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Baer, The Light at Evening: A History of the Northwest Fellowship Churches
No full textNo abstract available
COVID-19 and Mental Health in Ohio: Trends from 2017 to 2021
No full textBackground: Mental health impairment (MHI) refers to a high threshold of mental health diagnosis, whereby individuals are unable to participate in work or other usual activities due to a mental health condition or emotional problem. This study aimed to estimate COVID-19-related trends and disparities in high MHI for Ohio adults throughout the COVID-19 pandemic. An additional goal was to identify modifiable factors associated with high MHI.Methods: Analyses were conducted using data from the 2017, 2019, and 2021 Ohio Medicaid Assessment Survey (OMAS). This a repeated, cross-sectional random probability survey of noninstitutionalized adults assessing the health of residential Ohioans, with a concentration on Ohio’s Medicaid, potentially Medicaid eligible, and non-Medicaid populations.Results: The prevalence of high MHI among Ohio adults rose between 2017 (6.4%) and 2021 (8.2%). This increase was particularly pronounced among Black and Hispanic individuals; 2021 also saw high MHI among young women. In adjusted analysis, indicators of low fiscal stability and having unmet health care needs were associated with greater prevalence of high MHI.Conclusion: Pandemic-related mental health trends and disparities extended to those at the highest levels of mental illness severity and treatment need. Several modifiable factors could be targeted to potentially improve mental health symptoms and to be better prepared for the next public health crisis
How Can Public Health Professionals Help to Improve Mental Health for Students Using Distance Learning?
No full textNo abstract available
Implementation of Outbreak: A Population-Based Interprofessional Exercise
No full textIn 2016, the Interprofessional Education Collaborative (IPEC) competencies expanded to include the health care needs of populations in addition to patients, and the Council on Education for Public Health (CEPH) added a required interprofessional education (IPE) competency for accredited public health programs. Addressing population health issues requires collaboration between public health and other health professionals, but most IPE education materials focus on patient care rather than population health. This manuscript describes a population-based virtual IPE experience for public health and health professions students.
In 2021, a total of 95 medical, pharmacy, public health, and clinical mental health counseling students participated in a virtual, infectious disease outbreak experience. Question prompts highlighted a joint response team’s role in maximizing outcomes while ensuring equity, emphasizing the 2016 IPEC competencies.
Jefferson Teamwork Observation Guide (JTOG) results indicated that most participants believed their teams achieved the 14 IPEC competency-based items for interprofessional teamwork. Despite the challenges of hosting this activity in a virtual environment, students found it valuable to their learning.
Population health crises introduce unique challenges and uncertainties for health care providers. Establishing interprofessional relationships before a crisis prepares professionals to work with other disciplines. Future emphasis should be placed on facilitator onboarding, technology support, and the students’ understanding of their roles and expectations
Ohio Journal of Public Health Vol. 6, Issue 2 (October 2024): Full Issue
No full textNo abstract available
A Nineteenth Century Rural Crime in Western Queensland?
No full textIn August 1895, Andrew Barton “Banjo” Paterson was visiting his fiancée at Dagworth Station near Winton in western Queensland, Australia, when he was moved to write a bush ballad that became more prominent than even he might have expected. The question arises as to what was or were the circumstances or events that stimulated the creative mind of Paterson to write such a spirited ballad. A rural crime was certainly committed down by the billabong in the ballad, but there were real events playing out throughout the western sheep grazing country of Queensland at that time and had been for some years. This research note argues that, in identifying crimes, we can observe a dichotomy of opposites with some boundaries being contained, while others are large and fluid. Each have a particular fragility as well as a strength. Contained boundaries have a placement that has strength, but vulnerability to encroachment by powerful forces: the need to protect is ever present. It is also argued that this ballad, which contextualises a rural crime, serves as an allegory symbolising a sense of injustice, of resistance against injustice and excessive use of power
Are The Beatles Different? A Computerized Psychological Analysis of Their Music
No full textThere has been little quantitative research by psychologists concerning the music of The Beatles. The present research compared their music against a database of 169,909 songs for which data was obtained via the Spotify application programming interface concerning acousticness, danceability, duration, energy, key, loudness, mode, popularity, tempo, and valence. The Beatles' music differed from the overall dataset by being more positively-valenced, more energetic, faster, louder, less acoustic, and shorter; and differed from their 1960s contemporaries by being more danceable, energetic, faster, louder, less acoustic, and shorter. Of these, only the loudness and valence of The Beatles' music was related positively to its popularity. The Beatles were able to avoid the overall trend for distinctive music to be less commercially successful, suggesting that they were able to innovate without sacrificing popularity. However, on further analysis, The Beatles' music was no more innovative (defined in terms of musical differences from other music) than that of their contemporaries for each year of the 1960s except 1969. The ongoing public acclaim of The Beatles can therefore be attributed to their music being louder and more emotionally positive, being no more musically-innovative than their peers, but when they did innovate, being relatively successful compared to their peers
Representation in Corpus Studies of Music: Commentary on Shea's (2022) "A Demographic Sampling Model and Database for Addressing Racial, Ethnic, and Gender Bias in Popular-music Empirical Research"
No full textThis commentary responds to the article by Nicholas Shea in Vol. 17(1) of this journal, which offers a method to encode the demographic information of the artists in a corpus of popular music and then describes a resampling procedure to create a new corpus based on specific demographic targets. I argue that attempts to diversify the demographic distribution of popular music corpora should occur not at the sampling stage but instead at a prior stage when the researcher is determining the musical style or era to study. Once this musical style or era has been determined, empirical principles oblige the researcher to create a corpus that faithfully represents the statistical population
Harnessing Restorative Circles to Cultivate an Effective Learning Community in Elementary Mathematics
No full textThis paper investigates the perceptions and understanding of mathematics teachers regarding restorative circles and their influence on the learning environment, focusing on elementary mathematics education. Mathematics educators aim to cultivate an environment that supports academic achievement and social development. The study reveals insights into how elementary teachers perceive, understand, and employ restorative circles to enhance mathematics education. Additionally, this paper offers guidance on initiating the implementation of circles in the mathematics classroom.
Teacher Tracking in High School Mathematics: An Inequitable Structure
No full textNCTM identified teacher tracking as a persistent inequitable structure in high school mathematics. In our statewide research study, we found that almost 70% of high school mathematics teachers are tracked. Teachers with different seniority levels are tracked in very different ways. Next, we discuss issues with teaching tracking from teacher and student perspectives. Finally, we provide several questions for high school mathematics departments to initiate critical conversations about how and why courses are assigned to teachers