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2023-01-31_MichiganOverview_COVIDsymptoms
Get PDFThe Syndromic Surveillance System Data report was obtained from Michigan\u27s COVID-19 dashboard, from under the link Coronavirus Symptoms : https://www.michigan.gov/coronavirus/stats/coronavirus-symptoms. Data was compiled by the Michigan Department of Health and Human Services (MDHHS). The information was updated twice a week on Mondays and Thursdays.
Syndromic Surveillance System data is obtained from approximately 216 facilities participating in syndromic surveillance (139 Emergency Departments (ED), 77 Urgent Cares) across the State of Michigan. The reporting is based on individuals who present at EDs and may not be representative of the overall population. The coronavirus-like symptoms query searches visit free-text (chief complaint, triage notes, and clinical impression) for fever or chills AND cough or shortness of breath or difficulty breathing.
The report contains four graphs. Under the Region subtab entitled Public Health Preparedness Region are the graphs Coronavirus-Like Illness (CLI) and COVID-19 Diagnosis. Under the Age subtab entitled Age Group are the graphs Coronavirus-Like Illness (CLI) and COVID-19 Diagnosis
William Caxton\u27s Paris and Vienne and Blanchardyn and Eglantine
Get PDFWilliam Caxton’s Paris and Vienne and Blanchardyn and Eglantine are English versions of romances well-known in medieval and early Renaissance Europe, but outside the modern canon of early English literature. Like many of his publications, they are translations of prose works circulating at the court of Burgundy, but unlike his other romances, they do not belong to the matters of the Nine Worthies. They are independent narratives of love and adventure presenting two differing but complementary accounts of chivalry and courtly love. Following fifteenth-century fashions, they treat conventional materials with a degree of realism and imbue characters with subjectivity. Blanchardyn, published at the behest of Margaret, mother of Henry VII, is militaristic and attentive to governance, and notable for its affective narration and sophisticated style. Paris features a linear plot, lively characters, and employs generic motifs to explore issues of social mobility, family dynamics, and female autonomy.https://scholarworks.wmich.edu/mip_teamsmets/1002/thumbnail.jp
Intraprofessional Conversations Begin in the Classroom: An Exploratory Study of an Occupational Therapist and Occupational Therapy Assistant Joint Class
Get PDFEffective occupational therapist and occupational therapy assistant partnerships are essential for the provision of quality patient care and satisfactory intraprofessional working relationships. Providing OT and OTA students with collaborative educational experiences can enhance students’ understanding and appreciation of each other’s roles, as well as set the groundwork for successful future work experiences.
This project describes the experience of a graduate OT master’s degree program and an associate degree OTA program in a northeastern metropolitan city. Faculty from both programs worked together to design and implement a collaborative learning experience during the Covid-19 pandemic, conducted via Zoom.
The purpose of this collaborative class was to develop a generic format for an OT and OTA joint class that can be easily adopted and embedded in any of the courses in the established curriculum. This article describes a pilot implementation of this OT and OTA class. For the majority of students, this was their first experience collaborating with their counterparts. Feedback was overwhelmingly positive via the qualitative content analysis, with many students indicating that they looked forward to more of these intraprofessional classes in future courses
Use of Formal and Informal Strategies to Manage Stress During Level II Occupational Therapy Fieldwork
Get PDFStress may play a role in the performance of occupational therapy students during Level II fieldwork, but little research exists regarding the causes of stress or the stress management strategies students use. The objective of this study was to determine factors that contribute to fieldwork-related stress and strategies students use to manage that stress on Level II fieldwork.
Students or recent graduates of occupational therapy or occupational therapy assistant programs who completed at least one Level II fieldwork experience in the previous 36 months were eligible to participate. An online survey was distributed to participants through snowball sampling. The participants were asked to indicate whether they experienced fieldwork-related stress, the causes of that stress, and the stress management strategies used during Level II fieldwork. The strategies were coded as either formal or informal to allow comparison.
Four hundred and thirty-two individuals completed the survey, 426 of whom met the inclusion criteria. Six individuals were excluded because they had not completed at least one Level II OT fieldwork experience. Of the 426 students who met inclusion criteria, 407 indicated that they experienced fieldwork-related stress. Fifteen percent of the responses indicated use of formal strategies to manage stress during fieldwork
When Contraceptive Means No Pregnancy: Narrative Account of Contraceptive Use among Reproductive Women at the Tamale Teaching Hospital, Ghana
Get PDFContraception is a major intervention in improving maternal health. There are about 214 million women of reproductive age in developing countries who are not using modern contraception to prevent pregnancy. For proper locale-specific analysis of female reproductive health issues in Ghana, it is vital to explore the knowledge base and hindrances to contraception use in local communities. We used a phenomenological design to study reproductive- aged women in the Tamale Metropolis of the Northern Region of Ghana in order to comprehend the life world of study participants. This research demonstrates that the majority of the women in the study area have some form of knowledge about contraception, with mass media being their main source of information. The contraception methods known and cited by participants included birth control pills, condoms, injectable methods, and IUDs, with the prevention of unwanted pregnancies as the main reason for using contraceptives. For most of the participants, side effects and spiritual beliefs are the major hindrances to the use of contraception. We recommend that information on reproductive health in the Tamale Metropolis should not be limited to health facilities but should include the use of media outlets and social media platforms. Finally, clinicians should actively educate religious leaders in the metropolis to demystify the numerous superstitious beliefs associated with the use of contraception in the area
Lived Experiences of Voluntary Retirees within Ghana’s Semi-Urban Space
Get PDFIn this study, we examined the lived experiences of voluntary retirees on formal pension schemes within a semi-urban space in Ghana. This was necessitated by the paucity of knowledge in voluntary retirement within a semi-urban space in Ghana and Africa. Besides, the concept of voluntary retirement within Ghana has not really come to the limelight of research. Based on this we situated our study within a qualitative method approach of phenomenology and used a thematic analysis to assess the lived experiences of seven voluntary retirees with respect to their knowledge of the pension scheme, the challenges they faced as early retirees and how they coped with the challenges of the pension. Our results indicate that the participants had prior knowledge of voluntary pensions, and this informed their expectations of financial benefits before retiring. Even though inadequate income is a major challenge they faced as retirees, they have found a way of coping with their current low incomes. Notwithstanding the impressive efforts of the Social Security and National Insurance Trust in sensitizing the public on voluntary retirement and pensions in general, we recommend the sensitization on the benefit package of early pension is intensified and improved to widen their clientele base
Interventions to Improve Teacher Self-Efficacy Beliefs about Writing and Writing Instruction: Lessons Learned and Areas for Exploration
Get PDFThe present study explores the findings of a systematic literature review of research about teachers’ self-efficacy for writing and writing instruction to demystify what is known and what remains unknown. We analyzed the pool of research on self-efficacy for writing and writing instruction from January 1992 to August 2020. Our final inclusion of articles resulted in 22 articles that examine teacher self-efficacy for writing and writing instruction while meeting our standards of examining changes in self-efficacy. We examined how shifts in self-efficacy are measured, specific interventions that increase teachers’ self-efficacy for writing and writing instruction as well as interventions that have not shown impacts, and how teacher self-efficacy for writing and writing instruction influences student writing achievement. Features of successful interventions and recommendations for improving methodological and theoretical decisions within this topic are explored
Applications of Transformative Justice Principles for Centering Transgender and Gender Expansive Experiences in Social Work Education and Practice
Get PDFSocial work education has traditionally used frameworks, such as cultural competency, to guide implicit and explicit curricula that shape how we think about communities that live and thrive outside of white supremacist and cis/heteronormative norms and values. While the cultural competency framework intends to promote a level of consciousness and attention that is required to practice with diverse individuals, families, and communities whose identities differ from that of the social worker, it instead inadvertently creates a knowledge base that reinforces harmful power dynamics between social worker and client/community. The cultural competency framework is absent of historical and structural context and lacks critical examination of positionality. The use of such frameworks has positioned social work educators and practitioners as the “experts” about culture, thus reinforcing the oppressive dynamic that allows for transgender and gender expansive (TGE) erasure, white supremacy, and transphobia to go unchecked. Without structural knowledge about the ways in which trans- phobic rhetoric and white supremacist ideology, for example, are reflected in policies and practices, social workers may be unable to develop the skills necessary to challenge these forms of injustice and ultimately hold them- selves, their colleagues, policymakers and the profession accountable. We suggest a shift in positioning that encourages and practices accountability rooted in transformative justice (TJ) principles. Drawing on knowledge and practices which emerge from activist spaces, an accountability frame- work is built upon a systemic understanding that requires shifts in belief, thinking, and behavior at the intrapersonal, interpersonal, institutional, and societal levels. This paper will introduce a suggested framework for social work education to engage in accountability rather than competency-based education and practice, and discuss how it may be applied to guide a response to anti-transgender legislation across the U.S
Anti-Transgender Policies and Practices in Social Work Education, Accreditation, and Licensing: A Call for Change
Get PDFThe social work profession is guided by the values of social justice and the dignity and worth of the person. The National Association of Social Workers (NASW) Code of Ethics requires that all social workers act in a professional manner consistent with these values. These values mandate that social workers “challenge social injustice on behalf of and in concert with vulnerable and oppressed individuals and groups.” Yet, historically, and contemporarily, the social work profession and national professional organizations (i.e., NASW, the Council on Social Work Education (CSWE), Associate of Social Work Boards (ASWB), Society for Social Work and Research (SSWR), and the American Academy of Social Work and Social Welfare (AASW) have failed to advocate for and work in solidarity with transgender and gender expansive (TGE) individuals and groups to advance social justice. This commentary will examine how the social work profession and its national professional organizations have not followed the NASW Code of Ethics as it relates to T E communities. Specifically, the article ill (1) unpack the ways in which explicit and implicit social work curriculum and standards in accredited US social work programs do little to equip students to effectively serve transgender clients and communities upon graduation, (2) discuss the lack of advocacy for and solidarity with TGE communities from professional social work organizations, and (3) review policies governing the licensure of social work practitioners related to culturally responsive social work practice with TGE clients and communities. This commentary provides a set of recommendations for countering and reducing transphobia in the social work profession in the areas education, practice, and policy. We conclude with a call for change for the social work profession that achieves the values of social justice and dignity and worth of TGE individuals, groups, and communities