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Books on the topic 'Withdrawal (education)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Power, C. Student withdrawal and attrition from higher education. [Adelaide]: National Institute of Labour Studies, Inc., 1986.

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2

Grayson, J. Paul. Racial origin and withdrawal from university. [North York, ON]: Institute for Social Research, York University, 1996.

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3

Callan, Pat. A study of the role of the resource and withdrawal teacher in elementary schools. [Barrie, Ont: Simcoe County Board of Education, 1992.

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4

Omoding-Okwalinga, James. Withdrawal from literacy classes: A study of adult male samples from Botswana, Kenya, Malawi. [Gaborone]: National Institute of Development Research & Documentation, University of Botswana, 1994.

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5

Brophy, Jere E. Working with shy or withdrawn students. Urbana, IL: ERIC Clearinghouse on Elementary and Early Childhood Education, University of Illinois, 1996.

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6

Ang, Cheng H. The effects of alternative interpretations of incomplete and withdrawal grades on course placement validity indices. Iowa City, Iowa: American College Testing Program, 1993.

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7

Abergel, Louise Jane. The attitudes of students with learning disability toward pull-out withdrawal, in-class resource, and collaborative educational models. Ottawa: National Library of Canada, 1995.

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8

Council, Hampshire County. "The right to withdraw": Guidelines on professional practice in religious education and intercultural education : questions and answers for the guidance of governors, headteachers and teachers. Winchester: Hampshire County Council, 1992.

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9

Office, General Accounting. Food and Drug Administration: Effect of user fees on drug approval times, withdrawals, and other agency activities : report to the chairman, Committee on Health, Education, Labor, and Pensions, U.S. Senate. Washington, D.C: United States General Accounting Office, 2002.

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10

Madsen, Frances Buckley. WITHDRAWAL OF ACADEMICALLY QUALIFIED STUDENTS FROM NURSING EDUCATION. 1986.

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11

Fogelman, Patricia Maani, and Janine A. Gerringer. Withdrawal of Cardiology Technology. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190204709.003.0011.

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The care of the cardiac patient requires exquisite assessment including history, physical examinations, and diagnostic data in order to make differential diagnoses and formulate individualized treatment plans. Interventions include education about lifestyle modifications, the introduction and titration of cardiac medications, and referral for more advanced treatments such as vasoactive or inotropic medications, cardiovascular implantable electronic devices, and ventricular assist devices. Often, patients decide to discontinue these therapies. Standardized protocols for withdrawal of life-sustaining respiratory therapies provide structured guidance, reduce variation in practice, and improve satisfaction of families and healthcare providers. This chapter reviews such therapies and the process for cessation while simultaneously attending to symptom management.

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12

Leimer, Pamela Houston. Normative school transition as a possible precursor event in the early school withdrawal of urban Appalachian females. 1994.

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13

Abergel, Louise J. The attitudes of students with learning disability toward pull-out withdrawal, in-class resource, and collaborative educational models: Louise J. Abergel. 1995.

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14

Office, General Accounting. Peace operations: Withdrawal of U.S. troops from Somalia : report to Congressional requesters. Washington, D.C: U.S. General Accounting Office, 1994.

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15

Karen, Bellenir, ed. Alcoholism sourcebook: Basic consumer health information about the physical and mental consequences of alcohol abuse, including liver disease, pancreatitis, Wernicke-Korsakoff syndrome (alcoholic dementia), fetal alcohol syndrome, heart disease, kidney disorders, gastrointestinal problems, and immune system compromise, and featuring facts about addiction, detoxification, alcohol withdrawal, recovery, and the maintenance of sobriety, along with a glossary and directories of resources for further help and information. Detroit: Omnigraphics, 2000.

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16

Antia, Shirin D., Caroline Guardino, and Joanna E. Cannon. Single-Case Design. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190455651.003.0011.

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Key features of single-case design (SCD) research are presented and reviewed, including AB, withdrawal (ABAB), multiple-baseline, multiple-treatment, and comparative designs. Validity and reliability of these research designs are defined. The relevance and feasibility of using SCD research to build an evidence base of instructional strategies is discussed. Studies within the field of deaf education are examined and analyzed to demonstrate the variety of ways that SCD research can be implemented in the field. Recommendations regarding replication, collaboration, and generalization are noted to encourage researchers to implement SCD studies to advance the field.

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17

Parran, Theodore V., John A. Hopper, and Bonnie B. Wilford. Diagnosing Patients and Initiating Treatment (DRAFT). Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190265366.003.0011.

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Chapter 11 provides an organized approach to diagnosis and to the initial treatment plan, focusing on substance use disorders. The elements of pharmacological and behavioral approaches to treatment, including the management of withdrawal, are addressed separately (Sections III and IV). It begins with directions on initiation of the patient relationship, with the object of eliciting cooperation. The sources of information that should be interrogated are listed, including the history, screening tools, physical examination, laboratory studies, and collateral information (e.g., the prescription drug monitoring program or PDMP). A discussion of diagnosis includes the principles underlying the ICD-10 and the DSM-5. The process of enlisting the patient in a treatment agreement and in the formulation of a collaborative treatment plan is described; the practical elements of patient education in medication accountability and dosing are included. The chapter concludes with a treatment planning checklist to facilitate orderly transition to the treatment itself.

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18

Goffin, Eric, Laura Labriola, and Michel Jadoul. Bacterial and fungal infections in patients on peritoneal dialysis. Edited by Jonathan Himmelfarb. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0270.

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Infections specifically related to peritoneal dialysis include peritonitis on the one hand, and exit-site and tunnel infections on the other hand.The diagnosis of peritonitis rests on the classical triad of cloudy dialysate, abdominal pain, and presence of < 100 white-cells (including < 50 % polymorphonuclear cells) within the dialysate effluent. Because peritonitis is associated with high mortality and morbidity rates, empiric antibiotics should be initiated without delay, covering both Gram-positive and Gram-negative organisms. Most regimens include vancomycin or a first-generation cephalosporin for the former, and a third-generation cephalosporin or an aminoglycoside for the latter. Antibiotics are usually administered via the intraperitoneal route. Prophylaxis with an anti-fungal agent has to be considered in diabetic patients and in those who just received prolonged antibiotic administration. Cure is obtained in up to 80 % of the cases ; treatment failure however may occur with refractory or relapsing peritonitis episodes. This is especially common in fungal or fecal associated peritonitis, and will require catheter withdrawal. The incidence of peritonitis has dramatically decreased in recent years with the advent of new connectology systems, and both adequate preventive measures and improved patients’ education. Still it is not clearly documented that new biocompatible dialysate fluids have a favorable effect on peritonitis incidence.Exit-site and tunnel infections are defined by the presence of a purulent discharge around the catheter and by erythema, oedema and tenderness of the subcutaneous pathway of the catheter, respectively. Antibiotics are recommended in case of documented infection. Cuff shaving may sometimes be required, as well as catheter removal in case of unfavourable evolution.

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19

[Restoration of appropriated funds withdrawn by the Bureau of Indian Affairs]. Washington, D.C: [U.S. General Accounting Office, 1995.

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20

Levin, Tomer T., and Alison Wiesenthal. Talking about dying. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0022.

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Talking intimately about a person’s death is a poignant conversation. The intensity of this is reduced by locating the discussion within a review of the goals of care and inviting consideration of natural forms of dying. A sequence of well-rehearsed strategies informed by patient-centredness and compassionate support serves the effective accomplishment of this task. Family support is an important related task, often calling for a family meeting to optimize outcomes. Withdrawal of life-prolonging therapies, handling requests for hastened death or futile care, and responding to misunderstanding and family conflict are common predicaments. The use of educational videos about end-of-life decision-making has improved understanding. Clinicians need to be able to comfortably discuss any potential mode of dying and assure the patient and their family of their continuing and committed care. Communication skills training with simulated patients helps optimize the ease with which clinicians can talk about death and dying.

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21

Ourada, Jason D., and Kenneth L. Appelbaum. Intoxication and drugs in facilities. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0024.

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Active abuse of substances by inmates poses a challenge for correctional psychiatrists. Substance use disorders (SUD) are common among inmates, with higher prevalence usually found in those with general psychiatric conditions. Knowledge about substance use in correctional facilities fosters competent clinical intervention and enhances management at all levels. Psychiatrists working in jails and prisons have the challenging task of maintaining therapeutic alliances with patients who have co-occurring SUDs and also may be actively using substances. Patients might not spontaneously report use during incarceration because they fear retribution by correctional staff or not receiving needed treatment for medical and mental health problems. Psychiatrists need to remain aware of this and to screen for SUD and active substance use as part of comprehensive treatment planning. The clinical challenges in jails and prisons differ, and the substances found in facilities vary geographically. Active substance abuse by inmates presents clinical and systemic challenges for correctional psychiatrists. The interplay among mental health, medical, and custody staff regarding screening, detection, triage, management, and treatment lies at the heart of these challenges. Correctional psychiatrists make important contributions by providing direct assessment and treatment to inmates, and by offering educational, clinical, and policy consultations to other staff. These contributions help prevent potentially life-threatening complications of intoxication and withdrawal, ensure integrated and evidence-based care, and avoid misguided or ill-informed disciplinary or other institutional practices. This chapter highlights these differences, outlines clinical management, and describes an interdisciplinary approach to intervention.

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