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----gjMckHL1;xGPRhD Foreword by Martin Lewis aka the Money Saving Expert It's only money isn't it? Well, no, actually. It's far more important than that. I've spent 15 years campaigning on TV and online to get people to be better with their cash. Money isn't just a financial issue, problems can infect every area of your life – your happiness, mental health, work, relationships and more. This isn't intended to scare you, I just don't intend to sugar coat it just because you're still at school. Of course, you likely already make money choices on a daily basis – such as picking your phone or buying a friend's birthday present – and as you move into independence the decisions grow, whether you dream of getting a car, want to go to Uni, or getting your first job. Throughout all of these, the knowledge and attitudes you have about money will become even more important. That's what this textbook is about. It's here to start you out on your journey towards financial literacy. While it won't come close to teaching you all the answers you'll need for life, it does cover many of the main ones. Yet even if all you picked up was to take money seriously, to read up and ask questions before big decisions, and gain the skills to do the numbers, it would leave me skipping like a little lamb (not a pleasant image I accept). While some of your parents and guardians will be great with money – some won't – and it's important we level the playing field. That's one reason I, and many others, campaigned for years to ensure we got financial education on the curriculum. Yet that alone isn't enough. We live in one of the world's most competitive economies, companies spend billions advertising, marketing and teaching their staff to sell, yet we don't get any buyers training. That needs to change. This textbook aims to make it easier for schools to ensure that every young person receives a high-quality financial education by the time they leave school. I hope you like it. ----kN76defg;gdfcHk


Cardinal Station Newburg Center for Primary Care
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I:\FCM\Phyllis Harris\Forms\New Patient Pkg Components
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Dear New Patient,
Welcome to your University of Louisville Physicians Family practice! We
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We look forward to seeing you!
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----dv3UoZCQ;JZYYem L'essentiel ➔ Réponse rapide n°1 : Privilégier les structures d'hospitalisation publiques et privées pour l'utilisation du scanner thoracique à des fins de diagnostic et de suivi des lésions pulmonaires du COVID-19. ➔ Réponse rapide n°2 : Réaliser un scanner thoracique en cas de symptômes respiratoires avérés relevant d'une prise en charge hospitalière, chez un patient rt-PCR+ ou suspect, pour évaluer le degré de sévérité de l'atteinte pulmonaire et avoir un examen de référence. ➔ Réponse rapide n°3 : Réaliser un scanner thoracique en cas de symptômes respiratoires relevant d'une prise en charge hospitalière pour orienter les patients en unité COVID-19 ou non COVID-19, en anticipation des résultats de rt-PCR qui ne sont pas immédiats et peuvent ne se positiver que secondairement. ➔ Réponse rapide n°4 : Réaliser un scanner thoracique à visée pronostique en cas d'aggravation secondaire des symptômes. ➔ Réponse rapide n°5 : Utiliser des comptes-rendus types afin de standardiser la description des images (disponibles sur le site de Société française de radiologie) (liens)1 . ➔ Réponse rapide n°6 : Ne pas réaliser un scanner thoracique à des fins de dépistage chez des patients sans signes de gravité pour le diagnostic du COVID-19. Cependant, chez l'adulte, en l'absence de disponibilité de test biologique rapide, la réalisation d'un scanner thoracique pour le dépistage de lésions pulmonaires silencieuses chez des patients de statut COVID non connu, peut être recevable en cas d'urgences (ne permettant pas d'attendre les résultats de la PCR) pour une autre pathologie, telles que : ‒ Interventions chirurgicales en urgence, (ORL, oncologie, etc.) ; ‒ Situations thérapeutiques urgentes (AVC, situation hémorragique, etc.). ➔ Réponse rapide n°7 : Ne pas réaliser une radiographie du thorax à des fins de dépistage pour le diagnostic du COVID-19. 1 https://ebulletin.radiologie.fr/actualites-covid-19/compte-rendu-tdm-thoracique-iv-0 https://ebulletin.radiologie.fr/actualites-covid-19/compte-rendu-tdm-thoracique-iv HAS • Réponses rapides dans le cadre du COVID-19 - Indications du scanner thoracique • avril 2020 2 ➔ Réponse rapide n°8 : Ne pas réaliser une échographie thoracique à des fins de dépistage pour le diagnostic du COVID-19. ➔ Réponse rapide n°9 : Les résultats scanographiques observés dans le cadre de l'infection au COVID-19 ne sont pas spécifiques à cette infection. Contexte Dans le cadre de la situation épidémique de stade 3 vis-à-vis du SARS-Cov-2 que connait la France, la HAS a été saisie afin d'élaborer des propositions relatives à la place du scanner thoracique dans la prise en charge des patients atteints ou suspects au COVID-19. Le scanner a une place centrale dans la prise en charge des patients présentant des symptômes respiratoires. Cet examen pourrait donc permettre d'évaluer le degré de sévérité de l'atteinte pulmonaire, suivre l'évolution de la maladie en fonction de l'aggravation des lésions et participer à la décision d'orientation des patients (unité COVID vs unité non COVID) en anticipation des données de PCR. Rappel Ces réponses rapides ont été élaborées sur la base des connaissances disponibles à la date de publication de cet avis (date de publication 10/04/2020). Elles sont susceptibles d'évoluer en fonction de nouvelles données Indications du scanner thoracique Le diagnostic et le suivi des lésions pulmonaires du COVID-19 doit se faire prioritairement au sein de structures d'hospitalisation publiques et privées, ou par des équipes radiologiques spécialisées bénéficiant d'une prise en charge d'aval pour le diagnostic et le suivi des lésions pulmonaires. Le scanner thoracique est indiqué pour guider la prise en charge et le suivi des symptômes pulmonaires chez un patient atteint du COVID-19. Les anomalies observées au scanner semblent en effet bien corrélées avec la sévérité de l'atteinte clinique. Le scanner thoracique, sans injection et en mode basse dose (50-100 mGy.cm), est indiqué en phase diagnostique en cas de symptômes respiratoires avérés (dyspnée, polypnée, désaturation) relevant d'une prise en charge hospitalière, chez un patient rt-PCR+ ou suspect, pour évaluer le degré de sévérité de l'atteinte pulmonaire et disposer d'un examen de référence. Le scanner thoracique, sans ou avec injection, est indiqué en phase de suivi en cas d'aggravation secondaire des symptômes ou en réanimation (évaluation de l'extension de la pneumopathie, évolution vers un tableau de détresse respiratoire aiguë, risque de complication thrombo-embolique, apparition d'un pneumothorax sous ventilation, etc.). HAS • Réponses rapides dans le cadre du COVID-19 - Indications du scanner thoracique • avril 2020 3 Non indications du scanner et des autres examens d'imagerie Pas d'indication à réaliser un scanner thoracique à des fins de dépistage chez des patients sans signes de gravité pour le diagnostic du COVID-19 Un scanner thoracique normal ne permet pas d'éliminer une infection du COVID-19, en particulier au début des symptômes. Par ailleurs, des patients COVID-19 + mais asymptomatiques peuvent présenter des anomalies scanographiques. Cependant, dans le cadre d'interventions chirurgicales requises pour une autre pathologie, dans un délai urgent, chez des patients de statut COVID non connu, un scanner thoracique peut être réalisé à visée de dépistage afin d'évaluer le risque de complications respiratoires dans les suites opératoires. De même, un scanner thoracique à visée de dépistage peut être indiqué dans les situations thérapeutiques urgentes ne permettant pas d'attendre les résultats de la PCR (AVC, situation hémorragique, etc.). Pas d'indication à réaliser une radiographie du thorax à des fins de dépistage pour le diagnostic du COVID-19 La radiographie thoracique standard n'est pas indiquée pour explorer les suspicions de pneumonie du COVID-19 car elle n'est pas suffisamment sensible pour la détection des opacités en verre dépoli. Dans ce contexte, la radiographie du thorax n'a d'indication que pour la recherche de diagnostics différentiels (suspicion de pneumothorax, de pleurésie) ou pour les patients de réanimation. Pas d'indication à réaliser une échographie thoracique à des fins de dépistage pour le diagnostic du COVID-19 L'échographie thoracique ne permet pas la distinction entre pneumopathie virale, atteinte bactérienne ou œdème interstitiel cardiogénique. Par ailleurs, elle impose un contact prolongé avec le patient, avec un risque de contamination. Son intérêt permettrait, en réanimation, chez des patients non transportables, d'identifier des complications de la ventilation (pneumothorax) et d'évaluer les épanchements pleuraux. Aspects scanographiques observés en cas de COVID-19 Les résultats scanographiques observés dans le cadre de l'infection du COVID-19 ne sont pas spécifiques de cette infection et peuvent être similaires à ceux d'autres pneumonies virales (notamment la grippe). C'est le fort contexte épidémique actuel qui permet de rattacher les images en verre dépoli à l'infection par le SARS-CoV-2. ‒ Les anomalies scanographiques majoritairement rapportées sont : • Des opacités en verre dépoli ; • Non systématisées, multifocales, bilatérales, et asymétriques ; • Localisation sous pleurale à prédominance basale et postérieure ; • La présence de micronodules bronchiolaires, d'adénopathies médiastinales et d'épanchements pleuraux doit faire considérer un autre diagnostic (infection bactérienne). ‒ Evolution secondaire : • Evolution des images en verre dépoli vers un aspect de « crazy paving » : apparition secondaire de réticulations intra lobulaires (pic vers le 10ème jour) et de condensations linéaires. ‒ Dans les formes graves : • Les anomalies sont étendues ; • La proportion de condensation pulmonaire versus verre dépoli est plus élevée. HAS • Réponses rapides dans le cadre du COVID-19 - Indications du scanner thoracique • avril 2020 4 ‒ Suivi : • Régression lente des anomalies sur un mois environ ; • Possibilité de séquelles fibreuses tardives. Organisation de l'examen Les examens radiologiques doivent être réalisés avec les mesures de précaution préconisées pour l'ensemble des soignants prenant en charge des patients suspects (port d'équipement de protection individuel par le personnel, décontamination des appareils après chaque examen). Le service de radiologie doit être prévenu en amont pour s'organiser et éviter l'attente au milieu d'autres patients. Des circuits spécifiques doivent être mis en place, avec, selon l'affluence et le nombre de scanners disponibles, des horaires dédiés sur un scanner ou un scanner totalement dédié à cette activité. Pour plus d'informations : https://ebulletin.radiologie.fr/actualites-covid-19/activite-radiologie-interventionnelle-phase-depidemie-covid-19-recommandations Ressources pour les professionnels Ces réponses rapides évolueront avec le développement des connaissances sur le COVID-19. Elles viennent compléter les sites, documents et guides développés par les sociétés savantes. Voir toutes les réponses rapides de la Haute Autorité de santé dans le cadre du COVID-19. Lien vers les sites des Conseils nationaux professionnels (CNP), sociétés savantes et organisations professionnelles − Société française de radiologie : https://ebulletin.radiologie.fr/rubriques/covid-19?page=2 − Fédération nationale des médecins radiologues : https://fnmr.app/category/covid-19/recommandations-medicales/ − Ministère de la solidarité et de la santé : https://solidarites-sante.gouv.fr/soins-et-maladies/maladies/maladies-infectieuses/coronavirus/professionnels-de-sante/article/en-ambulatoire-recommandations-covid-19-et-prise-en-charge − Haut Conseil de Santé Publique : https://solidarites-sante.gouv.fr/soins-et-maladies/maladies/maladies-infectieuses/coronavirus/professionnels-de-sante/article/en-ambulatoire-recommandationscovid-19-et-prise-en-charge − ARS IdF : https://www.iledefrance.ars.sante.fr/coronavirus-covid-19-information-aux-professionnels-de-sante − OMS https://www.who.int/publications-detail/clinical-management-of-severe-acute-respiratory-infection-when-novel-coronavirus-(ncov)-infection-is-suspected Autres ressources Bases de données nationale et anonymisées de scanners thoraciques réalisés pour suspicion d'atteinte pulmonaire liée au COVID-19 afin d'améliorer les connaissances, favoriser la recherche et optimiser la prise en charge des patients. − Réseau COVID Imagerie SFR https://ebulletin.radiologie.fr/actualites-covid-19/reseau-covid-imagerie-sfr − Projet FIDAC - Base de données scanners thoraciques Covid-SFR https://ebulletin.radiologie.fr/actualites-covid-19/projet-fidac-base-donnees-scanners-thoraciques-covid-sfr HAS • Réponses rapides dans le cadre du COVID-19 - Indications du scanner thoracique • avril 2020 5 Références bibliographiques Ai T, Yang Z, Hou H, Zhan C, Chen C, Lv W, et al. Correlation of chest CT and RT-PCR testing in coronavirus disease 2019 (COVID-19) in China: a report of 1014 cases. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200642 Bai HX, Hsieh B, Xiong Z, Halsey K, Choi JW, Tran TM, et al. Performance of radiologists in differentiating COVID-19 from viral pneumonia on chest CT. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200823 Bernheim A, Mei X, Huang M, Yang Y, Fayad ZA, Zhang N, et al. Chest CT findings in coronavirus disease-19 (COVID-19): relationship to duration of infection. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200463 Chung M, Bernheim A, Mei X, Zhang N, Huang M, Zeng X, et al. CT imaging features of 2019 novel coronavirus (2019-nCoV). Radiology 2020;295(1):202-7. http://dx.doi.org/10.1148/radiol.2020200230 Huang P, Liu T, Huang L, Liu H, Lei M, Xu W, et al. Use of chest CT in combination with negative RT-PCR assay for the 2019 novel coronavirus but high clinical suspicion . Radiology 2020;295(1):22-3. http://dx.doi.org/10.1148/radiol.2020200330 Inui S, Fujikawa A, Jitsu M, Kunishima N, Watanbe S, Suzuki Y, et al. Chest CT findings in cases from the cruise ship "Diamond Princess" with coronavirus disease 2019 (COVID-19). Radiol Cardiothorac Imaging 2020;2(2). http://dx.doi.org/https://doi.org/10.1148/ryct.2020200110 Kanne JP, Little BP, Chung JH, Elicker BM, Ketai LH. Essentials for radiologists on COVID-19: an update-Radiology Scientific Expert Panel. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200527 Ng M, Lee EY, Yang J, Yang F, Li X, Wang H, et al. Imaging profile of the COVID-19 infection: radiologic findings and literature review. Radiol Cardiothorac Imaging 2020;2(1). http://dx.doi.org/https://doi.org/10.1148/ryct.2020200034 Pan F, Ye T, Sun P, Gui S, Liang B, Li L, et al. Time course of lung changes on chest CT during recovery from 2019 novel coronavirus (COVID-19) pneumonia. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200370 Pan Y, Guan H, Zhou S, Wang Y, Li Q, Zhu T, et al. Initial CT findings and temporal changes in patients with the novel coronavirus pneumonia (2019-nCoV): a study of 63 patients in Wuhan, China. Eur Radiol 2020. http://dx.doi.org/10.1007/s00330-020-06731-x Salehi S, Abedi A, Balakrishnan S, Gholamrezanezhad A. Coronavirus disease 2019 (COVID-19): a systematic review of imaging findings in 919 patients. AJR Am J Roentgenol 2020;215. http://dx.doi.org/10.2214/ajr.20.23034 Shi H, Han X, Jiang N, Cao Y, Alwalid O, Gu J, et al. Radiological findings from 81 patients with COVID-19 pneumonia in Wuhan, China: a descriptive study. Lancet Infect Dis 2020;20(4):425-34. http://dx.doi.org/10.1016/s1473-3099(20)30086-4 Song F, Shi N, Shan F, Zhang Z, Shen J, Lu H, et al. Emerging 2019 novel coronavirus (2019-nCoV) pneumonia. Radiology 2020;295(1):210-7. Wang Y, Dong C, Hu Y, Li C, Ren Q, Zhang X, et al. Temporal changes of CT findings in 90 patients with COVID-19 pneumonia: a longitudinal study. Radiology 2020. http://dx.doi.org/10.1148/radiol.2020200843 Wu J, Wu X, Zeng W, Guo D, Fang Z, Chen L, et al. Chest CT findings in patients with corona virus disease 2019 and its relationship with clinical features. Invest Radiol 2020. http://dx.doi.org/10.1097/rli.0000000000000670 Yuan M, Yin W, Tao Z, Tan W, Hu Y. Association of radiologic findings with mortality of patients infected with 2019 novel coronavirus in Wuhan, China. PLoS One 2020;15(3):e0230548. http://dx.doi.org/10.1371/journal.pone.0230548 Zhao W, Zhong Z, Xie X, Yu Q, Liu J. Relation between chest CT findings and clinical conditions of coronavirus disease (COVID19) pneumonia: a multicenter study. AJR Am J Roentgenol 2020;214. http://dx.doi.org/10.2214/ajr.20.22976 ----u9ATOJOu;xQUHEb There has been considerable research showing the importance of childhood friendships for later development, with the long-term outcomes of having a good friend cutting across social-emotional development and academic performance at school. Some have even argued that without the opportunities friendships afford for collaboration and intimacy children would fail to develop the social skills necessary for later successful adult relationships. Indeed, there have been studies (such as those led by Catherine Bagwell) linking having a good-quality friendship during one's school years and later relationship quality. Clearly then important processes are at play when children interact with their friends that form a model for social interactions that span a lifetime. This becomes all the more salient when taken together with research demonstrating the negative impact of friendlessness on psychological health in childhood, adolescence and adulthood. When exploring the importance of friendship in children's lives, it is important to distinguish between friendships and children's popularity in the classroom. Friendship is defined as a mutually reciprocated dyadic relationship, while peer popularity relies on being liked by the majority of one's classmates. Peer popularity is typically measured in developmental research by asking each of a child's peers to nominate the top three children in the classroom that they like to play with and those three that they don't like to play with – the so-called sociometric interview devised by John Coie and Kenneth Dodge in the 1980s. The most common method of determining friendships asks children to nominate their best friend or top two or three friends within a closed peer network, such as a classroom. Children who both nominate each other are considered to have a reciprocated friendship. However, this method doesn't tell researchers anything about the quality of the inter action between friends. The second approach to measuring friendship attempts to capture the quality of friend interaction by either asking children to report on their own perceptions of their friendships or observing friendship interaction. For example, Judy Dunn and colleagues developed a semi-structured interview to determine the degree to which children had insight into their friend's likes and dislikes and how conflict is resolved within the friendship, while others such as Gary Ladd have explored validation, self-disclosure and exclusivity using a similar methodology. Interviewing children or observing their interactions with their friends highlights the joy and pleasure children take in interacting with their friends. While having a friend and being popular are both important for healthy development, it is possible to be popular in the peer group but lack a reciprocated friendship, or to have a reciprocated friendship and be unpopular or 'rejected' by the peer group. In fact, the presence of a reciprocated friendship appears to serve as a buffer against the negative repercussions of being unpopular within the peer group. Indeed, in a recent Australian study (Fink et al., 2015), 23 per cent of children rated by their peers as having high social status did not have a reciprocated best friend, while more than half of children (53 per cent) who were rejected by the peer group had a mutual best friend. Of course, popularity and friendship are not completely separate systems. Clearly a child that develops his or her social skills in the context of a close, dyadic friendships may then use these skills when interacting with the broader peer group, which will influence their position in this peer group; and the degree to which a child is accepted by their peer group will impact their opportunities to make close friendships. And indeed, reciprocated friendships and popularity within the peer group are both associated with concurrent and later socio-emotional competence, school adjustment and academic success. Yet it's friendships that are uniquely related to children's feelings of loneliness, feelings of self-worth and depression in young adulthood (Parker & Asher, 1993). Friendship and theory of mind Given the positive outcomes associated with having a reciprocated friendship in childhood, and the persistent negative outcomes for those that are friendless, much research has been conducted to understand what child characteristics are foundational for establishing and maintaining mutual friendships in childhood. One feature that has received much attention is children's theory of mind understanding; the ability to attribute mental states (such as thoughts, feelings and desires) to others, and to use this understanding to predict and explain behaviour. Adding to the complexity of this area is the fact that the way children use their theory of mind understanding obviously shifts with development. At preschool, children may rely on theory of mind to engage in pretend play or share a joke with a friend. As children get older, understanding the perspectives of others becomes increasingly important for conflict negotiation, developing intimacy and shared preferences, in additio n to navigating interactions with a larger number of peers. In order to better understand the importance of theory of mind understanding for children's initiation and maintenance of friendship over the first years of formal school, a recent study we conducted in a team at the University of Sydney and the University of Queensland followed 114 children from the first year of primary school to Year 2 (Fink et al., 2015). We found that at Reception, when five years of age, 71 per cent of children had a reciprocated friendship, and those children that had formed a reciprocated friendship with a classroom peer outperformed those without a friend on measures of theory of mind, as well as in a task involving delay of gratification (choosing to have two stickers later rather than one for now over a series of trials). Importantly, children's popularity in the peer group was not associated with their initial friendship formation. We revisited these children two years later and were able to calculate which children had gained (21 per cent) or lost (22 per cent) a friend in the intervening years, as well as those who had a friend at both Reception and Year 2 (48 per cent). There was also a small group of children who were friendless at both Reception and Year 2 (9 per cent). Those children who were unable to make any friendships across the first years of school did not differ from their peers in language level, helpfulness or ability to delay gratification. But they did show significantly poorer theory of mind understanding. Their comparative inability to take on the perspective of others at school entry appeared to be a critical impediment to both making and maintaining friendships with their peers during the first years of primary school. Other research has also highlighted the importance of theory of mind understanding for friendship formation and maintenance. One study in particular, helps to unpack why theory of mind appears to be so important for friendship. Hughes and colleagues followed 101 children between three and six years of age and found that both early theory of mind and theory of mind at six were associated with the degree to which children spoke about mental states such as thoughts, feelings and desires with their friends (even when accounting for how much their friends may have discussed these topics). The ability to discuss mental states competently promotes positive and intimate interactions with peers, an awareness of differences in points of view and the importance of reciprocity, and the ability to resolve conflicts, all critical for friendship. Friendships and family relationships In addition to child characteristics, such as theory of mind understanding, research has also focused on the social contexts that are associated with children's friendships. Given that the sibling relationship is often the first time young children have enduring and dyadic interactions with a child of a similar age, there has been some focus on the association between sibling relationship quality and friendships with peers. Although sibling relationships and friendships are both close relationships with similar-aged children, there are inherent differences. For example, sibling relationships are involuntary, and tend to be characterised by both positive and negative interactions. In contrast, friendships are voluntary and usually involve a high degree of mutual affection and reciprocity. Moreover, associations between the quality of sibling relationships and friendships can vary in nature. For some children, sibling relationships provides an arena for honing the skills needed to form and maintain close relationships with age-mates outside of the home, Thus, if the sibling relationship is characterised by warmth and intimacy or conflict and shared antipathy then a similar pattern will be evident in friendship relationships. Equally, however, children's relationships with their siblings or peers can serve a compensatory function. In other words, children may specifically seek and maintain high-quality friendships to compensate for troubled sibling relationships; alternatively, close sibling relationships can provide a buffer against the negative effect of friendlessness. Reflecting these contrasting possibilities, the empirical literature on the link between sibling relationships and friendships is very mixed. Some studies examining the association between children's relationships with their siblings and friends have found associations between sibling and peer closeness, while others (e.g. White & Hughes, 2017) have found no consistent pattern, either positive or compensatory, across the two relationships. These mixed findings highlight the complexity of comparing across different close relationships and imply that any similarities or differences across sibling relationships and friendships is likely to be dependent on the specific aspect of the relationships assessed, the developmental period or the group of children under investigation. Indeed, adding to the complexity, Judy Dunn's work has suggested that the same behaviours observed in sibling relationships may have different functions and impacts on development when observed in friend interactions. For example, the involuntary nature of the sibling relationship enables children to express themselves freely and so engage in conflict that, if constructively resolved, may help children develop and maintain positive relationships with friends and peers. Cross-racial friendships In our increasingly diverse school systems, communities and workplaces, children who are comfortable interacting with people of different ethnic, religious and racial backgrounds are at a clear advantage (Scales and Leffert have written of 'developmental assets'). Recent research led by David Crystal has shown that having a cross-racial friend teaches children about the inaccuracy of stereotypes, the inequity of race-based exclusion and the importance of inclusive racial attitudes. Furthermore, cross-race friendships are not only associated with greater prejudice reduction and more positive intergroup attitudes but also greater social skills and self-esteem and even academic performance (see Newgent et al., 2007). That said, the actual prevalence of cross-race friendships during childhood remains stubbornly low. For example, Elise Cappella and colleagues followed 553 children for one school year in a racially diverse school district in the US and found that for children in Year 5, European American children start out the school year with 23 per cent more European American friends than would be expected by chance and by the end of the school year, this has increased to 33 per cent. African American students start out with 2 per cent more intra-racial friendships than would be expected by chance, which increases to 10 per cent by the end of the year. This pattern increases in adolescence. Features of both the home and school context appear associated with children's cross-race friendships, shedding light on how we can better support children to broaden their friendships. Interestingly, in the home, it isn't parents' own racial attitudes or beliefs that predict their children's racial attitudes, but rather the degree to which parents have a diverse range of friends themselves. That is, parents needed to model racially inclusive behaviour to shape their children's racial attitudes, which then encourages children to form their own racially diverse friendships (for a review, see Rebecca Bigler and colleagues in Advances in Child Development and Behaviour). Work in the classroom has shown that teachers who are perceived by their students as highly supportive, and those student–teacher relationships that are characterised by trust, cooperation and respect are more likely to motivate students to form friendships with a diverse range of children. Support and inclusivity Given all we know about the importance of friendships for children's development and the joy friendships bring to children's lives, we would argue that instead of banning a best friend, schools need to support the development of best friends in an inclusive manner. In particular, promoting the idea of diversity in friendship choices could help to ensure that friendships work to enhance children's lives. - Elian Fink is a Research Associate at the University of Cambridge. ef364@cam.ac.uk - Claire Hughes is Professor of Psychology at the University of Cambridge. ch288@cam.ac.uk References ----Fw;keuz;qqy Voter Information


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I will be out of the office from Tuesday, February 18 through Friday, February 21. I will have access to email and will reply if necessary. All other emails will be returned on Monday, February 24. Thank you!



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Dear Prospective Ed.D., Higher Education Strand Applicant:
We are very pleased that you are interested in the Higher Education Strand of CCSU's Doctor of
Education (Ed.D.) in Educational Leadership, designed for current higher education professionals
who aspire to leadership positions on college or university campuses. We look forward to receiving
your application.
As you complete your application, keep in mind the following admission criteria:
1. Master's degree from an accredited institution of higher education in a discipline or
professional field that is relevant to the Ed.D. in Educational Leadership.
2. A 3.00 or higher cumulative average (GPA) in all graduate coursework.
3. Two or more letters of reference from leaders in postsecondary education familiar with
your work. Ask your references to use the form on the next page.
4. Résumé that illustrates important work-related experiences with an emphasis on yo ur
work as a leader at postsecondary institutions of higher education.
5. Acceptable scores on the General Test of the Graduate Record Examination (GRE) taken
within five years of your application.
6. A personal statement covering six important topics:
• Career goals
• Intended area of individual specialization
• Reasons for pursuing a doctorate
• Commitment to residency requirements (one three-day weekend in the first spring
semester, one full week each of the first, second, and third summer sessions)
• Commitment to enrolling in two cohort courses each spring and fall semester
• Commitment to summer enrollment during each 8-week summer session
7. If selected as a finalist, a satisfactory interview with the admissions committee.
We accept new students in alternate years only. Applications are due by October 1, 2017.
Admission standards are rigorous, and not everyone who meets our standards wil l be accepted.
Please note that the admission process calls for submission of materials to two locations. The last
page of this packet is a checklist of the various steps. Submit your Graduate Application and $50
application fee online. Transcripts from every college you have attended as an undergraduate and
graduate student should be submitted to Graduate Admissions in 102 Barnard Hall. In addition you
must send the following materials directly to the Ed.D. Program (attention Rouzan Kheranian) in 320
Barnard Hall:
1. Two letters of recommendation from educational leaders. Use the Reference Form (page
2 of this packet).
2. Your personal statement attached to the form on page 3 of this packet.
3. Your résumé.
4. Your GRE scores. When requesting that scores be sent, use GRE reporting code 3143 to
assure that the Ed.D. office receives your scores.
Cordially,
Peter F. Troiano, Ph.D.
Ed.D. Program Direct or, Higher Education Strand

----RA63c8sE;ZgKQpQ Dear Colleague: I write today regard.ng the responsibilities of States, school districts, and other public agencies in addressing the special educational needs of children with disabilities who reside in nursing homes. Although their numbers are small,1 their medically complex conditions present unique challenges. In addition, because these children live away from their families, and may enter nursing homes from a hospital or through a child welfare or health agency, they may not always be known to responsible educational authorities or be receiving appropriate educational services. States are required under Part B of the Individuals with Disabilities Education Act (IDEA or Part B) to make available to all children with disabilities a free appropriate public education2 (FAPE), which emphasizes special education and related services that, among other things, are designed to meet the unique needs of each child, including those children residing in nursing homes. In 2014, the U.S. Government Accountability Office (GAO) highlighted some of the unique educational challenges that may arise in serving this unique population in its report, Special Education: Additional Federal Actions Could Help Address Unique Challenges of Educating Children in Nursing Homes (GAO 14-585).3 Based on the observations and findings made by GAO in this report, the Office of Special Education and Rehabilitative Services (OSERS) recognizes that there is a need for further guidance to ensure that children with disabilities who reside in nursing homes are evaluated in a timely manner and receive appropriate special education and related services. Accordingly, OSERS is issuing this letter to clarify that children with disabilities residing in nursing homes and their parents have the same rights under IDEA that apply to all other IDEA-eligible children, and to highlight some of the IDEA requirements that are especially relevant to the needs of this unique population. This letter will also identify best practices to assist States and their public agencies in meeting the unique educational needs of these children. ----VVlCXv0a;eSIFVl Voir la version en ligne La Newsletter de Michel DOGNA SEUL OBJECTIF : LA SOLUTION FINALE peut-on y échapper ? Celle de Hitler était petit joueur apprenti auprès de celle qui s'installe actuellement sur l'ensemble de la planète. Le plan de réduction de 90% de l'humanité n'a pas paru être une menace immédiate, voire réaliste pour la majorité des gens – et bien SI ! Il faut dire que depuis quelques décennies, beaucoup de moyens ont été essayés pour réduire les populations : vaccins empoisonnés, chemtrails, agro-alimentaire toxique, OGM, industrie pharmaceutique mortifère, catastrophes par les ondes HAARP, etc. etc., mais ni tout cela, ni les multiples guerres, ni les maladies exploitées, ni la misère entretenue des pays pauvres (les plus prolifiques) n'ont suffi pour endiguer la croissance démographique exponentielle, qui en est actuellement à 80 millions supplémentaires d'individus par an sur la planète. Un plan de longue date Alors les maîtres super-riches du monde ont mis en application une stratégie directement tirée des ouvrages-fiction bien connus de Georges Orwell et d'Aldous Huxley. D'abord amasser le plus grand trésor de guerre de tous les temps par l'arnaque mondiale, consistant à imposer un monopole des prêts aux pays avec de l'argent fictif - remboursable en argent réel - à des taux d'intérêts difficiles à honorer : la fameuse dette des nations. A partir de cela, pouvoir tirer (presque) toutes les ficelles de la planète grâce à la corruption tous azimuts par l'argent, de tous les leviers de commande politiques et sociaux. Infantiliser et abêtir les populations, les entretenir dans l'ignorance (çà ce n'est pas nouveau), pourrir l'enseignement pour fabriquer des générations de crétins, créer des addictions de futilités afin de détourner l'attention des sujets importants Renverser toutes les normes et valeurs morales, culturelles, religieuses, socio-économiques, etc. par le mensonge systématique où tout ce qui est blanc est affirmé noir et inversement. Élever le culte de la médiocrité et condamner l'excellence Mettre en place une gigantesque trappe incontournable pour canaliser en douceur les peuples vers un paradis illusoire de paix et de sécurité qui sera en fait un enfer les menant à la perte de toutes leurs libertés et leur perte tout court. Pour cela, ils ont misé sur le puçage général - comme sur les animaux domestiques - avec une RFID sous la peau ; mais malgré certains avantages pratiques offerts, cette option a été mal accueillie, à juste titre par le public. Alors il restait le vaccin, mais à part pour les enfants, comment le rendre obligatoire pour tous sans créer une révolte ? Et nous arrivons là dans le vif du sujet : le COV 19 Historique en bref : Une chauve-souris avait le corona Un pangolin a bouffé la chauve-souris Un serpent a bouffé le pangolin Un chinois a bouffé le serpent On cherche encore les couillons qui ont bouffé le chinois… (Oui, c'est un fake... pour détendre l'ambiance !) Je voudrais ici témoigner mon désaccord sur l'accusation d'incompétence de nos dirigeants – ils ont reçu un gros pactole de l'élite mondiale, qui les a placés (frauduleusement) au pouvoir en retour de leur allégeance absolue (contrat avec le diable). Or il faut réaliser que les mesures gouvernementales incohérentes (masques inaptes et stupides, confinements désastreux, blocage des activités aboutissant à une ruine économique, interdiction criminelle des remèdes avérés) que beaucoup ont considérées comme étant dues à une incompétence crasse ont été et sont encore très logiquement motivées par un but unique : le vaccin universel obligatoire pour tous. Tout a été bon pour faire peur : Créer une confusion entre les simples cas de contagion sans conséquences graves et les morts. Classer beaucoup de diverses morts en hôpital dans les C19 pour gonfler les chiffres. Diffuser chaque jour le nombre de nouveaux cas (vrais ou faux) détectés, ceci faisant planer le spectre de la mort en arrière-plan. Verbaliser les gens qui circulent sans masque même seuls dans la nature. Effectuer un matraquage constant à la télé pour culpabiliser ceux qui ne portent pas de masque en toutes circonstances. Masques : mesure illusoire, voire stupide Savez-vous que sur les emballages de 50 masques il est marqué en français et en anglais que "ces masques ne protègent pas des virus, donc du covid 19" – D'ailleurs un chirurgien m'a confirmé qu'il n'existe pas de masques antivirus et que les masques chirurgicaux ne protègent que des bactéries 150 fois plus grosses que la moyenne des virus. Ecoutez le docteur Tal Schaller : https://www.youtube.com/watch?v=UIfB8HXHSPA (13 min) Le test PCR, que vaut-il réellement ? Selon l'avis de son inventeur Kary Mullis "ce test ne devrait jamais être utilisé comme outil de diagnostic des maladies infectieuses". De fait il ne veut rien dire pour plusieurs raisons : D'abord, il faut comprendre que les tests ne détectent absolument pas les virus mais les anticorps qu'ils ont générés. Or les anticorps archivés sont aussi nombreux que les virus pathogènes qu'ils ont déjà rencontrés, en particulier des coronas d'anciennes grippes ou autres infections épidémiques. Ceci signifie que le test PCR n'est pas du tout spécifique du C19, pas plus que le test Western Blott ne l'est pour le SIDA ! Donc non fiable. En bref, un test positif sans symptômes, cela veut dire que notre corps a développé des anticorps et/ou que le virus n'est plus virulent – ce qui est le cas actuellement selon le Pr Raoult et l'ensemble des virologues. Cela s'appelle : l'immunité acquise. Ces tests sont donc en train de confirmer qu'une immunité de groupe est présente. Or, les médias et les voies médicales achetées s'acharnent à dire le contraire ! N'oubliez pas le but final : le vaccin pour tous ! Dangers immédiats de la rentrée scolaire Des brigades (type milice de la guerre 40) sont prévues, habilitées pour tester les enfants dans les écoles et contrôler les familles de ceux détectés positifs. Ne scolarisez pas vos enfants dans ces conditions de confiscation possible des enfants répondant au test Cov 19 (bidon) et qui dès lors sont la propriété de l'état. Par ailleurs les bébés dans les garderies entourés de femmes masquées donc inexpressives sont insécurisés et stressés, ce qui aura des conséquences sur leurs comportements futurs Ecoutez cette femme, Corinne, je pense directrice d'école… Hallucinant ! Elle vous dit la stricte vérité. https://profidecatholica.com/2020/08/14/dictature-dite-sanitaire-des-brigades-speciales-dans-les-ecoles-a-la-rentree-video/ (22 min 53) https://www.youtube.com/watch?v=O1KPgnVjAa0 BON SANG ! PROTÉGEZ VOS ENFANTS !!! Pour finir, voici le coup de grâce au faux vaccin prévu Je vous demande de diffuser au maximum cette vidéo-choc qui a déjà été bloquée deux fois, ce qui prouve que ce qu'elle dévoile est vrai. Ce nouveau lien est normalement inattaquable https://www.brighteon.com/bf06dd2b-69db-4ad6-8b3e-1cab9996c663 (8 min 50) Juste une question innocente... : " Prendriez-vous un vaccin avec un taux de mortalité de 33 % pour vous sentir à l'abri d'un virus qui atteint un taux de mortalité de 0,06% ? " Voici une présentation complémentaire par la doctoresse américaine CARRIE MADEJ sur « Transhumanisme et nanotechnologie », un exposé d'une grande clarté. Pour avoir accès aux 32 références que donne Carrie Madej à l'appui de sa démonstration, cliquez sur PLUS en dessous de la vidéo originale : https://www.youtube.com/watch?v=ywuCRVJVDqs (21 min) CONCLUSION : N'acceptez jamais de vous faire injecter le faux vaccin covid-19. Mot d'ordre de la fin : Inutile de se battre contre les esclaves menteurs qui gouvernent, il suffit tous ensemble de dire « C'EST NON » et de ne plus obéir. * * * Un proche vous a transmis cette lettre? vous pouvez vous inscrire ici. Rejoignez-nous sur micheldogna.fr Ebook: Impostures légales contre la Vie - De Michel Dogna et Anne Françoise L'Hôte - 374 pages En dépit de réglementations qui se veulent rassurantes, de multiples impostures contre la santé sont tapies derrière des produits que nous consommons habituellement, et dans les environnements que nous subissons 24 heures sur 24. Lire la suite... Vous recevez ce message parce que vous êtes inscrit à la Lettre de Michel Dogna. Merci d'enregistrer notre adresse: newsletter@micheldogna.fr comme expéditeur autorisé afin de continuer à recevoir nos courriels. Conformément à la nouvelle loi RGPD (règlement général sur la protection des données applicable depuis le 28 mai 2018) de la CNIL relatif au Règlement (UE) 2016/679 du Parlement européen et du Conseil du 27 avril 2016, vous disposez d'un droit de rectification, à l'oubli, à la portabilité, d'opposition ou d'accès à vos données. Si vous ne souhaitez plus continuer à recevoir la lettre de Michel Dogna vous pouvez vous désinscrire en cliquant sur le lien ci-dessous. Cet email a été envoyé à mado.metzger@gmail.com, cliquez ici pour vous désabonner.

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