Approaches to quantifying and reducing uncertainty in GCMs over Southern Africa

Includes abstract.Includes bibliographical references (p.127-131).Global Circulation Models (GCMs) are the primary tool for simulating future climate changes. These models by necessity make use of various assumptions and simplifications due to computational constraints, and in so doing introduce biases and systematic error. Along with other sources of uncertainty regarding our understanding of the climate system and given the quasi-chaotic nature of the climate, climate projections differ between models whose climate simulation skill is poorly quantified. A new methodology is presented to assess the regional biases in GCMs and to, in part, compensate for some aspects of these biases. The study will focus on the Southern African region but could be replicated for other regions. Using Self-Organising Maps (SOMs), synoptic archetypal patterns are identified and the distribution and frequency of these patterns assessed. The use of synoptic archetypes to quantify model metrics presents a novel approach with many benefits over standard metrics, such as errors and means per variable. SOMs add a spatial and multi-variable dimension to the analysis as each metric is calculated based on its synoptic circulation pattern and associated to a set of atmospheric variables. Some persistent biases in the models are notable based on comparisons between the NCEP and GCM SOM node mapping, such as an overall cool bias in the models and a shift of the dominant high pressure cells and thus the westerly wave to the south. The weighting techniques provide insight into how much of the model bias is contributed by differences in synoptic frequency and what part is attributable to systematic biases in the models which result in a different mean state for a given synoptic process. The frequency correction enabled a correction of up to 25% of the difference between model and reanalysis data, but in most cases the change was far smaller than this. The differences in mean conditions remained the largest component of the bias. To correct for this the weighting was applied to the climate change anomaly (difference between future and control projections) per synoptic process to create a multi-model climate change component that is added to the NCEP baseline. This provides the most accurate depiction of future climate from the data provided. The models generally have different strengths, therefore the weighted multi-model solution allows models to give a greater contribution where they are skilful and less where they do not match the observed dynamics. Comparison of the magnitude of the climate change signal showed that winter states in the weighted multi-model composite had a smaller temperature increase and reduced rainfall compared to the unweighted results. In summer states there is greater warming and increased rainfall, especially over the oceans. This suggests the models are over estimating changes in temperature in winter and underestimating the increases in summer. Synoptic events are the primary driver of climate change impacts. Therefore errors in synoptic state will have a notable influence on the climate change projections and need to be fully considered in any climate change impact study. The use of the weighting technique helped to identify and reduce uncertainties in the climate change projections over Southern Africa

Difference in Academic Achievement between Students with Disabilities and Students without Disabilities after the Implementation of Collaborative Instruction in Walton County

The purpose of this study was to determine differences in Georgia High School Graduation Test scores between students with and without disabilities after the implementation of collaborative instruction. The sample was taken from a rural northeast Georgia county. For the study 81.6% students were white, 14% were African-American, 2.2% were Asian, 1.8% were Hispanic and .4% were multi-ethnic. 53.3% were female and 46.6% were male. 2% were students with disabilities. The scores from 457 students each year were statistically analyzed using descriptive statistics, t-tests and Chi square. To determine the differences between Georgia High School Graduation Test scores before the implementation of collaborative instruction data from 2003 were analyzed. Collaborative instruction was implemented in the fall of 2004. Scores from 2005 and 2006 represent after the implementation of collaborative instruction. The differences between potential predictors were also analyzed. The researcher found that the differences between potential predictors were statistically significant for all subtest scores except language arts for 2006. The achievement gap, between students with disabilities and without disabilities that was significant in 2003, was not statistically significant in 2006. The researcher found statistically significant differences in the mean subtest scores when comparing the two groups in 2003 by disability status. The differences in scores when compared by ethnicity and by disability status were significant for students without disabilities but the differences were not significant for students with disabilities. The differences in scores were statistically significant for both groups when compared by disability status and by gender. The before and after analysis over time determined that the gap in academic achievement was closing significantly for language arts and social studies and closing slightly on the science subtest. The mean difference for math scores did not reduce from 2003 to 2006. Therefore there was no reduction in the achievement gap on the math subtest scores. This expost-facto causal comparative study is among few others that address the effect of collaborative instruction on academic achievement. The researcher determined that students achieve higher scores on the GHSGT after they experience a collaborative instruction service delivery model

Role of HIV-1 Gag domains in viral assembly

AbstractAfter entry of the human immunodeficiency virus type 1 (HIV-1) into T cells and the subsequent synthesis of viral products, viral proteins and RNA must somehow find each other in the host cells and assemble on the plasma membrane to form the budding viral particle. In this general review of HIV-1 assembly, we present a brief overview of the HIV life cycle and then discuss assembly of the HIV Gag polyprotein on RNA and membrane substrates from a biochemical perspective. The role of the domains of Gag in targeting to the plasma membrane and the role of the cellular host protein cyclophilin are also reviewed

MAIC Survivor Assistance Projects

New projects under way at the Mine Action Information Center are described here, including a best-practices guidebook on casualty data, survivor-assistance training and a catalog of adaptive technologies

The Effect of Honors Courses on Grade Point Averages

High-ability entering college students give three main reasons for not choosing to become part of honors programs and colleges; they and/or their parents believe that honors classes at the university level require more work than non-honors courses, are more stressful, and will adversely affect their self-image and grade point average (GPA) (Hill; Lacey; Rinn). Some of them are likely basing their belief on the experience they had with Advanced Placement (AP) classes in their high schools. Although AP classes are not specifically designed to be more work or more difficult, at their worst they can be little more than that (Immerwahr and Farkas; Challenge Success, 2013). Just as important as the fear of more work and increased difficulty is anxiety about the increased competition within a high-ability cohort. Anne N. Rinn, for instance, cites the “theory of relative deprivation” and the “Big-Fish-Little- Pond Effect” as factors that inhibit students from joining an honors program. Such perceptions of honors coursework are common even among some university advisors and faculty, who often perceive honors courses as entailing more work, being more competitive, and having the potential to lower students’ GPAs. As a result, high-ability students who might benefit from an honors education decline participation because they believe honors classes will jeopardize their academic standing (Hill)

The Effect of Honors Courses on Grade Point Averages

High-ability entering college students give three main reasons for not choosing to become part of honors programs and colleges; they and/or their parents believe that honors classes at the university level require more work than non-honors courses, are more stressful, and will adversely affect their self-image and grade point average (GPA) (Hill; Lacey; Rinn). Some of them are likely basing their belief on the experience they had with Advanced Placement (AP) classes in their high schools. Although AP classes are not specifically designed to be more work or more difficult, at their worst they can be little more than that (Immerwahr and Farkas; Challenge Success, 2013). Just as important as the fear of more work and increased difficulty is anxiety about the increased competition within a high-ability cohort. Anne N. Rinn, for instance, cites the “theory of relative deprivation” and the “Big-Fish-Little- Pond Effect” as factors that inhibit students from joining an honors program. Such perceptions of honors coursework are common even among some university advisors and faculty, who often perceive honors courses as entailing more work, being more competitive, and having the potential to lower students’ GPAs. As a result, high-ability students who might benefit from an honors education decline participation because they believe honors classes will jeopardize their academic standing (Hill)

The Effect of Nurse Residency Program Completion on Work Readiness of New Graduate Nurses Transitioning into Professional Practice

The transition of new graduate nurses from their roles as students to professional nurses is challenging. New graduate nurses have to complete cursory orientation with high performance expectations, increased level of accountability and meet the complex needs of the patients, leading to high turnover rates within the first year of practice. To address this problem, nurse residency programs have been implemented to support new graduates with the transition into professional nursing. In addition to transitional support, new graduate nurses need to be ready to meet the demands of their new work environment. The problem is determining whether or not new graduate nurses entering the workforce possess work readiness. Addressing this gap in the literature, the purpose of this cross-sectional, causal comparative study is to examine the association between nurse residency programs and the work readiness of new graduates who are transitioning into practice. Therefore, by using Transitions Theory as a guiding framework, the aim was to reveal a nuanced understanding of the transition experiences of new graduate nurses. This causal comparative study was based on a comparison of scores on the Work Readiness Scale for Graduate Nurses (WRS-GN), a valid and reliable tool, provided by two groups of new graduate nurses: those who completed a nurse residency program and those who did not. The comparison presented in this study provides evidence of the effectiveness of nurse residency programs for improving work readiness. The key findings suggest that of the four dimensions of work readiness (work competence, social intelligence, organizational acumen and personal work characteristics), social intelligence revealed a statistically significantly difference between the two groups of new graduate nurses. The implications of the study are factors that align with social intelligence should be used to increase work readiness of new graduate nurses in the future. Early recognition and appropriate interventions to reinforce interpersonal skills and social proficiencies may smooth the transition for new graduate nurses thereby improving retention rates for new nurses. Key words: New graduate nurse, nurse residency program, transition, and work readines

Sex and gender differences in symptoms of early psychosis: a systematic review and meta-analysis

First-episode psychosis (FEP) can be quite variable in clinical presentation, and both sex and gender may account for some of this variability. Prior literature on sex or gender differences in symptoms of psychosis have been inconclusive, and a comprehensive summary of evidence on the early course of illness is lacking. The objective of this study was to conduct a systematic review and meta-analysis of the literature to summarize prior evidence on the sex and gender differences in the symptoms of early psychosis. We conducted an electronic database search (MEDLINE, Scopus, PsycINFO, and CINAHL) from 1990 to present to identify quantitative studies focused on sex or gender differences in the symptoms of early psychosis. We used random effects models to compute pooled standardized mean differences (SMD) and risk ratios (RR), with 95% confidence intervals (CI), for a range of symptoms. Thirty-five studies met the inclusion criteria for the systematic review, and 30 studies were included in the meta-analysis. All studies examined sex differences. Men experienced more severe negative symptoms (SMD =  - 0.15, 95%CI =  - 0.21, - 0.09), whereas women experienced more severe depressive symptoms (SMD = 0.21, 95%CI = 0.14, 0.27) and had higher functioning (SMD = 0.16, 95%CI = 0.10, 0.23). Women also had a lower prevalence of substance use issues (RR = 0.65, 95%CI = 0.61, 0.69). Symptoms of early psychosis varied between men and women; however, we were limited in our ability to differentiate between biological sex and gender factors. These findings may help to inform early detection and intervention efforts to better account for sex and gender differences in early psychosis presentation

Palliative care and Parkinson's disease : meeting summary and recommendations for clinical research

Introduction: Palliative care is an approach to caring for patients and families affected by serious illnesses that focuses on the relief of suffering through the management of medical symptoms, psychosocial issues, advance care planning and spiritual wellbeing. Over the past decade there has been an emerging clinical and research interest in the application of palliative care approaches to Parkinson’s disease (PD) and outpatient palliative care services are now offered by several movement disorders centers. Methods: An International Working Group Meeting on PD and Palliative Care supported by the Parkinson’s Disease Foundation was held in October 2015 to review the current state of the evidence and to make recommendations for clinical research and practice. Results: Topics included: 1) Defining palliative care for PD; 2) Lessons from palliative care for heart failure and other chronic illnesses; 3) Patient and caregiver Needs; 4) Needs assessment tools; 5) Intervention strategies; 6) Predicting prognosis and hospice referrals; 7) Choice of appropriate outcome measures; 8) Implementation, dissemination and education research; and 9) Need for research collaborations. We provide an overview of these discussions, summarize current evidence and practices, highlight gaps in our knowledge and make recommendations for future research. Conclusions: Palliative Care for PD is a rapidly growing area which holds great promise for improving outcomes for PD patients and their caregivers. While clinical research in this area can build from lessons learned in other diseases, there is a need for observational, methodological and interventional research to address the unique needs of PD patients and caregivers