Grassroots Community Fundraising and Advocacy to Reduce Breast Cancer Mortality in Ohio Through Patient Navigation and Safety-Net Programs

Ohio has the third highest breast cancer mortality rate of any state in the U.S. In 2016, 1,700 women will die from breast cancer in Ohio. When diagnosed at early stages, survival and quality of life are improved. Barriers to care like finances, health literacy, insurance coverage, fear and transportation contribute to late-stage diagnoses. A community needs assessment of 30 counties in central and southeast Ohio was conducted to inventory all health system assets, healthy policy impacts, and collect qualitative data to identify local barriers and solutions to reduce mortality. Results were used to develop a multi-level approach to reduce mortality. On an individual level, navigation systems to educate and link patients to screening and navigation systems to assess and address barriers to screening and follow-up are being implemented. On a policy level, grassroots advocacy work has resulted in proposed legislation to adapt an existing state safety-net program to better address the post- Affordable Care Act needs of Ohio\u27s breast cancer patients. Together, the adjustment safety net programs to current needs and the innovation of patient navigation as a model to address the needs of the community will work to reduce mortality in the state.https://fuse.franklin.edu/ss2016/1018/thumbnail.jp

La détresse psychologique en lien avec le travail et le soutien social hors-travail chez la population active canadienne

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal

Technological University Dublin\u27s Pathway to Embedding Sustainability in Food Degrees, NEMOS and Beyond

The School of Food Science and Environmental Health, Technological University Dublin, commenced a journey to embed Sustainability in its modules and programmes in 2020 with a nationally funded project ‘Sustainable Food Curriculum Co-Create’. The project’s goal was to build capacity for integrating sustainability learning outcomes across Food programmes through educator professional development and co-creation with students. The CPD curriculum design involved several stakeholders in Education for Sustainable Development from across the Food System including enterprise and state organisations who advised on sector-specific sustainability issues, food experts from across several Schools, and sustainability experts from across the University and beyond. It also was informed by industry publications and policy frameworks. In 2021, the School commenced the European Erasmus partnership NEMOS – A new educational model for acquisition of sustainability competences through service-learning. Using a TU Dublin designed sustainability mapping tool, our BSc Food Innovation degree was analysed for current levels of sustainability, based on the AASHE Stars categorisation. Through research involving internal and external stakeholders, barriers to sustainability were identified, and categorised as economical, supply chain issues, labour, knowledge, awareness, investment, government, human nature, climate change, environmental, social sustainability, capitalism, low adoption of Innovation, and food safety. Meanwhile, key food related Sustainability concepts that will be useful to inform the review of food degrees were identified and categorised as Farming Practices, Climate change direct impacts, Environmental, Agrifood Circular Bioeconomy, Waste reduction, Measuring and benchmarking, Food Safety and Regulatory Affairs, Food product development, Sustainable and Ethical Food Business. In all, 70 competencies were identified. In this special session, TU Dublin will outline the CPD module for enhancing lecturer capacity for embedding sustainability in the curriculum, the TU Dublin curriculum mapping tool for measuring sustainability, and provide an Irish and European context for sustainability competencies

Level 9 CPD Module Educating for Food Sector Sustainability

Module Descriptor for lecturer professional development in Educating for Food Sustainability. In response to SDG 4.7, which requires learners acquire knowledge and skills for sustainability, this module addresses a gap identified by the National Strategy on Education for Sustainable Development in the ‘preparedness of lecturers to facilitate the type of participatory learning’ associated with balancing social and economic well-being with Earth’s ability to replenish its natural resources. For food-sector educators committed to embedding sustainability in their academic practice, this module aims to develop a community of practice, comprising faculty, students, industry and community that can support authentic and transformative living-lab experiences for a sustainable future of our food systems. Deploying inquiry-based, evidence-based and action-learning approaches, this module focuses on addressing future-of-food issues within a holistic framework informed by the 4 Cs of culture, campus, curriculum and community as a means for transforming food-sector higher education

Level 8 Module Food Sector Sustainability

Optional Module (Level 8) in Food Sector Sustainabiliyt. In response to SDG 4.7, this module contributes to the National Strategy on Education for Sustainable Development’s objective of “equipping learners with relevant knowledge, skills and values for becoming informed active citizens who take action for a more sustainable future”. For food-sector students committed to embedding sustainability in their professional learning and practice, this module explores how we can transform our food systems to be more resilient, ensuring the safe and nutritious food for everyone. It aims to provide authentic and transformative living-lab experiences of sustainable food systems through a community of practice, comprising faculty, students, industry and community stakeholders. The module will provide a comprehensive overview of sustainable development goals (SDGs), targets and policies relating to food systems, diets and nutrition and the design-thinking processes underpinning the co-creating innovative solutions to complex food sustainability challenges

Education governance and the role of the headteacher: the new policy problem in Scottish education

As part of the current Review of Education Governance in Scotland, the Headteachers’ Charter is perceived as a central policy solution. The Charter changes the responsibilities of the headteacher by altering the relationship between headteacher and local authority, and thereby bringing about changes to the governance of education. If these changes are perceived as the solution, what is the perceived policy problem? This article examines policy documents to explore the policy problem using Bacchi's (2012a) ‘what's the problem represented to be’ (WPR) approach, which uses a framework of six questions to analyse policy texts. The article begins with a brief overview of the policy programme, the ‘Empowerment Agenda’. The article discusses Bacchi's WPR analysis framework and then presents the findings, using this framework. The article ends with a discussion of the impact of the reform of educational governance including the Headteachers’ Charter on the role of the headteacher

Career-long Professional Learning in Scotland: Questions for the Future

No abstract available

Leadership and Management: A Relevant Distinction for Leadership in Education?

No abstract available

Knowledge regarding Hepatitis C among injecting drug users, Drugs: Education, Prevention and Policy,

Abstract Hepatitis C (HCV) is very prevalent among injecting drug users (IDU). Control of this infection poses a major challenge to harm reduction services. Education of all IDU regarding HCV constitutes part of the harm reduction programme. We sought to assess understanding of HCV among IDU attending an addiction treatment clinic and to identify whether or not those with increased contact with health professionals demonstrated better understanding. 105 IDU were interviewed to assess their knowledge regarding modes of transmission and chronicity of HCV infection. They had first injected an average of 10.0 years previously. Interviewees were more successful at identifying activities which carried a risk of HCV transmission than they were at identifying activities which posed no risk of infection. Over one third falsely believed that one could contract HCV infection even when injecting 'safely'. Understanding of the long term nature of HCV infection was also impaired. A group on methadone maintenance for a median period of 1.4 years failed to demonstrate significantly better knowledge than those attending for a 21-day detoxification. Those in frequent contact with a GP performed less well than those without such contact. Understanding of HCV among IDU is inadequate and must improve if primary prevention efforts are to succeed. We question the value of didactic approaches to educating IDU and call for a more experiential teaching style which may be more successful at countering prevalent misconceptions