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<h2>Abstract</h2><h3>Background</h3> Patients presenting to the emergency department (ED) following nonfatal opioid overdose represent a high-risk population with 5 % of patients dying within a year of the index visit. <h3>Objective</h3> To evaluate subsequent overdose and death before and after the implementation of an ED discharge naloxone program. <h3>Methods</h3> This was a retrospective cohort study of ED patients who presented at the Virginia Commonwealth University Health ED with an Opioid Use Disorder (OUD) chief complaint before and after a discharge naloxone program. The pre-naloxone cohort was consecutive ED OUD patients from August 15, 2021, to August 14, 2022, and the post-naloxone cohort from August 15, 2022, to August 14, 2023. The outcomes were subsequent overdose, ED visit to same hospital (VCU), and death within six months of the index visit. <h3>Results</h3> In total, 1,053 patients were included, of which 529 were in the pre-naloxone cohort and 524 patients in the post-naloxone cohort. The mean age was 44.2 years (SD = 14.0) and 69 % were males. There was a reduction in overdose requiring ED visiting (subsequent ED overdose) and death (4.6 % vs 9.2 % p = 0.03 and 2.0 % vs 5.6 % p = 0.02 respectively) in the post-naloxone cohort compared to the pre-naloxone cohort. After adjusting for sociodemographic and clinical factors, there was a 48 % reduction in the risk of subsequent ED overdose (RR = 0.52, 95 % CI: 0.27, 1.02) and a 63 % reduction in the risk of death (RR = 0.37, 95 % CI: 0.14, 0.95). <h3>Conclusion</h3> Implementing an ED take-home naloxone program was associated with a reduction in subsequent overdose and death at six months.

In the United States (US) kindergarten through twelfth-grade public school system, the classroom library has come to be a critical part of literacy instruction within the language arts classroom. This fact is especially true in the middle school grade levels (grades five through eight), where reading volume begins to rapidly increase. Additionally, a developmental norm for students within this age range includes a growing sense of independence and choice, as well as a desire to share and voice opinions. Classroom libraries have come to be tools that are used regularly and are heavily influential on the way that students grow to perceive themselves, the world around them, and the way they fit into that world. However, classroom libraries have remained stagnant and underrepresent the diverse populations of the students in those classrooms. This article aims to connect deep reflective thinking with anti-oppressive and transformative learning theories, exploring how these frameworks can be used to problematize current practices in classroom libraries. Through a content analysis of what is seen as deep and critical thinking practices and reflective thinking practices, anti-oppressive and transformative learning theories can be linked to foster a social justice classroom culture within US public middle school language arts classrooms. © 2025 Common Ground Research Networks. All rights reserved.

We present an investigation into the rotation and stellar activity of four fully convective M dwarf “twin” wide binaries. Components in each pair have (1) astrometry confirming they are common-proper-motion binaries, (2) Gaia BP, RP, and 2MASS J, H, and K s magnitudes matching within 0.10 mag, and (3) presumably the same age and composition. We report long-term photometry, rotation periods, multiepoch Hα equivalent widths, X-ray luminosities, time series radial velocities, and speckle observations for all components. Although it might be expected for the twin components to have matching magnetic attributes, this is not the case. Decade-long photometry of GJ 1183 AB indicates consistently higher spot activity on A than B, a trend matched by A appearing 58% ± 9% stronger in L X and 26% ± 9% stronger in Hα on average—this is despite similar rotation periods of A = 0.86 day and B = 0.68 day, thereby informing the range in activity for otherwise identical and similarly rotating M dwarfs. The young β Pic Moving Group member 2MA 0201+0117 AB displays a consistently more active B component that is 3.6 ± 0.5 times stronger in L X and 52% ± 19% stronger in Hα on average, with distinct rotation at A = 6.01 days and B = 3.30 days. Finally, NLTT 44989 AB displays remarkable differences with implications for spindown evolution—B has sustained Hα emission while A shows absorption, and B is ≥39 ± 4 times stronger in L X, presumably stemming from the surprisingly different rotation periods of A = 38 days and B = 6.55 days. The last system, KX Com, has an unresolved radial velocity companion, and is therefore not a twin system.

Shallow mantle processes such as edge-driven convection are thought to play an important role in shaping the passive margin setting. Previous geophysical investigations of northern New England suggest this process is likely operating beneath this portion of the eastern North American margin today. In western Vermont and eastern New York, USA, Early Cretaceous magmatism dated at ca. 140–130 Ma in the Burlington lobe and at ca. 110–100 Ma in the Taconic lobe of the New England–Quebec igneous province may represent the upper crustal expression of edge-driven convection operating beneath the eastern North American margin in the geologic past. This investigation addresses the potential relationship between these two episodes of magmatism and upper crustal deformation in northern New England through paleostress analysis of Early Cretaceous sheet intrusions and mesoscale normal faults, and geochemical analysis of sheet intrusions. The two episodes of magmatism are geochemically similar, display typical characteristics of intraplate alkaline magmatism, and are likely the product of a common source. Paleostress analysis and crosscutting relationships indicate that Burlington lobe magmatism was associated with a subhorizontal N–S extensional stress field, and Taconic lobe magmatism was associated with a subhorizontal NW–SE extensional stress field. Both stress fields represent short-term perturbations to the regional Early Cretaceous subhorizontal NE–SW extensional stress field. Each perturbation coincided with and likely continued following magmatism. The magmatism, geographic and temporal scale of the stress field changes, and return to regional subhorizontal NE–SW extension following these events are consistent with the periodic nature of edge-driven convection and associated small-scale delamination events. This field-based documentation of intraplate magmatism and its association with short-term changes in the stress field improves our understanding of the upper crustal expression of edge-driven convection at passive margins.

Communicating User Experience illustrates how the use of Local Strategies Research (LSR) methodologies enables designers to understand the cultural implications for user actions and practices in a...

An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.

Second Step is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that Second Step’s impact on students’ knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

The provision of educational and psychological services in schools is confronted by major social challenges. Inasmuch as the problems of our society encroach on the fulfillment of educational goals, a solution to these problems may lie in the manner in which educators—specifically school psychologists—approach their work with students, families, and communities. This chapter argues that the intentional practice of school psychology through a social justice lens enacts the potential of school psychologists who aim to serve as agents of positive change. As an aspirational goal, lens for viewing the world, and as a set of action steps, social justice is increasingly referenced and embedded in school psychology training, research, and practice. But what is social justice and how can we best prepare school psychologists to deliver services using a social justice framework? These are the topics explored in this chapter. (PsycInfo Database Record (c) 2024 APA, all rights reserved)

Goalball, a sport designed for those with visual impairments, is a competitive and recreational sport enjoyed by athletes around the world. Students with and without visual impairments can experience positive outcomes when teachers appropriately include a goalball unit as part of their inclusive secondary physical education curriculum. This article aims to help teachers identify these outcomes through strategies that encourage student success and appreciation for the sport. A framework to implement a goalball unit is provided along with strategies to target skill, tactical and game-play development.

Little is known about which curricular models and activity units are being taught in public schools. This exploratory study examined the K–12 physical education (PE) content and curricular models being implemented. Supervisors of PE recruited from one northeastern state participated in a 25-item questionnaire. Descriptive statistics and frequencies were calculated. Sixty-nine of 92 questionnaires were usable and included in the data analysis. Findings suggest that few districts were using a curricular model at the elementary (K–5) level (27%). Another common response of adopted curricular models at the elementary level was Movement Education (17.6%). At the secondary level, No Model (35%) and Fitness Education (25.6%) were common responses. Specific units such as volleyball, basketball, and weight training yielded the highest responses, while field hockey, golf, archery, lacrosse, and tennis yielded the fewest responses. The findings suggest that K–12 PE curricula may not reflect current trends and mandates. The key determinants could be a lack of curricular model use and heavy reliance upon activities known to present challenges toward standards-based education (i.e., softball). Perhaps K–12 PE and PE preparation programs can connect to effectively articulate a curriculum, and adopt and train on curricular approaches aiming to increase teacher effectiveness and reach national standards.Subscribe to TPE

Assistive technology supplements and supports the learning of students with disabilities in school and at home. Thanks to federal mandates, students with disabilities receive consideration for assistive technology devices and services — the tools and supports needed to achieve determined learning outcomes. Assistive technology devices and services operate as a process, ensuring students with disabilities receive optimal access to learning across all educational settings and subject areas. This article provides physical educators with a working knowledge of the assistive technology process along with recommendations for supporting their students with disabilities.

Request PDF | Induction of Construal-Level Mindset via Experience of Surprise: An Abstract: Proceedings of the 2018 Academy of Marketing Science (AMS) Annual Conference | An experience of surprise is often an outcome of disconfirmation of expectations and can be associated with positive or negative affect depending... | Find, read and cite all the research you need on ResearchGate

In this research, we find that incentive valence and construal-level mindsets can interact to influence behavioral persistence on challenging tasks. An abstract mindset improves persistence in response to positively framed incentives whereas a concrete mindset improves persistence in response to negatively framed incentives. This interaction effect can be observed even when the cues inducing construal-level mindsets are not related to the incentives or the incentivized tasks. Participants in our studies were either positively or negatively incentivized to solve a set of difficult anagrams, and were primed with an abstract or a concrete mindset using spatial (Study 1) and social (Study 2) cues. The participants persisted longer in response to the positively framed incentive when primed with spatially or socially remote cues. In contrast, for the negatively framed incentive, participants persisted longer when primed with spatially or socially proximal cues. Copyright © 2017 John Wiley & Sons, Ltd.

Our goal as physical educators is to help all students develop the knowledge, skills and dispositions to be physically active for a lifetime. Despite efforts to address the diverse needs of students through quality physical education, the reality is that some students still need additional support beyond physical education to achieve their full potential. Response to intervention (RTI) is a proactive approach to educational-service delivery that relies on data-driven decision making to identify student needs and to tailor support. Traditionally, RTI has focused on addressing the needs of lower-performing students through tiered interventions. The purpose of this article is to review the basic principles of RTI, discuss how they have been applied in physical education thus far, and expand the conceptual framework so it can be used to address the needs of both higher- and lower-performing students.

This project aimed to develop a valid and reliable scale measuring Chinese preservice physical education teachers’ beliefs about the physical education profession (PPET-BPEP). The domains and items were created from a conceptual analysis of the previous literature and PPETs’ responses to an open-ended survey. Six experts in the field of physical education and educational psychology evaluated the content validity of the scale. The reliability and factorial validity of the scale were examined utilizing a sample of 696 Chinese PPETs. The PPET-BPEP scale with 12 items embedded in two domains revealed acceptable content validity, internal structure validity, and internal consistency. The two domains were labeled as “sense of calling” and “value of physical education profession” based on the shared content of items in each domain. We recommend using PPET-BPEP scale for PPET recruitment and preparation. The scale can also help establish teacher belief scales in other subject matters. Future validation of the scale is needed in different countries and institutions.