Climate Science Special Report: Fourth National Climate Assessment (NCA4), Volume I

New observations and new research have increased our understanding of past, current, and future climate change since the Third U.S. National Climate Assessment (NCA3) was published in May 2014. This Climate Science Special Report (CSSR) is designed to capture that new information and build on the existing body of science in order to summarize the current state of knowledge and provide the scientific foundation for the Fourth National Climate Assessment (NCA4)

Collaborative online problem solving with preservice general education and special education teachers

. Abstract: This study examined the online collaboration and problem solving processes of preservice general education and special education teachers from two teacher education programs in different states as they designed instruction to provide access to the general curriculum for all students, including those with disabilities. The use of online collaborative problem solving across the miles was found to be a vehicle for preservice teachers to prepare to meet the needs of all learners in inclusive environments, for special education majors to have opportunities to practice their collaboration skills, and for general education majors to revise their lesson plans to include accommodations and modifications for students with special needs and to include a coteaching model of instruction. Article: Education professionals working in both general education and special education settings are responsible for ensuring that all students have access to curricula and they are held accountable for the success of all their students. To ensure that all students with diverse needs are successful in accessing the general education curriculum, teacher educators must look more closely at how they prepare preservice general and special educators to work together in a collaborative and collegial manner. Access to the curriculum means that all students must be able to interact with the curriculum in order to learn Outcomes for all students, such as those set forth by the No Child Left Behind legislation (U.S. Department of Education, 2002), may be enhanced when professional educators work collaboratively to integrate their specialized knowledge and expertise into their teaching practices. Although the importance of collaboration between general and special education teachers has been extensively documented in the literature Information communication technologies, including course management systems such as Blackboard 5, provide a tool for the development of collaborative skills for preservice teachers across disciplines and geographic locations as they prepare to meet the educational needs of diverse learners. The use of these kinds of tools may increase opportunities for special education and general education teachers to learn how to plan and implement instruction that will provide access to the general curriculum for all students. However, issues that surround the use of computer-mediated communication with preservice teachers focusing on online collaboration skills must be considered, including (a) characteristics of the collaborative group, including participation, interactions, and interdependence; (b) the nature of the collaborative situation; (c) factors that may promote or inhibi

Interest in Rural Training Experiences in a Canadian Psychiatry Residency Program

Background: With the large majority of mental health professionals concentrated in urban settings, people living in rural and remote areas face significant barriers to accessing mental health care. Recognizing that early exposure is associated with future practice in rural and remote locations, we sought to obtain baseline data regarding interest in expanded rural residency training opportunities and academic teaching. Methods: In March 2021, all psychiatry residents at the University of Alberta (UofA) were invited to complete a 19-question survey that included both closed-ended (age, gender, year of study, rural experience, interest in rural training, etc.) and open-ended questions (challenges, barriers, academic training, and other comments). A reflexive thematic analysis using an inductive and semantic approach was completed on the comments. Results: 36 residents completed the survey (response rate, 75%). Significant associations were identified between previous rural training experience and interest in rural psychiatry training and practice. Female residents and junior residents were significantly more interested in rural training experiences than their counterparts. Thematic analysis noted concerns with the financial costs of accommodation and transportation, high service burden, continuity of care and isolation from their cohort. Many were interested in academic sessions on the realities of rural practice; approaches to collaborative care; and strategies on culturally relevant care; specifically Indigenous health. Conclusions: The University of Alberta has highlighted a focus on improving equity and accountability; and with a large rural catchment region; the residency program is well positioned to make training adjustments to diversify training. Based on our findings we have incorporated rural rotations for incoming residents and have developed further rural academic content to support our responsiveness and accountability to the rural and northern communities we are committed to serving. Future research should review the impact of rural training exposure in medical specialties on recruitment and retention as well as on healthcare outcomes

Climate Science Special Report: Fourth National Climate Assessment (NCA4), Volume I

The article of record as published may be found at https://doi.org/10.7930

Climate Science Special Report: Fourth National Climate Assessment (NCA4), Volume I

New observations and new research have increased our understanding of past, current, and future climate change since the Third U.S. National Climate Assessment (NCA3) was published in May 2014. This Climate Science Special Report (CSSR) is designed to capture that new information and build on the existing body of science in order to summarize the current state of knowledge and provide the scientific foundation for the Fourth National Climate Assessment (NCA4).</p