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Purpose: Past research shows that parentally responsive behavior toward the child positively influences language development in both neurotypical children and children with intellectual and developmental disabilities, including those with fragile X syndrome (FXS); however, most studies have focused exclusively on the mother--child relationship. The current study examined relationships between parent behavior (i.e., responsivity and behavior management) and child language performance in both mother-child and father-child interactions, as well as relationships between child characteristics and both parent behavior and child language. Method: Participants were 23 families of young boys with FXS between 3 and 7 years of age. Mothers and fathers independently completed questionnaires assessing child characteristics and separately engaged in 12-min play-based interactions with their child via telehealth. One parent also completed a comprehensive interview assessing child adaptive behavior. Video recordings of the parent--child interactions were transcribed and coded for parent and child behavior, and measures of parent and child language were obtained from the transcripts. Results: Mothers and fathers used similar rates of responsive behaviors during parent-child interactions, and parental responsivity was positively associated with some aspects of child language performance (i.e., talkativeness and lexical diversity). Parental behavior, however, was not associated with syntactic complexity. Older children and children with higher levels of adaptive behavior had parents who used higher rates of responsive behaviors. Fathers used higher rates of behavior management strategies compared to mothers, and this type of parent behavior was not associated with child language. Conclusion: Overall, this study provides evidence that interventions focused on increasing parental responsiveness would be beneficial for families of children with FXS and that these interventions should be delivered early given the association between responsivity and child age.

Research on grit indicates that perseverance positively predicts academic achievement. Yet, the mechanisms through which perseverance might lead to academic success remain less explored, particularly in cross-cultural research. The current study investigated such mechanisms by examining possible mediating effects of students' use of self-regulated learning strategies (control, memorisation, and elaboration) on the predictive relation of students' perseverance on their academic achievement, in students from East Asian and Anglo-Saxon English speaking Western countries. The sample came from the OECD PISA study and included 24,352 population-representative 15-year-old students from Hong Kong, the Republic of Korea, Australia, New Zealand, Scotland, and the US. Results revealed that perseverance had a more positive association with achievement in East Asian cultures than Western cultures. Control strategy was stronger positive mediators of achievement in Western countries, whereas memorisation and elaboration strategy use and instrumental motivation more negatively mediated the effect of perseverance on achievement in Western countries.

Bodywork describes the work people perform on their own and other people's bodies. Often, this work is performed in an effort to meet cultural, symbolic body norms. The aims of bodywork in fitness for older exercisers are said to serve as a means of controlling and resisting the aging process. Given the popularity of group exercise for older exercisers, this paper focused on three forms of bodywork undertaken by/performed on older exercisers in group classes: assessing, monitoring and directing clients' bodies. Using an Institutional Ethnography approach, I explicate how instructor training is connected to the bodywork practices that take place in group exercise classes. Methods consisted of a textual analysis of 8 Canadian and American instructor training curricula; observations and interviews with 22 group fitness instructors; and go-alongs and interviews with 14 older exercisers. Findings revealed that some topics included in the explicit curricula taught to fitness instructors lie outside their scope of practice. The hidden curricula uphold ageist sociocultural norms, as well as conflate (older) age, (greater) weight/(larger) size and bodily (dis)function, which are then materially codified in what is considered (age) appropriate fitness apparel. Finally, the null curriculum, or what is left out of the training, has the potential to cause harm, marginalize and stigmatize older exercisers. To conclude, I argue that group exercise instructors and the organizations that develop fitness curricula, could benefit from engaging in a reflective practice that investigates: (1) how some of the sociocultural and discursive representations of older bodies in training curricula might be problematic and stigmatize older people; and (2) how the null curricula might cause harm to exercisers, especially exercisers like older persons who are already marginalized.

The present study is a narrative analysis of 14 self-created books by Latina/o/x bilingual preservice teachers to describe their biliteracy trajectories. Drawing on the concept of identity and bilingualism, this analysis explores how preservice teachers experienced language and literacy and how these experiences have shaped their bilingual-biliterate identities. The findings of this research study revealed that bilingual preservice teachers (a) narrated Spanish as a significant part of their remembered identities, (b) struggled to maintain their bilingualism and biliteracy, and (c) reconnected and reclaimed their bilingual-biliterate identities through their experiences in their teacher preparation program.

One vital role of fitness instructors is that of educator, yet scant theorization about this educative role exists. To address this lacuna in scholarship, we utilized a constructivist grounded theory methodology to develop a theory of embodied education that takes place between the fitness instructor and older exercisers in group exercise classes. The aim was to explain how fitness instructors could teach in a manner that would enhance the inclusivity of the social exercise environments for older exercisers. We collected data from: 1) eight certification and certificate programs used to train fitness instructors who work with older exercisers; 2) observation of and semi-structured interviews with 22 fitness instructors in various group exercise settings; and 3) go-alongs and semi-structured interviews with 14 older exercisers. Findings revealed the need for fitness instructors to better understand, and develop teaching competencies that take into consideration, the embodied and sociocultural experiences of aging (e.g., slang, music, and dance forms popular across older adults' life course), as well as teaching in a manner that balances drawing attention to the body through education with distracting from the affective experience of exercise through energetic performance. Toward this aim, we introduce the concept of age capital as a pathway for fitness instructors to empathize with what it might be like to be an older exerciser.

The message of physical education (PE) has been one of a 'contested ground' with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a five-year period. To generate key concepts and themes emerging from the international PE media (English speaking), researchers conducted a Leximancer text mining analysis of media articles published via the Google News function between January 2013 and March 2018. A PE for health discourse was evident from across the international media reporting of PE with regular concepts and themes focused upon the 'physical' including activity, health, obesity, physical activity and exercise. It was also evident that there were clear links between the concept of 'physical education' with regulatory concepts such as 'requirements, reporting and law'. Notable thematic absences related to how PE goals can be met through teaching, learning and programming. Unpacking conceptual and thematic insight into how the PE profession has been reported into the public sphere sheds light on key trends, discourses and influences that are being communicated to the public across global contexts.

Background: There have been calls for research that provides a description of how physical education teachers persist in integrating student-centred pedagogical models, such as Sport Education (SE), in their professional practice [Hastie, P. A., and T. Wallhead. 2016. 'Models-Based Practice in Physical Education: The Case for Sport Education.' "Journal of Teaching in Physical Education" 35 (4): 390-399]. Specifically, more information is required on how physical education teachers navigate the contextual challenges that schools provide to deliver the core structural features of SE. This study adds to the existing literature in this domain by using social media as a novel platform to explore an international sample of physical education teachers' perceptions of implementing SE. Purpose: The aim of this study was to investigate the range of dilemmas physical education teachers face when integrating SE into their curricula. Method: This qualitative research was completed through conducting a Twitter #chat with fifty-two physical education teachers who self-identified through their participation in the #chat as having an interest in SE. An inductive content analysis was used to analyze the data, grounded in Windschitl's (2002) dilemmas framework. Findings: The main benefits/successes of the physical education teachers' use of SE were related to pedagogical dilemmas. However, several conceptual, pedagogical, cultural, and political constraints affected physical education teachers' implementation of the model. A conceptual shift was needed to embrace a student-centred modality of instruction, however, the associated student learning outcomes related to this shift were viewed positively. Contextual challenges such as existing curricular structures and available resources often led to a pragmatic (and modified) version of SE manifesting in practice. Conclusions: Using Twitter enabled the capture of the realities of physical education teachers' practice with SE, suggesting they were interpretatively pragmatic in adapting the model to their situated context.

The author argues that despite demonstrable successes of public education, school leaders have not framed an effective defense against decades-long charges of school failure. Drawing on leadership literature from Aristotle through today's airport best-sellers, the author suggests that school superintendents have an obligation to make a case for public schools through a strategy of inoculation that acknowledges some shortcomings, reframing to point out the strengths of public schools, and communication that introduces audiences to the complexities of public schools in today's world. The case to be made: we have the best public schools in the world, international rankings compare apples and oranges, and many children in the United States are living in Third World conditions.

The purpose of this paper is to consider four pedagogical applications within the Sport Education model to examine the ways in which a young person can become a literate sports person and develop ethical behaviour through engagement in physical education and youth sport. Through a systematic review of the Sport Education research literature we present evidence to suggest that although notions such as inclusion, responsibility and ownership, personal and social development and social justice are part of the architecture of this pedagogical model, our findings show that rather than simply being caught, ethical conduct must be taught. Consequently, in the final part of the paper, we present four pedagogical applications within Sport Education that physical education teachers as well as youth sport practitioners and administrators may find useful to promote ethical development: (1) ethical contracts; (2) sports panels; (3) modified games; and (4) awards and rewards.

The paper reports from a comparative study on systems of quality assurance in 19 countries around the globe, and how these systems function as accountability mechanisms. Based on a theoretical framework for assessing how accountability mechanisms can contribute to build trust in the higher education sector, the analysis of the quality assurance systems underline the dominant role of quality assurance systems as the prime accountability mechanism in the sector, often accompanied by semi-autonomous agencies emphasising various forms of accreditation. Based on an assessment of the quality assurance systems it is still suggested that the current forms of accountability are not stimulating the up-building of trust in and of the sector. In the conclusion, some reflections are offered as alternatives to the current situation.

Just as people focused on education in the United States call for more content-rich curriculums, elementary schools in many areas have squeezed history and social studies out of their school day. When social studies is taught, it's often characterized by overreliance on a textbook and "covering" isolated facts; extended, engaged reading is not made integral to this teaching. Students, the authors argue, aren't doing the kind of reading that engages them in the fascinating questions of history--or shown the personal stories, questions, and controversies that are part of the past and that yield meaningful knowledge for being a U.S. citizen today. They argue for teaching for "historical literacy." Teachers are encouraged to adapt four practices in their approach to both teaching history and choosing accompanying texts: (1) interact with many texts; (2) ask questions for different purposes; (3) evaluate authors' purposes and perspectives; and (4) interpret historical fiction picture books. (Contains 2 figures.)

The author asserts that something is wrong with university-based education for librarianship in Australia. Librarianship does not have a clear disciplinary identity in universities. The lack of differentiation between the roles of technicians and professionals clouds the issue. For these and other reasons, education for librarianship in Australia is suffering. Comparisons are made with the United States and Canada. Some suggestions for improving the quality of university-based education for librarianship, based on increased cooperation among departments of information studies, are made. [This article has been reprinted from "The Australian Library Journal," volume 50, no. 1, 2001.]

The research presented in this paper seeks to discern which combination of pedagogical tools most positively impact student learning of the introductory Accounting curriculum in the Principles of Accounting courses in a 4-year U.S. public college. This research topic is relevant because it helps address a quandary many instructors experience: how to teach quantifiable courses in a way that resonates with and reaches undergraduate business students. The significance is underscored by concerns that U.S.-educated students lack quantitative ability needed in the 21st century workplace, and is heightened all the more by uncertainties in the current economic climate that would seem to make quantitative competencies all the more vital. Toward that end, student perceptions of course delivery methods were analyzed at the conclusion of the first of a two-course sequenced introductory Accounting course. The results were used to redesign the second half of the course, after which measured perceptions were compared with actual outcomes. Results and proscriptions for advancing Principles of Accounting course pedagogy are presented. (Contains 5 tables.)

Background: Coaches' knowledge and actions are both the product and manifestation of a personally experienced involvement with the coaching process; they are linked to the coach's history and both are attributable to how they were learned. Changing established coaching practice can be problematic, particularly as coaching lacks a critical tradition, and coaches are more likely to be seen sticking with "safer", "tried and tested", traditional methods. Butler recently noted in 2005 that approaches such as Teaching Games for Understanding (TGfU) offer a way for practitioners to challenge their practice, move from a "comfort zone" and open themselves up to self-reflection. Purpose: With this in mind, the purpose of this study was to explore how two interscholastic soccer coaches incorporated TGfU into their coaching practice. Methods: Two interscholastic soccer coaches; Brad, an experienced Head coach of the program and coach of the varsity team (n = 18), and Jeff, a first-year coach in the program and the coach of the first-year team (n = 16) (both pseudonyms) and their players participated in the study. The study was conducted over the length of one 12-week interscholastic soccer season and involved a four-week pre-observation followed by an eight-session TGfU soccer unit focused on the defensive off-the-ball aspects of performance. Data collection was conducted in three stages: (1) participant observation of the two coaches and their players using Metzler's benchmarks as discussed in 2000; (2) data from these observations were used to construct questions for semi-structured interview schedules with the two coaches and players (n = 3) following each TGfU session; and (3) an end-of-unit interview with the two coaches. The data were analysed using the procedures and techniques of grounded theory. Following analysis, three overall themes emerged: (1) coach perceptions of using TGfU; (2) coach pedagogy; and (3) players' perceptions. Results and discussion: Findings showed that the two coaches' values, beliefs and dispositions were challenged by the TGfU approach, and TGfU was a way in which the coaches were able to recognize potential areas for improvement and development in their coaching practice. In addition, the institutionalized context of the coaching practice made it difficult for Brad to develop his use of TGfU while Jeff, in contrast, observed early in the intervention how TGfU could help develop not only his own coaching practice but advance player learning through the appropriate use of questioning and stepping back. Conclusions: (1) While this study showed that both coaches altered their coaching practice to a varied degree by using TGfU, neither coach totally adopted TGfU into their coaching practice and it had not influenced them sufficiently to impact their coaching identity. (2) There is scope for larger scale and/or longitudinal coaching interventions that attempt to move sports coaches toward more athlete-centred coaching practices. As a result, a case could be made for more TGfU/Game Sense within formal coach education, not only as a means to develop athlete-centred coaching, but also as a way for coaches to understand theories of learning that underpin practice. (Contains 1 note and 3 tables.)

In this review essay, Harvey Kantor and Robert Lowe explore the history of the culture wars in public education in the United States. Drawing on three books--David Tyack's "Seeking Common Ground," Jonathan Zimmerman's "Whose America?" and Amy Binder's "Contentious Curricula"--Kantor and Lowe review the history of struggles over the content of history texts and over the place of religion and religious values in the classroom. They suggest that while these struggles have been partially successful in freeing public education from the racial and ethno-religious particularisms that informed its origins, the more inclusive curriculum that resulted from these efforts has been rendered largely symbolic by the persistence of segregation and the inequality of resources that accompanies it.

Following national adaptations to the Bologna-declaration, accreditation is increasingly becoming the most dominant form of quality assurance of higher education in Europe. Over the last decade, national authorities have set up both institutional and programme accreditation procedures, currently accompanied by a growing number of private accreditation schemes. By comparing a random set of public and private, specialist and generic accreditation schemes in higher education, the article discusses the added value of accreditation in the governance of higher education, and the possible effects of an emerging "accreditation market".

The Ohio Substance Abuse Monitoring Network (OSAM) is designed to provide accurate, timely, qualitatively-oriented epidemiologic descriptions of substance abuse trends and emerging problems in the state's major urban and rural areas. Use of qualitative methods in identifying and assessing substance abuse practices in local communities is one of the main assets of OSAM Network. Qualitative methods are sensitive to local contextual variability, flexible enough to capture emergent trends, and can be implemented with limited financial resources. This paper describes how qualitative epidemiologic methods, like those used by the OSAM Network, could be applied to inform substance abuse prevention activities, particularly those directed at adolescents.

Provides the views of four advancement officers on why undertaking advancement-related graduate study is valuable. Presents a list with contact information of almost 100 graduate and certificate programs in the United States, Canada, Australia, and the United Kingdom related to institutional advancement. (EV)

United States implemented two pedagogical practices, real talks and alternative lessons (together called the pedagogy of real talk), and investigated students' sense of belonging in classrooms using these practices. Real talks are planned interactions wherein faculty share human stories from their lives on a universal theme and invite students to share their own stories on that theme. Alternative lessons are faculty-designed learning experiences that build upon understandings of students' worldviews and experiences. Survey data from over 30 student classes across two semesters in 2021 were compared with university-wide climate survey data to posit that sense of belonging in these classes was higher than that in the university as a whole. Case study data selected from a repository of faculty descriptions written between 2020 and 2021 further fleshed out examples of specific real talks and alternative lessons. The authors found these practices are particularly significant in their impact on typically underrepresented students, who often contend with feelings of exclusion in their pursuit of higher education. Practitioner Notes 1. The faculty practice of crafting and sharing stories from their lives and giving students space to share their own stories on the same universal theme (real talks) supports students' sense of belonging. 2. Designing lessons that combine content objectives with students' worldviews or with social and cultural issues important to students (alternative lessons) supports students' sense of belonging. 3. When faculty use their diverse lived experiences and the experiences of their students to increase the relatability of course content, students feel a greater investment in their education, which supports engagement and persistence. 4. Typically underrepresented college students especially benefit from real talks and alternative lessons. 5. An increased sense of belonging motivates students to attend class more consistently, participate in class assignments and activities, and trust their professors enough to communicate with them when they need additional support, either within the academic class or from other support services at the university. [ABSTRACT FROM AUTHOR]

Improving communication access for patients is a vital step toward improving healthcare in the United States and worldwide. A growing body of research supports the use of communication strategies, including augmentative and alternative communication and assistive technology tools, as a fundamental aspect of quality patient care and recovery. Unfortunately, a number of barriers prevent the consistent implementation of these tools in acute care hospitals, and these barriers have been amplified since the advent of the COVID-19 pandemic. This paper documents existing barriers to patient-provider communication within hospitals and presents recommendations, resources, and case studies to highlight the benefits and positive outcomes of communication interventions to guide clinical practice in this setting. Specifically, recommendations are presented across a number of systems that impact healthcare delivery including: (a) healthcare policies and regulations, (b) healthcare providers, (c) hospital units and departments, and (d) patients and families. [ABSTRACT FROM AUTHOR]

Describes a study which investigated pupil attitudes toward microcomputers to determine gender differences, differences between elementary and secondary school-age pupils, and differences in microcomputer owners and non-owners. Results reveal a difference in attitudes between owners and non-owners but very little attitude differences between the sexes and primary and secondary pupils. (MBR)

The temporal trend of hospitalizations, cost, and outcomes associated with preeclampsia with severe features have been inadequately studied. The publicly available Healthcare Cost and Utilization Project (HCUP) National Inpatient Sample (NIS) database was accessed to examine the temporal trend of total number of discharges, age, death, and mean charges per admission associated with preeclampsia with severe features. Eleven-year temporal trends (2004 to 2014) of these measures were compared using linear regression and run charts using the statistical process control rule. From 2004 to 2014, the total number of discharges related to preeclampsia with severe features increased both for Hawai'i and the U.S. (United States) (Hawai'i: 104 to 231; U.S.: 35,082 to 55,235; both P<.0001). The corresponding rates of discharges per 100,000 population also both increased (Hawai'i: 8.2 to 16.3; U.S.: 12.0 to 17.3; both P<.0001). Comparing the temporal trends between Hawai'i and the incidence than the national level (an annual increase rate of 9.2% in Hawai'i vs 4.2% nationally; P=.0004). The cost of hospitalization for preeclampsia with severe features also showed an increased trend for both Hawai'i and the U.S. (Hawai'i: 33.1% increase, P=.0005; U.S.: 41.1% increase, P<.0001). In the U.S., in-hospital mortality rates associated with this condition decreased from 0.09% in 2004 to 0.02% in 2014 (P=.03). In conclusion, the number of discharges related to preeclampsia with severe features increased over an 11-year period in Hawai'i and the U.S., and the rate of increase was higher in Hawai'i than the U.S. Maternal mortality rates from this condition also declined over the study period. [ABSTRACT FROM AUTHOR]

In 2015, I discovered Saga, a graphic novel series that chronicles a science fiction story of war, family, and forbidden love. This series resonated with me because it is the first piece of pop culture that I invested in with a leading character whose racial identity is similar to my own. I discovered three multiracial characters in different forms of media set within the United States: Lincoln Clay from the videogame Mafia III, Lara Jean Covey from the movie To All the Boys I've Loved Before, and Miles Morales from Ultimate Comics: Spider-Man. As both a student affairs professional and a multiracial individual, I use current literature on the multiracial experience in the United States and multiracial identity development theories from my field as a lens to analyze these characters and how I see aspects of my identity in their stories. [ABSTRACT FROM AUTHOR]

Summary Background Increased detection of small-sized, peripheral, non-small-cell lung cancer has renewed interest in sublobar resection instead of lobectomy, the traditional standard of care for early-stage lung cancer. We aimed to assess morbidity and mortality associated with lobar and sublobar resection for early-stage lung cancer. Methods CALGB/Alliance 140503 is a multicentre, international, non-inferiority, phase 3 trial in patients with peripheral non-small-cell lung cancer clinically staged as T1aN0. Patients were recruited from 69 academic and community-based institutions in Australia, Canada, and the USA. Patients were randomly assigned intraoperatively to either lobar or sublobar resection. The random assignment was based on permuted block randomisation without concealment and was stratified according to radiographic tumour size, histology, and smoking status. The primary endpoint of the trial is disease-free survival; here, we report a post-hoc, exploratory, comparative analysis of perioperative mortality and morbidity associated with lobar and sublobar resection. Perioperative mortality was defined as death from any cause within 30 days and 90 days of surgical intervention and was calculated for all randomised patients. Morbidity was graded using Common Terminology Criteria for Adverse Events version 4.0. All analyses were done on an intention-to-treat basis for randomised patients with data available. This trial is registered with ClinicalTrials.gov , number NCT00499330. Findings Between June 15, 2007, and March 13, 2017, 697 patients were randomly allocated to either lobar resection (n=357) or sublobar resection (n=340; 59% wedge resection). Six (0·9%) patients died by 30 days, four (1·1%) after lobar resection and two (0·6%) after sublobar resection; by 90 days, ten (1·4%) patients had died, six (1·7%) after lobar resection and four (1·2%) after sublobar resection (difference at 30 days, 0·5%, 95% CI −1·1 to 2·3; difference at 90 days, 0·5%, 95% CI −1·5 to 2·6). An adverse event of any grade occurred in 193 (54%) of 355 patients after lobar resection and 172 (51%) of 337 patients after sublobar resection. Adverse events of grade 3 or worse occurred in 54 (15%) patients assigned lobar resection and in 48 (14%) patients assigned sublobar resection. No differences between surgical approaches were noted in cardiac or pulmonary complications. Grade 3 haemorrhage (requiring transfusion) occurred in six (2%) patients assigned lobar resection and eight (2%) patients assigned sublobar resection. Prolonged air leak occurred in nine (3%) patients after lobar resection and two (1%) patients after sublobar resection. Interpretation Our post-hoc analysis showed that perioperative mortality and morbidity did not seem to differ between lobar and sublobar resection in physically and functionally fit patients with clinical T1aN0 non-small-cell lung cancer. These data may affect the daily choices made by patients and their doctors in establishing the best treatment approach for stage I lung cancer. Funding National Cancer Institute. [ABSTRACT FROM AUTHOR]

Highlights • Evaluating claims of unfairness in agricultural markets in the U.S. is feasible. • Understanding specific context and reasonableness of expectations are important. • Poultry growers often made unfairness claims at USDA/USDoJ workshops in 2010. • Many unfairness claims by poultry growers are grounded in reasonable expectations. Abstract We propose a framework for assessing claims of unfairness by agricultural producers. By employing concepts from network exchange theory and considerations of power and dependency, we show that judgments about fairness can be made after considering the structure and context of the network and the way context influences expectations of network actors. Understanding expectations is important because claims of unfairness usually arise when expectations are violated. We test our framework by examining statements made by current and former poultry producers who participated in the May 2010 workshop on issues of concern in the poultry industry, conducted by the U.S. Departments of Agriculture and Justice. We claim our framework not only helps us know what to look for in assessing claims of unfairness but also helps us understand why unfairness claims might arise or why they did not arise when we might have expected them. [ABSTRACT FROM AUTHOR]

Objectives: To evaluate the effects of the U.S. Veterans Health Administration (VA) National Academic Detailing Service alongside the Opioid Overdose Education and Naloxone Distribution (OEND) program on naloxone prescriptions prescribed from October 2014 to September 2016.Methods: A retrospective, repeated measures cohort study was conducted to evaluate the effectiveness of a real-world application of academic detailing (AD) alongside OEND on providers' outpatient naloxone prescribing from October 2014 to September 2016. Outcome was the number of naloxone prescriptions prescribed per month per provider. During the study period, VA providers were aware of OEND, but may not have been exposed to academic detailing. Therefore, providers were categorized as exposed when the first OEND-specific academic detailing session was provided during the study period. Generalized estimating equations were used to estimate the association between exposure to academic detailing and monthly naloxone prescriptions prescribed while taking into account the correlation within each provider. Incident rate ratios with 95% CIs were reported.Results: Seven hundred fifty (22.6%) of 3313 providers received at least 1 OEND-specific academic detailing visit. At 1 year, the average number of naloxone prescriptions per month was 3-times greater in AD-exposed providers compared with AD-unexposed providers (95% CI 2.0-5.3); and at 2 years, the average number of naloxone prescriptions was 7-times greater (95% CI 3.0-17.9). Moreover, the average difference in naloxone prescribing from baseline to 2 years was 7.1% greater in AD-exposed providers compared with AD-unexposed providers (95% CI 2.0%-12.5%).Conclusions: This preliminary analysis provides the first evidence that academic detailing influenced naloxone prescribing rates in a large, integrated health care system at 1 and 2 years. In addition, AD-exposed providers had a higher average difference in naloxone prescribing rate compared with AD-unexposed providers after 2 years of follow-up. [ABSTRACT FROM AUTHOR]

An evolving paradigm shift in the diagnostic conceptualization of Alzheimer's disease is reflected in its recently updated diagnostic criteria from the National Institute on Aging-Alzheimer's Association and the International Working Group. Additionally, it is reflected in the increased focus in this field on conducting prevention trials in addition to improving cognition and function in people with dementia. These developments are making key contributions towards defining new regulatory thinking around Alzheimer's disease treatment earlier in the disease continuum. As a result, the field as a whole is now concentrated on exploring the next-generation of cognitive and functional outcome measures that will support clinical trials focused on treating the slow slide into cognitive and functional impairment. With this backdrop, the International Society for CNS Clinical Trials and Methodology convened semi-annual working group meetings which began in spring of 2012 to address methodological issues in this area. This report presents the most critical issues around primary outcome assessments in Alzheimer's disease clinical trials, and summarizes the presentations, discussions, and recommendations of those meetings, within the context of the evolving landscape of Alzheimer's disease clinical trials. [ABSTRACT FROM AUTHOR]

The article focuses on the national insecurity in terms of the national defence authorization act, detention of American citizens and call for heightened judicial scrutiny.

The article focuses on the public health law interventions in the U.S. Topics discussed include government policy for making and communicating public health law; youth sports traumatic brain injuries laws made for sports students; and remedies for combatting health problems such as education, nudges, and lessinvasive enforcement regimes.

The article focuses on the development of nonviolent movements led by spirituality in the United States during the second half of the 20th century. Topics mentioned include the influence of Gandhi, the preeminent leader of the Indian independence movement in British-ruled India, on the use of voluntary poverty and hunger, pacifist Charles Gray's abandonment of material possessions, and the activists' fight against nuclear war by fasting.

The article discusses the historical move of the people of Cincinnati, Cleveland and other Ohio communities who joined in a national effort in voluntary philanthropy to help the starving Irish during the Great Famine era. It notes that communities across Ohio outpoured their sympathy for the Irish as Americans sent food, clothing, and money to assist the starving people from Ireland and Scotland who were suffering from crop failures.

An essay is presented on the impact of the U.S Supreme Court's ruling of the case Salinas v. Texas on the rights of Americans set forth in case Miranda v. Arizona. Topics discussed include the Fifth Amendment right against self-incrimination that prohibits the admission of evidence about a defendant's pre-arrest, case Davis v. United States that dealt with the right to counsel and case Berghuis v. Thompkins that addressed the right to silence.