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Specialized research training is a key component of graduate education, yet sexual and gender diverse (SGD) emerging scholars may not receive quality training and networking opportunities at their home institutions. International and interdisciplinary trainings by SGD scholars may develop research competence and academic networks, but few such extracurricular research training programs exist. This article presents the curriculum and mixed-method evaluation of the International Student Training Network (ISTN), a two-year bilingual training program designed to train SGD emerging scholars in Canada, the USA, Mexico, and the UK to conduct research with SGD youth. The racially diverse and interdisciplinary trainees (N = 38) completed a competence self-assessment at pre-test, midpoint, and post-test. Significant improvements in knowledge and skill were found, while importance of the concepts remained consistently high. Twelve trainees participated in interviews to reflect on their experience. Thematic analysis produced three themes, describing benefits of the ISTN: (1) 'You do stick out a lot': Fostering SGD scholarly community in academia; (2) 'We were all working together': Bridging the disciplinary and geographic gaps; and (3) 'A transformative experience': Developing scholarly self-concept and academic self-efficacy. The findings highlight the utility of specialized research training for emerging SGD scholars limited by geographical and disciplinary siloes.

Purpose: Past research shows that parentally responsive behavior toward the child positively influences language development in both neurotypical children and children with intellectual and developmental disabilities, including those with fragile X syndrome (FXS); however, most studies have focused exclusively on the mother--child relationship. The current study examined relationships between parent behavior (i.e., responsivity and behavior management) and child language performance in both mother-child and father-child interactions, as well as relationships between child characteristics and both parent behavior and child language. Method: Participants were 23 families of young boys with FXS between 3 and 7 years of age. Mothers and fathers independently completed questionnaires assessing child characteristics and separately engaged in 12-min play-based interactions with their child via telehealth. One parent also completed a comprehensive interview assessing child adaptive behavior. Video recordings of the parent--child interactions were transcribed and coded for parent and child behavior, and measures of parent and child language were obtained from the transcripts. Results: Mothers and fathers used similar rates of responsive behaviors during parent-child interactions, and parental responsivity was positively associated with some aspects of child language performance (i.e., talkativeness and lexical diversity). Parental behavior, however, was not associated with syntactic complexity. Older children and children with higher levels of adaptive behavior had parents who used higher rates of responsive behaviors. Fathers used higher rates of behavior management strategies compared to mothers, and this type of parent behavior was not associated with child language. Conclusion: Overall, this study provides evidence that interventions focused on increasing parental responsiveness would be beneficial for families of children with FXS and that these interventions should be delivered early given the association between responsivity and child age.

This research-to-practice brief examines the key outcomes of eight empirical studies that focus explicitly on Latin American and/or Hispanic students during study abroad programs. The study abroad programs predominantly occurred in Central America. Critical to this brief are how heritage learners navigate Latinx cultures as Latinx or Hispanic students, qualifying one's own identity as both Latinx and as a U.S. citizen, and, in some cases, the re-examination of language ability in the context of being a heritage speaker. Seven of the eight included studies employed qualitative methodologies, indicating a need for more quantitative or mixed method approaches to foster enhanced understanding of the experiences of Latinx study abroad students.

Narrating history is perpetually contested, shaping and reshaping how nations and people understand both their pasts and the current moment. Measuring and evaluating the scope of histories is methodologically challenging. In this paper we provide a general approach and a specific method to measure historical recall. Operationalizing historical information as one or more word phrases, we use the phrase-mining RAKE algorithm on a collection of primary historical documents to extract first-person historical evidence, and then measure recall via phrases present on contemporary Wikipedia, taken to represent a publicly-accessible summary of existing knowledge on virtually any historical topic. We demonstrate this method using women's movements in the United States as a case study of a debated historical field. We found that issues important to working-class elements of the movement were less likely to be covered on Wikipedia compared to other subsections of the movement. Combining this method with a qualitative analysis of select articles, we identified a typology of mechanisms leading to historical omissions: paucity, restrictive paradigms, and categorical narrowness. Our approach, we conclude, can be used to both evaluate the recall of a body of history and to actively intervene in enlarging the scope of our histories and historical knowledge.

A recent Registered Replication Report (RRR) of the development of verbal rehearsal during serial recall revealed that children verbalized at younger ages than previously thought, but did not identify sources of individual differences. Here, we use mediation analysis to reanalyze data from the 934 children ranging from 5 to 10 years old from the RRR for that purpose. From ages 5 to 7, the time taken for a child to label pictures (i.e. isolated naming speed) predicted the child's spontaneous use of labels during a visually presented serial reconstruction task, despite no need for spoken responses. For 6- and 7-year-olds, isolated naming speed also predicted recall. The degree to which verbalization mediated the relation between isolated naming speed and recall changed across development. All relations dissipated by age 10. The same general pattern was observed in an exploratory analysis of delayed recall for which greater demands are placed on rehearsal for item maintenance. Overall, our findings suggest that spontaneous phonological recoding during a standard short-term memory task emerges around age 5, increases in efficiency during the early elementary school years, and is sufficiently automatic by age 10 to support immediate serial recall in most children. Moreover, the findings highlight the need to distinguish between phonological recoding and rehearsal in developmental studies of short-term memory.

The use of master protocols allows for innovative approaches to clinical trial designs, potentially enabling new approaches to operations and analytics and creating value for patients and drug developers. Pediatric research has been conducted for many decades, but the use of novel designs such as master protocols in pediatric research is not well understood. This study aims to provide a systematic review on the utilization of master protocols in pediatric drug development. A search was performed in September 2022 using two data sources (PubMed and ClinicalTrials.gov) and included studies conducted in the past10 years. General study information was extracted such as study type, study status, therapeutic area, and clinical trial phase. Study characteristics that are specific to pediatric studies (such as age of the participants and pediatric drug dosing) and important study design elements (such as number of test drug arms and whether randomization and/or concurrent control was used) were also collected. Our results suggest that master protocol studies are being used in pediatrics, with platform and basket trials more common than umbrella trials. Most of this experience is in oncology and early phase studies. There is a rise in the use starting in 2020, largely in oncology and COVID-19 trials. However, adoption of master protocols in pediatric clinical research is still on a small scale and could be substantially expanded. Work is required to further understand the barriers in implementing pediatric master protocols, from setting up infrastructure to interpreting study findings. [ABSTRACT FROM AUTHOR]

A multihospital study examined the impact of restricted clinical opportunities during COVID-19 on newly graduated nurses' experiences, self-reported competence, and self-reported errors upon entry into a nurse residency program and at 6 months. Newly graduated nurses' experiences (n = 2,005) were described using comparative data from cohorts before and during restricted experiences across 22 hospitals; minimal differences were observed. Nursing professional development specialists can utilize this information when creating and sustaining transition-to-practice programs. [ABSTRACT FROM AUTHOR]

Despite the increase in methodological sophistication and complexity of models being tested for international student adjustment to universities in the United States (U.S.), researchers often do not test or control for salient demographic differences between students, including their educational status (i.e., graduate or undergraduate) and country in which they graduated high school. The current study was designed to examine whether demographic variables are associated with a range of social outcomes. Participants (N = 245) from 23 U.S. colleges and universities completed a survey in Fall 2017. Undergraduate students reported having a higher number of close friends at their institution than did graduate students; however, they also reported a lower sense of belonging than did graduate students. Students who graduated from high school in the United States reported less social support from international students at university. Implications for students and for future research are provided.

Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a more authentic model of science practice. We strongly concur and suggest that good science assessments need to consist of several key factors: integration of science content with scientific inquiry, contextualization of questions, efficiency of grading and statistical validity and reliability.Through our Situated Assessment using Virtual Environments for Science Content and inquiry (SAVE Science) research project, we have developed an immersive virtual environment to assess middle school children's understanding of science content and processes that they have been taught through typical classroom instruction. In the virtual environment, participants complete a problem-based assessment by exploring a game world, interacting with computer-based characters and objects, collecting and analyzing possible clues to the assessment problem. Students can solve the problems situated in the virtual environment in multiple ways; many of these are equally correct while others uncover misconceptions regarding inference-making. In this paper, we discuss stage one in the design and assessment of our project, focusing on our design strategies for integrating content and inquiry assessment and on early implementation results. We conclude that immersive virtual environments do offer the potential for creating effective science assessments based on our framework and that we need to consider engagement as part of the framework.

Background: A comprehensive understanding of the contextual factors that are linked to student engagement requires research that includes cross-cultural perspectives. Aims: This study investigated how student engagement in school is associated with grade, gender, and contextual factors across 12 countries. It also investigated whether these associations vary across countries with different levels of individualism and socio-economic development. Samples: The participants were 3,420 7th, 8th, and 9th grade students from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. Methods: The participants completed a questionnaire to report their engagement in school, the instructional practices they experienced, and the support they received from teachers, peers, and parents. Hierarchical linear modelling was used to examine the effects at both student and country levels. Results: The results across countries revealed a decline in student engagement from Grade 7 to Grade 9, with girls reporting higher engagement than boys. These trends did not vary across the 12 countries according to the Human Development Index and Hofstede's Individualism Index. Most of the contextual factors (instructional practices, teacher support, and parent support) were positively associated with student engagement. With the exception that parent support had a stronger association with student engagement in countries with higher collectivism, most of the associations between the contextual factors and student engagement did not vary across countries. Conclusions: The results indicate both cultural universality and specificity regarding contextual factors associated with student engagement in school. They illustrate the advantages of integrating etic and emic approaches in cross-cultural investigations.

Health care systems face challenges providing accessible health care across geographically disparate sites. The Veterans Health Administration (VHA) developed regional telemedicine service focusing initially on primary care and mental health services. The objective of this study is to describe the program and progress during the early implementation. In its first year, the Clinical Resource Hub program provided 244 515 encounters to 95 684 Veterans at 475 sites. All 18 regions met or exceeded minimum implementation requirements. The regionally based telehealth contingency staffing hub met early implementation goals. Further evaluation to review sustainability and impact on provider experience and patient outcomes is needed. [ABSTRACT FROM AUTHOR]

The objective of the present study was to develop a scale that is appropriate for use internationally to measure affective, behavioral, and cognitive dimensions of student engagement. Psychometric properties of this scale were examined with data of 3,420 students (7th, 8th, and 9th grade) from 12 countries (Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States). The intraclass correlation of the full-scale scores of student engagement between countries revealed that it was appropriate to aggregate the data from the 12 countries for further analyses. Coefficient alphas revealed good internal consistency. Test-retest reliability coefficients were also acceptable. Confirmatory factor analyses indicated that the data fit well to a second-order model with affective, behavioral, and cognitive engagement as the first-order factors and student engagement as the second-order factor. The results support the use of this scale to measure student engagement as a metaconstruct. Furthermore, the significant correlations of the scale with instructional practices, teacher support, peer support, parent support, emotions, academic performance, and school conduct indicated good concurrent validity of the scale. Considerations and implications regarding the international use of this student engagement in school measure are discussed.

Relative to positive psychology, a focus on increasing psychological well-being has been recently supported. Positive psychology is the study of influences and processes that contribute to the successful and optimal functioning of individuals. Nurturing and encouraging wellness competencies creates a buffer against mental illness and fosters intensification of adaptive coping skills. The purpose of this study was to highlight results from a descriptive study of a large-scale sample of Asian youth (Japan, Korea, Taiwan, and Thailand) who responded to the Child and Adolescent Wellness Scale (CAWS) and compare them with a sample from the United States. The CAWS items reflect characteristics and cognitions of psychologically healthy and resilient children. As predicted, students generally perceived themselves as psychologically well, with all scores being above the theoretical midpoint score of 2.5. The average total CAWS score for the sample was 2.85 (on a 4-point Likert scale). Japanese students scored the lowest in most of the 10 dimensions. There were significant differences in each of the dimensions. The utilization of CAWS for practice with adolescents within a cross-cultural context and future studies is also discussed.

Using a toy construction set, we introduce to students the job characteristics model in a fun and engaging way. The activity not only describes the theoretical variables of the model but also allows students to (a) experience the dynamic interaction among these variables and (b) gain a better, hands-on understanding of the model. The exercise progresses through three stages where participants are gradually exposed to different manipulations of the variables in the job characteristics model. The exercise can be conducted in one quick-paced 75-minute class session. (Contains 1 note, 1 table, and 2 figures.)

In this qualitative study, Brown's (2004) tripartite theoretical framework on leadership preparation was used to explore the role programmatic elements played in development as social justice leaders within an educational leadership preparation program located in the United States. Findings from focus groups with twelve former graduate students revealed a number of programmatic elements were important in developing students' conceptions of social justice. The findings also suggest two main differences existed between White and participants of colour in the study. The first involved an affective response to programmatic elements and the second on continued leadership efforts to address inequities in schools.

Objective and Participants: This study explored (1) the prevalence of cigarette smoking among South Korean international college students in the United States, (2) differences in smoking between on- and off-campus living arrangements, and (3) predictors of an increase in smoking over time in the United States Methods: An online survey was completed by 1,201 students at 52 4-year US universities (34% response rate). Results: The overall smoking prevalence was 43.5%. The smoking rate (29.0%) of female students was higher than that (4%) of female college students in South Korea. Sex, living place, living situation, length of stay as a student in the United States, home smoking rules, campus-wide tobacco-free policies, and levels of acculturative stress, anxiety, and depression were significantly associated with an increase in smoking ("p" < 0.05). Conclusions: Given the high smoking prevalence among the South Korean students on US college campuses, targeted prevention efforts for these students may be warranted.

This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world. (Contains 2 figures and 4 tables.)

Complex environmental problems call for unique solutions to monitoring efforts alongside developing a more environmentally literate citizenry. Community-based monitoring (CBM) through the use of volunteer monitoring organizations helps to provide a part of the solution, particularly when CBM groups work with research scientists or government managers. This study of volunteer monitoring organizations (VMOs) active in 2009 in the United States was conducted via survey in order to better understand the organizational structure, data collection procedures and data use of water-quality monitoring by volunteers, focusing on North Carolina. Organizational structures and origins of monitoring groups are discussed and reveal a wide variety of types and history of programs. Data collection procedures including required training and quality assurance were explored and discussed through the survey. Many groups require training of a varied type, but fewer complete quality assurance plans. Multiple types of volunteer monitoring data uses were indicated, including management and research. This study suggests a lack of structure at the state level may hinder the usefulness of data collected for purposes other than local information and environmental education. Cooperation between research scientists and VMOs may aid organizations in publishing more of their data and developing a quality assurance plan. (Contains 5 tables and 2 figures.)

A train barrels directly toward a stone wall. It looks like a disaster is inevitable. Suddenly, a group of railroad workers run to a switch that changes the direction of the train. They reroute the train onto a new track by throwing the switch just in time. Perhaps you had not known what to do, nor were you strong enough to do it yourself, but you now see that it was not a forgone conclusion that the train had to run into the wall. In this scenario, the train represents precollege physics education in the United States. The wall represents the classroom situation that many teachers find when they are assigned to teach physics. These teachers often find themselves teaching a subject for which they were not adequately prepared. It is not their fault, but rather the result of the necessity of having a teacher assigned to the class. The United States needs students to be prepared for a future in which science and technology will be more and more a part of everyone's life, and there are not enough well-prepared physics teachers graduating from colleges and universities. So the train is headed toward the wall. "Who are the strong railroad workers?" you ask. These are the 200 Physics Teaching Resource Agents (PTRAs), who for the past 25 years have been selected and trained by AAPT to do workshops for practicing physics and physical science teachers. Thus AAPT celebrated the PTRA silver anniversary during the 2010 AAPT meeting in Portland. And APS recognized this achievement with their 2011 Excellence in Physics Education Award.

This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7-9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries. (Contains 1 table and 7 figures.)

The changing nature of the transition to adulthood in western societies, such as the United States, may be extending the length of time parents are engaged in "parenting" activities. However, little is known about different approaches parents take in their interactions with their emerging-adult children. Hence, this study attempted to identify different clusters of parents based on the extent to which they exhibited both extremes of control (psychological control, punishment, verbal hostility, indulgence) and responsiveness (knowledge, warmth, induction, autonomy granting), and to examine how combinations of parenting were related to emerging adult children's relational and individual outcomes (e.g. parent-child relationship quality, drinking, self-worth, depression). The data were collected from 403 emerging adults (M age = 19.89, SD = 1.78, range = 18-26, 62% female) and at least one of their parents (287 fathers and 317 mothers). Eighty-four percent of participants reported being European American, 6% Asian American, 4% African American, 3% Latino, and 4% reported being of other ethnicities. Data were analyzed using hierarchical cluster analysis, separately for mothers and fathers, and identified three similar clusters of parents which we labeled as "uninvolved" (low on all aspects of parenting), "controlling-indulgent" (high on both extremes of control and low on all aspects of responsiveness), and "authoritative" (high on responsiveness and low on control). A fourth cluster was identified for both mothers and fathers and was labeled as "inconsistent" for mothers (mothers were above the mean on both extremes of control and on responsiveness) and "average" for fathers (fathers were at the mean on all eight aspects of parenting). The discussion focuses on how each of these clusters effectively distinguished between child outcomes.

This study examines how diversity requirements differ from courses that are highly inclusive or less inclusive of diversity. Results suggest that instructor characteristics are statistically different and that highly inclusive and less inclusive diversity courses score highest and lowest, respectively, on measures of effective teaching compared with required diversity courses. (Contains 7 tables.)

This paper describes the results of a survey of teaching faculty at a medium-sized university in the southeastern United States to determine core curriculum items that should be taught to ensure that graduates have the capabilities and skills to fully participate in the digital society. There was considerable agreement between the colleges regarding the importance of twenty aspects of digital literacy. Application skills continued to be viewed as very relevant. However, our findings also show the need for a greater focus on information literacy skills that go beyond the focus of the current one-credit-hour software applications course designed to achieve computer application literacy. A case can be made for additional topics to be included in the curriculum common to all students such as ethics, security and privacy, and how to validate the relevance and usefulness of data. The study also highlights the need for discipline-specific topics to be embedded in subject-knowledge courses. (Contains 6 tables and 1 figure.)

Using situated learning (Lave & Wenger, 1991) and communities of practice (Wenger, 1998) as our theoretical framework, we focused on two female graduate students in applied linguistics as each attempted to negotiate memberships in multiple communities during an international exchange program. Eleven students at six universities took part in an internet-based intercultural communication course in addition to courses at their host universities, generating data in the form of online postings, final course papers, e-mails to the instructor, and retrospective evaluations. Ines, a Mexican student in Canada, appeared to reconcile her identity successfully as a nexus of multimembership. Adrienne, a U.S. student living in Mexico, attempted to participate in practices at her host university but felt marginalized. Our analysis demonstrates the difficulty, complexity, and sometimes the impossibility of reconciliation as a process for weaving a nexus of multimembership into one identity when encountering new practices across national borders. (Contains 2 tables and 3 footnotes.)

The comprehension section of the "Nelson-Denny Reading Test" (NDRT) is widely used to assess the reading comprehension skills of adolescents and adults in the United States. In this study, the authors explored the content validity of the NDRT Comprehension Test (Forms G and H) by asking university students (with and without at-risk status for learning disorders) to answer the multiple-choice comprehension questions without reading the passages. Overall accuracy rates were well above chance for both NDRT forms and both groups of students. These results raise serious questions about the validity of the NDRT and its use in the identification of reading disabilities. (Contains 1 figure and 4 tables.)

It is commonly assumed that urban school districts hire teachers late due to issues related to district size and/or restrictions in collectively bargained teacher contracts affecting teacher hiring and transfers between schools. Our investigation of late teacher hiring and collective bargaining is based on a survey of 40 school districts that captured information about teacher transfer and hiring timelines. Findings indicate no differences between collective bargaining districts and non-bargaining districts in late teacher hiring. The findings confirm big differences in late hiring between suburbs and cities even when controlling for collective bargaining status and other contextual variables. Late school district budget action was also associated with late hiring. (Contains 8 tables and 1 note.)

Background: Research on teacher-student relationships has focused logically on classroom talk. Investigations of classroom talk range from broad consideration of the structures of such talk to a somewhat narrower focus on the interpersonal dimensions of such talk, and their consequences for student achievement and motivation. Purpose: This study explores a relationship that the teacher defined as "difficult", and attempts to understand, through analysis of classroom talk, how the complexities of full-class discussion contributed to the manifestation of a difficult relationship. Sample: The analysis focuses primarily on one teacher and one student in a 31-student, grade seven (age 12-13) English/Language Arts class. The study was conducted in a seventh-grade language arts/social studies block class in Midwest Middle School (a pseudonym), a middle school of around 700 students in a mid-sized suburban community in the Midwest, USA. Design and methods: The study draws from nine weeks of participant observation, isolating classroom episodes between the teacher and the specific student with whom she had a "difficult" relationship. Interactions were transcribed and then analysed, using a mixed approach which drew upon research methods from conversation analysis (CA), classroom discourse analysis and Goffman's discussion of participation frameworks. Results: Analysis suggested that the difficulty of the relationship between teacher and student was less the result of particular behaviours on the part of either participant and more the result of complications of interaction in full-class discussions. Conclusions: In effect, the teacher, the particular student and the other students cooperated to create a difficult relationship. Despite that difficulty, however, other decisions the instructor made in structuring the classroom environment mitigated those complications, allowing the student to feel some success in the class and to continue to attempt to participate successfully in full-class interactions.

Copyright in the United States can be traced back to the U.S. Constitution in 1787. To encourage authorship of creative works, Congress created a limited monopoly in Section 106 of the Copyright Act of 1790. To balance this monopoly, Congress drafted Section 107 which provides public access to creative works through fair use. Revisions were necessary due to new information technologies. However, these revisions created an imbalance between traditional and distance education classrooms. In 2002, this imbalance was addressed through the Technology, Education, and Copyright Harmonization Act (TEACH). In an effort to make copyright law friendlier towards internet-based distance education, Congress modified Section 110(2), performances and displays, and Section 112(f), digitization of analog materials. Discussion of the TEACH Act and compliance recommendations for first-time online instructors are addressed. (Contains 2 tables.)

Scholars of adult basic literacy curricular materials have argued that the skill-based, deficit-oriented approach of many such materials denies the interests and motivations of adult learners. Exploring why these kinds of curricular materials are prevalent in adult basic literacy education, this article focuses on the case of ProLiteracy, a nongovernmental adult basic literacy organization that grew out of missionary Frank Laubach's work in the 1930s to convert illiterate adults to Christianity and a belief in American-style capitalism. This article argues that the legacy of Laubach's evangelism continues to affect adult literacy instruction in the United States today, through the content of many of the materials in the ProLiteracy catalogue, as well as through the volunteer-based one-to-one tutoring model's positioning of low-literacy adults. (Contains 1 table, 4 figures and 9 notes.)

Educators who search for ways to engage students often forget that the magic is really inside them--not educators themselves, as Keith Harvie's poem "Wizard" illustrates. After more than three decades of trying to improve the students' educational experience in the schools where the author has worked, he has come to believe that the answer lies within students. Elevating student voice and creating a democratic school pay off in student satisfaction and academic performance. When student input is encouraged and valued in a democratic environment, students are more involved, more satisfied, and more academically successful. Here, the author discusses how to foster student voice and to promote student relevance. (Contains 4 figures.)

This study examined correlates of pornography acceptance and use within a normative (nonclinical) population of emerging adults (individuals aged 18-26). Participants included 813 university students (500 women; M age = 20 years) recruited from six college sites across the United States. Participants completed online questionnaires regarding their acceptance and use of pornography, as well as their sexual values and activity, substance use, and family formation values. Results revealed that roughly two thirds (67%) of young men and one half (49%) of young women agree that viewing pornography is acceptable, whereas nearly 9 out of 10 (87%) young men and nearly one third (31%) of young women reported using pornography. Results also revealed associations between pornography acceptance and use and emerging adults' risky sexual attitudes and behaviors, substance use patterns, and nonmarital cohabitation values. The discussion considers the implications of pornography use during the transition to adulthood. (Contains 4 tables.)

Gambling on college and professional sports and the influence of attending colleges with differing levels of "sports interest" were examined among athletes, sports fans, and other students (N = 10,559) at 119 colleges in the United States using multilevel statistical analysis. Athletes and fans reported more sports gambling compared to other students, with no differences between athletes and fans. Male students were more likely to gamble than female students, but gender did not moderate the relationship between athletic participation and sports gambling. Students attending schools with a greater "sports interest" were more likely to gamble on college sports after adjusting for individual characteristics. Athletes, sports fans, and students attending schools with high "sports interest" are appropriate targets for prevention efforts. (Contains 1 figure and 2 tables.)

This presentation explores how contemplative practices, especially those anchored in an active listening to silence, are integrated into creative writing courses. It pays particular attention to a course taught at the United States Military Academy at West Point and to a course on the poetry of war and peace taught at the University of Connecticut. The presentation includes not only excerpts from student writing during the courses but also ongoing correspondence with students as they have maintained meditation practices during their military service in Iraq.

This study explored cultural differences in the criteria young people have for becoming an adult. Specifically, the study sought (a) to compare Chinese and American responses concerning whether they believe they have reached adulthood; (b) to examine whether adulthood criteria could fit a common statistical model for both cultures; and (c) after estimating this model, to compare the importance of adulthood criteria for Chinese and Americans. Results indicated that Chinese students considered themselves to be adults more than did American students. Also, Chinese students ascribed greater importance to criteria that reflect obligations toward others than did the Americans. The influence of culture in the transition to adulthood was discussed. (Contains 4 tables.)

This article provides a review and summary of six years of research on food assistance and nutrition issues on Indian reservations across America that was carried out by tribal college faculty, staff, and students through a federal small grants program. An assessment of the impacts and implications of this unique research program on the tribal colleges and communities involved is also included. Research from the following 9 colleges is summarized: (1) Chief Dull Knife College; (2) Dine College; (3) Little Priest Tribal College; (4) Oglala Lakota College; (5) Si Tanka University; (6) Tohono O'odham Community College; (7) Keweenaw Bay Ojibwa Community College; (8) Fort Belknap College; and (9) Fort Peck Community College. The collection developed through the small grants program is a valuable body of nutrition-related research now available to scholars and policy makers that was not accessible prior to our work with tribal communities. Perhaps more importantly, these materials can inform tribal leaders who are striving to meet the modern challenges imposed by the ravages of generations of ill-informed federal Indian policy effectively.(Contains 17 notes.)

In 1979, fourteen years after publishing his landmark work, "The Emergence of the American University," Laurence R. Veysey wrote a forward-looking article for the "American Quarterly" titled "The Autonomy of American History Reconsidered." In his article, Veysey suggested that the time had come to rewrite American history from a more international point of view. Challenging theories of American exceptionalism and national distinctiveness, Veysey called for more detailed comparisons of the cultural, political, and economic development of the world's industrialized democracies. In this article, the author discusses Veysey's treatment of the history of the American university. Historians of American higher education, including Veysey, have long recognized the degree to which the development of the "American" research university depended on international scholarly exchange. The author also discusses the historians' perspectives of the history of American University. (Contains 24 footnotes.)

Providing appropriate health care to a client can be accomplished only in an environment that is sensitive to the cultural values and beliefs of the client. As the population of first-and second-generation Chinese immigrants increases in the United States, the need to develop culturally sensitive health care becomes significant. Chinese immigrants and their families have become an important part of American society, including the school setting. The school nurse, who regularly works with students and families, should work in a manner that allows Chinese immigrants to maintain their cultural values and beliefs, while providing appropriate care for the student. The Chinese culture is unique and holds values and beliefs that contrast with those of the Western culture. A school nurse who understands and incorporates the Chinese culture will be better able to develop a positive interaction with the family and make arrangements for culturally appropriate care.

The United States prides itself on many things, but few are more prominent and visible than success at a sport, either locally, nationally, or internationally. Local sports are often a unifying factor in communities, and instances of success are the stuff of both fact and fiction. The 2001 Little League World Series highlighted the Rolando Paulino team and its largely immigrant players from a community that lionized them; later, the team was smeared by scandal. High school football in Texas or Ohio is often something that an entire community embraces. The movie Hoosiers was a fictionalized account of the success of a school in Milan. Indiana, in the 1954 Indiana State High School Basketball Tournament. These are readily recognized, but not unusual, examples of the prominent role that sports plays in local communities. National college football rankings spur alumni to support their alma maters; few school events provide such positive, or sometimes negative, publicity and stimulate such a flow of dollars as a highly successful football or basketball team. The most recognizable face in the world is that of basketball player Michael Jordan. The study of sports in American history is the story of great American themes--racism, sexism, responses to war, demagoguery, sudden economic success, immigration, urban growth, community life, advances in transportation, media hype, and so forth.

Rurality is often viewed as presenting challenges to community sustainability, well-being, and equity. To address the unique challenges of rural areas, policies and practices have been designed specifically for application in places designated as "rural". Yet what is "rural"? Some recent measures of rurality have gone beyond a dichotomous rural-urban divide conceptualization of rural communities. However, most measures still emphasize proximity to metropolitan areas and population density as the primary components of rurality. Few studies consider the critical role that services and amenities play in the life of a community. We suggest a new measure based on the concept of sustainable development that integrates measures of environmental, social, and economic resources. We present the Community Assets and Relative Rurality index for census block-groups in the coterminous United States and illustrate how this measure is consistent with existing measures of rurality yet offers additional insight into issues of sustainable rural development. • Index of rurality that accounts for services and amenity infrastructure developed. • CARR index provides block-group resolution rurality measure for coterminous US. • The continuous CARR index generally agrees with US federal definitions of rurality. • CARR offers a nuanced middle-ground when federal classifications disagree. [ABSTRACT FROM AUTHOR]

Background: Acute pancreatitis is a serious gastrointestinal disease that is an important target for drug safety surveillance. Little is known about the accuracy of ICD-10 codes for acute pancreatitis in the United States, or their performance in specific clinical settings. We conducted a validation study to assess the accuracy of acute pancreatitis ICD-10 diagnosis codes in inpatient, emergency department (ED), and outpatient settings.Methods: We reviewed electronic medical records for encounters with acute pancreatitis diagnosis codes in an integrated healthcare system from October 2015 to December 2019. Trained abstractors and physician adjudicators determined whether events met criteria for acute pancreatitis.Results: Out of 1,844 eligible events, we randomly sampled 300 for review. Across all clinical settings, 182 events met validation criteria for an overall positive predictive value (PPV) of 61% (95% confidence intervals [CI] = 55, 66). The PPV was 87% (95% CI = 79, 92%) for inpatient codes, but only 45% for ED (95% CI = 35, 54%) and outpatient (95% CI = 34, 55%) codes. ED and outpatient encounters accounted for 43% of validated events. Acute pancreatitis codes from any encounter type with lipase >3 times the upper limit of normal had a PPV of 92% (95% CI = 86, 95%) and identified 85% of validated events (95% CI = 79, 89%), while codes with lipase <3 times the upper limit of normal had a PPV of only 22% (95% CI = 16, 30%).Conclusions: These results suggest that ICD-10 codes accurately identified acute pancreatitis in the inpatient setting, but not in the ED and outpatient settings. Laboratory data substantially improved algorithm performance. [ABSTRACT FROM AUTHOR]

In recent decades, there has been an increase in people learning about and practicing beekeeping in rural, peri-urban and urban across the United States. Yet, much recent honey bee research focuses on the biotic (e.g., mites and viruses) and abiotic (e.g., pesticides and management practices) factors contributing to colony loss. However, beekeepers themselves play an essential role in stewarding healthy and productive colonies. This study focuses on backyard and sideliner beekeepers who responded to an annual online survey distributed in the U.S. (n = 2155) in 2018. This paper investigates beekeepers' concerns, and their use and perception of honey bee management information sources. We found survey respondents to be a relatively homogeneous group. Our findings suggest beekeepers' primary concerns relate to biotic and abiotic drivers of colony loss and the socio-political aspects of honey bee management. Also, beekeepers use, perceive as useful, and trust different types of information in consistent ways. For example, networks developed in beekeeping club interactions with beekeeping scientists are often used, viewed as useful, and highly trusted. Thus, information distribution through such channels may increase the likelihood of impactful and resonant communication exchanges among researchers, educators, and beekeepers, perhaps leading to the more widespread use of Best Management Practices that address risk factors to mitigate future colony loss. • Beekeepers are concerned about Varroa, general disease, and pesticide exposure. • Personal experience, mentors, and clubs are perceived as useful information sources. • Scientists, experience, and mentors are perceived as trustworthy information sources. • Clubs and mentor programs can be resonant sites for information sharing and practice. [ABSTRACT FROM AUTHOR]

Although focus groups continue to gain popularity in marketing and social science research, their use in program evaluation has been limited. Here we demonstrate how focus groups can benefit evaluators, program staff, policy makers and administrators by providing an in-depth understanding of program effectiveness from the perspective of participants as stakeholders in program outcomes. Using data from the Youth Action Program, a prevention program funded by the United States Air Force for military dependent adolescents at risk, our methodology included a narrative approach to data analysis, combining theme analysis with a systematic interpretive approach centering on how group members experienced the program within the contexts of their daily lives. We show that the parents benefited from the program beyond youth outcomes, and this was useful information for program improvement and expansion.