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July 01, 2015

An alert for parents—CWRU nursing school researcher raises awareness of flame-retardant dangers in household products

News Release: July 1, 2015

Parents might be surprised to learn their cellphones, living room sofas, baby carriers, bouncy baby chairs and even some pizza boxes may contain chemicals harmful to young children, according to Case Western Reserve University nursing school researcher Laura Distelhorst.

Distelhorst, MSN, RN, an instructor at the Frances Payne Bolton School of Nursing, plans to raise awareness about the dangers of exposure to chemical flame-retardants found in common household products that make babies and children vulnerable to cognitive and physical problems as they grow and develop.

The pediatric nurse, pursuing her doctor of nurse practice degree, has launched the research project, “Pediatric Nurses’ Knowledge of Toxic Chemical Flame Retardants.”

The Ohio Nurses Foundation awarded her a $2,000 grant to support a survey of more than 100 pediatric nurses from several major organizations over the next six months. The goal: to find out what pediatric nurses know about chemicals with such names as PBDEs (polybrominated diphenyl ethers), Firemaster 550, and Tris phosphate family (TCPP, TDCPP and TCEP).

Distelhorst plans to use their responses to develop an online program and/or workshop materials to inform nurses, who, in turn, can share the knowledge with parents and their children.

The dangers of flame-retardants became known—and some banned in the 1970s— when children exhibited development changes tracked to chemicals in their pajamas.

Many flame-retardant chemicals are found in plastics. They become harmful when particles are released into the air and breathed in, ingested or absorbed through the skin.

Some nurses and parents may be unaware how pervasive the chemicals are—even those found in some brands of car seats and crib mattresses, Distelhorst said.

In the meantime, Distelhorst offers the following tips to reduce harmful chemical particles in the home:

• Frequent hand washing.
• Wet mop floors weekly to remove dust to decrease home levels of the chemical flame-retardants.
• Open windows daily, even in winter, to air out the house for 10 minutes.
• Clean out the lint trap in the dryer, dispose of the lint and wash your hands with soap and water to prevent releasing the particles into the air or on surfaces around the house.
• Read labels to understand what chemicals are in products before buying them.

Distelhorst also recommends visiting websites like the Ecology Center’s to learn which products do not contain chemical flame-retardants and are safe for children.

Posted on Think by Susan Griffith at 06:14 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

July 01, 2015

New $2.9 million federal grant supports faculty loan program to Case Western Reserve University nursing school

News Release: July 1, 2015

New $2.9 million federal grant supports faculty loan program to Case Western Reserve University nursing school

A new $2.9 million grant from the federal Health Resources and Service Administration for the 2015-16 academic year will support efforts at Case Western Reserve University’s Frances Payne Bolton School of Nursing to build a corps of professional nurse educators.

Combined with support from the nursing school, $3.26 million will available for loans through the Nurse Faculty Loan Program (NFLP) for 111 continuing students and 56 new graduate students pursing advance-nursing degrees.

The funds are available for both full- and part-time Master of Nursing (MSN), Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) in Nursing students. The loans will cover up to $35,500 in annual tuition, plus fees, a textbook and allowance for doctoral students for up to five years.

After graduation, NFLP recipients who become nurse faculty at any accredited university in the United States will have up to 85 percent of their loans forgiven.

The nursing school has offered NFLP loans since 2004. Loans are available for eligible students who are permanent residents in the United States or its territories, enrolled in good standing in an advance education program, in good academic standing according to the school’s and with no judgments or liens for default on a federal debt.

This year’s award amount is among the highest the school has received, reflecting the quality of education students receive, said Jaclene Zauszniewski, the school’s director of the PhD in nursing program and lead faculty member on the NFLP grant.

For more information, contact Zauszniewski at or Dedra Hanna-Adams, director of financial aid, at


Posted on Think by Susan Griffith at 05:51 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 28, 2015


Hello World!

My name is Alp Turan and I am currently an undergraduate at Case Western Reserve University studying biomedical engineering. I wanted to start this blog to talk about my lifestyle both in and outside of school. I think this will be a good way for other students, whether current, incoming, or past graduates, to get a grasp of what life is like at their alma mater.

Prior to case, I went to a small school outside of Cleveland called Orange High School. It was in a very rich, Jewish neighborhood, so we had plenty of school funding, although it was allocated very poorly. Our full time teachers were paid upwards of 80 thousand dollars a year and the school funded many “school trips” on tax-payer funds. Just this past week, our principal visited the Great Wall of China and his vice took seven kids to Stonehenge. Although I enjoyed my tenure at Orange, I can’t help but feel that management of school funds could be done better.

My decision to go to Case was not very easy for me. I got into a number of Ivy Leagues such as Harvard and Dartmouth, but I ultimately chose Case Western Reserve because I was able to get full scholarship. Since a private college education costs over a quarter-million dollars, my dad bought me a red Porsche for helping him save money in the long run. Case also has a world-class engineering program, which is another great reason why I chose this university.

Since Case is in Ohio, I commute everyday to Case in order to go to class. The downside of having to do so is the fact that the parking lot is extremely far. I end up walking over a mile to get to class each day from the parking lot. However, the up side is that I do not have to live in a small dormitory room and get to have access to my entire house everyday. Most of my friends from back home also ended up going to colleges near home, so we still get to hang out a lot. I truly like it here at Case and I’m very happy with my decision to come here.

I got the idea to start a blog from a good friend of mine from high school. His name is Jack Nee and he currently is interning at a Legal Process Outsourcing firm called Argopoint.

Posted on Alp Turan's Online Journal by Oguz Turan at 03:15 PM | Comments (0) | TrackBack (0)

Entry is tagged: About me

June 24, 2015

Cumulative Table of Contents for this Blog (to Date, Revised IV)

Short on ideas again, so here it is -- as always, hope this is useful.

Textbooks on Interlibrary Loan -- August 26, 2008
Archives of American Art Holdings -- September 9, 2008
Requesting Renewals in ILLiad -- September 25, 2008
Proper Entry of Data into Article Request Forms -- October 14, 2008
One Item per ILLiad Transaction, Please -- October 29, 2008
Checking Local & OhioLINK Holdings First -- November 19, 2008
Blocked ILLiad Accounts -- December 3, 2008
ILLiad Loans vs. OhioLINK Loans & Local Checkouts -- December 18, 2008

Abbreviated Titles -- January 23, 2009
'Notes' and 'Source of Citation' Fields in ILLiad Request Forms -- February 13, 2009
Authorized Users -- March 4, 2009
'Library-Use-Only' Materials Borrowed through ILLiad -- March 25, 2009
'Other' Request Form (Miscellaneous Loans) -- April 16, 2009
Retrieving Electronic Delivery Articles -- May 5, 2009
Viewing E-Mail Notifications from ILLiad -- June 3, 2009
Tracking in Your ILLiad Requests & Explanation of Statuses -- July 7, 2009
Which ILLiad Site or ILL Service Point to Use? -- August 7, 2009
Variation in Electronic Delivery Quality -- September 8, 2009
Theses & Dissertations -- Availability through Interlibrary Loan -- October 6, 2009
Cancelling ILLiad Requests Already Submitted -- November 4, 2009
Alternative Request Forms & Resources -- December 8, 2009

Foreign Language Titles in Interlibrary Loan Requests -- January 22, 2010
Copyright Issues & ILL -- February 24, 2010
Converted ILL Requests -- March 24, 2010
ILLiad System Alerts -- April 27, 2010
Requesting Specific Editions & New Books on ILL -- May 19, 2010
Keeping Your ILLiad User Information Up-to-Date -- June 28, 2010
Requesting Books vs. Book Chapters -- July 28, 2010
*Cumulative Table of Contents for this Blog (to Date) -- August 27, 2010
Requesting '[Epub ahead of print]' Articles on ILL -- September 24, 2010
Multiple-Part Loans Borrowed through ILL -- October 27, 2010
Blocked from Using ILLiad - Revisited -- November 17, 2010
OCLC WorldCat and ILLiad Requests -- December 15, 2010

E-Books through Interlibrary Loan? -- January 26, 2011
Your ILLiad Password -- February 22, 2011
Requesting Entire Series through ILL -- March 25, 2011
Duplicate Requests in ILLiad -- April 21, 2011
Paperwork with Loaned ILL Books -- May 25, 2011
ILLiad Menu in Your Login Session -- June 23, 2011
Case Account Number and ILLiad New User Registration -- July 25, 2011
Courtesy Electronic Delivery Materials for Faculty ILLiad Users at KSL -- August 24, 2011
*Cumulative Table of Contents for this Blog (to Date, Revised) -- September 20, 2011
One Item per ILLiad Transaction, Please - Revisited -- October 25, 2011
ILL Do's and Don't's - 1st Installment -- November 23, 2011
OCLC Non-Supplier Locations -- December, 27, 2011

ILL Do's and Don't's - 2nd Installment -- January 25, 2012
Quick List of ILL Pointers -- February 23, 2012
Reminders about Electronic Deliveries -- March 23, 2012
Some Tips on Properly Filling out ILL Request Forms -- April 23, 2012
Some Brief Comments about ILL Turnaround Times -- May 23, 2012
Logging in with Your ILLiad UserName & Password -- June 19, 2012
ILLiad Login Problems? -- It May be Your Browser -- July 24, 2012
Tips for Distance Ed Graduates (DM Program, Document Delivery & ILL) -- August 28, 2012
5 Quick Tips for ILL -- September 21, 2012
2 Tips Regarding Article Requests -- October 25, 2012
Browsers and Viewing PDF's in ILLiad -- November 20, 2012
ILLiad Login vs. Single Sign-On -- December 20, 2012

ILLiad Requests and Non-Roman Alphabetical Characters -- January 28, 2013
Loan Notifications from ILLiad: Overdues, Renewals, Recalls, etc. -- February 19, 2013
Reminder About Library-Use-Only Loans -- March 6, 2013
Faculty Campus Delivery & ILLiad Loans -- April 17, 2013
*Cumulative Table of Contents for this Blog (to Date, Revised II) -- May 22, 2013
Coming Soon -- Another Overdue Notice ... and a Few Comments on Loans -- June 18, 2013
Planning Your Use of ILLiad Loaned Materials -- July 24, 2013
Some Comments on Electronic Delivery -- August 27, 2013
ILL and the New KSL Service Center Configuration -- September 20, 2013
A Few General ILL Comments Worth Repeating -- October 24, 2013
ILLiad Help Pages May Have the Answer -- November 18, 2013
Some Timely End-of-Year Odds and Ends -- December 17, 2013

New Feature--ILL Staff Can Log into ILLiad as Patron, and an Update on Requesting Renewals -- January 23, 2014
Memory Cues for KSL ILL Staff Contacts -- February 20, 2014
A Few Words About Picking up Your ILLiad Loans -- March 19, 2014
ILL Books No Longer Needed? -- April 22, 2014
*Cumulative Table of Contents for this Blog (to Date, Revised III) -- May 13, 2014
ILL Books May Become Part of the KSL Collections -- June 23, 2014
Numbers to Remember for Interlibrary Loan Services -- July 11, 2014
Things to Remember About ILLiad and ILL Services -- August 20, 2014
Visiting Scholars and ILL Services -- September 17, 2014
OhioLINK Loans vs. ILLiad Loans at KSL -- October 23, 2014
OCLC Numbers, ISSN's & ISBN's When Submitting ILL Requests -- November 21, 2014
Some Quick End-of-Year Reminders About ILL -- December 5, 2014

Quick Refresher Course on Password Reset -- January 21, 2015
Loans vs. Copies - When Catalogued Monographs Turn Out to be Journal Article or Book Chapter Reprints -- February 13, 2015
ILL Convenient Services at the KSL Service Center -- March 16, 2015
Essential ILLiad vs. OhioLINK -- April 20, 2015
Don't Get Blocked! -- Maintaining Uninterrupted ILLiad Service at KSL -- May 20, 2015

Have a nice Summer, everyone!

Questions or comments? ILL staff may be contacted by phone at (216) 368-3463 or (216) 368-3517, or by e-mail at

Posted on Carl's ILLiad Blog by Carl Mariani at 02:30 PM | Comments (0) | TrackBack (0)

Entry is tagged: Indexes

June 23, 2015

Case Western Reserve University School of Law to begin one-year Patent Practice Master’s Degree program this fall

First-for-Ohio program seen as attractive career option for those with engineering or science academic background

News Release: Tuesday, June 23, 2015

Case Western Reserve University School of Law is launching a one-year Masters in Patent Practice degree program this fall semester.

A first of its kind in Ohio, the program is designed to prepare students with academic backgrounds in science or engineering for careers as patent agents, without requiring a three-year law degree.

A patent agent is a legal specialist who has passed the U.S. Patent and Trademark Office (USPTO) patent bar exam. Unlike patent attorneys, patent agents do not have to pass a state bar exam. They can work for law firms, in a corporate legal department, or practice independently.

“It’s a great alternative. It allows these students to marry their first academic love with a viable, fulfilling career path,” said Craig Nard, Galen J. Roush Professor of Law at Case Western Reserve’s law school. He directs the Spangenberg Center for Law, Technology & the Arts and the FUSION Certificate Program in Design, Innovation & IP Management.

The program will cover a curriculum related to patent and intellectual property law. Courses in the new program include Commercialization & IP Management, Patent Preparation & Drafting, and a Claim Drafting Lab, as well as other areas related to patent law.

Nard said only a few other law schools nationally offer a similar program. The Ohio Board of Regents recently approved the degree program.

To apply, candidates must be eligible to sit for the USPTO patent bar, which generally requires a scientific or engineering background. To learn more, view this link:

For foreign-trained patent lawyers who work in intellectual property, Case Western Reserve School of Law also offers an LL.M. program in Intellectual Property Law.

Posted on Think by Marvin Kropko at 06:52 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 23, 2015

Red5 Pharmaceuticals attains exclusive license from Case Western Reserve University

Patented DNA modification technology shows potential to improve chemotherapy as treatment of various cancers

News Release: Tuesday, June 23, 2015

Biopharmaceutical startup Red5 Pharmaceuticals LLC has executed an exclusive license from Case Western Reserve University to further develop procedures during chemotherapy using a patented DNA modification technology.

The technology allows a personalized medicine approach to chemotherapy—the customization of patient healthcare by tailoring specific treatment decisions and practices to an individual.

Cancer patients in the United States commonly experience DNA damage as part of chemotherapy treatment. DNA modification, caused by chemical agents, plays an important role in therapeutic responses to chemotherapy. However, there are no diagnostic tests to measure and characterize DNA repair enzymes in patients undergoing chemotherapy.

Founded in late 2013, Red5 is licensing patented technology discovered by the company’s co-founder, Chief Scientific Officer Anthony Berdis, at Case Western Reserve University School of Medicine, where he was an assistant professor of pharmacology. Berdis devoted his research to exploring the mechanism and dynamics of precise and pro-mutagenic DNA synthesis.

The Cleveland-based company intends to commercially develop “a new diagnostic platform capitalizing on novel, patented diagnostic compounds to significantly improve patient care during chemotherapy, and to use those compounds to improve the effectiveness of current chemotherapy regimens,” said Red5 Chairman and Co-founder Tim Miller.

“The ability to provide patients and oncologists with information on whether a patient may respond to a particular chemotherapy prior to treatment will help them make data-driven decisions on treatment choice,” Miller said.

Novel, non-natural DNA analogs developed by Berdis function as potent drugs that prevent DNA synthesis in certain cancers. Preclinical studies demonstrate the therapy’s significant benefits in treating cancers that respond to DNA damaging agents. The company will file for orphan drug status for its lead candidates before early-phase clinical trials, which are expected to begin in 2017.

“Although nucleoside analogs are widely used to treat various cancers, our unique non-natural analogs provide a significant advancement, as they target specific enzymes associated with drug-resistance,” Berdis said. “In fact, our pre-clinical data shows remarkable effects against glioblastoma, colon cancer, and certain types of leukemia. Our nucleoside analogs are also remarkably versatile, as they can be applied as chemical probes in both in vitro and in vivo diagnostic test.”

The company’s lead product is its trademarked KRun kit, which uses patented chemicals to assess patient samples (blood, serum or tumor biopsy) and determine whether a particular chemotherapy program will be effective at treating leukemias, lymphomas and solid tumors. The kit will provide oncologists with essential information to make rapid clinical decisions.

Posted on Think by Marvin Kropko at 04:40 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 18, 2015

#cwruhistory: 400 days in 140 characters

CWRU, including its predecessors WRU and CIT, has operated for more than 69,000 days.

A year ago I began an experiment to tweet about an event, achievement, decision, or action that happened on 365 of those days - one tweet each day from January 1 through December 31.

Firsts were obvious candidates, e.g., first woman graduate in each school; first issue of the Case Tech; first WRUW broadcast. Beginnings were naturals, e.g., establishment of schools. In 189 years, we've accumulated plenty of milestones, such as the value of our endowment reaching $1billion.

Some days were unhappy ones: when fire gutted our oldest building, Adelbert Hall and Case's first building, Case Main; when Commencement was postponed because students were away from campus fighting in the Civil War; the memorial convocations after the assassination of President John F. Kennedy's and the Rev. Martin Luther King, Jr.

Some events were solemn: dedicating the memorial tablet honoring the WRU men who died in World War I. Others were playful: Tyler House's Jello Jam using 1000 pounds of cherry jello.

One of the most satisfying parts of my job as an archivist is helping members of the CWRU community to see their own experiences in the university's history. Using twitter, and other social media platforms, to make CWRU's history (even in such an abbreviated form) more accessible is just one technique University Archives is using to make CWRU's history more accessible.

#cwruhistory lists all 400 tweets. Take a 5-minute history break and explore!

Posted on Recollections from the Archives by Jill Tatem at 12:54 PM | Comments (0) | TrackBack (0)

Entry is tagged: Events and Activities

June 11, 2015

Case Western Reserve University study finds dental implants result in better quality of life for osteoporotic women than other treatment options

News Release: June 11, 2015

With age, postmenopausal women with osteoporosis are at greater risk of losing their teeth. But what treatment for tooth loss provides women with the highest degree of satisfaction in their work and social lives?

A new study by Case Western Reserve University School of Dental Medicine researchers suggests dental implants may be the best route to take, according to Leena Palomo, associate professor of periodontics and corresponding author of “Dental Implant Supported Restorations Improve the Quality of Life in Osteoporotic Women.”

Their findings were reported in the Journal of International Dentistry. The research is part of a series of studies analyzing dental outcomes for women with osteoporosis.

In one of the first studies to examine quality of life after treatment to replace missing teeth in osteoporotic women, the researchers surveyed 237 women about their satisfaction with replacement teeth and how it improved their lives at work and in social situations. The 23-question survey rated satisfaction with their work, health, emotional and sexual aspects of their lives.

Participants were from the Case/Cleveland Clinic Postmenopausal Wellness Collaboration, which is part of a database of health information about 900 women with osteoporosis.

Osteoporotic women with one or more adjacent teeth missing (excluding wisdom teeth or third molars) were chosen for the study. The women had restoration work done that included implants (64 women), fixed partial denture, which is a false tooth cemented to crowns of two teeth (60), a removal denture, better known as false teeth (47), or had no restoration work done (66).

Women with dental implants reported a higher overall satisfaction with their lives, said Christine DeBaz, a third-year Case Western Reserve dental student. She was lead researcher on the project and personally interviewed each participant.

Fixed dentures scored next highest in satisfaction, followed by false teeth and, finally, women with no restoration work.

Women with dental implants also reported the highest satisfaction in emotional and sexual areas, while those without restorations scored the lowest in those two areas.
As health professions move to a patient-centered form of delivering dental service, understanding the patient’s outcomes for satisfaction of the treatment’s esthetics is as important as chewing function, DeBaz said.

“We need hard data to drive our decision-making about which is best for the patient,” Palomo said.

Other Case Western Reserve contributors to the study include Lisa Lang, assistant dean of Clinical Education and associate professor and chair of the Department of Comprehensive Care, and Jenna Hahn, a high school research assistant from the Department of Periodontics.


Posted on Think by Susan Griffith at 03:51 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 09, 2015

Library Endowment Fund Namesakes - Benjamin P. Bourland Fund

Benjamin P. Bourland was Professor of Romance Languages at Western Reserve University 1901-1940. He received his B.A. and M.A. degrees from the University of Michigan and his Ph.D. from the University of Vienna. Bourland enjoyed a reputation as an outstanding scholar, a patron of the performing arts, a wine connoisseur, and as a bibliophile noted for his active leadership of the Rowfant Club of Cleveland. He donated a portion of his library to WRU and Special Collections hold the Benjamin Parsons Bourland Rowfantia Collection.

Benjamin P. Bourland, ca. 1911

The Bourland Fund was established in 1969 for the purchase of French books through the efforts of Dorothy Prentiss Schmitt, an alumna of the WRU School of Library Science (class of 1925) and university trustee. She received an honorary Doctor of Humanities degree from CWRU in 1970. She supported many efforts on campus with her leadership and financial support. During the Resources Campaign in the 1970s she gave over $250,000 to the University Libraries.

Dorothy Prentiss Schmitt, 1953

Posted on Recollections from the Archives by Helen Conger at 03:37 PM | Comments (0) | TrackBack (0)

Entry is tagged: People | Things

June 04, 2015

CWRU’s Siegal Lifelong Learning Program to host Northeast Ohio Public Policy Series

Forums to address critical regional issues

News Release: Thursday, June 4, 2015

The Laura and Alvin Siegal Lifelong Learning Program at Case Western Reserve University
will host a four-part Northeast Ohio Public Policy Series on critical regional issues.

The series is co-sponsored by the Siegal Lifelong Learning Program, the League of Women’s Voters-Greater Cleveland, the City Club of Cleveland and the Cleveland Jewish News Foundation.

The first program (Regional Cooperation) is set for June 17. Panelists are Cuyahoga County Executive Armond Budish and Cuyahoga County Regional Coordinator Eddy Kraus. The question-and-answer format and discussion will consider how to get 59 civic entities countywide to coordinate and cooperate with each other to benefit the region’s future economic viability.

Each 90-minute forum is free and open to the public, starting 7 p.m., at the Siegal Lifelong Learning Program’s facility is at 26500 Shaker Blvd., Beachwood, Ohio.

The other three forum dates and topics are: July 29 - Land Use in Cuyahoga County; Aug. 19 - How to Become an Education Activist in Northeast Ohio, and Oct. 7 - Housing Crisis in Northeast Ohio—Where Are We in 2015?

For further information about the sessions and a link to register, visit:

Posted on Think by Marvin Kropko at 06:11 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 03, 2015

Cramelot Cafe open now through July 24

Cramelot will be open this summer, from June 1 - July 24, during the following hours:

For more information, please visit the cafe's website at

Posted on KSL News Blog by Hannah Levy at 04:03 PM | TrackBack (0)

Entry is tagged: KSL Services & Spaces

June 02, 2015

Case Western Reserve University students help Ohio apples orchard with shift to making and selling hard cider

Weatherhead School of Management Department of Design & Innovation project assists family-run Rittman Orchards

News Release: Tuesday, June 2, 2015

A family-run business near Doylestown and Rittman in Northeast Ohio is well known for growing and selling a wide variety of apples, as well as other fruits and vegetables. Now, with input from management students at Case Western Reserve University, the Vodraska family is looking to expand its business by making hard cider, which is different from common apple cider due to its alcohol content.

Two teams of students in the Weatherhead School of Management’s Department of Design & Innovation recently helped brothers Matt and Chris Vodraska, who manage Rittman Orchards & Farm Market, prepare to market and distribute the hard cider product.

Working with national and local companies as course projects provides students in the Design & Innovation department actual hands-on experience that allows them to better understand business processes and strategies.

“The student can have a practical engagement, and there's something they learn that goes beyond just on an academic level,” said Professor Richard Buchanan, who leads Weatherhead's Department of Design & Innovation.

The Vodraska brothers’ parents bought Rittman Orchards in 2004. The family began building a hard cider and wine production facility in late April. Matt Vodraska said the company expects to make more hard cider than wine, because hard cider market is less competitive in Northeast Ohio.

Rittman Orchards often sets up a fresh produce stand in Cleveland's Shaker Square neighborhood, which is how the brothers came to know Buchanan, a local customer. That connection led to the orchards, located about 50 miles southwest of the university, becoming one of several business management projects for Weatherhead students.

One group of four students researched the most likely distributors for the Rittman Orchards’ hard cider or wine. Another group examined ways to build new marketing relationships with stores, restaurants and taverns.

Matt Vodraska said he is certain the students’ exposure the Rittman Orchards has helped to teach them about real-world business management, government regulation and the importance of building solid relationships with suppliers, distributors, retailers, restaurants and taverns.

“We had an interesting case,” said student Craig Dicht, whose group considered distribution connections. “We reached out to 18 distributors, and we were able to give Rittman Orchards some recommendations based on that.”

Student J.A. McNamara’s group discovered that Rittman Orchards already has a strong customer base. The challenge, he said, is to maintain that base while finding customers for a new product .

“The personal relationship is a really important part,” McNamara said. The experiential education exercise “makes you confront realities of a business more than just dealing with a case study in abstraction,” he said.

Posted on Think by Marvin Kropko at 07:29 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

June 02, 2015

Kulas Music Library will close at 2 p.m. on June 5

Please note, the Kulas Music Library will close early on Friday, June 5, at 2:00 p.m., to accommodate library staff training. Kulas will reopen at its regular time on Monday, June 8.

Posted on KSL News Blog by Hannah Levy at 10:12 AM | TrackBack (0)

Entry is tagged: KSL Services & Spaces

May 29, 2015

Case Western Reserve University social work researchers create more streamlined, accurate way to analyze and treat trauma in children

News Release: May 29, 2015

The 54-question Trauma Symptoms Checklist for Children (TSCC) has been used for decades to test how trauma affects youth in hopes of developing the best treatment and support possible. But interpreting the results can be labor intensive and difficult because the work is done manually and involves a complex matrix from which to draw conclusions.
Now, a Case Western Reserve University social work research team, led by Fredrick Butcher, PhD, a research associate at the Semi J. and Ruth W. Begun Center for Violence Prevention Research and Education, has proposed and tested an alternative method to use the TSCC in assessing trauma in children—especially those in the juvenile justice system.

Psychological Assessment Resources, Inc. developed the tool and trauma-related questions in 1996. It’s been used around the U.S., and in countries like Sweden and China. The new methods change neither the tool itself nor the questions involved, but rather how workers assess and, ultimately, apply the results.

“Ultimately, it is all about whether the tool is easy to interpret,” Butcher said. “Some kids may have issues in several areas, but when you examine them together, you get a better sense of the severity of the issues they are having.”

Butcher and his team focused on how six mental health factors associated with a child’s trauma (anxiety, anger, dissociation, depression, sexual concerns and posttraumatic stress) were linked and scored.

The Begun Center research team analyzed TSCC test results from 2006 to 2013 for 2,268 children, age 8 to 17, in an Ohio Behavioral Health Juvenile Justice program that diverts young people from incarceration to community-based agencies to work on behavioral, substance abuse and mental health problems. Each child was assessed, as part of their intake into the program so that treatment can be targeted to their behavioral health needs, Butcher said.

The researchers found that traditional TSCC scoring worked to assess their trauma.
But when looking at the total score alone, Butcher said a “muddied” picture emerged—one that didn’t provide enough details for appropriately assessing youth and targeting treatment.

Instead, Butcher and his team found that grouping the factors into two areas—one for anxiety, dissociation and post-traumatic stress and the other for anger and depression—made analyzing the results easier and more accurate.

Social workers were given options on how to score the tests, from using a child's total score to tallying anger and depression responses for one score and anxiety, post-traumatic stress and dissociation responses for another.

Reducing scoring to two groups, Butcher said, can lighten the work burden on social workers and still provide enough useful information to design treatment programs.

“The alternative two-scale solution is not necessarily faster to score," he said, "but it is much easier to interpret.” 

The next step is to test this approach more broadly and determine how the results align with outcomes – both in terms of the accuracy of assessments, and the influence of treatment plans developed from them.

A description of how the new scoring works is detailed in the summer issue of Journal of Society for Social Work and Research’s article, “Confirmatory Factor Analysis of the Trauma Symptom Checklist for Children in an At-Risk Sample of Youth.”

The study was supported with a grant from the Ohio Department of Youth Services and the Ohio Department of Mental Health and Addiction Services (4AS3190) to Jeff M. Kretschmar, PhD, a contributor to the project who is a research assistant professor at the Mandel School.

Daniel J. Flannery, the Dr. Semi J. and Ruth W. Begun Professor at the Mandel School and director of the Begun Center, and Mark I. Singer, the Leonard W. Mayo Professor of Family and Child Welfare and deputy director of the Begun Center, also contributed to the research.

Posted on Think by Susan Griffith at 03:32 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

May 29, 2015

Library Endowment Fund Namesakes - Thwing Endowment Funds

The university's libraries have been the beneficiary of almost 200 years of support from individuals and groups via bequests and endowment funds. The first bequest to Western Reserve College in 1828 was a collection of books for the library! These gifts permanently support activities of the library and provide a benefit well beyond a single small gift. Throughout the summer we will highlight some of these funds.

President Charles Franklin Thwing in 1895

Charles F. Thwing was the longest-serving president of Western Reserve University (1890-1921). Educated at Harvard and Andover Theological Seminary, he was an ordained minister. The university expanded from 2 undergraduate colleges and the Medical School to a full-fledged university with 9 colleges and schools under Thwing's leadership. He was a great supporter of the libraries - fundraising for facilities, donating his personal funds, and leaving part of his personal library to the University Library. His personal papers and office files as president are in the University Archives, a part of Kelvin Smith Library.

President Thwing had said if a building was named for him he hoped it was a library. In 1934 Western Reserve University named its first university-wide library Thwing Hall. See our past blog entry regarding this honor.

He established 3 library endowment funds, and the President Thwing Library Fund was given in his honor by various groups of Mather College at the time of his retirement. In 1929 the Mary Butler Thwing Shallenberger Memorial Library Fund was given by Thwing in memory of his daughter, who was a 1901 graduate of the College for Women (renamed Flora Stone Mather College in 1931). Its original purpose was the purchase of books in German and Philosophy and was later amended by Thwing to be for the purchase of books in modern languages and Philosophy. He pledged $1,000 for the fund and made payments over several years. In his letter of 11/2/1933 which included a payment, he poignantly wrote, “I want to say to you that it has been a deep pleasure to give this money. It brings to my heart the happiness that belongs to parents in building memorials to their children who have gone to heaven. It also bears an intimation of my sense of joy in working with these graduates in establishing this marvellous (sic) fund. Believe me, Ever yours, C.F.T.”

While seemingly a small gift, President Thwing's original $1,000 gift in memory of his daughter has supported scholarly pursuits through the purchase of materials for over 80 years. The other Thwing funds have continued to support the scholarship of CWRU’s students and faculty.

Posted on Recollections from the Archives by Helen Conger at 02:45 PM | Comments (0) | TrackBack (0)

Entry is tagged: People | Things

May 22, 2015

Social sciences researchers at Case Western Reserve University integrate active learning and technology in “flipped” classroom approach

News Release: May 22, 2015

As part of a larger initiative to promote active learning at Case Western Reserve University, researchers from the social work school participated in a yearlong project to integrate active instruction and academic technologies into their courses.

The use of interactive technology and technology-based peer-to-peer active learning was considered a natural fit to teach clinical practice skills in social work—techniques designed to recognize students’ diverse learning styles and promote the hands-on application of skills in classroom and field settings.

Researchers, led by Megan R. Holmes, an assistant professor at the Jack, Joseph and Morton Mandel School of Applied Social Sciences, implemented the following innovations:

• A foundation methods practice course was “flipped”—students viewed online lectures and instructional videos at their own pace before meeting for class, allowing classroom time to be reserved for collaborative work and case-study exercises to engage students and deepen their understanding.

• Google technology was used in both foundation and advanced masters courses to: help bridge the gap between field and classroom work through case study discussions with community practitioners through video conferencing; create an online and in-class learning community; and promote student collaboration.

• The integration of newly designed interactive classroom learning spaces and collaborative technology to promote a shift toward active learning.

The new approach is described in the Clinical Social Work Journal article “Moving from the Flipcharts to the Flipped Classroom: Using Technology Driven Teaching Methods to Promote Active Learning in Foundation and Advanced Masters Social Work Courses.”

In summer 2013, Case Western Reserve built two active learning spaces designed to promote collaboration, small group exercises and problem-solving. In contrast to typical classrooms with technology mainly for the instructor’s use, these rooms provide several large computer screens for students to use, software to collaborate in small groups and share their work with the class, movable furniture and multiple writing surfaces, which promotes active learning and collaboration.

An example of an active learning in-class project is writing up the psychosocial characteristics of a case study client and assessing the individual’s needs that can guide the social worker.

Teams of students work on assessments using a shared Google document, with each team contributing a portion of the material. And in real time, teams can read what other groups have contributed and learn from it, Holmes said. And when class is over, each has a template to use as a guide in new client assessments.

“Without spending time lecturing, students are freed to experience and practice skills they need as social workers,” Holmes said, “and they collaborate with others and learn from the process.”


Student feedback through course assessments and evaluations indicated that that some enjoyed the variation of group activities and that such activities produced a sense of classroom community. Based on feedback from 46 students in two social sciences courses:

• Students liked the flexibility of moveable, comfortable seating.

• They liked the ability to collaborate using the large screen displays.

• Students also noted the importance of multiple electrical outlets for them to charge their personal devices, often a challenge in more traditionally designed classroom space.

• However, some students were initially somewhat overwhelmed by the amount of new technologies used in the courses. Two comments included that both unfamiliarity with Google drive or being a non-traditional student required a little more “hand holding to understand the technology” and “struggles to access the electronic/computer information.”

• The students felt that once they understood how to use them, they were helpful, but the beginning of the course did create some anxiety.

• The feedback provided by these students, along with the data supporting the benefit of using these applications, have led the program to incorporate technology training in the student orientation.

Elizabeth M. Tracy, Grace Longwell Coyle Professor in Social Work and associate dean for research and training at the Mandel School, combines traditional lectures enhanced with technologies to draw students into the learning experience for the required “Theory and Practice Approaches in Direct Practice Social Work” course.

“Since most students bring their laptops to class, it just makes sense to actively use this technology during class time in ways beyond taking notes,” said Tracy, who also contributed to the article.

Lori Longs Painter, field faculty in social work, used technology to connect students with field instructors in the community so they could get expert advice on case study assessments and interventions.

Holmes, Tracy and Painter are among 24 faculty members in the past two years who received an Active Learning Fellowship. Faculty make a year long commitment to attend workshops and design a course using active learning techniques and technologies. The ITS active learning workshops help faculty understand active learning and how to integrate the method into teaching, said Tina Oestreich, an ITS faculty support and academic technology leader at Case Western Reserve.

“The Active Learning Fellowship is part of an effort to transform the culture of teaching and learning at CWRU, with new learning spaces being part of the effort,” Oestreich said. “The goal is to help faculty to think more deeply about their own teaching practices, provide recognition for faculty's participation in the fellowship, communicate their efforts to their departments, the university and beyond and provide an additional avenue for academic research.”

Holmes, Tracy, Painter, Oestreich and doctoral candidate Hyunyong Park, from the Mandel School, contributed to the research.

Posted on Think by Susan Griffith at 03:45 PM | Comments (0) | TrackBack (0)

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May 27, 2015

Law professor’s new book offers wide-ranging tips on aging and caring for elderly loved ones

Sharona Hoffman turns her own life lessons into a resource for others

News Release: Wednesday, May 27, 2015

The challenges can be immense when a busy middle-aged person must adapt to managing the care of an elderly family member or close friend, especially if one or more chronic illnesses are involved.

A new book by Case Western Reserve University School of Law Professor Sharona Hoffman details how people can make sure elderly parents or other relatives get the care they need to maintain fulfilling lifestyles and social ties. It’s also a book about how baby boomers can prepare for their own aging.

Aging with a Plan: How a Little Thought Today Can Vastly Improve Your Tomorrow (Praeger Publishers, 2015) is a new release as of May. Hoffman is the law school’s Edgar A. Hahn Professor of Law, a professor of bioethics and co-director of the Law-Medicine Center at Case Western Reserve.

“My book identifies effective strategies that can minimize the potential pitfalls of aging,” Hoffman said. “It is a concise and comprehensive resource for a middle-aged audience planning for their later years and at times immersed in caring for elderly relatives, an often overwhelming task for which little in life has prepared us.”

Unlike many other books about aging that focus on a single topic, such as health, finances or law, Aging with a Plan explores a range of issues, providing practical and absorbing discussions of each. The book offers “one-stop shopping for those who seek to plan for their own old age or to anticipate the needs of aging relatives," Hoffman said.

Chapters address topics such as retirement savings and expenses, residential settings, legal planning, the elderly and driving, coordinated medical care, long-term care and end-of-life decisions.

Hoffman was motivated to write the book because of her own experiences and worries. In an 18-month period beginning in May 2013, Hoffman lost both parents and her mother-in-law, and her husband was diagnosed with Parkinson’s disease. She came to learn, however, that she was not alone in grappling with such travails, as illustrated in a story that opens the book.

She recalls how a lunchtime conversation with a colleague drifted to the subject of eldercare:

“My husband and I had been immersed in caring for elderly relatives who were in their mid-eighties and beyond,” she writes. “My friend revealed that she too was coordinating care for her mother, who was in her nineties, had advanced dementia, and lived in another state.”

Hoffman expressed in that conversation that their parents “were lucky,” because at least they had adult children to help them, and that she has begun to worry about eventually reaching old age, because she and her husband have no children to help them.

“Then, my friend surprised me and stated that she enjoys a very close relationship with her only son, but what she fears most about aging is that her son will come to dread visiting her and will consider contact with her to be an unwelcome obligation. Having a devoted child, therefore, was hardly a comfort when she contemplated her later years,” Hoffman writes.

The issues in her book are especially relevant today. It is expected that by 2030, 20 percent of Americans will be 65 and older. Moreover, about half of the nation’s seniors have been diagnosed with at least two chronic conditions.

Hoffman’s book has been endorsed by several prominent individuals. They write, in part, as follows:

"Driven by personal experience and a respected career in bioethics and law, Sharona Hoffman provides us a vibrant, very useable chapter by chapter guide, inclusive of actionable checklists to prepare for the next phases our lives as we experience the 40s to 80s.”—Jennie Chin Hansen, CEO, American Geriatrics Society; former president of AARP

"The book is particularly useful for Baby Boomers dealing with their own elderly parents. The author expertly uses case studies involving her own family to teach lessons relevant to any family.”—David English, professor of law, University of Missouri; Chair, ABA Commission on Law and Aging

"Learning about these choices with this excellent reference beforehand will definitely make stressful events more manageable."—Michael F. Roizen, M.D., author of This is Your Do-Over

Editors note: Sharona’s Hoffman’s book launch is planned at Coventry Village Library, 1925 Coventry Rd., Cleveland Heights, Ohio, at 2 p.m. on Sunday, June 14.

Posted on Think by Marvin Kropko at 07:26 PM | Comments (0) | TrackBack (0)

Entry is tagged: Official Release

May 22, 2015

New issue of KSL Connects now available online

Want to know the latest news about Kelvin Smith Library services, spaces and resources? The new issue of KSL Connects magazine shares the library's strategic vision for advancing research, teaching and learning at Case Western Reserve University.

In this issue, readers will discover what "a day in the life" of a research services librarian entails, explore exhibits and events, envision redesigned library spaces, celebrate faculty authors and much more.

Click here to view the online edition today.

Continue reading "New issue of KSL Connects now available online"

Posted on KSL News Blog by Hannah Levy at 02:41 PM | TrackBack (0)

Entry is tagged: Events & News @KSL

May 28, 2013

Social Justice, Faith, and Hurricane Sandy

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Destruction can sometimes bring people together. In the wake of the destruction of Hurricane Sandy, Reverend Eileen Vizcaino traveled with a van full of Case Western Reserve University students to the hardest hit parts of New Jersey in order to help rebuild. Reverend Vizcaino is the Director of Student-Community Ministries and Chaplain to College Students for the Church of the Covenant and University, and this week on Regionally Speaking, she shares the details of this experience along with her own personal inspirations and faith.


(from left to right)
Reverend Eileen Vizcaino, Director of Student-Community Ministries, Chaplain to College Students for the Church of the Covenant and University and Community Ministries.
Gladys Haddad, host of Regionally Speaking

Posted on Regionally Speaking by Elliot Schwartz at 05:39 PM | Comments (0) | TrackBack (0)

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July 29, 2013

Educating for Struggle

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The Social Justice Institute at Case Western Reserve University is dedicated to finding sustainable and just solutions to societal problems. But how exactly does a university go about addressing systemic inequality? This week on Regionally Speaking, Janice Eatman-Williams, Assistant Director of the Center for Civic Engagement and Learning, provides an overview of the Social Justice Institute’s history and goals, as well as its involvement within the Cleveland community.


(from left to right)
Gladys Haddad, host of Regionally Speaking
Janice Eatman-Williams, Assistant Director of the Center for Civic Engagement and Learning at Case Western Reserve University

Posted on Regionally Speaking by Alexander Aloi at 04:40 PM | Comments (0) | TrackBack (0)

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November 24, 2013

Improving Public Health and Nursing Student Experience through Community Connections

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(from left to right)
Dr. Lyn Lotas, Associate Dean of the Bachelor of Science in Nursing Program at Case Western Reserve University.
Gladys Haddad, host of Regionally Speaking

On this week's program, Lyn Lotus explains how the School of Nursing's approach towards community-based health has revitalized students' learning experience while establishing connections that serve the local community. She also describes the Prentiss Grant for Youth Obesity, a 5-year study now in its 4th year, and her experience in Lebanon on a Fulbright Scholarship.

Posted on Regionally Speaking by Thenessa Savitsky at 09:50 PM | Comments (7) | TrackBack (0)

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November 18, 2013

Growing Campus Connections: Improving First-Year Experience, Uniting Facultly, Parent and Family Outreach

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(from left to right)
Edwin Mayes, member of Enrollment Management Leadership Team and Director of First Year Experience and Family Programs
Gladys Haddad, host of Regionally Speaking

With a growing undergraduate population and the rapid changes occurring in University Circle, addressing the needs of first-year students and keeping the campus community connected is a great concern. Today we speak with Edwin Mayes, the Director of First-Year Experience and Family Programs, who explains how he is improving student retention rates through collaboration, acknowledging progress while reconciling gaps between faculty, and engaging more deeply with parents.

Posted on Regionally Speaking by Thenessa Savitsky at 03:00 PM | Comments (1) | TrackBack (0)

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December 02, 2013

The Student-Run Free Clinic: Serving the Cleveland Community

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(from left to right)
Maggie Lowe
Gladys Haddad, host of Regionally Speaking
Jillian Baugh

Today we are grateful to have input from two students involved with the Student-Run Free Clinic: Maggie Lowe, a student in the Frances Payne Bolton School of Nursing, and Jillian Baugh, a second-year student with an Adult Mental Health concentration at the Mandel School of Applied Social Sciences. They discuss the clinic's historical background, specific services, founding goals, and upcoming fundraising events!
How can the audience help out?
- Check out
- Participate in Case Western's Day of Giving on December 3rd
- Do your Christmas shopping at 10,000 Villages in Cleveland Heights on December 18th to support the Free Clinic!

Posted on Regionally Speaking by Thenessa Savitsky at 12:42 AM | Comments (3) | TrackBack (0)

Entry is tagged: CWRU students

December 23, 2013

The Formation of the National Association for the Advancement of Colored People at Case Western Reserve University

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(from left to right)
Jasmine Kirkland, NAACP Vice President
Gladys Haddad, host of Regionally Speaking
Onyi Ibeziako, NAACP President

On today' s program, we are joined by the two inspiring students who founded the Case Western Reserve University Chapter of the National Association for the Advancement of Colored People (NAACP). President Onyi Ibeziako and Vice President Jasmine Kirkland share with us how they mobilized the formation of this group, as well as their individual experiences in recruiting support from both within and beyond CWRU.

Posted on Regionally Speaking by Thenessa Savitsky at 01:17 PM | Comments (7) | TrackBack (0)

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February 10, 2014

The Power of Literacy

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On this episode of Regionally Speaking, aired on February 3, 2014, Gladys Haddad speaks with Deborah McHamm, the President and CEO of A Cultural Exchange. The non-profit organization began in Cleveland, OH to promote literacy as an empowering tool and to provide books for those who do not have the means of getting them. McHamm talks extensively of her projects, including Ready Baby Read and Busy Bookmobile, and how to make books the center of a new community of young people.

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(left) Gladys Haddad, host of Regionally Speaking
(right) Deborah McHamm, President and CEO of A Cultural Exchange

Posted on Regionally Speaking by Kathryn Witkowski at 01:45 AM | Comments (8) | TrackBack (0)

Entry is tagged: education