Article List
API Endpoint for journals.
GET /api/articles/?format=api&offset=10000
{ "count": 39478, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=10100", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=9900", "results": [ { "pk": 25180, "title": "Climate change will challenge the management of geoheritage in protected and conserved areas", "subtitle": null, "abstract": "Climate change presents challenges for the management of geoheritage in protected and conserved areas at all scales from individual geosites to whole landscapes, affecting all areas of the planet. Direct impacts will principally arise through the effects of climate changes on geomorphological processes and vegetation cover, while indirect impacts will result from hard structures engineered to mitigate risks from natural hazards. Options for mitigation and adaptation should as far as possible work with nature.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v15v033", "frozenauthors": [ { "first_name": "John", "middle_name": "E.", "last_name": "Gordon", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Tormey", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Wignall", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Vanessa", "middle_name": "", "last_name": "Brazier", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Roger", "middle_name": "", "last_name": "Crofts", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:43:59Z", "date_accepted": "2022-01-13T17:43:59Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25180/galley/14810/download/" } ] }, { "pk": 25182, "title": "Communicating geoheritage: Interpretation, education, outreach", "subtitle": null, "abstract": "Communicating geoheritage is one of the most active areas for new ideas to support a long-term relationship with visitors and a broader digital community of supporters. Communicating geoheritage starts with interpretation to build understanding; progresses through education to build a deeper appreciation; and uses public outreach during decision-making to foster stewardship, protection, and a conservation ethic.\n \nKeywords: Geoheritage; communication; interpretation; education", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83m7m3q5", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Tormey", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:50:55Z", "date_accepted": "2022-01-13T17:50:55Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25182/galley/14812/download/" } ] }, { "pk": 25179, "title": "Conserving nature’s stage provides a foundation for safeguarding both geodiversity and biodiversity in protected and conserved areas", "subtitle": null, "abstract": "This article outlines the fundamental connections between geodiversity and biodiversity by providing a geoconservation perspective on the concept of “conserving nature’s stage” as a basis for safeguarding both geodiversity and biodiversity in the face of environmental and climate change. Conserving nature’s stage—the physical environment in which species exist—provides a means of developing more integrated approaches to nature conservation, delivering benefits for both geodiversity and biodiversity conservation, and incorporating key principles of geoconservation in the management of protected and conserved areas.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8fp8v4wk", "frozenauthors": [ { "first_name": "John", "middle_name": "E.", "last_name": "Gordon", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Joseph", "middle_name": "J.", "last_name": "Bailey", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Jonathan", "middle_name": "G.", "last_name": "Larwood", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:40:43Z", "date_accepted": "2022-01-13T17:40:43Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25179/galley/14809/download/" } ] }, { "pk": 25175, "title": "Dr. Lisa White, geology guru: A conversation about JEDI", "subtitle": null, "abstract": "A \"Coloring Outside the Lines\" editorial column interviewing the paleontologist and educator Dr. Lisa White, who is one of the few African American women in the field of geoscience.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Points of View", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3540z8s2", "frozenauthors": [ { "first_name": "Nina", "middle_name": "S.", "last_name": "Roberts", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-12T20:46:05Z", "date_accepted": "2022-01-12T20:46:05Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25175/galley/14805/download/" } ] }, { "pk": 25185, "title": "Fresh perspectives on paleontological heritage and the stewardship of non-renewable fossil resources", "subtitle": null, "abstract": "A “fresh perspective” provides an insight into the values attributed to paleontological heritage and the consequent behaviors, motivations, and management challenges for the stewardship of this non-renewable resource. To provide a global perspective, a survey was undertaken with over three dozen experienced paleontological resource managers examining values and management experiences. Notably, values attributed to paleontological resources were consistently wide-ranging, encompassing scientific, educational, cultural, aesthetic, economic, and other values, and there was a consequent diversity of management approaches and actions. Responses are discussed and lessons learned are outlined to provide a fresh perspective and key points for the successful stewardship of paleontological heritage.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xk187nf", "frozenauthors": [ { "first_name": "Jonathan", "middle_name": "G.", "last_name": "Larwood", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Vincent", "middle_name": "L.", "last_name": "Santucci", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Anthony", "middle_name": "R.", "last_name": "Fiorillo", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:06:49Z", "date_accepted": "2022-01-13T18:06:49Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25185/galley/14815/download/" } ] }, { "pk": 25183, "title": "Geoconservation initiatives for caves, karst, and springs", "subtitle": null, "abstract": "In this paper the focus is on the surface landforms that are found on carbonate karst, on caves within carbonate karst, and on the springs that discharge from carbonate karst. Around 20.3 million km2 of the earth’s land surface is characterized by the presence of carbonate rocks. Most is potentially karst. These areas have distinctive surface landforms of high geodiversity value, together with over 10,000 km of cave passages, most of the largest springs on Earth, and many smaller springs. Karst areas and caves commonly have high aesthetic value and high biodiversity value, hosting many endemic and threatened plant and animal species. Carbonate karsts are present in 75 World Heritage Properties, 67 UNESCO Global Geoparks, 151 Biosphere Reserves, and 124 Ramsar Sites. However, the areal extent of karst in these and other protected areas, and the extent of cave and karst geodiversity, are rarely documented. There is a clear need for inventories to inform geoconservation. Two recent IUCN resolutions have important implications for cave and karst geoconservation, and new guidelines for cave and karst protection will be published in 2022.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7vb035rf", "frozenauthors": [ { "first_name": "John", "middle_name": "", "last_name": "Gunn", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:54:48Z", "date_accepted": "2022-01-13T17:54:48Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25183/galley/14813/download/" } ] }, { "pk": 25178, "title": "Geodiversity and the ecosystem approach", "subtitle": null, "abstract": "The term “biodiversity” has become well known in recent years, but much less so is the non-living or abiotic diversity of the planet, known since the 1990s as its “geodiversity.” In simple terms, geodiversity is the variety of the earth’s rocks, minerals, fossils, topography, landforms, physical processes, soils, and hydrological features. Geodiversity is part of the planet’s natural capital assets. In turn, natural capital provides goods and services to society identified through the “ecosystem services” approach. This paper gives several examples of how geodiversity brings many benefits to society that deserve to be better known by the public.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3rs513fc", "frozenauthors": [ { "first_name": "Murray", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:36:32Z", "date_accepted": "2022-01-13T17:36:32Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25178/galley/14808/download/" } ] }, { "pk": 25188, "title": "Long-term monitoring of vegetation cover changes by remote sensing, Cadillac Mountain summit, Acadia National Park", "subtitle": null, "abstract": "The primary objective of this study was to detect vegetation disturbance resulting from visitor use by using remote sensing. A pre-classification change detection analysis based on the normalized difference vegetation index was utilized to measure the amount of vegetation cover changes at Cadillac Mountain summit, Acadia National Park, Maine. By analyzing new remote sensing data collected in 2010 and 2018, we compared the vegetation conditions at the summit (experimental site) with a nearby site with little or no visitor use (control site). Additionally, the study was designed to examine vegetation cover changes between 2001–2007 (the first time frame) and 2010–2018 (the second time frame). Similar to the results observed in the first time frame, the experimental and control sites exhibited more vegetation increase than vegetation decrease in the second time frame. The amount of vegetation increase was 1,425m2 at the experimental site and 400m2 at the control site. The amount of vegetation decrease was 150m2 at the experimental site and 75m2 at the control site. Measurable vegetation cover changes based on the remote sensing analysis could provide baseline data for monitoring further changes over an extended period of time. The advantages of using remote sensing in detecting vegetation conditions are also discussed, along with management and research implications.\n \n \n \nKeywords\n: \nremote sensing, recreation ecology, vegetation, visitor impact monitoring, parks and protected areas", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Advances in Research and Management (Peer-Reviewed)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6ck7015b", "frozenauthors": [ { "first_name": "Min-Kook", "middle_name": "", "last_name": "Kim", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "John", "middle_name": "J.", "last_name": "Daigle", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:20:34Z", "date_accepted": "2022-01-13T18:20:34Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25188/galley/14818/download/" } ] }, { "pk": 25173, "title": "Masthead and Table of Contents, PSF Vol. 38 No. 1", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Cover, Masthead, and Table of Contents", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6vs0881r", "frozenauthors": [ { "first_name": "The", "middle_name": "", "last_name": "PSF Editorial Team", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-12T20:31:22Z", "date_accepted": "2022-01-12T20:31:22Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25173/galley/14803/download/" } ] }, { "pk": 25186, "title": "New approaches to geoconservation in desert environments", "subtitle": null, "abstract": "Deserts are areas of great landform diversity and distinctiveness. In the past there was a shortage of desert World Heritage nominations. This situation persists, though shows some improvement. However, there are also desert landform complexes associated with mixed World Heritage sites and sites on various national World Heritage tentative lists. There are also two desert UNESCO Global Geoparks, both of which are in China. In recent years there has been the development of geotourism in arid regions and this has led to a greater interest in the economic value of geoconservation. However, there are various landscape threats that need consideration and management, including off-road driving, military activity, urbanization, river diversions, quarrying and mining, development associated with energy industries, and anthropogenic climate changes. In this paper, the concentration is on warm desert landscapes, and on conservation of geomorphological features, rather than, for instance, sites of particular stratigraphic or paleontological value.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4w0339p7", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "S.", "last_name": "Goudie", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:10:41Z", "date_accepted": "2022-01-13T18:10:41Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25186/galley/14816/download/" } ] }, { "pk": 25187, "title": "New approaches to rock landform and landscape conservation", "subtitle": null, "abstract": "Rock landforms are natural outcrops of solid bedrock, exposed at the earth surface due to higher resistance to weathering and erosion. They are important carriers of information about past and more recent geological and geomorphological processes, underpin biodiversity and cultural values, and may have considerable aesthetic significance. Many are popular tourist destinations. They are subject to different threats, including physical damage through quarrying and vandalism, may suffer from excessive rock climbing, or their values are compromised by uncontrolled vegetation growth. Their interpretation is often poor or non-existent. Conservation measures and solutions are mainly site-specific and typically require coordination with biological conservation, including prioritization of conservation efforts focused on localities of special scientific significance.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0fb786sk", "frozenauthors": [ { "first_name": "Piotr", "middle_name": "", "last_name": "Migoń", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:14:09Z", "date_accepted": "2022-01-13T18:14:09Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25187/galley/14817/download/" } ] }, { "pk": 25176, "title": "Progress and future challenges for geoconservation in protected and conserved areas", "subtitle": null, "abstract": "This paper introduces the set of essays in this issue of \nParks Stewardship Forum\n charting the development of thinking and action on geodiversity and geoheritage conservation. It spells out progress to date on a number of fronts, including defining terms and advancing the geoconservation agenda in IUCN, leading to the conclusion that geoconservation is now well established in geoscience dialogue and practice. Future challenges are set out in some detail in the hope that geoconservation will become an increasingly relevant and integral component of nature conservation and human society agendas. Three areas of challenges are highlighted: making sure that geoconservation specialists have clear and consistent approaches to the classification and assessment of geoheritage assets and their conservation; mainstreaming geoconservation in biodiversity and nature conservation dialogues; and relating geoconservation to all aspects of human society and the emerging people-based agendas.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6zp6b340", "frozenauthors": [ { "first_name": "Roger", "middle_name": "", "last_name": "Crofts", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-12T20:50:27Z", "date_accepted": "2022-01-12T20:50:27Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25176/galley/14806/download/" } ] }, { "pk": 25181, "title": "The potential role of the geosciences in contributing to the UN’s Sustainable Development Goals", "subtitle": null, "abstract": "In 2015, the United Nations adopted a series of 17 Sustainable Development Goals (SDGs) and 169 individual targets with the aim of achieving these within 15 years, i.e., by 2030. These ambitious goals include ending poverty and hunger, facilitating sustainable economic growth and social development, and protecting the environment.\n \nUsing Gill and Smith (2021) as a major source, this paper outlines the potential role that the geosciences and geoscientists as geopractitioners can play in contributing to the achievement of the SDGs.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6708p92w", "frozenauthors": [ { "first_name": "Murray", "middle_name": "", "last_name": "Gray", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Roger", "middle_name": "", "last_name": "Crofts", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:48:17Z", "date_accepted": "2022-01-13T17:48:17Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25181/galley/14811/download/" } ] }, { "pk": 25184, "title": "Threats go both ways in the management of volcanic protected areas", "subtitle": null, "abstract": "Volcanoes are true wonders of the planet. Managers of volcanic protected areas face the dual challenge of protecting the volcanic landscape from overuse and damage, and protecting visitors and local residents from the range of geophysical risks presented by volcanic activity. Without clear recognition of how the volcano works, there is the potential that the risk of hazardous conditions (e.g., eruptions, gas emissions, fumarolic activity, landslides, seismic activity, and other volcanic hazards) may not be adequately addressed in the site’s management plan. Two examples illustrate current best practice in response to this management challenge. Managers at Mount St. Helens National Volcanic Monument face a decision on what civil engineering measures to take in response to a large lake formed by a debris avalanche during the 1980 eruption that poses catastrophic flood and debris flow risks to more than 50,000 downstream residents. Managers of Hawai‘i Volcanoes National Park in Hawai‘i faced imminent threats to residents of the island during eruptions of Kīlauea volcano in 2018 and 2020, which also destroyed a research observatory and park visitor facilities. The management response was to fully close the area near the volcanic vent and move the research center to the city of Hilo, 30 miles northeast of the Kīlauea summit.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Featured Theme Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3wk92165", "frozenauthors": [ { "first_name": "Daniel", "middle_name": "", "last_name": "Tormey", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Thomas", "middle_name": "", "last_name": "Casadevall", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T17:58:51Z", "date_accepted": "2022-01-13T17:58:51Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25184/galley/14814/download/" } ] }, { "pk": 25190, "title": "Through the magnifying glass: Understanding conservation on a microscopic scale", "subtitle": null, "abstract": "This visual essay in \"The Photographer's Frame\" focuses on small life forms that are easily overlooked — which means that their important contributions to ecosystems are all too often undervalued.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "The Photographer's Frame", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6k57t5kf", "frozenauthors": [ { "first_name": "Alexandria", "middle_name": "", "last_name": "Warneke", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Keith", "middle_name": "", "last_name": "Lombardo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Ready", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:36:39Z", "date_accepted": "2022-01-13T18:36:39Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25190/galley/14820/download/" } ] }, { "pk": 25189, "title": "US national park visitor experiences during COVID-19: Data from Acadia, Glacier, Grand Teton, Shenandoah, and Yellowstone National Parks", "subtitle": null, "abstract": "The COVID-19 pandemic has uniquely impacted US National Park Service (NPS) units. This study seeks to help inform future visitor use management and planning by compiling data from five NPS units (Acadia, Glacier, Grand Teton, Shenandoah, and Yellowstone National Parks), focusing on how the pandemic influenced management and impacted visitor use. Data were collected from both park managers and visitors. Results provide understanding regarding managerial changes, user-capacity limits, and documented changes in visitation in 2020 compared to 2019. These results are coupled with park visitor data from 2020, including visitor demographics, motivations and perceived outcomes, information sources for visiting during the pandemic, potential behavioral shifts in response to COVID-19 while on-site, and intent to visit in the future. The results suggest that the distinct shifts in visitation patterns during 2020 impacted park managers’ ability to predict and efficiently respond to visitor use changes. This issue was exacerbated by staffing shortages attributed to the pandemic. Lessons learned regarding what worked well (e.g., respondents were able to achieve health-related outcomes), and what could be improved (e.g., knowing that visitors adapted behaviors to maintain personal safety, and future staffing allocations can be focused temporally and spatially based on these 2020 use trends) can be incorporated to help prepare park managers, surrounding gateway communities, and state tourism authorities for the future.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Advances in Research and Management (Peer-Reviewed)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0sc3p1b4", "frozenauthors": [ { "first_name": "B.", "middle_name": "Derrick", "last_name": "Taff", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Thomsen", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "William", "middle_name": "L.", "last_name": "Rice", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Zachary", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Newton", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Adam", "middle_name": "", "last_name": "Gibson", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Mary", "middle_name": "", "last_name": "Riddle", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "James", "middle_name": "P.", "last_name": "Schaberl", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Madison", "middle_name": "", "last_name": "McCormick", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-13T18:24:52Z", "date_accepted": "2022-01-13T18:24:52Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25189/galley/14819/download/" } ] }, { "pk": 25174, "title": "Who You Gonna Call?", "subtitle": null, "abstract": "A \"Letter from Woodstock\" editorial column about a recent act of vandalism to a monument at Saint-Gaudens National Historical Park, what the incident says about the current state of American politics, and how the damage to the monument was repaired by a team of National Park Service specialists.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial 4.0", "short_name": "CC BY-NC 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc/4.0" }, "keywords": [], "section": "Points of View", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3m50k46s", "frozenauthors": [ { "first_name": "Rolf", "middle_name": "", "last_name": "Diamant", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-12T20:40:20Z", "date_accepted": "2022-01-12T20:40:20Z", "date_published": "2022-01-15T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/psf/article/25174/galley/14804/download/" } ] }, { "pk": 16453, "title": "CDEM/CORD Special Education Issue 23.1", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "WestJEM Full-Text Issue", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3gp1658n", "frozenauthors": [ { "first_name": "Cassandra", "middle_name": "", "last_name": "Saucedo", "name_suffix": "", "institution": "UC Irvine", "department": "None" }, { "first_name": "Nathan", "middle_name": "", "last_name": "Do", "name_suffix": "", "institution": "UC Irvine", "department": "None" } ], "date_submitted": "2022-01-13T21:01:50Z", "date_accepted": "2022-01-13T21:01:50Z", "date_published": "2022-01-13T21:05:31Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16453/galley/8328/download/" } ] }, { "pk": 41464, "title": "Economic Impact of California’s Citrus Industry in 2020", "subtitle": null, "abstract": "The value of California citrus production in the 2020-21 marketing year was $3.63 billion. The total economic impact of the industry on California’s economy in 2020-21 was $7.6 billion. The California citrus industry added $1.9 billion to California’s state GDP in 2020. Estimated full time equivalent jobs in the California citrus industry in 2020-21 totaled 24,247. Estimated wages paid by the California citrus industry income in 2020-21 totaled $759 million. A 20% reduction in California citrus acreage would cause a loss of 8,213 jobs, $214 million in employee income, and reduce state GDP by $569 million.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "GDP" }, { "word": "wages" }, { "word": "jobs" }, { "word": "loss" }, { "word": "citrus production" } ], "section": "Special Topics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7km7t2kr", "frozenauthors": [ { "first_name": "Bruce", "middle_name": "A", "last_name": "Babcock", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-02-11T03:09:11Z", "date_accepted": "2022-02-11T03:09:11Z", "date_published": "2022-01-10T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41464/galley/31040/download/" } ] }, { "pk": 39806, "title": "Parrots and parakeets in Genoa (Northwest Italy): preliminary report of a census and population dynamic analysis through citizen involvement", "subtitle": null, "abstract": "In the city of Genoa (NW Italy) three breeding species of Psittaciformes are known to occur: \nPsittacula krameri\n, \nAmazona ochrocephala \nand\n Amazona aestiva. \nWe planned to update the knowledge of these alien species involving citizens in a project coordinated and managed by professional scientists and technicians from the Genoa University, the Natural History Museum “\nG. Doria\n”, the Municipality of Genoa and the Ligurian Environmental Protection Agency (ARPAL). The aims of the research are to highlight and quantify the impact on the urban environment of parrots and parakeets and evaluate which aspects of their presence are most perceived (negatively or positively) by citizens. The data obtained so far, on the basis of 227 observations, have allowed us to outline some aspects of the biology and habits of local Psittaciformes. We have related these characteristics to the impact that these species have on citizens, in terms of hygienic problems and levels of appreciation. The results, if confirmed by further data, will help us to develop targeted management measures but also to improve communication strategies for the future involvement of citizens in data collection.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Alien species, Amazona aestival, Amazona ochrocephala, Citizen science, Psittacula krameri, Urban environment" } ], "section": "Special Section: Citizen Science in Biogeography", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/57p2v162", "frozenauthors": [ { "first_name": "Stefano", "middle_name": "", "last_name": "Ferretti", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Giuliano", "middle_name": "", "last_name": "Doria", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Enrico", "middle_name": "", "last_name": "Borgo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Daniela", "middle_name": "", "last_name": "Caracciolo", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Dario", "middle_name": "", "last_name": "Ottonello", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Lorenzo", "middle_name": "", "last_name": "Soddu", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Marco", "middle_name": "", "last_name": "Tognoni", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Loris", "middle_name": "", "last_name": "Galli", "name_suffix": "", "institution": "Genoa University", "department": "None" } ], "date_submitted": "2021-09-29T12:28:42Z", "date_accepted": "2021-09-29T12:28:42Z", "date_published": "2022-01-10T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39806/galley/29981/download/" } ] }, { "pk": 1115, "title": "Delayed Tension Pneumocephalus Following Frontal Sinus Fracture", "subtitle": null, "abstract": "Case Presentation:\n We describe a delayed case of tension pneumocephalus in a newly altered patient 21 days status-post auto-vs-pedestrian accident. After her initial hospital course, the patient was discharged to an acute rehabilitation facility in stable condition with Glasgow Coma Scale 15. The patient returned to the emergency department for an acute change in mental status.\nDiscussion:\n Tension pneumocephalus is a neurosurgical and otolaryngological emergency.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "tension pneumocephalus" }, { "word": "altered mental status" } ], "section": "Images in Emergency Medicine", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/02v0b9fn", "frozenauthors": [ { "first_name": "Eddie", "middle_name": "", "last_name": "Ortiz-Galloza", "name_suffix": "", "institution": "Kern Medical, Department of Emergency Medicine, Bakersfield, California", "department": "None" }, { "first_name": "Bianca", "middle_name": "", "last_name": "Arechiga", "name_suffix": "", "institution": "Kern Medical, Department of Emergency Medicine, Bakersfield, California", "department": "None" }, { "first_name": "Jagdipak", "middle_name": "", "last_name": "Heer", "name_suffix": "", "institution": "Kern Medical, Department of Emergency Medicine, Bakersfield, California", "department": "None" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Quesada", "name_suffix": "", "institution": "Kern Medical, Department of Emergency Medicine, Bakersfield, California", "department": "None" } ], "date_submitted": "2022-01-06T23:59:15Z", "date_accepted": "2022-01-06T23:59:15Z", "date_published": "2022-01-07T00:00:17Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1115/galley/855/download/" } ] }, { "pk": 1114, "title": "Managing Subarachnoid Hemorrhage Precipitated by Anesthesia-assisted Rapid Opioid Detoxification: A Case Report", "subtitle": null, "abstract": "Introduction:\n Anesthesia-assisted rapid opioid detoxification (AAROD) is a controversial method of treating opioid dependence that involves sedating patients during a period of provoked withdrawal. Reported adverse outcomes of the procedure demonstrate the importance of recognizing the potential complications of AAROD.\nCase Presentation:\n We present a case of a 41-year-old male presenting with a subarachnoid hemorrhage following an AAROD procedure.\nConclusion:\n This case report and discussion reviews the pathophysiology of opioid withdrawal syndrome, potential complications following AAROD, and important management considerations.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "case report" }, { "word": "anesthesia" }, { "word": "opioid withdrawal" }, { "word": "subarachnoid hemorrhage." } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/49n243nh", "frozenauthors": [ { "first_name": "Michael", "middle_name": "", "last_name": "Sobin", "name_suffix": "", "institution": "Beaumont Health-Royal Oak, Department of Emergency Medicine, Royal Oak, Michigan", "department": "None" }, { "first_name": "Liem", "middle_name": "", "last_name": "Ngo", "name_suffix": "", "institution": "Beaumont Health-Royal Oak, Department of Emergency Medicine, Royal Oak, Michigan", "department": "None" }, { "first_name": "Danielle", "middle_name": "", "last_name": "Turner-Lawrence", "name_suffix": "", "institution": "Beaumont Health-Royal Oak, Department of Emergency Medicine, Royal Oak, Michigan", "department": "None" }, { "first_name": "Abigail", "middle_name": "", "last_name": "Kirwen", "name_suffix": "", "institution": "Beaumont Health-Royal Oak, Department of Emergency Medicine, Royal Oak, Michigan", "department": "None" } ], "date_submitted": "2022-01-06T23:51:21Z", "date_accepted": "2022-01-06T23:51:21Z", "date_published": "2022-01-06T23:52:08Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1114/galley/854/download/" } ] }, { "pk": 2330, "title": "Proficiency and the Use of Machine Translation: A Case Study of Four Japanese Learners", "subtitle": null, "abstract": "While the use of machine translation (MT) in the classroom has been explored from various perspectives, the relationship between language proficiency and MT use regarding learners’ behaviors and beliefs remains unclear in the research literature. This study focused on four Japanese learners with various language proficiencies from a fourth-year Japanese language class (two advanced-level, one intermediate-high, and one novice-high level) and investigated how they edited self-written text with MT by examining the scope and types of revisions they made as well as their perceptions about using MT for editing. The data included four types of drafts of a writing assignment: (1) D1 (self-written drafts in Japanese without the help of MT); (2) D2 (revised corresponding drafts in L1 provided by MT); (3) D3 (drafts in Japanese provided by MT based on D2); (4) D4 (revised drafts based on comparison of D1 and D3) and their reflection papers. The results show that the four participants adopted various ways of editing self-written text. While all the participants’ revisions are at local levels, the two advanced level learners primarily focused on vocabulary revision while the other two learners’ revisions extended to the sentence level. The findings also show that the advanced-level and intermediate-high-level learners have various degrees of positive attitudes toward using MT. In contrast, while the positive effects of MT use are acknowledged, the novice-high level learner also feels ashamed and dishonest when using MT. This article concludes with insights that can assist instructors in facilitating MT as a pedagogical tool for language learning and teaching with diverse students.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Machine Translation" }, { "word": "L2 writing" }, { "word": "Japanese" }, { "word": "proficiency" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fw545k9", "frozenauthors": [ { "first_name": "Jun", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Colorado State University", "department": "None" } ], "date_submitted": "2021-01-10T18:45:41Z", "date_accepted": "2021-01-10T18:45:41Z", "date_published": "2022-01-06T22:08:30Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/l2/article/2330/galley/1450/download/" } ] }, { "pk": 15492, "title": "Student Doctor Network: Fake News or Facts for Emergency Medicine Applicants?", "subtitle": null, "abstract": "Introduction:\n Residency applicants use multiple resources to guide their application process including the Student Doctor Network (SDN), a publicly available online forum for the discussion of various topics in medical education. In recent years, specialty-specific forums for residency applicants to self-report their own application information have become popular. These forums allow other applicants to review self-reported data from their peers to inform their own application process. The accuracy of this resource is unknown. To determine whether the SDN is an accurate source of information for emergency medicine (EM) applicants, we compared self-reported SDN data to objective data from the National Resident Matching Program (NRMP).\nMethods:\n We retrospectively reviewed self-reported SDN data by DO and MD candidates from EM forums for the 2014, 2016, and 2018 residency application cycles. These data were compared to the NRMP charting outcomes for each respective year.\nResults:\n A total of 360 EM applicants self-reported data on the SDN during the years reviewed. The majority of these applicants (79%) posted for the 2018 application cycle following transition to a Google Docs spreadsheet. For the first two years of analysis, mean United States Medical Licensing Examination (USMLE) scores were similar to SDN reports. For the most recent year studied, applicants who posted to SDN reported higher mean (USMLE) Step 1 (234, 95% confidence interval [CI], 233-236) and Step 2 scores (250, 95% CI, 248-251) when compared to NRMP data (231 and 241). Reported contiguous residency program ranks were similar to NRMP in all years, and the proportion indicating Alpha Omega Alpha Honor Medical Society membership was similar to NRMP only for the most recent year studied. \nConclusion:\n Self-reporting on SDN showed a slight bias toward higher USMLE step scores in the most recent year when compared to objective NRMP data. Self-reporting on SDN has increased in recent years, but it is unknown whether this increase will lead to more accurate information for EM applicants. Given the self-reported nature of the SDN, applicants should use SDN forums with caution.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Medicine, Medical Education, Emergency Medicine, Student Doctor Network, Residency" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/99331382", "frozenauthors": [ { "first_name": "Sean", "middle_name": "B.", "last_name": "Schnarr", "name_suffix": "", "institution": "Cook County Health and Hospitals System, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Victoria", "middle_name": "", "last_name": "Gonzalez", "name_suffix": "", "institution": "Cook County Health and Hospitals System, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Neeraj", "middle_name": "", "last_name": "Chhabra", "name_suffix": "", "institution": "Cook County Health and Hospitals System, Department of Emergency Medicine, Chicago, Illinois", "department": "None" } ], "date_submitted": "2021-06-09T17:46:08Z", "date_accepted": "2021-06-09T17:46:08Z", "date_published": "2022-01-05T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15492/galley/7801/download/" } ] }, { "pk": 1113, "title": "Case Report: Differential Diagnosis of Lower Extremity Weakness in a Young Male - Consider Foix Alajouanine Syndrome", "subtitle": null, "abstract": "Introduction:\n There is a limited list of emergent spinal cord pathology that must be considered in patients with focal neurological deficits in the emergency department. Identification of these conditions requires a detailed history and neurological exam and may also require advanced testing and imaging.\nCase Report:\n Here we present the case of a patient with a rare arteriovenous malformation of the spinal cord vessels causing congestive myelopathy (Foix-Alajouanine syndrome) that presented as a clinical mimic of spinal cord compression.\nConclusion:\n Emergency physicians should be aware of Foix-Alajouanine syndrome, as its workup and management differ from more common pathologies that may present similarly.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "case report" }, { "word": "Foix-Alajouanine" }, { "word": "spinal arteriovenous malformations" }, { "word": "congestive myelopathy" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/25z2z6kz", "frozenauthors": [ { "first_name": "Avi", "middle_name": "", "last_name": "Siani", "name_suffix": "", "institution": "Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California", "department": "None" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Garrett", "name_suffix": "", "institution": "Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California", "department": "None" }, { "first_name": "Natasha", "middle_name": "", "last_name": "Thomas", "name_suffix": "", "institution": "Harbor-UCLA Medical Center, Department of Emergency Medicine, Torrance, California", "department": "None" } ], "date_submitted": "2022-01-05T01:50:12Z", "date_accepted": "2022-01-05T01:50:12Z", "date_published": "2022-01-05T01:59:23Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1113/galley/853/download/" } ] }, { "pk": 1112, "title": "Fatal Abdominal Compartment Syndrome Due to Constipation: A Case Report", "subtitle": null, "abstract": "Introduction:\n Abdominal compartment syndrome (ACS) is a rare condition in which increased intra-abdominal pressure causes multiorgan dysfunction through decreased perfusion. Causes of this condition are variable, and early recognition is critical for favorable patient outcomes. Measurement of bladder pressure is recommended for diagnosis.\nCase Report:\n A 64-year-old female on clozapine with a two-year history of chronic constipation presented to the emergency department in extremis with a protuberant abdomen. After resuscitative measures, computed tomography showed a dilated, stool-filled colon with a decompressed inferior vena cava and decreased perfusion. She died despite surgical decompression.\nConclusion:\n Severe constipation is a rare cause of ACS, and there is a lack of evidence-based guidelines. Options for bedside decompression are limited. To reduce morbidity and mortality in this population, early recognition of ACS is imperative. Initial interventions should support hemodynamics and respiration. Definitive management is surgical decompression.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "abdominal compartment syndrome" }, { "word": "constipation" }, { "word": "case report" }, { "word": "clozapine" }, { "word": "surgical decompression." } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mb5z8x2", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Kongkatong", "name_suffix": "", "institution": "University of Virginia Medical Center, Department of Emergency Medicine, Charlottesville, Virginia", "department": "None" }, { "first_name": "Malav", "middle_name": "", "last_name": "Patel", "name_suffix": "", "institution": "University of Virginia Medical Center, Department of Emergency Medicine, Charlottesville, Virginia", "department": "None" }, { "first_name": "Christopher", "middle_name": "", "last_name": "Thom", "name_suffix": "", "institution": "University of Virginia Medical Center, Department of Emergency Medicine, Charlottesville, Virginia", "department": "None" }, { "first_name": "James", "middle_name": "", "last_name": "Moak", "name_suffix": "", "institution": "University of Virginia Medical Center, Department of Emergency Medicine, Charlottesville, Virginia", "department": "None" } ], "date_submitted": "2022-01-05T01:39:00Z", "date_accepted": "2022-01-05T01:39:00Z", "date_published": "2022-01-05T01:40:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1112/galley/852/download/" } ] }, { "pk": 15516, "title": "An Effective COVID-19 Medical Student Elective", "subtitle": null, "abstract": "Background:\n The COVID-19 pandemic has revealed the importance of teaching medical students pandemic preparedness and COVID-19 related clinical knowledge. To fill the gap of COVID-19 instruction backed by evaluation data, we present a comprehensive COVID-19 pilot curriculum with multiple levels of evaluation data. \nMethods:\n In the spring of 2020, the University of California, Irvine (UCI) School of Medicine piloted a two-week, primarily asynchronous COVID-19 elective course for medical students. The goal of the course is to provide a foundation in clinical care for COVID-19 while introducing students to emerging issues of a modern pandemic. Objectives align with institutional objectives, and instruction is delivered in thematic modules. Our curriculum utilizes numerous instructional strategies effective in distance learning including independent learning modules (ILM), reading, video lectures, discussion board debates, simulation and evidence-based argument writing. We designed a three-level, blended evaluation plan grounded in the Kirkpatrick and Kirkpatrick evaluation model that assessed student satisfaction, relevance, confidence, knowledge and behavior. \nResults:\n Our end of course survey revealed that students had high levels of satisfaction with the curriculum, and felt the course was relevant to their clinical education. Various assessment tools showed excellent levels of knowledge attainment. All respondents rated themselves as highly confident with the use of personal protective equipment, though fewer were confident with ventilator management. \nConclusion:\n Overall our pilot showed that we were able to deliver relevant, satisfying COVID-19 instruction while allowing students to demonstrate knowledge and desired behaviors in COVID-19 patient care.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "COVID-19" }, { "word": "Medical Education" } ], "section": "Education Special Issue - Educational Advances (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5rq4g4vs", "frozenauthors": [ { "first_name": "Gabriel", "middle_name": "", "last_name": "Sudario", "name_suffix": "", "institution": "University of California, Irvine, Department of Emergency Medicine, Irvine, California", "department": "None" }, { "first_name": "Warren", "middle_name": "", "last_name": "Wiechmann", "name_suffix": "", "institution": "University of California, Irvine, Department of Emergency Medicine, Irvine, California", "department": "None" }, { "first_name": "Julie", "middle_name": "", "last_name": "Youm", "name_suffix": "", "institution": "University of California, Irvine, School of Medicine, Medical Education, Irvine, California", "department": "None" }, { "first_name": "Khanh-Van", "middle_name": "", "last_name": "Le-Bucklin", "name_suffix": "", "institution": "University of California, Irvine, School of Medicine, Medical Education, Irvine, California", "department": "None" } ], "date_submitted": "2021-06-14T21:53:19Z", "date_accepted": "2021-06-14T21:53:19Z", "date_published": "2022-01-04T03:28:36Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15516/galley/7806/download/" } ] }, { "pk": 15367, "title": "An Inexpensive, Wearable Patella Reduction Trainer", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Simulation" }, { "word": "education" }, { "word": "technical skills" } ], "section": "Education Special Issue - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/17c3n16n", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "Hopkins", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California; Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California", "department": "None" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Dalley", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California; Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California", "department": "None" }, { "first_name": "Felipe", "middle_name": "", "last_name": "Zinkewich", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California; Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California", "department": "None" }, { "first_name": "Ricardo", "middle_name": "", "last_name": "Chujutalli", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California", "department": "None" }, { "first_name": "Deena", "middle_name": "I.", "last_name": "Bengiamin", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California; Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California", "department": "None" }, { "first_name": "Timothy", "middle_name": "P.", "last_name": "Young", "name_suffix": "", "institution": "Loma Linda University Laboratory for Innovations in Medical Education, Loma Linda, California; Loma Linda University Medical Center, Department of Emergency Medicine, Loma Linda, California", "department": "None" } ], "date_submitted": "2021-05-09T01:49:24Z", "date_accepted": "2021-05-09T01:49:24Z", "date_published": "2022-01-04T02:35:49Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15367/galley/7776/download/" } ] }, { "pk": 15632, "title": "Learning Outcomes of High-fidelity versus Table-Top Simulation in Undergraduate Emergency Medicine Education: Prospective, Randomized, Crossover-Controlled Study", "subtitle": null, "abstract": "Introduction:\n Over the last several decades simulation, in both graduate and undergraduate emergency medicine education, has continued to develop as a leading and highly effective teaching modality. Limited research exists to evaluate the efficacy of low-fidelity (table-top) simulation, as compared to high-fidelity standards, as it relates to medical knowledge learning outcomes. We sought to assess the efficacy of a low-fidelity simulation modality in undergraduate emergency medicine education, based on quantitative medical knowledge learning outcomes.\n \nMethods:\n A prospective, randomized, crossover-control study comparing objective medical knowledge learning outcomes between simulation modalities. Analysis was designed to evaluate for the statistical equivalence of learning outcomes between the two cohorts. This was done by comparing a calculated 95% confidence interval (CI) around the mean difference in post-test scores, between experimental and control modalities, to a pre-established equivalence margin. \nResults:\n Primary outcomes evaluating student performance on post-test examinations demonstrated a total cohort CI (95% CI, -0.22 and 0.68). Additional course-subject subgroup analysis demonstrated non-inferior CIs with: Shortness of Breath (95% CI, -0.35 and 1.27); Chest Pain (95% CI, -0.53 and .94); Abdominal Pain (95% CI, -0.88 and 1.17); Cardiovascular Shock (95% CI, -0.04 and 1.29). Secondary outcome analysis was done to evaluate medical knowledge acquisition by comparing the difference in pre and post-test examination between the cohorts. CI of the full cohort ranged from (95% CI, -0.14 and 0.96).\nConclusion:\n The student’s performance on quantitative medical-knowledge assessment was equivalent between the high-fidelity control and low-fidelity experimental simulation groups. Analysis of knowledge acquisition between the two groups also demonstrated statistical equivalence.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Medical Education, Simulation, Emergency Medicine Clerkship" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/58p434f6", "frozenauthors": [ { "first_name": "Joseph", "middle_name": "", "last_name": "Offenbacher", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Petti", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Han", "middle_name": "", "last_name": "Xu", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Levine", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Mallika", "middle_name": "", "last_name": "Manyapu", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Debayan", "middle_name": "", "last_name": "Guha", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Maxim", "middle_name": "", "last_name": "Quint", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Chertoff", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Andrew", "middle_name": "", "last_name": "Restivo", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Benjamin", "middle_name": "W.", "last_name": "Friedman", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" }, { "first_name": "Joshua", "middle_name": "", "last_name": "Silverberg", "name_suffix": "", "institution": "Albert Einstein College of Medicine, Department of Emergency Medicine at the Jacobi and Montefiore Hospitals, Bronx, New York", "department": "None" } ], "date_submitted": "2021-06-30T09:18:16Z", "date_accepted": "2021-06-30T09:18:16Z", "date_published": "2022-01-04T02:23:04Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15632/galley/7855/download/" } ] }, { "pk": 15672, "title": "A Virtual Escape Room versus Lecture on Infectious Disease Content: Effect on Resident Knowledge and Motivation", "subtitle": null, "abstract": "Introduction:\n Medical educators are constantly seeking methods to increase engagement in the era of coronavirus disease 2019 (COVID-19) where virtual and blended learning formats are increasingly common. Educational escape rooms have previously been used to motivate learners, enhance communication skills, and cultivate teamwork. However, it is not known whether escape rooms increase learner knowledge as compared to a lecture format. \nMethods:\n This quasi-experimental study included 30 emergency medicine residents at two programs who participated in both a virtual escape room and a lecture on infectious disease content. Learners completed a pre- and post-quiz and a tool to gauge resident motivation for each activity (the Intrinsic Motivation Inventory [IMI]). The primary objective was to determine a change in knowledge as a result of the activities, and a secondary objective was to determine resident motivation for each format.\nResults:\n At both programs learners demonstrated a significant improvement in their pre- vs. post-quiz scores for the escape rooms (University of California Irvine [UCI]: 77.8% to 88.9%, p = 0.028, Prisma: 73.81% to 89.68%, p = 0.002), whereas the lectures did not impact a statistical improvement (UCI: 73.8% to 78.6%, p = 0.460, Prisma: 85.71% to 91.27%, p = 0.236). Learners at UCI noted equivalent results on the IMI for both formats, while residents at Prisma noted they were more motivated by the escape room. \nConclusion:\n Emergency medicine residents at two programs participating in a virtual escape room demonstrated a statistical increase in knowledge on infectious disease content as compared to a lecture format and reported positive motivation ratings for both formats, with one program preferring the escape room.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "escape room, medical education, emergency medicine, gamification, infectious disease" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hg94253", "frozenauthors": [ { "first_name": "Sara", "middle_name": "Paradise", "last_name": "Dimeo", "name_suffix": "", "institution": "Prisma Health Upstate, Department of Emergency Medicine\nUniversity of South Carolina, Greenville School of Medicine", "department": "None" }, { "first_name": "Caroline", "middle_name": "", "last_name": "Astemborksi", "name_suffix": "", "institution": "Prisma Health Upstate, Department of Emergency Medicine, Greenville, South Carolina", "department": "None" }, { "first_name": "Jonathan", "middle_name": "", "last_name": "Smart", "name_suffix": "", "institution": "University of California, Irvine School of Medicine, Department of Emergency Medicine, Orange, California", "department": "None" }, { "first_name": "Emily", "middle_name": "L.", "last_name": "Jones", "name_suffix": "", "institution": "Johns Hopkins School of Education, Masters of Education for Healthcare Professionals Program, Baltimore, Maryland", "department": "None" } ], "date_submitted": "2021-07-01T23:22:07Z", "date_accepted": "2021-07-01T23:22:07Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15672/galley/7868/download/" } ] }, { "pk": 15612, "title": "Effects of Brief Mental Skills Training on Emergency Medicine Residents’ Stress Response During a Simulated Resuscitation: A Prospective Randomized Trial", "subtitle": null, "abstract": "Background:\n Acute stress impairs physician decision-making and clinical performance in resuscitations. Mental skills training, a component of the multistep, cognitive-behavioral technique of stress inoculation, modulates stress response in high-performance fields. \nObjective:\n We assessed the effects of mental skills training on emergency medicine (EM) residents’ stress response in simulated resuscitations as well as residents’ perceptions of this intervention.\nMethods:\n In this prospective, educational intervention trial, postgraduate year-2 EM residents in seven Chicago-area programs were randomly assigned to receive either stress inoculation training or not. One month prior to assessment, the intervention group received didactic training on the “Breathe, Talk, See, Focus” mental performance tool. A standardized, case-based simulation was used for assessment. We measured subjective stress response using the six-item short form of the Spielberger State-Trait Anxiety Inventory (STAI-6). Objective stress response was measured through heart rate (HR) and heart rate variability (HRV) monitoring. We measured subjects’ perceptions of the training via survey.\nResults:\n Of 92 eligible residents, 61 participated (25 intervention; 36 control). There were no significant differences in mean pre-/post-case STAI-6 scores (-1.7 intervention, 0.4 control; p = 0.38) or mean HRV (-3.8 milliseconds [ms] intervention, -3.8 ms control; p = 0.58). Post-assessment surveys indicated that residents found this training relevant and important. \nConclusion:\n There was no difference in subjective or objective stress measures of EM resident stress response after a didactic, mental performance training session, although residents did value the training. More extensive or longitudinal stress inoculation curricula may provide benefit.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Mental Skills Training" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1h48x29x", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "", "last_name": "Aronson", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; Northwestern Medicine, Department of Anesthesia/Critical Care, Chicago, Illinois; Co-first authors", "department": "None" }, { "first_name": "Timothy", "middle_name": "", "last_name": "Henderson", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; Swedish American Hospital, Department of Emergency Medicine, Rockford, Illinois; Co-first authors", "department": "None" }, { "first_name": "Kenneth", "middle_name": "W.", "last_name": "Dodd", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; University of Illinois at Chicago, Department of Emergency Medicine, Chicago, Illinois; Hennepin County Medical Center, Department of Medicine, Minneapolis, Minnesota", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Cirone", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; University of Illinois at Chicago, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Putman", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; University of Illinois at Chicago, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Salzman", "name_suffix": "", "institution": "Northwestern University, Feinberg School of Medicine, Department of Emergency Medicine and Department of Medical Education, Chicago, Illinois", "department": "None" }, { "first_name": "Elise", "middle_name": "O.", "last_name": "Lovell", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; University of Illinois at Chicago, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Williamson", "name_suffix": "", "institution": "Advocate Christ Medical Center, Department of Emergency Medicine, Oak Lawn, Illinois; Northwestern University, Feinberg School of Medicine, Department of Emergency Medicine, Chicago, Illinois", "department": "None" } ], "date_submitted": "2021-06-29T20:46:04Z", "date_accepted": "2021-06-29T20:46:04Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15612/galley/7848/download/" } ] }, { "pk": 15517, "title": "Emergency Medicine Residents’ “Just World” Bias Is Not Associated with a Biased Case Mix", "subtitle": null, "abstract": "Introduction:\n Belief in a just world is the cognitive bias that “one gets what they deserve.” Stronger belief in a just world for others (BJW-O) has been associated with discrimination against individuals with low socioeconomic status (SES) or poor health status, as they may be perceived to have “deserved” their situation. Emergency medicine (EM) residents have been shown to “cherry pick” patients; in this study we sought to determine whether BJW-O is associated with a biased case mix seen in residency.\nMethods:\n We assessed EM residents on their BJW-O using a scale with previous validity evidence and behavioral correlates. We identified chief complaints that residents may associate with low SES or poor health status, including psychiatric disease, substance use disorder (SUD); and patients with multidisciplinary care plans due to frequent ED visits. We then calculated the percentage of each of these patient types seen by each resident as well as correlations and a multiple linear regression.\nResults:\n 38 of 48 (79%) residents completed the BJW-O, representing 98,825 total patient encounters. The median BJW-O score was 3.25 (interquartile range 2.81–3.75). There were no significant correlations observed between BJW-O and the percentage of patients with multidisciplinary care plans who were seen, or patients with psychiatric, SUD, dental or sickle cell chief complaints seen; and a multiple linear regression showed no significant association.\nConclusion:\n Higher BJW-O scores in EM residents are not significantly associated with a biased case mix of patients seen in residency.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "bias, cherry picking, just world, residency" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1zz0m5c3", "frozenauthors": [ { "first_name": "Jessica", "middle_name": "", "last_name": "Edgecomb", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Roxana", "middle_name": "", "last_name": "Alexandridis", "name_suffix": "", "institution": "University of Wisconsin – Madison, Department of Biostatistics, Madison, Wisconsin", "department": "None" }, { "first_name": "Benjamin", "middle_name": "H.", "last_name": "Schnapp", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" } ], "date_submitted": "2021-06-14T22:26:16Z", "date_accepted": "2021-06-14T22:26:16Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15517/galley/7807/download/" } ] }, { "pk": 15664, "title": "Emergency Medicine Virtual Conference Participants’ Engagement with Competing Activities", "subtitle": null, "abstract": "Introduction:\n Residency didactic conferences transitioned to a virtual format during the COVID-19 pandemic. This format creates questions about effective educational practices, which depend on learner engagement. In this study we sought to characterize the competitive demands for learner attention during virtual didactics and to pilot methodology for future studies.\nMethods: \nThis was a prospective, observational, cohort study of attendees at virtual didactics from a single emergency medicine residency, which employed a self-report strategy informed by validated classroom assessments of student engagement. We deployed an online, two-question survey polling across six conference days using random signaled sampling. Participants reported all activities during the preceding five minutes.\nResults:\n There were 1303 responses over 40 survey deployments across six nonadjacent days. Respondents were residents (63.4%); faculty (27.5%); fellows (2.3%); students (2%); and others (4.8%). Across all responses, about 85% indicated engagement in the virtual conference within the last five minutes of the polls. The average number of activities engaged in was 2.0 (standard deviation = 1.1). Additional activities included education-related (34.2%), work-related (21.1%), social (18.8%), personal (14.6%), self-care (13.4%), and entertainment (4.4%). \nConclusion: \nLearners engage in a variety of activities during virtual didactics. Engagement appears to fluctuate temporally, which may inform teaching strategies. This information may also provide unique instructor feedback. This pilot study demonstrates methodology for future studies of conference engagement and learning outcomes.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Resident Education" } ], "section": "Education Special Issue - Brief Research Report (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5881050p", "frozenauthors": [ { "first_name": "Deena", "middle_name": "", "last_name": "Khamees", "name_suffix": "", "institution": "University of Texas, Department of Emergency Medicine, Houston, Texas", "department": "None" }, { "first_name": "Charles", "middle_name": "William", "last_name": "Kropf", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Tomlinson", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "James", "middle_name": "A.", "last_name": "Cranford", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Michele", "middle_name": "", "last_name": "Carney", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Carrie", "middle_name": "", "last_name": "Harvey", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Meg", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine and Pediatrics, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Mary", "middle_name": "R.C.", "last_name": "Haas", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Laura", "middle_name": "R.", "last_name": "Hopson", "name_suffix": "", "institution": "University of Michigan, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" } ], "date_submitted": "2021-07-02T03:47:14Z", "date_accepted": "2021-07-02T03:47:14Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15664/galley/7866/download/" } ] }, { "pk": 15555, "title": "Faculty Recruitment, Retention, and Representation in Leadership: An Evidence-Based Guide to Best Practices for Diversity, Equity, and Inclusion from the Council of Residency Directors in Emergency Medicine", "subtitle": null, "abstract": "Improving the recruitment, retention, and leadership advancement of faculty who are under-represented in medicine is a priority at many academic institutions to ensure excellence in patient care, research, and health equity. Here we provide a critical review of the literature and offer evidence-based guidelines for faculty recruitment, retention, and representation in leadership. Recommendations for recruitment include targeted recruitment to expand the candidate pool with diverse candidates, holistic review of applications, and incentivizing stakeholders for success with diversity efforts. Retention efforts should establish a culture of inclusivity, promote faculty develop-ment, and evaluate for biases in the promotion and tenure process. We believe this guide will be valuable for all leaders and faculty members seeking to advance diversity, equity, and inclusion in their institutions.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Diversity" }, { "word": "Equity" }, { "word": "Inclusion" }, { "word": "CORD" }, { "word": "DEI" } ], "section": "CORD Best Practices", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0pt1w95h", "frozenauthors": [ { "first_name": "Dayle", "middle_name": "", "last_name": "Davenport", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Al’ai", "middle_name": "", "last_name": "Alvarez", "name_suffix": "", "institution": "Stanford University School of Medicine, Department of Emergency Medicine, Stanford, California", "department": "None" }, { "first_name": "Sreeja", "middle_name": "", "last_name": "Natesan", "name_suffix": "", "institution": "Duke University School of Medicine, Division of Emergency Medicine, Durham, North Carolina", "department": "None" }, { "first_name": "Martina", "middle_name": "T.", "last_name": "Caldwell", "name_suffix": "", "institution": "Henry Ford Health System, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Moises", "middle_name": "", "last_name": "Gallegos", "name_suffix": "", "institution": "Stanford University School of Medicine, Department of Emergency Medicine, Stanford, California", "department": "None" }, { "first_name": "Adaira", "middle_name": "", "last_name": "Landry", "name_suffix": "", "institution": "Harvard University School of Medicine, Division of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Melissa", "middle_name": "", "last_name": "Parsons", "name_suffix": "", "institution": "University of Florida School of Medicine, Department of Emergency Medicine, Jacksonville, Florida", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Gottlieb", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" } ], "date_submitted": "2021-06-20T00:48:23Z", "date_accepted": "2021-06-20T00:48:23Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15555/galley/7820/download/" } ] }, { "pk": 61821, "title": "Is There Value in Screening Asymptomatic Patients with No Risk Factors for COVID-19 in the Emergency Department?", "subtitle": null, "abstract": "Introduction: During the COVID-19 pandemic, screening asymptomatic admitted patients for COVID-19 became routine in order to minimize the potential risk of these individuals as silent but infectious hosts in the propagation of this pandemic. However, testing is costly and the value of this indiscriminate testing was not studied. Hence, our study aimed to determine the rates of positive COVID-19 PCR results in patients presenting to the emergency department (ED) with no suspicion for a COVID-19 infection at different times during the pandemic.\nMethods: This was a retrospective cohort study of asymptomatic patients presenting to the ED with no COVID infection risk factors, in an urban, tertiary care hospital in Lebanon, from March 2020 to January 2021, representing periods with different national incidence rates of COVID-19. We included patients of all ages, from the last 15 days of each month, who were tested for COVID-19 by PCR in the ED and who fulfilled the following “screening group” criteria: no travel within the last 14 days; no known COVID-19 exposure within the last 14 days; and no symptoms or physical exam findings that could be associated with a COVID-19 infection. We collected data on age, and PCR result.\nResults: We identified 3,853 patients who underwent COVID-19 PCR test during the above time intervals in our ED. The rate of test positivity in the community during this study period ranged from 1.1% to 21.8%. Out of the 743 (19.3%) patients that fit our inclusion criteria, none had a positive COVID-19 test.\nConclusion: Even during high countrywide incidence rates of COVID-19, all patients in the screening group had a negative PCR. Algorithms identifying this group can be used to minimize a costly test, to avoid delaying inpatient care or surgeries and to reduce patient’s length of stay in already overwhelmed EDs.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Emergency Department, COVID-19, Screening" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d19n69t", "frozenauthors": [ { "first_name": "Rasha", "middle_name": "", "last_name": "Sawaya", "name_suffix": "", "institution": "American University of Beirut Medical Center", "department": "" }, { "first_name": "Imad", "middle_name": "", "last_name": "Majzoub", "name_suffix": "", "institution": "American University of Beirut Medical Center", "department": "" }, { "first_name": "Ola", "middle_name": "", "last_name": "El Kebbi", "name_suffix": "", "institution": "American University of Beirut Medical Center", "department": "" }, { "first_name": "Amani", "middle_name": "", "last_name": "Assaad", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Bouassi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Aed", "middle_name": "", "last_name": "Saab", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Rola", "middle_name": "", "last_name": "Cheaito", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Hashem", "middle_name": "", "last_name": "Nassereddine", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Reem", "middle_name": "", "last_name": "Siblini", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Hani", "middle_name": "", "last_name": "Tamim", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Mazen", "middle_name": "", "last_name": "El Sayed", "name_suffix": "", "institution": "American University of Beirut", "department": "" }, { "first_name": "Souha", "middle_name": "", "last_name": "Kanj", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2021-11-23T16:34:29Z", "date_accepted": "2021-11-23T16:34:29Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_medjem/article/61821/galley/47692/download/" } ] }, { "pk": 16082, "title": "Punctuated Equilibrium: COVID and the Duty to Teach for Adaptive Expertise", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Education Special Issue- Perspective", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87k031v9", "frozenauthors": [ { "first_name": "Chris", "middle_name": "", "last_name": "Merritt", "name_suffix": "", "institution": "Alpert Medical School of Brown University, Department of Emergency Medicine, Providence, Rhode Island", "department": "None" }, { "first_name": "Sally", "middle_name": "A.", "last_name": "Santen", "name_suffix": "", "institution": "Virginia Commonwealth University School of Medicine, Department of Emergency Medicine, Richmond, Virginia; University of Cincinnati, Departments of Emergency Medicine and Medical Education, Cincinnati, Ohio", "department": "None" }, { "first_name": "Stephen", "middle_name": "John", "last_name": "Cico", "name_suffix": "", "institution": "Indiana University School of Medicine, Department of Emergency Medicine, Indianapolis, Indiana", "department": "None" }, { "first_name": "Margaret", "middle_name": "", "last_name": "Wolff", "name_suffix": "", "institution": "University of Michigan Medical School, Department of Emergency Medicine, Ann Arbor, Michigan", "department": "None" }, { "first_name": "Martin", "middle_name": "", "last_name": "Pusic", "name_suffix": "", "institution": "Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" } ], "date_submitted": "2021-11-02T06:06:39Z", "date_accepted": "2021-11-02T06:06:39Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16082/galley/8067/download/" } ] }, { "pk": 15599, "title": "Resident Perceptions of a Publicly Disclosed Daily Productivity Dashboard", "subtitle": null, "abstract": "Introduction:\n Following resident requests, we created a public metrics dashboard to inform residents of their daily productivity. Our goal was to iteratively improve the dashboard based on resident feedback and to measure the impact of reviewing aggregate data on self-perceived productivity. \n \nMethods:\n A 10-question anonymous survey was completed by our postgraduate year 1-3 residents. Residents answered questions on the dashboard and rated their own productivity before and after reviewing aggregate peer-comparison data. Using the Wilcoxon signed-rank test we calculated summary statistics for survey questions and compared distributions of pre- and post-test, self-rated productivity scores. \nResults:\n All 43 eligible residents completed the survey (response rate 100%). Thirteen (30%) residents “rarely” or “never” reviewed the dashboard. No respondents felt the dashboard measured their productivity or quality of care “extremely accurately” or “very accurately.” Seven (16%) residents felt “very” or “extremely pressured” to change their practice patterns based on the metrics provided, and 28 (65%) would have preferred private over public feedback. Fifteen residents (35%) changed their self-perceived rank after viewing peer-comparison data, although not significantly in a particular direction (z = 0.71, P = 0.48). \nConclusion:\n Residents did not view the presented metrics as reflective of their productivity or quality of care. Viewing the dashboard did not lead to statistically significant changes in resident self-perception of productivity. This finding highlights the need for expanding the resident conversation and education on metrics, given their frequent inclusion in attending physician workforce payment and incentive models.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Education, metrics, residency" } ], "section": "Education Special Issue - Brief Research Report (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0192q6w3", "frozenauthors": [ { "first_name": "Katja", "middle_name": "", "last_name": "Goldflam", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Alina", "middle_name": "", "last_name": "Tsyrulnik", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Colin", "middle_name": "", "last_name": "Flood", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Bod", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Ryan", "middle_name": "F.", "last_name": "Coughlin", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Della-Giustina", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" } ], "date_submitted": "2021-06-27T18:55:51Z", "date_accepted": "2021-06-27T18:55:51Z", "date_published": "2022-01-03T08:00:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15599/galley/7843/download/" } ] }, { "pk": 15486, "title": "Metrics of Resident Achievement for Defining Program Aims", "subtitle": null, "abstract": "Introduction:\n Resident achievement data is a powerful but underutilized means of program evaluation, allowing programs to empirically measure whether they are meeting their program aims, facilitate refinement of curricula and improve resident recruitment efforts. The goal was to provide an overview of available metrics of resident achievement and how these metrics can be used to inform program aims.\nMethods:\n A literature search was performed using PubMed and Google Scholar between May and November of 2020. Publications were eligible for inclusion if they discussed or assessed “excellence” or “success” during residency training. A narrative review structure was chosen due to the intention to provide an examination of the literature on available resident achievement metrics. \nResults:\n 57 publications met inclusion criteria and were included in the review. Metrics of excellence were grouped into larger categories, including success defined by program factors, academics, national competencies, employer factors, and possible new metrics.\nConclusions:\n Programs can best evaluate whether they are meeting their program aims by creating a list of important resident-level metrics based on their stated goals and values using one or more of the published definitions as a foundation. Each program must define which metrics align best with their individual program aims and mission.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "success" }, { "word": "Achievement" }, { "word": "Program Aims" }, { "word": "Residency" }, { "word": "Graduate Medical Education" }, { "word": "program evaluation" } ], "section": "Education Special Issue- Narrative Review", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8r2331xr", "frozenauthors": [ { "first_name": "Corlin", "middle_name": "M.", "last_name": "Jewell", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Aaron", "middle_name": "S.", "last_name": "Kraut", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Danielle", "middle_name": "T.", "last_name": "Miller", "name_suffix": "", "institution": "University of Colorado School of Medicine, Department of Emergency Medicine, Aurora, Colorado", "department": "None" }, { "first_name": "Kaitlin", "middle_name": "A.", "last_name": "Ray", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" }, { "first_name": "Elizabeth", "middle_name": "Barrall", "last_name": "Werley", "name_suffix": "", "institution": "PennState College of Medicine, Department of Emergency Medicine, Hershey, Pennsylvania", "department": "None" }, { "first_name": "Bejamin", "middle_name": "H.", "last_name": "Schnapp", "name_suffix": "", "institution": "University of Wisconsin School of Medicine and Public Health, BerbeeWalsh Department of Emergency Medicine, Madison, Wisconsin", "department": "None" } ], "date_submitted": "2021-06-08T01:36:27Z", "date_accepted": "2021-06-08T01:36:27Z", "date_published": "2022-01-02T06:04:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15486/galley/7799/download/" } ] }, { "pk": 15520, "title": "Rethinking Radiology: An Active Learning Curriculum for Head Computed Tomography Interpretation", "subtitle": null, "abstract": "Introduction:\n Head computed tomography (CT) interpretation is a vital skill for emergency physicians. Existing literature shows poor concordance between emergency physicians and radiologists in head CT interpretation. Prior studies have used passive learning methods to address this knowledge gap. We created an active learning curriculum for teaching head CT interpretation to emergency medicine (EM) residents and compared its effectiveness to a passive learning strategy. \nMethods:\n We conducted a prospective, randomized controlled study of EM residents at a single institution. Three educational sessions were delivered over a three-month period via video conference. The active learning cohort (ALC) scrolled through head CT teaching cases we designed on Pascbin, a web-based radiology picture archiving and communication system. The passive learning cohort (PLC) watched instructional videos that scrolled through the same cases. Both cohorts were given equal time to review the cases and ask an instructor questions. Residents took pre-intervention and post-intervention tests on head CT interpretation. We analyzed scores using paired and unpaired t-tests.\nResults:\n Forty-two residents took the pre-intervention test. Mean pre- and post-test scores for the ALC were 43.8% and 59.0% (P <0.001), and for the PLC were 41.7% and 45.3% (P = 0.29). The difference in ALC and PLC post-test scores was statistically significant (P = 0.009) with a large effect size (Cohen’s d = 1.34). \nConclusion:\n Our active learning head CT curriculum using Pacsbin showed superior learning outcomes when compared to a passive learning strategy and required no additional time or resources. This intervention offers a more effective and learner-centric method for implementing radiology curricula in EM residency programs.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Head CT Interpretation" }, { "word": "active learning" }, { "word": "Medical Education" }, { "word": "Radiology Curriculum" }, { "word": "Emergency Medicine residents" } ], "section": "Education Special Issue - Brief Research Report (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7244c18g", "frozenauthors": [ { "first_name": "Leonardo", "middle_name": "", "last_name": "Aliaga", "name_suffix": "", "institution": "University of California – Davis, Department of Emergency Medicine, Sacramento, California", "department": "None" }, { "first_name": "Samuel", "middle_name": "Owen", "last_name": "Clarke", "name_suffix": "", "institution": "University of California – Davis, Department of Emergency Medicine, Sacramento, California", "department": "None" } ], "date_submitted": "2021-06-15T05:53:16Z", "date_accepted": "2021-06-15T05:53:16Z", "date_published": "2022-01-02T05:42:32Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15520/galley/7808/download/" } ] }, { "pk": 15627, "title": "A Brief Coaching Pilot Enhances Professional Identity Formation and Clinical Skills Acquisition During Emergency Medicine Clerkships Shortened by COVID-19", "subtitle": null, "abstract": "Introduction:\n The Covid-19 pandemic limited educational and career development opportunities for medical students, requiring innovative programs to accelerate professional identity formation and clinical skills acquisition. \nMethods:\n We developed a brief coaching intervention that took place over the advanced (sub-internship) emergency medicine rotation at our institution. We trained coaches using a newly developed workshop, who met with students for an average of 4.5 hours over 3 weeks.\nImpact/effectiveness:\n We showed that this coaching program was both feasible and impactful for faculty coaches and medical students.", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Medical Education, Coaching" } ], "section": "Education Special Issue - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/05x413sw", "frozenauthors": [ { "first_name": "William", "middle_name": "", "last_name": "Dixon", "name_suffix": "", "institution": "Stanford University School of Medicine, Department of Emergency Medicine, Palo Alto, California", "department": "None" }, { "first_name": "Moises", "middle_name": "", "last_name": "Gallegos", "name_suffix": "", "institution": "Stanford University School of Medicine, Department of Emergency Medicine, Palo Alto, California", "department": "None" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "Stanford University School of Medicine, Department of Emergency Medicine, Palo Alto, California", "department": "None" } ], "date_submitted": "2021-06-30T03:49:29Z", "date_accepted": "2021-06-30T03:49:29Z", "date_published": "2022-01-02T05:30:06Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15627/galley/7852/download/" } ] }, { "pk": 15308, "title": "Development of a Longitudinal Research Curriculum for Pediatric Emergency Medicine Fellowship", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [ { "word": "Research, Education, Longitudinal Curriculum" } ], "section": "Education Special Issue - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/27r953nn", "frozenauthors": [ { "first_name": "Ankita", "middle_name": "", "last_name": "Taneja", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Todd", "middle_name": "", "last_name": "Wylie", "name_suffix": "", "institution": "University of Florida College of Medicine – Jacksonville, Department of Emergency Medicine, Division of Pediatric Emergency Medicine, Jacksonville, Florida", "department": "None" }, { "first_name": "Colleen", "middle_name": "", "last_name": "Kalynych", "name_suffix": "", "institution": "University of Florida College of Medicine – Jacksonville, Office of Educational Affairs, Jacksonville, Florida", "department": "None" }, { "first_name": "Haytham", "middle_name": "", "last_name": "Helmi", "name_suffix": "", "institution": "University of Florida College of Medicine – Jacksonville, Department of Emergency Medicine, Jacksonville, Florida", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Fishe", "name_suffix": "", "institution": "University of Florida College of Medicine – Jacksonville, Department of Emergency Medicine, Division of Pediatric Emergency Medicine, Jacksonville, Florida", "department": "None" } ], "date_submitted": "2021-04-19T12:20:53Z", "date_accepted": "2021-04-19T12:20:53Z", "date_published": "2022-01-02T05:15:38Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15308/galley/7757/download/" } ] }, { "pk": 15578, "title": "Response to AAEM’s “Response to the Yale PA Residency Program”", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Letters to the Editor", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pc54180", "frozenauthors": [ { "first_name": "Alina", "middle_name": "", "last_name": "Tsyrulnik", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Katja", "middle_name": "", "last_name": "Goldflam", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Ryan", "middle_name": "", "last_name": "Coughlin", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Jessica", "middle_name": "", "last_name": "Bod", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Sharon", "middle_name": "", "last_name": "Chekijian", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "David", "middle_name": "", "last_name": "Della-Giustina", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" } ], "date_submitted": "2021-06-23T18:15:58Z", "date_accepted": "2021-06-23T18:15:58Z", "date_published": "2022-01-02T05:00:52Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15578/galley/7831/download/" } ] }, { "pk": 15365, "title": "AAEM’S Response to the Yale PA “Residency Program”", "subtitle": null, "abstract": "N/A", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Letters to the Editor", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8dt6885t", "frozenauthors": [ { "first_name": "Lisa", "middle_name": "", "last_name": "Moreno-Walton", "name_suffix": "", "institution": "The American Academy of Emergency Medicine, Milwaukee, Wisconsin; AAEM Resident and Student Association, Milwaukee, Wisconsin", "department": "None" }, { "first_name": "AAEM", "middle_name": "", "last_name": "RSA", "name_suffix": "", "institution": "The American Academy of Emergency Medicine, Milwaukee, Wisconsin; AAEM Resident and Student Association, Milwaukee, Wisconsin", "department": "None" } ], "date_submitted": "2021-05-08T19:59:47Z", "date_accepted": "2021-05-08T19:59:47Z", "date_published": "2022-01-02T04:53:07Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/15365/galley/7775/download/" } ] }, { "pk": 43103, "title": "About the Contributors", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Contributors", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6rn523z2", "frozenauthors": [ { "first_name": "JTAS", "middle_name": "", "last_name": "Managing Editor", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-02T00:17:08Z", "date_accepted": "2022-01-02T00:17:08Z", "date_published": "2022-01-02T00:18:18Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43103/galley/32119/download/" } ] }, { "pk": 35905, "title": "Critical Media Work as Antiracist Pedagogy in Language Learning Classrooms", "subtitle": null, "abstract": "Language learning classrooms are sites of discovery not only of language, but of identity, culture, and community. The pedagogical approach described here, critical media work (CMW), integrates language teaching and social issues by using media literacy as a bridge. CMW\nexplores antiracist discourse in popular media (digital and analog) to dismantle simplified, binary thinking about race. CMW encourages semiotic analyses of antiracist discourse and examines messages along continuums that emphasize complexities and intersections of race, language, and culture. We share how language teachers at two urban colleges that serve immigrant populations integrate CMW into their classes, and we discuss the effectiveness of this pedagogy in terms of language learning and antiracist education. We maintain that language teaching and social justice education can support each other and that media literacy provides a meaningful and effective foundation for engaged antiracist pedagogy.", "language": "eng", "license": null, "keywords": [ { "word": "critical media literacy" }, { "word": "antiracist discourse" }, { "word": "migrant education" }, { "word": "antiracist pedagogy" } ], "section": "Theme Section - Pedagogy Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/19f0h506", "frozenauthors": [ { "first_name": "Carla", "middle_name": "R.", "last_name": "Chamberlin", "name_suffix": "", "institution": "Pennsylvania State University, Abington College", "department": "" }, { "first_name": "Muhammad", "middle_name": "Ali", "last_name": "Khan", "name_suffix": "", "institution": "Community College of Philadelphia", "department": "Division of Liberal Arts" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35905/galley/26760/download/" } ] }, { "pk": 35907, "title": "Examining Curriculum through a Critical Antiracist Lens", "subtitle": null, "abstract": "Informed by a critical antiracist perspective for teacher education, we describe a year-long research collaboration we engaged to interrogate how White allyship can be reimagined to support the design of critical antiracist initiatives in language teacher education. We were\ninspired to write this article because we see the realities, possibilities, and problems inherent in addressing the historic and entrenched ways that race and racism still operate in America, within teacher education, and within our institution, to sustain white privilege and power. This research is grounded methodologically in the notion of inquiry as stance, which recognizes the capacity of teacher educators to work collaboratively to reform education in democratizing ways. We conclude that within our institution and throughout teacher education barriers and resistance remain to taking antiracist actions to change the way we prepare teachers for guiding students who increasingly are not White and whose first language is not English.", "language": "eng", "license": null, "keywords": [ { "word": "critical antiracism" }, { "word": "white allyship" }, { "word": "antiracist teacher education" }, { "word": "intersectionality" } ], "section": "Theme Section - Research Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5v68z70c", "frozenauthors": [ { "first_name": "Stephanie", "middle_name": "", "last_name": "Schmier", "name_suffix": "", "institution": "City University of New York-College of Staten Island", "department": "" }, { "first_name": "Rachel", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "City University of New York-College of Staten Island", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35907/galley/26762/download/" } ] }, { "pk": 35898, "title": "Guest Editor’s Note", "subtitle": null, "abstract": "", "language": "eng", "license": null, "keywords": [], "section": "Editor's Note", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1z25z43d", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Grant", "name_suffix": "", "institution": "City University of New York-College of Staten Island", "department": "" }, { "first_name": "Leigh", "middle_name": "Anne", "last_name": "Shaw", "name_suffix": "", "institution": "Skyline College", "department": "" }, { "first_name": "Rebekah", "middle_name": "", "last_name": "Sidman-Taveau", "name_suffix": "", "institution": "Cañada College", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35898/galley/26753/download/" } ] }, { "pk": 35903, "title": "Intersectionality for TESOL Education: Connecting Theory and Justice Pedagogy", "subtitle": null, "abstract": "This paper focuses on the concept of intersectionality, which has been used to account for multiple forms of identity and inequality. It argues that intersectionality is a powerful theoretical lens that could be used in analyzing language teachers’ identities and their various\ncontexts. It is also deeply connected to an orientation and understanding of justice. One significant connection that still needs to be explored in TESOL education is how intersectionality and social justice interact. Thus, the paper examines what specific professional practices educators can develop to support the critical awareness of language teachers in training. It concludes that one of the most important tasks for language teacher educators is to help current and future practitioners not only to understand the theory behind intersectional pedagogy, but to generate their own relevant, critical questions about forms of social and educational injustice in schools and other institutional contexts.", "language": "eng", "license": null, "keywords": [ { "word": "intersectionality" }, { "word": "anti-racist pedagogy" }, { "word": "intersectional justice pedagogy" }, { "word": "TESOL teacher education" } ], "section": "Theme Section - Pedagogy Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3900236f", "frozenauthors": [ { "first_name": "Hayriye", "middle_name": "", "last_name": "Kayi-Aydar", "name_suffix": "", "institution": "University of Arizona", "department": "" }, { "first_name": "Manka", "middle_name": "", "last_name": "Varghese", "name_suffix": "", "institution": "University of Washington", "department": "College of Education" }, { "first_name": "Gergana", "middle_name": "", "last_name": "Vitanova", "name_suffix": "", "institution": "University of Central Florida", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35903/galley/26758/download/" } ] }, { "pk": 35908, "title": "Positioning Radical Love through Narrative Inquiry to Foster Transformative Language Identities in the Multilingual Classroom", "subtitle": null, "abstract": "Multilingual students learning English are situated in systems of oppression that require a critical understanding of the role that language plays in discrimination. We describe how we create opportunities to develop and implement critical pedagogies that aim to challenge white\nmainstream English (Baker-Bell, 2020) as the default language in our multilingual classroom spaces and detail how our pedagogies can contribute to decentering “whiteness” in English Language Teaching (Motha, 2014). Through narrative inquiry, we demonstrate how teachers can develop antiracist pedagogies in ELT by actively listening to each other’s experiences, forming hush-harbors (Kynard, 2010), and integrating radical love (hooks, 2001). Additionally, exposing students to counternarratives from marginalized writers diversifies and enriches their learning experience. These pedagogical practices create opportunities for students’ growth by centering love, humanizing education, and deliberately creating a sense of belonging.", "language": "eng", "license": null, "keywords": [ { "word": "linguistic justice" }, { "word": "antiracist pedagogies" }, { "word": "Narrative inquiry" }, { "word": "identity" }, { "word": "transformation" } ], "section": "Theme Section - Research Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2xh4g27q", "frozenauthors": [ { "first_name": "RAsheda", "middle_name": "", "last_name": "Young", "name_suffix": "", "institution": "Rutgers University-New Brunswick/NYU", "department": "" }, { "first_name": "Cristina", "middle_name": "", "last_name": "Sánchez-Martín", "name_suffix": "", "institution": "University of Washington, Seattle", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35908/galley/26763/download/" } ] }, { "pk": 35900, "title": "Principles and Practices for the Preparation of Antiracist ESOL Teachers", "subtitle": null, "abstract": "Events in 2020 sparked the need to continue a focus on ongoing inequities in the United States. This article addresses the preparation of ESOL teachers for antiracist work, acknowledging that racist beliefs and structures are pervasive in education and beyond, and how ESOL teachers can develop antiracist conscientização. I address questions related to power and privilege that are present in the TESOL field and provide an overview of historically racist practices that have been part of TESOL. I draw on some personal experiences with linguistic racism as a woman, Latina, transnational, immigrant, and selfidentified multilingual speaker who speaks English as an additional language to guide why and how I come to this work as a scholar and teacher educator. Drawing from the previous sections, I describe principles and practices to tear down those racist beliefs and structures, build antiracist classrooms, and guide the preparation of antiracist ESOL teachers.", "language": "eng", "license": null, "keywords": [ { "word": "Antiracist ESOL teachers" }, { "word": "linguistic racism" }, { "word": "antiracist conscientização" }, { "word": "principles and practices" } ], "section": "Theme Section - Critical Reflection Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7q0170z2", "frozenauthors": [ { "first_name": "Luciana", "middle_name": "C.", "last_name": "de Oliveira", "name_suffix": "", "institution": "Virginia Commonwealth University", "department": "School of Education" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35900/galley/26755/download/" } ] }, { "pk": 35901, "title": "Raciolinguistics through a Historical, Global, and Intersectionality Lens", "subtitle": null, "abstract": "This article first provides a framing of how raciolinguistics exists in the world despite global progress in the past century. Raciolinguistics is then defined within a historical context that leads to Europeanness versus non-Europeanness (white or nonwhite) differentiation, social\nhierarchies, racial oppression, and modern-day linguistic violence. The second section addresses language education in relation to an additive approach, raciolinguistic approach, or provincializing English. The third section introduces linguistic profiling within Spanishspeaking Latinx communities. In the fourth section, I share some of my experiences as a cis gendered Black man speaking Japanese in Japan and my experiences being a Black man speaking English in the United States. Finally, I include activities for educators and students that can be used to move towards anti-racist teaching and learning environments. In conclusion, there is always action that needs to be taken to resist complacency and to engage with anti-racist pedagogy in classrooms and teacher training.", "language": "eng", "license": null, "keywords": [ { "word": "Raciolinguistics" }, { "word": "intersectionality" }, { "word": "teacher training" }, { "word": "English language learner" } ], "section": "Theme Section - Critical Reflection Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0433b30n", "frozenauthors": [ { "first_name": "Josh", "middle_name": "Del", "last_name": "Pino", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35901/galley/26756/download/" } ] }, { "pk": 35902, "title": "Reducing Colonial Harm in Language Teaching: A Guide to Anti-racism and Critical Self-reflective Practices for Language Teachers", "subtitle": null, "abstract": "The powerful undercurrents and rooted presence of coloniality continue to influence the field of English language teaching today (Kubota, 2016). Motha (2014) argues that our field in its historicity and embedded colonial lineage is inherently intertwined with notions of race and\npower. The language of the colonized is considered by the colonizers to be inferior to the colonial language “associated with the word and people of God, of territory and ownership” (Kalyanpur et al., forthcoming). This essay engages the reader in consciousness-raising practices that require deep introspection on our own positionality, intersectionality (Crenshaw, 1989), and histories with the English language and suggests ways to transform the self and system that dismisses the linguistic and cultural wealth (Yosso, 2005) of our students.", "language": "eng", "license": null, "keywords": [ { "word": "critical language teaching" }, { "word": "anti-racist pedagogies" }, { "word": "Decolonization" }, { "word": "English language education" }, { "word": "teacher reflection" } ], "section": "Theme Section - Critical Reflection Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1k46v457", "frozenauthors": [ { "first_name": "Sarina", "middle_name": "Chugani", "last_name": "Molina", "name_suffix": "", "institution": "University of San Diego", "department": "School of Leadership and Education Sciences" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35902/galley/26757/download/" } ] }, { "pk": 35899, "title": "The Illusion of Inclusion: Blackness in ELT", "subtitle": null, "abstract": "The field of TESOL has experienced a renewed interest in the role of race in language teaching and learning within the context of the recent “racial reckoning” in the US. As a result, the field has seen a plethora of DEI position statements, initiatives, and publications on race, racism, and anti-racism over the past two years. However, the persistence of linguistic, racial, and cultural hegemony, bias, discrimination, linguicism, and marginalization leads us to ask whether inclusion is an illusion. In answering this question, we describe the effects of this illusion in two areas: ELT curriculum and materials (Grant & Wong, 2008) and faculty hiring practices (Romney, 2010). With critical race theory and raciolinguistics as frameworks, we discuss the policies and practices that continue to marginalize Black TESOL professionals and disadvantage Black preservice teachers and English learners. We conclude the essay with recommendations for effective DEI and actionable allyship.", "language": "eng", "license": null, "keywords": [ { "word": "Anti-racism" }, { "word": "Critical Race Theory" }, { "word": "diversity equity and inclusion (DEI)" }, { "word": "Raciolinguistics" }, { "word": "Race" } ], "section": "Regular Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7c10852v", "frozenauthors": [ { "first_name": "Kisha", "middle_name": "", "last_name": "Bryan", "name_suffix": "", "institution": "Tennessee State University", "department": "Teaching & Learning" }, { "first_name": "Mary", "middle_name": "", "last_name": "Romney-Schaab", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Ayanna", "middle_name": "", "last_name": "Cooper", "name_suffix": "", "institution": "U.S. Department of State English Language", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35899/galley/26754/download/" } ] }, { "pk": 35906, "title": "The Positioning of Black ESL Teachers in the United States: Teacher Perspectives", "subtitle": null, "abstract": "This study draws upon critical theory for its theoretical underpinnings and narrative inquiry as a methodological tool to examine the ways that Black ESL teachers working in Intensive English Language Programs in the United States position themselves and define their roles as language educators especially with consideration of their diverse racial, linguistic, and cultural identities. Data collection consisted largely of a questionnaire survey and interviews that were conducted with seven teachers and administrators of African descent. Results suggested that teachers in the study see themselves as more than English language specialists but as role models, life coaches, cultural ambassadors, and agents of social change in ESL classrooms. Narratives showed that Black teachers’ perspectives and approaches to teaching English as a second language are a valuable resource for educators seeking to incorporate race pedagogy in the ESL curriculum and improve faculty racial diversity.", "language": "eng", "license": null, "keywords": [ { "word": "Black teachers; teacher identity; race; racialized discourse" }, { "word": "ESL teaching" } ], "section": "Theme Section - Research Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xq704ct", "frozenauthors": [ { "first_name": "Olive", "middle_name": "", "last_name": "Nabukeera", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35906/galley/26761/download/" } ] }, { "pk": 35904, "title": "Visibility as Validation: A Case Study of Culturally Responsive Materials Development for TESOL", "subtitle": null, "abstract": "In normative multilingual ESL/EFL contexts like India, non-dominant cultural and ethnic representations are absent or superficially represented in English textbooks. For learners from linguistically disadvantaged groups, English has to be negotiated through an unfamiliar\ndominant language. In this article, I argue that appropriate inclusivity self-checks at the predevelopment stage of materials preparation can contribute effectively to the development of culturally responsive English language teaching materials. Using the Steinhardt NYU Metro Center’s Culturally Responsive Curriculum Scorecard and the Fairness, Bias, and CulturalResponsiveness Checklist of the Centre for Collaborative Education, Indiana University, I examine whether, and to what extent, a set of state-mandated English textbooks reflect\nculturally responsive and inclusive pedagogy as a response to the English language needs of multilingual, multicultural learners in India. The study shows that by using appropriate selfcheck rubrics, textbook developers can identify sites of diversity-blindness or lack of cultural responsiveness, and design materials with inclusive cultural representations.", "language": "eng", "license": null, "keywords": [ { "word": "Multilingual Learners" }, { "word": "linguistically disadvantaged" }, { "word": "English textbook" }, { "word": "diversity blindness" }, { "word": "culturally responsive materials" } ], "section": "Theme Section - Pedagogy Strand", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/61g929c4", "frozenauthors": [ { "first_name": "Padmini", "middle_name": "Bhuyan", "last_name": "Boruah", "name_suffix": "", "institution": "Gauhati University, India", "department": "Department of English Language Teaching" } ], "date_submitted": null, "date_accepted": null, "date_published": "2022-01-01T18:00:00Z", "render_galley": null, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/catesoljournal/article/35904/galley/26759/download/" } ] }, { "pk": 43101, "title": "Appendix B: Chinese Translations of Huckleberry Finn", "subtitle": null, "abstract": "Chinese translations", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1199r0pb", "frozenauthors": [ { "first_name": "Selina", "middle_name": "", "last_name": "Lai-Henderson", "name_suffix": "", "institution": "Duke Kunshan University", "department": "None" } ], "date_submitted": "2022-01-01T07:54:32Z", "date_accepted": "2022-01-01T07:54:32Z", "date_published": "2022-01-01T07:55:50Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43101/galley/32117/download/" } ] }, { "pk": 43099, "title": "Huck’s Adventures in India: Cultural Conversation in Select Hindi Adaptations", "subtitle": null, "abstract": "Scholarly studies in India have acknowledged the role of Mark Twain’s writings in critiquing social justice in a transnational framework. However, in the popular sphere Twain is seen primarily as a writer of tales of boyhood adventure, and his relevance to current social issues has not been fully realized. In the context of Twain’s stature in India, this essay analyzes the degree to which select juvenile translations of \nAdventures of\n \nHuckleberry Finn\n in Hindi (one of India’s official languages) have been able to harness the potential of this text to dismantle deep-seated prejudices among younger readers, socializing them into a culture of tolerance. Critiquing the range of translational efforts in two versions of juvenile readers (in both a descriptive and prospective way), the essay assesses the degree to which these translations have succeeded or failed in this endeavor. It also explores the structural and linguistic options for future translations in Hindi which could overcome the shortcomings of the existing texts, thereby tapping into the novel’s value as an instructional text for readers of an impressionable age.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Hindi adaptations of Mark Twain" }, { "word": "Huckleberry Finn in India" }, { "word": "translations in Hindi" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1hn5w5zr", "frozenauthors": [ { "first_name": "Seema", "middle_name": "", "last_name": "Sharma", "name_suffix": "", "institution": "University of Mumbai", "department": "None" } ], "date_submitted": "2022-01-01T07:40:25Z", "date_accepted": "2022-01-01T07:40:25Z", "date_published": "2022-01-01T07:43:53Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43099/galley/32115/download/" } ] }, { "pk": 43098, "title": "The Problem of the Explanatory: Linguistic Variation in Twenty-First-Century Spanish Retranslations of Huckleberry Finn", "subtitle": null, "abstract": "Starting with an overview of the complex notion of “retranslation,” this essay examines the six different translations of \nAdventures of Huckleberry Finn \nthat have been published in Spain in the early twenty-first century. Specifically, this paper ponders how the newer Spanish versions of Twain’s novel tend to contradict the retranslation hypothesis, as they do not often portray the seven literary dialects announced by the Explanatory that opens \nAdventures of Huckleberry Finn. \nThe linguistic varieties included in the source text seem problematic for Spanish translators, whose strategies entail paratextual additions, depicting regional target dialects to recreate an interplay of voices, playing with nonstandard spelling, omitting the introductory note, and suppressing any trace of literary dialects in the target text. The analysis leads the author to observe how publishing norms—particularly publishers’ tendency to reprint previous translations, publishers’s commercial interests, and their predilection for unmarked texts in standard Spanish—have led to translations that ignore the diversity of voices portrayed by Twain’s novel.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Linguistic Variation" }, { "word": "Huckleberry Finn Spanish translations" }, { "word": "Mark Twain's Explanatory as translation problem" }, { "word": "retranslation hypothesis" }, { "word": "publishing norms" }, { "word": "Transnational American Studies" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9m77f7vb", "frozenauthors": [ { "first_name": "Miguel", "middle_name": "", "last_name": "Sanz Jiménez", "name_suffix": "", "institution": "Instituto Universitario de Ciencias Modernas y Traductores, \nUniversidad Complutense de Madrid", "department": "None" } ], "date_submitted": "2022-01-01T07:29:51Z", "date_accepted": "2022-01-01T07:29:51Z", "date_published": "2022-01-01T07:34:19Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43098/galley/32114/download/" } ] }, { "pk": 43097, "title": "Mark Twain: The Making of an Icon through Translations of Huckleberry Finn in Brazil", "subtitle": null, "abstract": "This article aims at discussing seven translations into Brazilian Portuguese of Mark Twain’s \nAdventures of\n \nHuckleberry Finn \nfrom 1934 (first translation) to 2019 (the latest translation published). To do so, paratexts of the translations are analyzed, such as notes, foreword, afterword, flaps and back panel, as well as other texts discussing the translation of the book in newspapers, reviews and interviews. The intention here is to show the pathway through which \nHuckleberry Finn \nwas translated in Brazil and received by critics and the public and how the paratexts make the image of a Brazilian Mark Twain. The analysis will take into account the transnational approaches proposed by Shelley Fisher Fishkin, as well as the perspective Maria Sílvia Betti suggests for understanding how the Brazilian publishing market has shaped Mark Twain’s image created in Brazil.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "paratexts and transculturation" }, { "word": "Brazilian Portuguese translations of Mark Twain" }, { "word": "Huckleberry Finn in Brazil" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3zr487rp", "frozenauthors": [ { "first_name": "Vera", "middle_name": "Lúcia", "last_name": "Ramos", "name_suffix": "", "institution": "University of São Paulo", "department": "None" } ], "date_submitted": "2022-01-01T07:12:26Z", "date_accepted": "2022-01-01T07:12:26Z", "date_published": "2022-01-01T07:21:54Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43097/galley/32113/download/" } ] }, { "pk": 43096, "title": "Huck Finn’s Adventures in the Land of the Soviet People", "subtitle": null, "abstract": "Mark Twain enjoyed immense popularity in Russia from the moment his writings became available in translation starting in 1872. The prerevolutionary fascination with his works only intensified after the emergence of the Soviet State, as Twain's critical stance towards the realities of American life, his antiracism, and his disdain for organized religion, made him extremely palatable to the new socialist government. Between 1918 and the end of 1958, more than 10.2 million copies of his books were published in the USSR. \nThe Adventures of\n \nTom Sawyer\n dominated the market with eighteen editions during that same period, but \nAdventures of Huckleberry Finn\n was quite popular as well. This essay focuses on Daruzes’s popular 1955 translation of \nHuck\n \nFinn\n in order to examine and challenge Sarukhanyan’s conclusions about the universal embrace and deep intercultural understanding of the novel in the Soviet Union. A comparison with the 1911 translation by Mikhail Engelgardt helps highlight the problems in the Russian representation of Twain’s heroes and topics, and the effects of specific translation choices on the overall message of the text.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Russian translations of Mark Twain" }, { "word": "Huckleberry Finn in Russia" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7ft6w715", "frozenauthors": [ { "first_name": "Margarita", "middle_name": "", "last_name": "Marinova", "name_suffix": "", "institution": "Christopher Newport University", "department": "None" } ], "date_submitted": "2022-01-01T07:03:17Z", "date_accepted": "2022-01-01T07:03:17Z", "date_published": "2022-01-01T07:05:38Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43096/galley/32112/download/" } ] }, { "pk": 43095, "title": "How German Translations of “Trash” in Chapter 15 of Huckleberry Finn Facilitate Misunderstanding the Whole Novel", "subtitle": null, "abstract": "After the fog lifts in Chapter 15 of \nAdventures of Huckleberry Finn\n, Huck plays a trick on Jim, and Jim’s reproval, implying that Huck’s behavior is unworthy of a friend but typical of “trash,” opens Huck’s heretofore closed mind on the subject of race. No German term carries the connotations of English “trash” that allow extension from twigs, leaves, and miscellaneous worthless things to poor Southerners whose belief in white superiority over colored races gives them self-respect. A few recent, complete and fairly accurate translations are improvements over the early versions that appeared between 1890 and World War II; nevertheless, annotation is required to define the specific repugnant quality of “trash” with which Jim evokes the good in Huck.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Huckleberry Finn in Germany" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/35c2w0hd", "frozenauthors": [ { "first_name": "Winston", "middle_name": "", "last_name": "Kelley", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-01T06:51:28Z", "date_accepted": "2022-01-01T06:51:28Z", "date_published": "2022-01-01T06:54:37Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43095/galley/32111/download/" } ] }, { "pk": 43085, "title": "Persian Huck: On the Reception of Huckleberry Finn in Iran", "subtitle": null, "abstract": "First translated into Persian in 1949, Mark Twain’s \nAdventures of Huckleberry\n \nFinn\n is among the most popular works of American fiction in Iran. Although the anti-US policy of the post-1979 political system has tried to erase the manifestations of the previous period’s American influence, Iranian interest in \nHuckleberry Finn\n has been increasing. There are more than twenty Persian translations of the novel, most of which belong to the post-1979 period. After a short survey of Twain’s early reception in Iran, the present paper focuses on two major translations of \nHuckleberry Finn\n as well as a stage adaptation of the novel. It also elaborates on the role that\n Huckleberry Finn no Boken\n (1976), the Japanese anime based on the novel broadcast on the Iranian state TV, has played in the Iranian reception of the novel, as indicated by the Iranian play’s capitalizing on the Japanese anime’s widespread popularity. The paper concludes with a note on questions of censorship, Afro-Iranians, and the nation’s dire need of its own novel on the Iranian Jim.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Afro-Iranians" }, { "word": "Mark Twain in Iran" }, { "word": "anime" }, { "word": "censorship" }, { "word": "Persian translators" }, { "word": "Stage adaptation" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1t19f7w9", "frozenauthors": [ { "first_name": "Behnam", "middle_name": "M.", "last_name": "Fomeshi", "name_suffix": "", "institution": "Western Sydney University", "department": "None" } ], "date_submitted": "2021-12-18T20:08:31Z", "date_accepted": "2021-12-18T20:08:31Z", "date_published": "2022-01-01T06:25:58Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43085/galley/32102/download/" } ] }, { "pk": 43094, "title": "Arabic Huck: Adventures of Huckleberry Finn in Vernacular Arabic", "subtitle": null, "abstract": "This article concentrates on the author’s efforts to produce the first translation of Mark Twain’s 1884 novel \nAdventures of Huckleberry Finn\n into colloquial Arabic,\n \nand\n \nbriefly reviews a few other major translations of Twain’s masterpiece into Modern Standard Arabic and Classical Arabic. The article reflects on this ongoing translation project attempting to present Twain’s book in a vernacular Arabic dialect spoken in Damascus and the countryside surrounding the Syrian capital. It highlights and explains the rationale and inspiration behind this unique translation project as well as the reasons behind the selection and employment of this specific regional Damascene dialect. The article also discusses and exemplifies how all previous Arabic translations of Twain’s novel used Modern Standard Arabic and Classical Arabic and were affected by a motley assortment of cultural, political and religious factors that resulted in abridgement, adaptation, and censorship. These previous translations partially failed to capture the freshness of Huck Finn’s casual voice, childish tone, and cluttered storytelling, along with the perceptiveness and seriousness of Twain’s authorial intention, themes and comedy.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Mark Twain translations in Arabic" }, { "word": "vernacular Arabic translation" }, { "word": "Arabic translation of Huckleberry Finn" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/37s8n560", "frozenauthors": [ { "first_name": "Hamada", "middle_name": "", "last_name": "Kassam", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-01T06:16:08Z", "date_accepted": "2022-01-01T06:16:08Z", "date_published": "2022-01-01T06:17:55Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43094/galley/32110/download/" } ] }, { "pk": 43093, "title": "Translations of Adventures of Huckleberry Finn in France (1886–2015)", "subtitle": null, "abstract": "Adventures of Huckleberry Finn\n’s presence in France went through three phases. The pioneering period started in 1886 and ended right after World War II. The single translation it produced bore the hallmarks of mass schooling and the set of values championed by the fledgling Third Republic. The expansion period, spanning the second half of the twentieth century, was characterized by the geopolitical context of the Cold War, the advent of the figure of the teenager, and the rise of the leisure society. Currently, the field is in a consolidating period brought about by the “centennial fever” spurred by the anniversary of Mark Twain’s death. Taking stock of the novel’s canonized status in its home country, publishers endeavored to focus on the original’s esthetic challenges and hired translators with expertise in nineteenth-century American literature and Mark Twain’s writings. They were able to pay even greater attention to the novel’s literary finesse and complexity. The first part of this article is devoted to the pioneering and expansion periods, based on previous scholarship. The second part is devoted to the consolidating period based on the latest findings presented in Véronique Channaut’s 2019 study of three major retranslations of \nHuckleberry Finn\n.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Mark Twain in France" }, { "word": "history of Huckleberry Finn translations" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6fs717pj", "frozenauthors": [ { "first_name": "Ronald", "middle_name": "", "last_name": "Jenn", "name_suffix": "", "institution": "Université de Lille", "department": "None" }, { "first_name": "Véronique", "middle_name": "", "last_name": "Channaut", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-01-01T05:53:59Z", "date_accepted": "2022-01-01T05:53:59Z", "date_published": "2022-01-01T06:03:31Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43093/galley/32109/download/" } ] }, { "pk": 43092, "title": "Special Forum Introduction: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "subtitle": null, "abstract": "Editors' Introduction", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Mark Twain translations" }, { "word": "Huckleberry Finn in global contexts" }, { "word": "Arabic Huck Finn" }, { "word": "Persian Mark Twain" }, { "word": "Russian translations of Twain" }, { "word": "Huck and Jim" }, { "word": "translating vernacular" }, { "word": "heteroglossia" }, { "word": "paratext and transculturation" }, { "word": "Spanish translations of Twain" } ], "section": "SPECIAL FORUM: Global Huck: Mapping the Cultural Work of Translations of Mark Twain’s Adventures of Huckleberry Finn", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4z034978", "frozenauthors": [ { "first_name": "Shelley", "middle_name": "Fisher", "last_name": "Fishkin", "name_suffix": "", "institution": "Stanford University", "department": "None" }, { "first_name": "Tsuyoshi", "middle_name": "", "last_name": "Ishihara", "name_suffix": "", "institution": "University of Tokyo", "department": "None" }, { "first_name": "Ronald", "middle_name": "", "last_name": "Jenn", "name_suffix": "", "institution": "Univ. Lille, EA 4074 - CECILLE - Centre d’Études en Civilisations Langues et Lettres Etrangères, F-59000 Lille, France.", "department": "None" }, { "first_name": "Holger", "middle_name": "", "last_name": "Kersten", "name_suffix": "", "institution": "Martin-Luther-Universität Halle-Wittenberg", "department": "None" }, { "first_name": "Selina", "middle_name": "", "last_name": "Lai-Henderson", "name_suffix": "", "institution": "Duke Kunshan University", "department": "None" } ], "date_submitted": "2022-01-01T05:26:39Z", "date_accepted": "2022-01-01T05:26:39Z", "date_published": "2022-01-01T05:33:48Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43092/galley/32108/download/" } ] }, { "pk": 43091, "title": "Introduction: The Progress of Transnational American Studies Collaboration", "subtitle": null, "abstract": "Introduction by the journal's Editor in Chief", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Transnational American Studies" }, { "word": "introduction by JTAS Editor in Chief Alfred Hornung" } ], "section": "Editor in Chief's Introduction", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4xp9v8q9", "frozenauthors": [ { "first_name": "Alfred", "middle_name": "", "last_name": "Hornung", "name_suffix": "", "institution": "Johannes Gutenberg University, Mainz", "department": "None" } ], "date_submitted": "2022-01-01T04:57:36Z", "date_accepted": "2022-01-01T04:57:36Z", "date_published": "2022-01-01T05:01:48Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43091/galley/32107/download/" } ] }, { "pk": 43090, "title": "Forward Editor's Introduction", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Forward Editor's Introduction 2021" }, { "word": "Jennifer A. Reimer" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8gs0d5mz", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "A.", "last_name": "Reimer", "name_suffix": "", "institution": "Oregon State University, Cascades", "department": "None" } ], "date_submitted": "2022-01-01T04:31:30Z", "date_accepted": "2022-01-01T04:31:30Z", "date_published": "2022-01-01T04:34:42Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43090/galley/32106/download/" } ] }, { "pk": 43089, "title": "Excerpt from Migrant Crossings: Witnessing Human Trafficking in the US", "subtitle": null, "abstract": "“Witnessing Legal Narratives, Court Performances, and Translations of Peruvian Domestic Work” from \nMigrant Crossings: Witnessing Human Trafficking in the U.S.\n by Annie Isabel Fukushima. Copyright © 2019 Stanford University Press.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Migrant testimony" }, { "word": "Peruvian domestic workers" }, { "word": "court performances" }, { "word": "migrant witnessing" }, { "word": "human trafficking in the USA" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9073k3z8", "frozenauthors": [ { "first_name": "Annie", "middle_name": "Isabel", "last_name": "Fukushima", "name_suffix": "", "institution": "Stanford University", "department": "None" } ], "date_submitted": "2022-01-01T04:25:13Z", "date_accepted": "2022-01-01T04:25:13Z", "date_published": "2022-01-01T04:26:46Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43089/galley/32105/download/" } ] }, { "pk": 43083, "title": "“Catharine Maria Sedgwick’s Clarence, Sentimental Kinship, and the Transnational American Novel of Manners”", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76s0z565", "frozenauthors": [ { "first_name": "Silvia", "middle_name": "", "last_name": "Schultermandl", "name_suffix": "", "institution": "University of Münster", "department": "None" } ], "date_submitted": "2021-12-11T09:49:43Z", "date_accepted": "2021-12-11T09:49:43Z", "date_published": "2022-01-01T04:16:59Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43083/galley/32101/download/" } ] }, { "pk": 43080, "title": "The Sonnet and Black Transnationalism in the 1930s", "subtitle": null, "abstract": "Exerpt from \nThe African American Sonnet: A Literary History\n by Timo Müller. Copyright © 2018 by University Press of Mississippi.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76k8x3b8", "frozenauthors": [ { "first_name": "Timo", "middle_name": "", "last_name": "Müller", "name_suffix": "", "institution": "University of Konstanz", "department": "None" } ], "date_submitted": "2021-12-11T09:11:44Z", "date_accepted": "2021-12-11T09:11:44Z", "date_published": "2022-01-01T04:13:55Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43080/galley/32099/download/" } ] }, { "pk": 43088, "title": "Introduction: On Temporal Transnationalisms—The Exonational, the Decolonial Cosmogonic, the Unexceptional Human Fossil, and the Non-Earthbound", "subtitle": null, "abstract": "Reprise Editor's Introduction", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Brian Russell Roberts" }, { "word": "Reprise Editor's Introduction 2021" }, { "word": "temporal Transnational American Studies" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fm5s847", "frozenauthors": [ { "first_name": "Brian", "middle_name": "Russell", "last_name": "Roberts", "name_suffix": "", "institution": "Brigham Young University", "department": "None" } ], "date_submitted": "2022-01-01T04:06:08Z", "date_accepted": "2022-01-01T04:06:08Z", "date_published": "2022-01-01T04:08:01Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43088/galley/32104/download/" } ] }, { "pk": 43082, "title": "“Introduction: Archipelagic Thinking and the Borderwaters: A US-Eccentric Vision\"", "subtitle": null, "abstract": "", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9pj5d9bp", "frozenauthors": [ { "first_name": "Brian", "middle_name": "Russell", "last_name": "Roberts", "name_suffix": "", "institution": "Brigham Young University", "department": "None" } ], "date_submitted": "2021-12-11T09:42:07Z", "date_accepted": "2021-12-11T09:42:07Z", "date_published": "2022-01-01T03:58:53Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43082/galley/32100/download/" } ] }, { "pk": 43078, "title": "The New Cultural Geology", "subtitle": null, "abstract": "\"The New Cultural Geology,\" in Twentieth-Century Literature, Volume 57, no. 3-4, pp. 380-390. Copyright, 2011, Hofstra University. All rights reserved. Republished by permission of the copyrightholder, and the present publisher, Duke University Press. www.dukeupress.edu", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Mark McGurl" }, { "word": "new cultural geology" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7k76p16b", "frozenauthors": [ { "first_name": "Mark", "middle_name": "", "last_name": "McGurl", "name_suffix": "", "institution": "Stanford University", "department": "None" } ], "date_submitted": "2021-12-08T21:24:23Z", "date_accepted": "2021-12-08T21:24:23Z", "date_published": "2022-01-01T03:46:13Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43078/galley/32097/download/" } ] }, { "pk": 43077, "title": "Excerpt from Finding Meaning: Kaona and Contemporary Hawaiian Literature", "subtitle": null, "abstract": "Chapter Two: Kaona Connectivity to the Kumulipo, from Finding Meaning: Kaona and Contemporary Hawaiian Literature, by Brandi Nālani McDougall, University of Arizona Press, 2016.\n© 2016 The Arizona Board of Regents. \nReprinted by permission of the University of Arizona Press.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "John Dominis Holt" }, { "word": "Imaikalani Kalahele" }, { "word": "Sage Uʻilani Takehiro" }, { "word": "Jamaica Heolimeleikalani Osorio" }, { "word": "kaona connectivity" }, { "word": "Kumulipo" }, { "word": "Hawaiian literature" }, { "word": "genealogy chant" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8kp9c0wc", "frozenauthors": [ { "first_name": "Brandy", "middle_name": "Nālani", "last_name": "McDougall", "name_suffix": "", "institution": "University of Hawai‘i at Mānoa", "department": "None" } ], "date_submitted": "2021-12-07T22:17:35Z", "date_accepted": "2021-12-07T22:17:35Z", "date_published": "2022-01-01T03:45:31Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43077/galley/32096/download/" } ] }, { "pk": 43076, "title": "A Cycle of Poems by Toyo Suyemoto, from Trek", "subtitle": null, "abstract": "Cycle of poems includes \"Gain,\" \"In Topaz,\" \"Transplanting,\" \"Promise,\" and \"Retrospect.\"", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "\"Gain I sought to seed the barren earth" }, { "word": "\"In Topaz\" Can this hard earth break wide" }, { "word": "\"Transplanting\" No anchorage in shallow dust" }, { "word": "\"Promise\" Here is the seed nurtured" }, { "word": "\"Retrospect\" No other shall have heard" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2nw3v56n", "frozenauthors": [ { "first_name": "Toyo", "middle_name": "", "last_name": "Suyemoto", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-07T21:50:08Z", "date_accepted": "2021-12-07T21:50:08Z", "date_published": "2022-01-01T03:44:59Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43076/galley/32095/download/" } ] }, { "pk": 43086, "title": "Skygypsies", "subtitle": null, "abstract": "Illustrated by the award-winning creative artist John Raymond Bumanglag and told by the celebrated writer Timothy James Dimacali.", "language": "en", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivatives 4.0", "short_name": "CC BY-NC-ND 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNonCommercial — You may not use the material for commercial purposes.\n\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by-nc-nd/4.0" }, "keywords": [ { "word": "Sky Gypsies" }, { "word": "graphic short story" }, { "word": "Philippines sci-fi" }, { "word": "Indigenous futurism" }, { "word": "Indigenous comicbook" }, { "word": "space colonization" }, { "word": "Skygypsies Skyharvesters" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z62g620", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "James", "last_name": "Dimacali", "name_suffix": "", "institution": "DOST Science Education Institute, the National Academy of Science and Technology (NAST), and the Probe Media Foundation", "department": "None" }, { "first_name": "John Raymond", "middle_name": "", "last_name": "Bumanglag", "name_suffix": "", "institution": "GIGIL", "department": "None" } ], "date_submitted": "2021-12-24T22:16:40Z", "date_accepted": "2021-12-24T22:16:40Z", "date_published": "2022-01-01T03:38:15Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43086/galley/32103/download/" } ] }, { "pk": 16362, "title": "Escape this Emergency Room: Simulation Education During a Pandemic", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7mf8j66s", "frozenauthors": [ { "first_name": "Nicole", "middle_name": "", "last_name": "Elliott", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Nguyen", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Julie", "middle_name": "", "last_name": "Fritzges", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Louis", "middle_name": "", "last_name": "Morolla", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Steven", "middle_name": "", "last_name": "Johnson", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Tara", "middle_name": "", "last_name": "Ortiz", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T07:10:11Z", "date_accepted": "2021-12-31T07:10:11Z", "date_published": "2022-01-01T02:50:22Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16362/galley/8263/download/" } ] }, { "pk": 16338, "title": "A Low-Fidelity Virtual Simulation Model for Medical Students", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/45k7j2w9", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Dunn", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Anana", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T05:59:08Z", "date_accepted": "2021-12-31T05:59:08Z", "date_published": "2022-01-01T02:43:09Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16338/galley/8239/download/" } ] }, { "pk": 16336, "title": "A Longitudinal Palliative Care Curriculum for Emergency Medicine Residents", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/36s5v28t", "frozenauthors": [ { "first_name": "Timothy", "middle_name": "", "last_name": "Friedmann", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Joe-Ann", "middle_name": "", "last_name": "Moser", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Angela", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T05:45:56Z", "date_accepted": "2021-12-31T05:45:56Z", "date_published": "2022-01-01T02:36:21Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16336/galley/8237/download/" } ] }, { "pk": 16325, "title": "The Landscape of Pediatric Training in Emergency Medicine Residencies", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5c83w0q4", "frozenauthors": [ { "first_name": "jillian", "middle_name": "", "last_name": "Nickerson", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Aditi", "middle_name": "", "last_name": "Ghatak-Roy", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Katie", "middle_name": "", "last_name": "Donnelly", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Xian", "middle_name": "", "last_name": "Zhao", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-30T18:16:46Z", "date_accepted": "2021-12-30T18:16:46Z", "date_published": "2022-01-01T02:28:00Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16325/galley/8226/download/" } ] }, { "pk": 16319, "title": "Social Stressors and Isolation Have Biggest Effect on Resident Wellness During a Pandemic", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8ws2h95k", "frozenauthors": [ { "first_name": "Brian", "middle_name": "", "last_name": "Walsh", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Sarah", "middle_name": "", "last_name": "Bella", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "frederick", "middle_name": "", "last_name": "fiesseler", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Kristen", "middle_name": "", "last_name": "Walsh", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Ashley", "middle_name": "", "last_name": "Flannery", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Brian", "middle_name": "", "last_name": "Walsh", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-30T11:05:49Z", "date_accepted": "2021-12-30T11:05:49Z", "date_published": "2022-01-01T02:15:40Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16319/galley/8220/download/" } ] }, { "pk": 16310, "title": "Peer Coaching Increases Emergency Medicine Faculty Ability to Perform and Teach Awake Fiberoptic Intubation", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6x15d1b0", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "", "last_name": "Dimza", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Colin", "middle_name": "", "last_name": "McCloskey", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Matthew", "middle_name": "", "last_name": "Stull", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-30T10:24:23Z", "date_accepted": "2021-12-30T10:24:23Z", "date_published": "2022-01-01T01:57:10Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16310/galley/8211/download/" } ] }, { "pk": 16399, "title": "Virtual Standardized Direct Observation Tool (v-SDOT)", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1qz6d5nr", "frozenauthors": [ { "first_name": "Amber", "middle_name": "", "last_name": "Billet", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Robert", "middle_name": "", "last_name": "Clontz", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Hieger", "middle_name": "", "last_name": "Michelle", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T10:03:24Z", "date_accepted": "2021-12-31T10:03:24Z", "date_published": "2022-01-01T01:47:36Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16399/galley/8300/download/" } ] }, { "pk": 16398, "title": "Virtual Simulation-Based Workshop for Addressing Patient Discrimination Against Trainees", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/85g6v3hp", "frozenauthors": [ { "first_name": "Kimberly", "middle_name": "", "last_name": "Sokol", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Bacon", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T10:01:47Z", "date_accepted": "2021-12-31T10:01:47Z", "date_published": "2022-01-01T01:47:06Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16398/galley/8299/download/" } ] }, { "pk": 16397, "title": "Virtual Simulation Going Live, a Feasible Option for Clinical Evaluation During the COVID-19 Pandemic", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/905815vw", "frozenauthors": [ { "first_name": "Jared", "middle_name": "", "last_name": "Kilpatrick", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Kelly", "middle_name": "", "last_name": "Kehm", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Xiao", "middle_name": "Chi", "last_name": "Zhang", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Dimitrios", "middle_name": "", "last_name": "Papanagnou", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T10:00:02Z", "date_accepted": "2021-12-31T10:00:02Z", "date_published": "2022-01-01T01:46:39Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16397/galley/8298/download/" } ] }, { "pk": 16396, "title": "Virtual Shadowing as an Effective Approach to Gaining Exposure to the Field of Emergency Medicine", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5g41d88n", "frozenauthors": [ { "first_name": "John", "middle_name": "C.", "last_name": "Wheelwright", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Boyd", "middle_name": "", "last_name": "Richards", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Robert", "middle_name": "", "last_name": "Stephen", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Susan", "middle_name": "", "last_name": "Stroud", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Megan", "middle_name": "", "last_name": "Fix", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T09:57:09Z", "date_accepted": "2021-12-31T09:57:09Z", "date_published": "2022-01-01T01:46:10Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16396/galley/8297/download/" } ] }, { "pk": 16395, "title": "Virtual Resuscitation Curriculum and Testing", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cg5w4n8", "frozenauthors": [ { "first_name": "Zachary", "middle_name": "", "last_name": "Aust", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Jedidiah", "middle_name": "", "last_name": "Leaf", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Robert", "middle_name": "", "last_name": "Barnes", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Shane", "middle_name": "", "last_name": "Jennings", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Shelly", "middle_name": "", "last_name": "Saha", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T09:46:11Z", "date_accepted": "2021-12-31T09:46:11Z", "date_published": "2022-01-01T01:45:28Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16395/galley/8296/download/" } ] }, { "pk": 16394, "title": "Virtual Morning Report: A COVID-Era Innovation with Advantages over Traditional Models", "subtitle": null, "abstract": "n/a", "language": "en", "license": { "name": "Creative Commons Attribution 4.0", "short_name": "CC BY 4.0", "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. 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You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.", "url": "https://creativecommons.org/licenses/by/4.0" }, "keywords": [], "section": "Abstracts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1dz5b11d", "frozenauthors": [ { "first_name": "Rachel", "middle_name": "", "last_name": "Gartland", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Lauren", "middle_name": "", "last_name": "Conlon", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Abboud,", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2021-12-31T08:59:38Z", "date_accepted": "2021-12-31T08:59:38Z", "date_published": "2022-01-01T01:37:04Z", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16380/galley/8281/download/" } ] } ] }