scholarly journals High School Internship Program in Integrated Mathematical Oncology (HIP IMO): Five-Year Experience at Moffitt Cancer Center

2020 ◽  
Vol 82 (7) ◽  
Author(s):  
Heiko Enderling ◽  
Philipp M. Altrock ◽  
Noemi Andor ◽  
David Basanta ◽  
Joel S. Brown ◽  
...  
Keyword(s):  
High School ◽  
Cancer Center ◽  
Mathematical Oncology

scholarly journals High school Internship Program in Integrated Mathematical Oncology (HIP IMO) – five-year experience at Moffitt Cancer Center

2020 ◽  
Author(s):  
Heiko Enderling ◽  
Philipp M. Altrock ◽  
Noemi Andor ◽  
David Basanta ◽  
Joel S. Brown ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Cancer Biology ◽  
Cancer Center ◽  
Medical Sciences ◽  
School Students ◽  
Steep Learning Curve ◽  
Spatial And Temporal Scales ◽  
College Undergraduate ◽  
Mathematical Oncology

AbstractModern cancer research, and the wealth of data across multiple spatial and temporal scales, has created the need for researchers that are well-versed in the life sciences (cancer biology, developmental biology, immunology), medical sciences (oncology) and natural sciences (mathematics, physics, engineering, computer sciences). College undergraduate education is traditionally provided in disciplinary silos, which creates a steep learning curve at the graduate and postdoctoral levels that increasingly bridge multiple disciplines. Numerous colleges have begun to embrace interdisciplinary curricula, but students who double-major in mathematics (or other quantitative sciences) and biology (or medicine) remain scarce. We identified the need to educate junior and senior high school students about integrating mathematical and biological skills, through the lens of mathematical oncology, to better prepare students for future careers at the interdisciplinary interface. The High school Internship Program in Integrated Mathematical Oncology (HIP IMO) at Moffitt Cancer Center has so far trained 59 students between 2015 and 2019. We report here on the program structure, training deliverables, curriculum, and outcomes. We hope to promote such interdisciplinary educational activities early in a student’s career.

Partner engagement and patients’ receipt of colorectal cancer surveillance.

2020 ◽  
Vol 38 (15_suppl) ◽  
pp. e19106-e19106
Author(s):  
Christine M Veenstra ◽  
Paul Abrahamse ◽  
Arden M. Morris ◽  
Sarah T. Hawley
Keyword(s):  
Colorectal Cancer ◽  
High School ◽  
School Education ◽  
Cancer Surveillance ◽  
High School Education ◽  
Cancer Center ◽  
Surveillance Colonoscopy ◽  
Female Partners ◽  
Colorectal Cancer Surveillance ◽  
Oncology Practice

e19106 Background: Over 50% of survivors of colorectal cancer do not receive guideline-concordant surveillance. In light of growing recognition that members of couples influence each other’s health behaviors, we sought to describe partner engagement in surveillance and evaluate associations between partner engagement and patient receipt of surveillance. Methods: In 2019 we surveyed patients who, in 2014-18, underwent resection of Stage III colorectal cancer and were seen at a community oncology practice, an academic cancer center, or reported to Georgia SEER (current RR 46%). Patients gave a separate survey to their partner. 254 partners (68% RR) completed surveys. Using existing measures, we assessed 3 partner-reported elements of engagement: 1) informed about surveillance; 2) involved (extent of and satisfaction with) in surveillance; 3) aware of patients’ values/preferences. Each measure was scored on a continuous scale with higher scores indicating greater engagement. We assessed patient receipt of surveillance by patient-report of receipt of CEA blood test, imaging, and colonoscopy/sigmoidoscopy (all y/n response). We performed multivariable regression analyses to assess associations between each element of partner engagement and patient receipt of surveillance, controlling for important partner- and patient-level variables. Results: Most partners (85%) were > age 50, female (64%), and white (86%). 27% had <high school education. Most patients (60%) had colon primary (vs rectal), received chemotherapy (95%), and were 3-4 years out from diagnosis (62%). Female partners and those with <high school education were more likely to report a greater extent of involvement; Partners < age 50 were more likely to report greater satisfaction with involvement. Female partners, those with <high school education, and partners of patients who received chemotherapy were more likely to report greater awareness (all p < 0.05). Being informed did not vary by partner or patient factors. Having a more aware partner was associated with greater patient receipt of surveillance colonoscopy/sigmoidoscopy (p = 0.01). Receipt of surveillance CEA or imaging did not vary by partner engagement. Conclusions: Partner engagement in patients’ surveillance varied by partner age, gender and education. Partner awareness of patient preferences was associated with patient receipt of surveillance colonoscopy/sigmoidoscopy. Our findings suggest that interventions to engage partners in patients’ surveillance may improve receipt of guideline-concordant care for survivors of colorectal cancer.

scholarly journals Youth Enjoy Science Program at the Case Comprehensive Cancer Center: Increasing Engagement and Opportunity for Underrepresented Minority Students

2020 ◽  
Vol 30 (1) ◽  
pp. 15-24
Author(s):  
Kelli Qua ◽  
Klara K. Papp ◽  
Damian J. Junk ◽  
Monica Webb Hooper ◽  
Nathan A. Berger
Keyword(s):  
High School ◽  
High School Students ◽  
Comprehensive Cancer Center ◽  
Cancer Center ◽  
Responsible Conduct Of Research ◽  
Future Research ◽  
Full Time ◽  
Underrepresented Minority ◽  
School Students ◽  
Faculty Mentor

The Youth Enjoy Science (YES) Program at the Case Comprehensive Cancer Center is a National Cancer Institute (NCI) R25- funded training grant, designed to increase the pipeline of underrepresented minor­ity (URM) students entering college and pursuing biomedical research and health care careers in the Cleveland Metropolitan and surrounding school districts. The three components of the program include: Learn to Beat Cancer, engaging middle school students and their families; Research to Beat Cancer, designed for high school students and college undergraduates; and Teach to Beat Cancer, focused on enhancing science, technology, engineering, and mathemat­ics (STEM) teaching capacity among high school teachers. This study focuses on Research to Beat Cancer, which, in 2018 enrolled 36 URM students as paid sum­mer scholars. Students were assigned to a faculty mentor, were taught laboratory safety, responsible conduct of research and the scientific method, and then immersed in full-time laboratory cancer research during an eight-week period. Twice each week, students participated in Lunch and Learn Seminars where faculty members provided combined motivational and scientific guidance lectures. In a capstone poster session at the end of the program, students presented their research to peers, medical and graduate students, family members, faculty, community members and leaders. Students’ perceptions of the program were reported using descriptive statistics and qualitative thematic analyses. Twenty-four of the 2018 YES students (67%) and 19 (53%) mentors completed the online post-program survey. Opportunity was a major qualitative theme from student and mentor responses. Future research will investigate the long-term impacts of YES, including college enrollment.Ethn Dis. 2020;30(1):15-24; doi:10.18865/ed.30.1.15

Cosmetology treatments on human hair: An SEM study

1996 ◽  
Vol 54 ◽  
pp. 940-941
Author(s):  
D.F. Bowling
Keyword(s):  
High School ◽  
High Resolution ◽  
Human Hair ◽  
Optical Microscope ◽  
Convincing Evidence ◽  
Brightness Contrast ◽  
Sem Study

High school cosmetology students study the methods and effects of various human hair treatments, including permanents, straightening, conditioning, coloring and cutting. Although they are provided with textbook examples of overtreatment and numerous hair disorders and diseases, a view of an individual hair at the high resolution offered by an SEM provides convincing evidence of the hair‘s altered structure. Magnifications up to 2000X provide dramatic differences in perspective. A good quality classroom optical microscope can be very informative at lower resolutions.Students in a cosmetology class are initially split into two groups. One group is taught basic controls on the SEM (focus, magnification, brightness, contrast, specimen X, Y, and Z axis movements). A healthy, untreated piece of hair is initially examined on the SEM The second group cements a piece of their own hair on a stub. The samples are dryed quickly using heat or vacuum while the groups trade places and activities.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Speech-Language Pathologists' Role in Mild Traumatic Brain Injury for Middle and High School–Age Children: Viewpoints on Guidelines From the Centers for Disease Control and Prevention

2019 ◽  
Vol 28 (3) ◽  
pp. 1363-1370 ◽  
Author(s):  
Jessica Brown ◽  
Katy O'Brien ◽  
Kelly Knollman-Porter ◽  
Tracey Wallace
Keyword(s):  
High School ◽  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Disease Control ◽  
Mild Traumatic Brain Injury ◽  
School Age Children ◽  
School Age ◽  
Speech Language Pathologists ◽  
Control And Prevention ◽  
Centers For Disease Control

Purpose The Centers for Disease Control and Prevention (CDC) recently released guidelines for rehabilitation professionals regarding the care of children with mild traumatic brain injury (mTBI). Given that mTBI impacts millions of children each year and can be particularly detrimental to children in middle and high school age groups, access to universal recommendations for management of postinjury symptoms is ideal. Method This viewpoint article examines the CDC guidelines and applies these recommendations directly to speech-language pathology practices. In particular, education, assessment, treatment, team management, and ongoing monitoring are discussed. In addition, suggested timelines regarding implementation of services by speech-language pathologists (SLPs) are provided. Specific focus is placed on adolescents (i.e., middle and high school–age children). Results SLPs are critical members of the rehabilitation team working with children with mTBI and should be involved in education, symptom monitoring, and assessment early in the recovery process. SLPs can also provide unique insight into the cognitive and linguistic challenges of these students and can serve to bridge the gap among rehabilitation and school-based professionals, the adolescent with brain injury, and their parents. Conclusion The guidelines provided by the CDC, along with evidence from the field of speech pathology, can guide SLPs to advocate for involvement in the care of adolescents with mTBI. More research is needed to enhance the evidence base for direct assessment and treatment with this population; however, SLPs can use their extensive knowledge and experience working with individuals with traumatic brain injury as a starting point for post-mTBI care.

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