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The purpose of this article is to highlight a critical approach for practice, youth participatory action research, that can be used to invite rural youth to collaborate with school administrators, educators, and community leaders to identify and examine challenges, while building upon the strengths of a school and community to address challenges. Our youth participatory action research project was a collaboration between adult researchers and five students from a rural high school to examine and address postsecondary education access challenges. The adult and student researchers developed and implemented two evidence-based products: (a) a conference and (b) a resource corner in the school library. Student co-researchers demonstrated an increased commitment to the project, development of postsecondary education knowledge, and development as leaders during the project. Our project demonstrates evidence of youth participatory action research being an effective approach to address problems of practice in rural education. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2020.]

Promoting reflection on experience and developing students' reflective skills is an important element of curricula across the health professions. Students often do not find reflection easy and educators use a range of approaches to facilitate this. This qualitative study analysed final year medical students' written reflections about important and difficult concepts they had encountered at medical school and personal change. As part of this, students were expected to look back on their written reflections from earlier years of the undergraduate programme. An initial analysis identified 'learning from past reflections' as an important theme. Here we report an in-depth analysis of this theme. Thirty-six final year volunteer students' reflections were analysed and 6 themes identified where students explicitly referred to earlier written reflections. These were: managing emotions; holistic, patient-centred care; uncertainty and ambiguity; self-regulation; growth in identity and sense of self efficacy; and reflective practice changes. Asking students to reflect on past reflections appeared to help students identify personal change, and how their understanding of 'important concepts' and their views and approach to reflective practice have developed. Experienced by students as a motivating, profound, sometimes cathartic process, this activity could be a useful addition to reflective writing training in health professions. [ABSTRACT FROM AUTHOR]

The goal of antidumping methodologies is to achieve a fair comparison between the price of a product in the United States ("U.S. price") and the price at which it is sold in the exporters' home market (or other normal value) in order to quantify and remedy the amount of dumping that has occurred. Thus, the law requires U.S. import duties to be deducted from U.S. price in order to permit an apples-to-apples comparison between U.S. prices and home market prices that do not bear any U.S. import duties. The U.S. Department of Commerce ("Commerce") has created an exception to this rule for U.S. import duties that are designed to address some of the same harms that antidumping duties address. In order to avoid a double remedy for those overlapping harms, such duties are not deducted from U.S. price. After the President imposed duties on steel and aluminum articles to protect national security in 2018, Commerce was required to determine whether these duties also qualified for the exception to the normal rule. Commerce determined that Section 232 duties and antidumping duties address distinct harms and do not create a double remedy. Therefore, Commerce determined that Section 232 duties should be subject to the general rule and be deducted from U.S. price. This article examines Commerce's reasoning and offers additional support for the conclusion Commerce reached. [ABSTRACT FROM AUTHOR]