Identify and evaluate the term “deindustrialization” as it applies to Ohio history since the 1930s. What are the
origins and initial meanings of the term? What does the Brook Park Ford plant tell us about Ohio’s experience
with the benefits and social costs of deindustrialization?
HOW SHOULD YOU ANSWER THIS QUESTION?
As always, check out the rubric. More generally:
YOUR FIRST TASK: Prove that you watched the videos. You must demonstrate a familiarity with and an
understanding of the lectures. The question above asks you to gather material from the videos, choosing
examples to prove your point. The question also require you to gather material from more than one lecture. No
need to cite the videos. Consider the lectures as a common pool of information. Keep your preparation simple:
stick with the lectures.
If you chose to supplement your essay with information from a source other than lecture videos please follow
these three guidelines: a) limit other sources to assigned readings. For example, the essay on Carl Stokes in
Builders of Ohio addresses the consequences of deindustrialization; b) use readings to supplement, not
supplant the videos; c) cite your source.
Overall, your first task is to demonstrate mastery of the material from the videos. Don’t lose sight of that goal.
YOUR SECOND TASK: Identify the term deindustrialization. To identify means to answer basic questions:
Who, What, When, Where, How, and Why significant. Where did the is term come from? Who created it?
When? What was the term’s original meaning? How have we used the term in the U.S. and, more specifically,
applied it to Ohio? Why is this term significant?
YOUR THIRD TASK: Evaluate the term deindustrialization. Was Brook Park good or bad for Ohio? Does
Columbus, Cleveland or Akron tell a different story than Brook Park?
xperience— An initial demonstration was followed by a student performing the examination. One student interviewed the patient for a detailed medical history and other student performed a focused physical examination under my supervision. Rest of cohort were observing the examination. Reflection—History taking and examination were discussed and students received a verbal feedback on their approach to examine abdomen. Students then observed a demonstration of abdominal examination by me, while the rest observed and reflected on their performances. Theory—copy of my power point presentation were handed out to the students(appendix2). Kolb (1971) had introduced four distinct learning styles of learners in a given learner population. Kolb referred to these as diverging, assimilating, converging and accommodating. Figure 4, illustrates the learning abilities of Kolb’s four-part model in relation to the learning process associated with this SGT session. Fig 4 Kolb’s Model Sir William Osler’s dictum that “it is a safe rule to have no teaching without a patient for a text, and the best teaching is that taught by the patient himself” appears very true for this teaching session. Simulation based teaching Medical simulation has been increasingly used in Medical education over the past decade. It aims to imitate real patients, anatomical regions and clinical tasks to mirror the real life circumstances allowing trainee to practice their skills in a risk-free environment (Scalese. R,2007 ). There is a significant departure from traditional “See one do one “approach to simulation based training in recent years. Simulation has already been used in training as flight stimulator for pilots /astronauts and in warfare games, and now these models are used in medical education like critical care, anesthesia and emergency care. With continuing changes in health care has led to decrease availability of real patients as the learning opportunity & simulation fills this gap very effectively. One of the major advantage of simulation based learning is the ability to tailor the teaching needs, according to learner’s experience level and its reliability and transfera>GET ANSWER