Why Sex Education

Both sexually transmitted diseases and unplanned/unwanted pregnancy are very serious problems faced by our society today. The United States ranks highest in teen pregnancy over other developed country. In order to combat these very serious societal problems it is important to educate our adolescents. Information concerning safer sexual practices and how/where to get protection and contraception are both important. This thesis is a rational for developmentally appropriate content inclusion and a description of curriculum implementation for adolescents in the United States

Don\u27t Call It a Comeback: Popular Reading Collections in Academic Libraries

Despite the persisting notion that recreational reading does not have a place in the academic mission of college and university libraries, these libraries have a long history of providing pleasure reading for their patrons. During the latter half of the twentieth century, the idea of academic libraries meeting the recreational reading needs of students seems to have fallen out of favor, but a literature review of that time period shows that the collections themselves still existed. Discussion of—and justifications for—these collections, however, has enjoyed a resurgence in the library literature over the past decade. Given this renewed interest, this study seeks to assess just how common these collections are in US academic libraries today, and whether or not they are, in fact, enjoying a comeback from previous decades. This study surveyed the thirty-nine academic libraries that make up the Orbis Cascade Alliance in the Pacific Northwest, a diverse group of libraries in terms of size, type, budget, and student populations. The results of the survey show that a majority of libraries have a recreational collection and that these collections are valued by patrons and librarians alike. Recommendations are made for shifting the perspective on popular reading collections and their place in academic libraries, as well as for how to study them in the future

Defining boat wake impacts on shoreline stability toward management and policy solutions

Coastal economies are often supported by activities that rely on commercial or recreational vessels to move people or goods, such as shipping, transportation, cruising, and fishing. Unintentionally, frequent or intense vessel traffic can contribute to erosion of coastlines; this can be particularly evident in sheltered systems where shoreline erosion should be minimal in the absence of boat waves. We reviewed the state of the science of known effects of boat waves on shoreline stability, examined data on erosion, turbidity, and shoreline armoring patterns for evidence of a response to boat waves in Chesapeake Bay, and reviewed existing management and policy actions in Chesapeake Bay and nearby states to make recommendations for actions to minimize boat wake impacts. In the literature, as well as in our analyses, boat wake energy may be linked to elevated turbidity and shoreline erosion, particularly in narrow waterways. In Chesapeake Bay, three lines of evidence suggest boat waves are contributing to shoreline erosion and poor water clarity in some Bay creeks and tributaries: 1) nearshore turbidity was elevated in many waterways during periods of expected high boating activity, 2) armoring was placed along about a quarter of the low energy shorelines of three examined tidal creeks that are exposed to relatively high boating pressure, and 3) 15% of the shorelines we examined throughout the Bay (9000 km) are low energy shorelines that are experiencing high erosion (≥0.3 m/yr) that cannot be attributed to wind wave energy. Still, there remain significant data gaps that preclude the determination of the overall contribution of boat waves to shoreline erosion throughout the Bay, notably, shoreline erosion data in low energy waterways, recreational boating traffic patterns, and nearshore bathymetry. Interim protective measures can be (and have been) applied in high risk waterways, such as small, low energy waterways that have high recreational boating activity, to help reduce shoreline erosion. Policy options used in Bay states and elsewhere include setbacks from the shore, wake restrictions, and speed restrictions; other more restrictive policies may include prohibition on boats of a certain size or limiting the number of passages. Finally, a systems-approach to boat wake impact management using uniform boat wake policies is likely to be the most effective for consistent shoreline protection

Patients\u27 Willingness to Accept Social Needs Navigation After In-Person Versus Remote Screening

Social needs screening and referral interventions are increasingly common in health care settings. Although remote screening offers a potentially more practical alternative to traditional in-person screening, there is concern that screening patients remotely could adversely affect patient engagement, including interest in accepting social needs navigation

Defining and unpacking the core concepts of pharmacology education

Pharmacology education currently lacks a research-based consensus on which core concepts all graduates should know and understand, as well as a valid and reliable means to assess core conceptual learning. The Core Concepts in Pharmacology Expert Group (CC-PEG) from Australia and New Zealand recently identified a set of core concepts of pharmacology education as a first step toward developing a concept inventory—a valid and reliable tool to assess learner attainment of concepts. In the current study, CC-PEG used established methodologies to define each concept and then unpack its key components. Expert working groups of three to seven educators were formed to unpack concepts within specific conceptual groupings: what the body does to the drug (pharmacokinetics); what the drug does to the body (pharmacodynamics); and system integration and modification of drug–response. First, a one-sentence definition was developed for each core concept. Next, sub-concepts were established for each core concept. These twenty core concepts, along with their respective definitions and sub-concepts, can provide pharmacology educators with a resource to guide the development of new curricula and the evaluation of existing curricula. The unpacking and articulation of these core concepts will also inform the development of a pharmacology concept inventory. We anticipate that these resources will advance further collaboration across the international pharmacology education community to improve curricula, teaching, assessment, and learning.Marina Santiago, Elizabeth A. Davis, Tina Hinton, Thomas A. Angelo, Alison Shield, Anna-Marie Babey, Barbara Kemp-Harper, Gregg Maynard, Hesham S. Al-Sallami, Ian F. Musgrave, Lynette B. Fernandes, Suong N. T. Ngo, Arthur Christopoulos, Paul J. Whit

Postexposure prophylaxis with rVSV-ZEBOV following exposure to a patient with Ebola virus disease relapse in the United Kingdom: an operational, safety, and immunogenicity report

Background: In October 2015, 65 people came into direct contact with a healthcare worker presenting with a late reactivation of Ebola virus disease (EVD) in the UK. Vaccination was offered to 45 individuals with an initial assessment of high exposure risk. Methods: Approval for rapid expanded access to the recombinant vesicular stomatitis virus–Zaire Ebola virus vaccine (rVSV-ZEBOV) as an unlicensed emergency medicine was obtained from the relevant authorities. An observational follow-up study was carried out for 1 year following vaccination. Results: 26/45 individuals elected to receive vaccination between October 10th and 11th 2015 following written informed consent. By day 14, 39% had seroconverted, rising to 87% by day 28 and 100% by 3 months, although these responses were not always sustained. Neutralising antibody responses were detectable in 36% by day 14 and 73% at 12 months. Common side effects included fatigue, myalgia, headache, arthralgia and fever. These were positively associated with glycoprotein (GP)-specific T-cell but not IgM or IgG antibody responses. No severe vaccine-related adverse events were reported. No-one exposed to the virus became infected. Conclusions: This paper reports the use of the rVSV-ZEBOV vaccine given as an emergency intervention to individuals exposed to a patient presenting with a late reactivation of EVD. The vaccine was relatively well tolerated but a high percentage developed a fever ≥37.5oC necessitating urgent screening for Ebola virus and a small number developed persistent arthralgia

An evaluation of pharmacology curricula in Australian science and health-related degree programs

Background: Pharmacology is a biomedical discipline taught in basic science and professional degree programs. In order to provide information that would facilitate pharmacology curricula to be refined and developed, and approaches to teaching to be updated, a national survey was undertaken in Australia that investigated pharmacology course content, teaching and summative assessment methods. Methods: Twenty-two institutions participated in a purpose-built online questionnaire, which enabled an evaluation of 147 courses taught in 10 different degrees. To enable comparison, degrees were grouped into four major degree programs, namely science, pharmacy, medicine and nursing. The pharmacology content was then classified into 16 lecture themes, with 2-21 lecture topics identified per theme. The resultant data were analysed for similarities and differences in pharmacology curricula across the degree programs. Results: While all lecture themes were taught across degree programs, curriculum content differed with respect to the breadth and hours of coverage. Overall, lecture themes were taught most broadly in medicine and with greatest coverage in pharmacy. Reflecting a more traditional approach, lectures were a dominant teaching method (at least 90% of courses). Sixty-three percent of science courses provided practical classes but such sessions occurred much less frequently in other degree programs, while tutorials were much more common in pharmacy degree programs (70%). Notably, problem-based learning was common across medical programs. Considerable diversity was found in the types of summative assessment tasks employed. In science courses the most common form of in-semester assessment was practical reports, whereas in other programs pen-and-paper quizzes predominated. End-of-semester assessment contributed 50-80% to overall assessment across degree programs. Conclusion: The similarity in lecture themes taught across the four different degree programs shows that common knowledge- and competency-based learning outcomes can be defined for pharmacology. The authors contend that it is the differences in breadth and coverage of material for each lecture theme, and the differing teaching modes and assessment that characterise particular degree programs. Adoption of pharmacology knowledge-based learning outcomes that could be tailored to suit individual degree programs would better facilitate the sharing of expertise and teaching practice than the current model where pharmacology curricula are degree-specific.Hilary Lloyd, Tina Hinton, Shane Bullock, Anna-Marie Babey, Elizabeth Davis, Lynette Fernandes, Joanne Hart, Ian Musgrave and James Zioga

Defining and unpacking the core concepts of pharmacology education

Pharmacology education currently lacks a research-based consensus on which core concepts all graduates should know and understand, as well as a valid and reliable means to assess core conceptual learning. The Core Concepts in Pharmacology Expert Group (CC-PEG) from Australia and New Zealand recently identified a set of core concepts of pharmacology education as a first step toward developing a concept inventory—a valid and reliable tool to assess learner attainment of concepts. In the current study, CC-PEG used established methodologies to define each concept and then unpack its key components. Expert working groups of three to seven educators were formed to unpack concepts within specific conceptual groupings: what the body does to the drug (pharmacokinetics); what the drug does to the body (pharmacodynamics); and system integration and modification of drug–response. First, a one-sentence definition was developed for each core concept. Next, sub-concepts were established for each core concept. These twenty core concepts, along with their respective definitions and sub-concepts, can provide pharmacology educators with a resource to guide the development of new curricula and the evaluation of existing curricula. The unpacking and articulation of these core concepts will also inform the development of a pharmacology concept inventory. We anticipate that these resources will advance further collaboration across the international pharmacology education community to improve curricula, teaching, assessment, and learning

Extremely Red Galaxies at z = 5-9 with MIRI and NIRSpec:Dusty Galaxies or Obscured Active Galactic Nuclei?

We study a new population of extremely red objects (EROs) recently discovered by the James Webb Space Telescope (JWST) based on their NIRCam colors F277W − F444W &gt; 1.5 mag. We find 37 EROs in the Cosmic Evolution Early Release Science Survey (CEERS) field with F444W &lt; 28 mag and photometric redshifts between 5 &lt; z &lt; 7, with median z = 6.9 − 1.6 + 1.0 . Surprisingly, despite their red long-wavelength colors, these EROs have blue short-wavelength colors (F150W − F200W ∼ 0 mag) indicative of bimodal spectral energy distributions (SEDs) with a red, steep slope in the rest-frame optical, and a blue, flat slope in the rest-frame UV. Moreover, all these EROs are unresolved, point-like sources in all NIRCam bands. We analyze the SEDs of eight of them with MIRI and NIRSpec observations using stellar population models and active galactic nucleus (AGN) templates. We find that dusty galaxies or obscured AGNs provide similarly good SED fits but different stellar properties: massive and dusty, log M ⋆ / M ⊙ ∼ 10 and A V ≳ 3 mag, or low mass and obscured, log M ⋆ / M ⊙ ∼ 7.5 and A V ∼ 0 mag, hosting an obscured quasi-stellar object (QSO). SED modeling does not favor either scenario, but their unresolved sizes are more suggestive of AGNs. If any EROs are confirmed to have log M ⋆ / M ⊙ ≳ 10.5, it would increase the pre-JWST number density at z &gt; 7 by up to a factor ∼60. Similarly, if they are QSOs with luminosities in the L bol &gt; 1045-46 erg s−1 range, their number would exceed that of bright blue QSOs by more than three orders of magnitude. Additional photometry at mid-infrared wavelengths will reveal the true nature of the red continuum emission in these EROs and will place this puzzling population in the right context of galaxy evolution.</p