Operation Wasatch: Scenario Based Planning to Assess the Cold Weather Preparedness of the National Disaster Medical System

Background: The National Disaster Medical System has little experience with sustained mission operations under anything other than temperate environmental conditions. Extreme weather events increase the complexity of disaster response by presenting significant logistic, operational, and safety challenges. Identifying gaps and vulnerabilities in response capabilities can promote improved Disaster Medical Assistance Team preparedness. Methods: This discussion based exercise utilized a scenario involving a 7.0 magnitude earthquake along the Wasatch Fault in winter. This exercise was conducted with members of the Wisconsin-1 Disaster Medical Assistance Team. Team members provided oral and written feedback in response to exercise objectives and prompts. This feedback was supplemented with input from the Operations Section Chief and Logistics Section Chief at the organizational level. Results: Respondents identified a high level of confidence in their ability to respond to a disaster of this magnitude under winter conditions. Gaps and vulnerabilities in preparedness were identified in equipment, supply chain, responder readiness, and resources. Conclusions: The discussion based exercise provided a direct examination of current perceived response capabilities. The data gathered provides a compelling justification for the additional assessment of NDMS preparedness, both internally and independently. By identifying gaps and vulnerabilities in response capabilities, the exercise identifies areas for improvement in training, equipment, and supplies. Additionally, the project promotes more rigorous benchmarks that, at present, are ill-defined

Primary health care for Aboriginal and Torres Strait Islander children

This final report presents the findings from each of the phases of the Engaging Stakeholders in Identifying Priority Evidence-Practice Gaps and Strategies for Improvement in Primary Health Care (ESP) Project. This report is designed for people working in a range of roles including national and jurisdictional policy makers, managers, community-controlled organisations and government health authorities, peak bodies, clinical leaders, researchers, primary health care staff and continuous quality improvement (CQI) practitioners who may have an interest in the interpretation and use of aggregated CQI data to drive decision making. Stakeholders across services and systems that deliver Aboriginal and Torres Strait Islander primary health care (PHC) engaged in a process to analyse and interpret national continuous quality improvement (CQI) data from 132 health centres. We used a consensus process to identify priority evidence-practice gaps in child health care, based on these data. Stakeholders drew on their knowledge and experience working in Aboriginal and Torres Strait Islander PHC to identify barriers and enablers to addressing the priority evidence- practice gaps, and to suggest strategies to overcome barriers and strengthen enablers to addressing the priority evidence-practice gaps. Important messages emerge from these findings

Chronic illness care for Aboriginal and Torres Strait Islander people: final report

This project engage a range of stakeholders across different levels of the primary health care system, including service providers, management, policy-makers and researchers and capture their knowledge on the barriers and enablers to addressing the identified priority-evidence practice gaps and their suggestions on strategies for improvement. Overview The purpose of this project is to engage key stakeholders in the use of aggregate continuous quality improvement (CQI) data to identify and address system-wide evidence-practice gaps in Aboriginal and Torres Strait Islander chronic illness care. We aimed to engage a range of stakeholders across different levels of the primary health care (PHC) system, including service providers, management, policy-makers and researchers and capture their knowledge on the barriers and enablers to addressing the identified priority-evidence practice gaps and their suggestions on strategies for improvement. Our research has highlighted the wide variation in performance between different aspects of care and between health centres. While many aspects of care are being done well in many health centres, there are important gaps between evidence and practice in some aspects of PHC. System-wide gaps are likely to be due to deficiencies in the broader (PHC) system, indicating that system-level action is required to improve performance. Such system-level action should be developed with a deep understanding of the holistic nature of Aboriginal and Torres Strait islander wellbeing beyond just physical health (including healthy connections to culture, community and country), of the impact of Australian colonist history on Aboriginal and Torres Strait Islander people, and of how social systems – including the health system - should be shaped to meet the needs of Aboriginal and Torres Strait Islander people. This project aims to build on the collective strengths within PHC services in order to continue improving the quality of care for Aboriginal and Torres Strait Islander communities

Practising Student Voice in University Teaching and Learning: Three Anchoring Principles

In this invited commentary, we offer three principles to anchor understanding of student voice in university teaching and learning. Encompassing related concepts and practices, the principles we offer support a shift in (1) attitude toward, (2) structures for, and (3) goals of teaching and learning. In our introduction, we provide a short history of the concept of student voice and our reason for using the notion of anchoring to argue for embracing its practice. In the main body of our commentary, we share expanded reflections on what each of the three principles might look like in practice, grounded in examples and selected scholarship. We conclude with an invitation to continued dialogue about this work

Extended Photometry for the DEEP2 Galaxy Redshift Survey: A Testbed for Photometric Redshift Experiments

This paper describes a new catalog that supplements the existing DEEP2 Galaxy Redshift Survey photometric and spectroscopic catalogs with ugriz photometry from two other surveys; the Canada-France-Hawaii Legacy Survey (CFHTLS) and the Sloan Digital Sky Survey (SDSS). Each catalog is cross-matched by position on the sky in order to assign ugriz photometry to objects in the DEEP2 catalogs. We have recalibrated the CFHTLS photometry where it overlaps DEEP2 in order to provide a more uniform dataset. We have also used this improved photometry to predict DEEP2 BRI photometry in regions where only poorer measurements were available previously. In addition, we have included improved astrometry tied to SDSS rather than USNO-A2.0 for all DEEP2 objects. In total this catalog contains ~27,000 objects with full ugriz photometry as well as robust spectroscopic redshift measurements, 64% of which have r > 23. By combining the secure and accurate redshifts of the DEEP2 Galaxy Redshift Survey with ugriz photometry, we have created a catalog that can be used as an excellent testbed for future photo-z studies, including tests of algorithms for surveys such as LSST and DES.Comment: 12 pages, 6 figures and 5 tables. Accepted to The Astrophysical Journal Supplement. Catalogs are publicly available at http://deep.ps.uci.edu/DR4/photo.extended.htm

Ok Can We Try Now? One Student\u27s Communications on a Classroom Computer Network

A case study describing one of fifteen students at The Lexington School for the Deaf who participated in a pilot program called the Literacy Network

Writing Scholarship of Teaching and Learning articles for peer-reviewed journals

There are many general books and articles on publishing in peer-reviewed journals, but few specifically address issues around writing for journals focused on the Scholarship of Teaching and Learning (SoTL). One of the challenges of beginning to write about teaching and learning is that most scholars have become interested in exploring these issues in higher education alongside their disciplinary interests and have to grapple with a new literature and sometimes unfamiliar methods and genres, as well. Hence, for many, as they write about their projects, they are simultaneously forging their identities as scholars of teaching and learning. We discuss the process of producing four types of SoTL-focused writing for peer-reviewed journals: empirical research articles, conceptual articles, reflective essays, and opinion pieces. Our goal is to support both new and experienced scholars of teaching and teaching— faculty/academics, professional staff, and students—as they nurture and further develop their voices and their identities as scholars of teaching and learning and strive to contribute to the enhancement of learning and teaching in higher education. We pose three related sets of overarching questions for consideration when writing about teaching and learning for peer-reviewed journals and offer heuristic frameworks for publishing in the four specific writing genres listed above. We also discuss how to get started with writing, preparing to submit, and responding to reviewers, focusing on the importance of contributing to and creating scholarly conversations about teaching and learning. Finally, using the metaphor of being in conversation, we argue that writing is a values-based process that contributes to the identity formation of scholars of teaching and learning and their sense of belonging within the SoTL discourse community