Building Confidence in the Prescribing and Monitoring of Pre-exposure Prophylaxis (PrEP) in Vermont

Vermont has the goal of zero new transmissions of HIV in the state by 2020. PrEP is a key component of achieving this goal. As of 2016 less than 50% of physicians felt confident in discussing and prescribing PrEP to their patients. This health project created a reference for physician\u27s to utilize when prescribing and monitoring patients on PrEPhttps://scholarworks.uvm.edu/fmclerk/1453/thumbnail.jp

Radon, From the Ground into Our Schools: Parent/Guardian Awareness of Radon Levels in Vermont Schools

Introduction. Radon is the leading cause of lung cancer among non-smokers. Ex- posure to radon in schools may be harmful to schoolchildren, faculty, and staff, but there is currently no legislation mandating testing or mitigation of radon levels in Vermont schools. Objectives. The goal of our study was to assess Vermont parents’ awareness of radon’s harmful effects, as well as awareness of and support for testing and mitigation of radon levels in their children’s schools. Methods. We distributed paper and online surveys to Vermont parents of children grades K-12. 126 surveys were received and quantitatively analyzed. We held a focus group of two Vermont parents to gather qualitative data. Results. Most surveyed parents demonstrated general knowledge of radon, but only 51% believed that radon affects the lungs. 8% were confident that their children’s schools had informed them about radon levels. 91.2% believe their children’s schools should take action to address elevated radon levels and 87% would support mandated mitigation. There is some concern and lack of knowledge about the financial implications of radon mitigation. Conclusions. Most Vermont parents of children grades K-12 are unaware that radon is a lung carcinogen and do not know their children’s school’s radon levels or mitigation status. However, most are in favor of legislation that would require testing and dis- closure of schools’ high radon levels. Educating parents about school radon levels and their association with lung cancer could be a foundation for community support of legislation that mandates testing and mitigation of radon in Vermont schools.https://scholarworks.uvm.edu/comphp_gallery/1252/thumbnail.jp

A Computation in a Cellular Automaton Collider Rule 110

A cellular automaton collider is a finite state machine build of rings of one-dimensional cellular automata. We show how a computation can be performed on the collider by exploiting interactions between gliders (particles, localisations). The constructions proposed are based on universality of elementary cellular automaton rule 110, cyclic tag systems, supercolliders, and computing on rings.Comment: 39 pages, 32 figures, 3 table

Limitations of Self-Assembly at Temperature One (extended abstract)

We prove that if a subset X of the integer Cartesian plane weakly self-assembles at temperature 1 in a deterministic (Winfree) tile assembly system satisfying a natural condition known as *pumpability*, then X is a finite union of doubly periodic sets. This shows that only the most simple of infinite shapes and patterns can be constructed using pumpable temperature 1 tile assembly systems, and gives strong evidence for the thesis that temperature 2 or higher is required to carry out general-purpose computation in a tile assembly system. Finally, we show that general-purpose computation is possible at temperature 1 if negative glue strengths are allowed in the tile assembly model

Effectiveness of 1:1 speech and language therapy for older children with (developmental) language disorder

BACKGROUND: Evidence of the effectiveness of therapy for older children with (developmental) language disorder (DLD), and particularly those with receptive language impairments, is very limited. The few existing studies have focused on particular target areas, but none has looked at a whole area of a service. AIMS: To establish whether for students with (developmental) language disorder attending a specialist school, 1:1 intervention with an SLT during one school term improves performance on targeted areas, compared with untreated control areas. Also, to investigate whether gender, receptive language status, autism spectrum disorder (ASD) status, or educational Key Stage affected their response to this intervention. METHODS & PROCEDURES: Seventy-two students (aged 9–17 years, 88% of whom had receptive language impairments) and all speech and language therapists (SLTs) in our specialist school for children with Language Disorder, most of whom have DLD participated in this study over one school term. During this term, the SLTs devised pre- and post-therapy measures for every student for each target they planned to treat 1:1. In addition, for each target area, a control measure was devised. The targets covered a wide range of speech, language and communication areas, both receptive and expressive. Post-therapy tests were administered ‘blind’. OUTCOMES & RESULTS: During the term, SLTs and students worked 1:1 on 120 targets, the majority in the areas of expressive and receptive language. Targets and controls did not differ pre-therapy. Significant progress was seen both on targets (d = 1.33) and controls (d = 0.36), but the targeted areas improved significantly more than the controls with a large and clinically significant effect size (d = 1.06). There was no effect of language area targeted (targets improved more than their controls for all areas). Participants with versus those without receptive language difficulties, co-occurring ASD diagnosis or participants in different educational Key Stages did not differ significantly in terms of the progress they made on target areas. CONCLUSIONS AND IMPLICATIONS: Direct 1:1 intervention with an SLT can be effective for all areas of language for older children with (D)LD, regardless of their gender, receptive language or ASD status, or age. This adds to the relatively limited evidence base regarding the effectiveness of direct SLT intervention for school-aged children with (D)LD and for children with receptive language impairments. If direct 1:1 intervention can be effective with this hard-to-treat group, it may well also be effective with younger children with (D)LD. Thus, direct SLT services should be available for school-aged children with (D)LD, including older children and adolescents with pervasive difficulties

Non-verbal sound processing in the primary progressive aphasias

Little is known about the processing of non-verbal sounds in the primary progressive aphasias. Here, we investigated the processing of complex non-verbal sounds in detail, in a consecutive series of 20 patients with primary progressive aphasia [12 with progressive non-fluent aphasia; eight with semantic dementia]. We designed a novel experimental neuropsychological battery to probe complex sound processing at early perceptual, apperceptive and semantic levels, using within-modality response procedures that minimized other cognitive demands and matching tests in the visual modality. Patients with primary progressive aphasia had deficits of non-verbal sound analysis compared with healthy age-matched individuals. Deficits of auditory early perceptual analysis were more common in progressive non-fluent aphasia, deficits of apperceptive processing occurred in both progressive non-fluent aphasia and semantic dementia, and deficits of semantic processing also occurred in both syndromes, but were relatively modality specific in progressive non-fluent aphasia and part of a more severe generic semantic deficit in semantic dementia. Patients with progressive non-fluent aphasia were more likely to show severe auditory than visual deficits as compared to patients with semantic dementia. These findings argue for the existence of core disorders of complex non-verbal sound perception and recognition in primary progressive aphasia and specific disorders at perceptual and semantic levels of cortical auditory processing in progressive non-fluent aphasia and semantic dementia, respectively