Spirituality and Composition: One Teacher\u27s Thoughts

The author explores her ambivalence about combining her interest in spirituality and her composition teaching

The Pandemic Forces Us Back to Our Roots: Book Reviews Introduction

Book Reviews Introductio

A Reflection on Habitual Belief and Habitual Doubt

Some people are habitual believers while others are habitual doubters. I\u27 m a believer, but doubting others helps me believe myself I explore the idea that examining our individual habitual relationships with believing and doubting helps us think better and relate better to others and to ourselves

Inserting Oneself in the Story: Queer Literacy, Comics, and an Admonition to Move

Inserting Oneself in the Story: Queer Literacy, Comics, and an Admonition to Mov

Book Reviews

Irene Papoulis: Looking for Solace Wendy Ryden: Golub, Adam and Heather Richardson Hayton, eds. Monsters in the Classroom: Essays on Teaching What Scares Us. Jefferson, NC: McFarland and Company, Inc., 2017. Mark McBeth: Waite, Stacey. Teaching Queer: Radical Possibilities for Writing and Knowledge. Pittsburgh: U of Pittsburgh Press, 2017. Mary Pigliacelli: Eodice, Michele, Anne Ellen Geller, and Neal Lerner. The Meaningful Writing Project: Learning, Teaching, and Writing in Higher Education. Boulder, Utah State UP, 2016

115 Vernon: The Writing Associates Journal, Vol.1, No.1

Table of Contents: 2. Nevvs and Notes ... . Head Tutors 2002-03 Dorothy Francoeur \u2704 Erica Martinson \u2703 3 Thoughts on Writing ....... Maggie Kagan \u2703 4 Entropy .. . Sean Hojnacki \u2705 5 Baby, You\u27re the Write Kind of Wrong ......... Erica Martinson \u2703 7 Some Thoughts on Diversity .... Matt Barison \u2704 9 Musings on Memorials .... Dorothy Francoeur \u2704 10 The Letter. .. Diana Potter \u2703 11 Confession# 9 .... Dorothy Francoeur \u2704 12 The Writing Centerfold .................... Diana Potter \u2703 Sean Hojnacki \u27O5 14 My True Voice .... Emily Foote \u2705 17 Five Pages about a Pirate ..... Diana Potter \u2703 22 Professor Voices..... Irene Papoulis, English Susan Pennybacker, Histor

Individualised variable-interval risk-based screening for sight-threatening diabetic retinopathy: the Liverpool Risk Calculation Engine

Aims/hypothesis Individualised variable-interval risk-based screening offers better targeting and improved cost-effectiveness in screening for diabetic retinopathy. We developed a generalisable risk calculation engine (RCE) to assign personalised intervals linked to local population characteristics, and explored differences in assignment compared with current practice. Methods Data from 5 years of photographic screening and primary care for people with diabetes, screen negative at the first of > 1 episode, were combined in a purpose-built near-real-time warehouse. Covariates were selected from a dataset created using mixed qualitative/quantitative methods. Markov modelling predicted progression to screen-positive (referable diabetic retinopathy) against the local cohort history. Retinopathy grade informed baseline risk and multiple imputation dealt with missing data. Acceptable intervals (6, 12, 24 months) and risk threshold (2.5%) were established with patients and professional end users. Results Data were from 11,806 people with diabetes (46,525 episodes, 388 screen-positive). Covariates with sufficient predictive value were: duration of known disease, HbA1c, age, systolic BP and total cholesterol. Corrected AUC (95% CIs) were: 6 months 0.88 (0.83, 0.93), 12 months 0.90 (0.87, 0.93) and 24 months 0.91 (0.87, 0.94). Sensitivities/specificities for a 2.5% risk were: 6 months 0.61, 0.93, 12 months 0.67, 0.90 and 24 months 0.82, 0.81. Implementing individualised RCE-based intervals would reduce the proportion of people becoming screen-positive before the allocated screening date by > 50% and the number of episodes by 30%. Conclusions/interpretation The Liverpool RCE shows sufficient performance for a local introduction into practice before wider implementation, subject to external validation. This approach offers potential enhancements of screening in improved local applicability, targeting and cost-effectiveness

Book Reviews

All of this year’s books circle around issues of healing, a richly faceted subject always dear to members of the Assembly for Expanded Perspectives on Learning. Nate Mickelson reviews Burt Bradley’s After Following, in which the poet takes solace in writing his own meditations on the work of other poets; Paul Puccio responds to Peter Khost’s Rhetor Response: A Theory and Practice of Literary Affordance, which explores the potential connections to life that literature could provide readers in our classrooms and beyond; Erin Frymire addresses Jessica Restaino’s Surrender: Feminist Rhetoric and Ethics in Love and Illness, which combines rhetorical analysis and personal writing to address the agony of terminal illness; and Tracy Lassiter reviews Terese Marie Mailhot’s Heart Berries, a memoir in which the writer finds catharsis in exploring her traumas by writing about them

Book Reviews

Present and Feeling, Irene Papoulis Newkirk, Thomas. Embarrassment and the Emotional Underlife of Learning. Heinemann, 2017, Dan Mrozowski Young, Shinzen. The Science of Enlightenment: How Meditation Works. Sounds True, 2016, Jacquelyne Kibler Peary, Alexandria. Prolific Moment: Theory and Practice of Mindfulness for Writing. Routledge, 2018, Christy I. Wenger De Luca, Geraldine. Teaching toward Freedom: Supporting Voices and Silence in the English Classroom. Routledge, 2018, Mary Leonard Cooper, Brittney. Eloquent Rage, A Black Feminist Discovers Her Superpower, St. Martins, 2018, Sharon Marshal