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Schizophrenia has been characterized as a disorder with poor outcomes across various functional domains, especially social and occupational functioning. Although these outcomes have been investigated based on patients' current functioning, few studies have considered the assessment of functional outcomes across the lifespan in schizophrenia. We developed a novel and brief scale of adulthood lifespan functioning, the Assessment of Lifespan Functioning Attainment (ALFA). We assessed current functioning and percentage of pre- and post-psychosis onset engagement for five functional domains including paid employment, living independently, romantic partnerships, close friendships, and recreational engagement with others. Pre-to post-psychosis functional decline was observed for all domains, with paid employment having the greatest decline (d = 2.68) and living independently having the least decline (d = .59). Our exploratory factor analysis suggests that a single factor accounted for the most variance in Pre-Psychosis Functioning in ALFA domains. Two factors explain the majority of variance in Post-Psychosis Functioning and Pre-to-Post Psychosis Decline: a sociability factor (close friendships and recreational engagement with others) and an independence factor (paid employment, living independently, romantic relationships). To our knowledge, this is the first study to report on a self-reported quantitative assessment of adult lifespan functioning in schizophrenia. The ALFA scale may be a useful tool for future research on functional outcomes in schizophrenia.

Engaging students in designing, testing, and revising engineering models using mathematical representation of data from scientific investigations helps them embody the science and engineering practices highlighted in the "Next Generation Science Standards" (NGSS Lead States, 2013). The practices of modeling, conducting failure analysis, and participating in evidence-based reasoning allow students to engage in engineering design processes beyond simple trial and error methods in solving a problem (NRC 2012; Bybee 2010). This article describes a unit conducted with fifth-grade students, applying Engineering is Elementary's (EiE) engineering design process or EDP (Ask, Imagine, Plan, Create, and Improve) to explore the lift force of a butterfly wing and the variables that influence it. EiE a project of the National Center for Technological Literacy at the Museum of Science in Boston, consists of curriculum units designed to foster engineering design thinking in elementary school children. The units are typically structured in lessons that include: (1) a story that introduces an engineering challenge and career; (2) a context for students to collect scientific data; and (3) an engineering design challenge applying the evidence gathered from the analysis of data.

Introduction: Emerging infectious diseases pose a threat to public health and the economy, especially in developing countries. Southeast Asian veterinary laboratories handle numerous high-risk pathogens, making pathogen accountability crucial for safe handling and storage. Methods: Thirteen veterinary laboratories in Cambodia (n = 1), Lao People's Democratic Republic (n = 1), and Thailand (n = 11) participated in a study conducted between 2019 and 2020. Data were collected using a questionnaire, group discussions, and interviews. Conclusion: Significant gaps in biosecurity and biorepository management were recognized and discussed in the context of regional biosafety and biosecurity. Laboratories could use the findings and recommendations of the study to develop or improve their pathogen inventory and biosecurity systems. Governments play a significant role in setting standards and regulations and providing necessary support for laboratories to maintain inventory controls sustainably and have a very important role to play in ensuring biosafety and biosecurity compliance. [ABSTRACT FROM AUTHOR]

This study explored teachers' behavioral, normative, and control beliefs related to digital literacy integration into their classrooms. Ajzen's Theory of Planned Behavior (TPB) was used as a theoretical framework to collect and analyze data. Findings revealed that teachers' integration of digital literacy were related to their behavioral beliefs (attitude toward outcomes of a behavior) about the value of digital literacy for developing students' 21st-century skills, increasing student engagement, and preparation for future careers; normative beliefs (social support) about meeting the expectations of administrators, parents, colleagues, and students; and control beliefs (perceived behavioral control) about ease of integrating digital literacy due to access to technology, professional development, and curriculum resources.

This review examines Anne Katrine Kamstrupp's article "The wow-effect in science teacher education; technology; sociomateriality." In the discussion below we explore three key areas of her ethnographic research. First, we reconsider Kamstrupp's article through the lens of technology as a pedagogical choice and philosophy. This is followed by our discussion of aspects of her study within the context of a basic understanding that entry-level pre-service teachers need to fully understand both the process of learning and scientific principles as these are important foundational factors in determining whether or not the wow-effect will occur as expected. Finally, our review team presents multiple areas in Kamstrupp's article as potential points for further elaboration. [Forum response to Kamstrupp, A. (2015). "The Wow-Effect in Science Teacher Education; Ttechnology; Sociomateriality" (EJ1121619).]

ObjectiveThe objectives of this study were to describe inpatient anticoagulation and bridging in patients with non-valvular atrial fibrillation (NVAF) and to identify whether differences exist in length of stay (LOS) among bridged versus non-bridged NVAF patients.DesignAdministrative claims data were used to select patients ≥18 years with a primary or secondary discharge diagnosis of NVAF and inpatient warfarin use from 1 July 2004 to 30 September 2009. Patients with valvular or transient causes of NVAF or pregnancy were excluded. Inpatient bridging was defined as receipt of an anticoagulant in addition to warfarin during the hospitalization. LOS was reported for non-bridged patients (warfarin only) and compared with three bridging regimens: low molecular weight heparin/pentasaccharide (LMWH/PS); unfractionated heparin (UFH); and two-agent bridging (LMWH/PS and UFH). Multivariate analyses were performed to evaluate the association between bridging and LOS, adjusting for demographic and clinical variables.ResultsOf 6340 NVAF patients, 48% received inpatient warfarin (mean LOS 5.5 days); among them, 64% received bridging therapy (mean LOS 6.3 days) [LMWH/PS 45% (mean LOS 5.6 days), UFH 36% (mean LOS 6.0 days), two-agent bridging 18% (mean LOS 8.4 days)]. Following multivariate analysis, relative to patients who received inpatient warfarin only, LOS was significantly higher for patients with UFH (19.3%) and patients with two-agent bridging (45.1%). Patients with pre-period warfarin, cancer, or diabetes mellitus who received bridging agents had significantly longer LOS than patients with those conditions who were not bridged.ConclusionLOS was longer for bridged than non-bridged patients. Further studies are needed to identify predictors of bridging and to explain why bridged NVAF patients had longer LOS.