GEN MS 32 Georgia Shaw Prescott Papers

Description of the Papers: The Georgia Shaw Prescott Papers are contained within 3 series. The first series consists of numerous songs and poems all written by her, as well as personal notes and edits of her work. The second series contains sheet music, song lyrics, and essays. The third and final series is comprised of artwork by Ruth Scott (a local artist who collaborated with Georgia Shaw Prescott), newspaper clippings, business letters, and personal letters, in addition to a collection of miscellaneous papers whose purpose is not quite clear. The only known works within this collection that were ever published was “Where Thou Dwellest, I would Dwell,” a song published by Chapel Recording Company whose date of publication is unknown, and “Whispering Winds,” a book of poems written by Georgia which was published in 1969. Size of Collection: 5 Linear Feet: 2.5 ft

Failure of an Educational Intervention to Improve Consultation and Implications for Healthcare Consultation.

INTRODUCTION: Consultation of another physician for his or her specialized expertise regarding a patient's care is a common occurrence in most physicians' daily practice, especially in the emergency department (ED). Therefore, the ability to communicate effectively with another physician during a patient consultation is an essential skill. However, there has been limited research on a standardized method for a physician to physician consultation with little guidance on teaching consultations to physicians in training. The objective of our study was to measure the effect of a structured consultation intervention on both content standardization and quality of medical student consultations. METHODS: Senior medical students were assessed on a required emergency medicine rotation with a physician phone consultation during a standardized, simulated chest pain case. The intervention groups received a standard consult checklist as part of their orientation to the rotation, followed by a video recording of a good consult call and a bad consult call with commentary from an emergency physician. The intervention was given to students every other month, alternating with a control group who received no additional education. Recordings were reviewed by three second-year internal medicine residents pursuing a fellowship in cardiology. Each recording was evaluated by two of the three reviewers and scored using a standardized checklist. RESULTS: Providing a standardized consultation intervention did not improve students' ability to communicate with consultants. In addition, there was variability between evaluators in regards to how they received the same information and how they perceived the quality of the same recorded consultation calls. Evaluator inter-rater reliability (IRR) was poor on the questions of 1) would you have any other questions of the student calling the consult and 2) did the student calling the consult provide an accurate account of information and case detail. The IRR was also poor on objective data such as whether the student stated their name. CONCLUSIONS: A brief intervention may not be enough to change complex behavior such as a physician to physician consultant communication. Importantly, despite consultants listening to the same audio recordings, the information was processed differently. Future investigations should focus on both those delivering as well as those receiving a consultation

GEN MS 23 Esther Wood Papers Finding Aid

Description: Esther Wood taught Social Sciences and History at Gorham Normal School from 1930 to 1972. She regularly wrote columns for the Christian Science Monitor and received many awards, including “Woman of the Year” from the Blue Hill Chamber of Commerce and a Doctorate of Humane Letters honoris causa from Colby College. In 1973, the University named a dormitory building on the Gorham campus in her honor. The Papers consist of her lecture notes on the history of New England from the 16th century through the colonial period and the Revolutionary War to the founding of the State of Maine in 1820. Date Range: undated Size of Collection: 0.5 ft

Hoarding behaviour fact sheet

NHS Islington Evidence Hub : A joint strategic needs assessment project pape

Fold: A modern lighting line that explores ways to meld energy efficiency and health benefits into essential elements of interior lighting.

Thesis Statement Lighting plays an essential role in the modern world. Electrical lighting from fluorescent bulbs to LED fixtures greet humans from the moment they wake up until the moment they sleep at night. Light is essential to human life. As such, lighting has been and continues to be a prominent element of design from the grandiose chandeliers of the Rococo period to the minimal, modern lighting of the 21st century. Lighting continues to be researched, developed, and innovated and plays such an essential role in homes, offices, and the interior or exterior of any building. Lighting design has been pushed more recently by the need to be more energy efficient and renewable, and the phasing out of incandescent bulb production expanded lighting to new directions not tried in the past. Lighting is the way individuals see, and effects the visual perception of a space, making it one of the most important elements of a well-designed interior. Can the lighting that is used in homes, work spaces, and any interior be designed to not only be energy efficient but also be healthier for humans

Factors that Contribute to Resident Teaching Effectiveness

Background One of the key components of residency training is to become an educator. Resident physicians teach students, advanced practice providers, nurses, and even faculty on a daily basis. Objective The goal of this study was to identify the objective characteristics of residents, which correlate with perceived overall teaching effectiveness. Methods We conducted a one-year, retrospective study to identify factors that were associated with higher resident teaching evaluations. Senior emergency medicine (EM) teaching residents are evaluated by medical students following clinical teaching shifts. Eighteen factors pertaining to resident teaching effectiveness were chosen. Two items from the medical students' evaluations were analyzed against each factor: teaching effectiveness was measured on a five-point Likert scale and an overall teaching score (1-75). Results A total of 46 EM residents and 843 medical student evaluations were analyzed. The ACGME milestones for systems-based practice (p = 0.02) and accountability (p = 0.05) showed a statistically significant association with a rating of "five" on the Likert scale for teaching effectiveness. Three other ACGME milestones, systems-based practice (p = 0.01), task switching (p = 0.04), and team management (p = 0.03) also showed a statically significant association of receiving a score of 70 or greater on the overall teaching score. Conclusion Residents with higher performance associated with system management and accountability were perceived as highly effective teachers. USMLE and in-service exams were not predictive of higher teaching evaluations. Our data also suggest that effective teachers are working in both academic and community settings, providing a potential resource to academic departments and institutions

The Intentional Withdrawal of Organizational Citizenship Behavior

Current definitions of withdrawal behavior include actions that fall beneath the umbrella for counterproductive work behaviors (CWBs). These acts of withdrawal include behaviors such as lateness, absenteeism and turnover intentions. The present effort investigates the intentional withdrawal of good behavior, specifically organizational citizenship behavior (OCB), as an additional form of withdrawal behavior not previously addressed in the literature. The intentional withdrawal of OCB is likely to comprise a variety of actions including reduced participation in OCB, completing OCBs at a lesser quality or shifting one’s motivations for completing OCB. To investigate these withdrawal behaviors, contextual shifts in organizational (downsizing threat and organizational justice) and personal (interpersonal conflict) work elements were examined as factors related to the induction of OCB withdrawal. In addition, the motivations for an individual’s continued OCB in the face of negative contextual factors were examined. These motivations included prosocial values, organizational concerns, image enhancement, obligation and functionality. Results provide some preliminary evidence to suggest that individuals withdraw their OCB in contexts of low organizational justice, but increase their participation in OCB when facing downsizing threat. For the examination of motivation, participants’ responses to the contexts of high downsizing threat and low organizational justice were significantly influenced by a sense of obligation. Furthermore, participants experiencing high interpersonal conflict expressed less image enhancement motivation

Helping in the eyes of the beholder: The impact of OCB type and fluctuation in OCB on coworker perceptions and evaluations of helpful employees

Organizational Citizenship Behavior (OCB) is often hailed for its positive linkages to individual outcomes and organizational effectiveness. Despite these findings, research on OCB often fails to consider how an individual’s past OCB may influence the outcomes stemming from current OCB performance. Such a contextually bland image truncates our understanding of the impact of these behaviors. To this end, the theories that drive literature on OCB (e.g., social exchange, expectancy, conservation of resources) are socially focused. However, there is limited research examining how coworkers’ responses to the OCBs, in light of past OCB performance, may alter the nature of coworker perceptions and behavior in response to OCB changes. Recent literature on OCB also calls for consolidation of OCB related typologies, but few efforts test the efficacy of composite frameworks (e.g., Marinova, Moon & Van Dyne, 2010). Accordingly, this effort investigates the impact that fluctuations (increase vs. decreases) in different types of OCB (orientation vs. direction) have on coworker perceptions and responses to OCB performers. This effort also sought to examine the impact that a coworker’s assumptions regarding another employee’s motivations for OCB has on the outcomes that stem from OCB. Limitations, implications, and future directions are discussed