Bridging the Gap Between School and the Street

Existing within every society are various cultures and sub-cultures. This presentation examines the results when the classroom culture comes in to contact with the street culture. We will review existing practices designed to address these educational issues both in and out of the classroom and what are possible solutions that can maximize successful student education

‘Working With Kids At Risk and Making a Difference, On The Street’

If you are an educator, a teacher, a student or a community leader you need NOT to miss this presentation. Learn how a group of Georgia Southern students are changing the lives of children at risk in their town, Statesboro, Georgia

Supine posture changes lung volumes and increases ventilation heterogeneity in cystic fibrosis

INTRODUCTION: Lung Clearance Index (LCI) is recognised as an early marker of cystic fibrosis (CF) lung disease. The effect of posture on LCI however is important when considering longitudinal measurements from infancy and when comparing LCI to imaging studies. METHODS: 35 children with CF and 28 healthy controls (HC) were assessed. Multiple breath washout (MBW) was performed both sitting and supine in triplicate and analysed for LCI, Scond, Sacin, and lung volumes. These values were also corrected for the Fowler dead-space to create 'alveolar' indices. RESULTS: From sitting to supine there was a significant increase in LCI and a significant decrease in FRC for both CF and HC (p<0.01). LCI, when adjusted to estimate 'alveolar' LCI (LCIalv), increased the magnitude of change with posture for both LCIalv and FRCalv in both groups, with a greater effect of change in lung volume in HC compared with children with CF. The % change in LCIalv for all subjects correlated significantly with lung volume % changes, most notably tidal volume/functional residual capacity (Vtalv/FRCalv (r = 0.54,p<0.001)). CONCLUSION: There is a significant increase in LCI from sitting to supine, which we believe to be in part due to changes in lung volume and also increasing ventilation heterogeneity related to posture. This may have implications in longitudinal measurements from infancy to older childhood and for studies comparing supine imaging methods to LCI

A Polymorphism in the HLA-DPB1 Gene Is Associated with Susceptibility to Multiple Sclerosis

We conducted an association study across the human leukocyte antigen (HLA) complex to identify loci associated with multiple sclerosis (MS). Comparing 1927 SNPs in 1618 MS cases and 3413 controls of European ancestry, we identified seven SNPs that were independently associated with MS conditional on the others (each ). All associations were significant in an independent replication cohort of 2212 cases and 2251 controls () and were highly significant in the combined dataset (). The associated SNPs included proxies for HLA-DRB1*15:01 and HLA-DRB1*03:01, and SNPs in moderate linkage disequilibrium (LD) with HLA-A*02:01, HLA-DRB1*04:01 and HLA-DRB1*13:03. We also found a strong association with rs9277535 in the class II gene HLA-DPB1 (discovery set , replication set , combined ). HLA-DPB1 is located centromeric of the more commonly typed class II genes HLA-DRB1, -DQA1 and -DQB1. It is separated from these genes by a recombination hotspot, and the association is not affected by conditioning on genotypes at DRB1, DQA1 and DQB1. Hence rs9277535 represents an independent MS-susceptibility locus of genome-wide significance. It is correlated with the HLA-DPB1*03:01 allele, which has been implicated previously in MS in smaller studies. Further genotyping in large datasets is required to confirm and resolve this association

Education and Community, Working Together to Overcome Trauma

A presentation aimed at educators and community supporters that looks at the result of trauma within the education system. This is a real look at how trauma affects children\u27s mental health and, in turn, affects classroom behavior and learning. With discussions on what can be done at the street level and in the classroom to maximize the opportunity for successful education for our most at-risk children

Addressing Poverty, Children’s Mental Health, and Education; Coming Together as a Community

Existing within every society are various cultures and sub-cultures. This presentation examines the relationship between poverty, children’s mental health, and education. We will review existing literature and practices designed to address these issues both in and out of the classroom and discuss what we as a community can do to minimize the effects of poverty and mental health and maximize successful education

From the Street to the Classroom

This presentation will focus on how we as educators, families, and communities can work together to establish systems to maximize student success. Regardless of the interventions in the classroom, success will be minimal unless interventions also include a family and community approach. This presentation will examine those interventions directed at improving student behavior through culturally aligned classroom interventions, increasing parent involvement, and increasing community involvement. We will examine present school policies and interventions that may inhibit the educational progress of students at risk as well as review partnerships established between educators, parents, and the community that can strengthen appropriate student behavior. Participants will also participate in a group discussion of how they can facilitate a change in methods and approaches presently used to address the issues that occur when the street meets the classroom