Proficiency-based High School Diploma Systems in Maine: Implications for Special Education and Career and Technical Education Programming and Student Populations

Document review and interviews were conducted with college admissions\u27 personnel to gather data regarding alignment of proficiency-based diploma systems and college eligibility and entry requirements. In addition, leaders and representative personnel from and Maine businesses and the U.S. military were interviewed to identify postsecondary career entry requirements and attributes of high quality workers. Another area of inquiry in this phase of the study included analysis of data from interviews with leaders and educators in Special Education to examine the perceived challenges, benefits and impacts of this diploma policy on students with identified disabilities and special education programming provided by Maine\u27s public PK-12 school districts. In addition, qualitative case studies of a sample of Maine Career and Technical Education centers and regional vocational programs were conducted. Finally, a single school district case study was incorporated into this phase of the research to closely examine Maine public educators\u27 and school administrators\u27 interpretations and perceptions of establishing standards and defining proficiency levels in content areas and developing district-level policies for proficiency-based high school graduation policies

An Examination of Using Social Impact Bonds to Fund Education in Maine

As resolved in H.P. 285 - L.D. 418 (Chapter 52) and requested by the Maine Legislature\u27s Joint Standing Committee on Education and Cultural Affairs, the Maine Education Policy Research Institute (MEPRI) has conducted a study with the purpose of examining current policies and investigating the feasibility of using Social Impact Bonds as a funding mechanism for public education programs in Maine

Protozoal Coinfection in Horses with Equine Protozoal Myeloencephalitis in the Eastern United States

Background: Infection by 2 or more protozoa is linked with increased severity of disease in marine mammals with protozoan encephalitis. Hypothesis/Objectives: To assess whether horses with equine protozoal myeloencephalitis (EPM) caused by Sarcocystis neurona also have evidence of infection with Neospora hughesi or Toxoplasma gondii. We hypothesized that horses with EPM would be more likely than horses with cervical vertebral stenotic myelopathy (CVSM) to be positive for antibodies to multiple protozoan parasites. Animals: One hundred one horses with neurologic disease: 49 with EPM and 52 with CVSM. Methods: Case review. Archived serum and cerebrospinal fluid (CSF) from 101 horses were examined. Inclusion criteria included neurologic disease, antemortem or postmortem diagnosis of EPM or CVSM, and availability of serological results or archived samples for testing. Additional testing for antibodies was performed on serum for T. gondii, as well as serum and CSF for N. hughesi. Results: Horses with EPM were more likely than horses with CVSM to have positive immunologic results for S. neurona on serum (95.9% versus 76.9%, P = .0058), CSF (98.0% versus 44.2%, P \u3c .00001), and serum : CSF titer ratio (91.8% versus 0%, P \u3c .00001). Positive results for Neospora and Toxoplasma were uncommon, with total seroprevalence rates of 12.9% and 14.9%, respectively. The proportions of EPM cases testing positive for Neospora and Toxoplasma (16% and 12%) were not different from the proportions of CVSM cases testing positive (10% and 17%, P = .31 and .47, respectively). Conclusion: Results do not indicate an important role for protozoal coinfection in EPM in the eastern United States

Discipline-specific reading expectation and challenges for ESL learners in US universities

English-medium institutions of higher education host increasing numbers of English-as-a second-language (ESL) learners in the US. English language skill is vital to their progress. Previous research examined reading challenges and expectations faculty have for their first-year students within five popular majors for international students including Biology, Business, Computer Science, Engineering, and Psychology. Analyses revealed differences across majors and identified the reading expectations and challenges these first-year learners face. Building on the research, this study examines the reading expectations of faculty for their upper-division students nearing graduation. In addition to comparing the reading expectations and challenges within the same five majors, we compared professor perceptions across the baccalaureate experience. We present these findings along with observations of participating faculty across the five majors regarding the linguistic preparation of their students for professional work or graduate study within the discipline. The implications and applications of these findings are discussed

A Swimming Program for Children with Autism Spectrum Disorders: Assessing Critical Parameters from Caregivers’ Perspectives

One in 54 individuals is diagnosed with autism spectrum disorders (ASD). Swimming can impact the physical and mental well-being of persons with ASD, which in turn may improve their caregivers’ well-being. The purpose of this qualitative evaluation study is to assess the necessity, acceptability, feasibility, fidelity, and beginning effectiveness of a 12-session swimming training program (STP) at an indoor university pool designed to teach persons with ASD how to swim, and to teach caregivers precautions for safety around water. Participants included 7 boys, and 3 girls with ASD [mean age 7.05 years (SD 1.17)] and their caregivers. Results indicated that caregivers reported a need for this STP and the content was appropriate. Participants indicated the instructors’ creativity and patience as well as social interaction were the most interesting/acceptable part of the STP. The number of lessons and length of the STP were considered appropriate. Evaluating these critical parameters of the STP from caregivers’ perspectives was essential as this will likely influence their future participation in swimming programs

Metastatic Squamous Cell Carcinoma in a Northern Brown Bandicoot (<i>Isoodon macrourus</i>)

Aside from a handful of notable exceptions, neoplasia is not reported as a major cause of mortality in wild animal populations and often goes undetected. For northern brown bandicoots specifically, there are few reported tumors in the literature and on file in the Australian Registry of Wildlife Health. This report describes a case of squamous cell carcinoma in a northern brown bandicoot (Isoodon macrourus), with metastases to the draining lymph nodes and lung. This neoplasm consisted predominantly of well-differentiated squamous cells and multifocal keratin pearls, with areas possibly consistent with epithelial to mesenchymal transition, as identified by positive immunohistochemical staining by both pancytokeratin (AE1/AE3) and vimentin. Additional investigations were negative for bandicoot papillomatosis carcinomatosis viruses

Phosphorylated neurofilament H (pNF-H) as a potential diagnostic marker for neurological disorders in horses

The current study aimed at the investigating the potential use of phosphorylated neurofilament H (pNF-H) as a diagnostic biomarker for neurologic disorders in the horse. Paired serum and cerebrospinal fluid (CSF) samples (n = 88) and serum only (n = 30) were obtained from horses diagnosed with neurologic disorders and clinically healthy horses as control. The neurologic horses consisted of equine protozoal myeloencephalitis (EPM) (38 cases) and cervical vertebral malformation (CVM) (23 cases). Levels of pNF-H were determined using an ELISA. The correlation between CSF and serum concentrations of pNF-H was evaluated using Spearman's Rank test and the significance of the difference among the groups was assessed using a nonparametric test. Horses had higher pNF-H levels in the CSF than serum. Horses afflicted with EPM had significantly higher serum pNF-H levels in comparison to controls or CVM cases. The correlation between CSF and serum pNF-H levels was poor in both the whole study population and among subgroups of horses included in the study. There was significant association between the likelihood of EPM and the concentrations of pNF-H in either the serum or CSF. These data suggest that pNF-H could be detected in serum and CSF samples from neurologic and control horses. This study demonstrated that pNF-H levels in serum and CSF have the potential to provide objective information to help in the early diagnosis of horses afflicted with neurologic disorders

Application of Diagnostic Analysis Tools to the Ares I Thrust Vector Control System

The NASA Ares I Crew Launch Vehicle is being designed to support missions to the International Space Station (ISS), to the Moon, and beyond. The Ares I is undergoing design and development utilizing commercial-off-the-shelf tools and hardware when applicable, along with cutting edge launch technologies and state-of-the-art design and development. In support of the vehicle s design and development, the Ares Functional Fault Analysis group was tasked to develop an Ares Vehicle Diagnostic Model (AVDM) and to demonstrate the capability of that model to support failure-related analyses and design integration. One important component of the AVDM is the Upper Stage (US) Thrust Vector Control (TVC) diagnostic model-a representation of the failure space of the US TVC subsystem. This paper first presents an overview of the AVDM, its development approach, and the software used to implement the model and conduct diagnostic analysis. It then uses the US TVC diagnostic model to illustrate details of the development, implementation, analysis, and verification processes. Finally, the paper describes how the AVDM model can impact both design and ground operations, and how some of these impacts are being realized during discussions of US TVC diagnostic analyses with US TVC designers

Comparison of Three Drug Combinations for Raccoon Immobilization

Raccoons (Proycon lotor) are regularly handled for damage management and research objectives. Safe handling of these animals in the field requires drug combinations that provide effective and predictable results with high safety margins for both the animal and personnel handling the animal, but also have a low probability of abuse. United States Drug Enforcement Administration scheduling relates to the probability of a drug being abused; class I drugs are associated with the greatest potential for abuse. We compared three drug combinations: butorphanol-azaperone-medetomidine (BAM; class IV), nalbuphine-azaperone-medetomidine (NAM; unscheduled), and ketamine-xylazine (KX; class III). Through a dose titration process, we identified optimal drug dosages of 0.016 ml/kg for BAM, 0.018 ml/kg for NAM, and 0.096 ml/kg for KX. The induction time was similar for all drugs. Only with KX were raccoons able to recover unaided by reversal drugs. After giving reversals, recovery times for BAM and NAM were relatively quick (average \u3c 7 minutes). Based on blood oxygen saturation levels and respiratory rate, oxygen was administered to 72%, 71%, and 21% of the raccoons immobilized with BAM, NAM, and KX, respectively. Breathing was cyclic in raccoons immobilized with BAM and NAM, and some raccoons were given reversal agents prior to completing a workup due to low respiratory rate or low oxygen saturation levels. Raccoons immobilized with KX were observed with a more regular breathing pattern. Based on our results, it is highly recommended that both oxygen and associated reversals be available when using BAM or NAM to immobilize raccoons

Pathways to Mathematics College Readiness in Maine

The goal of this study was to examine the pathways to being college ready in mathematics. Students who enter high school already having demonstrated mathematics proficiency on a standardized test in the 8th grade have already taken a significant step towards being college ready. The best scenario is to enter high school proficient in mathematics and having already completed Algebra I, then to complete at least Algebra II and Calculus before graduating from high school. Students completing this pathway are virtually guaranteed to be college ready in mathematics. There also is an alternative path to being college ready. Being proficient entering high school, and then completing a course sequence that includes at least Algebra I, Algebra II, and pre-Calculus significantly increased students\u27 chances of being college ready in mathematics. Thus, it appears 8th grade proficiency is key to becoming college ready in mathematics. It affords opportunities for students to complete Algebra I before entering high school and then take higher level mathematics courses in high school. Alternatively, even if students wait to take Algebra I in high school, if they are proficient and complete at least pre-Calculus, they have a high likelihood of being college ready. The key is 8th grade mathematics proficiency. It opens the gate to a successful high school and college experience in mathematics. The typical sequence of courses completed by most high school students is Algebra I, Geometry, and Algebra II. The Common Core State Standards Initiative (2012) has endorsed this three course sequence as preparing students for college. However, the evidence from this study does not support this endorsement. Completing Geometry does not substantially ensure college readiness, nor does completing Algebra II ensure college readiness. Students also need to successfully complete either a pre-Calculus or Calculus course in high school to be college ready