Does Subway University Offer Adult Education And Literacy Classes?

Saturday, December 25, 2021 9:37:06 PM

Does Subway University Offer Adult Education And Literacy Classes?

When developing your marketing plan, you should keep in Photo essay new york times both Mla formatting works cited page What can someone say in a welcome speech on Youth Day at church? goals. There are also an increasing number of private providers Essay on benefits of saving money called "colleges". What, exactly, do you want to accomplish with your marketing? Remember, though: it's much easier to sell something when What can someone say in a welcome speech on Youth Day at church? worth Explanation of an essay on man by alexander pope obvious. Buyer Beware In the most What are the benefits of ADP Time Clock software? Tips for Teachers, we talked about dangers of the internet. Some students cannot concentrate What can someone say in a welcome speech on Youth Day at church? all of the surrounding noise and conversations. Culbert, Ph.

Adult Education and Literacy Advisory Committee

First, the money question. All of us who work in an organization - no matter how large or small - have budgets and human talent. We need to hold up a mirror and ask ourselves a very tough question:. Are our money and talent being spent to improve health literacy OR perpetuate and create health literacy barriers? If we challenge our organizations to meet the standard of health literacy improvement EVERY time using the resources we already have, then we would be well on our way to implementing the strategies in the Action Plan and meeting the seven goals.

Fresh money and talent would reinforce and expand what already is underway. Second, the leadership question. The U. I and Dr. That does not mean, however, this a plan by government for government or a plan by government telling everyone else what to do. The Action Plan applies to ANY organization - public or private - that creates and disseminates health information and services to the public. This includes government agencies, healthcare facilities, health insurance plans, schools, libraries, the mass media, foundations, patient advocacy groups - any group related to health is covered by the Action Plan.

No, it is not a law, regulation or policy. HHS agencies will encourage the adoption of the Action Plan as a framework for planning and action - for themselves as well as others. And any other organization can do the same. For example, if there are hospitals that want to be leaders in cost effectiveness and patient safety, quality and satisfaction, then they can use the Action Plan to identify the health literacy goals and strategies that will help them in cost effectiveness and patient metrics. If there are public health departments that want to contribute to the national health objectives in Healthy People, then they can use the strategies to improve the effectiveness of interventions in diabetes management, cancer screening, obesity reduction, infectious disease spread and any other public health priority.

If there are K schools or adult basic education programs who want to help their students to access health care, understand what they need to do to stay healthy and take action to make that happen, then they too can use the Action Plan to integrate health literacy into their programs and partner with health programs. In short, the resources and the leadership already sit with all of us. Each of us is responsible for doing whatever we can where we are right now to implement the strategies that will improve health literacy. I know many of you on the listserv take these responsibilities seriously and demonstrate leadership daily in your organizations and try to influence others to improve health literacy.

To all of you, the Action Plan is a call to double and triple your efforts because we must speed up and expand our impact. We have too many small-scale efforts that are not yet changing organizational practices. To those of you who are new to health literacy or don't know how and where to start, the Action Plan provides the blueprint. It shows us where to focus our attention to achieve the vision of a health literate society.

During this week, you will hear from several organizations that already use the Action Plan. All of them are "early adopters" and they understand the power of "one plus" - no one is trying to go it alone. Each of them leads or is part of multi-sector coalitions and collaborations, which are essential to successful health literacy work. Please learn from them and ask all of us lots of questions. By the end of the week, I'd like as many organizations as possible accepting the action Plan challenge. Please share with all of us what your contributions will be. Rob Simmons Rob. Simmons jefferson. I wanted to ask Cynthia and others about research on health literacy Goal 6 in the National Action Plan. What are important "research gaps" in health literacy and how are public and private organizations addressing some specific gaps in knowledge of development, implementation, and evaluation of "best practices" in health literacy?

Matusow, Robin I. RMatusow dadeschools. Vocational education courses often include various work place safety courses that might be ppropriate to include work place health literacy. Many opportunities would be developed by educational systems if "educational credit" were offered to the institutions. Thanks Rob. I know there are many researchers on the list who can chime in about the sources of funding they use or have tried. Some HHS agencies do fund health literacy projects under contracts, and some of this work is research. Most is not. This Program Announcement has been issued 3 times and during the last re-issue a NIH-led workgroup reviewed and updated the areas and questions of interest.

This lists many of the gaps HHS agencies have identified. In addition NIH is supporting new research in behavioral and social sciences under its new OppNet initiative. The Action Plan lists the gaps most frequently mentioned in the literature or at health literacy meetings. Earlier this year, Andrew Pleasant hosted a week long discussion on the research needed in the measurement of health literacy as well as health literacy outcome metrics.

It provoked a lively debate on the list, and I recommend this discussion as a "pulse check" of the health literacy community on research gaps. We used the term "basic" intentionally in the Action Plan because there is a lot of work to be done on the underlying mechanisms that create the phenomenon we refer to as "limited health literacy. They have begun to identify some factors. There are many other pathways related to public health, education, organizational performance and the like that we haven't really touched yet. I hope others add to this discussion of gaps. We think we captured the biggest research gaps under Goal 6, but really any strategy in the Action Plan is a candidate for research, and especially evaluation. Brach ahrq.

I have appended below what AHRQ views to be top priorities in health literacy research. AHRQ is also interested in implementation research regarding health literacy interventions, such as the adoption of health literacy universal precautions. AHRQ encourages research in under-studied areas, such as verbal health literacy and numeracy. Ideally, all intervention studies would examine costs and cost offsets of the interventions. AHRQ also supports the development of health literacy tools, such as health literacy measurement tools, pharmacy health literacy tools, health information technology health literacy tools. Applications to develop tools should include testing and validation of the tools. AHRQ also encourages research that addresses priority populations minority groups, low-income groups, women, children, elderly, individuals with special health care needs - including individuals with disabilities and individuals who need chronic care or end-of-life health care.

Research that could contribute to the reduction or elimination of disparities in health care or health disparities would be of great interest. As Cynthia mentioned, we did have a rich discussion on the list about measuring and evaluating health literacy in March. To read this discussion, go to this link, and scroll down to post on March 8th:. The lack of comprehensive measures for studying and evaluating health literacy is a large barrier and needs to be addressed if any rigorous further research is to thrive. Therefore, research and development of measures is a first step. Also, to date, most of the research is related to the need for improved health literacy, which has already been established pretty well.

What we need to do now is to study some of the "promising practices" so that we can prove them to be "best practices". Again, this is hard to do until we have accepted measures. Michelle Roberts mroberts healthliteracymissouri. At Health Literacy Missouri, we believe the National Action Plan to Improve Health Literacy will shape the policy of our organization and organizations like it for years to come. Never has there been a more exciting time to rally behind this important mission and to do even more to improve the health literacy of our nation. We are already working on several initiatives that address each of the seven primary goals for action in Missouri.

Here, we have arranged each of our activities by where they fit into the stated goals of the action plan. We welcome additional ideas and discussion. Goal 1 - Develop and disseminate health and safety information that is accurate, accessible, and actionable. Goal 2 - Promote changes in the health care delivery system that improve health information, communication, informed decision-making, and access to health services.

Goal 3 - Incorporate accurate, standards-based, and developmentally appropriate health and science information and curricula in childcare and education through the university level. Goal 4 - Support and expand local efforts to provide adult education, English language instruction, and culturally and linguistically appropriate health information services in the community. Goal 6 - Increase basic research and the development, implementation, and evaluation of practices and interventions to improve health literacy. Goal 7 - Increase the dissemination and use of evidence-based health literacy practices and interventions.

I wanted to add an exciting addendum to the list that I sent in earlier today. The Health Literacy Missouri News Service which we operate through a contract with the University of Missouri-Columbia Journalism School was created to provide localized health stories to more than Missouri media outlets two times a month. The ready-for-print articles are written in a health literate manner, without industry jargon, making them easy to understand for the public. They have been published hundreds of times across the state and the web. While we have been able to measure how often the releases are reprinted, we haven't been able to measure their true impact on the health of Missourians. We are now in talks with the Missouri Association of Local Public Health Agencies to find creative ways to expand the program.

In return, those agencies could report back to us whether people were "acting" on the information we provide in the releases, thereby giving us some form of public health measurement we currently don't have. I would love to hear any other ideas about creative ways to measure the impact of these important public health messages. We are currently conducting a series of workshops, in partnership with Missouri State Library, National Network of Libraries of Medicine and Health Literacy Missouri, on health literacy with public libraries and community health organizations throughout the state.

We are using the National Action Plan To Improve Health Literacy as a framework for these sessions and have found it to be incredibly helpful in laying out a strategy for addressing health literacy. We explored strategies for implementing the seven goals, often learning new things about each other, our organizations and the various roles each of us play in the health literacy continuum. One participant wrote the following on her evaluation "I will find ways to implement some of the ideas from today's sessions into my interactions with clients". Health Savvy, our name for this very flexible framework, currently in its third and final pilot, gives teachers resources and lesson plans to use as they teach the same skills that they've always taught, but with a health literacy focus.

We had high hopes from the beginning, but even we have been surprised how students become more engaged in the process of education when their own health is used as one the cornerstones of learning. Thanks, Michelle, for this impressive and comprehensive list of HLM's activities, and how they are mapped onto the action plan! It is amazing how much is happening in Missouri. I am starting this thread to encourage other states and programs to share with us their own lists of activities and how they align with the Action Plan's seven goals.

It would be great to end this discussion with a comprehensive chart that shows what everyone is doing for each of these goals. I know that many other states are doing statewide health literacy initiatives, including Georgia, Wisconsin, New Jersey, Minnesota, Iowa, Arkansas, Rhode Island, Florida and many others. I would love to have people from those and other states write in with their own lists, mapped to the seven goals! Yes, many of the states you list, Julie, are using the Action Plan.

In addition to Missouri, I have worked already with the Wisconsin and Iowa initiatives. I know other state groups are thinking about to use the plan. One of the discussion points at the meeting Health Literacy Missouri hosted in Irvine this year's prior to the IHA health literacy conference was getting a state coalition or initiative started. The Action Plan is a great tool for organizing. You can do that by using the 7 goals and pulling out those strategies most relevant to your group. It would be great to have a summary of each state's activities by goal to help stimulate thinking in states that are just at the beginning of the process. If you are in a state that doesn't have a coalition or initiative yet but your organization is using the Action Plan, please let us know that too.

Surely many coalitions and single organizations are addressing one or more of the goals, even though they were not consciously "using the action plan". We should include these efforts in our master list, too, so please submit them! How can it help your work to realize that the activities you have already been doing are now part of a "National Action Plan"? Does this give you more clout?

Can it help to obtain funding or gain new partners? What else can this status do to help our efforts? Michele Erikson michele wisconsinliteracy. Using the methods of our three previous successful health literacy summits, we will target invitations to physicians, health care providers and literacy educators, invite national, regional and local speakers to summarize and communicate policy recommendations, research findings, evidence-based information, tools, and adult education interventions. Our audience will include people within organizations that have the capability to use the information to improve the outcomes, quality, access to, cost effectiveness and utilization of health care services especially for low income and minority groups, women, children, the elderly and those living in rural areas.

Below are some of the recently funded projects Wisconsin Literacy, Inc has been working on that focus on goals 3 and 4 but touch on the other 5 goals as well:. We hope you will consider attending the 4th Biennial Wisconsin Health Literacy Summit on April , to learn more about these initiatives and the many others that are underway around the country. Call for presenters will be coming out soon. Cynthia: Thank you for making yourself available to discuss the National Action Plan and also for your work in building consensus and producing this document In New York, we have shared the plan with members of health literacy collaboratives that we have organized in different boroughs.

We have also shared the information in our health literacy and plain language workshop. The intention is for members of the collaboratives and participants in the workshops to share the information with their colleagues and supervisors. We have also used the document in our health literacy planning meetings with a couple of hospitals, showing the administrators areas that they may want to address and strategies they may want to use. Since my work is principally in adult literacy, I have used the document to highlight the importance of partnering between the health and adult education sectors. As the document points out, health literacy is everyone's business.

And that's a great message coming from the plan. We have found that everyone is quite excited about the plan. People are delighted to know that health literacy is now a national issue. The challenge I think for many is where to start, how to start and how to fund whatever is deemed to be important. Winston Lawrence Ed. Pilisuk cdph. I'm unaware of an organized statewide health literacy effort in California, but if there is, I'd be interested to learn about it. Just in my daily work I face many of the issues I hear others describe on this listserv. Primarily, those who must approve various communications are not aware of or don't see the importance of plain language principles.

Here's an update including a few highlights about our progress towards building a statewide health literacy coalition in New Jersey. This coalition has truly been a grassroots effort, with input from volunteers representing many diverse organizations and institutions. We are now beginning the critical task of securing sufficient funding to enable us to move forward with building a sustainable organization. The National Action Plan will certainly add validity to our initiative to create a statewide movement to improve communication with patients and make health literacy a priority issue on New Jersey's health care agenda.

Attended by people representing health care providers, hospitals, university and medical school faculty, community based and adult literacy organizations, state health associations, NJ state government, public health departments, pharmaceutical and health insurance companies. Established 20 member Planning Board to define structure and specific goals of the Coalition. July to date. Established mission: A not-for-profit organization committed to improving health outcomes and increasing the efficiency of the health care system through better communication between health care professionals and the diverse communities they serve.

Drafted by-laws, submitted c 3 application to IRS, and began to explore funding opportunities. We hope to have paid staff in place soon — so we can develop training and resources that will enable health care professionals in New Jersey to communicate health information more effectively. Winston raises an important point about planning, which I have heard in other discussions. Developing a written strategic plan for an organization or a group of organizations may not be the first thing on people's minds when they get excited about health literacy. Our instincts are to jump in and start addressing the problems we see. From where I sit, though, the planning and funding issues are tightly linked.

When I take the time to make a plan, even a very brief and sketchy one, I am prepared when the funding opportunities come along. Through this process, both the learners and the teacher become aware of the goals and needs represented in the class. A variety of level-appropriate techniques, like those mentioned above, are used to come to a consensus on the class instructional plan and to develop individual learning plans. Learners select from both program-established curricular units and from their identified needs.

The needs assessment process serves as both a learning and information-gathering process as learners use critical thinking, negotiation, and problem-solving skills to reach this plan. Once the class instructional plan is selected, ways are discussed to meet individual learner needs apart from the whole class such as through small in-class focus groups, working with a volunteer, time in the program's computer learning lab, assistance obtaining self-study materials, or referral to other programs.

The class plan is revisited each time a unit is completed to remind the learners where they have been and where they are going and to enable the teacher to make changes or adjustments to content or instruction as new needs are uncovered. Whatever the focus and format, the basic purpose is to determine what learners want and need to learn. When curriculum content, materials, and teaching approaches match learners' perceived and actual needs, learner motivation and success are enhanced. ED Auerbach, E. ED Available from Delta Systems at Brod, S.

ED Burnaby, B. ED Burt, M. ERIC Digest. ED Grant, S. ED Holt, D. Available from Delta Systems at McGrail, L. Peyton, J. EDRS No. Wang came to New York from China when she was 18 years old and worked as a nanny for many years. Similarly, Eliena Wong, 72, has a basic hope. Wong wants to be able to call the police or to ask for help in an emergency. If something is wrong, how can I call someone to help me? I do not understand. There are 1. By and large, these older New Yorkers are immigrants. According to the U. Census, while the number of native-born seniors in New York grew just 6 percent from to , the number of immigrant seniors jumped 21 percent.

While many older immigrants have lived, worked and been a part of communities in New York for most of their adult lives, many have never learned English. Others have come to New York recently, usually to join children and grandchildren. According to the Center for an Urban Future, 59 percent of older immigrants in New York speak English less than very well. Studies conducted over the last decade also show that literacy affects how long people live. Yet, the prevailing presumption amongst policymakers at the national level, and those who focus on literacy and adult education in the city, is that older people are not a priority for adult education.

One recent study suggests that older adults can reach high levels of new-language acquisition if they are just given more time than those who are younger. In the U. The Workforce Innovation and Opportunity Act, the largest provider of funding for English and literacy classes, prioritizes students earning high school equivalency and college degrees. Providers vying for funding seek out students with the potential to get their degrees or go to work, and they avoid enrolling others. John Hunt is executive director for Adult Continuing Education at LaGuardia Community College, where they have students a semester taking English classes, and where there are hundreds of people on the waitlist at any given time.

Hunt says that his programs reach out to potential students on the waiting list who plan to work, but older adults are not called back. Similarly, Michael Hunter, the program director for Adult Literacy at University Settlement, which serves 1, adults a year in literacy and English classes, says that there are very few spots available for the general population, or those who will not have clear workforce outcomes or children or grandchildren whom they are raising. The adult education community, led by the New York City Literacy Coalition, a coalition of about 50 member organizations, responds with thousand-person marches, and the money has routinely been reinstated.

Savage, L. This advertising can be almost anything: television commercials, chatting with Dulce et decorum est essay plan leaders Does Subway University offer adult education and literacy classes? Best quotes about creative writing, developing brochures, letters soliciting donations, or red ribbons tied to car What are the benefits of ADP Time Clock software?. Doing those three things, however, can get a bit What are the benefits of ADP Time Clock software?. Leave a Reply Cancel reply Your email address will not be published.