Supporting Career Development and Employment: Benefits Planning, Assistance and Outreach (BPA&O) and Protection and Advocacy for Beneficiaries of Social Security (PABSS)

This training curriculum is dedicated to increasing knowledge and understanding of the Social Security Administration\u27s disability and return to work programs and work incentive provisions as prescribed in the Social Security Act and Ticket to Work and Work Incentives Improvement Act of 1999 as well as other federal benefit programs. These informational resources were compiled and edited to provide continuing education and print materials for benefits specialists and protection and advocacy personnel on the interplay of these benefit programs and impact or employment

Meta-analysis of the Cepheid Xpert® CT/NG assay for extragenital detection of Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) infections.

Background Most studies evaluating extragenital testing performance for Chlamydia trachomatis (CT) and Neisseria gonorrhoeae (NG) detection by the Xpert® CT/NG show high per cent agreement with comparison assays; however, the precision around positive per cent agreement is low and thus the values that have been reported are not highly informative. Therefore, a systematic review was conducted and data from five studies were combined to better assess positive per cent agreement.MethodsThe literature indexed on PubMed.gov was searched. Included studies were those that were an evaluation of the Xpert CT/NG assay with rectal and/or pharyngeal specimen types compared with another nucleic acid amplification test (NAAT), the Aptima transcription mediated amplification assay. A full Bayesian method was used for bivariate fixed-effect meta-analysis of positive and negative per cent agreement and pooled estimates (and 95% confidence intervals (CI)) were presented for each.ResultsThe pooled positive and negative per cent agreement for detection of CT in rectal specimens was 89.72% (95% CI: 84.97%, 93.64%) and 99.23% (95% CI: 98.74%, 99.60%), and in pharyngeal specimens, they were 89.96% (95% CI: 66.38%, 99.72%) and 99.62% (95% CI: 98.95%, 99.95%) respectively. For NG detection in rectal specimens, the pooled positive and negative per cent agreement was 92.75% (95% CI: 87.91%, 96.46%) and 99.75% (95% CI: 99.46%, 99.93%), and in pharyngeal specimens, they were 92.51% (95% CI: 85.84%, 97.18%) and 98.56% (95% CI: 97.69%, 99.23%) respectively.ConclusionsIt was found that the Xpert CT/NG assay performed similarly to the Aptima transcription mediated amplification assay for the detection of CT and NG in extragenital specimens. The Xpert assay has the benefit of providing faster results at the point-of-care, thus reducing the turnaround time for results, potentially enabling same-day treatment

Infectious etiologies of acute otitis media

There is no preferred method for establishing the infectious etiology of acute otitis media (AOM). Bacterial or viral pathogens are found in most cases. Bacterial pathogens are more common than viruses in middle ear fluid samples collected from children with AOM and intact tympanic membranes. Studies using newer detection methods reveal more viral pathogens than those using less sensitive methods

Therapy-related acute myeloid leukaemia following immunosuppression with azathioprine for polymyositis

A 52-year-old man developed therapy-related acute myeloid leukemia (AML) following prolonged immunosuppression with azathioprine for polymyositis. Karyotypic analysis showed deletions of the short arm of chromosome 7 and the long arm of chromosome 5. The importance of recognizing this potential complication while treating benign rheumatological and immunological diseases with purine analogues like azathioprine is emphasized. Therapy-related AML is a poor prognostic group that does not respond favourably to standard induction therapy.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/75602/1/j.1365-2257.1994.tb00422.x.pd

Design features for computer-supported complex systems learning and teaching in high school science classrooms

While research on teaching and learning about complex systems has achieved solid grounding in the learning sciences, few educational studies have focused on articulating design features for classroom implementation that can serve a modular purpose for building curricular and instructional experiences. Furthermore, despite the fact that several studies describe important roles for teachers in constructing successful classroom learning experiences, only a few of them examine how teachers’ instructional practices, knowledge, and beliefs influence student learning outcomes and the extent to which teachers are interested and willing to teach through complex systems approaches. Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms. In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done. We articulate the features of the framework and provide examples of how the framework is translated into practice. We follow with evidence from an exploratory study conducted with 10 teachers and over 300 students aimed at understanding change in teachers’ instructional practices; the extent to which students learned from the activities; what teachers’ perceptions were in terms of utility and usability; and what other supports teachers needed

Impacts on student understanding of scientific practices and crosscutting themes through an NGSS–designed computer-supported curriculum and instruction project

This paper presents a curriculum intervention intentionally designed to align with Next Generation Science Standards in the high-school biology classroom. The project emphasizes learning about complex systems through an agent-based modeling tool called StarLogo Nova. Five curricular units have been developed on the topics of enzymes, ecology, protein synthesis, gene regulation, and sugar transport. In this exploratory study we were interested in understanding the extent to which students demonstrated understanding and skills in NGSS areas as they were designed. Evidence is gleaned from classroom observations and interviews with 50 students selected from the larger population of 352 students who worked with project resources during the 2013-2014 school year. Findings revealed that students demonstrated understanding and skills in all NGSS scientific practices and crosscutting themes particularly in the areas of developing and using models, analyzing and interpreting data, cause and effect, and systems and system models

Designing curriculum and instruction for computer-supported complex systems teaching and learning in high school science classrooms

While research on teaching and learning about complex systems has achieved solid grounding in the learning sciences, few educational studies have focused on articulating design features for classroom implementation that can serve a modular purpose for building curricular and instructional experiences. Furthermore, despite the fact that several studies describe important roles for teachers in constructing successful classroom learning experiences, only a few of them examine how teachers’ instructional practices, knowledge, and beliefs influence student learning outcomes and the extent to which teachers are interested and willing to teach through complex systems approaches. Furthermore, we do not know what supports teachers themselves say that they need to teach about complex systems in their classrooms. In this study, we present a curriculum and instruction framework that outlines how teaching and learning about complex systems in high school science classroom contexts can be done. We articulate the features of the framework and provide examples of how the framework is translated into practice. We follow with evidence from an exploratory study conducted with 10 teachers and over 300 students aimed at understanding change in teachers’ instructional practices; the extent to which students learned from the activities; what teachers’ perceptions were in terms of utility and usability; and what other supports teachers needed

Teaching about complex systems is no simple matter: building effective professional development for computer-supported complex systems instruction

The recent next generation science standards in the United States have emphasized learning about complex systems as a core feature of science learning. Over the past 15 years, a number of educational tools and theories have been investigated to help students learn about complex systems; but surprisingly, little research has been devoted to identifying the supports that teachers need to teach about complex systems in the classroom. In this paper, we aim to address this gap in the literature. We describe a 2-year professional development study in which we gathered data on teachers’ abilities and perceptions regarding the delivery of computer-supported complex systems curricula. We present results across the 2 years of the project and demonstrate the need for particular instructional supports to improve implementation efforts, including providing differentiated opportunities to build expertise and addressing teacher beliefs about whether computational-model construction belongs in the science classroom. Results from students’ classroom experiences and learning over the 2 years are offered to further illustrate the impact of these instructional supports.National Science Foundation (U.S.). Discovery Research K– 12 (Grant 1019228