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School to provide increased access to preventative health services for young students so they can learn, grow and thrive To address health issues at the earliest and most preventable stages, provide whole child health, and advance health equity in the community, ChristianaCare opened a new school-based health center at Kuumba Academy Charter School in Wilmington on Friday, May 6th. The creation of the center, made possible through ChristianaCare’s partnership with the Community Education Building (CEB), which houses Kuumba Academy, means that students at the kindergarten-through-8th grade school will have increased access to an array of health services. “At ChristianaCare, we recognize the comprehensive health needs of adolescents in our community and are committed to partnering and using our resources wisely and effectively to expand our school-based health centers,” said Bettina Tweardy Riveros, J.D., chief health equity officer and senior vice president of Government Affairs and Community Engagement at ChristianaCare. “We know that childhood trauma adversely affects the ability of children to learn and build healthy relationships and it increases their risk of mental health issues and lifelong chronic disease. The opening of our school-based health center at Kuumba Academy means that ChristianaCare can support medical and behavioral health services and wraparound social care our children need, so we can positively influence their health, their education and their futures.” With the latest opening, ChristianaCare now operates 21 school-based health centers throughout the First State, in partnership with the Delaware Department of Health & Social Services, the Delaware Division of Public Health and several school districts. Kuumba Academy students, who spoke at an event Friday to celebrate the grand opening, will have access through its school-based health center to the following: Comprehensive behavioral health services. Crisis intervention and suicide prevention. Substance use disorder treatment. Tobacco cessation. Nutrition and weight management. Physical examinations. Health screenings. Treatment for minor illnesses and injuries. Reproductive health. In addition, Kuumba Academy students also will have access to resources that help their families surmount obstacles such as transportation, challenging appointment times, and worries about cost and confidentiality. “Kuumba Academy remains committed to meeting the needs of the whole child and family,” said Sally Maldonado, head of school at Kuumba Academy, the mission of which is to provide an innovative learning environment for the whole child from kindergarten through eighth grade. “The opening of this school-based health center means that our students and families will have daily access to the high-quality behavior and health services that they deserve, and we are grateful to ChristianaCare and CEB for their partnership. We are beginning to see ourselves on the other side of this pandemic and we are energized to emerge with these newfound partnerships focused on health and wellness for our village.” ChristianaCare has partnered with CEB and Kuumba Academy on community-focused health initiatives in the past. In February 2021, ChristianaCare provided more than 800 vaccinations to community members and staff at CEB. On February 7th of this year, ChristianaCare vaccinated 38 people, including 19 children, against COVID-19. This added to the more than 6,000 vaccinations that ChristianaCare Community Health has administered since 2021. “At CEB, we understand the importance that health plays on a child’s ability to learn and succeed,” said Linda Jennings, CEO at CEB. “We are beyond excited to partner with Kuumba and ChristianaCare to launch the Kuumba Academy School-Based Health Center at CEB and add to the list of holistic and integrated support we provide to students and their families.” Today’s event coincides with Better World Day, an annual, national event on the first Friday in May. During Better World Day, students showcase their learning about initiatives that they believe will have a positive impact on their community and the world. Through collaboration and acts of service, students learn the power of their voice to make change. About ChristianaCare Headquartered in Wilmington, Delaware, ChristianaCare is one of the country’s most dynamic health care organizations, centered on improving health outcomes, making high-quality care more accessible and lowering health care costs. ChristianaCare includes an extensive network of primary care and outpatient services, home health care, urgent care centers, three hospitals (1,299 beds), a freestanding emergency department, a Level I trauma center and a Level III neonatal intensive care unit, a comprehensive stroke center and regional centers of excellence in heart and vascular care, cancer care and women’s health. It also includes the pioneering Gene Editing Institute. ChristianaCare is nationally recognized as a great place to work, rated by Forbes as the 2nd best health system for diversity and inclusion, and the 29th best health system to work for in the United States, and by IDG Computerworld as one of the nation’s Best Places to Work in IT. ChristianaCare is rated by Healthgrades as one of America’s 50 Best Hospitals and continually ranked among the nation’s best by U.S. News & World Report, Newsweek and other national quality ratings. ChristianaCare is a nonprofit teaching health system with more than 260 residents and fellows. With its groundbreaking Center for Virtual Health and a focus on population health and value-based care, ChristianaCare is shaping the future of health care. About Kuumba Academy Charter School Kuumba Academy Charter School’s mission is to provide an innovative learning environment for the whole child from kindergarten through eighth grade. Our directors, staff, and families share the core belief that parents are children’s primary educators. KACS parents, in partnership with teachers and administrators, believe that every child can maximize his or her learning potential given the opportunity to do so. In response to the outcry from Wilmington parents looking for a high-quality public education and increased access to arts education for their children, Christina Cultural Arts Center leaders, parents, and community supporters took action and were granted a Department of Education charter to create Kuumba Academy Charter School (KACS) in 2001. KACS was the first school model in the state that partnered a public charter school with a nonprofit community organization. Christina Cultural Arts Center (CCAC) and KACS form a unique nonprofit/public school partnership committed to educational excellence. Through the innovative union of academics, arts, technology, and family engagement, each KACS student’s individual learning style is nurtured—resulting in creative learners who are agents of positive change in the community. The CCAC/KACS model is regarded by many as the single most significant achievement in Wilmington’s post public school desegregation history. About the Community Education Building (CEB) CEB was established in 2012 after Bank of America donated the former MBNA Bracebridge IV building to The Longwood Foundation. Living up to its commitment of increasing access to education, the Longwood Foundation created CEB as an independent entity, and transformed the space into an ecosystem to support the social, emotional, physical, and academic development of Wilmington’s youth. CEB is an innovative co-location and shared services model. Focused on supporting the entire family, CEB offers vibrant programs and support systems that provide a sound foundation for each student. It serves as a hub for families by offering services such as healthy meals, life coaches, and mental health services. This model leads to deeper family engagement in their child’s learning and allows schools to focus on teaching and learning, not operations and overhead. CEB is an educational ecosystem that holistically integrates programs and resources for students and their families, ensuring that every student has an equitable opportunity to succeed.
Earlier this month, Georgia Southern University's Regina Rahimi, Ed.D., chatted with a journalist from Insight into Diversity to discuss the importance of trauma-informed education and how it is becoming a popular treatment for those dealing with the stress of COVID 19 and other sources of anxiety. "In recent years, a growing number of schools of education have begun focusing on trauma-informed teaching practices to help educators holistically address negative academic and social outcomes for students. Now, amid the COVID-19 pandemic, widespread racial injustice, and a host of other major stressors for U.S. youth, these concepts have become more popular, and important, than ever. “When the pandemic came, people really became concerned and interested in new traumas that were [affecting] students,” explains Regina Rahimi, Ed.D, a professor of education at Georgia Southern University. “Not only were students isolated, but if they were in an abusive household or they lived in a community where violence was prevalent, these things all became more pervasive in their lives, so that trauma was just further exacerbated.” March 16 - Insight into Diversity The full article is attached below. If you are a journalist looking to know more about trauma-informed education then let us help with your stories. Regina Rahimi is a professor in the Department of Middle Grades and Secondary Education at Georgia Southern University where her research is focused on issues of gender and sexuality in education and middle and high school drop-outs. She is available to speak with media about this important topic - simply click on her icon now to arrange an interview today.
Flavoured vapes less harmful to young people than smoking, could help teen smokers quit
Flavoured vapes are much less harmful to young people than smoking, and could help teen smokers quit tobacco – according to new research from the University of East Anglia. A new study published today looks at young peoples’ use of vape flavours, reporting the views and experiences of more than 500,000 under 18s. It finds that flavours are an important aspect of vaping that young people enjoy, suggesting that flavoured products may help them switch away from harmful tobacco smoking. But the researchers warn that more needs to be done to make sure that youngsters who have never smoked are not attracted to vaping. Lead researcher, Prof Caitlin Notley, from UEA’s Norwich Medical School, said: “There has been a lot of concern that young people may start vaping because they are attracted to e-liquid flavours, and that it could potentially lead them to start smoking tobacco. “We wanted to find out more about the links between vape flavours, the uptake of vaping among young people, and whether it leads to regular vaping and, potentially, tobacco smoking.” The research team studied all available evidence (58 studies) on young peoples’ use of e-liquid flavours. Prof Notley said: “We found that flavoured e-liquids are an important aspect of vaping that young people enjoy. This suggests that flavoured products may encourage young people to switch away from harmful tobacco smoking towards less harmful vaping. “Flavours may be an important motivator for e-cigarette uptake – but we found no evidence that using flavoured e-liquids attracted young people to go on to take up tobacco smoking. “And we also found no adverse effects or harm caused by using liquid vape flavours. “However, there is also a need to monitor flavour use to ensure that young people who have never smoked are not attracted to taking up vaping. “Ensuring the continued availability of a range of e-liquid flavours is likely to be important in encouraging young people who smoke to switch to vaping as a less harmful alternative,” she added. The team found that the overall quality of the evidence on use of e-cigarette flavours by young people was low. In particular, many studies did not clearly define e-liquid flavours and could not therefore be included within the review. The study was led by UEA in collaboration with researchers at University College London, the University of Bristol and University Hospitals Bristol and Weston NHS Foundation Trust. ‘Youth Use of E-Liquid Flavours – A systematic review exploring patterns of use of e liquid flavours and associations with continued vaping, tobacco smoking uptake, or cessation’ is published in the journal Addiction on November 17, 2021.
10 tips to adapt to life in Canada
As a newcomer experiencing Canada for the first time, there may be some cultural differences you’re not familiar with. Adjusting to a new environment and culture can be difficult if you have no idea what to expect. In this article, we will share a few tips, resources and advice that will help you to better adapt to life in Canada and avoid culture shocks. 1. Be polite – use the words “please,” “sorry,” and “thank you” frequently Canadians are known to be very polite – the words, ‘please,’ ‘sorry,’ ‘thank you,’ ‘may I,’ and ‘excuse me’ are frequently used in social settings and interactions. Being polite is valued and expected, even with strangers. Note that these common courtesies don’t necessarily signal a desire to be friendly; they’re merely a social standard. Fun Fact: Canadians use the word ‘sorry’ so much that in 2009 they had to pass an Apology Act in Ontario. It means that if any Canadian says ‘sorry’ at the time of a crime or incident, it won’t count as an admission of guilt – just an expression of sympathy. Without this, there’d probably be many apologetic Canadians in prison. 2. Be punctual In Canada, punctuality is a sign of respect – everyone does their best to arrive on time for all personal, professional and social engagements. If you’re late, people will worry that something has happened to you or that you have forgotten about your appointment. It may also come across as being disrespectful. If you anticipate reaching late or if you cannot make it, social protocol dictates that you inform the host or meeting organizer about your change in schedule and remember to do this as much in advance as possible. 3. Network as much as you can Canada is an attractive destination for talent from all across the world. Many candidates have relevant qualifications, compelling track records, and winning personalities. This makes Canada diverse and multicultural, with a competitive job market. Tapping into the hidden job market and gathering valuable referrals are just two of the many benefits that networking offers; it also serves as a way to stand out from the competition and get noticed. The hidden job market refers to positions that are filled without the employer advertising them publicly. As much as 65-85 per cent of the jobs are not posted online, and approximately 40 per cent of positions are filled through a referral. This is why building your network in Canada can be very helpful in finding a job. Tip: When reaching out to a connection to ask for a job referral, establish a “warm” connection first. Start by asking your contact to learn more about their career journey through an informational interview and share your learnings and experiences as well. Resources to help you learn more about networking in Canada: How to build your network in Canada: The basics Where to build your network in Canada How to build your network: The coffee interview Coffee chats: Questions you should ask to network better 8 ways to meet new people and grow your network in Canada 4. Reach out to settlement services when you need help Settlement services and agencies exist in Canada to provide free support to newcomers at every step of the newcomer journey. They are available in both pre- and post-arrival and are funded partially or fully by the Canadian government to promote the comfortable integration of newcomers into Canadian society. Settlement services provide support in various areas, including career, housing, healthcare, immigration, education, and more. When you begin using settlement services in Canada, you may be connected with a settlement worker who will work with you one-on-one to support your settlement process. Tip: You can also visit the Immigration, Refugees and Citizenship Canada (IRCC) website to learn about settlement agencies and newcomer centres in your area that offer free newcomer services near you. Accessing settlement services in pre-arrival can fast-track your transition to Canadian life and help you adapt better. See Pre-arrival settlement services for newcomers to Canada for detailed information on various programs that may be available to you in your home country. 5. Familiarize yourself with cultural differences and keep an open mind Canada is a diverse and multicultural nation – people from different countries, all with their unique values, traditions, faith, languages, food and cultures reside here. An important part of adapting to Canadian life is being open to learning about other cultures and making a conscious effort to live in harmony while acknowledging the differences that exist. Having a positive attitude and keeping an open mind is key to this transition. Remember that in Canada, everyone is treated equally and with respect, irrespective of their gender, occupation, race, religion, or sexual orientation. Therefore, you shouldn’t let any stereotypes, biases or prejudices influence your words and actions while interacting with others. Respect personal space and privacy Canadians value their personal space and privacy. It’s best to stay away from discussing topics related to salary, family life, weight, religion, political views, etc. Disruptive behavior such as cutting in line, speaking out of turn, shouting, talking loudly are frowned upon. And remember to always ask permission before using anything that’s not yours. Allergies and sensitivities are common in Canada Allergies are very common in Canada. It is estimated that one in 13 Canadians have at least one food allergy. Most prevalent food allergies include shellfish, tree nuts, peanuts, milk, fish, egg, wheat, sesame, and soy. Hence, before offering food to someone, it is always advisable to check with them for allergies. Some people also have sensitivities. For instance, strong colognes and perfumes aren’t recommended because many people have sensitivities or allergies to strong scents. 6. Volunteer often Volunteering is an integral part of Canadian culture. Children are encouraged to do it, and high school students must complete mandatory volunteer hours. Adults volunteer their time and skills at charities, non-profit organizations, political parties, religious faith organizations, youth groups, and many other places. According to Statistics Canada, in 2013, 44 per cent of the population, aged 15 years and older, participated in some form of volunteer work. Volunteering involves giving personal time freely for the benefit of another person, group, or cause. It can help you – Build and grow your network: During your initial days or months as a newcomer in Canada, you may not know many people. Volunteering offers a forum to meet other like-minded individuals – newcomers and locals alike – and build your social and professional networks. Gain Canadian experience: Volunteering can help you bridge gaps in your work history while you look for a job and is a good way to gain the much-coveted, Canadian experience. Moreover, you can always ask the company you volunteered with to provide reference letters, which can be useful in your job applications. Volunteering also offers the opportunity to learn new skills and brush up on your English or French language skills. Integrate with Canadian society: Besides offering career-specific benefits, volunteering in non-traditional setups such as at your local religious/faith organization, at your child’s school, or at a park in your neighbourhood will help you broaden your social circle and smoothen your transition to Canadian life. To discover the importance of volunteering in Canada, and learn how to find volunteering opportunities, read The benefits of volunteering as a newcomer in Canada. 7. Tipping for services is ingrained in Canadian life Canada, like many other countries, has a prominent tipping culture. Tipping (also called, leaving gratuity) when receiving any services tells the staff how good you thought their service was. It is not mandatory but in certain situations it is customary and expected. Not tipping for services is considered rude. Why tips matter In Canada, service and hospitality industry workers (such as bartenders, servers, hairdressers, drivers, food delivery persons, etc.) are generally paid only minimum wage. Some provinces have a separate (lower) minimum wage for the hospitality industry: the expectation is that tips earned will make up the difference for these workers. Who should you tip It is common to tip when paying for services in the hospitality industry. This includes but isn’t limited to: restaurant wait staff, food or grocery delivery personnel, bartenders, coat check personnel, hotel staff (like, housekeeping, maids, bellhop, valet, and room service), hair stylists, beauticians and masseurs, taxi drivers and ride-share (Uber/Lyft) drivers. Note: You are not expected to tip for counter service (e.g. at coffee shops and cafes – where you place an order over the counter, food trucks, ice cream shops, bakeries, etc.). You’ll often see tip jars at these places. You can tip if you receive good or exceptional service, but it isn’t expected. Tip: Sometimes the tip may be automatically added to the bill; be sure to check that so you don’t tip twice. Read Tipping in Canada: Things to know as a newcomer to learn how to calculate tips and get information on average tips for varied services. 8. Customize your resume and cover letter to the position you’re applying for Merely having a one-page Canadian-style resume and cover letter isn’t enough. You should customize it to suit the job description and requirements of the position you are applying for. Tailor your work experience, skills, and any additional information to the role. Include keywords from the job posting and always start your sentence with relevant action verbs like spearheaded, achieved, managed, trained, etc. Also, remember to craft a compelling summary for your resume. While working on your resume, avoid including very detailed information for each position you have held; you can share relevant details in the interview instead. Recruiters and hiring managers prefer seeing quantified accomplishments on resumes. The ‘CAR’ approach is a good way to help you structure individual sentences: C = what was the Challenge, A = what Action did you take, and R = what the Result was. For free, downloadable resume templates and more valuable tips on creating a stand-out resume and cover letter see, Canadian resume and cover letter: Format, tips, and templates. 9. Familiarize yourself with Canadian slang You may have heard of the famous Canadian phrase ‘eh’ – some locals append it to the end of almost any sentence. Other popular slangs are: Toque = beanie (winter hat) $1 CAD coin = loonie $2 CAD coin = toonie Kilometre = klick or click 6ix = Toronto Timmies = Tim Hortons (chain of coffee shops) Double-double = a coffee with two milks and two sugars; only used at Tim Hortons Mickey = a 375 ml (26 oz) bottle of liquor Two-four = a case of 24 beers Pop = soda, a soft drink, or any flavored carbonated beverage That’s jokes = something is hilarious or funny Darts = cigarettes Mounties = The Royal Canadian Mounted Police (RCMP) Parkade = a multi-story parking lot Washroom = Canadian term for a bathroom or restroom Beavertail = deep-fried dessert pastry resembling a beaver’s tail 10. Familiarize yourself with ice-breakers and small talk It is very common for Canadians to open any conversation/meeting/coffee chat with small talk. So, don’t be shy to initiate small talk – it’s part of Canadian culture. You can chat about the weather, your hobbies, how you spent your weekend, things you do outside of work, food, fitness, your travel to the meeting location, or sports. Avoid sensitive topics such as politics, religion, physical appearance, or age. As you settle in, common courtesy combined with curiosity will enable you to better understand Canadian culture. When in doubt or if you’re confused, it’s a good idea to ask people around you. Patience, understanding and immersion in local culture will help you to learn and adapt faster. Original article located here, published by Arrive.
A new model of health care is coming to Wilmington’s Riverside neighborhood and the Kingswood Community Center. ChristianaCare Virtual Health is now available at The Coker Family Resource Center, inside Kingswood Community Center. It offers convenient, personalized, always-accessible care that makes it easier for people to connect with the care they need and stay well. “This is an entirely new model of health care powered by data and technology to make it easier for people to access care when they need it, and one that fosters strong relationships between patients and their care team,” said Janice E. Nevin, M.D., MPH, president and CEO of ChristianaCare. “In our commitment to make a positive impact on health for everyone in the communities we serve, we’re excited to bring this leading-edge model of care to our neighbors at Riverside. We’re grateful for the partnership of The WRK Group and Kingswood Community Center in this collaborative effort that will support the health and wellbeing of the people in this community.” At The Coker Family Resource Center, patients can connect to ChristianaCare Virtual Health for a virtual appointment with a primary care provider or a member of their care team and also receive access to medical services such as vaccines, blood pressure checks and in-person exams. But care doesn’t have to happen at Kingswood Community Center. Patients can have a virtual visit with their care team anytime and from anywhere they have access to the internet with a smartphone, tablet or laptop with a camera. “Throughout the pandemic, many people have learned the convenience of having a video visit with their doctor instead of coming in for an in-person appointment. At ChristianaCare, we’ve actually been developing this kind of care since the launch of our Virtual Primary Care practice for ChristianaCare caregivers in 2018, in addition to our CareVio data-powered care management platform,” said Sharon Anderson, RN, MS, FACHE, chief virtual health officer at ChristianaCare. “What we’re able to provide today is not just video visits, but an entirely new kind of care that’s always on—it enables patients to interact with their care team when they need support through video visits, secure text messages and other ways that provide care in ways that fit into each person’s lifestyle.” Sharon Anderson, RN, MS, FACHE, chief virtual health officer at ChristianaCare In addition to the on-site medical services provided at the Kingswood location, patients can also receive in-person help with the technology so that they can become comfortable with this new model of care, and ask questions or get help when they need it. Kingswood Community Center, a member of The WRK Group (The Warehouse, REACH Riverside, and Kingswood Community Center), has been a pillar of the Riverside community for 75 years and is located at 2300 Bowers St, Wilmington, DE 19802. In-person appointments are available every Tuesday and Thursday from 12:30 – 2:30 (times may vary). Information and appointments are available by calling 302-428-2400. Establishing easily accessible health care within the Riverside neighborhood marks a long-time goal of The WRK Group. “We are incredibly thankful for this partnership with ChristianaCare Virtual Health as they become the first primary care service provider that exists within Riverside,” said Logan S. Herring, Sr., CEO of The WRK Group. “ChristianaCare has created a nimble solution for our neighbors that includes valuable in-person services and care as well as virtual appointments. Creating this physical and virtual space is an achievement for our community and one in a series of initiatives The WRK Group plans to bring to the local area.” The WRK’s Group managing partner, REACH Riverside, is currently overseeing a $250M holistic revitalization project which includes building a new and improved community center, developing a mixed income housing community, and investing in physical capital to create a thriving and vibrant neighborhood. Introducing the Coker Family Resource Center The Coker Family Resource Center is a new addition to the Kingswood Community Center, made possible by the generous donation of the Coker family, a pillar in the Riverside and Wilmington community. From matriarch and civil rights leader Beatrice “Bebe” Coker and her activism efforts to daughters Dr. Joan Coker, Laurie Coker Reid, and Julie Coker's collective philanthropic and community work, the Coker family embodies the values of Kingswood Community Center and The WRK Group’s collective mission to empower the community to reach its full potential. “Thank you to the entire Coker family, who have dedicated themselves to bettering our community for decades, as well as for providing the needed funding to create the physical space that ChristianaCare Virtual Health inhabits,” Herring continued. “The Coker family has once again demonstrated the value of believing and investing in their community. As we look to the future and continue to dream big about the new Kingswood Community Center, I am excited by the prospect of what this space will evolve into and what additional services we can offer our community.” For more information about ChristianaCare Virtual Care at Kingswood Community Center, click here. About ChristianaCare Headquartered in Wilmington, Delaware, ChristianaCare is one of the country’s most dynamic health care organizations, centered on improving health outcomes, making high-quality care more accessible and lowering health care costs. ChristianaCare includes an extensive network of primary care and outpatient services, home health care, urgent care centers, three hospitals (1,299 beds), a freestanding emergency department, a Level I trauma center and a Level III neonatal intensive care unit, a comprehensive stroke center and regional centers of excellence in heart and vascular care, cancer care and women’s health. It also includes the pioneering Gene Editing Institute. ChristianaCare is nationally recognized as a great place to work, rated by Forbes as the 5th best health system to work for in the United States and by IDG Computerworld as one of the nation’s Best Places to Work in IT. ChristianaCare is rated by HealthGrades as one of America’s 50 Best Hospitals and continually ranked among the nation’s best by U.S. News & World Report, Newsweek and other national quality ratings. ChristianaCare is a nonprofit teaching health system with more than 260 residents and fellows. With its groundbreaking Center for Virtual Health and a focus on population health and value-based care, ChristianaCare is shaping the future of health care. About The WRK Group The WRK Group, which is comprised of three organizations and over 130 employees, shares a collective mission to empower the community to reach its full potential by eliminating the barriers of structural racism and revolutionizing teen engagement. REACH Riverside, overseeing a $250M holistic revitalization, also serves as the managing partner for Kingswood Community Center, a pillar of the Northeast Wilmington neighborhood for 75 years, and The Warehouse, an educational and recreational oasis for teens. The Warehouse: Developed "For Teens, By Teens" - Innovative, one-stop center serving ages 13 to 19 Teen-driven programming focused on recreation, education, arts, career, and health Collaborating with over 140 youth-serving organizations Three goals: safety, educational support, and workforce readiness REACH Riverside: Developed "With the Community, For the Community" Member of the national Purpose Built Communities Redevelopment: Up to 600 units of high quality, mixed-income housing Education: cradle-to-college and career readiness pipeline Community Health: health, wellness, safety services, and programming Kingswood Community Center Empowering the Community of Riverside and Northeast Wilmington since 1946 Early Learning Academy: high quality, evidence-based programming (ages one through five) School-age services (ages six through twelve): before, after-school, and summer programming Jimmy Jenkins Senior Center: activities to remain healthy and self-sufficient Kingswood Academy: alternative school, located at The Warehouse (seventh through twelfth grade) Preparing for the development of a new, state-of-the-art facility that will replace and enhance the current community center ####
Local neighborhood conditions are important for children’s brain development
Growing up in a disadvantaged neighborhood is related to children’s brain structure and neurocognitive performance, according to a study published May 3, 2021 in the journal JAMA Pediatrics. It is associated with the brain’s cortical structure and volume as well as how children pay attention, their executive function, reading, flexible thinking, and other tasks that support learning. These differences could potentially contribute to other inequities during adolescence as well as later in life for these children, though there is no evidence that such neighborhood-related differences are fixed or immutable. Children’s brains exhibit plasticity, meaning that they can change and grow in response to learning and experience. The study’s findings shine a spotlight on the larger population trend and do not serve as a predictor of any individual child’s outcome. “This points to the importance of investing in policies and programs that help improve local neighborhoods and to support and empower communities to promote children’s neurodevelopment and long-term health and well-being,” said Daniel A. Hackman, assistant professor at the USC Suzanne Dworak-Peck School of Social Work and lead author of the study. Researchers from the USC Suzanne Dworak-Peck School of Social Work and the Keck School of Medicine of USC used data from the Adolescent Brain and Cognitive Development (ABCD) Study, collected from October 2016 – 2018. The ABCD Study is the largest long-term study of brain development and child health ever conducted in the United States. “Disadvantaged neighborhoods may lack quality health services, access to nutritional foods, and well-maintained parks and rec facilities,” said Megan Herting, assistant professor in the department of preventive medicine at the Keck School of Medicine at USC and senior author of the study. “They may also expose residents to more pollutants or social stressors.” In addition to Hackman and Herting, study authors include Dora Cserbik, Jiu-Chiuan Chen, and Rob McConnell of the department of preventive medicine at Keck School of Medicine; Bita Minaravesh of the USC Dornsife Spatial Sciences Institute; and Kiros Berhane of the Department of Biostatistics at Columbia University Mailman School of Public Health. Neighborhood disadvantage and the brain The study participants were 8,598 nine- to eleven-year-old children in 21 sites from the ABCD Study, and includes youth from diverse backgrounds, family income levels and neighborhood environments. Using this ABCD data, the multidisciplinary team of researchers tested whether neighborhood disadvantage is associated with neurocognition and brain structure through the National Institute of Health Toolbox Cognition Battery and magnetic resonance imaging (MRI) scans. Neurocognition refers to specific cognitive functions related to particular neural systems, such as executive function, memory, problem-solving and perception. Executive function is the set of cognitive functions that allows people to select behaviors, make efforts to regulate or control their behavior or thinking in given situations, and to focus on goals despite distractions. Brain structure refers to global and regional measures of the brain’s cortex and subcortex, such as volume and surface area. The researchers found that neighborhood disadvantage was associated with worse neurocognitive performance on nearly all tasks and smaller cortical surface area, as well as cortical volumes and subcortical volumes, across the whole brain. The associations remain after adjusting for family socioeconomic status and largely remain after adjusting for perceptions of neighborhood safety. “Our findings aren't specific to the child's home life, as we accounted for socioeconomic factors at each child's home,” Herting said. “But the research suggests neighborhoods may have different levels of social and educational resources and opportunities that can impact a child's neurodevelopment.” Disadvantaged neighborhoods are those in which people generally have lower levels of income, employment and education. Growing up in these conditions can be stressful for children and adults. However, comparing disadvantaged neighborhoods across the country is challenging to social work researchers, who understand that when looking at national samples they may pick up regional differences for which they must account. Neighborhood similarities and differences The impressive scope and scale of the ABCD study made it possible for these researchers to delve into rich local data that enabled them to understand the similarities and differences of disadvantaged neighborhoods within the context of their cities. Hackman, whose research interests include understanding neighborhoods and the context that children and adolescents grow up in, wanted to be able to look at the research question from both the national perspective as well as the local perspective. “This is the first large, national study of neurodevelopment to determine that the role of neighborhood disadvantage is similar across all regions of the country, and we found that what mattered most were the local differences in neighborhood disadvantage within each city, rather than how cities differ from each other overall” Hackman said. “This highlights the broad relevance of neighborhood disadvantage, and the importance of unique local conditions. His interest was even more piqued when he saw a clear narrative emerge from the data. “The consistency of the data was so compelling,” Hackman said. Though disadvantaged neighborhoods may vary from city to city, the researchers found the associations were largely consistent across 21 metropolitan areas within the U.S. For policymakers, a takeaway is that neighborhoods were related to these important aspects of child development everywhere, and that though each city is different, the unique local conditions are important to address. In addition, the global relationship between neighborhood and overall brain structure and neurocognitive performance suggest that intervention approaches may be most successful if they are comprehensive and focused on improving children’s contexts, rather than narrowly targeted to the development of particular cognitive skills. “This research is important as it not only highlights that neighborhoods matter, but it also suggests that promoting neighborhood equity based on the unique local conditions within cities could be important for the short and longer-term health and overall development of children and adolescents,” Hackman said. According to the study, although the magnitudes of association between disadvantaged neighborhoods and neurocognition and brain structure are statistically small, they are potentially meaningful. One reason is because even small effects may have large consequences as they accumulate over time at a population level. Another reason is because these are comparable to, but smaller, than effect sizes for family socioeconomic status in these models. “There is also considerable evidence of resilience,” Hackman noted, as the authors caution that these associations are not predictive at the individual level. In particular, many youth from disadvantaged neighborhoods outperform their peers from more affluent neighborhoods, and also have larger cortical surface area and subcortical volume as well. In other words, living in a disadvantaged neighborhood is not deterministic and does not automatically predict any pattern of neurocognition and brain structure for any individual. Instead, the association uncovered by these researchers points to more reasons why improvements to neighborhoods can bring positive change. “Future research is needed to determine if our findings are, in fact, attributable to differences in community-based resources or differences in quality of schooling,” Herting said. “However, our findings do add to a growing literature suggesting the importance of neighborhoods and how they may contribute to place-based disparities in health and well-being in America.”
Experts in the media: UConn Doctor Has Advice for Parents About COVID Vaccine for Kids 12-15
On Monday, the Food and Drug Administration gave emergency authorization to administer Pfizer's COVID-19 vaccine to children as young as 12 years old. Coronavirus vaccine providers in Connecticut have started to open up appointments for this age group, and Dr. Jody Terranova, a pediatrician from the UConn School of Medicine, has answers to the questions parents might have. Q: Why has the FDA authorized the Pfizer vaccine for children as young as 12 years of age? A: Pfizer completed its clinical trials on children 12-15 years old and submitted the data to the FDA in March. The FDA has been reviewing that data for safety and effectiveness. The data shows that it is extremely effective and well-tolerated with similar side effects as adults. We have seen so far that the vaccine is just as safe in 12-to-15-year-olds as it is in 16 and up. Q: How soon will the vaccine be available to Connecticut children 12-15 years of age? A: It will be available immediately. Many of our current vaccination sites have Pfizer on hand and will be able to offer it to the younger age group right away. The expectation is that pharmacies and community vaccination sites run by our various healthcare systems across the state will be able to provide it within days. School-based clinics may be offered as an option as well. Q: Are there any safety concerns children and their parents need to keep top of mind post-vaccination? A: Similar to other vaccines and similar to the response we saw in older children and adults, the most common side effects are going to be pain at the injection site, fever, generalized fatigue or body aches. All of these resolve within a day or so and can be treated with over-the-counter medications if needed. Q: In our battle against COVID-19, why is it so critical for more youth to get vaccinated? A: There are a couple of reasons why it is critically important for our children to be vaccinated. The first is that while we have not seen children impacted as severely as older adults, they can still get quite sick from COVID-19 and suffer from its longer-term complications. Second, with children representing 20-25% of the communities they live in, we will never get close enough to herd immunity to stop the community spread without vaccinating a large number of children too. Q: For parents who may be on the fence about getting their young children vaccinated, or even themselves still, what’s your message to them as a pediatrician? A: We know that the vaccines are very safe. We have seen millions of people across the country and the world receive these vaccines. We know that COVID-19 is still in the community and can still cause great harm to individuals. Our fastest path back to normalcy and reducing the spread and the rise of new variants of COVID-19 is by vaccinating all of us If you’re a journalist looking to cover COVID-19 and the vaccination roll-out that now includes children and teens – then let us help. Dr. Terranova is available to speak with media – simply click on her icon now to arrange an interview today.
Toolkit is easily incorporated into any laboratory science course Wilmington, Del., April 1, 2021 – St. Georges Technical High School in southern New Castle County, Delaware is the first high school in the United States to use ChristianaCare Gene Editing Institute’s innovative CRISPR in a Box Educational Toolkit™ in a science class. CRISPR in a Box brings to life the much-heralded CRISPR gene editing technology – the “genetic scissors” that allow scientists to edit DNA. The toolkit is designed for educational sessions in secondary and post-secondary schools and is suitable for remote learning. “Gene editing is the future of medicine,” said Eric Kmiec, Ph.D., director of ChristianaCare’s Gene Editing Institute. “Our partnership with the Delaware Department of Education will help cultivate the next generation of genetic scientists and enhance Delaware’s position as a leader in the biosciences.” “We are thrilled that students at St. Georges Technical High School will be the first In the United States to experience a live demonstration of CRISPR gene editing using our Innovative CRISPR in a Box educational toolkit,” said Siobhan Hawthorne, Education and Community Outreach leader at ChristianaCare’s Gene Editing Institute. “This toolkit will provide STEM students with a visual understanding of how the exciting CRISPR technology can unlock medical treatments to improve lives.” Delaware Secretary of Education Susan Bunting praised her department's partnership with ChristianaCare's Gene Editing Institute to develop the “Seeds of STEM” course that teaches high school students about gene editing. “Gene editing approaches diseases in new ways and will have significant impact in the health care and agriscience fields,” Bunting said. “This is a great example of an industry and education partnership investing in youth by providing hands-on knowledge and skills around emerging technology.” “We are so fortunate that ChristianaCare’s Gene Editing Institute reached out to our program to plan a high school ‘first’ opportunity with this new CRISPR experiment,” said Danya Espadas, one of the St. Georges biotech teachers. “Giving students the chance to use a cutting-edge, 21st century tool for medicine in their own high school lab – to have that technology at their fingertips – transcends what they see in a textbook or a video. By being able to do it themselves, it makes it real for them.” Espada said the experiment focuses on editing a gene of a non-infectious E.coli bacteria to become resistant to an antibiotic, thereby allowing researchers to create a new class of antibiotics that cannot be overcome by bacteria that are gene resistant. “We’re talking about eventually saving lives, here,” she said. “What can be more important than that?” The tools in CRISPR in a Box have been designed based on the pioneering discoveries of the Gene Editing Institute that are currently being used to explore next-generation medical therapies and diagnostics for diseases, including lung cancer and sickle-cell anemia. Component items in the toolkit include the CRISPR/Cas complex, a target DNA molecule, a mammalian cell free extract and a synthetic DNA molecule. All materials in the kit are safe, synthetic materials. There are no live cultures or viruses involved. The kit is meant to provide a hands-on demonstration of CRISPR’s capabilities, and not allow for manipulations of living organisms. “The kit is easy and fun to use,” said Kristen Pisarcik, research assistant at the Gene Editing Institute who has taught students at Delaware Technical Community College which first used the toolkit. “In a short period of time students will reliably and successfully complete the laboratory activity and be able to see the results of gene editing,” she said. Since the foundations of the kit touch upon key themes in biology, it can be readily incorporated into practically any science or biology course with a laboratory component, “One of the beauties of CRISPR in a Box is that there is no need to purchase specialized equipment. If a teaching lab can support bacterial cultivation, it can perform the in vitro gene editing lab activity,” Pisarcik said. CRISPR in a Box is the evolution of a partnership between the Gene Editing Institute, Delaware Technical Community College and Rockland Immunochemicals that began in 2017 with a National Science Foundation grant to develop the first-ever gene editing curriculum for community college students. Video and photo collection of first class in U.S. to use CRISPR in a Box™ educational gene editing toolkit. About ChristianaCare’s Gene Editing Institute The Gene Editing Institute, a worldwide leader in CRISPR gene editing technology and the only institute of its kind based within a community health care system, takes a patient-first approach in all its research to improve the lives of people with life-threatening disease. Since 2015, researchers at the Gene Editing Institute have been involved in several ground-breaking firsts in the field, including the development of the first CRISPR gene editing tool to allow DNA repairs outside the human cell which will rapidly speed therapies to patients and a unique version of CRISPR called EXACT that reduces the number of off-target edits to other areas of the genome, which is vital for further research and patient applications. Its researchers are currently developing a patient trial for lung cancer using CRISPR and employing the technology to combat the COVID-19 pandemic. About the biotech program St. Georges Technical High School The Biotech career program of study at St. Georges Technical High School is the first such program offered in a Delaware high school. With two teachers and approximately 100 students in grades 10-12, the program presents advanced content in biology and chemistry with opportunities for students to learn basic laboratory techniques and procedures and to maintain and operate common instruments and equipment used in a biotechnology laboratory. St. Georges is a comprehensive career and technical high school with 1,100 students who study in one of 16 different career pathways.
The Power of Poetry in a Pandemic and Time of Social Injustice
Amanda Gorman captured hearts and imaginations across the nation when she performed her poem “The Hill We Climb” at the inauguration of President Joe Biden. While Jennifer Lopez’s stirring rendition of “This Land Is Our Land” and Garth Brooks’ “Amazing Grace” were performed to great acclaim, there was something special about the Inaugural Youth Poet Laureate’s recitation. Villanova University professor of Creative Writing and Luckow Family Chair in English, Lisa Sewell, PhD., talks about the cultural impact of poetry in times of turmoil, like the political and social uncertainty brought on by an attack on the US Capitol combined with a global pandemic. “Poetry is something people turn to in times of crisis -- and the pandemic and the ways it has made all of us face the grave inequities of our society has been an extended, seemingly endless crisis” said Dr. Sewell. “Amanda Gorman’s poem was powerful because she put a name to what so many people were feeling about the insurrection that occurred on January 6.” According to Dr. Sewell, poets like Alice Quinn, the former poetry editor of The New Yorker, have already edited a collection of “pandemic” poetry, demonstrating how artists take inspiration from and create art in reaction to what’s going on in their lives—to connect to others who may be experiencing the same complicated emotions. “In my poetry writing class, I talk to my students about how poets often try to say the impossible and write about experiences and ideas that are difficult to understand and difficult to put into words,” says Sewell. “What makes poetry powerful is the gesture, the effort to find the language that is adequate to the uncertainty and ambiguity of experience—and this seems true especially now.” The task of putting experiences into words that connect with a wide audience is not an easy one, especially with so much content competing for attention in 2021. So what it is about poetry in particular that makes it appropriate for this moment? Dr. Sewell suggests that the metaphorical language of poetry, as opposed to the certainty of prose or dialogue, hits home right now. She adds, “when the future is uncertain and the ‘before’ time seems hazier and hazier, poems are somehow both clear and direct with every word deliberately chosen, and also ambiguous and strange enough to speak to our sense of peril and uncertainty. Poems can both express our fears and also gesture towards the ways language is inadequate.” To speak with Dr. Lisa Sewell, email mediaexperts@villanova.edu
MEDIA RELEASE: Drivers asked to stay alert and slow down as students prepare to return to school
COVID-19 has changed the way we do many things and, the return to school is no different. This year, children are being encouraged to walk and bike to school to support social distancing. In some parts of Ontario, the start of school is even being staggered, and some children may be doing a combination of in-person and distance learning. In addition, many children will be using masks that may obstruct their line of sight. For these reasons, CAA South Central Ontario (CAA SCO) is reminding everyone to take extra caution this year while travelling through school zones. “As students prepare to reunite with friends and classmates after a six-month hiatus, many might forget to take the extra precautions needed to stay safe. This means there is an even bigger responsibility to watch for children travelling to and from school,” says Raymond Chan, manager of government relations for CAA SCO. Keeping our kids and neighbourhoods safe is a shared responsibility. That’s why this year, we are providing FREE “Slow Down Please” lawn signs to anyone living in South Central Ontario. When well-placed, these signs aim to make roads safer for children and those living in the community. Remember to check local bylaws before installing signs on private property. Anyone can pick up a maximum of two signs at any CAA Store, while quantities last. Drivers can also use the following CAA tips to ensure they are staying safe in school zones. Make eye contact with children: With the excitement of back to school, anticipate that children may not easily see or hear your moving vehicle. Make eye contact with passing pedestrians and cyclists. Reduce traffic by walking: Incorporate a short walk into your commute to school. CAA encourages parents to park a block away and walk to school, if possible, to reduce congestion and make school zones safer. Slow down: Know the speed limit in your neighbourhood’s school zones and respect them. Watch for more 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 crossing the road when the bus moves on. Choose a safe spot to drop off and pick up your children from school: Follow your school’s rules and don’t park illegally, it can put your child’s safety at risk. Instead, use the designated drop off areas or consider a spot a bit farther away from school that is easily accessible and safe. The above tips are crucial in maintaining a safe school zone. According to a CAA poll, nearly 25 per cent of drivers reported witnessing a near miss or collision in a school zone, more than half of which involved a child. The poll also revealed 70 per cent of Canadians said they have witnessed someone speeding in a school zone. CAA also supports safety in school zones through the CAA School Safety Patrol program. CAA designed this program to protect, educate, and empower elementary school children on safe road-crossing practices. Our Ontario Road Safety Resource is a toolkit for teachers to educate Ontario youth about road safety.
