Advances in preventive medicine have demonstrated the crucial role of whole-food unprocessed plant-based nutrition in reducing disease burden. Nutrition education and plant-based nutrition is seldom included in medical curriculum and is thus seldom incorporated into clinical care. Additionally, personal exposure to lifestyle modifications, including nutrition and diet, is associated with a provider’s willingness to recommend lifestyle modifications in clinical encounters. We offer this editorial to our fellow health professions’ students, practicing healthcare providers, and those community leaders intending to advocate for the patient population via evidence-based curricular enhancement. Our primary effort, Rooting for Wellness, consisted of a mandatory four-week segment within Wayne State University School of Medicine’s (WSUSOM’s) Patient, Population, Physician and Professional (P4) curriculum, which culminated in a required half-day event consisting of patient/provider panels and an interactive cooking demonstration. Prior to the curriculum, we provided several voluntary extracurricularopportunities for plant-based engagement including a 4-week plant-based kickstart program, cooking demonstration, journal club, and guest speaker events. To our knowledge, this is the first exclusively mandatory plant-based nutritional intervention undertaken at a medical institution in the United States. The strategy presented here may serve as a model for similar initiatives at a variety of institutions and settings.
Several challenges characterize the special education profession. The literature is replete with reports of high levels of stress, burnout, and attrition among special educators; the lack of a sufficient number of fully qualified teachers; and dissatisfaction with the gap that exists between research-based effective practices and the daily classroom practices of teachers. In an attempt to counter these conditions, a model Teacher Support Program was developed in western North Carolina that offered several support services to teachers who participated voluntarily in the program. This article reports the elements of the program, the degree of participation by area teachers, and the impact of the program as reported by participants through interviews and written reports.
The purpose of this study was to describe how one group of consumers of special education services—students with or at risk for behavior disorders—experienced school. We present the perspective of these students within the social constructivist framework represented by the circle of courage, a holistic tions of the school curriculum, the classroom and school environments, and the broader culture and community in forming the perceptions of students with behavior disorders. These at UQ Library on March 15, 2015 rse.sagepub.com Downloaded from
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