California Community Colleges System

We examine the number of people infected with COVID-19 in Japan from March 1st, 2020 to November 19th, 2022. To estimate the trends of infected people, we introduce a ratio defined by the number of "Positive" people to "Tested" people. The bar graphs of the ratios increase rapidly from November, 2021. We divide the ratios into 3 intervals (increasing, decreasing, and oscillating) along the time series and evaluate the fitting curve for each interval. Mathematica built-in function named FindFit is applied to calculate the coefficients of the curve. When FindFit does not converge within the given iteration times, we slightly change the initial value, reverse the sign of the coefficients of the curve, or increase the number of parameters for the curve. As the results, the number of iteration times and the residual errors are reduced. Keywords : COVID-19, PCR tested, Tested positive, Ratio, Week sum, Sinc(x), Nonlinear curve

MOOCs have the potential to help institutions and students needing remedial English language instruction in two ways. First, with their capacity to use a wide range of instructional approaches and to emphasize contextualized and visual learning, MOOCS can offer potentially more effective pedagogical approaches for remedial students. Second, if students increase success meeting college-level English competencies, MOOCS can help institutions and students conserve their limited resources. Similarly, MOOCs offer domestically and international employers opportunities to provide professional development to workers both in ways that are flexible, affordable and interactive.

Teledermatology has been used to provide increased specialty access for medically underserved communities. In California, policies enable the California Medicaid (Medi-Cal) program to provide reimbursement for both store-and-forward (S&F) and live-interactive teledermatology consultations. To assess the effectiveness of teledermatology operations for this population, understanding the referring providers' perspective is crucial. The primary objective of this study was to explore the perspective of referring primary care providers (PCPs) on teledermatology by focusing on the operational considerations, challenges, and benefits to participating in teledermatology referral in the context of the Medi-Cal population. We conducted hour-long one-on-one interviews with 10 PCPs who refer patients to teledermatology regularly and who together serve an average aggregate referral base of 2,760 teledermatology cases yearly. Of the 2,760 aggregate annual teledermatology referrals, PCPs reported that they serve predominantly uninsured or underinsured populations and participate in S&F consultations. The majority of surveyed PCPs treat common skin conditions themselves. However, these PCPs refer more patients to teledermatology consultations than in-person dermatology encounters. Several factors influence PCPs' decision to refer to teledermatology, which include complexity of the skin problem, distance to accessible dermatologist, patient's insurance, and patient's preferences. PCPs identified improved workflow, enhanced communication with dermatologists, and faster turnaround for recommendations as three areas that referring physicians would like improved in their experience with teledermatology. Understanding the referring provider's perspective and subsequently adopting policy and practice solutions to address their challenges are vital to prompting further teledermatology participation for underserved communities.

Abstract Student affairs administrators and staff need a n appreciation of the role that assistive computer technology can play in efforts to create barrier‐free environments.

Public reports and comparisons of school SAT results are on the rise. This study uses a simple model of schooling to address two questions which are raised by school SAT comparisons. How are the demographic and academic characteristics of the student population in schools related to participation in the SAT? How are participation rates and the demographic characteristics of the sample of test-takers and of their schools related to SAT performance? School participation was associated with parent education, achievement, and English language fluency. The relationship between participation and parent education was curvilinear. School SAT scores were positively correlated with participation and parent education of the test-takers as well as with overall twelfth-grade school-average achievement and demographic characteristics. After adjustment for school demographic characteristics, participation rates were negatively associated with scores. School-average achievement was associated with SAT performance even after adjusting for demographic characteristics. These findings illustrate some of the complex relationships between the demographic characteristics of students and performance on the SAT which should be considered when making school comparisons.

Public reports and comparisons of school SAT results are on the rise. This study uses a simple model of schooling to address two questions which are raised by school SAT comparisons. How are the demographic and academic characteristics of the student population in schools related to participation in the SAT? How are participation rates and the demographic characteristics of the sample of test-takers and of their schools related to SAT performance? School participation was associated with parent education, achievement, and English language fluency. The relationship between participation and parent education was curvilinear. School SAT scores were positively correlated with participation and parent education of the test-takers as well as with overall twelfth-grade school-average achievement and demographic characteristics. After adjustment for school demographic characteristics, participation rates were negatively associated with scores. School-average achievement was associated with SAT performance even after adjusting for demographic characteristics. These findings illustrate some of the complex relationships between the demographic characteristics of students and performance on the SAT which should be considered when making school comparisons.

No abstract available for this article.

Abstract A major factor in the preservation of local program autonomy is the substantial investment by local taxpayers in their community college.