Increasing IPE Awareness through Social Media and Leveraging Visual Content

Background: Social networking is the most popular online activity and increasingly where students, health professionals, and patients get information[i]. In a 2015 student survey at an urban health sciences university, social media was the second most preferred method of communication. Furthermore, content with images gets 94% more total views[ii] and can say more about a program than a long description. This shift is a challenge in healthcare where patient confidentiality is paramount. Description of Intervention or Program: We created a Twitter account in August 2015. Our goals were to: Promote awareness of internal and external IPE programs Drive student attendance at IPE programs Encourage continuous interprofessional learning and innovation Recognizing the effectiveness of visual content, we subscribed to an online service for creating infographics and other images. Results: We have amassed 186 followers, with a daily average of 316 impressions (number of times users saw a tweet on Twitter). We share ideas within the IPE community and support internal partners. In 2016, our tweets with images have had 52% higher engagement from followers; tweets with videos had 72% higher engagement. Conclusion: Social media spreads awareness of IPE initiatives and helps to connect with the internal and external IPE communities. Visual content increases engagement. Social media platforms with more student traffic, such as Facebook and Instagram, could help increase followership among students in particular. Relevance to interprofessional education or practice: As IPE is an increasing priority for educators and providers, it is important these individuals know about the IPE resources and campus network. A well-managed social media account can increase such awareness. 2-3 measureable learning objectives relevant to conference goals: Explain the importance of leveraging social media to increase awareness of IPE among students, faculty, and clinicians Leverage visual content to maximize engagement with audience and support marketing needs of IPE faculty and staff [i] Richter, F. (2013). Social Networking Is the No. 1 Online Activity in the U.S. https://www.statista.com/chart/1238/digital-media-use-in-the-us/ [ii] Bullas, J., & Mawhinney, J. (2016). 37 Visual Content Marketing Statistics You Should Know in 2016. http://blog.hubspot.com/marketing/visual-content-marketing-strategy#sm.00001kbk5bfyecddivn7nnbuchdn

Satgraphs and independent domination. Part 1

AbstractA graph G is called a satgraph if there exists a partition A∪B=V(G) such that•A induces a clique [possibly, A=∅],•B induces a matching [i.e., G(B) is a 1-regular subgraph, possibly, B=∅], and•there are no triangles (a,b,b′), where a∈A and b,b′∈B.We also introduce the hereditary closure of SAT, denoted by HSAT [hereditary satgraphs]. The class HSAT contains split graphs. In turn, HSAT is contained in the class of all (1,2)-split graphs [A. Gyárfás, Generalized split graphs and Ramsey numbers, J. Combin. Theory Ser. A 81 (2) (1998) 255–261], the latter being still not characterized. We characterize satgraphs in terms of forbidden induced subgraphs.There exist close connections between satgraphs and the satisfiability problem [SAT]. In fact, SAT is linear-time equivalent to finding the independent domination number in the corresponding satgraph. It follows that the independent domination problem is NP-complete for the hereditary satgraphs. In particular, it is NP-complete for perfect graphs

Profits and Fractal Properties: Notes on Marx, Countertendencies and Simulation Models

© 2017 Informa UK Limited, trading as Taylor & Francis Group. There are new reasons for revisiting Marx’s elaboration on the rate of profit because contemporary debates provide findings from the MEGA Project, long-term data on the rate of profit, and tools for dealing with complexity and non-equilibrium systems. This article proposes that the interplay between the tendency and the countertendencies of the rate of profit to fall can be translated into a simple system of equations, one based on each chapter of Section Three of Capital—as if Marx sought to mathematically formalise his insights. This article reviews previous debates, presents data and runs a simulation model, showing that the rate of profit behaves as fractals.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES, Brazil), grant (BEX 0840/14-9

Ueber den plastischen Ersatz der weiblichen Harnröhre

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Dismantling Ideology: Structural Violence and the Role of Counseling Psychology

Forms of oppression and their impact on physical and mental health have been well documented in study. While the scope of psychology has traditionally been conceptualized as intervention at the individual level, the movements toward multicultural, cross-cultural, and critical views of psychology have expanded psychologists’ conceptualization of mental health practice and research. While social justice has gained greater attention, the translation of this perspective with traditional psychology has proved difficult. The proposed symposium offers the framework of structural violence as an organizing theory for exploration of violence (e.g. physical violence, oppression, discrimination, & injustice) within psychology. First introduced by sociologist Johan Galtung (1969) and echoed in the work of social medicine (Farmer, 2006) and the psychopathology of colonization (Bulhan, 1985), structural violence directly explores oppressive forces and their relationship to justice. The purpose of this symposium is to introduce the usefulness of structural violence as a construct in psychology and then demonstrate two contemporary applications of this construct to the work of counseling psychologists. First, this presentation uses the framework of structural violence as it operates in global and national labor markets. Focusing specifically on recent examples in labor practices that can be understood as structural violence and offering suggestions for research, advocacy, and policy for vocational psychology. Second, this presentation will explore counseling psychologists ethical role in the prediction and prevention of violence and make an argument for expanding current definitions of this role to include structural violence. This argument is made through the context of psychologists’ prediction and prevention of mass shootings, which call for practitioners to use societal-level risk factors (i.e. oppression, structural violence) in prediction strategies and engage in culturally-transformative prevention efforts. Overall, this symposium will present implications of structural violence for the work of clinicians, researchers and advocates

Teaching through Collective Trauma in the Era of COVID-19: Trauma-informed Practices for Middle Level Learners

The COVID-19 pandemic has had an unprecedented impact on education and the ways in which teachers engage their students. Given the individual and collective traumatic nature and impact of this global health crisis, we provide specific strategies for addressing the needs of young adolescents while teaching remotely. Specifically, we posit that middle level educators should embed trauma-informed practices, focused on restoring safety and modeling adaptive behaviors, into their remote instructional practices. Recognizing that the COVID-19 crisis has a collective traumatic impact, affecting the lives and wellbeing of students and teachers alike, we also discuss the importance of self-care, providing strategies and resources for teaching professionals. Finally, we provide some guiding thoughts on how teachers might approach moving forward upon returning to face-to-face learning in the physical classroom