Contributions of part-time education in Los Angeles

Long before I taught law students the intricacies of statutes, I taught junior high school students sex education. It was a part-time job while I was in college in Los Angeles, through a program with Planned Parenthood that provided a two-week curriculum in public junior high schools. Today I joke that it gave me my unflappable nature in the classroom—if you can tell preteens about syphilis, nothing that happens in a law school classroom will break your concentration—but it also gave me an indelible memory of how far sex ed in America has to go. During our training, one of my fellow teachers referred in passing to how annoying it was to change her tampon every time she had to urinate. She was a bright college student and engaged with reproductive work enough that she successfully applied to work at Planned Parenthood. Yet, she didn’t know that the vagina and urethra were different anatomical structures.

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James J. Murphy, ed., Medieval Eloquence: Studies in the Theory and Practice of Medieval Rhetoric. Berkeley, Los Angeles, London: University of California Press, 1978. Pp. xii, 354. $16.

Speculum ◽

10.1017/s003871340017191x ◽

1979 ◽

Vol 54 (03) ◽

pp. 641

Keyword(s):

Los Angeles ◽

Theory And Practice ◽

University Of California ◽

Medieval Rhetoric

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Sinusoidal Cells in Bone Marrow Take Up BSA-Au Conjugates in the Presence of an Artificial Blood Substitute

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100120199 ◽

1985 ◽

Vol 43 ◽

pp. 700-701

Author(s):

J.S. Geoffroy ◽

R.P. Becker

Keyword(s):

Bone Marrow ◽

Los Angeles ◽

Iliac Artery ◽

Blood Substitute ◽

Sprague Dawley ◽

Coated Pits ◽

Sinusoidal Cells ◽

Artificial Blood ◽

Left Common Iliac Artery

The pattern of BSA-Au uptake in vivo by endothelial cells of the venous sinuses (sinusoidal cells) of rat bone marrow has been described previously. BSA-Au conjugates are taken up exclusively in coated pits and vesicles, enter and pass through an “endosomal” compartment comprised of smooth-membraned tubules and vacuoles and cup-like bodies, and subsequently reside in multivesicular and dense bodies. The process is very rapid, with BSA-Au reaching secondary lysosmes one minute after presentation. (Figure 1)In further investigations of this process an isolated limb perfusion method using an artificial blood substitute, Oxypherol-ET (O-ET; Alpha Therapeutics, Los Angeles, CA) was developed. Under nembutal anesthesia, male Sprague-Dawley rats were laparotomized. The left common iliac artery and vein were ligated and the right iliac artery was cannulated via the aorta with a small vein catheter. Pump tubing, preprimed with oxygenated 0-ET at 37°C, was connected to the cannula.

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Inservice training for part-time dental faculty

Journal of Dental Education ◽

10.1002/j.0022-0337.1981.45.2.tb01431.x ◽

1981 ◽

Vol 45 (2) ◽

pp. 68-70

Author(s):

GL Powell ◽

JE Barrett

Keyword(s):

Inservice Training ◽

Part Time

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Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-10007 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1410-1421

Author(s):

Erica Ellis ◽

Mary Kubalanza ◽

Gabriela Simon-Cereijido ◽

Ashley Munger ◽

Allison Sidle Fuligni

Keyword(s):

Los Angeles ◽

Training Program ◽

Interprofessional Education ◽

Clinical Training ◽

Interprofessional Collaboration ◽

Communication Disorders ◽

Outreach Program ◽

State University ◽

Diversity And Inclusion ◽

Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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Exploring Barriers to Doctoral Education in Communication Sciences and Disorders: Insights From Practicing Professionals

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00019 ◽

2020 ◽

Vol 5 (6) ◽

pp. 1552-1563

Author(s):

Denise A. Tucker ◽

Mary V. Compton ◽

Sarah J. Allen ◽

Robert Mayo ◽

Celia Hooper ◽

...

Keyword(s):

Doctoral Students ◽

Online Survey ◽

Academic Research ◽

Doctoral Degree ◽

Full Time ◽

Doctoral Study ◽

Doctoral Research ◽

Part Time ◽

Advance Research ◽

Doctor Of Philosophy

Purpose The intended purpose of this research note is to share the findings of a needs assessment online survey of speech and hearing professionals practicing in North Carolina to explore their interest in pursuing a research-focused PhD in Communication Sciences and Disorders (CSD) and to document their perceptions of barriers to pursing a PhD in CSD. In view of the well-documented shortage of doctor of philosophy (PhD) faculty to attract, retain, and mentor doctoral students to advance research and to prepare future speech and hearing professionals, CSD faculty must assess the needs, perceptions, and barriers prospective students encounter when considering pursuing a doctoral research degree in CSD. Method The article describes the results of a survey of 242 speech and hearing professionals to investigate their interest in obtaining an academic research-focused PhD in CSD and to solicit their perceived barriers to pursuing a research doctoral degree in CSD. Results Two thirds of the respondents (63.6%) reported that they had considered pursuing a PhD in CSD. Desire for knowledge, desire to teach, and work advancement were the top reasons given for pursuing a PhD in CSD. Eighty-two percent of respondents had no interest in traditional full-time study. Forty-two percent of respondents indicated that they would be interested in part-time and distance doctoral study. The barriers of time, distance, and money emerged as those most frequently identified barriers by respondents. Conclusion The implications inform higher education faculty on how they can best address the needs of an untapped pool of prospective doctoral students in CSD.

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Vorhersagbarkeit posttraumatischer Belastung bei Kindern und Jugendlichen nach traumatischen Ereignissen in der Schule

Kindheit und Entwicklung ◽

10.1026/0942-5403.17.4.219 ◽

2008 ◽

Vol 17 (4) ◽

pp. 219-223 ◽

Cited By ~ 4

Author(s):

Barbara Frühe ◽

Hans-Joachim Röthlein ◽

Rita Rosner

Keyword(s):

Posttraumatic Stress Disorder ◽

Los Angeles ◽

Posttraumatic Stress ◽

Stress Disorder ◽

Reaction Index ◽

Traumatische Ereignisse

Traumatische Ereignisse im schulischen Kontext treten vergleichsweise häufig auf. So ist die Bestimmung von Kindern und Jugendlichen, die aktuell und auch zu einem späteren Zeitpunkt einer psychologischen Betreuung bedürfen, im Rahmen der Fürsorgepflicht notwendig. 48 Jugendliche zwischen 12 und 17 Jahren wurden in der Schule zu zwei Messzeitpunkten zur akuten und posttraumatischen Symptomatik sowie zu verschiedenen Risikofaktoren befragt. Verwendet wurde die neu entwickelte Checkliste zur Akuten Belastung (CAB) und die deutsche Version des University of Los Angeles at California Posttraumatic Stress Disorder Reaction Index (UCLA CPTSD-RI). Eine Woche nach dem Ereignis betrug der Anteil klinisch bedeutsamer Belastung 21 % und nach 10 – 15 Wochen 10 %. Ein mittlerer Zusammenhang zwischen akuter und posttraumatischer Belastung konnte nachgewiesen werden. Als bedeutsame Risikofaktoren für die Entwicklung einer posttraumatischen Belastung stellten sich der Konfrontationsgrad, peritraumatisch erlebte Angst sowie akute Beeinträchtigung heraus. Im Kontext der Betreuung betroffener Jugendlicher nach traumatischen Ereignissen sollte den Risikofaktoren mehr Beachtung geschenkt werden.

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