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Hutchison, Iain C. "John Oliphant, The Early Education of the Blind in Britain c.1790–1900: Institutional Experience in England and Scotland, Lampeter, Lewiston, NY, and Queenston, Ontario, Edwin Mellen Press, 2007. Pp. v + 187. Hardback ISBN 9780773452473, £64.95." Journal of Scottish Historical Studies 29, no. 1 (May 2009): 81–83. http://dx.doi.org/10.3366/e1748538x09000405.
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Hash, Phillip M. "Music Education at the New York Institution for the Blind, 1832–1863." Journal of Research in Music Education 62, no. 4 (December 17, 2014): 362–88. http://dx.doi.org/10.1177/0022429414555983.
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The purpose of this study was to document the history of music education at the New York Institution for the Blind (NYIB) from the opening of the school in 1832 through the tenure of the facility’s first music director, Anthony Reiff. Research questions pertained to the school’s origin and operation and to its music curriculum, pedagogy, faculty, ensembles, and resources. The NYIB provided a home and education for students ages eight to twenty-five. The music program served as recreation and vocational training and as a means of promoting the school. Reiff joined the faculty in 1835 and established a band and choir that performed throughout the city and surrounding states. In 1847, the board of managers hired George F. Root as head of vocal music and named Reiff director of the instrumental division. Sigismund Laser replaced Root in 1855 and remained at the NYIB until 1863, when both he and Reiff left the school. The faculty at the NYIB developed and promoted effective methods for teaching music to people with blindness and prepared graduates to serve as church musicians, piano tuners, and music educators. Findings from this study might serve to remind music educators of past pedagogical methods and principles applicable in teaching students who are blind today.
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Gudonis, Vytautas, and Yevhenii Klopota. "Features of Interpersonal Interaction of Blind and Visually Impaired Youth with Student Group." Pedagogika 125, no. 1 (April 13, 2017): 132–42. http://dx.doi.org/10.15823/p.2017.10.
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The paper presents outcomes research of features of interpersonal relationships, the level of perception and motivational orientations interaction of those who can see with blind and visually impaired students of higher educational institution. The attention is focused on the specifics of the social and psychological training as a means of improving communicative competence of blind and visually impaired students and optimization of their social status in the student body.
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Dergacheva, I. V., and S. V. Epifantsev. "Principles of inclusive Italian language education for people with visual disabilities." Язык и текст 4, no. 4 (2017): 139–43. http://dx.doi.org/10.17759/langt.2017040411.
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The article describes the principles of inclusive education for the Italian language of persons with visual disabilities, aimed at improving the adaptation of the learning environment for the full integration of disabled people. Learning a foreign language also involves the socialization of visually impaired and blind people in an educational institution, adaptation to the life of the institution and the methods of its work and further socialization in society.
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McEwan, R. C., S. Wier, and A. McBride. "Upgrading the Academic and Job Skills of Bund and Visually Impaired Adults in a Public Secondary School." Journal of Visual Impairment & Blindness 86, no. 7 (September 1992): 284–87. http://dx.doi.org/10.1177/0145482x9208600705.
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Since 1987, 15 blind and visually impaired adults have enrolled in a public secondary school in London, Ontario, to upgrade their academic credentials and to learn new job skills. This article describes these students, the program, and the extent to which the students have been successful and discusses the potential importance of secondary schools for the education of blind and visually impaired adults.
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OKA, Noriko. "Educational Reform in the Perkins Institution and Massachusetts Asylum for the Blind : Music Education." Japanese Journal of Special Education 40, no. 6 (2003): 689–99. http://dx.doi.org/10.6033/tokkyou.40.689.
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Dietsche, Peter H. J. "Freshman Attrition in a College of Applied Arts and Technology of Ontario." Canadian Journal of Higher Education 20, no. 3 (December 31, 1990): 65–84. http://dx.doi.org/10.47678/cjhe.v20i3.183086.
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This study, conceptualized using a "person-environment fit" model of dropout, examined differentiated freshman attrition and persistence in a College of Applied Arts and Technology of Ontario. Also examined were the magnitude and timing of dropout as well as the ability of the model to explain and predict freshman attrition/persistence vs academic success/failure. The relative importance of student and institutional characteristics in the withdrawal process was also assessed. Results showed that thirty percent of the freshman cohort dropped out in the first year, with approximately half doing so in the first semester. Those variables which measured the nature of the student-institution interaction accounted for a greater amount of the variance in persistence/withdrawal than did the background and entry-level characteristics of the students alone. This confirms the validity of the "fit" model of dropout and suggests that college administrators could significantly reduce freshman attrition by carefully managing the college learning environment. Consistent with U.S. studies comparing factors influencing dropout in commuter and residential institutions, this study found academic integration and educational commitment to be of greater importance to persistence than social integration and institutional commitment. A student's intention to leave the college at mid-semester and his/her confidence in success were also found to be important determinants of freshman attrition.
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LeChasseur, Kimberly, Charles DT Macaulay, and Érica Fernández. "Professionalism and Parents: A New Frame for Color-Blind Racism in Schooling." Critical Sociology 46, no. 7-8 (June 17, 2020): 1075–91. http://dx.doi.org/10.1177/0896920520934173.
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This study deconstructs the racial dimension of teacher resistance to parent authority within the shared social institution of education. More specifically, we examine how teachers responded to a teacher evaluation policy that included a parent-based component to assess teacher quality. Using framing theory, this study illustrates the use of professionalism as one mechanism connecting teachers’ individual actions to broader sociocultural experiences of privilege and oppression. To illustrate the anatomy of color-blind framing, we deconstruct three tactics teachers used when framing their resistance to parents: minimizing professional responsibility for engaging parents, masking racist perspectives through geographic and social distance, and misdirecting attention away from parents’ rights to judge education as a public good.
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Trotter, Lane D., and Amy Mitchell. "Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture." Articles 48, no. 2 (March 12, 2019): 92–108. http://dx.doi.org/10.7202/1057105ar.
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As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
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Trotter, Lane D., and Amy Mitchell. "Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture." Canadian Journal of Higher Education 48, no. 2 (August 31, 2018): 92–108. http://dx.doi.org/10.47678/cjhe.v48i2.188092.
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As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.
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Klimentyeva, Viktoriya, Dmitry Klimentyev, Svetlana Pashneva, Anna Umerenkova, and Dina Fedorova. "Impact of inclusive education on improving the quality of life of totally blind students." SHS Web of Conferences 98 (2021): 02013. http://dx.doi.org/10.1051/shsconf/20219802013.
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The desire of contemporary society to improve the quality of life through the organization of wider access to education for people with disabilities raises several issues concerning the conditions for organizing inclusive education. In the article based on theoretical analysis and practical experience in implementing five-year research and educational project in cooperation with the Moscow City University, the hypothesis is substantiated that using specially developed didactic materials, individual training of applicants according to an adapted curriculum, and adaptive teaching methods, it is possible to ensure successful foreign language training of a foreign language teacher for blind and visually impaired adults enrolled in the inclusive education in an undergraduate program. The purpose of the study is to find the possibilities of teaching a foreign language to totally blind adults studying in an inclusive educational environment of a higher educational institution with the subsequent successful implementation of their professional activities. The scientific novelty of the research is seen in the development and testing of a model of methodically substantiated professionally-focused educational trajectory of foreign language education for totally blind adults studying at the university. Using classical research methods, such as the study of scientific literature and accumulated methodological experience, trial training, observation, and questionnaires, the researchers came to conclusions about the feasibility and productivity of the proposed approach to teaching English to blind students in an inclusive environment, contributing to a more effective professional training of people with disabilities, improving their self-esteem, better adaptation to life, as well as professional and personal advancement of all participants in the educational process.
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Almuhajir, Almuhajir. "Manajemen Dayah Inklusif: Pendidikan Alternatif bagi Anak Tunanetra Aceh." MANAGERIA: Jurnal Manajemen Pendidikan Islam 5, no. 1 (May 31, 2020): 41–58. http://dx.doi.org/10.14421/manageria.2020.51-03.
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This study aims to describe the opportunities for the formation and initiation of the concept of inclusive Dayah management as an alternative education for Aceh blind children. Public education institutions in Aceh have facilitated the needs of many blind children, but Islamic-based educational institutions specifically do not yet have institutions that facilitate their needs. This research is a type of library research using an educational institution management approach. The results of the study showed that the Establishment of Inclusive Dayah was supported by the Aceh government policy system by establishing the Provincial and District/City Dayah Education Office, and enacting the Aceh Qanun Number 11 of 2014 on the Implementation of Aceh's Education and Law Number 20 of 2003 on the National Education System. Management of Inclusive Dayah for blind children can be carried out with the Special Inclusive Dayah Model, Visiting Class Inclusive Dayah, and Special Class Inclusive Dayah. Inclusive Dayah is an education service system that provides opportunities for school-age children with disabilities, especially children with visual impairment who are in the territory of Aceh Province by paying attention to diversity and individual needs. The potential of children with visual impairment can develop optimally in science along with the priority on Islamic religious education.
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Stevens, Andrew. "Working for a Living Wage Around the Ivory Tower." Articles 48, no. 1 (April 30, 2018): 22–38. http://dx.doi.org/10.7202/1050840ar.
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Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.
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Stevens, Andrew. "Working for a Living Wage Around the Ivory Tower." Canadian Journal of Higher Education 48, no. 1 (April 30, 2018): 22–38. http://dx.doi.org/10.47678/cjhe.v48i1.187992.
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Since the 1980s, research on employment conditions in post-secondary institutions has focused on the growth of contingent academic workers, or what the Higher Education Quality Council of Ontario (HEQCO) has labelled “non-full-time instructors” (Field, Jones, Stephenson, & Khoyetsyan, 2014). Very little attention, however, has been paid to administrative, physical plant, and other operational staff employed within universities and colleges. Using data from a study of University of Regina students and employees, academic and support staff, this paper confronts the broader conditions of labour around the ivory tower. Employment at a post-secondary institution is analyzed through the lens of living wage research advanced by the Canadian Centre of Policy Alternatives (CCPA) (Ivanova & Klein, 2015). The study reframes the notion of a living wage in a post-secondary institution to include work-life balance, job security, and the realities of dignity and respect in the university workplace.
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Setiawan, Tutus, Gunawan Tanuwidjaja, and Mohamad Ali Muhaidhori. "PENINGKATAN RANCANGAN WAYFINDING (MENEMUKAN JALAN) UNTUK SEKOLAH PENYANDANG DISABILITAS VISUAL DI SURABAYA DAN PELUANG PENGEMBANGANNYA UNTUK BANGUNAN PUBLIK LAINNYA." ATRIUM: Jurnal Arsitektur 5, no. 1 (June 10, 2020): 23–30. http://dx.doi.org/10.21460/atrium.v5i1.70.
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Title: Wayfinding Design Improvement for the Blind School in Surabaya and Development Opportunities for Other Public Buildings
Yayasan Pendidikan Anak Buta (Blind Children Education Foundation or YPAB) Special Junior High School in Surabaya is a dedicated institution for teaching blind students. Unfortunately, the school is found less accessible for the blind because it was designed for the farming school with spread buildings’ footprints in the 1970s. A literature review and accessibility evaluation conclude that besides architecture improvement, a small architectural model is needed to teach the students to be able to conduct orientation and mobility. The model should be accessible to blind students, total blind and low vision, with various information such as voice, braille, contrasting colour, and tactile marking. This architecture model is designed in collaboration of YP AB teachers, Architecture Program Study, Electrical Program Study of Petra Christian University and Prototype Studio. The model is created with laser cutting and equipped with electronic circuits for the voice of wayfinding instructions for blind students. The model is found improving the blind students to practice orientation and mobility in the school. Further research pursues improving public building wayfinding for the blind persons as described in the State Library of Queensland (SLQ).
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Sidiq, Umar, and Nurul Aini. "PATTERN OF ISLAMIC MORAL DEVELOPMENT FOR CHILDREN WITH SPECIAL NEEDS (BLIND)." JIE (Journal of Islamic Education) 4, no. 1 (August 21, 2019): 79. http://dx.doi.org/10.29062/jie.v4i1.113.
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Blind is a person who has a disorder in his vision. A person's blindness is caused by endogenous factors such as hereditary, or due to exogenous factors, such as accidents, drugs and others. The main obstacle of a blind child is not working in his sense of vision. So that children with visual impairments, including children with special needs, are children who experience physical disorders that are different from normal children so that children with visual impairments need special education services and guidance so they can develop their potential as optimally as possible. This study aims to describe the foundation of guidance carried out on children with special needs (blind), as well as to describe aspects of coaching for children with special needs (blind). This study included qualitative research with a descriptive approach. Aisyiah Ponorogo Orphanage as a non-formal educational institution that carries out its duties and functions in learning and fostering children, including dealing specifically with children who have visual impairments. In such a long period of time, there are certainly many records and experiences in the development of blind children.
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Maksymchuk, Borys, Iryna Shvets, Nataliia Vyshnivska, Halyna Honchar, and Shalyov Andriy. "Dual training of a specialist in the framework of pedagogical institution of higher education." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(127) (November 27, 2020): 109–19. http://dx.doi.org/10.31392/npu-nc.series15.2020.7(127).22.
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Creativity is a universal function of a person who leads to all forms of self-expression. In the modern youth’s consciousness, the concept “self-expression”, unfortunately, dominates the concept “creativity”, but both concepts can be elevated to a common valeological denominator: to detect, to express, to represent, and to develop oneself only by a natural evolutionary way, and not by blind inheritance, use of stimulants, abuse, virtual reality, etc. At the present stage, there is a general deterioration in ecology, mental hygiene, and human health, but this is now opposed not so much by individual areas of activity and science as by a holistic approach. In the non-medical sphere, such as education, this approach reveals itself by updating the methodological and praxeological implementations of a competent approach to teacher’s and student’s health saving. This individual social phenomenon is based on deep mental properties - awareness, need, intentionality, which are strengthened externally by personal factors: integration and interdisciplinary valeology, socionomy orientation of educational process, dialectical interaction of intra-personal and external personal dominants (cultural, social, psychological). Therefore, physical culture as a universal subject and a sphere of human activity, which concerns the training of all pedagogical and non-pedagogical specialties within the framework of higher education, has several advantages and contrasts with the cycle of disciplines only of the intellectual and competent plan. Despite not the difference in the scope of the concepts “physical culture” and “physical education”, despite the optional nature of university classes in this course, this discipline has virtually unlimited potential in future teachers’ education and training of valeological identity and culture.
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Łapot, Mirosław. "Activities of schools and institutions for deaf and blind children established on the initiative of Lviv Jews from 1871 through 1939." Special School LXXIX, no. 4 (October 31, 2018): 259–71. http://dx.doi.org/10.5604/01.3001.0012.7276.
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The article describes the initiatives of the Jewish community in Lviv in the area of special education taken during the Galician autonomy period (1867–1918) and in independent Poland (1918–1939). It is based on little known references kept in Lviv and Cracow archives. Lviv Jews’ interest in the education of blind and deaf children was awaken by Vienna, where the first schools for the deaf and the blind in Europe had been established. The article presents the functioning of the first Jewish center for deaf children and adolescents on Polish lands – it was established by Izaak Józef Bardach in 1871. The institution functioned as a private school, supporting itself mainly through subsidies from the city of Lviv and from the local Jewish community till 1939 when it was incorporated into the state school for the deaf at Łyczakowskiej street. The Jews from Lviv contributed to the establishment of the first Jewish school for the blind in Poland. It was set up in Bojanowo in 1926 and transferred to Warsaw in 1936. The article expands the current state of research on the history of schooling for people with disabilities on Polish lands, showing the contribution of the Jewish community to the development of schools for the deaf and the blind.
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Levinsky, Zachary. "“Not Bad Kids, Just Bad Choices”: Governing School Safety Through Choice." Canadian Journal of Law and Society / Revue Canadienne Droit et Société 31, no. 03 (November 11, 2016): 359–81. http://dx.doi.org/10.1017/cls.2016.11.
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AbstractUsing the Safe Schools Act in Ontario as an example of a school zero-tolerance policy, I demonstrate that there are more implications for governing students through these policies than the literature tends to suggest. The push to exclude students found in zero-tolerance policies co-exists uneasily with the liberal democratic pull to an inclusive education. Principals negotiate the contradictory positioning of students as simultaneously excludable and includable uniquely. There is also an insertion of ‘choice’ as a strategy to resolve these tensions. Inappropriate conduct conceived as the students’ choice signals a reorientation of the main function of the school, to an institution now interested in managing its own reputation by devolving the responsibility of good behaviour onto the student.
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Wong, Erin T., Carol Dunham, and Demetris Patsios. "Qualitative Assessment of Pain Management in Patients Undergoing Computed Tomography-Guided Transthoracic Lung Biopsy." Pain Research and Management 19, no. 3 (2014): 149–52. http://dx.doi.org/10.1155/2014/194519.
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BACKGROUND: Unpublished questionnaire data collected by the authors’ institution (Toronto General Hospital, Toronto, Ontario) indicates that patients often experience significant pain while undergoing lung biopsy, yet receive only a fraction of the maximum allowable dosage of analgesic.OBJECTIVES: To qualitatively assess current pain management practices from the patient perspective. Patient education and patient satisfaction were also evaluated.METHODS: From March through June 2012, participants were contacted via telephone within one week of their procedure until data saturation was reached. The semistructured interviews were based on a study-specific interview template. Thematic analysis of qualitative study data was used to identify recurring interview topics.RESULTS: A consecutive sample of 16 outpatients who had undergone image-guided transthoracic lung biopsy at the authors’ institution were interviewed. None of the study participants reported noteworthy pain associated with the insertion of lung biopsy needles. The most significant pain was caused by positioning within the computed tomography scanner, particularly among participants who were in the prone position. All participants reported high satisfaction with the amount of analgesic received. Potential complications and recovery period details were identified as areas for improved patient education.CONCLUSIONS: At the authors’ institution, pain associated with lung biopsy needle insertion was well controlled. Positional pain is common for patients required to be in the prone position. Potential solutions include increasing awareness of positional pain and instituting additional supportive equipment.
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Altschuler, Sari. "Touching The Scarlet Letter : What Disability History Can Teach Us about Literature." American Literature 92, no. 1 (March 1, 2020): 91–122. http://dx.doi.org/10.1215/00029831-8056602.
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Abstract This essay demonstrates the value of disability history for literary and cultural studies. It develops historical cripistemology as a method through which to examine the historical experiences and epistemologies, rather than representations, of disability in particular times and places and emphasizes the vast and varied entanglements of those experiences and epistemologies with mainstream US culture. To do so, “Touching The Scarlet Letter” turns to perhaps the most canonical American novel to show how returning disability history to a text—here Nathaniel Hawthorne’s connections to and interest in blind education as well as the extensive cultural influence of the Perkins Institution and Massachusetts School for the Blind in the 1840s and 1850s—can reframe fundamental aspects of our analyses, such as how we understand reading and interpretation. In so doing, this essay argues for and begins to uncover a hidden disability history of US literature and culture.
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Khani, Sophia Helena Adelaide. "How McMaster is Fulfilling the Need for Physician Assistants in Canada." Sciential - McMaster Undergraduate Science Journal, no. 2 (March 29, 2019): 18–20. http://dx.doi.org/10.15173/sciential.v1i2.2062.
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The Physician Assistant (PA) profession has been growing over the past decade in Canada, and McMaster University was the first institution in Ontario to establish a PA program in 2008. The PA profession occupies a niche in the health care field and is needed to extend physician services contributing to the improvement of patient care. McMaster’s PA Education Program (PAEP) fosters collaboration and problem-based learning (PBL) in order to provide students with skills that are transferable to the workplace. McMaster’s PBL approach arms graduates with lifelong learning skills that are practical in a clinical setting. The following interviews with PAs provide a more comprehensive understanding of the development of the PA niche and proffer a glimpse into how McMaster’s PAEP equips its graduates with practical skills, which will allow them to excel in the workforce.
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Carter, Todd L., and Jean A. Patterson. "A Community College HSI: The Effect of an HSI Designation on Organizational Identity." Community College Review 47, no. 4 (July 25, 2019): 360–81. http://dx.doi.org/10.1177/0091552119864412.
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Objective: Most community colleges receiving the Hispanic-Serving Institution (HSI) designation have no specific mission to serve Hispanic students. The purpose of this qualitative case study was to explore how receiving an HSI designation affects the identity and practices of a community college. Method: Ten years of institutional documents covering the HSI transition period and 40 individual interviews were analyzed for common identity themes and indicators of a commitment to serving Hispanic students. Results: Participants attributed no meaning to the HSI designation; however, the identity labels did have meanings associated with being Hispanic-serving. A “serving all students” ideology combined with a color-blind approach and fear of external stakeholder reaction to the HSI designation were barriers to adopting an HSI identity. Contributions: Previous studies have relied on evidence of planned change as an indicator of an HSI identity. Unplanned change, however, has received very little attention. Our study demonstrates that unplanned changes in some practices and structures did result in movement toward being more Hispanic-serving as the college attempted to serve all students. As many HSIs have chosen not to address a formal change in identity, the unplanned change construct provides valuable data that might otherwise be overlooked.
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Fotheringham, John B., Karim Abdo, Hélène Ouellette-Kuntz, and Art Wolfgarth. "Survey of Community Adjustment of Previously Institutionalized Developmentally Disabled Persons." Canadian Journal of Psychiatry 38, no. 10 (December 1993): 641–48. http://dx.doi.org/10.1177/070674379303801004.
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A survey was conducted of the community adjustment of 108 developmentally disabled (mentally retarded) persons who had spent at least three years in an institution in southeastern Ontario. On average, they had resided 3.5 years in the community, were 40 years of age, with a mental age of five years and a median IQ of 41, and most had one or more moderate to severe physical disabilities. During their most recent year living in the community it was found that their daily living skills remained unchanged compared with their skill level in the year prior to community placement. As well, the community staff rated them as average in level of performance and amount of supervision required compared with others of similar ability. About one third were found to have a moderate to severe behavioural/psychiatric problem with aggressive disruptive behaviour being most frequent. Of the two-thirds capable of being interviewed, over three-quarters expressed satisfaction with their present living, work, education and recreation environment and had no desire to return to the institution. Most had few if any meaningful relationships with non developmentally disabled persons other than caregivers. Support agency staff and psychiatric consultants identified additional service needs for those with behavioural/psychiatric problems who may be placed in the community.
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Shen, Nelson, Sanjeev Sockalingam, Alexxa Abi Jaoude, Sharon M. Bailey, Thérèse Bernier, Alison Freeland, Aceel Hawa, Elisa Hollenberg, Bethel Woldemichael, and David Wiljer. "Scoping review protocol: education initiatives for medical psychiatry collaborative care." BMJ Open 7, no. 9 (September 2017): e015886. http://dx.doi.org/10.1136/bmjopen-2017-015886.
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IntroductionThe collaborative care model is an approach providing care to those with mental health and addictions disorders in the primary care setting. There is a robust evidence base demonstrating its clinical and cost-effectiveness in comparison with usual care; however, the transitioning to this new paradigm of care has been difficult. While there are efforts to train and prepare healthcare professionals, not much is known about the current state of collaborative care training programmes. The objective of this scoping review is to understand how widespread these collaborative care education initiatives are, how they are implemented and their impacts.Methods and analysisThe scoping review methodology uses the established review methodology by Arksey and O’Malley. The search strategy was developed by a medical librarian and will be applied in eight different databases spanning multiple disciplines. A two-stage screening process consisting of a title and abstract scan and a full-text review will be used to determine the eligibility of articles. To be included, articles must report on an existing collaborative care education initiative for healthcare providers. All articles will be independently assessed for eligibility by pairs of reviewers, and all eligible articles will be abstracted and charted in duplicate using a standardised form. The extracted data will undergo a ‘narrative review’ or a descriptive analysis of the contextual or process-oriented data and simple quantitative analysis using descriptive statistics.Ethics and disseminationResearch ethics approval is not required for this scoping review. The results of this scoping review will inform the development of a collaborative care training initiative emerging from the Medical Psychiatry Alliance, a four-institution philanthropic partnership in Ontario, Canada. The results will also be presented at relevant national and international conferences and published in a peer-reviewed journal.
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Pereira, Dauster Souza, José Valdeni de Lima, Rafaela Ribeiro Jardim, Paulo Santana Rocha, Francisco Euder dos Santos, and Liane Margarida Rockenbach Tarouco. "HTML5 Authoring Tool to Support the Teaching-Learning Process." International Journal of Innovation Education and Research 7, no. 2 (February 28, 2019): 92–103. http://dx.doi.org/10.31686/ijier.vol7.iss2.1325.
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The objective of this experiment report was to describe the development of studies of authorship tools and creation of educational resources carried out in 2017 by 12 students of the Doctoral Course in “Informatics in Education” of the “Anonymous Institution - Details omitted for double-blind reviewing”, 6 students of the Teleducation discipline and 6 students of the discipline of Hyperdocuments as Teaching Material. The impacts of the use of an authoring tool in the teaching-learning process were explored, focusing the analysis in descriptive aspects. It was concluded that the use of H5P contributed to discussions and reflections on authoring tools, also it was possible to establish an effective relationship between theory and practice, and its use proved to be satisfactory as well as promising for the teaching-learning process.
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Morozov, Sergey A. "“Musical Informatics”. Program of the Discipline for Visually Impaired Students." ICONI, no. 4 (2020): 120–34. http://dx.doi.org/10.33779/2658-4824.2020.4.120-134.
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Thereunder is a publication the program of the discipline of “Musical Informatics” devoted to the theory and methodology of teaching student musicians with strong visual impairments. The methodological and content-rich components of study of this discipline in the federal state-run professional educational institution “Kursk Music Residential College for the Blind” of the Ministry of Labor and Social Protection of the Russian Federation are presented. The author of the article describes the special conditions for realizing the adapted program of the discipline of “Musical Informatics,” the thematic plan of the discipline, the methodological recommendations for teachers who implement the educational process within the walls of the college, the hardware-software, educational methodological and informational support for the realization of the educational process in specialized institutions the activities of which are directed at education, upbringing, rehabilitation and social adaptation of visually impaired invalids.
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Isya', Muhammad Andi. "Pendidikan dan Konflik (Potret Konflik Sunni-Syiah dan Imbasnya Terhadap Pendidikan di Bangil Kabupaten Pasuruan)." Progressa: Journal of Islamic Religious Instruction 2, no. 1 (January 14, 2019): 13. http://dx.doi.org/10.32616/pgr.v2.1.104.13-14.
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The conflict between Sunni and Shia has taken place from the very beginning of the two ideologies. The eternal conflict between the Sunni and the Shias enters into the strategic domains of the moral formation of children, namely education. Education is a strategic place in the formation and cadre of a child. Original education is expected to be the formation of a neutral personality, more often ridden with certain ideologies so that the child's personality is formed from Islamic education in accordance with the ideology of an educational institution. The purpose of this research is to know how far conflict sekmetian Sunni and Shia and its impact to education world especially in District of Bangil Pasuruan Regency. This research uses qualitative approach with fenomelogical perspective. The data were collected through in-depth interviews, participatory observation and documentation. Data analysis techniques include data reduction, data presentation and conclusion drawing. From the results of this study obtained the conclusion that the conflict that stood for years can stick again when the trigger is punctured. As a result education is a disadvantaged element in this sectarian conflict. Education that should be neutral, polluted and polarized by the divisive elements. In addition, education contributes to polishing and beautifying the conflict between Sunnis and Shiites. Conflicts that occurred have entered the realm of education. A deep understanding of the teachings of affection between fellow Muslims, supported by an unbalanced curriculum of Islamic education and an educator who is not blind fanaticism, will be the solution to the realization of peace for both sects.
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Gubbay, JB, A. Al-Rezqi, M. Hawkes, L. Williams, SE Richardson, and A. Matlow. "The Role of Torovirus in Nosocomial Viral Gastroenteritis at a Large Tertiary Pediatric Centre." Canadian Journal of Infectious Diseases and Medical Microbiology 23, no. 2 (2012): 78–81. http://dx.doi.org/10.1155/2012/134961.
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OBJECTIVE: To describe the viral etiology and epidemiology of nosocomial viral gastroenteritis (NVG) at a tertiary care pediatric hospital and identify any changes over the past two decades.METHODS: Retrospective review of all patients with laboratory-confirmed NVG at The Hospital for Sick Children (Toronto, Ontario), from January 1, 2004, to December 31, 2005.RESULTS: One hundred forty-two episodes of NVG were found among 133 patients, occurring in 0.48 of 100 admissions. The median age was two years; 42% were <1 year of age and 41% were immunocompromised. The most commonly detected pathogen was torovirus (67% of episodes), followed by rotavirus (19%) and adenovirus (9%). Seventy-five cases (53%) were epidemiologically linked in 32 separate clusters (median cluster size two, range two to four). The NVG rate fell from 0.63 of 100 to 0.22 of 100 admissions after March 2005 (P<0.001) when enhanced infection control precautions were instituted in response to an outbreak of vancomycin-resistantEnterococcus.CONCLUSIONS: Torovirus remains the most commonly identified cause of NVG at The Hospital for Sick Children. Most NVG cases were epidemiologically linked, and a significant reduction in cases occurred after the institution of enhanced infection control practices following an outbreak of vancomycin-resistantEnterococcus. Improved education and surveillance for NVG should lead to further reduction in this problem.
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An, Jungae, Ho-Kwang Ryu, Suk-Joo Lyu, Hyuk-Jong Yi, and Byoung-Hee Lee. "Effects of Preoperative Telerehabilitation on Muscle Strength, Range of Motion, and Functional Outcomes in Candidates for Total Knee Arthroplasty: A Single-Blind Randomized Controlled Trial." International Journal of Environmental Research and Public Health 18, no. 11 (June 4, 2021): 6071. http://dx.doi.org/10.3390/ijerph18116071.
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This study aims to investigate the effect of a preoperative telerehabilitation (PT) program on muscle strength, knee range of motion (ROM), and functional outcomes in candidates for total knee arthroplasty (TKA). Sixty patients (all women, mean age 70.53 ± 2.7 years) scheduled for bilateral TKA participated in this study. The PT and preoperative patient education (PE) groups participated in a 3-week intensive exercise program (30 min/session, 2 times/day, 5 days/week), whereas the control group received the usual care before TKA. Quadriceps muscle strength, Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), ROM of knee flexion, pain, and time up-and-go (TUG) test time were evaluated at 4 weeks preoperatively, post-interventionally, and 6 weeks after TKA. Significant differences were found in the time-by-group interaction for 60°/s extension peak torque [F(4, 100) = 2.499, p < 0.047, η2p = 0.91], 180°/s extension peak torque [F(4, 100) = 3.583, p < 0.009, η2p = 0.125], ROM [F(4, 100) = 4.689, p < 0.002, η2p = 0.158], TUG time [F(4, 100) = 7.252, p < 0.001, η2p = 0.225], WOMAC pain [F(4, 100) = 9.113, p < 0.001, η2p = 0.267], WOMAC functional outcome [F(4, 100) = 6.579, p < 0.001, η2p = 0.208], and WOMAC total score [F(4, 100) = 10.410, p < 0.001, η2p = 0.294]. The results of this study demonstrate the early benefits of a PT program in elderly female patients with end-stage osteoarthritis. The PT program improved muscle strength, ROM, and functional outcomes before TKA, which contributed to better functional recovery after TKA.
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Backhouse, Constance. "Revisiting the Arthurs Report Twenty Years Later." Canadian journal of law and society 18, no. 1 (April 2003): 33–44. http://dx.doi.org/10.1017/s0829320100007432.
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Harry Arthurs' Law & Learning report, conceived by the Social Sciences and Humanities Research Council of Canada and carried to fruition in 1983 by a ten-person Consultative Group and a twenty-three person Advisory Panel, was a formative document in the history of Canadian legal education. My recollection of the release of the report is probably intensified because of the circumstances in which I experienced it the following year - a seminar room filled with cranky faculty members at the Faculty of Law at the University of Western Ontario, as stony terrain as any venue one might have imagined for the reception of such a report. I was then a relatively junior untenured professor, hoping to build a scholarly record in the field of feminist legal history, who had unwittingly found myself in a law school in which most faculty were devoted to building its reputation as a professionally conservative, black letter law institution. Into such a milieu strode my former professor and mentor, Harry Arthurs, whose habit of describing Osgoode Hall Law School as the “best law school in the Commonwealth” had not particularly endeared him to the Western professoriate previously. I felt like a deer in the headlights, and my sense was that Harry Arthurs himself was very ill at ease in a room that exuded defensiveness and hostility, as well as both latent and overt anger.
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Tobin, M. J. "Davidson, lain F.W.K. and Simmons, Joyce N. (Eds.), The early development of blind children: a book of readings, OISE Press, The Ontario Institute for Studies in Education, Toronto, 1992, 301pp, $48.50, ISBN 0 7744 0392 6." British Journal of Visual Impairment 11, no. 2 (July 1993): 77–78. http://dx.doi.org/10.1177/026461969301100216.
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Faubert, Brenton Cyriel. "Transparent resource management." International Journal of Educational Management 33, no. 5 (July 8, 2019): 965–78. http://dx.doi.org/10.1108/ijem-02-2018-0066.
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Purpose Public education is an important institution in any democracy, and the significant resources invested form a critical pillar in its provision. The evidence used to manage said resources is, therefore, an important issue for education leaders and a matter public interest. The purpose of this paper is to consider the role education finance leaders in Ontario, Canada, and what types of evidence they are using, how they are being employed and how much priority is given to each. Design/methodology/approach The paper employs a review of Ontario’s K-12 education funding policies/reports, and interviews with five K-12 funding model experts/leaders – four business superintendents from school boards of varying sizes (based on enrollment) and one system leader (to introduce perspective from the two levels of governance in resource management) to understand how these experts use evidence to inform resource decision making. This sampling strategy was also grounded in a key assumption: School boards with larger enrollment – and consequently larger budgets – will have greater capacity to use all forms of evidence when managing resources, as the majority of board revenue comes from grants that are mostly based on enrollment. Findings The findings bring important definition and prioritization of evidence that inform leaders’ resource decision making in education. The results point to two tacit, normative, unacknowledged and, yet, competing evidence frameworks driving resource management. The government is the most influential, prioritizing strategic policy, performance data, fiscal context and professional judgment; values embedded in policy and research were mentioned only in passing, while local anecdotal types of evidence were given less priority. Compounding this challenge is that all sides in debates on school resource needs face issues of access to, transparency in the use of and the prioritization given to various evidence types. Research limitations/implications Governments, with the assistance of academics, should formally articulate and make public the evidence framework they use to drive resource decision making. All sides of the resource management debate need to value a wider range of evidence, notably evidence that speak to local concerns, to reduce information gaps and, potentially, improve on the effective delivery of local educational programming. Education finance researchers could help to address access gaps by distilling research on the effective use of resources in a manner that is timely, tailored to the fiscal climate and to system- or district-level readiness for the implementation of a particular initiative. Practical implications Resource management driven solely by “facts” can support student achievement outcomes and effective system operation, but alone will not satisfy local-level aspirations for education or inspire public confidence; a key ingredient for the sustainability of this public institution. The results could be used to improve the balance of “decent information” used to inform resource deliberations and establish a shared understanding across stakeholder groups to facilitate compromise. The current state of affairs has all sides in advancing claims for resource needs based on what they understand to be evidence all while portraying competing claims as uninformed, undermining public confidence in education. Originality/value The paper draws from interviews with business superintendents and a system-level funding model expert, both lesser studied leaders on this topic in the Canadian context; offers a clear articulation of the evidence frameworks at play and the priority given to each type and how they are being used; presents definition and prioritization of evidence from the perspective of leaders in the Canadian context (most of literature is from the USA) – experts acknowledge that resource knowledge is contextually contingent and insight generated from other contexts will help to advance the field.
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Guha, Daipayan, Ali Moghaddamjou, Zaneen H. Jiwani, Naif M. Alotaibi, Michael G. Fehlings, Todd G. Mainprize, Albert Yee, and Victor X. D. Yang. "Utilization of Spinal Intra-operative Three-dimensional Navigation by Canadian Surgeons and Trainees: A Population-based Time Trend Study." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 46, no. 1 (January 2019): 87–95. http://dx.doi.org/10.1017/cjn.2018.376.
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AbstractBackgroundComputer-assisted navigation (CAN) improves the accuracy of spinal instrumentation in vertebral fractures and degenerative spine disease; however, it is not widely adopted because of lack of training, high capital costs, workflow hindrances, and accuracy concerns. We characterize shifts in the use of spinal CAN over time and across disciplines in a single-payer health system, and assess the impact of intra-operative CAN on trainee proficiency across Canada.MethodsA prospectively maintained Ontario database of patients undergoing spinal instrumentation from 2005 to 2014 was reviewed retrospectively. Data were collected on treated pathology, spine region, surgical approach, institution type, and surgeon specialty. Trainee proficiency with CAN was assessed using an electronic questionnaire distributed across 15 Canadian orthopedic surgical and neurosurgical programs.ResultsIn our provincial cohort, 16.8% of instrumented fusions were CAN-guided. Navigation was used more frequently in academic institutions (15.9% vs. 12.3%, p<0.001) and by neurosurgeons than orthopedic surgeons (21.0% vs. 12.4%, p<0.001). Of residents and fellows 34.1% were fully comfortable using spinal CAN, greater for neurosurgical than orthopedic surgical trainees (48.1% vs. 11.8%, p=0.008). The use of CAN increased self-reported proficiency in thoracic instrumentation for all trainees by 11.0% (p=0.036), and in atlantoaxial instrumentation for orthopedic trainees by 18.0% (p=0.014).ConclusionsSpinal CAN is used most frequently by neurosurgeons and in academic centers. Most spine surgical trainees are not fully comfortable with the use of CAN, but report an increase in technical comfort with CAN guidance particularly for thoracic instrumentation. Increased education in spinal CAN for trainees, particularly at the fellowship stage and, specifically, for orthopedic surgery, may improve adoption.
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Laslett, L., L. Scheepers, B. Antony, A. Wluka, C. Hill, L. March, H. Keen, P. Otahal, F. Cicuttini, and G. Jones. "POS0276 EFFICACY OF KRILL OIL IN THE TREATMENT OF KNEE OSTEOARTHRITIS: A 24-WEEK MULTICENTRE RANDOMISED DOUBLE-BLIND CONTROLLED TRIAL." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 362–63. http://dx.doi.org/10.1136/annrheumdis-2021-eular.4242.
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Background:Elevated levels of systemic inflammation are common in people with osteoarthritis and predict both pain and structural outcomes. Krill oil has anti-inflammatory properties and reduces severity of inflammatory arthritis in mice by 50% compared to controls.1 In humans, krill oil reduced knee pain and function in two short, moderate quality randomised controlled trials (RCTs) in people with osteoarthritis. However, evidence from longer trials with imaging data is lacking.Objectives:The aim of this study was to compare the efficacy of krill oil (2g / day) vs. placebo for treating knee pain in patient with clinical knee osteoarthritis who have significant knee pain and effusion-synovitis.Methods:KARAOKE was a 24-week multicentre, randomised, double-blind, placebo-controlled trial conducted at five Australian sites. Participants aged ≥40 years with symptomatic knee OA (according to ACR criteria), significant knee pain (pain score ≥40mm on a 100mm visual analogue scale [VAS]), and effusion-synovitis present on MRI (grade ≥1 according to modified Whole-Organ Magnetic Resonance Imaging Score (WORMS) scoring) were eligible. The study protocol has been published previously.2Participants were randomised to receive 2g/day of krill oil, (350 mg/g omega-3 content, 12 mg/g total omega-6 content) or inert placebo (vegetable oil, no EPA or DHA, <5 mg/g (0.05%) other omega-3s).The primary outcome was absolute change in knee pain assessed using a VAS [0-100mm] after 24 weeks. Secondary outcomes were: change in knee pain and function assessed using Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) score [0-500mm]), change in back and hand pain assessed using a VAS [0-100mm], change in lower limb leg strength assessed using a dynamometer, and change in blood parameters (including CRP, triglycerides, fasting glucose and total, HDL, LDL cholesterol), after 24 weeks.Linear mixed-models were used, using patient identification as random intercepts and trial centre and treatment month as random effect to adjust for correlated data within trial centres and repeated measures and to allow different treatment effects among patients over time, respectively.Results:262 participants were randomised (mean age 61.5 years, 53% females) to receive krill oil (n=130) or placebo (n=132). A total of 85% completed the trial.Knee pain improved in both groups over 24 weeks, but with no between-group difference (krill oil, -20.1mm; placebo, -19.3mm, p=0.81). Secondary outcomes: knee pain and function score improved in both groups, but with no between-group difference (WOMAC pain: krill oil, -86.7; placebo, -82.5mm, p=0.81; WOMAC function: krill oil, -245.3; placebo, -184.3, p=0.14 at 24 weeks). The same applies for hand pain and back pain. No significant changes were seen in leg strength or any of the blood parameters at 24 weeks). Incidence of one or more adverse events was 50% in the krill oil group (n=66) and 55% in the placebo group (n=71). There were 8 serious adverse events in the krill oil group 6 in the placebo group, all considered unrelated to treatment.Conclusion:Krill oil was safe and well tolerated, but did not significantly reduce knee pain in patients with clinical knee osteoarthritis, significant knee pain and effusion-synovitis after 24 weeks compared to placebo. These findings do not support use of krill oil for alleviating knee pain in clinical knee osteoarthritis.References:[1]Ierna M, et al. BMC Musculoskelet Disord 2010;11:136.[2]Laslett L, et al. Trials 2020;21:79OutcomesAbsolute between group difference at 24 weeksP valuePrimaryKnee pain0.8 (-5.6 to 7.2)0.81SecondaryKnee pain (WOMAC)4.2 (-29.1 to 37.5)0.81Knee function (WOMAC)61 (-19.2 to 141.3)0.14Hand pain2.8 (-2.6 to 8.3)0.31Back pain1.9 (-3.9 to 7.8)0.46Leg strength-2.59 (-9.41 to 4.23)0.52Metabolic factorsTotal Cholesterol0.09 (-0.1 to 0.29)0.34HDL Cholesterol-0.03 (-0.1 to 0.03)0.35LDL Cholesterol0.05 (-0.12 to 0.22)0.57Triglycerides0.12 (-0.09 to 0.33)0.27Fasting glucose0.01 (-0.26 to 0.29)0.93hsCRP0.64 (-0.56 to 1.84)0.30Disclosure of Interests:Laura Laslett Speakers bureau: once, several years ago, and unrelated to this topic, Grant/research support from: Yes, received funding from Aker Biomarine to conduct this trial, Lieke Scheepers Shareholder of: AstraZeneca, Grant/research support from: Pfizer, unrelated to this topic, Employee of: Previously employed by AstraZeneca, Benny Antony Speakers bureau: Zydus, Grant/research support from: Grant support for investigator-initiated trial from NR Ltd for unrelated research, Anita Wluka: None declared, Catherine Hill: None declared, Lyn March Speakers bureau: Speaker fees from Pfizer Australia Ltd, Bristol Myer Squibb Australia, Abbvie Australia, Grant/research support from: Grant support for my institution from Janssen for unrelated research, Helen Keen: None declared, Petr Otahal: None declared, Flavia Cicuttini: None declared, Graeme Jones: None declared
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Hong, Kathryn Lauren, Corinne Babiolakis, Brigita Zile, Milena Bullen, Sohaib Haseeb, Frank Halperin, Corinne M. Hohl, et al. "Canada-wide mixed methods analysis evaluating the reasons for inappropriate emergency department presentation in patients with a history of atrial fibrillation: the multicentre AF-ED trial." BMJ Open 10, no. 4 (April 2020): e033482. http://dx.doi.org/10.1136/bmjopen-2019-033482.
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ObjectivesThe primary objective of this study was to ascertain the reasons for emergency department (ED) attendance among patients with a history of atrial fibrillation (AF).DesignAppropriate ED attendance was defined by the requirement for an electrical or chemical cardioversion and/or an attendance resulting in hospitalisation or administration of intravenous medications for ventricular rate control. Quantitative and qualitative responses were recorded and analysed using descriptive statistics and content analysis, respectively. Random effects logistic regression was performed to estimate the OR of inappropriate ED attendance based on clinically relevant patient characteristics.ParticipantsParticipants ≥18 years with a documented history of AF were approached in one of eight centres partaking in the study across Canada (Ontario, Nova Scotia, Alberta and British Columbia).ResultsOf the 356 patients enrolled (67±13, 45% female), the majority (271/356, 76%) had inappropriate reasons for presentation and did not require urgent ED treatment. Approximately 50% of patients(172/356, 48%) were driven to the ED due to symptoms, while the remainder presented on the basis of general fear or anxiety (67/356, 19%) or prior medical advice (117/356, 33%). Random effects logistic regression analysis showed that patients with a history of congestive heart failure were significantly more likely to seek urgent care for appropriate reasons (p=0.03). Likewise, symptom-related concerns for ED presentation were significantly less likely to result in inappropriate visitation (p=0.02). When patients were surveyed on alternatives to ED care, the highest proportion of responses among both groups was in favour of specialised rapid assessment outpatient clinics (186/356, 52%). Qualitative content analysis confirmed these results.ConclusionsImproved education focused on symptom management and alleviating disease-related anxiety as well as the institution of rapid access arrhythmias clinics may reduce the need for unnecessary healthcare utilisation in the ED and subsequent hospitalisation.Trial registration numberNCT03127085
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Lyndina, Yevheniia. "The beginning of the system of assistance to children with visual disabilities: historical and bibliographical aspect." ScienceRise: Pedagogical Education, no. 2(41) (March 31, 2021): 27–30. http://dx.doi.org/10.15587/2519-4984.2021.228233.
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The scientific article reveals some of the historical facts of the beginning of helping children with visual impairments. The main chronological events of caring for children with the noted category of disorders are noted, which later became the basis for the development of special education, in particular, typhlopedagogy.
The article describes the emergence of hospitals, shelters for orphans, sick and crippled people throughout Rus, which testifies to the attention of society to their lives. The facts of the search for ways of treatment and the development of methods, principles and means of teaching people with impaired psychophysical development are outlined. Based on the study of historical sources, the times of Kyivan Rus are characterized, when in some monasteries and churches premises were allocated for the residence of orphans and crippled children. There is information about the first institution in Ukraine, which was guarded by the problem of blind people, although it did not provide for special education and training for this category of persons.
An important point of the article is the definition of the role of the state in the care of visually impaired persons. It is noted that in the 17th and 18th century in Ukraine, social work began to take care of orphans and people with disabilities. From the end of the 17th century, orphans and children of "mutilations" began to be in the care of shelters and hospitals, which was stipulated by a number of state decrees. In the 30s of the 18th century, a new form of guardianship over the disabled was introduced, patronage, which still exists in a modernized form. For a deeper retrospective of the state's assistance to children with visual impairments, it is necessary to investigate the facts of historical sources from the 18th century to the present
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Trinadtsatko, Anton Aleksandrovich. "Official and unofficial employment of visually impaired people (on the example of Khabarovsk)." Социодинамика, no. 5 (May 2021): 1–34. http://dx.doi.org/10.25136/2409-7144.2021.5.35590.
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The object of this research is visually impaired people as an invariant of disabled people of discredited stigmatype. The subject of this research is the employment of visually impaired people of working age, members of the Khabarovsk local organization of All-Russia Association of the Blind (VOS). The goal of this work is determine the level of official and unofficial employment of visually impaired people and the factors affecting it. The author notes that despite positive changes taking place in the Institution of employment assistance for people with disabilities, the representatives of nosology of the disabled people with discredited stigmatype are still being discriminated in the job market, finding jobs in their close social circle or working in places that are not adjusted to their needs. It is established that visually impaired people are actively engaged into the sphere of social and labor relations, the great majority of them have work experience in the status of a visually impaired person in jobs that are not adjusted to their specificities. People with disabilities more often are employed officially. Social and labor integration of people with health limitations first and foremost depends on their level of education, qualifications and work experience, as well as on the age of being registered as a disabled person. The key motive for employment is the need for broadening social interactions. The novelty of this work consist in revealing the structure of official and unofficial employment of visually impaired people in accordance with disability groups, age, level of education, and other characteristics, as well as in outlining the factors, conditions, and motives that affect the their employment status, and obstacles for their promotion. The scientific relevance of the acquired results consists in expansion and specification of a range of issues that require closer joint attention of the members of the project, academic, and practice-oriented communities, as well as in highlighting the key aspects of employment assistance for people with disabilities of discredited stigmatype.
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Ansari, Gholamreza, Ahmad Delbari, Mehrdad Karimi, Ahmad Ali Akbari Kamrani, Siran Mohammadi, and Robab Sahaf. "Effect of Melilotus Officinalis Oil on Knee Joint Pain and Stiffness in the Elderly With Primary Knee Osteoarthritis." Salmand 15, no. 2 (July 1, 2020): 160–75. http://dx.doi.org/10.32598/sija.13.10.520.
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Objectives: Osteoarthritis is one of the most common diseases among older people which is one the most important causes of disability and heavy socio-economic burden on the elderly and society. This study aimed to investigate the effect of melilotus officinalis oil on knee joint pain and stiffness among older adults with mild to moderate primary knee osteoarthritis. Methods & Materials: This is a double-blind randomized controlled clinical trial (registration code: IRCT2016082129461N1). Participants were 61 eligible older adults (35 females and 26 males with a mean age of 78±7.79 years) residing in one of the nursing homes in Tehran, Iran who had mild to moderate knee osteoarthritis clinically diagnosed by an orthopedic physician. Then they were assigned randomly into two groups of intervention and control received melilotus officinalis oil and diclofenac gel, respectively, using a randomization table based on balance block randomization. The data were collected using a demographic form and the Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC) for evaluating knee joint pain and stiffness at baseline, 2 weeks and 4 weeks after the intervention. Collected data were analyzed in SPSS V. 23 software. Results: There was no statistically significant different between the intervention and control groups in terms of sociodemographic variables (age, education, marital status, occupation, smoking, physical activity, chronic illness, and medication) at baseline. Knee pain (F1,58=119.07, P<0.001) and joint stiffness (F 1,58=19.9, P<0.001) reduced significantly in both groups, where the effect size was higher in the intervention group. No considerable side effect reported during the study. Conclusion: Compared to diclofenac gel, melilotus officinalis oil can reduce knee joint pain and stiffness in older people with mild to moderate knee osteoarthritis. Therefore, it is suggested for treatment of people with knee osteoarthritis. Further studies are recommended to investigate the mechanism of melilotus oficinalis oil in reducing knee pain and stiffness and determine its effective dosage.
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Wicaksana, Dio Ashar. "The Role of Indonesian CSOs in Increasing the Understanding of Disabled Issues in the Indonesian Criminal Justice System." Journal of Southeast Asian Human Rights 1, no. 2 (December 11, 2017): 128. http://dx.doi.org/10.19184/jseahr.v1i2.6135.
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Indonesia successfully amended Disabled People Law in early 2016. The fundamental amendment is creating equal rights and opportunity for disabled groups. Disability group in this context is the people who have physical and mental limitations to communicate and participate effectively with another people as equals. But, nowadays some people prefer using the term “difabled” than “disabled”.
Difabled alongside with feminist, LGBT and minority groups commonly known as a part of discriminated groups in society. Difabled activist believe that difabled is a natural part of human diversity – something that should be valued and respected, rather than pitied, feared and discriminated. Difabled people are potentially to be victim 4-10 times more than other people. Pusham UII (2015) highlighted the existence of many violations in the Indonesian criminal justice system to difabled people, such as: improper questioning, failure to process reports from blind people and a general atmosphere of disrespect to the difabled community. One of the major problems is the Indonesian law officers’ lack of knowledge and understanding of difabled groups.
In Yogyakarta, Civil Society Organization (CSO) has significant role to increase understanding of difabled issues. In this instance, Sasana Integration and Advocacy of Difabled (Sigab) developed an inclusive village project in Yogyakarta. They provide education and socialization of difabled issues within village’s community. Another example, Pusham UII have developed the curriculum and module to provide training in legal institution (Police, Prosecutor and Judge).
This paper discusses the understanding of law officer after Indonesian disability law already enacted in early 2016. Thereafter, I will discuss how Indonesian CSOs helps to increase the understanding of difabled issues, to eliminate gap of knowledge between legal formal with practice area. Consequently, my research question is formulated: “How does the role of Indonesian CSOs to increase the understanding of difabled issues in the Indonesian criminal justice system?”
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Wicaksana, Dio Ashar. "The Role of Indonesian CSOs to Increase the Understanding of Diffabled Issues in the Indonesian Criminal Justice System." Journal of Southeast Asian Human Rights 1, no. 2 (December 7, 2017): 128. http://dx.doi.org/10.19184/jseahr.v1i2.5301.
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Indonesia successfully amended Disabled People Law in early 2016. The fundamental amendment is creating equal rights and opportunity for disabled groups. Disability group in this context is the people who have physical and mental limitations to communicate and participate effectively with another people as equals. But, nowadays some people prefer using the term “difabled” than “disabled”.
Difabled alongside with feminist, LGBT and minority groups commonly known as a part of discriminated groups in society. Difabled activist believe that difabled is a natural part of human diversity – something that should be valued and respected, rather than pitied, feared and discriminated. Difabled people are potentially to be victim 4-10 times more than other people. Pusham UII (2015) highlighted the existence of many violations in the Indonesian criminal justice system to difabled people, such as: improper questioning, failure to process reports from blind people and a general atmosphere of disrespect to the difabled community. One of the major problems is the Indonesian law officers’ lack of knowledge and understanding of difabled groups.
In Yogyakarta, Civil Society Organization (CSO) has significant role to increase understanding of difabled issues. In this instance, Sasana Integration and Advocacy of Difabled (Sigab) developed an inclusive village project in Yogyakarta. They provide education and socialization of difabled issues within village’s community. Another example, Pusham UII have developed the curriculum and module to provide training in legal institution (Police, Prosecutor and Judge).
This paper discusses the understanding of law officer after Indonesian disability law already enacted in early 2016. Thereafter, I will discuss how Indonesian CSOs helps to increase the understanding of difabled issues, to eliminate gap of knowledge between legal formal with practice area. Consequently, my research question is formulated: “How does the role of Indonesian CSOs to increase the understanding of difabled issues in the Indonesian criminal justice system?”
Keywords: Disability, Civil Society Organization, Criminal Justice System
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Amlie, Thomas T. "Do As We Say, Not As We Do: Teaching Ethics In The Modern College Classroom." American Journal of Business Education (AJBE) 3, no. 12 (December 1, 2010): 95–104. http://dx.doi.org/10.19030/ajbe.v3i12.969.
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In the past decade, there has been an increasing level of distress over the perceived lack of ethics exhibited by members of the accounting profession. This distress has resulted in a call for a greater emphasis on ethics coverage as part of a college-level accounting education. However, one could argue that the various organizations that are leading these calls, and the academic institutions which are charged with implementing this enhanced ethical education, often suffer from ethical failings of their own. The purpose of this paper is to examine the degree to which these organizations “practice what they preach.” Recent history is rife with examples of ethical shortcomings on the part of accounting professionals; Enron, Worldcom, and Tyco come to mind as examples which have received extensive media coverage. The resultant public concern over ethics in accounting has led several governmental and professional bodies to mandate or promote codes of ethical conduct. The Congress of the United States, the Securities and Exchange Commission, the American Institute of Certified Public Accountants, and other bodies have all made public pronouncements which explicitly insist upon the importance of ethical behavior. Similarly, many education-related organizations (i.e., universities and accrediting bodies) have taken the position that education in ethics is an essential part of any college-level education. Finally, although the Financial Accounting Standards Board (FASB), which formulates generally accepted accounting practices for commercial firms in the United States, has not made an explicit statement regarding the importance of ethics, the standards which they promulgate are the measure of what is and is not adequate financial disclosure. Since a failure to follow generally accepted accounting principles is usually thought of as misleading and hence, an ethical violation, it could be argued that the FASB is, in fact, charged with “codifying” ethical behavior as far as financial disclosure is concerned. All of the organizations mentioned above can be criticized, to some extent, for ethical failings of their own. Political bodies, such as the Congress and the Securities and Exchange Commission, can often be accused of bowing to special interests and entities which enforce codes of ethics (whether the AICPA in accounting or the American Bar Association in the legal profession or the AMA in the medical profession) are often justly accused of turning a blind eye to all but the most egregious behavior of their members. The FASB, while ostensibly independent, is also subject to pressures in its standard setting process. Finally, the educational establishment has exhibited ethical shortcomings of its own. These problems run from well-publicized institution-wide problems in discrimination and college athletics down to the individual class and faculty member who engages in less-than-ethical behaviors. The paper will examine the recent ethical failings in business and the resultant calls for greater ethical behavior on the part of the accounting profession. A brief summary of some of the literature related to ethical education and development will then be presented. After this, the behaviors of the various regulatory, standard setting and educational institutions will be examined to determine the extent to which their individual behaviors coincide with their stated positions on ethical behavior and the degree to which these behaviors match the standards that we are encouraged to teach to our students.
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AYANGIL, RUHI. "Western Notation in Turkish Music." Journal of the Royal Asiatic Society 18, no. 4 (October 2008): 401–47. http://dx.doi.org/10.1017/s1356186308008651.
Full textAbstract:
The adoption of western notation (which is an example of graphic notation) as the “official system” in Turkey dates from after 1828. Sultan Mahmud II (reigned 1808–1839) abolished the Janissary force in 1826 and with it the musical unit of that army, it was a band for wind and percussion instruments (Mehterhâne-i Hümâyûn). He then organised his new army on western lines and thus introduced an institution of western origin, the military band, as the musical unit of his modern army. This new institution, which was European in its music system, instruments, repertoire and first and foremost its methods of education, was formed under the name Muzika-i Hümâyûn (the royal military band). Professional musicians were invited from Europe to participate and, with the foundation of Muzika-i Hümâyûn in 1827, the most far-reaching change in Turkish musical history took place. It was an outstanding manifestation of westernisation which necessarily made a deep impact on both the Turkish makam (modal) music system and the existence and the behaviour of the musicians who produced and performed it. The domination of makam music and its masters in court circles and their claim to be the sole and absolute system of taste was undermined, although the appreciation and respect of certain sultans and bureaucrats continued on a personal level. From that date on, a duality, an East-West dichotomy (the effects of which can still be seen), overtook the cultural sphere of which music was a part. Within this dichotomy, tonal polyphonic music of the West began to make its influence felt at least as much as, if not more than, makam based Turkish music both within the state framework and in the society at large. These dual concepts were referred to as Alla Turca and Alla Franga. While Alla Franga (alafranga in common parlance) came to symbolise modernity, change and the new life style, Alla Turca (alaturka in common parlance) became a manifestation of being archaic and conservative and of having a blind commitment to tradition and an under-developed taste (even no taste at all). Within this series of dichotomies, which took hold of every area of life (from literature to fashion also, eating habits, systems of beliefs, and education as well as government) makam based Turkish music received a large share of “cultural negation” with the judgement that it did not even have a decent notation system. It became marginalised and restricted to a narrow social group deeply and passionately devoted to it. Even during this process, makam music developed a dynamic of self-protection against “cultural negation” with its composers, theorists, publishers, performers and listening public. Makam music composers and performers learnt western notation, they wrote pieces down and deciphered music from that notation; a system of education based on modern methods developed while still preserving meşk (the traditional oral teaching method of Turkish music). These efforts were driven by the ‘ideal’ of transforming makam music, which was claimed to be archaic due to its monodic structure, into a polyphonic music. The musicians who knew western notation (such as Melekzet Efendi, Leon [Hancıyan] Efendi, etc.) were paid great amounts of money in order to record the works of the old masters in western notation and compile them, along with new compositions, into extensive note-collections (such as Muzika-i Hümâyûn Kumandanı [the commander of the royal military band] Necîp Paşa Collection and the Pertev Paşa Collection, etc.). Works were also published in note editions (such as Mâlûmat [literally meaning knowledge], Müntehâbât [literally meaning selections], Ûdî [lute-player] Arşak editions, etc.). Moreover, educational guides devoted to teaching makam theory and solmisation (such as Tanbûrî Cemîl Bey's Rehber-i Mûsikî [The Music Guide], Muallim [teacher] İsmail Hakkı Bey's Mahzen-i Esrâr-ı Mûsikî [The Cellar of the Secrets of Music], Muallim Kâzım Bey's Mûsikî Nazariyâtı [Music Theory], etc.) and the first methods for learning the instruments of makam music (such as Ûdî Salâhî Bey's Ud metodu [Lute Method], Seyyid Abdülkaadir Bey's Usûl-i Ta'lîm-i Keman [Method for Practising Violin, etc.], modelled on their European counterparts, were beginning to be published.
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Akin, Cem, Hanneke Oude Elberink, Jason Gotlib, Vito Sabato, Karin Hartmann, Sigurd Broesby-Olsen, Mariana Castells, et al. "Pioneer Part 2: A Randomized, Double-Blind, Placebo-Controlled, Phase 2 Study to Evaluate Safety and Efficacy of Avapritinib in Indolent Systemic Mastocytosis." Blood 136, Supplement 1 (November 5, 2020): 41–42. http://dx.doi.org/10.1182/blood-2020-136632.
Full textAbstract:
Introduction: Systemic mastocytosis (SM) is a rare clonal mast cell (MC) neoplasm characterized by MC accumulation and is primarily driven by the KIT D816V mutation. The D816V mutation is located in the activation loop of the KIT receptor tyrosine kinase resulting in constitutive activation of the receptor, causing aberrant MC proliferation and hyperactivation. MC mediator release can lead to severe clinical manifestations including skin, gastrointestinal, neurocognitive, skeletal, and systemic symptoms. Indolent SM is the most common subtype of SM; abnormal activation of mast cells leads to debilitating symptoms, poor quality of life, and has life-threatening consequences such as anaphylaxis. Although symptomatic treatments are used to control symptom severity (eg, cromolyn sodium, antihistamines, leukotriene inhibitors, omalizumab), there are no approved disease-modifying therapies to reduce MC burden and activation. Avapritinib is a potent, selective tyrosine kinase inhibitor that targets the KIT D816V mutant. Avapritinib has shown good tolerability in toxicology and safety pharmacology studies when assessed at active doses. PIONEER (NCT03731260) is an international, multicenter, randomized, double-blind, placebo-controlled, phase 2 study investigating the safety and efficacy of avapritinib in patients with indolent SM and symptoms inadequately controlled by best supportive care (BSC). PIONEER Part 1 assessed the safety and pharmacokinetics of avapritinib and identified the recommended phase 2 dose of 25 mg once daily in 4-weekly cycles. PIONEER Part 2 will assess the safety and efficacy of 25 mg avapritinib once daily versus placebo with BSC in patients with indolent SM whose symptoms are not adequately controlled by BSC. Study design and methods: PIONEER Part 2 will enroll approximately 204 patients with indolent SM who will be randomized 2:1 to avapritinib plus BSC (25 mg once daily; n=136) or matched placebo plus BSC (n=68), stratified by baseline serum tryptase level (<20 ng/mL vs ≥20 ng/mL). Key eligibility criteria include confirmed indolent SM by central review, including pathology review of bone marrow biopsy, moderate-to-severe symptoms per total symptom score (TSS) of the Indolent SM Symptom Assessment Form (ISM-SAF), failure to achieve symptom control for ≥1 baseline symptom measured by ISM-SAF with ≥2 therapies considered BSC, and Eastern Cooperative Oncology Group Performance Score (ECOG PS) 0-2. Key exclusion criteria include diagnosis with other World Health Organization SM subclassifications, and antineoplastic therapy <28 days before or tyrosine kinase inhibitor therapy <14 days before the ISM-SAF eligibility TSS assessment. The primary endpoint is proportion of responders at the end of Week 24 (Cycle 7 Day 1), defined as ≥30% reduction in TSS from baseline compared with placebo. Key secondary endpoints, measured from baseline to Week 24, are proportion of patients with ≥50% reduction in serum tryptase, ≥50% reduction in peripheral blood KIT D816V allele fraction (or undetectable <0.02% for patients with detectable mutation at baseline), ≥50% reduction in bone marrow MCs (or no aggregates for patients with aggregates at baseline), and change in ISM-SAF TSS. Enrolling a total of 204 patients is predicted to provide >97% power to detect superiority of avapritinib compared with placebo using a 2-sample Fisher Exact test, with a 1-sided type I error rate of 0.025, for the primary endpoint at Week 24. PIONEER Part 2 will enroll patients at sites in the USA, Canada, and Europe. Patients who complete PIONEER Part 1 or Part 2 will be eligible to enter an open-label extension to evaluate long-term safety and efficacy of avapritinib 25 mg once daily. Disclosures Akin: Novartis: Consultancy; Blueprint Medicines Corporation: Consultancy, Research Funding. Elberink:Novartis: Research Funding; Blueprint Medicines Corporation: Membership on an entity's Board of Directors or advisory committees. Gotlib:Deciphera: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: co-chair of the Study Steering Committee and Research Funding; Blueprint Medicines Corporation: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: Chair of the Response Adjudication Committee and Research Funding, Research Funding. Sabato:Blueprint Medicines Corporation: Other: My institution received research funding. Hartmann:Allergopharma: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding; Blueprint Medicines Corporation: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding; Deciphera: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding; Menarini: Honoraria, Other: reimbursement of travel expenses , Research Funding; Novartis: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding; Takeda: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding; Euroimmun: Honoraria, Other: reimbursement of travel expenses , Research Funding; Thermofisher: Other: reimbursement of travel expenses , Research Funding; ALK-ABello: Consultancy, Honoraria, Other: reimbursement of travel expenses , Research Funding. Broesby-Olsen:Thermo Fisher: Honoraria; Novartis: Honoraria; Blueprint Medicines Corporation: Honoraria, Other: study steering committee member. Castells:Annals of Allergy, Asthma & Immunology: Other: Editorial Board; Blueprint Medicines Corporation: Consultancy, Other: Clinical trials: Principle Investigator; UpToDate: Other: Author fee. Heaney:Partner Therapeutics: Consultancy; AbbVie: Consultancy; Sierra Oncology: Research Funding; Novartis: Consultancy, Research Funding; Incyte: Research Funding; Deciphera: Research Funding; CTI Biopharma: Consultancy, Research Funding; BMS: Research Funding; Blueprint Medicines Corporation: Research Funding. George:Celgene: Consultancy; Deciphera: Other: consultancy, but has received no financial compensation for the past 12 months; Blueprint Medicines Corporation: Consultancy, Other: I have received no funding for this research. ARUP Laboratories, owned by the University of Utah, has received funding; Allakos: Consultancy. Siebenhaar:Hyphens: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Pediapharm: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Aralez: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; SunPharma: Other; Moxie: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Allakos: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Novartis: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Sanofi: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Glenmark: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Uriach: Other; Biocryst: Other: received honoraria (advisory board, speaker) and/or institutional grant/research support ; Blueprint Medicines Corporation: Honoraria, Research Funding. Radia:Blueprint Medicines Corporation: Membership on an entity's Board of Directors or advisory committees; Novartis: Membership on an entity's Board of Directors or advisory committees, Other: Education events. Triggiani:Deciphera: Membership on an entity's Board of Directors or advisory committees; Novartis: Membership on an entity's Board of Directors or advisory committees; Blueprint Medicines Corporation: Membership on an entity's Board of Directors or advisory committees. DeAngelo:Abbvie: Research Funding; Jazz: Consultancy; Incyte Corporation: Consultancy; Forty-Seven: Consultancy; Pfizer: Consultancy; Shire: Consultancy; Amgen: Consultancy; Takeda: Consultancy; Glycomimetics: Research Funding; Novartis: Consultancy, Research Funding; Autolos: Consultancy; Agios: Consultancy; Blueprint Medicines Corporation: Consultancy, Research Funding. Reiter:Gilead: Other: travel support ; Incyte: Consultancy, Other: travel support ; AOP: Consultancy, Other: travel support ; Celgene,: Consultancy, Other: travel support ; Abbvie: Consultancy, Other: travel support ; Deciphera: Consultancy, Other: travel support ; Blueprint: Consultancy, Other: travel support ; Novartis: Consultancy, Honoraria, Other: travel support , Research Funding. Hew:Blueprint Medicines Corporation: Current Employment, Current equity holder in publicly-traded company. Lin:Blueprint Medicines Corporation: Current Employment, Current equity holder in publicly-traded company. Roche:Blueprint Medicines Corporation: Current Employment, Current equity holder in publicly-traded company; Epizyme: Other: outside the submitted work. Maurer:Novartis: Honoraria, Other; Regeneron: Honoraria, Other; UCB: Honoraria, Other; ThirdHarmonicBio: Honoraria, Other; Sanofi: Honoraria, Other; Roche: Honoraria, Other; FAES: Honoraria, Other: institutional grant/research support; Dr. Pfleger: Honoraria, Other: institutional grant/research support; Blueprint Medicines Corporation: Honoraria, Other: institutional grant/research support; Bayer: Honoraria, Other: institutional grant/research support; AstraZeneca: Honoraria, Other: institutional grant/research support; Amgen: Honoraria, Other: institutional grant/research support; Allakos: Honoraria, Other: institutional grant/research support; Moxie: Honoraria, Other; Merckle Recordati: Honoraria, Other; Uriach: Honoraria, Other; CellDex: Honoraria, Other; GIInnovation: Honoraria, Other; Lilly: Honoraria, Other; Kyowa Kirin: Honoraria, Other; Innate Pharma: Honoraria, Other: institutional grant/research support; GSK: Honoraria, Other: institutional grant/research support; Genentech: Honoraria, Other: institutional grant/research support.
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D'Souza, Anita, Keren Osman, Cristiana Costa Chase, Azah Borham, and Marianna Bruno. "The Hematologist's Role in Amyloidosis Management: Disease Awareness, Diagnostic Workup, and Practice Patterns." Blood 136, Supplement 1 (November 5, 2020): 28–29. http://dx.doi.org/10.1182/blood-2020-137740.
Full textAbstract:
Introduction: Systemic amyloidoses are progressive, life-threatening diseases characterized by the deposition of amyloid protein fibrils of varying origin in different tissues/organ systems (Merlini G, et al. N Engl J Med 2003;349:583-96). The precursor amyloidogenic protein influences the disease's clinical course, and identification of the specific protein is essential because treatment varies substantially by subtype. While there are 36 known proteins that can aggregate as amyloid in humans (Benson MD, et al. Amyloid 2018;25:215-9), the two most prevalent protein subtypes causing cardiac amyloidosis are derived from immunoglobulin light chains (AL) and transthyretin (ATTR) (Kittleson MM, et al. Circulation 2020;141:e7-22). Both AL and ATTR subtypes often infiltrate the heart, resulting in a restrictive cardiomyopathy along with other multiorgan involvement. Appropriate classification, early identification, and prompt treatment may substantially improve clinical outcomes. Because AL disease occurs in the context of plasma cell dyscrasia, hematologists can play an important role in amyloidosis suspicion, diagnostic workup, and management. However, differentiation of AL and ATTR amyloidoses in patients with signs of cardiac dysfunction is often challenging, and a multidisciplinary approach, including referral to cardiologists, is recommended early in the patient diagnostic workup. To gain insights into hematologists' disease awareness and practices, we interviewed hematologists involved in amyloidosis patient care across the US. Methods: A qualitative double-blind telephone survey was conducted between November 2019 and February 2020 of US hematologists who had diagnosed and/or treated at least 2 patients with AL amyloidosis over the past 2 years. The participants differed based on their experience in various clinical practice settings, including community hospital and private practices, academic institutions, and amyloidosis centers. Results: A total of 16 hematologists participated in the survey (community hospital, n=3; community private practice, n=5; academic institution, n=3; amyloidosis center, n=5). Hematologists at amyloidosis/academic centers (AAC) reported that the AL amyloidosis patient's journey typically involved visits to multiple primary care physicians and specialists in the community over a prolonged period (approximately 1 to 1.5 years) before the patient received a diagnosis (Figure [A]). Community specialists' referrals to academic physicians within the same specialty, due to lack of familiarity with amyloidosis centers, contributed in part to the delay. Several differences were found between hematologists in the community and those at AAC in level of disease awareness and referral/testing practices (Table; Figure [B]). Hematologists in community practice were less likely to be aware of ATTR amyloidosis, refer patients with suspected amyloid to cardiologists, or conduct recommended screening/diagnostic testing. In contrast, hematologists at AAC were highly aware of ATTR amyloidosis, collaborated closely with cardiologists, and used recommended amyloidosis tests. Across practice settings, hematologists consistently conducted biopsies of bone marrow and fat pad in patients with suspected AL amyloidosis to confirm the presence of amyloid. After amyloid was confirmed with Congo red staining, 75% of community hematologists discontinued testing, without establishing the amyloid protein subtype; hematologists at AAC consistently assessed amyloid protein subtype using immunohistochemistry and/or mass spectrometry to differentiate AL and ATTR prior to initiating treatment. Diagnostic algorithms supporting AL and ATTR differentiation were consistently in place and followed at AAC but not in community-based practices. Conclusions: Disease awareness, referral practices, and screening/testing procedures can differ between hematologists in the community setting and those in AAC. Community hematologists may benefit from additional education and wider use of diagnostic algorithms on AL/ATTR amyloidosis. Reinforcing the importance of cardiology referral and guidance on best practices for screening/biopsies/subtyping in patients with suspected amyloidosis who have cardiac symptoms should be prioritized. Disclosures D'Souza: Amgen, Merck, TenoBio: Research Funding; Akcea, Imbrium, Janssen, Pfizer: Consultancy. Costa Chase:Celgene: Speakers Bureau. Borham:Pfizer: Current Employment, Current equity holder in publicly-traded company. Bruno:Pfizer: Current Employment, Current equity holder in publicly-traded company.
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Walker, Stephanie. "Computer-Assisted Library Instruction and Face-to-Face Library Instruction Prove Equally Effective for Teaching Basic Library Skills in Academic Libraries." Evidence Based Library and Information Practice 3, no. 1 (March 17, 2008): 57. http://dx.doi.org/10.18438/b8b62p.
Full textAbstract:
A review of:
Zhang, Li, Watson, Erin M. and Banfield, Laura. "The Efficacy of Computer-Assisted Instruction Versus Face-to-Face Instruction in Academic Libraries: A Systematic Review." The Journal of Academic Librarianship 33.4 (July 2007): 478-484.
Objective – To conduct a systematic review of several studies comparing the efficacy of face-to-face versus computer-assisted instruction (CAI) for teaching basic library skills to patrons of academic libraries.
Design – Systematic review of existing studies (randomised controlled trials and controlled trials).
Setting - College and university libraries
Subjects – The subjects studied were patrons of any type of academic library, whether university, college, or other post-secondary institution, receiving instruction in basic library skills. Ten studies were included in the review, of which seven were done in the United States, two in Australia, and one in Canada. The total number of subjects in all of the studies under review was 1283. Nine of the studies focused on undergraduates enrolled in specific courses (undergraduate courses ranging widely in subject area, or in one case a first year experience program); the other study focused on library instruction methods taught to students in a graduate research methods course, yet the study was still intended to measure the efficacy of library instruction methods, yet the study was still intended to measure the efficacy of library instruction methods.
Methods – One included study was a randomised controlled trial; the other nine were controlled trials. The date range under consideration was for studies done between 1990 and 2005. All original studies were required to compare the efficacy of face-to-face versus CAI instruction. Both information skills and students’ reactions to receiving the instruction were considered. To identify appropriate studies, searches were done across the following library and education-related databases: LISA, ERIC, and Library Literature. The authors screened the 728 unique studies’ bibliographic information for relevance against four criteria: studies had to be of a particular type of design (randomised controlled trials, controlled trials, cohort studies, and case studies), with a sample size greater than one and with pre- and post-test measurements; study participants had to be academic library patrons; the study needed to compare CAI and face-to-face instruction; and both the students’ information skills and reactions to the instruction had to be measured. This left 40 unique studies, which were then retrieved in full text. Next, studies were selected to meet the inclusion criteria further using the QUOROM format, a reporting structure used for improving the quality of reports of meta-analyses of randomised trials (Moher, David et al 1896 - 1900). Evaluation of methodological quality was then done using a dual method: authors Watson and Zhang assessed the studies independently, each using the “Checklist for Study Quality” developed by Downs and Black (Downs, Sara H. and Black, Nick 377-384), adapted slightly to remove non-relevant questions. After analysis, when additional information was needed, original study authors were contacted. Finally, ten studies were included in the analysis.
The instruction sessions covered many topics, such as catalog use, reading citations, awareness of library services and collections, basic searching of bibliographic databases, and more. But all could qualify as basic, rather than advanced, library instruction. All studies did pre- and post-tests of students’ skills – some immediately after instruction, and others with a time lapse of up to six weeks. Most authors created their own tests, though one adapted an existing scale. Individual performance improvement was not studied in many cases due to privacy concerns.
Main Results - Nine of the ten studies found CAI and face-to-face instruction equally effective; the tenth study found face-to-face instruction more effective. The students’ reaction to instruction methods varied – some students felt more satisfied with face-to-face instruction and felt that they learned better, while other studies found that students receiving CAI felt more confident. Some found no difference in confidence.
It was impossible to carry out a meta-analysis of the studies, as the skills taught, methods used, and evaluation tools in each case varied widely, and the data provided by the ten studies lacked sufficient detail to allow meta-analysis. As well, there were major methodological differences in the studies – some studies allowed participants the opportunities for hands-on practice; others did not. The CAI tutorials also varied – some were clearly interactive, and in other studies, it was not certain that the tutorial allowed for interactivity.
The authors of the systematic review identified possible problems with the selected studies as well. All studies were evaluated according to four criteria on the modified Downs-Black scale: reporting, external validity, and two measures of internal validity (possible bias and possible confounding). A perfect score would have been 25; the mean score was 17.3. Areas where authors lost points included areas such as failure to estimate data variability, failure to report participants lost to follow-up, failure to have blind marking of pre- and post-tests, failure to allocate participants randomly, and a variety of other areas. As well, few studies examined participants’ confidence level with computers before they participated in instruction.
Conclusion – Based on this systematic review, CAI and face-to-face instruction appear to be equally effective in teaching students basic library skills. The authors of the study are reluctant to state this categorically, and issue several caveats: a) only one trial was randomised; b) seven of the studies were conducted in the USA, with the others being from Canada and Australia, and learning and teaching styles could be very different in other countries; c) the students were largely undergraduates, and the authors are curious as to whether results would be similar with faculty, staff, or older groups (though of course, not all undergraduates are traditional undergraduates); d) the tests ranged widely in design, and were largely developed individually, and the authors recommend developing a validated test; and e) if the pre- and post-tests are identical and given in rapid succession, this could skew results.
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King, Alyson E. "Universities and AcademicsTAKING STOCK: CANADIAN STUDIES IN THE NINETIES. David Cameron (Montreal: Association for Canadian Studies, 1996) 238 pp.GEORGE GRANT: SELECTED LETTERS. Edited with an introduction by William Christian (Toronto: University of Toronto Press, 1996) 402 pp.GEORGE GRANT AND THE SUBVERSION OF MODERNITY: ART. PHILOSOPHY, POLITICS, RELIGION, AND EDUCATION. Edited by Arthur Davis (Toronto: University of Toronto Press, 1996) 346 pp.THE SOCIAL SCIENCES IN CANADA: 50 YEARS OF NATIONAL ACTIVITY BY THE SOCIAL SCIENCE FEDERATION OF CANADA. Donald Fisher (Waterloo, Ontario: Wilfrid Laurier Press, 1991) 115 pp.THE POLITICS OF COLLEGIALITY: RETRENCHMENT STRATEGIES IN CANADIAN UNIVERSITIES. Cynthia Hardy (Montreal and Kingston: McGill-Queen’s University Press, 1996) 232 pp.SOCIAL CRITICISM: THE UNSOLVED RIDDLE OF SOCIAL JUSTICE AND OTHER ESSAYS. Stephen Leacock. Edited and introduced by Alan Bowker (Toronto: University of Toronto Press, 1996) 145 pp.WORKING IN ENGLISH: HISTORY, INSTITUTION, RESOURCES. Heather Murray (Toronto: University of Toronto Press, 1996) 253 pp.OUTSIDE THE LINES: ISSUES IN INTERDISCIPLINARY RESEARCH. Liora Salter and Alison Hearn (Montreal and Kingston: McGill-Queen’s University Press, 1996) 212 pp." Journal of Canadian Studies 33, no. 3 (August 1998): 170–80. http://dx.doi.org/10.3138/jcs.33.3.170.
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Plummer, Ryan, Samantha Witkowski, Amanda Smits, and Gillian Dale. "Higher Education Institution–Community Partnerships: Measuring the Performance of Sustainability Science Initiatives." Innovative Higher Education, September 13, 2021. http://dx.doi.org/10.1007/s10755-021-09572-8.
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AbstractThe enterprise of sustainability science extends beyond the academy to address pressing environmental issues through collaboration. It coincides with trends in higher education institutions (HEIs) towards an expanded mission for addressing societal challenges as well as greater accountability. In this paper, we aim to establish an instrument for assessing the performance of sustainability science initiatives in HEIs. The performance of three HEI–community partnerships for sustainability science in Ontario, Canada (the Brock-Lincoln Living Lab, the Excellence in Environmental Stewardship Initiative, and Niagara Adapts) were examined using the HEI–Community Partnership Performance Index (HCPPI). Our preliminary results suggest that the HCPPI is a reliable, valid, and easy-to-administer tool for accurately assessing the performance of HEI–community partnerships for sustainability science. Incorporating systemic performance assessments into HEI–community partnerships promotes accountability, transparency, and continuous improvement. It also serves as a vital feedback mechanism by fostering reflection, adaptation, and learning—critical components to sustainability science.
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Fitzgerald, Scott, Beverley Beattie, Lorraine Carter, and Wenda Caswell. "Responsive BScN Programming at Nipissing University: The Continuing Education of Ontario Nurses." Canadian Journal of University Continuing Education 40, no. 1 (June 17, 2014). http://dx.doi.org/10.21225/d5288h.
Full textAbstract:
Nipissing University in North Bay, Ontario, is currently the only post- secondary institution in that province to offer a part-time Baccalaureate of Science in Nursing (BScN) program for Registered Practical Nurses (RPNs) through a blended learning model. This program represents a “bridge” from the nurse’s college diploma and offers a curriculum that enables students to continue to practice nursing as they study. Since the program’s inception in 2010, over 500 students have been admitted, attesting to its need. Flexibility, access, partnership, and excellence in teaching and learning comprise the heart of this complex, innovative, and student-centred program. As a blended learning program, it uses synchronous and asynchronous online technologies to deliver theoretical content; these experiences are balanced with face-to-face learning in the clinical setting. Clinical learning is facilitated through partnership agreements with the students’ employers.This paper describes how this RPN to BScN blended learning program has brought Nipissing to a leading edge in continuing education for RPNs. It also demonstrates Nipissing University’s commitment to drive change in the world of professional and adult education.
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BRABAZON, Tara. "WASTED? MANAGING DECLINE AND MARKETING DIFFERENCE IN THIRD TIER CITIES." Journal of Urban and Regional Analysis 4, no. 1 (October 1, 2020). http://dx.doi.org/10.37043/jura.2012.4.1.1.
Full textAbstract:
Third-tier cities are neglected in the research literature. Global and second-tier cities provide the positive, proactive applications of city imaging and creative industries strategies. However, small cities – particularly those who reached their height and notoriety through the industrial revolution – reveal few strategies for stability, let alone growth. This study investigates an unusual third-tier city: Oshawa in Ontario Canada. Known as the home of General Motors, its recent economic and social development has been tethered to the arrival of a new institution of higher education: the University of Ontario Institute of Technology. Yet this article confirms that simply opening a university is not enough to commence regeneration or renewal, particularly if an institution is imposed on unwilling residents. Therefore, an alternative strategy – involving geosocial networking – offers a way for local businesses and organizations to attract customers and provide a digital medication to analogue injustice and decay.