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The article shares strategies associated with reengineering the core functionalities of an electronic health record (EHR) system of a Kentucky geriatric-focused primary care (PC) clinic. It notes that the strategy necessitated a shift from traditional roles of geriatrician-led PC to team-based PC. It states that the success of the strategy relied on comprehensive education for team members on age-friendly health care.

Background: Recent studies demonstrated that food insecurity rates among college students surpass that of the general population. Both academic and health implications have been associated with food insecurity. Aim: This study compared the prevalence of food insecurity among students at three satellite campuses with those at the main campus of a 4-year, public university. Methods: In this cross-sectional design study, data were collected for four weeks using an anonymous, online questionnaire (10 demographic questions plus the USDA's Adult Food Security Survey 10-item module). A sample of 983 students was recruited from the 9064 undergraduate and graduate students attending a state university. Chi-square tests were used to assess demographic differences between food insecure students on the main and satellite campuses. Logistic regression was performed to evaluate the odds of food insecurity by campus (satellite vs. main), after controlling for demographics. Statistical significance was assessed at P < 0.05. Results: Bivariate results indicated the rate of food insecurity was significantly higher on the main campus (45%) than on the satellite campuses (34%, P = 0.007). However, after controlling for demographics there was no difference in the odds of food insecurity by campus (P = 0.239). Conclusion: The study findings are novel as no other studies compared the prevalence of food insecurity among students attending satellite campuses compared with those at the main campus. After controlling for demographics, type of campus (satellite vs. main) was not a significant factor in the odds of food insecurity. [ABSTRACT FROM AUTHOR]

In the best of times, students training to be writing center consultants are empowered to work creatively with writers and professors as part of an integrated enterprise that contributes to teaching and learning on their campuses. In the worst of times, students training to be writing center consultants are disempowered, caught between faculty and students and seen as incidental to classroom instruction. The authors sought to create the best of times by embarking on a collaboration that differed to a notable extent from past attempts to bring writing center instruction out from a fixed space. They initially began their partnership because writing center consultants were unable to immediately apply what they were learning in their training class. However, their aim ultimately became to advance not only the educational goals of a writing center training course but also those of a first-year composition course through interweaving assignments and class activities. They sought to create an interdependent space that would enable students in first-year composition to have individualized consulting for each of their major assignments while providing the writing center students with an experience that put praxis at the heart of their learning. This article explicates the benefits of linking writing center consultant training with first-year composition and provides readers with guidance for engaging in such a collaboration. (Contains 1 note.)

The attempt of writing center consultants to discourage faculty from requiring classes to visit the writing center led to research that calls this longstanding practice into question. In the early days of the proliferation of writing centers, faculty were advised not to require either individual students or entire classes to go to the writing center. In this article, the author relates how she initially did the opposite when she began her first writing directorship. She solicited faculty to make writing center visits a course requirement. But, as years passed, along with many other faculty, students, and fellow directors, the author learned that required class conferences could detract from and dilute writing center services. Soon, she joined the ranks of center directors in explicitly asking colleagues "not" to require classes of students to come for conferences. Here, she presents the findings of a study that her students conducted to persuade faculty not to assign mandatory class visits to writing centers. (Contains 3 tables.)

The adult cerebral cortex can adapt to environmental change. Using monocular deprivation as a paradigm, we find that rapid experience-dependent plasticity exists even in the mature primary visual cortex. However, adult cortical plasticity differs from developmental plasticity in two important ways. First, the effect of adult, but not juvenile monocular deprivation is strongly suppressed by administration of barbiturate just prior to recording visual evoked potentials, suggesting that the effect of adult experience can be inactivated acutely. Second, the effect of deprivation is less persistent over time in adults than in juveniles. This correlates with the known decline in CREB function during maturation of the visual cortex. To compensate for this decline in CREB function, we expressed persistently active VP16-CREB and find that it causes adult plasticity to become persistent. These results suggest that in development and adulthood, the regulation of a trans-synaptic signaling pathway controls the adaptive potential of cortical circuits. (Contains 7 figures.)

Offers suggestions for facilitating collaboration between families and schools, based on experience in Montessori education. Advocates gaining trust through regular informal social gatherings of parents and principal, pointing out that trust can help parents deal with anxiety over future academic success. Notes the efficacy of a parent education component for facilitating parent participation. Urges administrators to show sensitivity by speaking in encouraging terms and knowing what not to say. (Author/KB)