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Abstract Background Inhaled corticosteroids (ICS) offer targeted treatment for bronchopulmonary dysplasia (BPD) with minimal systemic effects compared to systemic steroids. However, dosing of ICS in the management of infants at high-risk of developing BPD is not well established. The objective of this study was to determine an effective dose of ICS for the treatment of ventilator-dependent infants to facilitate extubation or reduce fractional inspired oxygen concentration. Methods Forty-one infants born at 75% from baseline) in ≥60% of infants in the group. Oxygen requirements, complications and long-term neurodevelopmental outcomes were also assessed. Results The median age at enrollment was 22 (10–28) postnatal days. The primary outcome, therapeutic efficacy as defined above, was not achieved in any group. However, there was a significant reduction in post-treatment FiO2 at a dose of 800 μg bid. No obvious trends were seen in long-term neurodevelopmental outcomes. Conclusions Therapeutic efficacy was not achieved with all studied doses of ICS. A significant reduction in oxygen requirements was noted in ventilator-dependent preterm infants at 10–28 days of age when given 800 μg of HFA-BDP bid. Larger randomized trials of ICS are required to determine efficacy for the management of infants at high-risk for development of BPD. Trial registration This clinical trial was registered retrospectively on clinicaltrials.gov. The registration number is NCT03503994.

There is currently a public debate about whether health, agricultural and environmental authorities should continue to allow sewage sludge to be spread on farmland. Some of the concern in the debate is about the pathogen content of sewage sludge. This concern was heightened by the tragedy at Walkerton where Eschericha coli 0157:H7 and other pathogens contaminated the drinking water supply of this Ontario town. The Canadian public were reminded how vulnerable they can be to disease when agricultural practices ajoin population centres without adequate health and environmental controls.

To address arts education disparities in middle level schools, this paper explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can shift the current educational paradigm and foster positive change in middle level classrooms. (Contains 2 tables.)

For adolescents who struggle with reading, a lack of confidence and reluctance to read in content areas such as history/social science presents challenges to learning. More specifically, difficulties with text comprehension and analysis limit content knowledge acquisition and self-expression, which can impact academic success. Therefore, it is incumbent on teachers to create a sense of community that supports students' risk taking, communication of thoughts, and opportunities for inquiry related to text. To extend this point, literacy scholars have identified engagement through collaborative activities as critical support to the development of content knowledge and literacy. Therefore, I discuss the role of engagement and its benefits for struggling readers through a presentation of the Situation Room experience. Anecdotal quotes obtained from classroom teachers align with the literature and reinforce the important role of social engagement as instrumental literacy support for adolescents who struggle with reading and learning in general.

To ensure a robust and comprehensive educational experience, every K-12 learner must have access to high quality Visual and Performing Arts (VAPA) education. To make this happen, their teachers must be effectively prepared to provide excellent art education experiences. Although arts education is required in many states (including California) as part of licensure requirements, little is known about the actual implementation of these policies. To better understand this preparation gap, a three-part statewide study analyzed the status of arts education in California teacher preparation programs. Findings from survey, interview, and document analysis indicate that arts education experiences increase candidate confidence and deepen their understanding of the benefits associated with using the arts to meet the needs of diverse learners. However, inconsistent program requirements among institutions of higher education contribute to a lack of cohesion in art preparation throughout the state.

To mitigate educational challenges, K-8 students enrolled in the Migrant Education Program (MEP) at Fuerte School District spend the majority of their after-school class time in a Saturday Academy program completing required curricular tasks associated with structured research-based programs to strengthen reading, writing, mathematics, and science skills. The explicit emphasis on these curricular areas and scant resources available during the regular school program limits opportunities to experience the visual arts. As an arts educator, the author felt compelled to devise a solution that would support teachers and students in the Fuerte School District MEP by enhancing arts access and knowledge. This article describes a project and corresponding research to be presented as a model for arts educators working with preservice and practicing teachers. When asked about their reasons for participating in the program, most teachers indicated that they had little or no previous art training. Those that did were interested in learning more. Data collection consisted of classroom observation, reflective group dialogue, and one on one teacher interviews to examine participant perceptions of and experiences with arts-based learning. Semi-structured questions prompted participants to reflect on their experience with the project, its impact on their teaching. Findings from the collected data indicate the program had a positive influence on both teacher self-efficacy and enhanced student learning and communication.

For adolescents who struggle with reading, a lack of confidence and reluctance to read in content areas such as history/social science presents challenges to learning. More specifically, difficulties with text comprehension and analysis limit content knowledge acquisition and self-expression, which can impact academic success. Therefore, it is incumbent on teachers to create a sense of community that supports students' risk taking, communication of thoughts, and opportunities for inquiry related to text. To extend this point, literacy scholars have identified engagement through collaborative activities as critical support to the development of content knowledge and literacy. Therefore, I discuss the role of engagement and its benefits for struggling readers through a presentation of the Situation Room experience. Anecdotal quotes obtained from classroom teachers align with the literature and reinforce the important role of social engagement as instrumental literacy support for adolescents who struggle with reading and learning in general. [ABSTRACT FROM AUTHOR]