Low-energy particle radiation environment at synchronous altitude

The degradation of thermal control coatings of satellites due to the effects of low energy charged particles in the space environment is discussed. Data obtained from ATS-5 satellite measurement of proton and electron fluxes are presented. The variations in electron density, proton density, and magnetic activity are presented to show correlations which exist between these space factors

Effect of treatments for depression on quality of life: a meta-analysis

Published in final edited form as: Cogn Behav Ther. 2017 June; 46(4): 265–286. doi:10.1080/16506073.2017.1304445.Cognitive-behavioral therapy (CBT) and selective serotonin reuptake inhibitors (SSRIs) are the two first-line treatments for depression, but little is known about their effects on quality of life (QOL). A meta-analysis was conducted to examine changes in QOL in adults with major depressive disorder who received CBT (24 studies examining 1969 patients) or SSRI treatment (13 studies examining 4286 patients) for their depression. Moderate improvements in QOL from pre to post-treatment were observed in both CBT (Hedges' g = .63) and SSRI (Hedges' g = .79) treatments. The effect size remained stable over the course of the follow-up period for CBT. No data were available to examine follow-ups in the SSRI group. QOL effect sizes decreased linearly with publication year, and greater improvements in depression were significantly associated with greater improvements in QOL for CBT, but not for SSRIs. CBT and SSRIs for depression were both associated with moderate improvements in QOL, but are possibly caused by different mechanisms.This work was supported in part from NIH/NCCIH [grant number R01AT007257], NIH/NIMH [grant numbers R01MH099021; R34MH099311; R34MH086668; R21MH102646; R21MH101567; K23MH100259]. (R01AT007257 - NIH/NCCIH; R01MH099021 - NIH/NIMH; R34MH099311 - NIH/NIMH; R34MH086668 - NIH/NIMH; R21MH102646 - NIH/NIMH; R21MH101567 - NIH/NIMH; K23MH100259 - NIH/NIMH

A comparison of Montessori students to general education students as they move from middle school into a traditional high school program

This study evaluated the achievement and social involvement of students who completed eight years of public school Montessori Academic Instruction (n = 31) to determine their current levels of 10th-grade transition adjustment into a traditional high school program, compared to the achievement and social involvement of randomly selected students from the same school district who completed eight years of General Education Academic Instruction (n = 31) before entering high school. Results of the posttest only two group comparative study examined students\u27 (a) Grade Point Averages; (b) reading, language, and math Norm-Referenced Test Normal Curve Equivalent achievement test scores; (c) Essential Learner Outcome reading, math, and writing scores compared to cut scores required to demonstrate proficiency; and (d) reported extra-curricular activity frequencies for (i) club, (ii) organization, (iii) association, and (iv) sports participation. Montessori Academic Instruction students were found to be prepared for successful high school transition as indicated by their achievement and social involvement dependent measures and, therefore, would be expected to experience continued academic success and social involvement. In this study the same outcomes could be anticipated for General Education Academic Instruction students who were equally prepared for continued successful high school transition

Comparing primary prevention with secondary prevention to explain decreasing Coronary Heart Disease death rates in Ireland, 1985-2000.

BACKGROUND: To investigate whether primary prevention might be more favourable than secondary prevention (risk factor reduction in patients with coronary heart disease(CHD)). METHODS: The cell-based IMPACT CHD mortality model was used to integrate data for Ireland describing CHD patient numbers, uptake of specific treatments, trends in major cardiovascular risk factors, and the mortality benefits of these specific risk factor changes in CHD patients and in healthy people without recognised CHD. RESULTS: Between 1985 and 2000, approximately 2,530 fewer deaths were attributable to reductions in the three major risk factors in Ireland. Overall smoking prevalence declined by 14% between 1985 and 2000, resulting in about 685 fewer deaths (minimum estimate 330, maximum estimate 1,285) attributable to smoking cessation: about 275 in healthy people and 410 in known CHD patients. Population total cholesterol concentrations fell by 4.6%, resulting in approximately 1,300 (minimum estimate 1,115, maximum estimate 1,660) fewer deaths attributable to dietary changes(1,185 in healthy people and 115 in CHD patients) plus 305 fewer deaths attributable to statin treatment (45 in people without CHD and 260 in CHD patients). Mean population diastolic blood pressure fell by 7.2%, resulting in approximately 170 (minimum estimate 105, maximum estimate 300) fewer deaths attributable to secular falls in blood pressure (140 in healthy people and 30 in CHD patients), plus approximately 70 fewer deaths attributable to antihypertensive treatments in people without CHD. Of all the deaths attributable to risk factor falls, some 1,715 (68%) occurred in people without recognized CHD and 815(32%) in CHD patients. CONCLUSION: Compared with secondary prevention, primary prevention achieved a two-fold larger reduction in CHD deaths. Future national CHD policies should therefore prioritize nationwide interventions to promote healthy diets and reduce smoking

Language Planning

English users speak many different mother tongues (L1s) and a variety of “Englishes.” They use English for different (cross-cultural and/or international) communicative purposes, depending on their contexts, needs, and their own unique “plurilingual” backgrounds (discussed in Part III). In many of today’s globalized societies, mobility and change are key features. Language planners, multi-national stakeholders, and transnational individuals affected by mobility and change view English as crucial to their interests, and frequently claim it as their own. English also has imperial and (post-) colonial legacies; hence, many localized forms of English have been developed and are used internationally, making English a context-specific, dynamic, international language. The term English as an international language (EIL) describes both the language (English/es), and its linguistic function in international contexts

Adolescent outgroup helping, collective action, and political activism in a setting of protracted conflict

This article examines the role of empathy for outgroup helping, collective action and political activism among youth in Northern Ireland, a setting of protracted conflict. Integrating the Empathy-Attitudes-Action model with the Developmental Peacebuilding Model, a two-wave study was conducted to assess youth’s behavioural intentions and actual behaviours toward refugees. Across two waves (N = 383, 52 % male, 48 % female; 14−16 years old), empathy at Time 1 predicted more positive attitudes toward ethnic minorities at Time 2, which in turn was positively related to four outcomes aiming to foster prosocial change for refugees: helping behaviour and realistic helping at the interpersonal level, collective action intentions at the structural level, and signing a petition aiming for cultural change. That is, outgroup attitudes mediated the link from empathy to three types of prosocial action toward refugees. The findings suggest that youth not only volunteer to help an individual outgroup member, but also support broader structural and cultural change that will benefit those they may never meet. Implications for recognising and supporting the constructive agency of youth toward disadvantaged groups in conflict settings are discussed

Showcasing the Translingual SL/FL Classroom: Strategies, Practices, and Beliefs

In an article published in this journal 15 years ago, Vivian Cook argued that it was time to question the time-honoured view that the native language (NL) should be avoided in the classroom by teachers and students. The justifications for this perspective hinged on a questionable compartmentalization of the two languages in the mind. The conventional wisdom has been that the NL has no place in the second language (SL) or foreign language (FL) classroom and that teachers should focus on getting students to think and interact exclusively in the target language (TL). In Linguistic Imperialism, Phillipson debunks five fallacies that are foundational in the field of applied linguistics, among them, the monolingual fallacy or the idea that a second or foreign language is best taught monolingually. Questioning monolingual pedagogies is at the heart of the investigations assembled in this Special Issue