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Diphyllobothrium, also known as the "Broad Tapeworm" or "Fish Tapeworm," is a genus of Cestoda acquired through the consumption of undercooked fish. Although infection by a Diphyllobothrium spp. in the United States is rare, it remains an important global zoonosis, with an estimated burden of approximately 20 million people worldwide. A seldom on the Primary Care Physician's differential diagnosis in the United States, Diphyllobothrium spp. should be considered more readily when treating operational service members as they are exposed to endemic regions more frequently than the civilian population. This case presents one such service member diagnosed with Diphyllobothrium while aboard a U.S. naval vessel at sea, illustrating the importance of military medical providers considering Tapeworm infection even when risk factors seem remote. Diagnostic considerations, practical limitations of the Ova and Parasite (O&P) exam, particulars of specimen collection and handling, and recommendations for empiric treatment in the operational setting will be reviewed. [ABSTRACT FROM AUTHOR]

Although gender differences in cognitive abilities are frequently reported, the magnitude of these differences and whether they hold practical significance in the educational outcomes of boys and girls is highly debated. Furthermore, when gender gaps in reading, mathematics and science literacy are reported they are often attributed to innate, biological differences rather than social and cultural factors. Cross-cultural evidence may contribute to this debate, and this study reports national gender differences in reading, mathematics and science literacy from 65 nations participating in the 2009 round of the Programme for International Student Assessment (PISA). Consistently across all nations, girls outperform boys in reading literacy, d =-.44. Boys outperform girls in mathematics in the USA, d=.-2 and across OECD nations, d = .13. For science literacy, while the USA showed the largest gender difference across all OECD nations, d=.14, gender differences across OECD nations were non-significant, and a small female advantage was found for non-OECD nations, d =2.09. Across all three domains, these differences were more pronounced at both tails of the distribution for low- and high-achievers. Considerable cross-cultural variability was also observed, and national gender differences were correlated with gender equity measures, economic prosperity, and Hofstede's cultural dimension of power distance. Educational and societal implications of such gender gaps are addressed, as well as the mechanisms by which gender differences in cognitive abilities are culturally mediated. [ABSTRACT FROM AUTHOR]

The creation of a truly global set of accounting standards is a long-held dream for many. And the U.S. is inching closer to joining in that effort. Yet before signing on, regulators should consider potential flaws in the underpinnings of such a system. Namely that it will likely prove impossible to consistently enforce such rules across national borders. And even if it was, differing national views of the purpose of financial markets would still lead to varied interpretations of rules. In light of this, a global accounting language is likely to end up with some distinctly different national dialects. If so, the cost and effort associated with a U.S. switch to international standards may not be worth it. [ABSTRACT FROM AUTHOR]

Presents diplomates of the American Academy of School Psychology. Introduction and overview; Responsible and primary factors impeding effective learning; Teachers and policy makers knowledge; Curriculum guidelines; Secondary factors; Teacher preparation programs; Principals' knowledge; Parental involvement; School psychologists and effective learning; Summary.

Describes some of the difficulties caused by shifts in the composition of local area boards. Recommendations for training programs and policy consideration; Politics involved in the provision of mental health services; Desire to drastically cut the budget for the programs; Potential for long-term harm through disruption of services and reduced program development.

Describes current conditions in the educational system of the Republic of Georgia, S.S.R., providing some comparisons with the American educational practices, and draws conclusions concerning recent events in the Republic of Georgia. Changes in the educational system; Public education; Teacher preparation programs; Educational administration; Conclusions.

A case is made that if education in the United States has failed as badly as its critics claim, a major share of the responsibility for such failure must be assumed by educational leaders at all levels. Possible reasons for this attitude on the part of the public are explored. A plea for a conceptual base of learning and development as a foundation for preparation in educational administration is made. [ABSTRACT FROM AUTHOR]