284 research outputs found
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'A daughter come home?': the travel writings of Colleen J. McElroy
No full textReasons for Unmet Need for Child and Family Health Services among Children with Special Health Care Needs with and without Medical Homes
No full textMedical homes, an important component of U.S. health reform, were first developed to help families of children with special health care needs (CSHCN) find and coordinate services, and reduce their children's unmet need for health services. We hypothesize that CSHCN lacking medical homes are more likely than those with medical homes to report health system delivery or coverage problems as the specific reasons for unmet need.
Data are from the 2005-2006 National Survey of Children with Special Health Care Needs (NS-CSHCN), a national, population-based survey of 40,723 CSHCN. We studied whether lacking a medical home was associated with 9 specific reasons for unmet need for 11 types of medical services, controlling for health insurance, child's health, and sociodemographic characteristics.
Weighted to the national population, 17% of CSHCN reported at least one unmet health service need in the previous year. CSHCN without medical homes were 2 to 3 times as likely to report unmet need for child or family health services, and more likely to report no referral (OR= 3.3), dissatisfaction with provider (OR=2.5), service not available in area (OR= 2.1), can't find provider who accepts insurance (OR=1.8), and health plan problems (OR=1.4) as reasons for unmet need (all p<0.05).
CSHCN without medical homes were more likely than those with medical homes to report health system delivery or coverage reasons for unmet child health service needs. Attributable risk estimates suggest that if the 50% of CSHCN who lacked medical homes had one, overall unmet need for child health services could be reduced by as much as 35% and unmet need for family health services by 40%.Peer reviewed
How Much Time Do Families Spend on the Health Care of Children with Diabetes?
No full textIntroduction:
Family time caring for children with diabetes is an overlooked component of the overall burden of the condition. We document and analyze risk factors for time family members spend providing health care at home and arranging/coordinating health care for children with diabetes.
Methods:
Data for 755 diabetic children and 16,161 non-diabetic children whose chronic conditions required only prescription (Rx) medication were from the 2009-2010 United States National Survey of Children with Special Health Care Needs (NS-CSHCN). We used generalized ordered logistic regressions to estimate adjusted odds ratios (AORs) of time burden by diabetes, insulin use, and stability of the child's health care needs, controlling for health and socioeconomic status.
Results:
Nearly one-quarter of diabetic children had family members who spent 11+ h/week providing health care at home, and 8% spent 11+ h/week arranging/coordinating care, compared with 3.3% and 1.9%, respectively, of non-diabetic Rx-only children. Time providing care at home for insulin-using children was concentrated in the higher time categories: AORs for insulin-using diabetic compared to non-diabetic Rx-only children were 4.4 for 1+ h/week compared with <1 h/week, 9.7 for 6+ vs. <6 h, and 12.4 for 11+ vs. <11 h (all P < 0.05); the pattern was less pronounced for non-insulin-using children. AORs for arranging/coordinating care did not vary by time contrast: AOR = 4.2 for insulin-using, 3.0 for non-insulin-using children.
Conclusion:
Health care providers, school personnel, and policymakers need to work with family members to improve care coordination and identify other ways to reduce family time burdens caring for children with diabetes.Peer reviewe
Disciplinary Thinking - Evaluating E-learning: overview
No full textTitle: Disciplinary Thinking - Evaluating E-learning: overview
Description: An outline for a workshop or short course on evaluating teaching and learning developments, with a focus on evaluating E-learning in your discipline.
Theme: Evaluating E-learning
Subject: HE - Education
Author: Colleen McKenna & Jane Hughes: HEDERA, 2012
Audience: Educational developers within accredited programmes and courses in higher education
Issue Date: 14/05/2012
Last updated Date: 31/07/2012
Version: Final
PSF Mapping: A3, A5,
License: Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. (CC-BY-SA 2.0)
Keywords: ukoer, omac, education, higher education, discthink, disciplinary thinking, hedera, university of bath, technology-enhanced learning, teaching quality, evaluation, curriculum development, curriculum design, e-learning, TEL, learning technologies,
Produced for the Disciplinary Thinking Project at the University of Bath, as part of the Higher Education Academy/JISC Open Educational Resources (OER) Phase Three Programme: Embedding and Sustaining Change.
http://disciplinarythinking.wordpress.com
Disciplinary Thinking - Student Experiences of E-learning: overview
No full textTitle: Disciplinary Thinking - Student Experiences of E-learning: overview
Description: A collection of readings with questions and follow-up activities
Theme: Student Experiences of E-Learning
Subject: HE - Education
Author: Colleen McKenna & Jane Hughes: HEDERA, 2012
Audience: Educational developers within accredited programmes and courses in higher education
Issue Date: 14/05/2012
Last updated Date: 31/07/2012
Version: Final
PSF Mapping: A2, A4, K3, K4
License: Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. (CC-BY-SA 2.0)
Keywords: ukoer, omac, education, discthink, disciplinary thinking, hedera, university of bath, e-learning, learning technologies, student experience, TEL, technology-enhanced learning, e-learning practices, digital literacies,
Produced for the Disciplinary Thinking Project at the University of Bath, as part of the Higher Education Academy/JISC Open Educational Resources (OER) Phase Three Programme: Embedding and Sustaining Change.
http://disciplinarythinking.wordpress.com
Disciplinary Thinking - Student Experiences of E-learning: introduction slides
No full textTitle: Disciplinary Thinking - Student Experiences of E - Learning: introduction Slides
Description: Slides that could be used to introduce the four readings
Theme: Student Experiences of E-Learning
Subject: HE - Education
Author: Colleen McKenna & Jane Hughes: HEDERA, 2012
Audience: Educational developers within accredited programmes and courses in higher education
Issue Date: 20/04/2012
Last updated Date: 28/07/2012
Version: Final
PSF Mapping: A2, A4, K4
License: Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. (CC-BY-SA 2.0)
Keywords: ukoer, omac, education, discthink, disciplinary thinking, hedera, university of bath, e-learning, learning technologies, student experience, TEL, technology-enhanced learning, e-learning practices, digital literacies,
Produced for the Disciplinary Thinking Project at the University of Bath, as part of the Higher Education Academy/JISC Open Educational Resources (OER) Phase Three Programme: Embedding and Sustaining Change.
http://disciplinarythinking.wordpress.com
Disciplinary Thinking - Student Experiences of E-learning: readings
No full textTitle: Disciplinary Thinking - Student Experiences of E-learning: readings
Description: Slides that could be used to introduce the four readings
Theme: Student Experiences of E-Learning
Subject: HE - Education
Author: Colleen McKenna & Jane Hughes: HEDERA, 2012
Audience: Educational developers within accredited programmes and courses in higher education
Issue Date: 20/04/2012
Last updated Date: 28/07/2012
Version: Final
PSF Mapping: A2, A4, K4
License: Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. (CC-BY-SA 2.0)
Keywords: ukoer, omac, education, discthink, disciplinary thinking, hedera, university of bath, e-learning, learning technologies, student experience, TEL, technology-enhanced learning, e-learning practices, digital literacies,
Produced for the Disciplinary Thinking Project at the University of Bath, as part of the Higher Education Academy/JISC Open Educational Resources (OER) Phase Three Programme: Embedding and Sustaining Change.
http://disciplinarythinking.wordpress.com
Understanding the physiological role of the small RNA RydC
No full textThis project aims to understand the physiological role of the small RNA (sRNA) RydC and the signals controlling RydC production. RydC was previously shown to stabilize cfa (cyclopropane fatty acid synthase) mRNA, resulting in higher levels of cyclopropane fatty acids in the cell membrane. Here, we show that additional sRNAs, ArrS and CpxQ, also directly regulate cfa post-transcriptionally. RydC and ArrS act through masking an RNase E cleavage site in the cfa mRNA 5' untranslated region (UTR), and both sRNAs post-transcriptionally activate cfa. In contrast, CpxQ binds to a different site in the cfa mRNA 5' UTR and represses cfa expression in a mechanism that is dependent on Rho-mediated premature transcription termination. Alteration of membrane lipid composition is a key mechanism for bacteria to survive low pH environments, and we show that cfa translation increases in an sRNA-dependent manner when cells are subjected to mild acid stress. To further elucidate the physiological role of RydC, we sought to identify the transcription factor responsible for rydC expression. We demonstrate that the uncharacterized GntR family transcriptional regulator YieP represses transcription of the rydC in both Escherichia coli and Salmonella. We identify genes whose expression are dependent on YieP and determine that YieP may be playing a role regulating in amino acid transport, carbon metabolism, and aerobic respiration. We demonstrate that rydC transcription varies depending on the carbon source cells are utilizing.Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2022-05-01The student, Colleen Bianco, accepted the attached license on 2020-01-22 at 10:27.The student, Colleen Bianco, submitted this Dissertation for approval on 2020-01-22 at 10:43.This Dissertation was approved for publication on 2020-01-23 at 09:43.DSpace SAF Submission Ingestion Package generated from Vireo submission #14855 on 2020-08-25 at 17:26:25Made available in DSpace on 2020-08-26T23:51:20Z (GMT). No. of bitstreams: 2
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Previous issue date: 2020-01-23Embargo set by: Seth Robbins for item 115690
Lift date: 2022-08-26T23:51:32Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 115690
Lift date: 2022-08-26T23:54:40Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 115690
Lift date: 2022-08-26T23:55:59Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 115690
Lift date: 2022-08-26T23:57:28Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemEmbargo set by: Seth Robbins for item 115690
Lift date: 2022-08-26T23:58:55Z
Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemAuthor requested U of Illinois access only (OA after 2yrs) in Vireo ETD systemU of I Onl
Why the “Big Deal” continues to persist
No full textThe advantages of bundling e-journals together into publisher collections include increased access to information for the subscribing institution’s clients, purchasing cost-effectiveness and streamlined workflows. Whilst cataloguing a consortial e-journal collection has its advantages, there are also various pitfalls and the author outlines efforts by the CAUL (Council of Australian University Libraries) Consortium libraries to further streamline this process, working in conjunction with major publishers.\ud
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Despite the advantages that publisher collections provide, pressures to unbundle existing packages continue to build, fuelled by an ever-increasing selection of available electronic resources; decreases in, and competing demands upon, library budgets; the impact of currency fluctuations; and poor usage for an alarmingly high proportion of collection titles.\ud
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Consortial perspectives on bundling and unbundling titles are discussed, including options for managing the addition of new titles to the bundle and why customising consortial collections currently does not work. Unbundling analyses carried out at Queensland University of Technology during 2006 to 2008 prior to the renewal of several major publisher collections are presented as further case studies which illustrate why the “big deal” continues to persist
Disciplinary Thinking - Learning Spaces: activities
No full textTitle: Disciplinary Thinking - Learning Spaces: activities
Description: Slides containing a selection of activities related to learning spaces in Higher Education. A selection of these activities could be used in a workshop with the presentation, University Learning Spaces - Introducation.
Theme: Learning Spaces
Subject: HE - Education
Author: Colleen McKenna & Jane Hughes: HEDERA, 2012
Audience: Educational developers within accredited programmes and courses in higher education
Issue Date: 20/04/2012
Last updated Date: 03/07/2012
Version: Final
PSF Mapping: A1, A4, K3, K4
License: Creative Commons Attribution-ShareAlike 2.0 UK: England & Wales License. (CC-BY-SA 2.0)
Keywords: ukoer, education, discthink, disciplinary thinking, hedera, university of bath, omac, learning spaces, classroom design, mobile learning, e-learning, learning environment, student experience, learning technologies, e-learning,
Produced for the Disciplinary Thinking Project at the University of Bath, as part of the Higher Education Academy/JISC Open Educational Resources (OER) Phase Three Programme: Embedding and Sustaining Change.
http://disciplinarythinking.wordpress.com
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