Stomach Ulcers and Corkscrew Bug

November is Stomach/Gastric Cancer Awareness month. The stomach is responsible for receiving and digesting bolus (chewed foods)–essentially preparing the foods for nutrient absorption in the small intestines. Cancer arises when cells in the stomach lining accumulate a buildup of mutations, leading to loss of cell cycle regulations. Risk factors of gastric cancer include age 55 years and older, male, smoking, genetics, and diet choices. It is also highly correlated with previous bacterial infection from Helicobacter pylori, which will be discussed in this article.

What is H. pylori?

H. pylori is a spiral rod shaped bacterium that thrive in microaerophillic conditions (requiring low oxygen concentration, much like your stomach environment). It is also equipped with tail-like “flagella” used for navigation in the stomach. It is thought that the bugs propel themselves quickly away from the acidic conditions of the stomach contents towards the stomach mucosal lining, which is less acidic. Once H. pylori establish themselves in the mucosal lining, they cause inflammation and damage, and eventually acid will breach to deeper stomach lining layers, causing ulcers and gastric pains.  

H. pylori-associated peptic ulcers

Traditionally, stomach ulcers and inflammation were associated with stress, spicy foods, and smoking. However, physician pathologist team Dr. Barry Marshall and Dr. Robin Warren frequently observed helical shaped bacteria in the stomach slides of patients suffering from gastric ulcers, and were convinced that the bacteria played a part in causing the stomach ulcers. In the summer of 1984, Dr. Marshall became a guinea pig doctor and infected himself by ingesting broth filled with the bacteria. Subsequently, he cured himself with antibiotics–thus establishing the link between stomach ulcers and H. pylori. Their discovery led them to the ultimate accolade: the 2005 Nobel Prize in Medicine.

H. pylori, or the Corkscrew Bug, is found in the environment, but is closely associated with where hygiene is poor. Therefore, a person may be infected via contaminated water, food, and more. Direct transmission from an infected person to another is also very likely. In developing countries, infection mostly occurs during childhood and affects more than 80% of the population. In industrialized areas, the percentage is below 40%.

People colonized with H. pylori have a 10-20% chance of developing stomach ulcers, and a 1-2% risk of developing gastric cancer. The factors involved include bacterial-host interaction and environmental factors.

Symptoms

Sufferers from stomach ulcers likely have dull aching stomach pains, especially in between meals when the stomach is empty and acid can directly irritate the ulcers. Symptoms may be alleviated by eating, especially non-acidic foods. Other signs include bloating or nausea. If ulcer bleeding occurs, one may vomit blood or coffee-ground like substance or have bloody stools, sharp pains in the stomach, fatigue, and more.

Overtime if left untreated, H. pylori infection may lead to gastric cancer. Symptoms include general gastric distress (heartburn, stomach pains, bloating, small appetite, vomiting).    

Treatments

Because of the widespread nature of H. pylori and that it does not always cause disease, doctors will only screen for and treat H. pylori colonization if symptoms are present. Treatment usually include multiple antibiotic classes combined with stomach acid reducers or bismuth subsalicylate. It is important to adhere to the full course of treatment as failure to do so will harbor antibiotic resistance in H. pylori, making future treatments more difficult. Avoid NSAIDs pain killers, spicy foods, smoking, and alcohol, as these will usually worsen your symptoms.  

Prevention is also effective in reducing H. pylori transmission, such as being mindful about handwashing and avoiding contaminated sources.

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2016 math gaming competition kicks off

EdGaming math competitions can be a driver for engaging students

Educational games developer DimensionU has launched the 2016 Spring Tournament Season for its DimensionU Math Video Game Competitions in partnership with a variety of local education agencies and STEM Outreach organizations.

Math-based video game competitions provide a compelling environment to support student learning across a broad range of skill levels, offering the opportunity, regardless of academic background, for students to participate and achieve academic success.

The spring tournament season kicked off this month in Dallas Independent School District at its annual STEM Day event on February 6, 2016.

The tournament season slate continues with math competitions in the following locations:
Honolulu, Hawaii – Fort Lauderdale, Florida – Charleston, South Carolina – Champaign, Illinois – Rome, New York – Huntsville, Alabama – Picatinny, New Jersey – Tampa, Florida – Garland, Texas – Washington, D.C. – Austin, Texas – Fort Worth, Texas – New York, New York.

The competitions are typically conducted as live physical events involving elementary, middle, and high school students under a team-based and/or individual-based structure with curriculum differentiated according to a student’s current grade or performance level. This unique feature of the DimensionU Gaming platform, combined with its action-oriented game format, enables and fosters participation among a more inclusive base of students.

“Aside from educational excitement, what is most significant about our competitions is that they can be a key to unlocking the academic potential in students who may otherwise not be engaged in the classroom,” said Steven Hoy, CEO of DimensionU. “ We are creating positive change for many students and lighting a path towards the opportunity for higher education by establishing educational success through non-traditional means,” added Hoy.

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Edthena integrates videos from Gates Foundation METX project

Educators now have access to more than 2,000 videos and recorded lessons

Teachers using Edthena, an online video coaching platform for classroom observation, now have access to the complete library of Measuring Effective Teaching Extension (METX) videos.

The METX library, funded by the Bill & Melinda Gates Foundation, is one of the largest video collections of classroom practice with more than 2,100 recorded lessons.

“Learning is collaborative, and learning to improve teaching is no exception,” said Steve Cantrell, the chief research officer at the Gates Foundation and co-director of the Measures of Effective Teaching Project. “But it’s hard to bring a group of adults into a classroom at the same time to observe and learn from real classroom practice. Edthena solves this problem for teachers and their coaches.”

Accessing the METX videos inside the Edthena platform makes it possible to interact with and analyze the teaching videos using the Edthena commenting tools. While watching a video, it will be possible to add comments at specific moments in time. Comments can also be linked to any teaching framework in use by the organization.

Launched in 2011, the Edthena platform helps schools and districts implement video coaching within a professional development process. Teachers upload videos of classroom instruction and share with colleagues who provide time-stamped comments. Now teachers can pick videos from the METX library for analysis, too.

Teachers and coaches will have many options for how to utilize the METX videos as part of their learning. Some examples include:
● Sharing METX videos to a group for collaborative conversation within a professional learning community
● Independently analyzing METX videos as a check for understanding about implementing a specific skill

“I think what’s exciting is that this isn’t just a library of videos to watch passively. By integrating the METX videos into Edthena, we’ve transformed this library into one that can be used actively as part of collaborative discussions about teaching,” said Adam Geller, founder and CEO of Edthena. “Many districts and universities want example videos that can be used alongside teacher-created videos, but securing the content often proves too challenging.”

Cantrell agrees. “It takes a lot of time and energy to develop a shared understanding of good teaching. Edthena’s use of commenting at specific moments in the video makes this much easier,” he said. “Edthena will help coaches and instructional leaders do their work better.”

The MET project was launched in 2009 as a research partnership of academics, teachers and education organizations committed to investigating better ways to identify and develop effective teaching practices.
During the 2011-12 and 2012-13 school years, more than 350 teacher volunteers from six school districts video-recorded their lessons in order to help researchers and educators identify and develop examples of great teaching.

The METX library offers a special benefit for coaches and teachers because it includes three videos of every lesson: a front view of the board, a wide-angle view of the room, and a split-screen view. As a result, teachers have the option of focusing on what the instructor did, the overall interaction between instructor and students, or both.

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Science achievement gaps begin as early as kindergarten

Research indicates math, reading achievement in early grades also influences later science achievement

Science achievement gaps present between racial, ethnic and socio-economic groups in the eighth grade already exist when those children are in kindergarten, according to new research published in Educational Researcher, a peer-reviewed journal of the American Educational Research Association.

A research team analyzed data from the National Center for Education Statistics on over 7,750 children from kindergarten entry to the end of eighth grade and found that kindergarten children’s basic world knowledge was the strongest predictor of their general first grade knowledge, which in turn was the strongest predictor of their third grade science achievement. Their science achievement gaps remained fairly stable from third grade through eighth grade.

Math and reading achievement also were associated with science achievement in those grades, which suggests that improving math and reading skills in lower-performing students might help improve their science achievement gaps. The report cites prior research noting that children’s kindergarten math and reading achievement is strongly predictive of their achievement in elementary school, and the achievement gaps begin very early.

“If you enter kindergarten with very little knowledge about the natural and social world, you are likely to be struggling in science by third grade, and you are then likely to still be struggling in science by eighth grade,” said Paul L. Morgan, an associate professor of education policy studies at Pennsylvania State University. Along with Morgan, George Farkas (University of California, Irvine), Marianne M. Hillemeier (Pennsylvania State University), and Steve Maczuga (Pennsylvania State University) conducted the research.

Of those children in the study who had low levels of general knowledge, 62 percent struggled with science in third grade and 54 percent struggled with science in eighth grade.

General knowledge gaps between racial/ethnic minority and white children were already large at kindergarten entry. For example, 58 percent, 41 percent, and 52 percent of black, Hispanic, and American Indian children had general knowledge scores in the bottom 25 percent at kindergarten entry. The contrasting percentage for white children was only 15 percent. About 65 percent of low-income children entered kindergarten with low levels of general knowledge. Only 10 percent of high-income children did so.

“We were dismayed by how early the gaps emerged,” said Morgan. “However, the gaps were also largely explained by modifiable factors, including those that can be addressed by policymakers. Our findings argue for the importance of intervening early, particularly for children who may be at risk because of fewer opportunities to informally learn about science prior to beginning elementary school.”

The researchers noted that children from traditionally marginalized groups have lower access to high-quality childcare and preschools, a circumstance that limits their learning opportunities prior to entering kindergarten. Income inequality and racial segregation in schools then perpetuate the disparities in learning opportunities and contribute to science achievement gaps throughout the elementary and middle grades.

“Science achievement gaps are themselves mostly explained by underlying inequities that we, as a society, too often tolerate or simply decide not to fully address,” Morgan said.

The findings suggest that, for the United States to retain its long-term scientific and economic competitiveness, policymakers should redouble efforts to ensure access to high-quality early learning experiences in childcare settings, preschools, and elementary schools, particularly for children who are at risk.

According to a 2010 National Academies report, low levels of science achievement in the United States are no longer a “gathering storm” but now are “rapidly approaching a Category 5” in their potential to derail the nation’s long-term global competitiveness. Waiting to address science achievement gaps by middle or high school may be waiting too long.

At the family level, Morgan said that regularly talking and interacting with very young children, pointing out and conversing about physical, natural, and social events that are occurring around them, and supportively extending their general knowledge about the world may be ways that parents can help their children learn the facts and concepts that will prepare them to take full advantage of the science instruction they receive during elementary and middle school.

Funding for this study was provided by the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education.

Material from a press release was used in this report.

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Kurzweil Education updates K3000+firefly for web customers

Reimagined interface delivers users a simplified learning experience

Kurzweil Education, a division of Cambium Learning Group, Inc., announced the availability of a new update for k3000+firefly subscribers: a next-generation interface with an easier approach for learning.

Over the past several versions, Kurzweil has added robust features to deliver the most comprehensive solution for helping students read, understand, and demonstrate knowledge. The reimagined interface retains these features, with new tabs and icons simplifying the pathways—permitting students and educators to become proficient faster.

K3000+firefly enhancements include:
• Simplified navigation
• Easy-to-use Read, Write, and Scan tabs for getting started
• New, easy-to-find icons for young students or learners with visual impairments
• A Recent Documents section where users can pick up right where they left off
• Quickly adjustable Audio Options in user-friendly dropdowns

“The new user interface offers a simpler experience and reduces the learning curve,” said John Jorgenson, senior vice president of marketing for Kurzweil Education. “With a streamlined and intuitive navigation, new users can ramp up and learn to use the program themselves—and faster than ever before.”

K3000+firefly web-based and computer-installed technology can read digital text aloud to students; assist them in gaining meaning from the content with dictionary definitions, translations, and study guides; and ultimately allow them to express what they’ve learned by completing worksheets, tests, and written assignments. The product is widely used in K–12 schools and higher education to support students with learning disabilities as well as English language learners. It provides educators with the ability to differentiate instruction, share files with students or colleagues, and monitor usage with reporting features that empower educators and students to reach their academic goals faster.

Current subscription customers of k3000+firefly receive all new features at no cost as part of their ongoing subscription. Districts, schools, individual users, and those in the workplace who are using older versions of k3000+firefly can learn more about upgrading at the Kurzweil Education website:

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Panasonic expands SOLID SHINE projector series

 New 5,000-Lumen, 1-Chip DLP Phosphor projector is built for marathon endurance

Panasonic, a provider of professional projector solutions, has introduced a new PT-RZ570U 1-Chip DLP Laser Phosphor projector. This compact model is the latest in the SOLID SHINE lineup and is positioned towards the middle of Panasonic’s range for education, achieving an ideal price-to-performance ratio with a balance of high 5,000 lm brightness, brilliant picture quality, up to 20,000-hour1 maintenance-free operation, and practical features for use in mid-size classrooms with about 50-student capacity.

Utilizing the latest DLP™ module for detailed WUXGA resolution and new-generation solid-state laser diodes, PT-RZ570U’s outstanding performance stems from a four-segment Quartet Color Harmonizer color wheel that improves efficiency from the laser light source, boosting the perceived brightness and improving color accuracy.

“Laser technology holds tremendous promise for projection technology, improving efficiency, performance and delivering costs savings through maintenance-free operation. As the technology evolves, we’re able to expand access to an increasing number of products and at the same time expand into new markets previously in-accessible due to limitations in lamp technology,” said John Baisley, Sr. Vice President, Visual & Imaging Business Operations, Panasonic System Communications Company of North America. “In particular, we hear from our education customers that they are looking forward to laser technology with low maintenance operation – to reduce stress on their increasingly overburdened technology support staff. The PT-RZ570U projector delivers that exactly.”

SOLID SHINE Laser performance is enhanced with Daylight View Basic (which uses a sensor to optimize brightness to suit ambient conditions) and Detail Clarity Processor 3, a unique circuit technology that analyzes images to improve detail resolution. Dynamic Contrast, meanwhile, achieves 20,000:1 contrast by precisely modulating light output frame-by-frame according to image requirements for deeper blacks and improved definition. A new Rich Color Enhancer function offers Dynamic Mode to increase image brightness, or Standard Mode and Graphic Mode, which adjusts color-wheel timing to produce deeper, richer colors.

The combination of these technologies results in picture quality that makes text and graphics clear and comfortable for students to view.

Recognizing that many institutions run on tight budgets, Panasonic has made reliability and low cost of ownership a primary focus. The PT-RZ570U requires no maintenance for up to 20,000 hours in Normal Mode with brightness and color sustained for longer. The filter-less projector has a sealed optical engine block that exceeds the industry’s strictest dustproofing requirements for a longer life.

Finally, a combination of technologies including an efficient heat-pipe cooling system and robust heat sink work to reduce fan speed, cutting operational noise to just 29 dB on Silent Mode.

The PT-RZ570U ships with a suite of powerful features for flexible installation and convenient operation, including: free 360-degree (vertical and horizontal) installation with auto image rotation for ceiling mounting, 2X zoom lens, extra-wide-range manual lens shift, curved screen and corner keystone correction, Geometric Control, Wave Form Monitor and a HDBaseT™-compliant DIGITAL LINK single-cable connection. DIGITAL LINK allows video and control signal transmission for up to 492 ft*2 in Long Reach Mode when used together with Panasonic’s optional ET-YFB200G DIGITAL LINK network switcher.

Edge blending and color matching functions are built in for multi-screen installations, and other inclusions such as instant ON/OFF capability, Fade In/Fade Out, Picture-in-Picture modes, and Eco Management give presenters the ability to work more effectively.

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How every school can promote safety in a digital world

Keeping students safe in the digital era — with its myriad dangers — means a proactive IT strategy

Technology has become a mainstay within the walls of today’s schools. One-to-one computing is enhancing and enriching the student experience, transforming the way we teach and the way we learn.

K-12 schools were expected to spend approximately $4.7 billion on technology this past year,according to IDC, with no sign of a plateau. But as rapid technology adoption continues unabated, the safety of the students who are meant to benefit from these advances is frequently overlooked.

The evolution of learning with computers

When desktop computers first appeared in schools, the curriculum focused on typing, word processing, and basic coding skills. Then search engines arrived, completely revolutionizing the way students accessed and consumed information over the web.

The next leap occurred with a transformational social networking experiment known as Facebook, instantly connecting people around the world and giving new meaning to the term “global village”.  Today educational organizations rely on computers and tablets to provide a more flexible approach to classroom learning, forming the dynamics of how educators and students interact.

In the past 25 years, technology has steadily progressed from a productivity tool to a staple of modern communication, interaction, and lifestyle.

The benefits of one-to-one computing programs are well documented and recognized by the communities that sponsor them with public funding.

Digital solutions such as classroom management, collaboration, and online polls allow teachers to be more productive so they spend less time administrating and more time teaching and interacting with pupils.

Students have access to more resources and information, allowing them to expand their learning potential beyond their immediate physical environment.

However, along with the benefits of mobile devices come the associated challenges. These challenges range from mismanagement and carelessness to misconduct and theft of school devices — often putting students at risk. Ultimately, you must be able to prove good stewardship for the funding you receive. But most importantly, you must establish safeguards for the students that use these devices.

Social etiquette

A school computer or tablet provides the student with an access point to a vastly infinite amount of content over the internet, some appropriate and some not. This includes social networking tools that are easily accessible.

Students require guidance and coaching to ensure they exercise this power appropriately, including safe and appropriate conduct on these sites. You should develop simple guidelines to help establish boundaries for topics such as privacy, bullying, language, and what to post.

This type of dialogue can go a long way to shaping their understanding of how their digital activities will remain online in perpetuity.

Protecting students and your investment

Along with student safety, you are also responsible for managing and securing the devices themselves. For many school districts this means keeping track of hundreds of devices across multiple schools used by thousands of students who are constantly on the move. As a result, a simple inventory or device status report is often resource-intensive and rarely accurate.

Device loss and theft is also a concern, threatening student safety and creating a shortfall of devices for learning.

Ultimately, when a device is no longer available, whether due to damage, loss, or theft, the learning experience for the student is interrupted.

Student safety and IT efficiency

The reality is that most school districts are under immense pressure to create efficiencies, establish accountable oversight, and provide a secure learning and teaching environment. In order to achieve this balance, you must implement a combination of technology and best practices.

Since it is unlikely you will receive a substantial increase in funding and IT resources, keeping track of your devices will require remote capabilities that provide you with a reliable two-way connection so you can reach out and secure a device regardless of user or location.

This will allow you to quickly assess the status of a device and installed applications. You will also be able to easily perform compliance reporting for one-to-one and other funded initiatives. Resource-intensive exercises, such as physical inventory cycles can be replaced with accurate and timely reports, allowing you to divert IT resources to learning initiatives that are more meaningful to your community.

Also, with limited budget to replace lost or stolen devices, the ability to recover a device will ensure funding can be used for learning initiatives versus buying replacement devices.

But none of these measures will matter if your students and employees are at risk.

Security that is proactive and interactive

Many districts are taking proactive measures to extend the reach of their endpoint security programs to include initiatives that change user habits, deter theft, and protect students on and off school property. They’ve found that the best way to deal with these challenges is to train students by indoctrinating the proper behavior and practices so they can mitigate the risk scenarios of damaged, lost or stolen devices.

Coupling device security and recovery strategies with educational programs can be transformational.  They unite students, teachers and the community, ensuring safe and effective practices are properly adopted and in place. Increased awareness within the community removes the school and the students from being targets. Instead, everyone works together to maintain a safe and secure learning environment.

These programs should be community-friendly and include lost and found return services and aggressive anti-theft programs. Educational components should include user training to cover how to care for these devices, responsible use, and appropriate behavior during a security incident.

The most effective programs deliver on-site awareness including protected campus signage, posters with safety advice, and anti-theft stickers to deter theft, all of which help to promote a safer school environment.

The digital evolution within K-12 organizations represents an incredibly exciting time to be an educator, and IT is playing an important role in bringing this new learning experience to life.

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