Systematically collected information at encounters with HIV-positive students: A review of 10 years of electronic medical records

Abstract

Objective: The objective of this study was to examine clinical and epidemiological information collected by Student Health Center (SHC) providers on HIV-positive students, and benchmark this information against Infectious Disease Society of America guidelines. Participants: Students who utilized the SHC and had an ICD-9 code indicating positive HIV status between 2005 and 2015 (3?=?7). Methods: In June 2016, we accessed the free-form provider notes of the SHC’s electronic medical records to identify specific, recorded epidemiological and clinical information. Results: Seven unique students sought care at the SHC during the study period. Current sexual risk taking and other known behavioral risk factors were absent from all records, along with CD4 count and viral load. ART status was only available for one patient, and he was not on ART. The information collected failed to meet IDSA benchmarks. Conclusion: Clinically- and epidemiologically-relevant information is not systematically collected from HIV-positive students at SHCs.     

The emotional costs of computers: an expectancy-value theory analysis of predominantly low-socioeconomic status minority students’ STEM attitudes

There is a strong push to increase American students’ interest in Science, Technology, Engineering, and Mathematic (STEM) careers. However, minority and female students remain underrepresented in the STEM fields. Therefore, it is essential that we continue to examine the potential factors that both incite and dissuade STEM interest. We apply Expectancy-Value Theory (EVT) to examine STEM attitudes of predominantly low-socioeconomic status minority elementary school students over the course of a computing intervention. Furthermore, we integrate the digital inequality mental access conceptualization of ‘emotional costs’ into the EVT model in order to predict students’ negative STEM attitudes. Data are from a large-scale computing intervention that took place in a primarily minority, high poverty, urban elementary school district located in the southeastern USA. Results indicate that positive expectancies for success and subjective task values predict students’ positive STEM attitudes. Emotional costs toward technology primarily predict negative STEM attitudes. Students’ expectancies/values and emotional costs may have a ‘push-and-pull’ effect on the formation of STEM attitudes. This study successfully links digital disparities to STEM disparities by integrating the digital inequality concept of emotional costs. Practically, we conclude that future computing interventions should increase students’ academic-related expectancies and values while also minimizing their emotional costs in order to address both digital and STEM inequalities. Theoretically, we conclude that broad conceptualizations of emotional costs should be included in future studies to help explain negative attitudes/motivations toward STEM-related topics.     

Safety Investment and the Value of Life and Injury

The requirement to reduce risk is moderated under British law by the notion of practicability or reasonable practicability. This implies that a balance should be struck, inter alia , between the costs of a risk-reducing measure and its benefits in terms of life-saving and injury avoidance. Clearly, were lives and injuries valued in monetary terms, balances and imbalances would be all the more easily identified. This paper reports on progress on the application of the Relative Utility Loss Approach to the valuation of injuries in the consumer and transportation spheres in the United Kingdom. Although the tools are as yet imperfect, striking accord is noticed between valuations of a range of serious and slight injuries obtained using three health state utility indices of disparate origin.     

The “Feminization” of British Television and the Re-Traditionalization of Gender

This article explores shifts that have taken place in British television and British forms of feminine-gendered fiction from the late 1990s. These shifts will be discussed with reference to discourses of the “feminization of television” circulating in British culture during this period. This article contests the suggestion that discourses of the “feminization of television” and texts such as the female ensemble drama produced in this postfeminist period represent unproblematic “narratives of progress” for women (Georgina Harris 2006, Beyond Representation: Television Drama and the Politics of Identity, Manchester University Press, Manchester, p. 1). Rather, this article will suggest that accounts of the “feminization of television” found in the popular press along with contemporary examples of the female ensemble drama re-traditionalize women in relation to the spaces and discourses associated with twentieth-century femininity.     

The Measurement of Socio-Economic Status: Investigation of Gender-and Age-Specific Indicators in Australia: National Health Survey 1995

Objective: To investigate thecorrelations between age- and gender-specificmeasures of socio-economic status versus healthstatus as measured by the SF-36. Design: Population based study. Participants: 38187 people aged between18 to 79 years who participated in the NationalHealth Survey in 1995. Results: Factor analysis producedconsistent results that were interpreted interms of five conceptually meaningful domains(employment, housing, migration, family unitand education). The relative rank of thefactors differs between groups and in somecases factor composition requires items to beadded or deleted from the conceptual domains. Conclusions: Age- and gender-specific SESscores based on these factors had strongerassociations with the physical and mentalcomponents of SF-36 than either an area basedindex or scores derived from males aged 40–44years. Overall the results supported thehypothesis that SES measures composed of socialand demographic items exhibit important age-and gender-specific differences which arerelevant for health.     

Building community resilience: learning from the Canterbury earthquakes

Internationally, enhancing community resilience is considered key to disaster management. Factors that affect community resilience from a community perspective are explored across six communities. The research occurred following a series of devastating earthquakes in the Canterbury region of New Zealand. Results show that connected communities with pre-existing community infrastructure (e.g. community and tribal organisations, local leaders) found it easier to adapt after the earthquakes. Existing hardship was exacerbated by disaster. The research sheds light on how to foster resilient communities and the importance of doing this because resilient communities cope better with, and recover faster from, crises. However, communities need to be sufficiently resourced to carry out their vital role.     

Family engagement during the COVID-19 pandemic: Opportunities and challenges for school social work

The COVID-19 pandemic brought dramatic changes in schooling in the United States and across the world, including abrupt shifts to remote learning, immediate cessation of social contact, intensive family engagement in education and diminished school capacity for social–emotional supports. While the initial national lockdown was temporary, the long-lasting effects of the pandemic on society are still being revealed. This study contributes to a growing body of research exploring and documenting shifts in school social work practice in the United States during the COVID era. We used qualitative methods to explore how school social workers (SSWers) practised family engagement during the pandemic and their perceptions of the benefits and challenges of increased family engagement. Analysis of interviews with 20 SSWers from three US states (Colorado, Minnesota and Nevada) revealed five primary themes: reasons for family engagement, ways of engaging with families, frequency of family contact, challenges in engaging families and SSWers' attitudes and perceptions about family engagement. Results indicated a need for a comprehensive, organized and strategic family engagement plan in schools as we move into the post-acute phases of the pandemic. Future research should explore how SSWers may serve as leaders in the development of such plans and how interprofessional practice might advance this agenda further.