Search

Special Olympics promotes the health of their athletes year-round and offers their athletes options to obtain free health screenings. Following screening events, athletes often have difficulties finding needed referral care. Obstacles to finding a healthcare provider (HCP) for a referral is what necessitates the need for a state-wide HCP referral list in South Dakota. Creation of a HCP referral list was done via an online two-part survey and sent to HCPs throughout the state of South Dakota. Currently, this is the only database of healthcare providers that is accessible to individuals with intellectual and developmental disabilities (IDD) that are members of Special Olympics South Dakota (SOSD). While the created referral list offers increased opportunities to access HCPs in South Dakota, there are still limits to ensuring easy access to HCPs throughout the entire state.

There is a pressing need to develop processes to facilitate the organization of education responses in time-pressured emergency situations. As part of a joint Learning Passport (LP) partnership project with UNICEF, researchers along with curriculum and subject specialists at the University of Cambridge, UK, developed a curriculum framework that could be used as a resource for coordinating the actions of education specialists and practitioners in Education in Emergencies (EiE) situations. This article outlines the curriculum framework design approach they developed for the Maths and Science components of the LP framework. The article outlines a three-stage curriculum framework development model, which involves consideration of "context," leading to "descriptor generation," and attending to "cohesion building elements."

In this paper we explore collaboration in the context of the educational services industry (ESI). We look to literature from the communication field to consider ethical strategies and methods for ensuring the validity of the outcomes of collaborative working. Drawing on Collaborative Product Development and conversation theory we devise four principles that can guide the collaborative process within an education-based partnership project. We then use a case study to consider how these principles supported the outcomes of a cross-national partnership project. Finally, we draw on these principles to consider the lessons for project management in education public private partnerships.

Aims: Osimertinib is a third‐generation, irreversible, central nervous system‐active, epidermal growth factor receptor (EGFR) tyrosine kinase inhibitor (TKI) with efficacy in EGFR‐mutated non‐small cell lung cancer (NSCLC). We assessed the relationship between plasma osimertinib levels and its efficacy and safety events. Methods: Comprehensive pharmacokinetics exposure–response (E–R) modelling was performed utilizing steady state area under the curve (AUCss) data from first‐line, ≥second‐line and adjuvant studies from the osimertinib clinical development programme (20–240 mg once‐daily dosing; N = 1689 patients). Analyses were conducted for survival using a proportional hazard model; for interstitial lung disease (ILD) and left ventricular ejection fraction (LVEF) events using a penalized logistic regression model and graphical analysis of potential confounding factors; and for rash and diarrhoea events using descriptive analysis. Results: E–R modelling analyses indicated no clear trend of increasing efficacy with increasing osimertinib AUCss; efficacy in all exposure quartiles was significantly better than the control arm (comparator EGFR‐TKI, chemotherapy or placebo) irrespective of treatment line. Model‐based analysis suggested a potential relationship between increased osimertinib exposure and increased probability of ILD events, predominantly in Japanese patients. Additionally, there were increased probabilities of rash or diarrhoea with increasing osimertinib exposure. The probability of LVEF events showed overlapping confidence intervals for osimertinib ≤80 mg and control. Conclusions: E–R modelling in patients with EGFR‐mutated NSCLC demonstrated that increased osimertinib exposure was unlikely to increase efficacy but may increase occurrence of certain adverse events. Hence, long‐term treatment with doses ≥80 mg was not expected to provide additional benefit. [ABSTRACT FROM AUTHOR]

Adavosertib (AZD1775) is a potent small‐molecule inhibitor of Wee1 kinase. This analysis utilized pharmacokinetic data from 8 Phase I/II studies of adavosertib to characterize the population pharmacokinetics of adavosertib in patients (n = 538) with solid tumors and evaluate the impact of covariates on exposure. A nonlinear mixed‐effects modeling approach was employed to estimate population and individual parameters from the clinical trial data. The model for time dependency of apparent clearance (CL) was developed in a stepwise manner and the final model validated by visual predictive checks (VPCs). Using an adavosertib dose of 300 mg once daily on a 5 days on/2 days off dosing schedule given 2 weeks out of a 3‐week cycle, simulation analyses evaluated the impact of covariates on the following exposure metrics at steady state: maximum concentration during a 21‐day cycle, area under the curve (AUC) during a 21‐day cycle, AUC during the second week of a treatment cycle, and AUC on day 12 of a treatment cycle. The final model was a linear 2‐compartment model with lag time into the dosing compartment and first‐order absorption into the central compartment, time‐varying CL, and random effects on all model parameters. VPCs and steady‐state observations confirmed that the final model satisfied all the requirements for reliable simulation of randomly sampled Phase I and II populations with different covariate characteristics. Simulation‐based analyses revealed that body weight, renal impairment status, and race were key factors determining the variability of drug‐exposure metrics. [ABSTRACT FROM AUTHOR]

In this paper we outline the use of a concept mapping narrative method to elicit the complex and interconnected conceptualisations of specialized knowledge (assessment literacy) for a specific cohort of participants (teacher-examiners). In particular, we are interested in exploring how relational concept mapping and narrative interviews can be used as a tool for gathering participant's perspectives through encouraging them to organize and represent their ideas on a topic. In our analysis we identify two research challenges that we explore through the use of the methodology: (1) the codification challenge of how to gain information that participants may not find easy to access or express; and (2) the quality challenge of how to capture nuanced information. Our observations suggest that participants employ content and structural features in their maps to move from conceptual simplicity to complexity, to construct a cohesive narrative, and to maintain a self-regulated focus in that construction process.

Summary: The study of biological form is a vital goal of evolutionary biology and functional morphology. We review an emerging set of methods that allow scientists to create and study accurate 3D models of living organisms and animate those models for biomechanical and fluid dynamic analyses. The methods for creating such models include 3D photogrammetry, laser and CT scanning, and 3D software. New multi-camera devices can be used to create accurate 3D models of living animals in the wild and captivity. New websites and virtual reality/augmented reality devices now enable the visualization and sharing of these data. We provide examples of these approaches for animals ranging from large whales to lizards and show applications for several areas: Natural history collections; body condition/scaling, bioinspired robotics, computational fluids dynamics (CFD), machine learning, and education. We provide two datasets to demonstrate the efficacy of CFD and machine learning approaches and conclude with a prospectus.

In educational contexts, questioning performs a number of functions. These include facilitating learning in the classroom and the recognition of achievement through examinations and other assessments. Good quality questions are important to ensuring that these functions are achieved. This research focused on educational exams and used views from question writers to explore conceptualisations of question quality and features thought to affect question quality. Seven examination question writers from four subjects were shown some example exam questions. Participants were asked to comment on the quality of the question, reflect on performance data, rate question quality and comment more generally on how they define quality in question writing. Three conceptualisations of question quality emerged, two relating to aspects of validity and one relating to pedagogical concerns. Participants varied in which definition dominated their views. Discussions also identified question features thought to affect quality. These are similar to features previously identified as affecting difficulty and fairness by studies analysing student performance.

Large-scale seaweed and shellfish aquaculture are increasingly being considered by policymakers as a source of food, animal feed and bioproducts for Europe. These aquacultures are generally thought to be low impact or even beneficial for marine ecosystems as they are 'extractive' -- i.e., growing passively on foodstuff already available in seawater, and with potential habitat provision, fisheries, climate mitigation and eutrophication mitigation benefits. At some scale however, over-extraction of nutrients or chlorophyll could potentially have a negative effect on natural systems. Understanding the likely impacts of aquaculture production at scale is important to identify when safe limits are being approached. Taking seaweed aquaculture as the primary focus, this work uses operational oceanographic model outputs to drive prognostic growth models to predict the likely optimal distribution of seaweed farms across European waters to meet different production scenarios. A novel nutrient transport scheme is then used to model the interacting 'footprints' of nutrient drawdown from aquaculture facilities to demonstrate the likely spatial impact of large-scale aquaculture. Evaluation of both seaweed and shellfish contributions to CO2 balance under large scale production, and the potential impact on fisheries are also considered. The study finds that the impact of intensive seaweed aquaculture on nutrient availability could be significant where many farms are placed close together; but at the regional/basin scale even the highest level of production considered does not significantly impact total nutrient budgets. Seaweed aquaculture has the potential to extract large amounts of carbon dioxide, but the impact on carbon budgets depends on the end-use of the extracted seaweed. Shellfish aquaculture is a net source of CO2 due to the impact of calcification of shells on the carbonate system (i.e., alkalinity removal). However, gram-for-gram the CO2 impact of shellfish production is likely to be less than the impact of land-based meat production. Whilst operational oceanographic models are useful for taking a 'broad brush' approach to likely placement and impacts of aquaculture, reliable yield predictions for individual locations across European waters would require models integrating more physical and biogeochemical factors (wave environment, local currents, riverine inputs) at a finer scale than currently achievable. [ABSTRACT FROM AUTHOR]

In this paper we consider the issue of formality in learning. Both formal and informal learning appear to be well-defined in educational discourse, in contrast with non-formal learning which is less clearly articulated. This lack of clarity around non-formal learning has consequences for its recognition by teachers and learners. To contribute to the conceptualisation of non-formal learning we carried out a literature review that helped us to identify dimensions of learning formality. This framework allowed us to discriminate the ways in which non-formal learning differed or matched with aspects of formal or informal learning. It also suggested to us that formality is fluid, and that learning with different formalities might co-exist in some learning environments. We then used our framework to develop tools for capturing evidence of non-formal learning. We describe these tools and how we used them in a pilot study to explore the features of non-formal learning in a formal, Year 12 classroom learning context in an English school. We use our pilot study outcomes to reflect on the utility of our data gathering methods. We also use the study outcomes to update our non-formal learning framework. [ABSTRACT FROM AUTHOR]

BackgroundRight ventricular (RV) function is a major determinant of outcome in pulmonary arterial hypertension (PAH). However, uncertainty persists about the optimal method of evaluation.MethodsWe measured RV end-systolic and end-diastolic volumes (ESV and EDV) using cardiac magnetic resonance imaging and RV pressures during right heart catheterization in 140 incident PAH patients and 22 controls. A maximum RV pressure (Pmax) was calculated from the nonlinear extrapolations of early and late systolic portions of the RV pressure curve. The gold standard measure of RV function adaptation to afterload, or RV-arterial coupling (Ees/Ea) was estimated by the stroke volume (SV)/ESV ratio (volume method) or as Pmax/mean pulmonary artery pressure (mPAP) minus 1 (pressure method) (n=84). RV function was also assessed by ejection fraction (EF), right atrial pressure (RAP) and SV.ResultsHigher Ea and RAP, and lower compliance, SV and EF predicted outcome at univariate analysis. Ees/Ea estimated by the pressure method did not predict outcome but Ees/Ea estimated by the volume method (SV/ESV) did. At multivariate analysis, only SV/ESV and EF were independent predictors of outcome. Survival was poorer in patients with a fall in EF or SV/ESV during follow-up (n=44, p=0.008).ConclusionRV function to predict outcome in PAH is best evaluated by imaging derived SV/ESV or EF. In this study, there was no added value of invasive measurements or simplified pressure-derived estimates of RV-arterial coupling.

The domain of the surface ocean and lower atmosphere is a complex, highly dynamic component of the Earth system. Better understanding of the physics and biogeochemistry of the air-sea interface and the processes that control the exchange of mass and energy across that boundary define the scope of the Surface Ocean-Lower Atmosphere Study (SOLAS) project. The scientific questions driving SOLAS research, as laid out in the SOLAS Science Plan and Implementation Strategy for the period 2004-2014, are highly challenging, inherently multidisciplinary and broad. During that decade, SOLAS has significantly advanced our knowledge. Discoveries related to the physics of exchange, global trace gas budgets and atmospheric chemistry, the CLAW hypothesis (named after its authors, Charlson, Lovelock, Andreae and Warren), and the influence of nutrients and ocean productivity on important biogeochemical cycles, have substantially changed our views of how the Earth system works and revealed knowledge gaps in our understanding. As such SOLAS has been instrumental in contributing to the International Geosphere-Biosphere Programme (IGBP) mission of identification and assessment of risks posed to society and ecosystems by major changes in the Earth's biological, chemical and physical cycles and processes during the Anthropocene epoch. SOLAS is a bottom-up organization, whose scientific priorities evolve in response to scientific developments and community needs, which has led to the launch of a new 10-year phase. SOLAS (2015-2025) will focus on five core science themes that will provide a scientific basis for understanding and projecting future environmental change and for developing tools to inform societal decision-making.

Background: The development of a set of questions is a central element of examination development, with the validity of an examination resting to a large extent on the quality of the questions that it comprises. This paper reports on the methods and findings of a project that explores how educational examination question writers engage in the practice of question setting. Although the practice of examination question writing is ubiquitous, limited research has been carried out on how writers actually draft individual examination questions when writing complete examination papers. Purpose: The main aim of this study was to understand more deeply the process of examination question writing. Sample: The study involved 12 experienced educational examination question writers. Design and methods: The first data collection phase involved observing writers whilst they wrote the first draft of a question paper (using a 'think aloud' process). Following the observation, the writers took part in an hour-long interview. This led to the construction of a model of question writing. Phase 2 of the data collection process involved validating the proposed question writing model with six additional question writers by means of telephone interviews. Analysis and findings: A model was developed that outlined the key stages of writing that all of the writers moved through in the completion of their question writing task. The question writing model situates the process of writing individual questions in relation to the broader cognitive tasks required in writing a complete paper. It also situates the writing process within the social dimensions of question writing. Conclusions: Iteration in the writing process appears to have an important function. These iterations represent a form of decision-making that is common to the examination question writing culture and appears to be logical and rule bound. Whilst the recognition of iterative behaviour reveals a highly personalised element of question writing, it also reveals a common expectation that the ideas across a subject area are highly inter-related, and that an examination paper should reflect this.

With the introduction of a new initiative in a teaching and learning environment there is an ethical responsibility to consider whether the impact of the introduction has met its intended goals, and whether it has harmed those who are influenced by it. Technology and infrastructure developments have encouraged a continued growth in the development and introduction of computer-based tests (CBTs) in educational environments. In the educational assessment literature, enquiry into the impact of testing (of all types) is known as 'washback'. This is a reference to the way in which a test might have a range of influences on learners and teachers prior to the test-taking event. This article reviews the literature on CBT washback and outlines a framework for studying its effects as it is introduced into educational contexts. We then outline a research framework that we have developed (based on the literature) that can be used to evaluate CBT washback. We go on to argue that, to fulfil its potential in supporting the development of change, the research framework needs to act as a mediating device that brings together teaching-practitioner and researcher perspectives. The framework that we propose conceptualises the nature of washback in CBT contexts, as well as the research process and the methods required to understand it. This framework provides an element of common ground between practitioners (i.e. teachers who are involved in a CBT development process) and external researchers, and supports collaboration at three distinct levels.

The transition from paper-based to computer-based assessment raises a number of important issues about how mode might affect children's performance and question answering strategies. In this project 104 eleven-year-olds were given two sets of matched mathematics questions, one set on-line and the other on paper. Facility values were analyzed to explore the impact of the mode on performance. Errors were coded and this allowed further investigation of the differences between questions in the different modes. The study also investigated children's affective responses to working on computer, attempting to gain an insight into the effect of motivational factors. Tis was made possible by observing and interviewing a sub-sample of children. Findings suggested that although there were no statistically significant differences between overall performances on paper and computer, there were enough differences at the individual question-level to warrant further investigation. Close analysis of the data suggests that it is possible that the question type, the way it is asked, and the numbers involved, might interact with mode to affect students' willingness to show working methods. The findings also suggest that certain types of questions in certain domains might have different impacts according to mode. The study concludes that there is scope for more research to probe further any links that may exist between children's thinking, behavior and assessment mode in order to satisfy concerns about the relative reliability and validity of computer-based and paper-based testing. (Contains 2 endnotes, 4 tables, and 4 figures.)

Internationally, research comparing education systems across countries and jurisdictions is valuable and can elicit nuanced insights into how particular systems operate. This paper's interest lies in considering the scope and content of research comparing education systems across the four UK nations (England, Northern Ireland, Scotland and Wales). This study sought to determine the coverage of UK cross-national comparative education research ('home international' research) between 2000 and 2022. We chose this time period as 1999 marks the devolution of education policy to each UK nation. We aimed to investigate what educational issues had been discussed in the literature and identify any gaps in the content covered by the research. An exploratory, high-level review of 'home international' education research was conducted, based on the review of abstracts. We searched several research databases using a variety of keyword combinations to identify relevant literature published since 2000. Our search identified 53 studies that met our selection criteria. Using a meta-synthesis approach, we coded the content of each abstract to build a picture of the range and thematic coverage of research involving comparisons between at least two of the four UK nations. The analysis of abstracts identified that, over the last two decades, UK 'home international' research has tended to include comparisons of all four nations, coverage of multiple educational phases and a focus on national education policy reviews. Furthermore, we pinpointed a number of gaps in coverage that might not have been anticipated (e.g. relatively little cross-national research focusing on assessment). This high-level review uncovers the landscape of recent 'home international' research, allowing us to view issues that are driving the cross-national research agenda in the UK and recognise implications relevant to education systems that may resonate with jurisdictions beyond these four UK nations. [ABSTRACT FROM AUTHOR]