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The article discusses the navigating manuscript rejection. Topics include the study demonstrating how common manuscript rejection is among faculty of all academic ranks in hopes to normalize rejection and open conversations about rejection in mentorship; approach, innovations related to the study design, and reason for the rejection of the study to quantify on the fate of manuscripts.

Supplemental Digital Content is Available in the Text. Introduction.: High-quality patient care requires that providers understand and optimize each health care team member's roles and responsibilities. Review of Literature.: The purpose of this paper was to examine the contemporary knowledge and perceptions of physical therapist (PT) practice and education held by advanced practice interprofessional (IP) team members, including physicians, physician assistants (PAs), and advanced practice registered nurses (APRNs). Subjects.: Physicians, PAs, and APRNs licensed in the state of Minnesota. Methods.: Eligible individuals were invited to participate in an online survey assessing understanding of PT practice and education. Descriptive and nonparametric statistical analyses were used to evaluate respondent demographics, practice characteristics, and perceptions and knowledge of PT education and practice. Results.: Survey responses were analyzed from 442 respondents including 210 APRNs, 182 physicians, 48 PAs, and 2 clinicians of unknown profession. Results demonstrated that most referring providers did not learn about physical therapy during their academic or posttraining education. Those who interacted with PTs more frequently perceived greater benefit for their patients, tended to refer to PTs more often, and demonstrated greater knowledge of PT practice. Poorly understood areas of PT practice and education included PT practice settings, specialties, salary, level of education, and the ability to see patients through direct access. Discussion and Conclusion.: Multiple areas of poor provider knowledge regarding PT education and practice were identified; many unchanged from the literature in the 1980s. Three main areas of growth were identified from which actionable recommendations are made: increase IP interactions with PTs, address areas of poor understanding of PT education and scope, and maximize shifting perceptions of PTs through education and advocacy. This paper illustrates that PT education and practice are not well understood by referring providers, posing a threat to IP collaboration. A lack of collaboration may hinder patient and system outcomes because of suboptimal provider utilization. [ABSTRACT FROM AUTHOR]

Jane Frazee, an American music educator, administrator, and author has contributed to music education in the United States. This article surveys the impact of her efforts from 1960 to 2015. A pioneer member and past president of the American Orff-Schulwerk Association (AOSA), she taught music to children and adults using the Orff approach and has presented at workshops, clinics, and conferences throughout the United States, as well as internationally. She authored several books and Orff arrangement collections, and her articles have been published in prestigious professional journals and other publications. This paper addresses Frazee's early life, training, influential individuals, teaching of children and adults, and her work with AOSA. Her roles in the founding and administration of Orff certification and graduate programs in music education in Minnesota are discussed. Lastly, Frazee's role as an author and the influences of her publications on music educators in the United States were also examined. Although retired from teaching and administration, Frazee continues to publish and inspires current and future generations of music educators. [ABSTRACT FROM AUTHOR]

The purpose of this study is to identify how teachers of Emergent Bilinguals labeled "English Language Learners" (EL teachers) responded to the sudden shift to emergency remote teaching and learning (ERTL) due to COVID-19 in March 2020. Emergent Bilingual teachers from Indiana, Minnesota, and Wisconsin were surveyed during ERTL and this paper details how these specialized teachers responded to ensure continued instruction for Emergent Bilingual students. We highlight what tasks EL teachers were asked to do by their schools, colleagues, and administration, as well as what was needed from students and families. Specifically, we organize their responses in terms of instructional and service-oriented activities. Data offer insights into existing disparities and demands placed on EL teachers (instructional and non-instructional services) which were exacerbated and made more visible by the ERTL condition. Findings suggest that districts are overwhelmingly out of compliance with requirements to provide equitable access to education as mandated by Title VI and the Equal Educational Opportunities Act. [ABSTRACT FROM AUTHOR]

Time-ordered data are widely available in many real-life areas like traffic transportation, economic growth, weather prediction, as well as in monitoring and distributed system workloads and many more. Recently, deep learning models are often applied to solve time-series prediction due to their quality. While deep learning models such as recurrent neural networks are the most well-known in this direction, convolutional neural networks (CNNs) is more known for image processing. However, CNNs are also a strong candidate for sequence modeling as well as time-series forecasting. In general, deep learning models are often trained by backpropagation using an optimization algorithm like gradient descent. In this paper, we design a novel variant for training CNN based on meta-heuristic algorithm Equilibrium Optimization (EO). The proposed model, therefore, is called by EO-CNN is consequently applied to traffic transportation envisioning. To evaluate our model, we employ real-time road traffic data, including occupancy, speed, and travel time datasets collected from specialized traffic sensors at the Twin Cities Metro area in Minnesota. The experimental results proved that our design works effectively in application domains such as transportation with excellent performance in comparison with existing well-known approaches. [ABSTRACT FROM AUTHOR]

Effectively and efficiently hiring quality employees in the hospitality industry is challenging. This paper outlines strategies and techniques needed throughout the hiring process including: advertising, job application, interviewing, interview questions, reference checks, superstars, and after the hire. In addition, this paper outlines the legal framework that must be navigated by employers looking to hire. The State of Minnesota's laws are used as the principle example of this legal framework. Specifically, this paper discusses how to comply with laws related to: race, age, familial status, religion, criminal history, disability, drug and alcohol testing as well as nationality and citizenship. [ABSTRACT FROM AUTHOR]

This paper examines how educational institutions and individual educators in Manitoba, Canada, and Minnesota, United States (US), understand and enact reparation in their respective fields of practice. The basic principle of restorative or reparative justice is that wrongs are set right by giving back to the injured party that which restores equality, dignity, and rights. However, educational reforms reveal a structural challenge in societies reckoning with the legacies of foundational violence perpetrated against Indigenous populations. Coupling an analysis of state / provincial social studies standards with key informant interviews, we try to untangle the paradox that the public education system, including non-formal education offered in state museums or historical societies are now tasked with addressing and repairing an injustice they were- and, to a large degree, continue to be - a part of. Findings show that sometimes dissonant visions of a reparative future and conflicting attempts to seek and promote justice in public history, the curriculum, and pedagogy are negotiated in the educational arena, resulting in complementary forms of specific practices. These constitute a growing stock of knowledge and models of engagement that shed light on how institutions and individual actors navigate the project and paradox of repair. ● Comparative research on reparative justice in education in Minnesota and Manitoba. ● Dissonant visions of a reparative future are negotiated in the educational arena. ● Partnerships and strength-based approaches enact meaningful changes. ● Reparative justice efforts in education remain both unfulfilled but also in-progress. ● Reparative justice is a developing structure, not an event. [ABSTRACT FROM AUTHOR]

Site 21HU167 is a multi-component Woodland Period site located in the Root River valley of southeastern Minnesota. Archaeological evaluations conducted at the site during the summer and fall of 1997 revealed the presence of several deeply buried and stratigraphically distinct ceramic horizons. To date, despite an abundance of field investigations, relatively little information has been published regarding the Early and Middle Woodland periods of prehistory in southeastern Minnesota. This paper reviews the previous investigations in that part of the state and compares the ceramics found at 21HU167 with those recovered from sites in western Wisconsin and northeastern Iowa to place each distinct site component within an existing regional framework. The paper also discusses the archaeological potential of southeastern Minnesota in general and the Root River valley in particular. [ABSTRACT FROM AUTHOR]

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Educational Innovations at the Minnesota State system office assisted four colleges in creating Z-degrees in just 12 months. This work was made possible through a $500,000 allocation from the Minnesota state legislature. Structures and strategies were developed to assess campus readiness, apply tools and support, and provide leadership throughout implementation. Attention was also given to reporting mechanisms and program sustainability with an eye toward future implementations of new and expansion of existing Z-degree programs. From these experiences, recommendations emerge to help inform other systems considering Z-degree initiatives. [ABSTRACT FROM AUTHOR]