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PURPOSE Lower urinary tract symptoms are very common in older men. We conducted a systematic review and meta-analysis to evaluate the effects of self-management interventions on these symptoms. METHODS We included randomized controlled trials comparing the effect of self-management interventions (alone or combined with drug therapy) with usual care or drug therapy alone in men with lower urinary tract symptoms. Two independent reviewers screened retrieved articles, extracted data, and assessed the risk of bias of included studies. The primary outcome was lower urinary tract symptom severity. Where data were available, we calculated mean differences (MDs) between the interventions. RESULTS Analyses were based on 8 studies among 1,006 adult men. Seven of these studies were judged to be at high risk in 2 of the 7 domains of bias. The nature of the self-management interventions varied across studies. There was a clinically important reduction in the 35-point International Prostate Symptom Score at 6 months favoring self-management interventions compared with usual care (MD = -7.4; 95% CI, -8.8 to -6.1; 2 studies). The reduction in score with self-management was similar to that achieved with drug therapy at 6 to 12 weeks (MD = 0.0; 95% CI, -2.0 to 2.0; 3 studies). Self-management had a smaller, additional benefit at 6 weeks when added to drug therapy (MD = -2.3; 95% CI, -4.1 to -0.5; 1 study). CONCLUSIONS We found moderate-quality evidence (suggesting reasonable certainty in estimates) for the effectiveness of self-management for treating lower urinary tract symptoms in men. We therefore recommend the use of self-management interventions for this patient population. Key words: self-management; lower urinary tract symptoms; urinary incontinence; nocturia; overactive bladder; benign prostatic hyperplasia; non-pharmacological intervention, INTRODUCTION Lower urinary tract symptoms are a common problem among older men, (1) affecting 70% to 90% of those aged 80 years and older. (2,3) These symptoms can be divided [...]

The challenges teachers face everyday in effectively teaching ALL students along a pre-determined path, usually with pre-determined curricula, towards a goal of adequate yearly progress is overwhelming to say the least. Classrooms are comprised of more and more diverse students in terms of ability, background and experiences, learning preferences, and instructional needs. In order to effectively facilitate learning experiences for their diverse classrooms, teachers must differentiate their daily instruction. This article offers four broad categories of strategies to consider when designing and differentiating instruction to better facilitate learning for all students: (a) instructional organization, (b) instructional delivery and methods, (c) student progress monitoring, and (d) organizational supports. Additionally, implications for practicing teachers and preservice teachers are highlighted.

The importance of learning mathematical vocabulary is vital for the development of proficiency in mathematics. In an effort to improve students' mathematical performance, educators must use research-validated instructional methods to teach important mathematical vocabulary. Mnemonic instruction is a set of evidenced-based strategies used to improve achievement and attitudes toward learning by helping students connect new information to prior knowledge. One especially effective mnemonic instructional approach is the keyword strategy. Using a keyword strategy, students connect familiar words with new vocabulary words and an illustration to help learn the new vocabulary word meanings. The purpose of this article is to describe the instructional procedures required to implement the keyword strategy to improve learning of essential mathematical vocabulary.

There is a strong relationship between experiencing violence and participating in behaviors that increase the risk of contracting sexually transmitted infections. Sexual health education (SHE) tailored to the unique needs of female survivors of violence is needed. This paper presents findings from 40 surveys and 33 accompanying interviews with stakeholders representing 31 agencies in the violence advocacy community in Arkansas to investigate the feasibility, acceptability, and perceived need of a SHE program for female survivors of violence. Data also explore the role and preferences of community agencies in the design and implementation of such a program. Interviews with stakeholders revealed three themes: intervention concerns, content, and structure.

Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, & Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted.

Inhaled epinephrine does not appear to benefit babies with a lung disease called bronchiolitis, according to a study of 194 babies. Bronchiolitis is a lung infection that in young babies is often caused by the respiratory syncytial virus. The infection causes swelling in the lungs, which is why some doctors believe epinephrine might be helpful.