{"count":38432,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=25800","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=25600","results":[{"pk":1712,"title":"MSc  Training in Research Methods Support","subtitle":null,"abstract":"The case is made for a new type of statistical master’s program called MSc in Research Methods.  The name of the course reflects the fact it is broader than one in statistics, partly because of the changing nature of research.  It is designed to be accessible to two types of students: those who have a mathematical background and those who have a more applied background from their first degree.  The program is intended primarily for working professionals so it is delivered in a way that is suitable for part-time students.  The implementation of an e-learning version of this course in Kenya is also described.","language":"en","license":null,"keywords":[{"word":"archiving, data flow, data management, design, e-learning exploration, research methods, statistics"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8hp227qb","frozenauthors":[{"first_name":"R.D.","middle_name":"","last_name":"Stern","name_suffix":"","institution":"University of Reading","department":"None"},{"first_name":"R.","middle_name":"","last_name":"Coe","name_suffix":"","institution":"ICRAF, SSC University of Reading","department":"None"},{"first_name":"D.A.","middle_name":"","last_name":"Stern","name_suffix":"","institution":"Maseno University","department":"None"},{"first_name":"B.M.","middle_name":"","last_name":"McDermott","name_suffix":"","institution":"Statistical Services Centre, University of Reading","department":"None"}],"date_submitted":"2012-10-08T22:07:16+05:30","date_accepted":"2012-10-08T22:07:16+05:30","date_published":"2013-08-02T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1712/galley/1182/download/"}]},{"pk":1710,"title":"'Open Data' and the Semantic Web Require a Rethink on Statistics Teaching","subtitle":null,"abstract":"The concept of statistical literacy needs to be refreshed, regularly. Major changes in the ways that data can be accessed from government and non-government agencies allow everyone to access huge databases, to create new variables, and to explore new relationships. New ways of visualizing data provide further challenges and opportunities. The Open Data movement, and the rise of data driven journalism are increasing public access to large scale data via the media. Here, we map out some opportunities and potential pitfalls, and discuss the rebalancing of statistics curricula that is required. The most obvious challenge is the need to introduce students to the exploration and analysis of large scale multivariate data sets. The curriculum should also address issues of data provenance and quality. We present an example of our visualisations of complex multivariate data, used in classroom trials. General issues of pedagogy and curriculum innovation are discussed.","language":"en","license":null,"keywords":[{"word":"Open Data, Semantic Web, Statistical Literacy, Multivariate Data, Curriculum Reform, Pedagogy"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6gm8p12m","frozenauthors":[{"first_name":"Jim","middle_name":"","last_name":"Ridgway","name_suffix":"","institution":"SMART Centre, Durham University","department":"None"},{"first_name":"James","middle_name":"","last_name":"Nicholson","name_suffix":"","institution":"SMART Centre, Durham University","department":"None"},{"first_name":"Sean","middle_name":"","last_name":"McCusker","name_suffix":"","institution":"SMART Centre, Durham University","department":"None"}],"date_submitted":"2012-10-04T02:45:37+05:30","date_accepted":"2012-10-04T02:45:37+05:30","date_published":"2013-08-02T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1710/galley/1180/download/"}]},{"pk":1703,"title":"Selecting Technology to Promote Learning in an Online Introductory Statistics Course","subtitle":null,"abstract":"Online courses are becoming an increasingly more common option for college students and technology plays a critically important role. How can a course be taught in a way that engages the students so that they master the material as well as they would in a traditional classroom? In order to help accomplish these goals various technological packages must be chosen to bridge the gap between the traditional and online course. This paper will discuss the technological setup of an online Statistics course, and review the technology choices, implementations, and problems that arose. The paper will concentrate on the discussion of five areas: location of course, class conduct, communication, assessment and any additional hardware requirements.","language":"en","license":null,"keywords":[{"word":"online learning"},{"word":"technology"},{"word":"introductory statistics coursegy"},{"word":"discussion board"},{"word":"online grading"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/596195sg","frozenauthors":[{"first_name":"Megan","middle_name":"","last_name":"Mocko","name_suffix":"","institution":"University of Florida","department":"None"}],"date_submitted":"2012-10-02T01:11:41+05:30","date_accepted":"2012-10-02T01:11:41+05:30","date_published":"2013-08-02T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1703/galley/1173/download/"}]},{"pk":1715,"title":"Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course","subtitle":null,"abstract":"Course projects have been argued to help develop students’ statistical thinking, but implementing authentic and realistic course projects still presents major challenges. This paper evaluated students’ experiences and perceptions of using an online simulated virtual environment, known as the Island, for implementing major course projects within an online masters level introductory statistics course. The use of the Island aimed to overcome significant practical and ethical constraints imposed on project-based work in online courses. The project required students to answer a self-posed research question by gathering and analysing data using methods covered in the course. The project was divided into two parts, a mid-semester proposal and an end of semester online presentation. Following completion of the projects, forty-two students responded to a questionnaire which rated their level of agreement to three aspects of using the Island: engagement\n, \nease of use\n and \ncontributes to understanding. Students were also asked to provide qualitative comments and five students participated in semi-structured interviews. Qualitative feedback was analysed to help explain the results from the quantitative questionnaire. In conclusion, perceptions of the use of the Island for project-based assessment were very positive. Qualitative feedback provided insight into how the Island-based projects may help to develop students’ statistical thinking.","language":"en","license":null,"keywords":[{"word":"Virtual environment"},{"word":"project-based assessment"},{"word":"statistical thinking"},{"word":"statistics education technology"},{"word":"the Island"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/137120mt","frozenauthors":[{"first_name":"James","middle_name":"","last_name":"Baglin","name_suffix":"","institution":"RMIT","department":"None"},{"first_name":"Anthony","middle_name":"","last_name":"Bedford","name_suffix":"","institution":"RMIT University","department":"None"},{"first_name":"Michael","middle_name":"","last_name":"Bulmer","name_suffix":"","institution":"The University of Queensland","department":"None"}],"date_submitted":"2012-11-07T03:12:14+05:30","date_accepted":"2012-11-07T03:12:14+05:30","date_published":"2013-08-02T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1715/galley/1184/download/"}]},{"pk":1711,"title":"The Use of Graphics Calculator in a Matriculation Statistics Classroom: A Malaysian Perspective","subtitle":null,"abstract":"The teaching and learning of statistics has evolved tremendously over the years owing to the reformation in statistics education and the advancement of technology that revolutionized the pedagogy in statistics classrooms. With technological tools students can focus in learning and understanding the important statistical concepts instead of concentrating on lengthy and repetitive calculations. Hand-held technologies such as the graphics calculators have paved the way for constructive and exciting learning experience. However, in a developing country like Malaysia the use of graphics calculators in statistics classrooms is not without challenges. This paper explores the advantages and limitations of the use of graphics calculators in the teaching of statistics in Malaysia.","language":"en","license":null,"keywords":[{"word":"Graphics calculator"},{"word":"statistics classrooms"},{"word":"matriculation course"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/10f0x4gf","frozenauthors":[{"first_name":"Saras","middle_name":"","last_name":"Krishnan","name_suffix":"","institution":"Institute of Graduate Studies, University Malaya","department":"None"},{"first_name":"Noraini","middle_name":"","last_name":"Idris","name_suffix":"","institution":"Institute of Graduate Studies, University Malaya","department":"None"}],"date_submitted":"2012-10-08T22:01:47+05:30","date_accepted":"2012-10-08T22:01:47+05:30","date_published":"2013-08-02T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1711/galley/1181/download/"}]},{"pk":5168,"title":"A Zoo-housed Chimpanzee’s (\nPan troglodytes\n) Responses to Potentially Arousing Stimuli","subtitle":null,"abstract":"In Experiment 1, we wished to determine whether a singly-housed adult male captive chimpanzee could discriminate the behavioral categories of sex and aggression. He was reinforced for selecting sexual rather than aggressive images on a touch-screen computer in a two-choice discrimination paradigm. He showed no discrimination after 24 sessions with non-human photos, but immediately selected human sexual images at above-chance levels. To explore whether this differential discrimination was due to a preference for human sexual images, he was presented with images of humans versus non-humans under non-differential reinforcement in Experiment 2. He preferred human photos if the images depicted sex, but not if the images depicted aggression. To further explore these preferences in Experiment 3 the chimpanzee was presented with images of genitalia of non-humans versus humans, genitalia versus eyes, and finally female versus male genitalia of both non-humans and humans, using non-differential reinforcement. The chimpanzee preferred human to non-human genitalia, and eyes to genitalia, but did not prefer female to male genitalia. This chimpanzee’s unusual social environment may have interfered with species-typical social preferences.","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":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"Behavioral Taxonomy"},{"word":"learning"},{"word":"cognition"},{"word":"Cognitive Processes"},{"word":"Zoo"},{"word":"Zoo-housed"},{"word":"Chimpanzee"},{"word":"Response"},{"word":"Potentially"},{"word":"Arousing"},{"word":"Stimuli"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/59k63154","frozenauthors":[{"first_name":"Jennifer","middle_name":"","last_name":"Vonk","name_suffix":"","institution":"Oakland University","department":"None"},{"first_name":"Cory","middle_name":"E.","last_name":"Vedder","name_suffix":"","institution":"University of Southern Mississippi","department":"None"}],"date_submitted":"2013-11-04T04:50:40+05:30","date_accepted":"2013-11-04T04:50:40+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5168/galley/3048/download/"}]},{"pk":5165,"title":"Behavioral Development of Two Captive Mother-Calf Dyads of Bottlenose Dolphins (\nTursiops truncatus\n) in the Calves’ First Year","subtitle":null,"abstract":"This study investigated the development of suckling behavior, spatial relations, social behavior, and play behavior in 2 mother-calf dyads of bottlenose dolphins (Tursiops truncatus). Each dyad was observed 4 hours weekly throughout the calves’ 1st year. The dyads differed in calves’ sex and mothers’ parity. The dyad with the primiparous female needed more time to establish suckling and swimming routines. After the 3rd month, interactions with the mother (flipper-rub, rest together, social play, and calf watches mother) were significantly more frequent in the female calf, whereas interactions with the calves’ father (swim together, rest together, and social play) were significantly more frequent in the male calf. The calves showed high rates of object play and social play. They seemed to modify their type of play according to the opportunities they were offered. A mentally stimulating object was preferred to simpler toys. The knowledge of the details of mother-calf behavior helps to develop appropriate breeding conditions that are vital for the survival and well-being of captive dolphin calves.","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":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"Behavioral Taxonomy"},{"word":"learning"},{"word":"cognition"},{"word":"Cognitive Processes"},{"word":"development"},{"word":"Captive"},{"word":"Mother-Calf"},{"word":"Dyad"},{"word":"Bottlenose Dolphin"},{"word":"Calves"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9m36m5rf","frozenauthors":[{"first_name":"Claudia","middle_name":"","last_name":"von Streit","name_suffix":"","institution":"Zoological Institute and Museum Greifswald","department":"None"},{"first_name":"Udo","middle_name":"","last_name":"Ganslosser","name_suffix":"","institution":"Zoological Institute and Museum Greifswald","department":"None"},{"first_name":"Lorenzo","middle_name":"","last_name":"von Fersen","name_suffix":"","institution":"Zoo Nuernberg","department":"None"}],"date_submitted":"2013-11-04T04:34:50+05:30","date_accepted":"2013-11-04T04:34:50+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5165/galley/3045/download/"}]},{"pk":5169,"title":"Brief Report: Asian Elephants (Elephas maximus) may Demonstrate Stable Personalities","subtitle":null,"abstract":"Pioneering studies of animal personality appeared in the 1970s (e.g., Adamec, 1975; Buirski, Plutchik, &amp; Kellerman, 1978; Stevenson-Hinde &amp; Zunz, 1978). These studies proposed personality differences and examined behavioral tendencies that would be predicative of those personality traits. These studies began a surge of interest in consistent individual characteristics among individuals of various species, and during the past few years, research has begun to focus on animal personality more seriously. This line of research has resulted in a number of studies revealing individual differences in personality traits in such diverse species as primates, marine mammals, insects, fish, invertebrates, and birds (Gosling, 2001). Animal personality is defined as an individual animal’s unique and stable patterns of behavior (Gosling, 2001). Based on this definition, there are often two main goals of animal personality research: 1) determine if individuals within a species exhibit distinctive patterns of behavior and 2) determine if these patterns are consistent and stable over time and in a variety of contexts.","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":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"Behavioral Taxonomy"},{"word":"learning"},{"word":"cognition"},{"word":"Cognitive Processes"},{"word":"Report"},{"word":"Asian"},{"word":"Elephant"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jd7d1v6","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Highfill","name_suffix":"","institution":"Eckerd College","department":"None"},{"first_name":"Otto","middle_name":"","last_name":"Fad","name_suffix":"","institution":"Busch Gardens Tampa","department":"None"},{"first_name":"Radhika","middle_name":"","last_name":"Makecha","name_suffix":"","institution":"The College of The Bahamas","department":"None"},{"first_name":"Stan","middle_name":"","last_name":"Kuczaj","name_suffix":"","institution":"University of Southern Mississippi","department":"None"}],"date_submitted":"2013-11-04T04:58:49+05:30","date_accepted":"2013-11-04T04:58:49+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5169/galley/3049/download/"}]},{"pk":54413,"title":"Cervantes' El Cerco de Numancia: An Argument Based on Blood Based Determination Hispanidad","subtitle":null,"abstract":"[no abstract available]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4zd9x4n1","frozenauthors":[{"first_name":"Diane","middle_name":"","last_name":"Bani-Esraili","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-29T05:10:34+05:30","date_accepted":"2018-07-29T05:10:34+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/alephucla/article/54413/galley/41095/download/"}]},{"pk":5166,"title":"Do Great Grey Owls Comprehend Means–end Relationships?","subtitle":null,"abstract":"Cognitive abilities of the Great Grey Owl (\nStrix nebulosa\n) were tested with a means–end problem. Owls were presented the single baited string task and the string discrimination task. Our results suggest that owls failed to comprehend the physics underlying the object relationships involved in the tasks presented","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":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4p1405mv","frozenauthors":[{"first_name":"T.","middle_name":"A.","last_name":"Obozova","name_suffix":"","institution":"Lomonosov Moscow State University","department":"None"},{"first_name":"Z.","middle_name":"A.","last_name":"Zorina","name_suffix":"","institution":"Lomonosov Moscow State University","department":"None"}],"date_submitted":"2013-11-04T04:40:36+05:30","date_accepted":"2013-11-04T04:40:36+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5166/galley/3046/download/"}]},{"pk":54411,"title":"Email, Social Media and More: How Constituents Communicate with their Member of Congress in the Digital Age","subtitle":null,"abstract":"[no abstract available]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/124838kj","frozenauthors":[{"first_name":"Tempest","middle_name":"","last_name":"Edward","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-29T04:58:59+05:30","date_accepted":"2018-07-29T04:58:59+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/alephucla/article/54411/galley/41093/download/"}]},{"pk":54412,"title":"Facing the Music: Jazz and the Third Reich","subtitle":null,"abstract":"[no asbtract available]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8h16z7jp","frozenauthors":[{"first_name":"Ellen","middle_name":"","last_name":"Taylor","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-29T05:05:10+05:30","date_accepted":"2018-07-29T05:05:10+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/alephucla/article/54412/galley/41094/download/"}]},{"pk":5167,"title":"Retention of a Brightness Discrimination Task in Paramecia, \nP. caudatum","subtitle":null,"abstract":"Previous research into the possibility of learning in paramecia in this laboratory has shown that these organisms can learn to go to and remain in a specific location based on cathode shock reinforcement. The present experiment was designed to determine whether paramecia could retain (remember) the learned brightness discrimination task. The results indicate that the retention interval for this task in paramecia is shorter than 1 minute. It is possible that paramecia can remember this task for longer than a second but shorter than the 1-minute interval that was used during test. It is also possible that remembering for more than a few seconds requires a nervous system, which paramecia do not have.","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":"International Journal of Comparative Psychology"},{"word":"Behavior"},{"word":"Behaviour"},{"word":"Behavioral Taxonomy"},{"word":"learning"},{"word":"cognition"},{"word":"Cognitive Processes"},{"word":"retention"},{"word":"Brightness"},{"word":"discrimination"},{"word":"Task"},{"word":"Paramecia"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5428c5xn","frozenauthors":[{"first_name":"Catherine","middle_name":"M.","last_name":"Mingee","name_suffix":"","institution":"University of Toledo","department":"None"}],"date_submitted":"2013-11-04T04:42:54+05:30","date_accepted":"2013-11-04T04:42:54+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5167/galley/3047/download/"}]},{"pk":54410,"title":"The Deconstruction of the Danish Nation","subtitle":null,"abstract":"[no abstract available]","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pj626j6","frozenauthors":[{"first_name":"Charlotte","middle_name":"K.","last_name":"Rose","name_suffix":"","institution":"","department":""}],"date_submitted":"2018-07-29T04:53:33+05:30","date_accepted":"2018-07-29T04:53:33+05:30","date_published":"2013-08-01T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/alephucla/article/54410/galley/41092/download/"}]},{"pk":7927,"title":"Masthead August 2013","subtitle":null,"abstract":"Masthead August 2013","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[],"section":"Masthead","is_remote":true,"remote_url":"https://escholarship.org/uc/item/09t725cw","frozenauthors":[{"first_name":"Western Journal","middle_name":"","last_name":"Emergency Medicine","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-31T06:33:37+05:30","date_accepted":"2013-07-31T06:33:37+05:30","date_published":"2013-07-31T06:36:27+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7927/galley/4603/download/"}]},{"pk":43882,"title":"Soleal Vein Thrombosis Masquerading As Ankle Pain","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v44h8th","frozenauthors":[{"first_name":"Alice","middle_name":"E","last_name":"Agzarian","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Anita","middle_name":"Y","last_name":"Agzarian","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-31T05:06:09+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43882/galley/32685/download/"}]},{"pk":43868,"title":"Patent Foramen Ovale: A Common Cardiovascular Finding in The Adult Population","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1995m5ks","frozenauthors":[{"first_name":"Brian","middle_name":"S","last_name":"Morris","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-31T04:34:26+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43868/galley/32671/download/"}]},{"pk":39337,"title":"Review: Small, Gritty, and Green: The Promise of America’s Smaller Industrial Cities in a Low-Carbon World","subtitle":null,"abstract":"Book Review: Small, Gritty, and Green: The Promise of America’s Smaller Industrial Cities in a Low-Carbon World.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Urban Revival"},{"word":"Low-Carbon Cities"},{"word":"sustainability"},{"word":"Rust Belt"},{"word":"Post-Industrial Cities"},{"word":"Urban Geography"},{"word":"Economic Geography"},{"word":"Environmental Studies"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4pp1f318","frozenauthors":[{"first_name":"Kevin","middle_name":"","last_name":"Lo","name_suffix":"","institution":"University of Melbourne","department":"None"}],"date_submitted":"2013-04-17T02:37:29+05:30","date_accepted":"2013-04-17T02:37:29+05:30","date_published":"2013-07-30T21:11:55+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39337/galley/29699/download/"}]},{"pk":7658,"title":"Co-Occurring Physical Fighting and Suicide Attempts among U.S. High School Students: Examining Patterns of Early Alcohol Use Initiation and Current Binge Drinking","subtitle":null,"abstract":"Introduction: A growing body of empirical research documents a significant co-occurrence of suicide attempts and interpersonal violence among youth. However, the potential role of early alcohol use initiation and current heavy alcohol use as correlates of this comorbidity has not been examined in a nationally representative sample of high school students.\n \nMethods: We based our analyses on cross-sectional data from the 2009 Youth Risk Behavior Survey, which includes a nationally representative sample (n=16,410) of high school students in grades 9 through 12 in the United States. Multinomial logistic regression analyses were conducted to test the associations between measures of alcohol use (early alcohol use initiation and heavy drinking) and comorbid suicidal and violent behavior while controlling for potential confounders.\n \nResults: Among high school students, 3.6% reported comorbid physical fighting and suicide attempt in the past year. Early alcohol use (prior to age 13) and heavy drinking (5 or more drinks in a row) were strongly associated with comorbid reports of physical fighting and suicide attempts (Adj. odds ratio [OR]=3.12; 95% confidence interval [CI]:2.49-3.89) and (Adj. OR=3.45; 95%CI:2.63-4.52).\nConclusion: These findings underscore the importance of both early alcohol use initiation and heavy drinking as statistically significant correlates of comorbid fighting and suicide attempts among youth. While future research is needed to determine the temporal ordering between problem drinking and violent or suicidal behaviors, existing prevention programs may benefit from including components aimed at reducing and delaying alcohol use. [West J Emerg Med. 2013;14(4):341–346.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"alcohol, alcohol initiation, fighting, violence, suicide, self-harm"},{"word":"public health, health promotion,"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4qn77073","frozenauthors":[{"first_name":"Monica","middle_name":"H","last_name":"Swahn","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Robert","middle_name":"","last_name":"Bossarte","name_suffix":"","institution":"University of Rochester, Department of Psychiatry, Rochester, New York; Center of Excellence for Suicide Prevention, Department of Veterans Affairs,\nCanandaigua, New York","department":"None"},{"first_name":"Jane","middle_name":"","last_name":"Palmier","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Huang","middle_name":"","last_name":"Yao","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-19T22:23:54+05:30","date_accepted":"2012-12-19T22:23:54+05:30","date_published":"2013-07-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7658/galley/4492/download/"}]},{"pk":7926,"title":"President's Message August 2013","subtitle":null,"abstract":"President's Message","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[],"section":"CAL/AAEM Newsletter","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0sb05087","frozenauthors":[{"first_name":"Lisa","middle_name":"","last_name":"Mills","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-31T06:29:41+05:30","date_accepted":"2013-07-31T06:29:41+05:30","date_published":"2013-07-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7926/galley/4602/download/"}]},{"pk":7928,"title":"Table of Contents August 2013","subtitle":null,"abstract":"Table of Contents August 2013","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[],"section":"Table of Contents","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6q6650w0","frozenauthors":[{"first_name":"Western Journal","middle_name":"","last_name":"Emergency Medicine","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-31T06:43:04+05:30","date_accepted":"2013-07-31T06:43:04+05:30","date_published":"2013-07-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7928/galley/4604/download/"}]},{"pk":1972,"title":"From the L2 Journal Editor","subtitle":null,"abstract":"Announcing new managing editor.","language":"en","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/81g8x3nn","frozenauthors":[{"first_name":"Claire","middle_name":"","last_name":"Kramsch","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-30T01:24:23+05:30","date_accepted":"2013-07-30T01:24:23+05:30","date_published":"2013-07-30T01:26:38+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/l2/article/1972/galley/1306/download/"}]},{"pk":39348,"title":"Review: The Rediscovery of the Wild","subtitle":null,"abstract":"Book Review: The Rediscovery of the Wild","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Wild Nature"},{"word":"Wilderness"},{"word":"ecopsychology"},{"word":"ecology"},{"word":"Conservation Psychology"},{"word":"psychology"},{"word":"Environmental Studies"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6v67c206","frozenauthors":[{"first_name":"Jillian","middle_name":"Mycole","last_name":"Slater","name_suffix":"","institution":"University of Dayton","department":"None"}],"date_submitted":"2013-06-07T01:53:56+05:30","date_accepted":"2013-06-07T01:53:56+05:30","date_published":"2013-07-30T01:22:22+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39348/galley/29709/download/"}]},{"pk":39338,"title":"Review:  Rebuilding the Foodshed:  How to Create Local, Sustainable, and Secure Food Systems","subtitle":null,"abstract":"Book review","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Food supply"},{"word":"Local Foods"},{"word":"food security"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8kr2603j","frozenauthors":[{"first_name":"Byron","middle_name":"P.","last_name":"Anderson","name_suffix":"","institution":"Retired/Northern Illinois University","department":"None"}],"date_submitted":"2013-04-18T21:47:24+05:30","date_accepted":"2013-04-18T21:47:24+05:30","date_published":"2013-07-30T01:07:51+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39338/galley/29700/download/"}]},{"pk":7732,"title":"Child Maltreatment and Disaster Prevention: Qualitative Study of Community Agency Perspectives","subtitle":null,"abstract":"Introduction: Child maltreatment (CM) is a significant public health problem that increases following natural disasters. Ecological approaches have been used to study these complex phenomena, and the current research fits within this perspective by conducting qualitative interviews with disaster response and family-serving community agencies. The purpose of the study was to identify whether or not community agencies identified CM as an issue that is relevant for disaster planning and response and their perspectives on risk and protective factors for CM risk following disaster.  Methods: Agencies (n=16) from 2 geographical areas participated - one that recently experienced a natural disaster (Louisiana (LA), n=7) and one that had not (Georgia (GA), n=9). Agency representatives completed semi-structured telephone interviews (n=16) and follow up in person focus groups (n=14).  Theory-driven, thematic analyses were completed.  Results: Results suggested that community agencies agree that post-disaster environments increase the risk for CM and that CM prevention has a role in disaster response planning.  Risk and protective factors were identified according to Bronfenbrenner’ s ecological framework.  Conclusion: Study results support the need to include CM prevention efforts within disaster planning and provide guidance for future research to inform such efforts. [West J Emerg Med. 2013;14(4):402–408]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"Disaster Preparedness, Child Maltreatment"},{"word":"Public health"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/26d966ht","frozenauthors":[{"first_name":"Shannon","middle_name":"","last_name":"Self-Brown","name_suffix":"","institution":"Georgia State University","department":"None"},{"first_name":"Page","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Georgia State University, Department of Psychology, Atlanta, Georgia","department":"None"},{"first_name":"Shannan","middle_name":"","last_name":"Edwards","name_suffix":"","institution":"Georgia State University, Department of Psychology, Atlanta, Georgia","department":"None"},{"first_name":"Tia","middle_name":"","last_name":"McGill","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2013-02-20T22:34:32+05:30","date_accepted":"2013-02-20T22:34:32+05:30","date_published":"2013-07-29T23:51:04+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7732/galley/4527/download/"}]},{"pk":7636,"title":"Towards the Development of an Intimate Partner Violence Screening Tool for Gay and Bisexual Men","subtitle":null,"abstract":"Introduction: Recent research suggests that gay and bisexual men experience intimate partner violence (IPV) at rates comparable to heterosexual women. However, current screening tools used to identify persons experiencing IPV were largely created for use with heterosexual women. Given the high prevalence of IPV among gay and bisexual men in the United States, the lack of IPV screening tools that reflect the lived realities of gay and bisexual men is problematic. This paper describes the development of a short-form IPV screening tool intended to be used with gay and bisexual men.\nMethods: A novel definition of IPV, informed by formative Focus Group Discussions, was derived from a quantitative survey of approximately 1,100 venue-recruited gay and bisexual men. From this new definition, a draft IPV screening tool was created. After expert review (n=13) and cognitive interviews with gay and bisexual men (n=47), a screening tool of six questions was finalized. A national, online-recruited sample (n=822) was used to compare rates of IPV identified by the novel tool and current standard tools.\nResults: The six-item, short-form tool created through the six-stage research process captured a significantly higher prevalence of recent experience of IPV compared to a current and commonly used screening tool (30.7% versus 7.5%, p&lt;0.05). The novel short-form tool described additional domains of IPV not currently found in screening tools, including monitoring behaviors, controlling behaviors, and HIV-related IPV. The screener takes less than five minutes to complete and is 6th grade reading level.\nConclusion: Gay and bisexual men experiencing IPV must first be identified before services can reach them. Given emergent literature that demonstrates the high prevalence of IPV among gay and bisexual men and the known adverse health sequela of experiencing IPV, this novel screening tool may allow for the quick identification of men experiencing IPV and the opportunity for referrals for the synergistic management of IPV. Future work should focus on implementing this tool in primary or acute care settings in order to determine its acceptability and its feasibility of use more broadly. [West J Emerg Med. 2013;14(4):391–401.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"IPV"},{"word":"msm"},{"word":"HIV"},{"word":"screening"},{"word":"Public health"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0j48c545","frozenauthors":[{"first_name":"Rob","middle_name":"","last_name":"Stephenson","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Casey","middle_name":"D","last_name":"Hall","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Whitney","middle_name":"","last_name":"Williams","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Kimi","middle_name":"N","last_name":"Sato","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Catherine","middle_name":"","last_name":"Finneran","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-07T03:02:25+05:30","date_accepted":"2012-12-07T03:02:25+05:30","date_published":"2013-07-29T23:50:29+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7636/galley/4480/download/"}]},{"pk":7619,"title":"Surveillance of Middle and High School Mental Health Risk  by Student Self-Report Screener","subtitle":null,"abstract":"Introduction: A 2009 National Academies of Sciences report on child mental health prevention and treatment concluded that screening for mental health risk is an essential component of service delivery. To date, however, there are few practical assessments available or practices in place that measure individual child risk, or risk aggregated at the school or community level. This study examined the utility of a 30-item paper and pencil student self-report screener of behavioral and emotional risk (BER) for surveying community risk among 7 schools. Methods: In 2010, 2,222 students in 3 middle and 4 high schools in a medium-sized school district in Georgia were administered the Behavioral and Emotional Screening System Self-Report Child/Adolescent form (BESS Student). The BESS is designed to measure 4 sub-syndromal BER factors for developing mental health disorders: inattention/hyperactivity, internalizing, school problems, and personal adjustment. Analysis of Variance and Chi Square analyses were used to assess the association between adolescent self-reported BER as an indicator of school BER, grade level, child ethnic identification and gender, socioeconomic status, and special education placement status.Results: BESS scores differentiated well between schools for overall BER and special education status, as well as between grade levels, ethnicity, and gender groups. One high school, known by the school administration to have numerous incidents of student behavior problems, had the most deviant 4 BER domain scores of all 7 schools. Girls rated themselves as having a higher prevalence of BER (14%) than boys (12%); middle school students reported fewer difficulties than high school students.Conclusion: Middle and high school students were capable of identifying significant differences in their own BER across schools, suggesting that universal mental health risk screening viastudent self-report is potentially useful for identifying aggregated community risk in a given school that may warrant differential deployment of mental health prevention and intervention strategies. BESS results reliably identified individual mental health risk associated with special education placement, which is documented to lead to poor school outcomes such as school dropout and lack of enrollment in post-secondary education. [West J Emerg Med. 2013;14(4):384–390.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"Universal Screening"},{"word":"Behavioral and Emotional Risk"},{"word":"School Surveillance"},{"word":"education"},{"word":"psychology"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bs5t82z","frozenauthors":[{"first_name":"Bridget","middle_name":"V","last_name":"Dever","name_suffix":"","institution":"Georgia State University, Department of Education Policy Studies, Atlanta, Georgia","department":"None"},{"first_name":"Randy","middle_name":"W","last_name":"Kamphaus","name_suffix":"","institution":"Georgia State University, Department of Counseling and Psychological Services, Atlanta, Georgia","department":"None"},{"first_name":"Erin","middle_name":"","last_name":"Dowdy","name_suffix":"","institution":"University of California Santa Barbara, Department of Counseling Clinical and School Psychology, Santa Barbara, California","department":"None"},{"first_name":"Tara","middle_name":"C","last_name":"Raines","name_suffix":"","institution":"University of Nevada, Department of Educational Psychology and Higher Education, Las Vegas, Nevada","department":"None"},{"first_name":"Christine","middle_name":"","last_name":"DiStefano","name_suffix":"","institution":"University of South Carolina, Department of Educational Studies, Columbia, South Carolina","department":"None"}],"date_submitted":"2012-11-24T03:58:35+05:30","date_accepted":"2012-11-24T03:58:35+05:30","date_published":"2013-07-29T23:49:41+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7619/galley/4473/download/"}]},{"pk":7642,"title":"Metrics for Local Community Planning and Evaluation:  The Case for Observational Measurement of High Risk Rural Sub-Populations in Occupant Safety","subtitle":null,"abstract":"Introduction: The purpose of this study is to examine the relevance of non-specific safety belt use data for interventions to rural teens and to pilot a data collection project to provide more specific data to traffic safety stakeholders and educators in rural areas.Methods: Twelve high schools in Southeast Georgia were used for observed safety belt data collection over a 16 month period. Observational surveys were conducted at the entrance to student parking lots of the studied schools in the morning or afternoon. Observers were trained and survey methods were standardized to maintain comparability between results.Results: Observational surveys revealed a safety belt usage rate of 38.6% among high schools teens at the studied high schools. Safety belt usage rates ranged from 9.5% to 66.9%. Observed safety belt use for female vehicle occupants was 48.4% compared to 35.6% for males.Conclusion: The observational survey results from this study support research showing that rural teens have lower safety belt usage rates than adults or urban teens. Despite efforts to target rural areas, programs must specifically target sub populations, especially rural male teens, in order to hold any traction. Because of the wide gap between measured safety belt use in rural Georgia (79.9%) and the studied rural high schools (38.6%), local program planners must assess actual safety belt usage in their high risk rural teen population in order to use accurate metrics for intervention and education efforts. [West J Emerg Med. 2013;14(4):380–383.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"metrics"},{"word":"Traffic Safety"},{"word":"Rural"},{"word":"Teens"},{"word":"Seatbelts"},{"word":"evaluation"},{"word":"Public health"},{"word":"Rural Studies"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jx3g6ww","frozenauthors":[{"first_name":"Steve","middle_name":"","last_name":"Davidson","name_suffix":"","institution":"Georgia Department of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"James","middle_name":"","last_name":"Barlament","name_suffix":"","institution":"Traffic Safety Research and Evaluation Group, University of Georgia, Athens, Georgia","department":"None"},{"first_name":"Lisa","middle_name":"","last_name":"Dawson","name_suffix":"","institution":"Georgia Department of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Carol","middle_name":"","last_name":"Cotton","name_suffix":"","institution":"Traffic Safety Research and Evaluation Group, University of Georgia, Athens, Georgia","department":"None"}],"date_submitted":"2012-12-13T01:28:36+05:30","date_accepted":"2012-12-13T01:28:36+05:30","date_published":"2013-07-29T23:49:10+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7642/galley/4482/download/"}]},{"pk":7742,"title":"Examining the Intersections between Child Maltreatment and Intimate Partner Violence","subtitle":null,"abstract":"[West J Emerg Med. 2013;14(4):377–379.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"child maltreatment, intimate partner violence"},{"word":"public health, health promotion, psychology"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/28s9v209","frozenauthors":[{"first_name":"Alessandra","middle_name":"","last_name":"Guedes","name_suffix":"","institution":"Pan American Health Organization/World Health Organization, Washington, DC","department":"None"},{"first_name":"Christopher","middle_name":"","last_name":"Mikton","name_suffix":"","institution":"World Health Organization, Geneva, Switzerland","department":"None"}],"date_submitted":"2013-02-27T01:09:41+05:30","date_accepted":"2013-02-27T01:09:41+05:30","date_published":"2013-07-29T23:48:34+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7742/galley/4530/download/"}]},{"pk":7731,"title":"Sexualized and Dangerous Relationships:  Listening to the Voices of Low-Income African American Girls Placed at Risk for Sexual Exploitation","subtitle":null,"abstract":"Introduction: Youth from low-income, urban backgrounds face significant challenges to maintaining a positive developmental trajectory. Dangerous neighborhoods and stressed relationships are common in these settings and threaten adaptation by weakening the natural assets that undergird resilience. African American girls in these contexts face specific, multiple risks, including gender stereotyping, violence, and sexual exploitation. The commercial sexual exploitation of children (CSEC) is a multibillion-dollar industry victimizing over 1 million children around the globe.1 The typical victim in 1 city in the southeastern United States is an African American girl 12-14 years old. There has been little research investigating the characteristics of girls placed at risk for CSEC and even less research on the personal perspectives of these girls. Methods: Over 3 school terms we provided preventive intervention groups for 36 African American middle school girls who were placed at risk because they lived in neighborhoods with high rates of interpersonal violence and CSEC. Two group leaders and a process recorder took detailed notes on each group session. Our focus on group conversations over a period of weeks increased the probability of recording spontaneous, open comments by the children and is a promising method with this population. The data were analyzed qualitatively and resulted in an account of the girls’ own views of the environmental challenges and personal experiences that may influence their development.Results: The girls’ language during the group sessions contained 4 themes: difficulty forming trusting relationships, frequent peer aggression, familiarity with adult prostitution, and sexuality as a commodity.Conclusion: Our research shows how girls placed at risk for CSEC view their own lives. These children described violence and sexual exploitation and cited limited supports to protect them from these risks. Understanding the perspectives of these girls should generate future research and intervention strategies to support their coping and resilience. [West J Emerg Med. 2013;14(4):370–376.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"sexual exploitation"},{"word":"risk, African American"},{"word":"girls"},{"word":"psychology"},{"word":"education"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5177v6kh","frozenauthors":[{"first_name":"Ann","middle_name":"Cale","last_name":"Kruger","name_suffix":"","institution":"Center for Research on School Safety, School Climate, and Classroom Management, \nGeorgia State University","department":"None"},{"first_name":"Erin","middle_name":"","last_name":"Harper","name_suffix":"","institution":"Center for Research on School Safety, School Climate, and Classroom Management, \nGeorgia State University","department":"None"},{"first_name":"Patricia","middle_name":"","last_name":"Harris","name_suffix":"","institution":"Coweta County Schools, Newnan, Georgia","department":"None"},{"first_name":"DeShelle","middle_name":"","last_name":"Sanders","name_suffix":"","institution":"Clayton County Schools, Jonesboro, Georgia","department":"None"},{"first_name":"Kerry","middle_name":"","last_name":"Levin","name_suffix":"","institution":"Park Hill Schools, Kansas City, Missouri","department":"None"},{"first_name":"Joel","middle_name":"","last_name":"Meyers","name_suffix":"","institution":"Georgia State University, Center for Research on School Safety, School Climate and Classroom Management, Atlanta, Georgia","department":"None"}],"date_submitted":"2013-02-20T02:06:26+05:30","date_accepted":"2013-02-20T02:06:26+05:30","date_published":"2013-07-29T23:47:23+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7731/galley/4526/download/"}]},{"pk":7652,"title":"Who Sends the Email? Using Electronic Surveys in Violence Research","subtitle":null,"abstract":"Introduction: Students aged 16–24 years are at greatest risk for interpersonal violence and the resulting short and long-term health consequences. Electronic survey methodology is well suited for research related to interpersonal violence. Yet methodological questions remain about best practices in using electronic surveys. While researchers often indicate that potential participants receive multiple emails as reminders to complete the survey, little mention is made of the sender of the recruitment email. The purpose of this analysis is to describe the response rates from three violence-focused research studies when the recruitment emails are sent from a campus office, researcher or survey sampling firm.\n \n \n \nMethods: Three violence-focused studies were conducted about interpersonal violence among college students in the United States. Seven universities and a survey sampling firm were used to recruit potential participants to complete an electronic survey. The sender of the recruitment emails varied within and across the each of the studies depending on institutional review boards and university protocols.\n \nResults: An overall response rate of 30% was noted for the 3 studies. Universities in which researcher initiated recruitment emails were used had higher response rates compared to universities where campus officials sent the recruitment emails. Researchers found lower response rates to electronic surveys at Historically Black Colleges or Universities and that other methods were needed to improve response rates.\n \nConclusion: The sender of recruitment emails for electronic surveys may be an important factor in response rates for violence-focused research. For researchers identification of best practices for survey methodology is needed to promote accurate disclosure and increase response rates. [West J Emerg Med. 2013;14(4):363–369.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"violence, electronic survey methodology, response rate"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f33j61t","frozenauthors":[{"first_name":"Melissa","middle_name":"A","last_name":"Sutherland","name_suffix":"","institution":"Boston College, William F. Connel School of Nursing, Chestnut Hill, Massachusetts","department":"None"},{"first_name":"Angela","middle_name":"F","last_name":"Amar","name_suffix":"","institution":"Emory University, Nell Hodgson Woodruff School of Nursing, Atlanta, Georgia","department":"None"},{"first_name":"Kathryn","middle_name":"","last_name":"Laughon","name_suffix":"","institution":"University of Virginia School of Nursing, Charlottesville, Virginia","department":"None"}],"date_submitted":"2012-12-15T05:50:18+05:30","date_accepted":"2012-12-15T05:50:18+05:30","date_published":"2013-07-29T23:46:29+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7652/galley/4488/download/"}]},{"pk":7648,"title":"Gay and Bisexual Men’s Perceptions of Police Helpfulness in Response to Male-Male Intimate Partner Violence","subtitle":null,"abstract":"Introduction Despite several recent studies documenting high rates of intimate partner violence (IPV) among gay and bisexual men (GBM), the literature is silent regarding GBM’s perceptions of IPV within their community. We examine GBM’s perceptions of same-sex IPV: its commonness, its severity, and the helpfulness of a hypothetical police response to a GBM experiencing IPV.\nMethods: We drew data from a 2011 survey of venue-recruited GBM (n¼989). Respondents were asked to describe the commonness of IPV, severity of IPV, and helpfulness of a hypothetical police response to IPV among GBM and among heterosexual women. We fitted a logistic model for the outcome of viewing the police response to a gay/bisexual IPV victim as less helpful than for a female heterosexual IPV victim. The regression model controlled for age, race/ethnicity, education, sexual orientation, employment status, and recent receipt of physical, emotional, and sexual IPV, with key covariates being internalized homophobia and experiences of homophobic discrimination.\n \nResults: The majority of respondents viewed IPV among GBM as common (54.9%) and problematic(63.8%). While most respondents had identical perceptions of the commonness (82.7%) and severity (84.1%) of IPV in GBM compared to heterosexual women, the majority of the sample (59.1%) reported perceiving that contacting the police would be less helpful for a GBM IPV victim than for a heterosexual female IPV victim. In regression, respondents who reported more lifetime experiences of homophobic discrimination were more likely to have this comparatively negative perception (odds ratio: 1.11, 95% confidence interval: 1.06, 1.17).\n \nConclusion: The results support a minority stress hypothesis to understand GBM’s perceptions of police helpfulness in response to IPV. While IPV was viewed as both common and problematic among GBM, their previous experiences of homophobia were correlated with a learned anticipation of rejection and stigma from law enforcement. As the response to same-sex IPV grows, legal and health practitioners should ensure that laws and policies afford all protections to GBM IPV victims that are afforded to female IPV victims, and should consider methods to minimize the negative impact that homophobic stigma has upon GBM’s access of police assistance. [West J Emerg Med. 2013;14(4):354–362.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"intimate partner violence"},{"word":"gay men"},{"word":"bisexual men"},{"word":"LGBT"},{"word":"homophobia"},{"word":"police response"},{"word":"police helpfulness"},{"word":"Public health"},{"word":"Medicine"},{"word":"LGBT studies"},{"word":"gay studies"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/82v3v578","frozenauthors":[{"first_name":"Catherine","middle_name":"","last_name":"Finneran","name_suffix":"","institution":"Emory University Rollins School of Public Health","department":"None"},{"first_name":"Rob","middle_name":"","last_name":"Stephenson","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-15T00:10:43+05:30","date_accepted":"2012-12-15T00:10:43+05:30","date_published":"2013-07-29T23:46:02+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7648/galley/4486/download/"}]},{"pk":7656,"title":"The Economic Burden of Intimate Partner Violence in Ecuador: Setting the Agenda for Future Research and Violence Prevention Policies","subtitle":null,"abstract":"Introduction: Intimate partner violence (IPV) is a widespread social structural problem that affects a great proportion of Ecuadorian women. IPV is a sexually, psychologically, or physically coercive act against an adult or adolescent woman by a current or former intimate partner. Not-for-profit groups in Ecuador report that 70% of women experience 1 of the forms of IPV sometime during their lifetime, but population-based surveys suggest that 41% of Ecuadorian women are exposed to emotional violence, 31% physical violence, and 12% sexual violence by their spouse or partner over their lifetime. Despite the high prevalence, the response of the Ecuadorian government has been insufficient to reduce the number of victims and to provide adequate legal and health services for the prevention and treatment of IPV. Given the power of economic data to influence policy making, the goal of this study is to produce the first estimate of the economic impact of IPV in Ecuador and to identify the policy paths in which these estimates would have the greatest impact for Ecuador.\n \nMethods: Using a bottom-up method for estimating the economic burden of IPV and a national prevalence of IPV based on a population-based survey in the 2003–2004 year, the total economic burden is estimated at approximately $109 million adjusted to the 2012 United States (U.S.) currency rate. Results: Based on a prevalence of 255,267 women who were victims of IPV in the 2003–2004 year, the total economic burden is estimated at approximately $109 million adjusted to the 2012 the U.S. currency rate. The largest cost category contributing to the economic burden was the costs of healthcare services to treat injuries associated with IPV events.\n \nConclusion: The asymmetry between the economic burden of IPV and the amount of government resources devoted to IPV prevention efforts suggests the need for a greater role to be played by the government and other factors in society in the area of IPV prevention. [West J Emerg Med. 2013;14(4):347–353.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"cost of illness, Intimate partner violence, economic burden, Ecuador"},{"word":"Economic evaluation"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5r51t6mc","frozenauthors":[{"first_name":"Maria Isabel","middle_name":"","last_name":"Roldos","name_suffix":"","institution":"Universidad San Francisco de Quito, School of Public Health and School of Medicine, Quito, Ecuador; University of Georgia, Department of Health Policy and Management, Athens, Georgia","department":"None"},{"first_name":"Phaedra","middle_name":"","last_name":"Corso","name_suffix":"","institution":"Universidad San Francisco de Quito, School of Public Health and School of Medicine, Quito, Ecuador; University of Georgia, Department of Health Policy and Management, Athens, Georgia","department":"None"}],"date_submitted":"2012-12-18T04:19:24+05:30","date_accepted":"2012-12-18T04:19:24+05:30","date_published":"2013-07-29T23:44:47+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7656/galley/4491/download/"}]},{"pk":7655,"title":"Sexual Violence Perpetration by Adolescents in Dating versus Same-Sex Peer Relationships: Differences in Associated Risk and Protective Factors","subtitle":null,"abstract":"Introduction: Little is known about the risk and protective factors for youth sexual violence (SV) perpetration across different types of relationships. This study examined factors associated with perpetrating SV against a dating partner and a same-sex peer.Methods: Analyses were based on data from a survey conducted in 2004 with public school boys and girls in grades 7, 9, 11, and 12 (N=4,131) in a high-risk, urban school district in the United States. SV perpetration was defined broadly to include forcing someone, about the same age and of the same or opposite sex as the respondent, to have sex or to do something sexual that they did not want to do. Analyses examined the associations between risk and protective factors and SV perpetration, adjusting for SV victimization and demographic characteristics.Results: Findings revealed that 2.1% of respondents reported perpetration against a same-sex peer and 3.2% reported perpetration against a date during the past 12 months. Victims of SV for each relationship type were more likely than non-victims to perpetrate SV. A combination of factors across the individual, relationship, and community level were significantly associated with SV perpetration and there were both shared and unique factors across the relationship types.Conclusion: Data suggest that programs to prevent SV perpetration for both relationship types should start when students are young, with particular focus on middle school boys. Prevention efforts should have slightly different foci to address these 2 types of SV perpetration. [West J Emerg Med. 2013;14(4):329–340.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"sexual violence"},{"word":"sociology, psychology, public health"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19q936c3","frozenauthors":[{"first_name":"Kathleen","middle_name":"C","last_name":"Basile","name_suffix":"","institution":"Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, Georgia","department":"None"},{"first_name":"Merle","middle_name":"E","last_name":"Hamburger","name_suffix":"","institution":"Centers for Disease Control and Prevention, National Center for Injury Prevention and Control, Division of Violence Prevention, Atlanta, Georgia; Formerly at Centers for Disease Control and Prevention, National Center for Injury\nPrevention and Control, Division of Violence Prevention, Atlanta, Georgia","department":"None"},{"first_name":"Monica","middle_name":"H","last_name":"Swahn","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Colleen","middle_name":"","last_name":"Choi","name_suffix":"","institution":"Independent Researcher, Bethesda, Maryland","department":"None"}],"date_submitted":"2012-12-19T03:29:48+05:30","date_accepted":"2012-12-19T03:29:48+05:30","date_published":"2013-07-29T23:41:53+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7655/galley/4490/download/"}]},{"pk":7647,"title":"An Examination of Bullying in Georgia Schools: Demographic and School Climate Factors Associated with Willingness to Intervene in Bullying Situations","subtitle":null,"abstract":"Introduction: Research dedicated to identification of precursors to cases of aggravated bullying in schools has led to enhanced knowledge of risk factors for both victimization and perpetration. However, characteristics among those who are more likely to intervene in such situations are less understood. The purpose of this study is to examine the associations between demographic characteristics, school climate and psychosocial factors, and willingness to intervene in a bullying situation among middle and high school students in Georgia.\n \nMethods: We computed analyses using cross-sectional data from the Georgia Student Health Survey II (GSHS 2006) administered to public school students in grades 6, 8, 10, and 12 (n=175,311). We used logistic regression analyses to determine the demographic, school climate and psychosocial factors associated with a willingness to intervene in a bullying situation.\nResults: Students who were white and who were girls were most likely to report willingness to intervene in bullying situations. Several school-climate factors, such as feeling safe at school, liking school, feeling successful at school and perceiving clear rules at school, were associated with willingness to intervene, while youth who reported binge drinking were less willing to intervene.\n \nConclusion: These findings, while preliminary, indicate that girls, students who are white, and students who experience a relatively positive school climate and adaptive psychosocial factors are more likely to report that they would intervene in bullying situations. These findings may guide how bullying is addressed in schools and underscore the importance of safe school climates. [West J Emerg Med. 2013;14(4):324–328.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"bullying, bully-victim, bully, victims, aggressive-victimization, intervene, and school climate"},{"word":"public health, health promotion,"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9d9764fn","frozenauthors":[{"first_name":"Lori","middle_name":"","last_name":"Goldammer","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Monica","middle_name":"","last_name":"Swahn","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Sheryl","middle_name":"","last_name":"Strasser","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Jeffrey","middle_name":"","last_name":"Ashby","name_suffix":"","institution":"Georgia State University, Counseling and Psychological Services, Atlanta, Georgia","department":"None"},{"first_name":"Joel","middle_name":"","last_name":"Meyers","name_suffix":"","institution":"Georgia State University, Counseling and Psychological Services, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-14T22:55:40+05:30","date_accepted":"2012-12-14T22:55:40+05:30","date_published":"2013-07-29T23:39:16+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7647/galley/4485/download/"}]},{"pk":7644,"title":"Dyadic, Partner, and Social Network Influences on Intimate Partner Violence among Male-Male Couples","subtitle":null,"abstract":"Introduction: Despite a recent focus on intimate partner violence (IPV) among men who have sex with men (MSM), the male-male couple is largely absent from the IPV literature. Specifically, research on dyadic factors shaping IPV in male-male couples is lacking.\n \nMethods: We took a subsample of 403 gay/bisexual men with main partners from a 2011 survey of approximately 1,000 gay and bisexual men from Atlanta. Logistic regression models of recent (,12 month) experience and perpetration of physical and sexual IPV examined dyadic factors, including racial differences, age differences, and social network characteristics of couples as key covariates shaping the reporting of IPV.\n \nResults: Findings indicate that men were more likely to report perpetration of physical violence if they were a different race to their main partner, whereas main partner age was associated with decreased reporting of physical violence. Having social networks that contained more gay friends was associated with significant reductions in the reporting of IPV, whereas having social networks comprised of sex partners or closeted gay friends was associated with increased reporting of IPV victimization and perpetration.\n \nConclusion: The results point to several unique factors shaping the reporting of IPV within male-male couples and highlight the need for intervention efforts and prevention programs that focus on male couples, a group largely absent from both research and prevention efforts. [West J Emerg Med. 2013;14(4):316–323.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"IPV"},{"word":"msm"},{"word":"Couples"},{"word":"Public health"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5bn56264","frozenauthors":[{"first_name":"Rob","middle_name":"","last_name":"Stephenson","name_suffix":"","institution":"Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Kimi","middle_name":"Noe","last_name":"Sato","name_suffix":"","institution":"Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"},{"first_name":"Cathrine","middle_name":"","last_name":"Finneran","name_suffix":"","institution":"Rollins School of Public Health, Hubert Department of Global Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-13T03:42:07+05:30","date_accepted":"2012-12-13T03:42:07+05:30","date_published":"2013-07-29T23:38:40+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7644/galley/4483/download/"}]},{"pk":7649,"title":"Screening for Elder Mistreatment among Older Adults Seeking Legal Assistance Services","subtitle":null,"abstract":"Introduction: The aging population is a rapidly growing demographic in the United States. Isolation, limited autonomy, and declining physical and mental health render many older adults vulnerable to elder mistreatment (EM). The purpose of this study was to assess the prevalence and correlates of EM among a sample of older adults using legal assistance services in Atlanta, Georgia.\n \nMethods: Researchers administered surveys to consenting older adults (aged 60þ) in 5 metro Atlanta community centers that hosted legal assistance information sessions as part of the Elderly Legal Assistance Program. The surveys screened for risk factors and prevalence of EM risk using valid and reliable measures and included additional questions regarding demographics characteristics and healthcare use behaviors.\n \nResults: Surveys were completed by 112 participants. Findings reveal that 32 (28.6%) respondents met the criteria for elder abuse / neglect risk; 17 (15.2%) respondents met criteria for depression; and 105 (93.7%) had visited a healthcare provider during the past 6 months.\n \nConclusion: The rates of EM risk in this sample were higher than those previously reported in research. Findings support continued examination of unique risks that may be present among older adults who may be possibly facing legal issues. Additionally, the reported frequency of healthcare visits among participants reveals a promising opportunity to examine development of a more widespread EM screening approach to be conducted in non-emergency settings. Interdisciplinary collaboration is required to inform screening approaches that account for complexities that EM cases present. [West J Emerg Med. 2013;14(4):309–315.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"Elder Mistreatment, Survey, Risk Factors"},{"word":"Public Health,"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6r5956h4","frozenauthors":[{"first_name":"Sheryl","middle_name":"M","last_name":"Strasser","name_suffix":"","institution":"Georgia State University, Institute of Public Health, Atlanta, GA","department":"None"},{"first_name":"Megan","middle_name":"","last_name":"Smith","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Scott","middle_name":"","last_name":"Weaver","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Shimin","middle_name":"","last_name":"Zheng","name_suffix":"","institution":"East Tennessee State University, College of Public Health, Johnson City, Tennessee","department":"None"},{"first_name":"Yan","middle_name":"","last_name":"Cao","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-12-15T04:17:33+05:30","date_accepted":"2012-12-15T04:17:33+05:30","date_published":"2013-07-29T23:38:05+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7649/galley/4487/download/"}]},{"pk":43853,"title":"Inferior Vena Cava Filter Fracture Mimicking a Myocardial Infarction","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2rr63407","frozenauthors":[{"first_name":"Harsh","middle_name":"","last_name":"Agrawal","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Christine","middle_name":"I.","last_name":"Bishop","name_suffix":"MD","institution":"","department":""},{"first_name":"Soma","middle_name":"","last_name":"Wali","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-29T03:11:58+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43853/galley/32656/download/"}]},{"pk":43825,"title":"Chronic Hepatitis C and Its Double Hit on Lung : A Case of Hepatopulmonary Syndrome","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tm9t1t3","frozenauthors":[{"first_name":"Harsh","middle_name":"","last_name":"Agrawal","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Christine","middle_name":"I","last_name":"Bishop","name_suffix":"MD","institution":"","department":""},{"first_name":"Soma","middle_name":"","last_name":"Wali","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-29T02:14:54+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43825/galley/32628/download/"}]},{"pk":43804,"title":"A Small Bowel Obstruction Caused by Mycobacterial Spindle Cell Pseudotumor","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/25t8n8zc","frozenauthors":[{"first_name":"Sajan","middle_name":"","last_name":"Patel","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Michael","middle_name":"","last_name":"Pfeffer","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-28T08:06:24+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43804/galley/32608/download/"}]},{"pk":7604,"title":"Prevalence of Exposure to Risk Factors for Violence among Young Adults Seen in an Inner-City Emergency Department","subtitle":null,"abstract":"Introduction:\n To assess the prevalence of risk factors for violent injury among young adults treated at an urban emergency department (ED).\n \nMethods:\n This study is a cross-sectional analysis of data collected as part of a longitudinal study. Enrollment took place in an urban ED in a Level 1 trauma center, June through December 2010. All patients aged 18–24 years were eligible. Patients were excluded if they were incarcerated, critically ill, or unable to read English. Study participants completed a 10-minute multiple-choice questionnaire using previously validated scales: a) aggression, b) perceived likelihood of violence, c) recent violent behavior, d) peer behavior, and e) community exposure to violence.\n \nResults:\n 403 eligible patients were approached, of whom 365 (90.1%) consented to participate. Average age was 21.1 (95% confidence interval: 20.9, 21.3) years, and participants were 57.2% female, 85.7% African American, and 82.2% were educated at the high school level or beyond. Among study participants, rates of high-risk exposure to individual risk factors ranged from 7.4% (recent violent behavior) to 24.5% (exposure to community violence), with 32.3% of patients showing high exposure to at least one risk factor. When comparing participants by ethnicity, no significant differences were found between White, African-American, and Hispanic participants. Males and females differed significantly only on 1 of the scales – community violence, (20.4% of males vs. 30.3% of females, p¼0.03). Selfreported hostile/aggressive feelings were independently associated with initial presentation for injury associated complaint after controlling for age, sex, and race (odds ratio 3.48 (1.49-8.13).\n \nConclusion:\n Over 30% of young adults presenting to an urban ED reported high exposure to risk factors for violent injury. The high prevalence of these risk factors among ED patients highlights the potential benefit of a survey instrument to identify youth who might benefit from a targeted, ED-based violence prevention program. [West J Emerg Med. 2013;14(4):303–308.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"Violence prevention"},{"word":"Youth violence"},{"word":"Emergency Medicine"},{"word":"injury prevention"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3pk2b4s3","frozenauthors":[{"first_name":"Abigail","middle_name":"","last_name":"Hankin","name_suffix":"","institution":"Emory University, Department of Emergency Medicine, Atlanta, Georgia","department":"None"},{"first_name":"Brittany","middle_name":"","last_name":"Meagley","name_suffix":"","institution":"Emory University, Rollins School of Public Health, Department of Health Policy and Management, Atlanta, Georgia","department":"None"},{"first_name":"Stanley","middle_name":"","last_name":"Wei","name_suffix":"","institution":"St. Joseph’s Mercy Care Services, Atlanta, Georgia","department":"None"},{"first_name":"Debra","middle_name":"","last_name":"Houry","name_suffix":"","institution":"Emory University, Department of Emergency Medicine, Atlanta, Georgia","department":"None"}],"date_submitted":"2012-11-08T01:24:03+05:30","date_accepted":"2012-11-08T01:24:03+05:30","date_published":"2013-07-27T04:10:14+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7604/galley/4465/download/"}]},{"pk":47973,"title":"Introduction to a Sampling of Arts Integration Research","subtitle":null,"abstract":"This contribution provides an overview of the articles featured in the 9th volume of the \nJournal for Learning through the Arts\n.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Arts Integration"},{"word":"architecture"},{"word":"Geography"},{"word":"health sciences"},{"word":"language arts"},{"word":"mathematics"},{"word":"science"},{"word":"Expression"},{"word":"cognition"},{"word":"problem solving"},{"word":"Critical thinking"},{"word":"collaboration"},{"word":"empowerment"},{"word":"Academic Achievement"},{"word":"affective well-being"}],"section":"Foreword","is_remote":true,"remote_url":"https://escholarship.org/uc/item/60t2k0hs","frozenauthors":[{"first_name":"Maureen","middle_name":"A.","last_name":"Burns","name_suffix":"","institution":"University of California, Irvine","department":"None"}],"date_submitted":"2013-07-27T03:33:55+05:30","date_accepted":"2013-07-27T03:33:55+05:30","date_published":"2013-07-27T04:01:20+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47973/galley/36120/download/"}]},{"pk":7763,"title":"Using a Multidisciplinary Approach for a Multi-faceted Public Health Problem","subtitle":null,"abstract":"[West J Emerg Med. 2013;14(4):301–302.]","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"multidisciplinary, injury, public health, violence"},{"word":"public health, injury control"}],"section":"Violence Assessment and Prevention","is_remote":true,"remote_url":"https://escholarship.org/uc/item/47m705bs","frozenauthors":[{"first_name":"Debra","middle_name":"","last_name":"Houry","name_suffix":"","institution":"Emory University, Department of Emergency Medicine, Atlanta, Georgia","department":"None"},{"first_name":"Monica","middle_name":"","last_name":"Swahn","name_suffix":"","institution":"Georgia State University, School of Public Health, Atlanta, Georgia","department":"None"},{"first_name":"Abigail","middle_name":"","last_name":"Hankin-Wei","name_suffix":"","institution":"Emory University, Department of Emergency Medicine, Atlanta, Georgia","department":"None"}],"date_submitted":"2013-03-14T05:42:49+05:30","date_accepted":"2013-03-14T05:42:49+05:30","date_published":"2013-07-26T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7763/galley/4540/download/"}]},{"pk":4753,"title":"Late Fourth Millennium BCE","subtitle":null,"abstract":"In ancient Egypt, the late fourth millennium BCE corresponds to what is known as the latePredynastic Period (Naqada IIIa-b). It was a crucial time for the constitution of Egypt as a singlepolitical entity. In Upper Egypt, earlier tendencies towards social differentiation and functionalspecialization intensify during this period, mainly in Hierakonpolis and Abydos. From this timeon, similar tendencies are also apparent in Lower Egypt, in centers such as Buto, Tell el-Farkha,and Minshat Abu Omar. The process of political unification of Egypt takes place during thisperiod. Authors differ with regard to specific events, but most agree that the process began inUpper Egypt and then continued outwards, to ultimately encompass the territory from Elephantineto the Nile Delta. The earliest known examples of writing (Abydos Tomb U-j) date back to thisperiod, as well as the earliest serekhs, both anonymous and with kings’ names. These names areusually grouped under the label “Dynasty 0,” a term that only indicates the existence of kings inthe Nile Valley before the advent of Dynasty 1.","language":"en","license":null,"keywords":[{"word":"Late Predynastic period"},{"word":"Naqada III"},{"word":"Tomb U-j"},{"word":"Arts and Humanities"}],"section":"Time and History","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9988b193","frozenauthors":[{"first_name":"Marcelo","middle_name":"P","last_name":"Campagno","name_suffix":"","institution":"University of Buenos Aires","department":"None"}],"date_submitted":"2009-12-12T05:16:04+05:30","date_accepted":"2009-12-12T05:16:04+05:30","date_published":"2013-07-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/nelc_uee/article/4753/galley/2670/download/"}]},{"pk":3673,"title":"A Round-Table Discussion with Ed Glaeser","subtitle":null,"abstract":"On April 25, 2013, the Berkeley Planning Journal invited Harvard Professor of Economics Ed Glaeser, along with UC Berkeley Professor Emeritus Martin Wachs, to participate in a round-table discussion with Department of City and Regional Planning PhD students. Moderated by Erick Guerra, the result was an hour-long discussion on cities and problems at the intersection of urban planning and urban economics. Professor Glaeser responded to questions on urban policy, affordable housing, development in developing countries, transportation, and what it takes to be a successful scholar.\nThe following text is a transcript of the discussion, edited to ensure that the recorded responses matched the speakers’ intentions.","language":"en","license":null,"keywords":[],"section":"Journal Submissions","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2zz0q147","frozenauthors":[{"first_name":"BPJ","middle_name":"","last_name":"Editorial Board","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-06-15T02:27:24+05:30","date_accepted":"2013-06-15T02:27:24+05:30","date_published":"2013-07-18T02:44:53+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3673/galley/2407/download/"}]},{"pk":3643,"title":"A Gradual Reawakening: Broadacre City and a New American Agrarianism","subtitle":null,"abstract":"Frank Lloyd Wright’s utopian plan Broadacre City described a decentralized, agrarian landscape. Post-World War II American suburbanization reflected Wright’s vision in many ways. In response, a large body of literature on the harms of decentralized development was established and numerous alternative models for urban growth that aim to increase density, including New Urbanism, were developed. However, the agrarian ethos of Broadacre City is missing from American suburbia as well as its prominent alternatives. This absence is not incidental; the growing literature on biophilia describes the human need for nature to live healthy and satisfying lives. The contemporary rising interest in urban agriculture is an insurgent demand for the opportunity to reconnect with the land once again. In this paper I argue that planners must recognize this insurgence by incorporating agrarian design, not only denser design, in the latest models for urban growth.","language":"en","license":null,"keywords":[{"word":"agrarian"},{"word":"urban agriculture"},{"word":"New Urbanism"},{"word":"Density"},{"word":"Frank Lloyd Wright"},{"word":"insurgent planning"},{"word":"City and Regional Planning"},{"word":"Agricultural Studies"},{"word":"environmental psychology"}],"section":"Journal Submissions","is_remote":true,"remote_url":"https://escholarship.org/uc/item/767512g6","frozenauthors":[{"first_name":"Ella","middle_name":"","last_name":"Wise","name_suffix":"","institution":"UC Berkeley","department":"None"}],"date_submitted":"2013-01-05T06:50:59+05:30","date_accepted":"2013-01-05T06:50:59+05:30","date_published":"2013-07-18T02:44:32+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3643/galley/2392/download/"}]},{"pk":3677,"title":"Call for Papers","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[],"section":"DCRP News","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1md4x448","frozenauthors":[{"first_name":"BPJ","middle_name":"","last_name":"Editor","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-18T02:41:14+05:30","date_accepted":"2013-07-18T02:41:14+05:30","date_published":"2013-07-18T02:41:41+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3677/galley/2411/download/"}]},{"pk":48124,"title":"Art Integration and Cognitive Development","subtitle":null,"abstract":"The arts have long been valued for their aesthetic contributions to education, and studies have been conducted to demonstrate their contribution to academic performance in an attempt to justify their inclusion in the curriculum. Art integration involves learning core content subjects (math, reading, language, science, social studies) through the arts (drama, dance, music, visual arts). The focus of this qualitative pilot study was to examine and describe how the arts are integrated with curriculum concepts to promote cognitive development. The theororetical framework was based on standard theory of intelligence and cognitive development. Curriculum concepts were taught through experiential methods and hands-on projects integrated with state Standard Course of Study. Data collection consisted of field ethnographic description and passive observation to identify behavioral correlates of cognitive and intellectual functioning as well as to capture how state standards are integrated within arts-based instruction. Field notes were analyzed to look for patterns, themes, and defining categories for data analysis. The focus of domain analysis was guided by semantic, means-end relationships related to instruction, learning, and types of processing information, as well as products of that learning. Taxonomic analyses were created of thematic units and how the different arts were used breaking thematic units into arts used, instructional vehicles/ learning activities, and types of cognition being used. A guiding principle was, how does this relate to cognitive/intellectual development? Cognitive correlates were listed as a type of domain yielding examples of different types of cognitive and intellectual processing. Systematic field study was noteworthy for thematic instruction through which curriculum concepts were taught. Thematic-driven and project-based learning often additionally required students to use planning, researching, imagination related to an overall instructional objective. Analysis revealed multi-layered and complex domains within instructional delivery. Context and culture were running themes across observations. Thematic units provided vehicles for cognitive development that promoted vocabulary development, reasoning, comparing/ contrasting, abstraction, integration of concepts, and conceptual development. This information informs instructional delivery and the use of arts-based instruction to promote greater understanding of underlying development of cognitive and intellectual abilities in the classroom.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Arts Integration"},{"word":"Cognitive Development"},{"word":"intellectual development"},{"word":"intellectual factors"},{"word":"project-based learning"},{"word":"thematic instruction"},{"word":"experiential learning"},{"word":"Curriculum and Instruction"},{"word":"educational psychology"},{"word":"Elementary Education and Teaching"},{"word":"Other Arts and Humanities"},{"word":"Other Education"}],"section":"Teaching and Learning through the Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wv1m987","frozenauthors":[{"first_name":"Dawn","middle_name":"","last_name":"Baker","name_suffix":"","institution":"University of South Carolina- Columbia","department":"None"}],"date_submitted":"2009-12-02T23:14:01+05:30","date_accepted":"2009-12-02T23:14:01+05:30","date_published":"2013-07-18T00:31:06+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48124/galley/36256/download/"}]},{"pk":47966,"title":"Historic and Ethnic Music Found to Increase Geographic Understanding:  A Quasi-Experimental Study","subtitle":null,"abstract":"This article summarizes a quasi-experimental study, which demonstrated that integration of historic and ethnic music into the American history curriculum may lead to increased knowledge of the cultural and physical geography of the United States as well as enhanced student engagement.\nAn experiment (n=215) conducted with eighth grade students investigated the effect that implementing supplementary music history workshops had on student attitudes and understanding of geographic concepts. Two instruments were used as pre-post tests: the Standards-Based Geography Test, Intermediate Level, from the National Council for Geographic Education and the Test of Geography-Related Attitudes. Analysis of covariance (ANCOVA) showed that students in the treatment group showed greater growth in geographic knowledge (effect size=.854) and more positive attitudes toward geography (effect size=.569).","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mapping the Beat"},{"word":"middle school"},{"word":"writing fluency"},{"word":"motivation"},{"word":"intellectual curiosity"},{"word":"slavery"},{"word":"Industrial Revolution"},{"word":"Native Americans"},{"word":"National Council for Geographic Education"},{"word":"Test of Geography-Related Knowledge"},{"word":"statistically significant results"},{"word":"education"},{"word":"United States history"},{"word":"Historic and Ethnic Music"},{"word":"Physical and Cultural Geography"},{"word":"Social Studies: American Folklore"}],"section":"Performing Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/71g4x3cr","frozenauthors":[{"first_name":"Ronald","middle_name":"","last_name":"Richardson","name_suffix":"","institution":"Madrona Middle School","department":"None"},{"first_name":"Liane","middle_name":"","last_name":"Brouillette","name_suffix":"","institution":"University of California, Irvine\nCenter for Learning through the Arts, Science and Sustainability and \nSchool of Education","department":"None"}],"date_submitted":"2013-03-01T01:00:56+05:30","date_accepted":"2013-03-01T01:00:56+05:30","date_published":"2013-07-18T00:26:35+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47966/galley/36117/download/"}]},{"pk":47955,"title":"Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities","subtitle":null,"abstract":"This article presents exploratory research investigating the way teachers integrate music into their regular mathematics lessons as well as the effects of music-mathematics interdisciplinary lessons on elementary school students’ mathematical abilities of modeling, strategy and application. Two teachers and two classes of first grade and third grade students (n=46) participated in the present study. The two teachers designed and implemented music activities as an integrated part of their regular mathematics lessons across five weeks. Results demonstrated that both teachers integrated a variety of music activities with different mathematical content. The music-math interdisciplinary lessons had positive effects on multiple mathematical ability areas.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Music-math interdisciplinary activities, math process abilities, elementary math education"},{"word":"Math Education"}],"section":"Performing Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0js732gf","frozenauthors":[{"first_name":"Song","middle_name":"","last_name":"An","name_suffix":"","institution":"University of Texas at El Paso","department":"None"},{"first_name":"Mary","middle_name":"Margaret","last_name":"Capraro","name_suffix":"","institution":"Texas A&M University","department":"None"},{"first_name":"Daniel","middle_name":"A.","last_name":"Tillman","name_suffix":"","institution":"University of Texas at El Paso","department":"None"}],"date_submitted":"2012-06-24T22:10:48+05:30","date_accepted":"2012-06-24T22:10:48+05:30","date_published":"2013-07-18T00:23:03+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47955/galley/36112/download/"}]},{"pk":47951,"title":"Arts Integration: What is Really Happening in the Elementary Classroom?","subtitle":null,"abstract":"Researching how Arts Integration is practiced in a primary school, this article explores how elementary teachers understand, implement, and experience Arts Integration. Weaving together personal experiences, teacher interviews, focus group sessions, classroom observations, and written texts, I investigate how the arts are often devalued in Arts Integration. Not only are the arts used for decorative purposes, but the arts component in Arts Integration is greatly diluted as well. Addressing what can be done to attend to the problem of devaluing the arts in the classroom, this essay holds implications for teacher education, Arts Integration and curriculum development.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Art Education"},{"word":"Arts Integration"},{"word":"early childhood"},{"word":"Elementary Education"},{"word":"teacher education"},{"word":"curriculum"},{"word":"early childhood education"}],"section":"Teaching and Learning through the Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9qt3n8xt","frozenauthors":[{"first_name":"Lisa","middle_name":"","last_name":"LaJevic","name_suffix":"","institution":"The College of New Jersey","department":"None"}],"date_submitted":"2012-05-08T15:06:56+05:30","date_accepted":"2012-05-08T15:06:56+05:30","date_published":"2013-07-18T00:22:45+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47951/galley/36109/download/"}]},{"pk":47950,"title":"The Scientific Method and the Creative Process: Implications for the K-6 Classroom","subtitle":null,"abstract":"Science and the arts might seem very different, but the processes that both fields use are very similar. The scientific method is a way to explore a problem, form and test a hypothesis, and answer questions. The creative process creates, interprets, and expresses art. Inquiry is at the heart of both of these methods. The purpose of this article is to show how the arts and sciences can be taught together by using their similar processes which might improve student engagement. Arts-integration research from the literature is discussed. Both the scientific method and the creative process are described through examples of scientists and artists in different areas. Detailed learning activities are presented that demonstrate how both the scientific method and the creative process can be implemented into the classroom. Two activities are appropriate for elementary-aged children, grades K-3, while the other activities are geared for intermediate school-aged students, grades 4-6. All activities are written where either a science educator or arts educator could utilize the lessons.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Arts Integration"},{"word":"creative process"},{"word":"science education"},{"word":"scientific method"},{"word":"arts education"}],"section":"Arts and Sciences","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0z72t75q","frozenauthors":[{"first_name":"Amanda","middle_name":"J","last_name":"Nichols","name_suffix":"","institution":"Oklahoma Christian University\nDepartment of Chemistry & Physics","department":"None"},{"first_name":"April","middle_name":"H","last_name":"Stephens","name_suffix":"","institution":"Campbellsville University\nSchool of Music","department":"None"}],"date_submitted":"2012-05-04T23:31:20+05:30","date_accepted":"2012-05-04T23:31:20+05:30","date_published":"2013-07-18T00:22:03+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47950/galley/36108/download/"}]},{"pk":47945,"title":"My Body, My World: Illness and Identity in Alice Walker’s \"Beauty: When the Other Dancer is the Self\"","subtitle":null,"abstract":"Writing Center faculty at the Medical University of South Carolina teach humanities courses in which we include literary texts that are not ostensibly “about health care” to introduce to students how unique an illness narrative can be—to challenge, in fact, preconceived notions student may have about what “counts” as a healthcare narrative. One narrative we teach is Alice Walker’s “Beauty: When the Other Dancer is the Self.\" Walker’s account provides opportunities to examine how injury and illness can affect one over the course of a lifetime, contributing to the formation and constant renegotiation of identity from childhood to adulthood. This paper describes the method by which we have taught Walker’s story to engage students on these topics.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Teaching, Personal narrative, illness and identity"},{"word":"Medical Humanities"}],"section":"Medical Humanities","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01d084hg","frozenauthors":[{"first_name":"Lisa","middle_name":"","last_name":"Kerr","name_suffix":"","institution":"Medical  University of South Carolina","department":"None"}],"date_submitted":"2011-11-30T01:14:45+05:30","date_accepted":"2011-11-30T01:14:45+05:30","date_published":"2013-07-18T00:21:41+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47945/galley/36105/download/"}]},{"pk":47965,"title":"The Mindful Physician and Pooh","subtitle":null,"abstract":"Resident physicians are particularly susceptible to burnout due to the stresses of residency training. They also experience the added pressures of multitasking because of the increased use of computers and mobile devices while delivering patient care. Our Family Medicine residency program addresses these problems by teaching residents about the mindful practice of medicine. We utilize A. A. Milne’s classic children’s books, \nWinnie-the-Pooh \nand \nThe House at Pooh Corner\n, along with Benjamin Hoff’s \nThe Tao of \nPooh \nto explain Dr. Ron Epstein’s four habits of mindfulness: attentive observation, critical curiosity, beginner’s mind, and presence. We also use video clips from two Disney movies, \nThe Many Adventures of Winnie-the-Pooh \nand \nA Day for Eeyore \nas well as Kenny Loggins’ song, \nHouse at Pooh Corner\n. With Winnie-the-Pooh’s help, residents learn how to become more mindful physicians by incorporating Epstein’s four habits of mindfulness into their daily practice.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Mindfulness"},{"word":"mindful physician"},{"word":"burnout"},{"word":"Multitasking"},{"word":"Winnie-the-Pooh"},{"word":"The House at Pooh Corner"},{"word":"Ron Epstein"},{"word":"habits of mindfulness"},{"word":"The Tao of Pooh"},{"word":"Benjamin Hoff"},{"word":"The Many Adventures of Winnie-the-Pooh"},{"word":"A Day for Eeyore"},{"word":"Residency Education"}],"section":"Medical Humanities","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2v1824q3","frozenauthors":[{"first_name":"Robin","middle_name":"O","last_name":"Winter","name_suffix":"","institution":"JFK Medical Center","department":"None"}],"date_submitted":"2013-02-27T02:23:45+05:30","date_accepted":"2013-02-27T02:23:45+05:30","date_published":"2013-07-18T00:20:03+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/47965/galley/36116/download/"}]},{"pk":48153,"title":"Rocking your Writing Program:  Integration of Visual Art, Language Arts, &amp; Science","subtitle":null,"abstract":"This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component.  While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Arts Integration"},{"word":"art"},{"word":"science"},{"word":"language arts"},{"word":"Elementary"},{"word":"writing"},{"word":"Curriculum and Instruction"},{"word":"Economics"}],"section":"Arts and Sciences","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5qj2q7vk","frozenauthors":[{"first_name":"Monique","middle_name":"M.","last_name":"Poldberg","name_suffix":"","institution":"University of Nebraska-Lincoln","department":"None"},{"first_name":"Guy","middle_name":"","last_name":"Trainin","name_suffix":"","institution":"University of Nebraska Lincoln","department":"None"},{"first_name":"Nancy","middle_name":"","last_name":"Andrzejczak","name_suffix":"","institution":"Lake Elsinore Unified School District","department":"None"}],"date_submitted":"2011-09-10T03:54:23+05:30","date_accepted":"2011-09-10T03:54:23+05:30","date_published":"2013-07-17T06:17:18+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48153/galley/36283/download/"}]},{"pk":48145,"title":"Poetic Praxis:  Engaging Body, Mind, and Soul in the Social Foundations Classroom","subtitle":null,"abstract":"Across the space of this paper I seek to share a particular attempt to holistically engage students enrolled in a Social Foundations of Education course, in the process of de(con)structing knowledge, through the work of collectively creating found poetry. I do not seek to show right pedagogical practice; rather, it is my hope that this paper may offer a glimpse of the possibilities that exist when we embrace arts-informed epistemological practices that acknowledge the whole student, engaging the mind/body/soul in praxis, through acts of fluid co-creation and (re)construction of knowledge.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"poetic inquiry"},{"word":"social foundations"},{"word":"arts-informed epistemology"},{"word":"Economics"},{"word":"Social and Philosophical Foundations of Education"}],"section":"Teaching and Learning through the Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/15g9b91z","frozenauthors":[{"first_name":"Sarah","middle_name":"K.","last_name":"MacKenzie","name_suffix":"","institution":"Bucknell University","department":"None"}],"date_submitted":"2011-08-09T23:12:58+05:30","date_accepted":"2011-08-09T23:12:58+05:30","date_published":"2013-07-17T06:08:56+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48145/galley/36275/download/"}]},{"pk":48138,"title":"Critical Thinking and School Music Education:  Literature Review, Research Findings, and Perspectives","subtitle":null,"abstract":"The most up-to-date validations of educational praxis propose that teachers and learners should engage together in a process of understanding life and the world, should share their anxieties and their problematic issues, look for solutions, make plans for action, express themselves creatively and take a critical stance toward every new datum before accepting it as knowledge. For many years, the dominant view was that the study of certain subject areas--and nothing else--was sufficient to promote students’ critical thinking skills. This conviction was overturned by John Dewey, who pointed out that any school subject may promote critical thinking if teachers base their teaching on challenges and issues presented for investigation, as well as encouraging reflection. As music offers the repeated challenge of situations in which there is no standard or approved answer, it can promote critical thinking. This article presents a review of the literature on the definition of critical thinking, points out the importance of the promotion of critical thinking in general education as well as in art and music education, and, finally, proposes for the teaching and learning of music a framework of applications within which critical thinking skills may be developed.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"music education"},{"word":"Critical thinking"},{"word":"curriculum"},{"word":"philosophy"},{"word":"learning"},{"word":"Teaching"},{"word":"Arts and Humanities"},{"word":"Economics"}],"section":"Performing Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4dt433j3","frozenauthors":[{"first_name":"May","middle_name":"","last_name":"Kokkidou","name_suffix":"","institution":"University of Western Macedonia, Department of Visual and Applied Arts","department":"None"}],"date_submitted":"2011-03-10T18:00:33+05:30","date_accepted":"2011-03-10T18:00:33+05:30","date_published":"2013-07-17T06:06:02+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48138/galley/36269/download/"}]},{"pk":48137,"title":"Can Architects Help Transform Public Education? What the Sarasota County Civic School Building Program (1955-1960) Teaches Us","subtitle":null,"abstract":"The Sarasota County School Building Program 1955-1960 is revisited through a detailed examination of how architects and educators collaborated to design an innovative group of public schools that provided opportunities for the transformation of learning space. This multi-dimensioned examination is grounded in an historical contextualization of the school building program; in visual and discursive archival analysis related to four of the schools considered especially notable; and in the integration of contemporary voices of some of the teachers, students, and educational employees who worked in these schools. A concluding section discusses four key lessons of this artistic-educational collaboration that might be fruitful for educators to ponder as they seek to create the kinds of learning environments that optimize students’ educational experience.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Public School Architecture, Sarasota School Architecture, Civic Engagement, Creating New Schools for New Learning"},{"word":"Architectural History and Criticism"},{"word":"Economics"}],"section":"Teaching and Learning through the Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1479d3wp","frozenauthors":[{"first_name":"Nicholas","middle_name":"B.","last_name":"Paley","name_suffix":"","institution":"George Washington University","department":"None"}],"date_submitted":"2011-02-05T03:55:21+05:30","date_accepted":"2011-02-05T03:55:21+05:30","date_published":"2013-07-17T05:53:42+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48137/galley/36268/download/"}]},{"pk":48133,"title":"Can We Use Creativity to Improve Generic Skills in our Higher Education Students? A Proposal Based on Non-Verbal Communication and Creative Movement","subtitle":null,"abstract":"Traditionally, general skills and personal growth have been developed through cognitive processes within academic contexts. Development based on experience may be an alternative route to achieve cognitive knowledge. Enact-learning is based on the biunivocal relationship between knowledge and action. Action is movement. Participants interact with their environment through movement. When participants are aware of this interaction, knowledge is created.\n \nFirst interactions in personal development with the environment are non-verbal. Returning to this concept, we propose work based on creative movement and non- verbal communication. This approach takes into account the multiple intelligences paradigm in order to generate knowledge.\n \nThis paper seeks to explain a movement development program that has been applied to freshman students studying in different academic areas. The program design is explained in detail. The article demonstrates how the program has helped to develop the participants' body consciousness. The students' reflections are analyzed using a qualitative methodology. A questionnaire focused on the students' perceptions of the connections between general skills and the program rounds out the research results.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"general skills"},{"word":"non-verbal communication"},{"word":"creative movement"},{"word":"body-work"},{"word":"Creativity"},{"word":"generic competences"},{"word":"Higher education"},{"word":"dance"},{"word":"Educational Assessment, Evaluation, and Research"},{"word":"Interpersonal and Small Group Communication"},{"word":"Other Arts and Humanities"}],"section":"Teaching and Learning through the Arts","is_remote":true,"remote_url":"https://escholarship.org/uc/item/36h4k0rc","frozenauthors":[{"first_name":"Rosa","middle_name":"Maria","last_name":"Rodriquez","name_suffix":"","institution":"Universidad Europea de Madrid","department":"None"},{"first_name":"Guillermo","middle_name":"","last_name":"Castilla","name_suffix":"","institution":"Universidad Europea de Madrid","department":"None"}],"date_submitted":"2010-10-27T14:37:13+05:30","date_accepted":"2010-10-27T14:37:13+05:30","date_published":"2013-07-17T05:46:47+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cla_jlta/article/48133/galley/36264/download/"}]},{"pk":43855,"title":"Isolated Aseptic Liver Abscesses in a Patient with Ulcerative Colitis","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3wq2m1px","frozenauthors":[{"first_name":"Erica","middle_name":"G","last_name":"Bromley","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Susan","middle_name":"D","last_name":"Leonard","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-17T04:06:00+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43855/galley/32658/download/"}]},{"pk":3676,"title":"The New Geography of Jobs, by Enrico Moretti","subtitle":null,"abstract":"The central problem of local economic development, namely, how to guide declining cities toward renewed prosperity, remains stubbornly resistant to resolution, both theoretically and in practice. Despite a long history of theory and empirical research going back to the economic base model of the 1950s, and an even longer history of practice, dating to the 19th century, cities and states in the U.S. are still chasing jobs, industrial plants, and football teams, offering huge subsidies. They are bemused by nostrums, such as the creative class, which promise success, but rarely deliver. On the academic side, much excellent research has been done, for example on industrial clusters, and many books have set out the principal tools for local economic development that planners have employed. Still, success eludes most of the places that really need it.","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9883047j","frozenauthors":[{"first_name":"Michael","middle_name":"B.","last_name":"Teitz","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-17T06:07:55+05:30","date_accepted":"2013-07-17T06:07:55+05:30","date_published":"2013-07-16T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3676/galley/2410/download/"}]},{"pk":3675,"title":"Kaye Bock Award","subtitle":null,"abstract":"The Kaye Bock Student Paper Award is named in loving memory of Kaye Bock—DCRP’s Student Affairs Officer for over 20 years—to honor her unbounded concern for and commitment to graduate students in this department.","language":"en","license":null,"keywords":[{"word":"underrepresented subjects, underrepresented people"},{"word":"City Planning"},{"word":"Urban planning"}],"section":"DCRP News","is_remote":true,"remote_url":"https://escholarship.org/uc/item/39h2914v","frozenauthors":[{"first_name":"BPJ","middle_name":"","last_name":"Editor","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-16T02:10:36+05:30","date_accepted":"2013-07-16T02:10:36+05:30","date_published":"2013-07-16T02:11:42+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3675/galley/2409/download/"}]},{"pk":34918,"title":"Report on the relationship between Yolmo and Kagate","subtitle":null,"abstract":"Yolmo and Kagate are two closely related Tibeto-Burman languages of Nepal. This paper provides a general overview of these two languages, including several dialects of Yolmo. Based on existent sources, and my own fieldwork, I present an ethnographic summary of each group of speakers, and the linguistic relationship between their mutually intelligible dialects. I also discuss a set of key differences that have been observed in regards to these languages, including the presence or absence of tone contours, verb stems and honorific lexical items. Although Yolmo and Kagate could be considered dialects of the same language, there are sufficient historical and political motivations for considering them as separate languages. Finally, I look at the status of the \"Kyirong-Kagate\" sub-branch of Tibetic languages in Tournadre’s (2005) classification, and argue that for reasons discussed in this paper it should instead be referred to as \"Kyirong-Yolmo.\"","language":"en","license":null,"keywords":[{"word":"Tibeto-Burman"},{"word":"Central Bodic"},{"word":"Yolmo"},{"word":"Kagate"},{"word":"lexicon"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vd5d2vm","frozenauthors":[{"first_name":"Lauren","middle_name":"","last_name":"Gawne","name_suffix":"","institution":"University of Melbourne","department":"None"}],"date_submitted":"2014-09-03T08:02:25+05:30","date_accepted":"2014-09-03T08:02:25+05:30","date_published":"2013-07-15T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/himalayanlinguistics/article/34918/galley/26035/download/"}]},{"pk":38217,"title":"Monotheisms and Inter-Faith Conflict Precipitated the Rise of Western Europe. A Review of War, Peace, and Prosperity in the Name of God: The Ottoman Role in Europe's Socioeconomic Evolution by Murat Iyigun (University of Chicago Press, 2015)","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.\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":"Economics"},{"word":"Economic History"},{"word":"Murat Iyigun"},{"word":"Ottoman Empire"},{"word":"Great Divergence"},{"word":"cultural evolution"},{"word":"Cliodynamics"},{"word":"monotheism"}],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5n72s1s3","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Hoyer","name_suffix":"","institution":"University of Toronto; Seshat: Global History Databank","department":"None"}],"date_submitted":"2016-07-13T23:40:02+05:30","date_accepted":"2016-07-13T23:40:02+05:30","date_published":"2013-07-13T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38217/galley/28768/download/"}]},{"pk":43798,"title":"A Case of Multiple Malignancies and Long Term Survival in a Non-Smoking Chinese Female with Stage III B Non Small Cell Lung Cancer","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0449q1f6","frozenauthors":[{"first_name":"Paul","middle_name":"H","last_name":"Coluzzi","name_suffix":"MD, MPH","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Merry","middle_name":"L","last_name":"Tetef","name_suffix":"MD","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-11T07:54:09+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43798/galley/32602/download/"}]},{"pk":7247,"title":"Response to Greeley","subtitle":null,"abstract":"n/a","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[],"section":"Discourse on Integrating Emergency Care and Population Health","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1608953w","frozenauthors":[{"first_name":"Steven","middle_name":"","last_name":"Gabaeff","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2011-12-01T05:26:51+05:30","date_accepted":"2011-12-01T05:26:51+05:30","date_published":"2013-07-10T05:07:55+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7247/galley/4333/download/"}]},{"pk":7467,"title":"Feifel et al reply to Hays et al regarding The psychopharmacology of agitation: consensus statement of the American association for emergency psychiatry project BETA psychopharmacology workgroup.","subtitle":null,"abstract":"N/A","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.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\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/4.0"},"keywords":[{"word":"agitation"},{"word":"Medicine"}],"section":"Discourse on Integrating Emergency Care and Population Health","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0bz8x0q3","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Feifel","name_suffix":"","institution":"University of California San Diego","department":"None"},{"first_name":"Michael","middle_name":"P","last_name":"Wilson","name_suffix":"","institution":"University of California San Diego, San Diego, California","department":"None"},{"first_name":"David","middle_name":"","last_name":"Pepper","name_suffix":"","institution":"Hartford Hospital/Institute of Living, Hartford, CT","department":"None"},{"first_name":"Glenn","middle_name":"W","last_name":"Currier","name_suffix":"","institution":"University of Rochester Medical Center, Rochester, NY","department":"None"},{"first_name":"Garland","middle_name":"","last_name":"Holloman","name_suffix":"","institution":"University of Mississippi Health Care, Jackson, MS","department":"None"}],"date_submitted":"2012-06-07T16:38:10+05:30","date_accepted":"2012-06-07T16:38:10+05:30","date_published":"2013-07-09T23:54:08+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7467/galley/4414/download/"}]},{"pk":1706,"title":"Discussion: What do Instructors of Statistics Need to Know About Technology, and How Can They Best Be Taught?","subtitle":null,"abstract":"At the 2012 IASE Roundtable, Thursday speakers covered diverse technological subjects in developed and developing countries. They demonstrated that the technological frontier varies based on current position and resources. Complexity and acclimation challenges affect all implementations. Discussion of several papers considered the foundation of statistics, whether data or mathematics made more sense and generated more beauty. Plenary discussion had two major topics – comparative benefits of real and realistic data, and ways to attract students to research in statistics.","language":"en","license":null,"keywords":[{"word":"Statistics education research"},{"word":"technology"},{"word":"data"},{"word":"Beauty"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6rz3x5mz","frozenauthors":[{"first_name":"Adam","middle_name":"","last_name":"Molnar","name_suffix":"","institution":"University of Georgia","department":"None"}],"date_submitted":"2012-10-02T01:17:36+05:30","date_accepted":"2012-10-02T01:17:36+05:30","date_published":"2013-07-07T23:55:51+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1706/galley/1176/download/"}]},{"pk":4418,"title":"Music and Musicians","subtitle":null,"abstract":"Iconographic, textual, and archaeological sources show that music played an essential role withinancient Egyptian civilization throughout all periods. Music was of utmost importance in ritualsand festivals. Different forms of music with multiple functions existed for public or privaterepresentations, profane or sacred, interpreted by male or female musicians acting as professionalsor amateurs. Consequently, from religious celebrations to entertainment, the range of types of musicand musicians was very large.","language":"en","license":null,"keywords":[{"word":"music"},{"word":"performance"},{"word":"musicians"},{"word":"instruments"},{"word":"Egyptology"},{"word":"Material Culture Studies"},{"word":"History"}],"section":"Material Culture, Art and Architecture","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6x587846","frozenauthors":[{"first_name":"Sibylle","middle_name":"","last_name":"Emerit","name_suffix":"","institution":"Institut français d'archéologie orientale","department":"None"}],"date_submitted":"2009-02-06T23:23:39+05:30","date_accepted":"2009-02-06T23:23:39+05:30","date_published":"2013-07-07T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/nelc_uee/article/4418/galley/2638/download/"}]},{"pk":4100,"title":"Karnak: the Temple of Amun-Ra-Who-Hears-Prayers","subtitle":null,"abstract":"The eastern temple of Karnak known as “Temple of Amun-Ra-Who-Hears-Prayers” was partly built and entirely redecorated between year 40 and year 46 of the reign of Ramesses II; it was located in an area devoted to the personal piety from Thutmose III until the reign of Ptolemy VIII. The masonry has revealed that the temple hides previous structures. This former edifice could be the work of Horemheb. The columns of the hypostyle hall, which have probably been in place since the Thutmosid Period and were transformed by the Ramesside intervention, suggest also that a Thutmosid structure was still there. \n4Dm nHt\n is the principal epithet—but not the only one—which indicates that the king as the god listens to the prayers in this sector of the Karnak Temple complex. Some tenuous indications suggest that divine justice, as corollary of the listening of the prayers, could have been applied in the temple by means of a processional bark before the Ptolemaic Period; during the reign of Ptolemy VII, there are indications that justice was administered in the temple.","language":"en","license":null,"keywords":[{"word":"temple"},{"word":"architecture"},{"word":"reuse"},{"word":"Karnak"},{"word":"Eastern Temple at Karnak"},{"word":"unique obelisk"},{"word":"Egyptology"},{"word":"Religion"},{"word":"History"}],"section":"Geography","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3h92j4bj","frozenauthors":[{"first_name":"Laetitia","middle_name":"","last_name":"Gallet","name_suffix":"","institution":"Collège de France","department":"None"}],"date_submitted":"2008-11-07T02:08:26+05:30","date_accepted":"2008-11-07T02:08:26+05:30","date_published":"2013-07-06T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/nelc_uee/article/4100/galley/2624/download/"}]},{"pk":4760,"title":"Late Middle Kingdom","subtitle":null,"abstract":"In the Egyptian late Middle Kingdom (from Senusret III in the mid 12th to the 13th Dynasty), innovations are visible at all levels of Egyptian culture and administration. At this time, the country was heavily centralized, and there are several indications of a wish for tighter control in administration, while local governors lost much of their power. Royal activities were mainly focused on the Memphis-Fayum region, with Abydos and Thebes being two other important centers. At Avaris in the east Delta, the population grew substantially, also due to the influx of many foreigners from the Near East. Senusret III launched military campaigns against Nubia and Palestine, on a scale not attested before. In addition to his pyramid at Dahshur, he had a great funerary complex at Abydos. Amenemhat III is mainly known for his huge funerary complex at Hawara, later called the “Labyrinth” by the ancient Greeks. In sculpture, a new style of portraiture for both kings shows them at an advanced age, rather than the usual idealized young ruler. The 12th Dynasty ends with the little known ruling queen Neferusobek. The transition to the following dynasty remains enigmatic. In stark contrast to the 12th Dynasty, the 13th Dynasty consisted of about 50 kings ruling for just 150 years. Culture and administration went on without any major break. Many kings still built pyramids in the Memphite region. Neferhotep I and Sobekhotep IV belong to the better attested kings of the dynasty: production of Abydos stelae seems to peak under them, and a dense network of officials is attested on the stelae. Far fewer sources survive for later rulers, but a stark decline on all levels is visible, perhaps related to the takeover of the east Delta fringe by foreigners living there.","language":"en","license":null,"keywords":[{"word":"History"},{"word":"administration"},{"word":"titles"},{"word":"Succession"},{"word":"Cultural changes"},{"word":"Arts and Humanities"}],"section":"Time and History","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3gk7274p","frozenauthors":[{"first_name":"Wolfram","middle_name":"","last_name":"Grajetzki","name_suffix":"","institution":"University College London","department":"None"}],"date_submitted":"2009-12-12T05:23:41+05:30","date_accepted":"2009-12-12T05:23:41+05:30","date_published":"2013-07-06T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/nelc_uee/article/4760/galley/2675/download/"},{"label":"","type":"","path":"https://journalpub.escholarship.org/nelc_uee/article/4760/galley/2676/download/"}]},{"pk":43813,"title":"Anemia Due to 5 q Minus Myelodysplastic Syndrome (MDS)","subtitle":null,"abstract":"","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Clinical Vignette"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8gg3h2rg","frozenauthors":[{"first_name":"Alexander","middle_name":"C","last_name":"Black","name_suffix":"MD","institution":"University of California, Los Angeles","department":"Medicine"}],"date_submitted":null,"date_accepted":null,"date_published":"2013-07-01T08:25:54+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/43813/galley/32617/download/"}]},{"pk":38129,"title":"An Issue Devoted to Dialogue","subtitle":null,"abstract":"","language":"en","license":null,"keywords":[],"section":"Editor's Column","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4k21q59p","frozenauthors":[{"first_name":"Peter","middle_name":"","last_name":"Turchin","name_suffix":"","institution":"University of Connecticut","department":"None"}],"date_submitted":"2013-07-19T22:31:36+05:30","date_accepted":"2013-07-19T22:31:36+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38129/galley/28696/download/"}]},{"pk":38138,"title":"Correlates of Objective Historiography: A Review Essay on Hierarchy, History, and Human Nature by Donald E. Brown","subtitle":null,"abstract":"A Review Essay on \nHierarchy, History, and Human Nature: The Social Origins of Historical Consciousness\n by Donald E. Brown (University of Arizona Press, 1988)","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9g46v98f","frozenauthors":[{"first_name":"Raymond","middle_name":"","last_name":"Scupin","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:30:40+05:30","date_accepted":"2013-07-26T00:30:40+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38138/galley/28705/download/"}]},{"pk":38136,"title":"Human Cooperation is a Complex Problem with Many Possible Solutions: Perhaps All of Them Are True!","subtitle":null,"abstract":"Recent debates on the SEF and in Steven Pinker’s Edge essay \nThe false allure of group selection\n, and commentaries thereupon, seem to underplay one of the most important points about human societies, the interaction of, and often synergy between two major structural principles for organizing cooperation in human societies.","language":"en","license":null,"keywords":[],"section":"Social Evolution Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/27z6248r","frozenauthors":[{"first_name":"Peter","middle_name":"J","last_name":"Richerson","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:26:06+05:30","date_accepted":"2013-07-26T00:26:06+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38136/galley/28703/download/"}]},{"pk":38135,"title":"Human Cultures are Primarily Adaptive at the Group Level (with comment)","subtitle":null,"abstract":"The question of whether a given trait qualifies as an adaptation must be answered on a case-by-case basis. Nevertheless, a strong case can be made for species as primarily adapted to their environments. A similar argument can be made for human cultures as primarily adapted to their environments at the group level. The reason that human cultures are primarily adaptive at the group level is because the capacity for culture is itself a group-level adaptation. Establishing a consensus on human cultures as primarily adapted at the group level will enable human cultural diversity to be studied in the same way as biological diversity.","language":"en","license":null,"keywords":[],"section":"Social Evolution Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/05n4z9w8","frozenauthors":[{"first_name":"David","middle_name":"Sloan","last_name":"Wilson","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:23:38+05:30","date_accepted":"2013-07-26T00:23:38+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38135/galley/28702/download/"}]},{"pk":38130,"title":"Indo-Europeans Were the Most Historically Significant Nomads of the Steppes","subtitle":null,"abstract":"This paper contrasts the historical significance of the Indo-European to the non-Indo-European nomads. The impact of such nomadic peoples as the Scythians, Sogdians, Turks, and Huns never came close to the deep and lasting changes associated with the ‘Indo-Europeanization’ of the Occident. While Indo-Europeans were not the only people of the steppes organized as war bands bound together by oaths of aristocratic loyalty and fraternity, they thoroughly colonized Europe with their original pastoral package of wheel vehicles, horse-riding, and chariots, combined with the ‘secondary-products revolution.’ In contrast, the relationship between the non-Indo-European nomads with their more advanced sedentary neighbours was one of ‘symbiosis,’ ‘conflict,’ ‘trade,’ and ‘conquest,’ rather than dominion and cultural colonization.","language":"en","license":null,"keywords":[],"section":"Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/74j910z1","frozenauthors":[{"first_name":"Ricardo","middle_name":"","last_name":"Duchesne","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:06:27+05:30","date_accepted":"2013-07-26T00:06:27+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38130/galley/28697/download/"}]},{"pk":38137,"title":"Inequality and Institutions: A Review Essay on Why Nations Fail by Daron Acemoglu and James A. Robinson","subtitle":null,"abstract":"A Review Essay on \nWhy Nations Fail: The Origins of Power, Prosperity, and Poverty\n by Daron Acemoglu and James A. Robinson (Random House, 2012)","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8bm04882","frozenauthors":[{"first_name":"Thomas","middle_name":"E","last_name":"Currie","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:28:45+05:30","date_accepted":"2013-07-26T00:28:45+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38137/galley/28704/download/"}]},{"pk":38139,"title":"Reflections on Violence in the Spanish Borderlands: A Review Essay on Chiricahua and Janos by Lance R. Blyth","subtitle":null,"abstract":"A Review Essay on \nChiricahua and Janos: Communities of Violence in the Southwestern Borderlands, 1680-1880\n by Lance R. Blyth (University  of Nebraska Press, 2012)","language":"en","license":null,"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/45j8h0h9","frozenauthors":[{"first_name":"Thomas","middle_name":"D","last_name":"Hall","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:32:47+05:30","date_accepted":"2013-07-26T00:32:47+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38139/galley/28706/download/"}]},{"pk":38131,"title":"The Actual Achievements of Early Indo-Europeans, in Accurate Historical Context","subtitle":null,"abstract":"Ricardo Duchesne’s reply to Martin Hewson’s review of his book, \nThe Uniqueness of Western Civilization\n (2011), focuses on a number of important points concerning the impact of peoples speaking Indo-European languages in Antiquity and the Middle Ages. However, several of Duchesne’s key assertions need to be modified to accord with the data.","language":"en","license":null,"keywords":[],"section":"Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9vq3b17g","frozenauthors":[{"first_name":"Christopher","middle_name":"I","last_name":"Beckwith","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:11:42+05:30","date_accepted":"2013-07-26T00:11:42+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38131/galley/28698/download/"}]},{"pk":38132,"title":"The Origins of Western Superiority: A comment on Modes of Meta-History and Duchesne’s Indo-Europeans Article","subtitle":null,"abstract":"This is a commentary on Ricardo Duchesne's Forum article","language":"en","license":null,"keywords":[],"section":"Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1144d4t7","frozenauthors":[{"first_name":"Jack","middle_name":"A","last_name":"Goldstone","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:15:01+05:30","date_accepted":"2013-07-26T00:15:01+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38132/galley/28699/download/"}]},{"pk":38134,"title":"The Uniqueness of the West Reinforced: A Reply to Beckwith, Goldstone, and Turchin","subtitle":null,"abstract":"This paper defends the ‘Kurgan hypothesis,’ the uniqueness of the epic heroic poetry of Indo-Europeans, and the uniqueness of Western civilization generally. The term ‘uniqueness’ is defined and associated with cultural creativity rather than with global economic and military dominance only.","language":"en","license":null,"keywords":[],"section":"Forum","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1h1529x6","frozenauthors":[{"first_name":"Ricardo","middle_name":"","last_name":"Duchesne","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-07-26T00:19:52+05:30","date_accepted":"2013-07-26T00:19:52+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38134/galley/28701/download/"}]},{"pk":38123,"title":"Was Wealth Really Determined in 8000 BCE, 1000 BCE, 0 CE, or Even 1500 CE?","subtitle":null,"abstract":"Abstract\n \nOlsson and Hibbs (2005) and Comin, Easterly, and Gong (2010) make persuasive theoretical and empirical cases for the persistence of early biogeographical and technological advantages in predicting the distribution of national economic wealth. However, these results are challenged with an examination of sixteen observations on economic complexity, GDP per capita, and city size spanning as much as ten millennia and eight to eleven regions. The regional complexity/wealth hierarchies are relatively stable only for finite intervals.  Early advantages, thus, have some persistence but do not linger indefinitely. The rich do not always get richer or even stay rich, and the poor sometimes improve their standings in the world pecking order dramatically. Early advantages are important but need to be balanced with the periodic potential for over-riding them.","language":"en","license":null,"keywords":[{"word":"Economic growth"},{"word":"technological change"},{"word":"internationonal relations"},{"word":"Economics"},{"word":"Political Science"}],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/64q20336","frozenauthors":[{"first_name":"William","middle_name":"R","last_name":"Thompson","name_suffix":"","institution":"Indiana University","department":"None"},{"first_name":"Kentaro","middle_name":"","last_name":"Sakuwa","name_suffix":"","institution":"Indiana University","department":"None"}],"date_submitted":"2012-12-27T22:56:15+05:30","date_accepted":"2012-12-27T22:56:15+05:30","date_published":"2013-06-30T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/cliodynamics/article/38123/galley/28688/download/"}]},{"pk":39345,"title":"Environmental Information Sources: Books and websites","subtitle":null,"abstract":"A compliation of recent book publications and online resources in the  environemental sciences.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Environmental Sciences"}],"section":"Columns","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wp3q92k","frozenauthors":[{"first_name":"Michelle","middle_name":"","last_name":"Mittrach","name_suffix":"","institution":"Los Alamos National Laboratory\nResearch Library","department":"None"}],"date_submitted":"2013-05-28T19:51:14+05:30","date_accepted":"2013-05-28T19:51:14+05:30","date_published":"2013-06-26T06:32:39+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39345/galley/29706/download/"}]},{"pk":63168,"title":"Adolescents as Readers of Social Studies: Examining the Relationship between Youth’s Everyday and Social Studies Literacies and Learning","subtitle":null,"abstract":"In this paper, we examine the relationship between student engagement and social studiesliteracy, exploring the possible connections between students’ reading interests and practices andsocial studies learning. With a sample of 802 secondary students from five schools in one urbancommunity, we use complementary methods to explore survey and interview data. Descriptiveanalysis of survey data indicated that study participants often perceived social studies educationin school as boring and irrelevant. Nevertheless, qualitative analysis of interview data from asubsample revealed that many young people describe using texts to explore dimensions of theiridentities as well as themes of struggle and conflict. We use these findings to illuminateconnections between youths’ concerns and interests and the enduring problems taken up by thesocial sciences, arguing that attention to these connections has the potential to engage studentsand develop their thinking and literacy practices in the social studies.","language":"en","license":null,"keywords":[{"word":"Social Studies Education"},{"word":"Adolescent Literacy"},{"word":"Student Engagement"},{"word":"Content Area Literacy"},{"word":"Motivation"},{"word":"Education"},{"word":"Curriculum and Instruction"},{"word":"Literacy"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/25348252","frozenauthors":[{"first_name":"Darin","middle_name":"B.","last_name":"Stockdill","name_suffix":"","institution":"Oakland Schools","department":""},{"first_name":"Elizabeth","middle_name":"B.","last_name":"Moje","name_suffix":"","institution":"University of Michigan","department":""}],"date_submitted":"2012-07-27T08:39:45+05:30","date_accepted":"2012-07-27T08:39:45+05:30","date_published":"2013-06-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63168/galley/48771/download/"}]},{"pk":63188,"title":"Governance through concepts: The OECD and the construction of “competence” in Norwegian education policy","subtitle":null,"abstract":"This article investigates how Norwegian policy documents construct the term \ncompetence\n in relation to policy initiatives exerted by the Organization of Economic Cooperation and Development (OECD). Recent Norwegian policy documents partially redefined student and teacher competence so that the concepts became more individual and performance-oriented. This departed from previous policy documents. Thus, the author argues, the OECD not only governs through numbers and comparison, but also through what can be described as “governance through concepts.” Whereas evidence indicates that greater policy attention to outcomes and accountability, through policies directed at student and teacher competence, leads to increased student performance, researchers know less about whether such policies enhance opportunities for all studentsWeCD in the Field of Educations of education.ities for all students and whether there are reverse implications in terms of socia or whether there are reverse implications for social equality or the broader aims of education.","language":"en","license":null,"keywords":[{"word":"OECD"},{"word":"Soft Governance"},{"word":"National Education Reform"},{"word":"Competence"},{"word":"Norway"},{"word":"Education"},{"word":"International Relations"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8db1z97g","frozenauthors":[{"first_name":"Sølvi","middle_name":"","last_name":"Mausethagen","name_suffix":"","institution":"Centre for the Study of Professions, Oslo and Akershus University College","department":""}],"date_submitted":"2012-11-16T02:30:21+05:30","date_accepted":"2012-11-16T02:30:21+05:30","date_published":"2013-06-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63188/galley/48778/download/"}]},{"pk":63179,"title":"I Always Knew I Was Gifted: Latino Males and the Mestiz@ Theory of Intelligences (MTI)","subtitle":null,"abstract":"Drawing on the work on “scholarship boys” (Carrillo, 2010; Hoggart, 1957/2006;Rodriguez, 1982), this qualitative study explores the schooling trajectories of working-class,Mexican-origin “ghetto nerds” (Diaz, 2007) in order to introduce Mestiz@ Theory ofIntelligences (MTI). For the purpose of this study, “ghetto nerd” is a concept that captures thepolitical, cultural, social, and aesthetic dimensions of three academically successful Mexicanoriginmales that were born and raised in low-income settings, urban communities in the U.S. Thisresearch expands on Howard Gardner’s (1985) Multiple Intelligences (MI) theory byconceptualizing a Mestiz@ Theory of Intelligences. As such, this study explores how workingclassLatino males perform and embody “gifted identities” as forms of intelligence. Findingsprovide a critical contribution to current debates on the academic underperformance of Latinomale students and notions of intelligence, and they offer the potential for cultivating and affirminggifted mestiz@ identities.","language":"en","license":null,"keywords":[{"word":"Latino Males"},{"word":"Intelligences"},{"word":"Urban Education"},{"word":"Gifted Education"},{"word":"Gender and Education"},{"word":"Education"},{"word":"Latino Studies"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9xt2n97p","frozenauthors":[{"first_name":"Juan","middle_name":"Fernando","last_name":"Carrillo","name_suffix":"","institution":"University of North Carolina, Chapel Hill","department":""}],"date_submitted":"2012-09-21T00:03:27+05:30","date_accepted":"2012-09-21T00:03:27+05:30","date_published":"2013-06-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63179/galley/48775/download/"}]},{"pk":63146,"title":"Schooling in American Sign Language: A paradigm shift from a deficit model to a bilingual model in deaf education","subtitle":null,"abstract":"Deaf people have long held the belief that American Sign Language (ASL) plays a significantrole in the academic development of deaf children. Despite this, the education of deaf children hashistorically been exclusive of ASL and constructed as an English-only, deficit-based pedagogy.Newer research, however, finds a strong correlation between ASL fluency and English literacy,supporting Deaf people’s belief. This article describes efforts at the University of California, SanDiego to develop and field-test a teacher preparation program that combines best practices inbilingual education and deaf education. The training curriculum designed for this programincorporates cultural practices from the Deaf community into the training of teachers of deafchildren, a paradigmatic shift from traditional deaf education pedagogy based on a deficit modelto a socio-cultural view of deaf children and their schooling. This shift represents a significantnew direction in addressing the chronic poor performance of schools in educating deaf and hardof-hearing children who as a group are severely undereducated. This article also providesbackground and rationale for the recent approval of ASL authorization on the Multiple Subjectsteaching credential in California.","language":"en","license":null,"keywords":[{"word":"Deaf Education"},{"word":"American Sign Language"},{"word":"Bilingual Education"},{"word":"Visual Language"},{"word":"ASL"},{"word":"Authorization"},{"word":"Education"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gz1b4r4","frozenauthors":[{"first_name":"Tom","middle_name":"","last_name":"Humphries","name_suffix":"","institution":"University of California, San Diego","department":""}],"date_submitted":"2012-02-15T20:09:36+05:30","date_accepted":"2012-02-15T20:09:36+05:30","date_published":"2013-06-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63146/galley/48766/download/"}]},{"pk":63167,"title":"When Claiming to Teach for Social Justice is Not Enough: Majoritarian Stories of Race, Difference, and Meritocracy","subtitle":null,"abstract":"To understand how dominant messages about race and effective pedagogy impact teacherbeliefs and practice, this study employs critical race theory (CRT) in a case study analysis ofRebecca Rosenberg, a mid-career entrant into the teaching profession who was terminated fromher first job before the end of her district’s probationary period. Despite believing she wasteaching for social justice, being prepared in a program oriented toward social justice, and beinghired in a school with a comparable mission, Rebecca’s beliefs and practices affirmed uncriticalperspectives of the status quo regarding race, schooling, and social ascendance. This researchunderscores the substantial work to be done in preparing teachers to be reflective of theoverarching cultural myths and majoritarian stories that may guide their practice.","language":"en","license":null,"keywords":[{"word":"Social Justice and Equity"},{"word":"Critical Race Theory"},{"word":"Teacher Education"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/06c0m9nz","frozenauthors":[{"first_name":"Kara","middle_name":"Mitchell","last_name":"Viesca","name_suffix":"","institution":"University of Colorado Denver","department":""},{"first_name":"Aubrey","middle_name":"Scheopner","last_name":"Torres","name_suffix":"","institution":"Education Development Center, Inc.","department":""},{"first_name":"Joan","middle_name":"","last_name":"Barnatt","name_suffix":"","institution":"Elon University","department":""},{"first_name":"Peter","middle_name":"","last_name":"Piazza","name_suffix":"","institution":"Boston College","department":""}],"date_submitted":"2012-07-26T23:28:06+05:30","date_accepted":"2012-07-26T23:28:06+05:30","date_published":"2013-06-25T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63167/galley/48770/download/"}]},{"pk":63192,"title":"New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012)","subtitle":null,"abstract":"Louisiana Senator Mary Landrieu, co-chair of the Senate Public Charter School Caucus inWashington, DC, hosted a forum for education policymakers. It centered on New Orleans-StyleEducation Reform: A Guide for Cities (Lessons Learned, 2004-2010), a report published by thecharter school incubator New Schools for New Orleans (NSNO). Through human capital andcharter school development, the report asserts, New Orleans has become a national leader ineducation reform. In this essay, members of Urban South Grassroots Research Collective,including education scholars and those affiliated with longstanding educational and culturalorganizations in New Orleans, reveal that such reform has been destructive to African Americanstudents, teachers, and neighborhoods. Inspired by critical race theory and the role of experientialknowledge in challenging dominant narratives, authors draw heavily on testimony fromcommunity-based education groups, which have typically been ignored, regarding the inequitableeffects of New Orleans’ school reform. While the Guide for Cities is used as a sounding board forconcerns and critiques, this essay challenges claims that have circulated nationally since 2005—ones that laud New Orleans as a model to be followed. This essay also charts the elite policynetwork that has shaped the city’s reform, with NSNO playing a central part, in order to revealthe accumulative interests of education entrepreneurs. A postscript illustrating parent and studentresistance to charter school reform in New Orleans reminds urban communities elsewhere thatcurrent reforms are not a guide but a threat to those struggling for racial and educational justice.","language":"en","license":null,"keywords":[{"word":"urban education reform"},{"word":"educational policy"},{"word":"charter schools"},{"word":"alternative teacher recruitment"},{"word":"black education"},{"word":"New Orleans"},{"word":"Guide for Cities"},{"word":"New Schools for New Orleans"},{"word":"Urban South Grassroots Research Collective"},{"word":"grassroots resistance"},{"word":"Education"},{"word":"Sociology"},{"word":"African American Studies"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dd2726h","frozenauthors":[{"first_name":"Kristen","middle_name":"L.","last_name":"Buras","name_suffix":"","institution":"Georgia State University","department":""},{"first_name":"Members","middle_name":"","last_name":"Urban South Grassroots Research Collective","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-02-08T09:33:03+05:30","date_accepted":"2013-02-08T09:33:03+05:30","date_published":"2013-06-24T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/bre/article/63192/galley/48781/download/"}]},{"pk":37635,"title":"Una hora con Héctor Tobar","subtitle":null,"abstract":"","language":"en","license":{"name":"Copyright","short_name":"Copyright","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"interview, Héctor Tobar"},{"word":"Central America"},{"word":"exile"},{"word":"Literature"},{"word":"History"}],"section":"Interviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8px8c9t5","frozenauthors":[{"first_name":"Oriel","middle_name":"María","last_name":"Siu","name_suffix":"","institution":"University of California, Los Angeles","department":"None"}],"date_submitted":"2013-04-22T03:12:56+05:30","date_accepted":"2013-04-22T03:12:56+05:30","date_published":"2013-06-22T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/mester/article/37635/galley/28406/download/"}]},{"pk":62612,"title":"A Place to Call Home: A Synthesis of Delta Smelt Habitat in the Upper San Francisco Estuary","subtitle":null,"abstract":"We used a combination of published literature and field survey data to synthesize the available information about habitat use by delta smelt \nHypomesus transpacificus\n, a declining native species in the San Francisco Estuary. Delta smelt habitat ranges from San Pablo and Suisun bays to their freshwater tributaries, including the Sacramento and San Joaquin rivers. In recent years, substantial numbers of delta smelt have colonized habitat in Liberty Island, a north Delta area that flooded in 1997. The species has a more upstream distribution during spawning as opposed to juvenile rearing periods. Post-larvae and juveniles tend to have a more downstream distribution during wetter years. Delta smelt are most common in low-salinity habitat (&lt;6 psu) with high turbidities (&gt;12 NTU) and moderate temperatures (7 °C to 25 °C). They do not appear to have strong substrate preferences, but sandy shoals are important for spawning in other osmerids. The evidence to date suggests that they generally require at least some tidal flow in their habitats. Delta smelt also occur in a wide range of channel sizes, although they seem to be rarer in small channels (&lt;15 m wide). Nonetheless, there is some evidence that open water adjacent to habitats with long water-residence times (e.g. tidal marsh, shoal, low-order channels) may be favorable. Other desirable features of delta smelt habitat include high calanoid copepod densities and low levels of submerged aquatic vegetation (SAV) and the toxic algae \nMicrocystis\n. Although enough is known to plan for large-scale pilot habitat projects, these efforts are vulnerable to several factors, most notably climate change, which will change salinity regimes and increase the occurrence of lethal temperatures. We recommend restoration of multiple geographical regions and habitats coupled with extensive monitoring and adaptive management. An overall emphasis on ecosystem processes rather than specific habitat features is also likely to be most effective for recovery of the species.","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":"delta smelt"},{"word":"habitat"},{"word":"San Francisco estuary"},{"word":"Delta"},{"word":"Ecology"},{"word":"Biology"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/32c8t244","frozenauthors":[{"first_name":"Ted","middle_name":"","last_name":"Sommer","name_suffix":"","institution":"California Department of Water Resources","department":""},{"first_name":"Francine","middle_name":"","last_name":"Mejia","name_suffix":"","institution":"University of Idaho","department":""}],"date_submitted":"2012-05-21T22:43:15+05:30","date_accepted":"2012-05-21T22:43:15+05:30","date_published":"2013-06-21T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/jmie_sfews/article/62612/galley/48336/download/"}]},{"pk":62608,"title":"Fate and Transport of Three Pharmaceuticals in the Sacramento-San Joaquin Delta","subtitle":null,"abstract":"<i><strong>Erratum dated 2014 June 25</strong></i>\nPharmaceuticals and personal care products (PPCPs) are found in surface waters worldwide. Wastewater treatment plant effluent is a major source of these contaminants. The Sacramento–San Joaquin Delta (Delta) is a unique aquatic ecosystem, a source of drinking water for over 25 million Californians, and a primary source of water for Central Valley agriculture. The sharp decline of four pelagic fish species in the Delta in the last decade is just one of several indicators that the ecosystem is severely impaired. Several wastewater treatment plants (WWTPs) discharge into the Delta, directly or through tributaries. The presence of PPCPs in the Delta has received very little attention relative to the immense effort underway to rehabilitate the ecosystem. This study determined concentrations of PPCPs in the Sacramento River in the vicinity of the Sacramento Regional Wastewater Treatment Plant using passive sampler monitoring. These data were used to estimate loads of three of the detected pharmaceuticals (carbamazepine, fluoxetine, and trimethoprim) from nine other WWTPs that discharge to the Delta. The 2-D, finite element, Resource Management Associates (RMA) Delta Model was then applied to determine the distribution that might result from these discharges. The model was run for the 2006, 2007, and 2009 water years. Results indicate that it is feasible that WWTP discharges could result in chronic presence of these pharmaceuticals at low ng L-1 levels at all 45 model output locations and, therefore, aquatic organisms within the Delta may be continually exposed to these contaminants.","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":"RMA"},{"word":"pharmaceuticals"},{"word":"fluoxetine"},{"word":"trimethoprim"},{"word":"carbamazepine"},{"word":"passive sampling"},{"word":"POCIS"},{"word":"modeling"},{"word":"water quality"},{"word":"Environmental Engineering"},{"word":"Environmental Science"},{"word":"Water Quality"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/57z4q0zr","frozenauthors":[{"first_name":"Minta","middle_name":"M.","last_name":"Schaefer","name_suffix":"","institution":"UC Davis, Center for Watershed Sciences","department":""},{"first_name":"Laura","middle_name":"A.","last_name":"Doyle","name_suffix":"","institution":"Department of Civil and Environmental Engineering, University of California, Davis","department":""},{"first_name":"William","middle_name":"E.","last_name":"Fleenor","name_suffix":"","institution":"Department of Civil and Environmental Engineering, University of California, Davis","department":""},{"first_name":"Michael","middle_name":"L.","last_name":"Johnson","name_suffix":"","institution":"Center for Watershed Sciences, University of California, Davis","department":""}],"date_submitted":"2012-02-20T02:31:58+05:30","date_accepted":"2012-02-20T02:31:58+05:30","date_published":"2013-06-21T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/jmie_sfews/article/62608/galley/48334/download/"}]},{"pk":62590,"title":"Hydrodynamic Simulation of Circulation and Residence Time in Clifton Court Forebay","subtitle":null,"abstract":"Circulation in Clifton Court Forebay (CCF) was simulated using the three-dimensional (3–D) hydrodynamic model UnTRIM. These numerical simulations were performed to provide a better understanding of circulation patterns, flow pathways, and residence time in Clifton Court Forebay in support of ongoing studies of pre-screen loss and fish facility efficiency for delta smelt (\nHypomesus transpacificus\n) at the California State Water Project (SWP) export facilities. The 3–D hydrodynamic model of CCF was validated through comparisons to observed water surface elevations inside CCF, and comparisons to observed drifter paths and velocity measurements collected by the U.S. Geological Survey as part of this study. Flow measurements collected near the radial gates for 2 days during relatively low inflows suggest that the Hills (1988) gate equations may over-estimate inflow by as much as 39% when the CCF radial gates are only partially opened. Several alternative approaches to improve the implementation of the radial gate flows in the UnTRIM model were evaluated. The resulting model accurately predicts water surface elevations and currents inside CCF over a range of wind and operating conditions. The validated model was used to predict residence time and other transport time scales for two 21-day simulation periods, one of very low daily SWP export pumping averaging 19.3 m3 s-1 and one for moderate daily SWP export pumping averaging 66.6 m3 s-1. The average transit time, indicating the time from entering CCF to reaching the fish facility, was estimated as 9.1 days for low export conditions and 4.3 days for moderate export conditions.  These transport time scale estimates may be used to inform estimates of pre-screen losses inside CCF due to predation or other causes.","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":"Sacramento-San Joaquin Delta"},{"word":"hydrodynamics"},{"word":"three-dimensional modeling"},{"word":"residence time"},{"word":"delta smelt"},{"word":"entrainment"},{"word":"particle tracking"},{"word":"State Water Project"},{"word":"Other Civil and Environmental Engineering"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4q82g2bz","frozenauthors":[{"first_name":"Michael","middle_name":"L.","last_name":"MacWilliams","name_suffix":"","institution":"Delta Modeling Associates, Inc.","department":""},{"first_name":"Edward","middle_name":"S.","last_name":"Gross","name_suffix":"","institution":"Resource Management Associates, Inc.","department":""}],"date_submitted":"2011-02-02T05:19:11+05:30","date_accepted":"2011-02-02T05:19:11+05:30","date_published":"2013-06-21T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/jmie_sfews/article/62590/galley/48324/download/"}]},{"pk":62620,"title":"Salmon Lifecycle Considerations to Guide Stream Management: Examples from California’s Central Valley","subtitle":null,"abstract":"A primary goal of the Central Valley Project Improvement Act is to at least double natural production of Chinook salmon (\nOncorhynchus tshawytscha\n), in California Central Valley (CV) streams on a sustainable basis. Achievement relies on restoration actions that involve both discharge (e.g., dam releases) and non-discharge (e.g., gravel augmentation, screening) components. Annual adult and juvenile abundance estimates for individual watersheds must be tracked to assess effectiveness of individual actions. However, to date, no substantial efforts have been taken to demonstrate success or deficiencies of their implementations. A major challenge in interpreting time series of counts at any one life stage is that they reflect the cumulative effects of both freshwater and marine factors over the full life cycle. To address this issue, we developed a conceptual framework based on ratios of the abundance of consecutive CV fall-run Chinook salmon life stages and how variation in these ratios tracks key independent variables during the freshwater portion of the life cycle. Model validation with several case studies shows that estimates of previous stage class production correlate well with estimated individuals produced in the next class, indicating that transition rates tend to vary within a constrained range, and that monitoring programs generate abundance estimates whose errors are small enough not to swamp out the underlying signal. When selected environmental parameters were added to demonstration models, abundance estimates were more closely modeled and several tested relationships between environmental drivers and life-stage transition rates proved consistent across watersheds where data were available. Results from this generalized life-stage conceptual model suggest a potential framework for tracking the success of actions meant to improve survival for a given life stage within an individual stream and for determining how successive stages respond to these changes. Though examples are provided for CV Chinook salmon, these concepts can be applied wherever migratory salmonid populations and associated environmental data are being adequately monitored.","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":"Chinook salmon"},{"word":"<i>Oncorhynchus tshawytscha</i>"},{"word":"Restoration"},{"word":"Management"},{"word":"Life-stage"},{"word":"Model"},{"word":"Ecology"},{"word":"Fish Biology"},{"word":"Restoration Ecology"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/30d7b0g7","frozenauthors":[{"first_name":"Joseph","middle_name":"E.","last_name":"Merz","name_suffix":"","institution":"University of California, Santa Cruz","department":""},{"first_name":"Michelle","middle_name":"","last_name":"Workman","name_suffix":"","institution":"United States Fish and Wildlife Service","department":""},{"first_name":"Doug","middle_name":"","last_name":"Threloff","name_suffix":"","institution":"United States Fish and Wildlife Service","department":""},{"first_name":"Brad","middle_name":"","last_name":"Cavallo","name_suffix":"","institution":"Cramer Fish Sciences","department":""}],"date_submitted":"2012-08-31T11:26:42+05:30","date_accepted":"2012-08-31T11:26:42+05:30","date_published":"2013-06-21T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/jmie_sfews/article/62620/galley/48342/download/"}]},{"pk":1716,"title":"Characterising Students' Interaction with TinkerPlots","subtitle":null,"abstract":"Exploration of the way in which students interacted with the software package, \nTinkerPlots Dynamic Data Exploration\n, to answer questions about a data set using different forms of graphical representations, revealed that the students used three dominant strategies – \nSnatch and Grab, Proceed and Falter\n, and \nExplore and Complete\n. The participants in the study were 12 year 5-and-6 students (11-12 years old) who completed data analysis activities and answered questions about the data analysis process undertaken. The data for the inquiry were collected by on-screen capture video as the students worked at the computer with \nTinkerPlots\n. Thematic analysis was used to explore the data to determine the students’ strategies when conducting data analysis within the software environment.","language":"en","license":null,"keywords":[{"word":"TinkerPlots, technology, interaction, strategies, graph interpretation, graph creation"},{"word":"Statistics Education"}],"section":"Investigations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1074n1dp","frozenauthors":[{"first_name":"Noleine","middle_name":"Elizabeth","last_name":"Fitzallen","name_suffix":"","institution":"University of Tasmania","department":"None"}],"date_submitted":"2012-12-03T09:16:24+05:30","date_accepted":"2012-12-03T09:16:24+05:30","date_published":"2013-06-21T02:09:17+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/tise/article/1716/galley/1185/download/"}]},{"pk":3674,"title":"Recent DCRP Graduates, Doctoral Dissertations, and Master’s Theses","subtitle":null,"abstract":"Recent DCRP Graduates, Doctoral Dissertations, and Master’s Theses","language":"en","license":null,"keywords":[],"section":"DCRP News","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rv05133","frozenauthors":[{"first_name":"BPJ","middle_name":"","last_name":"Editor","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2013-06-19T00:34:25+05:30","date_accepted":"2013-06-19T00:34:25+05:30","date_published":"2013-06-18T12:30:00+05:30","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/ucb_crp_bpj/article/3674/galley/2408/download/"}]},{"pk":35330,"title":"Preface: Sentinel Devices","subtitle":null,"abstract":"The editors of Limn Number 3 explain what a sentinel is and how it matters today.","language":null,"license":{"name":"Creative Commons Attribution-ShareAlike 4.0","short_name":"CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0"},"keywords":[],"section":"Article","is_remote":false,"remote_url":null,"frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2013-06-17T00:30:00+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/limn/article/35330/galley/26252/download/"}]},{"pk":35342,"title":"A Dearth of Numbers: The Actuary and the Sentinel in Global Public Health","subtitle":null,"abstract":"How do experts respond to a threat whose probability cannot be calculated but whose consequences could be catastrophic? Andrew Lakoff explores the political dynamics of sentinel devices in the case of the 2009 swine flu pandemic.","language":null,"license":{"name":"Creative Commons Attribution-ShareAlike 4.0","short_name":"CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0"},"keywords":[],"section":"Article","is_remote":false,"remote_url":null,"frozenauthors":[{"first_name":"Andrew","middle_name":"","last_name":"Lakoff","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2013-06-16T00:30:00+05:30","render_galley":null,"galleys":[]},{"pk":35331,"title":"Figures of Warning","subtitle":null,"abstract":"What are sentinels? Frédéric Keck and Andrew Lakoff explore various figures of prophecy, herald and prognostication through the ages.","language":null,"license":{"name":"Creative Commons Attribution-ShareAlike 4.0","short_name":"CC BY-SA 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\nShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.\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-sa/4.0"},"keywords":[],"section":"Article","is_remote":false,"remote_url":null,"frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2013-06-16T00:30:00+05:30","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/limn/article/35331/galley/26253/download/"}]}]}