Students with Disabilities: Transitioning from PK-18 to the Workplace

The case study investigates the conflict that arises when a student who has received extensive assistance and accommodation for an invisible disability throughout her education (PK-12 through graduate school) transitions to her first job. The case explores the tension between the employee and her employer

Buried bedrock surface of Illinois [map]

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ACT, Compass, or prerequisite course: which is the better predictor of student success in a college-level credit

Student success is a hot topic in higher education, especially around the issue of students placing into mathematics courses using different types of assessment tests. Currently, there are two nationally known assessment placement tests: the ACT and the COMPASS. Students are either placed into a college-level course or a remedial mathematics course based on their placement test score. The students placing into remedial mathematics courses are increasing at a large rate. Using Astin's IEO Model as a conceptual framework, this research study used quantitative methodology to consider the influence of the input variables including age, race, gender, instructor status, and placement as inputs on the outcome of success defined as a final course grade of C or higher for students at Snead State Community College in Boaz, Alabama from Fall 2008 through Spring 2013, excluding summer semesters. Logistic regressions were employed to investigate the likelihood of success of students placed into MTH 100 (Intermediate/College Algebra) or MTH 112 (Pre-Calculus Algebra) according to the input variables. This research study found that students placed into MTH 100 or MTH 112 based on the successful completion of the prerequisite course were not as likely to successfully complete MTH 100 or MTH 112 as compared to students placed based on their ACT or COMPASS mathematics score. Furthermore, this research study demonstrates that the COMPASS placement is the better indicator of student success at Snead State Community College, compared to the ACT placement, or successful completion of the prerequisite mathematics course. (Published By University of Alabama Libraries

Diagnosis, Genetics, and Therapy of Short Stature in Children : A Growth Hormone Research Society International Perspective

The Growth Hormone Research Society (GRS) convened a Workshop in March 2019 to evaluate the diagnosis and therapy of short stature in children. Forty-six international experts participated at the invitation of GRS including clinicians, basic scientists, and representatives from regulatory agencies and the pharmaceutical industry. Following plenary presentations addressing the current diagnosis and therapy of short stature in children, breakout groups discussed questions produced in advance by the planning committee and reconvened to share the group reports. A writing team assembled one document that was subsequently discussed and revised by participants. Participants from regulatory agencies and pharmaceutical companies were not part of the writing process. Short stature is the most common reason for referral to the pediatric endocrinologist. History, physical examination, and auxology remain the most important methods for understanding the reasons for the short stature. While some long-standing topics of controversy continue to generate debate, including in whom, and how, to perform and interpret growth hormone stimulation tests, new research areas are changing the clinical landscape, such as the genetics of short stature, selection of patients for genetic testing, and interpretation of genetic tests in the clinical setting. What dose of growth hormone to start, how to adjust the dose, and how to identify and manage a suboptimal response are still topics to debate. Additional areas that are expected to transform the growth field include the development of long-acting growth hormone preparations and other new therapeutics and diagnostics that may increase adult height or aid in the diagnosis of growth hormone deficiency