Demographic Trends in Educational Programs for Students with Emotional and Behavioral Disorders

This study analyzes demographic data in the field of emotional and behavioral disorders (EBD). The data are from the most recent reports of the United States Department of Education on IDEA (USDOE, 2015, 2016). Findings focus on school prevalence, ethnicity, placement in educational environments, and school exit patterns. Implications focus in particular on attention to these respective demographic areas identified above as they relate to educational programs

Emotional and Behavioral Disorders: Current Definitions, Terminology, and Prevalence

This study provides an analysis of state guidelines with respect to terminology and definitions in emotional and behavioral disorders (EBD) as well as demographic trends. The data were analyzed from the web-based state guidelines for terminology and definitions for all 50 states and the District of Columbia and then from mining data from the most recent reports of the United States Department of Education on IDEA (USDOE, 2015, 2016). Significant findings included current information on state-based terminology, state definitions, and school prevalence. Implications are made with special attention to these factors as identified above as they relate to educational programs in the field. Suggestions are made for future research

Nurses\u27 Alumnae Association Bulletin - Volume 7 Number 11

Anna M. Shafer Barton Memorial Division Births Changes in the Ophthalmology Division Change of Address Clara Melville Fund Continental Tour Deceased Digest of Meetings Inter-County Hospitalization Plan Katherine Childs\u27 Letter Lost Members Marriages Miscellaneous Nursing Home Committee\u27s Report Physical Advantages President James L. Kauffman\u27s Letter President\u27s Greeting Private Duty Section Prizes Relief Fund School Nursing Silhouette of a Public Health Nurse Rooming-in of Infant with Mother Staff Activities The Student White Haven Divisio

Electroweak String Configurations with Baryon Number

In the context of electroweak strings, the baryon number anomaly equation may be reinterpreted as a conservation law for baryon number minus helicity. Since the helicity is a sum of the link and twist numbers, linked or twisted loops of electroweak string carry baryon number. We evaluate the change in the baryon number obtained by delinking loops of electroweak $Z-$string and show that twisted electroweak string segments may be regarded as extended sphalerons. We also suggest an alternative scenario for electroweak baryogenesis.Comment: 11 pages, figure available on request. Added discussion of string-sphaleron connection for non-vanishing Weinberg angle and shortened discussion on formation of linked configuration

Trends and issues involving disabilities in higher education

People with disabilities have often been discriminated against in higher education; however, many institutions of higher education find ways of providing access to higher education for those with most forms of disabilities. Progress has been made in providing such access but undoubtedly there is still a need for more disability awareness, anti-stigma, and anti-discrimination training. At the same time higher education requirements, by default, involve higher cognitive capabilities. Some disabilities, those involving severe limitations of cognitive functioning, face insurmountable difficulties in meeting these higher intellectual demands, even with the most reasonable accommodations. Teacher education, for example, requires special attention to the cognitive tasks for which students are being prepared. We, therefore, discuss the role of teacher education in higher education and its special relationship to the matter of disability and inclusion. We also consider perspectives on the inclusion of individuals with disabilities in various other aspects of higher education

Imagining and reimagining the future of special and inclusive education

“Reimagination” is required to create a new vision of education that better serves individuals with disabilities. Imagination is a way of conceiving possibilities and probabilities. The future of special education is imagined within the limits of possibility and probability of “appropriate” education for children with special educational needs and disabilities. Education is reimagined for full inclusion without special education and an alternative reimagination of inclusive special education. Particular attention is given to the administrative structure of public education and to the training of teachers for the imagined approaches to special education. The importance of imagining special and inclusive education being based on science and rationality and the limitations of proposed approaches to including students with disabilities in education are explained

Hepatitis C viral evolution in genotype 1 treatment-naïve and treatment-experienced patients receiving telaprevir-based therapy in clinical trials

Background: In patients with genotype 1 chronic hepatitis C infection, telaprevir (TVR) in combination with peginterferon and ribavirin (PR) significantly increased sustained virologic response (SVR) rates compared with PR alone. However, genotypic changes could be observed in TVR-treated patients who did not achieve an SVR. Methods: Population sequence analysis of the NS3•4A region was performed in patients who did not achieve SVR with TVR-based treatment. Results: Resistant variants were observed after treatment with a telaprevir-based regimen in 12% of treatment-naïve patients (ADVANCE; T12PR arm), 6% of prior relapsers, 24% of prior partial responders, and 51% of prior null responder patients (REALIZE, T12PR48 arms). NS3 protease variants V36M, R155K, and V36M+R155K emerged frequently in patients with genotype 1a and V36A, T54A, and A156S/T in patients with genotype 1b. Lower-level resistance to telaprevir was conferred by V36A/M, T54A/S, R155K/T, and A156S variants; and higher-level resistance to telaprevir was conferred by A156T and V36M+R155K variants. Virologic failure during telaprevir treatment was more common in patients with genotype 1a and in prior PR nonresponder patients and was associated with higher-level telaprevir-resistant variants. Relapse was usually associated with wild-type or lower-level resistant variants. After treatment, viral populations were wild-type with a median time of 10 months for genotype 1a and 3 weeks for genotype 1b patients. Conclusions: A consistent, subtype-dependent resistance profile was observed in patients who did not achieve an SVR with telaprevir-based treatment. The primary role of TVR is to inhibit wild-type virus and variants with lower-levels of resistance to telaprevir. The complementary role of PR is to clear any remaining telaprevir-resistant variants, especially higher-level telaprevir-resistant variants. Resistant variants are detectable in most patients who fail to achieve SVR, but their levels decline over time after treatment

Effects of IRF5 Lupus Risk Haplotype on Pathways Predicted to Influence B Cell Functions

Both genetic and environmental interactions affect systemic lupus erythematosus (SLE) development and pathogenesis. One known genetic factor associated with lupus is a haplotype of the interferon regulatory factor 5 (IRF5) gene. Analysis of global gene expression microarray data using gene set enrichment analysis identified multiple interferon- and inflammation-related gene sets significantly overrepresented in cells with the risk haplotype. Pathway analysis using expressed genes from the significant gene sets impacted by the IRF5 risk haplotype confirmed significant correlation with the interferon pathway, Toll-like receptor pathway, and the B-cell receptor pathway. SLE patients with the IRF5 risk haplotype have a heightened interferon signature, even in an unstimulated state (P = 0.011), while patients with the IRF5 protective haplotype have a B cell interferon signature similar to that of controls. These results identify multiple genes in functionally significant pathways which are affected by IRF5 genotype. They also establish the IRF5 risk haplotype as a key determinant of not only the interferon response, but also other B-cell pathways involved in SLE