Over six hundred years before John Milton's Paradise Lost ,
Anglo-Saxon authors told their own version of the fall of the
angels. This book brings together various cultural moments,
literary genres ...and relevant comparanda to recover that version,
from the legal and social world to the world of popular spiritual
ritual and belief. The story of the fall of the angels in
Anglo-Saxon England is the story of a successfully transmitted
exegetical teaching turned rich literary tradition. It can be
traced through a range of genres - sermons, saints' lives, royal
charters, riddles, devotional and biblical poetry - each one
offering a distinct window into the ancient myth's place within the
Anglo-Saxon literary and cultural imagination.
On December 7, 2020, the Acting Commissioner of the Connecticut Department of Public Health (DPH) issued an order authorizing eligible health professionals to administer coronavirus disease ...(COVID-19) vaccines provided they complete a vaccination training program. The University of Connecticut (UConn) School of Pharmacy was approached to collaborate with DPH to create a certification program to meet the needs of this order.
To use a unique, pharmacist-led practice model to increase the number of competent vaccinators to administer the COVID-19 vaccine and to reduce vaccine hesitancy with timely vaccine information.
A didactic and in-person training program was developed, with an evaluation completed by a vaccination-certified pharmacist. In addition, faculty members, staff, and students developed short videos answering questions about COVID-19 vaccines.
We are aware of no other such programs using pharmacists and student pharmacists as primary creators of training and certification of health professionals to administer the COVID-19 vaccine.
Success was gauged by the rapid increase in the number of eligible health professionals who completed the developed training program and became certified as COVID-19 vaccinators. When addressing vaccine hesitancy, success was defined by the number of videos created and the number of views and likes the videos received.
As of April 30, 2021, 1834 health professionals registered to administer the COVID-19 vaccine. A total of 1195 (65%) participants completed the online training developed by pharmacists, and 872 participants (48%) attended pharmacist-led, in-person competencies. As of July 29, 2021, efforts resulted in 14,972 views and 257 "Likes" for 79 videos promoted through social media platforms.
A partnership between the Connecticut DPH and the UConn School of Pharmacy allowed the rapid increase in capacity to administer the COVID-19 vaccine to citizens of Connecticut. Patients are receptive to accessing health information that pharmacists create on social media.
Technology is increasingly used to enhance pharmacy education. We sought to evaluate student learning and preparedness for community introductory pharmacy practice experiences (IPPEs) after ...implementation of "MyDispense" into experiential education.
Both first-year pharmacy students and assigned community IPPE preceptors were eligible. Students were stratified based on previous community pharmacy experience (< or ≥ 50 h), then randomized to complete MyDispense exercises before IPPE (group A) or after 24-32 h of IPPE (group B). We evaluated preceptors' assessment of student readiness using a 6-item Likert scale survey and students' readiness and opinion of MyDispense using an anonymous 9-item survey. Descriptive statistics were used to characterize data. The Mann-Whitney U test was used to compare groups and a
-value < 0.05 was considered statistically significant.
Of 177 eligible students, 155 were randomized and 56 completed study. Group A included 32 students; 56.3% had prior community practice experience. Group B included 24 students; 50% had prior community practice experience. Forty-eight preceptors were enrolled. Students who completed exercises before rotation received higher preceptor scores for patient counseling of self-care and of medications (
< 0.05 for both). Students self-assessed their counseling skills lower than all other skills; 30.4% and 42.9% of students felt mostly or always prepared to counsel for self-care and medications, respectively. Students found MyDispense straightforward, realistic, and appreciated the ability to practice in a safe, electronic, community pharmacy, patient-care environment.
Simulation-based software, such as MyDispense, can enhance learner understanding of the prescription fill and counseling process in a community pharmacy practice setting.
Pharmacy law instruction is often taught as a didactic course; however practical application of pharmacy law is a main component of pharmacy practice. Technology-based simulations are becoming more ...frequently used to enhance didactic pharmacy education. The goal of this study was to evaluate the utility of and student perceptions on the usefulness of MyDispense community pharmacy simulation for additional law instruction that if successful might prompt curricular revamping. This Institutional Review Board-approved, two-year, qualitative, prospective, survey study was conducted in a case study class where students completed MyDispense exercises focused on common legal issues that arise in practice, both individually before and within groups during class. Participating students completed a qualitative survey directed at use of MyDispense for pharmacy law review, which included a series of close-ended questions graded on a Likert scale and open-ended questions thematically grouped. Thirty-eight (41%) and twenty-eight (31%) students completed surveys in 2017 and 2018, respectively. The majority of respondents felt exercises improved their understanding of pharmacy laws, focused on challenging areas, and were more interesting than additional lectures. However, certain topics were reported as irrelevant based on practice experiences or not ideal for simulation, and students desired exercises on state laws versus pharmacy policies. Students reported the MyDispense simulation exercises helped them to recall pharmacy laws and focus on topics that were challenging. These study results prompted curricular revamping to incorporate MyDispense throughout the curriculum for practice in recognizing and solving legal scenarios, along with didactic course changes.
Christ and Satan, the final poem in the Junius Manuscript, is often viewed as an outlier because it lacks illustrations and shows overt signs of wear and tear. Moreover, the poem follows an ...unorthodox chronology in that it places the Harrowing, Ascension, and Last Judgement before Christ's Temptation in the wilderness, leading scholars to characterize Christ and Satan as 'meandering' at best. Beyond this, no scriptural, apocryphal, or exegetical source has been identified for the final episode in which Christ orders Satan to measure the 'ymbhwyrft' ('circuit') of hell with his hands. A liturgical reading can reconcile some of Christ and Satan's perceived structural and chronological incongruities. In this way, the poem's conclusion can be productively understood as an inversion of the penitential and spatial rituals associated with Rogationtide, making Satan's punishment a demonic parody of the communal 'circuit' which lies at the centre of the feast. Rogationtide brought together clergy and laity in public practices that involved fasting, vigils, prayers and, most significantly, processions throughout the countryside. By evoking the symbolic geography of Rogationtide, the poet dramatizes Satan's sinfulness through the logic of the feast and challenges his audience to ' beat the bounds' of their earthly community so that they will not wander lordless after Judgement Day.
Tested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for ...beginning writers' persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning, and dialogic interactions such as role play. Packed with 55 reproducible planning forms and student handouts, the book makes connections between writing and reading in ways that support growth in both areas, address learning standards, and promote writing across the instructional day. Appendices contain numerous resources to support teachers' and administrators' professional learning. The large-size format facilitates photocopying; purchasers also get access to a Web page where they can download and print the reproducible materials.
In conceptualizing the peace-weaver as not stricdy feminine and allowing Constantine to play a crucial part in bringing about God's design for unity between the earthly and heavenly kingdoms, ...Cynewulf resignifies the performance of peace-weaving as a role available to men and women alike. ...through incorporating the roles of diplomat and guardian of safe passage more explicitly into his peace-weaver, Cynewulf thereby spiritualizes the secular logic of feminine peace-weaving. In her examination of virgin martyrs, Trilling finds a correlation between saintly women and peace-weavers wherein social life is 'predicated on bonds that run between men through women's bodies ... the very fabric of society depends on the exchangeability of the female body, and that exchange can bear spiritual as well as social fruit'.77 Cynewulf's depiction of Constantine's role in his own process of conversion, and of the masculine peace-weaver's in Constantine's, creates a mechanism of salvation independent of the exchange of the female body through the mediation of the angel of peace.
The purpose of the study was to assess the volume of academic vocabulary in elementary grades disciplinary textbooks. Academic vocabulary was examined in a corpus of best-selling elementary grades ...textbooks in three disciplinary areas-science, mathematics, and social studies. Academic words in texts were determined through automated procedures involving statistical modeling. Four academic vocabulary variables were created: Total Academic Words; Discipline-Match Academic Words (science domain-specific academic words in science textbooks, and so on); High Challenge Total Academic Words; and High Challenge Discipline-Match Academic Words. Longitudinal multilevel Poisson regression was conducted for selected research issues. Main conclusions were: (a) The estimated overall elementary grades volume of academic vocabulary in disciplinary textbooks was relatively high. Summed across all grades and disciplines, 31% of all of the estimated unique word types in the textbooks were academic word types. By the end of elementary school, children who read or listened to disciplinary textbooks like the ones in the present study corpus would have been exposed to approximately one academic word type for every three unique word types encountered. (b) Moreover, approximately one or two of every four or five academic word types was estimated to be a word that would present challenge to typically developing and struggling students. (c) For all three disciplines, with minor exception, the estimated volume of newly-appearing academic words in a grade increased through the earliest grades, tended to peak in third or fourth grade, and then decelerated slightly thereafter.
Educational Impact and Implications Statement
Elementary grades science, mathematics, and social studies textbooks contain a relatively high volume of academic vocabulary. By the end of elementary school, students may be exposed to approximately one academic word for every three unique words in disciplinary textbooks. The relatively high rate of academic vocabulary exposure may pose substantial opportunity for students' disciplinary knowledge advancement. However, for some students, especially struggling readers and children learning English as a new language, it could present significant challenge to learning.
The researchers explored the conceptual complexity of vocabulary in contemporary elementary-grades core science program textbooks to address two research questions: (1) Can a progression of concepts' ...complexity level be described across grades? (2) Was there gradual developmental growth of the most complex concepts' networks of associated concepts from the beginning of a program to the end? That is, for the most complex concepts, did associated concepts begin to appear in the early grades, with gradual cumulative addition of associated concepts throughout the elementary grades? Gradual accumulation of associated concepts could enable students to progressively construct a mental network of concepts within which a more complex concept could be situated, a network that could facilitate learning of most complex concepts. Two best-selling, contemporary elementary-grades core science programs constituted the data source. The researchers employed two measures: a conceptual complexity measure and the number of associated concepts (called nodes in concept networks) for each of the most complex concepts. The researchers conducted multilevel modeling and found that, on the whole, the programs exposed students to increasingly complex concepts with the rise of grades. Few highly complex concepts appeared in the earliest grades. Similarly, few associated concepts for the most complex concepts appeared in the earliest grades. Instead, associated concepts tended to be introduced simultaneously with the most complex concepts in the later grades. That is, on the whole, the programs did not expose students to the opportunity to construct strong affiliated concept networks (clusters of associated constructs) prior to introduction of the most complex concepts.
PDF
