Catherine Bradshaw: The Role of Prevention Science in School-Based Programming

2019 ◽  
Vol 55 (5) ◽  
pp. 325-330
Author(s):  
Melissa Stormont ◽  
Daniel R. Cohen ◽  
Ambra L. Green
Keyword(s):  
School Mental Health ◽  
Associate Editor ◽  
Bullying Prevention ◽  
Life Course Perspective ◽  
Prevention Science ◽  
School Of Education ◽  
University Of Virginia ◽  
School Based ◽  
Associate Dean ◽  
The University

Catherine Bradshaw, PhD, MEd, is a professor and the senior associate dean for research and faculty development at the Curry School of Education and Human Development at the University of Virginia. She was previously the associate editor for the Journal of Research on Adolescence and is currently the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014), is the editor of Handbook on Bullying Prevention: A Life Course Perspective (2017), and is currently working on two books.

scholarly journals Message from the Editor

2020 ◽  
Vol 3 (1) ◽  
Author(s):  
Paula Termuhlen
Keyword(s):  
Family Medicine ◽  
Medical School ◽  
Growth And Development ◽  
Associate Editor ◽  
University Of Minnesota ◽  
Rural Medicine ◽  
Associate Dean ◽  
Regional Medical ◽  
The University

Message from the Editor-in-Chief: It is with great excitement that I share with you that we have added an Associate Editor to our journal, Dr. Peter Nalin, Chair and Professor of Family Medicine and Biobehavioral Health at the University of Minnesota Medical School, Duluth Campus and Associate Dean for Rural Medicine for the University of Minnesota Medical School.  Dr. Nalin has published in our journal and is well positioned to assist with our ongoing growth and development.   Many thanks to Dr. Alan Johns who served in this role and helped to launch the journal.  We will continue to honor his contributions by naming him as our Associate Editor Emeritus.  Many thanks to our Editorial Board and their ongoing oversight and contributions to our journal. We invite you to consider submissions related to the COVID-19 pandemic and its impact on your campus.  We have one perspective to share in this issue and would like to have an upcoming issue focused on COVID-19 impact.  Be safe.  Regards,Paula M. Termuhlen, MD Editor-in-Chief, Journal of Regional Medical Campuses

An Interview with Carolyn M. Callahan

1993 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
School Of Education ◽  
University Of Virginia ◽  
Gifted Programs ◽  
The Board Of Directors ◽  
Enrichment Program ◽  
Gifted Females ◽  
The University

This is the conclusion of Robert Kirschenbaum's interview with Carolyn Callahan. Dr. Callahan is Professor of Educational Studies, Curry School of Education at the University of Virginia in Charlottesville. She is Director of the University of Virginia Enrichment Program. She has been the Editor of the Journal for the Education of the Gifted, President of the Association for the Gifted, and is currently on the Board of Directors for the National Association for Gifted Children. She is on the editorial board of several journals in the field of gifted education. Her publications have often focused on the education of gifted females and the evaluation of gifted programs. In addition, she was chosen as the Outstanding Faculty Member of the Commonwealth of Virginia in 1988. Dr. Callahan was interviewed by phone from her residence in Charlottesville in June, 1990.

Have You Heard? Newsworthy items from the field

2020 ◽  
Vol 101 (5) ◽  
pp. 68-68
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Students With Disabilities ◽  
School Of Education ◽  
University Of Virginia ◽  
Research Topics ◽  
The University

A survey by the Jefferson Education Exchange at the University of Virginia Curry School of Education details how educators access research and what research topics they are interested in. The National Center for Special Education in Charter Schools releases on how well charter schools are doing at educating students with disabilities.

Injector for a 100-500 kV Linac Electron Microscopy Source

1967 ◽  
Vol 25 ◽  
pp. 274-275
Author(s):  
John W. Coleman
Keyword(s):  
Electron Microscopy ◽  
Linear Accelerator ◽  
Beam Current ◽  
Ion Trapping ◽  
University Of Virginia ◽  
Electron Injector ◽  
Illumination System ◽  
Radio Corporation Of America ◽  
The University ◽  
Optical Integration

The injector to be described is a component in the Electron Injector-Linear Accelerator—Condenser Module for illumination used on the variable 100-500kV electron microscope being built at the Radio Corporation of America for the University of Virginia.The injector is an independently powered, autonomous unit, operating at a constant 6kV positive with respect to accelerator potential, thereby making beam current independent of accelerator potential. The injector provides for on-axis ion trapping to prolong filament lifetime, and incorporates a derived Einzel lens for optical integration into the overall illumination system for microscopy. Electrostatic beam deflectors for alignment are an integral part of the apparatus. The entire injector unit is cantilevered off a door for side loading, and is topped with a 4-filament turret released electrically but driven by a self-contained Negator spring motor.

Re-thinking morbidity and mortality

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sumner Abraham ◽  
Andrew Parsons ◽  
Brian Uthlaut ◽  
Peggy Plews-Ogan
Keyword(s):  
Cognitive Biases ◽  
Diagnostic Errors ◽  
Dual Process ◽  
Morbidity And Mortality ◽  
Dual Process Theory ◽  
Habits Of Mind ◽  
Thought Processes ◽  
University Of Virginia ◽  
Self Reflection ◽  
The University

AbstractDespite the breadth of patient safety initiatives, physicians talking about their mistakes to other physicians is a difficult thing to do. This difficulty may be exacerbated by a limited exposure to how to analyze and discuss mistakes and respond in a productive way. At the University of Virginia, we recognized the importance of understanding cognitive biases for residents in both their clinical and personal professional development. We re-designed our resident led morbidity and mortality (M&M) conference using a model that integrates dual-process theory and metacognition to promote informed reflection and analysis of cognitive diagnostic errors. We believe that structuring M&M in this way builds a culture that encourages reflection together to learn our most difficult diagnostic errors and to engage in where our thought processes went wrong. In slowly building this culture, we hope to inoculate residents with the habits of mind that can best protect them from harmful biases in their clinical reasoning while instilling a culture of self-reflection.

scholarly journals Flexible Characterization: Herstorical Performance in Heritage Sites

2020 ◽  
Vol 36 (4) ◽  
pp. 355-368
Author(s):  
Victoria Bianchi
Keyword(s):  
Identity Performance ◽  
School Of Education ◽  
Site Specific ◽  
Heritage Sites ◽  
Women's Narratives ◽  
Specific Performance ◽  
Spatial Exploration ◽  
The University ◽  
Heritage Performance ◽  
The Relationship

This article explores how performance and character can be used to represent the lives of real women in spaces of heritage. It focuses on two different site-specific performances created by the author in the South Ayrshire region of Scotland: CauseWay: The Story of the Alloway Suffragettes and In Hidden Spaces: The Untold Stories of the Women of Rozelle House. These were created with a practice-as-research methodology and aim to offer new models for the use of character in site-specific performance practice. The article explores the variety of methods and techniques used, including verbatim writing, spatial exploration, and Herstorical research, in order to demonstrate the ways in which women’s narratives were represented in a theoretically informed, site-specific manner. Drawing on Phil Smith’s mythogeography, and responding to Laurajane Smith’s work on gender and heritage, the conflicting tensions of identity, performance, and authenticity are drawn together to offer flexible characterization as a new model for the creation of feminist heritage performance. Victoria Bianchi is a theatre-maker and academic in the School of Education at the University of Glasgow. Her work explores the relationship between space, feminism, and identity. She has written and performed work for the National Trust for Scotland, Camden People’s Theatre, and Assembly at Edinburgh, among other institutions.

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