GreenCare for Children -- Measuring Environmental Hazards in the Childcare Industry

Presents findings from a two-year survey administered to a random sampling of childcare providers. Developed and interpreted by a diverse team of industry, technical, and educational experts

Grade Equivalents: Accuracy and Certainty of Interpretations Among Parents, Teachers, and School Psychologists

Scores on standardized tests (e.g., Iowa Test of Basic Skills, Wechsler Intelligence Scale for Children III, Wechsler Individual Achievement Test) can be represented by a number of different metrics. One of the ways scores can be represented is with grade equivalents, which tend to be popular with parents and teachers because they seem to be fairly easy to understand. However, several researchers have claimed that grade equivalents are often misinterpreted. Standard scores are viewed by many researchers as the superior type of derived score. However, standardized scores can be difficult to understand, particularly for individuals with little or no training in statistics (e.g., parents, teachers). Thus, grade equivalents are still widely used. Because grade equivalents are used for determining abilities, assessing learning disabilities, and identifying gifted children, it is important to know if they are misinterpreted. The purpose of the current study was to examine the extent to which teachers, school psychologists, and parents misinterpret grade equivalents. The participants included 39 school psychologists, 32 elementary school teachers, and 30 parents. All participants completed a questionnaire that included demographic information (e.g., gender, career) and several items designed to assess their understanding of the meaning and properties of grade equivalents. Participants were instructed to rank the certainty of their responses on a five-point Likert scale. Although grade equivalents were designed to make standardized test results more meaningful, I found that substantial proportions of parents (76.7%), teachers (67.7%), and even school psychologists (41%) made inaccurate interpretations. In addition, I found that even when people misinterpreted grade equivalents, they generally were as certain of their interpretations as those who accurately interpreted them. Furthermore, in many cases, the people who misinterpreted grade equivalents were certain that they were correct in their interpretations. The results of this study support the notion that grade equivalents are often misinterpreted and should not be used to interpret test scores

Grade Equivalents: Accuracy and Certainty of Interpretations Among Parents, Teachers, and School Psychologists

Scores on standardized tests (e.g., Iowa Test of Basic Skills, Wechsler Intelligence Scale for Children III, Wechsler Individual Achievement Test) can be represented by a number of different metrics. One of the ways scores can be represented is with grade equivalents, which tend to be popular with parents and teachers because they seem to be fairly easy to understand. However, several researchers have claimed that grade equivalents are often misinterpreted. Standard scores are viewed by many researchers as the superior type of derived score. However, standardized scores can be difficult to understand, particularly for individuals with little or no training in statistics (e.g., parents, teachers). Thus, grade equivalents are still widely used. Because grade equivalents are used for determining abilities, assessing learning disabilities, and identifying gifted children, it is important to know if they are misinterpreted. The purpose of the current study was to examine the extent to which teachers, school psychologists, and parents misinterpret grade equivalents. The participants included 39 school psychologists, 32 elementary school teachers, and 30 parents. All participants completed a questionnaire that included demographic information (e.g., gender, career) and several items designed to assess their understanding of the meaning and properties of grade equivalents. Participants were instructed to rank the certainty of their responses on a five-point Likert scale. Although grade equivalents were designed to make standardized test results more meaningful, I found that substantial proportions of parents (76.7%), teachers (67.7%), and even school psychologists (41%) made inaccurate interpretations. In addition, I found that even when people misinterpreted grade equivalents, they generally were as certain of their interpretations as those who accurately interpreted them. Furthermore, in many cases, the people who misinterpreted grade equivalents were certain that they were correct in their interpretations. The results of this study support the notion that grade equivalents are often misinterpreted and should not be used to interpret test scores

Duloxetine in the management of chronic musculoskeletal pain

Chronic musculoskeletal pain is among the most frequent painful complaints that healthcare providers address. The bulk of these complaints are chronic low back pain and chronic osteoarthritis. Osteoarthritis is the most common form of arthritis in the United States. It is a chronic degenerative disorder characterized by a loss of cartilage, and occurs most often in older persons. The management of osteoarthritis and chronic low back pain may involve both nonpharmacologic (eg, weight loss, resistive and aerobic exercise, patient education, cognitive behavioral therapy) and pharmacologic approaches. Older adults with severe osteoarthritis pain are more likely to take analgesics than those with less severe pain. The pharmacologic approaches to painful osteoarthritis remain controversial, but may include topical as well as oral nonsteroidal antiinflammatory drugs, acetaminophen, duloxetine, and opioids. The role of duloxetine for musculoskeletal conditions is still evolving

Investigation of mixed element hybrid grid-based CFD methods for rotorcraft flow analysis

Accurate first-principles flow prediction is essential to the design and development of rotorcraft, and while current numerical analysis tools can, in theory, model the complete flow field, in practice the accuracy of these tools is limited by various inherent numerical deficiencies. An approach that combines the first-principles physical modeling capability of CFD schemes with the vortex preservation capabilities of Lagrangian vortex methods has been developed recently that controls the numerical diffusion of the rotor wake in a grid-based solver by employing a vorticity-velocity, rather than primitive variable, formulation. Coupling strategies, including variable exchange protocols are evaluated using several unstructured, structured, and Cartesian-grid Reynolds Averaged Navier-Stokes (RANS)/Euler CFD solvers. Results obtained with the hybrid grid-based solvers illustrate the capability of this hybrid method to resolve vortex-dominated flow fields with lower cell counts than pure RANS/Euler methods

Cosmogenic-neutron activation of TeO2 and implications for neutrinoless double-beta decay experiments

Flux-averaged cross sections for cosmogenic-neutron activation of natural tellurium were measured using a neutron beam containing neutrons of kinetic energies up to $\sim$800 MeV, and having an energy spectrum similar to that of cosmic-ray neutrons at sea-level. Analysis of the radioisotopes produced reveals that 110mAg will be a dominant contributor to the cosmogenic-activation background in experiments searching for neutrinoless double-beta decay of 130Te, such as CUORE and SNO+. An estimate of the cosmogenic-activation background in the CUORE experiment has been obtained using the results of this measurement and cross-section measurements of proton activation of tellurium. Additionally, the measured cross sections in this work are also compared with results from semi-empirical cross-section calculations.Comment: 11 pages, 5 figure

Liquid-Liquid Phase Separation in an Elastic Network

Living and engineered systems rely on the stable coexistence of two interspersed liquid phases. Yet surface tension drives their complete separation. Here we show that stable droplets of uniform and tuneable size can be produced through arrested phase separation in an elastic matrix. Starting with an elastic polymer network swollen by a solvent mixture, we change the temperature or composition to drive demixing. Droplets nucleate and grow to a stable size that is tuneable by the network cross-linking density, the cooling rate, and the composition of the solvent mixture. We discuss thermodynamic and mechanical constraints on the process. In particular, we show that the threshold for macroscopic phase separation is altered by the elasticity of the polymer network, and we highlight the role of internuclear correlations in determining the droplet size and polydispersity. This phenomenon has potential applications ranging from colloid synthesis and structural colour to phase separation in biological cells.Comment: 6 figure

A disrupted circumstellar torus inside eta Carinae's Homunculus Nebula

We present thermal infrared images of the bipolar nebula surrounding eta Carinae at six wavelengths from 4.8 to 24.5 microns. These were obtained with the MIRAC3 camera system at the Magellan Observatory. Our images reveal new intricate structure in the bright core of the nebula, allowing us to re-evaluate interpretations of morphology seen in images with lower resolution. Complex structures in the core might not arise from a pair of overlapping rings or a cool (110 K) and very massive dust torus, as has been suggested recently. Instead, it seems more likely that the arcs and compact knots comprise a warm (350 K) disrupted torus at the intersection of the larger polar lobes. Some of the arcs appear to break out of the inner core region, and may be associated with equatorial features seen in optical images. The torus could have been disrupted by a post-eruption stellar wind, or by ejecta from the Great Eruption itself if the torus existed before that event. Kinematic data are required to rule out either possibility.Comment: 8 pages, 3 figures (Fig. 1 in color); to appear in ApJ Letter

Ampliando a brecha: A desigualdade na distribuição de recursos para a educação científica nos níveis K-12

Inequalities in educational opportunity are well documented. Regardless of the nature of the disadvantage—low income, underrepresented minority status, or prior achievement—students from backgrounds associated with a given disadvantage have less access to educational opportunities. In this article, we use data from the 2012 National Survey of Science and Mathematics Education to explore how resources are allocated for science instruction specifically. We focus on how three kinds of resources—well-prepared teachers, material resources, and instruction itself—are allocated to classes that are homogeneously grouped by prior achievement level. Regardless of the resource, we find that classes of students with low prior achievement (as perceived by their teachers) have less access. Some of the differences are striking, particularly regarding access to material resources, while others are more subtle. There is also evidence that some policies do not impact teachers equally. For example, time allowed for teacher professional development is perceived differently by teachers in terms of its impact depending on the achievement level of students in the class. The study supports the assertion that what is known about ability grouping in general applies in science instruction specifically. When students with low prior achievement are grouped together, their classes have less access to critical resources for science learning opportunities, potentially widening the gap between them and their higher-achieving peers.Las desigualdades en las oportunidades educativas están bien documentadas. Independientemente de la naturaleza de la desventaja -- baja renta, condición de minoría subrepresentada, o de logros anteriores-- estudiantes asociados con alguna condición de desventaja tienen menos acceso a oportunidades educativas. En este artículo, utilizamos datos de la Encuesta Nacional  de Ciencia y Educación Matemática de 2012 para explorar cómo se asignan los recursos para la enseñanza de las ciencias. Nos centramos en cómo tres tipos de recursos -maestros bien preparados, recursos materiales, y la instrucción en sí, se asignan a las clases que se agrupan homogéneamente por nivel de logro anterior. Independientemente del recurso, nos encontramos con que las clases de estudiantes con bajo rendimiento previo (según la percepción de sus maestros) tienen menos acceso. Algunas de las diferencias son sorprendentes, sobre todo con respecto al acceso a los recursos materiales, mientras que otras son más sutiles. También hay evidencia de que algunas políticas no afectan a los docentes por igual. Por ejemplo, el tiempo permitido para el desarrollo profesional de los docentes que se percibe de manera diferente por los profesores en términos de su impacto en función del nivel de logro de los estudiantes en la clase. El estudio apoya la afirmación de que lo que se sabe acerca de la capacidad de agrupación en general se aplica en la enseñanza de la ciencia en particular. Cuando los estudiantes con bajo rendimiento son agrupados, sus clases tienen menos acceso a los recursos críticos para ampliar las oportunidades de aprendizaje de ciencias, lo que podría incrementar la brecha entre ellos y sus compañeros de mayores logros educativos.As desigualdades de oportunidades educacionais estão bem documentadas. Independentemente da natureza da desvantagem - baixa renda, status de minoria sub-representada ou resultados anteriores - estudantes associados a uma condição de desvantagem têm menos acesso a oportunidades educacionais. Neste artigo, usamos dados da Pesquisa Nacional de Ciência e Educação Matemática de 2012 para explorar a forma como os recursos são alocados para a educação científica. Nós nos concentramos em três tipos de- recursos --professores bem preparados, recursos materiais, e da própria instrução, e como são atribuídos a classes agrupados por nível de resultados anteriores. Independentemente da aplicação, verificamos que as turmas de alunos com baixo aproveitamento anterior (pela percepção dos professores) têm menos acesso. Algumas das diferenças são marcantes, especialmente no que diz respeito ao acesso a recursos materiais, enquanto outros são mais sutis. Há também evidências de que algumas políticas não afetam docentes da mesma maneira. Por exemplo, o tempo permitido para o desenvolvimento profissional de professores é percebido de forma diferente pelos professores em termos do seu impacto sobre o nível de desempenho do aluno na sala de aula. O estudo apoia o que se sabe geralmente sobre as politicas de agrupamento aplicado no ensino da ciência em particular. Quando os alunos de baixo desempenho são agrupados, suas aulas têm menos acesso a recursos essenciais para aumentar as oportunidades de aprendizagem das ciências, o que poderia aumentar a distância entre eles e os seus pares mais alto nível de instrução

Patterns, predictors, variations, and temporal trends in emergency medical service hospital prenotification for acute ischemic stroke.

BACKGROUND#ENTITYSTARTX02014;: Emergency medical services (EMS) hospital prenotification of an incoming stroke patient is guideline recommended as a means of increasing the timeliness with which stroke patients are evaluated and treated. Still, data are limited with regard to national use of, variations in, and temporal trends in EMS prenotification and associated predictors of its use. METHODS AND RESULTS#ENTITYSTARTX02014;: We examined 371 988 patients with acute ischemic stroke who were transported by EMS and enrolled in 1585 hospitals participating in Get With The Guidelines-Stroke from April 1, 2003, through March 31, 2011. Prenotification occurred in 249 197 EMS-transported patients (67.0%) and varied widely by hospital (range, 0% to 100%). Substantial variations by geographic regions and by state, ranging from 19.7% in Washington, DC, to 93.4% in Montana, also were noted. Patient factors associated with lower use of prenotification included older age, diabetes mellitus, and peripheral vascular disease. Prenotification was less likely for black patients than for white patients (adjusted odds ratio 0.94, 95% confidence interval 0.92-0.97, P<0.0001). Hospital factors associated with greater EMS prenotification use were absence of academic affiliation, higher annual volume of tissue plasminogen activator administration, and geographic location outside the Northeast. Temporal improvements in prenotification rates showed a modest general increase, from 58.0% in 2003 to 67.3% in 2011 (P temporal trend <0.0001). CONCLUSIONS#ENTITYSTARTX02014;: EMS hospital prenotification is guideline recommended, yet among patients transported to Get With The Guidelines-Stroke hospitals it is not provided for 1 in 3 EMS-arriving patients with acute ischemic stroke and varies substantially by hospital, state, and region. These results support the need for enhanced implementation of stroke systems of care. (J Am Heart Assoc. 2012;1:e002345 doi: 10.1161/JAHA.112.002345.)