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Patient-clinician discussions on lung cancer screening in the United States before and after 2021 guidelines
No full textBackground Screening for lung cancer via low-dose computed tomography of the chest can promote early detection and reduce mortality. However, since the United States Preventive Service Task Force (USPSTF) issued lung cancer screening guidelines in 2013, uptake has been low. The USPSTF revised the guidelines in 2021 to expand eligibility. Purpose To determine whether patient-clinician discussions about lung cancer screening differs from 2017 to 2022 following 2021 revisions to the guidelines for lung cancer screening. Methods Data were obtained from the Health Information National Trends Survey (2017, 2020, and 2022). Community-dwelling US adults (N = 2973) were in the eligible age range for lung cancer screening (55-80 for 2017 and 2020; 50-80 for 2022), reported current or former smoking, and had no prior history of lung cancer. The primary outcome was self-reported patient-clinician discussions about lung cancer screening within the last 12 months. Results The weighted proportion of respondents who discussed lung cancer screening with a healthcare provider was 12.34% in 2017, 13.77% in 2020, and 9.42% in 2022. The odds of reporting screening discussions were significantly lower in 2022 than 2020 (OR = 0.58, 95% CI [0.36, 0.93]). Individuals with insurance (OR = 9.12, 95% CI [2.81, 29.96]) and those who were currently smoking (OR = 2.80, 95% CI [1.89, 4.13]) had higher odds of discussing screening. Conclusions Patient-clinician discussions about lung cancer screening were lower in 2022 than 2020, despite revised guidelines that broadened eligibility. Research should explore strategies to increase awareness of lung cancer screening and prioritize discussions about screening among those who are uninsured and formerly smoked
A Comprehensive Accommodations Model in the Catholic School Inclusive Context
No full textWhile Catholic schools have a mission of inclusivity, they are often challenged to support students who may have disabilities. A significant cause of their challenge is lacking a special education infrastructure. Classroom accommodations are a primary form of supporting students with disabilities, and others, who struggle in the classroom. Catholic high school educators collaborated with special education researchers in a research project involving collaborative action research to identify and validate an accommodations model specific to the Catholic secondary school context. The model includes three phases—Preparation, Provision, and Evaluation—as well as features such as redundant services, a dedicated learning specialist, and collaboration. Implications for the Catholic mission and the applicability of the model to other Catholic schools are discussed
Roots
No full textThis poem closely focuses on my experience and acceptance of my first-generation identity. Language is a symbol of my heritage from my family and how I carry hope and resilience as I navigate my everyday life. I want to depict my journey through language and how it serves as a powerful source to communicate with my loved ones and others. While appreciating the roots and strength of my family and striving to live out my dreams and be the first of many to come
Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
No full textLong-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1003/thumbnail.jp
A New Beginning
No full textThe purpose of my reflection is to demonstrate to other individuals, especially first-generation students, my experience with the college process, along with the obstacles I faced, the doubts, and everything that comes along with being the first person in your family to attend a higher education institution in the United States. In my reflection, I describe the process that I experienced, from the very beginning of high school to the start of my college journey. To finalize my reflection, I leave the reader with three important tips I have learned along the journey: being resilient, not being afraid of new experiences, and finally, trusting yourself. My reflection includes a picture of one of the first trips that we did during our retreat as a cohort, and a recognition paragraph, where I recognize those individuals who have helped me during my journey
Breaking Barriers: First-Gen Experiences
No full textJourney to college as a first-generation student, navigating challenges and self-doubt
The Use of Indigenous Plants in Home and Health Clinic Gardens to Engender Urban Rewilding in the Urban and Peri-urban Areas of the North-West Province, South Africa
No full textThere is a need to rethink the sustainability and resilience of cities, where there is often limited availability and access to urban green spaces (UGS). Urban rewilding is an opportune avenue to connect humans to nature. Thus, the aim of this study was to understand the potential for urban re-naturing through home and health clinic gardens (HCGs). This was done through vegetation surveys in the naga (natural area) micro-gardens of 16 HCGs and household surveys with 80 households with home gardens (HGs) in two districts of the North-West province, South Africa. The size of the naga across HCGs ranged from 26-8290 m2, with a mean size of 1681.69±597.51 m2 per garden. The largest naga had 15 different plant species, 10 of which are indigenous to South Africa, while the smallest had eight species. There were 7.13±0.83 species encountered per naga, and an average of 4.1±0.85 were indigenous to South Africa. Regarding respondents’ awareness of HCGs, 94% indicated awareness of the HCG closest to their homes, while 79% mentioned that they had seen and visited the HCG. Awareness of indigenous plants in the North-West province and across South Africa was confirmed by 93% of respondents who all mentioned at least one type of indigenous plant. Most respondents (70%) reported familiarity with Artemisia afra Jacq. ex Willd., citing its use for respiratory ailments and Covid-19, followed by a variety of Aloe species (55%). Most respondents (57%) reported that they neither have nor cultivate indigenous plants in their HGs, citing that the plants mostly grow in spaces away from where people typically reside, and religious reasons. The remaining 43% of respondents who indicated growing at least one indigenous plant in their HGs also indicated their use of the plants for general well-being and food. The predominant sentiment among these respondents was related to the importance of access to these plants as they serve more than just physical relief in terms of general well-being, but spiritual and mental relief too. While they are aware of indigenous plants found in the North-West region, 80% of respondents reported that they had never sighted any of the plants in HCGs. Ten respondents who indicated sighting of at least one type of indigenous plant in their closest HCG indicated that they have also harvested those plants. An understanding of the perceptions of institutional stakeholders on the use and harvesting practices of indigenous plants species in HCGs, and what steps can be taken to communicate the safe consumption and use of indigenous plant species is a progressive step towards the reinforcement of policies that advocate for the establishment and maintenance of HCGs, as well as engendering knowledge upscaling for households to apply some of these techniques in their cultivation and use of indigenous plant species in HGs
Grades are Bugs
No full textThis paper argues that grades are bugs in our educational system, undermining desired behaviors and outcomes. Grades were introduced into higher education for purposes directly at odds with the goals of inclusive pedagogy today, as well as the neuroscience of human motivation and learning. Students enter computer science programs from increasingly varied backgrounds and experiences, and face a rapidly evolving landscape of prospective career paths while higher education costs in the United States are ever increasing. Computer science educators have a responsibility to adapt and carefully re-examine typical approaches to all aspects of the learning environments we build and curricula we execute. This paper aims to elevate conversations about assessment in STEM courses by drawing on strengths of a computer science perspective - problem solving and managing complexity. In keeping with the analogy of debugging, a metaphorical error log is presented, followed by considerations for possible fixes and concluding reflections on why debugging assessment is so important for computer science educators to meet the challenges of this moment and help restore higher education
The Notorious C.E.C.—An Analysis of California Evidence Code Section 352.2
Get PDFOn January 1, 2023, California metaphorically dropped the mic, becoming the first state in the country to limit the use of creative expression evidence in criminal trials. The “Decriminalizing Artistic Expression Act,” or Assembly Bill 2799, was enacted as an amendment to the California Evidence Code, codified as Section 352.2. Positioned as the vanguard of a nationwide shift, this law is a formidable response to mounting apprehensions surrounding the improper admission of artistic expression, namely rap lyrics, in criminal cases. The law imposes limitations on the admission of creative expression evidence by mandating that California courts evaluate specific factors, addressing both the diminished probative value and the heightened risk of undue prejudice associated with the use of such evidence. This legislative paradigm not only sets a precedent, but also serves as the blueprint for the passage of similar laws at both the state and federal levels.
This Note will argue that while this law is a commendable advancement toward safeguarding artistic expression, it is marred by notable defects that will hinder its efficacy in achieving its intended purpose. Initially, this Note will provide a contextual background for the implementation of this law through an overview of situations where creative expression evidence has been most often invoked against criminal defendants. Then, this Note will scrutinize the law by analyzing its statutory language and legislative intent. Turning a critical eye to Section 352.2, this Note will identify several statutory deficiencies. Finally, this Note will engage in a comparative analysis of similar proposals that have been made at both the state and federal levels, before suggesting legislative improvements with the aim of optimizing the law’s implementation and ultimate objectives