Academic literature on the topic 'Edhi Foundation'
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Journal articles on the topic "Edhi Foundation"
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Basamh, Mohammed, Antony Robert, Julie Lamoureux, Rajeet Singh Saluja, and Judith Marcoux. "Epidural Hematoma Treated Conservatively: When to Expect the Worst." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 43, no. 1 (June 5, 2015): 74–81. http://dx.doi.org/10.1017/cjn.2015.232.
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ABSTRACTBackground: The Brain Trauma Foundation’s 2006 surgical guidelines have objectively defined the epidural hematoma (EDH) patients who can be treated conservatively. Since then, the literature has not provided adequate clues to identify patients who are at higher risk for EDH progression (EDHP) and conversion to surgical therapy. The goal of our study was to identify those patients. Methods: We carried a retrospective review over a 5-year period of all EDH who were initially triaged for conservative management. Demographic data, injury severity and history, neurological status, use of anticoagulants or anti-platelets, radiological parameters, conversion to surgery and its timing, and Glasgow Outcome Scale were analyzed. Bivariate association and further logistic regression were used to point out the significant predictors of EDHP and conversion to surgery. Results: 125 patients (75% of all EDH) were included. The mean age was 39.1 years. The brain injury was mild in 62.4% of our sample and severe in 14.4%. Only 11.2% of the patients required surgery. Statistical comparison showed that younger age (p< 0.0001) and coagulopathy (p=0.009) were the only significant factors for conversion to surgery. There was no difference in outcomes between patients who had EDHP and those who did not. Conclusions: Most traumatic EDH are not surgical at presentation. The rate of conversion to surgery is low. Significant predictors of EDHP are coagulopathy and younger age. These patients need closer observation because of a higher risk of EDHP. Outcome of surgical conversion was similar to successful conservative management.
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Sheombar, Haydee. "Logistics Coordination in Dyads: Some Theoretical Foundations for EDI-Induced Redesign." Journal of Organizational Computing and Electronic Commerce 7, no. 2 (June 1, 1997): 153–84. http://dx.doi.org/10.1207/s15327744joce0702&3_3.
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Sheombar, Haydee S. "Logistics Coordination in Dyads: Some Theoretical Foundations for EDI-Induced Redesign." Journal of Organizational Computing and Electronic Commerce 7, no. 2-3 (June 1997): 153–84. http://dx.doi.org/10.1080/10919392.1997.9681070.
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Furst-Holloway, Stacie, and Kathi Miner. "ADVANCEing women faculty in STEM: empirical findings and practical recommendations from National Science Foundation ADVANCE institutions." Equality, Diversity and Inclusion: An International Journal 38, no. 2 (March 11, 2019): 122–30. http://dx.doi.org/10.1108/edi-03-2019-295.
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Staib, Andrew, Clair Sullivan, Cara Joyce Cabilan, Rohan Cattell, and Rob Eley. "Digital transformation of the emergency department-inpatient interface (EDii): integration for future innovation." Australian Health Review 44, no. 5 (2020): 666. http://dx.doi.org/10.1071/ah18176.
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As the focus of clinicians and government shifts from speciality-based care to system-based key performance indicators such as the National Emergency Access Target (NEAT) or the 4-h rule, integration between emergency department (ED) and inpatient clinical workflows and information systems is becoming increasingly necessary. Such system measures drive the implementation of integrated electronic medical records (ieMR) to digitally integrate these workflows. The objective of this case study was to describe the impact of digital transformation of the ED–in-patient interface (EDii) of a large tertiary hospital on process measures and clinical outcomes for patients requiring emergency admission to hospital. Data were collected from routine clinical and administrative information systems to measure process and clinical outcome measures, including ED length of stay, compliance with the 4-h rule and in-patient mortality between 28 November 2014 and 28 February 2017. The 4-h rule compliance for all patients, as well as for the EDii group (admitted to hospital excluding short stay ward), declined after digitisation. There were 55 fewer deaths in the postintervention group (15% relative reduction; P = 0.02) and a 10% relative reduction in adjusted mortality as measured by the Hospital Standardised Mortality Ratio for emergency patients (eHSMR), which did not reach statistical significance. Digital deceleration in ED performance did occur with an ieMR rollout, but worsening of key patient outcomes was not observed. What is known about this topic? Much has been written about the introduction of electronic medical records (EMRs) in emergency departments. This work sits alongside a substantial body of evidence outlining the relationship between process measures of ED performance and important patient outcomes. However, much less is known about the impact of digital transformation on the complex adaptive system that is the EDii and the impact of digitisation on the vulnerable group of patients who require emergency admission to hospital. What does this paper add? The objective of this case study was to describe the effect of a rapid rollout of an integrated EMR. This EMR simultaneously transformed care delivery both in the ED and the inpatient space and impacted on the politically and clinically sensitive performance and outcome measures of the EDii in a large tertiary hospital. The present study is the first that specifically examined the effect of digitisation at the EDii. What are the implications for practitioners? The understanding that digital deceleration will occur, but that with good patient outcome monitoring worsening of key patient outcomes is not likely to occur, now holds a key place in digital transformation planning. The measures of the EDii examined in this case study provide a foundation for this montoring.
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Gonzalez, Cristiani Pereira de Morais, and Maria Creusa de Araújo Borges. "Repensando a educação em direitos humanos a partir das teorias universalistas, relativistas e confluentes." Revista Interdisciplinar de Direitos Humanos 9, no. 1 (June 25, 2021): 161–84. http://dx.doi.org/10.5016/ridh.v9i1.46.
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Considerando a relevância da fundamentação dos direitos humanos e a inter-relação que há entre estes e a Educação em Direitos Humanos (EDH), constituem objeto de estudo as concepções de direitos humanos e de EDH formuladas à luz das teorias universalistas, relativistas e confluentes (ou convergentes) que tensionam o campo da pesquisa nessa matéria de cunho eminentemente interdisciplinar. Parte-se do pressuposto que essas abordagens são constitutivas do campo da EDH, tensionando as concepções, modelos e metodologias inerentes a esse campo. As teorias que fundamentam os direitos humanos (dizendo o que eles são) ocasionam implicações na fundamentação da segunda (no que se entende por EDH, suas concepções e modelos). A abordagem metodológica é de cunho eminentemente bibliográfico, pautada nos procedimentos histórico e comparativo. Ao final, sustenta-se, como adequada ao contexto atual, a concepção de EDH que é fundada nas teorias convergentes, quer dizer, uma EDH que constitui um processo formativo com fundamento na complexidade dos direitos humanos, e que tensiona fornecer condições aos sujeitos para que lutem por sua (ou de outrem) dignidade humana.
Replanteamiento de la educación en derechos humanos desde las teorías universalista, relativista y confluente
Considerando la relevancia de la fundamentación de los derechos humanos y la interrelación que existe entre éstos y la Educación en Derechos Humanos (EDH), el objeto de estudio son las concepciones de los derechos humanos y la EDH formuladas a la luz de las teorías universalistas, relativistas y confluentes (o convergentes) que tensionan el campo de investigación en esta materia eminentemente interdisciplinaria. Se asume que estos enfoques son constitutivos del campo del EDH, tensando las concepciones, modelos y metodologías inherentes a este campo. Las teorías que fundamentan los derechos humanos (diciendo lo que son) tienen implicaciones en la fundamentación de estos últimos (en lo que se entiende por EDH, sus concepciones y modelos). El enfoque metodológico es eminentemente bibliográfico, basado en procedimientos históricos y comparativos. En definitiva, se sostiene, como adecuado al contexto actual, el concepto de EDH que se fundamenta en las teorías convergentes, es decir, una EDH que constituye un proceso formativo basado en la complejidad de los derechos humanos, y que se esfuerza por proporcionar las condiciones para que los sujetos luchen por su dignidad humana (o la de otros).
Palabras clave: Educación en derechos humanos. Teorías de los derechos humanos. La dignidad humana.
Rethinking on human rights education from universalist, relativist and confluent theories
Considering the relevance of the foundation of human rights and the interrelationship that exists between these and Human Rights Education (HRE), the object of study is the conceptions of human rights and HRE formulated in the light of universalist, relativist and confluent (or convergent) theories that tension the field of research in this eminently interdisciplinary subject. It is assumed that these approaches are constitutive of the field of HRE, straining the conceptions, models and methodologies inherent to this field. The theories that ground human rights (saying what they are) have implications for the grounding of the latter (on what is meant by HRE, its conceptions and models). The methodological approach is eminently bibliographical in nature, based on historical and comparative procedures. At the end, it is sustained, as appropriate to the current context, the concept of HRE that is founded on converging theories, that is, an HRE that constitutes a formative process based on the complexity of human rights, and that strives to provide conditions for subjects to fight for their (or others’) human dignity.
Keywords: Human rights education. Theories of human rights. Human dignity.
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Haque, MM Ehsanul, Shamima Sultana, Md Saiful Alam, Kamalesh Saha, and Wahida Begum. "Socio-demographic Characteristics of Extradural Haematoma (EDH) Patients: Expeience of 63 Cases in Bangladesh." Journal of Science Foundation 15, no. 2 (August 28, 2018): 52–56. http://dx.doi.org/10.3329/jsf.v15i2.37783.
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Banckgroud: Extradural haematoma can occur due to head injury to different group of people.Objectives: The purpose of the present study was to see the socio-demographihc characteristics of extradural haemorrahge (EDH) patients attended at a tertiary care hospital Dhaka city.Methodology: This cross-sectional study was carried out in the Department of Neurosurgery at Dhaka Medical College and Hospital, Dhaka, Bangladesh from July 2001 to July 2003 for a period of two (2) years. Patients with the history of head trauma admitted in Neurosurgery unit of Dhaka Medical College and Hospital which were being diagnosed as EDH both clinically and radiologically were included as study population. Head injury patient with subdural haematoma, intracerebral haematoma, EDH associated with ASDH or ICH were excluded form this study. The diagnosis of EDH was made by clinically and by non contrast CT-scan in all patients. The details of socio-demographihc chacteristics among the patients were recorded.Result: A total 63 patients were included. In this study maximum patients were in the age group 21 to 30 years which was 26(41.3%) cases. The ratio between male and female was 14.75:1. Among 59 male patients, 15(25.4%) cases were pedestrian; 10(16.9%) cases were driver or helper; 14(23.7%) cases were passenger; 13(22.0%) cases were labourer and 7(11.8%) caseswere rickshaw puller. Among female out of 4 patients, 2 (3.1%) were garment workers , 2(3.1%) were house wife. Majority were poor socio-ecnomic condition which was 41(65.1%) cases followed by middle and high which were 17(27.0%) and 5(7.9%) cases respectively.Conclusion: In conclusion young male patients coming from poor socio-economic condtion are the most common acute extra dural haemorrahge patients.Journal of Science Foundation, July 2017;15(2):52-56
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Gordon, John-Stewart, and Felice Tavera-Salyutov. "Remarks on disability rights legislation." Equality, Diversity and Inclusion: An International Journal 37, no. 5 (June 18, 2018): 506–26. http://dx.doi.org/10.1108/edi-12-2016-0114.
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Purpose The purpose of this paper is to examine and comment on disability rights legislation by focusing on international documents on people with impairments of the last decades, in order to provide more information on the dynamics of the disability rights movement and their moral plea for full inclusion. Design/methodology/approach By analyzing the international legislation and most important guidelines with respect to people with impairments, it is possible to portray a socio-political change by unfolding the agenda of the historical dimension of the decisive events. Findings The long and difficult struggle of people with impairments to beneficiaries of full human rights protection is a fundamental socio-political change that is documented by adhering to important international legislation and guidelines. Originality/value The examination of recent international legislation with respect to people with impairments provides historical context for current developments in the context of disability and full inclusion by conceding human rights as their moral and legal foundation.
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DeAro, Jessie, Sharon Bird, and Shermaine Mitchell Ryan. "NSF ADVANCE and gender equity." Equality, Diversity and Inclusion: An International Journal 38, no. 2 (March 11, 2019): 131–39. http://dx.doi.org/10.1108/edi-09-2017-0188.
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Purpose Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues. Design/methodology/approach Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses. Findings The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time. Originality/value This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.
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Bird, Sharon, and Melissa Latimer. "Examining models of departmental engagement for greater equity." Equality, Diversity and Inclusion: An International Journal 38, no. 2 (March 11, 2019): 211–25. http://dx.doi.org/10.1108/edi-09-2017-0182.
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PurposeThe purpose of this paper is to examine two types of departmental interventions focused on creating healthier and more equitable academic departments as well as enhancing faculty members’ capacity for collective dialogue, goals and work. Both interventions were informed by the “dual-agenda” approach and focused on targeted academic units over a prolonged period.Design/methodology/approachThis paper uses a variety of qualitative and quantitative data (including National Science Foundation (NSF) ADVANCE indicator data) to assess the potential of dual-agenda informed interventions in reducing gendered structures and gendered dynamics.FindingsThe authors outline essential components of a dual-agenda model for maximizing success in creating more gender equitable work organizations and discuss why the authors are more optimistic about the dual-agenda approaches than many past researchers have been in terms of the potential of the dual-agenda model for promoting more equal opportunities in work organizations.Originality/valueMost previous dual-agenda projects referenced in the literature have been carried out in non-academic contexts. The projects examined here, however, were administered in the context of multiple academic departments at two medium-sized, public US universities. Although other NSF ADVANCE institutional transformation institutions have included extensive department-focused transformation efforts (e.g. Brown University, Purdue University and Syracuse University), the long-term benefits of these efforts are not yet fully understood; nor have systematic comparisons been made across institutions.
Dissertations / Theses on the topic "Edhi Foundation"
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Jandová, Jiřina. "E-government a otevřená data ve státní správě." Master's thesis, Česká zemědělská univerzita v Praze, 2016. http://www.nusl.cz/ntk/nusl-260204.
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This diploma thesis focuses on the problematics of eGovernment and open data. Thesis assesses the situation in the Czech Republic as well as in countries of European Union. The opendata and eGovernment history, its developments, current state and outlook for future are described. The thesis aims to analyze the characteristics of opendata and compares eGovernment in the Czech Republic with other countries of European Union according to Open Data index. In the last section of this work, selection of the proper data for publication in the open format data is discussed. Its implementation and validation
is demonstrated with the example of selected instution in the Czech Republic.
In the theoretical part of this thesis problematics of eGovernment in the Czech Republic is discussed. The analytical part assesses the open data publication by the Czech ministry of social security administration. Analysis is conducted using bottom up and top down methods.
The benefits of this diploma thesis is the overview of the eGovernment and open data format publications in the Czech Republic and its comparison with other European countries and creation of the methodical framework for choosing the correct data for open data format publication.
Books on the topic "Edhi Foundation"
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Michele, Zanzucchi, ed. Half of two paisas: The extraordinary mission of Abdul Sattar Edhi and Bilquis Edhi. Karachi: Oxford University Press, 2013.
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Hein. Instructor's Manual with Test Items for Hein and A Rena's Foundations of College Chemistry, Tenth Edi Tion and Seventh Alternate Edition. John Wiley and Sons Ltd, 2002.
Find full textBook chapters on the topic "Edhi Foundation"
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Brandert, Kathleen, Giselle Corbie-Smith, Rachel Berthiaume, Melissa Green, and Claudia S.P. Fernandez. "Clinical Scholars: Making Equity, Diversity and Inclusion Learning an Integral Part of Leadership Development." In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98450.
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The plethora of persistent and pervasive health inequities in the United States is a Wicked Problem which threatens the health and wellbeing of all people. To dismantle them is no easy task, and requires a health care workforce practiced in leadership skill sets embracing a deep focus on areas of equity, diversity and inclusion (EDI). This chapter describes how the core competencies and curriculum of the Clinical Scholars Program have been designed to offer this set of skills. To start, the program’s foundational set of 25 competencies cover four domains (Personal, Interpersonal, Organizational, and Community & Systems) and include both more traditional leadership competencies as well as contemporary competencies focused on equity, diversity, and inclusion. The curriculum takes the set of 25 leadership and EDI competencies and breaks them down into learning sessions where participants listen, practice, and apply the ideas, behaviors, and mindsets. The leadership core and the EDI core of the curriculum exist both in tandem and in unison to provide the full Clinical Scholars experience. At times, sessions focus on one core or the other, and at times, both leadership and EDI are present in the learning of a session. Example learning sessions for each core and the weaving of the cores together are provided. Four challenges to creating an equity-centered leadership program are identified: 1. The personalized nature of the journey of self-development; 2. Shifting Mindsets and Skill Sets; 3. Piloting an evidence-based curriculum on EDI; and 4. Maintaining engagement with participants over time and across distance. A set of top recommendations for weaving EDI and Leadership learning are also offered. The chapter details the importance of meaningfully focusing on EDI when tackling modern, wicked problems.
Conference papers on the topic "Edhi Foundation"
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Orie, Nelson, Aysha Bakhamis, Moataz Bashah, Mohammed Alsayrafi, and Vidya Mohamed Ali. "EDHF Contribution To Microvascular Dilatation Is Not Linked To Endothelial Dysfunction In Morbidly Obese Qataris." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2014. http://dx.doi.org/10.5339/qfarc.2014.hbpp0360.
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Myers, Marie J. "ENSURING SUCCESS IN THE FLIPPED CLASSROOM WHEN TEACHING ON- LINE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end093.
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As teaching moved on-line we had to rethink and readjust what approaches to use in order to reach the outcomes. Adjustments had to be made to the designed activities especially when groups had to meet in breakout rooms. We will present the various aspects that came under scrutiny, as for example, peripheral participation, the development of mini-communities of practice, cooperation, collaboration and mediation. We analyzed instructor’s journal notes and students’ products. There were 53 students in the classes concerned. The main research question is what was effective in making participants improve learning and how did the implementation increase their understanding of working together virtually. The method used is qualitative (Creswell, & Poth, 2018). The instructor took observational notes of processes and actions during planned activities. These notes were analyzed to uncover insights. In addition, student ‘products’ of group work were analyzed for the triangulation of results. Results show that the effort put into creating more engagement in the module brought about a number of interesting results that increased student understanding. Overall, findings show that participants reiterate expectations and summarize them, the repetition allowed a better grasp and this could also be due to the fact that during the reconversion, participants had to make sure they really understood the contents, i.e. ensuring that the meanings were clear which, in turn led to a better intake of specific features. As regards working together, several issues were identified, yet overall, all students were highly successful, due mostly to a supportive approach as regards feedback or a ‘feed-through’ approach. The theoretical underpinnings came from research on learning and pointed to the requirement of additional insights on the part of instructors especially when teaching has to take into account equity, diversity, inclusion and indigenization (EDII). Instruction had to be more connected to students’ lives. Bransford et al (2000) assert that “to develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (p. 16).