Post-Intensive Care Syndrome: Comparison of Educational Interventions to Educate Parents of Children Hospitalized in the Pediatric Intensive Care Unit at St. Louis Children’s Hospital

Background: Family members of children hospitalized in the pediatric intensive care unit (PICU) can develop cognitive, psychological, and physical manifestations of post-intensive care syndrome (PICS). Targeted education to help parents/caregivers recognize the signs and symptoms of PICS may result in better awareness of the syndrome and greater willingness to seek and receive support during their child’s PICU admission. Objective: to evaluate three targeted PICS educational interventions to increase PICS awareness among parents/caregivers in the St. Louis Children’s Hospital (SLCH) PICU. Results: A total of 62 parents/caregivers received one of three educational interventions: informational brochures (n=22), scripted informational conversation (n=20), or three-minute educational video (n=20). An additional 19 bedside nurses completed surveys to describe how each educational intervention affected daily work flow. Changes in parental/caregiver PICS fund of knowledge was evaluated using Fischer’s exact test. All three educational interventions were associated with a significant improvement in understanding of PICS, with no single intervention being superior. Nursing surveys indicated that work flow was minimally disrupted using PICS education and that all interventions were perceived to be important and useful. Conclusions: Targeted educational interventions led to improvement in knowledge about PICS among parents/caregivers and were well supported by PICU nursing staff. Thus, providing support for a sustainable implementation of PICS education in the SLCH PICU

The Evaluation of Immigrants' Credentials: The Roles of Accreditation, Immigrant Race, and Evaluator Biases

Theories of subtle prejudice imply that personnel decision makers might inadvertently discriminate against immigrant employees, in particular immigrant employees form racial minority groups. The argument is that the ambiguities that are associated with immigrant status (e.g., quality of foreign credentials) release latent biases against minorities. Hence, upon removal of these ambiguities (e.g., recognition of foreign credentials as equivalent to local credentials), discrimination against immigrant employees from minority groups should no longer occur. Experimental research largely confirmed these arguments, showing that participants evaluated the credentials of black immigrant employees less favorably only when the participants harbored latent racial biases and the foreign credentials of the applicants had not been accredited. The results suggest the importance of the official recognition of foreign credentials for the fair treatment of immigrant employees.Labour Discrimination, Immigrants, Racial Minorities, Prejudice, Credential Recognition, Experiment

Usage of Production Function in Linear Economy

In this study, the Cobb Douglas production function was built in order to investigate the linear economy, the redesign of intralogistics in a company. Authors have investigated a production function that describes the connection between the production of liquids, energy efficiency and water usage based on the logistic processes. The authors were able to build and simplify it to a linearized Cobb Douglas equation. With the help of mathematical-statistical analysis, the authors found that energy efficiency and water usage have a negative effect on production due to European legal considerations and logistic improvement could help in the solution of the problem. Then, the differences between the linear economy and the circular economy were examined. As a summary, a SWOT analysis exploring the differences was prepared.

The Development of Group Stereotypes from Descriptions of Group Members: An Individual Difference Approach

This research examined the effects of Personal Need for Structure, Need for Closure, and Personal Fear of Invalidity on information processing during the development of stereotypes. In Study 1, participants read as many group member descriptions as they wanted before expressing group stereotypes. Participants higher in Personal Fear of Invalidity sought more information; they also developed more detailed stereotypes when they received more information, whereas participants lower in Personal Fear of Invalidity did not. There was a tendency for participants higher in Need for Structure & Closure to develop less accurate stereotypes. Finally, participants higher in Need for Structure & Closure or Personal Fear of Invalidity were less confident about their stereotypes when they received more information, whereas participants lower in Need for Structure & Closure or Personal Fear of Invalidity were more confident. In Study 2, participants were presented with two, four, or eight descriptions of group members before expressing stereotypes. Participants lower in Personal Fear of Invalidity developed more detailed stereotypes when they received more information, whereas participants higher in Personal Fear of Invalidity did not. When two or eight group member descriptions were presented (fewer or more than participants probably would have chosen themselves), participants higher in Personal Fear of Invalidity and lower in Need for Structure & Closure generated the most accurate stereotypes. Finally, participants higher in Need for Structure & Closure did not differ in stereotype confidence as a function of how much information they received, whereas participants lower in Need for Structure & Closure were more confident when they received more information. These results indicate that cognitive style plays a role in the development of group stereotypes

Integration and “Welcome-ability” Indexes: Measures of Community Capacity to Integrate Immigrants

This paper aims at clarifying the applicability of the theory of micro-macro links to the general concept of “integration” and illustrates two distinct methods of measuring the concept at individual and community levels. In particular, two indexes are developed, the first one called welcome-ability index, to measure the capacities of communities to welcome and integrate newcomers, and the second called integration index, to measure economic, social, and political integration of individuals. The first, a community-level measure, takes into account opportunities and facilities, including employment opportunities, facilities for health care and positive attitudes towards immigrants. The second, an individual-level measure, takes into account the multi-dimensionality of integration, specifically, economic inclusion and parity, social recognition and belonging, political involvement that insures the legitimacy of institutions, and civic participation. The latter could be considered an outcome of the processes measured by the former. The welcome-ability index is illustrated with data gathered for a project that collated baseline information on Ontario communities served by local partnerships specifically tasked with enhancing the capacities of communities to welcome newcomers. These data were gathered from the 2006 Canadian Census, 2008 Canadian Community Health Survey, Ontario 211 (a service provider database), and City Plans and Policies. The integration index is developed with data from the 2008 Canadian General Social Survey on Social Networks. The paper concludes with suggestions for future research directions by extending the theory of macro-micro links involved in studies of integration

Poesías

Incluye poesías de los siguientes libros: La cebra que sobra Poesías para reír y otros limericks El gato con botas en Cabarás, acá nomás Me contaron de TucumánPanel: Poesía para niñ@sFacultad de Humanidades y Ciencias de la Educació

Poesías

Incluye poesías de los siguientes libros: La cebra que sobra Poesías para reír y otros limericks El gato con botas en Cabarás, acá nomás Me contaron de TucumánPanel: Poesía para niñ@sFacultad de Humanidades y Ciencias de la Educació