Research  Objective Study Design Recruitment &  Retention Instrument  Design Data Collection Analysis &  Interpretation Dissemination Traditional  Based upon epidemiologic data & funding priorities Community-Engaged CBPR Community input in identifying Full participation of community locally relevant issues identifying issues of greatest importance Design based entirely on Researchers work with Community intimately involved scientific rigor and feasibility community to ensure study with study design design is culturally acceptable Based on scientific issues & Researchers consult with Community representatives “best guesses” regarding community representatives on provide guidance on recruitment how to best reach recruitment & retention & retention strategies and aid in community members strategies recruitment Instruments Instruments adopted from Instruments developed with adopted/adapted from other other studies & community input and test in studies. Tested chiefly tested/adapted to fit local similar populations w/psychometric analytic populations methods Conducted by academic Community members involved Conducted by members of the researchers or individuals in some aspects of data community, to the extent possible w/no connection to the collection based on available skill sets. community Focus on capacity building. Academic researchers own Academic researchers share Data is shared; community the data, conduct analysis, results of analysis with members & academic & Interpret the findings community members for researchers work together to comments & interpretation interpret results Results published in peerResults disseminated in Community members assist reviewed academic journals community venues as well as academic researchers to identify peer-reviewed journals appropriate venues to disseminate results (public mtgs, radio, etc) in a timely manner & community members involved in dissemination. Results also published in peer-reviewed journals. Continuum of Research (Calleson, Kauper-Brown, & Seife, 2005): OFFICE OF COMMUNITY ENGAGEMENT Calleson D, Kauper-Brown J, Seifer SD. Community-Engaged Scholarship Toolkit. Seattle: Community-Campus Partnerships for Health, 2005. http://www.communityengagedscholarship.info. 8
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Preventing Authorship Disputes  Discuss authorship at the beginning of a project ◦ Review applicable authorship guidelines ◦ Identify likely and possible authors ◦ Identify criteria used to determine final authorship ◦ Give consideration to authorship when assigning responsibilities to the project  Re-visit the topic of authorship as needed ◦ During the project ◦ Prior to submission of manuscripts  Authors should jointly decide the order of authorship, with senior author orand PICreative making Responsible Conduct of Research, Scholarship, Activities Michigan State University Graduate School, 2010 http://grad.msu.edu/ final decisions
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Objectives  List reasons that authorship is important to you, faculty members, and to the university  Understand student rights regarding authorship of theses and dissertations  Understand ways in which students might increase their opportunities to earn authorship  Understand factors that help to determine the quality of a research manuscript  Understand the provisions of the MSU Authorship Guidelines, and use the four authorship criteria from the MSU Authorship Guidelines to explain howScholarship, you earned Responsible Conduct of Research, and Creative Activities Michigan State University Graduate School, 2010 http://grad.msu.edu/
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Licensed Beds Hurricane Katrina Outcome Extensive Damage No Damage Current (2008) Status Demolished Limited Damage Limited Damage Limited Damage No Damage Limited Damage Extensive Damage Open Extensive Damage Extensive Damage Closed 199 Pre-Hurricane Katrina Ownership Investor-owned (Universal Health Svcs) Investor-owned (Tenet) West Jefferson Medical Center (Jefferson) East Jefferson General Hospital (Jefferson) Ochsner Medical Center (Jefferson) Tulane-Lakeside Hospital (Jefferson) Children’s Hospital (Orleans) Lindy Boggs Medical Center (Orleans) 451 Not-for-profit 435 Not-for-profit 456 Not-for-profit 102 218 Investor-owned (Hospital Corporation of America) Not-for-profit None Investor-owned (Tenet) MCL/NO Charity Hospital (Orleans) MCL/NO University Hospital (currently known as LSU Interim Public Hospital) (Orleans) None Public 391 Public Memorial Medical Center (currently known as Ochsner Baptist) (Orleans) 25 Investor-owned (Tenet) Extensive Damage Purchased by Ochsner Methodist Hospital (Orleans) Touro Infirmary (Orleans) Tulane University Hospital (Orleans) Veterans Administration Hospital (Orleans) None Investor-owned (Universal Health Svcs) Not-for-profit Moderate Damage Limited Damage Moderate Damage Extensive Damage Closed Facility (Parish) Chalmette Medical Center (St. Bernard) Meadowcrest Hospital (now Ochsner Westbank) (Jefferson) None 506 243 None Investor-owned (Hospital Corporation of America) Federal government Purchased by Ochsner Open Open Open Open Sold; slated for demolition Open Open Open Closed Status of New Orleans Acute Care Hospitals (2008)
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Objectives, continued  Locate authorship guidelines from at least three journals in your discipline - indicate whether these guidelines are similar or dissimilar  Indicate how authorship disputes can be prevented  Indicate how authorship disputes should be resolved  Identify the office or offices at MSU that handle disputes about authorship Responsible Conduct of Research, Scholarship, and Creative Activities Michigan State University Graduate School, 2010 http://grad.msu.edu/
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Journals that publish medical education work Medical Education and Health Professions Education Journals Academic Medicine (2.338) Advances in Health Sciences Education: Theory and Practice (1.412) Advances in Physiology Education (1.542) BMC Medical Education (1.04*) Canadian Medical Education Journal Clinical Teacher (0.443*) Education for Health: Change in Learning & Practice Evaluation & the Health Professions (1.140) Focus on Health Professional Education (0.882*) Journal of Advances in Medical Education and Practice Journal of Cancer Education Journal of Continuing Education in the Health Professions (1.000) Journal of Graduate Medical Education Journal of Health Professions Education Journal of Surgical Education Journal of the International Association of Medical Science Educators Medical Education (2.696) Medical Education Development Medical Education Online Medical Teacher (1.333) Perspectives on Medical Education Postgraduate Medical Journal (1.384) Simulation in Healthcare (1.667) Teaching and Learning in Medicine (0.741)
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Initial Results Number Hypothesis Preliminary Finding H1 Social media privacy attitudes vary by age. Supported H2 Social media privacy attitudes vary by education. Supported H3 Social media privacy attitudes vary by internet experience. Not Supported H4 Social media privacy attitudes vary by ethnicity. Not Supported H5 Social media privacy attitudes vary by gender. Not Supported H6 Social media privacy attitudes vary by individual’s sense of victimization. Not Supported H7 Social media privacy attitudes vary by importance of a large group of friends. Not Supported H8 Social media privacy attitudes vary by media exposure to social media risks. Not Supported H9 Social media privacy attitudes vary by online context. Not Supported 4
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Fall 2014 Transfers from MS CJCs to IHLs < 30 Credit Hrs 30 - 60 Credit > 60 Credit Hrs Community College Transferred Hrs Transferred Transferred Coahoma Community College 18 53 79 Copiah-Lincoln Community College 37 82 130 East Central Community College 4 57 142 East Mississippi Community College 12 101 218 Hinds Community College 44 204 393 Holmes Community College 36 161 224 Itawamba Community College 20 192 348 Jones County Junior College 14 136 207 Meridian Community College 8 70 148 Mississippi Delta Community College 19 86 100 Mississippi Gulf Coast Community College 26 190 403 Northeast Mississippi Community College 8 79 177 Northwest Mississippi Community College 22 152 307 Pearl River Community College 7 82 138 Southwest Mississippi Community College 15 38 58 IHL SYSTEM TOTAL 290 1683 3072 6% 33% 61% Total Students 150 249 203 331 641 421 560 357 226 205 619 264 481 227 111 5045
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Flex Spending and HRA HRA (FROM NSU) HCFSA Health Reimbursement Accounts Health Care Flexible Spending Account Funded by NSU and provided when you enroll in an ICUBA Medical Plan DCFSA Dependent Care Flexible Spending Account All employees eligible for medical insurance at NSU can enroll in Flexible Spending regardless of their participation in the medical plan. No deductions – NSU contributes for you Deducted pre-tax over 24 pay periods Deducted pre-tax over 24 pay periods Available each month when deposited Available for immediate use Available for use each pay period Can be used for medical expenses for members enrolled in a medical plan Can be used for medical expenses for you & eligible dependents Can be used for the care of dependents under the age of 13 If you elect an HCFSA the Flex funds are used BEFORE the HRA funds If enrolled in an NSU medical plan: HCFSA funds are used before HRA Covered expenses include: Day Care, After Care, Gap Camps Portable after 36 months HCFSA maximum annual limit is $2,650 DCFSA maximum household limit is $5,000 Funds Rollover Every Year Examples of how to use HRA: FOR ELIGIBLE MEDICAL EXPENSES - Health Care & Rx Co-pays - Dental & Vision Care - Durable Medical Equipment Use-it-or-lose-it, no annual carry over Examples of how to use HCFSA: FOR ELIGIBLE MEDICAL EXPENSES - Health Care & Rx Co-pays - Dental & Vision Care - Durable Medical Equipment Examples for how to use DCFSA: NOT FOR MEDICAL EXPENSES - Pre-school payments - After Care payments - Gap camp (summer camp) FLEXIBLE SPENDING ACCOUNT ELECTIONS ARE REQUIRED ANNUALLY! If you do no elect flexible spending during open enrollment, you will not have the benefit on April 1, 2018. Enroll in flexible spending in the ICUBA Enrollment Portal online at http://icubabenefits.org.
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Key Definitions  Community Engagement—developing meaningful and mutually beneficial relationships between campus and community partners as we work collectively to make a positive impact for all members of the community. This is an asset-based approach that emphasizes community and capacity building.  Volunteerism—a policy or practice of giving one’s time and efforts to support the interests on one’s community, particularly the Longwood University community.   Community Service—outreach performed as direct/indirect service working alongside community members and service agencies to promote equity and empower all areas of the community.  Service Learning—a form of experiential education that integrates instruction and reflection with meaningful community service that is intentionally designed to promote student learning, teach civic responsibility, and strengthen communities.  Philanthropy—promoting the welfare of others expressed especially through the donation of money and/or goods to causes and charities.  Service Sites—the location(s) where community service is performed in partnership with community agencies.  Community Partners—organizations or agencies with whom we work alongside to provide service and support the community.
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MSU Authorship Guidelines, continued 2. Contributions that do not justify authorship should be acknowledged 3. Honorary authorship should not be tolerated 4. The rights of graduate students to publish the results of their research should be protected 5. The “senior” author is the person who leads the study and makes the most substantial contribution 6. The senior author determines order of authorship in consultation with other Responsible Conduct of Research, Scholarship, and Creativenotes Activities members of the research team (see Michigan State University Graduate School, 2010 http://grad.msu.edu/
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Ethics In Research Grad Chem Core Course Fall 2008 Authorship, Review, Citation, Credits Three-out-of-four rule in the DV Lab Conceive Active vs. Honorary authorship Conduct For UMass Policies on joint authorship see: Policy Statement on Joint Authorship Interpret At The University of Massachusetts Present At Amherst Citations- Give Credit Where Due Plagiarism- Do NOT copy phrases or ideas without Credits All Journals have Ethical Guidelines for the Publication of Chemical Research
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Authorship Guidelines  MSU researchers are expected to comply with the authorship policies of the journals or other venues in which they publish  Use the MSU Authorship Guidelines if the journal publisher does not have a policy or guidelines  If your work is subject to conflicting guidelines, discuss the matter with your coauthors and work toward a consensus solution Source: J. Pivarnik, MSU Research Integrity Officer, personal communication, 10/29/09 Responsible Conduct of Research, Scholarship, and Creative Activities Michigan State University Graduate School, 2010 http://grad.msu.edu/
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EXCEPTION – MEDICAL MALPRACTICE CASES The Wisconsin Supreme Court confirmed that evidence of collateral source payments may be used to dispute the reasonableness of medical expenses in medical malpractice cases:  “We conclude that the text of § 893.55(7) explicitly allows evidence of collateral source payments to be introduced in medical malpractice actions. We further conclude that if evidence of collateral source payments from sources including Medicare, other state or federal government programs, medical insurance or write-offs, and discounted or free medical services is presented to the fact-finder, then the parties must be allowed to furnish the jury with evidence of any potential obligations of subrogation or reimbursement. Because the text does not inform a fact-finder what to do with the evidence, in interpreting the statute and determining what a fact-finder must do with the evidence we consider the text of the statute, the legislative history, the legislative goal, and three common-law concepts encompassed in medical malpractice actions and Wis. Stat. § 893.55(7), namely reasonable value of medical services, the collateral source rule, and subrogation. We conclude that the circuit court must instruct the fact-finder that it must not reduce the reasonable value of medical services on the basis of the collateral source payments. Although the jury is instructed not to use the evidence of collateral source payments to reduce the award for medical services, evidence of collateral source payments may be used by the jury to determine the reasonable value of medical services.” Lagerstrom v. Myrtle Werth Hos.-Mayo Health Sys., 2005 WI 124, ¶ 74, 285 Wis. 2d 1, 38-39, 700 N.W.2d 201, 219-20. 
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Independent Research Conducted at Medical Schools Nationwide • • • • • • • • • • • • • • • • Harvard Medical School Stanford Medical School Yale Medical School UCLA Medical School University of Virginia Medical Center University of California, Irvine Cedars-Sinai Hospital, Los Angeles University of California at San Francisco Medical School University of Chicago Medical School University of Southern California Medical School University of Michigan Medical School University of Hawaii Howard University School of Medicine, Washington, D.C. University of Iowa The Medical College of Wisconsin, Milwaukee Charles R. Drew University of Medicine and Science
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NEED-TO-KNOW 17-3 Identify the activity levels of each of the following overhead activities as unit level (U), batch level (B), product level (P), or facility level (F). Activity Level Cost Behavior 1. Cutting steel for go-kart frames Unit Costs vary with the number of units produced. 2. Receiving shipments of tires Batch Costs vary with the number of shipments, not with number of tires. 3. Using electricity for equipment Facility Costs do not vary with the number of units or batches produced. 4. Modifying custom go-kart design Product Only needed for each product line. (Costs do not vary with number of units or batches produced.) 5. Painting go-karts Unit Costs vary with the number of units produced. 6. Setting up machines for production Batch Costs vary with the number of setups, not with number of go-karts. 7. Recycling hazardous waste Batch Costs vary with the number of batches of gokarts. 8. Reducing water usage Facility Costs do not vary with the number of units or batches produced. © McGraw-Hill Education. 17-70
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Liangjie Hong and Brian D. Davison Motivation Problem Definition Features Experiments Conclusion Summary • Question Detection N-gram Authorship+Question Mark+5W1H+Length • Answer Detection Position, Authorship Position+Authorship Language Model+Position+Authorship SIGIR July 2009
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Liangjie Hong and Brian D. Davison Motivation Problem Definition Features Experiments Conclusion Summary • Question Detection N-gram Authorship+Question Mark+5W1H+Length • Answer Detection Position, Authorship Position+Authorship Language Model+Position+Authorship This is only a starting point! SIGIR July 2009
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