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Hospital at Home: Understanding How It Works
As the ChristianaCare Hospital Care at Home program grows, we see the benefits of improving the way we deliver care to our patients. With each patient we care for, we are reminded that a big part of recuperating and getting better is not just physical but mental and emotional. Being home allows patient to visit with loved ones, cuddle with pets and sleep in their own bed. It also helps our health care providers better understand a patient’s living environment, making it possible for us to provide the individual services they need. Q. What is hospital care at home? A. I think of a virtual hospital as three components: a command center, technology and in-home care. The command center is a 24/7, 365-day- a-week center staffed by physicians, nurses, advanced practice clinicians and patient digital ambassadors. This team of health care providers is tethered to patients in the home by way of our technology. We give our patients a tablet that lists their daily schedule so they know who to expect in their home and the time our health care providers will arrive. It also allows them to contact the command center at any time by pressing a button. When they do that, a nurse appears on the screen right away. Edwin Bryson Sr. said ChristianaCare made it easy to treat his diabetes complications from the privacy and comfort of his own home. With hospital care at home, he said, “all I do is hit the button and a nurse comes on to assist me with anything I need. It was 24-hour service here, just like I was in the hospital.” Technology also allows us to monitor patients’ vital signs at home as we would in the traditional hospital setting. We use Bluetooth technology to upload that information into the electronic medical record. In-home care is made up of a team that goes into the home to deliver the services that a particular patient needs. This includes radiology (X-rays and ultrasound), blood tests, intravenous medications, physical therapy, occupational therapy and more. A licensed professional, such as a nurse, also visits the patient at home at least twice a day. Q. Who is eligible for hospital care at home? A. There are requirements for participation. Patients need to live within 25 miles from our Delaware hospital campuses which are in Newark and Wilmington. We also are looking for patients that meet our acute, inpatient level of care. So if they’re in observation status, for example, they wouldn’t be a good candidate. We also need patients who don’t require continuous monitoring: If a patient has telemetry monitoring or if they’re in the intensive care unit or a step-down unit, they would not be a good candidate. Our team works every day with caregivers at both Delaware hospitals to identify patients who would benefit from hospital care at home. Q. What are common sicknesses that can be treated at home? The first 20 patients we admitted into this program had 20 different diagnoses. But after treating more than 500 patients, the most common diagnoses that we see are cellulitis, sepsis, pneumonia, chronic obstructive pulmonary disease (COPD) exacerbation and congestive heart failure. Hospital at home may not be the solution for all patients, but in many cases it can help patients get better quicker and in a place where they most feel comfortable. As ChristianaCare strives for greater access to care, home may be where the health is.
#Expert Q&A: Amid the Wildfire Haze, NJIT's Alexei Khalizov Explains What's in the Air
The soot that permeated the air in New Jersey and New York this summer — courtesy of massive wildfires in Canada — is exactly what a New Jersey Institute of Technology professor is studying to determine its impact on climate change. Alexei Khalizov, an associate professor of chemistry and environmental science, is partnering with Associate Professor Gennady Gor on the three-year project, which began last year and is supported by a $620,000 grant from the National Science Foundation. Specifically, they’re examining the soot created by wildfires and the burning of fossil fuels in hopes of better predicting its impact on climate. Khalizov, who’s been at NJIT since 2013, took time out from his research to explain what millions of residents of N.J. and N.Y. are experiencing as a result of the wildfires hundreds of miles to the north. Q: What’s in the smoke? Small particles and some gas chemicals. These particles and chemicals were released by wildfires and they were picked up by the air mass and carried all the way to New Jersey from Canada. Those particles are extremely small: you can stack maybe a hundred of such particles across single human hair thickness. Q: Is breathing it the equivalent of smoking a pack of cigarettes? That would be a reasonable comparison. A cigarette is made of plant material. When it smolders and burns it releases particles that are very much like those particles from wildfires. Maybe the only difference is that the wildfires have no nicotine. But they have lots of other chemicals. Q: What factors contribute to the density of the smoke? Well, it's a major wildfire. It covers a huge territory in Canada. And the meteorology is such that this smoke is carried all the way from Canada to the U.S. without significant dilution. And due to that, the concentration of those particles is very high. Q: When did we last experienced something of this magnitude? We had some Canadian and Alaskan wildfires a few years ago. And air mass transport brought the smoke all the way to New Jersey, but it wasn't as bad as what we are observing today. Q: What about in terms of EPA standards? The Environmental Protection Agency has a list of criteria pollutants. One of those pollutants is particles smaller than 2.5 microns. And typically, if the concentration of those particles exceeds 35 micrograms per cubic meter, the air is considered unhealthy. When I looked at the map of pollution today (June 7, 2023), it showed that throughout the majority of New Jersey, the concentration is around 90 micrograms, which is two to three times higher than this unhealthy threshold. And actually, there is a location, I believe it's around Paterson, where the concentration is 140 micrograms, which is four to five times above the threshold. Q: Can the wildfires in South Jersey be contributing to this? It's possible, but probably it's not a major contribution. Also, if you look at the wind pattern, it's probably not a major factor at all. Q: Why is wind unable to disperse the smoke? For the wind to disperse the smoke, one needs to mix clean air with all this contaminated air and the amount of contaminated air is so high that there’s no clean air around to actually produce any dilution. Q: Why is there so much haze? It’s because of the continuous inflow of air, which is contaminated by emissions from the wildfires. The haze itself has a relatively short lifespan. Q: How does temperature change affect the smoke? If the temperature increases that may accelerate the rate of some chemical reactions that will also be accelerated by the sunlight. And that's one reason why the smoke that was released in Canada is not exactly the same smoke that we experience in New Jersey. As this haze is traveling over three to six hundred miles, it undergoes a number of chemical reactions and even the smell changes. You know how freshly released wood smoke smells — it's actually pretty pleasant. What we're smelling now, it's not pleasant at all. That's the result of those chemical reactions, which makes this even more unhealthy. Q: Will rain immediately clear the smoke? Yes, it will. If we could have rain, then the rain would remove the majority of these particles. And in fact, I believe we've been experiencing the smoke for several days, almost a week now. It would go up and decrease. And we’ve had several rains and those rains did really clear out some smoke. Q: What can we do individually and collectively to protect ourselves? We can help ourselves by staying indoors and wearing masks if you have to go outside. Certainly, exercising outside is not a good idea even while wearing a mask. Also, if you have a central air conditioning system, you can turn on the fan to run the air through the filter, which will remove some of these particles. It depends on what kind of filter you have — high efficiency or regular. Q: What kind of mask? Make sure that it's an N-95 mask, not a surgical mask. A surgical mask is not is not going to help you at all. Q: How does what we’re experiencing relate to your research? My collaborator and I received a major grant from the National Science Foundation to study the particles released by combustion. As they travel through the air, they change both in shape and in composition. And these changes affect their toxicity and they affect their impact on climate. These particles actually are one of the warming agents. So, we hope that within about three years of working on this project, we’ll be able to explain better what happens and then modelers will be able to predict the impacts of such events with better accuracy. Looking to know more - we can help. Alexei Khalizov is available to discuss this important topic with media - simply click on his icon now to arrange an interview.
The power of streaks: How apps like Snapchat and Wordle keep users hooked
There's a reason why kids and adults alike become hooked on apps like Snapchat and Wordle: The irresistible pull of the streak. There's also a reason why so many apps are successful in hooking users: According to recent research co-authored by Jackie Silverman, assistant professor of marketing at the University of Delaware, the streak is as important as the app or activity itself. In her collection of studies, "On or Off Track: How (Broken) Streaks Affect Consumer Decisions," published in April in the Journal of Consumer Research, Silverman found that: Companies now can track consumers' behaviors on their platforms, and in turn tell consumers about their past behaviors. I study how one apparent pattern shown through such tracking - a streak, or 3+ consecutive behaviors - affects consumer decisions. Highlighting streaks can create a new source of motivation; people are more likely to continue a behavior when they are told they have a streak, versus not. On the flip side, highlighted broken streaks are especially demotivating and decrease engagement in the behavior. These effects occur because consumers have a goal of keeping their streaks (as highlighted on these platforms) alive. To help mitigate the negative effects of broken streaks, companies can de-emphasize broken streaks or allow for consumers to do an action to repair their streaks. To quickly arrange an interview to speak with Silverman, simply click on the "contact" button on her profile.
Imposter Syndrome: Am I Good Enough? Am I Smart Enough?
Have you ever asked yourself any of the following questions: “Can I do this?” “Do I deserve this?” “What happens when others find out I don’t know what I’m doing?” If so, you’re not alone. More than 70% of people (including many great leaders!) have feelings of imposter syndrome. Alex Dunn, who teaches principles of management, organizational behavior, human resources, and life and career development at UMW, shows others how to recognize, redirect and overcome feelings of imposter syndrome to achieve success. Her recent workshop – “Do I Deserve This? Recognizing and Using Imposter Syndrome as Fuel for Your Future” – aimed to help participants rise above feelings of inadequacy when applying for, and carrying out, jobs and other opportunities. Looking to know more? Our experts can help. Alexandra Dunn is available to speak with media about imposter syndrome - simply click on her icon now to arrange an interview today.
Too Cool for School? Our #experts can help with a history lesson in hipness
Who decides what’s “cool?” What have been the criteria over the years for rising to the ranks of “hot,” “phat” or “lit?” Colin Rafferty teaches a course that delves into the elusive but ever-so-attractive notion of being deemed “cool.” The syllabus examines this coveted quality and the entities described by it in historical and contemporary contexts, from its roots in the post-WWI jazz-age to rappers and TikTok. “The Idea of Cool” uses books, music and movies to explore what and who rises to the top of popular opinion and why. “I am decidedly not cool,” said Rafferty, who describes himself as a middle-aged man who owns a book of crossword puzzles. “But I find cool to be a fascinating thing.” Colin is available to speak with media about “The Idea of Cool” and his very cool work . Simply click on his icon to arrange an interview.
Back to School: Expert Tips for a Smooth Transition in the New Academic Year
With the start of school now upon us, Gary Henry, dean of the University of Delaware’s College of Education and Human Development and professor in the School of Education and the Joseph R. Biden, Jr. School of Public Policy & Administration, is here to answer some common questions educators and parents may have. What are your three biggest concerns about K-12 education going into this academic year? I think the overarching concern for many K-12 teachers and administrators is creating a sense of continuity as children and young adults go back to school. The three big concerns that contribute to this issue are teacher turnover, school leader turnover and the number of long-term substitutes who are not fully prepared to teach in classrooms. These trends were already in place before the pandemic, but the pandemic heightened this crisis. For the last 20 years, we’ve seen a crisis in the enrollment in traditional teacher preparation programs. Between 2010 and 2018, we saw about a 35% reduction in the number of undergraduates who enroll in education majors across the U.S., but in Delaware, that reduction was 60%. Teacher shortages are affecting every state around the country right now. What is the best way to address these chronic teacher shortages? Chronic teacher shortages are a systemic problem, which means it’s largely a result of the system in which we educate and support teachers. We know, for example, that many alternative teacher preparation programs — where students come in with a bachelor’s degree outside of the field of education and take only a few courses in preparation for teaching — actually contribute to teacher shortages. So part of the answer is investing in traditional teacher preparation programs and in financial aid. Our team at CEHD’s Center for Excellence and Equity in Teacher Preparation is working directly with Delaware students from motivation to pursue teaching, through recruitment into UD teacher preparation programs, through graduation from those degree programs and into schools within Delaware, whenever possible. For example, our Teachers of Tomorrow program introduces underrepresented high schoolers to the field of education through an immersive, two-week summer institute at UD where they can learn about our programs, meet current students and talk with educators. In partnership with high-needs Delaware school districts and the Delaware Department of Education, our Teacher Residency program allows early childhood education, elementary teacher education and secondary STEM education students to pursue yearlong, paid teaching placements in Delaware schools. Overall, we find that 80% of the students we recruit from Delaware stay in our schools to teach. What recommendations do you have for school leaders who are struggling with turnover challenges? The first thing to do is to have a human resources professional conduct exit interviews with teachers who are leaving and for building leaders to pay attention to their responses so they can really understand the key causes of turnover in their school. In my research, I have analyzed exit interview data and I’ve found that teachers are often very straightforward about why they are leaving. The second step is to act on those reasons. And the third step is to constantly check in with the teachers. Ask, “how are things going? What can we do to help you address your instructional needs?” Developing relationships around instructional issues and the teachers’ work with students is fundamental to diagnosing and addressing issues before they lead to teacher turnover. What advice would you give a brand-new teacher about to start their first year in charge of a classroom? I believe that all educators should view students and their families for their assets and recognize that a student’s culture at home is an asset. A relationship with parents and students that recognizes and values the family’s culture allows you to unite with the family, unite with the student and give the student the confidence to take risks, to work hard and to want to come to school because that’s where they feel welcomed and honored. If parents are interested in supporting their child's education, how can they do so? I think the key ingredient for parents is working with teachers and principals to articulate the outcomes that they’re seeking for their children. It’s much easier to get everyone on the same page if you start from a position of common ground. I would also encourage parents to seek the person in the school system that’s closest to the issue. So if your child is struggling in math, reach out to your child’s math teacher first. If the teacher identifies other resources that may be helpful, then seek out additional support from the school principal. Gary T. Henry has much more to talk about as the school year gets underway. He is available for interviews. Click the "View Profile" button to get in touch with him.
Georgia Southern University to offer new executive master’s in criminal justice degree
Georgia Southern University is offering members of the law enforcement community a chance to boost their careers with a brand new executive master’s in criminal justice (EMCJ), a program specifically tailored for law enforcement professionals seeking career advancement. This program is certified by the Georgia Peace Officer Standards & Training Council (P.O.S.T.) and offers a comprehensive curriculum designed to accommodate the demanding work schedules of law enforcement agencies. Students in the program follow a unique schedule that features two, three-week modules per semester, requiring only one week of on-site attendance at the Armstrong Campus in Savannah, Georgia. Program participants can complete their degree in just two years. “I am excited about this new and innovative executive-style graduate program designed for law enforcement professionals across Georgia,” said Ryan Schroeder, Ph.D., Dean of the College of Behavioral and Social Sciences. “Students in the program will be exposed to current research in criminology and criminal justice and develop research skills to advance their careers. Graduates are prepared to be leaders in law enforcement organizations across the state.” The EMCJ program is especially beneficial for officers in county and city law enforcement, sheriff’s department personnel, Georgia Bureau of Investigation, Georgia FBI, University System of Georgia law enforcement agencies and more. Through the coursework, students will refine their analytical, research and critical thinking skills, foster a superior understanding of criminal justice and have the chance to network with fellow officers, build relationships and enhance connections nationwide. “We’re excited to offer this executive master’s program to all our law enforcement partners throughout the state,” said Laura Mcullough, director of Public Safety and Chief of Police for Georgia Southern. “This program is designed to work specifically with the agencies and for the upcoming leaders in law enforcement within Georgia. As an agency head, the ability to develop our future leaders while being able to provide for the demands of our communities is invaluable. This program will allow officers to develop into better officers and stronger leaders within their agencies and community without demanding large amounts of time away from work or home.” The program does not require a nomination, but candidates must hold a bachelor’s degree from a regionally accredited institution and be a certified, registered or exempt peace officer currently employed with a Georgia law enforcement agency recognized by the Georgia P.O.S.T. Interested in learning more? Contact Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Georgia Southern sets fundraising record for third year in a row
Total cash, pledges and in-kind gifts to Georgia Southern University amounted to $23,831,604 during Fiscal Year 2023, which ended on June 30, 2023. That surpasses the total from the previous year, which was also a record at $22.3 million. For the third straight year, Georgia Southern supporters have propelled the University to a record-breaking year of private fundraising. Total cash, pledges and in-kind gifts to Georgia Southern University amounted to $23,831,604 during Fiscal Year 2023, which ended on June 30, 2023. That surpasses the total from the previous year, which was also a record at $22.3 million. The record total was buoyed by another record-breaking fundraising year for the Georgia Southern Athletic Foundation, Inc., which raised a record $11.06 million in new pledges and outright gifts. “As we soar into a very bright future for this University, record-breaking fundraising is a sign that Georgia Southern is not only strong now, but poised for even greater heights,” said Georgia Southern President Kyle Marrero. “We are endlessly thankful for the supporters, friends, alumni and donors who endorse our path forward and are stepping up to ensure our success.” Donors helped with various projects and programs this past year, including: $1 million from Betty Foy Sanders for the Betty Foy Sanders School of Art with scholarships, travel and programmatic needs $750,000 deferred gift for the Department of Biology to be used for student scholarships 23 newly created endowments Anthony P. Tippins Family Training Facility for athletics “Through unwavering dedication and the overwhelming generosity of our community, we have demonstrated the boundless potential of Eagle Nation in support of our students’ dreams and the University’s future,” said Georgia Southern Foundation Chair Mike Sanders. Last year’s Athletic Foundation Chair Leonard Bevill added, “The impact of this achievement will ripple through generations, leaving an indelible mark on the trajectory of higher education and Georgia Southern. I am humbled and inspired by the collective spirit that has made this three-year milestone possible.” The Erk Russell Fund, the Athletic Foundation’s annual fund, continues to grow and saw donations of $3.2 million this fiscal year. Additionally, the Athletic Foundation received 58 major gift commitments this year, which are gift commitments of $25,000 or greater to support Eagle Athletics. Over the past three fiscal years, the Athletic Foundation has raised more than $27 million in support of Georgia Southern Athletics. This total is the largest three-year fundraising window in department history. “It’s clear that Georgia Southern University’s power to transform lives and communities is making a positive impression with our private supporters,” said Trip Addison, Vice President of Advancement, noting that more than 3,600 alumni were among the supporters this past year. “I am grateful for the welcome reception we are receiving when we ask people to join in our effort to help support our students and the work they and our faculty are doing.” Interested in knowing more about fundraising or to speak with Georgia Southern Foundation Chair Mike Sanders? To arrange an interview simply connect with Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Almost 30% of adults in the U.S. lack basic numeracy skills, meaning they don’t understand simple processes like counting, arithmetic and calculating percentages. Two professors from Georgia Southern University’s College of Education (COE) are part of a collaborative effort, funded by a $3 million National Science Foundation (NSF) grant, aimed at improving that number for upcoming generations. Sam Rhodes, Ph.D., assistant professor of elementary mathematics education, and Antonio Gutierrez de Blume, Ph.D., professor in curriculum, foundations and reading, were awarded almost $400,000 of the overall sum. In collaboration with researchers from the University of Minnesota and the University of Pennsylvania and CueThink, an online application focused on improving math problem-solving and collaboration skills, they will help middle school students better understand numerical and mathematical concepts. “The grant is important to me because I am passionate about helping students improve their abilities to engage in mathematical problem solving,” said Rhodes. “Collaborating with peers to tackle challenging problems is one of the most exciting parts of learning and doing mathematics. I want to work to bring these experiences to all students in ways that are engaging and that effectively support their learning of mathematics.” The four-year grant is part of NSF’s Discovery Research preK-12 program. Georgia Southern’s COE offers students multiple program opportunities, including undergraduate and more than 30 graduate program options that span campus locations in Savannah, Statesboro and Hinesville, and online. Programs offered by the COE prepare future teachers, school psychologists, counselors, school library media specialists, instructional technologists, researchers and leaders through intensive field experiences, cutting-edge technology and research-based instruction. Interested in knowing more? To arrange an interview with Sam Rhodes or Antonio Gutierrez de Blume simply connect with Georgia Southern's Director of Communications Jennifer Wise at jwise@georgiasouthern.edu to arrange an interview today.
Is dark chocolate really the healthier choice? New study reveals concerns
For those who love chocolate, dark chocolate is often seen as the "better" or "healthier" option. But is it really? This past December, Consumer Reports analyzed 28 dark chocolate bars from a variety of brands and found that 23 of them contained concerning levels of lead, cadmium or both. Melissa Melough, an assistant professor of behavioral health and nutrition at the University of Delaware, recently told The New York Times: “If you’re a regular consumer of these dark chocolates, I would be concerned." This concern is especially heightened if one is pregnant, breastfeeding or have a child who enjoys dark chocolate. For more on why dark chocolate may be concerning, reach out to Melough by clicking on her profile.
