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At present, the seven hard-core conservatives are often joined by one or more moderate members in votes on curriculum questions.
Our goal in this paper is to present a study of student texts belonging to three genres of the university curriculum (question-answer, essay and review) and of expert texts (research articles) in terms of the verbal process frequency in each genre and each area.
In addition, the need to train EPs who have already completed residency but did not have US training as part of their residency raises additional curriculum questions.
MS undergraduates scored significantly higher on the posttest compared with the pretest on the first three, common curriculum questions, but there were no significant differences between the scores on questions 4 and 5, the HS-specific questions.
All undergraduates scored higher on the common curriculum questions than on the rest of the exam questions, suggesting that participation in the SLP helped them master this material better than the topics they only heard in lecture.
For the four common curriculum questions (questions 1 4), there were no significant differences between MS and HS undergraduates' scores, as determined by a Mann-Whitney U-test, suggesting the material was equally well understood and retained by both groups.
We predicted that if HS undergraduates were positively affected for higher levels of cognition, then they would always score significantly higher than MS undergraduates, even on the common curriculum questions.
This result suggests that the higher scores on the SLP-related common curriculum questions were a result of SLP-related activities and not just repeated exposure to the material.
As dean of Brown University at the outset of the twentieth century, he lamented the disintegration of the old classical curriculum and questioned the rising influence of amoral science in modern higher education.
