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Roles and responsibilities in integrated care for dementia.

PURPOSE Effective integrated healthcare systems require capable, trained workforces with leadership, shared governance and co-ordination. This study aimed to provide additional understanding of roles and responsibilities in relation to integrated care from the perspective of massive open online course (MOOC) participants. METHODOLOGY MOOC discussion board posts were analysed using Framework analysis consisting of transcription, familiarisation, coding, developing an analytical framework and application of the framework. FINDINGS Boundaries and key issues surrounding roles and responsibilities were highlighted and participants suggested a number of enablers that could remove barriers, thereby enhancing integrated care. ORIGINALITY/VALUE Enablers included introduction of shared communication and IT systems to support continuity of care. Awareness and understanding of dementia was seen as crucial to promote person centred care and care planning. The roles of education in, and experience of, dementia care were highlighted. Barriers affecting the roles and responsibility professionals exercise include funding, role conflicts, time constraints and time-consuming paperwork.N/

Population dynamical behavior of non-autonomous Lotka-Volterra competitive system with random perturbation

In this paper, we consider a non-autonomous stochastic Lotka-Volterra competitive system dxi(t) = xi(t)[(bi(t)¡ nPj=1aij (t)xj (t))dt+¾i(t)dBi(t)], where Bi(t) (i = 1; 2; ¢ ¢ ¢ ; n) are independent standard Brownian motions. Some dynamical properties are discussed and the su±cient conditions for the existence of global positive solutions, stochastic permanence, extinction as well as global attractivity are obtained. In addition, the limit of the average in time of the sample paths of solutions is estimated

Children’s Mental Health Need and Expenditures in Ontario: Findings from the 2014 Ontario Child Health Study

© The Author(s) 2019. Objective: To estimate the alignment between the Ontario Ministry of Children and Youth Services (MCYS) expenditures for children’s mental health services and population need, and to quantify the value of adjusting for need in addition to population size in formula-based expenditure allocations. Two need definitions are used: “assessed need,” as the presence of a mental disorder, and “perceived need,” as the subjective perception of a mental health problem. Methods: Children’s mental health need and service contact estimates (from the 2014 Ontario Child Health Study), expenditure data (from government administrative data), and population counts (from the 2011 Canadian Census) were combined to generate formula-based expenditure allocations based on 1) population size and 2) need (population size adjusted for levels of need). Allocations were compared at the service area and region level and for the 2 need definitions (assessed and perceived). Results: Comparisons were made for 13 of 33 MCYS service areas and all 5 regions. The percentage of MCYS expenditure reallocation needed to achieve an allocation based on assessed need was 25.5% at the service area level and 25.6% at the region level. Based on perceived need, these amounts were 19.4% and 27.2%, respectively. The value of needs-adjustment ranged from 8.0% to 22.7% of total expenditures, depending on the definition of need. Conclusion: Making needs adjustments to population counts using population estimates of children’s mental health need (assessed or perceived) provides additional value for informing and evaluating allocation decisions. This study provides much-needed and current information about the match between expenditures and children’s mental health need

Desiring a career in STEM-related fields: How middle school girls articulate and negotiate identities-in-practice in science

The underrepresentation of non-White students and girls in STEM fields is an ongoing problem that is well documented. In K-12 science education, girls, and especially non-White girls, often do not identify with science regardless of test scores. In this study, we examine the narrated and embodied identities-in-practice of non-White, middle school girls who articulate future career goals in STEM-related fields. For these girls who desire an STEM-related career, we examine the relationships between their narrated and embodied identities-in-practice. Drawing on interview and ethnographic data in both school and after school science contexts, we examine how STEM-career minded middle school girls articulate and negotiate a path for themselves through their narratives and actions. We present four types of relationships between girls' narrated and embodied identities-in-practice, each with a representative case study: (1) partial overlaps, (2) significant overlaps, (3) contrasting, and (4) transformative. The implications of these relationships with regard to both hurdles and support structures that are needed to equip and empower girls in pursuit of their STEM trajectories are discussed. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50: 1143-1179, 2013

Implementing Elements of The Physics Suite at a Large Metropolitan Research University

A key question in physics education is the effectiveness of the teaching methods. A curriculum that has been investigated at the University of Central Florida (UCF) over a period of two years is the use of particular elements of The Physics Suite. Select sections of the introductory physics classes at UCF have made use of Interactive Lecture Demonstrations as part of the lecture component of the class. The lab component of the class has implemented the RealTime Physics curriculum, again in select sections. The remaining sections have continued with the teaching methods traditionally used. Using pre- and post-semester concept inventory tests, a student survey, student interviews, and a standard for successful completion of the course, the data indicates improved student learning

Mapping the Growth and Demographics of Managerial and Professional Staff in Higher Education

This chapter presents a descriptive analysis of the growth of managerial and professional staff from Fall 1993 to Fall 2011 across institution types and sectors, and a detailed snapshot of the demographic composition of these staff in Fall 2016. Our results indicate tremendous growth in the population of non‐faculty staff over time, and reveal key patterns in staff employment by gender and race/ethnicity.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/1/he20352.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/154664/2/he20352_am.pd