Experts Matter. Find Yours.
Connect for media, speaking, professional opportunities & more.
Students studying medicine, pharmacy, nursing, optometry and audiology to benefit from the investment in a new simulation facility over the next three years The Office for Students has granted Aston University £4.8 million to develop future healthcare professionals The investment in digital clinical equipment and health simulation facility will better prepare students for the future of work. Students in the College of Health and Life Sciences at Aston University are to benefit from a major £4.8 million investment in new facilities funded by the Office for Students to further expand and develop the University’s suite of state-of-the-art healthcare simulation and laboratory facilities. Students studying medicine, pharmacy, nursing, optometry and audiology will benefit from capital funding to support new equipment and facilities over the next three years. This latest funding follows on from an initial £1.5 million investment into healthcare simulation facilities on the University campus which were officially opened in December 2022 by Paulette Hamilton MP. The funds will be used to create and equip a simulated hospital ward facility and a simulated patient home environment for healthcare students. Nursing Studies is now recruiting for its first intake of students in September 2023. Pharmacy students will also gain a new wet lab and asepsis suite. The optometry simulation suite, unique in Europe, will be further enhanced with augmented reality simulation, allowing students to learn and refine their skills in a realistic instrument environment, with simulated patients with a wide range of eye conditions. Investment in other additional optometry equipment, including an additional optomap retinal screening device, will also allow the eye clinic to triage patients for the eye hospital, reducing patient waiting times, particularly in assessing conditions such as macular degeneration. Aston Medical School will be equipped with the creation of an immersive room and an anatomy and physiology teaching facility. Professor Liz Moores, Deputy Dean of the College of Health and Life Sciences, said: “The College of Health and Life Sciences is thrilled with this investment. The enhanced facilities will help to support many of our healthcare students, including those now applying for our new nursing degree. It will also support us with the introduction of the new pharmacy and optometry education standards, providing a step change in our ability to simulate a wide range of clinical scenarios.” Professor Aleks Subic, Vice-Chancellor at Aston University, said: “This strategic investment will ensure that our students are learning in the very best facilities with access to state-of-the-art digital technologies. The new facilities will enable us to prepare students fully for future careers that are strategically important to the healthcare sector and society. This is about bringing Industry 4.0 to healthcare.” Professor James Wolffsohn, Head of the School of Optometry and Audiology at Aston University, said: “With the huge hospital waiting lists, particularly post-COVID, with those in ophthalmology being the highest, it is essential that primary care can take more of the patient load to allow hospitals to focus on surgery and complex cases. This investment will allow us to better train our optometry and audiology students to be able to triage patients and to manage more conditions within community practice.” Jiteen Ahmed, Head of Technical Services in the College of Health and Life Sciences at Aston University, said: “It is fantastic to see such a large investment in our facilities to support many of our healthcare programmes. Technical staff at Aston University will be playing a key role in the design of the facilities, ensuring that we provide the most up to date and innovative technologies to meet the needs of the programmes. “I am very excited to see the involvement of technical staff as they will play a significant role in ensuring our students meet key learning outcomes in our facilities at the University.” For more information about studying in the College of Health and Life Sciences please visit our website.
Aston Institute for Forensic Linguistics (AIFL) is part of the project to infer authorship of uncredited documents based on writing style AIFL’s Professor Tim Grant and Dr Krzysztof Kredens are experts in authorship analysis Applications may include identifying counterintelligence risks, combating misinformation online, fighting human trafficking and even deciphering authorship of ancient religious texts. Aston University’s Institute for Forensic Linguistics (AIFL) is part of the AUTHOR research consortium which has won an $11.3 million contract to infer authorship of uncredited documents based on the writing style. The acronym stands for ‘Attribution, and Undermining the Attribution, of Text while providing Human-Oriented Rationales’. Worth $1.3 million, the Aston University part of the project is being led by Professor Tim Grant and Dr Krzysztof Kredens, who both are recognised internationally as experts in authorship analysis and who both engage in forensic linguistic casework as expert witnesses. In addition to their recognised general expertise and experience in this area, Professor Grant has specific expertise in using linguistic analysis to enhance online undercover policing and Dr Kredens has led projects to develop authorship identification techniques involving very large numbers of potential authors. The AUTHOR team is led by Charles River Analytics and is one of six teams of researchers that won The Human Interpretable Attribution of Text Using Underlying Structure (HIATUS) programme sponsored by the Intelligence Advanced Research Projects Activity (IARPA). The programme uses natural language processing techniques and machine learning to create stylistic fingerprints that capture the writing style of specific authors. On the flip side is authorship privacy - mechanisms that can anonymize identities of authors, especially when their lives are in danger. Pitting the attribution and privacy teams against each other will hopefully motivate each, says Dr Terry Patten, principal scientist at Charles River Analytics and principal investigator of the AUTHOR consortium. “One of the big challenges for the programme and for authorship attribution in general is that the document you’re looking at may not be in the same genre or on the same topic as the sample documents you have for a particular author,” Patten says. The same applies to languages: We might have example articles for an author in English but need to match the style even if the document at hand is in French. Authorship privacy too has its challenges: users must obfuscate the style without changing the meaning, which can be difficult to execute.” In the area of authorship attribution, the research and casework experience from Aston University will assist the team in identifying and using a broad spectrum of authorship markers. Authorship attribution research has more typically looked for words and their frequencies as identifying characteristics. However, Professor Grant’s previous work on online undercover policing has shown that higher-level discourse features - how authors structure their interactions - can be important ‘tells’ in authorship analysis. The growth of natural language processing (NLP) and one of its underlying techniques, machine learning, is motivating researchers to harness these new technologies in solving the classic problem of authorship attribution. The challenge, Patten says, is that while machine learning is very effective at authorship attribution, “deep learning systems that use neural networks can’t explain why they arrived at the answers they did.” Evidence in criminal trials can’t afford to hinge on such black-box systems. It’s why the core condition of AUTHOR is that it be “human-interpretable.” Dr Kredens has developed research and insights where explanations can be drawn out of black box authorship attribution systems, so that the findings of such systems can be integrated into linguistic theory as to who we are as linguistic individuals. Initially, the project is expected to focus on feature discovery: beyond words, what features can we discover to increase the accuracy of authorship attribution? The project has a range of promising applications – identifying counterintelligence risks, combating misinformation online, fighting human trafficking, and even figuring out the authorship of ancient religious texts. Professor Grant said: “We were really excited to be part of this project both as an opportunity to develop new findings and techniques in one of our core research areas, and also because it provides further recognition of AIFL’s international reputation in the field. Dr Kredens added: “This is a great opportunity to take our cutting-edge research in this area to a new level”. Professor Simon Green, Pro-Vice-Chancellor for Research, commented: “I am delighted that the international consortium bid involving AIFL has been successful. As one of Aston University’s four research institutes, AIFL is a genuine world-leader in its field, and this award demonstrates its reputation globally. This project is a prime example of our capacities and expertise in the area of technology, and we are proud to be a partner.” Patten is excited about the promise of AUTHOR as it is poised to make fundamental contributions to the field of NLP. “It’s really forcing us to address an issue that’s been central to natural language processing,” Patten says. “In NLP and artificial intelligence in general, we need to find a way to build hybrid systems that can incorporate both deep learning and human-interpretable representations. The field needs to find ways to make neural networks and linguistic representations work together.” “We need to get the best of both worlds,” Patten says. The team includes some of the world’s foremost researchers in authorship analysis, computational linguistics, and machine learning from Illinois Institute of Technology, Aston Institute for Forensic Linguistics, Rensselaer Polytechnic Institute, and Howard Brain Sciences Foundation.
Expert Opinion: Real Fur? It’s Just Not in Vogue Anymore!
Back in 1994, animal rights organization PETA launched what would become one of the most iconic campaigns of the decade – and beyond. “I’d rather go naked than wear fur,” sparked a slew of headlines internationally and won support from celebrities such as Naomi Campbell, Gillian Anderson, Pamela Anderson, and others; many of whom agreed to pose nude or semi-naked in support of the anti-fur movement. Three decades on, in February 2020, PETA announced it was retiring the campaign, saying it was “no longer necessary” and citing the “demise of the trade.” Evidence suggests they are right. Since the early noughties, the use of fur among the world’s foremost luxury fashion houses has steadily declined. The production of mink and other pelts–an industry valued at $1.8 billion in the late 80s–has declined in America by around 45 percent in the last 20 years, according to the Department of Agriculture. Meanwhile, high-end fashion brands like Gucci, Vivienne Westwood, and Stella McCartney have pledged to go fur-free, with Fendi, Saint Laurent, and others set to follow suit in 2022. Fur has never been less fashionable. But can activism alone claim victory in the fight for more ethical fashion practices? Emory’s Giacomo Negro, professor of Organization & Management and professor of sociology (by courtesy), has released new research that suggests another major factor played a key role in the process that led to the abandonment of fur; and it’s none other than perennial style bible, Vogue. When Vogue Speaks, People Listen We know that the use of fur has been dropping off steadily on the supply side, on the part of producers and manufacturers themselves, in the last two decades. What we didn’t know was how much of this was down to pressure from PETA and other highly-visible activism. Or whether there might be other forces at play–industry intermediaries that have a gatekeeping function, such as the fashion press, exerting a more subtle but just as powerful influence on the producers of fur. - Giacomo Negro, professor of Organization & Management Hypothesizing this to be the case, Negro teamed up with INSEAD’s Frederic Godart and Greta Hsu of the University of California. First off, they had to determine the most important and global of fashion’s gatekeepers. “There are other publications, but Vogue is undoubtedly a significant force in fashion. The magazine has long occupied a unique position that is neither an insider nor an outsider in the sense that its editors are intimately connected to the top designers and decision-makers in the industry; simultaneously, it’s an external, independent publication with global reach and singularly powerful influence on fashion’s views and tastes.” If Vogue were to take a certain view of the use of fur in clothing over time, would fashion houses take note and follow suit, the researchers wondered? To test this, Negro et al put together a largescale dataset integrating data from more than 18 years of Vogue’s runway reports: features covering fashion shows in Paris, Milan, London, and New York between Spring 2000 and Fall 2018. The set included 670 fashion houses hosting at least two runway shows in this period, focusing on women’s prêt-à-porter designs. Next, the researchers ran an analysis across the texts published by Vogue after each show. They coded words relating to the moral and ethical dimensions of fur use. “When Vogue publishes a report, you don’t just get a review of the collections,” says Negro. “You also get the magazine’s opinion and appraisal of the clothing.” Fur Ethics and the Decline of a Centuries-Old Industry Parsing the attention to fur ethics expressed in these reports and looking at the frequency of the appearance of fur on runways over time, he and his colleagues found something striking: a clear, quantitative correlation between the magazine’s coverage of fur ethics and a drop off in its use by fashion houses, starting in 2011. “From around 2009, Vogue starts referencing the ethical and social concerns around fur and this continues through to 2014. In 2011, you begin to see a steady decline that follows in the use and appearance of fur on catwalks in the major fashion capitals of the world.” But could this simply be credited to an increase in activism at the same time? Unlikely, says Negro. He and his colleagues also looked at data on media coverage of anti-fur events in France, Italy, the United Kingdom, and the U.S. and failed to establish any meaningful correlation with Vogue’s editorial position over the same period. “What seems most plausible is that as an influential industry gatekeeper, Vogue was driving a change in views on fur ethics and fur use, alongside its own changing position on the ethics of fur,” says Negro. And it’s interesting to remember that fashion, like other creative industries, tends to operate in accordance with its own set of rules and its ‘artistic freedom.’ When activists targeted Jean Paul Gaultier’s Fall Show of 2009, he simply announced that he loved fur and would continue using it. However, when Vogue starts weighing in with an opinion, that’s when designers start following suit. - Giacomo Negro, professor of Organization & Management Which isn’t to say that activism did not have a critical role, he adds. In leading and reshaping the conversation around fur over the last three decades, PETA and others have brought the key issues to the attention of the world’s media like no other, says Godart: “Our findings also suggest that specific forms of anti-fur activism such as advertising campaigns, and legal maneuvers, became effective in influencing fashion houses’ decisions to move away from fur when amplified by Vogue’s references to moral concerns around fur use.” For any business or industry looking to navigate changing perceptions, tastes, or sentiments, gatekeeper entities–intermediaries like experts, media publications, and others–can provide useful signals that can help strategic decision-making, say Negro, Godart, and Hsu. Though in the age of social media, it may become that much more difficult to distinguish signals from noise. Proactive organizations might do well to identify and engage with social movements and gatekeepers ahead of change, they say, rather than bide their time until pressure forces their hand. Interested in learning more? Then let us help with your questions or coverage. Giacomo Negro is a professor of Organization & Management and Professor of Sociology at the Goizueta Business School at Emory University. Simply click on his icon now to connect and arrange an interview.
Researcher to build fuel database to improve nuclear reactor sustainability
Braden Goddard, Ph.D., assistant professor in the Department of Mechanical and Nuclear Engineering, has received a grant from the U.S. Department of Energy’s Nuclear Energy University Program (NEUP) to create a database for use in nuclear material control of pebble bed reactors (PBR). Advances in material science and technology have revitalized the nuclear energy industry, allowing for the design and construction of advanced nuclear reactors. New high-temperature materials developed by researchers allow ideas from as early as 1970, like pebble bed reactors, to be re-explored and make nuclear power more efficient and sustainable. Pebble bed reactors are one of many ideas from as early as 1970 that researchers are once again exploring to make nuclear power more efficient and sustainable now that science has developed new high-temperature materials. “Imagine a gumball machine,” said Goddard, “A pebble bed reactor functions similarly. The pebbles are the gumballs, which are fed into a reservoir. As they make their way through the reactor, heat generated from the radiation is removed by a gas which then spins an electrical turbine to generate electricity. The pebbles then exit from the bottom of the reservoir and those that can be reused are returned to the top of the reservoir.” Each pebble contains thousands of microscopic uranium particles encased in silicon-carbide cladding. As the pebble passes through the PBR, the path it follows affects how much fissioning occurs within the uranium. This means pebbles deplete at different rates based on how they travel through the reactor. Goddard’s database seeks to characterize the state of a pebble after it leaves the PBR by determining precisely how much plutonium and uranium remains in the pebble. This informs PBR operators if the pebble can be reused or if it needs to be sent off as waste. Better characterizing these pebbles improves the sustainability and security of PBRs while reducing the amount of waste generated. Measuring gamma radiation from the radioactive isotope cesium-137 created from the fission of uranium is the traditional method of determining how much nuclear fuel is still viable. However, this system does not work for PBRs because the correlation between the uranium fuel and the gamma radiation it emits is not consistent between pebbles. To remedy this, Goddard will measure both gamma and neutron radiation emitted by all radioactive isotopes in the pebble, which varies depending on the route the pebble takes through the reactor. Partners like Brookhaven National Laboratory and similar institutions within the United States will assist in the research by applying machine learning techniques to the gamma and neutron radiation signature. “Nuclear reactor operators have instruments that tell them what’s going on inside the reactor, but it’s not the same as knowing how much uranium mass you have in fuel going into or coming out of the reactor,” said Goddard. Goddard and his colleague, Zeyun Wu, Ph.D., will use computer modeling to run countless simulations and map every possible course a pebble can take through a PBR. The resulting catalog of data will allow PBR operators to characterize the state of any pebble leaving the PBR and assess if it can be reused or if it is ready to be stored at a nuclear waste facility. The catalog also serves as a material inventory, allowing nuclear facilities to better track waste material.
The COVID-19 pandemic took a toll on America's children -- parents lost jobs, kids weren't able to go to school, and they were told it was dangerous to see their friends. From a child's point of view, they seemed to have a lot, if not nearly everything, taken away, and many are still struggling today. Recently, NPR took a deeper look at the challenges kids are facing and found one creative solution that's helping elementary school children to change negative thinking patterns, better understand others' motivations, and face fears that may fuel unhealthy avoidance behaviors. UConn expert Sandra Chafouleas, a professor and school psychologist, is a co-creator of the new program -- called Feel Your Best Self -- which uses puppets to help children develop their social-emotional skills and well-being. During the pandemic, Wicks sent emails to researchers at the University of Connecticut's Neag School of Education, fishing for collaborators. She'd been wanting to put more of their work online. Her pitch: You want to help kids right now, and we have puppets. One of those emails went to Sandy Chafouleas, a UConn professor and trained school psychologist. Chafouleas was worried about all that extra stress on kids returning from the pandemic and that schools wouldn't be able to help them. "Teachers were stressed. Systems were stressed. Nobody had time to do professional learning to do something complex. That's just ridiculous to think that they could've," Chafouleas says. Denoya, the first-grade teacher at Natchaug Elementary, has seen it firsthand: Kids returned from the pandemic with missing or rusty social and emotional skills. They had trouble sharing, learning how to take turns and dealing with disappointment. "There's just things that they missed out on with not having that socialization, and so we need to find a place to teach it at school too," Denoya says. Anticipating this need, Chafouleas and Wicks cooked up Feel Your Best Self. The idea was, these scripted puppet videos would be easy — and free — for schools to use, even if they don't have a trained mental health specialist on-hand. Which many don't. Or they have one, spread across hundreds and hundreds of kids. That includes Natchaug, where Principal Eben Jones has been unable to fill a vacant school psychologist position for the past two years. Jones says that hasn't stopped him and his staff from prioritizing this kind of emotional and social skill-building. "It is embedded daily," Jones says. "Every teacher has time in the morning to have a morning meeting. And in that morning meeting they build community, share a morning message, you know, play a team-building game and make sure kids are connected to each other." This school year, Denoya and her students are doing one FYBS lesson each week. The FYBS program has exploded over the past year, thanks in part to a flood of grant funding. What began last year at Natchaug with a small team performing virtually – and live, not recorded – in one classroom at a time, became a Herculean effort to script, cast and shoot not one but 12 unique videos, with multiple puppets and performers, that teachers and caregivers can access anytime online, at no cost – in both English and Spanish. "Emily and I often feel like we're hanging on to the end of the caboose right now. This has scaled in ways that are unimaginable," says Chafouleas. Sandra Chafouleas is a UConn Board of Trustees Distinguished Professor of Educational Psychology and an expert on social-emotional well-being. She's available to speak with the media today -- just click her icon to arrange an interview.
Gene Editing Institute Travels to Salem for ‘Innovation Days’ Workshop
Education sessions bring CRISPR gene editing to high school students from diverse backgrounds Scientist-educators from ChristianaCare’s Gene Editing Institute held a workshop using CRISPR in a BoxTM at Salem Academy during Innovation Days in October at the school, located in Winston-Salem, North Carolina. These sessions followed a previous gene editing education workshop with Salem Academy students in January 2022. CRISPR in a BoxTM is a revolutionary toolkit that allows students to carry out a hands-on gene editing experiment while learning and analyzing the steps involved in a typical gene editing reaction. Scientists from the Gene Editing Institute also taught a condensed lesson about CRISPR gene editing’s utility in medicine and fielded questions from students about jobs in biotechnology, bioethics and sustainability in the lab. “It’s a really special opportunity that I know I wouldn’t get anywhere else,” said Mathilda Willenborg, a sophomore boarding student from Germany. “And I do feel like I’m learning a lot about gene editing that I definitely didn’t know before. The team makes it really easy and walks us through all the steps.” Last winter, Salem Academy became the first school in North Carolina to offer CRISPR in a Box as it pivoted its academic focus to STEAM (Science, Technology, Engineering, Art and Math). That first innovative workshop originated as a result of an idea from a ChristianaCare board member who attended Salem Academy. Gene Editing Institute Founder and Lead Scientist Eric Kmiec, Ph.D., made a virtual appearance as part of the latest sessions to encourage the students to pursue careers and pathways in biotechnology. “We’re so appreciative of our partnership with Salem Academy,” said Kmiec. “We want to take every chance we get to encourage more women to pursue careers in STEM. Women around the nation, and around the world, should have access to this groundbreaking technology, which will ultimately drastically change the way we treat and cure diseases. If we don’t have young women in that discussion, we’re missing out on valuable experiences and perspectives.” Salem Academy is the only all-female boarding and day high school on a college campus in the U.S. with a STEM focus. Women are achieving significant progress in STEM fields, representing 45% of students majoring in STEM, according to the Integrated Postsecondary Education Data System. However, women only represent 27% of STEM workers, with wide disparities in income in post-graduation employment. As of 2019, less than 30% of the world’s researchers were women, according to the UNESCO Institute for Statistics. The Gene Editing Institute commits to a mission of diversity and equity in its approach. This workshop reached 10 women, two of whom are international students. “Our ongoing partnership with the ChristianaCare Gene Editing Institute will help position our aspiring women scientists for future careers in biotechnology, science and medicine,” said Summer McGee, Ph.D., president of Salem Academy and College. “This is the type of experience that sets Salem Academy apart as a national leader in building the next generation of women leaders in STEAM.” The Gene Editing Institute itself is a national leader in female researchers. Women make up over 80% of scientists within the Institute and fill 75% of the principal investigator roles. The Institute pushes to address the gender gap and promote inclusivity through local outreach and state-spanning programs, like CRISPR in a Box. “We’re not here to do lip service,” said Brett Sansbury, Ph.D., principal investigator of the Discovery Branch of the Gene Editing Institute. “Too many companies make a plan or promise without any actionable steps. We’re taking those steps and bringing in opportunities for students who otherwise wouldn’t have had them.” To learn more about how to bring CRISPR in a Box to your school, visit https://geneeditinginstitute.com/products/education. About CRISPR in a BoxTM CRISPR in a BoxTM is the leading educational toolkit to teach gene editing. The exercise features a hands-on gene editing experiment, including a live readout within non-infectious E. coli bacteria. These experiments follow a gene editing reaction from beginning to end while teaching students the techniques scientists use to perform these reactions in real laboratory environments. CRISPR in a Box is distributed by Carolina Biological. To learn more, visit https://geneeditinginstitute.com/products/education.
How to Blend Different Approaches to Peer Learning
Learn about how Dr. Karen Finlay and the team at Hamilton Health Sciences have implemented meaningful peer learning in a safe environment to improve patient care, quality and collaboration in a constructive environment. Learn more here: https://realtimemedical.com/software-solutions/ See more Customer Stories: https://realtimemedical.com/about-realtime-medical/what-customers-are-saying/ #radiology #peerlearning #diagnosticimaging
MEDIA RELEASE: Watch for higher traffic volume in school zones as students go back to class
WINNIPEG, MB, September 7, 2021 – After months of distance learning, many students will be excited to see their friends and classmates again as they return to the classroom. With higher traffic periods anticipated before and after school, CAA Manitoba (CAA MB) is urging all pedestrians and motorists to stay alert and take extra caution while travelling through school zones. “Pedestrian safety begins with drivers,” said Heather Mack, manager of government and community relations at CAA MB. “When you’re behind the wheel, you have the responsibility to look out for everyone else around you, including parents, guardians and children.” When COVID-19 public health orders were loosened in the province during August and September 2020, recent data reported by Manitoba Public Insurance revealed a spike in the number of fatalities and serious injuries in motor vehicle collisions. In comparison to the previous five-year average, the number of fatalities caused by distracted driving quadrupled while the number of fatalities due to not wearing a seatbelt almost tripled. Additionally, instances of speeding also significantly increased. “CAA is reminding pedestrians, cyclists and motorists to be fully aware of their surroundings by slowing down and putting away all distractions,” said Mack. “Whether you are a parent or guardian driving, or a child walking or wheeling to school, everyone plays a role in keeping school zones safe.” CAA is encouraging motorists to remember these top five school zone safety tips: 1. Make eye contact with passing pedestrians and cyclists: With the excitement of going back to school, anticipate that children may not easily see or hear your moving vehicle. Use eye contact to ensure pedestrians are aware of you driving your vehicle. 2. Help reduce traffic with active school travel: Encourage your kids to walk or ride to school to ease traffic congestion. If your school is a further distance, CAA encourages parents and guardians to park a block away and walk to school, if possible, to reduce traffic and make school zones safer. 3. Slow down: Know the speed limit in your neighbourhood’s school zones and respect them. Ensure to give yourself plenty of time to drop off your kids at school to avoid rushing. 4. Follow the rules of the road near school buses: Always stop for the buses’ flashing lights and wait for children to get safely on or off. Stay alert and watch for children or parents/guardians crossing the road when the bus moves on. 5. Choose a safe spot to drop off and pick up your children from school: Follow your school’s rules and avoid double parking or stopping on crosswalks, dropping off or picking up your kids on the opposite side of the street, and stopping in moving traffic as kids rush out. Instead, use the designated drop off areas or consider a spot a bit farther away from school that is easily accessible and safe. CAA supports safety in school zones through the CAA School Safety Patrol® program. The program was developed to protect, educate and empower elementary school children on safe road-crossing practices.
Aston Institute of Health and Neurodevelopment to host third in a series of livestreamed public lectures This episode of Molecules to Minds will explore Dr Laura Shapiro’s research into how children’s experiences of learning to read impacts on how they learn in the future The one-hour livestream will be followed by a Q&A and round table discussion Aston Institute of Health and Neurodevelopment (IHN) will host a livestreamed public lecture in the series Molecules to Minds on Aston University’s digital channel Aston Originals on Thursday 3 November 2022. Dr Laura Shapiro, a reader in psychology, will present her lecture ‘From gobbledygook to goblins: how a child learns to crack the written code’. Laura will reveal the hurdles and fortunes on the journey from spoken to written language and will discuss how our experience of learning to read changes the way we learn forever. Dr Shapiro's research focuses on the causes and consequences of children’s language and literacy development and is shaped both by fundamental scientific questions and by the concerns of practitioners and policymakers. The lecture will be co-presented with James McTaggart from the Highland Council, Scotland and hosted by Professor Jackie Blissett, co-director of IHN. Laura said: “Most adults take reading for granted, yet for a beginner reader, writing is just gobbledygook. The ability to crack the written code underpins all subsequent learning and provides the key to discovering new worlds and fictional friends.” After the livestreamed lecture, Dr Shapiro and guests will host a Q&A and round table discussion, where audience members can address researchers with their questions. The panel includes a variety of guests: James Cook, headteacher at Cawdor Primary, Scotland, Roxanne Mahroof, a parent and Dr Pamela Wadende a senior lecturer in education at Kisii University, Kenya. Dr Shapiro added: “Being able to read is like a key to the adult world: it underpins our ability to learn. Our research shows that strong language skills are needed to learn to read, and the journey to mastery is a long one. “The good news is that getting better at reading helps you learn more from each thing you read, and in turn spurs you to read more widely. Warning: reading can be addictive.” The lecture is targeted at anyone interested in literacy development in children and young people, including academics, teachers, parents and young people themselves. The livestream will take place at 16:00 – 17:00 BST on Thursday 3 November on the Aston Originals YouTube channel. To register for this event please visit our Eventbrite page.
Expertfile Spotlight on National Plan for Health Workforce Well-Being
ChristianaCare Participates in National Academy of Medicine National Plan for Health Workforce Well-Being and Calls for Collective Movement to Address Burnout Crisis The capacity and well-being of the U.S. health workforce has been under threat for years by an epidemic of burnout, and two years of the COVID-19 pandemic has further exacerbated this systems issue. Now at least 40% of nurses, 20% of physicians, and more than 25% of state and local public health department employees are considering leaving their professions. Recognizing that the function of the U.S. health system is at stake due to dangerously mounting health care system pressures, the National Plan for Health Workforce Well-Being by the National Academy of Medicine calls for immediate action to safeguard this precious national resource dedicated to protecting the country’s health. ChristianaCare is proud to have contributed this publication. “The NAM Clinician Well-Being Collaborative’s National Plan for Health Workforce Well-Being will drive urgently needed collective action to strengthen health workforce well-being and reverse existing alarming trends in burnout and turnover,” said ChristianaCare Chief Wellness Officer Heather Farley, M.D., MHCDS, FACEP. “ChristianaCare has served as a strategic network partner with the NAM to design this National Plan, which will coordinate action across several priority areas, including understanding the effects of COVID-19 on the health care workforce, recruiting of the next generation, and increasing access to much-needed mental health resources.” The National Plan calls on multiple actors to work together to drive policy and systems change to better support the health workforce and the health of all communities – including health care and public health leaders, government, payers, industry, educators, and leaders in other sectors. A draft of the National Plan was made available for public feedback and received nearly 2,000 constructive comments. To date the final Plan has received endorsements from over 25 organizations representing the diverse organizational membership of the Clinician Well-Being Collaborative and the various actors needed to collectively advance the practical strategies laid out in the Plan – including ChristianaCare. ChristianaCare has been engaged in all National Plan priority areas, such as: The creation and sustaining of positive work and learning environments and culture. Efforts in this priority area include development of the Center for WorkLife Wellbeing, which utilizes a comprehensive, multimodal approach to foster caregiver work-life meaning, connection, and joy. The Center offers multiple support services and culture change initiatives, including the implementation of resident well-being rounds, OASIS rooms for caregiver restoration, and opportunities for caregivers to develop long-standing mutual support systems. The support of mental health and reduction of mental health stigma, which included the championing of the physician mental health bill that became law this year. It also includes psychological first aid training that ChristianaCare has implemented for health system leaders and managers. Additionally, ChristianaCare offers free comprehensive behavioral health support services and an individual peer and group support program to help caregivers when they experience stress in the workplace. The commitment to well-being as a long-term value, which includes integration of caregiver collective well-being as a systemwide strategic goal. The National Plan visualizes that, when all actors take responsibility, we can create a health system in which care is delivered with joy and with meaning, by a committed care team, in partnership with engaged patients and communities. The National Plan identifies a range of actions for the near-, medium-, and long-term to achieve seven priority areas for health workforce well-being, clearly naming associated goals and responsible actors. Access the full National Plan here to learn more about the priority areas for action. For more information on the Action Collaborative on Clinician Well-Being and Resilience, of which ChristianaCare is a member, visit this site.