Cyclical Evolution of the Global Right.

An understanding of the current right-wing national and transnational social movements can benefit from comparing them to the global and national conditions operating during their last appearance in the first half of the twentieth century and by carefully comparing twentieth-century fascism with the neofascist and right-wing populist movements that have been emerging in the twenty-first century. This allows us to assess the similarities and differences, and to gain insights about what could be the consequences of the reemergence of populist nationalism and fascist movements. Our study uses the comparative evolutionary world-systems perspective to study the Global Right from 1800 to the present.

Anthropological contributions to historical ecology: 50 questions, infinite prospects.

This paper presents the results of a consensus-driven process identifying 50 priority research questions for historical ecology obtained through crowdsourcing, literature reviews, and in-person workshopping. A deliberative approach was designed to maximize discussion and debate with defined outcomes. Two in-person workshops (in Sweden and Canada) over the course of two years and online discussions were peer facilitated to define specific key questions for historical ecology from anthropological and archaeological perspectives.

U.S. Dental School Applicants and Enrollees, 2014 Entering Class.

This report analyzes data collected annually by the American Dental Education Association (ADEA) on the characteristics of applicants to and first-year enrollees in dental schools. Among the key findings this year are that, since 2010, there has been a gradual decline in the number of individuals taking the Dental Admission Test (DAT), while the number applying to dental schools has remained relatively flat. During the same five-year time period, the number of first-year dental students has continuously increased.

Dental School Vacant Budgeted Faculty Positions, Academic Years 2011-12 Through 2013-14.

The American Dental Education Association (ADEA) Survey of Dental School Faculty is conducted annually to provide an overview of the hiring and retention activity of U.S. dental school faculty.

20 Years Beyond the Crossroads: The Path to Interprofessional Education at U.S. Dental Schools.

In 2003, the Institute of Medicine (IOM) called for interprofessional education (IPE) to be adopted by the health professions education community as the pedagogical approach to educating future practitioners for practice in multidisciplinary teams. In dentistry, this call built on points made in the key 1995 IOM report Dental Education at the Crossroads. Currently, IPE and collaborative practice are among the most significant changes to health care education and delivery in the 21st century.

U.S. Dental School Deans’ Perceptions of the Rising Cost of Dental Education and Borrowing Pressures on Dental Students: Report of Survey Results.

This report presents findings from a survey of U.S. dental school deans designed to capture their perceptions regarding the rising cost of dental education and its impact on borrowing by dental students to finance their education.

Dental school vacant budgeted faculty positions, academic years 2008-09 to 2010-11.

The annual turnover of dental school faculty creates a varying number of vacant budgeted positions from year to year. The American Dental Education Association (ADEA) conducts an annual survey to determine the status and characteristics of these vacant faculty positions. The number of vacant budgeted faculty positions in U.

U.S. dental school applicants and enrollees, 2011 and 2012 entering classes.

This report examines the characteristics of dental school applicants and enrollees using data from the 2010-11 and 2011-12 application cycles of the American Dental Education Association's Associated American Dental Schools Application Service (ADEA AADSAS). The report presents data on the demographic composition and academic preparation of applicants, first-time enrollees, and total first-year enrollees during these two application cycles. The data indicate that the number of applicants has decreased modestly during this time, yet the number of first-time, first-year enrollees continues to rise mainly reflecting the opening of new dental schools and expansion of existing class sizes at some schools.

U.S. dental school applicants and enrollees, 2009 entering class.

Over the past two decades, interest in dentistry in the United States has shown a steady period of growth. There were 12,210 individuals who applied to the 2009 entering class of U.S.

Chanqes in dental school curricula, 2003-2009.

This 2009 study of dental school curricula follows a similar one conducted in 2002-2003. Through a Web-based survey, the authors gathered information from dental schools about: (a) trends in curricular change over seven years; (b) changes underway in dental school curricula; (c) significant challenges to curricular innovation; and (d) projected trends in curricular change and innovation. In a significant change from the 2002-2003 study, a high proportion (91%) of the responding schools require community-based patient care by all students, with just over one-half ot them requiring five or more weeks of such experience.

Guidinq change one school at a time.

Liaison teams have been developed in order to ensure that national initiatives identified in the American Dental Education Association's Commission on Change and Innovation (ADEA CCI) are implemented at the level of individual schools. Teams of four faculty members each have been identified at 43 United States and Canadian schools. These teams receive training at ADEA annual meeting and at summer institutes.

Sustaininq an educational environment for change and innovation.

Sustainability refers to the capacity to continue. For the most part, United States dental schools have shown an amazing ability to endure over the past century. Dental schools have continued through fluctuations in application cycles and through persistent faculty shortages.

Curriculum change in dental education, 2003-09.

This 2009 study of dental school curricula follows a similar one conducted in 2002-03. Through a web-based survey, the authors gathered information from dental schools about 1) past trends in curricular change over seven years; 2) current changes under way in dental school curricula; 3) significant challenges to curricular innovation; and 4) projected future trends in curricular change and innovation. Fifty-five schools (fifty U.

A survey of dental hygiene program directors: summary findings and conclusions.

To assist the ADEA Council of Allied Dental Program Directors in focusing future goals and actions, an online survey was developed and administered to the directors of the 300 Commission on Dental Accreditation (CODA)-accredited U.S. dental hygiene programs in November 2008.

U.S. dental school applicants and enrollees, 2006 and 2007 entering classes.

The number of applicants to dental schools in the United States continues to rise at a double-digit rate, 12 percent from 2005 to 2006 and 14 percent from 2006 to 2007. The number of applicants to the 2006 and 2007 years' entering classes of U.S.

Does faculty development enhance teaching effectiveness?

Academic dentists and members of the practice community have been hearing, for more than a decade, that our educational system is in trouble and that the profession has lost its vision and may be wavering in the achievement of its goals. A core of consistently recommended reforms has framed the discussion of future directions for dental education, but as yet, most schools report little movement toward implementation of these reforms in spite of persistent advocacy. Provision of faculty development related to teaching and assessment strategies is widely perceived to be the essential ingredient in efforts to introduce new curricular approaches and modify the educational environment in academic dentistry.