Fraud detection in a GAAS audit;Fraud detection in a GAAS audit: SAS no. 99 implementation guide;

https://egrove.olemiss.edu/aicpa_guides/1120/thumbnail.jp

Fraud detection in a GAAS audit : SAS no. 99 implementation guide

https://egrove.olemiss.edu/aicpa_guides/1456/thumbnail.jp

Lessons from cardiac transplantation in infancy

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/73539/1/j.1399-3046.2009.01143.x.pd

Implementing a graduate nursing program at a distance through an urban-rural partnership.

The purposes of this poster presentation are to 1) describe the implementation of a master’s of science in nursing (MSN) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of master’s prepared advanced practice nurse experts in rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its MSN program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the clinical courses, the faculty teaches onsite in Philadelphia webcasting to students in their rural homes so that they can view and hear the lecture. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This urban-rural partnership addresses increasing demands for educating greater numbers of master’s prepared advanced practice nurses to work in north and central rural Pennsylvania thus promoting access to health care in rural underserved communities

Implementing a Practice Doctorate Program at a Distance through an Urban-Rural Partnership

The purposes of this poster presentation are to 1) describe the implementation of a doctor of nursing practice (DNP) program by providing access to rigorous distance education to students living in rural Pennsylvania; 2) discuss building a critical mass of doctorally prepared advanced practice nurse experts in both urban and rural communities; and 3) share formative and summative evaluation information. Through funding from the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions, Division of Nursing, the Jefferson School of Nursing (JSN) expanded its DNP program currently offered at the urban Philadelphia campus to the rural campus in Danville. Using the methodologies of live web-casting and live video over the Internet, distance students are afforded the opportunity to participate in a live classroom setting rather than experience the static distance methodology of reading through lectures themselves. For example, during the applied biostatistics course, the faculty teaches onsite in Philadelphia projecting the SPSS and the database on screen so that students on both campuses can simultaneously view, hear, and interact with the discussion. There is a doctorally prepared faculty member onsite in Danville as a resource for the students. These newer technologies make possible real-time faculty-student dialogue, student-to-student dialogue, and enhance socialization. Furthermore, the use of advanced technologies allows distance students to discuss with peers and faculty alike, in real time, the problems, successes, and questions which arise during class and clinical practica, thereby enhancing critical thinking and diagnostic reasoning skills. This unique urban-rural partnership, made possible through advanced technologies, addresses increasing demands for educating greater numbers of doctorally prepared advanced practice nurses to work in north and central rural Pennsylvania, thus promoting access to health care in rural underserved communities. Other than in academia, there are no doctorally prepared advanced practice nurses employed in practice in the area

Toward a solution for cardiac failure in the newborn

The newborn infant with severe cardiac failure owed to congenital structural heart disease or cardiomyopathy poses a daunting therapeutic challenge. The ideal solution for both might be cardiac transplantation if availability of hearts was not limiting and if tolerance could be induced, obviating toxicity of immunosuppressive therapy. If one could safely and effectively exploit neonatal tolerance for successful xenotransplantation of the heart, the challenge of severe cardiac failure in the newborn infant might be met. We discuss the need, the potential for applying neonatal tolerance in the setting of xenotransplantation and the possibility that other approaches to this problem might emerge.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/146972/1/xen12479.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/146972/2/xen12479_am.pd

Auditor\u27s guide to understanding PCAOB auditing standard no. 2; AICPA audit and accounting practice aid series;

https://egrove.olemiss.edu/aicpa_guides/1049/thumbnail.jp

Navigating distance learning technologies using team teaching

In 2004, the American Association of Colleges of Nursing (AACN) adopted the position to move the current level of preparation necessary for advanced practice nurse (APN) roles from the master\u27s degree to the doctoral level. AACN also called for educating APNs and other nurses seeking top leadership and clinical roles in Doctor of Nursing Practice (DNP) Programs. In September 2007, the Jefferson School of Nursing welcomed its first cohort of 18 DNP students. Students represented a wide variety of practice specialties including acute care, primary care, healthcare administration, population health, education and industry. Twenty students comprise the second cohort entering in September 2008. Nationwide, Jefferson is one of 79 schools of nursing offering a DNP degree

Absence of Donor-Specific Anti-HLA Antibodies After ABO-Incompatible Heart Transplantation in Infancy: Altered Immunity or Age?

Specific B-cell tolerance toward donor blood group antigens develops in infants after ABO-incompatible heart transplantation, whereas their immune response toward protein antigens such as HLA has not been investigated. We assessed de novo HLA-antibodies in 122 patients after pediatric thoracic transplantation (28 ABO-incompatible) and 36 controls. Median age at transplantation was 1.7 years (1 day to 17.8 year) and samples were collected at median 3.48 years after transplantation. Antibodies were detected against HLA-class I in 21 patients (17.2%), class II in 18 (14.8%) and against both classes in 10 (8.2%). Using single-antigen beads, donor-specific antibodies (DSAs) were identified in six patients (all class II, one additional class I). Patients with DSAs were significantly older at time of transplantation. In patients who had undergone pretransplant cardiac surgeries, class II antibodies were more frequent, although use of homografts or mechanical heart support had no influence. DSAs were absent in ABO-incompatible recipients and class II antibodies were significantly less frequent than in children with ABO-compatible transplants. This difference was present also when comparing only children transplanted below 2 years of age. Therefore, tolerance toward the donor blood group appears to be associated with an altered response to HLA beyond age-related effects.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/78721/1/j.1600-6143.2009.02877.x.pd

The ‘doing’ and ‘undoing’ of male household decision-making and economic authority in Rwanda and its implications for gender transformative programming

This paper explores two key norms that can underpin intimate partner violence (IPV) in Rwanda: men’s role as economic provider and decision-making authority in the household. It describes the political, legal and socio-economic factors affecting these norms and how they create opportunities and barriers to ‘undoing’ restrictive gender norms. The findings are drawn from an evaluation of Inadshyikirwa, an IPV prevention programme operating in Rwanda. Across 3 intervention sectors, 24 focus groups were conducted with unmarried and married men and women residing in intervention communities. 30 interviews with couples and 9 interviews with opinion leaders were conducted before they completed programme trainings designed to shift gender norms underlying IPV. The data indicates a strong awareness of and accountability to Rwandan laws and policies supporting women’s economic empowerment and decision-making, yet also persisting traditional notions of men as household heads and primary breadwinners. Transgression of these norms could be accommodated in some circumstances, especially those involving economic necessity. The data also identified an increasing recognition of the value of a more equitable partnership model. This paper highlights the importance of carefully assessing cracks in the existing gender order that can be exploited to support gender equality and non-violence