Suchergebnisse

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.

The United States has long been crowned one of the most powerful nations in the world. This power extends beyond economics and the military; the United States has significant cultural impact on global markets such as entertainment, fast food, and education. The Americanization of global education has been an underlying matter for years, causing the majority of international education to be primarily eurocentric and class based. Because of this, we see higher levels of education being limited to select groups, creating an unhealthy incentive for many students to Americanize their beliefs and education. As such, we have conducted a study to see the range of effects that this "filter" in education has on different groups of students. To do this, we have used archival research: looking into previous accounts of data such as SAT and AP test scores provided by the College Board as well as surveys provided to different target groups in order to perform a comparison between the effects of Americanization in the institute and the quality of education amongst international and American students. After examining our survey results, we found that there were linguistic, geographic, and financial disparities hindering international students from reaching the same academic success as American students. We also found that much of the global historical curriculum is emphasized on American history; for example, institutes in Asia focus more on American history than Asian history in history classes. Using the results from this research, we hope to bring light to the innate problems present in American education to the masses.

BACKGROUND: Opioid overdose is the leading cause of injury-related death in the US. Kentucky ranks in the top 5 states for opioid overdose deaths. The rate of injection drug use-associated infections (IDU-AI) has risen; the University of Kentucky Infectious Diseases division (UKID) treated 401 endocarditis cases in 2018, of which 73% were IDU-AI. To curb overdose deaths, ease financial burden on healthcare, and improve patient outcomes, patients need tools for recovery from opioid use disorder (OUD). Access to OUD treatment in Kentucky and much of the US is limited. Poverty, unemployment, and legal issues are barriers. METHODS: UKID implemented a multi-disciplinary approach to expand access to medication assisted treatment (MAT). This is an ongoing study. Any patient ≥18 years old with IDU-AI and OUD is eligible for enrollment unless pregnant or incarcerated. At enrollment and at three additional time points, patients complete both a study specific and Government Performance and Results Act (GPRA) survey. Patients may start MAT and mental health counseling with UKID or be referred elsewhere and are eligible for transportation assistance and medical case management. RESULTS: To date, there have been 127 referrals. Of these, 87 (69%) were eligible and 54 enrolled (62% of eligible). Primary IVDU-AI includes HIV (n=4; 7%), HCV (n=5; 9%), HIV/HCV (n=3; 6%), endocarditis (n=32; 59%), and other (n=10; 19%). Patients are 48% male (n=26) and 91% white (n=91) with a median age of 34 years (IQR: 16); 35% are receiving MAT (n=19) with 14.8% (n=8) managed by UKID. Other service data are available for 51 patients. Naloxone was dispensed to 45 (88%) patients, 24 (47%) received relapse prevention services, 13 (25%) engaged in peer support, 9 (18%) participated in self-help groups, and 10 (20%) received transportation aid. CONCLUSION: Increasing engagement in MAT and wrap-around services is an important touchpoint for OUD. We present a comprehensive program to achieve this for patients who would otherwise be discharged without ...