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The problem the study addresses is how teacher candidates acquire knowledge, skills, and techniques regarding cultural competence over time. We conducted interviews with three teachers, three teacher educators, and six university professors in Florida over a 12-month period. After coding the data, we generated 26 categories. Data indicate that teacher candidates increase their understanding of CRE when they are explicitly taught about the cultural contexts of society. The findings suggest that conducting assignments on diverse school cultures can enhance teacher candidates' cultural responsiveness. Our study contributes to the literature by providing concrete examples of what CRE looks like in practice. [ABSTRACT FROM AUTHOR]

Beliefs about knowledge, learning and teaching are assumed to impact teachers' practice (Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, & Orr, 2000). A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible (Cooney, Shealy, & Arvold, 1998). This study investigated the impact some teacher education programs from China and the USA had on the teachers' beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers' ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. (Contains 1 table.)

Pulmonary embolism (PE) poses a significant health threat, with 350,000 annual cases in the United States, resulting in 100,000 deaths. PE arises from the obstruction of pulmonary arteries, typically by blood clots originating from deep veins. Risk factors mirror those of deep vein thrombosis, encompassing genetic and acquired factors. Timely diagnosis is imperative due to substantial mortality and morbidity rates, with various diagnostic modalities employed. Treatment options include anticoagulants, thrombolytics, surgical embolectomy, and inferior vena cava fi lters. We present a case from our orthopedics department, underscoring the importance of prompt diagnosis and intervention in managing PE. The case involved a 37-year-old male motorcyclist admitted post-trauma, who later developed acute dyspnea, leading to the diagnosis of high-risk PE. Thrombolysis with Actilyse was initiated, highlighting the critical role of rapid risk stratification and treatment initiation in mitigating PE-related morbidity and mortality. [ABSTRACT FROM AUTHOR]

For decades, federal judges have punished attorneys who draft documents for pro se litigants. Meanwhile, many states and the American Bar Association have come to accept this practice as beneficial for low-income litigants and the legal system at large. The Second Circuit recently broke from the federal tradition and found that an attorney's so-called "ghostwriting" of litigation documents for pro se litigants was not sanctionable conduct. That court noted the changes taking place at the state level and rejected other federal courts' justifications for sanctioning legal ghostwriting, but did not elaborate as to why legal ghostwriting should be considered acceptable attorney conduct. This Note seeks to fortify the Second Circuit's decision by building a defense for legal ghostwriting against the lines of attack advanced in previous federal decisions. After canvassing the history of legal ghostwriting and its diverging treatments at the state and federal levels, this Note discusses each argument used by federal courts to justify sanctions against ghostwriting attorneys and shows why the ideas undergirding those justifications have eroded over time or were shaky from the beginning. This Note concludes that although there may be times when a ghostwriting attorney should be disciplined, legal ghostwriting is not inherently illegal or unethical and should not be automatically sanctioned. [ABSTRACT FROM AUTHOR]

Metaphors representing the practice of teacher educators were the data for this collaborative self-study by a small group of teacher educators from across the USA. Seventy-five pre-service teachers and practicing teachers enrolled in teacher education courses were asked to create metaphors to represent the teaching practices of the authors, who were their professors at the time. Qualitative analysis of these data revealed that many of these students believed that effective teaching springs from a kind of teacher magic – a mysterious force arising from the personal characteristics of the teacher rather than from any purposeful selection from a repertoire of instructional strategies – developed over time. For the researchers, these results posed a challenge for reworking their teaching to make the art of teaching more visible and accessible. [ABSTRACT FROM AUTHOR]

During the last decades, the average number of fires per year increased significantly. A twofold increase was observed in the Mediterranean Basin, whereas in the western United States, the increase was fourfold. Regional models for burn severity estimation are necessary to avoid time consuming and costly fieldwork at each individual site. Furthermore, the estimation errors should be assessed by burn severity classes to avoid overestimating models accuracy. To develop such models, this study assessed the relationship between the composite burn index (CBI) and several spectral indices across five burned sites in northeastern Spain. The nonlinear models coupled with spectral indices containing information from the short wavelength infrared provided the best statistical fit of the data at most individual sites and for the pooled data set. The estimation errors for highly burned sites were well below 10%, but for burned sites of low and moderate severity, the errors increased significantly. A strong linear relation was found between burn severity at the plot level and understory and overstory composites. This study demonstrates ( i) the model consistency at the regional level and ( ii) the need for new estimation methods in areas affected by low to moderate burn severities, even for relatively homogeneous forests. [ABSTRACT FROM AUTHOR]

Hypothesis: The goal of this paper is to assess the use of complementary and alternative medicine (CAM) use among children with cystic fibrosis (CF) and the communication with the primary care physician. Materials and methods: The paper is based on data from surveys mailed to 97 patients recruited from Monmouth Medical CF Center. The questionnaire was anonymous and included 47 questions referring to demographic data (age, sex, number of years since diagnosed, state of residence, use of pancreatic enzymes, overall lung function and general health) as well as questions referring to all types of CAM practices: whole medical systems, manipulative practices, body mind medicine, biologically based practices, and energy medicine. Results: The response rate was 50.5%, with 81% being pediatric patients under 18 years old. The results showed that 77% of patients use some form of CAM when the definition of CAM therapy included prayer specifically for health reasons. When prayer was excluded from the definition, the use of CAM decreased to 65%. The most commonly used CAM therapies were biologically based practices (53%) followed by body–mind medicine (49%), manipulative practices (14.5%), and whole medical systems (8%). Most of the patients interviewed did not consult a natural practitioner but considered that CAM treatments were beneficial. Conclusions: The present survey provides current data describing the use of CAM in patients with CF and adds to the increasing body of evidence about CAM use in the United States. Further research is needed to explore the relationship and effectiveness of specific types of CAM practices and their benefits on symptom relief and overall quality of life of CF patients. [ABSTRACT FROM AUTHOR]