{"count":39542,"next":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=26100","previous":"https://eartharxiv.org/api/articles/?format=json&limit=100&offset=25900","results":[{"pk":39366,"title":"Review :  Postmodern Climate Change","subtitle":null,"abstract":"Book Review","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Climatic changes--Environmental aspects"},{"word":"Climatic changes--International cooperation"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2420x3x1","frozenauthors":[{"first_name":"Yves","middle_name":"","last_name":"Laberge","name_suffix":"","institution":"Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté – Centr'ERE","department":"None"}],"date_submitted":"2014-01-21T11:38:47+11:00","date_accepted":"2014-01-21T11:38:47+11:00","date_published":"2014-01-21T12:28:03+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39366/galley/29721/download/"}]},{"pk":39367,"title":"Review :  Coffee Culture: Local Experiences, Global Connections","subtitle":null,"abstract":"Book Review","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Coffee--Social aspects"},{"word":"Coffee--History"},{"word":"Coffee--Health aspects"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9hb8k02x","frozenauthors":[{"first_name":"Yves","middle_name":"","last_name":"Laberge","name_suffix":"","institution":"Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté – Centr'ERE","department":"None"}],"date_submitted":"2014-01-21T11:48:29+11:00","date_accepted":"2014-01-21T11:48:29+11:00","date_published":"2014-01-21T12:11:34+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39367/galley/29722/download/"}]},{"pk":39368,"title":"Review :  Roots of Ecology:  Antiquity to Haeckel","subtitle":null,"abstract":"Book Review","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[{"word":"Ecology--History"}],"section":"Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/73q991s5","frozenauthors":[{"first_name":"Yves","middle_name":"","last_name":"Laberge","name_suffix":"","institution":"Centre de recherche en éducation et formation relatives à l’environnement et à l’écocitoyenneté – Centr'ERE","department":"None"}],"date_submitted":"2014-01-21T11:53:22+11:00","date_accepted":"2014-01-21T11:53:22+11:00","date_published":"2014-01-21T12:08:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/egj/article/39368/galley/29723/download/"}]},{"pk":44064,"title":"Recurrent Anemia and GI Stromal Tumor","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/8dq6t1zc","frozenauthors":[{"first_name":"Susan ","middle_name":"D.","last_name":"Leonard","name_suffix":"M.D.","institution":"University of California, Los Angeles","department":"Medicine"}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-14T17:57:22+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/44064/galley/32867/download/"}]},{"pk":35352,"title":"Scale, Evolution and Emergence in Food Systems","subtitle":null,"abstract":"Christopher Otter diagnoses the impossibility of fully governing large-scale food systems and the novel ecologies they create.","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":true,"remote_url":"https://escholarship.org/uc/item/6m81z6s2","frozenauthors":[{"first_name":"Christopher","middle_name":"","last_name":"Otter","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-14T07:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/limn/article/35352/galley/26279/download/"}]},{"pk":35353,"title":"Scaling Up/Scaling Down","subtitle":null,"abstract":"Sophie Dubuisson-Quellier shows how French markets and social movements interact in food provisioning","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":true,"remote_url":"https://escholarship.org/uc/item/90926742","frozenauthors":[{"first_name":"Sophie","middle_name":"","last_name":"Dubuisson-Quellier","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-14T07:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/limn/article/35353/galley/26280/download/"}]},{"pk":35356,"title":"Trojan Cans","subtitle":null,"abstract":"How did the self-service economy emerge? Franck Cochoy displays the ‘pico-infrastructure’ behind modern consumption.","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":true,"remote_url":"https://escholarship.org/uc/item/07d97338","frozenauthors":[{"first_name":"Franck","middle_name":"","last_name":"Cochoy","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-14T07:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/limn/article/35356/galley/26283/download/"}]},{"pk":7830,"title":"The July Effect: Is Emergency Department Length of Stay Greater at the Beginning of the Hospital Academic Year?","subtitle":null,"abstract":"Introduction: There has been concern of increased emergency department (ED) length of stay (LOS) during the months when new residents are orienting to their roles. This so-called “July Effect” has long been thought to increase LOS, and potentially contribute to hospital overcrowding and increased waiting time for patients. The objective of this study is to determine if the average ED LOS at the beginning of the hospital academic year differs for teaching hospitals with residents in the ED, when compared to other months of the year, and as compared to non-teaching hospitals without residents.Methods: We performed a retrospective analysis of a nationally representative sample of 283,621 ED visits from the National Hospital Ambulatory Medical Care Survey (NHAMCS), from 2001 to 2008. We stratified the sample by proportion of visits seen by a resident, and compared July to the rest of the year, July to June, and July and August to the remainder of the year. We compared LOS for teaching hospitals to non-teaching hospitals. We used bivariate statistics, and multivariable regression modeling to adjust for covariates.Results: Our findings show that at teaching hospitals with residents, there is no significant difference in mean LOS for the month of July (275 minutes) versus the rest of the year (259 min), July and August versus the rest of the year, or July versus June. Non-teaching hospital control samples yielded similar results with no significant difference in LOS for the same time periods. There was a significant difference found in mean LOS at teaching hospitals (260 minutes) as compared to non-teaching hospitals (185 minutes) throughout the year (p<0.0001).Conclusion: Teaching hospitals with residents in the ED have slower throughput of patients, no matter what time of year. Thus, the “July Effect” does not appear to a factor in ED LOS. This has implications as overcrowding and patient boarding become more of a concern in our increasingly busy EDs. These results question the need for additional staffing early in the academic year. Teaching hospitals may already institute more robust staffing during this time, preventing any significant increase in LOS. Multiple factors contribute to long stays in the ED. While patients seen by residents stay longer in the ED, there is little variability throughout the academic year. [West J Emerg Med. 2014;15(1):88–93.]","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":"Resident Education, Emergency Department Length of Stay"},{"word":"Emergency Medicine"}],"section":"Emergency Department Operations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/40k809h6","frozenauthors":[{"first_name":"Christine","middle_name":"","last_name":"Riguzzi","name_suffix":"","institution":"Highland Hospital, Alameda Health System, Oakland, California","department":"None"},{"first_name":"Gene","middle_name":"","last_name":"Hern","name_suffix":"","institution":"Highland Hospital, Alameda Health System, Oakland, California","department":"None"},{"first_name":"Farnaz","middle_name":"","last_name":"Vahidnia","name_suffix":"","institution":"Highland Hospital, Alameda Health System, Oakland, California","department":"None"},{"first_name":"Andrew","middle_name":"","last_name":"Herring","name_suffix":"","institution":"Highland Hospital, Alameda Health System, Oakland, California","department":"None"},{"first_name":"Harrison","middle_name":"","last_name":"Alter","name_suffix":"","institution":"Highland Hospital, Alameda Health System, Oakland, California","department":"None"}],"date_submitted":"2013-05-09T04:22:15+10:00","date_accepted":"2013-05-09T04:22:15+10:00","date_published":"2014-01-11T10:35:06+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7830/galley/4564/download/"}]},{"pk":7806,"title":"Experience with Emergency Ultrasound Training by Canadian Emergency Medicine Residents","subtitle":null,"abstract":"Introduction: Starting in 2008, emergency ultrasound (EUS) was introduced as a core competency to the Royal College of Physicians and Surgeons of Canada (Royal College) emergency medicine (EM) training standards. The Royal College accredits postgraduate EM specialty training in Canada through 5-year residency programs. The objective of this study is to describe both the current experience with and the perceptions of EUS by Canadian Royal College EM senior residents.\nMethods: This was a web-based survey conducted from January to March 2011 of all 39 Canadian Royal College postgraduate fifth-year (PGY-5) EM residents. Main outcome measures were characteristics of EUS training and perceptions of EUS.\nResults: Survey response rate was 95% (37/39). EUS was part of the formal residency curriculum for 86% of respondents (32/37). Residents most commonly received training in focused assessment with sonography for trauma, intrauterine pregnancy, abdominal aortic aneurysm, cardiac, and procedural guidance. Although the most commonly provided instructional material (86% [32/37]) was an ultrasound course, 73% (27/37) of residents used educational resources outside of residency training to supplement their ultrasound knowledge. Most residents (95% [35/37]) made clinical decisions and patient dispositions based on their EUS interpretation without a consultative study by radiology. Residents had very favorable perceptions and opinions of EUS.\nConclusion: EUS training in Royal College EM programs was prevalent and perceived favorably by residents, but there was heterogeneity in resident training and practice of EUS. This suggests variability in both the level and quality of EUS training in Canadian Royal College EM residency programs. [West J Emerg Med. 2014;15(3):306–311.]","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":"emergency ultrasound"},{"word":"Ultrasound Education"},{"word":"Resident Education"},{"word":"Emergency Medicine"}],"section":"Education","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5ng5c9fr","frozenauthors":[{"first_name":"Daniel","middle_name":"J","last_name":"Kim","name_suffix":"","institution":"Department of Emergency Medicine, Vancouver General Hospital, Vancouver, British Columbia;\nDepartment of Emergency Medicine, University of British Columbia, Vancouver, British Columbia","department":"None"},{"first_name":"Jonathan","middle_name":"","last_name":"Theoret","name_suffix":"","institution":"Department of Emergency Medicine, St. Paul's Hospital, Vancouver, British Columbia;\nDepartment of Emergency Medicine, University of British Columbia, Vancouver, British Columbia","department":"None"},{"first_name":"Michael","middle_name":"M","last_name":"Liao","name_suffix":"","institution":"Department of Emergency Medicine, Denver Health Medical Center, Denver, Colorado","department":"None"},{"first_name":"John","middle_name":"L","last_name":"Kendall","name_suffix":"","institution":"Department of Emergency Medicine, Denver Health Medical Center, Denver, Colorado;\nDepartment of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado","department":"None"}],"date_submitted":"2013-04-21T09:22:44+10:00","date_accepted":"2013-04-21T09:22:44+10:00","date_published":"2014-01-11T10:33:06+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7806/galley/4552/download/"}]},{"pk":7593,"title":"Onset and Duration of Intravenous and Intraosseous Rocuronium in Swine","subtitle":null,"abstract":"Introduction: The intraosseous (IO) route has become a popular method to gain access to the peripheral circulation in emergency situations. Despite little supporting data, it is generally believed that IO absorption is immediate and equivalent to the intravenous (IV) route. It is important to determine if rocuronium can effectively be administered by the IO route. The aim of the study was to determine and compare the onset and duration of rocuronium when administered via the IO and IV routes in a normovolemic pig model.\nMethods: We recorded electromyographic (EMG) data following tibial IO and peripheral IV administration of rocuronium (1.2 mg/kg) in 10 swine weighing between 56 and 71 Kg. We transformed data were transformed to percent of baseline, determined onset and recovery characteristics.\nResults: The onset EMG-time profiles for IO and IV administration were very similar: tibial IO compared to IV administration did not statistically alter the onset of paralysis. The IO group took statistically longer than the IV group to return to 50 (p=0.042), 75 (p=0.034) and 95 (p=0.036) percent of baseline activity.\nConclusion: The duration of effect is statistically longer after IO administration but is more of an academic interest than a clinical concern. The results of this study suggest that rocuronium can effectively be administered via the IO route without the need for dose adjustments. [West J Emerg Med. 2014;15(2):241-245.]","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":"Intraosseous"},{"word":"pharmacokinetics"},{"word":"Emergency Medicine"},{"word":"anesthesia"}],"section":"Injury Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8n3682pf","frozenauthors":[{"first_name":"Michael","middle_name":"J","last_name":"Loughren","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"},{"first_name":"Sarah","middle_name":"","last_name":"Banks","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"},{"first_name":"Carleo","middle_name":"","last_name":"Naluan","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"},{"first_name":"Paul","middle_name":"","last_name":"Portenlanger","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"},{"first_name":"Arthur","middle_name":"","last_name":"Wendorf","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"},{"first_name":"Don","middle_name":"","last_name":"Johnson","name_suffix":"","institution":"Department of Anesthesia & Operative Services, Madigan Army Medical Center, Tacoma, Washington","department":"None"}],"date_submitted":"2012-10-31T15:54:13+11:00","date_accepted":"2012-10-31T15:54:13+11:00","date_published":"2014-01-10T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7593/galley/4458/download/"}]},{"pk":44036,"title":"A Patient with Hodgkin’s Lymphoma Presenting with Auto-Immune Hemolytic Anemia (AIHA)","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/0f51b977","frozenauthors":[{"first_name":"Alexander ","middle_name":"C.","last_name":"Black","name_suffix":"M.D.","institution":"University of California, Los Angeles","department":"Medicine"}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-10T16:25:17+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/44036/galley/32839/download/"}]},{"pk":7920,"title":"USEFUL: Ultrasound Exam for Underlying Lesions Incorporated into Physical Exam","subtitle":null,"abstract":"Introduction: The Ultrasound Screening Exam for Underlying Lesions (USEFUL) was developed in an attempt to establish a role for bedside ultrasound in the primary and preventive care setting. It is the purpose of our pilot study to determine if students were first capable of performing all of the various scans required of our USEFUL while defining such an ultrasound-assisted physical exam that would supplement the standard hands-on physical exam in the same head-to-toe structure. We also aimed to assess the time needed for an adequate exam and analyze if times improved with repetition and previous ultrasound training.Methods: Medical students with ranging levels of ultrasound training received a 25-minute presentation on our USEFUL followed by a 30-minute hands-on session. Following the hands-on session, the students were asked to perform a timed USEFUL on 2-3 standardized subjects. All images were documented as normal or abnormal with the understanding that an official detailed exam would be performed if an abnormality were to be found. All images were read and deemed adequate by board eligible emergency medicine ultrasound fellows.Results: Twenty-six exams were performed by nine students. The average time spent by all students per USEFUL was 11 minutes and 19 seconds. Students who had received the University of California, Irvine School of Medicine’s integrated ultrasound curriculum performed the USEFUL significantly faster (p < 0.0025). The time it took to complete the USEFUL ranged from 6 minutes and 32 seconds to 17 minutes, and improvement was seen with each USEFUL performed. The average time to complete the USEFUL on the first standardized patient was 13 minutes and 20 seconds, while 11 minutes and 2 seconds, and 9 minutes and 20 seconds were spent performing the exam on the second and third patient, respectively.Conclusion: Students were able to effectively complete all scans required by the USEFUL in a timely manner. Students who have been a part of the integrated ultrasound in medicine curriculum performed the USEFUL significantly faster than students who had not. Students were able to significantly improve upon the time it took them to complete the USEFUL with successive attempts. Future endpoints are aimed at assessing the feasibility and outcomes of an ultrasound-assisted physical exam in a primary care setting and the exam’s effect on doctor-patient satisfaction. [West J Emerg Med.2014;15(3):260–266.]","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":"ultrasound"},{"word":"education"},{"word":"physical exam"},{"word":"Primary Care"},{"word":"family medicine"}],"section":"Technology in Emergency Care","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6dt1q9vh","frozenauthors":[{"first_name":"Jon","middle_name":"","last_name":"Steller","name_suffix":"","institution":"School of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Bianca","middle_name":"","last_name":"Russell","name_suffix":"","institution":"School of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Shahram","middle_name":"","last_name":"Lotfipour","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine, Orange, CA.\n\nSchool of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Graciela","middle_name":"","last_name":"Maldonado","name_suffix":"","institution":"School of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Tim","middle_name":"","last_name":"Siepel","name_suffix":"","institution":"Department of Family Medicine, State University of New York, Buffalo, New York","department":"None"},{"first_name":"Halsey","middle_name":"","last_name":"Jakle","name_suffix":"","institution":"School of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Stacy","middle_name":"","last_name":"Hata","name_suffix":"","institution":"School of Medicine, University of California, Irvine, Irvine, CA.","department":"None"},{"first_name":"Alan","middle_name":"","last_name":"Chiem","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine, Orange, CA","department":"None"},{"first_name":"John","middle_name":"Christian","last_name":"Fox","name_suffix":"","institution":"Department of Emergency Medicine, University of California, Irvine, Orange, CA.\n\nSchool of Medicine, University of California, Irvine, Irvine, CA.","department":"None"}],"date_submitted":"2013-07-28T14:37:53+10:00","date_accepted":"2013-07-28T14:37:53+10:00","date_published":"2014-01-10T10:42:42+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7920/galley/4599/download/"}]},{"pk":44057,"title":"One Cause of Chronic Transaminitis","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/57g647sq","frozenauthors":[{"first_name":"Michael ","middle_name":"","last_name":"Estes","name_suffix":"M.D.","institution":"University of California, Los Angeles","department":"Medicine"}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-09T17:32:56+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/44057/galley/32860/download/"}]},{"pk":44034,"title":"A Case of Klebsiella Liver Abscesses","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/3bn9n31d","frozenauthors":[{"first_name":"Daniel ","middle_name":"","last_name":"Kwon","name_suffix":"","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Gan ","middle_name":"Xon ","last_name":"Ng","name_suffix":"M.D.","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-08T16:20:24+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/44034/galley/32837/download/"}]},{"pk":7796,"title":"Follow Up for Emergency Department Patients After Intravenous Contrast and Risk of Nephropathy","subtitle":null,"abstract":"Introduction: Contrast-induced nephropathy (CIN), defined as an increase in serum creatinine (SCr) greater than 25% or ≥0.5 mg/dL within 3 days of intravenous (IV) contrast administration in the absence of an alternative cause, is the third most common cause of new acute renal failure in hospitalized patients. It is known to increase in-hospital mortality up to 27%. The purpose of this study was to investigate the rate of outpatient follow up and the occurrence of CIN in patients who presented to the emergency department (ED) and were discharged home after computed tomography (CT) of the abdomen and pelvis (AP) with IV contrast.\nMethods: We conducted a single center retrospective review of charts for patients who required CT of AP with IV contrast and who were discharged home. Patients’ clinical data included the presence of diabetes mellitus, hypertension, chronic kidney disease (CKD) and congestive heart failure (CHF).\nResults: Five hundred and thirty six patients underwent CT of AP with IV contrast in 2011 and were discharged home. Diabetes mellitus was documented in 96 patients (18%). Hypertension was present in 141 patients (26.3%), and 82 patients (15.3%) were on angiotensin-converting-enzyme inhibitors (ACEI). Five patients (0.9%) had documented CHF and all of them were taking furosemide. Seventy patients (13%) had a baseline SCr >1.2 mg/dL. One hundred fifty patients (28%) followed up in one of the clinics or the ED within one week after discharge, but only 40 patients (7.5%) had laboratory workup. Out of 40 patients who followed up within 1 week after discharge, 9 patients (22.5%) developed CIN. One hundred ninety patients (35.4%) followed up in one of the clinics or the ED after 7 days and within 1 month after discharge, but only 71 patients (13.2%) had laboratory workup completed. Out of 71 patients who followed up within 1 month, 11 patients (15%) developed CIN. The overall incidence of CIN was 15.3% (17 out of 111 patients).\nConclusion: There was a poor outpatient follow up after CT of AP with IV contrast and biochemically CIN appears to be present in some patients. Unlike previous reports that CKD is the major risk factor for CIN, our results demonstrated that risk factors such as advanced age, DM and hypertension seem to predispose patients to CIN rather than abnormal baseline SCr. [West J Emerg Med. 2014;15(3):276–281.]","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":"Emergency Department Operations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/50w1s1jm","frozenauthors":[{"first_name":"Getaw worku","middle_name":"","last_name":"Hassen","name_suffix":"","institution":"New York Medical College, Metropolitan Hospital Center, Department of Emergency Medicine, New York, New York; Lutheran Medical Center, Department of Emergency Medicine, Brooklyn, New York Department of Emergency Medicine, St. George’s University School of Medicine, St. George’s, Granada","department":"None"},{"first_name":"Al","middle_name":"","last_name":"Hwang","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Lydia","middle_name":"","last_name":"Liu","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Felicia","middle_name":"","last_name":"Mualim","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Toshiro","middle_name":"","last_name":"Sembo","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Ting","middle_name":"Tia","last_name":"TU","name_suffix":"","institution":"Rowan University School of Osteopathic Medicine, Stratford, New Jersey","department":"None"},{"first_name":"Daniel","middle_name":"Hsiang","last_name":"Wei","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Paul","middle_name":"","last_name":"Johnston","name_suffix":"","institution":"Columbia University Post-baccalaureate Pre-medical Program, School of General Studies, New York, New York","department":"None"},{"first_name":"Ana","middle_name":"","last_name":"Costea","name_suffix":"","institution":"New York Medical College, Metropolitan Hospital Center, Department of Emergency Medicine, New York, New York","department":"None"},{"first_name":"Carlos","middle_name":"","last_name":"Meletiche","name_suffix":"","institution":"NYMC, Metropolitan Hospital Center","department":"None"},{"first_name":"Shakeel","middle_name":"","last_name":"Usmani","name_suffix":"","institution":"Lutheran Medical Center, Department of Emergency Medicine, Brooklyn, New York","department":"None"},{"first_name":"Hossein","middle_name":"","last_name":"Kalantari","name_suffix":"","institution":"New York Medical College, Metropolitan Hospital Center, Department of Emergency Medicine, New York, New York","department":"None"}],"date_submitted":"2013-04-10T03:16:48+10:00","date_accepted":"2013-04-10T03:16:48+10:00","date_published":"2014-01-07T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7796/galley/4548/download/"}]},{"pk":7801,"title":"The Effect of Compressor-Administered Defibrillation on Peri-shock Pauses in a Simulated Cardiac Arrest Scenario","subtitle":null,"abstract":"Introduction: Coordination of the tasks of performing chest compressions and defibrillation can lead to communication challenges that may prolong time spent off the chest. The purpose of this study was to determine whether defibrillation provided by the provider performing chest compressions led to a decrease in peri-shock pauses as compared to defibrillation administered by a second provider, in a simulated cardiac arrest scenario.\nMethods: This was a randomized, controlled study measuring pauses in chest compressions for defibrillation in a simulated cardiac arrest model. We approached hospital providers with current CPR certification for participation between July, 2011 and October, 2011. Volunteers were randomized to control (facilitator-administered defibrillation) or experimental (compressor-administered defibrillation) groups. All participants completed one minute of chest compressions on a mannequin in a shockable rhythm prior to administration of defibrillation. We measured and compared pauses for defibrillation in both groups.\nResults: Out of 200 total participants, we analyzed data from 197 defibrillations. Compressor-initiated defibrillation resulted in a significantly lower pre-shock hands-off time (0.57 s; 95% CI: 0.47-0.67) compared to facilitator-initiated defibrillation (1.49 s; 95% CI: 1.35-1.64). Furthermore, compressor-initiated defibrillation resulted in a significantly lower peri-shock hands-off time (2.77 s; 95% CI: 2.58-2.95) compared to facilitator-initiated defibrillation (4.25 s; 95% CI: 4.08-4.43).\nConclusion: Assigning the responsibility for shock delivery to the provider performing compressions encourages continuous compressions throughout the charging period and decreases total time spent off the chest. However, as this was a simulation-based study, clinical implementation is necessary to further evaluate these potential benefits. [West J Emerg Med. 2014;15(2):246–250.]","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":"cardiac arrest"},{"word":"CPR"},{"word":"Defibrillation"},{"word":"Simulation"},{"word":"Medical Education"},{"word":"Medicine"},{"word":"emergency"}],"section":"Injury Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/99k4f81d","frozenauthors":[{"first_name":"Joshua","middle_name":"","last_name":"Glick","name_suffix":"","institution":"Penn State Hershey Medical Center, Penn State College of Medicine, Hershey, Pennsylvania","department":"None"},{"first_name":"Erik","middle_name":"","last_name":"Lehman","name_suffix":"","institution":"Penn State Hershey College of Medicine, Department of Public Health Sciences, Hershey, Pennsylvania","department":"None"},{"first_name":"Thomas","middle_name":"","last_name":"Terndrup","name_suffix":"","institution":"The Ohio State University, College of Medicine, Department of Emergency Medicine, Columbus, Ohio","department":"None"}],"date_submitted":"2013-04-16T14:32:23+10:00","date_accepted":"2013-04-16T14:32:23+10:00","date_published":"2014-01-07T10:08:43+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7801/galley/4551/download/"}]},{"pk":7881,"title":"Barriers and Disparities in Emergency Medical Services 911 Calls for Stroke Symptoms in the United States Adult Population: 2009 BRFSS Survey","subtitle":null,"abstract":"Introduction: This study examines barriers and disparities in the intentions of American citizens, when dealing with stroke symptoms, to call 911. This study hypothesizes that low socioeconomic populations are less likely to call 911 in response to stroke recognition. Methods: The study is a cross-sectional design analyzing data from the Centers for Disease Control’s 2009 Behavioral Risk Factor Surveillance Survey, collected through a telephone-based survey from 18 states and the District of Columbia. The study identified the 5 most evident stroke-warning symptoms based on those given by the American Stroke Association. We conducted appropriate weighting procedures to account for the complex survey design. Results: A total of 131,988 respondents answered the following question: “If you thought someone was having a heart attack or a stroke, what is the first thing you would do?” A majority of those who said they would call 911 were insured (85.1%), had good health (84.1%), had no stroke history (97.3%), had a primary care physician (PCP) (81.4%), and had no burden of medical costs (84.9%). Those less likely to call 911 were found in the following groups: 65 years or older, men, other race, unmarried, less than or equal to high school degree, less than $25,000 family income, uninsured, no PCP, burden of medical costs, fair/poor health, previous history of strokes, or interaction between burden of medical costs and less than $50,000 family income (p<0.0001 by X2 tests). The only factors significantly associated with “would call 911” were age, sex, race/ethnicity, marital status, and previous history of strokes. Conclusion: Barriers and disparities exist among subpopulations of different socioeconomic statuses. This study suggests that some potential stroke victims could have limited access to EMS services. Greater effort targeting certain populations is needed to motivate citizens to call 911. [West J Emerg Med. 2014;15(2):251–259].","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":"emergency medicine, stroke, disparities"},{"word":"Emergency Medicine"}],"section":"Injury Outcomes","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4p41d0c3","frozenauthors":[{"first_name":"Munseok","middle_name":"","last_name":"Seo","name_suffix":"","institution":"Management, Policy and Community Health Division, University of Texas Health Science Center, Houston, Texas","department":"None"},{"first_name":"Charles","middle_name":"","last_name":"Begley","name_suffix":"","institution":"Management, Policy and Community Health Division, University of Texas Health Science Center, Houston, Texas","department":"None"},{"first_name":"James","middle_name":"R","last_name":"Langabeer","name_suffix":"","institution":"Management, Policy and Community Health Division, University of Texas Health Science Center, Houston, Texas","department":"None"},{"first_name":"Jami","middle_name":"L","last_name":"DelliFraine","name_suffix":"","institution":"Virginia Commonwealth University, Department of Health Administration, Richmond, Virginia","department":"None"}],"date_submitted":"2013-06-17T10:27:38+10:00","date_accepted":"2013-06-17T10:27:38+10:00","date_published":"2014-01-07T10:07:51+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7881/galley/4582/download/"}]},{"pk":5278,"title":"Sex, Love, or War? A representation of 20 years of research on the social interactions of animals","subtitle":null,"abstract":"To navigate through a social world, animals may form temporary or long-term associations with others, recognize kin and discriminate between familiar and unfamiliar conspecifics, protect themselves and their resources, fight and compete for the best mates, and produce offspring that require various forms of care.  The purpose of the current paper was to summarize the publication trends of research investigating animal social interactions over the last 20 years. We selected 8 journals for their diverse representation of animal taxa and examined the number of published articles representing research on affiliative, agonistic, and sexual social interactions.  Out of 18,993 published articles, social interactions (\nN\n = 4,273) were studied 5.5% to 30.8% of the published articles per journal between 1993-2013.  Agonistic social interactions (43%) were the most frequently published topic with affiliative social interactions representing less than a third (30%) of the articles and sexual social interactions accounting for the remaining articles (27%).  Mammalian social interactions were investigated the most (38.5%) with invertebrate (22%) and avian (21%) social interactions following closely behind.  Observational research and experimental research designs were divided almost equally across different social interactions except for affiliative interactions.  Social interactions were studied most often in laboratory settings (45%), then semi-natural field settings (32.5%), and less often in natural habitats (19%).  Interestingly, the rates of the different types of social interactions, certain taxa, type of research study, and research setting remained relatively consistent across the 20 year period.  Some fluctuations occurred in the frequency of specific topics and taxa within various years; however, research on mate choice, parental care, environmental influences, and group composition was consistently conducted across the years.  While many aspects of social interactions in a broad range of taxa have been studied, there are many areas that are still sparse and in need of additional research.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"social interactions, animal behavior, affiliative, sexual, agonistic, aggressive, socio-sexual, animal behavior"}],"section":"Special Issue: Revisiting The Legacy of Stan Kuczaj","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8591x0kz","frozenauthors":[{"first_name":"Heather","middle_name":"M.","last_name":"Hill","name_suffix":"","institution":"St. Mary's University","department":"None"},{"first_name":"Stephanie","middle_name":"","last_name":"Artz","name_suffix":"","institution":"University of Texas at San Antonio","department":"None"},{"first_name":"Melanie","middle_name":"","last_name":"Lopez","name_suffix":"","institution":"St. Mary's University","department":"None"}],"date_submitted":"2013-12-08T07:57:55+11:00","date_accepted":"2013-12-08T07:57:55+11:00","date_published":"2014-01-07T05:05:40+11:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5278/galley/3155/download/"}]},{"pk":5275,"title":"Persistent memory retention of reward events and proactive interference in reward series learning by mice","subtitle":null,"abstract":"This study examines acquisition of a single alternating series of reward quantities in mice. Four male ICR mice, trained in a straight runway, showed deferential response to items in a 3-0-3-0-3-0-3 series, constructed from a varying number of 0.045 g food pellets under inter-trial intervals(ITI) of 30 s (Experiment 1) or 20 min (Experiment 2), by running more slowly to nonrewards than rewards. Although mice showed reliable item anticipation under 20 min ITIs, nonreward anticipation became poorer in later serial positions than in earlier positions. It is possible that gradual deterioration of nonreward anticipation in a series is caused by proactive interference from previous item memories, since the nonreward anticipation was improved when the target item was divided by a long 120 min interval from prior items that were a potential source of proactive interference (Experiment 3). In Experiment 4, mice learned to respond differentially to the second item of 5-0 and 0-5 series with an ITI of 180 min. These results suggest that mice can discriminate reward magnitudes by forming item-associations between adjacent items and retain information of a previous item for a long interval, and that proactive interference occurs among item memories in a series.","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":"MICE"},{"word":"serial learning"},{"word":"proactive interference"},{"word":"memory retention"}],"section":"Research Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vc7k9x0","frozenauthors":[{"first_name":"Tohru","middle_name":"","last_name":"Taniuchi","name_suffix":"","institution":"Kanazawa University","department":"None"}],"date_submitted":"2013-12-02T16:24:51+11:00","date_accepted":"2013-12-02T16:24:51+11:00","date_published":"2014-01-06T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"","path":"https://journalpub.escholarship.org/uclapsych_ijcp/article/5275/galley/3152/download/"}]},{"pk":7673,"title":"Readiness to Change and Reasons for Intended Reduction of Alcohol Consumption in Emergency Department versus Trauma Population","subtitle":null,"abstract":"Introduction: The primary objective was to identify the most common reasons for intending to cut back on alcohol use, in emergency department (ED) and trauma patient populations. The secondary objective was to determine the association between reason to cut back on alcohol and education level.\nMethods: We conducted the study at a level one trauma center in California between 2008 and 2012. This was a retrospective analysis of data collected from computerized alcohol screening and intervention (CASI). We excluded patients who drank too little, and those whose scores were consistent with dependency (Alcohol Use Disorders Identification Test [AUDIT]>19). The CASI database includes the patient’s age, gender, language, education level, an AUDIT score (1-40 scale), a readiness to change score (1-10), and the option to choose any of 10 “reasons to cut back” on their alcohol consumption.\nResults: From 10,537 patients, 1,202 met criteria for the study (848 ED, 354 trauma). Overall, the most common reasons cited for cutting back on alcohol were “To avoid health problems” (68.5%), “To avoid getting a DUI” (43.6%), “It could save me money” (42.0%), and “To avoid situations where I could get hurt” (41.0%). Trauma patients cited the following reasons significantly more than ED patients: “To avoid situations where I could get hurt” (46.3% versus 38.8%, respectively), “So I can be in control of my behavior” (40.7% versus 32.2%), and “My partner or spouse wants me to stop” (20.1% versus 15.0%). Additionally, those patients who cited “To avoid health problems” reported 1.2 points higher than average (p<0.001) on the 10-point readiness to change scale. Those who have completed some college or an associate degree cited “To avoid health problems” less often than high school graduates (odds ratio [OR] 0.45), while they cited “To avoid situations where I could get hurt” (OR 2.5) and “To avoid being in a car crash caused by alcohol use” (OR 3.8) more often than high school graduates.\nConclusion: Health, injury, finances, and legal issues remain top concerns for patients, while trauma patients specifically had proportionately more concerns with situations where they could get hurt. [West J Emerg Med. 2014;15(3):337–344.]","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"},{"word":"screening"},{"word":"reasons for intended change"},{"word":"brief intervention"},{"word":"computer"},{"word":"Trauma"},{"word":"emergency department"},{"word":"alcohol use disorders identification test"},{"word":"AUDIT"},{"word":"hazardous drinking"},{"word":"CASI"},{"word":"SBIRT"},{"word":"Emergency Medicine"},{"word":"Trauma and Injury Prevention"}],"section":"Injury Prevention and Population Health","is_remote":true,"remote_url":"https://escholarship.org/uc/item/98d036sf","frozenauthors":[{"first_name":"Craig","middle_name":"","last_name":"Harrison","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"},{"first_name":"Wirachin","middle_name":"","last_name":"Hoonpongsimanont","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"},{"first_name":"Craig","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"},{"first_name":"Samer","middle_name":"","last_name":"Roumani","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"},{"first_name":"Jie","middle_name":"","last_name":"Weiss","name_suffix":"","institution":"Department of Health Science, California State University Fullerton, Fullerton, California","department":"None"},{"first_name":"Bharath","middle_name":"","last_name":"Chakravarthy","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"},{"first_name":"Shahram","middle_name":"","last_name":"Lotfipour","name_suffix":"","institution":"Center for Trauma and Injury Prevention Research, Department of Emergency Medicine, School of Medicine, University of California Irvine, Irvine, California","department":"None"}],"date_submitted":"2013-01-07T12:18:09+11:00","date_accepted":"2013-01-07T12:18:09+11:00","date_published":"2014-01-06T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7673/galley/4498/download/"}]},{"pk":7809,"title":"Skin Infections and Antibiotic Stewardship: Analysis of Emergency Department Prescribing Practices, 2007-2010","subtitle":null,"abstract":"Introduction: National guidelines suggest that most skin abscesses do not require antibiotics, and that cellulitis antibiotics should target streptococci, not community-associated MRSA (CA-MRSA). The objective of this study is to describe antimicrobial treatment of skin infections in U.S. emergency departments (EDs) and analyze potential quality measures.\nMethods: The National Hospital Ambulatory Medical Care Survey (NHAMCS) is a 4-stage probability sample of all non-federal U.S. ED visits. In 2007 NHAMCS started recording whether incision and drainage was performed at ED visits. We conducted a retrospective analysis, pooling 2007-2010 data, identified skin infections using diagnostic codes, and identified abscesses by performance of incision and drainage. We generated national estimates and 95% confidence intervals using weighted analyses; quantified frequencies and proportions; and evaluated antibiotic prescribing practices. We evaluated 4 parameters that might serve as quality measures of antibiotic stewardship, and present 2 of them as potentially robust enough for implementation.\nResults: Of all ED visits, 3.2% (95% confidence interval 3.1-3.4%) were for skin infection, and 2.7% (2.6-2.9%) were first visits for skin infection, with no increase over time (p=0.80). However, anti-CA-MRSA antibiotic use increased, from 61% (56-66%) to 74% (71-78%) of antibiotic regimens (p<0.001). Twenty-two percent of visits were for abscess, with a non-significant increase (p=0.06). Potential quality measures: Among discharged abscess patients, 87% were prescribed antibiotics (84-90%, overuse). Among antibiotic regimens for abscess patients, 84% included anti-CA-MRSA agents (81-89%, underuse).\nConclusion: From 2007-2010, use of anti-CA-MRSA agents for skin infections increased significantly, despite stable visit frequencies. Antibiotics were over-used for discharged abscess cases, and CA-MRSA-active antibiotics were underused among regimens when antibiotics were used for abscess. [West J Emerg Med. 2014;15(3):282–289.]","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":"skin infection"},{"word":"Staphylococcus aureus"},{"word":"CA-MRSA"},{"word":"skin and soft-tissue infections"},{"word":"Cellulitis"},{"word":"abscess"},{"word":"drug-resistant bacteria"},{"word":"emergency department"},{"word":"Quality"},{"word":"antibiotic overuse"},{"word":"antibiotic stewardship"}],"section":"Emergency Department Operations","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5f16c3zs","frozenauthors":[{"first_name":"Daniel","middle_name":"J.","last_name":"Pallin","name_suffix":"","institution":"Department of Emergency Medicine, Brigham and Women’s Hospital, Boston, Massachusetts","department":"None"},{"first_name":"Carlos","middle_name":"A.","last_name":"Camargo","name_suffix":"","institution":"Department of Emergency Medicine, Brigham and Women’s Hospital, Boston, Massachusetts","department":"None"},{"first_name":"Jeremiah","middle_name":"D.","last_name":"Schuur","name_suffix":"","institution":"Department of Emergency Medicine, Brigham and Women’s Hospital, Boston, Massachusetts","department":"None"}],"date_submitted":"2013-04-24T07:27:19+10:00","date_accepted":"2013-04-24T07:27:19+10:00","date_published":"2014-01-06T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7809/galley/4553/download/"}]},{"pk":7727,"title":"Visual Estimation of Bedside Echocardiographic Ejection Fraction by Emergency Physicians","subtitle":null,"abstract":"Introduction: The objective of this study was to determine whether bedside visual estimates of left ventricular systolic function (LVSF) by emergency physicians (EP) would agree with quantitative measurement of LVSF by the modified Simpson’s method (MSM), as recommended by the American Society of Echocardiography.\nMethods: After limited focused training, 2 trained EPs performed bedside echocardiography (BECH) procedures s between January  and June 2012 to prospectively evaluate patients presenting to the emergency department (ED) with dyspnea. EPs categorized their visually estimated ejection fractions (VEF) as either low or normal. Formal echocardiography were ordered and performed by an experienced cardiologist using the MSM and accepted as the criterion standard. We compared BECH results for each EP using chi-squared testing and performed correlation analysis by Pearson correlation coefficient.\nResults: Of the 146 enrolled patients with dyspnea, 13  were excluded and 133 were included in the study. Comparison of EPs vs. cardiologist’s estimate of ejection fraction yielded a Pearson’s correlation coefficient of 0.77 (R, p<0.0001) and 0.78 (R, p<0.0001). Calculated biserial correlations using point-biserial correlation and z-scores were 1 (rb, p<0.0001) for both EPs. The agreement between EPs and the cardiologist was 0.861 and 0.876, respectively. The sensitivity, specificity, positive predictive value, negative predictive value, and the positive and negative likelihood ratios for each physician were 98.7-98.7%, 86.2-87.9%, 0.902-0.914, 0.980-0.981, 7.153-8.175, 0.015-0.015, respectively.\nConclusion: EPs with a focused training in limited BECH can assess LVSF accurately in the ED by visual estimation. [West J Emerg Med. 2014;15(2):221–226.]","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":"Visual estimation, ejection fraction, bedside echocardiography"},{"word":"Health Science"},{"word":"Emergency Medicine"}],"section":"Technology in Emergency Care","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7xc4w5d2","frozenauthors":[{"first_name":"Erden","middle_name":"E","last_name":"Ünlüer","name_suffix":"","institution":"Izmir Katip Çelebi University Atatürk Research and Training Hospital, Turkey","department":"None"},{"first_name":"Arif","middle_name":"","last_name":"Karagöz","name_suffix":"","institution":"Izmir Katip Çelebi University Atatürk Research and Training Hospital, Turkey","department":"None"},{"first_name":"Haldun","middle_name":"","last_name":"Akoğlu","name_suffix":"","institution":"Kartal Lütfi Kırdar Research and Training Hospital,Turkey","department":"None"},{"first_name":"Serdar","middle_name":"","last_name":"Bayata","name_suffix":"","institution":"Izmir Katip Çelebi University Atatürk Research and Training Hospital, Turkey","department":"None"}],"date_submitted":"2013-02-18T21:24:55+11:00","date_accepted":"2013-02-18T21:24:55+11:00","date_published":"2014-01-06T19:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/7727/galley/4523/download/"}]},{"pk":44042,"title":"Chronic sinusitis: A rare presentation of Acute Myeloid Leukemia","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/99m312mr","frozenauthors":[{"first_name":"Shelese ","middle_name":"","last_name":"Newmark","name_suffix":"MD ","institution":"University of California, Los Angeles","department":"Medicine"},{"first_name":"Rauz ","middle_name":"A.","last_name":"Eshraghi","name_suffix":"MD ","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-05T16:45:48+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/ucladom_proceedings/article/44042/galley/32845/download/"}]},{"pk":19595,"title":"Adam Lifshey. The Magellan Fallacy. Globalization and the Emergence of Asian and African Literature in Spanish. Ann Arbor: The University of Michigan Press, 2012. Print. 323 pp.","subtitle":null,"abstract":"Adam Lifshey. The Magellan Fallacy. Globalization and the Emergence of Asian and African Literature in Spanish. Ann Arbor: The University of Michigan Press, 2012. Print. 323 pp.","language":"es","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0v02r706","frozenauthors":[{"first_name":"Isaac","middle_name":"","last_name":"Donoso","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T12:07:45+11:00","date_accepted":"2014-01-03T12:07:45+11:00","date_published":"2014-01-03T12:07:58+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19595/galley/9701/download/"}]},{"pk":19594,"title":"Ricci, Cristián, ed. Letras marruecas. Antología de escritores marroquíes en castellano. Madrid: Ediciones del Orto, 2012. Print. 183 pp.","subtitle":null,"abstract":"Ricci, Cristián, ed. Letras marruecas. Antología de escritores marroquíes en castellano. Madrid: Ediciones del Orto, 2012. Print. 183 pp.","language":"es","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/78p414nv","frozenauthors":[{"first_name":"Adolfo","middle_name":"","last_name":"Campoy-Cubillo","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T12:05:25+11:00","date_accepted":"2014-01-03T12:05:25+11:00","date_published":"2014-01-03T12:05:38+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19594/galley/9700/download/"}]},{"pk":19593,"title":"Brian L. Price. Cult of Defeat in Mexico’s Historical Fiction: Failure, Trauma, and Loss. New York: Palgrave Macmillan, 2012. Print. 200 pp.","subtitle":null,"abstract":"Brian L. Price. Cult of Defeat in Mexico’s Historical Fiction: Failure, Trauma, and Loss. New York: Palgrave Macmillan, 2012. Print. 200 pp.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/16q0g3k6","frozenauthors":[{"first_name":"Daniel","middle_name":"R.","last_name":"Fernández","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T12:03:01+11:00","date_accepted":"2014-01-03T12:03:01+11:00","date_published":"2014-01-03T12:03:14+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19593/galley/9699/download/"}]},{"pk":19592,"title":"Kathleen López. Chinese Cubans: A Transnational History. Chapel Hill: University of North Carolina Press, 2013. 339 pages.","subtitle":null,"abstract":"Kathleen López. Chinese Cubans: A Transnational History. Chapel Hill: University of North Carolina Press, 2013. 339 pages.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9wc29309","frozenauthors":[{"first_name":"José","middle_name":"I.","last_name":"Suárez","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T12:00:15+11:00","date_accepted":"2014-01-03T12:00:15+11:00","date_published":"2014-01-03T12:00:30+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19592/galley/9698/download/"}]},{"pk":19591,"title":"Juan E. De Castro. Mario Vargas Llosa. Public Intellectual in Neoliberal Latin America. Tucson: University of Arizona Press, 2011. Print. 179 Pp.","subtitle":null,"abstract":"Juan E. De Castro. Mario Vargas Llosa. Public Intellectual in Neoliberal Latin America. Tucson: University of Arizona Press, 2011. Print. 179 Pp.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wj1p1d8","frozenauthors":[{"first_name":"Carlos","middle_name":"","last_name":"Aguirre","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:57:50+11:00","date_accepted":"2014-01-03T11:57:50+11:00","date_published":"2014-01-03T11:58:04+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19591/galley/9697/download/"}]},{"pk":19590,"title":"Suárez, José I., ed. Gómez Manrique. Cancionero. Manuscrito 1250 de la Biblioteca del Palacio Real. New York: National Hispanic Foundation for the Humanities, 2013. Print. 596 pp.","subtitle":null,"abstract":"Suárez, José I., ed. Gómez Manrique. Cancionero. Manuscrito 1250 de la Biblioteca del Palacio Real. New York: National Hispanic Foundation for the Humanities, 2013. Print. 596 pp.","language":"es","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9tw4m5qg","frozenauthors":[{"first_name":"Anthony","middle_name":"J.","last_name":"Cárdenas-Rotunno","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:54:45+11:00","date_accepted":"2014-01-03T11:54:45+11:00","date_published":"2014-01-03T11:55:01+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19590/galley/9696/download/"}]},{"pk":19589,"title":"Namorato, Luciana and César Ferreira, eds. The Word Accordingto Clarice Lispector – Critical Approaches. Lima: Centro de Estudios Literarios Antonio Cornejo Polar / Universidad Nacional Mayor de San Marcos, 2011. Print. 228pp.","subtitle":null,"abstract":"Namorato, Luciana and César Ferreira, eds. The Word Accordingto Clarice Lispector – Critical Approaches. Lima: Centro de Estudios Literarios Antonio Cornejo Polar / Universidad Nacional Mayor de San Marcos, 2011. Print. 228pp.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Book Reviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xk8r0f1","frozenauthors":[{"first_name":"Paulo","middle_name":"","last_name":"Moreira","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:51:29+11:00","date_accepted":"2014-01-03T11:51:29+11:00","date_published":"2014-01-03T11:51:43+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19589/galley/9695/download/"}]},{"pk":19588,"title":"En la intemperie del consenso. Entrevista a Alfons Cervera","subtitle":null,"abstract":"En la intemperie del consenso. Entrevista a Alfons Cervera","language":"es","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Interviews","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6911w9r4","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Arroyo-Rodríguez","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:47:19+11:00","date_accepted":"2014-01-03T11:47:19+11:00","date_published":"2014-01-03T11:47:33+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19588/galley/9694/download/"}]},{"pk":19587,"title":"Representation and its Discontents: Maghrebian Voices and Iberian Diversity","subtitle":null,"abstract":"Representation and its Discontents: Maghrebian Voices and Iberian Diversity","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8339d2dg","frozenauthors":[{"first_name":"Adolfo","middle_name":"","last_name":"Campoy-Cubillo","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:44:22+11:00","date_accepted":"2014-01-03T11:44:22+11:00","date_published":"2014-01-03T11:44:36+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19587/galley/9693/download/"}]},{"pk":19586,"title":"José García Villa’s Silent Tongue Tie: Hispanic Resonances in Filipino American Literature","subtitle":null,"abstract":"José García Villa’s Silent Tongue Tie: Hispanic Resonances in Filipino\n \nAmerican Literature","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7vq568nj","frozenauthors":[{"first_name":"Paula","middle_name":"C.","last_name":"Park","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:41:43+11:00","date_accepted":"2014-01-03T11:41:43+11:00","date_published":"2014-01-03T11:42:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19586/galley/9692/download/"}]},{"pk":19585,"title":"Re-storying Justice: Questions of Citizenship, Home, and Belonging in Amy Serrano’s The Sugar Babies (2007)","subtitle":null,"abstract":"Re-storying Justice: Questions of Citizenship, Home, and Belonging in Amy Serrano’s The Sugar Babies (2007)","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7r859079","frozenauthors":[{"first_name":"Elvira","middle_name":"","last_name":"Pulitano","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:37:56+11:00","date_accepted":"2014-01-03T11:37:56+11:00","date_published":"2014-01-03T11:38:08+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19585/galley/9691/download/"}]},{"pk":19584,"title":"Fence as Tragedy, Fence as Farce: Primitive Accumulation in Redoble por Rancas","subtitle":null,"abstract":"Fence as Tragedy, Fence as Farce: Primitive Accumulation in Redoble\n \npor Rancas","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7qq3h5t6","frozenauthors":[{"first_name":"Zac","middle_name":"","last_name":"Zimmer","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:34:21+11:00","date_accepted":"2014-01-03T11:34:21+11:00","date_published":"2014-01-03T11:34:33+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19584/galley/9690/download/"}]},{"pk":19583,"title":"Masculinity As Privileged Human Agency In H. G. Oesterheld’s El Eternauta","subtitle":null,"abstract":"Masculinity As Privileged Human Agency In H. G. Oesterheld’s El\n \nEternauta","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6ws5m9kz","frozenauthors":[{"first_name":"David","middle_name":"William","last_name":"Foster","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:19:42+11:00","date_accepted":"2014-01-03T11:19:42+11:00","date_published":"2014-01-03T11:19:54+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19583/galley/9689/download/"}]},{"pk":19582,"title":"Alfonso Reyes, Jorge Luis Borges y Nuestra América","subtitle":null,"abstract":"Alfonso Reyes, Jorge Luis Borges y Nuestra América","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4f75d2vw","frozenauthors":[{"first_name":"Juan","middle_name":"E.","last_name":"De Castro","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:13:35+11:00","date_accepted":"2014-01-03T11:13:35+11:00","date_published":"2014-01-03T11:13:47+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19582/galley/9688/download/"}]},{"pk":19580,"title":"The Struggle for Historical Collective Memory and Epistemic Creativity from Below","subtitle":null,"abstract":"The Struggle for Historical Collective Memory and Epistemic Creativity from Below","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1384k6j6","frozenauthors":[{"first_name":"Egla","middle_name":"","last_name":"Martínez","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T11:02:49+11:00","date_accepted":"2014-01-03T11:02:49+11:00","date_published":"2014-01-03T11:03:06+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19580/galley/9685/download/"},{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19580/galley/9686/download/"}]},{"pk":19579,"title":"Film-noir borincano: la desarticulación nacional en la película Ángel de Jacobo Morales","subtitle":null,"abstract":"Film-noir borincano: la desarticulación nacional en la película Ángel de Jacobo Morales","language":"es","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/82d1s8x7","frozenauthors":[{"first_name":"Dania","middle_name":"","last_name":"Abreu-Torres","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T10:47:14+11:00","date_accepted":"2014-01-03T10:47:14+11:00","date_published":"2014-01-03T10:59:41+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19579/galley/9684/download/"}]},{"pk":19578,"title":"The maid as political spy in Argentine literature and historiography: the Rosas-Perón nexus (1846-1964)","subtitle":null,"abstract":"The maid as political spy in Argentine literature and historiography: the\n \nRosas-Perón nexus (1846-1964)","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8jp7x3dv","frozenauthors":[{"first_name":"Ines","middle_name":"","last_name":"Dunstan","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-01-03T10:41:47+11:00","date_accepted":"2014-01-03T10:41:47+11:00","date_published":"2014-01-03T10:42:31+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/transmodernity/article/19578/galley/9683/download/"}]},{"pk":65145,"title":"Literature Review: Rescheduling of Marijuana","subtitle":null,"abstract":"Medical marijuana legalization has become both a medical and legal issue. Papers range from casual discussion, passionate and involved such as those by Annas1 and Okie2, to serious logical argument exemplified beautifully in Cohen’s3 work.  Annas1 and Okie2 focused on California’s 1996 medical marijuana law and the 2005 Supreme Court trial \nGonzales v. Raich\n respectively.  Cohen3 had a larger scope, reviewing marijuana’s history in the United States from the colonial era to present-day. While the former sources made mention of some valuable scientific evidence, they did so amidst a great deal of personal appeal and anecdotes about those affected. Quotes from doctors, talking about their personal recommendations for patients to use marijuana, and, admittedly, evocative statements from politicians or newspapers frame the discussions. For instance, Annas quotes a Boston Globe writer’s question asking that if legalizing medical marijuana would send the terrible message to children that “If you hurry up and get cancer, you, too, can get high?”1.  Cohen’s argument did not lack pathos, but he presented his opinion in a strong logical argument, clearly referencing medical findings. All three papers argued, presuming that sufficient medical evidence exists to prescribe marijuana. They, instead, focused on the issue marijuana’s legality, rather than on analyzing the validity of the cited data.","language":"en","license":null,"keywords":[{"word":"rescheduling"},{"word":"marijuana"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4wj723x0","frozenauthors":[{"first_name":"Felipe","middle_name":"","last_name":"Venegas","name_suffix":"","institution":"","department":""}],"date_submitted":"2013-12-21T19:53:17+11:00","date_accepted":"2013-12-21T19:53:17+11:00","date_published":"2014-01-03T08:22:20+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ucm_mwp_ucmurj/article/65145/galley/49913/download/"}]},{"pk":36098,"title":"2013-2014 CATESOL Board of Directors","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/282384x3","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36098/galley/26950/download/"}]},{"pk":36120,"title":"2013-2014 CATESOL Board of Directors","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/77f6s823","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36120/galley/26972/download/"}]},{"pk":36142,"title":"50 Ways to Teach Them Speaking: Tips for ESL/EFL Teachers - Janine Sepulveda","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1sn5c661","frozenauthors":[{"first_name":"Hannah","middle_name":"","last_name":"Malone","name_suffix":"","institution":"University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36142/galley/26994/download/"}]},{"pk":36136,"title":"50 Ways to Teach Them Writing - Maggie Sokolik","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79t2p1xt","frozenauthors":[{"first_name":"Donna","middle_name":"","last_name":"Genelin","name_suffix":"","institution":"University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36136/galley/26988/download/"}]},{"pk":36096,"title":"Abstracts","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5nb340rs","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36096/galley/26948/download/"}]},{"pk":36118,"title":"Abstracts","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cb1n6jm","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36118/galley/26970/download/"}]},{"pk":36133,"title":"A Course in English Language Teaching (2nd ed.) - Penny Ur","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3bx724sh","frozenauthors":[{"first_name":"Nooshan","middle_name":"","last_name":"Ashtari","name_suffix":"","institution":"California State University, Northridge","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36133/galley/26985/download/"}]},{"pk":36134,"title":"ACTIVE Skills for Reading 3 (3rd ed.) - Neil J. Anderson","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/59w7x7jb","frozenauthors":[{"first_name":"Sage","middle_name":"","last_name":"Benson","name_suffix":"","institution":"Monterey Institute of International Studies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36134/galley/26986/download/"}]},{"pk":36110,"title":"Adult ESL Education in the US","subtitle":null,"abstract":"This article discusses the state of the art in the field of “adult ESL” in the US. It identifies the size, characteristics, and settings of adult education and discusses relevant professional standards, assessment procedures, and teacher preparation. Three approaches to noncredit adult ESL education will be presented (Functional Literacy, Critical Literacy, and New Literacy Studies), each of which has relevance to current status and funding of adult ESL within the Department of Education. A broader view of curriculum design and expansion of technological applications are recommended to address the growing needs of immigrants from Latin America and around the world.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2ww5x4hk","frozenauthors":[{"first_name":"Janet","middle_name":"L.","last_name":"Eyring","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36110/galley/26962/download/"}]},{"pk":36138,"title":"Answers May Vary: Essays on Teaching English as a Second Language - Dorothy Zemach","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2wb1c8nt","frozenauthors":[{"first_name":"Brandon","middle_name":"A.","last_name":"Harris","name_suffix":"","institution":"Center for Multilingual Multicultural Studies, University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36138/galley/26990/download/"}]},{"pk":36132,"title":"Becoming a Language Teacher: A Practical Guide to Second Language Learning and Teaching (2nd ed.) - Elaine Kolker Horwitz","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/199460hs","frozenauthors":[{"first_name":"Maria","middle_name":"C.","last_name":"Aldana","name_suffix":"","institution":"University of Central Florida","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36132/galley/26984/download/"}]},{"pk":36097,"title":"CATESOL Journal Editorial Staff","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6k50t7dj","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36097/galley/26949/download/"}]},{"pk":36119,"title":"CATESOL Journal Editorial Staff","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8vf0v8xg","frozenauthors":[],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36119/galley/26971/download/"}]},{"pk":36140,"title":"College Writing Skills With Readings (9th ed.) - John Langan","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1br1s5sn","frozenauthors":[{"first_name":"Sheri","middle_name":"","last_name":"Jordan","name_suffix":"","institution":"Santa Monica College; University of California, Los Angeles","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36140/galley/26992/download/"}]},{"pk":36143,"title":"Discovering Fiction: A Reader of American Short Stories, Book 2 - Judith Kay and Rosemary Gelshenen","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4x3164xd","frozenauthors":[{"first_name":"Joseph","middle_name":"","last_name":"Nevarez","name_suffix":"","institution":"Monterey Institute of International Studies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36143/galley/26995/download/"}]},{"pk":36129,"title":"English for New Citizens: Contributions of a Learner-Centered Vocational ESL Framework","subtitle":null,"abstract":"As immigration reform is on the table for the first time in two decades, proposals are being made involving a path to citizenship for the 12 million undocumented immigrants now in the country. This article suggests that, in addition to helping these immigrants meet the English-language requirement for citizenship, comprehensive immigration reform provides the field of TESOL with another opportunity to contribute to equality for the undocumented community by helping these new citizens obtain the language skills necessary for social and economic mobility. This article argues that vocational ESL, or VESL, is well suited for working with this population. A brief review of the history and underpinnings of VESL is followed by a more extended discussion of how VESL fits the specific characteristics and needs of these new citizens as language learners. The final section offers suggestions for expansion, advocating for close partnerships between VESL courses and students during all phases of the educational program. Learner-centered VESL for new immigrants constitutes adult education as a tool for social change, emphasizing the importance of social justice to the field of TESOL.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3j48v2vm","frozenauthors":[{"first_name":"Lynnette","middle_name":"","last_name":"Arnold","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36129/galley/26981/download/"}]},{"pk":36126,"title":"Enriching Students’ Linguistic Repertoires Through Text-Based Guided Output Tasks","subtitle":null,"abstract":"L2 input, such as a reading text, constitutes a rich source of information on how meanings are expressed in the L2. Helping learners to use this information effectively should be one of the main goals of L2 teaching. In this article, I propose text-based guided output (TBGO) as a technique for “pushing” learners to make better use of the learning opportunities that L2 text has to offer. I make a case for the integration of TBGO into text-based ESL lessons for adults and conclude by discussing important features of design and my own experience with this type of task in teaching a group of upper-intermediate–advanced university students during 1 semester.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3tc3n9v5","frozenauthors":[{"first_name":"Natalie","middle_name":"G.","last_name":"Koval","name_suffix":"","institution":"Kamianets-Podilsky National University, Ukraine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36126/galley/26978/download/"}]},{"pk":36127,"title":"Facilitating the Quest: A Case Study of Three Technologies in an EAPP Writing Classroom","subtitle":null,"abstract":"As the web continues to morph, creating a more interlinked, connected, and hybridized human experience, educators are experiencing a generational shift in terms of comfort with technology. The number of technologies becoming available to students and teachers is dizzying. Within the array of possibility, this research considers three technological applications that facilitate the teaching and learning of writing: a writing blog, a word-of-the-day forum, and a storytelling grammar/style iMovie. In this exploratory research in a single graduate-level English for Academic and Professional Purposes (EAPP) classroom, pre- and postactivity surveys seem to suggest that students found technological tools helpful in gaining and retaining writing skills.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2805r892","frozenauthors":[{"first_name":"Kelley","middle_name":"","last_name":"Calvert","name_suffix":"","institution":"Monterey Institute of International Studies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36127/galley/26979/download/"}]},{"pk":36112,"title":"Grammar and Beyond 4 - John D. Bunting, Luciana Diniz, and Randi Reppen","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4jk001mh","frozenauthors":[{"first_name":"Alexander","middle_name":"T.","last_name":"Ibaraki","name_suffix":"","institution":"Santa Monica College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36112/galley/26964/download/"}]},{"pk":36113,"title":"Great Writing 4: From Great Paragraphs to Great Essays (4th ed.) - Keith S. Folse, April Muchmore-Vokoun, and Elena Vestri Solomon","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3sf5b02w","frozenauthors":[{"first_name":"David","middle_name":"","last_name":"Cooke","name_suffix":"","institution":"Mt. San Antonio College","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36113/galley/26965/download/"}]},{"pk":36121,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/55b4c2kn","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36121/galley/26973/download/"}]},{"pk":36099,"title":"Guest Editor’s Note","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Editors’ Note","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0002557h","frozenauthors":[{"first_name":"Mark","middle_name":"","last_name":"Roberge","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Margi","middle_name":"","last_name":"Wald","name_suffix":"","institution":"University of California, Berkeley","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36099/galley/26951/download/"}]},{"pk":36114,"title":"Integrating Multilingual Students Into College Classrooms: Practical Advice for Faculty - Johnnie Johnson Hafernik and Fredel M. Wiant","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4t06t3cm","frozenauthors":[{"first_name":"Kristin","middle_name":"","last_name":"Raymond","name_suffix":"","institution":"ESL Institute, University of New Hampshire","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36114/galley/26966/download/"}]},{"pk":36135,"title":"Interchange 1 (4th ed.) - Jack C. Richards (with Jonathan Hull and Susan Proctor)","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6w45z9jb","frozenauthors":[{"first_name":"Janine","middle_name":"K.","last_name":"Black","name_suffix":"","institution":"Irvine Adult School","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36135/galley/26987/download/"}]},{"pk":36106,"title":"Introducing English as an International Language in the Inner-Circle Classroom: Exploring World Englishes","subtitle":null,"abstract":"With a background in the teaching of Spanish in the US and the teaching of English abroad, the authors had spent a great deal of time contemplating both linguistic diversity and the internationalization of college campuses. Considering that we found ourselves studying TESOL and had an opportunity to design our own English language course for international students in the Linguistics Department, we decided that tackling some of these issues as part of the course would be an intriguing challenge. Thus, using the knowledge we had gained through our international experiences, we organized a World Englishes course around the discussion of the concentric circles of English (Kachru, 1985), moving from inner-, to outer-, to expanding-circle Englishes with a focus on phonology, positioning, and the expansion of English. Throughout the course we aimed to explore student perceptions of the native-speaker model and inner-circle privilege by means of critical writing reflections, an exit questionnaire on English as an international language (EIL) opinions, and a pre- and posttest on accent recognition. With what we learned through teaching this course, we hope to inform and encourage EIL pedagogical design, specifically in inner-circle contexts in which the internationalization of English teaching has only recently taken hold","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5p0286tx","frozenauthors":[{"first_name":"Annalisa","middle_name":"","last_name":"Teixeira","name_suffix":"","institution":"University of California, Davis","department":""},{"first_name":"Rebecca","middle_name":"","last_name":"Pozzi","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36106/galley/26958/download/"}]},{"pk":36101,"title":"Introduction to the Theme Section - Graduate Student Development: Applying Interdisciplinary Expertise in the Classroom","subtitle":null,"abstract":"Many graduate students come from different careers, educational backgrounds, and areas of expertise. This theme invited students to share how they have implemented their passions and unique fields of knowledge into their TESOL teacher training and experience in creative, interesting ways.","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7pv327v2","frozenauthors":[{"first_name":"Erika","middle_name":"","last_name":"Kercheval","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36101/galley/26953/download/"}]},{"pk":36111,"title":"\"I Wish That I Could Belong”: An Intercultural Play About Adapting to Life in the US - The Play: I Wish That I Could Belong","subtitle":null,"abstract":"This article provides an in-depth analysis of a play that I wrote centering on 4 international students’ experiences studying and living in the US. It consists of 5 scenes, which delve into the topics of cultural differences, first impressions of the US, university systems, friendship, time and personal space, stereotyping and discrimination, and culture shock. Central to this article was highlighting the rationale behind this play and the reflective processes that were instrumental to creating the story line, script, and characters. Moreover, the objective of this play is to promote intercultural awareness through drama in order to strengthen students’ relationships with each other and to foster dialogue. By incorporating materials that focus on cross-cultural communication into curricula designed for English immersion programs, I hope that students will develop a greater understanding of and appreciation for cultural differences. A suggested lesson plan regarding ways of teaching the play is included in this article as a means of showing the stages that lead to a final performance performed by the students.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6v87d6rq","frozenauthors":[{"first_name":"Lea","middle_name":"","last_name":"Gabay","name_suffix":"","institution":"","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36111/galley/26963/download/"}]},{"pk":36125,"title":"L1 Use in FL Classrooms: Graduate Students’ and Professors’ Perceptions of English Use in Foreign Language Courses","subtitle":null,"abstract":"This report explores participant perspectives on L1 (English) use in foreign language classrooms. The study includes data collected from 25 participants, 23 students and 2 professors, from the Monterey Institute of International Studies (MIIS). A combination of classroom observations, interviews, and questionnaires were used to collect data. The data were triangulated to determine if the participants’ views reflected their actual classroom practices. The data show that while some students found comfort in L1 use, others felt threatened by the L1 and viewed it as an interference. Furthermore, the professors respected their students’ views and thus attempted to use the L1 accordingly. Rather than relying on the L1 to facilitate all communication, the professors and students alike included the L1 in their repertoire of learning and teaching strategies. This study suggests that the participants understand the value of L1 but realize that it is not the only tool available","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0rd1d48x","frozenauthors":[{"first_name":"Patrick","middle_name":"","last_name":"Gaebler","name_suffix":"","institution":"Monterey Institute of International Studies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36125/galley/26977/download/"}]},{"pk":36137,"title":"Learning English for Academic Purposes: LEAP: Reading and Writing (2nd ed.) - Julia Williams","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3vx429hz","frozenauthors":[{"first_name":"Mauricio","middle_name":"","last_name":"Gonçalves","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36137/galley/26989/download/"}]},{"pk":36123,"title":"Leveling the Playing Field: The Efficacy of Thinking Maps on English Language Learner Students’ Writing","subtitle":null,"abstract":"Many students, especially English language learners (ELLs), struggle with writing expository texts. This study examined the impact of several writing strategies on ELLs’ writing skills, including prewriting strategies and scaffolding strategies inherent in the Thinking Maps (TM) program. The purpose of the study was to see if ELLs were able to use these strategies to express their ideas more effectively in compositions in a more organized way. The participants were 8 students in grades 3 through 5 in the South Bay School District. The students were participating in an after-school writing class 2 days a week for 6 months. As a result, the overall average of students’ writing scores in the areas of “Ideas” and “Organization” increased. While the overall averages were below the proficiency level (3.0), these writing strategies can be seen as having a positive impact on ELLs’ writing skills.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8xq056z8","frozenauthors":[{"first_name":"Jamal","middle_name":"","last_name":"Cooks","name_suffix":"","institution":"San Francisco State University","department":""},{"first_name":"Anita","middle_name":"","last_name":"Sunseri","name_suffix":"","institution":"Writing Consultant","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36123/galley/26975/download/"}]},{"pk":36108,"title":"Literacy and Disciplinary Experiences of Taiwanese/Chinese Students Learning to Write in a US Graduate TESOL Program","subtitle":null,"abstract":"This article reports on a qualitative case study that explored the literacy and disciplinary experiences of 4 Taiwanese/Chinese students learning to write in a US graduate TESOL program. A combination of writing research methods was employed—case study techniques of interview and document collection, combined with discourse and text analysis of students’ written language—within Bakhtinian perspectives on discourse socialization (Bakhtin, 1981; Gee, 1989/2001, 1992). The findings suggest the complex interplay between students’ previous educational experiences outside the US and their current literate processes as they engage in reading-to-write, perceiving of self, and exerting strategies that show their individuality as well as group membership when interpreting and accomplishing field-related texts. Implications for theory, research, and practice are also discussed.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/19x224m3","frozenauthors":[{"first_name":"Chi-Chih","middle_name":"","last_name":"Tseng","name_suffix":"","institution":"National Taiwan University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36108/galley/26960/download/"}]},{"pk":36115,"title":"Longman Academic Reading Series 2: Reading Skills for College - Kim Sanabria","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8j41334z","frozenauthors":[{"first_name":"Justin","middle_name":"","last_name":"Morales","name_suffix":"","institution":"San José State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36115/galley/26967/download/"}]},{"pk":36124,"title":"Multicultural Teacher Education: Why Teachers Say It Matters in Preparing Them for English Language Learners","subtitle":null,"abstract":"Numerous studies show that mainstream classroom teachers still remain inadequately prepared to teach diverse students and lack the knowledge base and skills to teach English language learners (ELLs). This has profound implications, particularly in the Southeast, where the rate of school-aged Latino immigrants has grown significantly. Thus, this study examined the perceived effectiveness of teacher-training programs and professional-development experiences of 157 content-area teachers in North and South Carolina. Specifically, researchers analyzed self-report questionnaire data from teachers to explore the role of academic course work, professional development, and multicultural experiences in preparing teachers to work with ELLs and other diverse learners. Overall, teachers overwhelmingly reported feeling underprepared to work with this population until they sought more substantive academic training and professional-development experiences. Teachers had diverse experiences but reported that the quality of courses and depth of multicultural experiences had an impact on their attitudes and classroom practices.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6cb226g4","frozenauthors":[{"first_name":"Lan","middle_name":"Quach","last_name":"Kolano","name_suffix":"","institution":"University of North Carolina, Charlotte","department":""},{"first_name":"Liv","middle_name":"","last_name":"Dávila","name_suffix":"","institution":"University of Illinois at Urbana-Champaign","department":""},{"first_name":"Joan","middle_name":"","last_name":"Lachance","name_suffix":"","institution":"University of North Carolina, Charlotte","department":""},{"first_name":"Heather","middle_name":"","last_name":"Coffey","name_suffix":"","institution":"University of North Carolina, Charlotte","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36124/galley/26976/download/"}]},{"pk":36116,"title":"Pathways 2: Listening, Speaking, and Critical Thinking - Becky Tarver Chase and  Kristin L. Johannsen","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/01w04712","frozenauthors":[{"first_name":"Timothy","middle_name":"S.","last_name":"Paik","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36116/galley/26968/download/"}]},{"pk":36117,"title":"Reading, Writing, and Learning in ESL: A Resource Book for Teaching K-12 English Learners (6th ed.) - Suzanne F. Peregoy and Owen F. Boyle","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0gg6k9sq","frozenauthors":[{"first_name":"Joseph","middle_name":"S.","last_name":"Tomasine","name_suffix":"","institution":"University of Southern California","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36117/galley/26969/download/"}]},{"pk":36105,"title":"Reflecting on Native Speaker Privilege","subtitle":null,"abstract":"The issues surrounding native speakers (NSs) and nonnative speakers (NNSs) as teachers (NESTs and NNESTs, respectively) in the field of teaching English to speakers of other languages (TESOL) are a current topic of interest. In many contexts, the native speaker of English is viewed as the model teacher, thus putting the NEST into a position of privilege and the NNEST into one of prejudice. Recent scholarship has attempted to address these issues (Mahboob, 2010; Medgyes, 1994; Phillipson, 1992b). This paper will draw from some of this research as well as provide insights into the privileges enjoyed by NESTs in contrast to the discrimination faced by NNESTs. It will then discuss various practical ways that might help to mitigate the inequity between NESTs and NNESTs.","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3k55t8kv","frozenauthors":[{"first_name":"Kathleen","middle_name":"","last_name":"Berger","name_suffix":"","institution":"Azusa Pacific University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36105/galley/26957/download/"}]},{"pk":36139,"title":"Select Readings: Upper-Intermediate (2nd ed.) - Linda Lee and Jean Bernard","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/8957s6rs","frozenauthors":[{"first_name":"Sarah","middle_name":"","last_name":"Hoch","name_suffix":"","institution":"Monterey Institute of International Studies","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36139/galley/26991/download/"}]},{"pk":36131,"title":"Semantic and Thematic List Learning of Second Language Vocabulary","subtitle":null,"abstract":"This article overviews research on second language vocabulary instruction with a specific focus on semantic and thematic vocabulary-clustering types. The theoretical benefits associated with both the semantic and thematic approaches, as well as the potential problems associated with them, are discussed. The conclusion drawn is that reinforcing the level of activation of target concepts during learning can lead to facilitation but only if interference from competing items is kept to a minimum. With respect to the incremental nature of vocabulary acquisition, learning programs need to boost learner engagement by embodying systematic, principled, and long-term practices.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5gh7006b","frozenauthors":[{"first_name":"Javad","middle_name":"","last_name":"Gholami","name_suffix":"","institution":"Urmia University, West Azerbaijan, Iran","department":""},{"first_name":"Sima","middle_name":"","last_name":"Khezrlou","name_suffix":"","institution":"Urmia University, West Azerbaijan, Iran","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36131/galley/26983/download/"}]},{"pk":36100,"title":"So, Transitions: Linking Adverbial Use of University ESL Students","subtitle":null,"abstract":"This research article summarizes and discusses differences found in the use of linking adverbials, such as so, yet, and however, between first-year composition students and final-year students. The methods describe both automated and manual identification of linking adverbials using computerized learner corpora, and the results include pedagogical and further research implications. Assignment particulars and other learner objectives appeared to play a role in the relative overuse of certain adverbials in addition to conversational adverbials occurring more often in the compositions of the first-year students. The findings also show an increase in academic transition use during the semester-long period of the study. Significant differences were found in the use of adverbial pairs with nuanced differences, such as yet and however. The article concludes with pedagogical implications and suggestions for how how to improve teaching practices based on the improvement found across the course of the semester.","language":"eng","license":null,"keywords":[],"section":"Theme Section - 2014 Graduate Student Research Award","is_remote":true,"remote_url":"https://escholarship.org/uc/item/6vw833mt","frozenauthors":[{"first_name":"Graham","middle_name":"","last_name":"Anderson","name_suffix":"","institution":"San Francisco State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36100/galley/26952/download/"}]},{"pk":36107,"title":"Teaching ESL Beginners Metacognitive Writing Strategies Through Multimedia Software","subtitle":null,"abstract":"This case study explores how strategy-based instruction (SBI), assisted by multimedia software, can be incorporated to teach beginning-level ESL learners metacognitive writing strategies. Two beginning-level adult learners participated in a 10-session SBI on planning and organizing strategies. The Cognitive Academic Language Learning Approach (CALLA) was implemented with the aid of graphic organizer software. Our findings show that technology-supported SBI has brought multiple benefits for the learners. Comparisons of writings before and after SBI indicate that there is noticeable improvement in learners’ ability to generate ideas and in logical organization of their essays. Researchers’ observation notes and learners’ reflections suggest that learners’ engagement and motivation are boosted during their prewriting activities using the graphic organizer software. A close examination of the semantic maps generated from the writing software also reveals how learners practice metacognitive planning and organizing strategies for their writing. Finally, recommendations are made for future instructors and researchers investigating this topic.","language":"eng","license":null,"keywords":[],"section":"Theme Section - Feature Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0zm63463","frozenauthors":[{"first_name":"Jing","middle_name":"","last_name":"Wei","name_suffix":"","institution":"New York University, New York","department":""},{"first_name":"Julian","middle_name":"ChengChiang","last_name":"Chen","name_suffix":"","institution":"Stony Brook University, New York","department":""},{"first_name":"Anthony","middle_name":"","last_name":"Adawu","name_suffix":"","institution":"University of Maryland, College Park","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36107/galley/26959/download/"}]},{"pk":36141,"title":"Tips for Teaching Culture: Practical Approaches to Intercultural Communication - Ann C. Wintergerst and Joe McVeigh","subtitle":null,"abstract":"","language":"eng","license":null,"keywords":[],"section":"Book and Media Review","is_remote":true,"remote_url":"https://escholarship.org/uc/item/530798kq","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Lessard-Clouston","name_suffix":"","institution":"Biola University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36141/galley/26993/download/"}]},{"pk":36109,"title":"Toward a Three-Step Pedagogy for Fostering Self-Assessment in a Second Language Writing Classroom","subtitle":null,"abstract":"This article describes a three-step pedagogy aimed at developing college ESL students’ ability to assess and evaluate their own writing through intentional learner training. The three pedagogical steps are teacher modeling, guided peer assessment, and independent self-assessment. To illustrate, a set of scaffolded instructional procedures are delineated and demonstrated. The article then concludes with an argument that with intentional teacher modeling as well as consistent guided learner practice, college ESL student writers are capable of monitoring, assessing, and evaluating their own learning progress competently, confidently, and systematically.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/7d84z1dz","frozenauthors":[{"first_name":"John","middle_name":"","last_name":"Liang","name_suffix":"","institution":"Biola University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36109/galley/26961/download/"}]},{"pk":36104,"title":"Tuning In: Using the News for a Content-Based ESL Class","subtitle":null,"abstract":"Vast amounts of daily news content are widely available and easily accessible, and they can be converted into materials for intermediate and advanced ESL classes. This article will describe the why and how for integrating news media sources into a multiskills ESL classroom. Through the news, students are immediately engaged with the material because they are viewing articles and news stories that are happening in the world. Additionally, the authentic nature of the material presents a broad spectrum of vocabulary and sentence structures. While students are not expected to understand every word or phrase, the exposure to authentic text in an ESL class is tremendously beneficial. This article will take a 1st-person perspective on the implementation of the news-based course, as well as ideas on how to use the news as a supplemental resource in other ESL classes, such as speaking, composition, or grammar/vocabulary classes.","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3z92q94x","frozenauthors":[{"first_name":"Daniel","middle_name":"","last_name":"Moglen","name_suffix":"","institution":"University of California, Davis","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36104/galley/26956/download/"}]},{"pk":36128,"title":"Using Free Online Materials as the Basis of an Upper-Level IEP Listening and Speaking Course","subtitle":null,"abstract":"Freely available online videos are the basis of an Intensive English Program (IEP) listening and speaking course described in this article. Strands and activities of this course could easily be adapted for use in other institutions. For each strand of the course, rationales are stated, activities are described, and suggested online resources are listed.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4bq860vk","frozenauthors":[{"first_name":"Beth","middle_name":"","last_name":"Sheppard","name_suffix":"","institution":"University of Oregon","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36128/galley/26980/download/"}]},{"pk":36102,"title":"Using Professional Presentations to Improve Cross-Cultural Communication","subtitle":null,"abstract":"In this article, I explain how I used my interdisciplinary expertise in a TESOL classroom. The class consisted of 24 high-intermediate students ages 25 to 35, with a 65/35% male-to-female ratio. Of the students, 75% were Spanish speaking, while the remainder consisted of Farsi, Arabic, Hindi, Russian, Mandarin, Korean, and German speakers. The class met at a Bay Area adult school 4 nights a week with an optional Saturday class. To achieve authentic cross-cultural communication, I used cooperative learning (CL) and computer-assisted language learning (CALL). The results showed that students gained cross-cultural awareness, improved computer skills, and developed authentic speaking skills.","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3dk9x0j0","frozenauthors":[{"first_name":"Victoria","middle_name":"Moran","last_name":"Vozza","name_suffix":"","institution":"University of San Francisco","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36102/galley/26954/download/"}]},{"pk":36103,"title":"Using Theater Concepts in the TESOL Classroom","subtitle":null,"abstract":"This article discusses practical ways to incorporate theater concepts into the ESL classroom. The notion of a theater ensemble lends itself well to group work in language learning. I have used my experience auditioning, participating in theater games, and improv techniques to encourage second language learning through public speaking, group collaboration, and giving students the power to speak.","language":"eng","license":null,"keywords":[],"section":"Graduate Student Perspectives","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9f9788vn","frozenauthors":[{"first_name":"Gina","middle_name":"Tiffany","last_name":"Badie","name_suffix":"","institution":"California State University, Fullerton","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36103/galley/26955/download/"}]},{"pk":36122,"title":"Vocabulary Assessment With Varying Levels of Context: A Replication Study","subtitle":null,"abstract":"This replication study investigates how the level of context in vocabulary assessment affects the scores on tests of American idioms. Using Uçkun’s methodology of 3 tests with 3 levels of context, 85 participants varying in level from high-beginner to advanced took an online test consisting of 30 questions, 10 questions for each level of context. The tests were matching, sentence-level gap filling, and rational-delete cloze. The participants were nonnative speakers of English living in the US. The scores were analyzed for mean differences and in regard to differences in native language and English proficiency level. No significant differences were seen for native language, but there were significant differences for context level and proficiency level. As an exploratory part of the study, 17 of the participants were asked to perform a think-aloud protocol task while taking the test. Their responses were recorded and analyzed descriptively for insight into test-taking strategies.","language":"eng","license":null,"keywords":[],"section":"2013 Graduate Student Research Award","is_remote":true,"remote_url":"https://escholarship.org/uc/item/20q1z8jz","frozenauthors":[{"first_name":"Brenna","middle_name":"","last_name":"Shepherd","name_suffix":"","institution":"University of California, Irvine","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36122/galley/26974/download/"}]},{"pk":36130,"title":"What Makes Critical Thinking Critical for Adult ESL Students","subtitle":null,"abstract":"Critical-thinking skills help to prepare adult education students for a successful transition to college degree programs and for job advancement. Yet fostering critical thinking poses a challenge to ESL instructors. Brookfield (2012) provides a way forward for adult educators when he explains that the crux of critical thinking is to discover one’s assumptions. The author describes how instructors can model uncovering their assumptions, thus creating a safer environment for students to engage in critical thinking. Three of Brookfield’s critical- thinking tasks—speaking in tongues, the critical incident questionnaire, and scenario analysis—implemented during an intermediate ESL writing course at a community college are explained. Students’ responses to these tasks are summarized and reflections on both the benefits and challenges of using critical-thinking tasks in ESL classes are described.","language":"eng","license":null,"keywords":[],"section":"CATESOL Exchanges","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1c95b6rz","frozenauthors":[{"first_name":"Joshua","middle_name":"P.","last_name":"Miekley","name_suffix":"","institution":"Lincoln Center, Tirana, Albania","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2014-01-02T05:00:00+11:00","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/catesoljournal/article/36130/galley/26982/download/"}]},{"pk":63764,"title":"About the Contributors","subtitle":null,"abstract":"A list of the contributors to this volume.","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"The Contributors","is_remote":true,"remote_url":"https://escholarship.org/uc/item/3q65r2m2","frozenauthors":[{"first_name":"G.","middle_name":"Reginald","last_name":"Daniel","name_suffix":"","institution":"University of California, Santa Barbara","department":""}],"date_submitted":"2014-01-28T07:53:20+11:00","date_accepted":"2014-01-28T07:53:20+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/jcmrs/article/63764/galley/48967/download/"}]},{"pk":41257,"title":"A Comparative Transcriptomic Approach to Elucidate Psyllid-Ca. Liberibacter Interactions","subtitle":null,"abstract":"Citrus greening is the most destructive disease of citrus crops worldwide. The introduced Asian citrus psyllid (ACP) \nDiaphorina citri\n Kuwayama transmits the (putative) causal bacterium, \nCandidatus\n Liberibacter asiaticus. A close relative, \nCa.\n L. solanacearum, is the pathogen associated with Zebra chip disease of potato and vein-greening disease of tomato. It is both transmitted by and propagative in the endemic (western U.S) potato psyllid (PoP) \nBactericerca cockerelli\n Sulc. The PoP occurs widely in the western U.S. and so has been used as a parallel study system for the quarantined ACP-greening complex. To identify proteins involved in global psyllid-\nCa\n. Liberibacter interactions, the ACP and PoP transcriptomes were sequenced, yielding a total of 45,976 and 82,224 Illumina unique ACP and PoP transcripts, respectively. Cluster analysis revealed a high degree of sequence and transcript conservation suggestive of roles in core growth and developmental processes, providing the first molecular snapshot of the specific psyllid genes responsive to parasite invasion and circulation in the host. Evidence of inter-psyllid molecular conservation substantiates the suitability of PoP as a study system for ACP-\nCa. L. asiatcus\n. Comparative \nin silico\n expression analysis within and between psyllid species revealed predicted functions involved in \nCa\n. Liberibacter parasitism that were both unique and shared in common among adult and nymphal instars. In addition, functional characterization based on Gene Ontology analysis has revealed a number of genes associated with host-parasite interactions that could mediate \nCa\n. Liberibacter infection, propagation, and circulation in the psyllid, as well as transmission processes.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Abstracts of Presentations at the 3rd International Research Conference on Huanglongbing","is_remote":true,"remote_url":"https://escholarship.org/uc/item/0nb6z3n5","frozenauthors":[{"first_name":"T.","middle_name":"","last_name":"Fisher","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"R.","middle_name":"","last_name":"He","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"W.","middle_name":"","last_name":"Nelson","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"M.","middle_name":"","last_name":"Vyas","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"M.","middle_name":"","last_name":"Willer","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"C.","middle_name":"","last_name":"Soderlund","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"D.","middle_name":"","last_name":"Gang","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"},{"first_name":"J.","middle_name":"K.","last_name":"Brown","name_suffix":"","institution":"School of Plant Sciences, The University of Arizona, Tucson, AZ 85721 USA","department":"None"}],"date_submitted":"2014-11-26T07:31:16+11:00","date_accepted":"2014-11-26T07:31:16+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41257/galley/30856/download/"}]},{"pk":41267,"title":"Acquisition and Transmission Efficiency of the HLB Bacterium, ‘Candidatus Liberibacter asiaticus’ by the Striped Mealybug, Ferrisia virgata","subtitle":null,"abstract":"‘\nCandidatus\n Liberibacter asiaticus’ (Las) is the prevalent species of three different Liberibacter associated with citrus huanglongbing (HLB). Two psyllid species, \nDiaphorina citri\n and \nTrioza erytreae\n,\n \nare currently known to transmit Liberibacter bacteria. In this study, we tested the acquisition and transmission efficiency of Las by\n \nstriped mealybugs (\nFerrisia virgata\n) (Pseudococcidae; Hemiptera), another phloem-sap feeding insect with a broad host range of 264 species in 68 plant families. In our previous report, 63.0 % of striped mealybugs collected from the Las-infected periwinkle plants in USHRL greenhouse tested positive for Las using the HLBasp primers and probe, and the Las populations were estimated at 3.11 x 103 to 2.32 x 105 cells per mealybug. This was confirmed using conventional PCR with six primer sets targeting different Las loci and by the 100% identity of all seven PCR amplicons to the known Las sequences. However, attempts to transmit the disease in periwinkle and citrus using Las-infected mealybugs were not successful. To reveal the reason why Las-infected mealybugs were not able to transmit the disease, we used a leaf-disc bioassay in conjunction with typing of Las populations. Positive Las results were found in 100% of the mealybugs after feeding for 1-2 weeks on infected leaf discs that were obtained from infected periwinkle and citrus leaves. In addition, Las bacteria were detected in mealybug gut, salivary glands and body cavity, with the titer in the gut and body being higher than that in the salivary glands. It is of interest to note that mealybugs grown on infected leaf-discs for 1 week and then transferred to non-infected leaf-discs did not test positive for Las. However, mealybugs grown on infected leaf-discs for 2 weeks and then transferred to non-infected leaf-discs for 2 more weeks remained positive for Las. These results indicate that striped mealybugs share similarities and differences in comparison with the Asian citrus psyllids in terms of acquisition and/or transmission of the Las bacterium.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Abstracts of Presentations at the 3rd International Research Conference on Huanglongbing","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5404z55z","frozenauthors":[{"first_name":"Marco","middle_name":"","last_name":"Pitino","name_suffix":"","institution":"","department":"None"},{"first_name":"Michele","middle_name":"T.","last_name":"Hoffman","name_suffix":"","institution":"","department":"None"},{"first_name":"Lijuan","middle_name":"","last_name":"Zhou","name_suffix":"","institution":"","department":"None"},{"first_name":"David","middle_name":"","last_name":"Hall","name_suffix":"","institution":"","department":"None"},{"first_name":"Yong-Ping","middle_name":"","last_name":"Duan","name_suffix":"","institution":"","department":"None"}],"date_submitted":"2014-11-26T07:52:09+11:00","date_accepted":"2014-11-26T07:52:09+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41267/galley/30866/download/"}]},{"pk":60725,"title":"Acting with No Regret: A Twenty-Five Year Retrospective of \nMarsh v. Oregon Natural Resources Defense Council","subtitle":null,"abstract":"Acting with No Regret: A Twenty-Five Year Retrospective of \nMarsh v. Oregon Natural Resources Defense Council","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"NEPA, National Environmental Policy Act, Marsh, EIS, environmental impact statement, supplementation, environment"}],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1pj5j9bf","frozenauthors":[{"first_name":"Maxwell","middle_name":"C.","last_name":"Smith","name_suffix":"","institution":"United States Nuclear Regulatory Commission","department":""},{"first_name":"Catherine","middle_name":"E.","last_name":"Kanatas","name_suffix":"","institution":"United States Nuclear Regulatory Commission","department":""}],"date_submitted":"2014-05-15T03:26:05+10:00","date_accepted":"2014-05-15T03:26:05+10:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_jelp/article/60725/galley/46689/download/"}]},{"pk":41232,"title":"Advances in HLB Detection Using Agdia’s Isothermal AmplifyRP™ Platform","subtitle":null,"abstract":"Huanglongbing (HLB) disease is found throughout Asia, in Brazil, Mexico, the USA, and parts of Africa and has seriously affected citrus production in many regions.  The three species of the Candidatus Liberibacter which have been identified are \nCandidatus Liberibacter asiaticu\ns, \nCandidatus. L. americanus\n, and \nCandidatus L. africanus\n.\n \nWe discuss here improvements in the AmplifyRP™ platform which allow for easy, accurate, and specific detection and identification of the three causative species of HLB.  The single-component test systems allow for the use of either purified nucleic acid preps or crude extracts prepared from psyllids or plant tissue.  Comparisons with other detections will be discussed.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Abstracts of Presentations at the 3rd International Research Conference on Huanglongbing","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5k84d2z6","frozenauthors":[{"first_name":"N.","middle_name":"","last_name":"McOwen","name_suffix":"","institution":"Agdia, Inc., Elkhart, IN, USA","department":"None"},{"first_name":"P.","middle_name":"F.","last_name":"Russell","name_suffix":"","institution":"Agdia, Inc., Elkhart, IN, USA","department":"None"},{"first_name":"R.","middle_name":"","last_name":"Bohannon","name_suffix":"","institution":"Agdia, Inc., Elkhart, IN, USA","department":"None"}],"date_submitted":"2014-11-20T10:48:36+11:00","date_accepted":"2014-11-20T10:48:36+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41232/galley/30831/download/"}]},{"pk":41286,"title":"Affordable Essential Oils for Management of the Asian Citrus Psyllid","subtitle":null,"abstract":"Plant essential oils are commonly used to manage insects; they are widely available and some are inexpensive.  In this research we have selected five botanical oils costing less than $100 US per kilogram, to evaluate for repellency to Asian Citrus Psyllid (ACP), the insect vector of the causal pathogens of huanglongbing.  In olfactometer assays, fir oil was repellent; clove and camphor oils were attractive; and litsea and citronella oils elicited no response from ACP females.  In no-choice settling experiments, neither the low nor high fir oil treatment deterred ACP from settling.  Subsequently, ACP were presented with a choice test between control plants and fir oil plants with a single dose of fir oil contained in a polyethylene vial.  In this case, ACP disproportionately settled on control plants, avoiding fir oil baited trees completely.  Finally, we conducted a field trial using yellow sticky traps baited with a high or low dose of clove or camphor oil deployed from seven mL polyethylene vials.  We expected that the botanical oil baited yellow traps would catch more ACP than unbaited controls.  There was no significant increase in trap capture over the course of our experiment in male, female, or total ACP capture.  We hypothesize that this result may have been caused by sub-optimal release rates or the overriding visual cue elicited by yellow sticky traps. Our ongoing experiments are designed to improve the behavioral activity of release devices for these essential oils, which may have practical utility for ACP management.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Abstracts of Presentations at the 3rd International Research Conference on Huanglongbing","is_remote":true,"remote_url":"https://escholarship.org/uc/item/08t4t9v9","frozenauthors":[{"first_name":"Emily","middle_name":"H.","last_name":"Kuhns","name_suffix":"","institution":"University of Florida, Entomology and Nematology Department, Citrus Research and Education Center, 700 Experiment Station Road, Lake Alfred, FL, 33850, USA","department":"None"},{"first_name":"Yolani","middle_name":"","last_name":"Tribuiani","name_suffix":"","institution":"University of Florida, Entomology and Nematology Department, Citrus Research and Education Center, 700 Experiment Station Road, Lake Alfred, FL, 33850, USA","department":"None"},{"first_name":"Angel","middle_name":"","last_name":"Hoyte","name_suffix":"","institution":"University of Florida, Entomology and Nematology Department, Citrus Research and Education Center, 700 Experiment Station Road, Lake Alfred, FL, 33850, USA","department":"None"},{"first_name":"Lukasz","middle_name":"L.","last_name":"Stelinski","name_suffix":"","institution":"University of Florida, Entomology and Nematology Department, Citrus Research and Education Center, 700 Experiment Station Road, Lake Alfred, FL, 33850, USA","department":"None"}],"date_submitted":"2014-12-17T11:18:49+11:00","date_accepted":"2014-12-17T11:18:49+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41286/galley/30885/download/"}]},{"pk":20971,"title":"A Forgotten Dimension: The Significance of Power Dynamics in Assessing Female Employment and Empowerment in Urban Bangladesh","subtitle":null,"abstract":"Through the lens of female formal employment, this paper aims to highlight the complex lives of female garment factory workers in urban Bangladesh and subsequently challenge the theoretical foundations of current policies that seek to empower them. Based on the assumption that employment guarantees empowerment, we identify the significant power imbalance that exists between men and women at all levels of Bangladeshi society. In doing so, this paper provides a more complex understanding of how socio-cultural struc- tures significantly impact women’s experience of space, and ultimately provides practical and theoretical recommendations to help inform effective policy development.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/2x95d4r2","frozenauthors":[{"first_name":"Carolyn","middle_name":"","last_name":"Abrams","name_suffix":"","institution":"UCLA","department":"None"},{"first_name":"Ana","middle_name":"","last_name":"Luna","name_suffix":"","institution":"UCLA","department":"None"}],"date_submitted":"2014-11-24T10:48:17+11:00","date_accepted":"2014-11-24T10:48:17+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/criticalplanning/article/20971/galley/10673/download/"}]},{"pk":56478,"title":"African Research and Scholarship: 20 Years of Lost Opportunities to Transform Higher Education in South Africa","subtitle":null,"abstract":"[no abstract]","language":"en","license":null,"keywords":[],"section":"Opinion Piece","is_remote":true,"remote_url":"https://escholarship.org/uc/item/13m5c5vp","frozenauthors":[{"first_name":"Neo","middle_name":"Lekgotla Laga","last_name":"Ramoupi","name_suffix":"","institution":"Monitoring & Evaluation Directorate at the Council on Higher Education","department":""}],"date_submitted":"2014-12-14T15:17:36+11:00","date_accepted":"2014-12-14T15:17:36+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/ufahamu/article/56478/galley/42886/download/"}]},{"pk":41218,"title":"After the science is finished, the work begins – Navigating the legal and regulatory processes for the deregulation of genetically-enhanced HLB-resistant citrus","subtitle":null,"abstract":"Since the discovery of citrus Huanglongbing (HLB) in Florida in 2005, research efforts to develop and identify germplasm resistant to HLB have intensified greatly.  Many research groups in Florida and elsewhere are screening existing citrus varieties and members of the Rutaceae in an attempt to identify useful sources of resistance that can be used in traditional breeding programs to produce commercial scions and rootstocks resistant to HLB.  Although progress has been made, it is generally accepted that although some level of tolerance and resistance have been identified, it is not likely that these will be sufficient to confer commercially acceptable levels of resistance in the short term.  Similarly, it is widely accepted that genetic modification using a biotechnology approach is likely to be the only way to achieve acceptable levels of resistance in commercial varieties in the near term.  Progress has been made by many groups to produce and screen plants with a wide variety of genes and approaches, and more than one group is starting the process to collect the data necessary for deregulation.  However, the deregulation process is daunting and full of hurdles and the science may actually be the easiest and the cheapest part of the project.  The process as it applies to one project will be presented to demonstrate what is involved as the industry moves forward with this technology.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\n\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[],"section":"Abstracts of Presentations at the 3rd International Research Conference on Huanglongbing","is_remote":true,"remote_url":"https://escholarship.org/uc/item/79c14617","frozenauthors":[{"first_name":"Michael","middle_name":"","last_name":"Irey","name_suffix":"","institution":"Southern Gardens Citrus, Clewiston, FL","department":"None"},{"first_name":"Ricke","middle_name":"","last_name":"Kress","name_suffix":"","institution":"Southern Gardens Citrus, Clewiston, FL","department":"None"},{"first_name":"Vickie","middle_name":"","last_name":"Forster","name_suffix":"","institution":"Forester and Associates, Wilmington, DE","department":"None"},{"first_name":"Erik","middle_name":"","last_name":"Mirkov","name_suffix":"","institution":"Texas A & M, Weslaco, TX","department":"None"}],"date_submitted":"2014-10-09T11:30:29+11:00","date_accepted":"2014-10-09T11:30:29+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/iocv_journalcitruspathology/article/41218/galley/30817/download/"}]},{"pk":20969,"title":"Agenda 21: Pathway to a Better Tomorrow or Global Conspiracy to Subjugate Individual Rights?","subtitle":null,"abstract":"Agenda 21 is a United Nations (UN) action plan designed to provide a practical framework for implementing the sustainable development model, which has been defined by the UN as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” (World Commission on Environment and Development 1987). Although it is not a legally binding treaty, the 178 countries (includ- ing the United States) that participated in the 1992 Earth Summit unanimously adopted Agenda 21. In doing so, they signaled their commitment to promoting consideration of the environmental and social impacts of development decisions at the national, regional, and local levels.","language":"en","license":{"name":"none","short_name":"none","text":"","url":"https://escholarship.org/terms"},"keywords":[],"section":"Article","is_remote":true,"remote_url":"https://escholarship.org/uc/item/043715n8","frozenauthors":[{"first_name":"Holli","middle_name":"","last_name":"Fajack","name_suffix":"","institution":"UCLA","department":"None"}],"date_submitted":"2014-11-24T10:43:30+11:00","date_accepted":"2014-11-24T10:43:30+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/criticalplanning/article/20969/galley/10671/download/"}]},{"pk":61107,"title":"Agricultural Development and Intellectual Property Protection for Plant Varieties: China Joins the UPOV","subtitle":null,"abstract":"","language":"en","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[],"section":"Articles","is_remote":true,"remote_url":"https://escholarship.org/uc/item/1cp1b9tm","frozenauthors":[{"first_name":"Lester","middle_name":"","last_name":"Ross","name_suffix":"","institution":"","department":""},{"first_name":"Libin","middle_name":"","last_name":"Zhang","name_suffix":"","institution":"","department":""}],"date_submitted":"2014-03-31T04:46:48+11:00","date_accepted":"2014-03-31T04:46:48+11:00","date_published":"2014-01-01T11:00:00+11:00","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/uclalaw_pblj/article/61107/galley/47076/download/"}]}]}