Center for Applied Special Technology

Importance. The role of the United States trade unions in mobilizing the country’s workers to fight fascism and strengthen military and economic cooperation between the United States and the USSR is reflected. The purpose of the study is the attitude of American trade unions to the issue of military-economic cooperation between the USSR and the USA during the Second World War in order to defeat fascism as soon as possible. Research Methods. The research is based on a fairly wide source base – publications of periodicals of those years, notes, and transcripts of speeches by leaders of trade union movements in the United States. The research methodology is represented by both general scientific and special historical methods. In particular, comparative historical and historical-systemic methods are used. Results and Discussion. The changes that took place during the World War II in the relations of the leaders of American trade unions to the issue of military-economic cooperation between the United States and the countries of the anti-Hitler coalition are shown. The activities of the American Federation of Labor and the Congress of Industrial Unions have made a significant contribution to the successful implementation of the Lend-Lease program. Conclusion. The position of American trade unions in relation to the issue of military-economic cooperation with the countries of the anti-Hitler coalition and, above all, cooperation with the USSR during the World War II underwent a certain evolution, which was due to both military events and the policy of the American state. In general, the organized workers of the United States acted in the anti-fascist camp, playing an important role in mobilizing the forces of the country's workers to fight Nazism, to strengthen military and logistical cooperation between the United States and the USSR.

The current analysis utilized core laboratory angiographic data from a prospective, single-arm, open-label, multi-center feasibility study to ascertain whether the location of alcohol infusion within main renal arteries during renal denervation (RDN) had an impact on the BP-lowering effect at 6months. The influence of the location of alcohol infusion during RDN, within the main renal artery (proximal, middle, or distal), on the magnitude of the blood pressure (BP) lowering is unstudied. The Peregrine Catheter was used to perform alcohol-mediated RDN with an infusion of 0.6mL of alcohol per artery as the neurolytic agent in 90 main arteries and four accessory arteries of 45 patients with hypertension. No relationship between the site of alcohol infusion and change from baseline in both office systolic and 24-hour systolic ambulatory BP (ABP) at 6months was observed. When analyzed at the artery level, the least squares (LS) mean changes ± SEM from baseline to 6months post-procedure in 24-hour systolic ABP when analyzed by renal arterial location were -11.9 ± 2.4 mmHg (distal), -10 ± 1.6 mmHg (middle), and -10.6 ± 1.3 mmHg (proximal) (all p < 0.0001 for change from baseline within groups). The results were similar for office systolic BP. There was no difference between treated locations (proximal is reference). In this post-hoc analysis, the location of alcohol infusion within the main renal artery using the Peregrine system, with alcohol as the neurolytic agent for chemical RDN, did not affect the magnitude of BP changes at 6months.

The goal of assessment in a Universal Design for Learning (UDL) approach is to provide the kinds of information that will improve instruction for each learner. Whereas traditional tests and diagnostics tend to focus on identifying weaknesses and disabilities in the individual learner, diagnostics in a UDL approach focus much more on identifying weaknesses and barriers in the design of the learning context itself, making it possible to probe whether a different set of options, a different path, or a different design might lead to better learning for any given learner. A UDL approach to assessment assumes the fundamental centrality of emotions as part of the anticipated variability among all learners and asserts that when we place emotions front and center in assessment, we obtain more accurate and meaningful assessment results. In addition, a UDL approach incorporates recurring and flexible assessment throughout instruction to provide ongoing, actionable feedback to educators and students before failure takes place, when taking action can make a real difference for all. Teachers, students, parents, administrators, and assessment designers/developers all need accurate assessments and timely results to use as feedback to inform next steps. Instructional approaches with a foundation in UDL will reduce the inadvertent barriers to learning that many students currently face, making the assessment of progress toward expertise more accurate, informative, and useful, and enable the mosaic of all learners to become masters of learning itself.

Speech language pathologists (SLPs) working in inclusive classrooms bring a different orientation toward developing student goals and delivering language instruction than do general education classroom teachers. It is critical for SLPs and classroom teachers to find cohesive ways of addressing students’ needs while also teaching to high-level state standards. This article discusses Universal Design for Learning, a framework derived from research on neurodiversity and the learning sciences, which accepts learner variability as a strength to be leveraged, not a challenge to be overcome. Further, this article explores the ways in which SLPs can use the Universal Design for Learning framework to leverage their knowledge of student learning needs and language development to work in complementary ways with classroom teachers, set appropriate goals for their students in conjunction with the classroom teacher, and allow both SLPs and classroom teachers to attend to the variability of all their students.

In “Clinical Evaluation of Safety and Immunogenicity of PADRE-Cytomegalovirus (CMV) and Tetanus-CMV Fusion Peptide Vaccines With or Without PF03512676 Adjuvant” (J Infect Dis2012; 205:1294–304), Sanjeet Dadwal was mistakenly omitted from the coauthor list. The authors regret the error. A corrected author list is below.

Much of this book, like most writing on educational technology, focuses on what we can learn from technology. This chapter takes the opposite point of view: what technology can learn from us. We have chosen this contrarian route for several reasons. First, as educators who develop technology (both of us work at CAST, on educational research and development organization), we are always looking for ways to develop better learning technologies. At least for the present, there is no better learning (or teaching) technology than the human brain, so we are continually looking at how the brain goes about the tasks of learning and teaching. What can we, as educators who design technology, learn about better design from the ways in which our own brains are designed?

ABSTRACTThe purpose of this research is to explore the dynamics of cortisol regulation in the context of center‐based child care by examining the impact of social context (large classroom vs. small group) and relationship quality with caregivers (conflict with mothers and teachers). We extend the research on children's physiologic stress system functioning in center‐based child care by focusing on morning cortisol levels among young children living in poverty. While in high‐quality center‐based child care, children's cortisol levels decreased over the course of the morning—a result that contrasts with findings in previous research with middle‐class children, for whom cortisol typically increased over the course of the day while attending center‐based child care. Cortisol levels were further reduced when children were moved from a large classroom environment to a small group context. Relationship conflict with mothers and teachers moderated these effects. Children who had high conflict with their mother exhibited cortisol levels that remained higher (decreased less) over the course of the morning, and children who had high conflict with their teacher exhibited cortisol levels that remained higher (decreased less) in response to the small group context. These results indicate that high‐quality child care has the potential to support reduced stress among children living in poverty, at least as indicated by adrenocortical activity.

Should nurses abandon their academic and managerial skills and 'return to the bedside'?