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Design, implementation, and evaluation are all important for integrated care. However, they miss one critical factor: education. The authors define “integrated care education” as meaningful learning that purposefully supports collaboration and the development of adaptive expertise in integrated care. The ECHO (Extensions for Community Health Outcomes) model is a novel digital health solution that uses technology-enabled learning (TEL) to facilitate, support, and model integrated care education. Using ECHO Concussion as a case study, the authors describe the effects of technology-enabled integrated care education on the micro-, meso-, and macro-dimensions of integrated care.

This case study was constructed using data extracted from ECHO Concussion from video-archived sessions, participant observation, and internal program evaluation memos. The research team met regularly to discuss the development of relevant themes to the dimensions of integrated care.

On the micro-level, clinical integration occurs through case-based learning and the development of adaptive expertise. On the meso-level, professional integration is achieved through the development of the “specialist generalist,” professional networks and empathy. Finally, on the macro-level, ECHO Concussion and the ECHO model achieve vertical and horizontal system integration in the delivery of integrated care. Vertical integration is achieved through ECHO by educating and connecting providers across sectors from primary to quaternary levels of care. Horizontal integration is achieved through the establishment of lateral peer-based networks across sectors as a result of participation in ECHO sessions with a focus on population-level health.

This case study examines the role of education in the delivery of integrated care through one program, ECHO Concussion. Using the three dimensions of integrated care on the micro-, meso-, and macro-levels, this case study is the first explicit operationalization of ECHO as a means of delivering integrated care education and supporting integrated care delivery.

A considerable amount of police evaluation research focuses on innovative approaches to reduce crime at places. This is hardly coincidental; policing and place-based scholars have found crime is highly concentrated, and when police focus on these places, they can prevent and reduce crime. The regularity of such findings led Weisburd (2015) to assert the existence of a “law of crime concentration.” Given that bold assertion, the authors test whether the law of crime concentration is generalizable to one of the most common public safety concerns that police handle—traffic crashes.

To determine whether the law of crime concentration applies to traffic crashes, the authors examined crash locations and times in all counties in Utah across four years. Following and expanding on Weisburd's methods, the authors calculate the bandwidth of concentration for these crashes and analyze various types by severity and possible explanations for variations in crash concentrations across the state.

A small proportion of street segments and intersections experience a disproportionately high number of crashes, and the degree of concentration of crashes may be even higher than that of crime. Further, there are variations in the levels of crash concentration across counties and in the severity of injuries resulting from the crashes.

Place-based criminologists and policing scholars have not often explored traffic crashes in their analyses. Yet, traffic problems take up a significant amount of law enforcement time and resources and are often priorities for most law enforcement agencies. Given what the authors know from traffic, policing and crime and place research, targeted approaches at micro traffic crash hot spots can be beneficial for public safety prevention.

This study is the first to explore the application of Weisburd's Law of Crime Concentration to traffic crashes. Given that police spend a significant amount of time and resources on traffic-related problems in their jurisdiction, finding more effective, evidence-based approaches to address this public safety concern should be a high priority for police and researchers alike.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

Self-employment is presented as enabling people to better balance their work and family roles but research on its effectiveness is equivocal. We collected survey data from 280 self- and organizationally-employed certified public accountants and conducted a multivariate analysis comparing positive spillover and conflict between the two groups.The self-employed reported less work-to-family conflict with no differences with respect to family-to-work conflict or positive spillovers. However, there were different patterns between male and female subsamples: self-employed males experienced less conflict and more positive spillover than male employees, whereas self-employed females had less of one form of conflict but more of the other.