Highline College

Cancer pain is one of the most intolerable and frightening symptoms of cancer patients. However, the clinical effect of the three-step analgesic ladder method (TSAL) is not satisfactory. The combination of external treatment of traditional Chinese medicine (TCM) can improve the clinical effect. This study used network meta-analysis to compare the effects of different external treatment methods of TCM combined with TSAL on cancer pain. Databases searched by our team included Google Scholar, Web of Science, Scopus, Embase, PubMed, and Cochrane Library. Randomized controlled trials related to the external treatment of TCM combined with TSAL for cancer pain were screened from the establishment of the database till now. The above literature extracted clinical efficacy, NRS score, KPS score, analgesic onset time, and duration as the main results after the screening. The 95% confidence interval (95% CI) of OR value and SMD value was used as the effect index to compare the difference in efficacy of different interventions, and the ranking was conducted. STATA 17.0 software was used for the statistical analysis of the above data. A total of 78 studies were included, including 8 interventions and 5742 participants. Based on ranking probability, the clinical effective rate of manual acupuncture combined with TSAL was the best when the intervention time was set at 4 weeks [OR = 5.42, 95% CI (1.99,14.81)], and the improvement effect on KPS score was also the best [SMD = 0.97, 95% CI (0.61, 1.33)]. Acupoint external application was the best intervention in reducing NRS score [SMD = -1.14, 95% CI (-1.90, -0.93)]. Acupoint moxibustion combined with TSAL was considered to be the most effective intervention to prolong the duration of analgesia [SMD = 1.69, 95% CI (0.84, 2.54)] and shortening the onset time of analgesia [SMD = -3.00, 95% CI (-4.54, -1.47)]. TSAL combined with manual acupuncture is the best in terms of clinical efficacy and improvement of patients' functional activity status. With the extension of treatment time, the intervention of this kind of treatment on the clinical effect is more pronounced. Acupoint external application also has a unique advantage in reducing the pain level of patients. From the point of view of analgesic duration and duration of analgesia, combined acupoint moxibustion has the best effect.

ABSTRACT This article describes the content validation of the Transitioning Learners to Calculus in Community Colleges Institutional Self-Assessment Tool. The instrument comprises five content areas, each with an associated set of items representing practices to promote the success of underrepresented racially minoritized (URM) students as they transition into and through mathematics courses required for degrees in science, technology, engineering, and mathematics (STEM). Five subject matter experts participated in the content validation. Scale-level index scores for each content area were above .85, and 18 of 22 items met the content validity index threshold of 1.0. The instrument has demonstrated strong content validity and is recommended for mathematics programs in community colleges to self-assess the degree to which they have implemented these practices and to identify next steps to enhance their support of URM students in mathematics courses required for STEM degrees.

This article presents a novel cloud-based charging management system for electric vehicles (EVs). Two levels of cloud computing, i.e., local and remote clouds, are employed to meet the different latency requirements of the heterogeneous EVs while exploiting the lower-cost computing in remote clouds. Specifically, we consider time-sensitive EVs at highway exit charging stations and EVs with relaxed timing constraints at parking lot charging stations. We propose algorithms for the interplay among EVs, charging stations, system operator, and clouds. Considering the contention-based random access for EVs to a 4G Long-Term Evolution network, and the quality of service metrics (average waiting time and blocking probability), the model is composed of: queuing-based cloud server planning, capacity planning in charging stations, delay analysis, and profit maximization. We propose and analyze a <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">price-incentive method</i> that shifts heavy load from peak to off-peak hours, a <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">capacity expansion method</i> that accommodates the peak demand by purchasing additional electricity, and a hybrid method of price incentives and capacity expansion that balances the immediate charging needs of customers with the alleviation of the peak power grid load through price-incentive based demand control. Numerical results demonstrate the effectiveness of the proposed methods and elucidate the tradeoffs between the methods.

ABSTRACT This article examines the ways in which racist structures negatively affect students’ social and emotional development and how social-emotional learning (SEL) may be a useful tool to push against racist structures to develop students socially and emotionally. We propose an ecological framework to examine how micro-, meso-, and macro-level structures influence students’ social and emotional development. Our framework is anchored on the juxtaposition of learning versus schooling. We examine what it means to practice SEL versus social-emotional schooling (SES). We argue learning is a holistic process contingent upon centering identity and community. Conversely, schooling is a process that seeks to conform students to ways of understanding that reify the status quo and hinder critical thinking. We identify the practices of SEL and SES by analyzing them at the classroom (micro), school building (meso), and school district level (macro). We argue all 3 levels must be leveraged to create the conditions conducive for SEL to permeate the school and disrupt racism in schools.

Developed as a socio-constructivist theory with the aim of understanding discursive construction of selves, Positioning Theory has been applied to the analysis of conversations and narratives across disciplines. This paper provides an overview of Positioning Theory developed by Rom Harré and his colleagues and describes the basic concepts and principles of the theory. By illustrating how it has been applied to studies in contexts that involve English language learners or teachers, the paper identifies ways that Positioning Theory may positively impact classroom practice and outlines areas for further research that EMI classroom practitioners can carry out. A number of practical guidelines for conducting positioning analysis are also offered.

The geosciences have a pervasive, persistent, and deeply troubling lack of diversity, despite the availability of a suite of well-documented, research-based strategies for broadening participation in STEM (Science, Technology, Engineering, and Mathematics). The pervasiveness, persistence, and depth of the problem indicate that the lack of diversity is systemic, and is embedded in the culture of our discipline, including in the academic departments where future geoscientists are educated. Shifting the demographics of our community will therefore require changing the culture of geoscience, including within our departments. Departmental change is possible and can be accelerated intentionally. Levers for cultural change include using data to illuminate the need; incentivizing the work that closes equity gaps and builds inclusive environments; and developing a departmental community of practice committed to just, equitable outcomes. Departmental discussion groups can facilitate and support both the development of a community of practice and the ongoing work of the community, including identifying context-appropriate solutions from the research literature. The SAGE 2YC project (Supporting and Advancing Geoscience Education at Two-Year Colleges) has used discussion groups to raise awareness and understanding of the factors leading to homogeneity in the geoscience community and of the strategies for achieving equity and inclusion. SAGE 2YC participants have successfully closed or narrowed equity gaps. As scientists, we have the skills necessary to gather, analyze, and interpret relevant data and to evaluate the efficacy of strategies we implement. As humans, we have the moral and ethical responsibility to do this work to improve equity and inclusion in STEM.

ABSTRACT Research has noted that teachers of Color are disproportionately called upon to address racialized issues in schools serving students of Color. And although many teachers of Color enter the profession wanting to advocate for and with students and their families and are strongly positioned to do so, these responsibilities should not rest entirely on their shoulders. Navigating institutional change as collective work is not something taught within teacher preparation or traditional professional development (PD). But what would happen if critical teachers of Color—those with a structural analysis of oppression and who are committed to social and racial justice—were actually supported and provided leadership development work towards racial justice at their school sites? How might this type of development affect their sustainability in and impact on the field? Using a framework of critical professional development (CPD)—emergent and often grassroots teacher development spaces that frame teachers as politically-aware individuals who have a stake transforming society—this paper will explore the impacts of a racial affinity CPD space, the Institute for Teachers of Color Committed to Racial Justice, designed specifically to promote the retention, growth, and activist leadership of teachers of Color in K-12 schools.