Asset-based Teaching; Uncover, Cultivate, and Empower Students’ Uniqueness

As instructors who are in tune with their learners learning and communication styles as well as their family and cultural backgrounds, it makes sense that they view their students’ skills and abilities from an asset-based lens. This article provides the readers with some tactics on how to develop and nurture that growth mindset. When we consider the assets students bring to individual classrooms, the teaching becomes more personalized and relevant to their learning needs. By implementing these teaching practices, instructors are uncovering, cultivating, and empowering their students’ unique abilities. Ultimately students are able to apply their knowledge, skills, and abilities in improving their lives and enable them to make contributions to be productive and contributing members of society

Development of a commissioning plan for the APT linac

The Accelerator Production of Tritium (APT) facility is based on a linac which incorporates both normal-conducting and superconducting RF technology and accelerates a 100-mA cw proton beam to an energy of 1,030 MeV or higher, depending on the desired production rate. Commissioning plans to achieve full power operation with minimum beam-induced activation of components have been evolving. This paper presents the main issues and the basic approaches that are now being discussed

Norwalk Virus Shedding after Experimental Human Infection

Noroviruses are shed in feces up to 8 weeks after infection

Characterization of the proton beam at the output of the 6.7MeV LEDA RFQ.

The present configuration of the Low-Energy Demonstration Accelerator (LEDA) consists of a 75-keV proton injector, a 6.7-MeV 350-MHz cw radio-frequency quadrupole (RFQ) with associated high-power and lowlevel rf systems, a 52-magnet periodic lattice followed by a short high-energy beam transport (HEBT) and highpower (670-kW cw) beam stop. The rms beam emittance was measured prior to the installation of the 52-magnet lattice, based on wire-scanner measurements of the beam profile at a single location in the HEBT. New measurements with additional diagnostic hardware have been performed to determine the rms transverse beam properties of the beam at the output of the 6.7-MeV LEDA RFQ. The 52-magnet periodic lattice also includes ten beam position monitors (BPMs) evenly spaced in pairs of two. The BPMs provide a measure of the bunched beam current that exhibits nulls at different locations in the lattice. Model predictions of the locations of the nulls and the strength of the bunched beam current are made to determine what information this data can provide regarding the longitudinal beam emittance

Are we under-utilizing the talents of primary care personnel? A job analytic examination

BACKGROUND: Primary care staffing decisions are often made unsystematically, potentially leading to increased costs, dissatisfaction, turnover, and reduced quality of care. This article aims to (1) catalogue the domain of primary care tasks, (2) explore the complexity associated with these tasks, and (3) examine how tasks performed by different job titles differ in function and complexity, using Functional Job Analysis to develop a new tool for making evidence-based staffing decisions. METHODS: Seventy-seven primary care personnel from six US Department of Veterans Affairs (VA) Medical Centers, representing six job titles, participated in two-day focus groups to generate 243 unique task statements describing the content of VA primary care. Certified job analysts rated tasks on ten dimensions representing task complexity, skills, autonomy, and error consequence. Two hundred and twenty-four primary care personnel from the same clinics then completed a survey indicating whether they performed each task. Tasks were catalogued using an adaptation of an existing classification scheme; complexity differences were tested via analysis of variance. RESULTS: Objective one: Task statements were categorized into four functions: service delivery (65%), administrative duties (15%), logistic support (9%), and workforce management (11%). Objective two: Consistent with expectations, 80% of tasks received ratings at or below the mid-scale value on all ten scales. Objective three: Service delivery and workforce management tasks received higher ratings on eight of ten scales (multiple functional complexity dimensions, autonomy, human error consequence) than administrative and logistic support tasks. Similarly, tasks performed by more highly trained job titles received higher ratings on six of ten scales than tasks performed by lower trained job titles. Contrary to expectations, the distribution of tasks across functions did not significantly vary by job title. CONCLUSION: Primary care personnel are not being utilized to the extent of their training; most personnel perform many tasks that could reasonably be performed by personnel with less training. Primary care clinics should use evidence-based information to optimize job-person fit, adjusting clinic staff mix and allocation of work across staff to enhance efficiency and effectiveness

Strategies for Equitable ELL Family and Community Engagement

Families have been involved in their ELL students\u27 education now more than ever. Families are truly now ALL IN. How can we make this dynamic engagement we are seeking to be easier and more seamless for our families? It’s no secret that students whose families reinforce and extend learning at home are more successful in school; moreover, when there exists a mutually supportive network of educators, families, and students, a climate is created to promote learning and success. In this article, the authors have highlighted the significance of family and community engagement in the academic achievement of students