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This 29.9 cubic feet collection includes correspondence, notes, and writings of Boniface I. Obichere, a UCLA professor of African history. notebooks, book manuscripts, scholarly journals, letters of recommendation, student papers, course materials, conference papers, reports, grant materials, committee papers, maps, photographs, slides, audio recordings, student and class papers, organizations in which Dr. Obichere participated, particularly the African Studies Center and the Journal of African Studies. [ABSTRACT FROM AUTHOR]

Inspired by pandemic-transformed instruction, this paper examines the digital accessibility of five tech tools used in information literacy sessions, specifically for students who use assistive technologies such as screen readers. The tools are Kahoot!, Mentimeter, Padlet, Jamboard, and Poll Everywhere. First, we provide an overview of the Americans with Disabilities Act (ADA) and digital accessibility definitions, descriptions of screen reading assistive technology, and the current use of tech tools in information literacy instruction for student engagement. Second, we examine accessibility testing assessments of the five tech tools selected for this paper. Our data show that the tools had severe, significant, and minor levels of digital accessibility problems, and while there were some shared issues, most problems were unique to the individual tools. We explore the implications of tech tools' unique environments as well as the importance of best practices and shared vocabularies. We also argue that digital accessibility benefits all users. Finally, we provide recommendations for teaching librarians to collaborate with campus offices to assess and advance the use of accessible tech tools in information literacy instruction, thereby enhancing an equitable learning environment for all students. [ABSTRACT FROM AUTHOR]

Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

Education is of vital importance for the development and growth of a society. Due to the advancement in educational technologies, there have been significant changes in teaching and learning processes. The digital divide has impacted significantly on teaching and learning, at present, especially after the COVID-19 pandemic. Considering this transformation, a scientometric analysis of the global literature on the digital divide in education was conducted in this study. The bibliographic data was gathered through the Scopus database for the period 2001-2021, and a total of 1865 publications were retrieved. VOSviewer and Gephi visualization software were used to analyze data and create network maps. The findings revealed that the average number of citations per paper (ACPP) for the study period is 15.51, and the relative citation impact (RCI) ranges from 0.21 in 2003 to 19.81 in 2021. Among published articles, the contribution of co-authors is greater than that of single authors. Furthermore, the United States was the leading country, with 613 publications on the digital divide. With 11 publications on the digital divide in education, Pick, J.B., from the School of Business, University of Redlands, United States, was the most prolific author. It is believed that these findings would benefit researchers worldwide, as scientometric mapping is an exciting method that provides a comprehensive overview of a scientific issue and insights for future research. [ABSTRACT FROM AUTHOR]

Standardized testing is a human rights issue that continues to plague the educational systems in developed nations. Within countries like the United States and the United Kingdom, vexatious accountability measures, such as those provided by standardized testing, have polarized the educational arena, leaving in its wake a litany of human rights concerns. This culmination of over-testing and outcome-only driven education equates to an end game where employment and dollar signs erode the very fabric of human rights for children. In this paper, we hope to inspire understanding of the issues of contention happening in developed nations today regarding standardized testing issues, and we will make recommendations that may help these nations move from the statistical to the enlightened view of growing responsible and civicminded citizens into the twenty-first century. [ABSTRACT FROM AUTHOR]

This paper works from a Jungian perspective to explore the unconscious dynamics of an authoritarian cultural complex at work in public schools in the United States. The paper exposes two areas of what Jung called the shadow archetype: the historical narrative of child labor during the industrial revolution as a traumatic societal event; and mythic images of the Greek Father-gods who buried, ate, or imprisoned their children. The working hypothesis of the paper is that the trauma of child labor operates as a social force, an unconscious archetypal pattern of authority and exploitation that is imaged and illuminated by the mythic narratives of the Greek Father-gods. Using depth psychological concepts and methods, the paper reveals how these repressed traumas create unconscious cultural attitudes that view children as commodities whose innate value and potential are sacrificed to feed the nation's economic power and growth rather than leading out the potential within each student. Kristeva's theories of abjection and subject in process provide psychoanalytic insights into how authoritarian cultural attitudes toward the education of children enslave students in a mandated instructive process that inflicts a kind of violence upon them. In conclusion, the paper suggests that the current system of education calibrated to standardized testing needs to broaden significantly to include transformative educative processes encompassing learning through the body, senses, feeling, intuition, and imagination. [ABSTRACT FROM AUTHOR]

There is a growing recognition in the fields of public health and medicine that social determinants of health (SDOH) play a key role in driving health inequities and disparities among various groups, such that a focus upon individual-level medical interventions will have limited effects without the consideration of the macro-level factors that dictate how effectively individuals can manage their health. While the health impacts of mass incarceration have been explored, less attention has been paid to how the "war on drugs" in the United States exacerbates many of the factors that negatively impact health and wellbeing, disproportionately impacting low-income communities and people of colour who already experience structural challenges including discrimination, disinvestment, and racism. The U.S. war on drugs has subjected millions to criminalisation, incarceration, and lifelong criminal records, disrupting or altogether eliminating their access to adequate resources and supports to live healthy lives. This paper examines the ways that "drug war logic" has become embedded in key SDOH and systems, such as employment, education, housing, public benefits, family regulation (commonly referred to as the child welfare system), the drug treatment system, and the healthcare system. Rather than supporting the health and wellbeing of individuals, families, and communities, the U.S. drug war has exacerbated harm in these systems through practices such as drug testing, mandatory reporting, zero-tolerance policies, and coerced treatment. We argue that, because the drug war has become embedded in these systems, medical practitioners can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and by becoming engaged in policy reform efforts. A drug war logic that prioritises and justifies drug prohibition, criminalisation, and punishment has fuelled the expansion of drug surveillance and control mechanisms in numerous facets of everyday life in the United States negatively impacting key social determinants of health, including housing, education, income, and employment. The U.S. drug war's frontline enforcers are no longer police alone but now include physicians, nurses, teachers, neighbours, social workers, employers, landlords, and others. Physicians and healthcare providers can play a significant role in promoting individual and community health by reducing the impact of criminalisation upon healthcare service provision and engaging in policy reform. [ABSTRACT FROM AUTHOR]

The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in Space and Time. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021. One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues. [ABSTRACT FROM AUTHOR]

This paper argues that the ideological and material reproduction of "effective schooling" in the Age of Capital functions to normalize and perpetuate the unequal social relations and oppressive dynamics that characterize free market economies and their accompanying political and cultural practices in the historical and educational context of the United States of America. I argue that the intersection of three perspectives furthers the work of scholars grounded in the various disciplines--advocacy anthropology, the anthropology of education, and the mutual engagement of anthropology and critical disability studies--and demonstrates that a multi-intertransdisciplinary lens is essential for deepening an understanding of the discourses as well as the concrete practices that push 'disorderly' student subjects into precarious circumstances that threaten their physical, emotional, and psychological integrity. [ABSTRACT FROM AUTHOR]

The National Heart, Lung, and Blood Institute and the Cardiovascular Medical Research and Education Fund held a workshop on the application of pulmonary vascular disease omics data to the understanding, prevention, and treatment of pulmonary vascular disease. Experts in pulmonary vascular disease, omics, and data analytics met to identify knowledge gaps and formulate ideas for future research priorities in pulmonary vascular disease in line with National Heart, Lung, and Blood Institute Strategic Vision goals. The group identified opportunities to develop analytic approaches to multiomic datasets, to identify molecular pathways in pulmonary vascular disease pathobiology, and to link novel phenotypes to meaningful clinical outcomes. The committee suggested support for interdisciplinary research teams to develop and validate analytic methods, a national effort to coordinate biosamples and data, a consortium of preclinical investigators to expedite target evaluation and drug development, longitudinal assessment of molecular biomarkers in clinical trials, and a task force to develop a master clinical trials protocol for pulmonary vascular disease., Competing Interests: Funding Support and Author Disclosures Several authors report funding support from the National Institutes of Health/National Heart, Lung, and Blood Institute (K08HL128802 to Dr. Oldham; R35HL140019 to Dr. Aldred; R01HL146588 to Dr. Brittain; R01HL135142, R01HL137927, R01HL089856, and R01HL147148 to Dr. Cho; R01HL136603 to Dr. Desai; K01HL146980 to Dr. Kelly; U01HL125215 to Dr. Leopold; and K23HL144418 to Dr. Modena). Dr. Oldham has received a research grant from the Cardiovascular Medical Research and Education Fund. Dr. Leopold was supported by grants from the American Heart Association. Dr. Wilkins was supported by the British Heart Foundation (RE/18/4/34215 and SP/18/10/33975). Dr. Hemnes has served as a consultant for Actelion, Bayer, Complexa, and United Therapeutics; and owns shares in PHPrecisionMed, all outside of the submitted work. Dr. Chan has served as a consultant for Zogenix, Aerpio, and United Therapeutics; is a director, officer, and shareholder in Synhale Therapeutics; has held research grants from Actelion and Pfizer; and has filed patent applications regarding the targeting of BMP signaling and metabolic pathways in pulmonary hypertension, all outside of the submitted work. Dr. Cho has received grant support from Bayer and GlaxoSmithKline; and served as a consultant for Genentech, AstraZeneca, and Illumina, all outside of the submitted work. Dr. Desai has served as a consultant for Novartis, outside of the submitted work. Dr. Modena has received honoraria from AstraZeneca, Genentech, GlaxoSmithKline, Regeneron, Sanofi, and Teva for consulting or lectures in the past; and has current research funding from Genentech and GlaxoSmithKline, all outside of the submitted work. Dr. Rhodes has received personal advisory board fees from Janssen and United Therapeutics, outside of the submitted work. Dr. Wilkins has consulted with Actelion, Novartis, GlaxoSmithKline, and MorphogenIX in the development of biomarkers for pulmonary hypertension, all outside of the submitted work. All other authors have reported that they have no relationships relevant to the contents of this paper to disclose., (Copyright © 2021 American College of Cardiology Foundation. All rights reserved.)

Competing Interests: Funding Support and Author Disclosures The authors have reported that they have no relationships relevant to the contents of this paper to disclose.

Given that cardiovascular safety concerns remain the leading cause of drug attrition at the preclinical drug development stage, the National Center for Toxicological Research of the US Food and Drug Administration hosted a workshop to discuss current gaps and challenges in translating preclinical cardiovascular safety data to humans. This white paper summarizes the topics presented by speakers from academia, industry, and government intended to address the theme of improving cardiotoxicity assessment in drug development. The main conclusion is that to reduce cardiovascular safety liabilities of new therapeutic agents, there is an urgent need to integrate human-relevant platforms/approaches into drug development. Potential regulatory applications of human-derived cardiomyocytes and future directions in employing human-relevant platforms to fill the gaps and overcome barriers and challenges in preclinical cardiovascular safety assessment were discussed. This paper is intended to serve as an initial step in a public-private collaborative development program for human-relevant cardiotoxicity tools, particularly for cardiotoxicities characterized by contractile dysfunction or structural injury.

Since the 1960s, human capital theory has gained prominence by postulating education as the mean of increased monetary returns on social and personal investment. The pursuit of knowledge for economic ends is in line with productive power of economics as a social science that positions humans as subjects and subjected to a form of knowledge. This paper extends Foucault's (2008) analysis of human capital as an important aspect of "American neo-liberalism." The paper as a short genealogy of human capital exposes the assumptions about "human" and primacy of "capital" over humanity by connecting its role in establishing a mode of self-governance that begins with education as public and private endeavor. Situating human capital in a historical context it becomes visible that the scholarship of the proponents of the theory offers more than a language to economic education and to economize education. As a construction of knowledge human capital constitutes a mode of existence by altering education and labor. [ABSTRACT FROM AUTHOR]

Objectives: To conduct a narrative review of the literature pertaining to strategies employed by health professional programs to teach social determinants of health (SDOH) and use the results to describe pathways for integrating SDOH education into Doctor of Chiropractic programs (DCPs). Methods: A narrative review of peer-reviewed literature describing SDOH education in health professional programs within the United States was performed. The results were used to inform potential pathways of integrating SDOH education into all aspects of DCPs. Results: Twenty-eight papers demonstrated health professional programs' incorporation of SDOH education and assessment into didactic and experiential learning opportunities. Educational interventions resulted in positive changes in knowledge and attitudes toward SDOH. Conclusion: This review demonstrates existing methods for integrating SDOH in health professional programs. Methods may be adopted and assimilated into an existing DCP. Further research is needed to understand barriers and facilitators to the implementation of SDOH education into DCPs. [ABSTRACT FROM AUTHOR]

With recent educational demands placed on academic accountability, it is difficult for many people to determine or acknowledge where or how focusing on social and emotional learning (SEL) can be beneficial. In this paper we focus on principals' beliefs and attitudes about social and emotional learning. Principals influence implementation through their school priorities, vision, expectations, and emphases. We used grounded theory techniques and semistructured interviews with K-8th grade principals of public schools located in a state in the southeastern United States. When describing principals' beliefs and attitudes, late majority adopters held neutral attitudes and weak beliefs regarding SEL. In addition, a lack of understanding of the SEL concept became evident as principals did not express a clear understanding of SEL. Comprehensive training at the administrative and policy level is needed. Principals should implement targeted staff training providing key strategies for intentionally integrating SEL skills into their current curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Papers in Regional Science is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Spanish Journal of Comparative Education / Revista Española de Educación Comparada is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Optimizing School Operations, Holistically School districts in the United States face a variety of operational problems, often treated in isolation due to their inherent complexity: for instance, school assignment and school transportation are rarely considered jointly. We develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology improves upon the state of the art in two ways: by leveraging a simplifying assumption of fixed route arrival times to tractably optimize school bus schedules and school start times simultaneously, and by proposing a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our approach on a practical case study. Getting students to the right school at the right time can pose a challenge for school districts in the United States, which must balance educational objectives with operational ones, often on a shoestring budget. Examples of such operational challenges include deciding which students should attend, how they should travel to school, and what time classes should start. From an optimizer's perspective, these decision problems are difficult to solve in isolation, and present a formidable challenge to solve together. In this paper, we develop an optimization-based approach to three key problems in school operations: school assignment, school bus routing, and school start time selection. Our methodology is comprehensive, flexible enough to accommodate a variety of problem specifics, and relies on a tractable decomposition approach. In particular, it comprises a new algorithm for jointly scheduling school buses and selecting school start times that leverages a simplifying assumption of fixed route arrival times, and a postimprovement heuristic to jointly optimize assignment, bus routing, and scheduling. We evaluate our methodology on simulated and real data from Boston Public Schools, with the case study of a summer program for special education students. Using summer 2019 data, we find that replacing the actual student-to-school assignment with our method could lead to total cost savings of up to 8%. A simplified version of our assignment algorithm was used by the district in the summer of 2021 to analyze the cost tradeoffs between several scenarios and ultimately select and assign students to schools for the summer. [ABSTRACT FROM AUTHOR]

America faces a series of intersecting problems that relate to health inequities, failing schools, and an inadequate science, technology, engineering, and math (STEM) workforce, particularly in cities and among low-income Black and Latino youth. Here, we propose a solution, namely reforming secondary school education to include mandatory exposure to population thinking instruction to address these overlapping issues. Public health education has expanded in recent decades in undergraduate education, though it has yet to become an integral component of high school curricula. In this paper, we make the case that all youth should gain exposure to the skills of population thinking through public health education initiated in high school. We further provide a rationale for this approach drawn from multiple youth development frameworks and the community schools movement for honing youth critical thinking skills and problem solving relating to individual and community health, policy, and activism. [ABSTRACT FROM AUTHOR]

Background: The substantial increase in the complexity of breast cancer care in the last few decades has resulted in significant improvements in survival rates and also in the quality of life of breast cancer survivors. However, across Europe there are variations in outcomes and access to the latest techniques. Whilst much of this variance is due to differences in health economies between European member states, training variation may also play a part. Training in breast cancer surgery varies greatly across Europe, not only in its basal discipline (general surgery, gynaecology or plastic surgery) but also in the length of training and whether there is any requirement for specialist training. Several countries have been leading the way in training breast specialist surgeons (the USA, the UK, Australia and New Zealand) with dedicated 1- or 2-year fellowships either within or in addition to standard training. Access to such training is limited and consequently many women in Europe are still treated by generalists, potentially denying them access to the best care. This paper reviews the issues surrounding training provision in breast surgery and some of the challenges which need to be addressed to improve the current situation. Summary: Breast surgery training in Europe is of variable quality and duration, which may result in variations in the quality of care received by patients with breast cancer. Specialist training standards are urgently required which should be adopted by all European member states. Excellent models are available in the USA, the UK and Australia and New Zealand on which to base this training. Key Messages: The quality of training in breast surgery needs to be upgraded and harmonised across Europe. [ABSTRACT FROM AUTHOR]

SUMMARY: This paper investigates the overall impact of and the information made available by the recent audit partner disclosure requirement in the U.S. After a contentious comment period, the PCAOB released Rule 3211, which requires registered public accounting firms to disclose the name of the audit partner for every audit report it issues. In the first year of adoption, we find a significant increase in audit quality and audit fees and a significant decrease in audit delay. We collect information on partner gender, busyness, education, and social connections to explore whether these newly observable characteristics are associated with audit outcomes. We find that several of these characteristics are associated with variations in audit fees and audit delay, but no evidence of an association with audit quality. Overall, our findings suggest that the disclosure of partner name in Form AP enhances the audit information environment, which supports PCAOB motivation for Rule 3211. [ABSTRACT FROM AUTHOR]

The Geriatric Psychiatry Fellowship Subspecialty survey aimed to identify key motivating factors associated with choosing geriatric psychiatry as a career, and to assess training satisfaction among geriatric psychiatry fellows/residents in Canada and the United States. American and Canadian geriatric psychiatry program directors were asked to distribute an online survey to their fellows. Descriptive statistics for quantitative items and Mann-Whitney U tests were performed to assess for differences by country of training. Thirty-one geriatric psychiatry fellows completed the survey. The most important motivating factors for pursuing a career in geriatric psychiatry were found to be "working with patients and families", "working in an interdisciplinary environment", and "intellectual stimulation". Fellows' overall training satisfaction was high, with American fellows more satisfied than Canadian residents (p = .047) on average, especially with regard to biomedical aspects of training (p = .01). [ABSTRACT FROM AUTHOR]

Through the lenses of teaching and teacher education, this article explores the evolving impacts of the COVID-19 pandemic on education. Challenges associated with COVID-19 in schooling, learning, teaching, and teacher education are highlighted to showcase ongoing systemic inadequacies and emerging opportunities for change. Cultural assets are presented as a theoretical framework for bridging gaps between individualistic and collective approaches to learning. Specific classroom projects that foster cultural assets are connected with a larger educational movement for Ethnic Studies in public education in the United States to provide examples of ways that education can evolve in more equitable ways into the future. [ABSTRACT FROM AUTHOR]

We study how technological change affects between‐ and within‐education‐group inequality in the United States. We develop a model with heterogeneous workers and firms in which the demand for skills is characterized by firms' recruiting behavior. We use the model to quantify the relative contribution of two types of technological change that affect the relative demand for skilled labor: technological change in firm‐specific productivity and technological change in labor productivity. We find that technological change in labor productivity, in the form of higher returns to skill in production, is the main driver of the increase in between‐ and within‐group inequality. Technological change in firm productivity, in the form of higher firm productivity dispersion, plays a less important role in explaining rising inequality, except for the increase in within‐group inequality for workers without a college degree. [ABSTRACT FROM AUTHOR]

Part of the mission of the Center for Devices and Radiological Health (CDRH) at the US Food and Drug Administration is to facilitate medical device innovation. Therefore, CDRH plays an important role in helping its stakeholders such as manufacturers, health care professionals, patients, patient advocates, academia, and other government agencies navigate the regulatory landscape for medical devices. This is particularly important for innovative physiological closed-loop controlled (PCLC) devices used in critical care environments, such as intensive care units, emergency settings, and battlefield environments. CDRH's current working definition of a PCLC medical device is a medical device that incorporates physiological sensor(s) for automatic manipulation of a physiological variable through actuation of therapy that is conventionally made by a clinician. These emerging devices enable automatic therapy delivery and may have the potential to revolutionize the standard of care by ensuring adequate and timely therapy delivery with improved performance in high workload and high-stress environments. For emergency response and military applications, automatic PCLC devices may play an important role in reducing cognitive overload, minimizing human error, and enhancing medical care during surge scenarios (ie, events that exceed the capability of the normal medical infrastructure). CDRH held an open public workshop on October 13 and 14, 2015 with the aim of fostering an open discussion on design, implementation, and evaluation considerations associated with PCLC devices used in critical care environments. CDRH is currently developing regulatory recommendations and guidelines that will facilitate innovation for PCLC devices. This article highlights the contents of the white paper that was central to the workshop and focuses on the ensuing discussions regarding the engineering, clinical, and human factors considerations.

Addressing critical global health issues, such as antimicrobial resistance, infectious disease outbreaks, and natural disasters, requires strong coordination and management across sectors. The One Health approach is the integrative effort of multiple sectors working to attain optimal health for people, animals, and the environment, and is increasingly recognized by experts as a means to address complex challenges. However, practical application of the One Health approach has been challenging. The One Health Systems Mapping and Analysis Resource Toolkit (OH-SMART) introduced in this paper was designed using a multistage prototyping process to support systematic improvement in multi-sectoral coordination and collaboration to better address complex health concerns through an operational, stepwise, and practical One Health approach. To date, OH-SMART has been used to strengthen One Health systems in 17 countries and has been deployed to revise emergency response frameworks, improve antimicrobial resistance national action plans and create multi agency infectious disease collaboration protocols. OH-SMART has proven to be user friendly, robust, and capable of fostering multi-sectoral collaboration and complex system-wide problem solving. [ABSTRACT FROM AUTHOR]

Latin American players represent approximately one third of Major League Baseball's (MLB) signed players. These players often do not possess a basic high school diploma before they are signed to a contract. While the MLB capitalizes on Latino players during their careers, the organization fails to show concern for their players' post-baseball success and opportunities. By mandating contribution to a scholarship for all signed players on all 30 teams, the MLB and individual baseball teams would help encourage educational attainment as well as baseball talent development in their players. This paper will demonstrate the need for Latin American baseball players to earn the equivalent of a high school diploma and options that MLB has for correcting this disparity. The MLB Players Association's "Baseball Tomorrow Funds" are already designed to help finance the Northeastern College partnership. Thus, the MLB should consider expanding this to include partnering with a high school-level online education platform to help Latin American baseball players improve their post-baseball opportunities. [ABSTRACT FROM AUTHOR]

The following paper provides an overview of the primary themes that have shaped American educational historiography. It rests on the notion that when guided by an awareness of our past, we can better understand the windows of opportunity available to impact the present. This paper is by no means a definitive statement on U.S. educational historiography. The aim is simply to contribute to an on-going academic conversation, to better understand the manner in which knowledge in our field has spread, and further contemplate how our field might progress over time. [ABSTRACT FROM AUTHOR]

Among better-educated employed men, the fraction of full-time full-year (FTFY) workers is quite high and stable-around 90 percent-over time in the U.S. Among those with lower education levels, however, this fraction is much lower and considerably more volatile, moving within the range of 62-82 percent for high school dropouts and 75-88 percent for high school graduates. These observations suggest that the composition of unobserved skills may be subject to sharp movements within low-educated employed workers, while the scale of these movements is potentially much smaller within high-educated ones. The standard college-premium framework accounts for the observed shifts between education categories, but it cannot account for unobserved compositional changes within education categories. Our paper uses Heckman's two-step estimator on repeated Current Population Survey cross sections to calculate a relative supply series that corrects for unobserved compositional shifts due to selection into and out of the FTFY status. We find that the well-documented deceleration in the growth rate of relative supply of college-equivalent workers after mid-1980s becomes even more pronounced once we correct for selectivity. This casts further doubt on the relevance of the plain skill-biased technical change (SBTC) hypothesis. We conclude that what happens to the within-group unobserved skill composition for low-educated groups is critical for fully understanding the trends in the relative supply of college workers in the United States. We provide several interpretations to our selection-corrected estimates. [ABSTRACT FROM AUTHOR]

Objective: Previous research has discussed various challenges to introducing an electronic health record (EHR) to firsttime health professional students. Chiropractic interns face similar challenges. Interns' perceptions about learning and using an EHR were assessed. Methods: An anonymous electronic survey was sent to interns of our outpatient chiropractic clinic requesting their relative agreement or disagreement to statements in nine domains. Since perceptions of EHR have been shown to change with increased time spent using an EHR. the survey also sought to compare more experienced users (8th semester) to novices (7th semester). Data were analyzed for relative agreement to statements related to learning the use of the EHR. Interns also provided other written comments. Results: There was a 51% overall response rate, evenly divided between 7th and 8th semester interns. Interns generally concurred that they were adept at using the current EHR and those with more experience responded they were more adept than those with less EHR familiarity. Interns strongly agreed that the EHR facilitated gathering information about patients through the ability to review previous clinical notes, tests, and medication lists. Experienced interns were more likely to enter data after the encounter was over and novice users more commonly entered data during the encounter. Conclusion: This information regarding interns' EHR experiences may provide strategies that lead to improvements in intern EHR education. Having insight into learners' experiences can provide important input to the EHR features that should be considered carefully by institutions and individual purchasers alike. [ABSTRACT FROM AUTHOR]

This paper examines the effects of a nationwide destruction of rural high schools immediately after the Cultural Revolution in China on education and labor market outcomes. Combining unique data on the county-level timing of school closures with the 1990 census microdata, I first document a sharp decline of 35% in high school completion in the first cohort exposed to the closures. I then find that the school closures led to negative labor market performances a decade later: affected individuals were 10% less likely to work off-farm and 29% less likely to work in a white-collar job. [ABSTRACT FROM AUTHOR]

Background and Objectives: Education of health care clinicians on racial and ethnic disparities has primarily focused on emphasizing statistics and cultural competency, with minimal attention to racism. Learning about racism and unconscious processes provides skills that reduce bias when interacting with minority patients. This paper describes the responses to a relationship-based workshop and toolkit highlighting issues that medical educators should address when teaching about racism in the context of pernicious health disparities.Methods: A multiracial, interdisciplinary team identified essential elements of teaching about racism. A 1.5-hour faculty development workshop consisted of a didactic presentation, a 3-minute video vignette depicting racial and gender microaggression within a hospital setting, small group discussion, large group debrief, and presentation of a toolkit.Results: One hundred twenty diverse participants attended the workshop at the 2016 Society of Teachers of Family Medicine Annual Spring Conference. Qualitative information from small group facilitators and large group discussions identified some participants' emotional reactions to the video including dismay, anger, fear, and shame. A pre/postsurvey (N=72) revealed significant changes in attitude and knowledge regarding issues of racism and in participants' personal commitment to address them.Discussion: Results suggest that this workshop changed knowledge and attitudes about racism and health inequities. Findings also suggest this workshop improved confidence in teaching learners to reduce racism in patient care. The authors recommend that curricula continue to be developed and disseminated nationally to equip faculty with the skills and teaching resources to effectively incorporate the discussion of racism into the education of health professionals. [ABSTRACT FROM AUTHOR]

In the United States of America, an analysis of enrollment statistics to institutions of higher education, those pursuing Science, Technology, Engineering, and Mathematics (STEM) fields, as well as those pursuing medical education show a paralleled ethnic stratification. Based upon such stratification, Native Americans consistently rank amongst the lowest demographic groups to enroll in and pursue higher education, STEM or medical education. A perturbed history of the First Nations people in the establishment of the United States of America laid the foundation for a multitude of factors contributing to current trends in health, living, and academic pursuits amongst First Nation's people. This paper aims to explore the factors underlying the lack of Native American enrollment in higher education, careers in STEM and medicine. An investigation was conducted following a broad literature review relevant to the topic, and articles were critically appraised using the Search, Appraisal, Synthesis of Analysis (SALSA) framework as well as the Standards for Reporting Qualitative Research (SRQR). Findings from such studies indicate that the Native American communities face a unique set of social circumstances rooted in a historical context, with several unmet basic needs of living required for integration, access, and pursuit of higher education. [ABSTRACT FROM AUTHOR]

The use of holistic admissions in higher education has been demonstrated to increase the diversity of incoming student classes; yet, in occupational therapy (OT) research, admissions processes remain under-explored. This phenomenological study aimed to explore the process of OT admissions from the perspective of students, faculty, and staff at a single OT program with the goal to create a more inclusive, equitable, and holistic process. Focus groups were conducted with first-year students, and an online survey was sent to faculty to explore perspectives on the admissions process, necessary qualities for an OT graduate student, and suggestions for increasing inclusion and equity in the admissions process. Several key themes emerged: the cost of applying, lack of uniformity across different institutions' admissions requirements, and preconceived notions of institutions; flexibility in admissions requirements, connections with the institution, and the need to recruit more diverse participants. Findings of this study are consistent with the literature regarding the use of holistic processes in graduate education, recommending less focus on student academic achievements and increased view of the student as a multifaceted individual with numerous talents. As a result, recommendations can be made to change admissions processes at this institution and in OT. [ABSTRACT FROM AUTHOR]

Simple Summary: Forensic anthropology in the United States is a specialization within the overall field of anthropology. Forensic anthropologists are specially educated and trained to search, recover, and examine human remains within a medicolegal context. Over time, forensic anthropology has become increasingly specialized and distinct from other specializations within anthropology. As such, we argue that forensic anthropology should be considered its own discipline, with a unique knowledge base, separate from other similar forms of anthropology, such a bioarchaeology. We argue that forensic anthropologists have unique expertise, making them the only type of anthropologist qualified to perform medicolegal examinations of human remains. Finally, we contend that to perform or represent yourself as a forensic anthropologist without the appropriate expertise is ethical misconduct. The value of this paper is that it explains the importance of expertise and knowledge, and how forensic anthropology has diverged from other specializations of anthropology enough to be considered its own discipline. This paper explores the current state of forensic anthropology in the United States as a distinct discipline. Forensic anthropology has become increasingly specialized and the need for strengthened professionalization is becoming paramount. This includes a need for clearly defined qualifications, training, standards of practice, certification processes, and ethical guidelines. Within this discussion, the concept of expertise is explored in relation to professionalization and practice, as both bioarchaeology and forensic anthropology have different areas of specialist knowledge, and therefore unique expertise. As working outside one's area of expertise is an ethical violation, it is important for professional organizations to outline requisite qualifications, develop standards and best practice guidelines, and enforce robust preventive ethical codes in order to serve both their professional members and relevant stakeholders. [ABSTRACT FROM AUTHOR]

In this paper I argue for a new set of pathways to the middle class in the U.S. for those currently left behind in our economy. First I analyze the levels of income and education needed to achieve middle-class status in America, why too few Americans obtain such education levels, and the trends in middle-wage occupational growth where such education would be valued. Then I outline a set of policy goals that would help millions more Americans enter the middle class, along with specific proposals to help get us there. [ABSTRACT FROM AUTHOR]

Personal Finance (PF) is one of the largest societal problems affecting the broader United States marketplace. Academic business departments can minister to the general student population by developing PF instruction as a general education (GE) course, even at a Christian liberal arts college. This paper will discuss the need for PF, the current approaches of higher education institutions, the path for adaptation as a GE offering, the integration of Christian faith topics and pedagogical approaches and resources for a semester-long class. Program your graduates for success in life via PF education. [ABSTRACT FROM AUTHOR]

Building on our earlier research (Case and Deaton 2015), we find that mortality and morbidity among white non-Hispanic Americans in midlife since the turn of the century continued to climb through 2015. Additional increases in drug overdoses, suicides, and alcohol-related liver mortality—particularly among those with a high school degree or less—are responsible for an overall increase in all-cause mortality among whites. We find marked differences in mortality by race and education, with mortality among white non- Hispanics (males and females) rising for those without a college degree, and falling for those with a college degree. In contrast, mortality rates among blacks and Hispanics have continued to fall, irrespective of educational attainment. Mortality rates in comparably rich countries have continued their premillennial fall at the rates that used to characterize the United States. Contemporaneous levels of resources—particularly slowly growing, stagnant, and even declining incomes—cannot provide a comprehensive explanation for poor mortality outcomes. We propose a preliminary but plausible story in which cumulative disadvantage from one birth cohort to the next—in the labor market, in marriage and child outcomes, and in health—is triggered by progressively worsening labor market opportunities at the time of entry for whites with low levels of education. This account, which fits much of the data, has the profoundly negative implication that policies—even ones that successfully improve earnings and jobs, or redistribute income—will take many years to reverse the increase in mortality and morbidity, and that those in midlife now are likely to do worse in old age than the current elderly. This is in contrast to accounts in which resources affect health contemporaneously, so that those in midlife now can expect to do better in old age as they receive Social Security and Medicare. None of this, however, implies that there are no policy levers to be pulled. For instance, reducing the overprescription of opioids should be an obvious target for policymakers. [ABSTRACT FROM AUTHOR]

Background: Economic inequality in the United States is extreme, but little is known about the national origin of affluent households. Households in the top one percent by total wealth own vastly disproportionate quantities of household assets and have correspondingly high levels of economic, social, and political influence. The overrepresentation of white natives (i.e., those born in the U.S.) among high-wealth households is well-documented, but changing migration dynamics suggest that a growing portion of top households may be immigrants. Methods: Because no single survey dataset contains top wealth holders and data about country of origin, this paper uses two publicly-available data sets: the Survey of Consumer Finances (SCF) and the Survey of Income and Program Participation (SIPP). Multiple imputation is used to impute country of birth from the SIPP into the SCF. Descriptive statistics are used to demonstrate reliability of the method, to estimate the prevalence of immigrants among top wealth holders, and to document patterns of asset ownership among affluent immigrants. Results: Significant numbers of top wealth holders who are usually classified as white natives may be immigrants. Many top wealth holders appear to be European and Canadian immigrants, and increasing numbers of top wealth holders are likely from Asia and Latin America as well. Results suggest that of those in the top one percent of wealth holders, approximately 3% are European and Canadian immigrants, .5% are from Mexico or Cuban, and 1.7% are from Asia (especially Hong Kong, Taiwan, Mainland China, and India). Ownership of key assets varies considerably across affluent immigrant groups. Conclusion: Although the percentage of top wealth holders who are immigrants is relatively small, these percentages represent large numbers of households with considerable resources and corresponding social and political influence. Evidence that the propensity to allocate wealth to real and financial assets varies across immigrant groups suggests that wealth ownership is more global than previous research suggests and that immigrant groups are likely to become more prevalent in top wealth positions in the U.S. As the representation of immigrants in top wealth positions grows, their economic, social, and political influence is likely to increase as well. [ABSTRACT FROM AUTHOR]

Many US biomedical PhD programs receive more applications for admissions than they can accept each year, necessitating a selective admissions process. Typical selection criteria include standardized test scores, undergraduate grade point average, letters of recommendation, a resume and/or personal statement highlighting relevant research or professional experience, and feedback from interviews with training faculty. Admissions decisions are often founded on assumptions that these application components correlate with research success in graduate school, but these assumptions have not been rigorously tested. We sought to determine if any application components were predictive of student productivity measured by first-author student publications and time to degree completion. We collected productivity metrics for graduate students who entered the umbrella first-year biomedical PhD program at the University of North Carolina at Chapel Hill from 2008–2010 and analyzed components of their admissions applications. We found no correlations of test scores, grades, amount of previous research experience, or faculty interview ratings with high or low productivity among those applicants who were admitted and chose to matriculate at UNC. In contrast, ratings from recommendation letter writers were significantly stronger for students who published multiple first-author papers in graduate school than for those who published no first-author papers during the same timeframe. We conclude that the most commonly used standardized test (the general GRE) is a particularly ineffective predictive tool, but that qualitative assessments by previous mentors are more likely to identify students who will succeed in biomedical graduate research. Based on these results, we conclude that admissions committees should avoid over-reliance on any single component of the application and de-emphasize metrics that are minimally predictive of student productivity. We recommend continual tracking of desired training outcomes combined with retrospective analysis of admissions practices to guide both application requirements and holistic application review. [ABSTRACT FROM AUTHOR]

As the most-studied form of leadership across disciplines in both Western and Chinese contexts, transformational school leadership has the potential to suit diverse national and cultural contexts. Given the growing evidence showing the positive effects of transformational leadership on various school outcomes as it relates to school environment, teacher and student achievement, we wanted to explore the factors that gave rise to transformational leadership. The purpose of this study was to identify and compare the antecedents fostering transformational leadership in the contexts of both the United States and China. This paper reviews and discusses the empirical studies of the last two decades, concentrating on the variables that are antecedent to transformational leadership mainly in the educational context, but also in public management, business and psychology. Results show that transformational leadership is related to three sets of antecedents, which include: (1) the leader's qualities (e.g., self-efficacy, values, traits, emotional intelligence); (2) organizational features (e.g., organization fairness); and (3) the leader's colleagues' characteristics (e.g., follower's initial developmental level). Some antecedents were common to both contexts, while other antecedents appeared to be national context specific. The implications of the findings for future research and leader preparation in different national contexts are discussed. [ABSTRACT FROM AUTHOR]

Background: This paper contributes to research on the education-health association by extending the scope of inquiry to adult inmates. Not only are inmates excluded from most nationally representative studies of health but they also represent a highly select group in terms of both education and health. As such, our study provides new information about the health of incarcerated populations and it extends the generalizability of the education-health association beyond the non-institutionalized population.Methods: We use a prison-level fixed-effects regression model with the 2004 Survey of Inmates in State Correctional Facilities (n = 287 facilities) to evaluate the effects of education on a standardized morbidity scale of 11 lifetime and current health conditions among incarcerated men (n = 10,493) and women (n = 2,797).Results: Education prior to incarceration is negatively associated with lifetime health problems for both women and men and the association is stronger among women. Among inmates who enter prison with less than a GED level of education, attaining a GED in prison is associated with better current health outcomes for men, but not women.Conclusions: The generalization of the education-health association among prisoners further highlights the fundamental nature of education as a health promotive resource. Discussed are the implications for the education-health literature in general and health promotion efforts among incarcerated adults specifically. [ABSTRACT FROM AUTHOR]

The goal of this paper is to estimate peer influence in video gaming time among adolescents. Using a nationally representative sample of the U.S. school-aged adolescents in 2009–2010, we estimate a structural model that accounts for the potential biases in the estimate of the peer effect. Our peer group is exogenously assigned and includes one year older adolescents in the same school grade as the respondent. The peer measure is based on peers’ own reports of video gaming time. We find that an additional one hour of playing video games per week by older grade-mates results in .47 hours increase in video gaming time by male responders. We do not find significant peer effect among female responders. Effective policies aimed at influencing the time that adolescents spend video gaming should take these findings into account. [ABSTRACT FROM AUTHOR]

Background: Universal design for learning (UDL) is considered best-practice for embracing inclusion for students with disabilities and there is growing evidence of its effectiveness in primary, secondary, and postsecondary education. However, little is known about if and how UDL is being implemented into United States graduate allied health and medical school curriculum as well as evidence of its benefits. Method: We used Arksey and O'Malley's (2005) methodological framework. Search engines were: PubMed, CINAHL Complete, ERIC, GoogleScholar, and Scopus. Data were analyzed by the research team using Covidence to organize articles, screen, and complete a full-text review. Data extraction was completed by identifying key themes in the manuscripts and categorizing articles accordingly. Results: Six studies were eligible: three intervention and three descriptive articles. Findings identify a need for UDL in these programs but research regarding the effect of implementation of this framework into medical and allied health programs is lacking. Conclusion: There is a scarcity of research on UDL in graduate education from the United States. Much of the literature found on use of UDL in medical and allied health graduate level programs is nonexperimental or descriptive. Future research is recommended to examine the impact of UDL in graduate education. [ABSTRACT FROM AUTHOR]

In this paper, we are going to present the most representative features of the teacher centered learning, where the teacher is considered to be the only reliable source of information and concentrates the entire power in his/her hands. They are presented versus the features of student centered learning, where students may choose their subjects; students are active participants during the learning process; power belongs mainly to students; students talk as much as the teacher during the class; students may use teaching aids, etc. We have identified the causes for which student centered learning has not been extensively introduced in the American public school. [ABSTRACT FROM AUTHOR]

A common policy approach to reducing childhood obesity aims to shape the environment in which children spend most of their time: neighborhoods and schools. This paper uses richly detailed data on the body mass index (BMI) of all New York City public school students in grades K-8 to assess the potential for place-based approaches to reduce child obesity. We document variation in the prevalence of obesity across NYC public schools and census tracts, and then estimate the extent to which this variation can be explained by differences in individual-level predictors (such as race and household income). Both unadjusted and adjusted variability across neighborhoods and schools suggest place-based policies have the potential to meaningfully reduce child obesity, but under most realistic scenarios the improvement would be modest. [ABSTRACT FROM AUTHOR]

This paper highlights one state model providing mentoring and induction for new school leaders in the U.S.A. The importance of mentoring and induction as a continuation of leadership preparation is highlighted in program components and participant perceptions in The Kansas Educational Leadership Institute's (KELI) mentoring and induction program and professional learning seminars. Experienced and trained mentors provide critical support for new principals serving schools and communities in their first year of practice. A program description, initial operational processes, program requirements, and mentor training are shared along with information about KEU's second year program, evaluation results, and next steps. [ABSTRACT FROM AUTHOR]

This paper presents data from the Program for the International Assessment of Adult Competencies with a focus on the interrelationships among health information seeking behavior (HISB), and health status or use of preventive health measures for U.S. adults both with and without a high school diploma. Key results of ordinal and binary logistic regression analyses indicated that, after controlling for demographic factors, (1) adults with a high school diploma use more text-based health information sources while adults without a high school diploma use more oral sources, (2) using the Internet as a source of health information is more strongly related to reporting excellent/very good health status than having a high school diploma, (3) those without a high school diploma who use the Internet report the largest increase in health status over any other health information source, and (4) for those with learning disability or vision problem, a high facility in reading English is an important predictor of whether the Internet is used as a health information source. The Internet appears to play a key role in both enhancing health status and enabling use of preventive measures for those with and without a high school diploma; although, individuals without a high school diploma who use the Internet for health information derive substantial benefit in health status. [ABSTRACT FROM AUTHOR]