Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

183 results

Page 1 of 10

  • Facilitating Real-Time, Multidirectional Learning for Clinicians in a Low-Evidence Pandemic Response
  • Richard C Hunt, Sofia P Braunstein, Lauren Cuddy Egbert, Katherine A Gorbach, Monisha Rao, Jonathan D Pearson, Amy J Armistad, Sanjeev Arora, Celine A Bennett, Amanda M Dezan, Jack Herrmann, John T Redd, B. Tilman Jolly, Jon R Krohmer, Bruce B Struminger
  • Journal: Disaster Medicine and Public Health Preparedness / Volume 17 / 2023
  • Published online by Cambridge University Press: 21 September 2022, e246
    • Article
      • You have access
      • Open access
    • PDF
    • HTML
    • Export citation
  • View abstract

    As COVID-19 was declared a health emergency in March 2020, there was immense demand for information about the novel pathogen. This paper examines the clinician-reported impact of Project ECHO COVID-19 Clinical Rounds on clinician learning. Primary sources of study data were Continuing Medical Education (CME) Surveys for each session from the dates of March 24, 2020 to July 30, 2020 and impact surveys conducted in November 2020, which sought to understand participants’ overall assessment of sessions. Quantitative analyses included descriptive statistics and Mann-Whitney testing. Qualitative data were analyzed through inductive thematic analysis. Clinicians rated their knowledge after each session as significantly higher than before that session. 75.8% of clinicians reported they would ‘definitely’ or ‘probably’ use content gleaned from each attended session and clinicians reported specific clinical and operational changes made as a direct result of sessions. 94.6% of respondents reported that COVID-19 Clinical Rounds helped them provide better care to patients. 89% of respondents indicated they ‘strongly agree’ that they would join ECHO calls again.COVID-19 Clinical Rounds offers a promising model for the establishment of dynamic peer-to-peer tele-mentoring communities for low or no-notice response where scientifically tested or clinically verified practice evidence is limited.

  • 1 - Working Memory and Language
  • from Overview of the Handbook
  • Edited by John W. Schwieter, Zhisheng (Edward) Wen
  • Book: The Cambridge Handbook of Working Memory and Language
  • Published online: 08 July 2022
  • Print publication: 21 July 2022, pp 3-16
  • View extract

    Summary

    Working memory (WM) is our limited-capacity storage and processing (memory) system that permeates essential facets of our cognitive life such as arithmetic calculation, logical thinking, decision-making, prospective planning, language comprehension, and production. Since the very inception of WM in the early 1960s (Miller et al., 1960), its role in language acquisition and processing has been extensively investigated both empirically and theoretically by researchers from diverse fields of psychology and linguistics, accumulating an increasingly huge body of literature (e.g., see Baddeley, 2003; Gathercole & Baddeley, 1993 for reviews of early studies). Notwithstanding, the field still lacks a comprehensive and updated profile of conceptualizing and implementing working memory in the broad domains of native and second language acquisition, processing, impairments, and training. In this chapter, we introduce a comprehensive handbook in which key areas of inquiry and practice in working memory and language are at the forefront and theoretical ingenuity and empirical robustness are integrated throughout.

  • Introduction
  • Edited by Wendy Ayres-Bennett, University of Cambridge, John Bellamy, University of Cambridge
  • Book: The Cambridge Handbook of Language Standardization
  • Published online: 01 July 2021
  • Print publication: 22 July 2021, pp 1-24
  • View extract

    Summary

    Linguistic standardization has long preoccupied researchers from different sub-disciplines of linguistics, including historical, applied and sociolinguists, as well as those working on language policy. This Introduction outlines some of the key issues that run through the literature on standardization, as well as the chapters in this volume, and on which there has not always been a clear consensus. These include terminological issues, the relationship between written and spoken standards, the variability of the standard both synchronically and diachronically and the authorities on which standard languages are based. We consider how traditional models are being reviewed and challenged by opening up the scope and type of case studies to embrace multilingual situations, minoritized languages and transnational contexts. Traditional standardization narratives are also being questioned through consideration of standardization ‘from below’. Standard languages play an important role in the legal and educational systems, bringing opportunities but also challenges. We conclude by discussing a number of symptoms of the increased ‘democratization’ of standardization, such as online and digital channels, and the emergence of ‘unofficial spoken standards’.

The Cambridge Handbook of Language Standardization
  • The Cambridge Handbook of Language Standardization
  • Edited by Wendy Ayres-Bennett, John Bellamy
  • Published online: 01 July 2021
  • Print publication: 22 July 2021
  • View description
    Language standardization is the process by which conventional forms of a language are established and maintained. Bringing together internationally renowned experts, this Handbook provides a comprehensive overview of standardization, norms and standard languages. Chapters are grouped into five thematic areas: models and theories of standardization, questions of authority and legitimacy, literacy and education, borders and boundaries, and standardization in Late Modernity. Each chapter addresses a specific issue in detail, illustrating it with linguistic case studies and taking into account the particular political, social and cultural context. Showcasing cutting-edge research, it offers fresh perspectives that go beyond traditional accounts of the standardization of national European languages, and affords new insights into minoritized, indigenous and stateless languages. Surveying a wide range of languages and approaches, this Handbook is an essential resource for all those interested in language standards and standard languages.
  • Is hospitalization a risk factor for cognitive decline in older age adults?
  • Lucia Chinnappa-Quinn, Steve Robert Makkar, Michael Bennett, Ben C. P. Lam, Jessica W. Lo, Nicole A. Kochan, John D. Crawford, Perminder S. Sachdev
  • Journal: International Psychogeriatrics / Volume 34 / Issue 11 / November 2022
  • Published online by Cambridge University Press: 28 September 2020, pp. 963-980
  • View abstract
    Objectives:

    Many studies document cognitive decline following specific types of acute illness hospitalizations (AIH) such as surgery, critical care, or those complicated by delirium. However, cognitive decline may be a complication following all types of AIH. This systematic review will summarize longitudinal observational studies documenting cognitive changes following AIH in the majority admitted population and conduct meta-analysis (MA) to assess the quantitative effect of AIH on post-hospitalization cognitive decline (PHCD).

    Methods:

    We followed Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Selection criteria were defined to identify studies of older age adults exposed to AIH with cognitive measures. 6566 titles were screened. 46 reports were reviewed qualitatively, of which seven contributed data to the MA. Risk of bias was assessed using the Newcastle–Ottawa Scale.

    Results:

    The qualitative review suggested increased cognitive decline following AIH, but several reports were particularly vulnerable to bias. Domain-specific outcomes following AIH included declines in memory and processing speed. Increasing age and the severity of illness were the most consistent risk factors for PHCD. PHCD was supported by MA of seven eligible studies with 41,453 participants (Cohen’s d = −0.25, 95% CI [−0.02, −0.49] I2 35%).

    Conclusions:

    There is preliminary evidence that AIH exposure accelerates or triggers cognitive decline in the elderly patient. PHCD reported in specific contexts could be subsets of a larger phenomenon and caused by overlapping mechanisms. Future research must clarify the trajectory, clinical significance, and etiology of PHCD: a priority in the face of an aging population with increasing rates of both cognitive impairment and hospitalization.

  • A Tallis Patron?
  • John Bennett
  • Journal: Royal Musical Association Research Chronicle / Volume 21 / 1988
  • Published online by Cambridge University Press: 01 January 2020, pp. 41-44
  • View extract

    When Thomas Tallis died in 1585 he left his wife Joan his heir. Joan Tallis's will (12 June 1587) bequeathed ‘to Anthony Roper esquier one guilte bowl with the cover thereunto belonging in respect of his good favours showed to my late husband and me'—her first bequest, and the only one of hers or Thomas's to a person of rank. Who was Anthony Roper, what was the connection, and can it throw any light on the composer? The point does not seem to have been picked up hitherto in Tallis literature.

Page 1 of 10