scholarly journals PRETTY GOOD PRACTICES: GERIATRICS WORKFORCE ENHANCEMENT PROGRAMS AND LIFELONG DISABILITIES

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S750-S751
Author(s):  
Catherine Taylor ◽  
Kelly Munly
Keyword(s):  
Public Policy ◽  
Best Practices ◽  
Rhode Island ◽  
Healthcare Providers ◽  
Federally Funded ◽  
Good Practices ◽  
Geriatric Education ◽  
History Of ◽  
State Public Policy ◽  
The University

Abstract Growing old with lifelong disabilities is a recent reality that is catching healthcare providers unprepared. While there’s little extant federal or state public policy on aging with lifelong disabilities, and aging, disability, and healthcare systems lack a history of intersystem collaboration, Geriatrics Workforce Enhancement Programs (GWEPs) can lead the way in developing curricula, training, policy, and standards to respond. The GWEPs can intervene to create meaningful intersystem knowledge and skills and better prepare providers. Two GWEPs are filling the best practices void, operationalizing de facto public policy and “pretty good” practices to improve care for individuals with lifelong disabilities. In metro Richmond, VA, the GWEP at the Virginia Geriatric Education Center (VGEC) has built on the successful Area Planning and Services Committee on Lifelong Disabilities (APSC) intersystem partnership to provide this expertise. In Rhode Island, the RI Geriatric Education Center (RIGEC) has aligned its GWEP Alzheimer’s disease supplemental funding with other federally funded programs to build dementia capability into the systems that support adults with intellectual or developmental disabilities (I/DD). RIGEC incorporated expertise previously gained through the University of Rhode Island’s CMS-funded LivingRIte Innovation, which established pilot centers to support individuals with I/DD living with dementia and other chronic conditions, through novel person-centered approaches. This symposium examines how the two GWEPs expanded upon a foundation of previous efforts to serve older adults with lifelong disabilities, the methods by which they built and fostered effective networks, the resulting system improvements, and suggested strategies to move from “pretty good” to best practices.

Solutions to Calendar

1997 ◽  
Vol 90 (3) ◽  
pp. 218-219
Author(s):  
John Grant McLoughlin
Keyword(s):  
Community College ◽  
Secondary School ◽  
Rhode Island ◽  
Board Of Education ◽  
History Of ◽  
The University ◽  
Math Class ◽  
Memorial University Of Newfoundland

Problems 1–5 were contributed by Michael A. Steuben, 4651 Brentleigh Court, Annandale, VA 22003. Problems 6–11 were prepared by Peter Booth of the Mathematics and Statistics Department of Memorial University of Newfoundland, StJohn's, NF A1C 5S7. Problems 15–12 (working backward) were offered by William H. Kraus, Wittenberg University, Springfield, OH 45501. Problems 16–18 represent the contribution of James E. Beamer and Bikkar S. Randhawa of the University of Saskatchewan. Saskatoon, SK S7N OWO, and Cheuk Ng of Athabaska University, Athebaska. Alberta. Problems 19, 20, and 22 were provided by Barry Scully, York Region Board of Education, Aurora, ON lAG 3H2. Problems 21 and 23–26 were prepared by students in Betty J. Thomson's History of Math class at the Community College of Rhode Island, Warwick, RI 02886. The students were Marg McLellan, Laurie Nayman, Christine Nye, Diane Pardini, Andre Sabo, and Rick Wilson. Problem 27 was taken from 101 Puzzle Problems by Nathaniel B. Bates and Sanderson M. Smith (Concord, Mass.: Bates Publishing Co., 1980). Problems 28–31 were originally prepared for the Hamilton Junior Mathematics Contest by Eileen Shannon, Westmount Secondary School, Hamilton, Ontario, who generously provided them for the Calendar.

scholarly journals Peer Review of Teaching: Sharing Best Practices

2015 ◽  
Vol 8 ◽  
pp. 211 ◽  
Author(s):  
Shaya Golparian ◽  
Judy Chan ◽  
Alice Cassidy
Keyword(s):  
Best Practices ◽  
Peer Review ◽  
Teaching Program ◽  
Teaching Session ◽  
University Of British Columbia ◽  
History Of ◽  
Teaching Learning ◽  
Key Aspects ◽  
The University ◽  
Teaching Initiative

In this paper, we share examples of best peer review of teaching practices, drawing on our involvement in the design and implementation of the Peer Review of Teaching program at the Centre for Teaching, Learning and Technology. We review the history of the Peer Review of Teaching Initiative at the University of British Columbia and explain key aspects of the interactive peer review of teaching session we facilitated at STLHE 2014. We provide examples generated by participants of that session, as well as participants of Centre for Teaching, Learning and Technology workshops on peer review of teaching. We share future steps for the Peer Review of Teaching Program at UBC.

Best Practices and Community Asset Management Projects as Vehicles for Communicating Development

2005 ◽  
Vol 30 (2) ◽  
pp. 25-34
Author(s):  
Catalina Gandelsonas
Keyword(s):  
Best Practices ◽  
Asset Management ◽  
Communication Process ◽  
Transfer Of Knowledge ◽  
Good Practices ◽  
Research Priority ◽  
Complex Process ◽  
New Research ◽  
Effective Transfer ◽  
The University

Drawing on recent research on communication for urban development and on new research on ’Localising the Habitat Agenda’, this article focuses on the communication aspects of transferring projects and good practices to different cultural contexts. Communicating knowledge for the poor has been a research priority for development agencies in UK and USA for the last decade, as communicating best or good practices for achieving development has not been particularly easy or successful. In order to understand the reasons for these communication gaps, the Max Lock Centre at the University of Westminster, UK, undertook research into the complexity of the communication process, and developed methodologies to ensure the effective transfer of knowledge to differing contexts. There are two related challenges to this task. The first is the understanding that communication is a complex process involving actors and actions. The complexity of the interplay between these explains why the communication process suffers gaps that are difficult to bridge; this is why knowledge or best practices can be only communicated if certain conditions are met. The second involves finding a methodology for communicating projects and best practices to different contexts in which practices can be applied.

The University of Rhode Island: A History of Landgrant Education in Rhode Island

1967 ◽  
Vol 73 (1) ◽  
pp. 239
Author(s):  
Theodore R. Crane ◽  
Herman F. Eschenbacher
Keyword(s):  
Rhode Island ◽  
History Of ◽  
The University

For Members Only

PMLA ◽  
1963 ◽  
Vol 78 (3) ◽  
pp. i-ii
Keyword(s):  
Rhode Island ◽  
Middle Ages ◽  
The United States ◽  
Point Of View ◽  
German Language ◽  
Medieval Studies ◽  
Individual Point ◽  
History Of ◽  
The University ◽  
Germanic Languages

VIGNETTE LXXIV. William Thomas Hobdell Jackson, Executive Council member, 1960-63, is a native of Sheffield, England. His B.A. degree (1935) is from Sheffield University with First Class honors in the classics. His M.A. (1938) is from the same university. He was a Captain, Royal Artillery, General Staff, in the British Army 1940-46, and emigrated to the United States in 1948. He taught German at the Univ. of Washington, 1948-50, where he took his Ph.D. in Germanics in 1951. He taught for two years at Coe College, then came to Columbia in 1952, where he has been Chairman of the Department of Germanic Languages since 1961. There he has also been chairman of the University Seminar in Medieval Studies, 1955-62, editor of the Germanic Review since 1954, and editor of the Columbia Records of Civilization since 1962. We first met him dining a Conference of Editors of Learned Journals in 1956 and were impressed with his ability to share his editorial experience with his compeers, yet maintain his individual point of view. He has been a Guggenheim Fellow (1958–59), a recipient of of an ACLS grant (1958), and has been tapped as visiting professor at Chicago, Princeton, and Rutgers. His teaching fields are Comparative Literature of the Middle Ages (for the Columbia English Department), Medieval Latin, Paleography, and the History of the German Language. He drives an English car (surprise, surprise) and is fond of horseback-riding, sailing, and boxing. He relaxes over fine wines (of which he is a connoisseur) and fine cheeses. His summer habitat is his place at Quonochontaug, Rhode Island, perched upon a sandbar between a salt pond and the ocean.

scholarly journals Introduction: What Difference Did the Coleman Report Make?

2017 ◽  
Vol 57 (4) ◽  
pp. 570-578 ◽  
Author(s):  
Harvey Kantor ◽  
Robert Lowe
Keyword(s):  
Rhode Island ◽  
History Of Education ◽  
State University ◽  
University Of Utah ◽  
Coleman Report ◽  
History Of ◽  
1960S And 1970S ◽  
The 1960S ◽  
Society Annual ◽  
The University

The Coleman ReportFor this History of Education Quarterly Policy Forum, we look at the historical significance of the 1966 Coleman Report from several different perspectives. The four main essays published here originated as presentations for a session on “Legacies of the Coleman Report in US Thought and Culture” at the History of Education Society annual meeting in Providence, Rhode Island, in November 2016. Presenters for that session— Zoë Burkholder, Victoria Cain, Leah Gordon, and Ethan Hutt—went on to participate in an HES-sponsored session entitled “Currents in Egalitarian Thought in the 1960s and 1970s: The Coleman Report in American Politics, Media, and Social Science” at the Organization of American Historians meeting in New Orleans in April 2017. Thinking that their reflections on the reception and influence of the Coleman Report in different contexts would be of broad interest to HEQ readers, we asked members of the panel to comment on each other's papers and revise them for this Forum. We then invited Harvey Kantor of the University of Utah and Robert Lowe of Marquette University to write an introduction summarizing the origins and findings of the Coleman Report, along with their own assessment of what the presenters’ essays teach us about its long-term significance. What follows are Kantor and Lowe's Introduction, “What Difference Did the Coleman Report Make?,” together with substantive essays by Zoë Burkholder of Montclair State University, Victoria Cain of Northeastern University, Leah Gordon of Amherst College, and Ethan Hutt of the University of Maryland.

Early history of the Association for Symbolic Logic

1962 ◽  
Vol 27 (3) ◽  
pp. 255-258 ◽  
Author(s):  
C. J. Ducasse ◽  
Haskell B. Curry
Keyword(s):  
Rhode Island ◽  
Graduate School ◽  
Early History ◽  
Symbolic Logic ◽  
Initial Event ◽  
Philosophy Department ◽  
Brown University ◽  
History Of ◽  
The Subject ◽  
The University

The initial event, in the series which led to the establishing of the Journal of Symbolic Logic and of the Association for Symbolic Logic, was a conversation early in 1934 between C. J. Ducasse and C. A. Baylis at Brown University in room 112, Rhode Island Hall. Ducasse, in the Graduate School at Harvard in 1911, had had work in Symbolic logic with Josiah Royce, and had become much impressed with the potential importance of the subject. Baylis, years before at the University of Washington, had been the outstanding student in the logic course Ducasse was conducting there, and eventually joined Ducasse on the staff of the Philosophy Department at Brown.

scholarly journals 10 year anniversary of the Journal APSTRACT: The history of an open access journal

2017 ◽  
Vol 11 (1-2) ◽  
pp. 5-8
Author(s):  
Krisztián Kovács ◽  
Tünde Csapóné Riskó ◽  
Zsolt Csapó ◽  
András Nábrádi
Keyword(s):  
Best Practices ◽  
Central And Eastern Europe ◽  
Open Access Journal ◽  
State University ◽  
Executive Board ◽  
Agricultural College ◽  
Humboldt University ◽  
History Of ◽  
Jel Code ◽  
The University

The idea initiating the birth of the journal APSTRACT was initiated by András Nábrádi, during a 2005 AGRIMBA1 executive board meeting held in Aberdeen, UK. AGRIMBA is an open international network of academics and professionals from universities and related institutions dealing with education and research in agribusiness (Csapó et al., 2010). Currently, the Network is especially active in Central and Eastern Europe (Heijman, 2015). The main objective of the Network is to set standards based on best practices for programmes it oversees and to accredit them on the basis of these standards. The International MBA Network was established in 1995, by founding members from Wageningen University, Scottish Agricultural College, the Czech University of Life Sciences in Prague, Warsaw Agricultural University, University College Cork and the University of Wolverhampton. Between 2000 and 2009, the following universities joined the Network: Humboldt University Berlin, the University of Debrecen, Arkansas State University, the Agricultural University of Ukraine, the Timiryazev Academy in Moscow, the University of Belgrade and the University of Zagreb (Heijman, 2015). The Universities of Belgorod (Russia) and Kazan (Russia) has also joined the network last year. JEL code: A10

scholarly journals Preparing Nurses for Roles in Telehealth: Now is the Time!

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Carolyn Rutledge ◽  
Tina Gustin
Keyword(s):  
Best Practices ◽  
Nurse Educators ◽  
Healthcare Providers ◽  
Primary Method ◽  
Introductory Overview ◽  
History Of ◽  
Nursing Roles

With the COVID-19 pandemic, the method for delivering healthcare changed overnight. Telehealth became a primary method of delivering care. Suddenly, nurses were expected to utilize technology with very little, if any, training in telehealth. All evidence suggests that telehealth is here to stay. As such, it is now time for healthcare providers to reflect on best practices for telehealth, and for nurse educators to ensure that graduates are prepared to function in the new telehealth arena. This article provides an introductory overview of the history of telehealth nursing; uses for telehealth with the COVID-19 pandemic; new awareness of telehealth challenges, and nursing roles. We also discuss sites that require a telehealth nurse and the Four P’s framework for telehealth education.

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