Globalization and increased transnational migration underscore the need for educational responses to multilingualism and multilingual discourses. One way to heighten awareness of multilingual pedagogies (while simultaneously providing data for multilingual research) is the use of reflective language study and journaling by language educators/researchers. The purpose of this collaborative autoethnography, which focuses on the United States, is to demonstrate how this can be accomplished in language teacher education courses to help raise awareness and interest of how to capitalize on students' linguistic and cultural resources. Data for this study included three participant/researcher journals and observational notes from collaborative discussions among researcher/participants about the lived experiences of multilingual language educators as they studied a new language and wrote about their experiences. Findings reveal possibilities for future research in cross-linguistic transfer as well as the teaching of multilingual pedagogies and issues of social justice as it relates to multilingual education.
Capecitabine is widely used in the management of metastatic breast cancer; however, drug delivery is limited by gastrointestinal and other toxicity. We employed mathematical modeling to rationally design an optimized dose and schedule for capecitabine of 2,000 mg twice daily, flat dosing, 7 days on, 7 days off. Preclinical data suggested increased efficacy and tolerability with this novel dosing, and three early-phase clinical trials have suggested a favorable toxicity profile. To further define the tolerability of this regimen, we conducted a systematic review of the gastrointestinal adverse events of patients on these studies. This review demonstrated a favorable gastrointestinal toxicity profile with capecitabine in this novel schedule when given as single agent or in combination therapy with either bevacizumab or lapatinib. No patients discontinued therapy for gastrointestinal toxicity, and there were no grade 4 or 5 gastrointestinal toxicities reported. Grade 3 or greater diarrhea occurred in two (2%); grade 2 or greater mucositis, constipation, and vomiting were reported in three (4%) patients. We conclude that capecitabine administered on a 7 days on, 7 days off schedule has limited gastrointestinal toxicity. Our methodology was based on an analysis of individual patient toxicity data from one phase I single-agent capecitabine and two phase II capecitabine combination studies (with bevacizumab and lapatinib, respectively), focusing specifically on gastrointestinal toxicity.
In fall 2019, the Two-Year College English Association distributed a survey to two-year college English faculty across the United States through professional listservs, regional distribution lists, and social media platforms. This report summarizes the key data derived from 1,062 responses to close-ended questions about workload related to teaching, service, leadership, and professional development. The report discusses the demographic profile, employment status, and contractual obligations in course assignments of the two-year college English faculty who responded. It also summarizes Information about respondents’ overload teaching, their autonomy within their teaching responsibilities, and the kinds of service and professional development activities in which they engaged.
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