Measurable Change.  FREE lessons and amazing outcomes. Students lead, lives are changed.  Get started today with ready-to-use lessons, resources and more at Lead4Change.orgTry Lesson One now!  To access the rest, register at www.lead4change.org/join.    In the meantime, check out the 1-minute video  What is Lead4Change?

In this problem-based learning activity, students experiment with a battery and light bulbs to build your own flashlights. The purpose of the activity is to develop understanding of fundamental electrical circuit concepts, including voltage, current, and closed circuits, and to help eliminate common misconceptions. This module provides instructor information for the activity.

This CD ROM has been developed to support the UCM and upgrading midwifery programmes. It combines a number of new strategies that are being piloted by MCH department to respond to the national needs within the Health sector. These include reducing maternal and neonatal morbidity and mortality in relation to Millennium Development Goals 4, 5 & 6. Consequently this course embraces the latest methodology (Problem Based Learning) and technologies (Computer based education) in an attempt to be relevant and effective in preparing new midwifes. The materials on the CD ROM have been authored by both University of Malawi - Kamuzu College of Nursing and foreign experts.