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On a misty afternoon in early 2014, you sail into San Francisco Bay under the Golden Gate Bridge, threading the passage between San Francisco’s steep urban slopes on your right and the green hills of Marin County on your left. Gliding between two of the wealthiest peninsulas in the world, you continue past Alcatraz Island on the diminishing swell until the Bay opens up to the north and south. Silicon Valley is a hazy presence on the horizon off to the south, and the peak of Angel Island pokes up to the north.You spot the industrial shores of the East Bay. The four-legged, skyscraper-sized gantries of the Port of Oakland loom to the right, and the remains of the Richmond shipyards are off to the left.

According to the Jump$tart Coalition, Oklahoma is one of 24 states to adopt financial education requirements for students (Jump$tart Coalition, 2010). The Passport to Financial Literacy Act of 2007, Oklahoma House Bill 1476, requires Oklahoma students in grades 7 through 12 to fulfill established financial literacy requirements to graduate with a standard diploma. The Oklahoma State Department of Education (2009) provided detail on the standards to meet these requirements. Cooperative Extension educators use the "Reality Check" program to help schools address eight instruction areas. This article describes Reality Check, an interactive, hands-on financial educational program, and discusses how it helps teachers meet financial education requirements. (Contains 2 tables.)

Introduction: The long case examination is used to assess clinical competency in dental education. However, the academic literature, much of which is in medical education, highlights concerns regarding the relevancy and authenticity of the long case. To date, dental students' experiences of the long case have been under‐researched. This study examines students' experiences and perceptions of the long case examination at an Australasian dental school. Materials and Methods: This study was a qualitative investigation. Students participated in interviews to discuss their perceptions and experiences of the long case examination. The interviews were voice‐recorded and transcribed, and a thematic inductive analysis was undertaken. Results: Three main themes emerged from the data: stress, where students described stressors before, during and after the long case; fairness, where students positioned the long case as either fair or not fair; and confusion, where students spoke about their perceived lack of understanding of the examination process and procedures. Conclusion: The concerns students raised regarding stress, fairness and confusion are considered and ways in which the long case might be developed in order to support students' learning are presented. Alternative structures or practices that might be explored include greater calibration of examiners and cases, and enhancements to how students are prepared for and prepare for the examination. The results of this research will inform ongoing development of assessment practices. [ABSTRACT FROM AUTHOR]