Lessons From Mapping Jewish Education

Based on two previous reports on the foundation's support for Jewish education, explores implications and lessons for the role of national agencies and the need for long-term planning, fundraising, innovation, adapting to local contexts, and other issues

Mapping Professional Development for Jewish Educators

Describes the desirable and necessary characteristics of effective professional development in Jewish education, the various opportunities and approaches available to Jewish educators, and possibilities for future expansion and improvement

Mapping Jewish Education: The National Picture

Based on interviews as well as a database of Jewish educational organizations, foundations, and programs, examines their accomplishments, challenges, future directions, and links within a Jewish educational system. Highlights the role of foundations

Pattern of community contact and immigrant adjustment : a study of the Soviet Jews in Boston.

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Use of acetylcysteine for non-acetaminophen-induced acute liver failure

The purpose of this review was to evaluate the effectiveness of acetylcysteine in the treatment of acute liver failure not related to acetaminophen. A search of MEDLINE April 2003 through May 2012 using the Pub Med database was conducted using the keywords acetylcysteine and non-acetaminophen-induced acute liver failure or acetylcysteine and liver failure. All human case reports, case series, and research articles that discussed the use of acetylcysteine for non-acetaminophen induced liver failure were evaluated. A total of 263 articles were identified during this broad search with 11 articles included for review in this article; eight case reports, two retrospective trials, and one prospective, randomized, double-blind multi-center study. In conclusion, the data suggest marginal benefit of IV acetylcysteine in NAI-ALF with coma grades I-II; however, the routine use of acetylcysteine cannot be recommended. It may be considered in non-transplant centers while awaiting referral or when transplantation is not an option. Further studies are necessary to determine optimal dosing, duration, and criteria for patient selection

Alternative mental health clinical placements: Knowledge transfer and benefits for nursing practice outside mental healthcare settings

Aim and objectives To explore whether nursing student’s experiences at Recovery Camp have impacted their current nursing practices. Background Recently, there has been a move toward more holistic models of nursing care, which seek to break down barriers of stigmatisation and embrace the tenets of self‐determination, to acknowledge people with lived experiences of mental illness and their ability to manage their recovery. In that regard, future health professionals such as nursing students, will need to be educated in a manner that recognises the importance of lived experience. In this paper, we propose that Recovery Camp , an alternative clinical placement setting model, enhances clinical practice in multiple domains and is beneficial for both nursing practitioners and people with lived experiences of mental illness, as well as offering an effective non‐traditional alternative to conventional clinical placement opportunities. Methods This study employed a phenomenological research design, involving individual semi‐structured telephone interviews. The Standards for Reporting Qualitative Research (SRQR) checklist was adhered to. Results Three main themes were identified from the analysis: 1) engagement, 2) understanding mental health and 3) holistic care. “I definitely look at people with mental health conditions in a different light”. At Recovery Camp , participants felt that they had greater opportunities for engagement with people with lived experiences, and through this engagement their preconceptions of mental illness began to change. Conclusions Recovery Camp may have facilitated the transfer of knowledge that is more person‐centred among nursing students, consequently impacting their current nursing practices. Relevance to clinical practice Nurses should be equipped with mental health skills regardless of their career trajectory. While Recovery Camp represents a promising approach to facilitate knowledge transfer, further investigation will be required to determine which other factors are instrumental. This approach may have wider implications for nursing education