School counselor assignment in secondary schools: Replication and extension

Before school counselors can carry out the duties and responsibilities outlined as part of a comprehensive school counseling program, they must know which students they are responsible for helping. The topic of assigning students to school counselors has only recently been seen in the educational research arena in a study by Akos, Schuldt, and Walendin (2009). The current study attempts to replicate and extend the findings of Akos, Schuldt, and Walendin by addressing the questions of how secondary school counselors are assigned and what are their perceptions of their assignment. In addition, the study attempts to determine whether a particular type of school counselor assignment is more effective in enhancing student achievement in a large school district. A review of literature relevant to this study includes: the history of school counseling; the role of the school counselor; student achievement as defined by NCLB (2001); school counselor interventions in the areas of standardized-test scores, attendance, and graduation rates; and school counselor assignment. The study was conducted in two parts. Part one of the study was conducted using a survey questionnaire--School Counselor Assignment Questionnaire, SCAQ (Akos, Schuldt, and Walendin, 2009). A total of 213 secondary school counselors from Clark County School District participated in the survey. The results found that the breakdown of school counselor assignment used in participating secondary schools was similar to that found by Akos, Schuldt, and Walendin (2009) with a majority of middle schools using a grade level looping method and a majority of high schools using an alphabetical method. Also evident in the findings of this study was that school counselors using methods of school counselor assignment in which they keep the same students from year to year, had more positive perceptions of their method than those who were using a mixed method. Part two of the study is an analysis of student achievement data from schools using different school counselor assignment methods. Results of this analysis show no significant difference between school counselor assignment and the student achievement variables--percentage of students who meet or exceed standards on the standards-based reading test, percentage of students who meet or exceed standards on the standards-based math test, and student daily average attendance. At the middle school level there was a difference related to method of assignment in the student achievement variables, but extended analysis suggested this was an artifact of extraneous variables. Although the findings of this study do not identify a relationship between school counselor assignment and the three NCLB variables representing student achievement, it does further the findings of the original study by showing statistically significant differences in counselor perceptions of several aspects of their school counselor assignment method. These findings appear to warrant consideration when discussing school counselor assignment with school counseling students, when school counseling departments are developing their comprehensive guidance program, or when working to create better guidelines for determining school counselor assignment

How do increasing background concentrations of tropospheric ozone affect peatland plant growth and carbon gas exchange?

In this study we have demonstrated that plants originating from upland peat bogs are sensitive to increasing background concentrations of ozone. Peatland mesocosms from an upland peat bog in North Wales, UK were exposed to eight levels of elevated background ozone in solardomes for 4 months from May to August, with 24 h mean ozone concentrations ranging from 16 to 94 ppb and cumulative AOT024hr ranging from 45.98 ppm h to 259.63 ppm h. Our results show that plant senescence increased with increasing exposure to ozone, although there was no significant effect of increasing ozone on plant biomass. Assessments of carbon dioxide and methane fluxes from the mesocosms suggests that there was no change in carbon dioxide fluxes over the 4 month exposure period but that methane fluxes increased as cumulative ozone exposure increased to a maximum AOT 024hr of approximately 120 ppm h and then decreased as cumulative ozone exposure increased further

Decision‐Making About Reproductive Choices Among Individuals At‐Risk for Huntington's Disease

We explored how individuals at‐risk for HD who have or have not been tested make reproductive decisions and what factors are involved. We interviewed 21 individuals (8 with and 4 without the mutation, and 9 un‐tested) in‐depth for 2 hours each. At‐risk individuals faced a difficult series of dilemmas of whether to: get pregnant and deliver, have fetal testing, have pre‐implantation genetic diagnosis, adopt, or have no children. These individuals weighed competing desires and concerns: their own desires vs. those of spouses vs. broader moral concerns (e.g., to end the disease; and/or follow dictates against abortion) vs. perceptions of the interests of current or future offspring. Quandaries arose of how much and to whom to feel responsible. Some changed their perspectives over time (e.g., first “gambling,” then being more cautious). These data have critical implications for genetic counselors and other health care workers and future research, particularly as more genetic tests become available

Disclosures of Huntington disease risk within families: Patterns of decision‐making and implications

Patterns of disclosure of Huntington disease risk and genetic test results among family members are important, but have been underexplored. We interviewed 21 individuals in‐depth—eight mutation‐positive for HD, four mutation‐negative, and nine not tested—for 2 hr each. Within families, critical questions arose of what, when, and to whom to disclose, and what to do post‐disclosure. Interviewees wrestled with dilemmas of what to tell (e.g., suspicions vs. confirmed symptoms; initiation vs. completion of testing; partial vs. indirect information), how to disclose (e.g., planning in advance vs. “blurting out” information in arguments), and whether and how to tell extended family members. Questions arose of when to tell (i.e., to avoid disclosing “too early” or “too late”). Similarities and differences emerged related to types of relationships (e.g., parents telling offspring vs. offspring telling parents vs. siblings telling each other). Individuals often disclosed because of perceived duty to foster the health of their family members, enabling these others to pursue appropriate medical evaluation, if desired. Yet tensions arose because the information could burden these members, who also have rights to remain “in denial” if they wish and not discuss the topic or pursue testing. Post‐disclosure, dilemmas emerged of whether and how much to encourage family members to pursue testing. These data shed important light on critical issues that have received little, if any, attention concerning what, how, and when disclosure occurs, and have key implications for at‐risk individuals, genetic counselors, and other health care workers (HCWs), and for future research. At‐risk individuals would benefit from considering these issues in advance. HCWs need to realize that these decisions are multi‐faceted. Future research can explore whether, when, how, and how often HCWs raise these issues with individuals

ANSI/ASHRAE/IESNA Standard 90.1-2010 Preliminary Qualitative Determination

A preliminary qualitative analysis of all addenda to American National Standards Institute (ANSI)/American Society of Heating, Refrigerating, and Air Conditioning Engineers (ASHRAE)/Illuminating Engineering Society of North America (IESNA) Standard 90.1-2007 (Standard 90.1-2007 or 2007 edition) that were included in ANSI/ASHRAE/IESNA Standard 90.1-2010 (Standard 90.1-2010 or 2010 edition) was conducted. All 109 addenda processed by ASHRAE in the creation of Standard 90.1-2010 from Standard 90.1-2007 were evaluated by DOE for their impact on energy efficiency. DOE preliminarily determined whether that addenda would have a positive, neutral, or negative impact on overall building efficiency

APOE Genotype and Cardio-Respiratory Fitness Interact to Determine Adiposity in 8-Year-Old Children from the Tasmanian Infant Health Survey

APOE plays a well established role in lipid metabolism. Animal model evidence suggests APOE may also be associated with adiposity, but this has not been thoroughly investigated in humans. We measured adiposity (BMI, truncal fat mass, waist circumference), physical activity (PA), cardiorespiratory fitness and APOE genotype (E2, E3, E4) in 292 8-year-old children from the Tasmanian Infant Health Survey (TIHS), an Australian population-based prospective birth cohort. Our aims were to examine the association of APOE with child adiposity, and to examine the interplay between this association and other measured factors. We found that APOE was associated with child lipid profiles. APOE was also associated with child adiposity measures. The association was E4 allele-specific, with adiposity lower in the E4-containing group (BMI: Mean difference -0.90 kg/m2; 95% confidence intervals (CI) -1.51, -0.28; p = 0.004). The association of APOE4 with lower BMI differed by fitness status (difference in effect p = 0.002), and was more evident among the less fit (mean difference -1.78 kg/m2; 95% CI -2.74, -0.83; p<0.001). Additionally, associations between BMI and lipids were only apparent in those of lower fitness who did not carry APOE4. Similar overall findings were observed when truncal fat mass and waist circumference were used as alternative adiposity measures. APOE4 and cardiorespitatory fitness could interact to influence child adiposity. In studies addressing the genetic determinants of childhood obesity, the context of child fitness should also be taken into account

From plans to actions in patient and public involvement: qualitative study of documented plans and the accounts of researchers and patients sampled from a cohort of clinical trials

Patient and public involvement (PPI) in research is increasingly required, although evidence to inform its implementation is limited. Objective Inform the evidence base by describing how plans for PPI were implemented within clinical trials and identifying the challenges and lessons learnt by research teams. Methods We compared PPI plans extracted from clinical trial grant applications (funded by the National Institute for Health Research Health Technology Assessment Programme between 2006 and 2010) with researchers’ and PPI contributors’ interview accounts of PPI implementation. Analysis of PPI plans and transcribed qualitative interviews drew on the Framework technique. Results Of 28 trials, 25 documented plans for PPI in funding applications and half described implementing PPI before applying for funding. Plans varied from minimal to extensive, although almost all anticipated multiple modes of PPI. Interview accounts indicated that PPI plans had been fully implemented in 20/25 trials and even expanded in some. Nevertheless, some researchers described PPI within their trials as tokenistic. Researchers and contributors noted that late or minimal PPI engagement diminished its value. Both groups perceived uncertainty about roles in relation to PPI, and noted contributors’ lack of confidence and difficulties attending meetings. PPI contributors experienced problems in interacting with researchers and understanding technical language. Researchers reported difficulties finding ‘the right’ PPI contributors, and advised caution when involving investigators’ current patients. Conclusions Engaging PPI contributors early and ensuring ongoing clarity about their activities, roles and goals, is crucial to PPI's success. Funders, reviewers and regulators should recognise the value of preapplication PPI and allocate further resources to it. They should also consider whether PPI plans in grant applications match a trial's distinct needs. Monitoring and reporting PPI before, during and after trials will help the research community to optimise PPI, although the need for ongoing flexibility in implementing PPI should also be recognised

A Scoping Review of Health Research with Racially/Ethnically Minoritized Adults with Intellectual and Developmental Disabilities

Living with intersectional identities, having a disability, and being a member of a racial or ethnic minoritized group in the U.S., contributes to marginalization that may result in health disparities and health inequities. The purpose of this scoping review is to describe health research regarding adult racial/ethnic minoritized individuals in the U.S with intellectual and developmental disabilities (I/DD). Eight electronic databases were searched to identify literature on the topic published since 2000. Of the 5,229 records, 35 articles were included in the review. Eligible studies included research conducted in the U.S., published in English, and research focused on adults with I/DD with race and/or ethnicity information. The 35 articles included racial/ethnic minoritized individuals who were Black, Latinx/Hispanic, American Indian, and Asian. Twenty-nine of the 35 articles identified health disparities experienced by adults with I/DD from racial/ethnic minoritized groups. Many health disparities were demonstrated in the articles, where adult racial/ ethnic minoritized individuals with I/DD fared worse compared to White adults with I/DD. Additionally, four articles describe differences in health experiences by those from racial or ethnic minoritized backgrounds. Results of this scoping review highlight the need for research that incorporates intentional inclusion of racial/ethnic minoritized people with I/DD and include novel methodologies that allow for the contributions of historically marginalized voices. Future research with an intersectionality approach is recommended to promote equity