9 research outputs found

    No “Gift” Giving Here: The Inadequate Gifted Education Programs in New York State and the Need for Gifted Education Reform

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    Gifted Education is a topic that is often not at the forefront of educational issues throughout federal and state discussions and legislative actions. However, while there are a large number of students in classrooms across the country who are “gifted,” the number of individual states with comprehensive gifted programs within their public school districts is small. As a result, gifted programming is limited and gifted students are not guaranteed any sort of academic assistance beyond that of a standard classroom curriculum for their designated grade levels. More importantly, in the majority of states, including New York, the legal protections offered to gifted students are extremely limited, translating to the reality that those students are sitting in classrooms unengaged for years. Eventually, many gifted students are no longer within the four walls of the classroom because they have resorted to dropping out of school all together. This Note argues that New York’s current laws covering gifted education are inadequate and need to be reformed in order to adequately protect gifted students within the state. A proposal is made for New York to amend its laws and follow the Pennsylvania approach to gifted education. The Pennsylvania model mandates the implementation of a Gifted Individualized Education Program as well as the requirement that all public school districts within the state maintain gifted programs for students in kindergarten through twelfth grade. This amendment to the law would help ensure that gifted students in New York receive educational services tailored to their individualized learning needs. It will also afford adequate legal recourse to help guarantee that such gifted services are provided, much like the protections afforded to special education students in the state and nationwide

    Carbon-sensitive pedotransfer functions for plant available water

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    Currently accepted pedotransfer functions show negligible effect of management-induced changes to soil organic carbon (SOC) on plant available water holding capacity (θAWHC), while some studies show the ability to substantially increase θAWHC through management. The Soil Health Institute\u27s North America Project to Evaluate Soil Health Measurements measured water content at field capacity using intact soil cores across 124 long-term research sites that contained increases in SOC as a result of management treatments such as reduced tillage and cover cropping. Pedotransfer functions were created for volumetric water content at field capacity (θFC) and permanent wilting point (θPWP). New pedotransfer functions had predictions of θAWHC that were similarly accurate compared with Saxton and Rawls when tested on samples from the National Soil Characterization database. Further, the new pedotransfer functions showed substantial effects of soil calcareousness and SOC on θAWHC. For an increase in SOC of 10 g kg–1 (1%) in noncalcareous soils, an average increase in θAWHC of 3.0 mm 100 mm–1 soil (0.03 m3 m–3) on average across all soil texture classes was found. This SOC related increase in θAWHC is about double previous estimates. Calcareous soils had an increase in θAWHC of 1.2 mm 100 mm–1 soil associated with a 10 g kg–1 increase in SOC, across all soil texture classes. New equations can aid in quantifying benefits of soil management practices that increase SOC and can be used to model the effect of changes in management on drought resilience

    No “Gift” Giving Here: The Inadequate Gifted Education Programs in New York State and the Need for Gifted Education Reform

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    Gifted Education is a topic that is often not at the forefront of educational issues throughout federal and state discussions and legislative actions. However, while there are a large number of students in classrooms across the country who are “gifted,” the number of individual states with comprehensive gifted programs within their public school districts is small. As a result, gifted programming is limited and gifted students are not guaranteed any sort of academic assistance beyond that of a standard classroom curriculum for their designated grade levels. More importantly, in the majority of states, including New York, the legal protections offered to gifted students are extremely limited, translating to the reality that those students are sitting in classrooms unengaged for years. Eventually, many gifted students are no longer within the four walls of the classroom because they have resorted to dropping out of school all together. This Note argues that New York’s current laws covering gifted education are inadequate and need to be reformed in order to adequately protect gifted students within the state. A proposal is made for New York to amend its laws and follow the Pennsylvania approach to gifted education. The Pennsylvania model mandates the implementation of a Gifted Individualized Education Program as well as the requirement that all public school districts within the state maintain gifted programs for students in kindergarten through twelfth grade. This amendment to the law would help ensure that gifted students in New York receive educational services tailored to their individualized learning needs. It will also afford adequate legal recourse to help guarantee that such gifted services are provided, much like the protections afforded to special education students in the state and nationwide

    Risk of COVID-19 after natural infection or vaccinationResearch in context

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    Summary: Background: While vaccines have established utility against COVID-19, phase 3 efficacy studies have generally not comprehensively evaluated protection provided by previous infection or hybrid immunity (previous infection plus vaccination). Individual patient data from US government-supported harmonized vaccine trials provide an unprecedented sample population to address this issue. We characterized the protective efficacy of previous SARS-CoV-2 infection and hybrid immunity against COVID-19 early in the pandemic over three-to six-month follow-up and compared with vaccine-associated protection. Methods: In this post-hoc cross-protocol analysis of the Moderna, AstraZeneca, Janssen, and Novavax COVID-19 vaccine clinical trials, we allocated participants into four groups based on previous-infection status at enrolment and treatment: no previous infection/placebo; previous infection/placebo; no previous infection/vaccine; and previous infection/vaccine. The main outcome was RT-PCR-confirmed COVID-19 >7–15 days (per original protocols) after final study injection. We calculated crude and adjusted efficacy measures. Findings: Previous infection/placebo participants had a 92% decreased risk of future COVID-19 compared to no previous infection/placebo participants (overall hazard ratio [HR] ratio: 0.08; 95% CI: 0.05–0.13). Among single-dose Janssen participants, hybrid immunity conferred greater protection than vaccine alone (HR: 0.03; 95% CI: 0.01–0.10). Too few infections were observed to draw statistical inferences comparing hybrid immunity to vaccine alone for other trials. Vaccination, previous infection, and hybrid immunity all provided near-complete protection against severe disease. Interpretation: Previous infection, any hybrid immunity, and two-dose vaccination all provided substantial protection against symptomatic and severe COVID-19 through the early Delta period. Thus, as a surrogate for natural infection, vaccination remains the safest approach to protection. Funding: National Institutes of Health
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