Rachel King, Clare Carolan and Steve Robertson
The purpose of this study is to explore the sustainability of innovations introduced during the coronavirus disease 2019 (Covid-19) pandemic in remote and rural primary care…
Abstract
Purpose
The purpose of this study is to explore the sustainability of innovations introduced during the coronavirus disease 2019 (Covid-19) pandemic in remote and rural primary care advanced clinical practice.
Design/methodology/approach
The methodology includes an exploratory qualitative study of eight key stakeholders from Scottish remote and rural primary care advanced practice (three policymakers and five advanced practitioners). Data were collected using semi-structured interviews during 2022 and analysed thematically.
Findings
Advanced practice in remote and rural primary care is characterised by a shortage of doctors, close-knit communities and a broad scope of practice. Covid-19 catalysed changes in the delivery of healthcare. Innovations which participants wanted to sustain include hybrid working, triage, online training and development, and increased inter-professional support networks.
Practical implications
Findings provide valuable insights into how best to support remote and rural advanced practice which may have implications for retaining healthcare professionals. They also identified useful innovations which could benefit from further investment.
Originality/value
Given current healthcare workforce pressures, identifying and sustaining innovations which will support and retain staff are imperative. Hybrid consultations and online access to training, development and support should be sustained to support the remote and rural advanced practice workforce. Further research should explore the sustainability of innovations introduced during the Covid-19 pandemic in other care contexts.
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The purpose of this paper is to encourage librarians to teach digital archiving practices to journalists as a way of giving journalists the skills they need to save their work for…
Abstract
Purpose
The purpose of this paper is to encourage librarians to teach digital archiving practices to journalists as a way of giving journalists the skills they need to save their work for future use and to facilitate the preservation of journalism for posterity.
Design/methodology/approach
The author has reviewed the personal digital archiving literature and analyzed how it might be specifically tailored to the unique needs of journalists.
Findings
Daily journalism has traditionally been preserved by libraries in the form of newspapers and magazines housed in library periodicals departments. Now that nearly all journalism is published online and libraries generally only have access via temporary subscriptions, libraries are prevented from doing any kind of traditional preservation work (e.g. storing copies locally). In the future, this lack of local preservation may lead to a shortage of early twenty-first century primary source material for historians.
Research limitations/implications
The needs of journalists do vary greatly based on the nature and format of their work and its publication venue, making it difficult to offer a single set of standards or recommendations.
Originality/value
While personal digital archiving advocates have generally interpreted the word “personal” to be synonymous with “private,” this paper points to the need to expand the concept to include professional activities, particularly in light of the prevalence of telecommuting and freelance work arrangements, and the lack of support and training received by remote workers and independent contractors.
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Rachel Carson was a notable woman who studied the environment and cared for the planet Earth. Her life was highlighted by several significant events that unfolded to future events…
Abstract
Rachel Carson was a notable woman who studied the environment and cared for the planet Earth. Her life was highlighted by several significant events that unfolded to future events culminating with her writing the landmark book Silent Spring. In this NCSS notable trade book lesson plan format, students record 12 significant events in Rachel Carson’s life on a graphic organizer. The graphic organizer is designed as 12 circles like the face of a clock to show chronological order. Using the information provided in the book Rachel: The Story of Rachel Carson (Ehrlich, 2003), students record 12 events to illustrate the cycle of life. This practical graphic organizer also can be used for recording important events in other people’s lives read in biographies and autobiographies as well as important events in each student’s life. Reading and sharing from the graphic organizer in chronological order prompts meaningful class conversations and learning experiences.
In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to…
Abstract
Purpose
In the aftermath of the Supreme Court’s 2023 decision to effectively end race-conscious admissions practices across the nation, this paper highlights the law’s commitment to whiteness and antiblackness, invites us to mourn and to connect to possibility.
Design/methodology/approach
Drawing from the theoretical contributions of Cheryl Harris, Jarvis Givens and Chezare Warren, as well as the wisdom of Justice Ketanji Brown Jackson’s dissenting opinion, this paper utilizes CRT composite counterstory methodology to illuminate the antiblack reality of facially “race-neutral” admissions.
Findings
By manifesting the impossible situation that SFFA and the Supreme Court’s majority seek to normalize, the composite counterstory illuminates how Justice Jackson’s hypothetical enacts a fugitive pedagogy within a dominant legal system committed to whiteness as property; invites us to mourn, to connect to possibility and to remain committed to freedom as an intergenerational project that is inherently humanizing.
Originality/value
In a sobering moment where we face the end of race-conscious admissions, this paper uniquely grapples with the contradictions of affirmative action as minimally effective while also radically disruptive.
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Sheila Riddell, Lyn Tett, Hazel Christie, Rachael King and Sofia Shan
Purpose – The purpose of this chapter is to retell the narratives of a preservice teacher and a teacher educator as they lived a story of critical literacy and curriculum-making…
Abstract
Purpose – The purpose of this chapter is to retell the narratives of a preservice teacher and a teacher educator as they lived a story of critical literacy and curriculum-making as a curriculum of lives.
Approach – The chapter presents a year-long narrative inquiry centered on the revisioning of curriculum for an undergraduate literacy course for preservice teachers.
Findings – The researcher broadened her understanding of teacher and teacher educators as curriculum makers to include preservice teachers as curriculum makers. As preservice teachers in the literacy course were invited to reflect on their own literacy backgrounds, several crucial narratives emerged that shaped new understandings for the researcher/teacher educator and drew her into her own curriculum-making with moral purpose. One preservice teacher began a journey of narrative authority and curriculum-making as a curriculum of lives in a subsequent field experience, even through the mire of political pressure in schools.
Research implications – The preservice teacher's retelling featured children who discovered newfound understandings of social justice through literary ways of knowing and critical literacy events. She developed new understandings of how to help public school students value and define their literacies and their life events, all of which folded back into the undergraduate literacy course.
Value – Teacher educators can be encouraged to walk in relationship with their preservice teachers, valuing human experiences and lives as curriculum rather than relenting to top-down, politically driven, outside curriculum.
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Sheila Riddell, Lyn Tett, Hazel Christie, Rachael King and Sofia Shan
Sheila Riddell, Lyn Tett, Hazel Christie, Rachael King and Sofia Shan
Sheila Riddell, Lyn Tett, Hazel Christie, Rachael King and Sofia Shan