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    <title>Our language matters</title>
    <dc:date>2021-10-25T04:17:24+00:00</dc:date>
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    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Our language matters: Improving communication with and about people with diabetes. A position statement by Diabetes Australia]]></description>
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    <dc:creator>Michael.Massing</dc:creator><dc:subject>diabetes prevention T2D progression behavioral management diet exercise resource information education support type 2</dc:subject>
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    <title>Type 2 Diabetes Resource Center: Symptoms, Treatments, Diet Tips</title>
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    <title>Association of Diabetes Care &amp; Education Specialists</title>
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    <dc:creator>Michael.Massing</dc:creator><dc:subject>ADCES diabetes care education specialists</dc:subject>
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<item rdf:about="https://www.diabetesprevention.pitt.edu/for-the-public/diabetes-prevention-program-dpp/">
    <title>Diabetes Prevention Program (DPP)</title>
    <dc:date>2021-09-16T22:50:01+00:00</dc:date>
    <link>https://www.diabetesprevention.pitt.edu/for-the-public/diabetes-prevention-program-dpp/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[The DPP’s striking results tell us that diet, exercise, and behavior modification, delays and may prevent the development of type 2 diabetes. The DPP also suggests that Metformin is effective in delaying (or preventing) the onset of diabetes.

Participants in the lifestyle intervention group–those receiving intensive counseling on effective diet, exercise, and behavior modification–reduced their risk of developing diabetes by 58%. This finding was true across all participating ethnic groups and for both men and women. Lifestyle changes worked particularly well for participants aged 60 and older, reducing their risk by 71%. About 5% of the lifestyle intervention group developed diabetes each year during the study period, compared with 11% in those who did not get the intervention. Researchers think that weight loss–achieved through better eating habits and exercise–reduces the risk of diabetes by improving the body’s ability to use insulin and process glucose.

Participants taking Metformin reduced their risk of developing diabetes by 31%. Metformin was effective for both men and women, but it was less effective in people aged 45 and older. Metformin was most effective in people 25 to 44 years old and in those with a body mass index of 35 or higher (at least 60 pounds overweight). About 7.8% of the Metformin group developed diabetes each year during the study, compared with 11% of the group receiving the placebo.

NIH Publication No. 06–5099
August 2006]]></description>
<dc:subject>diabetes type 2 T2D prevention intervention behavioral diet exercise activity weight fat loss body risk factors in vivo human clinical trial situ support treatment progression management resource information education</dc:subject>
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</item>
<item rdf:about="https://medium.com/@dr_eprice/hey-university-of-chicago-i-am-an-academic-1beda06d692e">
    <title>Hey U of Chicago: I’m an academic &amp; survivor. I use trigger warnings in my classes. Here’s why.</title>
    <dc:date>2018-09-02T00:53:00+00:00</dc:date>
    <link>https://medium.com/@dr_eprice/hey-university-of-chicago-i-am-an-academic-1beda06d692e</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>trigger warnings content academic freedom education safe space learning</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://www.healthline.com/health/lgbtqia-safe-sex-guide">
    <title>LGBTQIA Safe Sex Guide</title>
    <dc:date>2018-07-30T17:53:08+00:00</dc:date>
    <link>https://www.healthline.com/health/lgbtqia-safe-sex-guide</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>LGBTQIA LGBTQ+ safe sex education resources</dc:subject>
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<item rdf:about="https://www.weforum.org/agenda/2017/07/skill-reskill-prepare-for-future-of-work/">
    <title>Skill, re-skill and re-skill again. How to keep up with the future of work | World Economic Forum</title>
    <dc:date>2017-08-15T14:48:57+00:00</dc:date>
    <link>https://www.weforum.org/agenda/2017/07/skill-reskill-prepare-for-future-of-work/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>workforce training employment capital capitalism education social contract retraining</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="https://www.weforum.org/agenda/2016/07/rich-and-poor-teenagers-spend-a-similar-amount-of-time-online-so-why-aren-t-we-closing-the-digital-divide/">
    <title>Rich and poor teenagers use the web differently – here's what this is doing to inequality | World Economic Forum</title>
    <dc:date>2017-08-09T17:04:58+00:00</dc:date>
    <link>https://www.weforum.org/agenda/2016/07/rich-and-poor-teenagers-spend-a-similar-amount-of-time-online-so-why-aren-t-we-closing-the-digital-divide/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA["Ensuring that every child attains a baseline level of proficiency in reading will do more to create equal opportunities in a digital world than will expanding or subsidising access to high-tech devices and services,"]]></description>
<dc:subject>class wealth education digital divide Internet use data reading parenting school access children youth teens</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:774b3aef9631/</dc:identifier>
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<item rdf:about="https://www.ymuw.org/our-story">
    <title>Adventure Weekend | Our Story</title>
    <dc:date>2017-08-09T05:37:18+00:00</dc:date>
    <link>https://www.ymuw.org/our-story</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>parenting education socialization men boys coming of age resources</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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</item>
<item rdf:about="http://www.fudco.com/chip/deconstr.html">
    <title>How To Deconstruct Almost Anything</title>
    <dc:date>2016-12-18T02:55:48+00:00</dc:date>
    <link>http://www.fudco.com/chip/deconstr.html</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>literary social criticism theory deconstruction postmodernism academia education writing philosophy careerism pragmatism epistemology empiricism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:857493ec5343/</dc:identifier>
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<item rdf:about="http://www.huffingtonpost.com/entry/this-google-chrome-extension-replaces-political-correctness-with-something-more-accurate_us_55c82605e4b0923c12bd4a91">
    <title>This Google Chrome Extension Replaces ‘Political Correctness’ With Something More Accurate | The Huffington Post</title>
    <dc:date>2016-12-10T07:07:46+00:00</dc:date>
    <link>http://www.huffingtonpost.com/entry/this-google-chrome-extension-replaces-political-correctness-with-something-more-accurate_us_55c82605e4b0923c12bd4a91</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>consciousness raising political correctness education respect Chrome extension</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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<item rdf:about="http://www.ct.gov/dmv/cwp/view.asp?a=1523&amp;q=244724">
    <title>DMV: Insurance Discounts and Driving Courses</title>
    <dc:date>2016-11-04T17:57:41+00:00</dc:date>
    <link>http://www.ct.gov/dmv/cwp/view.asp?a=1523&amp;q=244724</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>car auto driver insurance premium discount education course CT</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:58a157e68af3/</dc:identifier>
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</item>
<item rdf:about="http://www.vox.com/2016/10/6/13079754/teaching-critical-thinking-schools-health-claims">
    <title>Our world is awash in bullshit health claims. These scientists want to train kids to spot them. - Vox</title>
    <dc:date>2016-10-08T00:45:50+00:00</dc:date>
    <link>http://www.vox.com/2016/10/6/13079754/teaching-critical-thinking-schools-health-claims</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[RT @T2DRemission: Our world is awash in bullshit health claims. These scientists want to train kids to spot them.  via @voxdotcom]]></description>
<dc:subject>health literacy education children critical thinking research</dc:subject>
<dc:source>https://twitter.com/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:17931ebd4eb4/</dc:identifier>
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</item>
<item rdf:about="http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit">
    <title>MacArthur 'Genius' Angela Duckworth Responds To A New Critique Of Grit : NPR Ed : NPR</title>
    <dc:date>2016-09-14T03:36:30+00:00</dc:date>
    <link>http://www.npr.org/sections/ed/2016/05/25/479172868/angela-duckworth-responds-to-a-new-critique-of-grit</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>consciousness personality grit conscientiousness psychology success education criticism</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:9444ec3efbab/</dc:identifier>
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<item rdf:about="http://jama.jamanetwork.com/article.aspx?articleid=2513561&amp;linkId=23325785">
    <title>JAMA Network | JAMA | The Association Between Income and Life Expectancy in the United States, 2001-2014</title>
    <dc:date>2016-04-13T05:15:46+00:00</dc:date>
    <link>http://jama.jamanetwork.com/article.aspx?articleid=2513561&amp;linkId=23325785</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Life expectancy for low-income individuals was positively correlated with the local area fraction of immigrants (r = 0.72, P < .001), fraction of college graduates (r = 0.42, P < .001), and government expenditures (r = 0.57, P < .001).

Conclusions and Relevance  In the United States between 2001 and 2014, higher income was associated with greater longevity, and differences in life expectancy across income groups increased over time. However, the association between life expectancy and income varied substantially across areas; differences in longevity across income groups decreased in some areas and increased in others. The differences in life expectancy were correlated with health behaviors and local area characteristics.]]></description>
<dc:subject>longevity human geography survival class income poverty location residence peer-reviewed public health research analysis immigration education correlation local spending budgets migration</dc:subject>
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<dc:identifier>https://pinboard.in/u:Michael.Massing/b:297d86057d77/</dc:identifier>
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</item>
<item rdf:about="http://www.idf.org/socio-economic-determinants-of-health">
    <title>SOCIOECONOMIC DETERMINANTS OF HEALTH | International Diabetes Federation</title>
    <dc:date>2016-03-28T02:41:21+00:00</dc:date>
    <link>http://www.idf.org/socio-economic-determinants-of-health</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>diabetes care treatment women girls women's health socioeconomic status SES correlation research poverty education risk etiology epidemiology cause factor SDH determinants of</dc:subject>
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</item>
<item rdf:about="http://jech.bmj.com/content/54/3/173.full">
    <title>Diabetes prevalence and socioeconomic status: a population based study showing increased prevalence of type 2 diabetes mellitus in deprived areas -- Connolly et al. 54 (3): 173 -- Journal of Epidemiology &amp; Community Health</title>
    <dc:date>2016-03-28T02:32:45+00:00</dc:date>
    <link>http://jech.bmj.com/content/54/3/173.full</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Abstract
OBJECTIVE To establish the relation between socioeconomic status and the age-sex specific prevalence of type 1 and type 2 diabetes mellitus. The hypothesis was that prevalence of type 2 diabetes would be inversely related to socioeconomic status but there would be no association with the prevalence of type 1 diabetes and socioeconomic status.

SETTING Middlesbrough and East Cleveland, United Kingdom, district population 287 157.

PATIENTS 4313 persons with diabetes identified from primary care and hospital records.

RESULTS The overall age adjusted prevalence was 15.60 per 1000 population. There was a significant trend between the prevalence of type 2 diabetes and quintile of deprivation score in men and women (χ2 for linear trend, p<0.001). In men the prevalence in the least deprived quintile was 13.4 per 1000 (95% confidence intervals (95% CI) 11.44, 15.36) compared with 17.22 per 1000 (95% CI 15.51, 18.92) in the most deprived. For women the prevalence was 10.84 per 1000 (95% CI 9.00, 12.69) compared with 15.48 per 1000 (95% CI 13.84, 17.11) in the most deprived. The increased prevalence of diabetes in the most deprived areas was accounted for by increased prevalence of type 2 diabetes in the age band 40–69 years. There was no association between the prevalence of type 1 diabetes and socioeconomic status.

CONCLUSION These data confirm an inverse association between socioeconomic status and the prevalence of type 2 diabetes in the middle years of life. This finding suggests that exposure to factors that are implicated in the causation of diabetes is more common in deprived areas.]]></description>
<dc:subject>diabetes prevalence socioeconomic status SES correlation peer-reviewed research poverty education risk etiology epidemiology cause factor SDH determinants of health geography environment T2D type 2 disparities social</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:99c51d819a2e/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:socioeconomic"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:peer-reviewed"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:poverty"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:epidemiology"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:SDH"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:determinants"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:of"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:geography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:environment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:T2D"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:type"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:2"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:disparities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:social"/>
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</item>
<item rdf:about="http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2848262/">
    <title>Socioeconomic Status and Risk of Diabetes-Related Mortality in the U.S.</title>
    <dc:date>2016-03-28T02:28:43+00:00</dc:date>
    <link>http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2848262/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Results

Having less than a high school education was associated with a twofold higher mortality from diabetes, after controlling for age, gender, race/ethnicity, marital status, and body mass index, compared with adults with a college degree or higher education level (relative hazard [RH] = 2.05, 95% confidence interval [CI] 1.78, 2.35). Having a family income below poverty level was associated with a twofold higher mortality after adjustments compared with adults with the highest family incomes (RH=2.41, 95% CI 2.05, 2.84).....

Conclusion

Findings from this nationally representative cohort demonstrate a socioeconomic gradient in diabetes-related mortality, with both education and income being important determinants of the risk of death.]]></description>
<dc:subject>diabetes mortality socioeconomic status SES correlation peer-reviewed research poverty education risk etiology epidemiology cause factor SDH determinants of health T2D type 2 disparities social geography environment</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:8e0bef42885c/</dc:identifier>
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</item>
<item rdf:about="http://link.springer.com/article/10.1007/s11205-015-1107-2">
    <title>Country-Level Socioeconomic Indicators Associated with Healthy Life Expectancy: Income, Urbanization, Schooling, and Internet Users: 2000–2012 - Online First - Springer</title>
    <dc:date>2016-03-26T17:46:27+00:00</dc:date>
    <link>http://link.springer.com/article/10.1007/s11205-015-1107-2</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[The rich live longer and the poor die sooner: Country-level links. #healthdisparities  #springerlink]]></description>
<dc:subject>health disparities global socioeconomic status SES life expectancy income Internet use access correlation peer-reviewed research education healthdisparities springerlink factor</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:5e51246530ea/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:global"/>
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</item>
<item rdf:about="https://www.insidehighered.com/news/2015/03/17/comic-book-dissertation-demonstrates-capacity-picture-writing">
    <title>Comic book dissertation demonstrates capacity of picture writing</title>
    <dc:date>2016-02-22T02:43:48+00:00</dc:date>
    <link>https://www.insidehighered.com/news/2015/03/17/comic-book-dissertation-demonstrates-capacity-picture-writing</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[@fionagispen @T2DRemission Seeing more & more academic content in comics.  Wd make good practice for docs! #hcsm]]></description>
<dc:subject>visualization education earnest</dc:subject>
<dc:source>https://twitter.com/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:4a741bcd5e71/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:earnest"/>
</rdf:Bag></taxo:topics>
</item>
<item rdf:about="http://taughtbyfinland.com/the-joyful-illiterate-kindergartners-of-finland/">
    <title>The Joyful, Illiterate Kindergartners of Finland</title>
    <dc:date>2016-01-16T18:03:51+00:00</dc:date>
    <link>http://taughtbyfinland.com/the-joyful-illiterate-kindergartners-of-finland/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>David.E child development education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:3b47e7bfe5fc/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:David.E"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:child"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:development"/>
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</rdf:Bag></taxo:topics>
</item>
<item rdf:about="https://newrepublic.com/article/127317/school">
    <title>Against School | New Republic</title>
    <dc:date>2016-01-12T02:29:51+00:00</dc:date>
    <link>https://newrepublic.com/article/127317/school</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>education industry capital teaching to the test aims theory criticism US</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:8f2923ce1be1/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:industry"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:capital"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:teaching"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:to"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:the"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:test"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:aims"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:criticism"/>
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</item>
<item rdf:about="http://www.esynola.org/">
    <title>The Edible Schoolyard New Orleans - Home</title>
    <dc:date>2015-11-20T16:43:13+00:00</dc:date>
    <link>http://www.esynola.org/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[RT @pfanderson: What a wonderful concept! > Edible Schoolyard New Orleans  #food #education]]></description>
<dc:subject>food education</dc:subject>
<dc:source>https://twitter.com/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:03303476e7ed/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:food"/>
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</item>
<item rdf:about="http://wonkette.com/584725/texas-school-district-so-good-at-teaching-teens-not-to-fck-only-1-in-15-have-chlamydia">
    <title>Texas School District So Good At Teaching Teens Not To F*ck, Only 1 In 15 Have Chlamydia | Wonkette</title>
    <dc:date>2015-07-17T17:45:13+00:00</dc:date>
    <link>http://wonkette.com/584725/texas-school-district-so-good-at-teaching-teens-not-to-fck-only-1-in-15-have-chlamydia</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[It is not known whether Crane ISD will also reform its drivers education program by telling students that if they never drive a car or go near a road, they will never get into traffic accidents. Seat belts just encourage people to go out and drive, after all.]]></description>
<dc:subject>abstinence sex education analogy earnest hatmandu</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:0abcd22d622e/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:education"/>
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</item>
<item rdf:about="http://www.sfgate.com/health/article/Black-Barbershop-Health-Outreach-Program-in-S-F-3540243.php">
    <title>Black Barbershop Health Outreach Program in S.F. - SFGate</title>
    <dc:date>2015-07-15T20:53:43+00:00</dc:date>
    <link>http://www.sfgate.com/health/article/Black-Barbershop-Health-Outreach-Program-in-S-F-3540243.php</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>health equity disparities outreach delivery screening education literacy at-risk underserved men's</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:f4882f7140e4/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:disparities"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:men's"/>
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</item>
<item rdf:about="http://web.sjsd.k12.mo.us/Templates/documents/SJSDHistoryBook.pdf">
    <title>St. Joseph school board history</title>
    <dc:date>2015-06-26T19:05:50+00:00</dc:date>
    <link>http://web.sjsd.k12.mo.us/Templates/documents/SJSDHistoryBook.pdf</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Includes claim of being the first local school board to order desegregation of schools via special session a day after the Brown decision,]]></description>
<dc:subject>US history desegregation school Brown v. Board of Education St. Joseph MO</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:f45991225723/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:desegregation"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:St."/>
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</item>
<item rdf:about="https://www.google.com/search?q=women+birth+rate+education+economic+independence&amp;ie=UTF-8&amp;oe=UTF-8&amp;hl=en&amp;client=safari">
    <title>women birth rate education economic independence - Google Search</title>
    <dc:date>2015-01-12T03:48:37+00:00</dc:date>
    <link>https://www.google.com/search?q=women+birth+rate+education+economic+independence&amp;ie=UTF-8&amp;oe=UTF-8&amp;hl=en&amp;client=safari</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>women birth rate education economic independence urbanization literacy fertility population</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:771dfd24587a/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:rate"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:economic"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:independence"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:urbanization"/>
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</item>
<item rdf:about="https://www.google.com/search?q=high+school+graduation+rates+worldwide&amp;newwindow=1&amp;client=safari&amp;hl=en&amp;tbm=isch&amp;tbo=u&amp;source=univ&amp;sa=X&amp;ei=0Gh2U53hHMuisQSe5IGQDg&amp;ved=0CCkQsAQ&amp;biw=1024&amp;bih=649#facrc=_&amp;norc=1&amp;zx=1401383340404">
    <title>high school graduation rates worldwide - Google Search</title>
    <dc:date>2014-06-28T22:06:41+00:00</dc:date>
    <link>https://www.google.com/search?q=high+school+graduation+rates+worldwide&amp;newwindow=1&amp;client=safari&amp;hl=en&amp;tbm=isch&amp;tbo=u&amp;source=univ&amp;sa=X&amp;ei=0Gh2U53hHMuisQSe5IGQDg&amp;ved=0CCkQsAQ&amp;biw=1024&amp;bih=649#facrc=_&amp;norc=1&amp;zx=1401383340404</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>IMD tertiary secondary education index social welfare investment human capital</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:8d9194e02cfc/</dc:identifier>
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<item rdf:about="http://www.oecd-ilibrary.org/education/education-at-a-glance-2008/population-that-has-attained-tertiary-education-1998-percentage-of-the-population-that-has-attained-tertiary-type-b-education-or-tertiary-type-a-and-advanced-research-programmes-by-age-group_eag-2008-tablea1_3d-en;jsessionid=vyesfq8rtpe2.delta">
    <title>Population that has attained tertiary education (1998) Percentage of the population that has attained tertiary-type B education or tertiary-type A and advanced research programmes, by age group - The Output of Educational Institutions and the Impact of Le</title>
    <dc:date>2014-06-28T21:04:57+00:00</dc:date>
    <link>http://www.oecd-ilibrary.org/education/education-at-a-glance-2008/population-that-has-attained-tertiary-education-1998-percentage-of-the-population-that-has-attained-tertiary-type-b-education-or-tertiary-type-a-and-advanced-research-programmes-by-age-group_eag-2008-tablea1_3d-en;jsessionid=vyesfq8rtpe2.delta</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>IMD tertiary secondary education index social welfare investment human capital</dc:subject>
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<item rdf:about="http://www.sciencedaily.com/releases/2014/03/140331153525.htm">
    <title>Kinder, gentler med school: Students less depressed, learn more -- ScienceDaily</title>
    <dc:date>2014-04-06T00:35:23+00:00</dc:date>
    <link>http://www.sciencedaily.com/releases/2014/03/140331153525.htm</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Medical school students learn more and are mentally healthier when pressure in medical school is reduced and they are taught stress management skills, a new study shows. The study looks at the well-being of first and second year students before and after changes a medical school curriculum that are designed to prevent depression, stress and anxiety.]]></description>
<dc:subject>depression stress cognition learning brain medical school training education reform peer-reviewed research</dc:subject>
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<item rdf:about="http://www.washingtonian.com/articles/health/lessons-in-the-art-of-dying/#.UyT1TDsOtrE.twitter">
    <title>Lessons In the Art of Dying | Health | Washingtonian</title>
    <dc:date>2014-03-17T15:31:12+00:00</dc:date>
    <link>http://www.washingtonian.com/articles/health/lessons-in-the-art-of-dying/#.UyT1TDsOtrE.twitter</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[“You might lay out how debilitating and expensive an intervention is likely to be when it will have only marginal benefit,” I say. “When you’ve established a therapeutic relationship, it is surprisingly easy to have that discussion. When you can honestly explain that only 8 percent of patients who have CPR survive more than a month, then patients can tell you they’ve had enough. What typically happens, though, is that patients aren’t asked if they want more treatment. It’s forced on them by medical staff or family members who mistakenly urge them to ‘fight.’ ”]]></description>
<dc:subject>healthcare dying mortality treatment doctor patient medicine empathy training education medical</dc:subject>
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<item rdf:about="http://www.theatlantic.com/education/archive/2014/01/students-should-be-tested-more-not-less/283195/">
    <title>Students Should Be Tested More, Not Less - Jessica Lahey - The Atlantic</title>
    <dc:date>2014-01-26T17:13:01+00:00</dc:date>
    <link>http://www.theatlantic.com/education/archive/2014/01/students-should-be-tested-more-not-less/283195/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>theory education schools pedagogy testing research peer-reviewed</dc:subject>
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<item rdf:about="http://www.wired.com/opinion/2014/01/killing-net-neutrality-means-killing-economic-equality-access/">
    <title>Why Net Neutrality's Demise Hurts the Poor Most | Wired Opinion | Wired.com</title>
    <dc:date>2014-01-19T02:51:16+00:00</dc:date>
    <link>http://www.wired.com/opinion/2014/01/killing-net-neutrality-means-killing-economic-equality-access/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[RT @pfanderson: Important read! > Why Net Neutrality’s Demise Hurts the Poor Most  #bubble #access #libraries #education #innovation]]></description>
<dc:subject>innovation education bubble access libraries</dc:subject>
<dc:source>https://twitter.com/</dc:source>
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<item rdf:about="http://recursos.hispanicaccess.org/51664/Association-for-Retarded-Citizens-of-South-Florida.html">
    <title>Service Providers : Association for Retarded Citizens of South Florida</title>
    <dc:date>2013-10-25T13:07:41+00:00</dc:date>
    <link>http://recursos.hispanicaccess.org/51664/Association-for-Retarded-Citizens-of-South-Florida.html</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>civil rights advocacy mental retardation developmental disability service education community</dc:subject>
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<item rdf:about="http://now.msn.com/clues-that-your-professor-is-cooler-than-you">
    <title>Clues that your professor is cooler than you</title>
    <dc:date>2013-08-02T16:16:35+00:00</dc:date>
    <link>http://now.msn.com/clues-that-your-professor-is-cooler-than-you</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[18 clues that your professor is cooler than you  @okashido #education #testing #tricks #humor via @pfanderson]]></description>
<dc:subject>testing education tricks humor</dc:subject>
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<item rdf:about="http://www.nejm.org/doi/full/10.1056/NEJMe1306987">
    <title>Do Lifestyle Changes Reduce Serious Outcomes in Diabetes? — NEJM</title>
    <dc:date>2013-06-29T05:35:21+00:00</dc:date>
    <link>http://www.nejm.org/doi/full/10.1056/NEJMe1306987</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[The participants who received intensive lifestyle modifications experienced other benefits when compared to the diabetes education and support group, including decreased depressive symptoms, less self-reported retinopathy, and decreased risk of kidney disease.  Compared to the diabetes support and education group, the intensive lifestyle intervention reduced the average number of hospitalizations per year and the average number of medications per year. Hospitalizations were reduced by 11.9% from 0.193 to 0.17 hospitalizations per year, which translated into savings of $294 per year and $2,600 discounted over 10 years.  Moreover, the number of medications was reduced by 6.3% from 4.9 to 4.6 medications per year, translating into a savings of $278 per year and $2,487 discounted over 10 years. Average costs per year were $8,807 for the control group vs. $8,205 for the intervention group, leading to a significant reduction of $602 per year and $5,378 discounted over 10 years.  Significant reductions in hospitalizations occurred mainly among CV and pulmonary hospitalization, and significant reductions in medications occurred mainly among diabetes, lipid-lowering and antihypertensive medications.  The study ultimately shows that obese or overweight people with type 2 diabetes should increase the amount that they exercise and increase their weight loss.]]></description>
<dc:subject>peer-reviewed research cardiovascular risk diabetes obesity human in vivo physical activity type 2 T2D correlation support treatment self care education depression comorbidities intensive lifestyle intervention retinopathy kidney disease hospitalization morbidity healthcare cost economics harm reduction behavioral change management behavior tight control exercise body fat clinical trial stress distress factor therapy etiology mitigation prevention symptoms late-stage complications benefit situ cause</dc:subject>
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<item rdf:about="http://www.periodicvideos.com/">
    <title>The Periodic Table of Videos - University of Nottingham</title>
    <dc:date>2012-12-19T00:06:25+00:00</dc:date>
    <link>http://www.periodicvideos.com/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>chemistry education science video PLAY</dc:subject>
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<item rdf:about="http://www.wired.com/wiredenterprise/2012/06/ari-dyckovsky/">
    <title>Teen Solves Quantum Entanglement Problem for Fun | Wired Enterprise | Wired.com</title>
    <dc:date>2012-06-04T23:52:08+00:00</dc:date>
    <link>http://www.wired.com/wiredenterprise/2012/06/ari-dyckovsky/</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Ari credits his grandfather — his mother’s father — with reviving what had been a natural curiosity. “School was very easy for me, even after I lost interest,” Dyckovsky says. “But my grandfather kept telling me to look at it in a different way. He told me that an A meant nothing. I was dumbfounded. But he told me that wasn’t the best you could get — not even close. It took me a while. But eventually, I figured it out.” As a young teenager, after a nudge from his mother, he was accepted at the Loudoun County Academy of Science in Sterling, Virginia, a selective, part-time high school for promising science and math students. But in some ways, he outgrew this as well.
After that BEC hit him between the eyes, he taught himself the basic tenets of quantum mechanics, and when he reached his limits there, he emailed about 70 university professors and researchers, asking if they would help take him further. Only one responded: Steven Olmschenk at NIST. Originally, Olmchenk was little more than a teacher. But eventually, their relationship morphed into a collaboration, and it was only natural that their research would settle on quantum entanglement, the subject of Olmchenk’s Ph.D. thesis.]]></description>
<dc:subject>physics entanglement earnest theory technology parenting education schools grandparent mntoring</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:mntoring"/>
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</item>
<item rdf:about="http://www.diabetesincontrol.com/index.php?option=com_content&amp;task=view&amp;id=12032&amp;Itemid=79">
    <title>Diabetes Disaster Averted #67: The Cattle Syringe</title>
    <dc:date>2012-01-20T04:22:03+00:00</dc:date>
    <link>http://www.diabetesincontrol.com/index.php?option=com_content&amp;task=view&amp;id=12032&amp;Itemid=79</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[A [rancher] was referred to me for assistance in helping with glycemic control....[Over the prior 2-3 years, his injected insulin type had been changed several times in an attempt to improve his fasting blood sugar control. When I saw him, his dose had been increased at each recent doctor visit due to continued high morning blood sugars. He WAS checking blood sugar in the middle of the night and was not having any lows that might trigger a morning spike.]
At our first visit, I asked him to bring his insulin vial/syringes/glucometer, etc. with him on his next visit.
At our second visit, he pulled out a syringe that had been used so many times the numbers were totally worn off! He said he had "gotten good at guessing" when drawing up his dose! I asked him how often he changed syringes. He replied that he had never been told to change syringes—and did not even have a prescription for them—he had been using the present one for over a year and it was from a set of syringes he had used to give his cattle shots!
I gave him a sample of new syringes, made sure he got a prescription, and saved his old syringe as a reminder to myself to never forget to ask the simple questions [about what we assume] people know.

Lesson Learned:
Asking the right questions and having the patient bring their medications and devices and...demonstrate their techniques can prevent future or current problems.

Jeri Mills, MHR, RD/LD, CDE]]></description>
<dc:subject>diabetes insulin self care medicine education patient provider caregiver</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:c912d99adc53/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:caregiver"/>
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</item>
<item rdf:about="http://gadgetwise.blogs.nytimes.com/2012/01/11/are-tablets-expensive-toys-not-this-one/">
    <title>Are Tablets Expensive Toys? Not This One - NYTimes.com</title>
    <dc:date>2012-01-20T02:39:51+00:00</dc:date>
    <link>http://gadgetwise.blogs.nytimes.com/2012/01/11/are-tablets-expensive-toys-not-this-one/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>technology access education</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:a2e52c3d7484/</dc:identifier>
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</item>
<item rdf:about="http://www.uopeople.org/">
    <title>University of the People – The world’s first tuition-free online university</title>
    <dc:date>2012-01-14T01:21:19+00:00</dc:date>
    <link>http://www.uopeople.org/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>education resources free online</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:ab578d3510ca/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:free"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:online"/>
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</item>
<item rdf:about="http://www.dlife.com/diabetes-news/content/lower-risk-death-linked-access-key-attributes-primary-care-uc-davis-study-shows">
    <title>Lower Risk of Death Linked With Access to Key Attributes of Primary Care, UC Davis Study Shows</title>
    <dc:date>2012-01-13T05:43:51+00:00</dc:date>
    <link>http://www.dlife.com/diabetes-news/content/lower-risk-death-linked-access-key-attributes-primary-care-uc-davis-study-shows</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[The researchers analyzed respondents' reported access to three primary health-care attributes:
Comprehensiveness, which includes the provision of care for new health problems, preventive care and referrals to other health-care professionals.
The availability of evening and weekend office hours.
Patient-centeredness, meaning that their health-care provider listened to and sought the patient's advice when deciding on treatments.
The researchers found that after adjusting for age, health status, weight, tobacco use and other health characteristics, greater reported access to the primary-care attributes was associated with significantly lower mortality (hazard ratio 0.79) during up to six years of follow-up....
The team also found evidence that racial/ethnic minorities, poorer and less educated individuals, and those lacking health insurance reported significantly lower access to the primary-care attributes than others.]]></description>
<dc:subject>diabetes healthcare economics what.I'm reading medical economic research peer-reviewed disparities injustice equity health socioeconomics socioeconomic status poverty patient education provider caregiver literacy self care T2D correlation risk treatment etiology epidemiology cause factor SDH determinants of factors type 2 social geography environment</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:epidemiology"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:factor"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:SDH"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:2"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:geography"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:environment"/>
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</item>
<item rdf:about="http://www.diabetesincontrol.com/articles/homerun-slides/complications-co-morbidities-slides">
    <title>Complications and Co-morbidities Slides</title>
    <dc:date>2012-01-11T06:59:39+00:00</dc:date>
    <link>http://www.diabetesincontrol.com/articles/homerun-slides/complications-co-morbidities-slides</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>diabetes health literacy Richard Bernstein DiabetesInControl education comorbidities complications end-stage symptoms provider caregiver late</dc:subject>
<dc:source>https://pinboard.in/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:9a0653726051/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:literacy"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:Richard"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:Bernstein"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:DiabetesInControl"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:comorbidities"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:complications"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:end-stage"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:symptoms"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:late"/>
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</item>
<item rdf:about="http://www.economist.com/node/21541834">
    <title>Africa’s population: Miracle or Malthus? | The Economist</title>
    <dc:date>2011-12-21T04:38:28+00:00</dc:date>
    <link>http://www.economist.com/node/21541834</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[RT @AliMorpeth: Close connection between educating girls and having fewer children ]]></description>
<dc:subject>outbasket outbox population fertility demographics women education girls</dc:subject>
<dc:source>https://twitter.com/</dc:source>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:4638b0a93462/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:outbox"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:population"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:fertility"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:demographics"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:girls"/>
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</item>
<item rdf:about="http://news.cnet.com/8301-27083_3-20122083-247/for-babies-no-such-thing-as-educational-screen-time/?tag=rtcol">
    <title>For babies, no such thing as educational screen time | Health Tech - CNET News</title>
    <dc:date>2011-10-19T05:12:50+00:00</dc:date>
    <link>http://news.cnet.com/8301-27083_3-20122083-247/for-babies-no-such-thing-as-educational-screen-time/?tag=rtcol</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[
                
                    
                
            ]]></description>
<dc:subject>brain child development cognition learning education educational screen time</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:3d0f37fef6b5/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:brain"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:child"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:cognition"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:time"/>
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</item>
<item rdf:about="http://www.youtube.com/watch?v=zDZFcDGpL4U">
    <title>RSA Animate - Changing Education Paradigms - YouTube</title>
    <dc:date>2011-10-15T03:21:06+00:00</dc:date>
    <link>http://www.youtube.com/watch?v=zDZFcDGpL4U</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[
                
                    
                
            ]]></description>
<dc:subject>ADHD education treatment medicine children child development culture schools animated drug earnest diagnosis</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:51648f3c128c/</dc:identifier>
<taxo:topics><rdf:Bag>	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:ADHD"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:education"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:treatment"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:medicine"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:children"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:child"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:development"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:culture"/>
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</item>
<item rdf:about="http://gawker.com/5601015/study-young-people-dont-really-understand-the-internet-either">
    <title>Study: Young People Don't Really Understand the Internet Either</title>
    <dc:date>2011-08-29T06:16:39+00:00</dc:date>
    <link>http://gawker.com/5601015/study-young-people-dont-really-understand-the-internet-either</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[A female health-sciences major described her search routine as follows: "I usually click on the first thing that I see." Asked to clarify how she decides to pick the first result, she emphasized, "Well, I know the ones that are [in here.] they're the most relevant to what I'm looking for." [She pointed to a link labeled Sponsored in Google's shaded Sponsored section].,,, <br />
A male social-science major expressed confidence...by noting the following: "Here's MSN Encarta, I know it's a pretty good encyclopedia." Similar sentiment about the brand was echoed by a female health-sciences major: "It's on Encarta, it looks like it's pretty reliable".... <br />
And many of them said they trusted .org sites more than .com sites, even though any schmuck can get a .org site. Basically, the problem is that young people are obsessed with big-name brands ("Google," "Microsoft") and therefore blindly trust them to offer up the best information on the Internet without doing much independent verification.]]></description>
<dc:subject>search youth culture education schools Internet web technology Gawker earnest</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:105f4acb92b7/</dc:identifier>
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</item>
<item rdf:about="http://gawker.com/5833342/students-have-no-idea-how-google-works">
    <title>Students Have No Idea How Google Works</title>
    <dc:date>2011-08-29T06:03:25+00:00</dc:date>
    <link>http://gawker.com/5833342/students-have-no-idea-how-google-works</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>search schools technology education youth digital literacy earnest</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:1a34899f0f0e/</dc:identifier>
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</item>
<item rdf:about="http://deadspin.com/5791461">
    <title>The Truth About Race, Religion, And The Honor Code At BYU</title>
    <dc:date>2011-08-27T00:08:22+00:00</dc:date>
    <link>http://deadspin.com/5791461</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[[Since 1993 at least 70 athletes have been suspended, dismissed, put on probation, or forced to withdraw from their teams or the school after running afoul of BYU's honor code. Nearly 80% are minorities; almost 60% are black men—by conservative counts.]<br />
[Around 23% of BYU's athletes are minorities.] Only .6% of the student body is black....Yet a majority of the honor code violations involve black athletes....Several former BYU football players told us that their white teammates routinely broke the honor code and got away with it, either because they didn't get caught or because their violations were covered up. (To a lesser extent, this holds true for Polynesian athletes, 14 of whom are included in our honor code tally....) Mormon athletes can turn to bishops and church leaders from their own homogeneous communities—people who look like them and might even be related to them—to "repent" and avoid official punishment. Black athletes...typically non-Mormon, rarely have this option.]]></description>
<dc:subject>racism Mormonism higher education hypocrisy research data sport</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:f4cd3e6cede2/</dc:identifier>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:Mormonism"/>
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	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:data"/>
	<rdf:li rdf:resource="https://pinboard.in/u:Michael.Massing/t:sport"/>
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</item>
<item rdf:about="http://comment.rsablogs.org.uk/videos/">
    <title>All Videos « RSA Comment</title>
    <dc:date>2011-08-23T05:18:58+00:00</dc:date>
    <link>http://comment.rsablogs.org.uk/videos/</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>animated animation video PLAY public Internet education RSA drawing infographics illustration to:play earnest</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:fb6991a4ad79/</dc:identifier>
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<item rdf:about="http://www.literacytrust.org.uk/early_years_network">
    <title>Early Years Network | National Literacy Trust</title>
    <dc:date>2011-08-13T17:51:18+00:00</dc:date>
    <link>http://www.literacytrust.org.uk/early_years_network</link>
    <dc:creator>Michael.Massing</dc:creator><dc:subject>child developoment education schools teaching learning UK</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:c5b1308482fe/</dc:identifier>
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<item rdf:about="http://www.lenababy.com/Study.aspx">
    <title>Hart &amp; Risley Study</title>
    <dc:date>2011-08-12T20:03:29+00:00</dc:date>
    <link>http://www.lenababy.com/Study.aspx</link>
    <dc:creator>Michael.Massing</dc:creator><description><![CDATA[Hart and Risley’s Three Key Findings:
1. The variation in children’s IQs and language abilities is relative to the amount parents speak to their children.
2. Children’s academic successes at ages nine and ten are attributable to the amount of talk they hear from birth to age three.
3. Parents of advanced children talk significantly more to their children than parents of children who are not as advanced.
    * “With few exceptions, the more parents talked to their children, the faster the children’s vocabularies were growing and the higher the children’s IQ test scores at age three and later.”
    * “The data revealed that the most important aspect of children’s language experience is its amount.”
    * “Differences in the amount of cumulative experience children had ... were strongly linked to differences at age three in children’s rates of vocabulary growth, vocabulary use, and general accomplishments and strongly linked to differences in school performance at age nine.”]]></description>
<dc:subject>research learning child development speech education literacy school performance achievement success</dc:subject>
<dc:identifier>https://pinboard.in/u:Michael.Massing/b:8adf35e3a75b/</dc:identifier>
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