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Exam Code: TCRN Trauma Certified Registered Nurse exam student November 2023 by team

TCRN Trauma Certified Registered Nurse Exam

About the TCRN Exam

Clinical Practice: Head and Neck

A. Neurologic trauma

1. Traumatic brain injuries

2. Spinal injuries

B. Maxillofacial and neck traum

1. Facial fractures

2. Ocular trauma

3. Neck trauma

Clinical Practice: Trunk

A. Thoracic trauma

1. Chest wall injuries

2. Pulmonary injuries

B. Cardiac injuries

1. Great vessel injuries

C. Abdominal trauma

1. Hollow organ injuries

2. Solid organ injuries

3. Diaphragmatic injuries

4. Retroperitoneal injuries

D. Genitourinary trauma

E. Obstetrical trauma (pregnant patients)

Clinical Practice: Extremity and Wound

25 A. Musculoskeletal trauma

1. Vertebral injuries

2. Pelvic injuries

3. Compartment syndrome

4. Amputations

5. Extremity fractures

6. Soft- tissue injuries

B. Surface and burn trauma

1. Chemical burns

2. Electrical burns

3. Thermal burns

4. Inhalation injuries

Clinical Practice: Special Considerations

A. Psychosocial issues related to trauma

B. Shock

1. Hypovolemic

2. Obstructive (e.g., tamponade, tension, pneumothorax)

3. Distributive (e.g., neurogenic, septic)

4. Cardiogenic


Continuum of Care

A. Injury prevention

B. Prehospital care

C. Patient safety (e.g., fall prevention)

D. Patient transfer

1. Intrafacility (within a facility, across departments)

2. Interfacility (from one facility to another

E. Forensic issues

1. Evidence collection

2. Chain of custody

F. End- of- life issues

1. Organ/ tissue donation

2. Advance directives

3. Family presence

4. Palliative care

G. Rehabilitation (discharge planning)

Professional Issues 17 A. Trauma quality management

1. Performance improvement

2. Outcomes follow- up and feedback (e.g., referring facilities, EMS)

3. Evidence- based practice

4. Research

5. Mortality/ morbidity reviews

B. Staff safety (e.g., standard precautions, workplace violence)

C. Disaster management (i.e., preparedness, mitigation, response, and recovery)

D. Critical incident stress management

E. Regulations and standards



3. Designation/ verifi cation (e.g., trauma center/ trauma systems)

F. Education and outreach for interprofessional trauma teams and the public

G. Trauma registry (e.g., data collection)

H. Ethical issues

D. Critical incident stress management

E. Regulations and standards



3. Designation/ verifi cation (e.g., trauma center/ trauma systems)

F. Education and outreach for interprofessional trauma teams and the public

G. Trauma registry (e.g., data collection)

H. Ethical issues

I. Assessment

A. Establish mechanism of injury

B. Assess, intervene, and stabilize patients with immediate life- threatening conditions

C. Assess pain

D. Assess for adverse drug and blood reactions

E. Obtain complete patient history

F. Obtain a complete physical evaluation

G. Use Glasgow Coma Scale (GCS) to evaluate patient status

H. Assist with focused abdominal sonography for trauma (FAST) examination

I. Calculate burn surface area

J. Assessment not otherwise specified

II. Analysis

A. Provide appropriate response to diagnostic test results

B. Prepare equipment that might be needed by the team

C. Identify the need for diagnostic tests

D. Determine the plan of care

E. Identify desired patient outcomes

F. Determine the need to transfer to a higher level of care

G. Determine the need for emotional or psychosocial support

H. Analysis not otherwise specified

III. Implementation

A. Incorporate age- specific needs for the patient population served

B. Respond with decisiveness and clarity to unexpected events

C. Demonstrate knowledge of pharmacology

D. Assist with or perform the following procedures:

1. Chest tube insertion

2. Arterial line insertion

3. Central line insertion

4. Compartment syndrome monitoring devices:

a. Abdominal

b. Extremity

5. Doppler

6. End- tidal CO 2

7. Temperature- control devices (e.g., warming and cooling)

8. Pelvic stabilizer

9. Immobilization devices

10. Tourniquets

11. Surgical airway insertion

12. Intraosseous needles

13. Intracranial pressure (ICP) monitoring devices

14. Infusers:

a. Autotransfusion

b. Fluid

c. Blood and blood products

15. Needle decompression

16. Fluid resuscitation:

a. Burn fluid resuscitation

b. Hypertonic solution

c. Permissive hypotension

d. Massive transfusion protocol (MTP)

17. Pericardiocentesis

18. Bedside open thoracotomy

E. Manage patients who have had the following procedures:

1. Chest tube insertion

2. Arterial line insertion

3. Central line insertion

4. Compartment syndrome monitoring devices:

a. Abdominal

b. Extremity

5. End- tidal CO 2

6. Temperature control devices (e.g., warming and cooling)

7. Pelvic stabilizer

8. Immobilization devices

9. Tourniquets

10. Surgical airway

11. Intraosseous needles

12. ICP monitoring devices

13. Infusers:

a. Fluid

b. Blood and blood products

14. Needle decompression

15. Fluid resuscitation:

a. Burn fluid resuscitation

b. Hypertonic solution

c. Permissive hypotension

d. MTP

16. Pericardiocentesis

F. Manage patients pain relief by providing:

1. Pharmacologic interventions

2. Non pharmacologic interventions

G. Manage patient sedation and analgesia

H. Manage tension pneumothorax

I. Manage burn resuscitation

J. Manage increased abdominal pressure

K. Provide complex wound management (e.g., ostomies, drains, wound vacuumassisted closure [VAC], open abdomen)

L. Implementation not otherwise specified

IV. Evaluation

A. Evaluate patients response to interventions

B. Monitor patient status and report findings to the team

C. Adapt the plan of care as indicated

D. Evaluation not otherwise specified

V. Continuum of care

A. Monitor or evaluate for opportunities for program or system improvement

B. Ensure proper placement of patients

C. Restore patient to optimal health

D. Collect, analyze, and use data:

1. To Improve patient outcomes

2. For benchmarking

3. To decrease incidence of trauma

E. Coordinate the multidisciplinary plan of care

F. Continuum of care not otherwise specified

VI. Professional issues

A. Adhere to regulatory requirements related to:

1. Infectious diseases

2. Hazardous materials

3. Verification/ designation

4. Confidentiality

B. Follow standards of practice

C. Involve family in:

1. Patient care

2. Teaching/ discharging planning

D. Recognize need for social/ protective service consults

E. Provide information to patient and family regarding community resources

F. Address language and cultural barriers

G. Participate in and promote lifelong learning related to new developments and clinical advances

H. Act as an advocate (e.g., for patients, families, and colleagues) related to ethical, legal, and psychosocial issues

I. Provide trauma patients and their families with psychosocial support

J. Assess methods continuously to Improve patient outcomes

K. Assist in maintaining the performance improvement programs

L. Participate in multidisciplinary rounds

M. Professional issues not otherwise specified

The TCRN exam is for nurses practicing across the continuum of trauma care who want to demonstrate their expertise and knowledge in trauma nursing. BCEN is the only source for trauma care nurses and their employers to gain recognized certification for greater knowledge and performance. Advance your trauma nursing care and career at every critical point in the continuum.

BCENs certification exams are developed by an exam committee of nurses who practice in the specific exams specialty area and represent diverse geography. BCEN partners with a test development company to ensure the exam is psychometrically sound and questions are written in best practice format. Earning a BCEN certification is a national recognition and allows the holder to display the credential as part of their signature.

BCEN exams are based on specialty nursing role delineation studies (RDS). These research studies also known as a practice analysis or job analysis are conducted by exam committees of subject matter experts.

As part of the RDS, survey instruments are distributed to nurses practicing in each specialty area throughout the United States. The survey responses guide the exam committee in determining knowledge relevant to practice. The integrated concepts, cognitive level distribution, and the number of items (questions) specified within each content area are developed by an iterative process resulting in unanimous agreement from the exam committee.

Next, item writers create exam questions and the items are reviewed, revised, and approved by the exam construction and review committee. The items are also repeatedly reviewed throughout the exam development process.

Finally, examinations are delivered by computer at Pearson VUE testing centers. The examinations are administered daily Monday through Friday at the test takers convenience.

Only our practice exams are created by the same organization designing the actual exams (thats us).
We have a committee of nurses and emergency professionals who build our practice exams with the goal of helping you succeed.
A BCEN practice exam will help you familiarize yourself with the computer-based format of the real exam.
You will be able to answer questions, then have immediate access to the correct answers, backed up with rationale and references.
Trauma Certified Registered Nurse Exam
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Trauma Certified Registered Nurse Exam
Question: 511
The nurse assesses the patient and discovers that the patient has apraxia confabulation. Which consultorder is most
appropriate for this patient?
A. Speech therapy
B. Occupational therapy (OT)
C. Physical therapy (PT)
D. Psychologist
Answer: A
Speech therapy aids motor speech disorders, such as problems saying sounds, syllables, and words. This speech
abnormality occurs not because of muscle weakness or paralysis. The brain has problems in planning to move body
parts, such as the lips, jaw, and tongue, needed for speech. The patient knows what he or she wants to say, but his
or her brain has difficulty coordinating the muscle movements necessary to say those words; so the patient
fabricates in order to achieve desired outcomes. Occupational therapy (OT), physical therapy (PT), and a
psychologist are not the specialists needed to Improve this speech apraxia.
Question: 512
the shaft of her radius. Which of the following injuries is least associated with radial fractures?
A. Wrist fracture
B. Clavicle fracture
C. Elbow fracture
D. Shoulder fracture
E. Ms. Carrington slipped and fell while at homShe attempted to brace herself for the fall and fractured
Answer: B
When the shaft of the radius and ulna is fractured this means that enough force was applied to fracture the shaft,
and the force could be transmitted to the affiliated joints such as the wrist, elbow, and shoulder. The clavicle could
be fractured in this type of injury; however, it would not be from the impact of the initial injury to the shaft.
Question: 513
A 23-year-old male patient comes in after a nuclear explosion. He is unresponsive and agonal breathing.What
would be the caregivers first priority be in the care of this particular situation?
A. Decontaminate the patient to limit exposure to others and then initiate resuscitation efforts.
B. The health care provider should initiate resuscitation efforts.
C. The health care provider should rapidly place all contaminated objects, including clothing, into a
D. Place a waterproof drape over the patient and immediately begin resuscitation efforts.
Answer: B
It is rare that an irradiated patient would infect a health care provider and spread the contamination to other
patients, so all resuscitation and lifesaving efforts should be initiated before any decontamination begins. Wounds
can be covered with waterproof drapes before decontamination to prevent further contamination
Question: 514
A patient comes to the emergency room with burns to bilateral lower extremities, groin, and the anteriorchest and
abdominal walls. Using the rule of nines, what is the appropriate calculation of the percentageof total body surface
area burned?
A. 55% of the body
B. 31% of the body
C. 28% of the body
D. 45% of the body
Answer: A
The rule of nines is calculated with each body part totaling a value of nine. The head = 9%, chest (anterior) = 9%,
abdomen (anterior) = 9%, upper/mid/low back and buttocks = 18%, each arm = 9%, each palm = 1%, groin = 1%,
each leg = 18% total (front = 9%, back = 9%). In this scenario, the bilateral lower extremities wound accounts for
36% (18% 2), the groin 1%, the anterior chest 9%, and abdomen 9%. This adds up to 55% of the total body
surface area burned.
Question: 515
Proper medical management of a traumatic brain injury patient includes all except:
A. Administering analgesics
B. Administering 3% saline infusion
C. Maintaining cerebral perfusion pressure (CPP) greater than 60
D. Administering steroids
Answer: D
Administering steroids has not been revealed to Improve outcomes and is currently not recommended in traumatic
brain injury (TBI) treatment. Analgesics decrease intracranial pressure (ICP) by decreasing pain, agitation, and
metabolic demands. Administration of 3% saline infusion decreases cerebral edema, aiding in decreasing ICP. This
hypertonic solution increases vascular osmolality and increases perfusion to vital organs. Maintaining CPP greater
than 60 increases cerebral blood flow
Question: 516
nursing intervention for this patient?
A. Obtain intravenous access to start fluid resuscitation
B. Place a sterile dressing on the burn site
C. Prepare for intubation
D. Obtain a history of comorbidities and home medications
E. The nurse receives a patient with third-degree burns to the facWhich of the following is the priority
Answer: C
Burn patients are treated just like any other trauma patient; the priority is the airway. Patients who suffer from
burns to the face, neck, or have obvious inhalation injury should have their airway assessed first and will mostly
likely require intubation. This should be assessed before history is obtained, intravenous catheters are placed for
fluid resuscitation, or wound care is provided.
Question: 517
There are many complications from cardiac contusions. Which of the following is not considered one ofthem?
A. Cardiogenic shock
B. Congestive heart failure
C. Hypovolemic shock
D. Thrombus formation
Answer: C
Complications of cardiac contusions include arrhythmias, cardiogenic shock, depressed ventricular wall motion,
congestive heart failure, and thrombus formation/embolism. Hypovolemic shock is not a complication of a cardiac
contusion. Hypovolemic shock occurs with large blood loss.
Question: 518
What is the data-collection system that is composed of uniform data elements that describe the injuryevent,
demographics, prehospital information, diagnosis, care and outcomes of injured patients?
A. National Trauma Data Bank
B. Trauma registry
C. ACTION Registry
D. IMPACT Registry
Answer: B
The purpose of the trauma registry is to obtain, code, and sort information on trauma events for analysis, and
reporting individual and aggregate results. Registry data is used for performance improvement, medical research,
statistical analysis, critical pathways, care coordination, epidemiology, and injury prevention. Registry data then
goes to the National Trauma Data Bank and is compiled annually and disseminated in the form of hospital
benchmark reports, data-quality reports, and research data sets. Action Registry is a quality-improvement program
that focuses on high-risk STEMI (ST-elevation myocardial infarction)/NSTEMI (non-ST segment elevation
myocardial infarction) patients for clinical guideline recommendations. Impact Registry assesses the prevalence,
demographics, management and outcomes of pediatric and adult congenital heart disease patients who undergo
diagnostic catheterizations and catheter-based interventions.
Question: 519
Which type of incomplete cord syndrome is the most common and usually occurs as a result ofhyperextension
injuries or interrupted blood supply to the cord?
A. Central cord
B. Anterior cord
C. Posterior cord
D. BrownSequard
Answer: A
Central cord syndrome is caused by injuries that result in swelling at the center of the cord. The mechanism
includes hyperextension injuries and interruption of blood supply to the spinal cord. Anterior cord syndrome is
usually from anterior cord compression or disruption of the anterior spinal artery. Posterior cord syndrome also
occurs with hyperextension but this is the rarest of the syndromes. Brown Sequard syndrome occurs with
transverse hemisection of the cord and usually is caused by a penetrating injury
Question: 520
Abdominal compartment syndrome (ACS) includes all of the following except:
A. Metabolic acidosis
B. Decreased cardiac output
C. Metabolic alkalosis
D. Decreased urinary output
Answer: C
Abdominal compartment compression results in altered cellular oxygenation and initiates cellular injury leading to
hypoperfusion and cellular death. Abdominal compartment syndrome (ACS) is recognized with growing frequency
as the cause of increased morbidity related to metabolic acidosis, decreased urine output, respiratory failure, and
decreased cardiac output. The cause of these events might easily be mistaken for other pathologic events, such as
hypovolemia, if the clinician is not alert to the morbidity associated with ACS.
Question: 521
A pregnant patient presents to the emergency room after being involved in a fender bender. Upon vaginalsituation?
A. Attempt to push the cord back in
B. Position to relieve cord pressure
C. Place the patient in Trendelenburg position
D. Cover the cord in moist sterile gauze
E. examination, the nurse notes umbilical cord prolapsWhat is the most important intervention for this
Answer: B
The fetal presenting part should be elevated to relieve pressure off the cord because cord compression cuts off the
oxygen supply to the fetus. Arrangements should be made for urgent cesarean delivery. Never attempt to push the
cord back in or cover with sterile gauze. Placing the patient in the Trendelenburg position is not completely
contraindicated but relieving the direct pressure off of the cord is most effective.
Question: 522
The nurse is assessing a burn patient. After the nurses inspects and auscultates, the nurse moves onto apalpation
assessment. Which of the following palpation assessments is abnormal for a burn patient?
A. Palpation of the burned extremity detected decreased sensation
B. Does not feel pain when palpated around the full thickness burn
C. Burn tissue feels cold
D. Peripheral pulse in circumferential burn is decreased
Answer: D
A patient with a full-thickness burn will usually not feel pain on the actual site because of damage to the nerve
endings, but the patient will feel pain in the surrounding tissue in first-and second-degree burns. Temperature
assessment of the skin is important because burn tissue may feel cold as a result of hypoperfusion and fluid loss.
Palpation for pulses on circumferential burn is important because there may be direct injury to vessels and vascular
compromise. A decreased or loss of pulse is an abnormal finding.
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Certification-Board Registered student - BingNews Search results Certification-Board Registered student - BingNews 15 Certification Programs for Careers That Pay Well No result found, try new keyword!"For many high school students ... a certification for these jobs at a vocational or technical school, and at the end of your coursework you’ll take an exam offered by the National Board ... Wed, 28 Dec 2022 01:58:00 -0600 CFP Board Releases Report on Inclusion Strategies for Colleges and Universities With CFP Board Registered Programs

WASHINGTON, Nov. 9, 2023 /PRNewswire/ -- CFP Board Center for Financial Planning ("Center") today, during its sixth annual Diversity Summit, released the new report "Successfully Maintaining CFP Board Registered Programs & Best Practices for Engaging Diverse Students." The report was funded by a generous donation from Charles Schwab Foundation, a longtime supporter of the Center.

Certified Financial Planner Board of Standards, Inc. Logo (PRNewsfoto/Certified Financial Planner Boa)

CFP Board Registered Programs are financial planning education programs at regionally accredited colleges and universities that meet specific criteria to fulfill the coursework requirement for CFP® certification. The report, based on surveys of directors and students of Registered Programs, provides valuable insights into the challenges faced by academic programs and offers actionable recommendations for fostering an inclusive environment.

Conducted by Dr. Miranda Reiter, CFP®, the study emphasizes the crucial role academic programs play in shaping a diverse and representative financial planning workforce. It underscores the need to address the unique obstacles faced by Program Directors and underrepresented students, shedding light on the disparities between minority-serving institutions and predominantly white institutions.

"Increasing diversity within academic programs is a critical step toward creating a more inclusive financial planning profession," said CFP Board CEO Kevin R. Keller, CAE. "This report provides concrete strategies for academic institutions and financial planning professionals to narrow the diversity gap."

The report suggests a range of actionable steps for academic programs, including conducting market research, obtaining stakeholder buy-in, implementing intentional marketing, integrating inclusive learning and providing resources to support the well-being of diverse students. For firms and professionals, the report recommends engaging actively with academic programs, communicating your values of equity and inclusion, serving as mentors and creating welcoming workspaces.

"It is incredibly important that we build a pipeline of diverse and high-quality professionals for independent advisory firms to hire in the future," said Lisa Salvi, Managing Director of Business Consulting and Education at Schwab Advisor Services. "We are grateful to partner with CFP Board to bring more awareness to the financial planning profession and to do our part in helping address the barriers academic institutions and students face when preparing for careers in financial planning."

Download and read: "Successfully Maintaining CFP Board Registered Programs & Best Practices for Engaging Diverse Students."

This report is a product of the ongoing diversity, equity and inclusion work of the Center, which advances the financial planning profession through multiple avenues, including providing educational resources, scholarships and an annual Diversity Summit. 

CFP Board is the professional body for personal financial planners in the U.S. CFP Board consists of two affiliated organizations focused on advancing the financial planning profession for the public's benefit. CFP Board of Standards sets and upholds standards for financial planning and administers the prestigious CERTIFIED FINANCIAL PLANNER™ certification — widely recognized by the public, advisors and firms as the standard for financial planners — so that the public has access to the benefits of competent and ethical financial planning. CFP® certification is held by nearly 100,000 people in the U.S. CFP Board Center for Financial Planning addresses diversity and workforce development challenges and conducts and publishes research that adds to the financial planning profession's body of knowledge.

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SOURCE Certified Financial Planner Board of Standards, Inc.

Thu, 09 Nov 2023 01:25:00 -0600 en text/html
How will UT change under anti-DEI law? Document shows how students, faculty are affected No result found, try new keyword!An internal document says sponsored student, faculty and staff groups will not receive funding from UT if they run afoul of Senate Bill 17. Mon, 13 Nov 2023 23:02:00 -0600 en-us text/html STUDENT VETERANS

Answering the basics: Veterans’ services, registration, finances, housing

Military and Veterans Services (Office of the Dean of Students)
Provides a wide range of answers related to the VA application process, accessing your GI Bill®, your status as a student veteran at UD, as well as information on academic advisement, course lists and registration for undergraduate students. For specific questions relating to the VA application process or using your GI bill®, email

Undergraduate Transfer and Test Credit

The University of Delaware allows course transfer from appropriately accredited colleges and universities, and awards credit for certain examinations and education programs. Students can find general information about transfer credit policies in the Undergraduate Programs section of the University Catalog and at the Transfer and Test Credit section of the Registrar’s website.

Financial aid, grants and loans

Fill out the Free Application for Federal Student Aid (FAFSA); you may qualify for other forms of financial aid, but you must submit a FAFSA.

Federal Grants and Federal Loans. These can help you meet your educational expenses (including tuition, fees, books, and living expenses while attending school).

Scholarships for Veterans

New Student Orientation (NSO)
A one-day program covering important courses including student life, academics and registration, and safety and well-being. NSO also gives you the opportunity to meet classmates and orientation staff.

Residence Life and Housing
On-campus housing is available to first-year students, transfer students, upperclass students, and graduate students and their families. This site also provides information regarding off-campus housing.

Thu, 09 Nov 2023 10:01:00 -0600 en text/html
School Board member cleared of inappropriately touching student

Broward School Board member Brenda Fam will face no ethics violations related to an allegation that she touched the buttocks of an 18-year-old student.

The Ethics Commission concluded that while Fam touched the student, “it appeared to be unintentional” and the “wrongful intent necessary for a violation is not present,” according to a report.

The incident happened at a student leadership event March 27 at the Signature Grand in Davie. The student alerted a district employee the next day, and his principal asked him to write a statement.

The student wrote that Fam “reached her hand to my bottom area and squeezed … and then said, “‘Oh my God, I just pulled a Zeman. I’m so sorry.'”

The statement refers to School Board member Allen Zeman, who was accused of patting a male district employee on the buttocks in December. The employee didn’t file a complaint, but the incident became publicized as then-Superintendent Vickie Cartwright was in separation negotiations and some board members accused her of trying to use the incident as leverage.

After the allegation against Fam surfaced, the School Board considered in April hiring an outside investigator to review both cases but ultimately decided to turn them over to the Ethics Commission. The commission ruled in August there was no probable cause to cite Zeman for a violation.

In the Fam case, the Ethics Commission spoke with the student’s father, who described the incident as an accident, according to the report.

“According to the father, his child explained to him that [Fam] lost her balance, and, as she began to fall, she reached out, accidentally touching the child’s lower back area,” the report said, adding the student believes the actions “were unintentional, and not sexual.”

The father told the investigator his son has graduated, is in college now and didn’t want to pursue the matter any further.

“The father explained that he, and his child, never believed this incident would rise to the level it reached because they believed this was an unintentional accident,” the report said.

Fam could not be reached by the Sun Sentinel on Wednesday. She told the investigator “this incident occurred when she lost her balance while taking pictures, and, unintentionally, she touched the student, but not in any inappropriate way.”

She told an investigator she thought the allegation was motivated by politics. Fam, a Republican, is the most outspoken conservative on a majority-Democrat board.

Fam told the investigator “the allegation made against her is false,” and, as a result, it’s led to being “heavily scrutinized in the public’s eye,” the report said.

Wed, 25 Oct 2023 07:35:00 -0500 Scott Travis en-US text/html
UW maintains platinum-level bicycle certification, looks to diamond

The University of Wisconsin has maintained its platinum-level Bicycle Friendly University status accredited by the League of American Bicyclists since 2019, according to Transportation Services Commuter Solutions Manager at UW Dar Ward.

Since achieving platinum certification in 2019, UW has added 3,000 more bike parking spaces, bringing the total on campus to 16,540, according to Ward. The university is also currently in the design phase for improving the Howard Temin Lakeshore Path bypass around the Limnology Building. The current split path design forces bikers and pedestrians to take separate routes, which the university hopes to address through the planned upgrades.

SSFC grants Latine Student Union funding, hears The People’s Farm, Student Leadership Program budget proposalsThe University of Wisconsin Student Services Finance Committee met Monday night to hear General Student Services Fund applications for Registered Read…

UW’s goal is to reduce the amount of single-occupancy vehicle transport to campus, Ward said. It is also UW’s goal to achieve the highest possible rating that the League of American Bicyclists gives.

Madison is also a platinum-certified city, accredited by the League of American Bicyclists. The city was first certified in 2015 and was recertified in 2019. Madison Bikes Board of Directors member Robbie Weber said their organizations helps advocate for better bike infrastructure in Madison.

“People of all backgrounds and income levels should feel comfortable biking anywhere in the city, not just in the downtown, not just on bike paths, not just on sort of designated bike routes,” Webber said. “We want it to be a city where everyone is welcome to bike wherever they need to go.”

The leaders of Madison Bikes are invited to city committee meetings on bike infrastructure for their input. Webber and Harald Kliems, President of the Madison Bikes Board of Directors, both serve on the Transportation Commission of the City of Madison.

Center for Interfaith Dialogue to hold opening receptionThe University of Wisconsin Center for Interfaith Dialogue will host an opening reception at the Pyle Center Thursday at 4:30 Read…

In good weather, 11% of undergraduate students, 17% of UW faculty and staff and 6% of UW hospital employees bicycle to campus, according to the 2023 Biennial Transportation Survey.

UW is in a preliminary stages of a study to extend the Campus Drive path from the School of Veterinary Medicine to Babcock Hall. UW is also in the early stages of planning a possible extension of the Southwest Commuter Path to Park Street, Ward said.

“The city has done a lot of really great stuff to make Madison really bike friendly, but we’ve done the easy thing and the next steps are going to be harder,” Webber said. “There’s going to be a lot of resistance, because it’s going to be questioning and overturning the current paradigm of transportation, which is everybody drives everywhere.”

Students can get involved with bicycle projects at UW through the Associated Students of Madison Student Transportation Board, Webber said.

Tue, 31 Oct 2023 14:35:00 -0500 text/html
Editorial Board | Revive Stanford’s student publications

Nov. 13, 2023, 1:04 a.m.

Imagine it’s a sunny day at Stanford in 2018. You wake up and check your phone to see the latest FoHo newsletter drop in your email inbox — a Stanford medical student poisoned their classmates with formaldehyde?! At breakfast, you might pick up a copy of the Stanford Politics magazine in a dining hall and read its latest response to The Stanford Daily’s Editorial Board’s response to Stanford Politics’ critique of The Daily. Not to mention the Stanford Sphere’s or the Stanford Review’s commentary on the inter-newspaper drama. 

Today, only The Daily and the Review remain, leaving gaping holes in Stanford’s previously multifarious news media ecosystem. What happened to these publications, and what implications does their loss have on our community?

Once upon a time …

The Fountain Hopper (or FoHo as it was more commonly known) was an irreverent student-run tabloid whose anonymous newsletters were delivered directly to thousands of subscribers’ inboxes. It was the first publication to break the Brock Turner story and delivered great continuing coverage on the case and its aftermath at Stanford. FoHo also gained national attention for revealing how Stanford students could access their admissions files. Sadly, over COVID, its scoops dwindled, and today FoHo’s website no longer exists. 

FoHo occupied a unique place in our campus media landscape; without a high bar for fact-checking and sourcing, it could turn around breaking news before any facts were confirmed. These included stories about alleged crimes on campus, alleged misconduct by Stanford administrators and faculty and anecdotes about parties and student mischief. Although we don’t condone FoHo’s methods of uncovering and disseminating information, which revolved around anonymous and often unverified tips, we mourn the loss of such a widely-read media outlet. 

FoHo’s demise coincided with the rise of the social media app Fizz, an anonymous discussion forum app at Stanford and many other college campuses where anyone with a university email can post campus commentary, memes and odd requests. 

At first glance, it may seem like FoHo has been replaced by Fizz with its bulletin board-like discourse. However, Fizz lacks several defining features that lent FoHo its particular strength as a media outlet. Fizz is a free-for-all where any user can post any content without accountability. Without editors or writers who have a vested interest in maintaining and building the reputation of a breaking-news newsletter, Fizz seems to more closely resemble a campus-wide game of “telephone,” which can sometimes become a breeding ground for misinformation. In contrast, FoHo curated, chose and developed on the stories of most interest to the Stanford community to create its digests. 

FoHo is not the only student-run media outlet at Stanford that has ceased to exist. Most prominent among the rest was Stanford Politics, which was an invaluable source of high-quality, impactful investigations that sadly petered out in 2021. Their coverage was broad and unique in focus, ranging from an investigation into sorority life on campus to commentary on the Lebanese government to think-pieces on American criminal justice reform. Stanford Politics pieces were thoughtful, well-sourced and held to high standards, fostering deep investigations into Stanford issues and providing a platform for political discourse ranging beyond Stanford’s campus.

There was also the Stanford Sphere, a lesser-read but still rigorous publication whose left-wing editorials balanced out the Stanford Review’s conservative slant. The Review remains active and is today’s most prominent student publication after The Stanford Daily. Founded in 1987 by Peter Thiel and Norman Book, the Review’s primary output is op-eds, although it dabbles in news coverage and satire

Although the Review does not have as long of a history as The Daily nor match its publishing volume, the two papers play a critical role in facilitating campus discourse. The coexistence of the Review’s and The Daily’s Opinions sections allows for more spacious commentary on campus events. For instance, the two outlets have offered unique critiques on Hoover’s institutional decisions and policies.

The Review also provides perspectives that lack on-campus representation, such as its commentary on last Spring’s Judge Duncan controversy, where students continually interrupted a guest speaker. While none of The Daily’s writers opined about the issue, we applaud the Review’s timely position when other campus publications were quieter. We believe that the Review injects an integral dose of contrarianism into predominantly-liberal campus discourse — one that challenges students to question their existing beliefs and examine issues through a new lens. While we often differ from the conclusions and rhetoric of the Review, the Review’s contribution to the ideological diversity of Stanford’s media system deserves our recognition.

Paradise lost

Before COVID, the diversity of student-run media outlets dedicated to discovering stories created a healthy symbiotic relationship in our campus news ecosystem. FoHo curated the juiciest stories by parsing through hundreds of tips from on-the-ground sources, which The Daily would often investigate and publish with accurate facts and verifiable sources. Stanford Politics published long-term investigative projects and political commentary that went beyond the Stanford bubble. The Review and the Stanford Sphere filled out the spectrum of ideas and beliefs on campus, prompting open discourse and debate. This range of styles and competition for eyes kept more Stanford community members more informed, and constantly pushed publications to a higher standard of timeliness, engagement and impact.

Without a range of options for all memorizing appetites, many Stanford students have simply turned to Fizz for their news and entertainment, where there is little to no authority, trusted sources, accountability, nor the ability to follow up on stories or make corrections in a uniform and transparent way. 

What now?

The Stanford Daily, the Stanford Review and even Fizz can only write, report, analyze and elicit so much. Our reach and perspectives are limited. New outlets, forming a more vibrant Stanford press environment, will provide more forums of empowerment for all to participate in campus conversations. We want to see more different publications independently going after the truth, so that as a community we obtain better facts faster and avoid bias. We want to read an array of well-developed, accountable opinions across the political spectrum. We want to see publications in conversation, holding each other accountable and achieving greater heights of student journalism through competition. Most of all, we want the whimsical, skeptical, curious spirit of Stanford to be enabled and elevated by our student-run publications, as they always have been. We look forward to seeing the ghosts of publications past resurrected – or replaced.

Sun, 12 Nov 2023 11:04:00 -0600 en-US text/html
School board supports establishing student member voting rights

Nov. 8—Six of seven Frederick County Board of Education members informally endorsed granting voting rights to the student member of the board during a lengthy discussion Wednesday night, but failed to choose parameters or take an official vote.

Instead, members charged a subcommittee of three board members and the current student member, Brooke Lieberman, to craft proposed language outlining matters the student member would be prevented from voting on, what would happen in there's a tie vote, and other procedural questions.


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Fri, 10 Nov 2023 17:53:00 -0600 en-US text/html
Alabama wants to launch teacher apprenticeships for college students

Alabama will be the latest state to add teaching to the list of registered apprenticeships, thanks to an executive order from Gov. Kay Ivey issued Wednesday.

College students working on a bachelor’s degree to teach will be able to lead their own classroom during their final year of college, instead of student teaching under the guidance of a credentialed teacher.

Formal grow-your-own apprenticeship programs are a relatively new phenomenon in the United States.

The U.S. Department of Labor added K-12 teaching to its list of approved apprenticeships in November 2021, and since that time, more than a dozen states, including Tennessee and Florida, have established programs.

Ivey wants recommendations from the Office of Apprenticeship and State Superintendent for how to get an Alabama program started not later than March 31.

At a recent state board of education work session, State Superintendent Eric Mackey said more information about apprenticeships and processes should be available soon.

“Apprenticeship programs take someone who does not have a college degree, but they’re working as a teacher’s assistant, maybe in special education and they want to become a special ed teacher,” Mackey said. “They can be paid by the district, be working in the classroom to get practical experience and maybe go into night classes or weekend classes to complete both their degree and their certification pathway at the same time.”

Read more Ed Lab:

The goal of the pilot program is to Improve teacher quality, retention, mentorship and to make becoming a teacher more affordable, according to Ivey.

Ivey’s order directs officials to start the pilot in areas where teacher shortages exist currently. That includes schools in rural and urban areas and among certain subject areas like high school math and science and also special education.

State education officials have made multiple changes to open up the pipeline for new teachers, temporarily lowering the score for certification tests in exchange for higher grades, allowing student teachers to lead their own classrooms, and allowing for-profit teacher preparation programs to operate here.

There are 25 college and university teacher preparation programs in Alabama, which together resulted in 1,930 new teachers earning certification in 2022, according to the Alabama Higher Education Report Card.

The state established an early childhood educator apprenticeship program in late 2021, due to the growing need for pre-k teachers in Alabama.

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Tue, 17 Jan 2023 21:00:00 -0600 en text/html

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