3 results
Establishing a digital health platform in an academic medical center supporting rural communities
- Anita Walden, Aaron S. Kemp, Linda J. Larson-Prior, Thomas Kim, Jennifer Gan, Hannah McCoy, Nalin Payakachat, Wendy Ward, Hari Eswaran
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- Journal:
- Journal of Clinical and Translational Science / Volume 4 / Issue 5 / October 2020
- Published online by Cambridge University Press:
- 28 April 2020, pp. 384-388
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- Article
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The University of Arkansas for Medical Sciences (UAMS), like many rural states, faces clinical and research obstacles to which digital innovation is seen as a promising solution. To implement digital technology, a mobile health interest group was established to lay the foundation for an enterprise-wide digital health innovation platform. To create a foundation, an interprofessional team was established, and a series of formal networking events was conducted. Three online digital health training models were developed, and a full-day regional conference was held featuring nationally recognized speakers and panel discussions with clinicians, researchers, and patient advocates involved in digital health programs at UAMS. Finally, an institution-wide survey exploring the interest in and knowledge of digital health technologies was distributed. The networking events averaged 35–45 attendees. About 100 individuals attended the regional conference with positive feedback from participants. To evaluate mHealth knowledge at the institution, a survey was completed by 257 UAMS clinicians, researchers, and staff. It revealed that there are opportunities to increase training, communication, and collaboration for digital health implementation. The inclusion of the mobile health working group in the newly formed Institute for Digital Health and Innovation provides a nexus for healthcare providers and researches to facilitate translational research.
Contributors
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- By Isabella Aboderin, W. Andrew Achenbaum, Katherine R. Allen, Toni C. Antonucci, Sara Arber, Claudine Attias‐Donfut, Paul B. Baltes, Sandhi Maria Barreto, Vern L. Bengtson, Simon Biggs, Joanna Bornat, Julie B. Boron, Mike Boulton, Clive E. Bowman, Marjolein Broese van Groenou, Edna Brown, Robert N. Butler, Bill Bytheway, Neena L. Chappell, Neil Charness, Kaare Christensen, Peter G. Coleman, Ingrid Arnet Connidis, Neal E. Cutler, Sara J. Czaja, Svein Olav Daatland, Lia Susana Daichman, Adam Davey, Bleddyn Davies, Freya Dittmann‐Kohli, Glen H. Elder, Carroll L. Estes, Mike Featherstone, Amy Fiske, Alexandra Freund, Daphna Gans, Linda K. George, Roseann Giarrusso, Chris Gilleard, Jay Ginn, Edlira Gjonça, Elena L. Grigorenko, Jaber F. Gubrium, Sarah Harper, Jutta Heckhausen, Akiko Hashimoto, Jon Hendricks, Mike Hepworth, Charlotte Ikels, James S. Jackson, Yuri Jang, Bernard Jeune, Malcolm L. Johnson, Randi S. Jones, Alexandre Kalache, Robert L. Kane, Rosalie A. Kane, Ingrid Keller, Rose Anne Kenny, Thomas B. L. Kirkwood, Kees Knipscheer, Martin Kohli, Gisela Labouvie‐Vief, Kristina Larsson, Shu‐Chen Li, Charles F. Longino, Ariela Lowenstein, Erick McCarthy, Gerald E. McClearn, Brendan McCormack, Elizabeth MacKinlay, Alfons Marcoen, Michael Marmot, Tom Margrain, Victor W. Marshall, Elizabeth A. Maylor, Ruud ter Meulen, Harry R. Moody, Robert A. Neimeyer, Demi Patsios, Margaret J. Penning, Stephen A. Petrill, Chris Phillipson, Leonard W. Poon, Norella M. Putney, Jill Quadagno, Pat Rabbitt, Jennifer Reid Keene, Sandra G. Reynolds, Steven R. Sabat, Clive Seale, Merril Silverstein, Hannes B. Staehelin, Ursula M. Staudinger, Robert J. Sternberg, Debra Street, Philip Taylor, Fleur Thomése, Mats Thorslund, Jinzhou Tian, Theo van Tilburg, Fernando M. Torres‐Gil, Josy Ubachs‐Moust, Christina Victor, K. Warner Shaie, Anthony M. Warnes, James L. Werth, Sherry L. Willis, François‐Charles Wolff, Bob Woods
- Edited by Malcolm L. Johnson, University of Bristol
- Edited in association with Vern L. Bengtson, University of Southern California, Peter G. Coleman, University of Southampton, Thomas B. L. Kirkwood, University of Newcastle upon Tyne
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- Book:
- The Cambridge Handbook of Age and Ageing
- Published online:
- 05 June 2016
- Print publication:
- 01 December 2005, pp xii-xvi
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Chapter 10 - Immersion in Singapore preschools
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- By Audrey Lim Swee Eng, National Institute of Education, Singapore, Linda Gan, National Institute of Education, Singapore, Pamela Sharpe, National Institute of Education, Singapore
- Edited by Robert Keith Johnson, The University of Hong Kong, Merrill Swain, Ontario Institute for Studies in Education
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- Book:
- Immersion Education
- Published online:
- 05 October 2012
- Print publication:
- 13 July 1997, pp 190-209
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Summary
Introduction
The education system in Singapore has changed from one in which there were four more or less independent school systems, each with a different language as the main medium of instruction, to one in which these different language streams were consolidated into a national system following standard curricula. More recently, a unified national system was implemented using English as the medium of instruction in all schools (Kuo & Jernudd, 1994; Soon, 1988).
The main purpose of this chapter is to describe the effects of this policy on teaching and learning in preschool classrooms, where, increasingly, teachers use only English in the belief that mixing languages is counterproductive for language learning and may cause confusion. However, some students fail to achieve the high levels of proficiency in English demanded by the community and assumed to be possible with total immersion and early exposure to the language.
Background
Singapore is typically regarded as a stable, cosmopolitan, multicultural society with a rich linguistic tradition. According to the last census conducted in 1990, its total population of three million comprises a majority of ethnic Chinese (76.3%) and minority groups of Malays (15%), Indians (6.4%) and others (2.3%). Malay is the national language, and Malay, English, Mandarin Chinese and Tamil are designated as the four official languages.
Education in Singapore is not compulsory; nor is it free. Yet it is almost universal. According to the Ministry of Education (1990 figures), 96.5% of schoolchildren attend schools that are directly under its control.