The coccidioidomycosis hospitalization data for the period 2001–2008 were extracted from the California Patient Discharge Data Set.
This is a data set we can utilize to understand where the fungus is most prevalent
12 Matching Annotations
- Jul 2025
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pmc.ncbi.nlm.nih.gov pmc.ncbi.nlm.nih.gov
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- Sep 2023
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Local file Local file
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. If teachersand prospective teachers learn to challengesocietal inequities that place some students at adisadvantage over others, if they learn to ques-tion unjust institutional policies and practices, ifthey learn about and use the talents of studentsand their families in the curriculum, if theyundergo a process of personal transformationbased on their own identities and experiences,and, finally, if they are prepared to engage withcolleagues in a collaborative and imaginativeencounter to transform their own practices toachieve equal and high-quality education for allstudents, then the outcome is certain to be amore positive one than is currently the case.
Good insight as to what is needed and potentially implemented to create a better education for everyone
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White, monolingual, middle-class females
Not only is this the biggest group, but why is it also the case. Where does this trend end?
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Schools and colleges of educationmight also rethink admissions requirements,giving priority to candidates who are fluent inat least one language other than English andwho have had extensive personal and profes-sional experiences with learners of diversebackgrounds.
I wish this was the case, but it makes me think why more bilingual people aren't regular teachers, and not just a secondary language teacher
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owschools of education answer the question ofdiversity can result either in assimilation as agoal, in which case, students of diverse back-grounds are expected to abandon their identi-ties in order to succeed, or to think of ways touse diversity as a resource in the service oflearning.
Very differing strategies to the exact same question
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- Aug 2021
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wisc.pb.unizin.org wisc.pb.unizin.org
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sometimes, you have just one important thing to say, or your readers have a short attention span, so you want a short paragraph—even a one-sentence paragraph.
I will try my best to use this in future writing, write short and discrete details when needed, and use longer and more vocabulary when the thing that is being written about is relatively unknown at whatever point of the essay/piece.
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So, like, what do you do,” he asked, “just go through the essay and write ‘Why? How so? Why? How so? Why? How so?’ randomly all over the margins and then slap that ‘B–’ on there?” I grinned and said, “Yep, that’s about it.”
I can pin point the times that that had happened throughout high school, on my head I could never write what the teacher wanted, I am not supposed to do that. I always felt that I wasn't writing clear enough, but in actuality I was writing as if I were someone else.
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If I write on the board that “some people need to learn to mind their own business sometimes,” would you agree with me? (By now, you should be gaining some skepticism about being able to read my mind.)
As a reader and a writer, you shouldn't fill in gaps about the people who are writing. What their paper states should be the information you reflect, don't try and make sense of something that has too many holes in it.
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Those of you who are math whizzes can see the permutations that come from all those variables. If I sent you to Mega Toyland with the basic instructions, “Buy me a little green ball,” the chances are slim that you would come home with the ball I had in mind.
Details and precision are needed to get the right thing, I could be talking about a recipe for Pozole, but if read wrong, it could be maid into Mole.
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If you can confuse your best friend in the whole world, even when he’s standing right there in front of you, think how easy it could be to confuse some stranger who’s reading your writing days or months or years from now.
This is going to stick to me, not in a bad way, but an idea that I will stick with. I don't want what I write to e misinterpreted or skewed in a manner I did not want. I will try my best to write clearer to get my message across
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Write about what you know about, are curious about, are passionate about (or what you can find a way to be curious about or interested in). Show, don’t just tell. Adapt to the audience and purpose you’re writing for.
These steps are way too easy to follow. Up until my final year in High School, I was not able to write about anything that interested me or truly believed in. The author conveys this with her herself not liking writing, because it is difficult to write about something you don't really care about.
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This is the entire story, just six words: “Aw, you know what I mean” (Blake 235).
I wish I could use this more often when it comes to writing. Sometimes it's difficult to convey what I mean to a reader that has a completely different background than my own. There were many instances when writing in my Spanish class, where my teacher would get the customs and values a Mexican has, because she is one. Those things flip whenever one of my non-Hispanic classmates read what I wrote and are confused by some of the words I used and their meaning. An example of this would be, "Una carne asada con la familia", this literally translates to, "A roast beef with the family", which isn't wrong, but it isn't right.
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