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Governments, organizations, and companies are generating copious amounts of data and analysis to support education decision-making around the world. While continued investments in data creation and management are necessary, the ultimate value of information is not in its "production," but its "use." Herein lies one of the biggest challenges of translating information into actionable insights: those that produce education data are often far removed from those that make crucial decisions about education policies, programs, and investments. With limited insight on what decision-makers use and need, the likelihood of disconnect between supply and demand is high. Yet, there has been surprisingly little systematic research on the types of information education decision-makers in developing countries value most--and why. Much of the available evidence on the use of education data in developing countries relies upon individual case studies. These qualitative snapshots offer deep insights on use patterns and challenges in a single context, but make it difficult to draw broader conclusions. In this report, we offer a unique contribution to this body of knowledge by analyzing the results of two surveys of more than 300 education policymakers in low- and middle-income countries that asked about their use of data in decision-making. Survey participants include senior- and mid-level government officials, in-country staff of development partner organizations, and domestic civil society leaders, among others. This report helps the global education community take stock of what information decision-makers use to measure results and manage change. Drawing upon our review of the literature and the two surveys of end users in developing countries, we offer practical recommendations to help those who fund and produce education data to be more responsive to what decision-makers want and need.

BACKGROUND: Chlamydia remains the most notified bacterial sexually transmissible infection in Australia with guidelines recommending testing for re-infection at 3months post treatment. This paper aimed to determine chlamydia retesting and repeat positivity rates within 2-4months among young women in Australia, and to evaluate what factors increase or decrease the likelihood of retesting. METHODS: Chlamydia retesting rates among 16-29-year-old women were analysed from Australian Collaboration for Coordinated Enhanced Sentinel Surveillance of sexually transmissible infection and bloodborne virus (ACCESS) sentinel surveillance data (n =62 sites). Among women with at least one positive test between 1 January 2018 and 31 August 2022, retesting counts and proportions within 2-4months were calculated. Logistic regression was performed to assess factors associated with retesting within 2-4months. RESULTS: Among 8758 women who were positive before 31 August 2022 to allow time for follow up, 1423 (16.2%) were retested within 2-4months, of whom 179 (12.6%) tested positive. The odds of retesting within 2-4months were 25% lower if tested in a coronavirus disease 2019 (COVID-9) pandemic year (2020-2022) (aOR=0.75; 95% CI 0.59-0.95). Among 9140 women with a positive test before 30 November 2022, 397 (4.3%) were retested too early (within 7days to 1month) and 81 (20.4%) of those were positive. CONCLUSIONS: Chlamydia retesting rates remain low with around a sixth of women retested within 2-4months in line with guidelines. Re-infection is common with around one in eight retesting positive. An increase in retesting is required to reduce the risk of reproductive complications and onward transmission.

In 2023, an increased number of urogenital and anorectal infections with Neisseria meningitis serogroup Y (MenY) were reported in New South Wales (NSW). Whole genome sequencing (WGS) found a common sequence type (ST-1466), with limited sequence diversity. Confirmed outbreak cases were NSW residents with a N. meningitidis isolate matching the cluster sequence type; probable cases were NSW residents with MenY isolated from a urogenital or anorectal site from 1 July 2023 without WGS testing. Of the 41 cases, most were men (n = 27), of whom six reported recent contact with a female sex worker. Five cases were men who have sex with men and two were female sex workers. Laboratory alerts regarding the outbreak were sent to all Australian jurisdictions through the laboratories in the National Neisseria Network. Two additional states identified urogenital MenY ST-1466 infections detected in late 2023. Genomic analysis showed all MenY ST-1466 sequences were interspersed, suggestive of an Australia-wide outbreak. The incidence of these infections remains unknown, due to varied testing and reporting practices both within and across jurisdictions. Isolates causing invasive meningococcal disease (IMD) in Australia are typed, and there has been no MenY ST-1466 IMD recorded in Australia to end of March 2024. Concerns remain regarding the risk of IMD, given the similarity of these sequences with a MenY ST-1466 IMD strain causing a concurrent outbreak in the United States of America.

Hepatitis C (HCV) reinfection studies have not focused on primary healthcare services in Australia, where priority populations including people who inject drugs (PWID) typically engage in healthcare. We aimed to describe the incidence of HCV reinfection and associated risk factors in a cohort of people most at risk of reinfection in a real-world community setting. We conducted a secondary analysis of routinely collected HCV testing and treatment data from treatment episodes initiated with direct-acting antiviral (DAA) therapy between October 2015 and June 2021. The overall proportion of clients (N = 413) reinfected was 9% (N = 37), and the overall incidence rate of HCV reinfection was 9.5/100PY (95% CI: 6.3-14.3). Reinfection incidence rates varied by sub-group and were highest for Aboriginal and/or Torres Strait Islander people (20.4/100PY; 95% CI: 12.1-34.4). Among PWID (N= 321), only Aboriginality was significantly associated with reinfection (AOR: 2.73, 95% CI: 1.33-5.60, p = 0.006). High rates of HCV reinfection in populations with multiple vulnerabilities and continued drug use, especially among Aboriginal and Torres Strait Islander people, highlight the need for ongoing regular HCV testing and retreatment in order to achieve HCV elimination. A priority is resourcing testing and treatment for Aboriginal and/or Torres Strait Islander people. Our findings support the need for novel and holistic healthcare strategies for PWID and the upscaling of Indigenous cultural approaches and interventions.

Youth who are involved with the juvenile justice and child welfare systems face many challenges and barriers to academic and vocational success. Regardless of the reasons for their involvement, youth in these systems are "disproportionately children and youth of color who currently have, or have experienced, a host of risk factors that are associated with poor academic achievement, delinquency, recidivism, substance abuse, and mental health issues" (Osher, Gonsoulin, & Lampron, in Leone & Weinberg, 2010, p. 1). Whether due to high rates of mobility, mental and/or behavioral health needs, living in poverty, or delinquent involvement, these youth often face struggles that their non-system-involved peers do not. Specifically, educators need to provide these youth with individually tailored support services to address their academic, behavioral, social, and emotional needs. This guide provides a range of practices and implementation strategies designed to foster a supportive educational system that addresses individual student needs and help students overcome the barriers and challenges to their academic and vocational success. A list of resources and examples is provided. (Contains 1 table and 2 figures.)

Interagency communication and collaboration is a key principle and practice in addressing the unmet educational needs of youth in the juvenile justice and child welfare systems. When child-serving agencies communicate and work with each other, and are committed to coordinating services and supports for the youth and families they serve, they become part of a more integrated system. Such a system may prove more efficient and effective than one in which child welfare, juvenile justice, education, and related agencies work in silos. This guide is designed to provide agency administrators and staff with concrete strategies and real-life examples for implementing three practices geared to increasing effective interagency communication and collaboration. The National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) hopes this guide promotes administrators of Title I, Part D, and other Federal education-related funds to consider how the programs funded by these dollars can promote greater communication and collaboration between child-serving agencies and, in turn, improve academic and related outcomes for the youth they serve. A list of resources and examples is provided.

Research has demonstrated the correlation between lack of educational attainment and involvement in the juvenile justice system and the importance of education in preventing recidivism. In acknowledgment of the importance of education in the juvenile justice system, more than 2,600 residential juvenile justice facilities report providing education services (Hockenberry, Sickmund, and Sladky, 2009). Around the country, the prevalence and type of education services, screening for grade level and academic needs, student participation in education services, perceived quality of education services, and student academic and vocational outcomes vary. This Fact Sheet examines these aspects of juvenile justice education drawing from three data sources: (1) The Office of Juvenile Justice and Delinquency Prevention's (OJJDP) Juvenile Residential Facility Census (2006); (2) The U.S. Department of Education's Title I, Part D, Consolidated State Performance Reports (school year 2006-07 through 2008-09); and (3) OJJDP's Survey of Youth in Residential Placement (2003).

This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.

This guide is aimed at anyone in work-based training who is responsible for learners during their first few weeks. Readers will (1) understand the value and purpose of initial assessment in key skills and Skills for Life; (2) become familiar with a range of techniques for the initial assessment; (3) plan an initial assessment system that is accurate, consistent and fair; and (4) check whether one's organization has all the necessary skills and resources. Overall, the aim is to help trainers to guarantee that every one of their learners approaches their learning program on the basis of a clear, accurate and fully rounded assessment of their skills attainments and potential. This guide offers a number of messages about the initial assessment process. Done well, initial assessment offers real benefits to learners, trainers and employers. It is not just an administrative or contractual requirement--it offers a vital chance to match training delivery to individual needs, increasing motivation, commitment and achievement. Initial assessment should focus on learners' potential--what they should be able to achieve in the future--as well as their existing attainments. Initial assessment provides the launch pad for the individual's learning plan--and the chance for trainer and learner to build up trust and start to work together. Effective initial assessment uses a blend of six techniques: (1) documents; (2) self-assessment; (3) discussions; (4) observation; (5) structured activities; and (6) tests. The picture of an individual's abilities and needs built up by using these techniques should be brought together through a system that is fair, positive, consistent, rigorous, documented, and linked to a dynamic learning plan. [This document was written with Deborah Record. It was produced by the Learning and Skills Network as part of the Key Skills Support Programme (KSSP), a programme funded by the Department for Education and Skills. The Department for Education and Skills (DfES) has appointed Learning for Work to manage the programme.]

This guide focuses on introducing key skills and Skills for Life successfully to learners during the early stages of their programs. It draws on the work of a research project that looked at providers who had addressed their apprentices Skills for Life and key skills needs from the start and contains examples from their experience. [This guide was produced by the Learning and Skills Network, London, UK.]

This report presents data on enrollment, degrees conferred, faculty, and financing for West Virginia institutions of higher education. The data tables examine the characteristics of the 26 institutions in West Virginia's university and state college system, including five- and ten-year trends showing enrollment growth and progress in such areas as student access and diversity. A map showing institution locations and a list of the institutions precedes the tabular material. Tables are grouped into four chapters: (1) enrollment (1990-99), including credit headcount enrollment, full-time equivalent enrollment, in-state enrollment, student age distribution, and continuing education activity; (2) programs offered, degrees conferred, and completers of teacher certification programs, including programs and degrees at public and independent institutions, completers of approved teacher certification programs (1998-99), and total degrees conferred (1989-99); (3) faculty and staff characteristics, fall 1999, including academic rank of full-time instructional faculty, highest degree held by part-time faculty, age of full/part-time faculty, instructional faculty by ethnicity, tenure of instructional faculty, and average nine-month salary; and (4) fiscal data, 1998-99, including statements of current funds revenues, expenditures, transfers and other changes for the combined system, university system statements, state college system statements, and student tuition and fees. (CH)

This document includes two presentations on research methods appropriate to research questions involving art classroom settings. "The Nuts and Bolts of Basic Research" (Read M. Diket) outlines the classification systems of research and establishes their basis in purpose and method. Systems represented are: (1) historical research; (2) descriptive research; (3) ethnographic research; (4) correlation research; (5) causal-comparative research; and (6) experimental research. Sharon D. LaPierre indicates that there is a unique knowledge base found in the arts that can be described as domain specific. Domain specific knowledge is that which is unique to the artistic process, such as the thinking and learning processes involved in the creating of art. This affects the way research is described, interpreted, or presented, and requires appropriate research methods to help art teachers evaluate and assess more effectively. Le Pierre's contribution, "Domain Specific Knowledge and Research Methods", presents research methods that can be integrated into the classroom setting in order to discover, uncover, or disclose. (MM)

This document is a handbook for helping children develop self-esteem through encouraging creative behavior in after school day care. The handbook is meant to be a resource for after school day care providers. Each chapter is structured to describe a creative behavior concept or strategy, explain how and why it works, and when it can best be applied. Twelve chapters cover the following topics: (1) the need for creative behavior in after school care; (2) understanding creative behavior; (3) preparing a safe physical environment; (4) setting limits and explaining consequences; (5) dealing with heckling and teasing in the classroom; (6) mistakes as tools for learning; (7) integration of experience; (8) planning the curriculum; (9) preparing for transitions; (10) team teaching; and (11) communicating with parents. The last chapter offers conclusions, questions, and exercises to encourage self-esteem through developing creativity. The document also includes background information on creative behavior techniques and strategies. (Contains 61 references.) (JW)

Based on a case study of Project READ (Reading Education for Adults in Dayton), this handbook presents a strategic planning model for use by nonprofit groups. Its emphasis is on developing strategic cooperative plans. The handbook is organized in three main sections. The first section describes Project READ, its history, personnel and funding, operations, goals, and current activities. Throughout the section, lessons from Project READ's experience are drawn and planning objectives are suggested. The second section is an overview of the strategic planning process. It includes a description of the process, a model, reasons for strategic planning, benefits of planning, factors that characterize successful strategic planning, use of a facilitator, planning committees, and getting started. The third section is a detailed description of Project READ's strategic planning process. Ten appendixes include the following: four references; lists of Project READ coalition members, planning committee members, and advisory committee members; Project READ's strategic plan; and a resource list of eight publications. (KC)

BACKGROUND: Point-of-care hepatitis C virus (HCV) RNA testing can facilitate single-visit diagnosis and treatment. This study evaluated a single-visit test and treat intervention integrating point-of-care HCV RNA testing, linkage to nursing care, and peer-supported engagement/delivery of treatment among people with recent injecting drug use at a peer-led needle and syringe program (NSP). METHODS: TEMPO Pilot is an interventional cohort study of people with recent injecting drug use (previous month) recruited between September 2019-February 2021 from one peer-led NSP in Sydney, Australia. Participants received point-of-care HCV RNA testing (Xpert HCV Viral Load Fingerstick), linkage to nursing care, and peer-supported engagement/delivery of treatment. The primary endpoint was the proportion initiating HCV therapy. RESULTS: Among 101 people with recent injecting drug use (median age 43; 31% female), 27% (n = 27) were HCV RNA detectable. Treatment uptake was 74% (20 of 27; sofosbuvir/velpatasvir, n = 8; glecaprevir/pibrentasvir, n = 12). Among people initiating treatment (n = 20), 45% (n = 9) initiated treatment at the same visit, 50% (n = 10) in the next 1-2 days, and 5% on day 7 (n = 1). Two participants initiated treatment outside the study (overall treatment uptake 81%). Reasons for not initiating treatment included loss to follow-up (n = 2), no reimbursement (n = 1), not suitable for treatment (mental health) (n = 1), and inability to perform liver disease assessment (n = 1). In the full analysis set, 60% (12 of 20) completed treatment and 40% (8 of 20) had a sustained virological response (SVR). In the evaluable population (excluding people without an SVR test), SVR was 89% (8 of 9). CONCLUSION: Point-of-care HCV RNA testing, linkage to nursing, and peer-supported engagement/delivery led to high HCV treatment uptake (majority single-visit) among people with recent injecting drug use attending a peer-led NSP. The lower proportion of people with SVR highlights the

Australia was one of the first countries with unrestricted access to government subsidized direct-acting antiviral (DAA) therapy for adults with chronic hepatitis C virus. This study assessed real-world DAA treatment outcomes across a diverse range of Australian clinical services and evaluated factors associated with successful treatment and loss to follow-up. Real-world Effectiveness of Antiviral therapy in Chronic Hepatitis C (REACH-C) consisted a national observational cohort of 96 clinical services including specialist clinics and less traditional settings such as general practice. Data were obtained on consecutive individuals who commenced DAAs from March 2016 to June 2019. Effectiveness was assessed by sustained virological response ≥12 weeks following treatment (SVR) using intention-to-treat (ITT) and per-protocol (PP) analyses. Within REACH-C, 10,843 individuals initiated DAAs (male 69%; ≥50 years 52%; cirrhosis 22%). SVR data were available in 85% (9,174 of 10,843). SVR was 81% (8,750 of 10,843) by ITT and 95% (8,750 of 9,174) by PP. High SVR (≥92%) was observed across all service types and participant characteristics. Male gender (adjusted odds ratio [aOR] 0.56, 95% confidence interval [CI] 0.43-0.72), cirrhosis (aOR 0.52, 95% CI 0.41-0.64), recent injecting drug use (IDU; aOR 0.64, 95% CI 0.46-0.91) and previous DAA treatment (aOR 0.50, 95% CI 0.28-0.90) decreased the likelihood of achieving SVR. Multiple factors modified the likelihood of loss to follow-up including IDU ± opioid agonist therapy (OAT; IDU only: aOR 1.75, 95% CI 1.44-2.11; IDU + OAT: aOR 1.39, 95% CI 1.11-1.74; OAT only, aOR 1.36; 95% CI 1.13-1.68) and age (aOR 0.97, 95% CI 0.97-0.98). Conclusion: Treatment response was high in a diverse population and through a broad range of services following universal access to DAA therapy. Loss to follow-up presents a real-world challenge. Younger people who inject drugs were more likely to disengage from care, requiring innovative strategies to retai

BACKGROUND AND AIMS: In moving towards the elimination of hepatitis C virus (HCV) infection among people living with HIV, understanding HCV transmission patterns may provide insights to guide and evaluate interventions. In this study, we evaluated patterns of, and factors associated with HCV phylogenetic clustering among people living with HIV/HCV co-infection in Australia in the direct-acting antiviral era. METHODS: HCV RNA was extracted from dried blood spot (DBS) samples collected between 2014 and 2018 in the CEASE cohort study. The HCV Core-E2 region was amplified by a polymerase chain reaction and Sanger sequenced. Maximum likelihood phylogenetic trees (1000 bootstrap replicates) were used to identify patterns of clustering (3% genetic distance threshold). Mixed-effects logistic regression was used to determine correlates of phylogenetic clustering. Factors assessed were sexual risk behavior, education, injecting drug use, housing, employment, HIV viral load, age, sex, and sexuality. RESULTS: Phylogenetic trees were reconstructed for HCV subtype 1a (n = 139) and 3a (n = 63) sequences, with 29% (58/202) in a pair or cluster. Overall (n = 202), phylogenetic clustering was positively associated with younger age (under 40; adjusted odds ratio [aOR] 2.52, 95% confidence interval [CI] 1.20-5.29), and among gay and bisexual men (n = 168), was positively associated with younger age (aOR 2.61, 95% CI 1.10-6.19), higher education (aOR 2.58, 95% CI 1.09-6.13), and reporting high-risk sexual behavior (aOR 3.94, 95% CI 1.31-11.84). During follow-up, five reinfections were observed, but none were in phylogenetic clusters. CONCLUSION: This study found a high proportion of phylogenetic relatedness, predominantly among younger people and gay and bisexual men reporting high-risk sexual behavior. Despite this, few reinfections were observed, and reinfections demonstrated little relationship with known clusters. These findings highlight the importance of rapid HCV treatment initia

BACKGROUND: New technologies and therapies allow the possibility of a single-visit test and treat model for hepatitis C virus (HCV), addressing some of the barriers to care faced by people who inject drugs. METHODS: The TEMPO Pilot Study was an interventional cohort study evaluating a single-visit test and treat intervention among people with recent injecting drug use at a one peer-led needle and syringe program (NSP) in Sydney, Australia between September 2019 and February 2021. This analysis evaluated awareness of HCV status and agreement of self-report with HCV RNA test results. The analysis also assessed acceptability of: modality of result delivery, modality of blood sampling, site of treatment, and duration of treatment. RESULTS: Among 101 participants (median age 43; 31% female), 100 had a valid HCV RNA test result and 27% (27/100) were HCV RNA detectable. Overall, 65% (65/100) were aware of their status. Among people with a positive HCV RNA result, 48% (13/27) were aware of their status. People preferred same-day HCV test results (95%, 96/101), and preferred to receive results in person (69%, 70/101). Receiving treatment at an NSP was acceptable (100%, 101/101) and 78% (79/101) were willing to discuss their health with a peer NSP worker. CONCLUSION: Half of people with current HCV infection were aware of their status. The high acceptability of simplified testing and treatment pathways delivered at NSPs indicates that this is an appropriate strategy to improve HCV awareness and treatment uptake in this population.

This procedures manual reports on the Young Adult Reading Project, which provides a combination of job preparation, literacy skills, and self-esteem to improve reading, math, and job readiness skills for Lexington, Kentucky residents aged 16-21 who read below the eighth-grade level. Tutors are trained to design lessons based on students' goals. The personal relationship between tutors and students helps participants overcome their fear and dislike of the learning situation. Recruitment is done through Operation Read channels: (1) newspapers; (2) television; (3) radio; (4) word-of-mouth; (5) referral from family and friends; (6) referral from other social agencies; and (7) door-to-door recruitment. Students are screened using a combination of a criterion-referenced test, Slosson Oral Reading Test, and other measures. Students' progress is also assessed using the Slosson posttest. Greater involvement with potential employers will be fostered for future programs. (Six appendices are included: (1) interest inventory; (2) student information sheet; (3) list of instructional materials; (4) student progress record and time sheet; (5) program evaluation and statistics; and (6) Young Adult Reading Project task force.) (NLA)

Competencies are specified for each of six roles of personnel in reading education: instructing students in developmental reading, including reading in the content fields; instructing students in remedial reading; providing reading consultant service to school personnel; organizing, managing, budgeting, and developing community support for the reading program; assisting college students in improving their reading and study skills; and preparing classroom teachers and reading specialists for reading education. General competencies needed by all reading educators are listed, as well as specific competencies needed by persons in each role. (Author/AA)

The major goal of the Right-to-Read program is to increase functional literacy so that, by 1980, 99% of the people in the United States who are under 16 years of age and 90% of those over 16 will be sufficiently competent as readers to function effectively as adults. This booklet suggests ways in which groups and organizations can initiate and support a special Right-to-Read program. The six sections of the booklet are devoted to advice for business and industry, community groups and organizations, educational institutions, local services and agencies, national organizations and associations, and recreational organizations and associations. (JM)

This brochure prepared by the National Right-to-Read Effort of the United States Office of Education suggests ways for individuals, organizations, and communities to assist in the solution of the nation's reading problems. The contents include: "Planning Steps," which reviews sources of information such as schools, libraries, service organizations, churches, welfare offices, employment agencies, volunteer bureaus, and institutions; "Action Steps to Help Right to Read," which presents various Right to Read projects for groups and individuals, including service as teacher aides, reading to children in libraries, participating in teacher exchange programs, preparing a Christmas gift book display and sale, establishing public reading information booths, compiling a list of reading-related services in the area; and "Activities Particularly Suited for Reading Associations," which discusses compiling and publishing a list of recommended supplementary reading books and materials, preparing a questionnaire to serve local reading needs, preparing a list of reading resource persons who are available to answer questions and serve as speakers, and sponsoring content area reading conferences. (WR)

Constructed for use by individuals analyzing the status and problems of local reading programs and systematically seeking and developing solutions, this handbook is a programed self-study guide which may be used by a committee or task force to collect data and make decisions. The handbook contains eleven charts which may be used to summarize committee conclusions, to make a display, and to share findings and reporting recommendations. It also contains an appendix, which includes a summary of the purpose of the charts, suggested forms to assist in the process, definitions of terms, and other materials. While the handbook and charts are designed to apply to program planning and revision in reading, school personnel may find the planning process useful in discussing other curriculum needs as well. [This handbook was developed by the Right to Read Program of the U.S. Office of Education.] (LL)

The intent of this handbook is to provide guidelines for tutor-trainers, reading directors, and the community coordinators who need help in organizing programs for training reading tutors. The handbook is divided into three parts. "Reading Directors' Organizational Guidelines" is intended to give direction necessary to form the support group for the tutoring program at the community level; "Tutor-Trainers' Guidelines" provides information useful in the development of the training programs for volunteer tutors; "Teacher-Orientation Guidelines" provides a rationale and gives direction necessary for the trainer and community coordinator to orient school staffs to the overall program. This handbook is one of three developed for the Right-to-Read tutor-training program; the others are"Tutoring Resource Handbook for Teachers" (CS 002 045) and "Tutors' Resource Handbook" (CS 002 046). (RB)

This handbook provides the basic material needed to guide reading tutors in how to teach appropriate reading skills to children, both inside and outside the classroom. It is one of a series of three handbooks developed for the Right-to-Read tutor-training program; the others are the "Tutor-Trainers' Resource Handbook" (CS 002 047) and "Tutoring Resource Handbook for Teachers" (CS 002 045). Following an introduction, the contents include brief discussions of some of the characteristics of children who have problems learning to read, general principles of successful tutoring, the importance of teamwork, tips for tutoring, a breakdown of the major areas of reading skills, and a reading skills checklist. The bulk of the handbook consists of sample reading lessons for use by volunteer tutors. The appendix contains a copy of the Dolch Word List. (RB)

Designed for use by teachers participating in the Right-to-Read volunteer tutor-training program and by those who wish to develop and conduct such a program, this handbook is intended to provide a starting point for teachers and trainers of teachers to aid them in developing their own tutoring programs. The handbook provides information on the teacher-tutor relationship including goals of the volunteer tutoring program, training volunteers, planning and implementing the program, and serving in a public relations role. The handbook also covers the role of the teacher as the manager of the program, suggesting instructional materials and telling how to find space for tutoring. The appendixes list reading lessons which tutors are prepared to teach, and contain sample forms for evaluating tutors, lesson plans, pupil background information, and the success of the program. This handbook should be used in conjunction with the "Tutor's Resource Handbook" (CS 002 046) and the "Tutor-Trainers' Resource Handbook" (CS 002 047). (RB)

This guide presents a classroom problem solving model designed to help teachers conduct their own classroom research. It suggests developing a procedure for identifying the instructional problems influencing reading achievement. The model is presented in steps that can be used independently or in concert with other steps. Practice activities are presented to reinforce elements of each step. The steps in the model are: (1) identifying the instructional problem, including formulating and evaluating the questions to be answered; (2) determining the hypothesis to be tested; (3) carefully defining and recording relevant characteristics of students or subjects; (4) listing types of sampling procedures; (5) selecting a study design; (6) outlining and listing all procedures to be employed in the study; (7) collecting, processing and interpreting the data; and (8) determining whether the hypothesis was supported or not and planning for the next course of action. Extensive tables, statistical equations, sample studies, and a glossary are appended. (MKM)

Intended for public libraries that have not yet sponsored programs for the adult community, this manual describes the steps in designing and staging programs designed to bring together local citizens, public policy makers, and scholars in the humanities to discuss issues of concern to their state or community. Sections are devoted to the National Endowment for the Humanities (NEH), planning your program, the planning group, building an audience, turning themes into programs, evaluation, proposal writing, staging the program, publicity and promotion, and the aftermath of the program. A brief bibliography and a list of six NEH state-based committee addresses and themes are included. (JD)

Describes how to construct simple numerical examples in two-way ANOVAs, specifically randomized blocks, balanced two-way layouts, and Latin squares. Indicates that working through simple numerical problems is helpful to students meeting a technique for the first time and should be followed by computer-based analysis of larger, real datasets when the basic mechanics of the method are understood. (Author/ASK)

Objectives: To evaluate the impact of government HIV strategies that aimed to increase HIV testing uptake and frequency among gay and bisexual men (GBM) in New South Wales (NSW), Australia. Design: We analysed HIV testing data from existing passive and sentinel surveillance systems between 2010 and 2018. Methods: Six indicators were measured: (1) state-wide total HIV laboratory tests; (2) number of GBM attending publicly-funded clinics; (3) 12-monthly testing uptake; (4) annual testing frequency; (5) HIV testing with a STI diagnosis; and (6) HIV positivity. Mathematical modelling was used to estimate (7) the proportion of men with undiagnosed HIV. Indicators were stratified by Australian vs. overseas-born. Results: Overall, 43,560 GBM attended participating clinics (22,662 Australian-born, 20,834 overseas-born) from 2010-2018. Attendees increased from 5,186 in 2010 to 16,507 in 2018. There were increasing trends (p<0.001 for all) in testing uptake (83.9% to 95.1%); testing with a STI diagnosis (68.7% to 94.0%); annual HIV testing frequency (1.4 to 2.7); and a decreasing trend (p<0.01) in HIV positivity (1.7% to 0.9%).Increases in testing were similar in Australian-born and overseas-born GBM. However, there were decreasing trends in the estimated undiagnosed HIV proportion overall (9.5% to 7.7%) and in Australian-born GBM (7.1% to 2.8%), but an increasing trend in overseas-born GBM (15.3% to 16.9%) (p<0.001 for all).

The purpose of this study was 1) to present the strength, speed and power characteristics of elite youth soccer players and provide benchmark data for strength and conditioning coaches; 2) to compare the speed, strength and power characteristics of youth soccer players by competition structure age categories; and 3) to determine the relationships between lower-body strength, eccentric hamstring strength, upper-body strength, sprint and jump performance. Sixty four (n = 64) academy male soccer players (U16s n = 18, U18s n = 22, and U23s n = 24), performed a predicted maximal squat test, bench press test and prone row test, eccentric hamstring strength test, countermovement jump, and 10m and 20m sprint speed test. The analysis of variance showed that age category had a significant effect on height, mass, countermovement jump, left eccentric hamstring strength, right eccentric hamstring strength, average eccentric hamstring strength, 20m sprint speed, estimated one repetition maximum squat absolute and relative, and estimated one repetition maximum bench press absolute. In the U16s age group, there was a significant relationship between 10m sprint and absolute squat strength (r = -0.759), and 20m sprint speed and absolute squat strength (r = -0.757). In the U23s age group, there was a significant relationship with 10m sprint speed and relative squat strength (r = -0.598), and 20m sprint speed and relative squat strength (r = -0.653). This study provides comparative data for elite academy soccer players. The benchmarks, allow strength and conditioning coaches to be individualised in their approach to training by creating subgroups.

Gaps in hepatitis C virus (HCV) testing, diagnosis, liver disease assessment and treatment uptake among people who inject drugs (PWID) persist. We aimed to describe the cascade of HCV care among PWID in Australia, prior to and following unrestricted access to direct-acting antiviral (DAA) treatment. Participants enrolled in an observational cohort study between 2014 and 2018 provided fingerstick whole-blood samples for dried blood spot, Xpert HCV Viral Load and venepuncture samples. Participants underwent transient elastography and clinical assessment by a nurse or general practitioner. Among 839 participants (mean age 43 years), 66% were male (n = 550), 64% (n = 537) injected drugs in the previous month, and 67% (n = 560) reported currently receiving opioid substitution therapy. Overall, 45% (n = 380) had detectable HCV RNA, of whom 23% (n = 86) received HCV treatment within 12 months of enrolment. HCV treatment uptake increased from 2% in the pre-DAA era to 38% in the DAA era. Significant liver fibrosis (F2-F4) was more common in participants with HCV infection (38%) than those without (19%). Age 50 years or older (aOR, 2.88; 95% CI, 1.18-7.04) and attending a clinical follow-up with nurse (aOR, 3.19; 95% CI, 1.61-6.32) or physician (aOR, 11.83; 95% CI, 4.89-28.59) were associated with HCV treatment uptake. Recent injection drug use and unstable housing were not associated with HCV treatment uptake. HCV treatment uptake among PWID has increased markedly in the DAA era. Evaluation of innovative and simplified models of care is required to further enhance treatment uptake.

Continuing their studies of post-Pinochet memorials in Chile, the authors analyse a recent trend in the interpretation of trauma sites in Santiago which regards the need to resolve the tensions raised by the Pinochet years as more important than dwelling in detail on what was visited upon the victims. We argue that this significant shift from previous interpretations is carried by the younger generation of guides who did not undergo the repression personally. We note these changes with approbation, while noting that the desire not to discuss the worst excesses of the Pinochet regime has led to to a corresponding downplay of the highest points of human experience manifested by the victims themselves. We cite several instances that mark a peak of human experience in Chilean history, and suggest that several might well be used by the site interpreters to further instil a sense of pride among Chilean young people, rather than despair.

We review the recent progress in understanding the jet structures on exoplanets as well as on and inside the Sun. The emphasis is on the more robust aspects of observation and numerical modeling that relate directly to jets. For the exoplanets, the primary focus is on hot-Jupiters since many more observations are available for them presently than other types of exoplanets. Because not much is known about the morphology and strength of the jets on exoplanets, there is currently not much agreement. In contrast, the picture is very different for the Sun. In fact, the jet structure of the Sun is arguably one of the best known jet structures of all the planets and stars, due to the fact that Sun's disk is resolved and its interior can be probed with helioseismology. A discussion of several critical issues pertaining to the modeling of jets on exoplanets and the Sun is presented, along with a brief outlook on the subject.

Objectives: To estimate rates of HIV infection, chlamydia, gonorrhoea, and infectious syphilis in transgender men and women in Australia; to compare these rates with those for cisgender people. Design: Cross-sectional, comparative analysis of de-identified health data. Setting, participants: We analysed data for 1260 transgender people (404 men, 492 women, 364 unrecorded gender), 78 108 cisgender gay and bisexual men, and 309 740 cisgender heterosexual people who attended 46 sexual health clinics across Australia during 2010–2017. Main outcome measures: First-visit test positivity for sexually transmitted infections (STIs), stratified by patient group and year; demographic and behavioural factors associated with having STIs. Results: 14 of 233 transgender men (6.0%) and 34 of 326 transgender women (10%) tested during first clinic visits were chlamydia-positive; nine transgender men (4%) and 28 transgender women (8.6%) were gonorrhoea-positive. One of 210 tested transgender men (0.5%) and ten of 324 tested transgender women (3.1%) were diagnosed with infectious syphilis; 14 transgender men (3.5%) and 28 transgender women (5.7%) were HIV-positive at their first visit. The only significant change in prevalence of an STI among transgender patients during the study period was the increased rate of gonorrhoea among transgender women (from 3.1% to 9.8%). Compared with cisgender gay and bisexual men, transgender men were less likely (adjusted odds ratio [aOR], 0.46; 95% CI, 0.29–0.71; P = 0.001) and transgender women as likely (aOR, 0.98; 95% CI, 0.73–1.32; P = 0.92) to be diagnosed with a bacterial STI; compared with heterosexual patients, transgender men were as likely (aOR, 0.72; 95% CI, 0.46–1.13; P = 0.16) and transgender women more likely (aOR, 1.56; 95% CI, 1.16–2.10; P = 0.003) to receive a first-visit bacterial STI diagnosis. Conclusions: The epidemiology of STIs in transgender people attending Australian sexual health clinics differs from that of cisgender patient

People who are homeless have increased hepatitis C virus (HCV) infection risk, and are less likely to access primary healthcare. We aimed to evaluate HCV RNA prevalence, liver disease burden, linkage to care and treatment uptake and outcomes among people attending a homelessness service in Sydney. Participants were enrolled in an observational cohort study with recruitment at a homelessness service over eight liver health campaign days. Finger-stick whole-blood samples for Xpert® HCV Viral Load and venepuncture blood samples were collected. Participants completed a self-administered survey and received transient elastography and clinical assessment by a general practitioner or nurse. Clinical follow-up was recommended 2-12 weeks after enrolment. For participants initiating direct-acting antiviral (DAA) therapy, medical records were audited retrospectively and treatment outcome data were collected. Among 202 participants (mean age, 48 years), 82% were male (n = 165), 39% (n = 78) reported ever injecting drugs, of whom 63% (n = 49) injected in the previous month. Overall, 23% (n = 47) had detectable HCV RNA and 6% (n=12) had cirrhosis. HCV RNA prevalence among participants with either injecting or incarceration history was 35% (37/105), compared to 4% (3/73) among participants without these risk factors. Among those with detectable HCV RNA, 23 (49%) commenced therapy, of whom 65% (n = 15) achieved sustained virological response, while the remainder had no available treatment outcome. No participant had documented virological failure. HCV DAA treatment uptake among people attending a homelessness service was encouraging, but innovative models of HCV care are required to improve linkage to care and treatment uptake among this highly marginalized population.

The Mars Climate Database (MCD) is a database of meteorological fields derived from General Circulation Model (GCM) numerical simulations of the martian atmosphere and validated using available observational data.

Saturn's polar stratosphere exhibits the seasonal growth and dissipation of broad, warm, vortices poleward of $\sim75^\circ$ latitude, which are strongest in the summer and absent in winter. The longevity of the exploration of the Saturn system by Cassini allows the use of infrared spectroscopy to trace the formation of the North Polar Stratospheric Vortex (NPSV), a region of enhanced temperatures and elevated hydrocarbon abundances at millibar pressures. We constrain the timescales of stratospheric vortex formation and dissipation in both hemispheres. Although the NPSV formed during late northern spring, by the end of Cassini's reconnaissance (shortly after northern summer solstice), it still did not display the contrasts in temperature and composition that were evident at the south pole during southern summer. The newly-formed NPSV was bounded by a strengthening stratospheric thermal gradient near $78^\circ$N. The emergent boundary was hexagonal, suggesting that the Rossby wave responsible for Saturn's long-lived polar hexagon - which was previously expected to be trapped in the troposphere - can influence the stratospheric temperatures some 300 km above Saturn's clouds., Comment: 51 pages, 12 figures, published in Nature Communications

Background: The New South Wales (NSW) HIV Strategy 2016-2020 aims for the virtual elimination of HIV transmission in NSW, Australia, by 2020. Despite high and increasing levels of HIV testing and treatment since 2012, the annual number of HIV diagnoses in NSW has remained generally unchanged. Pre-exposure prophylaxis (PrEP) is highly effective in preventing HIV infection among gay and bisexual men (GBM) when taken appropriately. However, there have been no population-level studies that evaluate the impact of rapid PrEP scale-up in high-risk GBM. Expanded PrEP Implementation in Communities in NSW (EPIC-NSW) is a population-level evaluation of the rapid, targeted roll-out of PrEP to high-risk individuals. Methods: EPIC-NSW, is an open-label, single-arm, multi-centre prospective observational study of PrEP implementation and impact. Over 20 public and private clinics across urban and regional areas in NSW have participated in the rapid roll-out of PrEP, supported by strong community mobilization and PrEP promotion. The study began on 1 March 2016, aiming to enroll at least 3700 HIV negative people at high risk of HIV. This estimate took into consideration criteria for PrEP prescription in people at high risk for acquiring HIV as defined in the NSW PrEP guidelines. Study participants receive once daily co-formulated tenofovir disoproxil fumarate and emtricitabine (TDF/FTC) and are followed for up to 24 months. Follow-up includes: testing for HIV at 1 month, HIV and other sexually transmissible infections three-monthly, HCV annually and monitoring of renal function six-monthly. Optional online behavioural surveys are conducted quarterly. The co-primary endpoints are (i) HIV diagnoses and incidence in the cohort and (ii) HIV diagnoses in NSW. Discussion: EPIC-NSW is a population-based PrEP implementation trial which targets the entire estimated population of GBM at high risk for HIV infection in NSW. It will provide a unique opportunity to evaluate the population impact o

This report to Crime Stoppers Victoria (CSV) gives results for the 2017 community survey and reports on trends across three surveys, 2012, 2015 and 2017. The aim of the research is to provide information for CSV in order to raise the level of reporting of suspicious behaviour in relation to illegal fires witnessed in regional areas of Victoria: Latrobe, Murrindindi, Nillumbik, Macedon, Yarra Ranges, Surf Coast, being areas of high bushfire risk, and Knox as a control region with a more urban status where bushfires are less likely to occur.

In this study, we consider how the wave number selection in spherical Couette flow, in the transition to azimuthal waves after the first instability, occurs in the presence of noise. The outer sphere was held stationary, while the inner sphere rotational speed was increased linearly from a subcritical flow to a supercritical one. In a supercritical flow, one of two possible flow states, each with different azimuthal wave numbers, can appear depending upon the initial and final Reynolds numbers and the acceleration value. Noise perturbations were added by introducing small disturbances into the rotational speed signal. With an increasing noise amplitude, a change in the dominant wave number from m to m ± 1 was found to occur at the same initial and final Reynolds numbers and acceleration values. The flow velocity measurements were conducted by using laser Doppler anemometry. Using these results, the role of noise as well as the behaviour of the amplitudes of the competing modes in their stages of damping and growth were determined. © 2018 Author(s).

© 2018 University of California Press. All rights reserved. We two Australian public historians recently published a history of memorials in Santiago, Chile, to the victims of the Augusto Pinochet dictatorship, Narrow but Endlessly Deep: The Struggle for Memorialisation in Chile since the Transition to Democracy. Our different upbringings and experiences (one a migrant from Cuba, the other Anglo-Australian) produced disagreements as to how we should interpret the memorializations. In particular, the foundational narratives of Cuba and Australia in which we were raised affected our differing interpretations. The article explains these differing foundational narratives and then cites examples of textual disagreements and how we resolved them. We believe that this challenging interrogation of lifetime values improved the monograph and may offer insights for other cross-cultural collaborations.

This booklet describes a systematic procedure for developing and writing process objectives. Process objectives are designed to enable an examination of the activities within an educational program or agency. By describing the planned activities to be accomplished, process objectives become essential to the accomplishment of organizational goals. Process objectives should be easily monitored so that managers can assess program progress at its respective levels. Process objectives have five parts--the person(s) responsible, the activity, the time limit, the method of verification, and the standard of quality. Process objectives can be classified as management, support, or instructional process objectives. Exercises in critiquing and writing objectives are included. (Author/IRT)

Management by objectives (MBO) is a process in which organizational members at all levels participate in management, goals are established and objectives are specified, a system is developed to monitor the implementation of planned activities, and progress is measured relevant to achievement of objectives. Specific activities and events must be accomplished to achieve implementation of an MBO system. These activities are described as steps in the process of initiating and implementing an MBO system. They are organizational mission statement, organizational goals, components goals, job description, objectives, appraisal process, accomplishment report, and continuation process. An MBO Survey Rating Sheet and the MBO Profile are also included to enable the reader to conduct an MBO Survey, a survey technique that may be used to determine the existing status or readiness of a program, district, or agency relative to the implementation of MBO systems concepts. (Author/IRT)