During the COVID-19, schools were faced with changes in organizational culture under the digital education model. It is a new challenge facing higher education universities to promote cultural competitiveness, enhancing the confidence of educators in organizational culture, and communicating the cultural atmosphere to educators through digital technology. This concept paper mainly emphasizes the introduction of Digital Arts experience into organizational culture, thereby enhancing the appeal of the university organizational culture. This requires the university to combine both ideology and technology, highly advocating the organization's core concept through the global digital trend during the pandemic. This concept paper provides a new perspective of change for constructing organizational culture in universities facing education and digital challenges during the pandemic. The Digital Arts experience will be an essential part of the global university organization culture after COVID-19.

Abstract

Collaborative and person-centred crisis plans are part of mental health policy in the UK, but little work has investigated take-up of crisis plans or equity in their use by crisis resolution and home treatment teams (CRHTs).Crisis plans may be a useful tool in the prevention of future hospital admissions, and they are especially relevant for CRHTs that perform a central gatekeeping role for people at risk of admission to hospital. Previous evaluations of Aims and method To measure the take-up of formal crisis plans in a specialist home treatment team (HTT) serving an ethnically diverse urban population; and to implement a quality improvement programme and measure its impact on crisis plan completion. Two audits were completed of patients before and after the implementation of a quality improvement programme. Descriptive data are shown by ethnic group, by gender, and for people with multiple hospital admissions.Results At baseline, 16.7% of patients at high risk of admission had an HTT crisis plan, compared with 26.7% of a comparison group. Only 23.1% of the crisis plans for patients with a history of frequent admission mentioned the prevention of future admissions. Crisis plan completion improved following the quality improvement programme, when 80.0% of discharges had an HTT crisis plan; of these, 73.0% mentioned admission prevention. In the follow-up audit, 22.7% of patients in the multiple admission group had been readmitted to hospital at least once. Crisis plan completion did not appear to differ by ethnic group or gender and did not appear to be related to hospital readmission.Clinical implications Crisis plan completion improved with simple practical methods, but completion was unrelated to gender, ethnicity or later readmission.Declaration of interest None.

Radiographs taken before diagnosis in children with osseous lesions are rare, but likely under recognized. Further studies of such instances in larger databases may provide a noninvasive means to reach diagnostic or etiologic conclusions.

Background: Communication between health care providers is becoming more intertwined with technology. During the pandemic, telehealth strategies grew exponentially. Remote viewing of imaging on a smartphone may offer efficient communication; however, the reliability of injury assessment when compared with traditional methods is not known. The purpose of this study was to evaluate intraobserver and interobserver reliability of distal radius fracture radiograph review for smartphone versus traditional Picture Archiving and Communication System (PACS). Methods: Eight evaluators (3 attending hand surgeons, 3 hand surgery fellows, 2 orthopedic residents) evaluated 26 distal radius fracture radiographs on 2 different viewers: smartphone or PACS. The reviewers were asked to record: (1) operative or nonoperative preference; (2) fracture classification (based on Fernandez and Jupiter); and (3) treatment strategy (volar plate, dorsal plate, pins, cast, bridge plate, or fragment-specific fixation). The percentage of intraobserver agreement was recorded for each observer. Reliability was calculated using Fleiss’ kappa coefficient for intraobserver and interobserver agreement and graded by strength of correlation. Results: Intraobserver agreement averaged 97% when deciding between operative and nonoperative treatment, 76% for classification, and 84% for treatment. Kappa scores were graded as “excellent” for operative decision and “substantial” for classification and treatment. Attendings and fellows generally had higher agreement than that of residents. Interobserver agreement was graded as “substantial” for all categories for both PACS and smartphone. Conclusions: Evaluation of radiographs on a smartphone for the purpose of treating distal radius fractures does not appear to be significantly different from an evaluation on traditional PACS.

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In the K-12 curriculum program applied globally, teachers are challenged to apply the Differentiated Instruction (DI) which is responsive to the needs of all students and facilitates learning. In the Philippines, the Department of Education recently mandated the implementation of DI in the K-12 curriculum. Hence, this study sought to answer research question: What differentiations are practiced by the Grade 7 Mathematics teachers in their classes? Data gathered from lesson plans, interviews, and classroom observations of 21 Grade 7 Filipino mathematics teachers were qualitative analyzed through the Framework Analysis by Ritchie and Lewis (2013).Findings show that Maker's principles of differentiation on content, process, and product were applied in instruction though not to the fullest; and Tomlinson's principles are embedded in the teaching strategies and student's activities, considering student's readiness and interests.

The recent COVID-19 outbreak has caused confusion and uncertainty to many educational organizations worldwide, forcing school leaders to weave through many school priorities. As schools take on online teaching, teachers were compelled to sit on their chairs, interacting with students using the screens for more than four hours every day. This has resulted in a decrease in physical activity, affecting their health and quality of teaching. Unfortunately, the dichotomy is as teachers care for their students' physical and mental health, teachers' physical well-being is not a priority in most schools' culture during this pandemic.   This paper aims to address this gap in teacher's lack of Physical Activity, which is necessary to help stabilize the school culture during this pandemic. It will highlight school leaders' critical role in promoting physical well-being as part of the school culture.  Moreover, it will discuss the benefits of teachers staying active, and it will also present possible ways to foster a culture geared toward teachers' involvement in physical activities.