Somebody Poisoned the Jury Pool: Social Media\u27s Effect on Jury Impartiality

This Comment will address what impact social media has on the fundamental right to an impartial jury and how that impact should be addressed, so that when a jury is seated, society can best be assured that the jury is free of bias and able to make a decision regarding the guilt or innocence of the criminal defendant based solely on the evidence and testimony that is admitted at trial

Why We Are Done Talking about Classroom Management

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Lost in Translation: A Standardized, Interdepartmental Approach to Improve the Safety of Inpatient Transitions of Care

AIM: During the 2016-2017 academic year physician perception of favorability regarding inpatient interunit handoffs will meet the national HSOPS benchmark without negatively impacting patient bed flow. All ACGME training programs at Thomas Jefferson University Hospital will expose their new trainees to standardized handoff training during orientation in June 2017 as well as adapt a framework for monitoring trainee compliance and proficiency.https://jdc.jefferson.edu/patientsafetyposters/1028/thumbnail.jp

Campus & alumni news

Boston University Medicine was published by the Boston University Medical Campus, and presented stories on events and topics of interest to members of the BU Medical Campus community. It followed the discontinued publication Centerscope as Boston University Medicine from 1991-2005, then continued as Campus & Alumni News from 2006-2013 before returning to the title Boston University Medicine from 2014-present

Which treatments are effective for cervical radiculopathy?

Initial treatment options comprise rest, cervical immobilization, anti-inflammatory drugs (nonsteroidal and steroidal), pain relievers (including muscle relaxants and antiepileptics), and physical therapy (strength of recommendation [SOR]: B, cohort studies). As many as 60% of patients who fail initial treatments report long-term pain relief with epidural corticosteroid injections (SOR : C, case series)

“Where do you get that extra 20 minutes a day?”: Understanding how local-level environmental factors shape the implementation of Ontario’s Daily Physical Activity Policy

Rising obesity rates and low physical activity levels among children and youth are a global concern due to links to adverse health outcomes, poor quality of life, and an increased burden on the health care system. One response to the problem has been the implementation of school-based physical activity and nutrition policies. For example, the Ontario Ministry of Education’s Daily Physical Activity (DPA) Policy mandates that all elementary school students receive at least 20 minutes of physical activity per day. This exploratory research sought to understand the local-level factors shaping implementation of DPA, from the perspective of elementary school teachers and principals. Qualitative in-depth interviews were conducted with Ontario grade 1-8 teachers (n=14) and elementary school principals (n=5) regarding DPA implementation, facilitators, barriers, perceived outcomes, and suggestions for change. Interviews were audio recorded (with permission) and transcribed verbatim for subsequent thematic analysis using NVivo. Although all but two participants indicated they had implemented DPA, the majority reported that students were not meeting the requirement daily. Findings were organized using the Analysis Grid for Environments Linked to Obesity (ANGELO) framework. Implementation facilitators were focused within the microenvironment (i.e., classrooms and schools), while barriers were identified within both the micro- and macroenvironments (i.e., classrooms, schools, school boards, and the Ministry of Education). Both teachers and principals considered DPA a lower priority than other subjects, partly because of limited monitoring of implementation within schools and school boards. Participants discussed student benefits resulting from DPA; however, student fitness was not identified as a positive outcome- in fact, some questioned whether the policy is improving student physical activity levels. The results suggest the status of DPA results from a failure of implementation rather than a failure of concept. Participants believed increasing student physical activity levels was important; however, they argued that factors within the classroom, school, school board, and Ministry of Education limit the feasibility of delivering DPA. This thesis contributes to the limited literature regarding the evaluation of DPA implementation and outcomes by exploring the perspectives of teachers and principals implementing the policy. Substantive, methodological, and theoretical contributions to the school-based physical activity literature are discussed, followed by policy implications and directions for future research

Compliance and Control: The Hidden Curriculum of Social-Emotional Learning

In this paper, we seek to critically address the enactment and impact of social-emotional learning (SEL) curriculum and implementation in early childhood and elementary (PK-5th) classrooms. Specifically, we argue that SEL, as frequently operationalized, is a dehumanizing process that seeks to assimilate non-dominant children into dominant ways of being while concurrently seeking to enforce compliance and normalize children to oppressive structures. SEL is often seen as a “nice” form of classroom management, perfect for a field dominated by “nice” white women who see their work as apolitical and neutral rather than political and rooted in the maintenance of white supremacy (Galman et al., 2010). As such, it makes sense that PK-5 contexts, deeply rooted in a “Just be Kind” sense of morality as opposed to one rooted in justice and student empowerment (Turner, 2019), turn to SEL programs as “fixers” of student behavior. But SEL programs are often anything but “nice.” Despite presenting as humanizing and kind, the focus on compliance makes it inherently dehumanizing