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This empirical article examines the policies, perspectives, and practices of building and developing cross-border and transnational higher education (TNHE) programs, with special attention given to the international joint and dual degree programs in North America and Asia. Specifically, this paper reviews the historical, political, and social dimensions of two international collaborative academic degree programs between the United States and Mainland China using Indiana University-Purdue University, Indianapolis (IUPUI) and Sun Yat-set University (SYSU) as the case study. Findings suggest that IUPUI's most cited challenge with SYSU concerns alignment with general education requirements. On the other hand, SYSU's biggest challenge with IUPUI concerns language and cultural differences. This article offers five recommendations for teacher-scholars, policymakers, and advanced practitioners interested in developing, designing, and implementing dual degree programs during and after the COVID-19 pandemic. Implications for future research on and applications and practices for TNHE programs are discussed.

Among the many impacts of the Coronavirus disease (COVID-19) pandemic, one of the most dramatic was the immediate closure of in-person schooling in March/April 2020 when parents were faced with much greater responsibility in supporting their children's learning. Despite this, few studies have examined parents' own perspectives of this experience. The aims of this preliminary study were to: (1) identify challenges, benefits, and useful strategies related to remote learning; and (2) examine differences in findings across two countries, between parents of youth with and without attention-deficit/hyperactivity disorder (ADHD), and between parents of children and adolescents. To address these aims, parent responses to open-ended questions on the Home Adjustment to COVID-19 Scale (HACS; Becker, Breaux, et al., 2020) were examined across three studies conducted in the United States and Australia (N = 606, children: 68.5% male, ages 6-17 years). The challenges most frequently expressed by parents included the child's difficulty staying on task (23.8% of parents), lack of motivation (18.3%), remote learning factors (17.8%), and lack of social interaction (14.4%). The most frequently expressed strategy related to using routines and schedules (58.2%) and the biggest benefit was more family time (20.3%). Findings were largely consistent across countries, ADHD status, and age, with a few notable group differences. Given that the most common challenges involved child- (e.g., difficulties with staying on task and motivation), parent- (e.g., balancing remote learning with work responsibilities), and school- (e.g., remote instruction difficulties) related factors, there is a need for improved support across these systems going forward.

Research indicates that rates of alcohol use and alcohol consequences are higher among LGBQ emerging adults (EAs; ages 18-25) than among their heterosexual counterparts and this is partly due to experiences of sexual orientation-based discrimination. To date, however, there is limited research on factors that mitigate against increased alcohol outcomes among LGBQ EAs. The purpose of the current study was to examine the buffering effects of LGBQ social identity components (ingroup ties, centrality, ingroup affect) on the relationship between two types of discrimination (homonegative microaggressions and discrimination violence) and alcohol use and consequences. A community-based sample of 252 LGBQ EAs completed an online survey. There was a significant moderating effect for ingroup ties and ingroup affect where the relationship between homonegative microaggressions and alcohol use and consequences was lower for those higher on these social identity components; there was no moderating effect of any social identity component on the association between discrimination violence and either alcohol outcome. Social identity factors strongly affiliated with the LGBTQ community act as both a buffer in the face of subtle forms of discrimination and, more generally, a way to counteract the typical trajectory of increased alcohol use and consequences among LGBQ EAs.

Decision-making has been identified as one of the most important skillsets in sexual health. This exploratory qualitative study explored how US middle and high school textbooks integrate the recommended sexual health decision-making skills recommended by Future of Sex Education (FOSE), a collaboration of organisations in the USA supporting comprehensive sex education. Using content analysis, we assessed 13 U.S. middle and high school health education textbooks recommended by school districts, state boards of education, and publishers. While textbooks touched on the knowledge and content areas for each skill set, skills were not taught to the extent that the skill was achieved or using a scaffolded approach that showed significant growth from middle to high school textbooks. As a result, young people receive inadequate content to competently perform the skills recommended by current National Standards. Changing state and district level health and sex education policies and aligning the curriculum with these standards, can better promote youth sexual decision-making.

It is well established that intelligence testing in its modern form developed and was deployed slightly differently in several countries, most notably France, England and the United States. Less widely recognized is the fact that its originators were all part of a close network of scholars who liaised internationally, exchanged ideas and were thoroughly acquainted with each other's work. Their exchanges resulted from the transnational drive to develop a new social science of psychology involving a determination to find empirical evidence on which to base understandings of the human mind. This soon led to the development of a means of testing human performance, not least in the field of intelligence. In the process, close contacts between all those who were to be pioneers of intelligence testing around the globe developed, in touch with and feeding off each others' ideas. This article is an account of the development of that network.

The purpose of this systematic literature review is to examine global perspectives on the role of parental involvement and social/emotional skills in school-age children's academic success. A multistage filtering analysis process provides relevant information in relation to key issues on the topic of parental involvement in different countries and reveals distinctive characteristics of parental involvement as well as contextual differences from one culture to another. A discussion of the concepts is presented, and recommendations are drawn from the analysis.

Translanguaging practices come into play in social interactions between bilinguals when they are making use of all their shared linguistic resources and blending their languages in natural ways. Stemming from these practices is translanguaging pedagogy, which is designed so that students in school-based additive bilingual programs can benefit from drawing on their entire linguistic repertoire. Whereas translanguaging pedagogy applies especially well to contexts where minority-language students are learning some or all of their school subjects through a majority language that is not their home language, this paper questions the relevance of translanguaging pedagogy across all contexts of bilingual education. Specifically, an argument is made against more use of English L1 in Canadian and US immersion programs featuring minority languages such as French or Spanish, given the high status of English that militates against the use of non-English languages. A research-based example of translanguaging pedagogy is presented to illustrate how it goes against current proposals for immersion pedagogy designed to systematically develop students' academic literacy in the minority language. Arguments are put forth for more sustained use of the minority language, drawing support from previous research on the benefits of separate spaces for instructional languages and from cognitive notions such as depth of processing and skill acquisition. Counterbalanced instruction integrating language and content along with strategies for scaffolding comprehension and production are presented as alternatives to translanguaging pedagogy.

English is spoken in five countries as the native language and in numerous other countries as an official language and the language of instruction. In countries where English is the native language, it is taught to speakers of other languages as an additional language to enable them to participate in all domains of life of that country. In many countries where it is an official language and language of instruction, which includes former British colonies in Africa and Asia, students tend to use English in specific domains, particularly school, as most communication outside of school is in the local languages. These are two contrasting contexts for enhancing English language skills. In both settings there are concerns about students' difficulties in developing adequate English proficiency to successfully learn content through that language. Focusing on the United States and Kenya, this article considers the similarities and differences in the content of English language instruction for secondary schools, in both environments and the types of challenges students encounter in the learning of English. This article broadens the understanding of what it means to teach English language for academic purposes and provides a framework for creating and evaluating teaching and learning materials for speakers of other languages who are learning through the medium of English.

In studies conducted in the USA, teacher dispositional factors such as enthusiasm, professional esteem and learning motivation often emerge as the most significant variables affecting student learning and achievement from the primary grades through higher education. Do these factors play as significant a role in student learning and achievement in China as they do in the USA? This conceptual paper aims to compare the patterns of teacher dispositions in China with those patterns in the USA. Fourteen experienced teachers and instructors at schools and universities in China and the USA provided oral and written narratives in which they reflected on how teacher attitudes and dispositions affected student learning and achievement.

Scholarly studies of international student mobility programs have increased during the last two decades, particularly following the Bologna Declaration. Nevertheless, a systematic review of international student mobility programs and the outcomes and benefits derived from participation in such programs has not been undertaken. This paper provides a comprehensive review of studies examining the various outcomes of student participation in short-term international mobility programs and identifies under-researched areas such as employment and career outcomes. A future research agenda based on the review is outlined, along with recommendations for improving research designs in order to increase our understanding of the short- and long-term outcomes of international student mobility programs.

This study examines how an English language learner (ELL) educator negotiated conversations about the intersectional nature of race in an elementary ELL classroom using a critical literacy framework. Few studies examine the ways in which teachers of young children negotiate conversations about the complexities of race with their students. Even fewer address the way in which African refugee children can explore the contested nature of racial labeling as a part of language instruction in the classroom. The students in this study experienced a history of persecution and displacement in Somalia in the 1990s. Their experiences in Somalia, relocation to refugee camps in Kenya, and finally relocation to the United States exposed their families to the very real impact of static and stereotypical notions of race. Through the lens of critical literacy, classroom interactions and activities are analyzed through one cycle of literacy events in an ELL classroom. Findings show that ELL educators can explore the contested nature of racial identities in ways that support and enhance language instruction. Findings also highlight the complexities of immigrant and refugee identity positions, even among members of the same group.

This study investigates international students' perceptions of the issues they face using English as a second language while attending American higher education institutions. In order to fully understand those challenges involved in learning English as a Second Language, it is necessary to know the extent to which international students have mastered the English language before they start their study in America. Most international students experience an overload of English language input upon arrival in the United States. Cultural differences influence international students' learning of English in other ways, including international students' isolation within their communities and America's lack of teaching listening skills to its own students. Other factors also affect international students' learning of English, such as the many forms of informal English spoken in the USA, as well as a variety of dialects. Moreover, since most international students have learned English in an environment that precluded much contact with spoken English, they often speak English with an accent that reveals their own language. This study offers informed insight into the complicated process of simultaneously learning the language and culture of another country. Because of the nature of purpose of the study, a qualitative research paradigm was used to gather data for the study. Eight international students who were currently studying at the university participated in the study. Readers will find three main voices in addition to the international students who "speak" (in quotation marks) throughout this article. Hong Li, a Chinese doctoral student in English Education at the University of Missouri-Columbia, authored the "regular" text. Second, Roy F. Fox's voice appears in italics. Fox is Professor of English Education and Chair of the Department of Learning, Teaching, and Curriculum at the University of Missouri-Columbia. Third, Dario J. Almarza's voice Almarza, a native of Venezuela, is an Assistant Professor of Social Studies Education at the same institution.

A 50% estimated increase in new cancer cases over the next few decades will significantly challenge health care systems already strained by a shortage of oncology providers. Radiation oncology (RO), 1 of 3 three primary pillars of oncology care, treats half of all new cancer cases. Workforce shortages, reimbursement changes, delays in patient treatment, and the lack of follow-up care all continue to increase pressure on RO centers to boost efficiency, improve patient and staff retention, and strive for service satisfaction. Nurse practitioners (NPs) can bring greater capacity, expertise, and profitability to RO, especially in light of the fact that demand is predicted to outstrip supply by as much as 10 times. It is critical, however, that NPs receive specialized training in RO's clinical, technological, and operational processes before assuming patient-facing roles. [ABSTRACT FROM AUTHOR]

Copyright of People & Nature 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.)

In this article, the authors examine how low-income Black men in South Africa and the United States work with their kin to secure fathering and ensure the well-being of children. They use ethnographic and life history data on men who fathered children from 1992 to 2005 to demonstrate how fathers' roles as kin workers enable them to meet culturally defined criteria for responsible fatherhood in two contexts marked by legacies of racism, increasing rates of incarceration and HIV/AIDS, and a web of interlocking inequalities that effectively precludes them from accessing employment with good wages. Using a comparative framework based on kin work, the authors identify three common processes in both contexts--negotiation between maternal and paternal kin, pedifocal approach, and flexible fathering--that enable men and their kin networks to secure father involvement in economically marginalized communities. The article concludes with a discussion of the policy implications of the findings.

Industrial wind turbines (IWTs) are a new source of community noise to which relatively few people have yet been exposed. IWTs are being erected at a rapid pace in proximity to human habitation. Some people report experiencing adverse health effects as a result of living in the environs of IWTs. In order to address public concerns and assess the plausibility of reported adverse health effects, a number of literature reviews have been commissioned by various organizations. This article explores some of the recent literature reviews on IWTs and adverse health effects. It considers the completeness, accuracy, and objectivity of their contents and conclusions. While some of the literature reviews provide a balanced assessment and draw reasonable scientific conclusions, others should not be relied on to make informed decisions. The article concludes that human health research is required to develop authoritative guidelines for the siting of IWTs in order to protect the health and welfare of exposed individuals.

This study examined the relationship between self-reported childhood physical and sexual abuse, romantic relationship quality, possible gender differences, and clinical implications. Three hundred thirty-eight women and 296 men who sought services at a university mental health clinic in the northeast region of the United States completed a 30-minute self-report assessment questionnaire before their first therapy session. Among the items in the questionnaire were measures of childhood physical and sexual abuse, relationship stability, problem areas in the relationship, and other demographic information. Results from structural equation modeling indicated that childhood physical abuse influenced relationship quality for both men and women whereas childhood sexual abuse did not have a significant impact on relationship quality for either gender. The results of the study indicated that there may be more gender similarities than differences in experiences of childhood abuse and relationship quality than previous research has shown.

As noted by Moore (2007, xxiii), the fifth section of the second edition of the "Handbook of Distance Education" focused on "some of the main consumers and suppliers of distance education programs," including elementary and secondary education, community colleges, universities, the corporate sector, continuing professional education, the armed forces, and the virtual organization. Each chapter considered the historical development of distance education within each arena as well as policy developments and possible future trends.

This article provides a citation analysis of Lave and Wenger's work on "communities of practice" and "situated learning" over the period 1991-2001. The data relate to educational research in the UK, although comparisons are made with the USA. The findings indicate that although the text was incorporated and heavily used within educational research over the period of the study there were very few citations that could be identified as cumulative. The discussion considers the value of using citations as an indicator of quality within any research excellence framework and argues the case for taking a broader, more qualitative approach to assessing research quality in the social sciences. (Contains 2 tables and 2 figures.)

The Building Migratory Bridges (BOMB) program--a collaboration between the Marvel wood School and Audubon Sharon in Connecticut and Conservation Research Education Action (CR EA), a U.S. not-for-profit in Panama--uses nontropical migratory bird research in the United States and Panama to demonstrate how negative environmental impacts in one country can have harmful consequences in others. This article discusses the BOMB program in terms of student-learning and community-service opportunities it presents. It further suggests that more hands-on science programs that analyze root causes of critical global issues are needed if students are to comprehend and tackle world environmental challenges. (Contains 6 figures.)

Booming economic prosperity, the restoration of sociopolitical stability, and the rise of disability rights have given Asian countries both impetus and resources to improve quality of life among their citizens with disabilities. This article provides an overview of rehabilitation services and training pertaining to (a) rehabilitation-related laws and policies and disability statistics, (b) current status of rehabilitation services, (c) training and education of rehabilitation counselors and professionals, and (d) implications for rehabilitation educators and practitioners in the United States.

The purpose of this collaborative schools-university study was to investigate how the explicit instruction of literary devices during designated literacy sessions could improve the quality of children's narrative writing. A guiding question for the study was: Can children's writing can be enhanced by teachers drawing attention to the literary devices used by professional writers or "mentor authors"? The study was conducted with 18 teachers, working as research partners in nine elementary schools over one school year. The research group explored ways of developing children as reflective authors, able to draft and redraft writing in response to peer and teacher feedback. Daily literacy sessions were complemented by weekly writing workshops where students engaged in authorial activity and experienced writers' perspectives and readers' demands (Harwayne, 1992; May, 2004). Methods for data collection included video recording of peer-peer and teacher-led group discussions and audio recording of teacher-child conferences. Samples of children's narrative writing were collected and a comparison was made between the quality of their independent writing at the beginning and end of the research period. The research group documented the importance of peerpeer and teacher-student discourse in the development of children's metalanguage and awareness of audience. The study suggests that reading, discussing, and evaluating mentor texts can have a positive impact on the quality of children's independent writing. (Contains 5 figures.)

Intensive management programs may improve health care experiences among high-risk and complex patients. We assessed patient experience among (1) prior enrollees (n = 59) of an intensive management program (2014-2018); (2) nonenrollees (n = 356) at program sites; and (3) nonprogram site patients (n = 728), using a patient survey based on the Consumer Assessment of Healthcare Providers and Systems in 2019. Outcomes included patient ratings of patient-centered care; overall health care experience; and satisfaction with their usual outpatient care provider. In multivariate models, enrollees were more satisfied with their current provider versus nonenrollees within program sites (adjusted odds ratio 2.36; 95% confidence interval 1.15-4.85). [ABSTRACT FROM AUTHOR]

information is also provided regarding additional factors that might contribute to the development of voice disorders.Over 3 million teachers in the United States use their voice as a primary tool of trade and are thought to be at higher risk for occupation-related voice disorders than the general population. However, estimates regarding the prevalence of voice disorders in teachers and the general population vary considerably. To determine the extent that teachers are at greater risk for voice disorders, 2,531 randomly selected participants from Iowa and Utah (1,243 teachers and 1,288 nonteachers) were interviewed by telephone using a voice disorder questionnaire. Prevalence--the number of cases per population at risk at a specific time--was determined. The prevalence of reporting a current voice problem was significantly greater in teachers compared with nonteachers (11.0% vs. 6.2%), [chi square](1) = 18.2, p < .001, as was the prevalence of voice disorders during their lifetime (57.7% for teachers vs. 28.8% for nonteachers), [chi square](1) = 215.2, p < .001. Teachers were also significantly more likely than nonteachers to have consulted a physician or speech-language pathologist regarding a voice disorder (14.3% vs. 5.5%), [chi square](1) = 55.3, p < .001. Women, compared with men, not only had a higher lifetime prevalence of voice disorders (46.3% vs. 36.9%), [chi square](1) = 20.9, p < .001, but also had a higher prevalence of chronic voice disorders (>4 weeks in duration), compared with acute voice disorders (20.9% vs. 13.3%), [chi square](1) = 8.7, p = .003. To assess the association between post voice disorders and possible risks, adjusted odds ratios (ORs) were estimated using multiple logistic regression. The results identified that being a teacher, being a woman, being between 40 and 59 years of age, having 16 or more years of education, and having a family history of voice disorders were each positively associated with having experienced a voice disorder in the past. These results support the notion that teaching is a high-risk occupation for voice disorders. Important

Focusing on Tanzania and the United States, this article examines the fallacy of a monolingual, English-only policy in education. It also examines the philosophy surrounding this debate and considers the detrimental effects upon students of attempting to impose a monolingual policy. Discusses the role of educational language in the quest for global peace. (Contains 43 references.) (AUTH/NB)

Reviews the definition of standards in general, and proposes a definition of standards and global minimum essential requirements for use in medical education. Aims to serve as a tool for the improvement of quality and international comparisons of basic medical programs. Explains the IIME (Institute for International Medical Education) project established by the China Medical Board. Includes 12 references. (Author/YDS)

Examines drug-prevention programs in the United Kingdom and the United States which have included parents within their intervention strategies. Reviews implications for practice, describes a small number of model programs, and identifies critical issues for policy and practice regarding identifying, recruiting, and retaining parents within the context of drug-prevention programs. (KB)

For children in middle childhood, the social world, particularly the behavior and attitudes of their school peers, has been shown to be an important factor in their educational and mental health outcomes. In the school environment, some children seem to influence the attitudes and behavior of their peers more than others. The behavior patterns of children, as reflected in temperamental traits, have been shown to drive peer perception in important ways and might play a role in identifying the individuals and social processes that operate in peer influence. It seems likely that temperamental traits will have different effects on school peers, dependent on characteristics of the school attended. Fourth and fifth grade children from four rural counties in the southeastern portion of the United States were studied. Temperamental characteristics were assessed based on teacher perception of six characteristics. Peer perceptions of the extent to which each child was perceived to influence others in five areas of school culture (e.g., academics, sports) was measured through a peer nomination procedure. Additional status-related perceptions and behaviors of participating children were also assessed by peer nominations. Teacher ratings of temperamental behaviors were submitted to latent profile analyses resulting in a seven-cluster model. Results indicated temperamental profiles were significantly and meaningfully associated with peer perceptions of influence as well as social status. Further, demographic differences between two groups of schools were found to moderate the effects that temperament profile had on peer influence. [ABSTRACT FROM AUTHOR]

Copyright of Avian Diseases is the property of American Association of Avian Pathologists, Inc. 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.)

To improve America's economic outlook, positive action must be taken to lay the groundwork for a sustained increase in the rate of productivity. It is helpful to compare training methods, particularly apprenticeship, to those of West Germany, which has consistently maintained high production levels. (JOW)

In February 2016, Hollywood Presbyterian Medical Center's network was brought to a standstill for over a week as the hospital IT team worked diligently to recover from a ransomware attack. During the attack, hospital administrators declared an internal state of emergency as medical staff struggled--without success--to access patient records and critical computer systems critical to maintain adequate patient care. Because of these issues, some patients were transported to other functioning hospitals. The affected hospital's computer systems were literally held hostage until a ransom of 40 Bitcoins--approximately $17.00 --was paid. Only then could the targeted hospital regain control and its files--encrypted by malware. Since this 2016 incident, at least three more healthcare organizations in the United States publicly reported operational disruptions due to crippling ransomware attacks. (LogRythm 2017). Add to the ransomware attack mix small, medium, and large businesses, government offices, educational post-secondary institutions, and financial institutions during this time period and it becomes understandable why the Institute of Critical Infrastructure Technology dubbed 2016 "the year ransomware will hold America hostage." (LogRhythm 2017). To date, no study has reported how U.S. and Canadian universities have fared in the war against ransomware and vicious malware attacks during this period. This paper attempts to fill this void by providing descriptive statistics from online survey results delineating how a self-selected group of US and Canadian universities/colleges were affected by malware attacks on their networks in the 2017 academic year, and how satisfied the IT security experts at these institutions were with their capability to prevent, detect, contain, and recover from such attacks. Their views were compared with those reported by their industrial sector counterparts in previous years. [ABSTRACT FROM AUTHOR]

In the midst of an opioid epidemic, mortality related to opioid overdose continues to rise in the US. Medications to treat opioid use disorder, including methadone and buprenorphine, are highly effective in reducing the morbidity and mortality related to illicit opioid use. Despite the efficacy of these life-saving medications, the majority of people with an opioid use disorder lack access to treatment. This paper briefly reviews the evidence to support the use of medications to treat opioid use disorder with a specific focus on methadone. We discuss the current state of methadone therapy for the treatment of opioid use disorder in the US and present logistical barriers that limit its use. Next, we examine three international pharmacy-based models in which methadone dispensing to treat opioid use disorder occurs outside of an opioid treatment facility. We discuss current challenges and opportunities to incorporate similar methods of methadone dispensing for the treatment of opioid use disorder in the US. Finally, we present our vision to integrate pharmacy-based methadone dispensing into routine opioid use disorder treatment through collaboration between clinicians and pharmacies to improve local access to this life-saving medication. [ABSTRACT FROM AUTHOR]

A major theme in the sociological literature is the observation that social integration may provide protective effects against a range of negative outcomes in society, from poor mental and physical health, to elevated levels of crime and homicide rates. In light of these observations, the current study attempts to analyze the connection between social integration and mass shootings by drawing on two popular theoretical perspectives: social disorganization theory and social capital theory. According to the findings, elevated rates of poverty and single-parent households increase residential instability, while residential instability in turn augments mass shootings. Furthermore, a young population and ethnic heterogeneity dampens civic engagement, while civic engagement in turn decreases mass shootings. Overall, these findings suggest that the protective effects of social integration may help guard against mass shootings. [ABSTRACT FROM AUTHOR]

US workforce economic health continues to deteriorate as contributing stresses mount. Entrepreneurship educators must more broadly define "entrepreneurship", creating new platforms better preparing society, not just students dreaming of starting something. Beyond entrepreneurship preparation of high school and university students, the task goes to non-traditional education of workers unable to retire and unprepared to finish life as self-employed "unintended entrepreneurs". The greatest challenge in educating a healthier, more entrepreneurial workforce is first creating awareness of the need. Entrepreneurship educators are best positioned to deliver the needed training, but first must create awareness of the need. If they don't, who will?. [ABSTRACT FROM AUTHOR]

Introduction The History, Electrocardiogram (ECG), Age, Risk Factors, and Troponin (HEART) score is a decision aid designed to risk stratify emergency department (ED) patients with acute chest pain. It has been validated for ED use, but it has yet to be evaluated in a prehospital setting. Hypothesis A prehospital modified HEART score can predict major adverse cardiac events (MACE) among undifferentiated chest pain patients transported to the ED.Methods: A retrospective cohort study of patients with chest pain transported by two county-based Emergency Medical Service (EMS) agencies to a tertiary care center was conducted. Adults without ST-elevation myocardial infarction (STEMI) were included. Inter-facility transfers and those without a prehospital 12-lead ECG or an ED troponin measurement were excluded. Modified HEART scores were calculated by study investigators using a standardized data collection tool for each patient. All MACE (death, myocardial infarction [MI], or coronary revascularization) were determined by record review at 30 days. The sensitivity and negative predictive values (NPVs) for MACE at 30 days were calculated.Results: Over the study period, 794 patients met inclusion criteria. A MACE at 30 days was present in 10.7% (85/794) of patients with 12 deaths (1.5%), 66 MIs (8.3%), and 12 coronary revascularizations without MI (1.5%). The modified HEART score identified 33.2% (264/794) of patients as low risk. Among low-risk patients, 1.9% (5/264) had MACE (two MIs and three revascularizations without MI). The sensitivity and NPV for 30-day MACE was 94.1% (95% CI, 86.8-98.1) and 98.1% (95% CI, 95.6-99.4), respectively.Conclusions: Prehospital modified HEART scores have a high NPV for MACE at 30 days. A study in which prehospital providers prospectively apply this decision aid is warranted. Stopyra JP , Harper WS , Higgins TJ , Prokesova JV , Winslow JE , Nelson RD , Alson RL , Davis CA , Russell GB , Miller CD , Mahler SA . Prehospital modified HEART score predictive of 30-day adverse cardiac events. Prehosp Disaster Med. 2018;33(1):58-62. [ABSTRACT FROM AUTHOR]

Article Two of the Uniform Commercial Code stands today as a living testament to Karl Llewellyn and the many other brilliant and dedicated lawyers from well over a half century ago who participated actively in its drafting. Of the Code's several articles, Article Two is particularly noteworthy because it alone has survived to the present day without significant substantive amendment. That longevity is most remarkable given the ensuing fifty plus years of expanded knowledge, technological advance, and innovative changes in fundamental business practice that have occurred in our ever-evolving economy. At its inception, much of Article Two represented novel departure from the archaic property-based concepts of its predecessor, the Uniform Sales Act. But nothing was more so than Article Two's promulgation of a broad array of remedy options for both sellers and buyers that were designed largely either to replace or subjugate the anachronistic but ubiquitous market price damages remedy, a primitive relic of the Langdellian-like formalism that had previously permeated sales law. Within little more than a short decade and guided by the fundamental compensation policy articulated in § 1-305, the courts established a readily accessible set of rules for applying the various remedies by focusing largely on the position relative to contract performance in which the parties found themselves at the time of breach. From early on, the courts left little for ongoing debate, the major exception being arguments from a small group of scholars and a diminishing number of courts that a recovery of market price damages should always be allowed to either party plaintiff regardless of the actual loss suffered from the breach and regardless of whether the aggrieved party could reasonably have avoided the loss. This article addresses the three categories of cases in which a claim has been made under § 2-708 or § 2-713 for market price damages that exceeds the actual damages that were reasonably unavoidable. The first category involves those in which the plaintiff, a middleman, has hedged a supply contract with a forward resale contract and either his supplier or the forward contract buyer has breached. The second category addresses those situations in which the plaintiff seeks market price damages but has not taken advantage of a reasonable opportunity to mitigate damages by a resale or cover. The third category addresses those situations in which the plaintiff seeks a recovery of market price damages that were actually avoided by a resale or cover. In rejecting the formalistic approach of market price advocates who favor recoveries of windfall damages, the author challenges both prongs of analysis that the advocates typically profer to justify their arguments: first, the notion that there was once a widely-accepted pre-Code principle that forced an election of damages upon sellers who resold goods post breach; and second, the extrapolation by the advocates of broad and artful interpretations of the Article Two drafting history. [ABSTRACT FROM AUTHOR]