38 research outputs found
天生我才或璞玉待琢？論「天才」與資優教育
No full textAuthor name used in this publication: SHAE Wan Chaw 佘雲楚2001-2002 > Academic research: refereed > Publication in refereed journalVersion of RecordPublishedPublisher permissio
紀律危機還是教育危機？（二）邁向一個學生取向的分析
No full textAuthor name used in this publication: Wan Chaw ShaeVersion of RecordPublishedPublisher permissio
紀律危機還是教育危機? 論師道尊嚴與學校「權威」之隕落
No full textAuthor name used in this publication: Wan Chaw ShaeVersion of RecordPublishedPublisher permissio
The Fabric of Civil War Society: The Effect of Uniforms, Badges, and Flags, 1861 to 1939
No full textThe story of the American Civil War is usually told though a chronological framework and the author typically selects an event or place for focus, but this dissertation uses the lens of uniforms, flags, and post-war badges to travel through chronology and highlight new negotiations of well-known stories. While uniforms might just seem to be articles of clothing to wear on the battlefield, both the Union and the Confederacy used uniforms and flags as specific representations of identity during and after the war to present their “true history.” Citizens and veterans from the former Union used the uniforms and the flag as a sign of the legitimacy of their victory over the Confederates. Once the rebels lost the physical war, their uniforms and flags became ambassadors of their “Lost Cause.” This dissertation seeks to showcase the importance of uniforms, flags, and badges during and after the war. It highlights their significance as tangible representations of identity and how those items assisted in the formation and solidification of Civil War memory today. Present-day battles over understandings of heritage and identity stem from the long life of these physical items and affect our ability to come to terms with the reasons for fighting the Civil War
Improving Care Coordination for New Americans and Patients with Low English Proficiency Populations at an Urgent Care Clinic: A Quality Improvement Project
No full textPOSTE
Improving Clinician Satisfaction Through Improved Care Coordination for New American and Patients with Low English Proficiency Populations at an Urgent Care Clinic: A Quality Improvement Project
No full textLanguage concordance significantly impacts the continuity of care for new Americans and patients with low English proficiency (LEP) by affecting health literacy, patient education, and healthcare system navigation. These populations frequently use emergency departments (EDs) or urgent care (UC) facilities inappropriately due to healthcare system unfamiliarity and appointment scheduling challenges. Utah hosts over 85,000 refugees, with approximately 75% (n = 63,750) served by a large academic healthcare institution in Utah, yet only 10% (n = 6,000) are registered as established patients. Since 2019, daily patient volume at the affected clinic has doubled from approximately 50 to more than 100 patients, creating an urgent need for more efficient processes to improve continuity of care. This project aimed to increase successful primary care follow-up appointments for new Americans and LEP patients following UC visits. We used the Johns Hopkins Evidence-Based Practice Model and the Plan-Do-Study-Act (PDSA) framework, to conduct a 12-week mixed-methods analysis of clinic staff. Data collection assessed the frequency of interactions with target populations, primary care referral needs, common presentations requiring referral, and perceived barriers to successful follow-up. Weekly site visits and meetings with content experts facilitated rapid-cycle changes. Pre- and post-intervention surveys measured usability, feasibility, and satisfaction, and gathered recommendations for future applications. We implemented a new standard practice flowchart at the affected clinic, where UC providers identified patients requiring primary care providers, while nurses, medical assistants, and patient registration staff facilitated immediate appointment scheduling before discharge. Of 213 clinicians invited, 30 completed the pre-intervention survey, and 13 completed the post-intervention survey. Primary referral reasons included hypertension (20.3%) and type 2 diabetes mellitus (15.9%). Most participants rated the intervention as very usable (53.8%), very feasible (61.5%), and very sustainable (53.8%). Financial analysis revealed annual implementation costs of approximately 42,834 to 156,000 annually. Further evaluation is needed to assess the intervention\u27s effectiveness in reducing the ‘no-show\u27 rate and identify underlying barriers to workflow adherence to optimize implementation
Endo/Exo
Full text linkThe artist, Delaney Shae Rogers, discusses her Master of Fine Arts exhibition, Endo / Exo, held at the Tipton Gallery in downtown Johnson City, TN. The exhibition dates are from March 25th through April 5th, 2024, with a public reception held April 5th, 2024. The author provides insight into the concept behind the work in the exhibition and shares how the making process and specific materials impact the work. This body of work explores coping with grief, anxiety, and the state of the world through the process of making and communicating otherwise difficult topics through visually digestible symbolic language
COMPLEXITY PATTERNING: A LANGUAGE AND STRATEGY FOR THE TEACHING AND LEARNING OF COMPLEXITY COMPETENCE
No full textEducation is the main site for preparing young people for co-generative participation with the emerging future. Therefore, teaching and learning today needs to support students to gain knowledge and skills for effective responses to the challenges facing humanity. Complexity competence is one such skill, comprising complexity perception, thinking, knowing, and understanding, as well as practical strategies for application. This paper presents a project developed and implemented by the author for the teaching and learning of complexity competence. A simple patterns-based design called Complexity Patterning was developed and implemented as a language and educational process and strategy, to provide a foundation for reworking students’ conceptual and practical engagement with and within complex phenomena. The patterning process can be adapted for any complex phenomenon of interest and focus, and has a low cognitive load, making it useful for a wide range of ages and groups. Complexity Patterning also forms an identity emergence approach to learning, and learning complexity, through using the relational becoming of identity as an experiential gateway phenomenon of focus. Initially emerging from attempts to disrupt reductive and linear temporalities in educational curriculum and practice, the patterns-based design was implemented with secondary students over several years in the developmental phase. The design and process were then refined and implemented with four cohorts of undergraduate students in a recent doctoral inquiry project. Complexity Patterning provides a sound foundation of complexity competence for practical application, as well as for further teaching and learning in a wide range of knowledges and disciplines. Through nurturing the capacity for co-generative engagement with complex phenomena, Complexity Patterning supports human emergence as attractors of coherence, as purposeful patterners of a healthy future
An Aesthete Thinks About Herself for Too Long: An Auto-theoretical Conversation on Behalf of Aesthetics and It’s Importance in Our Society
No full textThis is an auto-theoretical essay on the importance of aesthetics and its nuances concerning identity. Autotheory is a literary practice in which the author presents a theory and uses autobiographical evidence to support it. There is a disregard for aesthetics on a societal level. Aesthetics are defined in this essay as personal tastes that are core to a person’s identity, whether that identity is true to the subject or what they feel they should aspire to be. When thinking about aesthetics, there is a common belief that aesthetics are a superficial aspect of one’s identity. While aesthetics is mostly visually based, this essay argues that aesthetics evoke deeper meaning based on the already established identity of the subject. Through the dissection of identities and their nuances, this essay discusses how aesthetics play a deeper role in identity and community building. This essay also breaks down certain connotations of aesthetics, especially concerning femininity and Blackness. There is a notion that women should care about how they look because they are expected to present ‘acceptably.’ If aesthetics concerns how subjects present themselves, this essay argues that there is a negative view of aesthetics due to its association with femininity. When analyzing femininity through the context of Blackness, aesthetics are now something that a Black female subject should aspire to, whether she wants to or not. This essay argues that the intersectionality of Blackness and femininity means that certain aesthetics can be imposed onto others. Aesthetics are integral to how subjects want to or feel they should express themselves. It is worth discussing because it can show how or why certain aesthetics are adopted or rejected. This essay also notes that an acknowledgment of one’s aesthetic can allow for a deeper understanding and appreciation of the subject’s self. Due to the unconventional nature of auto theory, this essay does not follow traditional essay rules in terms of format, voice, and language
