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Online course design and delivery rapidly expanded due to COVID-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners.

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus.

Miniature Schnauzer dogs (MSs) are predisposed to both idiopathic hypertriglyceridemia (iHTG) and hypercortisolism (HCort). To our knowledge, the lipoprotein profiles of MSs with iHTG have not been compared to those with HCort. We analyzed cholesterol and triglyceride concentrations and lipoprotein fractions in 4 groups of MSs: normotriglyceridemia (NTG) without concurrent disease (Healthy-NTG), HCort and NTG (HCort-NTG), HCort and HTG (HCort-HTG), and iHTG. Lipoprotein fractions were assessed by lipoprotein electrophoresis and compared between groups. Fifty-one plasma samples were analyzed. Twenty-five dogs had NTG (16 Healthy-NTG, 9 HCort-NTG) and 26 dogs had HTG (7 iHTG, 19 HCort-HTG). Dogs with iHTG or HCort-HTG had significantly higher cholesterol concentrations than Healthy-NTG dogs. Dogs with HCort-HTG had higher cholesterol than HCort-NTG dogs. There was a significantly higher low-density lipoprotein (LDL) percentage in iHTG and HCort-HTG dogs than HCort-NTG dogs. HCort-HTG dogs also had lower high-density lipoproteins (HDL) than HCort-NTG dogs. It was not possible to readily distinguish MSs with iHTG from MSs with HCort-HTG or Healthy-NTG using lipoprotein electrophoresis fractions. The diagnosis of iHTG remains a diagnosis by exclusion. [ABSTRACT FROM AUTHOR]

"Teaching the New Deal: 1932-1941 - Review and Analysis" is a book review that discusses a volume in the Teaching Critical Themes in American History series. The volume focuses on the New Deal era and explores four themes: civil rights, public recollections, the relationship between Franklin D. Roosevelt and Eleanor Roosevelt, and the experiences of marginalized populations. The review praises the volume's inquiry-based pedagogy and its goal of promoting critical thinking and analysis among students. The book specifically examines the lives of marginalized groups, such as American Indian tribes and LGBTQIA+ individuals, during the New Deal era, highlighting the benefits and limitations of New Deal programs for these groups. It also provides resources and lesson plans for educators to teach these topics in a culturally responsive manner. Despite some critiques, the book is seen as a valuable tool for promoting anti-bias education and fostering a new generation of learners. [Extracted from the article]

The article discusses the need for further research on how reading education policies are developed and transformed, emphasizing the importance of understanding why certain ideas and researchers become influential in policy initiatives. Topics include the evolution of comprehensive literacy instruction, the ambiguity surrounding its conceptualization, and the debate between basic skills-focused and meaning-focused approaches in literacy education.

This paper exemplifies a theoretical and methodological evaluation of IT Initiatives. It discusses post-implementation modifications (ERP-PIM) to enterprise resource planning (ERP) systems for the purpose of business process optimization (BPO) from a Context-Initiative-Mechanism-Outcome (CIMO) perspective. CIMO suggests that context and mechanisms are factors triggering causal effects responsible for outcomes derived from technology initiatives. Through conceptualization, data collection/analysis, and retroduction, the paper proposes a middle-range theory to facilitate the explanation of outcomes from diverse post-implementation initiatives. Data from multiple case study identifies situational and action-formation mechanisms, and actions as essential to realizing the desired outcomes. The proposed ERP-PIM-CIMO theory encapsulates: (i) Business Process Optimization (BPO) as context, (ii) ERP-PIM as structure, (iii) Business Process Efficiency, Effectiveness, and Flexibility as observable events, (iv) ERP capability as causal mechanism, (v) actions as necessary for the actualization of mechanism, and finally (vi) effort and cost, knowledge, and training as factors influencing actualization. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this clinical focus article is to describe how a shift away from a reactive, practitioner-based model of Assistive Technology (AT) supports to a proactive, team-based coaching model improved outcomes for students with complex communication needs (CCNs). A framework known as the Classroom Profile of Integrated Communication Supports (C-PICS) can be used to guide speech-language pathologists and AT practitioners using a proactive approach to support the implementation of universal classroom strategies for communication. Method: The C-PICS framework was used in two classroom environments to structure AT coaching and support. A combination of observation and interview with staff was used to complete the C-PICS. The information gathered was used to guide AT coaching activities. Results: Preliminary data indicate that the C-PICS support a coaching implementation model for supporting students with CCN. When compared with the initial administration of the tool, two classrooms demonstrated increased availability and use of communication supports, increased student performance, and increased staff engagement across educational environments. In addition, the C-PICS provided a consistent means of data collection to measure these areas of improvement. Conclusions: Additional uses of the C-PICS are discussed. The authors provide directions for future implementation of the C-PICS as a tool to support inclusive service delivery. [ABSTRACT FROM AUTHOR]

Online course design and delivery rapidly expanded due to Covid-19. The impact on Deaf/Hard of hearing (D/HH) learners since the pandemic is unknown. In this prepandemic qualitative study, however, ninety-three (93) D/HH online students participated in a survey, from which nine (9) participated in a focus group interview to share their experiences in their online classes. The results describe both the positive influences and the challenges affecting this population in mainstream online classes. A forthcoming article will study postpandemic perspectives to further guide online course design and delivery for D/HH learners. [ABSTRACT FROM AUTHOR]

Invasive predators often impose devastating selection pressures on native prey species. However, their effects can be regionally dependent and influenced by the local ecological conditions of their invaded habitats. Evolved behavioral phenotypes are important mechanisms by which prey adapt to the presence of novel predators. Here, we asked how behavior and behavioral plasticity of threespine stickleback (Gasterosteus aculeatus) populations have evolved following the introduction of the invasive predator, northern pike (Esox lucius). We examined the behavior of F1 offspring generated from three pike-free and three pike-invaded populations and measured how stickleback activity and plant use behaviors, and their plasticity, have evolved following pike introduction. To evaluate plasticity, we exposed juvenile stickleback to predator cues during their first year of development and then evaluated how this repeated exposure influenced behavioral responses to an artificial predation event. We found no overarching effect of pike in either evolved behaviors or behavioral plasticity, and no evidence for the presence of developmental plasticity. Furthermore, we found that depending on the phenotype, pike-invaded stickleback populations have either more or less among-population variation than pike-free populations. Our results suggest that evolution in response to invasive predators may be hidden by local adaptation when enough populations are studied. [ABSTRACT FROM AUTHOR]

Telehealth services for patient visits have substantially surged during the COVID-19 pandemic. Thus, there is increased importance and demand for high-quality telehealth clinical documentation. However, little is known about how clinical data documentation is collected and the quality of data items included. This study aimed to identify the current state of and gaps in documentation and develop a best practice strategy for telehealth record documentation. Data were collected from January to February 2021 via a self-designed questionnaire for administrators and managers from physicians' offices and mental health facilities, resulting in 76 valid responses. Survey items included health organization demographic information, use of telehealth policies and procedures, and clinical documentation for telehealth patient visits. Findings from this study can be used to assist government, policymakers, and healthcare organizations in developing best practices in telehealth usage and clinical documentation improvement strategies. [ABSTRACT FROM AUTHOR]

In clinical practice Cerebral Visual Impairment (CVI) is typically diagnosed by observation of abnormal visually guided behaviors which indicate higher visual function deficits (HVFDs) suggesting abnormal brain development or brain damage in a child with a suitable clinical history. HVFDs can occur even in the presence of good visual acuity and may remain undiagnosed because the good visual acuity does not prompt further investigation. This leads to a lack of understanding of the child's visual perceptual difficulties. In a prospective study, we determined the spectrum of HVFDs in a group of children with history suggestive of brain damage or disruption of brain development and an independent diagnosis of CVI in comparison with typically developing children with a structured 51 question inventory, the Higher Visual Function Question Inventory (HVFQI-51) adapted from the Cerebral Vision Impairment Inventory, CVI-I. Here, we show that the HVFQI-51 can detect a range of HVFDs in children with CVI with good visual acuity and clearly distinguishes these children from typically developing children. HVFDs in our study group could mostly be attributed to dorsal stream visual processing dysfunction though the spectrum varied between children. We report on the inclusion of the "not applicable" response option in analysis providing a picture of HVFDs more in tune with the overall disability of each child. We also propose a subset of 11 questions (Top-11) which discriminate between children with CVI vs. behaviors seen in typical children: this provides both a potential screening tool for initial assessment of HVFDs and a measure of CVI-related impairment, and needs further validation in a secondary independent sample. [ABSTRACT FROM AUTHOR]

Experiential learning has played an integral role in curricular innovation since the inception of North American sport management education. However, internationally, work-integrated learning, and specifically cooperative education, have proven to be robust methods for preparing students for the workforce with little to no mention of these terms as applied to sport management curricula in the United States. This educational research review positions involving both of these structured pedagogies that combine classroom instruction with highly contextualized, authentic work experiences of at least two semesters to improve experiential learning and calls for more research to be done to demonstrate its efficacy. Recommendations are made to spur faculty to consider ways these pedagogies can be applied to their sport management curricula. In addition, this review addresses keys to successfully implement them on campus. [ABSTRACT FROM AUTHOR]

This case study aims to provide insight into establishing a health information curriculum that includes knowledge, skills, and abilities on digital competencies (DigCom) and provides instructional suggestions for developing a digital health pedagogy for instructors of the health information discipline. The context for incorporating digital health competencies into the health information curriculum recognizes the underlying challenges of health inequity, health literacy, and digital health literacy, along with the social determinants of health. [ABSTRACT FROM AUTHOR]

The objective of the study is to identify challenges and associated factors for privacy and security related to telehealth visits during the COVID-19 pandemic. The systematic search strategy used the databases of PubMed, ScienceDirect, ProQuest, Embase, CINAHL, and Cochrane, with the search terms of telehealth/telemedicine, privacy, security, and confidentiality. Reviews included peer-reviewed empirical studies conducted from January 2020 to February 2022. Studies conducted outside of the US, non-empirical, and non-telehealth related were excluded. Eighteen studies were included in the final analysis. Three risk factors associated with privacy and security in telehealth practice included: environmental factors (lack of private space for vulnerable populations, difficulty sharing sensitive health information remotely), technology factors (data security issues, limited access to the internet, and technology), and operational factors (reimbursement, payer denials, technology accessibility, training, and education). Findings from this study can assist governments, policymakers, and healthcare organizations in developing best practices in telehealth privacy and security strategies. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic, the use of telehealth for patient visits grew rapidly and served an important role as a valuable and necessary resource. Although clinical documentation is critical for telehealth patient visits, there is limited information about how healthcare facilities manage telehealth patient visit documentation, technology used for telehealth visits, and challenges encountered with telehealth patient visit documentation. This study aimed to assess the use of telehealth during the pandemic, the quality of clinical documentation in telehealth practice and to identify challenges and issues encountered with telehealth patient visits in order to develop a strategy for best practices for telehealth documentation and data management., Methods: Data were collected for this cross-sectional study in January-February 2021 via a self-designed survey of administrators/managers from physicians' offices and mental health facilities. Survey questions included four categories: health organization demographic information; telehealth visits; clinical documentation for telehealth visit; and challenges and barriers related to telehealth documentation technology use., Results: Of 76 respondents, more than half (62%) of the healthcare facilities started using telehealth for patient visits within one year of the onset of the COVID-19 pandemic, with 94% of respondents indicating an increased use of telehealth for patient visits since the pandemic. The most common types of telehealth patient care provided during the pandemic included pediatrics, primary care, cardiology, and women's health. The most consistent data documentation of telehealth visits included: date of service, patient identification number, communication methods, patient informed consent, diagnosis and impression, evaluation results, and recommendations. The telehealth visit data was most commonly used for patient care and clinical practice, billing and reimbursement, quality improvement and patient satisfaction, and administrative planning. The top barriers to telehealth use by the healthcare professionals included patient challenges with telehealth services, such as inequities in quality of technology, lack of patient understanding, and lack of patient satisfaction; this was followed by frustration with constant updates of telehealth guidelines and procedures, understanding required telehealth documentation for reimbursement purposes, payer denial for telehealth visits, and legal and risk issues., Conclusions: Findings from this study can assist government entities, policymakers, and healthcare organizations in developing and advocating best practices in telehealth usage and clinical documentation improvement strategies., Competing Interests: Conflicts of Interest: All authors have completed the ICMJE uniform disclosure form (available at https://dx.doi.org/10.21037/mhealth-21-30). The series “mHealth: Innovations on the Periphery” was commissioned by the editorial office without any funding or sponsorship. The authors have no other conflicts of interest to declare., (2022 mHealth. All rights reserved.)