NASSP Bulletin最新文献

{"title":"Associations of Tobacco and Alcohol Use with Risk of Neuroendocrine Tumors of the Small Intestine in Utah.","authors":"Karen Curtin, Lisa A Cannon-Albright, James VanDerslice, Zhe Yu, Kimberly A Herget, Ramya Thota, Deborah W Neklason","doi":"10.1158/1055-9965.EPI-19-0465","DOIUrl":"10.1158/1055-9965.EPI-19-0465","url":null,"abstract":"<p><strong>Background: </strong>Incidence of small-intestine neuroendocrine tumors (SINT) has been increasing in the United States over the past 40 years, with higher incidence in Utah than elsewhere. As information about how these tumors arise is limited, elucidating lifestyle factors associated with SINT in a statewide cohort could potentially identify those at risk to help mitigate their effects.</p><p><strong>Methods: </strong>Cases of SINT with a carcinoid histology (8240 or 8241) diagnosed in Utah from 1996 to 2014 with no prior history of cancer within 5 years (<i>n</i> = 433) were matched to population controls (1:10 ratio). Tobacco and alcohol exposures before case diagnosis were identified from International Classification of Diseases codes in statewide medical records and from self-reported data captured at patient encounters beginning in 1996. Multivariate logistic regression was used to estimate risk of SINT associated with tobacco and alcohol in cases compared with controls.</p><p><strong>Results: </strong>An increased risk of SINT was observed in tobacco-exposed individuals compared with unexposed [OR, 1.44; 95% confidence interval (CI), 1.11-1.86; <i>P</i> = 0.006]. Those who were exposed to alcohol exhibited an increased risk of SINT (OR, 1.62; 95% CI, 1.05-2.49; <i>P</i> = 0.03).</p><p><strong>Conclusions: </strong>This study supports tobacco and alcohol use as risk factors for SINT, independent of family history. However, low rates of smoking and alcohol use in Utah coupled with higher rates of SINT suggest other factors may contribute to development of these tumors.</p><p><strong>Impact: </strong>Although tobacco and alcohol modestly contribute to risk, our study suggests in addition to greater detection of tumors, other as-of-yet undefined exposures may drive rising SINT incidence.</p>","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"17 1","pages":"1998-2004"},"PeriodicalIF":3.8,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6961822/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87021759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interpreting Average Effect Sizes: Never a Center Without a Spread","authors":"T. Guskey","doi":"10.1177/0192636519889151","DOIUrl":"https://doi.org/10.1177/0192636519889151","url":null,"abstract":"School leaders today are making important decisions regarding education innovations based on published average effect sizes, even though few understand exactly how effect sizes are calculated or what they mean. This article explains how average effect sizes are determined in meta-analyses and the importance of including measures of variability with any average effect size. By considering the variation in effect sizes among studies of the same innovation, education leaders can make better decisions about innovations and greatly increase the likelihood of achieving optimal results from implementation.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"273 - 280"},"PeriodicalIF":0.0,"publicationDate":"2019-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519889151","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47602721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Neurocognitive Recovery of Sentence Processing in Aphasia.","authors":"Cynthia K Thompson","doi":"10.1044/2019_JSLHR-L-RSNP-19-0219","DOIUrl":"10.1044/2019_JSLHR-L-RSNP-19-0219","url":null,"abstract":"<p><p>Purpose Reorganization of language networks in aphasia takes advantage of the facts that (a) the brain is an organ of plasticity, with neuronal changes occurring throughout the life span, including following brain damage; (b) plasticity is highly experience dependent; and (c) as with any learning system, language reorganization involves a synergistic interplay between organism-intrinsic (i.e., cognitive and brain) and organism-extrinsic (i.e., environmental) variables. A major goal for clinical treatment of aphasia is to be able to prescribe treatment and predict its outcome based on the neurocognitive deficit profiles of individual patients. This review article summarizes the results of research examining the neurocognitive effects of psycholinguistically based treatment (i.e., Treatment of Underlying Forms; Thompson & Shapiro, 2005) for sentence processing impairments in individuals with chronic agrammatic aphasia resulting from stroke and primary progressive aphasia and addresses both behavioral and brain variables related to successful treatment outcomes. The influences of lesion volume and location, perfusion (blood flow), and resting-state neural activity on language recovery are also discussed as related to recovery of agrammatism and other language impairments. Based on these and other data, principles for promoting neuroplasticity of language networks are presented. Conclusions Sentence processing treatment results in improved comprehension and production of complex syntactic structures in chronic agrammatism and generalization to less complex, linguistically related structures in chronic agrammatism. Patients also show treatment-induced shifts toward normal-like online sentence processing routines (based on eye movement data) and changes in neural recruitment patterns (based on functional neuroimaging), with posttreatment activation of regions overlapping with those within sentence processing and dorsal attention networks engaged by neurotypical adults performing the same task. These findings provide compelling evidence that treatment focused on principles of neuroplasticity promotes neurocognitive recovery in chronic agrammatic aphasia. Presentation Videohttps://doi.org/10.23641/asha.10257587.</p>","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"23 1","pages":"3947-3972"},"PeriodicalIF":2.2,"publicationDate":"2019-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203523/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87050024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In this Issue…","authors":"C. Lof","doi":"10.1109/mcom.1980.1090170","DOIUrl":"https://doi.org/10.1109/mcom.1980.1090170","url":null,"abstract":"ions are not necessarily 'absolute truth;' rather, they are more 'truth to scale.' Second, he 36 cartographic perspectives lumbl·r 27, Spring 1997 suggests that care be taken to not make GIS into a system which is more real than our maps already appear. Third, map design has a dual nature in both analytical processes and intuitive (or, 'gut') processes. Finally, he suggests better education for maps users. The real strength of the book is also its weakness. The editors have collected a truly broad set of perspectives. Within these pages, the reader moves between some very systematic approaches (Nelson and Gilmartin, Kumler and Buttenfield, McGranaghan, etc.), to more broadly philosophical ideas (Huffman and Belbin), to very practical strategies (Mersey, Monmonier). This 'big tent' approach is good for bringing out ideas. On the other hand, the variety of foci does not allow a truly detailed exploration of cartographic design. The papers tend to not be in-depth and are not conceptually integrated with each other. To compound the issue, the authors in this volume vary in their interpretation of cartographic d esign. Some put forth broad theoretical statements that define design as a process which is analytical and intuitive. Other authors focus on research questions dealing with narrowly defined design elements. There does not appear to be any organization to the order of these chapters. The result is that ideas are often juxtaposed with one another, requiring the reader move between contrasts such as postmodernism, Gestalt theory, gender differences, maps and children, and feature matching. Another problem with the book is that some of the equipment used in the studies can now be considered 'old' (monochrome LCD panels, 486 computers). Likewise, there is little mention of the influence of the World Wide Web on cartography; a venue that was just emerging at the time these papers were presented in Ottawa in 1994. The best use for this book would be in an advanced cartographic design class or seminar (although the book price may be prohibitive for students). The chapters are each conceptually independent and all of the readings offer a number of opportunities for discussion about design in a number of contexts: communication, cognition, philosophy, aesthetics, etc. Because the book covers such a wide range of viewpoints, most of the essays are bound to raise the ire of someone in a group discussion while simultaneously pleasing someone else. The cartographic professional may come away with a mixed evaluation. On the one hand, no startling new breakthroughs in design theory and practice are offered here. Nor is there any consensus on cartographic theory in general. On the other hand, the reader will find the chapters igniting research questions and philosophical ideas in their own minds. By reading these diverse viewpoints, readers are prompted to re-evaluate and re-consider their own theories about cartographic design. Most of the authors make clear ","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"106 1","pages":"3 - 4"},"PeriodicalIF":0.0,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1109/mcom.1980.1090170","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44947950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In Reply.","authors":"Winfried Häuser, Peter Layer","doi":"10.3238/arztebl.2019.0755c","DOIUrl":"10.3238/arztebl.2019.0755c","url":null,"abstract":"","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"77 1","pages":"755-756"},"PeriodicalIF":6.5,"publicationDate":"2019-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6912127/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87063923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Anticipating a Second Wave of Standards-Based Grading Implementation and Understanding the Potential Barriers: Perceptions of High School Principals","authors":"M. Townsley, Tom Buckmiller, R. Cooper","doi":"10.1177/0192636519882084","DOIUrl":"https://doi.org/10.1177/0192636519882084","url":null,"abstract":"As secondary school leaders consider a shift toward standards-based grading (SBG) practices, they are no doubt weighing the odds of a successful implementation process. This research followed up on a study from 2014 to identify the challenges secondary school leaders experience when changing the currency of the classroom from points to learning. The results indicated that the game is changing and a new wave of SBG implementation is on the horizon.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"281 - 299"},"PeriodicalIF":0.0,"publicationDate":"2019-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519882084","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46948039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring K-12 Competency-Based Education Implementation in the Northeast States","authors":"Carla M. Evans, Suzanne Graham, Melissa L. Lefebvre","doi":"10.1177/0192636519877456","DOIUrl":"https://doi.org/10.1177/0192636519877456","url":null,"abstract":"This exploratory study uses data from 413 principals to examine whether and how competency-based education has been implemented in the Northeast states and the extent to which there is variation in implementation between states with different policies. Results suggest that competency-based practices that are most similar to current practices are reported more and practices that diverge from current practices are reported less. There were statistically significant differences between states with “advanced” and nonexistent competency-based education policies on three measures. Secondary principals could use this study to understand key features of the reform and the likely barriers and challenges to implementation regardless of their state policy context.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"300 - 329"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519877456","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41539132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Intact carbonic acid is a viable protonating agent for biological bases.","authors":"Daniel Aminov, Dina Pines, Philip M Kiefer, Snehasis Daschakraborty, James T Hynes, Ehud Pines","doi":"10.1073/pnas.1909498116","DOIUrl":"10.1073/pnas.1909498116","url":null,"abstract":"<p><p>Carbonic acid H₂CO₃ (CA) is a key constituent of the universal CA/bicarbonate/CO₂ buffer maintaining the pH of both blood and the oceans. Here we demonstrate the ability of intact CA to quantitatively protonate bases with biologically-relevant pK_as and argue that CA has a previously unappreciated function as a major source of protons in blood plasma. We determine with high precision the temperature dependence of pK_a(CA), pK_a(T) = -373.604 + 16,500/T + 56.478 ln T. At physiological-like conditions pK_a(CA) = 3.45 (I = 0.15 M, 37 °C), making CA stronger than lactic acid. We further demonstrate experimentally that CA decomposition to H₂O and CO₂ does not impair its ability to act as an ordinary carboxylic acid and to efficiently protonate physiological-like bases. The consequences of this conclusion are far reaching for human physiology and marine biology. While CA is somewhat less reactive than (H⁺)_aq, it is more than 1 order of magnitude more abundant than (H⁺)_aq in the blood plasma and in the oceans. In particular, CA is about 70× more abundant than (H⁺)_aq in the blood plasma, where we argue that its overall protonation efficiency is 10 to 20× greater than that of (H⁺)_aq, often considered to be the major protonating agent there. CA should thus function as a major source for fast in vivo acid-base reactivity in the blood plasma, possibly penetrating intact into membranes and significantly helping to compensate for (H⁺)_aq's kinetic deficiency in sustaining the large proton fluxes that are vital for metabolic processes and rapid enzymatic reactions.</p>","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"45 1","pages":"20837-20843"},"PeriodicalIF":0.0,"publicationDate":"2019-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6800339/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87335025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In This Issue . . .","authors":"Pamela S. Salazar","doi":"10.1177/0192636519877981","DOIUrl":"https://doi.org/10.1177/0192636519877981","url":null,"abstract":"The research is clear, principals make a big difference in shaping the education that goes on in a school. If a school is going to succeed academically, the principal is key. The expectation of student achievement at high levels have placed the school leader as the central focus of school reform efforts. The school leader is accountable for all the administrative and leadership duties as well as the instructional programs and is perceived by school and community stakeholders to be responsible for results for all students. As administrators work to address these heightened expectations, several key issues consistently challenge them. This issue offers several important articles that principals will find valuable in pursuit of becoming more accomplished, skillful, and successful. Dramatically improving student achievement in our worst-performing schools requires dramatic changes that produce significant achievement gains in a short period of time, followed by a longer period of sustained improvement. Turning around a school requires a specialized approach led by a principal with very specific skills and competencies. In the lead article, researchers Hitt, Meyers, Zh, and Woodruff investigated the extent to which recently developed turnaround principal competencies relate to student achievement. Specifically, they conducted correlational analyses to better understand the extent to which the seven turnaround competencies accurately identify meaningful competencies of turnaround principals. Findings indicate the model reflects the internal states of principals who orchestrate rapid and dramatic transformation. Key competencies that leaders can practice to succeed in turnaround are described. Principal leadership affects school performance. In the second article, researchers Hallam, Farnsworth, and Hilton explored the relationship between faculty trust in their principal and the principal’s learning-centered leadership using the Vanderbilt Assessment of Leadership in Education measurement of principal learning-centered leadership and the Omnibus T-Scale measurement of faculty trust in the principal. Results indicate that principal learning-centered leadership is significantly and","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"187 - 188"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519877981","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47821281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the Relationship Between Turnaround Principal Competencies and Student Achievement","authors":"D. Hitt, C. Meyers, D. Woodruff, Guorong Zhu","doi":"10.1177/0192636519871618","DOIUrl":"https://doi.org/10.1177/0192636519871618","url":null,"abstract":"Building upon the prior development of a model of turnaround principal competencies, we investigated the extent to which the identified principal competencies correlate with student achievement. Participants met rigorous selection criteria for having effectively turned around their schools during their first 2 years as principal. We conducted correlational analyses to examine the strength of relationship between each of the seven competencies and found that the model appears to reflect the internal states of principals who orchestrate school turnaround. We suggest that this initial effort should be further refined as additional data sources become available, but note that this model, given the popularity of principal competencies in districts, can inform current policies and practices.","PeriodicalId":39340,"journal":{"name":"NASSP Bulletin","volume":"103 1","pages":"189 - 208"},"PeriodicalIF":0.0,"publicationDate":"2019-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/0192636519871618","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43366281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}