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College students with disabilities often encounter systems and processes that do not serve them well. Financial aid, structured in ways that can be particularly burdensome to students with disabilities, is one such system. This study used web-based content analysis of the largest public four-year institution in each state to explore how institutions explain and provide information and resources related to financial aid and whether they are equitable, consistent, and useful for students with disabilities specifically. The findings suggest that available information most often does not assist students in understanding how their disability-related needs can be supported or hindered by financial aid policies. The authors offer recommendations for practices that can improve equitable access to financial aid information.

Abstract: Life cycle assessment (LCA) analysts are increasingly being asked to conduct life cycle‐based systems level analysis at the earliest stages of technology development. While early assessments provide the greatest opportunity to influence design and ultimately environmental performance, it is the stage with the least available data, greatest uncertainty, and a paucity of analytic tools for addressing these challenges. While the fundamental approach to conducting an LCA of emerging technologies is akin to that of LCA of existing technologies, emerging technologies pose additional challenges. In this paper, we present a broad set of market and technology characteristics that typically influence an LCA of emerging technologies and identify questions that researchers must address to account for the most important aspects of the systems they are studying. The paper presents: (a) guidance to identify the specific technology characteristics and dynamic market context that are most relevant and unique to a particular study, (b) an overview of the challenges faced by early stage assessments that are unique because of these conditions, (c) questions that researchers should ask themselves for such a study to be conducted, and (d) illustrative examples from the transportation sector to demonstrate the factors to consider when conducting LCAs of emerging technologies. The paper is intended to be used as an organizing platform to synthesize existing methods, procedures and insights and guide researchers, analysts and technology developer to better recognize key study design elements and to manage expectations of study outcomes.

We present a dynamic perspective to quantify the air quality–related health impacts of the electrification of light-duty vehicles in the United States between 2022 and 2050. Using a fleet turnover model and future electricity generation mix scenarios, we compare ambitious vehicle electrification to fleet renewal relying on newer internal combustion engine vehicles, without electric vehicles. The model includes vehicle-level pollutant emission factors and a reduced complexity air quality and valuation model and covers direct (tailpipe, brake wear, and tire wear) and indirect (production of electricity and liquid fuels) emissions of NOx, SO2, PM2.5, NH3, and VOCs, with a breakdown at the county level to identify geographical disparities in the distribution of health impacts. Short-term health benefits are mostly generated by reductions in NOx emissions from newer gasoline vehicles, while fleet electrification generates further benefits in the long term. The electricity mix plays a crucial role in the success of electrification policies. With continued grid decarbonization, electrification would reduce harmful air quality– related health impacts cumulatively by 84 to 188 billion USD over the study period, compared with fleet renewal without electric vehicles. In contrast, artificially freezing the 2022 grid would make electrification responsible for 32 to 71 billion USD additional health disbenefits compared with fleet renewal. Finally, we show that while fleet electrification achieves most of its benefits over fleet renewal in the long term, delaying the implementation of such policies would sacrifice meaningful cumulative benefits. [ABSTRACT FROM AUTHOR]

Background: Undergraduate nursing education consists of supporting students' learning about psychomotor skills. There is variation in strategies used to facilitate learning in the lab setting because there is no single accepted or preferred educational approach. Method: Formative learning strategies were integrated into lab courses throughout a nursing curriculum for undergraduate students at a Canadian university. These strategies included developing and implementing guidelines, a rubric, and an addendum. Results: Students enrolled in lab courses that used these strategies received ongoing verbal and written feedback from their instructor and were provided with an opportunity to engage in reflective practice and refine clinical judgment skills. Conclusion: Using consistent and effective formative strategies to support students' learning in the lab requires further empirical exploration and consideration. [J Nurs Educ. 2024;63(8):560–563.] [ABSTRACT FROM AUTHOR]