American College Testing

Teamwork is a critical aspect of patient care and is especially salient in response to multiple patient casualties. Effective training and measurement improve team performance. However, the literature currently lacks a scientifically developed measure of team performance within multiple causality scenarios, making training and feedback efforts difficult. The present effort addresses this gap by integrating the input of subject matter experts and the science of multicasualty teams and training to (1) identify overarching teamwork processes and corresponding behaviors necessary for team performance and (2) develop a behavioral observation tool to optimize teamwork in multicasualty training efforts. A search of articles including team performance frameworks associated with team training was conducted, leading to the identification of a total of 14 articles. Trained coders extracted teamwork processes and the corresponding team behaviors indicative of effective performance from these articles. Five subject matter experts were interviewed using the critical incident technique to identify additional behaviors. Team situation awareness, team leadership, coordination, and information exchange emerged as the four core team processes required for team performance in scenarios with multiple patient casualties. Relevant behaviors and subbehaviors within these overarching processes were identified to inform a pilot behavioral framework of team performance. The processes and associated behaviors identified within this effort serve as scientifically grounded behaviors of team performance in the case of multiple patient casualties simulated training scenarios. Future work can use and further refine these results to ensure that measures of team performance are grounded in specific, observable, and scientifically delineated behaviors.

Children with isolated oral clefts have lower academic performance when compared with unaffected peers, yet few studies have examined specific attributes of clefts that may modify this risk. Oral clefts have nonrandom laterality, with left-sided clefts being more common than right-sided clefts, a pattern that may be genetically or environmentally influenced. The objective of this study was to evaluate the association between cleft laterality and academic achievement in a population-based sample of children with and without isolated oral clefts. The study included 292 children with isolated unilateral cleft lip with or without cleft palate identified by using the Iowa Registry for Congenital and Inherited Disorders matched with 908 unaffected classmates. This group provided 1953 child-grade observations for cases and 6829 for classmates. Academic achievement was evaluated by using high-quality standardized test data on multiple academic domains as well as use of special education. We found that children with right-sided clefts had similar achievement scores and usage of special education services compared with their unaffected classmates. Children with left-sided clefts had lower reading scores than children with right-sided clefts by nearly 7 percentiles (P < .05). They also had lower scores on all evaluated domains by 4 to 6 percentiles and greater use of special education services by 6 percentage points than their classmates. Children with left-sided clefts had poorer academic performance than their classmates or children with right-sided clefts, who showed similar academic achievement compared with their unaffected classmates.

We report the development of a situation-specific Chinese Relational Coping (CRC) inventory to assess perceived coping effectiveness in a collectivistic Chinese cultural context. The results of exploratory and confirmatory factor analyses using 3 samples of Chinese college students ( N = 1,807) suggested the viability and stability of a 4-factor model: Understanding Oneself in Context, Involving Relevant Others in Context, Considering Others in Context, and Detaching and Gaining Perspective. The 17-item CRC evidenced strong psychometric properties, and the coping strategies represented in the items were frequently used and perceived as helpful in resolving life problems. In addition, concurrent, construct, and incremental validity estimates suggest the CRC: (a) was positively related to commonly used coping inventories, but also conceptually distinct, (b) was associated with indices of psychological adjustment, and (c) uniquely predicted additional variance in coping outcomes beyond commonly used coping inventories. The results suggest a need to broaden coping theories to include relational-coping reflecting important cultural values that surround individuals and their relationships.

Ask any Civil War historian about the cost of the Civil War and they will recite a host of well-known assessments, from military casualties and government expenditures to various measures of direct and indirect costs. But those numbers are not likely to include an appraisal of the humanitarian crisis and suffering caused by the wartime destruction of slavery. Peace-time emancipation in other regions (the northern U.S., for example) and in other societies (like the British West Indies) certainly presented dangers and difficulties for the formerly enslaved, but wartime emancipation chained the new opportunities and possibilities for freedom to war’s violence, civil chaos, destruction and deprivation. The resulting health crisis, including illness, injury, and trauma, had immediate and lasting consequences for black civilians and soldiers. Although historians are more accustomed to thinking of enslaved people as the beneficiaries of this war, rather than its victims, we cannot assess the cost of this war until we answer two important questions: first, what price did enslaved people have to pay because their freedom was achieved through warfare rather than a peacetime process; and secondly, in this war in which so many Americans paid such a high cost, to what extent did racism inflate the cost paid by people of African descent? In answering these questions, we reconsider this specific war, but we must also tie the U.S. Civil War to a larger scholarship on how wars impact civilians, create refugee populations, and accelerate harsh treatment of people regarded as racial, religious, or ethnic outsiders. We are reminded that war is not an equal-opportunity killer.

Low-volume roads in regions susceptible to freezing and thawing periods are often at risk of load-related damage during the spring thaw. Reduced support capacity during this period results from excess melt water that becomes trapped above underlying frozen layers. Many agencies place spring load restrictions (SLRs) during the thaw period to reduce damage to roadways. The period of SLRs set forth by the Minnesota Department of Transportation is effective for all flexible pavements; however, experience suggests that many aggregate-surfaced roads require additional time relative to flexible pavements to recover strength sufficient to carry unrestricted loads. An investigation was performed to improve local agencies’ abilities to evaluate the duration of SLR on aggregate-surfaced roadways. This was accomplished through seasonal measurements of in situ shear strengths, measured with the dynamic cone penetrometer, on various Minnesota county routes. In situ strength tests were conducted on selected county gravel roads over the course of 3 years. Strength levels recorded during the thaw-weakened period were compared with fully recovered periods that typically occur in late spring or summer. Results indicate that aggregate-surfaced roads generally require 1 to 3 additional weeks over that required by flexible pavements to reach recovered bearing capacity.

Abstract This study examined the perceptions of 155 science and engineering faculty at a mid‐size university with a very extensive undergraduate research program. The faculty thought the undergraduate research experience provided important educational benefits to the students, in good agreement with results from a recent alumni survey. The faculty who supervised undergraduates for a longer period of time and who modified their research program to accommodate undergraduates perceived a greater enhancement of important cognitive and personal skills. Undergraduate research was also believed to provide important mentoring and teaching experience for graduate students who worked with undergraduate research assistants.

Although much speculation has been devoted to concerns over the existence and degree of grade inflation at the high school level, there exists a lack of current empirical data documenting the extent, if it exists, of this phenomenon. The current study was designed to investigate evidence of the existence, persistence and degree of grade inflation by monitoring a large sample of schools, over a five year period, whose graduates were planning to attend college. The results of this study not only provide evidence supporting the grade inflation hypothesis, but also that the phenonmenon appears to be especially substantial at the higher end of the grade