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This guide introduces the skills and dispositions necessary to participate in educational action research. It targets teachers, administrators, college faculty, graduate students, state professional organizations, and state administrators. Chapter 1, "Understanding Action Research as a Tool for Professional Growth and Organizational Development," defines action research, discusses why it is important to use reflective inquiry, and lists resources for beginning researchers. Chapter 2, "A Short History of Action Research," provides background on the subject of action research. Chapter 3, "Core Practices in School and Classroom Inquiry," outlines steps found in many action research programs, discussing: the use of tools to frame the inquiry; developing a plan of action for investigation; collecting and analyzing data from multiple sources; analyzing and interpreting data from schools or classrooms; engaging in reflection and introspection; and documenting and reporting results. Chapter 4, "Examples of Action Research," provides examples of educational action research. Chapter 5, "Frequently Asked Questions about Action Research," looks at 11 commonly asked questions about action research (e.g., who conducts action research and how it is carried out). A sample action research proposal is appended. (Contains 16 annotated references.) (SM)

This document comprises the first of four training models prepared for use by professionals responsible for enhancing the leadership skills of current and future educators. This first module, "Coaching Secrets for School Leaders," is designed to involve participants in an analysis of coaching situations, behaviors, and competencies that are appropriate in educational settings. Emphasis is on face-to-face strategies that increase cooperation, commitment, and performance. The module includes six activities: (1) an overview; (2) articulating a compelling vision; (3) establishing a nurturing environment; (4) expressing task clarity; (5) providing opportunities to perform; and (6) giving growth-oriented feedback and follow-through. Included in these activities are instructions for the workshop leader and master pages of readings to reproduce and distribute to participants, along with masters that can be used to make transparencies for overhead projection and workshops. (TE)

The purpose of the workshops presented in this notebook is to: (1) help educators learn about the needs of marginal learners (described as students, preschool through twelfth grade, whose academic performance may be less than that of their classmates or whose behavior may interfere with learning); (2) identify proven practices in both classroom and school-level intervention programs; and (3) begin planning improvement efforts based on local conditions. Each of six content modules is designed as a 3- to 4-hour focused workshop that can be presented individually or as part of a series. The six content modules cover the following topics: (1) identifying marginal learners; (2) motivating marginal learners; (3) adapting classroom practices to accommodate marginal learners; (4) assessing district policies and programs for marginal learners; (5) meeting the needs of marginal learners: a range of approaches; and (6) the role of school leaders in supporting programs for marginal learners. Each module contains the following components: the module description; training agenda for a focused workshop; trainer's instructions for conducting all activities; participant handouts; and camera-ready transparency masters. Modules 7 and 8 provide: information on promoting, planning, preparing, and evaluating marginal learner workshops; and a bibliography and collection of background readings for trainers. (LL)

Purpose Preliminary studies suggested that telotristat ethyl, a tryptophan hydroxylase inhibitor, reduces bowel movement (BM) frequency in patients with carcinoid syndrome. This placebo-controlled phase III study evaluated telotristat ethyl in this setting. Patients and Methods Patients (N = 135) experiencing four or more BMs per day despite stable-dose somatostatin analog therapy received (1: 1: 1) placebo, telotristat ethyl 250 mg, or telotristat ethyl 500 mg three times per day orally during a 12-week double-blind treatment period. The primary end point was change from baseline in BM frequency. In an open-label extension, 115 patients subsequently received telotristat ethyl 500 mg. Results Estimated differences in BM frequency per day versus placebo averaged over 12 weeks were -0.81 for telotristat ethyl 250 mg (P < .001) and -0.69 for telotristat ethyl 500 mg (P,.001). At week 12, mean BM frequency reductions per day for placebo, telotristat ethyl 250 mg, and telotristat ethyl 500 mg were -0.9, -1.7, and -2.1, respectively. Responses, predefined as a BM frequency reduction >= 30% from baseline for >= 50% of the double-blind treatment period, were observed in 20%, 44%, and 42% of patients given placebo, telotristat ethyl 250 mg, and telotristat ethyl 500 mg, respectively. Both telotristat ethyl dosages significantly reduced mean urinary 5-hydroxyindole acetic acid versus placebo at week 12 (P < .001). Mild nausea and asymptomatic increases in gamma-glutamyl transferase were observed in some patients receiving telotristat ethyl. Follow-up of patients during the open-label extension revealed no new safety signals and suggested sustained BM responses to treatment. Conclusion Among patients with carcinoid syndrome not adequately controlled by somatostatin analogs, treatment with telotristat ethyl was generally safe and well tolerated and resulted in significant reductions in BM frequency and urinary 5-hydroxyindole acetic acid.

Serotonin produced by neuroendocrine tumors is believed to be a principal cause of the diarrhea in carcinoid syndrome. We assessed the safety and efficacy of telotristat etiprate, an oral serotonin synthesis inhibitor, in patients with diarrhea associated with carcinoid syndrome. In this prospective, randomized study, patients with evidence of carcinoid tumor and ≥4 bowel movements (BMs)/day despite stable-dose octreotide LAR depot therapy were enrolled in sequential, escalating, cohorts of four patients per cohort. In each cohort, one patient was randomly assigned to placebo and three patients to telotristat etiprate, at 150, 250, 350, or 500 mg three times a day (tid). In a subsequent cohort, one patient was assigned to placebo and six patients to telotristat etiprate 500 mg tid. Patients were assessed for safety, BM frequency (daily diary), 24 h urinary 5-hydroxyindoleacetic acid (u5-HIAA), and adequate relief of carcinoid gastrointestinal symptoms (using a weekly questionnaire). Twenty-three patients were treated: 18 received telotristat etiprate and five received placebo. Adverse events were generally mild. Among evaluable telotristat etiprate-treated patients, 5/18 (28%) experienced a ≥30% reduction in BM frequency for ≥2 weeks, 9/16 (56%) experienced biochemical response (≥50% reduction or normalization in 24-h u5-HIAA) at week 2 or 4, and 10/18 (56%) reported adequate relief during at least 1 of the first 4 weeks of treatment. Similar activity was not observed in placebo-treated patients. Telotristat etiprate was well tolerated. Our observations suggest that telotristat etiprate has activity in controlling diarrhea associated with carcinoid syndrome. Further studies confirming these findings are warranted.

Chetan S Karyekar, Shoba Ravichandran, Elsie Allen, Douglas Fleming, Robert Frederich Bristol-Myers Squibb, Princeton, NJ, USA Purpose: To assess safety and efficacy of saxagliptin in older patients with type 2 diabetes mellitus (T2DM). Patients and methods: This was a post hoc analysis of pooled data from older patients (≥65 years of age) from five 24-week phase III trials: three studies of saxagliptin versus placebo as an add-on therapy to metformin, glyburide, or a thiazolidinedione; and two studies of saxagliptin versus placebo as monotherapy in drug-naïve patients. Separate analyses were conducted on one study of initial combination therapy with saxagliptin plus metformin versus metformin monotherapy in drug-naïve patients. The safety analysis population for the five-study pool included 428 patients ≥ 65 years of age with baseline glycated hemoglobin (HbA1c) 7.0% to 10.5% who received saxagliptin 2.5 or 5 mg or placebo, and for the study of initial combination therapy included 69 patients ≥ 65 years of age with baseline HbA1c 8.0% to 12.0% who received saxagliptin 5 mg in combination with metformin or metformin monotherapy. The primary efficacy endpoint was change from baseline HbA1c. Results: In the five-study pool, the differences in the adjusted mean change from baseline HbA1c among older patients receiving saxagliptin versus placebo were -0.60% (95% confidence interval [CI], -0.99% to -0.21%) for saxagliptin 2.5 mg and -0.55% (-0.97% to -0.14%) for saxagliptin 5 mg; in the initial combination study, the difference was -1.22% (-2.27% to -0.17%) among older patients receiving saxagliptin 5 mg plus metformin versus metformin monotherapy. The results were generally similar in older and younger patients. Saxagliptin was well tolerated; the incidence and types of adverse events were similar for saxagliptin and comparators. Hypoglycemia was reported in 3.0% to 9.4% of patients receiving saxagliptin (0%–8.0% for comp

Bibliographical references (leaves 83-90)., Introduction -- ch. 1. The segregated years, 1868 to 1953 -- ch. 2. Years of change, 1954 to 1959 -- ch. 3. Toward integration, 1959 to 1962 -- ch. 4. The final step: integration of the public schools -- Bibliography -- Appendix., This thesis chronicles the history of race relations in St. Petersburg, Florida as related to economic, social and political factors, during the period 1868-1963., College students and adults., Electronic reproduction. [Florida] : State University System of Florida, PALMM Project, 2000. (Florida heritage collection) Mode of access: World Wide Web. System requirements: Internet connectivity; Web browser software; Adobe Acrobat Reader to view and print PDF files. Electronically reproduced by the University of South Florida from a thesis held in the Main Library at the University of South Florida, Tampa., S 2000 flu.

The National Museum of the Pacific War presents an oral interview with Douglas Fleming. As a college sophomore and member of the non-interventionist America First Committee, Fleming initially underestimated the significance of Pearl Harbor, primarily only concerned that it disrupted his studies. He resumed his education through the Navy V-7 program and upon completion of radar school he served briefly as an instructor before boarding the USS Henry A. Wiley (DM-29) as a CIC officer. At Iwo Jima, the crew proudly assisted with shore fire patrol and repelled a major Japanese counterattack with a continuous gun barrage at the base of Mount Suribachi. And while taking friendly fire near Okinawa, Fleming, without having the authority to do so, ordered an immediate ceasefire to nearby ships. He recounts rescuing survivors at sea, and how his cabin was bloodied while quartering the wounded. His lasting impressions of the war include the great lack of sleep and how much responsibility he had as officer of the deck.