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Cystic fibrosis newborn screening (CFNBS) has been offered across the United States since 2010. However, as compared with white patients with CF, CFTR variant identification in nonwhite populations remains inequitable. Utilizing the recent characterization of the nonwhite CF variant spectrum, we examined the effectiveness of current CFNBS molecular panels in identifying affected nonwhite newborns. Based on a cross-sectional evaluation of genotyping data from the CF Foundation Patient Registry that compared 3,496 nonwhite with 22,206 white CF patients, the current CFNBS algorithms used in the 50 states and the District of Columbia were analyzed. We assessed the percentage of CF patients of Hispanic, African, Asian, and Native American heritage who would not be identified by the molecular panels most commonly used. Compared with whites, variant detection was significantly lower in Hispanic, black, and Asian newborns (P ≤ 0.0001 each), as well as in Native American newborns (P values ranged from 0.001 to 0.0003), for the most common CFNBS panels. This study provides a perspective on the applicability of current panels to a diverse population and enables CFNBS programs to consider more inclusive test approaches to facilitate diagnosis, timely clinical intervention, and enhanced prognosis for CF patients of nonwhite and mixed ethnicities. Genet Med 19 1, 36–44.

Wind development is one of the fastest growing sectors in the energy industry today. Under the right conditions it can be a large and sustainable local economic development opportunity. Current wind resource estimates (i.e. MN DOC) for NE Minnesota's Lake Superior Coastal Zone indicate that we have a poor wind resource not suitable for development. However, these wind resource estimates are based primarily on climatological modeling, and are no substitute for site-specific measurements. This project was aimed at achieving three primary objectives: 1. Obtain a minimum of one years worth of quality wind speed data (6/15/2007–6/15/2008) from eight sites (Duluth, Clover Valley, Finland, Lutsen, Grand Marais, Hovland and Grand Portage) along Minnesota's North Shore of Lake Superior; 2. Use this site-specific wind speed data to create a wind resource map for the entire region; 3. Use this wind speed data to conduct community-scale wind development economic feasibility studies. Our results suggest that Minnesota's North Shore of Lake Superior has far higher wind speeds than past estimates indicate, and we have begun working with several communities in this region on the development of their local wind resource.

What motivates Chinese students to write? In the present investigation, we examined Chinese students’ writing motives and writing self-efficacy. Grades 4 and 5 Chinese students in Shanghai (n = 332) and Hong Kong (n = 305) completed a survey questionnaire assessing motives for writing using the Writing Motivation Questionnaire and writing self-efficacy based on a revised Writing Self-efficacy Scale. Using multigroup confirmatory factor analyses, measurement invariance was established by examining configural, metric, scalar and residual invariance. Latent means comparison located significant differences between the Chinese groups in relation to writing self-efficacy and writing motives derived from a focus on curiosity, competition and grades. Multigroup structural equation analyses verified a hypothesized direct-mediational model depicting the relationship between writing motives and writing self-efficacy.

Despite the implementation of cystic fibrosis (CF) newborn screening programs across the United States, the identification of CFTR gene variants in nonwhite populations compared with whites remains suboptimal. Our objective was to establish the spectrum of CFTR variants and their frequencies in CF patients in the United States with African, Native American, Asian, East Indian, or Middle Eastern backgrounds. By using direct DNA sequencing, we identified two CFTR variants in 89 of 140 affected nonwhite individuals with uncharacterized genotypes. Seven variants were novel. Multiplex ligation-dependent probe amplification detected 14 rearrangements in the remaining 51 patients, 6 of which were novel. Deletions and duplications accounted for 17% of unidentified alleles. A cross-sectional analysis of genotyping data from the CF Foundation Patient Registry was performed, comparing 3496 nonwhite patients with 22,206 white CF patients. Patients of Hispanic, black, or Asian ancestry were less likely to have two identified CFTR variants (P

High-quality writing instruction is vital to supporting developing writers as they learn to plan, compose, and revise text. It is equally important that such instruction enhances students’ self-efficacy for writing as well as their motivation to write. The main aim of the present study was to investigate the incremental effect of peer-assisted writing in an explicit writing instruction program on Flemish upper-elementary students’ writing performance, self-efficacy for writing, and writing motivation. A randomized control design, using multilevel analyses, was conducted to determine the differential effectiveness of two experimental writing treatments (EI+PA and EI+IND) compared to a business as usual control condition (BAU). Both experimental writing treatments involved explicit instruction in writing, with students in one condition writing with a peer (EI+PA) and students in the other condition writing individually (EI+IND). Participating classes (N = 431 students, N = 20 teachers) were randomly assigned to the three conditions and students were assessed before and after instruction. EI+PA students outperformed both EI+IND and BAU students on the writing measure in the instructed genre but not in the uninstructed genre. Additionally, although EI+PA students were more confident as to their capability (self-efficacy) to generate ideas when compared to their EI+IND counterparts, EI+PA students’ writing motivation, characterized by internal or external motives, was significantly lower than EI+IND students. The findings of the present study corroborate and extend the limited number of prior studies illustrating the surplus value of peer-assisted writing in explicit writing instruction programs.

Tuberculosis is still one of the most important causes of death worldwide. The 2010 Lancet tuberculosis series provided a comprehensive overview of global control efforts and challenges. In this update we review recent progress. With improved control efforts, the world and most regions are on track to achieve the Millennium Development Goal of decreasing tuberculosis incidence by 2015, and the Stop TB Partnership target of halving 1990 mortality rates by 2015; the exception is Africa. Despite these advances, full scale-up of tuberculosis and HIV collaborative activities remains challenging and emerging drug-resistant tuberculosis is a major threat. Recognition of the effect that non-communicable diseases--such as smoking-related lung disease, diet-related diabetes mellitus, and alcohol and drug misuse--have on individual vulnerability, as well as the contribution of poor living conditions to community vulnerability, shows the need for multidisciplinary approaches. Several new diagnostic tests are being introduced in endemic countries and for the first time in 40 years a coordinated portfolio of promising new tuberculosis drugs exists. However, none of these advances offer easy solutions. Achievement of international tuberculosis control targets and maintenance of these gains needs optimum national health policies and services, with ongoing investment into new approaches and strategies. Despite growing funding in recent years, a serious shortfall persists. International and national financial uncertainty places gains at serious risk. Perseverance and renewed commitment are needed to achieve global control of tuberculosis, and ultimately, its elimination.

This study tested three models of the structural relationship between the writing achievement of primary grade students and their attitude towards writing (defined here as an affective disposition involving how the act of writing makes the author feel, ranging from happy to unhappy). The three models tested were: (a) writing attitude influences writing achievement in a unidirectional manner, (b) writing achievement influences writing attitude in a unidirectional manner, and (c) the effects of writing attitude and achievement are bidirectional and reciprocal. The model that best fit the data was based on the assumption that writing attitude influences writing achievement. In addition, the direct path between attitude and achievement in this model was statistically significant. Although third grade students were better writers than first grade students, there was no statistical difference in younger and older students’ attitude towards writing. In addition, girls were more positive about writing than boys, but there was no statistical difference in their writing achievement related to gender. This research extends models based on the cognitive and language processes of writing to include the role of attitude, which is an affective component of motivation.

Objective The purpose of this evaluation was to examine prenatal care providers' knowledge of, attitudes towards, and barriers for providing information about newborn screening and tandem mass spectrometry (MS/MS) screening. Study design We mailed a 12-question survey to 6197 prenatal care providers in California asking about their experiences with newborn and prenatal screening services. Results Although 4/5 of respondents believe newborn screening is very important for their patients, only 1/3 discuss it with all their patients. Over half believe either pediatricians (38%) or hospital staff (36%) will discuss newborn screening. Only 61% of providers give their patients the newborn screening educational booklet, even though California law requires that the booklet be provided to all pregnant women. Conclusion Pregnant women and state professionals rely on prenatal care providers to educate pregnant women about newborn screening; however, many providers do not appear to view it as part of their responsibility. Therefore, the state needs to improve communication with both providers and the public about newborn screening.

Writing is a complex task. Its development depends in large part on changes that occur in children’s strategic behavior, knowledge, and motivation. In the present study, the effectiveness of an instructional model, Self-Regulated Strategy Development (SRSD), designed to foster development in each of these areas, was examined. Adding a peer support component to SRSD instruction to facilitate maintenance and generalization was also examined. Struggling, third grade writers, the majority of whom were minority students attending schools that served primarily low-income families, received SRSD instruction focused primarily on learning writing strategies and knowledge for planning and composing stories and persuasive essays. These students wrote longer, more complete, and qualitatively better papers for both of these genres than peers in the comparison condition (Writers’ Workshop). These effects were maintained over time for story writing and generalized to a third uninstructed genre, informative writing. SRSD instruction boosted students’ knowledge about writing as well. The peer support component augmented SRSD instruction by increasing students’ knowledge of planning and enhancing generalization to informative and narrative writing. In contrast, self-efficacy for writing was not influenced by either SRSD condition (with or without peer support).

Teachers' practices are directly tied to their beliefs or theories about instruction. The purpose of the present study was to develop an instrument to measure primary grade teachers' theoretical orientations about writing instruction, provide construct validation for this instrument, and describe teachers' beliefs about writing instruction in the early grades. Factor analysis of responses from a nationwide sample of primary grade teachers yielded three distinct dimensions, measuring beliefs about the role of explicit instruction, correctness in students' writing, and natural learning methods. The validity of the instrument was supported by findings showing that teachers' orientations were related to classroom writing practices in a predictable and reliable manner. Finally, most of the participating teachers emphasized both explicit instruction as well as incidental and informal methods of learning (i.e., the natural learning) in their theory of writing instruction for young children, while downplaying the importance of correctness in writing.

Zimmerman and Risemberg (1997) present a social cognitive model of self-regulated writing. We offer four caveats concerning Zimmerman's and Risemberg's model. First, self-regulation is a field containing multiple theoretical perspectives, and descriptions considerably different from the one offered by Zimmerman and Risemberg can be constructed. Second, self-regulation may play a more modest role in writing than commonly assumed. Third, a high level of self-regulation is a necessary but not sufficient condition to become an expert writer, but the development of a moderate to high degree of self-regulation may be enough to become a competent writer. Fourth, the effects of self-regulation are not always positive. Areas in need of future research are also examined and methods for promoting self-regulatory behaviors in writing are identified.

The influences of construct, writer, assignment, and rater variables on the evaluation of handwriting products are examined. The instructional applicability of handwriting scales also is investigated. Relevant information on validity, reliability, and instructional utility is presented and discussed. Handwriting scales generally do not provide an adequate means of determining competence, individualizing instruction, or monitoring progress. Recommendations for improving the reliability and validity of handwriting assessment are outlined.