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Students in Penn State’s Master of Health Administration program are learning first-hand how the skills and competencies they are acquiring in the classroom will be applied in their professional careers. A recent virtual roundtable event provided opportunities for students to learn real-world strategies from health care industry leaders that are being applied in response to the COVID-19 pandemic.

OMers work with a Hungarian church to invest in relationships through every season.

OMer Patrick shares his biggest takeaways from serving in sports ministry in Hungary for two years.

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By Dr. Grazie Pozo Christie

Coronavirus is only the latest iteration of an age-old human affliction. Even now, with the benefit of advanced medical science, our reaction – our confusion, our fear – is not so different from how our ancestors experienced recurrent and terrifying onslaughts of plague, cholera, and yellow fever across the ages. We can learn from the courage and ingenuity of those who travelled this road before us.
 
Consider the work of Dr. Carlos Finlay in Cuba. In 1880 he hypothesized, and then worked to prove his hypothesis, that yellow fever, a disease that regularly decimated coastal populations up and down the Americas, was spread by infected mosquitos. Those mosquitos came to our shores in the 17th century on African slave ships and attacked portal communities in the tropics as well as cities like New Orleans and Philadelphia. The resulting epidemics occurred with oppressive regularity in the summer months, to the people’s great dread, with mortality rates as high as 50 percent. The impact was tremendous – not only in the milllions of lives lost and the wretchedness this caused, but in economic gains and opportunities wiped out or delayed (the Panama Canal).
 
Connecting the transmission of the deadly virus to its source or vector was a decisive step forward in the long struggle against yellow fever. It preceded the development of a vaccine by more than 60 years. Here's how it happened: A young doctor, Carlos Finlay, returned to his home in Havana one night, exhausted, after caring for a Carmelite priest dying of yellow fever. Realizing he had forgotten to say his daily rosary, he sat in his armchair, sweating in the oppressive heat, fingering his beads and swatting at a bothersome mosquito. Suddenly, inspiration pierced his depression and weariness: Could the mosquito, like the one annoying him that moment, be transmitting the infection from person to person? If so, this was marvelous. One could not fight the brutal steamy summer air – the miasma – but one could fight mosquitos.
 
Inspiration, however, was not enough to proceed. Courage and even heroism would be needed to prove Finlay’s hypothesis. These were at hand, thanks to 57 young Jesuit priests and brothers who volunteered as experimental subjects. As each arrived from Spain to staff the Colegio de Belen, newly founded by Queen Isabel II of Spain, he was met by Finlay, carrying a test tube filled with mosquitos that had just fed on a patient sick with yellow fever. Taking their lives in their hands, these Jesuits allowed themselves to be bitten for the sake of their fellow human beings. Three died of the bite, but all 57 were willing to do the same.
 
Subsequent experiments supported Finlay’s hypothesis. Although a vaccine to definitively eradicate the disease would not come for decades, Finlay’s insight helped man to co-exist safely with yellow fever until that time. The incidence of yellow fever in Cuba dropped precipitously through mosquito control. Standing water, a breeding ground for the noxious pests, was eliminated where possible or treated aggressively with insecticides where not. Panama, where tens of thousands of workers had already died of the disease while building the canal followed Cuba’s lead. The last Panama Canal worker to die of yellow fever came in 1906.
 
There are important lessons for us here -- first and foremost, lessons in resourcefulness and valor. 
 
Already, thousands of human minds are, today, tenaciously working to find a solution to Covid-19. They’re persisting without respite, persisting through depression and fatigue, to find a way forward. Just as Dr. Finlay did.
 
And, you can depend on it, inspiration is sure to strike again.
 
You can also see today the same kind of valor that animated the Jesuit volunteers who let the infected mosquitos bite them. You see it in the countless men and women who keep showing up for work at nursing homes or crowded food production lines. Their examples help us all to keep up and increase our courage so we can join them as we ease back into our normal daily lives.
 
As we face the moment when we too realize that we have no choice but to go back out into the world of work and personal interactions, we can take hope from contemplating our predecessors’ success in confronting yellow fever. Like us, they dreamed of a vaccine. But they didn’t lock themselves away until it was developed. They found a way to steel themselves and then to steal the deadly efficiency away from the virus that plagued them. A century later, we can do the same.

Long-term worker teaches Transform seminar about loving Muslim women, encouraging two participants to deepen relationships with Muslim friends back home.

A French couple attended the Off The GRID discipleship programme in New Zealand, where they learned about missions and God.

Family involvement in the Autism Intervention Research Network on Physical Health, the Autism Treatment Network, and the Autism Learning Health Network, jointly the Autism Networks, has evolved and grown into a meaningful and robust collaboration between families, providers, and researchers. Family involvement at the center of the networks includes both local and national network-wide coproduction and contribution. Family involvement includes actively co-authoring research proposals for large grants, equal membership of network committees and workgroups, and formulating quality improvement pathways for local recruitment efforts and other network initiatives. Although families are involved in every aspect of network activity, families have been the driving force of specifically challenging the networks to concentrate research, education, and dissemination efforts around 3 pillar initiatives of addressing comorbidities of anxiety, attention-deficit/hyperactivity disorder, and irritability in autism during the networks’ upcoming funding cycle. The expansion of the networks’ Extension for Community Healthcare Outcomes program is an exciting network initiative that brings best practices in autism care to community providers. As equal hub members of each Extension for Community Healthcare Outcomes team, families ensure that participants are intimately cognizant of family perspectives and goals. Self-advocacy involvement in the networks is emerging, with plans for each site to have self-advocacy representation by the spring of 2020 and ultimately forming their own coproduction committee. The Autism Treatment Network, the Autism Intervention Research Network on Physical Health, and the Autism Learning Health Network continue to be trailblazing organizations in how families are involved in the growth of their networks, production of meaningful research, and dissemination of information to providers and families regarding emerging work in autism spectrum disorders.

OBJECTIVES:

To summarize baseline data and lessons learned from the Autism Learning Health Network, designed to improve care and outcomes for children with autism spectrum disorder (ASD). We describe challenging behaviors, co-occurring medical conditions, quality of life (QoL), receipt of recommended health services, and next steps.

A few days after a majority of Britons backed Brexit in June 2016, this newspaper reported that Nicola Sturgeon had been in talks with London Mayor Sadiq Khan and the Chief Minister of Gibraltar, Fabian Picardo.

One of the biggest pieces of unfinished business for education groups when it comes to federal help with the coronavirus is connectivity and online learning. But what's the state of play?

Chief technology officers are facing an unprecedented test of digital preparedness due to the coronavirus pandemic, struggling with shortfalls of available learning devices and huge Wi-Fi access challenges.

E-learning may help some schools keep instruction flowing but major gaps in access and resources mean not all schools are ready to offer virtual classes, and not all students are equipped to learn online.

The Federal Communications Commission is engaging Congress to expand funding for in-home connectivity and devices for teachers and students grappling with the coronavirus crisis.

The director of teaching and learning for a Minnesota district talks about putting e-learning days into action under difficult circumstances.

The top technology official for Virginia's Fairfax County schools resigned after the district struggled to handle some major technical glitches in its e-learning platforms.

Northshore School District teachers, parents, and students practiced remote learning in advance of the district's closure for two weeks.

Schools and tech companies in the U.S. and abroad have experience deploying virtual learning should a coronavirus emergency arise.

Many parents are having to take on a variety of new roles, from playing IT help desk to becoming makeshift teaching assistants to supervising recess.

As millions of students nationwide start to settle into virtual learning programs to slow the spread of the coronavirus, a massive new research analysis sounds another note of caution about the effects of exposing significantly more screen time.

Schools and tech companies in the U.S. and abroad have experience deploying virtual learning should a coronavirus emergency arise.

K-12 teachers are faced with a question many likely thought they'd never have to ask: How often during the school day do my students need to see me and when?

States are adjusting the policies and strategies designed for short- term remote instruction—like snow day plans—to support students for the rest of the school year.

The Migration Policy Institute published the first in a series of reports that aim to educate parents, policymakers, and the public about how to find and use data to examine whether schools are adequately serving their English-language-learner students.

The answer is unclear but "the threat is real," English-language-learner advocacy groups say. The advocates say the Education Department has evaded their questions about the future of the office of English-language acquisition.

Experimenting with new types and arrangements of furniture can radically change your students' classroom experience, writes Julia Cin.

It will take more than online tools to activate student learning during a school closure. Kate Ehrenfeld Gardoqui offers five sample assignments.

The annual issue, now in its eighth year, highlights the work of district leaders who are deploying new ideas to make a difference for their staff and students.

Setting districtwide priorities for SEL and supporting teachers is essential to ensuring consistency, says Atlanta’s director of social-emotional learning in this Q&A.

The growing popularity of voice-activated technologies is forcing educators to think about the role such tools play in preparing students for the jobs of the future.

If class sizes aren't going to be addressed because of bottom lines, either because of a lack of teacher resources or school funding, then we are going to have to find a way to function better inside of these undesirable situations.

Many parents are having to take on a variety of new roles, from playing IT help desk to becoming makeshift teaching assistants to supervising recess.

Rather than adhering to a specific curriculum, families who "unschool" believe learning happens naturally and should be driven by a student's interests. Education Week spent a "school" day with the Matica family to see this decades-old approach to home schooling in action.

Maker-spaces, adaptive learning, and wearable technologies are among the ed-tech trends to keep an eye on in the next few years, a new report says.

School-based health centers can powerfully expand health-care access and support academic achievement, argue John Jackson and John Schlitt.

It is true, as the Education Secretary John Swinney said this week, that it “takes time” to implement reforms in education, and natural that, since the effects must be seen as a cohort of students moves through the various stages, any improvement will take a while to evaluate.

Education needs to stop going around in circles, writes Stanford’s Thomas S. Dee.

In a wide-ranging report on the state of education for ELLs, one theme is consistent: The nation's public schools must devote more resources and research to educating students who aren't native English speakers.

Watch students in 8th grade teacher Susie Morehead's class deepen their understanding of math principles by working through problems with their peers.

In this lesson, 7th grade English/language arts teacher Emily Park-Friend takes her students through a three-step interview activity.

Crystal Morey, a 6th grade math teacher at Enumclaw Middle School in Washington, uses learning menus as a differentiation strategy to help students become independent and engaged learners.

In 2007, Joel Rose conceived an idea for an innovative, blended way to teach middle school math. Today, it has spread to over 40 schools reaching 13,000 students. Here's how.

Chris Knutson, an 8th grade history teacher at Horning Middle School in Waukesha, Wis., shares how he incorporates learning conferences into his lessons.

One teacher embraced the technique, with encouragement from a former district administrator. But he was told he had to reverse course, in part because of parent complaints.

A group of prominent researchers on English-learners is forcefully challenging the findings of a recent working paper that posits that 3rd grade retention was a benefit to struggling English-learners in Florida.