WordNet

a course offered as part of an extension service
a mutually agreed delay in the date set for the completion of a job or payment of a debt; "they applied for an extension of the loan"
an educational opportunity provided by colleges and universities to people who are not enrolled as regular students (同)extension service, university extension
amount or degree or range to which something extends; "the wire has an extension of 50 feet" (同)lengthiness, prolongation
an additional telephone set that is connected to the same telephone line (同)telephone extension, extension phone
act of expanding in scope; making more widely available; "extension of the program to all in need"
act of stretching or straightening out a flexed limb
a string of characters beginning with a period and followed by one or more letters; the optional second part of a PC computer filename; "most applications provide extensions for the files they create"; "most BASIC files use the filename extension .BAS" (同)filename extension, file name extension
the ability to raise the working leg high in the air; "the dancer was praised for her uncanny extension"; "good extension comes from a combination of training and native ability"
move swiftly through or over; "ships coursing the Atlantic"
a mode of action; "if you persist in that course you will surely fail"; "once a nation is embarked on a course of action it becomes extremely difficult for any retraction to take place" (同)course of action
education imparted in a series of lessons or meetings; "he took a course in basket weaving"; "flirting is not unknown in college classes" (同)course_of_study, course of instruction, class
(construction) a layer of masonry; "a course of bricks" (同)row
facility consisting of a circumscribed area of land or water laid out for a sport; "the course had only nine holes"; "the course was less than a mile"
a connected series of events or actions or developments; "the government took a firm course"; "historians can only point out those lines for which evidence is available" (同)line
general line of orientation; "the river takes a southern course"; "the northeastern trend of the coast" (同)trend
part of a meal served at one time; "she prepared a three course meal"
hunt with hounds; "He often courses hares"
hunting with dogs (usually greyhounds) that are trained to chase game (such as hares) by sight instead of by scent

PrepTutorEJDIC

〈U〉〈C〉(…を)『拡大』(延長)『すること』,(…が)拡大(延長)されること《+『of』+『名』》 / 〈C〉拡大(延長)された部分(物) / 〈C〉(電話の)内線
〈C〉『進路』,道筋,方向,水路 / 《単数形で》(時・事態の)『経過』,推移,成り行き,進行《+『of』+『名』》 / 〈C〉(行動の)『方針』,方向;やり方 / 〈C〉(競技の)『コース』,走路 / 〈C〉(講議などの)『課程』,講座《+『of』+『名』》 / 〈C〉(順々に出される)料理,一品 / …'を'走り抜ける,‘の'上を飛ぶ(猟犬を使って)〈獲物〉'を'狩る / 〈飛行機・船などが〉針路に従って進む / 〈涙・血などが〉勢いよく流れる
(猟犬を使った)うさぎ狩り

Wikipedia preview

出典(authority):フリー百科事典『ウィキペディア（Wikipedia）』「2014/11/14 20:30:04」(JST)

wiki en

Continuing education (called further education in the United Kingdom and Ireland) is an all-encompassing term within a broad spectrum of post-secondary learning activities and programs. The term is used mainly in the United States and Canada. Recognized forms of post-secondary learning activities within the domain include: degree credit courses by non-traditional students, non-degree career training, workforce training, formal personal enrichment courses (both on-campus and online) self-directed learning (such as through Internet interest groups, clubs or personal research activities) and experiential learning as applied to problem solving.

General

General continuing education is similar to adult education, at least in being intended for adult learners, especially those beyond traditional undergraduate college or university age. However, it is not normally considered to include basic instruction such as literacy, English language skills, or programs such as vocational training or GED preparation. Instead, as the term suggests, it is assumed that the student already has a college education and is simply continuing it.

Frequently, in the United States, continuing education involves enrollment in college/university credit-granting courses, often by students enrolled part-time, and often offered through a division or school of continuing education of a college/university known sometimes as the university extension or extension school. Also frequently in the US, it can mean enrollment in non-credit-granting courses, often taken for personal, non-vocational enrichment (although many non-credit courses can also have a vocational function). Also, in the US, many such non-credit courses are offered by community colleges.

The University of Wisconsin–Madison, in 1907, was the first academic institution in the US to offer what today would be considered an identifiable continuing education program.^[1]^[2] The New School for Social Research, founded in 1919, was initially devoted to adult education.^[3] In 1969, Empire State College, a unit of the State University of New York, was the first institution in the US to exclusively focus on providing higher education to adult learners. In 1976 the University of Florida created its own Division of Continuing Education and most courses were offered on evenings or weekends to accommodate the schedules of working students.^[4]

In the spring of 2009, Eduventures, a higher education consulting firm, released the results of a study that illustrated that the recession had made a significant impact on the views of prospective continuing education students. A survey of 1,500 adults who planned to enroll in a course or program within the next two years determined that while nearly half of respondents believed that the value of education had risen due to the recession, over two-thirds said the state of the economy had affected their plans to pursue continuing education.^[5]

For professionals

Within the domain of Continuing Education, professional continuing education is a specific learning activity generally characterized by the issuance of a certificate or continuing education units (CEU) for the purpose of documenting attendance at a designated seminar or course of instruction. Licensing bodies in a number of fields (such as teaching) impose continuing education requirements on members who hold licenses to practice within a particular profession. These requirements are intended to encourage professionals to expand their foundations of knowledge and stay up-to-date on new developments. Depending on the field, these requirements may be satisfied through college or university coursework, extension courses or conferences and seminars attendance. Although individual professions may have different standards, the most widely accepted standard, developed by the International Association for Continuing Education & Training, is that ten contact hours equals one Continuing Education Unit.^[6] Not all professionals use the CEU convention. For example, the American Psychological Association accredits sponsors of continuing education such as PsychContinuingEd.com and uses simply a CE approach. In contrast to the CEU, the CE credit is typically one CE credit for each hour of contact.

Method and format

The method of delivery of continuing education can include traditional types of classroom lectures and laboratories. However, many continuing education programs make heavy use of distance learning, which not only includes independent study, but can also include videotaped/CD-ROM material, broadcast programming or Online Education which has more recently dominated the distance learning community. Many universities such as Southern New Hampshire University and University College University of Denver, have begun to offer hybrid courses. These courses offer adult learners the option of having in-classroom and online learning.^[7] Online courses have brought the possibility of obtaining an affordable college education to many of those of to whom it was previously out of reach.

In addition to independent study, the use of conference-type group study, which can include study networks (which can, in many instances, meet together online) as well as different types of seminars/workshops, can be used to facilitate learning. A combination of traditional, distance, and conference-type study, or two of these three methods, may be used for a particular continuing education course or program.

References

^ Schugurensky, Daniel. "1907: The 'Wisconsin Idea' Brings the University to the Community". History of Education: Selected Moments of the 20th Century. The Ontario Institute for Studies in Education of the University of Toronto. Retrieved 2009-03-01.
^ UW–Extension Chancellor's Office. "Highlight History of Extension in Wisconsin 1862 to 1999". About Us. The University of Wisconsin–Extension. Retrieved 2009-03-01. ^{[dead link]}
^ [1] New School Archives: Course Catalogs
^ UF Division of Continuing Education
^ [2].The Chronicle of Higher Education, April 2, 2009
^ "The IACET Standard: Continuing Education Units (CEUs)". International Association for Continuing Education and Training. Retrieved 2008-11-13.
^ "Adult Learners". Continuing Education. Southern New Hampshire University. Retrieved 2011.

External links

University Professional and Continuing Education Association
International Association for Continuing Education & Training
Association for Continuing Higher Education
American Association for Adult and Continuing Education
Canadian Association for University Continuing Education
Canadian Journal of University Continuing Education contains many researched articles about the field, in French and English.

UpToDate Contents

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1. 膝の身体診察 physical examination of the knee
2. 常染色体優性多発性嚢胞腎の経過および治療 course and treatment of autosomal dominant polycystic kidney disease
3. 小児および思春期における慢性の手首の疼痛の原因 causes of chronic wrist pain in children and adolescents
4. 小児および思春期における化膿性甲状腺炎 suppurative thyroiditis in children and adolescents
5. カンジダ属に起因する内因性眼内炎の治療 treatment of endogenous endophthalmitis due to candida species

English Journal

Effects of Bacille Calmette-Guerin after the first demyelinating event in the CNS.

Ristori G, Romano S, Cannoni S, Visconti A, Tinelli E, Mendozzi L, Cecconi P, Lanzillo R, Quarantelli M, Buttinelli C, Gasperini C, Frontoni M, Coarelli G, Caputo D, Bresciamorra V, Vanacore N, Pozzilli C, Salvetti M.Author information From the Center for Experimental Neurological Therapies (G.R., S.R., S.C., A.V., C.B., G.C., M.S.), S. Andrea Hospital-site, Neurosciences, Mental Health, and Sensory Organs (NESMOS) Department and Department of Neurology and Psychiatry (E.T., M.F., C.P.), "Sapienza" University of Rome, Department of Neurological Sciences (C.G.), Azienda Ospedaliera S Camillo-Forlanini, Rome; MSCenter (L.M., D.C.) and Neuroradiology Unit (P.C.), Fondazione don Carlo Gnocchi, IRCCS, Milan; Department of Neurological Sciences (R.L., V.B.), Federico II University, and Biostructure and Bioimaging Institute (M.Q.), CNR, Naples; and National Centre of Epidemiology (N.V.), National Institute of Health, Rome, Italy.AbstractOBJECTIVE: To evaluate Bacille Calmette-Guérin (BCG) effects after clinically isolated syndromes (CIS).
Neurology.Neurology.2014 Jan 7;82(1):41-8. doi: 10.1212/01.wnl.0000438216.93319.ab. Epub 2013 Dec 4.
OBJECTIVE: To evaluate Bacille Calmette-Guérin (BCG) effects after clinically isolated syndromes (CIS).METHODS: In a double-blind, placebo-controlled trial, participants were randomly assigned to receive BCG or placebo and monitored monthly with brain MRI (6 scans). Both groups then entered a prepl
PMID 24306002

Arachidonic acid affects biofilm formation and PGE2 level in Candida albicans and non-albicans species in presence of subinhibitory concentration of fluconazole and terbinafine.

Mishra NN1, Ali S2, Shukla PK3.Author information 1Medical Mycology Lab, Division of Fermentation Technology, CSIR-Central Drug Research Institute, B.S. 10/1, Sector 10, Jankipuram Extension, Sitapur Road, Lucknow 226021, India; Department of Biochemistry, Jamia Hamdard, New Delhi, India.2Department of Biochemistry, Jamia Hamdard, New Delhi, India.3Medical Mycology Lab, Division of Fermentation Technology, CSIR-Central Drug Research Institute, B.S. 10/1, Sector 10, Jankipuram Extension, Sitapur Road, Lucknow 226021, India. Electronic address: pk_shukla@cdri.res.in.AbstractCandida albicans utilizes arachidonic acid (AA) released during the course of infection (Candidiasis) from phospholipids of infected host cell membranes and synthesizes extracellular prostaglandin(s) which play an important role in hyphae formation and host cell damage. C. albicans biofilms secrete significantly more prostaglandin(s) and evidence suggests that Candida biofilms have dramatically reduced susceptibility to majority of antifungal drugs. AA influences the saturation level of lipids and fluidity of yeast cell membranes. Therefore the aim of this study was to evaluate the effect of AA alone or in combination with antifungal agents on biofilm formation and production of prostaglandin (PGE2) in C. albicans, C. parapsilosis, C. glabrata, C. tropicalis, and C. albicans amphotericin B resistant strain (AmBR). Maximum biofilm formation was found to be in the case of C. albicans compared to C. non-albicans species. However, among the non-albicans species C. tropicalis exhibited highest biofilm formation. Treatment with AA in combination with subinhibitory concentrations of fluconazole and terbinafine separately exhibited significant (p<0.05) reduction in biofilm formation against C. glabrata, C. parapsilosis, C. tropicalis and AmBR as compared to their individual effect. Further, these two antifungal agents in combination with AA caused an increase in production of prostaglandin from fungal cell itself which was significant (p<0.05) in case of all the strains tested.
The Brazilian journal of infectious diseases : an official publication of the Brazilian Society of Infectious Diseases.Braz J Infect Dis.2014 Jan 2. pii: S1413-8670(13)00288-2. doi: 10.1016/j.bjid.2013.09.006. [Epub ahead of print]
Candida albicans utilizes arachidonic acid (AA) released during the course of infection (Candidiasis) from phospholipids of infected host cell membranes and synthesizes extracellular prostaglandin(s) which play an important role in hyphae formation and host cell damage. C. albicans biofilms secrete
PMID 24389279

Fecal microbiota transplantation: facts and controversies.

van Nood E, Speelman P, Nieuwdorp M, Keller J.Author information aDepartment of Internal Medicine, Academic Medical Center, Amsterdam bDepartment of Gastroenterology, Haga Teaching Hospital, The Hague, the Netherlands.AbstractPURPOSE OF REVIEW: To review the current evidence on fecal microbiota transplantations (FMTs) for recurrent Clostridium difficile infections (CDIs), metabolic syndrome and inflammatory bowel disease.
Current opinion in gastroenterology.Curr Opin Gastroenterol.2014 Jan;30(1):34-9. doi: 10.1097/MOG.0000000000000024.
PURPOSE OF REVIEW: To review the current evidence on fecal microbiota transplantations (FMTs) for recurrent Clostridium difficile infections (CDIs), metabolic syndrome and inflammatory bowel disease.RECENT FINDINGS: Recently, a randomized trial confirmed the efficacy of this treatment strategy in pa
PMID 24241245

Japanese Journal

ゴール型ボールゲームの戦術行動モデルの構築と評価―Jリーグにおけるゲーム分析を事例として―

論叢　玉川大学学術研究所紀要 (20), 15-21, 2015-03-31
NAID 120005612319

CNCルータを用いた木材加工教育の実践に関する研究(第1報)小学生を対象とした公開講座での試み

福岡教育大学紀要. 第3分冊, 数学・理科・技術科編 = Bulletin of Fukuoka University of Education. 福岡教育大学編 (64), 69-75, 2015
NAID 40020373454

多発性単神経炎を呈し緩徐進行性の運動障害を主徴とした原発性シェーグレン症候群の1例

臨床神経学 55(10), 753-758, 2015
NAID 130005103331

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