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The assessment of measurement uncertainty of an analytic method is a requirement for forensic toxicologists and drug chemists. There are two main methods for estimating measurement uncertainty: the bottom-up and the top-down approaches. The bottom-up approach has been suggested in current practice guides including 'Guide to the Expression of Uncertainty in Measurement (GUM)' published by ISO, and a guide to 'Quantifying Uncertainty in Analytical Measurement' published by EURACHEM. To support forensic practitioners needing to estimate measurement uncertainty, we have developed an open-access Measurement Uncertainty Calculator (MUCalc) based on a bottom-up approach. The software quantifies measurement uncertainty associated with sample homogeneity, method precision, calibration curve, calibration standard and sample preparation. These are then combined to estimate the combined and the expanded uncertainty. The calculations are carried out in accordance with standards set out by accreditation organisations such as ISO/IEC Guid 98, GUM, EURACHEM and UKAS. MUCalc is unique in the sense that it is a white box. It displays on screen all formulae and step-by-step guide calculations in an easy-to-follow approach. This makes it easy for users to understand and cross-examine every result generated by MUCalc. Such a transparent display of the workings of the calculation is essential for the purposes of disclosure within the legal domain. It also facilitates training in the calculation of measurement uncertainties. We demonstrate the use of MUCalc for estimating the uncertainty associated with the quantification of the concentration of etizolam, a benzodiazepine implicated in a large percentage of drug-related deaths in Scotland. • Created a Measurement Uncertainty Calculator (MUCalc) applying a bottom-up approach. • MUCalc is web based and freely accessible white-box software. • Uncertainty sources includes calibration curve, precision and sample preparation. • MUCalc was applied to newly developed concentration measurement method for etizolam. • The bottom-up approach statistical methods are gathered into a single document. [ABSTRACT FROM AUTHOR]

The American Association of School Librarians (AASL) Standards for the 21st-Century Learner mandate that students are equipped with the skills they need to pursue lifelong learning. The Common Core State Standards, Next Generation Science Standards, and C3 Framework for Social Studies Standards all advocate for genuine student inquiry, and the best thinkers in education are demanding that students take a more active role in their education to make them competitive in the global economy. One practice that can prepare students for a lifetime of engaged learning is asking questions. In this article, the authors discuss what makes questioning a literacy, how questioning and critical thinking are related, and how questioning is fostered in students.

Genome-wide DNA sequencing was used to decrypt the phylogeny of multiple samples from distinct areas of cancer and morphologically normal tissue taken from the prostates of three men. Mutations were present at high levels in morphologically normal tissue distant from the cancer, reflecting clonal expansions, and the underlying mutational processes at work in morphologically normal tissue were also at work in cancer. Our observations demonstrate the existence of ongoing abnormal mutational processes, consistent with field effects, underlying carcinogenesis. This mechanism gives rise to extensive branching evolution and cancer clone mixing, as exemplified by the coexistence of multiple cancer lineages harboring distinct ERG fusions within a single cancer nodule. Subsets of mutations were shared either by morphologically normal and malignant tissues or between different ERG lineages, indicating earlier or separate clonal cell expansions. Our observations inform on the origin of multifocal disease and have implications for prostate cancer therapy in individual cases.

Many disadvantaged students with refractive errors, such as myopia (nearsightedness) and hyperopia (farsightedness), do not have eyeglasses, and their reduced vision may impact reading proficiency. Providing eyeglasses may increase their reading success. This article reports the findings of a study in Baltimore City in which disadvantaged second and third graders were assessed for vision problems. Of 317 students, 182 were given glasses. Those who needed glasses were given two pairs, one for home and one for school, as well as replacements if glasses were lost or broken. School staff assisted in ensuring that students wore their glasses, storing them safely, and replacing glasses when necessary. Students who received glasses improved more on Woodcock reading measures than those who never needed glasses (ES = +0.16, p < 0.03). The study demonstrates the potential of providing eyeglasses to disadvantaged students who need them to improve their reading performance.

Multiple somatic rearrangements are often found in cancer genomes; however, the underlying processes of rearrangement and their contribution to cancer development are poorly characterized. Here we use a paired-end sequencing strategy to identify somatic rearrangements in breast cancer genomes. There are more rearrangements in some breast cancers than previously appreciated. Rearrangements are more frequent over gene footprints and most are intrachromosomal. Multiple rearrangement architectures are present, but tandem duplications are particularly common in some cancers, perhaps reflecting a specific defect in DNA maintenance. Short overlapping sequences at most rearrangement junctions indicate that these have been mediated by non-homologous end-joining DNA repair, although varying sequence patterns indicate that multiple processes of this type are operative. Several expressed in-frame fusion genes were identified but none was recurrent. The study provides a new perspective on cancer genomes, highlighting the diversity of somatic rearrangements and their potential contribution to cancer development.

The library is a unique space in schools and in students' lives--a place to pursue both academic and personal interests, a place to meet and work with peers, but also a place to find quiet and a space for reflection. As Jake Carson and Ruth Kneale have noted, "Through embedded librarianship, librarians move from a supporting role into partnerships with their clientele, enabling librarians to develop stronger connections and relationships with those they serve" (2011, 167). While school librarians' goals for the library are moving to embrace a broader range of programs, they need to pay attention to what the students expect from the library space and make sure that the programs and services they are providing align with what the students and teachers need and want from the library and the librarian. School libraries matter. School librarians matter. For both to have the greatest impact they need to be thought of as two entities rather than one.

Motor impairment in children with hemiplegic cerebral palsy leads to a predominance of use of the unaffected hand. This impedes development of bimanual skills and deprives the affected side of the stimulus needed for normal growth. Occupational therapists aim to improve use of the affected hand, traditionally using Neurodevelopmental Therapy. Empirical evidence is needed to support this treatment choice. Studies examining interlimb coupling in children with hemiplegia and other studies in adult stroke support a bilateral treatment approach. These single-case time-series experiments examined the effects of Neurodevelopmental Therapy and Bilateral Isokinematic Training on hand use in three children with hemiplegic cerebral palsy. Two of the three subjects displayed positive changes in use and movement of the affected hand in some tasks with Bilateral Isokinematic Training. Bilateral Isokinematic Training might be a potentially useful means of increasing frequency of use of the affected hand in some children with hemiplegic cerebral palsy. (Contains 4 figures and 3 tables.)

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