Review of "Mathematical Models for Neglected Tropical Diseases: Essential Tools for Control and Elimination, Part B" Edited by Maria-Gloria Basáñez and Roy M. Anderson.

Book detailsBasáñez MG, Anderson RM, Editors: Mathematical Models for Neglected Tropical Diseases: Essential Tools for Control and Elimination, Part B, Volume 94, Advances in Parasitology, Academic Press; 2016, 430 pages. ISBN: 978-0-12-809971-1

Low Transmission to Elimination: Rural Development as a Key Determinant of the End-Game Dynamics of Schistosoma japonicum in China.

Rural development has been a critical component of China's economic miracle since the start of economic reform in the early 1980s, both benefiting from and contributing to the nation's rapid economic growth. This development has yielded substantial improvements of public health relevance, including contributing to major reductions in schistosomiasis prevalence. The history of schistosomiasis elimination in Japan suggests that development played a dominant causal role in that nation. We argue that it is highly probable that a similar story is playing out in at least some large regions of China. In particular, we summarize evidence from Sichuan Province which supports the case that economic development has led to improvements in rural irrigation and water supply which, together with changes in crop selection and agricultural mechanization, have all contributed to sustainable reductions in the prevalence of Schistosoma japonicum. The two major factors that have experienced major reductions are the area of snail habitat and the degree of human exposure, both through a variety of mechanisms which differ by region and economic circumstance. However, hotspots of transmission remain. Overall, however, economic development in traditionally endemic areas has provided the resources to carry out projects that have had major beneficial impacts on disease transmission that are likely to be sustainable

Teacher perceptions of ability grouping practices in middle schools.

The purpose of this study is to determine middle school teachers\u27 thoughts on ability grouping. Specifically, this study identifies the reasons that teachers retain (R group) or eliminate (E group) ability grouping practices. Data from thirty-one teachers were categorized through the use of qualitative research methodology. This study focuses on three research questions: (1) What do middle school teachers perceive to be the advantages of ability grouping? (2) What do middle school teachers perceive to be the disadvantages of ability grouping? (3) What alternative grouping practices do middle school teachers utilize to replace ability grouping? Teachers who support ability grouping do not believe what they read and hear about ability grouping. For them, ability grouping may not be the best way to work with young adolescents in schools, but it works reasonably well and they do not believe another way of grouping is worth the effort, or works any better. They may not want to change for a variety of other reasons. Their beliefs may limit thinking or they may not want to invest the time, energy, and thought necessary to alter ability grouping practices. These ideas, coupled with the notion that teaching ability grouped classes is easier and change is difficult, form the basis for their perceived advantages of ability grouping. R group teachers state as many disadvantages of ability grouping as they do advantages. E group teachers are more adamant in their perceptions. They state fewer advantages of ability grouping, and many times more disadvantages. They believe that non-ability grouped methods, coupled with other teaching methodologies, are effective ways to teach middle school students. Sixteen of seventeen teachers interested in eliminating ability grouping had taught in both ability grouped and non-ability grouped classrooms. The opposite was true for the teachers who wished to retain ability grouping. Only one of the fourteen R group teachers had taught both ability grouped and non-ability grouped classes. This suggests that to be supportive of eliminating ability grouping in classrooms, teachers must use both types of instruction. Teachers who have chosen to eliminate ability grouping in their schools and classrooms have bridged the gap between acceptance of the status quo and taking action. Their actions are based upon a strong belief that they can be successful and benefit all students, both academically and socially

Equation of State Approach to the Prediction of Critical States of Mixtures

Chemical Engineerin

Evaluation of the Sujata Absorption Calculation Method

Chemical Engineerin