Status of Women in Atlanta:A Survey of Economic Demographic, and Social Indicators for the 15-County Area

This report provides a detailed overview of economic, demographic and social aspects of women and girls in the metro Atlanta region. FRC Report 15

Quantitative coronary plaque analysis predicts high-risk plaque morphology on coronary computed tomography angiography: results from the ROMICAT II trial

Semi-automated software can provide quantitative assessment of atherosclerotic plaques on coronary CT angiography (CTA). The relationship between established qualitative high-risk plaque features and quantitative plaque measurements has not been studied. We analyzed the association between quantitative plaque measurements and qualitative high-risk plaque features on coronary CTA. We included 260 patients with plaque who underwent coronary CTA in the Rule Out Myocardial Infarction/Ischemia Using Computer Assisted Tomography (ROMICAT) II trial. Quantitative plaque assessment and qualitative plaque characterization were performed on a per coronary segment basis. Quantitative coronary plaque measurements included plaque volume, plaque burden, remodeling index, and diameter stenosis. In qualitative analysis, high-risk plaque was present if positive remodeling, low CT attenuation plaque, napkin-ring sign or spotty calcium were detected. Univariable and multivariable logistic regression analyses were performed to assess the association between quantitative and qualitative high-risk plaque assessment. Among 888 segments with coronary plaque, high-risk plaque was present in 391 (44.0%) segments by qualitative analysis. In quantitative analysis, segments with high-risk plaque had higher total plaque volume, low CT attenuation plaque volume, plaque burden and remodeling index. Quantitatively assessed low CT attenuation plaque volume (odds ratio 1.12 per 1 mm3, 95% CI 1.04-1.21), positive remodeling (odds ratio 1.25 per 0.1, 95% CI 1.10-1.41) and plaque burden (odds ratio 1.53 per 0.1, 95% CI 1.08-2.16) were associated with high-risk plaque. Quantitative coronary plaque characteristics (low CT attenuation plaque volume, positive remodeling and plaque burden) measured by semi-automated software correlated with qualitative assessment of high-risk plaque features

Systems Thinking in Injury Prevention: An Innovative Model for Informing State and Local Policies

[West J Emerg Med. 2011;12(3):273-274.

SCCT delivering high quality education globally: Reflections, thanks, and a call to arms

Amongst SCCT's diverse range of activities, two stand out to us as fundamental strategic pillars of our Society. One is the advocacy for cardiovascular CT services and their reimbursement. This underpins the Society's mission to ensure global access to our technology, driving improved health outcomes at scale. This has been the focus of previous President's Pages

Inklusive Sprachdidaktik

Die verschiedenen Dimensionen von Vielfalt und Heterogenität an Schulen stellen angehende (Deutsch-)Lehrkräfte vor vielfältige Herausforderungen. Sie haben die Aufgabe, Kinder und Jugendliche mit unterschiedlichen (z. B. sprachlichen und kulturellen) Hintergründen, Lernausgangslagen oder Interessen gleichermaßen zu fördern und zu fordern, so dass diese ihre individuellen Potenziale bestmöglich entfalten. Gleichzeitig bietet der Unterricht in inklusiven Schulklassen bislang ungenutzte Chancen für die positive Lern- und Persönlichkeitsentwicklung von Schüler:innen. Die vorliegende Literatursammlung gibt einen umfassenden und wissenschaftlich fundierten theoretischen Überblick zu den Themen Inklusion, Inklusive Didaktik und Inklusive Deutsch- bzw. Sprachdidaktik. Darüber hinaus stellt der Band praxisorientierte Werke mit konkreten Handlungsempfehlungen und -anleitungen für einen inklusiven Deutschunterricht vor

Das Potential der Überarbeitung von Schüler*innentexten für den inklusiven Deutschunterricht – theoretische Überlegungen und empirische Befunde

Die Umsetzung von Inklusion an Regelschulen stellt Lehrkräfte weiterhin vor große Herausforderungen. Ein inklusiver Deutschunterricht muss auch das Spannungsfeld zwischen Individualisierung und Gemeinsamkeit in den Blick nehmen. Vor allem der Prozess der Textüberarbeitung bietet hierfür ein großes Potential. Im Beitrag werden zunächst theoretische Überlegungen zum Themenfeld angestellt. Anschließend werden die Möglichkeiten der Textüberarbeitung für einen inklusiven Deutschunterricht beleuchtet. Im empirischen Teil werden anhand von drei Fallbeispielen Einblicke in die Abläufe der Textrevision von Schüler*innen der 6. Klasse gewonnen.   The implementation of inclusion in mainstream schools continues to pose teachers with major challenges. Inclusive German lessons must take into account the tension between “individuality” and “community”. The text revision process, in particular, offers great potential for this. This article begins with a presentation of theoretical considerations. Then, the article examines the possibilities of text revision for inclusive German lessons. In the empirical part, three case studies offer insights into the processes of text revision from 6th grade students

Using Systems Thinking in State Health Policymaking: An Educational Initiative

In response to limited examples of opportunities for state policymakers to learn about and productively discuss the difficult, adaptive challenges of our health system, the Georgia Health Policy Center developed an educational initiative that applies systems thinking to health policymaking. We created the Legislative Health Policy Certificate Program – an in-depth, multi-session series for law-makers and their staff – concentrating on building systems thinking competen-cies and health content knowledge by applying a range of systems thinking tools: behavior over time graphs, stock and flow maps, and a system dynamics-based learning lab (a simulatable model of childhood obesity). Legislators were taught to approach policy issues from the big picture, consider changing dynamics, and explore higher-leverage interventions to address Georgia’s most intractable health challenges. Our aim was to determine how we could improve the policymaking process by providing a systems thinking-focused educational program for legislators. Over 3 years, the training program resulted in policy-makers’ who are able to think more broadly about difficult health issues. The program has yielded valuable insights into the design and delivery of policy-maker education that could be applied to various disciplines outside the legislative process

Investigating the effects of linguistic distance on German and English reading and mathematics among fifth-graders in Germany

Abstract Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categories (L1/L2), but a linguistic distance can provide additional information for teaching practice. Little research has considered the impact of linguistic distances from students' L1s to the language of instruction and foreign languages, particularly in immigrant language contexts. This study investigates how linguistic distances affect German L1 speakers and multilingual learners' (Lx) (N = 3,307) attainment of German reading, English reading, and Mathematics in grade 5. We used mixed-effects models to examine the role of linguistic distance while rigorously controlling for individual learner characteristics focused on language and students' socioeconomic status, including sex, multilingual status, born abroad, cultural capital, own room, own computer, and household income. Results suggest that lexical linguistic distance is a significant factor in predicting German and English reading scores as well as Mathematics achievement. Pedagogical implications and considerations to bridge linguistic distances are discussed.Abstract Multilingual classrooms are becoming more common around the globe following increased migration and mobility. Multilingual learners have to overcome potential language barriers across the curriculum as the majority language remains the point of reference for learners across subjects. Analytically, multilingualism is often mapped in terms of categories (L1/L2), but a linguistic distance can provide additional information for teaching practice. Little research has considered the impact of linguistic distances from students' L1s to the language of instruction and foreign languages, particularly in immigrant language contexts. This study investigates how linguistic distances affect German L1 speakers and multilingual learners' (Lx) (N = 3,307) attainment of German reading, English reading, and Mathematics in grade 5. We used mixed-effects models to examine the role of linguistic distance while rigorously controlling for individual learner characteristics focused on language and students' socioeconomic status, including sex, multilingual status, born abroad, cultural capital, own room, own computer, and household income. Results suggest that lexical linguistic distance is a significant factor in predicting German and English reading scores as well as Mathematics achievement. Pedagogical implications and considerations to bridge linguistic distances are discussed