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As previous research has observed, medical students and physicians alike confront vast amounts of knowledge in their education and practice, such that no one clinician can know everything there is to know about biomedicine. Even before clerkships, medical students learn to cope with this impossibility by prioritizing certain information based on its perceived utility for exams and clinical practice. Many factors can shape this process, including teamwork, wherein individual medical students rely on one another to address gaps in knowledge at the level of the group. This paper will draw on qualitative data from two allopathic medical schools in the American Midwest to demonstrate that peer-to-peer learning, a widely utilized pedagogical modality in North American medical schools, is amongst the earliest places where future physicians learn how to rely on their peers in the profession as they make choices about what to know and what not to know about biomedicine: cultivating a culture of "intraprofessionalism" between students with different knowledges and values, as they prepare to enter the same profession. The paper will also consider how differences in the student populations at two field sites impact intraprofessional development. Drawing on scholarship of peer-based learning strategies and the sociology and anthropology of medical education, the authors argue that peer-to-peer learning is a key site in the professional socialization of medical students toward the effective management of medical knowledge. [ABSTRACT FROM AUTHOR]

Background or Context: Dual language education aims to foster the development of bilingualism, biliteracy, sociocultural competence, and academic skills in all school subjects. Early correlational research suggests that participation in dual language education is associated with higher achievement. Recent studies leveraged more comprehensive sets of baseline characteristics and found that dual language students improved their achievement status more than other students. A major limitation to these studies is their lack of ability to model within-student growth. Thus, we lack evidence on the relationship between dual language education and growth trajectories within and across grades. Purpose: This paper reports academic achievement and growth in grades 2 through 8 for Hispanic participants and nonparticipants of a Spanish–English dual language program. It extends the literature by providing novel evidence on seasonal patterns of learning for multilingual students across the elementary and middle grades. Research Design: Applying a piecewise multilevel model to rich assessment data on a large sample of Hispanic students in a district in the Midwest, I compare the math and English reading growth rates of participants to nonparticipants of a dual language (DL) program. By separately specifying growth terms for each school year and summer, I test whether any differences in growth rates between DL and non-DL students expand, stay the same, or diminish across grade levels. Conclusion: Dual language participants started second grade with lower achievement than nonparticipants. In math, dual language participants grew more than nonparticipants during each year in grades 2 to 5 but lost more learning during summers. In English reading, dual language participants grew more during some school years. These findings suggest summer learning opportunities are crucial for addressing achievement disparities. [ABSTRACT FROM AUTHOR]

This study examined the psychometric equivalence of paper-and-pencil and Internet formats of key questionnaires used in couple research. Self-report questionnaires assessing interpersonal constructs (relationship satisfaction, communication/conflict management, partner support, emotional intimacy) and intrapersonal constructs (individual traits, psychological symptoms, contextual influences) were administered to young adults in committed dating relationships. The same measures were administered twice via paper-and-pencil and/or Internet methods over a 2-week period. Method order was counterbalanced among participants, and temporal stability was controlled. Intrapersonal and interpersonal measures generally remained reliable when administered online and demonstrated quantitative and qualitative equivalence across methods. The implications of online administration of questionnaires are discussed, and specific recommendations are made for researchers who wish to transition to online data collection. [ABSTRACT FROM PUBLISHER]

The neonatal intensive care unit (NICU) is a morally charged space in which parents may be confronted with difficult decisions about the treatment of their newborns, decisions often complicated and created by the increasing use of technologies. This paper adopts a postphenomenological approach to explore the ethical consequences of technological mediation on parental treatment decision-making in the NICU. Semi-structured interviews were conducted with parents of children who received invasive technological support in the NICU to better understand how they made treatment decisions or decisions about specific interventions during their child's hospitalization. The findings suggest that technological mediation—or the various ways in which humans can interact with their world via technologies—contributes to experiences of ambiguity, ambivalence, and alienation in parental decision-making. The ambiguity of invasive NICU technologies can create uncertainty in a decision, which can then lead to internal ambivalence about which decision to make. Ultimately, this ambiguity and ambivalence may lead to alienation from one's child, as parents are disconnected physically and emotionally from the decision and thus their child. Articulating the effects of technological mediation on parental decision-making is a key step in addressing decisional conflict in neonatal intensive care settings and better supporting parents in their decision-making roles. [ABSTRACT FROM AUTHOR]

In this paper, the author reflects on her own work in the agritourism field as a Latina woman in the Midwest. Connecting place to lived experience, the author describes how her gender, ethnicity, language, and education are positioned within the food industry and within her career trajectory. By examining her individual journey, the author reveals systems of oppression that continue to maintain colonial divisions of labor in ways often overlooked or ignored in the everyday. Her story is an example of the struggle many women of color face as they navigate upward mobility within White and/or male-dominated arenas. Utilizing logics based in intersectionality, feminism, raciolinguistic, and racial capitalism, this story bears witness to the ways identities continue to be perceived, performed, accepted, and rejected against dominant narratives in small-town America. [ABSTRACT FROM AUTHOR]

This study sought to fill a gap in the literature by considering the role of motivation in post-secondary aspirations of adult learners, specifically full versus part-time status, previous level of educational attainment, years of work experience, and the selection of an academic program. The data from this study came from adult students ages 25 and older at 8 institutions in the Midwest. Statistical analysis determined there were significant differences in gender motivation, level of education is predictive of type of educational credential being pursued, and type of adult learner motivation influences which degree, academic program, and enrollment status is pursued by adult learners. Furthermore, this research revealed as adults acquire more work experience, their postsecondary educational aspirations are more likely motivated by extrinsic factors. These findings have meaningful implications for linking motivation with continuance and graduation from collegiate programs for which this paper identifies and discusses in the context of postsecondary education. [ABSTRACT FROM AUTHOR]

Independence is the ultimate goal for students with disabilities, including secondary students with autism. One avenue targeted for increasing independence and decreasing prompt-dependency is through self-monitoring. In this study, investigators sought to determine whether a difference exists in levels of task independence when three students with autism complete food preparation tasks while self-monitoring using a low-tech treatment (paper/pencil) and high-tech treatment (iPad). Although both interventions decreased the need for prompting thereby increasing independence, students needed less assistance when using the iPad. Students also maintained their levels of independence in food preparation following summer vacation. Social validity interviews indicated students preferred self-monitoring with the iPad over the paper/pencil. [ABSTRACT FROM PUBLISHER]

Beginning in early 2011, crude oil production in the U.S. Midwest and Canada surpassed the pipeline capacity to transport it to the Gulf Coast where it could access the world oil market. As a result, the U.S. "benchmark" crude oil price in Cushing, Oklahoma, declined substantially relative to internationally traded oil. In this paper, we study how this development affected prices for refined products, focusing on the markets for motor gasoline and diesel. We find that the relative decrease in Midwest crude oil prices did not pass through to wholesale gasoline and diesel prices. This result is consistent with evidence that the marginal gallon of fuel in the Midwest is still imported from coastal locations. Our findings imply that investments in new pipeline infrastructure between the Midwest and the Gulf Coast, such as the southern segment of the controversial Keystone XL pipeline, will not raise gasoline prices in the Midwest. [ABSTRACT FROM AUTHOR]

Over the last decade, scholars have examined simultaneous polydrug use among illicit drug users; however, the co-ingestion of nonmedical prescription drug (NMPD) use and alcohol has been largely overlooked. Also overlooked have been the incorporation and testing of theoretical explanations for this type of substance use behavior. In the current paper, we test social learning theory as an explanation for NMPD use and the co-ingestion of nonmedical prescription drugs and alcohol on a Midwest university sample using a bivariate probit equation model. Support is found for the influence of differential association, social reinforcement, and definitions of use on the co-ingestion of NMPDs and alcohol. [ABSTRACT FROM AUTHOR]