Burlington School District

Oral facial cleft (OFC) is a multifactorial disorder that can present as a cleft lip with or without cleft palate (CL/P) or a cleft palate only. Genome wide association studies (GWAS) of isolated OFC have identified common single nucleotide polymorphisms (SNPs) at the 1q32/ IRF6 locus and many other loci where, like IRF6 , the presumed OFC-relevant gene is expressed in embryonic oral epithelium. To identify the functional subset of SNPs at eight such loci we conducted a massively parallel reporter assay in a cell line derived from fetal oral epithelium, revealing SNPs with allele-specific effects on enhancer activity. We filtered these against chromatin-mark evidence of enhancers in relevant cell types or tissues, and then tested a subset in traditional reporter assays, yielding six candidates for functional SNPs in five loci (1q32/ IRF6 , 3q28/ TP63 , 6p24.3/ TFAP2A , 20q12/ MAFB , and 9q22.33/ FOXE1 ). We further tested two SNPs near IRF6 and one near FOXE1 by engineering the genome of induced pluripotent stem cells, differentiating the cells into embryonic oral epithelium, and measuring expression of IRF6 or FOXE1 and binding of transcription factors; the results strongly supported their candidacy. Conditional analyses of a meta-analysis of GWAS suggest that the two functional SNPs near IRF6 account for the majority of risk for CL/P associated with variation at this locus. This study connects genetic variation associated with orofacial cleft to mechanisms of pathogenesis.

ABSTRACT Restorative practices (RP) implementation requires substantial adult buy-in, time, leadership support, and resources. Limited studies have examined the implementation of RP from the perspectives of different groups of school professionals (e.g. teachers, paraprofessionals, and non-classroom staff) and their perceptions of RP implementation climate (i.e. support, efficacy, use). Fewer studies have investigated such differences in perceptions of RP support, efficacy, and utilization among school professionals at varying school levels (e.g. elementary, middle, and high school). We applied an exploratory, descriptive study design to better understand RP implementation among varying school roles and levels using a district-wide RP survey among school adults (N = 392) in a midsize urban school district in the Northeast. Perceptions of RP implementation differed by professional role, where paraprofessionals have similar levels of RP use and support compared to classroom teachers but indicate the lowest level of RP efficacy. Additionally, non-classroom staff reported the highest levels of RP support compared to paraprofessionals and teachers. Across school levels and implementation domains (support, efficacy, and use), elementary school staff reported the highest or most positive perceptions of RP implementation compared to middle and high school staff. Implications for implementing RP amongst various school roles, contexts, and levels are discussed.

Abstract Background Anaplasmosis is a vector-borne disease spread by Ixodes scapularis ticks mainly in the Northeastern United States. The Connecticut Department of Public Health (CT DPH) made anaplasmosis a state-wide reportable disease in 2008 and a large increase in reportable cases was seen in Connecticut between 2014 and 2019. Methods This study used clinical cases of anaplasmosis reported to the CT DPH and tick infection prevalence data to understand emerging geographic hotspots for the disease in the state and to evaluate the association between the human and tick infections. Human incidence rates (IR) were calculated per 100,000 in the population by county. Tick infection prevalence was calculated as an acarological risk index (ARI) using active tick surveillance data from the Connecticut Agricultural Experiment Station (CAES). These two calculations were analyzed with a Spearman rank correlation in SAS version 9.4 and overlaid on ArcMap. Results During the 2019-2020 period, 420 human cases of anaplasmosis were included and 148 infected ticks were identified. There was a significant positive correlation between IR and ARI identified (Spearman correlation 0.54, p = 0.03). Litchfield County had the highest number of human cases (128) and Fairfield County had the highest proportion of infected ticks (11.25%). The area with the greatest increase in both ARI and IR in Connecticut from 2019-2020 was New London County (ARI increased from 0.073 to 0.108, IR increased from 2.64 to 8.57). Conclusion This study supports the use of active tick surveillance in identifying geographic areas high incidence of human anaplasmosis and provides a strategy to evaluate tick surveillance for anaplasma infection. Active tick surveillance can be useful in guiding public health interventions and inform public health and clinician education on anaplasmosis. Disclosures All Authors: No reported disclosures.

Glatiramer acetate (GA) therapy following brief, low-dose induction with mitoxantrone was safe and more effective than GA alone in suppressing inflammatory disease activity, as determined by a significant reduction in gadolinium (Gd)- enhancing MRI lesions, in a 15- month, randomized, single-blind study of relapsing-remitting multiple sclerosis (RRMS) patients. To determine whether effects on MRI markers of disease burden and tissue damage support and extend data on the benefits of mitoxantrone induction therapy before initiation of long-term GA therapy. 40 RRMS patients, aged 18 to 55 years, with 1-15 Gd-enhancing lesions on screening MRI and EDSS score 0-6.5 were randomized to receive GA (20 mg/d SC), starting 2 weeks after the last of 3 monthly mitoxantrone infusions (36 mg/m2 total; n = 21), or to GA alone (20 mg/d SC; n = 19), for a total of 15 months. MRIs were obtained at baseline and months 6, 9, 12, and 15. At baseline, mean (+/- SD) age was 37.2 +/- 9.7 years; disease duration, 3.5 +/- 4.8 years; EDSS score, 2.3 +/- 1.1; and number of Gd-enhancing lesions, 3.75 +/- 3.95. Reductions in Gd-enhancing lesions (RR = 0.30, 95 % CI, 0.11-0.86, p = 0.0147) and relapse activity favoring mitoxantrone- GA were accompanied by significant differences in changes in T2w lesion volume (p = 0.0139), T1w hypointense lesion volume (p = 0.0303), and proportion of Gdenhancing lesions that evolved into black holes (p = 0.0023) compared with GA alone. Longterm continuous GA after brief, low-dose mitoxantrone induction is safe and more effective than GA alone. A trend toward decreased clinical disease activity was accompanied by major effects on MRI measures of disease burden and severe tissue injury.

During pregnancy, a reduction of 50% or more of a biochemical measure of smoking, among continuing smokers, has been proposed by Windsor and colleagues as a new behavioral indicator of harm reduction because it was accompanied by greater infant birth weight compared with that of infants of smokers with lesser reductions. The purpose of the authors' study was to replicate these observations. During a trial of smoking cessation during pregnancy, data on cigarettes per day, urinary cotinine. and infant birth weight were obtained from 240 women. There were no significant differences in average birth weight between infants of women whocontinued to smoke but reduced their cigarette consumption by 50% or more and infants of women with lesser reductions. These results indicate that this birth weight comparison does not provide a valid estimate of the harm reduction associated with a reduction of 50% or more in cigarette consumption during pregnancy.

Professional animators and digital effects artists and companies often work with high school teachers to explore relationships that can be developed and maintained between high schools and industry. The goals of this panel are to make more educators aware of the on-line and in person mentoring, sharing, and peer training that can occur in graphics, animation and related fields for 1) improving curricula and integrated technologies, 2) creating or furthering personal student interest or as a career vehicle and foundation, and 3) encouraging teachers to become involved in, and comfortable with, the new media.When Josh Spector wrote Studios drawn to CGI features for the Hollywood Reporter [January 2, 2002], he noted the studios™ big interest in animation and computer graphics based on Shrek, Monsters, Inc. and the realization that there were audiences for the non-Disney animated feature. Youth of all ages, as well as adults, not only enjoy CGI, but can also create it themselves with the current technology on home computers.Today's high school students, with the current technology available in home machines, are able to create products comparable to that of professionals, using computer technology that was very expensive just a few years ago. Although many students do not have access to the Internet or recent computer technology, those that do are producing programs for the Internet, their schools, and even, for sales. To gain and maintain the skill, one must practice. To give every child an even chance, the technology must be made available through education. Ideally, students would be given or lent computers with appropriate software for their classes, skills and academic or hobby interests.In order to do that, administrators and teachers today must first recognize the convergence of electronic media, information technology, communication, and entertainment. Then plans must be made or programs adapted to further the educational needs and foundations of the student (at any age).Therefore, it is imperative that teachers and administrators integrate 21st century technology into the curricula. However, we are sometimes afraid or hesitant to make changes we do not thoroughly understand, much less that are new to us. Many of today's educators are nearing retirement and there is a growing shortage of teachers. There is usually a shortage of funds in public education, too. Schools, therefore, often fall behind in the technology learning curve. New and exciting curriculum may be welcomed with open arms and with great desire but a lack of resources, combined with fear and trepidation by the very people who must learn and teach it, may negate its implementation.