Are There Inclusive, Accessible Reference Tools for the Post-Pandemic Era?

Attempts to integrate the twain (i.e., social justice [SJ] and civic engagement [CE]) are slowly emerging. This chapter critically explores the tools for inclusivity and engagement -- to facilitate developing digital literacies for an integrated program. Among the roles of LAM, such as, literacy, collaboration, outreach, advocacy, etc. this chapter deals with digital literacies -- the aim is to reduce the digital divide between haves and have-nots. The digital divide became most obvious during COVID-19, and therefore this dimension is the focus. The method adopted is a semi-automated strategy to support a rationale for analysis and validation of its findings. Strongly recommends the need to conduct COVID-19's impacted digital exclusion areas -- with due consideration for the work done at New Literacies Research Lab at the University of Connecticut. A combined quantitative and qualitative assessment will be required to remove the digital inequalities.. An innovative approach for data visualization is provided. It is a faceted technique developed by Dr. S R Ranganathan (viz., PMEST – personality, matter, energy, space, and time).

Telemedicine and Remote Monitoring as an Adjunct to Medical Management of Bronchiectasis

The limited resources and the practice of social distancing during the COVID pandemic create a paradigm shift in the utilization of telemedicine in healthcare. However, the implementation of best practices is hampered in part by a lack of literature devoted to telehealth in bronchiectasis. In this commentary, we examine multiple approaches to structuring of telemedicine care for patients with bronchiectasis, highlight current evidence-based interventions that can be incorporated into the management of bronchiectasis, and describe our experience with telemedicine at the University of Connecticut Center for Bronchiectasis Care during the COVID-19 pandemic. The structural model must be adapted to different local dynamics and available technologies with careful attention to patient characteristics and access to technology to avoid the potential paradoxical effects of increasing patients’ burden and healthcare disparities in underserved populations.

Reviewer Acknowledgements for Sustainable Agriculture Research, Vol. 10, No. 3

Sustainable Agriculture Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Sustainable Agriculture Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: [email protected]   Reviewers for Volume 10, Number 3 Giuseppina Migliore, University of Palermo, Italy Inder Pal Singh, Guru Angad Dev Veterinary and Animal Science University(GADVASU), India Katarzyna Panasiewicz, Poznan University of Life Sciences, Poland Luciano Chi, Sugar Industry Research and Development Institute, Belize Manuel Teles Oliveira, University Tras os Montes Alto Douro (UTAD), Portugal Maria Lúcia Pato, CERNAS-IPV Research Centre, Portugal Murtazain Raza, Subsidiary of Habib Bank AG Zurich, Pakistan Nehemie Tchinda Donfagsiteli, Institute of Medical Research and Medicinal Plants Studies, Cameroon Nicusor-Flavius Sima, University of Agricultural Studies and Veterinary Medicine Cluj-Napoca, Romania Ram Niwas, Swami Keshwanand Rajasthan Agricultural University, India Samuel Obae, University of Connecticut, United States Tenaw Workayehu, Hawassa Research Center, Southern Agricultural Research Institute, Ethiopia

Absolutely FABulous: Collecting and celebrating faculty-authored books

In 2019, the University of Connecticut (UConn) Library began systematically collecting faculty-authored books (FABs). We envisioned the collection as a service—a program to capture and celebrate faculty work and ensure that their intellectual contributions were represented in the library’s collections. Under the leadership of our new dean, we crafted and communicated jargon-free program parameters, collaborated with liaison librarians and book vendors to purchase more than 220 FABs, and collaborated with communications staff to pursue events and marketing to publicize this new collecting area. UConn is a large public research university with more than 30,000 students and 1,500 full-time faculty who publish scores of books yearly, so this FAB service resonated with faculty and senior administrators alike. Though we are adjusting to the COVID-19 pandemic’s impact, FABs have become a signature initiative for UConn Library.

Psycho-Oncology

Psycho-Oncology, 4th edition, follows the publication of Psycho-Oncology, 3rd edition in 2015. This is the latest in the series of textbooks which have defined the field of psycho-oncology. William Breitbart, MD, serves as the new senior editor along with associate editors Phyllis N. Butow, PhD, MPH, of the University of Sydney; Paul B. Jacobsen, PhD, of the U.S. National Cancer Institute; Wendy W. T. Lam, RN, PhD, of the University of Hong Kong; Mark Lazenby, APRN, PhD, of the University of Connecticut School of Nursing; and Matthew J. Loscalzo, MSW, of the City of Hope. In this 4th edition of Psycho-Oncology, we feel we have accomplished the delicate task of having this “Official Textbook of our Field” serve both as the source textbook providing the broadest and most multidisciplinary essential science and practice of the field of psycho-oncology, as well as the newest and latest innovations and cutting-edge research and clinical practice that would equip our readers with the knowledge and resources to participate in the “new frontiers of psycho-oncology.” Several new sections and areas of update include: 1. Evidence-Based Interventions; 2. Digital Health Intervention; 3. Biobehavioral Psycho-Oncology; 4. Geriatric Oncology; 5. Pediatric Psycho-Oncology; 6. Survivorship; 7. Palliative Care and Advanced Planning; 8. Diversities in the Experience of Cancer; 9. Behavioral and Psychological Factors in Cancer Risk; Screening for Cancer in Normal and At-Risk Populations; 10. Screening and Testing for Germ Line and Somatic Mutations; 11. Screening and Assessment in Psychosocial Oncology; 12. Building Supportive Care Teams; 13. Psycho-Oncology in Health Policy.

Introduction

Psycho-Oncology, 4th edition, is the first edition of this series of textbooks, which have defined the field of psycho-oncology, to be edited without Jimmie C. Holland as the senior editor. Hence, those of us who have taken on the both sacred and significant responsibility of editing this 4th edition of Psycho-Oncology have done so with a sense of both sadness and honor. William Breitbart, MD, serves as the new senior editor along with associate editors Phyllis N. Butow, PhD, MPH, of the University of Sydney; Paul B. Jacobsen, PhD, of the U.S. National Cancer Institute; Wendy W. T. Lam, RN, PhD, of the University of Hong Kong; Mark Lazenby, APRN, PhD, of the University of Connecticut School of Nursing; and Matthew J. Loscalzo, MSW, of the City of Hope. In this 4th edition of Psycho-Oncology, we feel we have accomplished the delicate but critical task of balancing the tasks of having this ‘Official Textbook of our Field” to serve both as the source textbook that provided the broadest and most multidisciplinary and essential science and practice of the field of psycho-oncology, as well as the newest and latest innovations and cutting-edge research and clinical practice that would equip our readers with the knowledge and resources to participate in the “new frontiers of psycho-oncology.”

Using Technology to Connect the Generations and Understand Lifelong Learning

The University of Connecticut (UConn) has a thriving Osher Lifelong Learning Institute (OLLI), which has existed for over a decade on one of their regional campuses (700+ members). Intergenerational classes are utilized, but connecting UConn students with OLLI members outside of these classes in an effective, meaningful way is a challenge. A successful model developed within an adulthood and aging class to connect the generations outside of the classroom utilizes technology as a bridge. The two most successful activities will be highlighted. The first is a “technology clinic,” which requires students to pair up with OLLI members to assist them with technological needs. The second requires students to create a podcast by interviewing an OLLI member on the importance of lifelong learning, which is uploaded to the campus OLLI website. Implications for both generations, bi-directional affective change, and inclusivity of older learners in the classroom and beyond will be discussed.