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World authorities and educators have taken attention to the issue of student dropout rates, which is a global concern. The rising dropout rates at all educational levels are mostly caused by financial difficulty. Consequently, Morong National High School confronts the same challenge. Because of this, the researchers look into the rates of dropouts from Morong National High School as well as the causes behind them in order to identify patterns and propose strategies to lower the dropout rate. A qualitative method was used in this study. The dropout rate was analyzed, four Grade Level Coordinators (GLCs), one LIS, and selected teachers participated in interview sessions regarding the reasons and their suggestions for all dropout students. The findings showed that Morong National High School (MNHS) has a varied dropout rate in each timeline (pre-pandemic, during pandemic and post-pandemic). The study found that pre-pandemic has the most drop out rate while the post-pandemic has the least student drop out rate. Based on the study, implementing particular guidelines into place may help decrease Morong National High School's dropout rate. Grade level advisers suggest offering financial aid to students and holding quarterly parent and student orientations. It is suggested that the school keep offering programs and solutions to deal with these issues, alongside encouraging teacher collaboration with parents to motivate students to attend courses. [ABSTRACT FROM AUTHOR]

Cigarette smoking causes serious complications and diseases in a person's life, such as Chronic Obstructive Pulmonary Disease (COPD) and some cancers, including lung cancer. On the other hand, studies have shown that smokers do not have a real understanding of the health hazards of smoking. This study was conducted to determine the perceived risk of lung cancer and COPD in current smokers. This cross-sectional study which was conducted between January-May 2023, recruited 380 current smokers by convenience sampling in community setting. The data were collected face to face using three questionnaires (1) the risk perception for lung cancer and COPD questionnaire, (2) the smoking stage of change questionnaire, and (3) the Fagerström test for nicotine dependence. We examined the relationship between the included variables and the smokers' perceived risk of lung cancer and COPD by using multiple linear regression. We found that lower education (coefficient = 3.60, 95%CI [1.00, 6.19], P < 0.0001) for elementary level and (coefficient = 2.81, 95% CI [0.36, 5.26], P < 0.05) for secondary level had greater lung cancer perceived risk. Besides, smoking age onset for 20 + years (coefficient=-1.36, 95%CI [-2.42, -3.17], P < 0.0001) lower than those who started before the age of 20 were associated with lower perceived risk for lung cancer. Regarding COPD, results indicated that lower education (coefficient = 4.54, 95% CI [1.87, 7.21], p < 0001) for elementary level (coefficient = 3.35, 95% CI [0.83, 5.87], p < 0.001) for secondary level and (coefficient = 3.03, 95% CI[-0.67, 4.25], P < 0.05) for high school dropout, and employment status (coefficient = 3.62, 95% CI[0.66, 6.59], p < 0.05) of employer and (coefficient = 3.23, 95% CI [0.14, 6.33], p < 0.05) for homemaker reported greater perceived risk. This study's results showed that participants' perceived risk was relatively low. It seems necessary to carry out interventions to inform about the harms of smoking and to enhance public awareness about the heightened risks of diseases such as lung cancer and COPD among cigarette smokers. [ABSTRACT FROM AUTHOR]

ABSTRACT BACKGROUND METHODS RESULTS CONCLUSIONS Adverse childhood experiences (ACEs) are associated with behavioral health challenges and high school dropout, and behavioral health is associated with high school dropout. Less is known about the role of behavioral health challenges in the relationship between ACEs and high school dropout.Using data from the Panel Study of Income Dynamics (2013) and its 2014 Childhood Retrospective Circumstances Study supplement, the current study conducts mediational path analysis to examine the direct and indirect effects of cumulative ACEs on high school dropout via adolescent depression, anxiety, and substance use.Experiencing more ACEs was associated with depression, anxiety, and substance use. Only depression and substance use were associated with high school dropout. There was a significant direct effect between increased ACEs and high school dropout and significant indirect effects via depression and substance use, but not anxiety.Adolescent behavioral health interventions to address the long‐term effects of ACEs may also support academic achievement. School‐based interventions, particularly those aligned with trauma‐sensitive school frameworks and engaging various school personnel, including school nurses, should be considered. Community‐ and policy‐level interventions aimed at primary prevention of ACEs are also needed. [ABSTRACT FROM AUTHOR]

Dropout is a global crisis and an affliction in the United States. This study analyzes graduation rates based on prior academic achievement, attendance, and behavior at an urban American high school in Virginia over 4 years to identify who is (not) graduating and why. Using a correlational, nonexperimental design, four cohorts of graduates were compared. As found, Latinx male English language learners were overrepresented and had dropped out following exclusionary discipline or failure on standardized tests. Examining predictive indicators can clarify why some students do not complete on time or quit. Implications for practice, policy, research, and preparation are considered. [ABSTRACT FROM AUTHOR]

Adverse childhood experiences (ACEs) increase youths' risk for leaving high school before graduating. However, to our knowledge, no one has examined how youth themselves conceptualize the role of ACEs in their journeys away from school. In this exploratory qualitative study, we used narrative analysis to examine (1) whether youth (n = 27) described ACEs leading them away from school, (2) how early these trajectories began, from youth's own perspectives, and (3) if this varied by elements of identity and social position. Focus groups were conducted with youth ages 18-25 from 13 communities across the U.S. We found that youth described their journeys away from school as starting with early ACEs. We also found that youths' narratives reflected intersectional gender differences in the pathways away from school that youth described. Girls articulated how ACEs influenced subsequent non-academic priorities; they eventually left or were kicked out due to a lack of credits. Boys expressed that early ACEs were followed by risk behaviors, punishment, and dropout. Implications for healing-centered engagement across settings and targeted dropout prevention are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite its proven success in various fields such as engineering, business, and healthcare, human–machine collaboration in education remains relatively unexplored. This study aims to highlight the advantages of human–machine collaboration for improving the efficiency and accuracy of decision-making processes in educational settings. High school dropout prediction serves as a case study for examining human–machine collaboration's efficacy. Unlike previous research prioritizing high accuracy with immutable predictors, this study seeks to bridge gaps by identifying actionable factors for dropout prediction through a framework of human–machine collaboration. Utilizing a large dataset from the High School Longitudinal Study of 2009 (HSLS:09), two machine learning models were developed to predict 9th-grade students' high school dropout history. Results indicated that the Random Forest algorithm outperformed the deep learning algorithm. Model explainability revealed the significance of actionable variables such as students' GPA in the 9th grade, sense of school belonging, self-efficacy in mathematics and science, and immutable variables like socioeconomic status in predicting high school dropout history. The study concludes with discussions on the practical implications of human–machine partnerships for enhancing student success. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractConsidering the increase in primary and secondary school dropout rates worldwide, it is necessary to identify the underlying causes, particularly in places with high school refusal rates, such as Tanzania. Today, only a limited number of studies can explain, through valid and reliable measurements, why students in Tanzania refuse to attend school. The current study used confirmatory factor analysis techniques to investigate some psychometric properties of the child’s and parent’s versions of the School Refusal Assessment Scale–Revised (SRAS–R) in the Tanzanian population. Since previous studies found significant associations between the parent–child relationship and the risk of school refusal, we included the associations between the SRAS–R scales and measures of psychological control (parent ratings) and parent–child communication (child ratings) as external validity criteria. We collected data from five public primary schools, including 502 grades three to seven children with their parents (N = 465) in Ruvuma, Tanzania. Confirmatory factor analyses revealed that the four–factor model (avoidance of stimuli provoking negative affectivity, escape from aversive social situations, attention seeking, and tangible rewards) showed a good fit for both the parent and child versions of the SRAS–R. In line with expectations, we found a negative association between parent–child communication and school refusal and positive associations between the parent version of the SRAS–R subscales and the psychological control scale. The findings of this study support the use of this measurement in an African context and Tanzania specifically. The discussion stresses the appropriateness of Western cultural instruments in the African context. [ABSTRACT FROM AUTHOR]

Machine learning (ML) has become integral in educational decision-making through technologies such as learning analytics and educational data mining. However, the adoption of machine learning-driven tools without scrutiny risks perpetuating biases. Despite ongoing efforts to tackle fairness issues, their application to educational datasets remains limited. To address the mentioned gap in the literature, this research evaluates the effectiveness of four bias mitigation techniques in an educational dataset aiming at predicting students' dropout rate. The overarching research question is: "How effective are the techniques of reweighting, resampling, and Reject Option-based Classification (ROC) pivoting in mitigating the predictive bias associated with high school dropout rates in the HSLS:09 dataset?" The effectiveness of these techniques was assessed based on performance metrics including false positive rate (FPR), accuracy, and F1 score. The study focused on the biological sex of students as the protected attribute. The reweighting technique was found to be ineffective, showing results identical to the baseline condition. Both uniform and preferential resampling techniques significantly reduced predictive bias, especially in the FPR metric but at the cost of reduced accuracy and F1 scores. The ROC pivot technique marginally reduced predictive bias while maintaining the original performance of the classifier, emerging as the optimal method for the HSLS:09 dataset. This research extends the understanding of bias mitigation in educational contexts, demonstrating practical applications of various techniques and providing insights for educators and policymakers. By focusing on an educational dataset, it contributes novel insights beyond the commonly studied datasets, highlighting the importance of context-specific approaches in bias mitigation. [ABSTRACT FROM AUTHOR]

Background: Stunting is associated with adverse outcomes in adulthood. This article specifically aims to analyse the relationship between childhood stunting and education as well as cognitive outcomes for adults in Indonesia. Methods: Pooled data from wave one (1) and two (2) of the Indonesia Family Life Survey (IFLS) in 1993 and 1997 identified a sub-sample of 4,379 children aged 0–5 by their height-for-age (HAZ) to be compared for their differences in educational outcomes and cognitive abilities in 2014. HAZ was used to proxy relative height to determine stunting status based on 2006 WHO child's growth standards. Education and cognitive abilities outcomes include years of schooling, age of school entry, grade repetition, and scores for cognitive and math tests. The study employs estimation models of pooled regressions and instrumental variable (IV) to address problems of endogeneity and bias from omitted variables. Results: Stunting and relatively small stature had significant associations with cognitive development, and they worked as intermediaries to cognitive developmental barriers as manifested in reduced educational outcomes. A lack of one SD in HAZ was associated with 0.6 years shortened length of the school, 3% higher chances of dropouts from secondary school, and 0.10–0.23 SD lowered cognitive and numerical scores. Similarly, stunting is associated with decrease cognitive test scores by 0.56–0.8 SD compared to non-stunting, two years less schooling, and 0.4 years of delayed entry to school. As for cognitive abilities, stunting is associated with lower cognitive and numerical abilities by 0.38–0.82 z-scores. Conclusion: Growth retardation during childhood in Indonesia was associated with lower cognitive abilities, particularly during school age, and this correlation faded as individuals grew up. Subsequently, growth retardation is significantly linked to lower educational outcomes. Impaired growth has implications for reduced lifetime earnings potential mediated by diminished cognitive capacity and lower educational attainment. The finding suggests that development in Indonesia during recent decades has not provided an adequate environment to enable children to achieve their potential educational outcomes. [ABSTRACT FROM AUTHOR]

This paper exploits the sharp escalation of violence in Colombia in the 1980s associated with the emergence of drug cartels to provide novel evidence on the long-run effects of violence exposure throughout the life-course, on children's educational attainment and academic achievement using administrative data. I find that, a higher homicide rate in early-childhood is associated with a higher probability of school dropout and conditional on completing high school, lower scores on a national end-of-high school exam. Results are robust to several falsification tests, and analyses of potential sources of selection bias. I provide supportive evidence that changes in fetal, child, and adolescent health outcomes are important potential mechanisms. [ABSTRACT FROM AUTHOR]

This article aims to contribute to the analysis of the processes of school attachment and disengagement of young people in secondary schools in the context of the pandemic, highlighting the family socioeconomic level in which the young people in this study are embedded. School connection is the subject of extensive debates in our country, mainly since the expansion of the Right to Education where compulsory schooling extends to the secondary level. The pandemic has impacted education in multiple ways, making school engagement one of the main focuses of attention when looking at school trajectories. Preliminary findings from an ongoing investigation are presented below: "School dropout in secondary school: an investigation into the networks of events and experiences in the processes of school interruptions with secondary school youth"; which aims to contribute to knowledge about educational problems in secondary schools in the context of the pandemic. [ABSTRACT FROM AUTHOR]

In Bangladesh Social Safety Net (SSN) interventions are intended to achieve specific goals, e.g., reduction in poverty, decrease in early school dropout, and nutrition supplementation. This study investigates the effectiveness of SSN participation on less explored goals of child labor reduction and school retention in Bangladesh. Empirical evidence is provided to evaluate the success of existing programs to combat child labor and early school dropout. This study utilizes the Household Income and Expenditure Survey (HIES), 2016 of Bangladesh. We employ the Propensity Score Matching (PSM) framework to show the causal relationship between SSN participation and its impact on the use of child labor and school retention. Given the nature and availability of data, the matching method provides us an estimate of the impact of SSN based on a quasi-experimental setting. We estimate counterfactuals based on observed characteristics of the household that affect both SSN participation and our outcome variables. Our results suggest that households that receive SSN tend to employ less child labor domestic or paid compared to their counterparts. Our Propensity Score Matching (PSM) results show that SSN participation reduces child labor prevalence in Bangladesh by 2.4% to 2.9%. This is an indication that families essentially substitute SSN income with child labor earnings. Thus, SSN programs in Bangladesh are effective in reducing child labor though the magnitude is not overwhelming. On the contrary, our results show that children from SSN-participating families have a higher incidence of early school dropout. This may be due to inefficiency or poorly designed programs that effectively keep the children in school. We estimate early school dropout is higher by 3.6% to 6.6% for households that receive SSN compared to the control group. Our findings are important for policymakers to redesign the programs that retain children in school. We suggest targeted interventions that will help to keep these children in school, which is conducive to human capital accrual and increasing lifetime earnings. Additionally, our insights will assist policymakers in rethinking SSN coverage, efficient selection of beneficiaries, and initiation of the correct intervention. [ABSTRACT FROM AUTHOR]

The authors explore the educational response to fracking—a recent technological breakthrough in the oil and gas industry—by taking advantage of the timing of its diffusion and spatial variation in shale reserves. They show that fracking has significantly increased relative demand for less-educated male labor and increased high school dropout rates of male teens, both overall and relative to females. Estimates imply that, absent fracking, the teen male dropout rate would have been 1 percentage point lower over the period 2011–15 in the average labor market with shale reserves, implying an elasticity of school enrollment with respect to earnings below historical estimates. Fracking increased earnings and job opportunities more among young men than male teenagers, suggesting that educational decisions respond to improved earnings prospects, not just opportunity costs. Other explanations for the findings, such as changes in school quality, migration, or demographics, receive less empirical support. [ABSTRACT FROM AUTHOR]

Epilepsy is a common neurological condition affecting primary school learners, often leading to misconceptions, stigma, and limited social inclusion. These misconceptions transpire because of a lack of knowledge regarding the condition and may lead to high school dropouts. This systematic review aimed to evaluate the effectiveness of epilepsy education programs on epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. A thorough search of electronic databases was conducted to identify relevant studies published between January 2000 and September 2023. Studies that satisfied the eligibility criteria were chosen, and two reviewers conducted data extraction independently. A narrative synthesis approach was utilised to analyse the findings. The review included 10 studies that satisfied the inclusion requirements. The epilepsy education interventions varied in content, duration, and delivery method. Findings indicated that diverse delivery methods, such as classroom-based programs, hospital-based programs, and communitycentred interventions, effectively enhanced epilepsy-related knowledge and understanding, values and attitudes, and skills among primary school learners. This systematic review provides evidence that epilepsy education programs can effectively enhance epilepsy-related knowledge, understanding, values, attitudes, and skills among primary school learners. These findings support developing and implementing comprehensive guidelines for teaching epilepsy in primary schools, suggesting various delivery methods and integrating cultural values to promote optimal learning outcomes and social inclusion for learners with epilepsy. [ABSTRACT FROM AUTHOR]

Though evidence indicates the presence of coca increases violence, changes to the price of coca products can have both negative and positive effects on conflict. This study addresses this matter. Using novel data on local prices of coca products, production and supply chains, this study disentangles the returns to employment in the agricultural sector (cultivators) and employment in the criminal sector (guerillas and paramilitaries). I identify each agents' respective exposure to price changes and estimate the effect of such changes on violence. The results show the presence of the opportunity cost effect: an increase in income from coca results in a reduction in violence. This reduction comes with an increase in school attendance for rural households. An increase in the objective prize (OP) leads to more violence. Moreover, guerillas flock to the area that witnesses such an increase, resulting in higher levels of competition which coincides with the timing of the increase in violence. Additionally, increasing expected returns to joining an armed group can lead to higher school dropout rates among children. [ABSTRACT FROM AUTHOR]

Background: When a student leaves school or a college before completing their academic program, they are referred to as dropouts. A school dropout is anyone who does not receive their high school diploma. It is a serious issue that impacts students all over and can have negative outcomes in their lives. In general, those who struggle to engage behaviorally and/or academically drop out of school. Hence, we have chosen this study to find various reasons behind student dropouts in sub-urban areas of schools covered under Koliyanur block, Villupuram district. The objectives of this study were to determine the proportion and reasons for dropouts among school students in Koliyanur block, Villupuram district. Materials and Methods: It was a record-based retrospective study done among school students (1st-12th standard) who dropped out of school in July 2022. The secondary data on school dropouts (government and private) in the Koliyanur block of Villupuram district were obtained from the Chief Educational Officer of Villupuram. Out of 148 government and private schools, 36 schools had dropouts which were included in the study. Results: The prevalence of school dropouts among 36 schools was found to be 64 students. Migration, lack of interest, poverty, and lack of awareness remained the most common causes of dropouts in government schools, and fees not paid being the reason in private schools. Conclusion: Evidence generated from this study can aid education planners in the early identification of various reasons for school dropouts and take appropriate measures for their reduction. [ABSTRACT FROM AUTHOR]

Moffitt's snares hypothesis posits that snares—such as addiction to drugs and alcohol, time spent incarcerated, unemployment, teenage parenthood, high school dropout, and disabling injuries—can trap individuals into persistent patterns of offending during periods in the lifecourse when desistance is normative. We test this hypothesis using data from the National Longitudinal Survey of Youth 1997 to examine the associations and mechanisms between snare exposure and criminal offending during young adulthood. Results indicate that snare exposure was associated with increased offending and that this was in part due to snare exposure undermining a successful transition to adulthood, harming health, and producing social disadvantage. Moreover, the association between snare exposure and offending varied for different life-course offending trajectories. [ABSTRACT FROM AUTHOR]

Copyright of Cultura Educación y Sociedad is the property of Corporacion Universidad de la Costa, CUC and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In our educational pursuits, many of us have fond memories of teachers and professors who supported us, believed in us, and were very instrumental in our ultimate success. Some of us also have memories of certain other educators who were, to be charitable, not very kind at all. I have the indelible recollection of an entire high school that ran its day-to-day affairs like a prison, and the educators there (if you can call them "educators") were much more prison guards than actual teachers. I eventually dropped out of high school. I was burned out and demoralized in irrelevant classes to the point where I just didn't care anymore. This opinion piece is not only about my own academic redemption, but it also gives hope to other people who might have had negative educational experiences. To them, I say, you are not alone, you can recover, and your own success will be a perpetual stab in the eye (figuratively) to those who wanted to see you fail. [ABSTRACT FROM AUTHOR]

The upper secondary school dropout rate is a challenge in many western countries, and measures have been taken to prevent dropout. The dropout rate in Norway is stable but is the highest in the northernmost counties. The aim of this study is to explore the strategies employed by upper secondary school teachers and their collaborators to prevent dropout from upper secondary school among Sami youth in northern Norway. This study is based on three focus group interviews with teachers, advisers, nurses, and counsellors in the Sami areas of northern Norway. The thematic analysis identified two main strategies, namely tracking the student and giving the student time. Transparent environments, cultural competence, and interdisciplinary collaboration were identified as prerequisites for successfully implementing the two strategies to prevent dropout from upper secondary school. [ABSTRACT FROM AUTHOR]

Chile offers high school dropouts a chance to graduate through enrollment in Second Opportunity Centers, located in cities ranging in population from 5 million inhabitants to less than 100,000. Participants in 18 centers were classified into four distinct classes based on their family situation, handicaps, employment, experience with discrimination, and ambitions. Students were compared with respect to their satisfaction with Center activities. Students experiencing instability in their lives, more often in larger cities, were least satisfied. The most successful activity was workshops discussing psychological and social issues. Some activities failed to attract any of the four classes of students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Académica Internacional de Educación Física is the property of Asociacion Cientifica Internacional de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We document that the female advantage in childhood behavioural and academic outcomes is driven by gender gaps at the extremes of the outcome distribution. Using unconditional quantile regression, we show that family socioeconomic status particularly influences boys' relative to girls' outcomes at the lower tails of the outcome distribution, precisely where gender gaps are most pronounced. These relationships are not explained by school or neighbourhood factors, or parents' differential treatment of boys. The disproportionate effect of socioeconomic status on boys at the tails substantially contributes to the gender gap in high school dropout. [ABSTRACT FROM AUTHOR]

This study examines the impact of migration on local workers and high school dropouts of local students. A conventional approach without addressing the endogeneity issue may lead to biased results. Our endogeneity‐corrected estimates show a positive impact of migration on the monthly wages of local workers. A higher share of migrants increases the probability of local workers with employment contracts, social insurance, and holiday pay. Heterogeneity analysis shows that local workers, no matter their educational level, work experience, or occupation sectors, benefit from the inflow of migrants. Finally, migration inflow lowers the probability of high school dropouts among local students. Our findings resulting from rigorous statistical approaches suggest that internal migration produces positive impacts on the economic well‐being of local residents, refuting the argument about the adverse effects associated with internal migration. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)