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Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes--the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment.

An increasing number of universities have implemented prior learning assessment (PLA), but little research has examined the non-course matching approach referred to as block credit PLA. Adult learners pursuing a college degree often bring professional competencies, knowledge, and skills to the classroom. PLA enables adult learners to earn college credit hours based on prior college-level learning gained outside the traditional classroom. This study operationalized Block Credit Prior Learning Assessment to award college credit hours for adults enrolled in a college completion program. Participants were comprised of 280 undergraduate students who submitted a PLA portfolio for evaluation by trained raters. Research methods included computing Cronbach's alpha for inter-rater reliability and conducting principal component analysis to weight four internal variables for computing a score. Results indicated a weighted score from internal variables combined with external variable scores aligned with college credit hours. This study relates PLA theory to practice in implementing Block Credit Prior Learning Assessment.

Introduction: Problem‐solving skills (PSS) help to provide a systematic approach to dealing with and managing complex problems. The overall aim of this study was to assess the acceptability and feasibility of developing and adapting a prison‐based PSS workbook for adults within a medium‐ and low‐secure hospital. Method: We used the Medical Research Council framework in our participatory mixed methods study incorporating an adapted survey (to identify what types of problems people experience in secure hospitals), a series of three interactive workshops (to co‐produce two case study examples for a workbook) and we gathered feedback from patients and hospital staff on the acceptability and feasibility of the workbook. Data from the survey were used to inform the case study examples, and the feedback from patients and hospital staff was descriptively summarised and the results consolidated. Results: In total, 82 (51%) patients took part in the survey; 22 patients and 49 hospital staff provided feedback on the workbook. The survey results indicated that patients regularly experience problems while in the hospital. Patients reported problems relating to restrictions of freedom and boredom. The workshops produced two case studies for the workbooks, with mainly positive patient and staff feedback. More work is required to improve the visual representation of the characters in the case studies, the amount and content of the language and the mechanism of the intervention delivery. Conclusion: The adaptation process proved acceptable and feasible to both patients and staff. The co‐production methodology for the workbook and feedback from patients and staff was an effective way of iteratively refining the materials to ensure that they were both meaningful and acceptable to staff and patients. Subsequent work is required to develop the workbook and evaluate the feasibility of the intervention delivery, recruitment rates, uptake and adherence to the PSS using a randomised controlled trial. Patient or Public Contribution: At each stage of the project consultation with patients and/or hospital staff was involved. [ABSTRACT FROM AUTHOR]

Inner ear morphogenesis requires tightly regulated epigenetic and transcriptional control of gene expression. CHD7, an ATP-dependent chromodomain helicase DNA-binding protein, and SOX2, an SRY-related HMG box pioneer transcription factor, are known to contribute to vestibular and auditory system development, but their genetic interactions in the ear have not been explored. Here, we analyzed inner ear development and the transcriptional regulatory landscapes in mice with variable dosages of Chd7 and/or Sox2. We show that combined haploinsufficiency for Chd7 and Sox2 results in reduced otic cell proliferation, severe malformations of semicircular canals, and shortened cochleae with ectopic hair cells. Examination of mice with conditional, inducible Chd7 loss by Sox2CreER reveals a critical period (~E9.5) of susceptibility in the inner ear to combined Chd7 and Sox2 loss. Data from genome-wide RNA-sequencing and CUT&Tag studies in the otocyst show that CHD7 regulates Sox2 expression and acts early in a gene regulatory network to control expression of key otic patterning genes, including Pax2 and Otx2. CHD7 and SOX2 directly bind independently and cooperatively at transcription start sites and enhancers to regulate otic progenitor cell gene expression. Together, our findings reveal essential roles for Chd7 and Sox2 in early inner ear development and may be applicable for syndromic and other forms of hearing or balance disorders. [ABSTRACT FROM AUTHOR]

Prior learning assessment (PLA) uses testing or competency portfolios to assess and grant credit for college-level learning, thus offering personal and professional empowerment to adult learners. The purpose of this review was to systematically examine global academic literature related to PLA over a decade. An earlier review of U.S. literature focused solely on PLA, but this review focused on the globally used term recognition of prior learning (RPL) and prior learning assessment and recognition (PLAR). Data collection followed a structured process to identify all peer-reviewed journal articles published over a decade that meet inclusion criteria. Data analysis included thematic coding to identify categories leading to themes. Major findings included journals publishing about PLA, author perspectives and affiliations, underlying empirical studies, and eight major themes: studies of programs, policy and systems, studies of PLA, technology tools, theory building, assessment practices, workplace applications of PLA, and immigration. [ABSTRACT FROM AUTHOR]

Public libraries are often regarded as having the potential to support healthy aging. Past work has shown that public librarians increasingly endeavor to offer programs and services for those aging in place. However, research about the effects that public library services and spaces have on the lives of older adults and the affordances they bring is limited. This article presents the results of a nationwide study in which 49 public libraries participated—most from rural and small towns across the United States. More than 535 older adults engaged in a 12-week strength-training program in these libraries. Results of the study indicate that health outcomes for participants can be grouped into three interconnected categories: physical health, mental health, and social health. Results also suggest that the program influenced the participants' perception of the public library as a social space. Implications for research on aging in place and public librarianship are highlighted and discussed. [ABSTRACT FROM AUTHOR]

The article recommends practices that early childhood educators can follow to foster inclusivity and create culturally competent classrooms that engage African American fathers of children in their schools. These include examining the curriculum for potential bias, building trusting relationships between fathers and their children and educators, developing parenting skills and techniques, engaging fathers in educational activities with their children and ignoring cultural differences.

This article presents a national study of how small and rural public libraries supported social connectedness among older adults in the United States during the COVID-19 Pandemic. Results suggest that small and rural libraries employed five approaches to stay connected with older adults. Results further show that small and rural public libraries see establishing stronger inter-organizational partnerships with other institutions that serve older adults as a top priority. These results suggest a need for bolstering continuing education and professional opportunities focused on embedding public librarians more firmly into the broader field of practice of supporting aging in America. [ABSTRACT FROM AUTHOR]

The family Rhizobiaceae contains plant-associated bacteria with critical roles in ecology and agriculture. Within this family, many Rhizobium and Sinorhizobium strains are nitrogen-fixing plant mutualists, while many strains designated as Agrobacterium are plant pathogens. These contrasting lifestyles are primarily dependent on the transmissible plasmids each strain harbors. Members of the Rhizobiaceae also have diverse genome architectures that include single chromosomes, multiple chromosomes, and plasmids of various sizes. Agrobacterium strains have been divided into three biovars, based on physiological and biochemical properties. The genome of a biovar I strain, A. tumefaciens C58, has been previously sequenced. In this study, the genomes of the biovar II strain A. radiobacter K84, a commercially available biological control strain that inhibits certain pathogenic agrobacteria, and the biovar III strain A. vitis S4, a narrow-host-range strain that infects grapes and invokes a hypersensitive response on nonhost plants, were fully sequenced and annotated. Comparison with other sequenced members of the Alphaproteobacteria provides new data on the evolution of multipartite bacterial genomes. Primary chromosomes show extensive conservation of both gene content and order. In contrast, secondary chromosomes share smaller percentages of genes, and conserved gene order is restricted to short blocks. We propose that secondary chromosomes originated from an ancestral plasmid to which genes have been transferred from a progenitor primary chromosome. Similar patterns are observed in select Beta- and Gammaproteobacteria species. Together, these results define the evolution of chromosome architecture and gene content among the Rhizobiaceae and support a generalized mechanism for second-chromosome formation among bacteria.

Many Americans dream of a college degree, but earning one requires time and money. As one solution, prior learning assessment (PLA) documents college-level learning gained outside the classroom for academic credit and can make the difference between earning or not earning a college degree. However, the literature lacks an integrative and systematic review of PLA to add to the knowledge base. The purpose of this review was to examine the academic literature related to PLA in the United States. For data collection, we used a structured process to capture data from all peer-reviewed journal articles, published in the last decade, meeting inclusion criteria. For data analysis, we used inductive coding and clustering to identify categories leading to themes. Major findings from the articles included journals, publication years, authorship, underlying empirical studies, and six themes—the big picture; higher education changing PLA and PLA changing higher education; equity and access; program overviews; approaches, methods, and processes; and quality assessment. [ABSTRACT FROM AUTHOR]

Abstract Background Early detection of colorectal cancer through timely follow-up of positive Fecal Occult Blood Tests (FOBTs) remains a challenge. In our previous work, we found 40% of positive FOBT results eligible for colonoscopy had no documented response by a treating clinician at two weeks despite procedures for electronic result notification. We determined if technical and/or workflow-related aspects of automated communication in the electronic health record could lead to the lack of response. Methods Using both qualitative and quantitative methods, we evaluated positive FOBT communication in the electronic health record of a large, urban facility between May 2008 and March 2009. We identified the source of test result communication breakdown, and developed an intervention to fix the problem. Explicit medical record reviews measured timely follow-up (defined as response within 30 days of positive FOBT) pre- and post-intervention. Results Data from 11 interviews and tracking information from 490 FOBT alerts revealed that the software intended to alert primary care practitioners (PCPs) of positive FOBT results was not configured correctly and over a third of positive FOBTs were not transmitted to PCPs. Upon correction of the technical problem, lack of timely follow-up decreased immediately from 29.9% to 5.4% (p < 0.01) and was sustained at month 4 following the intervention. Conclusion Electronic communication of positive FOBT results should be monitored to avoid limiting colorectal cancer screening benefits. Robust quality assurance and oversight systems are needed to achieve this. Our methods may be useful for others seeking to improve follow-up of FOBTs in their systems.

Abstract Background Health information technology and electronic medical records (EMRs) are potentially powerful systems-based interventions to facilitate diagnosis and treatment because they ensure the delivery of key new findings and other health related information to the practitioner. However, effective communication involves more than just information transfer; despite a state of the art EMR system, communication breakdowns can still occur. 123 In this project, we will adapt a model developed by the Systems Engineering Initiative for Patient Safety (SEIPS) to understand and improve the relationship between work systems and processes of care involved with electronic communication in EMRs. We plan to study three communication activities in the Veterans Health Administration's (VA) EMR: electronic communication of abnormal imaging and laboratory test results via automated notifications (i.e., alerts); electronic referral requests; and provider-to-pharmacy communication via computerized provider order entry (CPOE). Aim Our specific aim is to propose a protocol to evaluate the systems and processes affecting outcomes of electronic communication in the computerized patient record system (related to diagnostic test results, electronic referral requests, and CPOE prescriptions) using a human factors engineering approach, and hence guide the development of interventions for work system redesign. Design This research will consist of multiple qualitative methods of task analysis to identify potential sources of error related to diagnostic test result alerts, electronic referral requests, and CPOE; this will be followed by a series of focus groups to identify barriers, facilitators, and suggestions for improving the electronic communication system. Transcripts from all task analyses and focus groups will be analyzed using methods adapted from grounded theory and content analysis.

Historically, a father's role was determined by their ability to provide for their family financially. The typical 'breadwinner' role was exemplified by media figures such as "Jim" in Father Knows Best. Present-day, fatherhood roles have expanded to encompass their ability to be responsible, accessible, and engaged with their children, from 'breadwinner' to 'nurturer.' Changes in parenting roles come about through many influences - media portrayal of 'typical' fatherhood roles can impact individuals, society, and affects the rate of change. As society begins to acknowledge varied and diverse ways of parenting, media portrayals of parenting have shifted, somewhat, toward a view of fathers as 'nurturers.' This content analysis of research literature on media portrayals of African American fathers found that fathers were rarely portrayed as nurturers in everyday sitcoms or commercials. Television as a media source has yet to catch up with the contemporary fatherhood role. Moreover, research surrounding minority fathers continues to lag behind the research of other populations. The field overlooks the unique experiences of African American and other diverse fathers. Utilizing Critical Race Theory (CRT) as a framework, this content analysis undertook intersectionality as a tool to explore the data set. Findings from this content analysis suggest that the limitations surrounding race and fatherhood depictions become more complicated when other identities such as socioeconomics and marital status are explored. This review suggests that a father's depiction is based on his income more than his race, yet the lack of attention given to the intersectionality of race, class, and gender continues to neglect the experiences that fathers of color have and taints the research field's understanding. [ABSTRACT FROM AUTHOR]

Fatherhood has become a prominent research topic within the fields of education and family studies, particularly about White middle-class fathers (Cabrera, et al., 2007). While limited studies have explored fathers of color (Bush & Bush, 2018; Lemmons & Johnson, 2019), specifically African American fathers (used interchangeably here with Black fathers), researchers have habitually examined them through a dominant cultural lens. Employing traditional fatherhood frameworks (Lamb et al., 1985; Palkovitz, 1997), investigators have consistently focused on deficits in Black fathers' income, residential, and relationship status, therefore neglecting the unique parenting skills, experiences, stories, and strengths that Black fathers offer their children (Author, 2018b). This article uses two tenets of Critical Race Theory, 1) centrality of race and racism, and 2) challenging the dominant ideology (Ladson-Billings & Tate, 1995; Lemmons & Johnson, 2019; Solórzano et al., 2005), as analytical tools to assess current literature on African American fathers. In closing, the authors provide recommendations on how Critical Race Theory can advance the African American fatherhood research literature. [ABSTRACT FROM AUTHOR]