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{ "count": 39503, "next": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=8800", "previous": "https://eartharxiv.org/api/articles/?format=api&limit=100&offset=8600", "results": [ { "pk": 6291, "title": "UC Berkeley Students’ Psychedelic Experiences: A Qualitative Analysis", "subtitle": null, "abstract": "There has been an emergence in psychedelic science in recent years, in both basic and applied research. Clinical trials have shown psychedelic drugs to be exceptionally effective in treating psychiatric illnesses such as post-traumatic stress disorder (PTSD) and depression, while other research suggests they may be effective in treating a range of other indications in the future. Outside of the lab, study of illicit psychedelics and college students has shown that use of these drugs does not correlate with higher rates of mental health problems. However, studies like these fail to understand the scope of students’ experiences and may ignore potentially rich perspectives uncovered by qualitative methodologies. Thus, I interviewed 10 students currently enrolled at UC Berkeley in order to understand their psychedelic drug experiences. I found that UC Berkeley students have a wide variety of rich experiences with these drugs, including: 1. empathogenic effects of “classic” psychedelics directed towards peers, 2. connectedness with nature, 3. healing from family trauma, 4. increasing authenticity, 5. continued use defined as a self-directed “journey,” and 6. improving students’ capacity for presence. Adverse reactions brought up by some interviewees included panic attacks, existential distress, and suicidal ideation. Overall, I found that naturalistic use of psychedelics by UC Berkeley students may occasion positive experiences worthy of future research.", "language": "en", "license": { "name": "All rights reserved", "short_name": "Copyright", "text": "© the author(s). All rights reserved.", "url": "https://creativecommons.org/licenses/authors" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6wh0z4td", "frozenauthors": [ { "first_name": "Dylan", "middle_name": "", "last_name": "Earp", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-05-22T03:13:41-04:00", "date_accepted": "2023-05-22T03:13:41-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/our_buj/article/6291/galley/3744/download/" } ] }, { "pk": 56796, "title": "Ufahamu 50 Years On", "subtitle": null, "abstract": "Editorial", "language": "en", "license": null, "keywords": [], "section": "Editorial", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5hh3m5x1", "frozenauthors": [ { "first_name": "Desmond", "middle_name": "", "last_name": "Fonseca", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T03:45:56-05:00", "date_accepted": "2023-12-29T03:45:56-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56796/galley/43097/download/" } ] }, { "pk": 56798, "title": "UFAHAMU Interviews Dr. Robin D.G. Kelley", "subtitle": null, "abstract": "For this special retrospective issue commemorating 52 years of \nUfahamu\n, the editors had the unique opportunity to interview former editor, and current Gary B. Nash Professor of American History at the University of California, Los Angeles, Dr. Robin D.G. Kelley. Dr. Kelley is a renowned historian of social movements, culture, labor struggle, and Black intellectualism in the U.S., African Diaspora and African continent himself. Known for such acclaimed publications as \nFreedom Dreams: The Black Radical Imagination\n, and \nHammer and Hoe: Alabama Communists During the Great Depression\n, Many are less familiar with Dr. Kelley’s background and academic training in African history. Dr. Kelley walks us through his time as a graduate student trying to study South African communists, and how Africa remained central in his work despite its shifting focus (in large part due to the political constraints of Apartheid) over the course of his time as a UCLA student. Becoming part of \nUfahamu \nwas amongst Dr. Kelley’s first endeavors on campus and, as he tells it, remained a hub of radical intellectualism throughout the 1980s. The conversation below spans a wide variety of topics, from his biographical experiences with the journal, and Dr. Kelley’s thoughts on shifting intellectual and political dynamics regarding Africa. The interview published below begins in the midst of our conversation on a discussion of a 1984 conference flyer and program handed to us and organized by Dr. Kelley titled “Imperialism: Real or Imagined . . . ”", "language": "en", "license": null, "keywords": [], "section": "Part I— Interviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98s6936z", "frozenauthors": [ { "first_name": "Robin", "middle_name": "D.G.", "last_name": "Kelley", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Hussein", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Desmond", "middle_name": "", "last_name": "Fonseca", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T03:51:56-05:00", "date_accepted": "2023-12-29T03:51:56-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56798/galley/43099/download/" } ] }, { "pk": 56797, "title": "UFAHAMU Interviews Dr. Sondra Hale", "subtitle": null, "abstract": "For this special retrospective issue commemorating 52 years of \nUfahamu\n, the editors had the unique opportunity to interview the journal’s co-founder Dr. Sondra Hale, Professor Emeritus of Anthropology and Gender Studies at the University of California, Los Angeles. Ufahamu republished Dr. Hale’s powerful 1972 article “Radical Africanism” in this issue—here Hale explains the context of the piece and the political climate in which it was originally published. As a dedicated educator and accomplished academic, Professor Hale’s wide-reaching research includes investigating conflict, gender, citizenship, political movements, diaspora studies, and feminist art across Africa and the Middle East. Dr. Hale’s career is marked by a life-long commitment to both local and international feminist, anti-imperialist, and anti-racist organizing, making her a scholar-activist in the truest sense. In this interview, Hale takes us on a personal journey from Los Angeles to Sudan, guiding us through the history of \nUfahamu\n, beginning with its contentious origins in 1970.", "language": "en", "license": null, "keywords": [], "section": "Part I— Interviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2bh0n70r", "frozenauthors": [ { "first_name": "Sondra", "middle_name": "", "last_name": "Hale", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sara", "middle_name": "", "last_name": "Hussein", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Chris", "middle_name": "", "last_name": "Martinez", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Desmond", "middle_name": "", "last_name": "Fonseca", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T03:49:29-05:00", "date_accepted": "2023-12-29T03:49:29-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56797/galley/43098/download/" } ] }, { "pk": 56804, "title": "Ulysses Jenkins’ Without Your Interpretation", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Art", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1767r103", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Crum", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T04:18:36-05:00", "date_accepted": "2023-12-29T04:18:36-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56804/galley/43105/download/" } ] }, { "pk": 20752, "title": "Uncovering Concealed Pasts, Centering Silenced Knowledges", "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": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d36j9dh", "frozenauthors": [ { "first_name": "Khaoula", "middle_name": "", "last_name": "Bengezi", "name_suffix": "", "institution": "York University", "department": "None" } ], "date_submitted": "2023-06-22T13:10:09-04:00", "date_accepted": "2023-06-22T13:10:09-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lamma/article/20752/galley/10518/download/" } ] }, { "pk": 59958, "title": "Unwilling Co-Wives and the Law of Polygamy in Pakistan", "subtitle": null, "abstract": "This paper is a legal realist endeavor that seeks to uncover a thorough and exhaustive description of Polygamy Law in Pakistan before moving on to a prescriptive analysis. Having an understanding of the stakes involved, background rules at play and the inadequacies within the law can be immensely useful in identifying the harm and redressing it. Thus, in first separating the “Is” from the “Ought”, Part I describes Pakistani polygamy Law and the limited legal remedies available to unwilling cowives. In Part II, the “background rules” driving the bargain amongst the parties’ to enter (or leave) polygamous marriages is discussed. Thereafter in Part III, a distributive analysis is conducted using “ideal-types” to uncover polygamy’s dual nature as a security or a threat for all the parties impacted by the law. Here I rely on the idea that marital partners “bargain in the shadow of the law” with bargaining endowments created in part by the legal rules. By comparing four typical but contrasting marriages and examining the rules about the formation and breakup of polygamous marriages, the role of the pre-existing and new wife’s consent (or not) and the economic consequences of poly-formation in ongoing and divorcing marriages, I demonstrate that the surpluses generated and distributions currently in place can both benefit and harm the cowives. Finally, Part IV will prescribe a restorative justice approach to the situation of unwilling cowives, arguing that the solution ought to be focused on redressing the social, emotional and economic harm caused to unwilling cowives than simply punishing the perpetrator. Monetary restoration, victim-focused circles, and involvement of the wider community are proposed as alternatives to punishment. My goal with this project is to provide a nuanced and theoretically informed understanding of a topic over which much ink has already been spilled. By using analytical techniques from the legal realist toolkit, I seek to recast the case of polygamy in Pakistan as more than just a “ban it” or “allow it” issue.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/86509921", "frozenauthors": [ { "first_name": "Iqra", "middle_name": "Saleem", "last_name": "Khan", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-03-23T15:51:05-04:00", "date_accepted": "2023-03-23T15:51:05-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jinel/article/59958/galley/45901/download/" } ] }, { "pk": 55165, "title": "Uprooted but Unbroken: Ethnic Studies Programs in California Prisons", "subtitle": null, "abstract": "Asian Americans compose a relatively small but growing portion of the prison populationboth nationwide and in California, with the number of AAPIs incarcerated in the US quadruplingfrom 2000 to 2010. Incarcerated Asian Americans face unique challenges, often having arrivedto the US as refugees fleeing war and genocide and struggling with intergenerational trauma,familial isolation and stigma, and a lack of culturally informed programs in prison. Thus, thisresearch project focuses on ethnic studies programs in California prisons, with a specific focuson Asian American studies programs. Constructed through interviews with participants andfacilitators of these programs, this project finds that ethnic studies programs have transformativeeffects on incarcerated people’s sense of self, personal healing, sense of community, and capacityas agents of change for themselves and others during and after incarceration.", "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": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g73b5z8", "frozenauthors": [ { "first_name": "Vivian", "middle_name": "", "last_name": "Kuang", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-04-15T06:58:15-04:00", "date_accepted": "2023-04-15T06:58:15-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/aarj/article/55165/galley/41537/download/" } ] }, { "pk": 61827, "title": "Use National Early Warning Score In The Prognosis Of Stroke Patients In The Emergency Department", "subtitle": null, "abstract": "Introduction:\n Few scoring systems are used in the emergency department to identify critically ill patients and anticipate patients' deterioration such as National Early Warning Score (NEWS). This study aimed to evaluate NEWS in patients with acute stroke and its relationship with treatment and type of stroke and patient outcome.\n \nMethods:\n In this prospective cross-sectional descriptive-analytical study, all patients over 18 years of age with a diagnosis of ischemic stroke, who presented through the emergency department, were involved. The variables of interest were collected; the NEWs score was calculated for each patient.\n \nResults:\n In assessing NEWS and its relationship with outcome based on the ROC curve, the area under the curve was equal to 0.417. Considering the high intensity of NEWS above 7, sensitivity, specificity, positive predictive value, negative predictive value, PLR, and NLR were 16.67%, 98.77%, 83.33%, 74.45%, 13.5, 0.84 respectively. In assessing NEWS and its relationship with stroke type on the ROC curve, the (AUC) was equal to 0.526. Considering the high intensity of NEWS above 7, sensitivity, specificity, positive predictive value, negative predictive value, PLR, and NLR were 8.33%, 94.95%, 16.67%, 88.53%, 1.65, and 0.97 respectively.\n \nConclusion: \nIn terms of outcome, NEWS seems to have acceptable specificity and positive and negative predictive values. Regarding the type of stroke, NEWS has an acceptable specificity but it only has a negative predictive value about the non-hemorrhagic type of stroke. This means that if the NEWS number is LOW, the probability is that the type of stroke is ischemic and the patient outcome is good.", "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": "national early warning score, stroke, early warning score, track and trigger system, stroke sub-type" } ], "section": "Original Research", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1fb8570c", "frozenauthors": [ { "first_name": "Masoumeh", "middle_name": "", "last_name": "Poureskandari", "name_suffix": "", "institution": "Emergency and Trauma Care Research Center, Tabriz University of Medical Sciences, Tabriz, Iran", "department": "" }, { "first_name": "Rouzbeh", "middle_name": "", "last_name": "Rajaie Ghafouri", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Elyar", "middle_name": "", "last_name": "Sadeghi Hokmabadi", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Naiemeh", "middle_name": "", "last_name": "Hosseinzadeh", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Sevda", "middle_name": "", "last_name": "Mohammad Rezaie", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Samad", "middle_name": "", "last_name": "Shams Vahdati", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-04-26T18:40:01-04:00", "date_accepted": "2022-04-26T18:40:01-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uciem_medjem/article/61827/galley/47694/download/" } ] }, { "pk": 59959, "title": "Using Islam to Protect the Rights of Migrant Workers: Bringing Kafala into Sharia Compliance in Saudi Arabia", "subtitle": null, "abstract": "Saudi Arabia is home to thousands of migrant domestic workers who cook, clean, and provide child-care in private homes. These individuals are not only subject to the\n kafala\n system, where their visa is strictly tied to their employer, but they are excluded from the protections accorded to other workers (both Saudi and non-Saudi) under Saudi Labor Law. Although Saudi Arabia has promulgated a set of regulations to govern the treatment of migrant domestic workers, these regulations guarantee only the most basic rights and are often not enforced. As a result, the mistreatment of migrant domestic workers in Saudi Arabia has become a topic of concern for both human rights organizations and the International Labour Organization. In this Comment, I provide a history of \nkafala\n in Saudi Arabia, an overview of the role of Islamic law (\nsharia\n) in Saudi governance, and an analysis of \nsharia\n-compliant labor protections to argue that Saudi Arabia can and should reform its laws around migrant domestic workers to protect their fundamental human rights. In doing so, Saudi Arabia would not only uphold its obligations under international human rights law, but would increase its compliance with \nsharia\n as well.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Comments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1ht6n3qz", "frozenauthors": [ { "first_name": "Emilia", "middle_name": "", "last_name": "Truluck", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-03-23T16:17:05-04:00", "date_accepted": "2023-03-23T16:17:05-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jinel/article/59959/galley/45902/download/" } ] }, { "pk": 54612, "title": "Vacuum of Social Mobility: Warehouse Labor’s Impact on Young Workers in California’s Inland Empire", "subtitle": null, "abstract": "Racialized Neoliberalism is resculpting the fabric of Southern California’s Inland Empire. Riverside and San Bernardino Counties, located directly east of Los Angeles, encompass the largest hub of warehousing and logistics in the United States. These warehouses serve key roles in the supply chains of companies such as Walmart and Amazon. This project attends to the disproportionate placement of warehouses in communities of color, analyzes the discourse of local politicians who support these neoliberal developments and focuses on the experiences of youth (aged 18-22) who are pushed into warehouse work. By illuminating the impact that warehouses have on youth in the Inland Empire through interviews, this project argues that neoliberal economic developments do not empower but, rather, harm minoritized communities. This generational impact is reflected in young workers’ experiences of social mobility, wage slavery, and time poverty. Through Convenience Sampling and Nomination Recruitment Strategy, this project interviewed young warehouse workers. Dedoose software is employed to utilize a codebook for the interviews averaging 45 minutes. This research addresses how logistics impacts the lives of young warehouse workers.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [ { "word": "Neoliberalism, Workers, Logistics, California, Opportunity" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vc494r5", "frozenauthors": [ { "first_name": "Hector", "middle_name": "", "last_name": "De Leon", "name_suffix": "", "institution": "University of California, Los Angeles", "department": "" } ], "date_submitted": "2023-07-31T19:15:18-04:00", "date_accepted": "2023-07-31T19:15:18-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/alephucla/article/54612/galley/41157/download/" } ] }, { "pk": 56803, "title": "Vandalizing History: Nehemiah Cisneros’s Ghetto Mythologies", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Art", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7g4939mv", "frozenauthors": [ { "first_name": "Sunny", "middle_name": "", "last_name": "Chen", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Nehemiah", "middle_name": "", "last_name": "Cisneros", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T04:17:17-05:00", "date_accepted": "2023-12-29T04:17:17-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56803/galley/43104/download/" } ] }, { "pk": 20257, "title": "Velázquez, Mariana Cecilia. Cultural Representations of Piracy in England, Spain, and the Caribbean. Travelers, Traders, and Traitors, 1570 to 1604. Routledge, 2023. 235 pp.", "subtitle": null, "abstract": "Velázquez, Mariana Cecilia. \nCultural Representations of Piracy in England, Spain, and the Caribbean. Travelers, Traders, and Traitors, 1570 to 1604\n. Routledge, 2023. 235 pp.", "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": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0cn843cr", "frozenauthors": [ { "first_name": "Arturo", "middle_name": "", "last_name": "Giráldez", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-12-31T10:59:31-05:00", "date_accepted": "2023-12-31T10:59:31-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/20257/galley/10049/download/" } ] }, { "pk": 59467, "title": "Viral Visions and Floral Fusions", "subtitle": null, "abstract": "Viral Visions and Floral Fusions", "language": "en", "license": null, "keywords": [], "section": "Science and the Arts", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2cm8p85p", "frozenauthors": [ { "first_name": "Taiz", "middle_name": "", "last_name": "Salazar", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-09-17T17:28:33-04:00", "date_accepted": "2023-09-17T17:28:33-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59467/galley/45459/download/" } ] }, { "pk": 21103, "title": "Volume 26: Just Futures", "subtitle": null, "abstract": "na", "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": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5vg8f7tf", "frozenauthors": [ { "first_name": "CPJ", "middle_name": "", "last_name": "Volume 26", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-01-16T20:30:57-05:00", "date_accepted": "2023-01-16T20:30:57-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/criticalplanning/article/21103/galley/10763/download/" } ] }, { "pk": 59449, "title": "Voyager: Venturing Outside the Solar System", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Features", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2w52b1x3", "frozenauthors": [ { "first_name": "Shreya", "middle_name": "", "last_name": "Ramesh", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-09-17T16:50:00-04:00", "date_accepted": "2023-09-17T16:50:00-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/our_bsj/article/59449/galley/45441/download/" } ] }, { "pk": 54829, "title": "What Constitutes Fair Treatment of Asian American Applicants?", "subtitle": null, "abstract": "Today’s challengers of affirmative action in university admissions allege that these policies discriminate against Asian Americans. However, this focus detracts from a more just and effective locus of intervention: admissions disparities between white and Asian American applicants. Notably, defenders of affirmative action err when they reject claims of discrimination against Asian Americans by pointing to differences in facially neutral characteristics between white and Asian American applicants to explain away these admissions disparities. They fail to recognize how these differences in facially neutral factors between white and Asian American applicants resultfrom legacies of racial injustice.\nTo avoid this error, this Article draws on anti-subordination and sociological literature to posit that identifying unfair treatment against Asian American applicants is fundamentally a normative issue. The question of whether the admissions disparities between white and Asian American applicants evince discrimination will never be settled without grappling with which facially neutral criteria can fairly and legitimately explain these disparities. An inquiry into the fairness of facially neutral criteria must consider how such criteria build on the subordination of Asian Americans. To concretize this inquiry, this Article uses the analyses and data from SFFA v. Harvard to examine the fairness of certain facially neutral criteria that contribute to admissions disparities between white and Asian American applicants, criteria that scholars have neglected to consider. These admissions factors are parental occupation, declared career interests, and additional preferences for legacy applicants. This Article then seeks to invigorate a public conversation about the complex considerations that undergird labeling admissions criteria unfair. It concludes by suggesting possible reforms to admissions schemes based on how these public deliberations may unfold.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87z236c1", "frozenauthors": [ { "first_name": "Jishian", "middle_name": "", "last_name": "Ravinthiran", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-04-13T20:30:09-04:00", "date_accepted": "2023-04-13T20:30:09-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_apalj/article/54829/galley/41365/download/" } ] }, { "pk": 45331, "title": "“What Gender is Your Hair Color”", "subtitle": null, "abstract": "“What Gender is Your Hair Color” by Irina Nekrasov/a; Translated by Nat Modlin and with a Translator'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": "non-binary" }, { "word": "genderqueer" }, { "word": "Germany" } ], "section": "Translations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3b82h2h2", "frozenauthors": [ { "first_name": "Irina", "middle_name": "", "last_name": "Nekrasov/a", "name_suffix": "", "institution": "", "department": "None" }, { "first_name": "Nat", "middle_name": "", "last_name": "Modlin", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-02T00:23:19-04:00", "date_accepted": "2023-10-02T00:23:19-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/45331/galley/34121/download/" } ] }, { "pk": 34076, "title": "What's Love Got to Do with It? Anti-Love Jihad Laws and the Othering of Muslims in India", "subtitle": null, "abstract": "The humble aim of this Article is to provide a fresh analysis of recent legislative and jurisprudential developments relating to the so-called counterattack on love jihad through the lens of nationhood and the control and conquest of the female body. This Article argues that the instrumentalization of the Hindu woman’s marriage as the territory for Hindutva prosperity serves to cast out non-Hindu communities, notably Muslims, as non-Indian, while further entrenching the patriarchal notions of sexuality and paternalism that have enabled the enactment of anti-love jihad laws in the first place. The remainder of the Article is structured as follows. Part II provides a brief overview of the purported preoccupations behind the anti–love jihad campaign. Part III lays out notable legislative initiatives in India aiming to combat coerced conversion through marriage as a response to the love jihad conspiracy. It also highlights important ideological similarities between such laws and the Citizenship Amendment Act of 2019 (CAA). Part IV dissects the seminal Hadiya case, while setting out a feminist constitutionalist analysis of Justice Chandrachud’s, as he was then, judgment. Finally, Part V concludes the Article with the contention that more political and academic attention must be given to the politicization of women for supremacist goals in today’s India.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/67w4v1pw", "frozenauthors": [ { "first_name": "Vrinda", "middle_name": "", "last_name": "Narain", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-07-14T16:20:26-04:00", "date_accepted": "2023-07-14T16:20:26-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jgl/article/34076/galley/25118/download/" } ] }, { "pk": 59723, "title": "\"What Will Become of the Innocent?\": Pretrial Detention, the Presumption of Innocence, and Punishment Before Trial", "subtitle": null, "abstract": "In this article, I take a sociological approach to the constitutional questions intrinsic to the pretrial incarceration of the unconvicted, focusing on the group of people whose pretrial detentions most directly complicate the Court’s decisions: those people who are detained pretrial and then never convicted of the crimes for which they were held. Notably, despite the ways in which the experiences of these never-convicted people call into question case law regarding individuals receiving the presumption of innocence and due process protections against punishment before trial, this group is absent from contemporary criminological and sociological studies. I begin this article with a brief review of the key Supreme Court cases on the constitutionality of pretrial detention. I then provide an overview of current social science research on pretrial detention and situate this research therein, before describing my data and methods. I then present my findings, along with a discussion.", "language": "en", "license": null, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6bv8v76k", "frozenauthors": [ { "first_name": "Mikaela", "middle_name": "", "last_name": "Rabinowitz", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-09-18T13:07:13-04:00", "date_accepted": "2023-09-18T13:07:13-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_cjlr/article/59723/galley/45683/download/" } ] }, { "pk": 59960, "title": "Where Do We Go From Here?: Halal Food Regulation and Monitoring", "subtitle": null, "abstract": "As Muslims continue to settle in this country, there are a number of unique challenges that emerge in the criminal legal system, religious freedom, and much more. But one often overlooked question is that of the dietary rules and requirements that many Muslims adhere to. Many are familiar with the halal carts on street corners in major cities but are unaware of the intricacies of ḥalāl food doctrine and the associated regulatory and monitoring schemes in place. While it may be inconsequential to many, for Muslims, the principles of permissible and impermissible food are essential to understand and practice. However, in a secular nation like the United States, parsing what is or is not religiously compliant can be difficult and may leave room for deception and fraud. With that in mind, this Comment considers the current regulatory framework and identifies its shortcomings, proposing reforms in three distinct areas: inspection, certification, and labeling. These reforms form a quasi-public, quasi-private scheme that mirrors best practices as learned from the Kosher regulatory system, international examples, and state practices. This Comment hopes to begin conversation around halal products and how best to protect consumers through transparency and detection of fraud. As this country continues to add to its rich cultural, ethnic, and religious diversity, these questions become increasingly complex, but the basic principles of consumer protection and integrity in food production, certification, and the labeling process translate to a need for substantive reform.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Comments", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v81s1c6", "frozenauthors": [ { "first_name": "Insiya", "middle_name": "", "last_name": "Aziz", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-03-23T16:20:01-04:00", "date_accepted": "2023-03-23T16:20:01-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jinel/article/59960/galley/45903/download/" } ] }, { "pk": 63814, "title": "Whiria Tū Aka: Conceptualizing Dual Ethnic Identities, Complexities, and Intensities", "subtitle": null, "abstract": "The Indigenous ethnic grouping Māori did not exist prior to Pākehā arrival in Aotearoa New Zealand. Instead, Māori identified as members of hapū (kinship group, subtribe), and membership was always related to concepts inclusive of whakapapa (genealogy, ancestry, belonging, and self-identification). In addition, Māori often intermarried with members of other hapū and, therefore, have a long history of “mixedness.” In fact, re-tellings of whakapapa have always acknowledged and honored the mixedness that occurred as a result of unions between different hapū members. In these ways, Māori have always celebrated our complex mixed identity positionings. Since colonization, a new “mixedness” has occurred between Māori and Pākehā settlers in Aotearoa. This article interrogates Māori/Pākehā notions of “mixedness,” including being white coded, kiri mā\n \n(white skin), white Māori, socially assigned as Pākehā, or half-caste. It discusses the ways these labels affect how Māori/Pākehā engage in social and cultural settings that require different performances and enactments of “Māori-ness.” This article examines the complex identities and experiences of mixed Māori/Pākehā. Using Kaupapa Māori theory, methodology, and methods, this study identifies and re-presents conceptions of belonging and mixedness from a distinctly Māori worldview.", "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": [], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3mg04662", "frozenauthors": [ { "first_name": "Ashlea", "middle_name": "", "last_name": "Gillon", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Melinda", "middle_name": "", "last_name": "Webber", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-08-18T11:55:12-04:00", "date_accepted": "2023-08-18T11:55:12-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jcmrs/article/63814/galley/48998/download/" } ] }, { "pk": 57954, "title": "“Who Are We Without Land?”: Climate Change, Place, and Identity in the Work of Joycelin Kauc Leahy", "subtitle": null, "abstract": "This research note describes the work of Joycelin Kauc Leahy, an artist, writer, curator, and climate activist. The author focuses on the ways Leahy addresses the relationship between climate change, land, and identity—especially in Papua New Guinea—through her research, curatorial projects, and illustrated children’s literature.", "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": "Joycelin Kauc Leahy, contemporary art, Papua New Guinea, climate change, children’s literature, curation, Morobe Province, Tami Islands" } ], "section": "Research Notes & Creative Work", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/51p8w8t6", "frozenauthors": [ { "first_name": "Max", "middle_name": "", "last_name": "Quanchi", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-11-05T18:33:41-05:00", "date_accepted": "2023-11-05T18:33:41-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/pacificarts/article/57954/galley/44130/download/" } ] }, { "pk": 20200, "title": "Who can Say What Lies Deep in the Mountains?: La Gruta del Toscano", "subtitle": null, "abstract": "In his 2006 novel \nLa Gruta del Toscano\n, Mexican author Ignacio Padilla demonstrates the tendency among the Crack writers to “embrace and contest” their uneven access to world literature as writers from a peripheral culture. This under studied novel refuses to engage in privileging Latin American literature to establish truths about the non-West in Asia. The uneven power dynamic of East and West is embodied by Sherpa Pasang Nuru’s oral tales about lost Western explorers searching for the bottom of a cave they believe to be Dante’s Inferno. Nuru controls the narrative about the terrain and its literary connections. Padilla’s gesture of reaching out and appropriating source texts from the European literary canon and from Alpinist narrative embraces the power of their human drama, but also contests their Eurocentrism and imperialistic worldview. Rather than speaking for someone else in the Himalayan contact zone, Padilla’s inscrutable protagonist Nuru demonstrates sympathy for the situation of the local Sherpa population. As a “strategic Occidentalist,” to use the theory of Ignacio Sánchez Prado about the Crack authors, Padilla approaches Mexican narrative from a variety of foreign inspirations, and like in Borges’ view, his work demonstrates that there are no geographic limits to the scope of Latin American literary invention.", "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": "Ignacio Padilla, La Gruta del Toscano, Crack authors, East / West, Coloniality, Alpinism" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8n70n0rq", "frozenauthors": [ { "first_name": "George", "middle_name": "", "last_name": "Carlsen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-06-05T22:04:50-04:00", "date_accepted": "2023-06-05T22:04:50-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transmodernity/article/20200/galley/10029/download/" } ] }, { "pk": 35832, "title": "Why Ballet Teachers Shouldn't Teach Hip Hop", "subtitle": null, "abstract": "You can't just have kids do any movement to a rap song and call it hip hop--it's a matter of respect", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Dance Major Journal 11", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0hd45721", "frozenauthors": [ { "first_name": "Madelyn", "middle_name": "", "last_name": "Duesler", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-13T17:53:57-04:00", "date_accepted": "2023-10-13T17:53:57-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35832/galley/26697/download/" } ] }, { "pk": 35834, "title": "Why Dancers Should Start Thinking of Being a Rhizome", "subtitle": null, "abstract": "If you want to keep your creative inspiration and outlook fresh, maybe consider whether you grow like a tree, vertically and linearly, or a rhizome, which grows horizontally and keeps expanding to shoot up many nodes", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Dance Major Journal 11", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/98g2z131", "frozenauthors": [ { "first_name": "Julian", "middle_name": "", "last_name": "Xiong", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-13T17:57:42-04:00", "date_accepted": "2023-10-13T17:57:42-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35834/galley/26699/download/" } ] }, { "pk": 35835, "title": "Why every college student should take a dance class", "subtitle": null, "abstract": "If the idea is to educate global citizens ready to improve the world, then learning more awareness and empathy in a movement class can help", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Dance Major Journal 11", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4c96k7rk", "frozenauthors": [ { "first_name": "Veronica", "middle_name": "", "last_name": "Allen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-13T17:59:15-04:00", "date_accepted": "2023-10-13T17:59:15-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35835/galley/26700/download/" } ] }, { "pk": 60838, "title": "Wolf Law", "subtitle": null, "abstract": "Various populations of wolves have been listed as threatened or endangered under the U.S. Endangered Species Act since the 1970s. But no listed species has aroused, and continues to arouse, so much controversy as the Northern Gray wolf. “Wolf law” is unique, odd, and often counterproductive—at least if the goal is to ensure the species’ survival and revitalize damaged ecosystems upon which healthy human communities depend. This Article identifies some of the unique characteristics of wolf law, analyzes how and why it has developed in this strange way, and proposes some more sensible ways for healthy human communities to coexist with healthy wolf communities.\nWe analyze how politics and human needs—rather than the needs of the wolves—have driven the U.S. Fish & Wildlife Service’s approach to wolf management, often to the detriment of the species it is legally obliged to protect. After reviewing the fundaments of the Endangered Species Act, we trace the history of Northern Rocky Mountain gray wolves and highlight the unique, controversial, and often unhelpful (at least if we wish to ensure the species’ survival) ways the USFWS has managed the species. We illustrate the tensions between the clear statutory mandates of the ESA and the political pressures shaping wolf conservation around human wants. We outline some of the themes that set “wolf law” apart from the pack. Finally, we suggest a path forward to manage wolves in a sensible manner that better fulfills the needs of the species—and thus, inevitably, the needs of our own species—as the ESA requires.", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6f05b7cx", "frozenauthors": [ { "first_name": "Jesse", "middle_name": "", "last_name": "Honig", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "David", "middle_name": "", "last_name": "Takacs", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-09-18T17:15:04-04:00", "date_accepted": "2023-09-18T17:15:04-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/uclalaw_jelp/article/60838/galley/46802/download/" } ] }, { "pk": 53850, "title": "Words on Warfare from Christian Nubia", "subtitle": null, "abstract": "This article is an attempt to assemble the vocabulary related to war found in Nubian written sources (primarily manuscripts) and discuss the insights it offers about warfare in Christian Nubia. All four languages used in medieval Nubia are examined, but the focus is on Old Nubian. Saint Epimachos, Saint Mercurios, Saint George, and the Archangel Michael are the personae around which pivot the narratives that offer insights into weapons, offices, and practices in the otherwise very scarcely documented military of Christian Nubia.", "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": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3jn4m59f", "frozenauthors": [ { "first_name": "Alexandros", "middle_name": "", "last_name": "Tsakos", "name_suffix": "", "institution": "University of Bergen", "department": "" } ], "date_submitted": "2023-06-16T10:10:33-04:00", "date_accepted": "2023-06-16T10:10:33-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dotawo/article/53850/galley/40749/download/" } ] }, { "pk": 45333, "title": "Yael Inokai's Ein Simpler Begriff: Reflections on a Translation", "subtitle": null, "abstract": "Reflections on translating Yael Inokai's Ein Simpler Begriff", "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": "Inokai" }, { "word": "queer" }, { "word": "reflection" }, { "word": "review" } ], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8xp359c4", "frozenauthors": [ { "first_name": "Be", "middle_name": "", "last_name": "Schierenberg", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-02T19:32:33-04:00", "date_accepted": "2023-10-02T19:32:33-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/transit/article/45333/galley/34123/download/" } ] }, { "pk": 35824, "title": "You can't standardize salsa dance so that one (sexy) size fits all", "subtitle": null, "abstract": "What happens when a lively and adaptable dance form that embodies Latinidad for countless communities becomes a DanceSport?", "language": "en", "license": { "name": "", "short_name": "", "text": null, "url": "" }, "keywords": [], "section": "Dance Major Journal 11", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0d4962fw", "frozenauthors": [ { "first_name": "Gabriela", "middle_name": "", "last_name": "Brito", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-10-13T17:33:17-04:00", "date_accepted": "2023-10-13T17:33:17-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/dmj/article/35824/galley/26689/download/" } ] }, { "pk": 56800, "title": "‘You got so much to bleed to clean slate’: Notes Toward a Black Philosophy of Skepticism", "subtitle": null, "abstract": "n/a", "language": "en", "license": null, "keywords": [], "section": "Part II—Essays", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7b34w10c", "frozenauthors": [ { "first_name": "Zuri", "middle_name": "", "last_name": "Arman", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Justin", "middle_name": "", "last_name": "Lang", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2023-12-29T04:10:32-05:00", "date_accepted": "2023-12-29T04:10:32-05:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/ufahamu/article/56800/galley/43101/download/" } ] }, { "pk": 20759, "title": "موسسة تجرُّد ومهمة العمارة والفنون الإصلاحية في ليبيا وما وراءها", "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": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1tp507xz", "frozenauthors": [ { "first_name": "ساري", "middle_name": "", "last_name": "الفيتوري", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2023-06-22T13:17:20-04:00", "date_accepted": "2023-06-22T13:17:20-04:00", "date_published": "2022-12-31T19:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lamma/article/20759/galley/10525/download/" } ] }, { "pk": 17095, "title": "Impact of Emergency Department Crowding on Discharged Patient Experience", "subtitle": null, "abstract": "Introduction:\n While emergency department (ED) crowding has deleterious effects on patient care outcomes and operational efficiency, impacts on the experience for patients discharged from the ED are unknown. We aimed to study how patient-reported experience is affected by ED crowding to characterize which factors most impact discharged patient experience.\n \nMethods:\n This institutional review board-exempt, retrospective, cohort study included all discharged adult ED patients July 1, 2020–June 30, 2021 with at least some response data to the the National Research Corporation Health survey, sent to most patients discharged from our large, academic medical center ED. Our query yielded 9,401 unique encounters for 9,221 patients. Based on responses to the summary question of whether the patient was likely to recommend our ED, patients were categorized as “detractors” (scores 0-6) or “non-detractors” (scores 7-10). We assessed the relationship between census and patient experience by 1) computing percentage of detractors within each care area and assessing for differences in census and boarder burden between detractors and non-detractors, and 2) multivariable logistic regression assessing the relationship between likelihood of being a detractor in terms of the ED census and the patient’s last ED care area. A second logistic regression controlled for additional patient- and encounter-specific covariates. \nResults:\n Survey response rate was 24.8%. Overall, 13.9% of responders were detractors. There was a significant difference in the average overall ED census for detractors (average 3.70 more patients physically present at the time of arrival, 95% CI 2.33- 5.07). In unadjusted multivariable analyses, three lower acuity ED care areas showed statistically significant differences of detractor likelihood with changes in patient census. The overall area under the curve (AUC) for the unadjusted model was 0.594 (CI 0.577-0.610). The adjusted model had higher AUC (0.673, CI 0.657- 0.690]; P<0.001), with the same three care areas having significant differences in detractor likelihood based on patient census changes. Length of stay (OR 1.71, CI 1.50-1.95), leaving against medical advice/without being seen (OR 5.15, CI 3.84-6.89), and the number of ED care areas a patient visited (OR 1.16, CI 1.01-1.33) was associated with an increase in detractor likelihood.\nConclusion:\n Patients arriving to a crowded ED and ultimately discharged are more likely to have negative patient experience. Future studies should characterize which variables most impact patient experience of discharged ED patients.", "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": "Patient experience, Emergency department operations, emergency department crowding" } ], "section": "Emergency Department Operations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5tw0n5sc", "frozenauthors": [ { "first_name": "Yosef", "middle_name": "", "last_name": "Berlyand", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Martin", "middle_name": "S.", "last_name": "Copenhaver", "name_suffix": "", "institution": "Harvard Medical School, Boston, Massachusetts; Healthcare Systems Engineering, Massachusetts General Hospital, Boston, Massachusetts", "department": "None" }, { "first_name": "Benjamin", "middle_name": "A.", "last_name": "White", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Sayon", "middle_name": "", "last_name": "Dutta", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Joshua", "middle_name": "J.", "last_name": "Baugh", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Susan", "middle_name": "R.", "last_name": "Wilcox", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Brian", "middle_name": "J.", "last_name": "Yun", "name_suffix": "", "institution": "Boston Medical Center, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Ali", "middle_name": "S.", "last_name": "Raja", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" }, { "first_name": "Jonathan", "middle_name": "D.", "last_name": "Sonis", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Harvard Medical School, Boston, Massachusetts", "department": "None" } ], "date_submitted": "2022-07-14T17:12:44-04:00", "date_accepted": "2022-07-14T17:12:44-04:00", "date_published": "2022-12-31T03:17:34-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17095/galley/8639/download/" } ] }, { "pk": 42151, "title": "Ethnographic Insights Across Cultures: Remote Futures for Teaching and Learning Anthropology", "subtitle": null, "abstract": "The COVID-19 pandemic has introduced myriad challenges for teaching anthropology and has altered the academic landscape for years to come. However, it has also brought new opportunities for improving coursework with creative digital methods and online resources. Can an entire anthropology course be taught using only freely available web-based materials? If so, what could it look like? I embarked on this digital learning experiment hoping to create open educational resources (OERs) that could be shared and adapted by anthropology instructors. Aimed at introducing students to the fundamentals of cultural anthropology, Ethnographic Insights Across Cultures is an engaging 13-week syllabus supported by carefully curated readings, videos, and activities. I reflect on designing these resources as adaptable tools for online or hybrid learning during the pandemic and share feedback from instructors and students who have used them. Finally, I suggest that flexible approaches to education implemented out of necessity to buffer the uncertainty and disruption of a global public health crisis will continue to have long-term effects on teaching and learning anthropology.", "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": [ { "word": "Anthropology" }, { "word": "Teaching" }, { "word": "learning" }, { "word": "Culture" }, { "word": "OER" }, { "word": "ethnography" } ], "section": "Commentaries", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/76s6m7xm", "frozenauthors": [ { "first_name": "Francine", "middle_name": "", "last_name": "Barone", "name_suffix": "", "institution": "HRAF at Yale University", "department": "None" } ], "date_submitted": "2021-03-31T14:36:38-04:00", "date_accepted": "2021-03-31T14:36:38-04:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42151/galley/31473/download/" } ] }, { "pk": 35176, "title": "Old Literary Tibetan scogs (CT sogs) “among others”: Etymology, constructions, and idiomatisation", "subtitle": null, "abstract": "The paper is the first attempt at reconstructing the word-family of \nscogs\n “among others” and detecting its manifold uses in OLT texts. The morpheme is traced back to a v4-stem of the verb √sʦog (CT v1 \ngsog\n), lit. “to cause to assemble”, itself derived from the verb root √ʦog by means of the causative prefix \ns\n-. After discussing its probable cognates and demonstrating historical links between them, I examine the ten constructions attested in the OLT corpus which contain the morpheme: finite clause, adverbial clause with past passive participle (I & II), post-head relative clause, R-dislocation, relative clause extraposition, pre-head relative clause, off-subject nominalisation, and idiomatic phrase (I & II). The paper sketches the lexicalisation path taken by the morpheme from a finite verb to an idiomatic phrase.", "language": "en", "license": null, "keywords": [ { "word": "Old Literary Tibetan, etymology, historical syntax" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/43b8d137", "frozenauthors": [ { "first_name": "Joanna", "middle_name": "", "last_name": "Bialek", "name_suffix": "", "institution": "Department of Asian and African Studies\nHumboldt-Universität\nBerlin\nGermany", "department": "None" } ], "date_submitted": "2022-03-18T13:33:33-04:00", "date_accepted": "2022-03-18T13:33:33-04:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/35176/galley/26186/download/" } ] }, { "pk": 42141, "title": "Repacking the Sacred Bundle: Suggestions for Teaching Four-Field Anthropology", "subtitle": null, "abstract": "The four fields within American anthropology are periodically under discussion, especially when it comes to applying them in a holistic way. Various roadblocks, both institutional and personal, currently prevent greater development of holistic studies. This paper discusses new ideas for teaching anthropology holistically, based on a four-field model, as well as ways in which departments could be reorganized to foster a four-field approach in students.", "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": [ { "word": "four fields" }, { "word": "holism" }, { "word": "pedagogy" }, { "word": "theory" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8qn8q4t8", "frozenauthors": [ { "first_name": "Badger", "middle_name": "", "last_name": "Forrest-Blincoe", "name_suffix": "", "institution": "SUNY Binghamton", "department": "None" }, { "first_name": "John", "middle_name": "A.", "last_name": "Forrest", "name_suffix": "", "institution": "SUNY College at Purchase", "department": "None" } ], "date_submitted": "2021-01-27T19:03:51-05:00", "date_accepted": "2021-01-27T19:03:51-05:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42141/galley/31465/download/" } ] }, { "pk": 42180, "title": "Review of Anthropological Theory for the Twenty-First Century: A Critical Approach by A. Lynn Bolles, Ruth Gomberg-Muñoz, Bernard C. Perley, and Keri Vacanti Brondo", "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": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7dc9d9qr", "frozenauthors": [ { "first_name": "Alexandrine", "middle_name": "", "last_name": "Boudreault-Fournier", "name_suffix": "", "institution": "University of Victoria", "department": "None" } ], "date_submitted": "2023-01-13T17:57:52-05:00", "date_accepted": "2023-01-13T17:57:52-05:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42180/galley/31494/download/" } ] }, { "pk": 42163, "title": "Self-Authoring an Open Textbook for General Anthropology: Worth the Time and Effort?", "subtitle": null, "abstract": "Students in higher education are facing challenges with paying for their education. Cost of course materials, primarily textbooks, continues to be a financial concern. As a result, students often delay or simply do not purchase the materials they need to perform well in courses. Openly licensed materials are becoming popular because they are free to the student, accessible from the first day of class, and can be modified by the teacher. In this study, an open textbook was co-created by two anthropology faculty with the support of two instructional designers for an introductory anthropology course at a large university in the United States. A survey was given to 1,402 students to gauge satisfaction with the textbook and elicit feedback, and final grades were compared pre- and post- open textbook implementation. In general, student satisfaction was high and poor grades declined. In conclusion, we propose recommendations for those who are interested in implementing more affordable course materials in their anthropology classes.", "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": [ { "word": "general anthropology" }, { "word": "Open Educational Resources" }, { "word": "digital textbooks" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8c412989", "frozenauthors": [ { "first_name": "Aimee", "middle_name": "", "last_name": "deNoyelles", "name_suffix": "", "institution": "University of Central Florida", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Callaghan", "name_suffix": "", "institution": "University of Central Florida", "department": "None" }, { "first_name": "Lana", "middle_name": "", "last_name": "Williams", "name_suffix": "", "institution": "University of Central Florida", "department": "None" }, { "first_name": "John", "middle_name": "", "last_name": "Raible", "name_suffix": "", "institution": "University of Central Florida", "department": "None" } ], "date_submitted": "2021-12-17T09:54:22-05:00", "date_accepted": "2021-12-17T09:54:22-05:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42163/galley/31482/download/" } ] }, { "pk": 42175, "title": "Supporting First-Generation Introductory Anthropology Students: Lessons from a Regional Midwestern University", "subtitle": null, "abstract": "First-generation college students (students whose parents did not complete a bachelor’s degree) are a growing population within U.S. colleges. These students often belong to historically underrepresented populations including racial and ethnic minority groups and those with lower socioeconomic status. This paper discusses a project to redesign introductory anthropology courses to be more “first-generation friendly.” Changes discussed include creating a welcoming classroom climate, providing clear expectations and feedback, integrating Universal Design for Learning, rethinking course content, and creating plans for critical self-reflection. We conclude by discussing the impact of our changes and plans for future work.", "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": [ { "word": "first-generation students" }, { "word": "pedagogy" }, { "word": "introductory courses" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3qd5c1bv", "frozenauthors": [ { "first_name": "Jason", "middle_name": "", "last_name": "Miller", "name_suffix": "", "institution": "Washburn University", "department": "None" }, { "first_name": "Alexandra", "middle_name": "", "last_name": "Klales", "name_suffix": "", "institution": "Washburn University", "department": "None" }, { "first_name": "Ashley", "middle_name": "", "last_name": "Maxwell", "name_suffix": "", "institution": "Washburn University", "department": "None" } ], "date_submitted": "2022-06-28T13:28:58-04:00", "date_accepted": "2022-06-28T13:28:58-04:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42175/galley/31492/download/" } ] }, { "pk": 35118, "title": "To be or not to be: On the Modern Tibetan auxiliary verb red in classical texts", "subtitle": null, "abstract": "In contrast to other Modern Tibetan auxiliaries, the linguistic history of the so-called ‘factual’ marker \nred\n cannot be traced. Two scholars have independently pointed to the occurrence of red in the 15th-century \nMi.la.ras.paḥi rnam.thar\n. In all likelihood, this occurrence is the result of an editorial intervention. However, this text reveals an interesting distribution of five different \nverba dicendi\n, ingeniously used by the author of the text, to help understanding who talks to whom. Another suggested occurrence of \nred\n in the \nPadma thaŋ.yig\n is the result of an unfortunate misreading. On the other hand, some editions of the \nGser.gyi phreŋ.ba\n do contain a single instance of \nred\n as a copula, which cannot be further analysed. The problematic status or \nred\n in all these texts demonstrates that in the reconstruction of the linguistic history of a language, the philological method cannot be set aside. Scribal errors or editorial interventions as well as unfortunate misreadings can only be detected when different editions are compared. In the appendix, I shall comment on the so far earliest use of ‘factual’ \nred\n in an 18th-century text, which is not widely known.", "language": "en", "license": null, "keywords": [ { "word": "Modern Tibetan ‘factual’ marker red, Mi.la.ras.paḥi rnam.thar" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9wh8w6x6", "frozenauthors": [ { "first_name": "Bettina", "middle_name": "", "last_name": "Zeisler", "name_suffix": "", "institution": "Universität Tübingen\nAbt. für Indologie", "department": "None" } ], "date_submitted": "2021-02-16T21:32:35-05:00", "date_accepted": "2021-02-16T21:32:35-05:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/himalayanlinguistics/article/35118/galley/26155/download/" } ] }, { "pk": 42169, "title": "Unexpected Transitions: From Lifeboats to Online Learning", "subtitle": null, "abstract": "At the height of the pandemic, schools across the country shut down, shifting classrooms to a remote learning modality. While the use of emergency remote teaching (ERT) provided an alternative for schools, it was a difficult transition. Online learning is often compared with ERT, although the two are different. Where ERT is a quick and temporary resolution, online learning is a long-term investment developed to provide a quality educational experience for students. Both are necessary lifelines to learning, but online education is vital in multiple ways. Rather than a substitute, it is a core fixture on the higher ed landscape, with more and more students, faculty, and administrators recognizing online education's benefits. This essay explores remote and online learning as lifelines in different contexts. It reflects on the impact of online learning from three views: a personal account, growing demands for contingent faculty, and the diverse needs of non-traditional students.", "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": [ { "word": "online learning" }, { "word": "remote learning" }, { "word": "non-traditional" }, { "word": "adjunct" }, { "word": "contingent faculty" }, { "word": "Higher education" }, { "word": "education" }, { "word": "Pandemic" }, { "word": "COVID-19" } ], "section": "Commentaries", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rk8k2m6", "frozenauthors": [ { "first_name": "Tracy", "middle_name": "", "last_name": "Samperio", "name_suffix": "", "institution": "University of Arizona Global Campus, Southern New Hampshire University, West Coast University, and Ocean County College", "department": "None" } ], "date_submitted": "2022-04-01T18:39:39-04:00", "date_accepted": "2022-04-01T18:39:39-04:00", "date_published": "2022-12-31T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42169/galley/31488/download/" } ] }, { "pk": 16212, "title": "Scoping Review: Medical Education Interventions Optimizing Social Workers in the Emergency Department", "subtitle": null, "abstract": "Introduction:\n As the significance of social workers (SW) in improving healthcare delivery in the emergency department (ED) continues to expand, emergency physicians will increasingly be expected to effectively partner with SWs in both academic and community settings. In this scoping review we sought to provide evidence-based recommendations for effective emergency clinician educational interventions on how to incorporate SWs in the ED to address health-related social needs while also identifying directions for future research.\nMethods:\n We conducted a systematic literature review of publications in PubMed, CINAHL, Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials, and APA PsycINFO. A search strategy was designed in accordance with Peer Review of Electronic Search Strategies (PRESS) guidelines. Using the scoping review framework by Arksey and O’Malley, we applied consensus-based inclusion and exclusion criteria to guide study selection. A Preferred Reporting Items for Systemic Reviews and Meta-Analyses (PRISMA) flow chart delineating the selection process was generated using Covidence.\nResults:\n Our search strategy identified nine qualifying articles for further analysis out of an initial sample of 2,119 articles. Of the nine articles that underwent full text review, 89% (8/9) evaluated a short educational didactic with or without a hands-on component to reinforce learning. Barriers to successful implementation of curricula discussed in all articles included time constraints, lack of buy-in from clinical faculty, lack of knowledge of appropriate referral sources once a problem is identified, and perceived distraction of the training from more standard clinical topics. Facilitators of curricula implementation and training success included the presence of a pre-existing and structured weekly conference schedule, ability to complete the training in a relatively short time frame or during intern orientation, presence of simulation resources, and residents’ overall perceived interest in the topics.\nConclusion:\n Ultimately, we found that interdisciplinary learning with SWs is generally well received by participants, and we offer various suggestions on incorporation into student and resident education. Moving forward, we recommend that a standardized curriculum of working with SWs be developed using didactic sessions, simulation, and/or direct observation with feedback.", "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": "social emergency medicine" }, { "word": "interdisciplinary learning" }, { "word": "Medical Education" }, { "word": "residency training" } ], "section": "Emergency Department Operations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4985m7hj", "frozenauthors": [ { "first_name": "Tehreem", "middle_name": "", "last_name": "Rehman", "name_suffix": "", "institution": "University of Colorado School of Medicine, Department of Emergency Medicine, Aurora Colorado", "department": "None" }, { "first_name": "Harrison", "middle_name": "", "last_name": "Pidgeon", "name_suffix": "", "institution": "Icahn School of Medicine at Mount Sinai, Department of Emergency Medicine, New York, New York", "department": "None" }, { "first_name": "Brock", "middle_name": "", "last_name": "Chimileski", "name_suffix": "", "institution": "Yale School of Medicine, Department of Emergency Medicine, New Haven, Connecticut", "department": "None" }, { "first_name": "Shelby", "middle_name": "", "last_name": "Parker", "name_suffix": "", "institution": "University of Rochester-Strong Memorial Hospital, Department of Emergency Medicine, Rochester, New York", "department": "None" }, { "first_name": "Dennis", "middle_name": "", "last_name": "Hsieh", "name_suffix": "", "institution": "Contra Costa Health Plan, Martinez, California", "department": "None" } ], "date_submitted": "2021-12-16T00:02:25-05:00", "date_accepted": "2021-12-16T00:02:25-05:00", "date_published": "2022-12-30T17:02:40-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16212/galley/8135/download/" } ] }, { "pk": 16802, "title": "Emergency Medicine Residents’ Perceptions of Working and Training in a Pandemic Epicenter: A Qualitative Analysis", "subtitle": null, "abstract": "Introduction:\n We sought to describe the range of emergency medicine (EM) resident physicians’ perceptions and experiences of working and training during the initial coronavirus 2019 (COVID-19) pandemic surge at two, large-volume, urban training hospitals in Brooklyn, New York.\nMethods:\n A total of 25 EM resident physicians who worked at either of two large emergency departments (ED) from March 15–April 11, 2020 participated in semi-structured interviews conducted in July and August 2020. Interviews were conducted by the authors who were also emergency medicine resident physicians working in the ED during this time. We asked open-ended questions to residents about their experiences and emotions at work and outside of work, including their relationship with co-workers, patients, and their community. The interviews were audio-recorded and transcribed. We then conducted a thematic analysis to identify, classify, and define themes from interview transcripts. Iterative commonalities and differences between interview response themes were grouped to create a broadly applicable narrative of the residents’ perceptions and experiences of working and training during this initial wave of a novel pandemic. Interviewees also responded to a demographics survey.\nResults:\n Study participants described four major aspects of their perceptions and experiences of working and training during the stated time, including emotional challenges such as anxiety and feeling underappreciated; protective thoughts, including camaraderie, and sense of duty; workplace challenges such as limited knowledge surrounding COVID-19 and a higher volume of acute patients; and adaptive strategies including increased communication with ED administrators.\nConclusion:\n Emergency medicine residents have a unique perspective and were key frontline hospital responders during a prolonged disaster and mass triage event within a local health system. Considering the chronic case and mortality fluctuations and new variants of COVID-19, as well as the anticipation of future infectious disease pandemics, we believe it is important for key decision-makers in resident education, hospital administration, and all levels of public health management to inform themselves about residents’ emotional and workplace challenges when establishing hospital and residency program disaster protocols.", "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": "disaster response" }, { "word": "Quality Improvement" }, { "word": "Inter-professional" }, { "word": "Feedback" }, { "word": "Graduate Medical Education" }, { "word": "Well-Being" }, { "word": "Teaching Strategies" } ], "section": "Endemic Infections", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6gp3f0n9", "frozenauthors": [ { "first_name": "Adrian", "middle_name": "", "last_name": "Aurrecoechea", "name_suffix": "", "institution": "SUNY Downstate Health Sciences University, Department of Emergency Medicine Brooklyn, New York; NYC H+H Kings County Hospital, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Nidhi", "middle_name": "", "last_name": "Kadakia", "name_suffix": "", "institution": "SUNY Downstate Health Sciences University, Department of Emergency Medicine Brooklyn, New York; NYC H+H Kings County Hospital, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Jay", "middle_name": "V.", "last_name": "Pandya", "name_suffix": "", "institution": "SUNY Downstate Health Sciences University, Department of Emergency Medicine Brooklyn, New York; NYC H+H Kings County Hospital, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Marie", "middle_name": "J.", "last_name": "Murphy", "name_suffix": "", "institution": "SUNY Downstate Health Sciences University, Department of Emergency Medicine Brooklyn, New York; NYC H+H Kings County Hospital, Department of Emergency Medicine, Brooklyn, New York", "department": "None" }, { "first_name": "Teresa", "middle_name": "Y.", "last_name": "Smith", "name_suffix": "", "institution": "SUNY Downstate Health Sciences University, Department of Emergency Medicine Brooklyn, New York; NYC H+H Kings County Hospital, Department of Emergency Medicine, Brooklyn, New York", "department": "None" } ], "date_submitted": "2022-05-04T19:41:59-04:00", "date_accepted": "2022-05-04T19:41:59-04:00", "date_published": "2022-12-30T16:06:23-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16802/galley/8510/download/" } ] }, { "pk": 16769, "title": "PEARL: Pharmacy Education Applied to Resident Learners", "subtitle": null, "abstract": "Introduction:\n Emergency medicine residents typically train with the support of emergency medicine pharmacists (EMP), but many EM residents will practice in post-graduation settings without EMP assistance. Therefore, a novel pharmacy curriculum for postgraduate year-1 (PGY-1) EMRs was developed, implemented, and assessed. \nMethods:\n We performed a controlled study of 25 residents from two separate EM programs in Detroit, MI. One program was the control group and the other program was the intervention group. The primary outcome was pre- and post-curriculum knowledge assessment scores, and the secondary outcome was pre- and post-curriculum, self-perceived knowledge survey responses. We performed statistical analyses with Welch’s t-test or the Mann-Whitney U test.\nResults:\n The pre-curriculum assessment scores (41% ± 11; 41% ± 8.1; P = 0.96; mean ± SD) and average pre-curriculum survey responses (2.8 ± 0.92; 3.0 ± 0.60; P = 0.35) were not statistically different between the control and the intervention groups. The post-curriculum assessment scores (63% ± 14; 74% ± 8.3; P = 0.04) and the average post-curriculum survey responses (4.2 ± 0.61; 5.0 ± 0.74, P = 0.02) were statistically different. The increase from the pre- to post-curriculum assessment scores (24% ± 11; 33% ± 11; P = 0.05) was also significantly different. \nConclusion:\n The implementation of a novel pharmacy curriculum for PGY-1 EM residents resulted in improved knowledge of and comfort with pharmaceuticals and therapeutics specific to EM practice. The impact on patient care and frequency of medical errors requires further investigation.", "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": "Emergency Medicine" }, { "word": "Medical Education" }, { "word": "Pharmacy Education" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9j12s4hz", "frozenauthors": [ { "first_name": "Jacob", "middle_name": "", "last_name": "Lenning", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Anna", "middle_name": "", "last_name": "Nay", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Matt", "middle_name": "", "last_name": "Ogren", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Bram", "middle_name": "", "last_name": "Dolcourt", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Kyle", "middle_name": "", "last_name": "Mangan", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" }, { "first_name": "Anne", "middle_name": "", "last_name": "Messman", "name_suffix": "", "institution": "Wayne State University School of Medicine, Department of Emergency Medicine, Detroit, Michigan", "department": "None" } ], "date_submitted": "2022-04-21T23:19:44-04:00", "date_accepted": "2022-04-21T23:19:44-04:00", "date_published": "2022-12-30T15:44:52-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16769/galley/8494/download/" } ] }, { "pk": 17102, "title": "Procedural Curriculum to Verify Intern Competence Prior to Patient Care", "subtitle": null, "abstract": "Introduction: Emergency medicine (EM) programs train residents to perform clinical procedures with known iatrogenic risks. Currently, there is no established framework for graduating medical students to demonstrate procedural competency prior to matriculating into residency. Mastery-based learning has demonstrated improved patient-safety outcomes. Incorporation of this framework allows learners to demonstrate procedural competency to a predetermined standard in the simulation laboratory prior to performing invasive procedures on patients in the clinical setting. This study describes the creation and implementation of a competency-based procedural curriculum for first-year EM residents using simulation to prepare learners for supervised participation in procedures during patient care.\nMethods: Checklists were developed internally for five high-risk procedures (central venous line placement, endotracheal intubation, lumbar puncture, paracentesis, chest tube placement). Performance standards were developed using Mastery-Angoff methods. Minimum passing scores were determined for each procedure. Over a two-year period, 38 residents underwent baseline assessment, deliberate practice, and post-testing against the passing standard score to demonstrate procedural competency in the simulation laboratory during intern orientation.\nResults: We found that 37% of residents required more than one attempt to achieve the minimum passing score on some procedures, however, all residents ultimately met the competency standard on all five high-risk procedures in simulation. One critical incident of central venous catheter guideline retention was identified in the simulation laboratory during the second year of implementation.\nConclusion: All incoming first-year EM residents demonstrated procedural competence on five different procedures using a mastery-based educational framework. A competency-based EM curriculum allowed for demonstration of procedural competence prior to resident participation in supervised clinical 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": "Medical Education, Graduate" }, { "word": "Emergency Medicine" }, { "word": "Procedures, Therapeutic" }, { "word": "clinical competency" }, { "word": "Clinical Skills" }, { "word": "Standards" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2498z2cj", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "", "last_name": "Yee", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Christopher", "middle_name": "", "last_name": "San Miguel", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Sorabh", "middle_name": "", "last_name": "Khandelwal", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "David", "middle_name": "P", "last_name": "Way", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" }, { "first_name": "Ashish", "middle_name": "R", "last_name": "Panchal", "name_suffix": "", "institution": "The Ohio State University College of Medicine, Department of Emergency Medicine, Columbus, Ohio", "department": "None" } ], "date_submitted": "2022-07-15T11:05:42-04:00", "date_accepted": "2022-07-15T11:05:42-04:00", "date_published": "2022-12-29T17:15:01-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17102/galley/8642/download/" } ] }, { "pk": 1211, "title": "A Benign Mimic of Dangerous Neck Pathology: A Case Report of Longus Colli Calcific Tendonitis", "subtitle": null, "abstract": "Introduction:\n Longus colli calcific tendonitis (LCCT) is a calcium deposition disease that causes acute or subacute atraumatic neck pain. It is important for the emergency physician to consider LCCT in the differential diagnosis because the clinical presentation of this benign condition may mimic life-threatening disease processes that require invasive diagnostic measures.\nCase Report: \nWe present a case of a 63-year-old female with atraumatic right-sided neck pain. On exam she had tenderness to palpation in the neck, as well as difficulty ranging her neck and opening her mouth. She underwent computed tomography of her neck with intravenous contrast, which showed calcific tendonitis of the longus colli muscle with retropharyngeal edema. She was seen by otolaryngology, underwent nasopharyngolaryngoscopy, and ultimately was discharged with antibiotics and corticosteroids.\nConclusion:\n The presentation of LCCT can mimic symptoms of dangerous causes of neck pain including retropharyngeal abscess and meningitis. Early diagnosis in the ED can potentially avoid more invasive diagnostic and therapeutic measures. While LCCT is thought to be self-limiting, it can be treated with non-steroidal anti-inflammatory medications and corticosteroids. If pain is controlled, patients can be discharged from the ED with no specialist follow-up required.", "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": "neck pain" }, { "word": "tendonitis" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2hf6m3kh", "frozenauthors": [ { "first_name": "Alyse", "middle_name": "", "last_name": "Volino", "name_suffix": "", "institution": "Cooper University Hospital, Department of Emergency Medicine, Camden, New Jersey", "department": "None" }, { "first_name": "Stephanie", "middle_name": "", "last_name": "Smith", "name_suffix": "", "institution": "Cooper University Hospital, Department of Emergency Medicine, Camden, New Jersey", "department": "None" } ], "date_submitted": "2022-12-29T17:58:33-05:00", "date_accepted": "2022-12-29T17:58:33-05:00", "date_published": "2022-12-29T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1211/galley/948/download/" } ] }, { "pk": 1212, "title": "Mysterious Pelvic Hematoma in a Patient Who Speaks a Rare Ethiopian Dialect: A Case Report", "subtitle": null, "abstract": "Introduction: In reporting this case of a patient with spontaneous iliac vein rupture, we highlight the importance of maintaining a high clinical suspicion of this vascular emergency in the at-risk patient.\nCase Report: A 50-year-old female with an uncommon language barrier presented with left lower abdominal pain after falling. Initial imaging showed pelvic hematoma of unclear etiology. Repeat computed tomography showed expanding hematoma, and after hemodynamic decompensation, exploratory laparotomy revealed a ruptured iliac vein.\nConclusion: Although rare, spontaneous iliac vein rupture has a high mortality rate, even when identified early. This case serves as a reminder to consider this potentially fatal diagnosis in the at-risk group and highlights the need to remain vigilant in patients who present with unexplained shock. Additionally, this case is a reminder of our duty to provide emergency care that transcends language barriers.", "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": "spontaneous iliac vein rupture" }, { "word": "iliac vein rupture" }, { "word": "venous rupture" }, { "word": "case report" } ], "section": "Case Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/83j701mc", "frozenauthors": [ { "first_name": "Obianuju", "middle_name": "", "last_name": "Eziolisa", "name_suffix": "", "institution": "Orange Park Medical Center, Department of Emergency Medicine, Orange Park, Florida", "department": "None" }, { "first_name": "Jennifer", "middle_name": "", "last_name": "Chapman", "name_suffix": "", "institution": "Orange Park Medical Center, Department of Emergency Medicine, Orange Park, Florida", "department": "None" } ], "date_submitted": "2022-12-29T18:08:53-05:00", "date_accepted": "2022-12-29T18:08:53-05:00", "date_published": "2022-12-29T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1212/galley/949/download/" } ] }, { "pk": 1210, "title": "Shoulder Abduction While Using the Bougie: A Common Mistake", "subtitle": null, "abstract": "Case Presentation: \nA 72-year-old female presented to the emergency department (ED) with exacerbation of chronic obstructive pulmonary disease and congestive heart failure. The patient required intubation for airway protection and hypercapnic respiratory failure. The ED team used a video laryngoscope, Macintosh 3 blade and bougie as the endotracheal tube delivery device. Despite a grade 2a Cormack-Lehane airway view, the bougie repeatedly missed left posterolateral to the airway. During these missed attempts, the emergency medicine (EM) resident’s shoulder was noted to be abducted. The EM resident then readjusted his technique by adducting the shoulder. which allowed the tip of the bougie to pass the vocal cords resulting in successful intubation.\nDiscussion:\n The bougie is a useful endotracheal tube delivery device when used properly. Optimal body mechanics and device orientation are critical to successful use. Shoulder abduction while using the bougie is a frequent mistake, which can lead to left posterolateral malposition in relation to the glottis/airway. In this brief review our goal is to aid the intubating clinician in optimal use of the bougie, yielding more successful endotracheal tube passage.", "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": "airway" }, { "word": "bougie" }, { "word": "intubation" }, { "word": "emergency medicine." } ], "section": "Images in Emergency Medicine", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sh4t22x", "frozenauthors": [ { "first_name": "John", "middle_name": "J.", "last_name": "Horky", "name_suffix": "", "institution": "University of Kansas Medical Center, Department of Emergency Medicine, Kansas City, Kansas", "department": "None" }, { "first_name": "Andrew", "middle_name": "P.", "last_name": "Pirotte", "name_suffix": "", "institution": "University of Kansas Medical Center, Department of Emergency Medicine, Kansas City, Kansas", "department": "None" }, { "first_name": "Bailee", "middle_name": "R.", "last_name": "Wilson", "name_suffix": "", "institution": "University of Kansas School of Medicine, Kansas City, Kansas", "department": "None" } ], "date_submitted": "2022-12-29T17:53:30-05:00", "date_accepted": "2022-12-29T17:53:30-05:00", "date_published": "2022-12-29T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uciem_cpcem/article/1210/galley/947/download/" } ] }, { "pk": 16974, "title": "The Impact of an Experiential Social Medicine Curriculum in an Emergency Medicine Residency Training Program: Mixed Methods Curricular Evaluation", "subtitle": null, "abstract": "Per the CDEM/CORD guidelines, submissions to Brief Educational Advances do not require an abstract.", "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 - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3s8044jp", "frozenauthors": [ { "first_name": "Hurnan", "middle_name": "", "last_name": "Vongsachang", "name_suffix": "", "institution": "Los Angeles County + University of Southern California Medical Center", "department": "None" }, { "first_name": "Todd", "middle_name": "", "last_name": "Schneberk", "name_suffix": "", "institution": "Los Angeles County + University of Southern California Medical Center", "department": "None" }, { "first_name": "Laura", "middle_name": "", "last_name": "Sprunt", "name_suffix": "", "institution": "Temple Emergency Medicine Residency", "department": "None" }, { "first_name": "Gabriel", "middle_name": "", "last_name": "Padilla", "name_suffix": "", "institution": "Rhode Island Hospital and Brown Emergency Medicine Residency", "department": "None" }, { "first_name": "Jeff", "middle_name": "", "last_name": "Riddell", "name_suffix": "", "institution": "Keck School of Medicine of the University of Southern California", "department": "None" } ], "date_submitted": "2022-06-15T04:29:21-04:00", "date_accepted": "2022-06-15T04:29:21-04:00", "date_published": "2022-12-29T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16974/galley/8584/download/" } ] }, { "pk": 16898, "title": "Education Value Units: A Currency for Recognizing Faculty Effort", "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": "Education value units, medical education, graduate medical education" } ], "section": "Education Special Issue - Educational Advances (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3fr5b662", "frozenauthors": [ { "first_name": "Braden", "middle_name": "", "last_name": "Hexom", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Katarzyna", "middle_name": "", "last_name": "Gore", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Scott", "middle_name": "", "last_name": "Heinrich", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Yanina", "middle_name": "", "last_name": "Purim-Shem-Tov", "name_suffix": "", "institution": "Rush University Medical Center, Department of Emergency Medicine, Chicago, Illinois", "department": "None" } ], "date_submitted": "2022-06-14T15:10:28-04:00", "date_accepted": "2022-06-14T15:10:28-04:00", "date_published": "2022-12-28T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16898/galley/8557/download/" } ] }, { "pk": 17000, "title": "Simulation-based Mastery Learning Improves Emergency Medicine Residents’ Ability to Perform Temporary Transvenous Cardiac Pacing", "subtitle": null, "abstract": "Introduction: Temporary transvenous cardiac pacing (TVP) is a critical intervention that emergency physicians perform infrequently in clinical practice. Prior simulation studies revealed that emergency medicine (EM) residents and board-certified emergency physicians perform TVP poorly during checklist-based assessments. Our objective in this report was to describe the design and implementation of a simulation-based mastery learning (SBML) curriculum and evaluate its impact on EM residents’ ability to perform TVP.\nMethods: An expert panel of emergency physicians and cardiologists set a minimum passing standard (MPS) for a previously developed 30-item TVP checklist using the Mastery Angoff approach. Emergency medicine residents were assessed using this checklist and a high-fidelity TVP task trainer. Residents who did not meet the MPS during baseline testing viewed a procedure video and completed a 30-minute individual deliberate practice session before retesting. Residents who did not meet the MPS during initial post-testing completed additional deliberate practice and assessment until meeting or exceeding the MPS.\nResults: The expert panel set an MPS of correctly performing 28 (93.3%) checklist items. Fifty-seven EM residents participated. Mean checklist scores improved from 13.4 (95% CI 11.8-15.0) during baseline testing to 27.5 (95% CI 26.9-28.1) during initial post-testing (P < 0.01). No residents met the MPS at baseline testing. The 21 (36.8%) residents who did not meet the MPS during initial post-testing all met or exceeded the MPS after completing one additional 30-minute deliberate practice session.\nConclusion: Emergency medicine residents demonstrated significantly improved TVP performance with reduced variability in checklist scores after completing a simulation-based mastery learning curriculum.", "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": "mastery learning" }, { "word": "Simulation" }, { "word": "transvenous pacing" } ], "section": "Education Special Issue - Original Research (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1pt1j29c", "frozenauthors": [ { "first_name": "Matthew", "middle_name": "R", "last_name": "Klein", "name_suffix": "", "institution": "Northwestern University Feinberg School of Medicine, Department of Emergency Medicine, Chicago, Illinois", "department": "None" }, { "first_name": "Zachary", "middle_name": "P.", "last_name": "Schmitz", "name_suffix": "", "institution": "NYU Grossman School of Medicine, New York City, New York", "department": "None" }, { "first_name": "Mark", "middle_name": "D.", "last_name": "Adler", "name_suffix": "", "institution": "Northwestern University Feinberg School of Medicine, Department of Pediatrics, Department of Medical Education, Chicago, Illinois", "department": "None" }, { "first_name": "David", "middle_name": "H.", "last_name": "Salzman", "name_suffix": "", "institution": "Northwestern University Feinberg School of Medicine, Department of Emergency Medicine, Chicago, Illinois; Northwestern University Feinberg School of Medicine, Department of Medical Education, Chicago, Illinois", "department": "None" } ], "date_submitted": "2022-06-16T09:12:52-04:00", "date_accepted": "2022-06-16T09:12:52-04:00", "date_published": "2022-12-28T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17000/galley/8597/download/" } ] }, { "pk": 17456, "title": "The Emergency Medicine Educational Community and the Supply Side of the Workforce", "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/7pk3t9f6", "frozenauthors": [ { "first_name": "David", "middle_name": "J.", "last_name": "Carlberg", "name_suffix": "", "institution": "Georgetown University School of Medicine, Department of Emergency Medicine, Washington DC", "department": "None" } ], "date_submitted": "2022-09-16T02:21:27-04:00", "date_accepted": "2022-09-16T02:21:27-04:00", "date_published": "2022-12-28T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17456/galley/8886/download/" } ] }, { "pk": 16951, "title": "Universal Precautions Plus: Physician-Directed Strategies for Improving Patient Health Literacy in the Emergency Department", "subtitle": null, "abstract": "Working on the frontlines with safety-net populations, emergency physicians are uniquely positioned to take on a greater role in addressing the current health literacy crisis and specific barriers that may exist. Here, we review the concept of universal health literacy precautions and explore the application of these universal precautions in conjunction with other patient-centered strategies. More specifically, to improve patient understanding and outcomes, emergency physicians can pair universal health literacy precautions with strategies including multiple learning techniques, dual-code theory, empowerment counseling, family buy-in, and hands-on practice. We provide two examples of emergency department encounters where this combined approach was used differently yet successfully and efficiently. Ultimately, we aim to highlight the value of emergency physicians being equipped with basic skills in health literacy educational strategies.", "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, public health, learning styles, dual code theory" } ], "section": "Education Special Issue- Perspective", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/6m8846j8", "frozenauthors": [ { "first_name": "Jamaji", "middle_name": "C.", "last_name": "Nwanaji-Enwerem", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia; Emory Rollins School of Public Health, Gangarosa Department of Environmental Health, Atlanta, Georgia", "department": "None" }, { "first_name": "Mikhaila", "middle_name": "", "last_name": "Smith-Wilkerson", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Brittney", "middle_name": "", "last_name": "Gordon", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Helene", "middle_name": "", "last_name": "Okpere", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Terrell", "middle_name": "", "last_name": "Jones", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Rahel", "middle_name": "", "last_name": "Gizaw", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" }, { "first_name": "Irfan", "middle_name": "", "last_name": "Husain", "name_suffix": "", "institution": "Emory University School of Medicine, Department of Emergency Medicine, Atlanta, Georgia", "department": "None" } ], "date_submitted": "2022-06-14T22:09:58-04:00", "date_accepted": "2022-06-14T22:09:58-04:00", "date_published": "2022-12-28T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16951/galley/8577/download/" } ] }, { "pk": 42172, "title": "Engaging Undergraduate Students in Forensic Anthropology Research During Times of Restricted Lab Access: The Efficacy and Importance of Student-Led Surveys", "subtitle": null, "abstract": "The impacts of the COVID-19 pandemic on experiential learning have been felt by students interested in forensic anthropology casework and lab training. Without access to labs and with cancellations of courses related to hands-on learning like human osteology and forensic anthropology, students may not receive critical training necessary in their fields of interest. In this paper, we explore one potential option for engaged forensic anthropology research: the creation of skeletal research surveys that students can design and disseminate to law enforcement to better understand the nature of forensic casework in their own states. Students reported a high satisfaction rate with these survey projects and were able to build networks that helped them refine their post-graduation education and career goals. By formulating questions, creating surveys, submitting to the review board, and synthesizing data, students were able to explore forensic topics without entering a traditional lab setting during times of university lockdowns. The data from this research can be used by forensic anthropology students and professors in the future to better assist law enforcement with the identification of skeletal remains. The surveys described in this paper are easily replicated by other professors seeking to provide students with low-cost, remote forensic research opportunities.", "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": [ { "word": "forensic anthropology" }, { "word": "survey methods" }, { "word": "human osteology" }, { "word": "biological anthropology" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68c1n4tx", "frozenauthors": [ { "first_name": "Amy", "middle_name": "", "last_name": "Michael", "name_suffix": "", "institution": "University of New Hampshire", "department": "None" }, { "first_name": "Samantha", "middle_name": "", "last_name": "Blatt", "name_suffix": "", "institution": "Idaho State University", "department": "None" }, { "first_name": "Tori", "middle_name": "", "last_name": "Schofield", "name_suffix": "", "institution": "University of New Hampshire", "department": "None" }, { "first_name": "Joseph", "middle_name": "", "last_name": "Effingham", "name_suffix": "", "institution": "Idaho State University", "department": "None" } ], "date_submitted": "2022-05-31T10:07:44-04:00", "date_accepted": "2022-05-31T10:07:44-04:00", "date_published": "2022-12-22T16:37:34-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/teachinglearninganthro/article/42172/galley/31490/download/" } ] }, { "pk": 16734, "title": "Patient-Centered Outcomes of an Emergency Department Social and Medical Resource Intervention", "subtitle": null, "abstract": "Introduction:\n Few studies have examined the impact of emergency department (ED) social interventions on patient outcomes and revisits, especially in underserved populations. Our objective in this study was to characterize a volunteer initiative that provided community medical and social resources at ED discharge and its effect on ED revisit rates and adherence to follow-up appointments at a large, county hospital ED.\nMethods:\n We performed a cross-sectional analysis of ED patients who received medical and social resources and an educational intervention at discharge between September 2017–June 2018. Demographic information, the number of ED return visits, and outpatient follow-up appointment adherence within 30 and 90 days of ED discharge were obtained from electronic health records. We obtained data regarding patient utilization of resources via telephone follow-up communication. We used logistic regression analyses to evaluate associations between patient characteristics, reported resource utilization, and revisit outcomes. \nResults:\n Most patients (55.3% of 494 participants) identified as Latino/Hispanic, and 49.4% received healthcare assistance through a local governmental program. A majority of patients (83.6%) received at least one medical or social resource, with most requesting more than one. Patients provided with a medical or social resource were associated with a higher 90-day follow-up appointment adherence (odds ratio [OR] 2.56; 95% confidence interval [CI] 1.05-6.25, and OR 4.75; 95% CI 1.49-15.20], respectively), and the provision of both resources was associated with lower odds of ED revisit within 30 days (OR 0.50; 95% CI 0.27-0.95). Males and those enrolled in the healthcare assistance program had higher odds of ED revisits, while Hispanic/Latino and Spanish-speaking patients had lower odds of revisits.\nConclusion:\n An ED discharge intervention providing medical and social resources may be associated with improved follow-up adherence and reduced ED revisit rates in underserved populations.", "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": "social determinants of health" }, { "word": "social emergency medicine" }, { "word": "patient discharge" }, { "word": "emergency department revisits" } ], "section": "Emergency Department Operations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4dp308fv", "frozenauthors": [ { "first_name": "Rohit", "middle_name": "", "last_name": "Gupta", "name_suffix": "", "institution": "Baylor College of Medicine, School of Medicine, Houston, Texas", "department": "None" }, { "first_name": "Anthony", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Washington University in St. Louis, School of Medicine, St. Louis, Missouri", "department": "None" }, { "first_name": "Daniel", "middle_name": "", "last_name": "Wang", "name_suffix": "", "institution": "Duke University, School of Medicine, Durham, North Carolina", "department": "None" }, { "first_name": "Daniela", "middle_name": "", "last_name": "Ortiz", "name_suffix": "", "institution": "Baylor College of Medicine, Department of Emergency Medicine, Houston, Texas", "department": "None" }, { "first_name": "Karen", "middle_name": "", "last_name": "Kurian", "name_suffix": "", "institution": "Baylor College of Medicine, School of Medicine, Houston, Texas", "department": "None" }, { "first_name": "Thiago", "middle_name": "", "last_name": "Halmer", "name_suffix": "", "institution": "Baylor College of Medicine, Department of Emergency Medicine, Houston, Texas", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Jaung", "name_suffix": "", "institution": "Baylor College of Medicine, Department of Emergency Medicine, Houston, Texas", "department": "None" } ], "date_submitted": "2022-04-11T14:36:03-04:00", "date_accepted": "2022-04-11T14:36:03-04:00", "date_published": "2022-12-22T00:15:47-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16734/galley/8472/download/" } ] }, { "pk": 16851, "title": "Virtual Open House: Incorporating Support Persons into the Residency Community", "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 - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5z247291", "frozenauthors": [ { "first_name": "Hurnan", "middle_name": "", "last_name": "Vongsachang", "name_suffix": "", "institution": "Los Angeles County + University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" }, { "first_name": "Aarti", "middle_name": "", "last_name": "Jain", "name_suffix": "", "institution": "Los Angeles County + University of Southern California Medical Center, Department of Emergency Medicine, Los Angeles, California", "department": "None" } ], "date_submitted": "2022-06-06T19:19:08-04:00", "date_accepted": "2022-06-06T19:19:08-04:00", "date_published": "2022-12-21T15:48:48-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16851/galley/8534/download/" } ] }, { "pk": 16942, "title": "A Competency-based Tool for Resident Evaluation of Pediatric Emergency Department Faculty", "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": "Competency-based" }, { "word": "evaluation" } ], "section": "Education Special Issue - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4pd548cq", "frozenauthors": [ { "first_name": "Ethan", "middle_name": "", "last_name": "Sandler", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Pediatrics, Baltimore, Maryland", "department": "None" }, { "first_name": "Michael", "middle_name": "", "last_name": "Lee", "name_suffix": "", "institution": "University of Maryland School of Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Rebecca", "middle_name": "", "last_name": "Carter", "name_suffix": "", "institution": "University of Maryland School of Medicine, Division of General Pediatrics, Department of Pediatrics, Baltimore, Maryland", "department": "None" }, { "first_name": "Natalie", "middle_name": "L.", "last_name": "Davis", "name_suffix": "", "institution": "University of Maryland School of Medicine, Division of Neonatology, Department of Pediatrics, Baltimore, Maryland", "department": "None" }, { "first_name": "Sarah", "middle_name": "B.", "last_name": "Dubbs", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Emergency Medicine, Baltimore, Maryland", "department": "None" }, { "first_name": "Karen", "middle_name": "", "last_name": "Webster", "name_suffix": "", "institution": "University of Maryland School of Medicine, Department of Pediatrics, Baltimore, Maryland", "department": "None" }, { "first_name": "Katelyn", "middle_name": "E.", "last_name": "Donohue", "name_suffix": "", "institution": "University of Maryland School of Medicine, Divisions of Pediatric Emergency Medicine and General Internal Medicine, Departments of Pediatrics and Internal Medicine, Baltimore, Maryland", "department": "None" } ], "date_submitted": "2022-06-13T13:18:15-04:00", "date_accepted": "2022-06-13T13:18:15-04:00", "date_published": "2022-12-21T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16942/galley/8575/download/" } ] }, { "pk": 16973, "title": "Incorporation of a Case-based Health Equity Curriculum into Morbidity and Mortality Conference", "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": "Morbidity and Mortality" }, { "word": "curriculum development" }, { "word": "health equity" }, { "word": "structural competency" } ], "section": "Education Special Issue - Brief Educational Advances (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1sc4k4j5", "frozenauthors": [ { "first_name": "Jossie", "middle_name": "A.", "last_name": "Carreras Tartak", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Giovanni", "middle_name": "", "last_name": "Rodriguez", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Brigham and Women’s Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Eric", "middle_name": "", "last_name": "Goralnick", "name_suffix": "", "institution": "Brigham and Women’s Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Wendy", "middle_name": "L.", "last_name": "Macias-Konstantopoulos", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" }, { "first_name": "Daniel", "middle_name": "J.", "last_name": "Egan", "name_suffix": "", "institution": "Massachusetts General Hospital, Department of Emergency Medicine, Boston, Massachusetts; Brigham and Women’s Hospital, Department of Emergency Medicine, Boston, Massachusetts", "department": "None" } ], "date_submitted": "2022-06-15T20:22:19-04:00", "date_accepted": "2022-06-15T20:22:19-04:00", "date_published": "2022-12-21T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16973/galley/8583/download/" } ] }, { "pk": 17076, "title": "Number of Patient Encounters in Emergency Medicine Residency Does Not Correlate with In-Training Exam Domain Scores", "subtitle": null, "abstract": "Introduction: \nEmergency medicine (EM) residents take the American Board of Emergency Medicine (ABEM) In-Training Examination (ITE) every year. This examination is based on the ABEM Model of Clinical Practice (Model). The purpose of this study was to determine whether a relationship exists between the number of patient encounters a resident sees within a specific clinical domain and their ITE performance on questions that are related to that domain.\n \nMethods: \nChief complaint data for each patient encounter was taken from the electronic health record for EM residents graduating in three consecutive years between 2016-2021. We excluded patient encounters without an assigned resident or a listed chief complaint. Chief complaints were then categorized into one of 20 domains based on the 2016 Model. We calculated correlations between the total number of encounters seen by a resident for all clinical years and their ITE performance for the corresponding clinical domain from their third year of training. \nResults:\n Available for analysis were a total of 232,625 patient encounters and 69 eligible residents who treated the patients. We found no statistically significant correlations following Bonferroni correction for multiple analyses.\nConclusion: \nThere was no correlation between the number of patient encounters a resident has within a clinical domain and their ITE performance on questions corresponding to that domain. This suggests the need for separate but parallel educational missions to achieve success in both the clinical environment and standardized testing.", "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": "In-training examination" }, { "word": "Residency: Case Mix" }, { "word": "Experiential Learning Theory" } ], "section": "Education Special Issue - Brief Research Report (Limit 1500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7956n13w", "frozenauthors": [ { "first_name": "Michael", "middle_name": "W.", "last_name": "Kern", "name_suffix": "", "institution": "Mayo Clinic Health System – Northwest Wisconsin Region, Department of Emergency Medicine, Eau Claire, Wisconsin", "department": "None" }, { "first_name": "Corlin", "middle_name": "M.", "last_name": "Jewell", "name_suffix": "", "institution": "BerbeeWalsh Department of Emergency Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin", "department": "None" }, { "first_name": "Dann", "middle_name": "J.", "last_name": "Hekman", "name_suffix": "", "institution": "BerbeeWalsh Department of Emergency Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin", "department": "None" }, { "first_name": "Benjamin", "middle_name": "H.", "last_name": "Schnapp", "name_suffix": "", "institution": "BerbeeWalsh Department of Emergency Medicine, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin", "department": "None" } ], "date_submitted": "2022-07-10T21:53:41-04:00", "date_accepted": "2022-07-10T21:53:41-04:00", "date_published": "2022-12-21T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17076/galley/8631/download/" } ] }, { "pk": 17098, "title": "Tele-Simulated Instruction and Learner Perceptions of Fiberoptic Intubation and Nasopharyngoscopy: A Pilot Study", "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, Medical Education, Airway, Fiberoptic, telesimulation, covid19" } ], "section": "Education Special Issue - Educational Advances (Limit 3500 words)", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7gh2s622", "frozenauthors": [ { "first_name": "Andrew", "middle_name": "D.", "last_name": "Bloom", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Emergency Medicine, Birmingham, Alabama", "department": "None" }, { "first_name": "Rachel", "middle_name": "E.", "last_name": "Aliotta", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Orthopaedic Surgery, Birmingham, Alabama", "department": "None" }, { "first_name": "Alexander", "middle_name": "", "last_name": "Mihas", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Orthopaedic Surgery, Birmingham, Alabama", "department": "None" }, { "first_name": "Dawn", "middle_name": "Taylor", "last_name": "Peterson", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Medical Education, Birmingham, Alabama", "department": "None" }, { "first_name": "Derek", "middle_name": "A.", "last_name": "Robinett", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Emergency Medicine, Birmingham, Alabama", "department": "None" }, { "first_name": "Marjorie", "middle_name": "Lee", "last_name": "White", "name_suffix": "", "institution": "University of Alabama at Birmingham, Department of Pediatrics, Birmingham, Alabama", "department": "None" } ], "date_submitted": "2022-07-15T00:15:28-04:00", "date_accepted": "2022-07-15T00:15:28-04:00", "date_published": "2022-12-21T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17098/galley/8641/download/" } ] }, { "pk": 5618, "title": "The Psychic Life of Micro-Organisms: A Study in Experimental Psychology, A review of the book by Alfred Binet", "subtitle": null, "abstract": "This article introduces the little-known contributions of Alfred Binet to comparative psychology. While Binet’s contributions to intelligence testing are well known and widely discussed in introductory psychology and history of psychology texts, his contributions to comparative psychology are largely forgotten. To acquaint textbook writers and students with Binet’s contributions, we review his 1889 book \nThe Psychic Life of Micro-Organisms: A Study in Experimental Psychology\n. This book details his observations of the behavior of microscopic organisms. We discuss each of the nine chapters and close with speculation of how his book may have helped develop his problem solving tests.", "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": "Binet, micro-organisms, comparative psychology, history, psychology" } ], "section": "Brief Reports", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/87x6w5d7", "frozenauthors": [ { "first_name": "Charles", "middle_name": "Ira", "last_name": "Abramson", "name_suffix": "", "institution": "Oklahoma State University", "department": "None" }, { "first_name": "William", "middle_name": "Norman", "last_name": "McCarthy IV", "name_suffix": "", "institution": "Oklahoma State University", "department": "None" } ], "date_submitted": "2022-08-23T11:47:59-04:00", "date_accepted": "2022-08-23T11:47:59-04:00", "date_published": "2022-12-20T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/uclapsych_ijcp/article/5618/galley/3397/download/" } ] }, { "pk": 1883, "title": "NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually", "subtitle": null, "abstract": "Many inferential and predictive statistical procedures possess underlying theoretical assumptions that should be met in order for the results of those procedures to be considered reliable. One assumption associated with methods for population means, including linear regression coefficients, is that of normality of a population(s). When assessing normality, two graphical tools that are often utilized are normal quantile-quantile (QQ) plots and histograms. However, while these tools are popular, they still present challenges for many who use them due to the subjectivity oftentimes involved when examining them. In this article, we describe a free, interactive Shiny application, downloadable as an R package, which implements two procedures recently developed for graphical inference with a specific emphasis on assessing normality. The application was created and designed with a focus on statistics education.", "language": "en", "license": null, "keywords": [ { "word": "Statistics Education" }, { "word": "Graphical Inference" }, { "word": "Assessing Normality" }, { "word": "Shiny" } ], "section": "Technology Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4k95g5j0", "frozenauthors": [ { "first_name": "Christopher", "middle_name": "J.", "last_name": "Casement", "name_suffix": "", "institution": "Fairfield University", "department": "None" }, { "first_name": "Laura", "middle_name": "A.", "last_name": "McSweeney", "name_suffix": "", "institution": "Fairfield University", "department": "None" } ], "date_submitted": "2022-02-27T11:35:34-05:00", "date_accepted": "2022-02-27T11:35:34-05:00", "date_published": "2022-12-19T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/tise/article/1883/galley/1267/download/" } ] }, { "pk": 1880, "title": "Supporting Statistics and Data Science Education with learnr", "subtitle": null, "abstract": "A modern statistics or data science course aims to equip students with both conceptual and computing skills. This is a challenging task as instructors do not want to increase students’ cognitive load with new tools and technical details and have to balance limited teaching time to help students in achieving the learning outcomes of both content and tool use. Interactive tutorials, built with the R package learnr, can support student learning with progressive reveal of content, interactive code exercises, and quizzes with automatic feedback, and an interface with the potential to reduce technical burdens via deployment as a web application. We describe different use-cases for learnr tutorials including introductory and upper-level statistics and data science courses based on our own teaching experiences. We also discuss the common benefits and lessons learned from implementing and teaching with learnr tutorials.", "language": "en", "license": null, "keywords": [ { "word": "cognitive load theory, interactive tutorial, learnr, pedagogy, statistical computing" } ], "section": "Technology Innovations", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2z57b52x", "frozenauthors": [ { "first_name": "Sara", "middle_name": "", "last_name": "Stoudt", "name_suffix": "", "institution": "Bucknell University", "department": "None" }, { "first_name": "Anthony", "middle_name": "D.", "last_name": "Scotina", "name_suffix": "", "institution": "Simmons University", "department": "None" }, { "first_name": "Karsten", "middle_name": "", "last_name": "Luebke", "name_suffix": "", "institution": "FOM University of Applied Sciences", "department": "None" } ], "date_submitted": "2022-01-27T09:52:39-05:00", "date_accepted": "2022-01-27T09:52:39-05:00", "date_published": "2022-12-19T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/tise/article/1880/galley/1266/download/" } ] }, { "pk": 54230, "title": "Aspirational Work: A UK Labor Law Analysis", "subtitle": null, "abstract": "This paper introduces the concept of aspirational work to highlight a common trend in the constitution and organization of work in neoliberal capitalism. It argues that aspirational work should be seen both as an example of displaced training and as an example of a form of work from which capital extracts surplus labor, albeit one which is not recognised as work in UK labor law. It goes on to explore the historical and structural factors that explain why aspirational work falls outside legal definitions of work, giving examples from the case law. Through its discussion of aspirational work, the paper highlights the importance of combining these two levels of abstraction in our analysis of contemporary social phenomena, explaining how capitalism gives rise to a particular form of normativity, and that while this varies historically, it nonetheless possesses certain distinctive and persistent features.", "language": "en", "license": null, "keywords": [ { "word": "labor law" }, { "word": "Marxism" }, { "word": "Historical Materialism" }, { "word": "neoliberalism" }, { "word": "human capital" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q84s67h", "frozenauthors": [ { "first_name": "Zoe", "middle_name": "", "last_name": "Adams", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T16:48:38-05:00", "date_accepted": "2022-12-14T16:48:38-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54230/galley/40988/download/" } ] }, { "pk": 54228, "title": "Enslaved in a Free Country: Legalized Exploitation of Native Americans and African Americans in Early California and the Post-Emancipation South", "subtitle": null, "abstract": "In 1850, California joined the United States as a free state. However, one of its first laws, the 1850 Law for the Government and Protection of Indians, legalized the enslavement of California Indians. Drawing comparisons between early Californian and Southern statutes that maintained racialized political economies, we argue that the institutionalized oppression perpetrated against Native Americans in California bears important legal similarities to that perpetrated against African Americans in the South, both before and after Reconstruction. This similarity is not a coincidence; the presence of both African and Native American populations in Southern legislation, the movement of Southerners to the West to participate in California’s development, the regional history of Mexican and Spanish systems of Indigenous enslavement, and a political economy reliant on racialized underpaid or unpaid labor, all created the conditions for California to legally retain \nde facto\n systems of slavery in a context of \nde jure\n freedom.", "language": "en", "license": null, "keywords": [ { "word": "slavery, California Indian, apprenticeship, emancipation, justice, African American, Indigenous" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q61869b", "frozenauthors": [ { "first_name": "Beth Rose", "middle_name": "", "last_name": "Middleton Manning", "name_suffix": "", "institution": "", "department": "" }, { "first_name": "Steven", "middle_name": "", "last_name": "Gayle", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T16:38:47-05:00", "date_accepted": "2022-12-14T16:38:47-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54228/galley/40986/download/" } ] }, { "pk": 54226, "title": "Front Matter Vol 3 Iss 2", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Front Matter", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4473c9sw", "frozenauthors": [ { "first_name": "JLPE", "middle_name": "", "last_name": "Editors", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T16:14:22-05:00", "date_accepted": "2022-12-14T16:14:22-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54226/galley/40984/download/" } ] }, { "pk": 54231, "title": "Gambling in the Moral Economy: A Case Study of Law and Regulation in a Pandemic", "subtitle": null, "abstract": "This article adapts the concept of the moral economy and applies that adapted concept to UK gambling regulation during the early years (2020-21) of the COVID-19 pandemic. I extend the moral economy concept beyond the eighteenth-century English food riot, and beyond food staples. I also examine the role of law and regulation in the moral economy and highlight charity's importance to moral economy debates. I then consider gambling through a moral economy lens by exploring the pandemic-era regulation of horserace betting, lotteries, and bingo. I show that gambling in some forms (horserace betting and lotteries) was important to pandemic recovery projects and to spectacles of national coming together. Via lotteries, for example, the state sought to adjust customary expectations about the role of volunteers in providing essential services. Although regulators generally ignored bingo, there was a pandemic resurgence in self-organized games that is especially significant for work on the moral economy. I conclude by identifying some broader implications of this study, including on how essentiality is legally constructed, and on charity and volunteering within the moral economy.", "language": "en", "license": null, "keywords": [ { "word": "gambling" }, { "word": "moral economy" }, { "word": "charity" }, { "word": "Pandemic" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2fc419p4", "frozenauthors": [ { "first_name": "Kate", "middle_name": "", "last_name": "Bedford", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T17:02:17-05:00", "date_accepted": "2022-12-14T17:02:17-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54231/galley/40989/download/" } ] }, { "pk": 54232, "title": "Human Rights and Political Economy: Addressing the Legal Construction of Poverty and Rights Deprivation", "subtitle": null, "abstract": "There has been a recent resurgence in scholarly work concerned with the economics of human rights. This article builds on this work to develop a conceptual framework of human rights and political economy. It provides a theoretical basis for the turn to human rights and economics, rooted in the increasing micro-management of the economy by liberal states that can constitute the state planning of material distribution within the state. It demonstrates that human rights principles do apply to economic questions and elaborates methods and practices to realize the potential of rights in this arena. The article applies these methods and conceptualizations to state obligations and business responsibilities to excavate current limits and potentials of rights and contextualizes the project within left critiques of rights and “claim right” perspectives.", "language": "en", "license": null, "keywords": [ { "word": "Human Rights" }, { "word": "political economy" }, { "word": "International Covenant on Economic, Social, and Cultural Rights" }, { "word": "UN Guiding Principles on Business and Human Rights" }, { "word": "Privatization" }, { "word": "commodification" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8mf679v5", "frozenauthors": [ { "first_name": "David", "middle_name": "", "last_name": "Birchall", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T17:09:48-05:00", "date_accepted": "2022-12-14T17:09:48-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54232/galley/40990/download/" } ] }, { "pk": 54227, "title": "Legal Predistribution, Market Justice, and Dedemocratization: Polanyi and Piketty on Law and Political Economy", "subtitle": null, "abstract": "In the face of today’s twin crises of inequality and threats to democracy, many are turning to the work of Karl Polanyi and Thomas Piketty. Both have written magisterial volumes on the historical dynamics, social depredations, and risks to democracy endemic to market capitalism. This and a companion article look at each individual thinker and put the two into dialogue, with the goal of generating principles of a new democratic political economy. The dialogue has two axes of inquiry. First, how to explain and deconstruct the social exclusions and dedemocratization institutionalized in the heart of the existing market economy. Second, how to use legal predistributive institutionalism to upend the deep structures of market justice and the outsized legal powers of property and political economic domination. This article addresses these issues by constructing a neo-Polanyian law and political economy and exploring four Polanyi-inspired themes: (1) a bifurcated capitalist order; (2) market justice as capitalism’s moral economy; (3) the economy as a predistributive “instituted process” of law and coercion; and (4) market capitalism’s anti-democratic infrastructure.", "language": "en", "license": null, "keywords": [ { "word": "Karl Polanyi, legal predistribution, law and political economy, inequality, dedemocratization, capitalism, market justice, legal institutionalism, commodification" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1nb5f92v", "frozenauthors": [ { "first_name": "Margaret", "middle_name": "", "last_name": "Somers", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T16:17:33-05:00", "date_accepted": "2022-12-14T16:17:33-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54227/galley/40985/download/" } ] }, { "pk": 54233, "title": "Review: Charles Camic, Veblen: The Making of an Economist Who Unmade Economics", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3p20g887", "frozenauthors": [ { "first_name": "Eric", "middle_name": "", "last_name": "George", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T17:19:30-05:00", "date_accepted": "2022-12-14T17:19:30-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54233/galley/40991/download/" } ] }, { "pk": 54234, "title": "Review: Wendy A. Bach, Prosecuting Poverty, Criminalizing Care", "subtitle": null, "abstract": "", "language": "en", "license": null, "keywords": [], "section": "Book Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1p5207tn", "frozenauthors": [ { "first_name": "Anna", "middle_name": "", "last_name": "Arons", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T17:21:21-05:00", "date_accepted": "2022-12-14T17:21:21-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54234/galley/40992/download/" } ] }, { "pk": 54229, "title": "The Legal-Economic Performance Framework as a New Approach to Institutional Impact Analysis and Critical Thinking in Economics", "subtitle": null, "abstract": "Institutional structure––or the rules and laws (both formal and informal) in use informing human interaction––is often held separate from mainstream economic research and analysis. The Legal Economic Performance (LEP) Framework, as developed and utilized by the author (with Eric Scorsones) in real-world extension work, centers on the analysis of human interdependence and its key legal components to consider the impacts of proposed or past changes to institutions. A language of legal relations—Hohfeldian analysis—is used to break down and describe the situation. Through this process, the key issue or issues of interdependence are identified, enabling the analyst to identify the structural options available to address it. Finally, the structural components of the institution, the distributional outcomes they give rise to, and assumptions about human conduct or behavior are considered. This paper introduces the LEP model and its uses by the wider heterodox community, with special attention to its application in the domain of housing rights and roadway congestion management.", "language": "en", "license": null, "keywords": [ { "word": "institutional analysis, impact analysis, right to housing, Hohfeldian legal analysis, legal-economic performance" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1n80f7b2", "frozenauthors": [ { "first_name": "Sarah", "middle_name": "", "last_name": "Klammer", "name_suffix": "", "institution": "", "department": "" } ], "date_submitted": "2022-12-14T16:43:25-05:00", "date_accepted": "2022-12-14T16:43:25-05:00", "date_published": "2022-12-15T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/lawandpoliticaleconomy/article/54229/galley/40987/download/" } ] }, { "pk": 43140, "title": "Introduction: Theorizing and Teaching Transnational American Studies Around the Globe", "subtitle": null, "abstract": "Critical approaches to teaching and theorizing transnational American studies after the post-American turn.", "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": "teaching and theorizing transnational American studies" }, { "word": "post-American literature" }, { "word": "Transpacific Studies" }, { "word": "Archipelagic Studies" } ], "section": "Special Forum: Teaching and Theorizing Transnational American Studies Around the Globe", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mk3r7h1", "frozenauthors": [ { "first_name": "Yuan", "middle_name": "", "last_name": "Shu", "name_suffix": "", "institution": "Texas Tech University", "department": "None" }, { "first_name": "Selina", "middle_name": "", "last_name": "Lai-Henderson", "name_suffix": "", "institution": "Duke Kunshan University", "department": "None" } ], "date_submitted": "2022-10-15T17:33:35-04:00", "date_accepted": "2022-10-15T17:33:35-04:00", "date_published": "2022-12-14T19:18:44-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43140/galley/32144/download/" } ] }, { "pk": 39835, "title": "A new trans-Ionian spider species for the Italian fauna: Habrocestum graecum Dalmas, 1920 (Araneae, Salticidae)", "subtitle": null, "abstract": "The salticid spider \nHabrocestum graecum \nDalmas, 1920, until now only known from Greece, is for the first time recorded in Italy. Observations on ecology and behavior are also reported and pictures of its habitus and genitalia are provided. Furthermore, the first DNA barcode sequence for \nH. graecum\n is produced and made publicly available. The species has been observed in Puglia, in South-Eastern Italy, and a trans-Ionian dispersal pattern is most likely the cause of its presence both in Greece and Southern Italy, as reported for other taxa with similar distribution in different animal groups.", "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": "first record" }, { "word": "trans-Adriatic" }, { "word": "Araneae" }, { "word": "salticid" }, { "word": "DNA barcoding" } ], "section": "Articles", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0vk3f412", "frozenauthors": [ { "first_name": "Filippo", "middle_name": "", "last_name": "Castellucci", "name_suffix": "", "institution": "University of Bologna / Natural History Museum of Denmark / Aracnofilia", "department": "None" }, { "first_name": "Monica", "middle_name": "", "last_name": "Caroli", "name_suffix": "", "institution": "Aracnofilia", "department": "None" }, { "first_name": "Enrico", "middle_name": "", "last_name": "Simeon", "name_suffix": "", "institution": "Aracnofilia", "department": "None" }, { "first_name": "Alessandro", "middle_name": "", "last_name": "Kulczycki", "name_suffix": "", "institution": "Aracnofilia", "department": "None" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Piccinini", "name_suffix": "", "institution": "University of Bologna / Aracnofilia", "department": "None" }, { "first_name": "Andrea", "middle_name": "", "last_name": "Luchetti", "name_suffix": "", "institution": "University of Bologna", "department": "None" }, { "first_name": "Carlo", "middle_name": "Maria", "last_name": "Legittimo", "name_suffix": "", "institution": "Aracnofilia", "department": "None" } ], "date_submitted": "2022-11-15T07:16:38-05:00", "date_accepted": "2022-11-15T07:16:38-05:00", "date_published": "2022-12-14T06:04:29-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/biogeographia/article/39835/galley/30005/download/" } ] }, { "pk": 43163, "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": [ { "word": "Transnational American Studies" } ], "section": "Contributors", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/1q93c2gj", "frozenauthors": [ { "first_name": "JTAS", "middle_name": "", "last_name": "Managing Editor", "name_suffix": "", "institution": "Mainz University", "department": "None" } ], "date_submitted": "2022-12-18T19:38:30-05:00", "date_accepted": "2022-12-18T19:38:30-05:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43163/galley/32164/download/" } ] }, { "pk": 43162, "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": [], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3hg2m4gx", "frozenauthors": [ { "first_name": "Jennifer", "middle_name": "A.", "last_name": "Reimer", "name_suffix": "", "institution": "Oregon State University-Cascades", "department": "None" } ], "date_submitted": "2022-12-18T19:18:19-05:00", "date_accepted": "2022-12-18T19:18:19-05:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43162/galley/32163/download/" } ] }, { "pk": 43143, "title": "International Clientele, from Dressing Up: The Women Who influenced French Fashion", "subtitle": null, "abstract": "From \nDressing Up: The Women Who Influenced French Fashion \nby Elizabeth L. Block. Copyright © 2022 by MIT Press. Used by permission of the publisher. Publisher website: https://mitpress.mit.edu/9780262045841/dressing-up/", "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": "couture and diplomacy" }, { "word": "US-European diplomacy" }, { "word": "women and French fashion" }, { "word": "Parisian couture houses" }, { "word": "luxury fashion in 19th century" }, { "word": "actresses and fashion" }, { "word": "transnational fashion" }, { "word": "women and diplomacy" }, { "word": "Transnational American Studies" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/68d207jg", "frozenauthors": [ { "first_name": "Elizabeth", "middle_name": "L.", "last_name": "Block", "name_suffix": "", "institution": "Metropolitan Museum of Art in New York, Senior Editor, Publications and Editorial Department", "department": "None" } ], "date_submitted": "2022-10-25T03:51:52-04:00", "date_accepted": "2022-10-25T03:51:52-04:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43143/galley/32146/download/" } ] }, { "pk": 43142, "title": "In the News", "subtitle": null, "abstract": "An excerpt from \nThe Quickening of Albizu Campos: How Fenianism Galvanized the Last American Liberator\n, by Aoife Rivera Serrano\n,\n \nNew York: Ausubo Press, 2022.\n© 2022 by Aoife Rivera Serrano. Used by permission of the publisher. Publisher website: https://www.spdbooks.org/Products/9781932982008/the-quickening-of-albizu-campos-how-fenianism-galvanized-the-last-american-liberator.aspx", "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": "Pedro Albizu Campos" }, { "word": "Irish home rule and US imperialism" }, { "word": "Puerto Rico and US citizenship" }, { "word": "Ireland and Puerto Rico" }, { "word": "Transnational American Studies" }, { "word": "el último libertador americano" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/92v980nt", "frozenauthors": [ { "first_name": "Aoife", "middle_name": "Rivera", "last_name": "Serrano", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-10-25T03:31:51-04:00", "date_accepted": "2022-10-25T03:31:51-04:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43142/galley/32145/download/" } ] }, { "pk": 43146, "title": "Introduction--Americanist and Planetary Wormholes: The Insect and America in the World", "subtitle": null, "abstract": "Reprise\n 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": "insect life" }, { "word": "human and insect coexistence" }, { "word": "Vinland map" }, { "word": "wormholes" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/50h6d950", "frozenauthors": [ { "first_name": "Brian", "middle_name": "Russell", "last_name": "Roberts", "name_suffix": "", "institution": "Director of American Studies, Brigham Young University", "department": "None" } ], "date_submitted": "2022-12-10T21:51:10-05:00", "date_accepted": "2022-12-10T21:51:10-05:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43146/galley/32147/download/" } ] }, { "pk": 43147, "title": "Poe’s Gold Bug from the Standpoint of an Entomologist", "subtitle": null, "abstract": "Originally published in\n The Sewanee Review \n18, no. 1 (January 1910): 67-72.", "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": "entomology in Edgar Allan Poe" }, { "word": "short story \"The Gold-Bug\"" }, { "word": "research on existence of the Gold Bug" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5d73g570", "frozenauthors": [ { "first_name": "Ellison", "middle_name": "A., Jr.", "last_name": "Smyth", "name_suffix": "", "institution": "Biology Dept., Virginia Polytechnic, 1891-1906,", "department": "None" } ], "date_submitted": "2022-12-10T21:53:54-05:00", "date_accepted": "2022-12-10T21:53:54-05:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43147/galley/32148/download/" } ] }, { "pk": 43161, "title": "The Need to Transnationalize", "subtitle": null, "abstract": "Issue 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": [], "section": "Editor in Chief's Introduction", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3xw233t2", "frozenauthors": [ { "first_name": "Alfred", "middle_name": "", "last_name": "Hornung", "name_suffix": "", "institution": "University of Mainz", "department": "None" } ], "date_submitted": "2022-12-14T20:21:09-05:00", "date_accepted": "2022-12-14T20:21:09-05:00", "date_published": "2022-12-14T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43161/galley/32162/download/" } ] }, { "pk": 43148, "title": "Excerpt from The More Known World", "subtitle": null, "abstract": "Chapter 10 of Tiffany Tsao’s \nThe More Known World\n is republished with permission from the copyright holder, Tiffany Tsao.", "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": "The More Known World" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/34r5x31j", "frozenauthors": [ { "first_name": "Tiffany", "middle_name": "", "last_name": "Tsao", "name_suffix": "", "institution": "Writer and literary translator", "department": "None" } ], "date_submitted": "2022-12-10T21:56:37-05:00", "date_accepted": "2022-12-10T21:56:37-05:00", "date_published": "2022-12-11T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43148/galley/32149/download/" } ] }, { "pk": 43149, "title": "Insects, War, Plastic Life", "subtitle": null, "abstract": "Renisa Mawani, “Insects, War, Plastic Life,” in Plastic Materialities: Politics, Legality, and Metamorphosis in the Work of Catherine Malabou, ed. Brenna Bhandar and Jonathan Goldberg-Hiller, 159–87. Copyright 2015, Duke University Press. All rights reserved. Reprinted by permission of the copyright holder and the publisher. 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": "insects" }, { "word": "human an more-than-human entanglements" }, { "word": "plastic as nature-culture" }, { "word": "Catherine Malabou" }, { "word": "war" }, { "word": "Transnational American Studies" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3v34p345", "frozenauthors": [ { "first_name": "Renisa", "middle_name": "", "last_name": "Mawani", "name_suffix": "", "institution": "Tier I Canada Research Chair in Colonial Legal Histories and Professor in the Department of Sociology, University of British Columbia. Peter Wall Institute for Advanced Studies (Wall Scholar 2015-2016); Faculty Associate Social Justice Institute, Asian Canadian and Asian Migration Studies Program, and Science and Technology Studies Program.", "department": "None" } ], "date_submitted": "2022-12-10T21:59:30-05:00", "date_accepted": "2022-12-10T21:59:30-05:00", "date_published": "2022-12-11T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43149/galley/32150/download/" } ] }, { "pk": 43152, "title": "Introduction from Transpacific Convergences: Race, Migration, and Japanese American Film Culture before World War II", "subtitle": null, "abstract": "Introduction from \nTranspacific Convergences: Race, Migration, and Japanese American Film Culture before World War II \n(University of North Carolina 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": "Japanese American film history" }, { "word": "Transpacific Studies" }, { "word": "Transnational American Studies" }, { "word": "race and migration and film culture" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/4b40c59x", "frozenauthors": [ { "first_name": "Denise", "middle_name": "", "last_name": "Khor", "name_suffix": "", "institution": "Northeastern University, Department of Culture, Societies and Global Studies and the Department of Art + Design", "department": "None" } ], "date_submitted": "2022-12-10T22:08:12-05:00", "date_accepted": "2022-12-10T22:08:12-05:00", "date_published": "2022-12-11T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43152/galley/32153/download/" } ] }, { "pk": 2408, "title": "Reflections on Dialogism and Doing Community in the L2 Classroom", "subtitle": null, "abstract": "While group work is commonly discussed as an important aspect of communicative language teaching, its configuration is usually considered to be small groups of students rather than an entire group of course participants. Drawing upon Mikhail Bakhtin’s theory of dialogism (Bakhtin, 1984; Holquist, 2002), this paper explores a view of group work as potential community building activity in the L2 classroom through the use of a group reflection tool involving the whole class.", "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": [], "section": "Teachers' Forum", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2vn0d56n", "frozenauthors": [ { "first_name": "Gabrielle", "middle_name": "", "last_name": "Kahn", "name_suffix": "", "institution": "Kingsborough Community College, CUNY", "department": "None" } ], "date_submitted": "2022-07-16T22:02:09-04:00", "date_accepted": "2022-07-16T22:02:09-04:00", "date_published": "2022-12-11T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "", "path": "https://journalpub.escholarship.org/l2/article/2408/galley/1492/download/" } ] }, { "pk": 43150, "title": "Insect Poetics: James Grainger, Personification, and Enlightenments", "subtitle": null, "abstract": "Originally published in \nEarly American Literature\n, Volume 52, Number 2. Copyright © 2017 by the University of North Carolina Press. Used by permission of the publisher. www.uncpress.org", "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": "James Grainger" }, { "word": "Enlightenment concepts of personification" }, { "word": "insect life" } ], "section": "Reprise", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/84s7j0pj", "frozenauthors": [ { "first_name": "Monique", "middle_name": "", "last_name": "Allewaert", "name_suffix": "", "institution": "University of Wisconsin-Madison", "department": "None" } ], "date_submitted": "2022-12-10T22:01:08-05:00", "date_accepted": "2022-12-10T22:01:08-05:00", "date_published": "2022-12-10T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43150/galley/32151/download/" } ] }, { "pk": 17074, "title": "Video Education Intervention in the Emergency Department", "subtitle": null, "abstract": "Introduction:\n After discharge from the emergency department (ED), pain management challenges parents, who have been shown to undertreat their children’s pain. Our goal was to evaluate the effectiveness of a five-minute instructional video for parents on pain treatment in the home setting to address common misconceptions about home pediatric pain management.\nMethods:\n We conducted a randomized, single-blinded clinical trial of parents of children ages 1-18 years who presented with a painful condition, were evaluated, and were discharged home from a large, tertiary care pediatric ED. Parents were randomized to a pain management intervention video or an injury prevention control video. The primary outcome was the proportion of parents that gave their child pain medication at home after discharge. These data were recorded in a home pain diary and analyzed using the chi square test to determine significant difference. Parents’ knowledge about components of at-home pain treatment were tested before, immediately following, and two days after intervention. We used McNemar’s test statistic to compare incorrect pretest/correct post-test answers between intervention and control groups.\nResults:\n A total of 100 parents were enrolled: 59 parents watched the pain education video, and 41 the control video. Overall, 75% of parents completed follow-up, providing information about home medication use. Significantly more parents provided pain medication to their children after watching the educational video: 96% vs 80% (difference 16%; 95% CI 7.8-31.3%). Significantly more parents had correct pain treatment knowledge immediately following the educational video about pain scores (P = 0.04); the positive effects of analgesics (P <0.01); and pain medication misconceptions (P = 0.02). Most differences in knowledge remained two days after the video intervention.\nConclusion:\n The five-minute educational video about home pain treatment viewed by parents in the ED prior to discharge significantly increased the proportion of children receiving pain medication at home as well as parents’ knowledge about at-home pain management.", "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": "Pediatrics, Pain, Emergency Medicine, Educational Intervention, Video" } ], "section": "Pediatrics", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/3k3160rc", "frozenauthors": [ { "first_name": "Nancy", "middle_name": "", "last_name": "Jacobson", "name_suffix": "", "institution": "Medical College of Wisconsin, Department of Emergency Medicine, Milwaukee, Wisconsin", "department": "None" }, { "first_name": "Keli", "middle_name": "D.", "last_name": "Coleman", "name_suffix": "", "institution": "Medical College of Wisconsin, Department of Pediatrics, Section of Emergency Medicine, Milwaukee, Wisconsin", "department": "None" }, { "first_name": "Steven", "middle_name": "J.", "last_name": "Weisman", "name_suffix": "", "institution": "Medical College of Wisconsin, Department of Anesthesiology, Milwaukee, Wisconsin", "department": "None" }, { "first_name": "Amy", "middle_name": "L.", "last_name": "Drendel", "name_suffix": "", "institution": "Medical College of Wisconsin", "department": "None" } ], "date_submitted": "2022-07-08T19:13:04-04:00", "date_accepted": "2022-07-08T19:13:04-04:00", "date_published": "2022-12-09T14:25:59-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/17074/galley/8629/download/" } ] }, { "pk": 16486, "title": "Impact of the Las Vegas Mass Shooting Event on the Graduate Medical Education Mission: Can There Be Growth from Tragedy?", "subtitle": null, "abstract": "Introduction:\n Our aim was to determine the psychological and educational impact of the 2017 Las Vegas mass shooting on the graduate medical education (GME) mission within two cohorts of resident physicians and attending faculty at two nearby academic trauma centers.\nMethods:\n A cross-sectional survey assessed 55 resident physicians and attending faculty involved in the acute care of the patients from the mass shooting. We measured the psychological impact of the event, post-traumatic growth, team cohesion, social support, and known risk factors for post-traumatic stress disorder (PTSD). Additionally, we assessed the impact of the event on GME-specific tasks.\nResults:\n Attending faculty and physicians in training in GME residencies evaluated over 300 penetrating trauma patients in less than 24 hours, and approximately 1 in 3 physicians had a patient die under their care. Despite this potential for psychological trauma, the majority of clinicians reported minimal distress and minimal impact on GME activities. However, 1 in 10 physicians screened positive for possible PTSD. Paradoxically, the minority of physicians who sought psychological counseling after the event (20%) were not those who reported the highest levels of distress. Residents generally assessed the event as having an overall negative impact on their educational goals, while attendings reported a positive impact. Psychological impact correlated inversely with social support and the amount of prior education relating to mass casualty incidents (MCI) but correlated directly with the degree of stress prior to the event.\nConclusion:\n Despite the substantial level of exposure, most resident physicians did not report significant psychological trauma or an impact on their GME mission. Some reported post-traumatic growth. However, a minority reported a significant negative impact; institutions should consider broad screening efforts to detect and assist these individuals after a MCI. Social support, stress reduction, and education on MCIs may buffer the effects of future psychologically traumatic events on physicians in training.", "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": "Emergency Medicine" }, { "word": "Graduate Medical Education" }, { "word": "Post-Traumatic Stress" }, { "word": "Post-Traumatic Growth" }, { "word": "Mass casualty" }, { "word": "gun violence" } ], "section": "Education", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/2pr9z624", "frozenauthors": [ { "first_name": "Gregory", "middle_name": "T.", "last_name": "Guldner", "name_suffix": "", "institution": "University of California Riverside School of Medicine, Department of Emergency Medicine, Riverside, California; HCA Healthcare GME, Brentwood, Tennessee", "department": "None" }, { "first_name": "Suzanne", "middle_name": "M.", "last_name": "Roozendaal", "name_suffix": "", "institution": "Sunrise Health GME Consortium, Department of Emergency Medicine, Las Vegas, Nevada", "department": "None" }, { "first_name": "Ross", "middle_name": "P.", "last_name": "Berkeley", "name_suffix": "", "institution": "Kirk Kerkorian School of Medicine at UNLV, Department of Emergency Medicine, Las Vegas, Nevada", "department": "None" }, { "first_name": "Michael", "middle_name": "P.", "last_name": "Allswede", "name_suffix": "", "institution": "Sunrise Health GME Consortium, Department of Emergency Medicine, Las Vegas, Nevada", "department": "None" }, { "first_name": "Kristina", "middle_name": "H.", "last_name": "Domanski", "name_suffix": "", "institution": "Sunrise Health GME Consortium, Department of Emergency Medicine, Las Vegas, Nevada", "department": "None" }, { "first_name": "Obadha", "middle_name": "M.", "last_name": "Sairafe", "name_suffix": "", "institution": "Sunrise Health GME Consortium, Department of Emergency Medicine, Las Vegas, Nevada", "department": "None" }, { "first_name": "Dylan", "middle_name": "F.", "last_name": "Davey", "name_suffix": "", "institution": "Sunrise Health GME Consortium, Department of Surgery, Las Vegas, Nevada", "department": "None" }, { "first_name": "Hoda", "middle_name": "", "last_name": "Abou-Ziab", "name_suffix": "", "institution": "University of California Riverside School of Medicine, Riverside Community Hospital, Department of Health Sciences, Riverside, California", "department": "None" }, { "first_name": "Jason", "middle_name": "T.", "last_name": "Siegel", "name_suffix": "", "institution": "Claremont Graduate University, Division of Behavioral & Organizational Sciences, Claremont, California", "department": "None" } ], "date_submitted": "2022-01-22T21:28:20-05:00", "date_accepted": "2022-01-22T21:28:20-05:00", "date_published": "2022-12-09T14:10:58-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/westjem/article/16486/galley/8343/download/" } ] }, { "pk": 39590, "title": "Review: A Healthy Nature Handbook: Illustrated Insights for Ecological Restoration from Volunteer Stewards of Chicago Wilderness", "subtitle": null, "abstract": "Book Review", "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": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/0k57654p", "frozenauthors": [ { "first_name": "Dawn", "middle_name": "", "last_name": "Lowe-Wincentsen", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-03-31T20:55:54-04:00", "date_accepted": "2022-03-31T20:55:54-04:00", "date_published": "2022-12-06T21:46:40-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/39590/galley/29882/download/" } ] }, { "pk": 39592, "title": "Review: Pour en Finir avec le Gaspillage Alimentaire", "subtitle": null, "abstract": "Book Review", "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": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/75r348cw", "frozenauthors": [ { "first_name": "Yves", "middle_name": "", "last_name": "Laberge", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-04-29T13:52:08-04:00", "date_accepted": "2022-04-29T13:52:08-04:00", "date_published": "2022-12-06T21:09:22-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/39592/galley/29884/download/" } ] }, { "pk": 39591, "title": "Review: The Bloomsbury Handbook of World Theory", "subtitle": null, "abstract": "Book Review", "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": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9fb1h6bw", "frozenauthors": [ { "first_name": "Yves", "middle_name": "", "last_name": "Laberge", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-04-28T15:57:33-04:00", "date_accepted": "2022-04-28T15:57:33-04:00", "date_published": "2022-12-06T21:00:02-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/39591/galley/29883/download/" } ] }, { "pk": 39589, "title": "Review: Studies in Symbolic Interaction", "subtitle": null, "abstract": "Book Review", "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": [], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/9mj5p72x", "frozenauthors": [ { "first_name": "Yves", "middle_name": "", "last_name": "Laberge", "name_suffix": "", "institution": "", "department": "None" } ], "date_submitted": "2022-03-16T17:32:20-04:00", "date_accepted": "2022-03-16T17:32:20-04:00", "date_published": "2022-12-06T20:52:28-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/39589/galley/29881/download/" } ] }, { "pk": 39585, "title": "Review of Rewilding: India’s Experiments in Saving Nature", "subtitle": null, "abstract": "Rewilding: India’s Experiments in Saving Nature by Bahar Dutt is an important contribution to the literature on attempts to reverse the well-documented loss of species. Dutt, an environmental journalist, focuses on small-scale projects in India that aim to ‘rewild’ areas that have lost their native species. While there is a wide and growing body of literature on environmental and ecological degradation and biodiversity loss, what sets this book apart is that the message at the end is a hopeful one—ending with solutions that can reverse global species loss. The projects described are small and localized, relating stories of people bringing back indigenous ecosystems in a range of communities.", "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": "book review" }, { "word": "Rewilding" }, { "word": "India" }, { "word": "nature" } ], "section": "Reviews", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8cw5n75n", "frozenauthors": [ { "first_name": "Miriam", "middle_name": "R", "last_name": "Aczel", "name_suffix": "", "institution": "UC Berkeley", "department": "None" } ], "date_submitted": "2022-01-26T12:46:36-05:00", "date_accepted": "2022-01-26T12:46:36-05:00", "date_published": "2022-12-06T20:24:56-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/egj/article/39585/galley/29878/download/" } ] }, { "pk": 43139, "title": "Graphic Matters: Teaching Asian American Studies with Graphic Narratives in Taiwan", "subtitle": null, "abstract": "In this essay I first draw upon selected cases to briefly map out crucial issues relevant to teaching Asian American studies in East Asia. I then use my own teaching experience to illustrate how graphic narratives can help non-native students cultivate needed cultural and historical literacy in order for them to review and challenge the dominant ideologies that have informed their imagined vision of the United States. I argue that the graphic form can make visible the systematic operations of racial, class, and gender inequality inside and outside the United States, an understanding that is essential to the practice of transnational American studies.", "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": "graphic narratives" }, { "word": "Transnational American Studies" }, { "word": "teaching American Studies in Taiwan" }, { "word": "Asian American studies in Taiwan" }, { "word": "teaching transnational Asian American studies" } ], "section": "Special Forum: Teaching and Theorizing Transnational American Studies Around the Globe", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7qg7b5rj", "frozenauthors": [ { "first_name": "Pin-Chia", "middle_name": "", "last_name": "Feng", "name_suffix": "", "institution": "National Yang Ming Chiao Tung University", "department": "None" } ], "date_submitted": "2022-10-15T17:23:58-04:00", "date_accepted": "2022-10-15T17:23:58-04:00", "date_published": "2022-12-05T16:43:25-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43139/galley/32143/download/" } ] }, { "pk": 189, "title": "Access, Digital Writing, and Achievement: The Data in Two Diverse School Districts", "subtitle": null, "abstract": "<p class=\"MsoNoSpacing\" style=\"margin: 0in; line-height: 32px; font-size: 12pt; font-family: " color: rgb(0, 0, 0);\">Students must compose texts using keyboards for college and career success. This study focuses on writing done in two school districts by students in Grades 4-11 on Google Docs to understand the relationships among digital device access, digital writing time, and standardized English language arts assessment scores. Our data cover three academic years: 2014-15, 2015-16, and 2016-17. We describe the amount of time spent writing in this mode and how it changed over grade levels and the relationship between Google Docs writing time and access to digital devices. Using fixed-effects regression, the amount of time spent writing digitally increased significantly during this time. Males and English learners spent fewer minutes writing in Google Docs compared to females and fluent English speakers. Students of color tended to spend more time writing in this mode than our White students. Device density (the number of school-provided digital devices per student) predicted the number of writing minutes in the first two, but not the third, years of our data. This study increases our foundational knowledge about the time spent by students on writing in this modality during a time in which these districts began to significantly adopt digital technology. </p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivs 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": "writing" }, { "word": "digital writing" }, { "word": "writing analytics" }, { "word": "technology" }, { "word": "secondary students" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/8rb1j91b", "frozenauthors": [ { "first_name": "Tamara", "middle_name": "", "last_name": "Tate", "name_suffix": "", "institution": "University of California, Irvine", "department": "Digital Learning Lab" }, { "first_name": "Mark", "middle_name": "", "last_name": "Warschauer", "name_suffix": "", "institution": "University of California, Irvine", "department": "Education" } ], "date_submitted": "2022-08-24T17:34:58.506000-04:00", "date_accepted": "2022-08-24T17:39:01.118000-04:00", "date_published": "2022-12-05T12:00:00-05:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/189/galley/52/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/189/galley/42/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/189/galley/52/download/" } ] }, { "pk": 213, "title": "Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping", "subtitle": null, "abstract": "<p class=\"MsoNormal\" style=\"margin: 0in; font-size: 12pt; font-family: "Times New Roman", serif; color: rgb(0, 0, 0); line-height: 32px;\">This article contributes to conversations about antiracist writing program assessment, with particular attention to the evaluation of first-year writing samples. In an effort to confront the racist ideologies of assimilation and neutrality, I employed a modified version of dynamic criteria mapping (DCM) that involved surveying students, conducting instructor focus groups, and analyzing writing prompts. The triangulated results informed the development of an assessment tool that was used to examine 89 writing samples. The goal of this assessment was not to produce a set of standards that mirror community values but rather to describe what was happening in the writing program and then use that information to facilitate critical reflection on the ways in which classroom practices align with or depart from the programmatic goal of delivering socially just writing instruction. By sharing my own experiences, I hope to help other writing program administrators (WPAs) develop processes for enacting antiracist writing assessment in their own contexts. I also reflect on the ways my procedure did—and did not—achieve its antiracist goals.<o:p></o:p></p>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivs 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": "first-year writing" }, { "word": "antiracist writing assessment" }, { "word": "community-based assessment" }, { "word": "ideology of assimilation" }, { "word": "ideology of neutrality" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/7rq4n47t", "frozenauthors": [ { "first_name": "Mary", "middle_name": "", "last_name": "Stewart", "name_suffix": "", "institution": "CSU San Marcos", "department": "English" } ], "date_submitted": "2022-10-14T14:45:04.270000-04:00", "date_accepted": "2022-10-14T14:49:52.360000-04:00", "date_published": "2022-12-05T12:00:00-05:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/213/galley/53/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/213/galley/43/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/213/galley/53/download/" } ] }, { "pk": 224, "title": "Editor’s Introduction: Assessing Writing Programs and Their Impacts on Students", "subtitle": null, "abstract": "<span style=\"font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline;\">This editor's column provides an overview of Tamara Tate and Mark Warschauer's \"Access, Digital Writing, and Achievement,\" Mary Stewart’s “Confronting the Ideologies of Assimilation and Neutrality in Writing Program Assessment through Antiracist Dynamic Criteria Mapping,\" and </span><span style=\"font-size: 11pt; font-family: Arial; color: rgb(0, 0, 0); background-color: transparent; font-variant-numeric: normal; font-variant-east-asian: normal; vertical-align: baseline;\">Analeigh Horton's “Two Sisters and a Heuristic for Listening to Multilingual, International Students’ Directed Self-Placement Stories.” </span>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivs 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": "digital writing" }, { "word": "Dynamic Criteria Mapping (DCM)" }, { "word": "Directed Self-Placement (DSP)" }, { "word": "antiracist writing assessment" }, { "word": "Programmatic Assessment" }, { "word": "Writing Assessment" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/01d2s22m", "frozenauthors": [ { "first_name": "Carl", "middle_name": "", "last_name": "Whithaus", "name_suffix": "", "institution": "UC Davis", "department": "University Writing Program" } ], "date_submitted": "2022-11-21T18:30:11.159000-05:00", "date_accepted": "2022-11-21T19:09:19.563000-05:00", "date_published": "2022-12-05T12:00:00-05:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/224/galley/51/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/224/galley/51/download/" } ] }, { "pk": 222, "title": "Two Sisters and a Heuristic for Listening to Multilingual, International Students’ Directed Self-Placement Stories", "subtitle": null, "abstract": "Directed self-placement (DSP) is considered useful in linguistically and culturally diverse writing programs, but questions of self-efficacy and institutional knowledge sustain hesitancy in using DSP with English as an additional language (EAL) writers. This interview study grounded in sociocultural literacy theory explores multilingual, international students’ engagement with writing placement and courses, showcasing two quadrilingual, bicultural, international student sisters, Hemani and Kavya. Despite nearly identical linguistic, cultural, and educational backgrounds upon concurrently entering a writing program, they experienced DSP differently and enrolled in different sections: Hemani in mainstream and Kavya in EAL courses. Hemani shares DSP’s positive impacts on her writing program trajectory whereas Kavya’s story uncovers lost opportunities and feelings of otherness. Findings affirm that multilingual, international student placement is complex and that DSP is highly contextual. This study highlights DSP’s mission of building student agency as motivation for collecting primary data so marginalized students can explain DSP’s effects on their identity and development. Responding to the need for empirical research of EAL writers using DSP, the analysis considers effects of placement and offers a heuristic for examining placement experiences across contexts.<style>@font-face{font-family:\"Cambria Math\";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536859905 -1073697537 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:\"\";margin:0in;margin-bottom:.0001pt;mso-pagination:widow-orphan;font-size:12.0pt;font-family:\"Calibri\",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:\"Times New Roman\";mso-bidi-theme-font:minor-bidi;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:\"Calibri\",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:\"Times New Roman\";mso-bidi-theme-font:minor-bidi;}div.WordSection1{page:WordSection1;}</style>", "language": "eng", "license": { "name": "Creative Commons Attribution-NonCommercial-NoDerivs 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": "directed self-placement" }, { "word": " multilingual writers" }, { "word": " placement" }, { "word": " agency" }, { "word": "multilingual writers" }, { "word": "placement" }, { "word": "agency" } ], "section": "Article", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/5s9458xk", "frozenauthors": [ { "first_name": "Analeigh", "middle_name": "E.", "last_name": "Horton", "name_suffix": "", "institution": "University of Arizona", "department": "" } ], "date_submitted": "2022-11-18T09:51:22.824000-05:00", "date_accepted": "2022-11-18T09:52:16.138000-05:00", "date_published": "2022-12-05T12:00:00-05:00", "render_galley": { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/222/galley/54/download/" }, "galleys": [ { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/222/galley/46/download/" }, { "label": "PDF", "type": "pdf", "path": "https://journalpub.escholarship.org/jwa/article/222/galley/54/download/" } ] }, { "pk": 43159, "title": "Documenting the American Student Abroad: The Media Cultures of International Education", "subtitle": null, "abstract": "From \nDocumenting the American Student Abroad: The Media Cultures of International Education\n by Kelly Hankin. © 2021 by Rutgers University Press. Used with permission of the Publisher. Publisher website: https://www.rutgersuniversitypress.org/documenting-the-american-student-abroad/9781978807686", "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": "American students studying abroad" }, { "word": "Transnational American Studies" } ], "section": "Forward", "is_remote": true, "remote_url": "https://escholarship.org/uc/item/978957n1", "frozenauthors": [ { "first_name": "Kelly", "middle_name": "", "last_name": "Hankin", "name_suffix": "", "institution": "Johnston Center for Integrative Studies at the University of Redlands", "department": "None" } ], "date_submitted": "2022-12-14T20:07:37-05:00", "date_accepted": "2022-12-14T20:07:37-05:00", "date_published": "2022-12-04T03:00:00-05:00", "render_galley": null, "galleys": [ { "label": "", "type": "pdf", "path": "https://journalpub.escholarship.org/jtas/article/43159/galley/32160/download/" } ] } ] }