Work-Based Learning in California: Opportunities and Models for Expansion

Work-based learning is an educational strategy that links academic instruction with the world of work. By itself, it is a powerful tool for motivating students and enhancing learning. But it holds particular promise in the context of multiple pathways, an approach to high school reform in California that seeks to prepare more young people for success both in college and the workplace. This report by WestEd takes a broad look at work-based learning in California: how it is practiced, what it looks like when done well and how it could be expanded to engage more students

One-Shot Deal? Students' Perceptions of Assessment and Course Placement in California's Community Colleges

This report examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement.Community colleges have processes in place for new student orientation, counseling, assessment, and course placement. Nonetheless, students, by and large, view their matriculation process as a one-shot deal—an isolated event that happens one day with minimal to no advance information.Yet the assessment and placement process involves very high stakes for students and can negatively impact their future success. Course placement affects not only how quickly students can earn a certificate or degree—a factor affecting the cost of their program of study—but also their likelihood of completing a credential at all.Drawing from quantitative analyses and interviews with counselors and students, the authors uncover substantial variance in assessment and placement policies statewide, as well as confusion among both students and counselors about the policies. The authors provide recommendations directed toward making assessment and placement part of overall diagnostic and learning processes that span high school and college

Methadone-Induced Delayed Posthypoxic Encephalopathy: Clinical, Radiological, and Pathological Findings

Objective. To describe the clinical, radiological and pathological findings in a patient with methadone-induced delayed posthypoxic encephalopathy (DPHE). Case Report. A Thirty-eight-year-old man was found unconscious for an unknown duration after methadone and diazepam ingestion. His initial vitals were temperature 104 degree Fahrenheit, heart rate 148/minute, respiratory rate 50/minute, and blood pressure 107/72 mmhg. He developed renal failure, rhabdomyolysis, and elevated liver enzymes which resolved completely in 6 days. After 2 weeks from discharge he had progressive deterioration of his cognitive, behavioral and neurological function. Brain MRI showed diffuse abnormal T2 signal in the corona radiata, centrum semiovale, and subcortical white matter throughout all lobes. Extensive work up was negative for any metabolic, infectious or autoimmune disorder. Brain biopsy showed significant axonal injury in the white matter. He was treated successfully with combination of steroids and antioxidants. Follow up at 2 year showed no residual deficits. Conclusion. Our observation suggests that patients on methadone therapy should be monitored for any neurological or psychiatric symptoms, and in suspected cases MRI brain may help to make the diagnosis of DPHE. A trial of steroids and antioxidants may be considered in these patients

Integrating Student Supports and Academics: Game Changer Series

Many community colleges are working to integrate student support services (such as academic advising, education and career planning, and academic tutoring) more closely with instruction, with an eye toward expanding student use of support systems and creating a more seamless and engaging learning experience for all students.These efforts seek to ensure that support services become a more integral part of students' ongoing experiences in courses and in other aspects of college life, rather than an option that students have to seek out actively.By providing support to all students, this reform strategy is being viewed as a way to increase student success in courses and contribute to improved students' college completion overall (achieving certificates, degrees, and transfer).This report, produced by Completion by Design at WestEd, explores how the integration of student supports and academics fit within an overall strategy to raise completion rates, and covers:Embedding supportOffering Integrated Student Success CentersCoordinating first-year experiencesUsing technology to connect student supports and academicsEngaging instruction and support services staffData useCostPolicy issuesNote: This is the third report in the Game Changers series, designed for use by colleges to generate discussion about innovative models for increasing completion rates substantially. Each topic is addressed through five sections—an overview, examples in practice, implementation challenges, sample engagement questions, and references. The sections are intended to be used separately or as a whole, depending on the audience and needs.Other reports in the Game Changers series include:Acceleration in Developmental EducationProviding Structured Pathways to Guide Students Toward Completio

Providing Structured Pathways to Guide Students Toward Completion: Game Changers Series

Many students arrive at community college without clear goals for college and their careers. They receive little guidance prior to matriculation, do not meet with advisors, and/or accumulate many course credits that do not count toward their eventual program of study. Some even drop out of college before selecting a program.To address these kinds of issues and to help students reach their college completion goals, some community colleges are creating structured pathways that allow students to explore their education and career options while also making progress toward a credential.This report, produced by the Completion by Design initiative at WestEd, outlines some of the major issues that colleges are discussing or experimenting with that are related to the creation of more structured student pathways, including:Mandating intake processes that provide education and career counseling, inform students about programs that are related to their interests, and help students explore and develop education goals, career goals, and a degree planBalancing flexibility and prescription in student selection of courses and majorsDefining clear instructional programs enabling students to complete a program as quickly as possibleProviding proactive and ongoing education and career advising, supports, and planning across each stage of student progressIncreasing program alignment with employment and transfer opportunitiesProviding more structured pathways has the potential to affect all support services and instructional programs by requiring better communication and integration of services.This report explains terms, provides examples of current efforts, and offers suggestions to help colleges with implementation.Note: This is the second report in the Game Changers series, designed for use by colleges to generate discussion about innovative models for increasing completion rates substantially. Each topic is addressed through five sections—an overview, examples in practice, implementation challenges, sample engagement questions, and references. The sections are intended to be used separately or as a whole, depending on the audience and needs.Other reports in the Game Changers series include:Acceleration in Developmental EducationIntegrating Student Supports and Academic

Clinical utility of cerebrospinal fluid biomarkers in the evaluation of cognitive impairment: a systematic review and meta-analysis

BACKGROUND: The analytical and clinical validity of cerebrospinal (CSF) biomarkers has been extensively researched in dementia. Further work is needed to assess the ability of these biomarkers to improve diagnosis, management and health outcomes in the clinical setting OBJECTIVES: To assess the added value and clinical utility of CSF biomarkers in the diagnostic assessment of cognitively impaired patients under evaluation for Alzheimer's disease (AD). METHODS: Systematic literature searches of Medline, EMBASE, PsycINFO and Web of Science research databases were conducted on 17 December 2022. Data from relevant studies were extracted and independently screened for quality using a tool for bias. Clinical utility was measured by clinicians' changes in diagnosis, diagnostic confidence and patient management (when available), after their examination of patients' CSF biomarkers. Cost-effectiveness was assessed by consideration of additional cost per patient and quality-adjusted life years. RESULTS: Searches identified 17 studies comprising 2090 patient participants and 593 clinicians. The meta-analysis revealed that clinicians' use of CSF biomarkers resulted in a pooled percentage change in diagnosis of 25% (95% CI 14 to 37), an increase in diagnostic confidence of 14% (95% CI 9 to 18) and a pooled proportion of patients whose management changed of 31% (95% CI 12 to 50). CSF biomarkers were deemed cost-effective, particularly in memory services, where pre-test AD prevalence is higher compared with a primary care setting. CONCLUSIONS: CSF biomarkers can be a helpful additional diagnostic tool for clinicians assessing patients with cognitive impairment. In particular, CSF biomarkers consistently improved clinicians' confidence in diagnosing AD and influenced on diagnostic change and patient management. Further research is needed to study the clinical utility of blood-based biomarkers in the clinical setting

Current Sheet and Reconnection Inflow-Outflow Observations During Solar Eruptions

Magnetic reconnection is widely accepted as a dominant source of energy during solar flares; however, observations of it have been indirect and/or incomplete. Using the suite of instruments available spanning wavelength space, we will provide observations and measurements of both the inputs and outputs predicted from reconnection in the form of inflows preceding outflows (i.e. supra-arcade downflows, supra-arcade downflowing loops, upflows, and disconnection events). We will also present evidence for current sheets through which reconnection is expected to occur and discuss current sheet motion during flare progression

Situating Giving Back for Native Americans Pursuing Careers in STEM: “You Don’t Just Take, You Give Something Back”

This article explores how a desire to give back influences Native Americans pursuing education and careers in science, technology, engineering and mathematics (STEM). We present analysis of data from 51 interviews with Native students and STEM professionals. Despite the compelling evidence of the core significance of a community orientation among Native Americans, insufficient attention has been given to thinking about the unique challenges faced by STEM professionals in devising ways to give back and how this relates to the continuing problem of under-representation of Native Americans in STEM. Here we propose strategies for universities and industry to honor Native ways of being by recognizing and embracing giving back as a value, and supporting STEM students and STEM professionals to overcome challenges to be able to give back to their communities. These strategies for situating giving back will promote expanded participation for Native Americans in STEM. This work provides insight for thinking about other under-represented populations in STEM

From community data to research archive: Partnering to increase and sustain capacity within a native organization

Community engagement and participation in academic research is growing in popularity and acceptance. Communities are now routinely engaged and participate in academic research design, implementation and interpretation, but the capacity of communities to conduct their own research is not always a product of these engagement initiatives. This article describes a collaboration between an organisation that supports Native American participation in the fields of science, technology, engineering and mathematics (STEM) and university researchers to expand the organisation’s capacity to conduct research by creating a searchable database from their organisational records. We discuss how strategic design of a research collaboration can result in infrastructure development that contributes to community capacity

An Overview of the XRT Observations for the September 10 2017 X Flare

The September 10 2017 X8 flare was one of the biggest of the current solar cycle, and it was also incredibly well observed. This presentation will review the available XRT data for this flare. XRT observed the initial flux rope eruption, which was also well observed by AIA and SUVI. XRT data is missing for some of the impulsive phase of the flare, but the late phase shows some very interesting features. There is some nice XRT imaging of a plasma sheet above cusp-shaped loops between 16:47 and 18:39 UT. After 18:40 UT, a double loop structure becomes apparent, with a more rounded loop nested within a larger, cusp-shaped structure. The flare loops continue to grow, and at around 1 UT on September 11, supra-arcade down flows and shrinking loops become visible. There is also interesting data in the late phase of this flare from RHESSI and the Expanded Owens Valley Solar Array (EOVSA)