Detroit Medical Center – Wayne State University Joint Residency Programs: Progress Made, But Work Remains

Category : Region III

Detroit Medical Center – Wayne State University Joint Residency Programs: Progress Made, But Work Remains

On November 22, 2006, the Detroit Medical Center (“DMC”) and Wayne State University (“WSU”) announced a temporizing resolution to a long-standing contractual dispute.  This dispute threatened both the future of the DMC/WSU jointly sponsored residency programs and patient access to quality care in Michigan.  The resolution, in the form of a legally binding “Memorandum of Understanding,” provided basic provisions to serve as the framework for a final, definitive agreement between the parties in the future.  This article will address the dispute between DMC and WSU from the perspective of resident training (also known as “graduate medical education”); the current status of the DMC/WSU jointly-sponsored residency programs as defined by the Memorandum of Understanding; and the residents’ role in effectuating a resolution of the dispute between DMC and WSU.

The Dispute and Effect on Resident Training

DMC and WSU, working in partnership, have enjoyed a rich tradition of providing physician training for decades.  Roughly 1000 residents in nearly 70 accredited specialty and subspecialty training programs have the opportunity to receive university-based residency training from the renowned faculty of WSU, while providing clinical services to meet the challenging medical needs of the patient community seen in the Detroit DMC hospitals.  This DMC/WSU resident workforce provides a significant contribution to primary healthcare within Detroit and plays a vital role in the health care safety net for the uninsured and underinsured.

While partnership has clear benefits for medical education and clinical service, disputes between DMC and WSU arose surrounding multiple issues.  Areas of disagreement included the payment structure for medical training and clinical care provided by WSU physicians, the ability of the parties to work together under non-exclusive arrangements, and control of various resident training programs which have historically been co-sponsored between the institutions.

Casualties of this conflict were first announced in April 2006, when inability to achieve contractual agreement at that time resulted in a nine month contract extension.  This extension was unable to rectify core differences between the parties, which led to the discontinuation of the orthopedic surgery residency program.  This program was the second largest orthopedic residency in the Midwest and had received national recognition for their contribution to trauma surgical care.  At the DMC’s discretion, the state and federal funding paid to them for resident training was not released to follow these residents to new programs, despite Michigan State Medical Society and the American Medical Association positions urging such temporary transfer of funds upon residency program closure.  As a result, twenty-four DMC/WSU orthopedic residents were forced to seek other accredited programs that would be also willing to incur the cost of their training, and relocate by July 2006.  These residents, who initially chose to pursue their medical training in Detroit in good faith, were ultimately dispersed throughout the state and country.

Several months later, it became clear that there was little progress in contract negotiations, jeopardizing the remaining residents who relied on both sponsors for their continued resident training.  This was recognized by the accrediting body for graduate medical education, the Accreditation Council for Graduate Medical Education (“ACGME”), which mandates that all residency programs demonstrate adequate institutional support for resident training in an environment conducive to medical education and clinical care.

Throughout months of interaction, the ACGME requested documentation detailing how resident education and well-being was to be preserved, and held an onsite review of the institution to evaluate the long term stability of the institutional agreements to date.  If these conditions were not satisfactory, the ACGME was empowered to withdrawal accreditation at special meeting held in the end of November 2006.  Had the DMC/WSU institution lost ACGME accreditation, all DMC/WSU residency programs likely would have been discontinued, resulting in the mass relocation of nearly 20 percent of Michigan’s resident workforce out of a single health system.  This relocation would have been at the personal, professional, and financial expense of each individual resident.  However, there would have been a higher cost to the community, which is comprised of many who are already medically underserved and depend on the DMC for provision of care.

The Resolution

The fear of the termination of DMC/WSU partnership and their cosponsored residency programs invoked active involvement from numerous parties, including the Wayne State University Board of Governors, the Detroit Medical Center Board of Trustees, DMC/WSU residents, WSU School of Medicine students, medical societies representing both Wayne County and the State of Michigan, Detroit Mayor Kwame Kilpatrick, and Michigan Governor Jennifer Granholm, among others.  David Fink was appointed by Governor Granholm to mediate the negotiations in early November.

The outcome of this concerted effort was realized at a press conference called by Governor Granholm on November 22, 2006, where DMC and WSU announced that they finally had reached agreement in the form of a binding Memorandum of Understanding, which became effective January 1, 2007.  This document provided an outline of the main provisions that the parties would finalize at a later date in an executed final contract.

Pursuant to the Memorandum of Understanding, which addresses the teaching, clinical, and administrative arrangements between DMC and WSU, the initial term of the agreement between DMC and WSU is for 3-1/2 years.  Following this 3-1/2 year initial term, the contract will be automatically extended for an additional year, unless either party gives 18 months’ notice of intent not to renew.  Other key provisions of the agreement include the following:

DMC will allocate and pay to WSU million per year for clinical, teaching and administrative services.  All of the 68 current graduate medical residency programs will be continued until at least 2009.  Notably, however, not all of these residency programs will remain jointly sponsored by both DMC and WSU.  A small number of the residency programs will be solely sponsored by either DMC or WSU, provided the new solely sponsored programs are able to obtain ACGME accreditation.  Additionally, after June 30, 2008, either DMC or WSU may apply for sole sponsorship of a number of residency programs not strictly tied to the Hospital sites.  DMC will pay WSU up to .8 million in performance bonuses and recruitment support. DMC and WSU agree to focus on their partnership for 18 months, and not “pursue new competitive activities that would disrupt the partnership.”  However, the WSU Physician Group is permitted to partner with Oakwood Health System to open an ambulatory care center in Troy, Michigan.  See Memorandum of Understanding, DMC/WSU 2006.

The Memorandum of Understanding was a critical step, which was recognized by the ACGME, which subsequently granted a two-year institutional reaccreditation.  While this secures some degree of stability for the DMC/WSU residency programs, it should be noted that the typical renewal of accreditation occurs every four to five years.  Also, the ACGME issued several citations and identified issues that needed to be addressed in a progress report by DMC/WSU, including a statement of institutional commitment to the residency programs.  This report has been submitted and will be evaluated in April 2007.  If the progress report is inadequate, or if other additional areas of concern evolve, the DMC/WSU residency programs may be subject to an additional ACGME review before the scheduled timeframe, with accreditation again placed at risk.

While the Memorandum of Understanding does demonstrate progress, it does have noticeable shortcomings.  This document, which is thirteen pages (including signatures and attachments), does not articulate many of the details of the anticipated final contract.  As in the interpretation of any contract, DMC and WSU could interpret its provisions differently, which may impede negotiations as the parties make efforts to enter into a formal final agreement.  As of this writing, no finalized contract between DMC and WSU exists.

DMC/WSU Residents Played A Key Role in Effectuating a Resolution

As noted above, achieving the temporizing agreement in the Memorandum of Understanding was the result of influence from multiple parties.  The DMC/WSU residents played a particularly important role in effectuating a resolution to the dispute between their co-sponsors.

Early in the process the DMC/WSU residents realized that they were very important stakeholders in the outcome of the negotiations, as apparent from the potential jeopardy placed on their continued training in an ACGME accredited program.  Notably, the completion of an ACGME-accredited residency program is a condition for medical board eligibility.  However, loss of institutional accreditation would have likely resulted in the discontinuation of DMC/WSU residency programs altogether.  With their training at risk, residents felt that they should be afforded an opportunity for input in the negotiation process.

Once it appeared that contract negotiations between DMC and WSU had stalled, residents employed several means to communicate their positions to DMC and WSU.  This began with formal letters to institutional leadership defining the resident role as a neutral third party in contract negotiations, with support for the continuation of their current co-sponsored graduate medical education.  These correspondences continually emphasized the risk to their own training, as well as to those patients who required their medical services.  They involved the media, had a press release, and held rallies attended by an estimated 400 residents and medical students, to articulate the need for a DMC and WSU agreement to the institution as well as the public.

Additionally, the residents obtained independent legal counsel of Wachler & Associates, P.C.  The residents and their legal counsel provided the Governor’s appointed mediator, Mr. Fink, position papers and additional information regarding the residents’ legal rights afforded to the residents through the resident contract with the DMC/WSU.  Notably, all residents are afforded rights pursuant to their individual residency agreements.  Pursuant to the standard DMC/WSU residency agreement for the 2006-07 academic year, the DMC/WSU institution has a contractual obligation to provide all co-sponsored residents with a jointly sponsored, ACGME-accredited training program.  Breach of the DMC/WSU residency agreements would have resulted in substantial damages to the DMC/WSU residents, potentially including lost wages (both current and future earnings), relocation costs, emotional damages, etc.  Based upon their communications with the negotiation mediator, the DMC/WSU residents were able to lend their insight and concerns to the negotiation process.

Further, the residents’ communications with DMC and WSU leadership ultimately led to the institutional recognition of the residents’ rights.  For example, during and subsequent to the contract negotiations between DMC and WSU, the DMC/WSU residency programs worked to substantially revise the standard residency agreement that the DMC/WSU residency programs routinely entered into with residents.  Although several changes to the standard residency agreement were enacted for the 2007-08 academic year, DMC/WSU reaffirmed their support for residents by expressly including that the institutional responsibilities included providing ACGME-accredited educational training programs.  Thus, DMC/WSU is contractually obligated to the DMC/WSU residents to provide medical education and clinical exposure in substantial compliance with ACGME requirements.

In summary, though the intermediate solution to the dispute between DMC and WSU may be imperfect, the Memorandum of Understanding as adopted by the parties provides a framework for the future relationship between the DMC and WSU.  However, it is essential that the DMC/WSU institution take the necessary steps to provide adequate support to the existing DMC/WSU residency programs, as defined by the ACGME.  To achieve this end, and meet the contractual obligation to its residents, it is imperative that DMC and WSU enter into a final written agreement enacting the terms of the Memorandum of Understanding.

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Top 10 Cities To Live, Work, And Buy A Home

Category : Region III

Top 10 Cities To Live, Work, And Buy A Home

The best places to live and work for many would ideally be cities that offer plenty of job opportunities, high quality of life and a low cost of living. Big cities are probably ideal places to begin your career, but low cost locales makes it easier for people to save for a house, start a family and grow along with the town. So if you are looking to enjoy a good quality of life in one such city, you may want to choose from the following list of America’s best places to live and work, based on Sperling’s Best Places.

These top ten low-cost communities have been diligently chosen based on essential criteria that include plentiful jobs, low cost of living, affordable housing and great quality of life. Several of these locales are college towns and many are located amidst beautiful and picturesque natural surroundings.

The following communities are the top 10 affordable places to live and work, according to Sperling’s Best Places.

1. Fayetteville-Springdale-Rogers, Arkansas/Missouri

Nestled in the Ozark Mountains, Fayetteville is a small college town with a progressive feel, a thriving economy and an ideal environment for young families. While Springdale is a hub of several booming businesses including light manufacturing, trucking and agricultural processing, Rogers is a major residential area with a booming economy contributed by big stores such as Wal-Mart. The area enjoys a five-year job growth of 26.1 % (the national average being 4.9 %) and a low unemployment rate of 3.5 %. The three-city area had a median home price of 2,300 in January 2007.

2. Idaho Falls, Idaho

The name itself is indicative of the natural bounty that this town enjoys. Idaho Falls is located on the northeast part of the Snake River and has the Yellowstone and Grand Teton national parks in its proximity. Jobs are plenty in this small town that is driven by a mixed economy of agriculture and industry. A nuclear-research center, a health care center and small businesses offer plenty of employment. The town has a mixed population in terms of religion with about half of the residents being adherents of the Mormon faith. Idaho Falls’ median home price in January 2007 was 4,800.

3. Logan, Utah

Set in the middle of beautiful mountain ranges and valleys, Logan, Utah, offers great outdoor experiences. Cultural and sporting events are aplenty in this college town. A diverse economy, young work force, family owned businesses and pedestrian-friendly streets are major plus points. This beautiful town had a median home price of 0,600 in January 2007. The moderate climate and low cost of living are favorable for residents. The town has over 70 % of residents who are practicing Mormons.

4. Auburn-Opelika, Alabama

Home to Alabama University, the area is ideal for families and young people. A growing economy, good job prospects and high level of education among residents characterize Auburn. On the flip side, Auburn is removed from other major cities and summers are hot and humid. The job growth for 5 years is 16.1 % and median home price in January was 0,900.

5. Iowa City, Iowa

Another college town, Iowa City offers its residents a lively cultural scene, an attractive downtown and a panoramic natural setting. However, the area experiences harsh winters although summers are moderate. A lot of suburban and large retail developments are happening in the city. The median home price in January was 6,900.

6. Dubuque, Iowa

Dubuque is a small industrial town characterized by Victorian brick buildings and reasonable housing. The city has some decent amenities including a symphony and theater company, and a convention center. The economy is largely driven by manufacturing businesses. Climate in this area can be rather harsh with temperatures ranging from minus 32 degrees to 110 degrees F. The area has a 5 year job growth of 11.86 % and the median home price in January 2007 was 2,300.

7. Pensacola, Ferry Pass and Brent, Florida.

Pensacola’s beaches are the top most attraction for residents who enjoy its 52 miles of Caribbean-like, white sandy beaches. The community is home to a lively bar scene, the University of West Florida and the Pensacola Naval Air Station. The economy is diverse and thriving. On the other hand, the area being a hurricane zone could be a spirit dampener for many. The January median home price was 3,900.

8. Blacksburg, Christiansburg and Radford, Virginia

Popular for housing the Virginia Polytechnic Institute or the Virginia Tech, this tri-city area offers a small-town feel and college amenities, amidst a beautiful mountain landscape. Residents enjoy a pleasant climate, and a low cost of living with the advantages of arts, entertainment, commerce and health care. Isolation from air service could be a disadvantage to some. The median home price in January 2007 was at a low 7,800.

9. Huntsville, Alabama

The “Space Capital of America’ as it is called, Huntsville is home to numerous technology and aerospace firms, besides being the center for research, technology and high-tech manufacturing. Several big companies have contributed to its economy and the city is known for its well-educated and well-paid work force. Residents enjoy the lovely mountainous surroundings. However limited air services and slow progress in infrastructural development are drawbacks.

10. Fargo, North Dakota

There is no dearth for college amenities in this college town which is home to North Dakota State University and has the Moorhead State University and Concordia College located close by. Modern buildings, a robust economy and the lowest unemployment rate in the whole country (2.6 %) makes Fargo a great place to live and work. Although winters are a negative aspect the town offers plenty of action. The area had a median home price of 2,586 in January 2007.

What is foot orthotics and how do they work?

Category : Region V

What is foot orthotics and how do they work?

This article sheds more light on the term “foot orthotics” – what they are, how they work, the different types of orthotics available and which common complaints can be treated with orthotics.

What does the term “orthotic” denote?

The word orthotic comes from the Greek ‘ortho’ – to correct. The correct term for orthotic is foot orthosis (plural: orthoses) which means a device designed to correct the foot.

Orthotic insoles are a device placed inside the patient’s shoes with the purpose of correcting faulty foot function. Poor foot biomechanics can be blamed for many common foot conditions such as Plantar Fasciitis (heel pain) and Metatarsalgia (ball of foot pain). However, research has shown that bad alignment of the feet also has an effect on other parts of the body, including the knees and lower back. Hence, orthotics is now being used to help treat a variety of conditions, including shin splints, knee and back pain.

What does faulty foot function mean?

The most common display of faulty foot biomechanics is ‘over-pronation’. Over-pronation is a condition whereby the arches are lowered and the feet and ankles rolling inwards excessively during walking and running. It is believed by podiatrists that over 70% of the population actually suffers from mild to severe over-pronation. Over-pronation should not be confused with flat feet (Pes Planus). Only 5% of the population is flat-footed, i.e. no arch is present whatsoever under the foot. Over-pronators on the other hand do have an arch present, but the arch will lower significantly during walking and running, and the ankles will twist inwards.

Over-pronation causes the legs to rotate internally, which leads to an irregular motion in the knee joint and it also forces our pelvis to tilt forward which puts tension on the muscles in the lower back.

How does orthotics work?

Orthotics is designed to correct faulty foot function reducing the amount of ankle role and arch flattening during the gait cycle. In turn this will reduce the amount of internal rotation of the ankles, legs and knees. By correcting over-pronation orthotics re-align the feet and ankle bones to their neutral position, restoring our natural foot function. Therefore, orthotics not only helps alleviateproblems in the feet but also in otherparts of the body such as the knees and lower back.

What different types of orthotics are available?

There are a number of different types of orthotics available, however they all are designed to achieve the same goal. Generally, there are 2 types of orthotics: custom-made rigid orthotics and so called pre-made, off the shelf orthotics.

Only podiatrists can prescribe and dispense custom-made rigid orthotics. They are made from a plaster cast (foot impression) and they can be quite expensive.

Custom rigid orthotics is for patients withserious biomechanical disorders and/or foot deformities. Most people simply suffer from fallen arches (over-pronation) do not require an expensive rigid orthotic. Research has shown that for 80% of people suffering from over-pronation an off-the-shelf pre-made orthotic will provide sufficient correction. Pre-made orthotics is also softer than custom-made’s and easier to get used to.

What is the difference between orthotics and cushioning footbeds?

Regular cushioning footbeds are only designed to provide a cushioning effect and shock absorption. They may feel comfortable at first however they do not address the biomechanical of over-pronation, as an orthotic does.

Which conditions can be treated with orthotics?

Orthotics are found to be very effective for treating heel pain, heel spurs, Plantar Fasciitis, bunion pain, Achilles Tendonitis, Ball of Foot Pain, Morton’s Neuron and many other foot complaints.

Because our feet are the foundation of our bodies many problems in the legs, knees and back are connected to faulty foot biomechanics. This is why orthotics are now being used in the treatment of shin splints, knee pain and lower back pain and many physiotherapists and chiropractors have started using orthotics.

Sources:

The Journal of American Podiatric Medicine May 1999, Sobel E, Levity S T, Caselli MA Division of Orthopaedic Sciences, New York College of Podiatric Medicine. Vol. 94 Number 6542-549 2004 Journal of American Podiatric Medicine” The Conservative Management of Plantar Fasciitis” – Pfeffer GB, University of California, San Francisco, CA.

“Chronic Low-Back Pain and Its Response to Foot Orthotics” – HOWARD J. DANANBERG, DPM, MICHELLE GUILIANO, DPM

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Juggling Work and School Pays Off With Rewarding Careers

Category : Pharmacy Students

Juggling Work and School Pays Off With Rewarding Careers

Are you thinking about juggling work and school? Chances are you’re not alone. With the rising cost of living, along with increasing financial pressures, about 85 percent of part-time college students are employed, according to the National Center for Education Statistics. And this trend will only continue, as shortages in the workplace increase, especially among healthcare workers.

 

            But although combining a job with education—as well as family commitments—can be a tough balancing act, experts say that learning always pays off in the long run. Whether your goal is to be a medical or dental assistant, or pursue opportunities as a pharmacy technician or optical dispenser, with a little advance planning and wise time management, it’s easy to advance your career.

 

            Here are some tips for managing the challenge of attending your local career college while still earning an income—and how to make the most of your current work and school experience:

 

            * Choose a job with flexible hours: Whether you attend classes in the daytime or evening, there are plenty of employers who are willing to offer different shifts and schedule your working hours around your schooling. You might want to initially work a manageable amount of hours, and then, if you feel comfortable taking on more, ask your employer to add on additional days or work time.

 

            * Ask about financial aid: Money should never be an obstacle to your success. If you’re unable to meet your educational costs, ask your college financial aid office if you qualify for funding. Often students have several options for tuition payment. Grants and low-interest government loans are available based on financial need.

 

            * Cut back on expenses: Look at your budget and trim costs wherever you can, whether they be personal care, commuting, clothing, phone bills, entertaining and dining, or other expenditures. Remember that you will enjoy higher earnings when you finally receive your certificate of completion, which more than pays for your current sacrifices. This will be sooner than you realize, since many career college programs take only eight to 10 months to complete.

 

            * Ask for help: Don’t sweat the details—your career college can help you with the day-to-day issues that can seem overwhelming. If you need public transportation information, carpooling contacts, or child-care referrals, the school’s student services office can provide advice. Students can even receive assistance with conflict resolution or other personal needs.

  

            * Learn from your current job experiences: No matter where you’re currently working, take the time to observe the way the organization operates. This will be invaluable knowledge when it comes to looking for your next job. Use every job interview as an opportunity to practice your skills. Then, when you’re nearing completion of your certificate, talk to your career college job placement assistance department for help finding a job in your chosen profession. They can help with career planning and advising, interviewing skills, and more.

 

            * Look for work related to your schooling: Any experience helps when entering a new industry. If you’re interested in being a dental assistant, for example, perhaps you can get your foot in the door in an entry-level position before you even complete your course of study.

 

            * Make a schedule and stick to it: Set aside time to study, time to work—and time to relax. Be sure you’re well-rested so you’re able to concentrate on your homework assignments and lab work. Let your friends and families know that you need uninterrupted study time.

 

 

For more information about becoming an American Career College student, call 877-809-8686 or visit www.americancareer.com/start.html

 

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Juggling Work and School Can Pay Off

Category : Pharmacy Students

Juggling Work and School Can Pay Off

Are you considering pursuing a career while juggling school and work? You’re not alone in thinking that this may be the answer. According to the National Center for Education, with costs of living and financial pressures increasing, approximately 85 percent of part-time college students are employed. This trend will go on, specifically among healthcare workers in the area of Los Angeles.

While having a job along with going to school and meeting family commitments can be hard to balance, experts say that it is worth it in the long haul. If your dream is a career as a medical or dental assistant, Licensed Vocational Nurse, or if you want to look for opportunities as a pharmacy technician or optical dispenser, when you plan for the future and manage your time wisely, career advancement can be attainable.

OntarioHealthCareSchools.com has advice to help people with the trials of going to a local career college or a nursing school while they are working to make money, and how they can get the most advantages from their current employment and education. Students should find employment with hours that are flexible. If you go to school at a certain time of day, many employers will let you work on another shift and arrange your work time around your school time. Initially, you might want to work a manageable number of hours. Then, if you are comfortable taking on more, ask your employer to add additional work time or days.

Don’t let money hinder your goals; instead, ask about financial aid. If you can’t afford the cost of an education, ask for funding from your college financial aid office. Many students do not fully understand the tuition payment process and will have questions. Based on your financial position, you may receive a government grant or loan at a low-interest.

While working, look at your budget and, where you can, spend less on unnecessary expenses. For instance you may be able to cut back in clothes, personal care, travel, entertainment, and food expenses. Remember that your reward will be higher pay when you earn your certificate or degree, which will make your current sacrifices worth the trouble. It may happen sooner than you realize, because many programs can be completed in as little as ten months.

Don’t sweat the details; ask for help. Your career college will help you with day to day issues that might seem overwhelming. If you need information about public transportation, people to contact for carpooling, or someone to watch your child, you can find advice at the student services office at your school. The people there can even assist students with issues such as conflict resolution, or other personal needs.

Use your current job as a learning tool: Even if your present day job is not where you see yourself in the future, you should still study the operations of the organization. When it comes time to look for your next job, this could prove to be invaluable knowledge. Think of each job interview as an excellent chance to hone your skills. Then speak with the job placement assistance department at your career college, when you’re nearing the completion of your certificate, for assistance in finding a job in your chosen profession. The assistants will be there to guide you in the direction you need for success. They will aid you in planning for your career, as well as extend your interviewing skills to the fullest. They want you to succeed and are happy to help in any way they can.

When looking for a job, try to find something that relates to your education. When entering a new field, experience counts, no matter how small. If you want to become a dental assistant, for instance, you could get your feet wet with an entry-level job before finishing your degree.

Arrange a schedule and be faithful to it: A specific amount of time should be reserved for studying, work, and rest. To be sure you’re able to concentrate on your homework assignments and lab work, make sure you are well-rested. Make your friends and family aware that you have to study without being interrupted. If you’d like more information on careers in nursing, LVN to RN schools, vocational nursing schools, or LA-area medical training, then visit www.OntarioHealthCareSchools.com.

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Artist Molly Larkey’s Art Work and Paintings at the Saatchi Gallery

Category : Region I

Artist Molly Larkey’s Art Work and Paintings at the Saatchi Gallery

Molly Larkey’s The Revolutionary playfully incorporates elements of formalist abstraction with its symbolic subject matter. Constructed from a variety of materials, Larkey gives her sculpture a rainbow treatment of brightly coloured paint, each rough hewn component compiling as a topsy-turvy monument, inciting both Modernist art history and hippie psychedelia. With her theatrical assemblage, Larkey frames these disparate ideas as humorously dysfunctional; relating the dynamics of power with the festivity of grass roots endeavour.

BIOGRAPHY

1971

Born Los Angeles.

Lives and works in Brooklyn

SOLO EXHIBITIONS

2007

Project Room, PS1 Contemporary Arts

Center, Long Island City

2004

Webspace @ Artists Space, New York

2003

The End of You Is The Beginning of The End of Me, PS122 Gallery, New York

GROUP EXHIBITIONS

2007

M*A*S*H, curated by Omar Lopez-Chahoud & Amy

Smith-Stewart, New York

Tropical Punch, Jack the Pelican Presents, Brooklyn

2005

LineAge, The Drawing Center, New York, NY

Off My Biscuit, Destroy Your District!, Samson Projects,

Boston

Atomica, Esso Gallery & Lombard-Fried Fine Arts, New

York

Désert de Retz, curated by David Hunt, Audiello Fine Art, New York

2004

Black Milk, Marvelli Gallery, New York

2003

Terrible Beauty, Satelliteâ (a division of Roebling Hall), New York

2001

An Exhibition of Works by Contemporary Women Artists:

Kiki Smith, Cecily Brown, Jane Hammond, Elizabeth Murray, Susan Rothenberg, Molly Larkey, Lisa Yuskavage, Marisol, Bobbie Greenfield Gallery,

Santa Monica

2000

New York Area MFA Exhibition, Hunter College, New York

MFA Thesis Exhibition, Rutgers University, New Brunswick

1999

Size Matters, Gales Gates et al, Brooklyn, NY

Mirror, Mirror On the Screen, Momenta Art Gallery, Williamsburg

The Y2K Solution, Rutgers University, New Brunswick

1996

Incestuous, Threadwaxing Space, New York

Molly Larkey’s The Revolutionary playfully incorporates elements of formalist abstraction with its symbolic subject matter. Constructed from a variety of materials, Larkey gives her sculpture a rainbow treatment of brightly coloured paint, each rough hewn component compiling as a topsy-turvy monument, inciting both Modernist art history and hippie psychedelia.

Read Entire Article about Artist Molly Larkey paintings and artwork at The Saatchi-Gallery http://www.saatchi-gallery.co.uk/artists/molly_larkey.htm

An Exciting New Career Can be the Motivation for Juggling Work and School

Category : Pharmacy Students

An Exciting New Career Can be the Motivation for Juggling Work and School

Are you thinking about juggling school and work? A new job can really be the pay off. It is highly likely that you are not alone when facing this issue. According to the National Center for Education Statistics, as a result of increasing financial pressures, including the rising cost of living, some 85 percent of college students are now employed part-time. This trend is for the long-term. Consider for example that in the Los Angeles area, shortages in the workplace continue to increase, especially among healthcare workers.

Working, furthering your education, and maintaining family commitments can be challenging, but in the long run, it pays off. With a bit of advanced planning and smart time management, it’s easy to advance your career whether your goal is to become a Licensed Vocational Nurse, or a medical or dental assistant, or to pursue employment opportunities as an optical dispenser or a pharmacy technician.

LAMedicalTraining.com offers the following tips to help students handle the strains of attending a local career college or nursing school while working, and to help students take full advantage of their work and school experience.

Select a job that will allow for a flexible schedule: There are a lot of employers out there who understand the need to work while getting an education and they will be willing to offer you different shifts, and to schedule you around your class times, regardless of whether you take day or evening classes. At first, you may want to work a minimum schedule, and then, if and when you feel able to handle more, ask your employer to increase your hours.

Look for financial aid: Money should never come between you and success; financial aid is there to help you achieve your goals. Check with your college’s financial aid office to see if you qualify for funding if you are unable to meet your educational costs. Usually, students have several different options for paying their tuition bill. For those with financial need, grants and low-interest federal loans are readily available.

Cut your expenses: One thing to remember while you are working and going to school is to streamline your living and personal expenses so you can decrease your overall budget. Keep in mind that when you receive your certificate of completion, your higher earnings will reward all the hard work you did. Since many career college programs can be completed in only eight to ten months, this may come sooner than you realize.

Ask for assistance: If you’re sweating the details, remember that your career college is there to assist you with any help that you might need. You’ll find the school’s student service office can help you with transportation information, contacts, or even daycare referrals for your children. Assistance with conflict resolution and other personal needs are even available to students.

Draw from your current job experience: Whatever your job title is, be sure to take note of the ins and outs of the way your organization works; you’ll find that this is invaluable knowledge to have when it comes to the progression of your career path. Think of every job interview as an opportunity to sharpen your skills. Staying in touch with your career placement department as you approach completion of your certificate will better assist you in finding placement in your chosen profession. They will be more than willing to assist you in career advising, planning, and to help you with successful interview techniques.

Seek out work that is related to your education: When entering a new industry, any experience helps. It’s quite possible to get an entry-level position in your desired field before you even graduate.

 The best way to ensure a healthy schedule, while working and going to school, is to set aside time to work, study, and relax. For the best levels of concentration on your homework and lab assignments, it is best to make sure you have plenty of rest. It is important to let your friends and family know that you need quiet, uninterrupted time to devote to your studies.

 A helpful website to visit is http://www.lamedicaltraining.comif you are looking for valuable information on LVN, RN, or Vocational Nursing School careers in the Los Angeles, California vicinity.

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How Do Online Degree Programs Work?

Category : Pharmacy Students

How Do Online Degree Programs Work?

A lot of schools at every end of the academic and professional spectrum are starting to recognize the limitations of traditional, in classroom/ on campus education and are turning to alternatives to offer more educational opportunities for a wider variety of students. But have you ever wondered how exactly the transition from a classroom based course to an online based degree program takes place? Or perhaps you have been considering enrolling in an online course but you are unsure how the formatting would work or if it would be right for you? Then read on to familiarize yourself with the ways that universities are creating virtual classrooms to meet the needs of the students enrolled in online degree programs.

First it is important to point out that, depending on the particular university and the specific program of study, a lot of instructors are opting to use traditional text books, usually the same ones that the on campus students are using. So that is simple enough, not much of a transition required there. However, other professors are preferring to put all of the material online and depending on the program this often works a lot better. Having your texts and supplemental material online means that you can access it from anywhere at any time without having to worry about lugging a bunch of text books with you everywhere you go; so if you want to catch up on some reading at work during your lunch break, no problem. And since you do not have to worry about the costs of buying text books, which can often get quite pricey, online materials make your educational goals a lot more affordable. Online formats also allow instructors to make their content a lot more dynamic than is possible with traditional texts. By adding demonstration videos, links, animations, and audio as well as video lectures students can have a richer educational experience than many in a traditional setting.

One concern that students who are contemplating an online degree program often have is the issue of classroom interaction, both with the professor and with other students. Most program directors and instructors are aware of the importance of contact and support during your course of study; therefore they have implemented a variety of ways to help you interact and get feedback on your progress. Through a combination of chat rooms, message boards, email, and online exercises students are able to communicate and discuss course material and receive immediate feedback on their understanding and application of that material. Some universities, like Mountain State University, utilize virtual classroom software, such as Blackboard, to enable students to communicate, give presentations, access online exams, and keep track of their progress and grades all from one convenient location. Additionally, other universities such as the University of Cincinnati, will divide students into small peer groups assigned to a professional facilitator to make this interaction more constructive.

And lastly, what about hands on experience? There are a few programs where hands on, real world application is an essential part of the educational process but expert educators have developed projects to compensate for this where students work under the guidance of a professional in their own community to gain the experience they need. The University of Florida’s doctorates program in Pharmacy is a good example of this method.

The concept of an online program is rather simple; however, most schools will make sure that you have adequate support so that you have someone to turn to whenever you are in doubt or have questions. So set back and enjoy the convenience of online education.

Barbara Ann Thompson and William Allan Kritsonis – Article: Making National, State, District, and Local Plans Work Through Strategic Planning

Category : Region III

Barbara Ann Thompson and William Allan Kritsonis – Article: Making National, State, District, and Local Plans Work Through Strategic Planning

Barbara Ann Thompson and William Allan Kritsonis, PhD 

 

Introduction

The role of the school administrative team is most often associated with educational leadership.  Leadership roles can be enacted by all stakeholders within the school community, including the student population (Levin, 1998; Wallin, 2003).  The six realms of meaning (Kritsonis, 2007) cover the range of possible meanings and comprise the basic competencies that general education should develop in every person.  A philosophical theory of the curriculum for general education based on the idea of logical patterns in disciplined understanding is presented in Ways of Knowing Through the Realms of Meaning (Kritsonis, 2007).  There are patterns or structures in knowledge and an understanding of these typical forms is essential for the guidance of teaching, learning, and constructing the curriculum. The various patterns of knowledge are varieties of meaning, and the learning of these patterns is the clue to the effective realization of essential humanness through the curriculum of general education (Kritsonis, 2007).

 

Purpose of the Article

 The purpose of this article is to discuss significant aspects of the six realms of meaning as it relates to strategic planning in educational leadership. 

 

Planning Initiatives

The six realms of meaning are viewed as six fundamental patterns of meaning (Kritsonis, 2007).  These patterns are sequential and provide the foundation for all meanings that enter the human experience and emerge from an analysis of possible distinctive modes of human understanding.  The patterns are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics (Kritsonis, 2007). 

The entire school or organization’s future is at stake in strategic planning (Center for Organizational Development and Leadership, 2007).  Strategic planning in educational leadership determines where a school is going over the next year or more and how it’s going to get there (McNamara, 2008).  A postmodern approach for academic and administrative departments would be to implement plans and strategies that are narrowly focused and vital to their future.  A plan too broad would allow for planning initiatives to go amiss from the correct course of focus or persons could get stuck and not be able to move forward (Center for School or Organizational Development and Leadership, 2007).  A framework for strategic planning of higher education centered on leadership, communication, and assessment is predictive of making national, state, district and local plans work (Center for School or Organizational Development and Leadership, 2007).  Steps in the framework according to McNamara (2008) would include the following:

 Mission, vision and value statements,

collaborators and beneficiaries, environmental review, goals, strategies and action plans, plan creation, and

 

outcomes and achievements.

 

    2. The modernist divorces the knower (English, 2003).

In the fourth realm of synnoetics, the student could gain personal insight through working with skilled guidance counselors or thorough a social activity.  The student is endowed with a rich and disciplined life in relation to self and others.  Synnoetics requires active participation and engagement.  To know and to be are one and the same in personal existence.  Ethics or moral knowledge is the fifth realm where a student is able to make wise decisions and to judge between right and wrong.  His moral conduct is a universal responsibility.  It is what ought to be done and it is right action.  In the sixth realm of synoptics, the student would possess an integral outlook of which epistemology – the theory of knowledge, and metaphysics – what is real, are the primary basis for its function (Kritsonis, 2007). 

 

The First Realm:  Symbolics

 Systems of mathematics are designed to achieve complete precision in meaning and rigor in reasoning (Kritsonis, 2007).  Discursive language refers to language used in customary speech for communicating ideas.

        The scope of curriculum in general education allows each person’s participation in the meaning of the social whole of the educational community (Kritsonis, 2007).  Integrity and the need to be learned in certain essentials would allow for leadership that defines roles and responsibilities essential to the effectiveness of the strategic plan.  Board members, community leaders, teachers, parents and students actively participate in creating and organizing guiding principles for continuous effective leadership, communication, and assessment. 

Communication skills will be displayed through speaking, writing, and class experience. This broader-based ownership in which participants feel valued and involved makes it easier to commit to change (Lindsey, Robins and Terrell, 2003).

Lindsey, Robins and Terrell stated in their book, Cultural Proficiency, A Handbook for School Professionals, that what is required in a strategic plan is informed and dedicated staff that are committed and involved in leadership.  They take time to think, reflect, assess, decide, and change, and actively participate in work sessions where the educational community is contributing distinctive ideas, beliefs, feelings, and perceptions (2003).  To monitor a plan’s progress and assess it outcomes, ongoing attention to assessment is necessary.  These appraisals for assessment provide guidance for developing pre-planning strategies.  They allow for monitoring the planning process and judging whether a plan’s activities and strategies are successful in fulfilling the school or organization’s goals. Strategic planning, according to Center for School or Organizational Development and Leadership (2007), can include conducting a review of the school or organization’s political, social, economic and technical environment.  In an initial review, an analysis of the school or organization can be completed.  The planning phase can look at factors that are driving forces in the environment, strengths and weaknesses, opportunities and threats regarding the school or organization.  The mission, vision and value statements are updated as  needed.  The Center for School or  Organizational  Development  and Leadership (2007) suggests that an environment that has a diverse leadership team fostering readiness and receptivity and has an understanding of decision making processes and boundaries would aid creating successful plans for schools and organizations.  Sizing up previous plan’s successes on current efforts helps to keep a historical perspective on efforts of change.

Mission statements are brief written descriptions of the purpose of the school (McNamara, 2008).  The mission statement is a specific purpose statement that is part of the overall mission statement.  The value and vision statements are part of the mission statement. Vision statements are usually a compelling description of how the school or organization will or should operate at some point in the future and of how. The basic strategic planning process according to McNamara (2006) would include the following steps:  (1) Identify the purpose of the school or organization, which is also called the mission statement.  The statement should describe what student or employee needs are intended to be met and with what services.  The mission statement can change through the years as the school or organization changes to society’s needs.  (2) Select goals that must be reached in order to accomplish the mission.  These goals would address major issues facing the school or organization.  (3) Identify the specific approaches or strategies to implement to reach the goals.  In this step, the external and internal environments of the school or organization are examined closely.  Steps to strengthen financial management can also be addressed.  (4) Identify specific action plans or functions of each department to on how each strategy would be implemented.  At this stage committees can be organized to monitor if objectives are met.  (5) Monitoring and updating the plan is the final step in this plan.  Reflection by planners is conducted to see to what extent the goals and objectives are being met and if the action plans are being implemented.  At this stage feedback is important.  A school or organization may generate a survey addressing school or organization satisfaction (McNamara, 2006).

 

The Second Realm:  Empirics

The empirics realms deals with facutal and measureable components.

 

The Third Realm:  Esthetics

Among the four disciplines in the third realm of esthetics to be studied by the student are music, art, literature and the arts of movement in physical education. 

 The beautification process can be applied to organizations as well.

 

 The Fourth Realm:  Synnoetics

The knower and the known are inseparable (English, 2003).  

Team building, decision making, goal setting, conflict resolution and diversity awareness reveal relationships to other people and should be addressed in a strategic plan.  Identifying critical stakeholders, skill of members, pros and cons of making a choice and having a process to deal with different opinions are key skill sets.  Clarifying issues, seeing the other person’s perspective, identifying common ground, identifying what can be changed and what cannot be changed are essential in plan creating and school or organization.  Highly controlled social mechanisms give way to threatening intimate personal relations and being true to self.  A growing need and emphasis is needed on the personal dimensions of understanding.

 The Fifth Realm:  Ethics

The postmodern approach preserves one’s  ability  to  exercise  choice  over  one’s   personhood,  outlook  on  life,   sexual  orientation, contined existence, thought processes and basic integrity as a unique human being.  Empirical knowledge is needed to understand that factual knowledge is an important resource in the improvement of understanding in personal relations and morals.  This knowledge is necessary in making wise decisions.  These decisions are based on consideration of alternatives and the prediction of consequences.  “Moral decision presupposes a free and integral self-in-relation, and becoming a person depends upon making moral choices” (Kritsonis, 2007, p. 592).

The Sixth Realm:  Synoptics

The sixth realm of synoptics is where the student would possess an integral outlook of which epistemology – the theory of knowledge, and metaphysics – what is real, are the primary basis for its function.  Meanings in the sixth realms are comprehensively integrative and include history, religion, and philosophy.  Empirical truths, esthetic (beauty), and synnoetic (personal knowledge) meanings are coherent wholes in this realm.  Man is revealed by the choices he has made in the context of his given circumstance.  The postmodern approach considers that human diversity and difference are beneficial to the pursuit of modern truths and are a threat to governance, authority or rule.  Any threat to diversity would be to veer toward antidemocratic persuasion.  Feyerabend (1999) and his view on epistemological anarchism believed that there was no view too absurd or immoral that he refused to consider or act on and no method was indispensable.  As people are faced with change, the  requirement for the perspectives  of history, a larger vision of faith, and the critical comprehension afforded by philosophical reflection are needed more than ever (Kritsonis, 2007).

 Concluding Remarks

 In conclusion, there are patterns or structures in knowledge and an understanding of these typical forms is essential for the guidance of teaching, learning, and constructing the curriculum.  The purpose of this article is to discuss significant aspects of the six realms of meaning as it relates to strategic planning in educational leadership.  According to Kritsonis, the six realms of meaning are viewed as six fundamental patterns of meaning. These patterns are sequential and provide the foundation for all meanings that enter the human experience and emerge from an analysis of possible distinctive modes of human understanding.  The patterns are symbolics, empirics, esthetics, synnoetics, ethics, and synoptics.  The various patterns of knowledge are varieties of meaning, and the learning of these patterns is the clue to the effective realization of essential humanness through the curriculum of general education of the complete person ( 2007).

 The entire school or organization’s future is at stake in strategic planning (Center for Organizational Development and Leadership, 2007).  A postmodern approach for academic and administrative departments would be to implement plans and strategies that are narrowly focused and vital to their future.  Strategic planning in educational leadership determines where a school is going over the next year or more and how it’s going to get there (McNamara, 2008).  A plan too broad would allow for planning initiatives to go amiss from the correct course of focus or persons could get stuck and not be able to move forward Development and Leadership, 2007). 

 Kritsonis said,

 A human being is in essence a creature who creates, discovers, enjoys, perceives, and acts on meaning.  These meanings are of six general kinds:  symbolic, empirical, esthetic, synnoetic, ethical, and synoptic.  The educator can seize the opportunity to battle such areas as fragmentation, surfeit, and transience of knowledge, by showing what kinds of knowledge are required for full understanding and how the essential elements may be distinguished from the unessential ones in the selection of instruction materials. (2007, p.74)

 The six realms of meaning as it relates to strategic planning in educational leadership are indicative of making national, state, district and local plans work for the success of all students to achieve goals in scholarly disciplines.

 

 REFERENCES

 Center for School or Organizational Development and Leadership (2007).  Strategic planning in higher education:  A guide for leaders.  [Brochure].  New Brunswick, NJ:  Rutgers, The State University of New Jersey.

English, F. W. (2003).  The postmodern challenge to the theory and practice of

educational administration.  Springfield, IL: Charles C. Thomas.

Feyerabend, P. (1999).  Theses on anarchism.  In M. Motterlini (ed.) For and against

method (pp.113-118). Chicago, IL: University of Chicago Press.

Kritsonis, W.  (2007). Ways of knowing through the realms of meaning.  Houston, TX:  National FORUM Journals.           

Levin, B. (1998).  The educational requirement for democracy.  Curriculum Inquiry, 28, 57-79.

Lindsey, R. B., Robins, K. N., & Terrell, R. D. (2003).  Cultural proficiency:  A manual for school leaders (2nd ed.).  Thousand Oaks, CA:  Corwin Press.

McNamara, C. (2006).  Basic overview of various strategic planning models.  In

Free Management Library.  Retrieved July 10, 2009 from http://www.managementhelp.org/plan_dec/str_plan/models.htm

McNamara, C. (2008).  Basic description of strategic planning.  In Free

Management Library.  Retrieved July 10, 2009 from http://www.managementhelp.org/plan_dec/str_plan/models.htm

Wallin, D. (2003).  Student leadership and democratic schools:  A case study.  National Association of Secondary School Principals NASSP Bulletin, 87, 55-78.

 

Dr. William Allan Kritsonis teaches in the PhD Program in Educational Leadership at PVAMU/Member of the Texas A&M University System.

 

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Paulette Brown-Hinds: Making the Media Work to Support Black Voices

Category : Region I

Paulette Brown-Hinds: Making the Media Work to Support Black Voices

Growing up in a predominantly African-American community in San Bernardino and having two parents actively engaged in their community, especially through work with local newspapers, Paulette has been able to follow in their footsteps, yet still carve her own path. Her first job—not surprisingly related to politics (even before graduating high school, she had worked with Congressman Joe Baca)—was in phone banking. Though she now works with the family newspaper, the Black Voice News, she began her career from the bottom, first handling the newspaper’s subscriptions. While originally wanting to attend Hampton University, Paulette decided to stay local and attend Cal State San Bernardino, graduating with a degree in English Literature. She continued her studies at the University of California, Riverside, earning her master’s and doctorate degrees in English in 1998.

Following graduation, Paulette and her husband uprooted their lives after she accepted a tenured position at the University of Cincinnati. Though they continued their tradition of community involvement, Paulette found that “a lot of the community we were trying to build in Cincinnati, we already had in Southern California, where we had a foundation.” Soon after returning to California, she focused her attention more closely on the family’s community newspaper, particularly when her father became ill. Although she enjoyed being able to work with her family and stay connected to her community, Paulette devised a structure that would enable her to work for her parents’ company, yet also allow more autonomy (she found it difficult to continue answering to them). During this process, she co-founded—with her sister—BPC Mediaworks, which allowed her to work with the paper while expanding her interests. “The best thing about founding BPC Mediaworks is being creative; I like to be able to implement my designs and visions.”

As a small-business owner, Paulette worries about how the economy will affect her business. She admits that advertising is the first thing to go in companies’ budgets, but has protected her businesses by “diversifying our interests. BPC Mediaworks is always getting clients beyond advertisers, thus expanding what we can offer.” Despite all her success, and whatever the economic vagaries, Paulette admits that her biggest challenge is still learning not to worry about what people think of her. She remembers agonizing over the decision to leave a tenured teaching position after working six years for her degree. “Overcoming being burdened by other people’s opinions is like layers; first you have to get over the outer layer—colleagues—then you have to get to the inside where family lies.” Over the course of her journey, putting aside those issues, Paulette recognizes that “I learned what I am good at and what I am not; I acknowledge my limitations and try to bring in people to do those things.” Among her goals, though, is to overcome such limitations wherever possible.

Paulette’s journey has been touched with celebrated political names. And because BPC Mediaworks grew so rapidly in its early stages, Paulette had the opportunity to work with the likes of Governor Arnold Schwarzenegger and Maria Shriver. Because of the nature of the company she started, Paulette continues to explore a wide array of interests and creative projects. She reflects that her biggest accomplishment has been to “create a life I like. There’s no separation between work and community, and I feel like I can create my own rules and am not bound by others.”

Paulette recalls that she had always envisioned a life as president of a college; while that dream has taken a back seat (at least for now), mentoring students has become a key focus; she has instituted programs such as the Black Voice News Internship Program. When counseling college students, Paulette guides them by asking, “What is your ideal world? What would it look like and what do you need to get there? What would be your fallback plan that would still keep you in that world?” She reveals her pleasure at being able to make a difference through mentoring those who are generally quite hopeful, and who believe in their potential to create an ideal world. “I still have an opportunity to shape that and to help people do things that are innovative in the world.”

Here is a life all the more satisfying by having been dictated from within, among the great benefits of the entrepreneurial spirit.

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