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Cyclin-dependent kinase 2 (CDK2) is thought to play an important role in driving proliferation of certain cancers, including those harboring CCNE1 amplification and breast cancers that have acquired resistance to CDK4/6 inhibitors (CDK4/6i). The precise impact of pharmacologic inhibition of CDK2 is not known due to the lack of selective CDK2 inhibitors. Here we describe INX-315, a novel and potent CDK2 inhibitor with high selectivity over other CDK family members. Using cell-based assays, patient-derived xenografts (PDX), and transgenic mouse models, we show that INX-315 (i) promotes retinoblastoma protein hypophosphorylation and therapy-induced senescence (TIS) in CCNE1-amplified tumors, leading to durable control of tumor growth; (ii) overcomes breast cancer resistance to CDK4/6i, restoring cell cycle control while reinstating the chromatin architecture of CDK4/6i-induced TIS; and (iii) delays the onset of CDK4/6i resistance in breast cancer by driving deeper suppression of E2F targets. Our results support the clinical development of selective CDK2 inhibitors.

This study is one of the largest and most comprehensive publicly available sources of information on the amount and nature of media use among American youth: (1) It includes a large national sample of more than 2,000 young people from across the country; (2) It covers children from ages 8 to 18, to track changes from childhood through the transitional "tween" period, and on into the teenage years; (3) It explores a comprehensive array of media, including TV, computers, video games, music, print, cell phones, and movies; (4) It is one of the only studies to measure and account for media multitasking--the time young people spend using more than one medium concurrently; and (5) It gathers highly detailed information about young people's media behavior, including responses to an extensive written questionnaire completed by the entire sample, plus results from a subsample of approximately 700 respondents who also maintained week-long diaries recording their media use in half-hour increments. Finally, because this is the third wave of the Kaiser Family Foundation's studies of children's media use, it not only provides a detailed look at current media use patterns among young people, but also documents changes in children's media habits since the first two waves of the study, in 1999 and 2004. It is hoped that the data provided here will offer a reliable foundation for policymakers trying to craft national media policies, parents trying to do their best to stay on top of their children's media habits, and educators, advocates and public health groups that are concerned with the impact of media on youth, and want to leverage the educational and informational potential of media in young people's lives. Appended are: (1) Tables; (2) Changes in Question Wording and Structure Over Time; (3) Toplines; and (4) Sample of Media Use Diary.

This paper investigates change in employer satisfaction with vocational education and training (VET) between the years 2005 and 2009. Employer satisfaction was measured using the Survey of Employer Use and Views of the VET System, conducted biennially since 2005. Key measures from the survey are employer satisfaction with: vocational qualifications as a job requirement; apprentices and trainees; and nationally recognised training. To determine whether the distribution of responding employers accounts for the large differences in survey estimates, employer satisfaction is modelled taking into account the size and industry of responding employers. Appended are: (1) Differences in the survey estimates; and (2) Regression results. (Contains 11 tables and 3 figures.)

Circulating tumour DNA (ctDNA) can be used to detect and profile residual tumour cells persisting after curative intent therapy1. The study of large patient cohorts incorporating longitudinal plasma sampling and extended follow-up is required to determine the role of ctDNA as a phylogenetic biomarker of relapse in early-stage non-small-cell lung cancer (NSCLC). Here we developed ctDNA methods tracking a median of 200 mutations identified in resected NSCLC tissue across 1,069 plasma samples collected from 197 patients enrolled in the TRACERx study2. A lack of preoperative ctDNA detection distinguished biologically indolent lung adenocarcinoma with good clinical outcome. Postoperative plasma analyses were interpreted within the context of standard-of-care radiological surveillance and administration of cytotoxic adjuvant therapy. Landmark analyses of plasma samples collected within 120 days after surgery revealed ctDNA detection in 25% of patients, including 49% of all patients who experienced clinical relapse; 3 to 6 monthly ctDNA surveillance identified impending disease relapse in an additional 20% of landmark-negative patients. We developed a bioinformatic tool (ECLIPSE) for non-invasive tracking of subclonal architecture at low ctDNA levels. ECLIPSE identified patients with polyclonal metastatic dissemination, which was associated with a poor clinical outcome. By measuring subclone cancer cell fractions in preoperative plasma, we found that subclones seeding future metastases were significantly more expanded compared with non-metastatic subclones. Our findings will support (neo)adjuvant trial advances and provide insights into the process of metastatic dissemination using low-ctDNA-level liquid biopsy.

These guidelines are the product of a new Pediatric Asthma Initiative aimed at integrating environmental management of asthma into pediatric health care. This document outlines competencies in environmental health relevant to pediatric asthma that should be mastered by primary health care providers, and outlines the environmental interventions that should be communicated to patients. These environmental management guidelines were developed for pediatricians, family physicians, internists, pediatric nurse practitioners, pediatric nurses, and physician assistants. In addition, these guidelines should be integrated into respiratory therapists' and licensed case/care (LICSW) management professionals' education and training. The guidelines contain three components: (1) Competencies: An outline of the knowledge and skills that health care providers and health professional students should master and demonstrate in order to incorporate management of environmental asthma triggers into pediatric practice; (2) Environmental History Form: A quick, easy, user-friendly document that can be utilized as an intake tool by the health care provider to help determine pediatric patients' environmental asthma triggers; and (3) Environmental Intervention Guidelines: Follow-up questions and intervention solutions to environmental asthma triggers. Although environmental factors may play a role in the prevalence of asthma in the population, these guidelines are not directed at the primary prevention of pediatric asthma on a general scale. They are aimed instead at educating health care professionals on how to advise families about environmental interventions that can reduce or eliminate triggers for children who are already diagnosed with asthma. These guidelines are intended to be used with children (0-18 years) already diagnosed with asthma. Referral to a specialist is advised if the diagnosis of asthma is in doubt. Sources of guidelines for making the diagnosis of asthma include the NAEPP (National Asthma Education and Prevention Program) Guidelines and resources from Kaiser Permanente, the American Academy of Allergy Asthma & Immunology, and the American Academy of Pediatrics. Sources of Additional Information are appended.

This article describes a project in which eighth graders at East Side Middle School in New York City used an interactive multimedia program called "Pollution Solution" in a science unit on environmental pollution. Students assumed the role of environmental consultants working at fictional corporations which were being investigated for violation of the Clean Air Act. Students used laptop computers to set up their virtual offices, from which they researched pollution issues and collaborated on solutions. This exercise in problem-based learning allowed students to become personally involved in dealing with the effects that humans are having on the environment. A project timeline is included.

Ear infections in infants and preschoolers can cause mild or moderate temporary hearing loss, which may in turn affect a child's ability to understand and learn language. Noting that providing children with proper medical treatment for ear infections or middle ear fluid is important in preventing possible problems with language development, this booklet is designed to inform parents and caregivers about how ear infections and middle ear fluid might affect a child's language and what they can do to help. The booklet discusses what it means when a child has an ear infection or middle ear fluid (called otitis media); how to identify symptoms and provide treatment; how ear infections can affect hearing and how to recognize if a child has a hearing loss; how ear infections can affect speech and language learning and where to go for help; and what milestones to look for in a child's language development from birth to age five. The booklet also contains tips for ear infection prevention, suggestions for helping a child learn language and early literacy skills, and resources for more information and help. (HTH)

This WisKids Count data book examines statewide trends in the well-being of Wisconsin's children, revisiting indicators that have been followed since 1991. The statistical portrait is based on ten general areas: (1) county demographics; (2) county labor market; (3) housing; (4) maternal and child health; (5) early childhood program participation; (6) child and family welfare; (7) juvenile justice; (8) program participation; (9) W-2 related programs; and (10) subsidized child care (Wisconsin Shares). The report is divided into six sections. Section one contains introductory materials and specifically addresses three areas of concern for Wisconsin's children: (1) the affordable housing crisis and its impact on children; (2) red flags, which indicate changing trends in state program data; and (3) racial disparities in Wisconsin. Section two, the bulk of the report, presents statistical data for the state of Wisconsin as a whole and for each of its 72 counties. Section three presents county rankings in 1998 on various indictors such as median family income, children receiving Birth-to-Three services, juveniles in correctional facilities, births to mothers younger than 18, and Food Stamp recipients. Section four contains education data for the school year 1998-1999, including indicators such as attendance, instruction costs, various grade level testing results, and ACT scores. Section five highlights selected incidence numbers. Section six contains information on data sources and explanations. (SD)

This guide describes ways in which partners at the state level can move toward more integrated and comprehensive support systems for children and families eligible for services under Part C of the Individuals with Disabilities Education Act. It reports on the collective experiences of states participating in the "Opening Doors Project," which was funded from 1993-1997 by the Maternal and Child Health Bureau. The purpose of the project was to design, synthesize, and disseminate recommended strategies for integrating services for Part C-eligible children and their families. Information was gathered through extensive reviews of state documents, focus groups, and direct interviews with families, service providers, and state and community-level administrators from six states (Florida, Hawaii, Maine, Missouri, Utah and Washington). Additionally, a nationwide survey was developed and administered to directors of 185 community-based Part C programs that served children and their families through home visits. This guide shares the information gleaned from this work and presents ideas for state interagency coordinating councils (SICCs) to consider as they carry out and refine their own state plans. (Contains 28 references and suggested readings.) (SG)

This document, intended to assist Australia's national industry training advisory bodies, is a practical guide to developing English language, literacy, and numeracy inclusive national training packages. The guide is divided into three sections devoted to the following topics: (1) context (literacy in the workplace, literacy in training, literacy in national training packages, procedures for identifying categories of communication used in the workplace and required literacy and numeracy skills, and an overview of the National Training Package); (2) endorsed components of the National Training Package (literacy in competency standards, literacy in assessment guidelines, and literacy in national qualifications); and (3) nonendorsed components of the National Training Package (literacy in the learning strategy, literacy in assessment materials, and literacy in professional development materials). The benefits of literacy and literacy training to employers and employees are illustrated by way of actual examples that have been included throughout sections 1 and 2. Appended are the following: overview of Australian Qualifications Framework levels; reference to the National Reporting System; states' accredited curricula aligned to the National Reporting System; states' language, literacy, and numeracy support services; and annotated list of 19 recommended resources. Contains 13 references and a list of recommended readings and a glossary. (MN)

In response to an anticipated decrease in the number of associate dean positions at Wisconsin's Milwaukee Area Technical College, a model was developed to quantify the workload associated with the administration of an academic division. First, factors affecting the instructional division workload were identified, including the numbers of full- and part-time faculty and staff supervised; sections scheduled and summer school sections offered; campuses and instructional divisions on which the associate dean functions as immediate supervisor; budget cost centers, programs, specialized facilities and production services, and evening centers and off-site contracted facilities managed; and grants written or managed. Next, the factors were weighted, with one unit of workload being defined as the amount of work associated with the supervision of one full-time faculty member, and incorporated into the model. After collecting data, a matrix was developed to summarize the data and to provide a vehicle by which workloads of individual academic administrators could be calculated and condensed into a summary by academic division. Includes the associate dean workload matrix, a matrix developed with two fewer associate deans, a modified workload matrix including only major instructional divisions, and the modified matrix with two fewer associate deans. (TGI)

Intended as a guidebook for middle level educators as they seek to institute educational experiences appropriate to the adolescents in their programs, this book discusses the issues and assets of middle school education in rural settings. Chapter 1 of the book is an introduction, discussing the concept of middle school as applied to small rural school settings. This chapter also discusses the advantages and challenges that small rural schools have over larger schools in achieving the middle school concept. Chapter 2 deals with middle school components in small rural schools, with emphasis on the comparison of small rural schools and non-rural schools. Chapter 3 describes a study carried out to ascertain organizational structure, issues, and proposed solutions for implementing middle level programs in small rural schools. Chapter 4 discusses how rural schools can pursue the solutions described in the previous chapter, which include professional development, curriculum and instruction, interdisciplinary teams, common planning time, block schedules, and advisory programs. Chapter 5 presents two case studies of small rural schools involved in the middle school movement. Chapter 6 summarizes the strengths and weaknesses of small rural schools in meeting adolescent student needs and emphasizes the need for courage to risk failure as the foundation for educational change. Survey instruments from the study described in chapter 3 are appended. (MOK)

In response to the recommendation that teachers incorporate more statistics into their mathematics classes, this paper offers several ways in which students can work with real data. Among the ideas included are their birthdays. Having the students generate a data set that includes their month of birth, exact time of birth, day of the month, and cumulative day of the year--something which concerns themselves--encourages participation and interest. In the first grade, when students are exposed to number lines, the children can make dotplots of the day of the month. By the end of first grade children are doing single-digit subtractions. Current lessons on plotting numbers on a number line, comparing sizes of numbers, and simple subtraction can be combined into a lesson where those same skills are practiced in the course of describing some data. The above exercise can be repeated at higher grade levels as other kinds of numbers, such as decimals or negative numbers, are introduced. Other activities described include stem-and-leaf plots, calculating a mean, residuals, order statistics, categorical data, and relations between variables. Suggestions for broadening the database and making a bridge to calculus are also included. (PVD)

This manual for peer tutors on tutoring community college students was developed as part of the EASE (Equal Access for Students to Education and Experience) Project at seven community colleges in northeastern Minnesota. The manual provides a general overview of policies, benefits, and responsibilities related to peer tutoring. It then offers guidelines and procedures for accomplishing the task. The latter part of the manual deals with students with special needs such as physical disabilities and/or learning differences, followed by suggestions and strategies for tutoring special needs students. Individual sections address the following topics: the community college learning center, the peer tutor, benefits of being a peer tutor, roles of the tutor, improving interpersonal effectiveness, policies on sexual harassment, a code of ethics for tutors, 21 guidelines for peer tutoring, learning styles, time management, the questioning circle, teaching the writing process, graphic organizers, spelling, math, difficult tutoring situations, learning strategies, assistive technology, compliance with Section 504 of the Rehabilitation Act of 1973, a quick reference guide to preferred terminology in speaking of people with disabilities, general suggestions for working with people who have disabilities, characteristics of various disabilities, notetaking, test accommodations, and recording of textbooks. An appendix provides reproducible forms. (Contains 16 references.) (DB)

This document serves as an instructional text for teaching students the Secretary's Commission on Achieving Necessary Skills (SCANS) competencies. The SCANS competencies encompass basic skills (reading, writing, and arithmetic), thinking skills (creative thinking, decision-making, reasoning and problem-solving), and personal qualities such as self-esteem and honesty. Specifically, the five competencies are (1) resources, identifying and allocating means; (2) interpersonal, working well with others; (3) information, acquiring and using knowledge; (4) systems, understanding complex relationships; and (5) technology, working with a variety of technologies. This report provides a presentation outline for teaching the SCANS skills, and identifies eight objectives for teaching them across the curriculum, which include identifying places in the curriculum where SCANS competencies should be taught, and creating a coherent sequential method for teaching the skills throughout the curriculum to all students. The competencies and foundation skills are further detailed, and sample overhead transparencies, and assignments and activity sheets for use in teaching each of the five competencies are provided. (EMH)

Since many of the health problems experienced by young people are caused by preventable behaviors, such as alcohol abuse and unprotected sexual intercourse, it is important to know the extent of these behaviors among youth. The results of the 1993 Idaho Youth Risk Behavior Survey and 1992 Idaho School Health Education Survey are described in this report. It was written to stimulate discussions with educators, parents, and youth about ways to increase informed support for effective, school-based comprehensive health education programs. The Youth Risk Behavior Survey (4,032 students participating) presents statistics on the following health-related issues: unintentional and intentional injuries; tobacco, alcohol, and other drug use; sexual behaviors that result in HIV infection, other sexually transmitted diseases, and unintended pregnancy; dietary behaviors that cause health problems; physical inactivity. Results from the risk survey indicate that Idaho youth continue to engage in behaviors that put them at risk for significant mortality, morbidity, disability, and social problems extending from youth to adulthood. Effective school-based health education programs are needed to reduce risk-taking behaviors. Results from the School Health Education Survey indicate that while the infrastructure is in place, improvements will be needed in order to provide effective comprehensive health education to all students. Contains 58 references. (RJM)

This paper offers suggestions on how individual faculty can apply Total Quality Management (TQM) practices to their teaching. In particular the paper describes the experiences and lessons learned by two business school faculty members who took to heart the "Galvin Challenge," Bob Galvin's challenge to professors at the Xerox Quality Forum of 1989 to effect major improvement in higher education for greater efficiency and effectiveness. A section on professorial freedom and students as customers argues that faculty need much more data in a timely fashion than they usually get. A discussion of course evaluations concludes that these improve teaching. The next section describes the development and work of a laboratory course, Business 712, at the Chicago Business School (Illinois) in which faculty and students work together using TQM principles to develop new and improve ongoing courses. Specific experiences and suggestions for course improvement and fast feedback (includes some sample questionnaires) are then offered. Responses to criticisms of fast feedback are then considered. It is noted that research coming out of Business 712 has resulted in suggestions for course strategy, curriculum design, and research. A final section offers some personal reflections on the Galvin Challenge. (JB)

A 16-week, 600-hour Office Skills Training curriculum for limited English proficient (LEP) adults is presented. The course is divided equally between the vocational training component and the language component. It is recommended that students have an intermediate level of English language proficiency, but no experience in typing or filing is required. The curriculum provides a competency-based approach that identifies minimum performance criteria needed to function in a given situation. Lists of vocational competencies and language competencies are included in this text. An English-speaking aide is recommended for both the vocational and vocational English-as-a-Second-Language (VESL) component. The office skills component focuses on the following four units: keyboarding, filing, using calculators, and using a copier and facsimile machine. The VESL component includes such topics as: introductions and greetings, asking and answering questions, grammar, pronunciation, telephone skills, and safety in the workplace. A resource bibliography for both VESL and office skills is included. Appended are a vocabulary list for office skills, and keyboarding, filing, calculator, and communications handouts. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)

This manual, based on work completed for Francophone distance educators in Ontario, explores the factors and dynamics needed for learning and teaching in new classrooms that are created by the conferencing technologies of audio, audiographic, computer, and compressed video. These classrooms are new in that learners are not gathered physically in one location, and the cues available for predicting and assessing others' reactions are different from those available in face-to-face interactions. These four technologies are the most cost effective and accessible alternatives that provide the same technical opportunities in each site and allow emulation of the traditional classroom. Part 1 of this guide focuses on the key issues involved in establishing the learning context. Principles of adult learning, learning strategies, and models of instruction are discussed. Part 2 reviews each of the conferencing technologies concerning the following topics: (1) description; (2) critical preparation; (3) indicators of good use; (4) indicators of poor use; (5) examples from current practice; and (6) selected readings (85 in all). Eight appendixes provide taxonomies of learning strategies, additional guidelines, and some evaluation principles and forms. (Contains 50 references.) (SLD)

This manual presents a comprehensive evaluation tool that can be used by employees with disabilities, by rehabilitation practitioners, and by consultants to develop job accommodations in a variety of employment settings. The Job Accommodation System is designed to help in identifying, selecting, and implementing job accommodations and consists of six sections: (1) the coversheet, which includes employee's and employer's description of the barrier to job performance, job accommodation history, confidential medical history, and comments section; (2) a job analysis, which includes employer's, employee's, and/or rehabilitation practitioner's description of job duties, responsibilities, work environment, and task barriers; (3) the profiles, which are designed in an interview format, that assist in the development of a comprehensive picture of the employee in five functional skill areas; (4) the diagrams, which include graphic representations of typical office furniture and equipment; (5) a summary work sheet, which presents a summary and comparison of information collected in the profiles and job analysis sections, and initial ideas for job accommodation ideas; and (6) recommendations and alternatives, which present recommended accommodations, including equipment and service sources, cost and funding sources, and person responsible for implementing each accommodation. Examples of worksheets are provided and reproducible blank forms are included. (CR)

This curriculum guide is intended to provide students (with and without disabilities) in grades 3-6 with career awareness instruction integrated with instruction in personal and social skills, reading, writing, and mathematics. Introductory materials present the program's philosophy, including instructional goals, student performance goals, and the three phases of a career development program: career awareness, career orientation, and career exploration. Twelve career-related competencies are also specified. Different delivery models are explained, including: a Connections Club; a collaborative co-teaching model; and the small group/individualized instruction model. Additionally, benefits of the program for various groups are listed. The four units of the curriculum include: (1)"Me and My Shadows" with chapters titled "Getting To Know Me,""Coping Skills," and "Goal Setting and Time Management"; (2) "Here's How It's Done" with chapters titled "Career Awareness,""Communication," and "Exploring Community Partnerships"; (3) "Let's Get Literate" with chapters titled "Life Skills Reading,""Life Skills Writing," and "Life Skills Math"; and (4) "Teacher Tips." Each chapter includes many instructional materials suitable for reproduction as well as guidelines for teachers concerning when and how to use the materials. (DB)

A series of self-study questions is presented to examine policy and practice issues important in developing culturally competent programs for children with special needs and their families. Cultural competence refers to a program's ability to honor and respect the beliefs, interpersonal styles, attitudes, and behaviors both of families who are clients and the multicultural staff who are providing services. The self-study questions are designed to help program staff reflect on their program's decision-making process and examine how cultural issues affecting staff and clients interact with those decisions. The goal of the workbook exercises is to help the program target areas where staff, community, and families can work together to enable the program to become more culturally competent in the delivery of services to all cultural and ethnic groups within the program's catchment area. Two self-studies are included. The first is intended to be used by programs; it provides an analysis of the type of agency supporting the program; types of services to be offered; policy issues affecting program design; and issues in practice such as assessment, outreach, staffing, client load, and training. The second study guide is intended for larger state organizations or interagency groups and focuses on: definition of target population; assessment; integrated service models, including the provision of case management; outreach and public awareness efforts; central directory, including early intervention services and resources; and personnel development. (JDD)

This monograph provides a framework for programs, states, and organizations to think about the issues in developing culturally competent programs for families of children with special needs, and offers a variety of examples from programs across the country that are providing exemplary services. The monograph is designed to help program makers compare their efforts with others, to provide options for planning additional services or altering services in existing programs, or to develop new programs. Monograph sections cover the following topics: (1) general issues in developing culturally competent programs as they relate to community-based family-centered care; (2) specific issues in policy and practice, such as assessment, outreach, family involvement, staffing, use of translators, client load, professional-paraprofessional partnerships, and training and support; and (3) descriptions of programs funded by the Bureau of Maternal and Child Health that serve families in several different types of settings. (15 references) (JDD)

This paper is a summary of philosophy, theory, and practice arising from collective writing experiments conducted between 2016 and 2022 in the community associated with the Editors’ Collective and more than 20 scholarly journals. The main body of the paper summarises the community’s insights into the many faces of collective writing. Appendix 1 presents the workflow of the article’s development. Appendix 2 lists approximately 100 collectively written scholarly articles published between 2016 and 2022. Collective writing is a continuous struggle for meaning-making, and our research insights merely represent one milestone in this struggle. Collective writing can be designed in many different ways, and our workflow merely shows one possible design that we found useful. There are many more collectively written scholarly articles than we could gather, and our reading list merely offers sources that the co-authors could think of. While our research insights and our attempts at synthesis are inevitably incomplete, ‘Collective Writing: The Continuous Struggle for Meaning-Making’ is a tiny theoretical steppingstone and a useful overview of sources for those interested in theory and practice of collective writing.

AIM: We describe the experience of a new paediatric heart transplant (HT) centre in Australia. New South Wales offers quaternary paediatric cardiac services including comprehensive care pre- and post-HT; however, perioperative HT care has previously occurred at the national paediatric centre or in adult centres. Internationally, perioperative HT care is highly protocol-driven and a majority of HT occurs in low volume centres. Establishing a low volume paediatric HT centre in New South Wales offers potential for quality HT care close to home. METHODS: Retrospective review of programme data for the first 12 months was undertaken. Patient selection was audited against the programme's intended initiation criteria. Longitudinal patient data on outcomes and complications were obtained from patient medical records. RESULTS: The programme's initial phase offered HT to children with non-congenital heart disease and no requirement for durable mechanical circulatory support. Eight patients met criteria for HT referral. Three underwent interstate transfer to the national paediatric centre. Five children (13-15 years, weight 36-85 kg) underwent HT in the new programme. Individual predicted 90-day mortality was 1.3-11.6%, with increased risk for recipients transplanted from veno-arterial extracorporeal membrane oxygenation (VA-ECMO) and with restrictive/hypertrophic cardiomyopathies. Survival at 90 days and for duration of follow-up is 100%. Observed programme benefits include mitigation of family dislocation and improved continuity of care within a family-centred programme. CONCLUSION: Audit of the first 12 months' activity of a second paediatric HT centre in Australia demonstrates adherence to proposed patient selection criteria and excellent 90-day patient outcomes. The programme demonstrates feasibility of care close to home, providing continuity for all patients including those requiring increased rehabilitation and psychosocial support post-transplantation.

This Data Point uses data from the 2009 follow-up to the 2004 Beginning Postsecondary Students Longitudinal Study to examine the rates of employment among students who do and do not earn a postsecondary credential, and among those who earn a credential in an occupational versus academic field. The Data Point also looks at the percent of students who get a job related to their field of study.

Research Ethics has emerged as one of the most well-developed policy areas within the sphere of Research and Innovation Management. As such, for African institutions looking to strengthen their policy frameworks, develop increased collaborations, and increase research outputs, a thorough understanding of global trends in Ethics will be vital. Drawing on data compiled in The Association of Commonwealth Universities (ACU) Research Management Good Practice Index (the Index), this report analyses Research Ethics policy documents in place at African institutions and at institutions around the world, and identifies key trends in these documents. At the time of writing, the Index includes over 650 distinct policy documents, 260 of which relate to Research Ethics. These Ethics documents are in place at 64 institutions around the world, including seven institutions in Africa, based in South Africa, Botswana, and Kenya. Special attention is paid to case studies from African institutions to link global policy trends with developments in an African context. For the purposes of this report, Research Ethics has been divided into four sub-themes, including: Human Research Ethics; Animal Research Ethics; Conflict of Interest; and Ethics in Graduate Supervision. Documented examples of current practice have also been distinguished as: policies; guidelines; template forms; and services. All documents have also been searched for particular "policy elements," or particular passages and provisions, to allow for a qualitative comparison of document content across the sample. The appendices provide maps of "policy elements" by institution and by country. Appendices include: (1) Human Subject Ethics: Policy Element Matrix; (2) Conflict of Interest: Policy Element Matrix; (3) Animal Research Ethics: Policy Element Matrix; (4) Graduate Supervision Ethics: Policy Element Matrix; and (5) Research Ethics Policies, Guides, and Forms Catalogued in the Good Practice (August 2006). (Contains 24 tables, 21 figures and 37 footnotes.) [This report was produced for Research Africa.]

This article addresses how metacognitive skills contribute to the teaching and learning of problem solving in mathematics. It describes the development and use of a metacognitive journal activity in the classroom. (Contains 2 figures.)

The goal of the Enhancing Neuroimaging Genetics through Meta-Analysis (ENIGMA) Stroke Recovery working group is to understand brain and behavior relationships using well-powered meta- and mega-analytic approaches. ENIGMA Stroke Recovery has data from over 2,100 stroke patients collected across 39 research studies and 10 countries around the world, comprising the largest multisite retrospective stroke data collaboration to date. This article outlines the efforts taken by the ENIGMA Stroke Recovery working group to develop neuroinformatics protocols and methods to manage multisite stroke brain magnetic resonance imaging, behavioral and demographics data. Specifically, the processes for scalable data intake and preprocessing, multisite data harmonization, and large-scale stroke lesion analysis are described, and challenges unique to this type of big data collaboration in stroke research are discussed. Finally, future directions and limitations, as well as recommendations for improved data harmonization through prospective data collection and data management, are provided.

Mitochondrial diseases are a group of inherited diseases with highly varied and complex clinical presentations. Here, we report four individuals, including two siblings, affected by a progressive mitochondrial encephalopathy with biallelic variants in the cardiolipin biosynthesis gene CRLS1. Three affected individuals had a similar infantile presentation comprising progressive encephalopathy, bull’s eye maculopathy, auditory neuropathy, diabetes insipidus, autonomic instability, cardiac defects and early death. The fourth affected individual presented with chronic encephalopathy with neurodevelopmental regression, congenital nystagmus with decreased vision, sensorineural hearing loss, failure to thrive and acquired microcephaly. Using patient-derived fibroblasts, we characterized cardiolipin synthase 1 (CRLS1) dysfunction that impaired mitochondrial morphology and biogenesis, providing functional evidence that the CRLS1 variants cause mitochondrial disease. Lipid profiling in fibroblasts from two patients further confirmed the functional defect demonstrating reduced cardiolipin levels, altered acyl-chain composition and significantly increased levels of phosphatidylglycerol, the substrate of CRLS1. Proteomic profiling of patient cells and mouse Crls1 knockout cell lines identified both endoplasmic reticular and mitochondrial stress responses, and key features that distinguish between varying degrees of cardiolipin insufficiency. These findings support that deleterious variants in CRLS1 cause an autosomal recessive mitochondrial disease, presenting as a severe encephalopathy with multi-systemic involvement. Furthermore, we identify key signatures in cardiolipin and proteome profiles across various degrees of cardiolipin loss, facilitating the use of omics technologies to guide future diagnosis of mitochondrial diseases.

Water, energy, and food are all essential components of human societies. Collectively, their respective resource systems are interconnected in what is called the “nexus”. There is growing consensus that a holistic understanding of the interdependencies and trade-offs between these sectors and other related systems is critical to solving many of the global challenges they present. While nexus research has grown exponentially since 2011, there is no unified, overarching approach, and the implementation of concepts remains hampered by the lack of clear case studies. Here, we present the results of a collaborative thought exercise involving 75 scientists and summarize them into 10 key recommendations covering: the most critical nexus issues of today, emerging themes, and where future efforts should be directed. We conclude that a nexus community of practice to promote open communication among researchers, to maintain and share standardized datasets, and to develop applied case studies will facilitate transparent comparisons of models and encourage the adoption of nexus approaches in practice.

Diagnosis and treatment management for head and neck squamous cell carcinoma (HNSCC) is guided by routine diagnostic head and neck computed tomography (CT) scans to identify tumor and lymph node features. Extracapsular extension (ECE) is a strong predictor of patients' survival outcomes with HNSCC. It is essential to detect the occurrence of ECE as it changes staging and management for the patients. Current clinical ECE detection relies on visual identification and pathologic confirmation conducted by radiologists. Machine learning (ML)-based ECE diagnosis has shown high potential in the recent years. However, manual annotation of lymph node region is a required data preprocessing step in most of the current ML-based ECE diagnosis studies. In addition, this manual annotation process is time-consuming, labor-intensive, and error-prone. Therefore, in this paper, we propose a Gradient Mapping Guided Explainable Network (GMGENet) framework to perform ECE identification automatically without requiring annotated lymph node region information. The gradient-weighted class activation mapping (Grad-CAM) technique is proposed to guide the deep learning algorithm to focus on the regions that are highly related to ECE. Informative volumes of interest (VOIs) are extracted without labeled lymph node region information. In evaluation, the proposed method is well-trained and tested using cross validation, achieving test accuracy and AUC of 90.2% and 91.1%, respectively. The presence or absence of ECE has been analyzed and correlated with gold standard histopathological findings.

Operating satellites in Very Low Earth Orbit (VLEO) benefits the already expanding New Space industry in applications including Earth Observation and beyond. However, long-term operations at such low altitudes require propulsion systems to compensate for the large aerodynamic drag forces. When using conventional propulsion systems, the amount of storable propellant limits the maximum mission lifetime. The latter can be avoided by employing Atmosphere-Breathing Electric Propulsion (ABEP) system, which collects the residual atmospheric particles and uses them as propellant for an electric thruster. Thus, the requirement of on-board propellant storage can ideally be nullified. At the Institute of Space Systems (IRS) of the University of Stuttgart, an intake, and a RF Helicon-based Plasma Thruster (IPT) for ABEP system are developed within the Horizons 2020 funded DISCOVERER project. In order to assess possible future use cases, this paper proposes and analyzes several novel ABEP based mission scenarios. Beginning with technology demonstration mission in VLEO, more complex mission scenarios are derived and discussed in detail. These include, amongst others, orbit maintenance around Mars as well as refuelling and space tug missions. The results show that the ABEP system is not only able to compensate drag for orbit maintenance but also capable of performing orbital maneuvers and collect propellant for applications such as Space Tug and Refuelling. Thus, showing a multitude of different future mission applications.

Water, energy, and food are all essential components of human societies. Collectively, their respective resource systems are interconnected in what is called the “nexus”. There is growing consensus that a holistic understanding of the interdependencies and trade-offs between these sectors and other related systems is critical to solving many of the global challenges they present. While nexus research has grown exponentially since 2011, there is no unified, overarching approach, and the implementation of concepts remains hampered by the lack of clear case studies. Here, we present the results of a collaborative thought exercise involving 75 scientists and summarize them into 10 key recommendations covering: the most critical nexus issues of today, emerging themes, and where future efforts should be directed. We conclude that a nexus community of practice to promote open communication among researchers, to maintain and share standardized datasets, and to develop applied case studies will facilitate transparent comparisons of models and encourage the adoption of nexus approaches in practice.

BACKGROUND: Women pregnant with a breech-presenting foetus at term are at increased risk of adverse pregnancy outcomes. The most common intervention used to improve neonatal outcomes is planned delivery by caesarean section. But this is not always possible, and some women prefer to plan a vaginal birth. A number of providers have proposed alternative interventions, such as delivery protocols or specialist teams, but heterogeneity in reported outcomes and their measurements prevents meaningful comparisons. The aim of this paper is to present a protocol for a study to develop a Breech Core Outcome Set (Breech-COS) for studies evaluating the effectiveness of interventions to improve outcomes associated with term breech birth. METHODS: The development of a Breech-COS includes three phases. First, a systematic literature review will be conducted to identify outcomes previously used in effectiveness studies of breech birth at term. A focus group discussion will be conducted with the study's pre-established Patient and Public Involvement (PPI) group, to enable service user perspectives on the results of the literature review to influence the design of the Delphi survey instrument. Second, an international Delphi survey will be conducted to prioritise outcomes for inclusion in the Breech-COS from the point of view of key stakeholders, including perinatal care providers and families who have experienced a term breech pregnancy. Finally, a consensus meeting will be held with stakeholders to ratify the Breech-COS and disseminate findings for application in future effectiveness studies. DISCUSSION: The expectation is that the Breech-COS will always be collected in all clinical trials, audits of practice and other forms of observation research that concern breech birth at term, along with other outcomes of interest. This will facilitate comparing, contrasting and combining studies with the ultimate goal of improved maternal and neonatal outcomes. TRIAL REGISTRATION: Core Outcome

Small libraries don't have the resources to adopt every new technology. It is important that small libraries operate strategically, adopting only those technologies that are the most beneficial to their patrons.

This note contains material to be presented to students in a first course in differential equations immediately after they have completed studying first-order differential equations and their applications. The purpose of presenting this material is four-fold: to review definitions studied previously; to provide a historical context which cites the contributions of several well-known mathematicians and also highlights their relationships to and interactions with one another, to lay the ground work for superposition theorems for solutions to linear differential equations that will be proven a short time later; and to illustrate one of the major differences between the type of results one can obtain for linear differential equations versus nonlinear differential equations.

Explores young children's intuitive strategies for partitioning sets of objects. (Author/NB)

Addresses a situation in which a foreign student wrote an extremely homophobic message to a class mailing list--advocating the death penalty for homosexuals, something which is "a practice common in his homeland." Engages in a less triumphal reading of the episode with the homophobic student, then explicates the controversies over communitarian political theory, and ends with a discussion of the notion of communities of discourse. (SG)

Offers a strong rationale for the idea that the journey of writing good poetry begins on a path that infuses technology into the first stage of the writing process. Presents several ideas of ways to incorporate technology into the prewriting poetry experience. Concludes that by making technology an ingredient, the true potential for synergy exists. (SG)

Presents strategies and guidelines for generating new action-oriented ideas for recruiting and retaining diverse staff in the recreation field. Recruitment strategies include introducing high school youth to an agency, providing financial assistance, and becoming aligned with certain higher education institutions. Retention strategies include scheduling diversity training with followup, providing training and preparation for professional certification, and ensuring accountability. (SM)

Creates an advanced biochemistry laboratory course that focuses on the development of experimental design and troubleshooting skills which provide students with the opportunity to design and evaluate their own experiments through semester-long independent projects with a common theme. Indicates that students were often frustrated but felt that the course significantly improved their experimental laboratory skills as well as introduced them to "real-world" laboratory experience. (Author/ASK)

Introduces the Science Education Leadership Fellows (SELF) program which is an innovative cooperation program between teachers and scientists. Engages teachers in subject areas such as microbiology, molecular biology, immunology, and other professional development activities. Presents an activity in which students observe bacteria cultures and calculate growth rates. (YDS)

Procedural understanding should be taught to students for an understanding of the 'nature of science'. Considers some of the concepts of evidence that are particularly important to biology, and discusses how and why these ideas could be taught. (Contains 21 references.) (Author/YDS)

Introduces the notion of a class networked with graphing calculators and discusses the pedagogical implications of this set up. New teaching methods are necessary to exploit the potential of the system. (MM)

This article reviews research on positive and negative effects of verbally or mentally rehearsing a memory of an abuse incidence on the length, accuracy, and structure of children's reports of a particular incident. Implications for interviewing children in sexual abuse investigations are discussed and a set of recommendations is provided. (Contains references.) (CR)

Describes an interdisciplinary course which investigates ways in which chemical and mathematical concepts inform artistic techniques and art history trends. Outlines the course units and provides examples of their accompanying assignments. (MM)

Describes the American Psychological Association's (APA's) development of the Task Force on Test User Qualifications, explaining the APA's purpose in developing guidelines for the use of psychological tests. Highlights the historical background, the scope of the guidelines, generic knowledge and skills considered important for good test use, and test user qualifications in specific contexts. (Contains references.) (SM)