A measurement strategy to address disparities across household energy burdens

Energy inequity is an issue of increasing urgency. Few policy-relevant datasets evaluate the energy burden of typical American households. Here, we develop a framework using Net Energy Analysis and household socioeconomic data to measure systematic energy inequity among critical groups that need policy attention. We find substantial instances of energy poverty in the United States – 16% of households experience energy poverty as presently defined as spending more than 6% of household income on energy expenditures. More than 5.2 million households above the Federal Poverty Line face energy poverty, disproportionately burdening Black, Hispanic, and Native American communities. For solar, wind, and energy efficiency to address socioeconomic mobility, programs must reduce energy expenditures by expanding eligibility requirements for support and access to improved conservation measures, efficiency upgrades, and distributed renewables. We recommend the United States develop a more inclusive federal energy poverty categorization that increases assistance for household energy costs.

An Exploration of Registered Dietitian Accreditation System Development in China

Background: To review the highlights of the registered dietitian accreditation system in China, including history, organization, regulatory policies, certification requirements, development, and performance on the certification examination, registration, and continuing education, the process for the accreditation system development was focused. The data from the certification examinations and registrations were collected and analyzed. The eligibility requirements, as well as practice pathways, were discussed. Lessons learned from the development of the registered dietitian accreditation system, opportunities, challenges, and future directions for the field were discussed. There remain needs for well-established degree programs and a professional organization’s maintenance with endeavouring in job opportunities, as well as legislative concerns.

ANALISIS BUKU TEKS “AKU CINTA BAHASA ARAB 4” KELAS IV KURIKULUM 2013 MADRASAH IBTIDAIYAH KARYA AGUS WAHYUDI (TINJAUAN SEGI KELAYAKAN ISI)

This research is a library research. In collecting research data, the researcher uses documentation techniques. And in analyzing the data, the researcher uses content analysis, where this analysis is used to understand the content and meaning of various studies. Sources of data used are primary data and secondary data. The results of this study indicate that the textbook "I Love Arabic 4" grade IV curriculum 2013 Madrasah Ibtidaiyah by Agus Wahyudi has met the eligibility requirements set by BSNP and is considered suitable for use with a percentage of eligibility of 88% or in the very good category. The implication of this research is as a material for improving the quality of books for writers/publishers, and can be used as a supporting book to add insight and understanding of the material.

Effectiveness of Therapy for the Treatment of Accommodative Insufficiency: An Open Pilot Study

Background: To evaluate improvements in clinical measures and symptoms in children and young adults with accommodative insufficiency in an open trial of office-based vergence and accommodative therapy. Methods: Major eligibility requirements included ages 9 to 30 years and amplitude of accommodation (AA) ≥2 diopters (D) below Hoffstetter’s minimum. Participants completed 8 weekly, 1-hour sessions of office-based vergence and accommodative therapy. Therapy procedures followed the Convergence Insufficiency Treatment Trial (CITT) therapy protocol with emphasis on accommodative procedures. Clinical measures of accommodation and symptoms (Convergence Insufficiency Symptom Survey [CISS]) were assessed at baseline and after therapy. Results were evaluated using the Student’s t test and Kruskal-Wallis test. Repeatability of CISS scores at baseline was assessed using Bland Altman 95% Limits of Agreement (LoA) and Interclass Correlation Coefficient (ICC). Results: Eighteen participants (mean age 17.4 ± 8.0 years) were enrolled; sixteen completed the study. The mean AA improved significantly from 5.5D OD and OS at baseline to 12.4D OD and 12.8D OS at outcome (p<0.001). Mean monocular accommodative facility (AF) also increased significantly in both eyes from 6.6 cycles per min (cpm) OD and 7.4cpm OS at baseline to 14.2cpm OD and OS at outcome (p≤0.0009). Amplitude-scaled monocular AF also showed significant improvements (p≤0.034 for both). Mean CISS score improved 10.50 points (p=0.0003). Significantly greater improvements in AA were observed in children (9.0D) than in adults (4.3D) in the right eye (p=0.007 for both comparisons). Conversely mean improvement in CISS score was significantly greater in adults than in children (p=0.039). Repeated CISS scores differed by, on average,1.47 points (95% limits of agreement:-5.19, 8.13; p=0.12). The ICC was 0.95 with a 95% confidence interval of 0.87 to 0.98. Conclusion: Eight weekly sessions of office-based accommodative vergence therapy combined with homebased- reinforcement therapy resulted in improvements of symptoms and clinical measures of accommodation in children and young adults with accommodative insufficiency.

Reported Barriers to Hepatitis C Treatment among Pregnant and Early-Parenting Mothers Undergoing Substance Use Disorder Treatment in One U.S. State

Nationwide, the prevalence of the hepatitis C virus (HCV) has risen in recent years. At least 90% of infected persons must be treated to achieve global elimination targets. The current study aimed to explore barriers to, and facilitators of, direct-acting antiviral (DAA) HCV treatment uptake amongst pregnant and early-parenting women undergoing comprehensive substance use treatment. Twenty participants with documented HCV antibody positivity were recruited from two substance use treatment centers in central Kentucky. Semi-structured interviews were conducted to explore knowledge about HCV, previous experiences, and intentions to seek care. Themes were extracted using an inductive analytical approach. Most participants were aware of the dangers posed by HCV infection. However, there was a high degree of misinformation about transmission mechanisms and treatment eligibility requirements. Low priority for HCV treatment also surfaced as a barrier to treatment uptake. Participants reported being unable to seek care due to time and resource limitations in the presence of a highly demanding treatment process. Findings from the current study suggest that more work is needed to eliminate residual barriers that limit access to HCV treatment among pregnant and early-parenting women in treatment for substance use disorder.

DEVELOPMENT OF LEARNING MEDIA USING ADOBE FLASH PLAYER SOFTWARE AND THE ROLE OF SELF EFFICACY TO INCREASE ECONOMIC LEARNING OUTCOMES FOR CLASS X IIS MAN 1 PADANG LAWAS

This study aims to create and develop learning media using Adobe Flash Flayer software in economics class X IIS MAN 1 Padang Lawas which can be used to support learning so as to assist teachers in delivering learning materials. This research is a development research with ADDIE development model. In addition, this study was also conducted to determine the interaction of Self Efficacy with the use of media in improving student learning outcomes. This research was conducted at MAN 1 Padang Lawas. The sampling technique was carried out by cluster random sampling technique. The results of this study are learning media with Adobe Flash Player Software developed that meet the eligibility requirements (valid) to be used as learning media in economics subjects for class X IIS. The product developed, based on an assessment of the media aspect, learning design and material aspects carried out by experts as well as responses or responses from students obtained an average percentage of 86.33% feasibility level so that the conclusion belongs to the "Very Eligible" category. There is an interaction between learning media and Self Efficacy on students' economic learning outcomes.

Bridge Builders and Boundary Spanners: Intersectoral, Interorganizational, and Interprofessional Education

The needs of individuals aging with intellectual and developmental disabilities (IDD) and their families do not fall neatly within defined policies, programs, and professions. They comprise complex challenges based on medical, psychological, social, environmental, economic and familial dimensions. These needs pose a challenge for providers in developing solutions at three levels: (1) different policies and programs create barriers based on different funding sources, eligibility requirements, and administrative restrictions; (2) clinical and community-based programs embody the gap between healthcare and human service providers; and (3) different professions are trained in their own methods of assessment and care plan development that impede the design of integrated approaches to defining and solving problems. This paper proposes an intersectoral, interorganizational, and interprofessional framework for addressing these problems based on networking and collaborative practice principles embodying bridge-building, boundary-spanning, and team-working as a basis for provider education. Implications for expanded education in this field are explored.

What Happens When the Patient Doesn’t Die? Understanding Live Discharge from Hospice Care

Hospice has been shown to improve end-of-life outcomes, yet with eligibility limited to a six-month prognosis, the hospice system is not structured to meet longer-term needs. Though hospice is strongly associated with death, some enrolled patients do not decline as predicted leading to what is referred to as a ‘live discharge.’ In 2018, 6.3% of all hospice discharges were patients discharged alive due to decertification, or no longer meeting eligibility requirements. The aim of this presentation is to review current literature surrounding live discharge, discuss policy and practice challenges within current discharge practices, and present new research directions from two current NIH-funded studies. Studies of live discharge often do not differentiate between revocation and decertification, yet these are very different phenomena, particularly regarding decision making. Patients discharged from hospice are often referred to as “not dying fast enough,” or “failure to die on time,” yet, they are still dying from chronic illness, just outside the prescribed six-month framework. Affected patients lose access to important supportive services and resources, still require substantial care, and can struggle to process feelings of abandonment and uncertainty. Further, an increased burden is placed on primary caregivers who may be unprepared for this transition. Clinicians across agencies report great variability in managing live discharges with no standardized protocols. These findings demonstrate the complexities of live discharge, the need for more research to support a standardized and reimbursable discharge process and to define unmet needs for both patients and caregivers affected by live discharge.

Special Education Evaluation Process

The school special education evaluation process can be a time of uncertainty for many families. Some families are apprehensive and unaware of the services that can be offered to them and their children. Many are not prepared to contribute ideas or have limited knowledge of possible resources. The chapter lays out how social workers can capitalize on their understanding of systems, mental health, child development, strengths-based perspective, social justice, and equity to best serve these families and their children during this process. The chapter presents an overview of the special education process; fundamental federal, state, and local policies and procedures; eligibility requirements; functional behavioral assessments; behavior intervention plans; and measurable individualized educational program goals. It reviews the essential steps that school social workers must take to ensure a comprehensive process while collaborating within a multidisciplinary team.

The Effects of Losing Postsecondary Student Grant Aid: Results From a Systematic Review

With the goal of informing federal and state policy makers in a time of budget constraints, we used a systematic review methodology to identify and summarize findings from studies that examined the effects of losing grant aid due to policy changes and students’ failure to meet renewal requirements. Studies reviewed in this policy brief show negative effects on student outcomes when grant aid is reduced or eliminated. While results vary, this general conclusion applies when grant aid is reduced or eliminated from programs that differ in scope (federal and state), eligibility requirements (merit and need), and award amounts. This brief illuminates the importance of maintaining grant aid funding for college student enrollment, persistence, achievement, and completion. Especially in context of other pandemic-related stressors, reducing need-based grant aid will likely exacerbate declines in college enrollment, progression through college, and degree completion for vulnerable students.