Administration of Long-Acting Injections

Expanding the scope of pharmacy practice demonstrates that the profession has been successful at improving public health. Despite being a late adopter, New York\u27s limited experience with vaccines has improved immunization rates and lowered rates of disease. During emergencies, the 2017-2018 flu season for example, the state has turned to pharmacists to go beyond what the pharmacy practice law permits, in this case enabling immunizations in pediatric patients.1 This illustrates recognition of untapped potential within the profession to contribute to the public health. Another opportunity for pharmacists to enhance the public health is embodied in a Bill introduced in the New York State Legislature that would amend the pharmacy practice law to enable administration of long-acting injectables designed to treat mental health disorders including schizophrenia and substance use disorder ( SUD ). The goal of this paper is to review the proposed amendment, the relevant background, and to discuss the implications for patients and the pharmacy profession

A NEW CLASSIFICATION SYSTEM FOR ANALYZING BURNED HUMAN REMAINS

Fatal fires produce a range of physical alterations to the body that can be studied and analyzed to interpret perimortem events. Currently, the forensic community lacks a consistent, objective, and detailed scale to describe burn injuries or patterns in a variety of settings and conditions. There is a need to create a scale based on quantitative experimental data (e.g. duration and temperature of fire) that provides insight into the nature of the fire and cause of injuries contributing to the condition of the remains. Observations from four main fire environments were used in developing a new classification system for analyzing heat related damage. This new classification system covered both soft tissue and skeletal changes and will be beneficial to the medico-legal community in standardizing the description of burned remains. It will also prove important in reconstructing events involved in fatal fires and will aid investigators building a legal case. Prior to this study, there has been no attempt to standardize the description of burned remains and quantify the amount of thermal damage observed. Previous models were constructed from specific fire environments, and therefore not widely applicable to the forensic community. This research laid the groundwork for applying a more quantitative approach to analyzing and interpreting burned human remains. The information gained from this study can be used to better predict when these physical alterations may occur on the human body, and from what fire environments the remains likely were recovered. More importantly, it enhances our understanding of the underlying processes that affect thermal alterations

Offenders and E-Learning - a literature review on behalf of Becta

This literature review has been prepared by the Hallam Centre of Community Justice at Sheffield Hallam University, on behalf of Becta. The literature review provides a summary of existing research and knowledge relating to e-learning in the offending learning sector with a view to developing a range of e-maturity indicators across the sector. The review also highlights linkages with current Government policy in relation to offender learning and skills

TIMING ERROR BY CHILDREN IDENTIFIED WITH DCD LEADS TO INEFFICIENT JUMP PERFORMANCE

The aim of this study was to identify outcome and response differences in vertical jumping between children typically developing (TD) and those identified with Developmental Coordination Disorder (DCD). Efficient vertical jumping is essential to physical activity in children. The TD group jumped higher as a result of a faster vertical velocity of the centre of mass (VCOM) at take-off. Peak VCOM was greater and occurred closer to take-off in TD when compared to DCD. Earlier occurrence of peak VCOM observed in DCD caused a noticeable loss of VCOM at take-off compared to TD. The timing of the peak VCOM before take-off resulted in large group variation for DCD (CV = 50%) compared to the stereotyped TD (CV = 6%). The difference between groups emphasises coordination difficulties of DCD during vertical jumping

Screencast Feedback for Essays on a Distance Learning MA in Professional Communication

This action research explored the potential of audio-visual screencasting for assignment feedback on a distance learning (DL) course. A screencast is a combination of voice recording and screen capture, which can be played in any browser, like a video. Here it is used to capture a tutor’s editing and highlighting activities in a document, whilst simultaneously recording spoken feedback. Research suggests that audio-visual feedback may resolve some of the current problems with written feedback. A pilot study is reported which trialled screencasting for essay feedback on a master's level DL module at Sheffield Hallam University. Fourteen students participated and were randomly divided between two groups to receive either written or screencast feedback first. After receiving the first feedback type, students completed a short questionnaire online. The second type of feedback was then distributed to the students, who completed the same questionnaire for the second type of feedback. The results suggest that feedback is received more positively in the richer media of audio-visual screencasting and that this may encourage emotions more conducive to receiving and processing feedback and help to socialise students within the learning context by giving them a sense of belonging to the community. Simultaneous visual cues and explanations appear to help with understanding, and it is quicker to capture screencasts than it is to write feedback. However, preferences for written feedback were related to the holistic overview of a document, which could be scanned and revisited, and which was not confined to a linear delivery, nor time-limited. Audio-visual screencasting will therefore only be adopted for formative feedback during modules, and will be structured with spoken overviews

The semantics of the word 'fairy' in English between 1320 and 1829.

The study examines the problems of the meaning of words used with fictional reference. It takes one particular class of such words, those used to denote or refer to the supernatural, as a peculiarly problematic set, and one example of these, fairy, as a key example. The study explores all the features of that word's meaning, including denotational, referential, stylistic, emotive and idiosyncratic aspects as well as sense relations and other linguistic relations. It argues that understanding such words occurs through understanding cotextual collocations, and that the meaning of a word such as fairy can only be known, described and explained by examination of such cotext. By computational analysis of a large corpus of texts using fairy a semantic model is built up which on the one hand describes the semantic frame by which fairy is made meaningful and on the other hand the underlying processes and decisions employed by writers (and speakers) in using the word meaningfully. At the same time the study seeks to evaluate the usefulness of rigorous formal approaches to a body of material as complex as that represented by the corpus