What Eurovision told us about attitudes toward Ukraine

Ukraine won the 2022 Eurovision Song Contest with a record 439 points being awarded via the public vote. Lauren Rogers examines what the result told us about attitudes toward Ukraine across the rest of Europe

Staff Development Introducing Self-Care Within the Nurse Residency Curriculum

Caregiver burnout is an issue for health care organizations, negatively influencing cost, engagement, and workforce stability. Nurse residency programs are intended to address the gap in practice between academia and clinical practice and provide social support during this transitional time. Self-care education can positively affect novice acute care nurses\u27 transition into their new professional role while building connections with the health care organization during the first year of employment. The purpose of this project was to develop a staff educational module to address the nursing practice problem of evidence-based self-care education within a nurse residency curriculum at the doctoral site. The practice focus question for this project was can evidence-based staff development project be developed identifying self-care strategies for novice acute care nurses within a nurse residency program. Orem\u27s theory of self-care, which highlights the importance of taking time to care for self as integral to human functioning, and Watson\u27s caring theory, which emphasizes the loving care of self as a vital prerequisite for caring for others, were the theoretical frameworks. This module was developed based on existing peer-reviewed journals, national organizations\u27 position statements, white papers, and expert opinion and was synthesized using Melynk\u27s hierarchy of evidence for intervention studies tool. This module was developed and shared with doctoral site stakeholders. The recommendation was to integrate this educational product into the existing nurse residency program. The positive implications this project has for the nursing profession include improved well-being and job satisfaction for the novice acute care nurses and potential long-term effects on organizational cost related to turnove

Integrating Interprofessional Education Into Teacher Preparation Curriculum: Reimagining Partnerships From the Inside Out

This mixed-methods program evaluation sought to identify elements of collaboration within interprofessional education experiences and provide suggestions regarding the future implementation of interprofessional education experiences into the identified teacher preparation program. Program suggestions were informed by the perspectives of current teacher preparation faculty, recent teacher preparation graduates, and other professional stakeholders. Other professional stakeholders are those who have a vested interest in a program. Quantitative data, in the form of descriptive statistics, was collected through a needs assessment tool completed by teacher preparation faculty participants and the Texas Education Agency Principal Survey completed by administrators overseeing first-year teachers who were prepared by the identifying teacher preparation program. Qualitative data was collected from semistructured interviews with recent graduates from the identified teacher preparation program who participated in a preliminary interprofessional education experience and have been teaching for one to four semesters. Overall, the findings show a further need for interprofessional education experiences in the current teacher preparation curriculum identified in this study. Teacher preparation faculty and recent graduates desired more robust interprofessional education experiences and identified courses with a field experience component as a natural integration point

Introduction to Focus Issue: Collections in a Digital Age

In Spring 2015, a working group engaged in questions at the intersection of digital and public history at the annual National Council on Public History (NCPH) meeting held in Nashville, Tennessee. The vibrant discussion focused on the exciting and important ways by which public historians make digital, public history. Because a significant amount of work has centered on digitizing and augmenting historical archives, this special issue explores digital approaches to physical collections. Inflected by the contributors’ positioning in public history, the issue highlights how digital approaches are shaped by questions of access, audience, collaboration, interpretation, and materiality. From that discussion in Nashville arose another conversation to convey some of the practical challenges, decisions, applications, and opportunities as experienced by working group discussants. It seemed then, and with the collection of articles in this issue it is even more apparent that the lessons learned by working group discussants are widely applicable to practitioners of public history and digital history, and public, digital history. The articles in this collection develop and interrogate a range of issues beginning with methodology and then turning to case studies

Modeling Organizational Culture in a Financial Institution

Ideal versus current organizational culture perceptions, differences in perceptions of culture between hierarchal levels and departments, and the strength of organizational culture were investigated in the current study. Organizational culture was measured by Cooke and Lafferty\u27s (1987) Organizational Culture Inventory. There were differences in culture perceptions between ideal versus the current culture, hierarchal levels, and departments. The organizational culture was perceived to be weak in comparison to the four desirable styles indicated by the OCI profile

Chin Projection Changes in Hypo- and Hyperdivergent Class II Herbst Patients and the Relation to True Mandibular Rotation

The purpose of this study was to examine the relation of chin projection changes and true rotation in hypo- and hyperdivergent patients. The treated group consisted of 45 growing Class II Division I patients (23 boys, 22 girls) treated by a single practitioner with stainless steel crown Herbst appliances, followed by fixed edgewise appliances. The untreated control group consisted of 45 Class II Div I subjects (23 boys, 22 girls) who were matched to the treated sample based on age, sex, and pre-treatment MPA (SN-GoMe). Pre- and post-treatment lateral cephalograms were traced. Cranial base and mandibular superimpositions were performed to evaluate T1-T2 changes and true mandibular rotation. Cephalometric changes between the treated and control groups were compared. The primary effect of the Herbst in terms of maxillomandibular correction was in the maxilla. The Herbst produced a significant maxillary growth restriction or a “headgear effect.” The rotational effects of the Herbst were different in hypo- than hyperdivergent patients. Hyperdivergent patients experienced a deleterious backward true mandibular rotation with Herbst treatment, while hypodivergent Herbst patients and untreated hypo- and hyperdivergent controls had forward true mandibular rotation. The chin did not come forward any more with Herbst treatment than what was expected to occur in untreated Class II individuals. Hypodivergent patients may benefit from the Herbst “headgear effect” and may be able to overcome the negative rotational effects of the Herbst, but treatment does not advance the chin position any more than if the patient was untreated. Hyperdivergent patients also experience a slight “headgear effect,” along with deleterious backward rotation and increased facial height, which worsen facial esthetics. Because of this, hyperdivergent patients are poorly suited for Herbst treatment