The COVID-19 pandemic is devastating post-acute and long-term care (PA/LTC). As geriatricians practicing in PA/LTC and a regional academic medical center, we created this program for collaboration ...between academic medical centers and regional PA/LTC facilities. The mission of the Geriatric Engagement and Resource Integration in Post-Acute and Long-Term Care Facilities (GERI-PaL) program is to support optimal care of residents in PA/LTC facilities during the COVID-19 pandemic. There are 5 main components of our program: (1) Project ECHO; (2) nursing liaisons; (3) infection advisory consultation; (4) telemedicine consultation; and (5) resident social contact remote connections. Implementation of this program has had positive response from our local PA/LTC facilities. A key component of our program is our interprofessional team, which includes physicians and nursing, emergency response, and public health experts. With diverse professional backgrounds, our team members have created a new model for academic medical centers to collaborate with local PA/LTC facilities.
This study had three aims: to present a case study and explain the funds of identity of a Latina educator; to use this as an opportunity to connect heritage language to ideological clarity and ...humanizing pedagogies in educator preparation programs; and to illustrate how pedagogy and language education can include transformational and healing elements when educators are engaged in culturally and linguistically affirming professional development. By understanding ourselves as teachers in relation to the communities in which we teach, we are able to develop ideological clarity and reject deficit perspectives that serve to erase non-English languages spoken at home in order to effectively serve and advocate for our multilingual, emerging bilingual and heritage language students. This case study of one Latina’s journey to linguistic empowerment may serve as an example of how future teachers can transform their own experiences of language loss into empowerment and reclaim their own culture, language, and values not only for themselves but for their students as well.
This study examined several early childhood education and care (ECEC) factors and their relation to children's salivary cortisol slope and hair cortisol concentration (HCC). The study is part of the ...cross-sectional DAGIS study, conducted in 2015-2016, examining 66 preschools and 677 children aged 3-6 years in Finland. Two saliva samples from one childcare day and a hair sample were collected from the children. Educators' education level, perceived stress, and occupational well-being factors, group size, child-adult ratio, and amount of childcare per week were assessed by questionnaires filled in by educators and guardians. Higher educators' education level was associated with a higher likelihood of children having a declining salivary cortisol slope. Educators with higher perceived stress were associated with a lower likelihood of children having a declining cortisol slope, but the result was attenuated in the adjusted model. Child-adult ratio was negatively associated with HCC. The results indicate that educators' higher education level and possibly lower stress associate with a favourable cortisol profile in children, suggesting less stress. These factors should receive attention when considering children's stress at childcare.
To develop, implement, and evaluate an acute otitis media (AOM) education website for clinician-educators.
We developed an education website following Kern's curriculum model.
The website contained ...peer-reviewed content, educational objectives, library search pages to identify evidence-based resources, and a faculty toolbox with instructional and evaluation instruments. Pediatric clinician-educators were purposefully sampled from different clinic sites to evaluate the website. Semistructured interviews explored key website components for content and usability in clinical teaching. In grounded theory tradition, investigators used the constant comparative method with qualitative analysis software to identify themes and representative quotations. Eleven faculty members (9 females and 2 males with teaching experience from 6 to 26 years) participated in the study. Identified themes were: 1) value of visual impact for learning specific topics, 2) promotion of efficiency in teaching clinical topics, 3) varying approaches for using website, and 4) faculty's self-report of knowledge and self-efficacy needs.
An education website may enhance the teaching of AOM, accommodate different teaching preferences, promote efficiency in teaching, and advance clinician-educator knowledge and skills. Next steps include evaluation of learners’ perspectives, generalizability in varied teaching settings, and assessment of higher learning outcomes including impact on knowledge, skills, and patient outcomes.
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ...ways to address the issue are not well established. This paper analyses outcomes from a blended learning ‘Mathematical Thinking and IT’ course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, ‘What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?’A variety of qualitative tools were used to track the course’s impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators’ institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints
There is a considerable amount of evidence in the literature that children engage in a wide range of sexual behaviors before puberty. How early childhood educators (ECEs) respond to children’s ...interpersonal sexual behaviors (ISBs) is especially important during the early childhood stage not only due to their roles as educators, but also protector due to their legal obligation to report suspected cases of child sexual abuse. Considering the pivotal responsibilities ECEs have in addressing ISBs, it becomes imperative to gain a comprehensive understanding of the experiences they encounter in managing such behaviors. Surprisingly, the current body of research provides limited insights into how ECEs respond to children’s ISBs. To address this gap, the present study aims to explore these topics by conducting a qualitative investigation to examine the experiences of Taiwanese ECEs who encountered ISBs among children and how they responded to these behaviors. Four themes emerged from an analysis of the stories shared by 36 ECEs: (1) being silent versus supporting children’s healthy sexuality development, (2) protect yourself versus respect others, (3) punishments versus exploring strategies to address children’s ISBs and (4) insensitivity to boundaries and bodily autonomy. This study provides guidelines for understanding the experiences of Taiwanese ECEs who encounter children’s ISBs and contributes to the training needs of ECEs about children’s sexuality development.
Type 1 diabetes (T1D) is an autoimmune disease that causes a deficit of pancreatic islet β cells. Millions of individuals worldwide have T1D, and its incidence increases annually. Recent clinical ...trials have highlighted the limits of conventional immunotherapy in T1D and underscore the need for novel treatments that not only overcome multiple immune dysfunctions, but also help restore islet β-cell function. To address these two key issues, we have developed a unique and novel procedure designated the Stem Cell Educator therapy, based on the immune education by cord-blood-derived multipotent stem cells (CB-SC). Over the last 10 years, this technology has been evaluated through international multi-center clinical studies, which have demonstrated its clinical safety and efficacy in T1D and other autoimmune diseases. Mechanistic studies revealed that Educator therapy could fundamentally correct the autoimmunity and induce immune tolerance through multiple molecular and cellular mechanisms such as the expression of a master transcription factor autoimmune regulator (AIRE) in CB-SC for T-cell modulation, an expression of Galectin-9 on CB-SC to suppress activated B cells, and secretion of CB-SC-derived exosomes to polarize human blood monocytes/macrophages into type 2 macrophages. Educator therapy is the leading immunotherapy to date to safely and efficiently correct autoimmunity and restore β cell function in T1D patients.
•CB-SC is a new type of stem cell from human cord blood.•CB-SC can modulate multiple immune cells (e.g., T, B cells, and Mo/Mϕ).•Stem Cell Educator therapy is well tolerated procedure with high safety profile.•Educator therapy not only correct the autoimmunity, also improve β-cell function.•Educator therapy can be utilized to treat multiple autoimmune diseases.
В статье рассматривается история формирования научной школы по новейшей истории Южной Сибири (Хакасии и Тувы), созданной одним из известных научных деятелей Саяно-Алтайского региона — доктором ...исторических наук, профессором Валентиной Николаевной Тугужековой. Факты биографии, связанные с ее детством, юностью, студенческими годами, работа в комсомольской организации – стали этапами становления будущего наставника молодых ученых. Подчеркивается особое значение с ее личностном и профессиональном росте аспирантуры Ленинградского государственного педагогического института им. А. И. Герцена На протяжении многих лет она руководила Хакасским научно-исследовательским институтом языка, литературы и истории, являясь одним из успешных организаторов гуманитарной науки в Сибири. Рассматривается вклад В. Н. Тугужековой в подготовку научных и педагогических кадров для республик Южной Сибири. В период с 1995 года по настоящее время она подготовила более сорока специалистов, научные исследования которых закрыли многие пробелы в истории Тувы и Хакасии.
This study examines how language minority pre-service teachers engaged in the discussion of racism and linguicism through counter-storytelling informed by Critical Race Theory (CRT). Counter-stories ...can act as a medium through which minority students can unpack the power relations embedded in academic learning. This study also explores ways in which having a language minority teacher educator with a similar background facilitated the discussion of race and native speaker status. Drawing on co-teaching experience with a white teacher educator, I suggest that the teaching of race and language be not only about racialized and linguistic identity of instructors, but pedagogical approaches and strategies through counter-stories that actively foster critical reflection on power imbalance inherent in schools.
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