Understanding Caregiver Factors Influencing Childhood Influenza Vaccination

Influenza is a contagious disease that affects approximately 30% to 40% of American children yearly, and all children 18 and under are recommended to be vaccinated. Through the use of a survey tool, 119 responses were collected about the factors that influence the decisions of caregivers whether or not to vaccinate their children against influenza. The knowledge generated from the survey may be used to formulate education programs to increase vaccination rates

Steroids during late preterm labor: better later than never

Review of: Gyamfi-Bannerman C, Thom EA, Blackwell SC, et al; NICHD Maternal-Fetal Medicine Units Network. Antenatal betamethasone for women at risk for late preterm delivery. N Engl J Med. 2016;374:1311-1320.Steroids during late preterm labor: Better later than never. Steroids--even when administered in the last leg of the late preterm period--still reduce the likelihood of respiratory complications in newborns. Practice changer: Use steroids in women at risk of preterm delivery, even if they are 36 weeks, 6 days-pregnant, because steroids may reduce respiratory complications in the newborn with minimal risk for neonatal or maternal complications

Supports Provided to Students with Severe Disabilities in Inclusive Schools: Lessons Learned from Schools Implementing Inclusive Practices

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction); (b) the type of engagement the student demonstrated during the activity; (c) the types of general classroom supports that were available during the observations; (d) the types of student supports that were provided to the student during the observation; (e) the type of work or activity the student was performing; (f) the interactions the student had with others; and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.SWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H325Y12000

Natural heritage assessment of wetlands and riparian areas in the Uncompahgre River Basin, A: eastern Montrose and Ouray counties, Volume 2

Includes bibliographical references.May 1999.Prepared for: Colorado Dept. of Natural Resources, by Thomas Stephens ... [et al.]

Do children unintentionally report maltreatment? Comparison of disclosures of neglect versus sexual abuse

Background and aimsChildren's initial reports often play a key role in the identification of maltreatment, and a sizeable amount of scientific research has examined how children disclose sexual and physical abuse. Although neglect constitutes a large proportion of maltreatment experiences, relatively little attention has been directed toward understanding whether and how children disclose neglect. The overarching aim of the present study was to document this process by comparing disclosure patterns in cases of neglect to those in cases of sexual abuse.MethodRedacted jurisdiction reports (N = 136) of substantiated dependency cases of neglect (n = 71) and sexual abuse (n = 65) in 4- to 17-year-olds were coded for why maltreatment was suspected, and for children's perceived awareness and disclosure of the maltreatment.ResultsNeglect was most often initially suspected via contact with emergency services (e.g., police, emergency medical services), whereas sexual abuse was most often initially suspected as a result of children's statements. Children evidenced greater perceived awareness of sexual abuse than neglect and were more likely to disclose the former in their first investigative interview. Perceived awareness was further associated with a higher likelihood of children's statements initiating discovery of maltreatment and disclosing in the first investigative interview.ConclusionsChildren may benefit from greater knowledge about their needs for safety, supervision, and provision in the home, which could increase the likelihood they would disclose neglect. Such, in turn, could lead to earlier interventions for children and families

Commissioning of NASA's 3rd Generation Tracking and Data Relay Satellites (TDRS KLM)

In the summer of 2017, the third and final spacecraft of the 3rd generation of the Tracking and Data Relay Satellites (TDRS) launched aboard an Atlas V rocket from Complex 41 on the Eastern Test Range. Finishing final testing and integration in the first quarter of 2018, the TDRS-M communication and navigation satellite completes a constellation that began service in the early 1980s. The 3rd generation of spacecraft, TDRS-K, L, and M, not only provided beneficial systems engineering lessons in handling anomalous Radio Frequency and Doppler interference as well as integrating new spacecraft into an aging ground support infrastructure, but also supplies NASA with a valuable test bed for new operational concepts and technologies useful in defining the future architecture of the NASA Space Network. This paper presents an overview of the TDRS-K, L, and M missions, including transfer orbit, Level 5 bus and payload testing, and finally NASA-led Level 6 testing, which includes active TDRS System (TDRSS) users. Highlights include relevant testing results, commissioning challenges, and lessons learned. The final discussion includes a brief overview of future NASA communication and navigation technologies and network architectures

Community resilience for a 1.5 °C world

Ten essentials are presented for community resilience initiatives in the context of achieving a 1.5 °C world: enhance adaptability; take account of shocks and stresses; work horizontally across issues; work vertically across social scales; aggressively reduce carbon emissions; build narratives about climate change; engage directly with futures; focus on climate disadvantage; focus on processes and pathways; and encourage transformations for resilience. Together the essentials highlight that resilience initiatives seeking to retain the status quo will be detrimental when they enable societies to cling to unsustainable activities. Instead, climate resilience initiatives need to be viewed more as a process of transformative social change, where learning, power, inequities and relationships matter. Finally, there is an urgent need for researchers to shift focus away from examining the nature of resilience to accelerating learning about fostering resilience in practice

The Difficulty of Teaching Adults to Recognize Referential Ambiguity in Children’s Testimony: The Influence of Explicit Instruction and Sample Questions

Adults often fail to recognize the ambiguity of children's unelaborated responses to “Do you know/remember (DYK/R) if/whether” questions. Two studies examined whether sample questions and/or an explicit instruction would improve adults' ability to recognize referential ambiguity in children's testimony. In Study 1 (N = 383), participants rarely recognized referential ambiguity in the sample questions or in children's testimony, and answering sample questions had no influence on their ability to detect ambiguity in children's testimony. Study 2 (N = 363) attempted to clarify the meaning of ambiguity for participants with explicit instructions. Results revealed that although an explicit instruction improved performance on sample questions, this also led to an overcorrection, and instructions and sample questions only modestly improved adults' ability to recognize referential ambiguity in children's testimony. Ultimately, the absence of an effective strategy for alerting adults to the problem of referential ambiguity highlights the dangers of DYK/R if/whether questions