Posts tagged student
Boulder flood A Lyons family make the switch in schools
Sep 17th
Sally Johnson, Cafe’ Manager at Barnes & Noble in Boulder, said her daughter, a
kindergardner student at Lyons Elementary, is one of several little children
moving to the old Longmont High School on Main Street due to the Lyons school’s
flood damage. Johnson said she found out about the school’s damage at 4am
on Thursday when she received an email from the school district.
Johnson’s first concern was for her daughter having to move to a
new school and not knowing other students since she has just been in school
one month. That anxiety was lessened when Johnson learned all the students
from her daughter’s class will be together.
Her daughter told her friends “My school is closed because a big huge tree
fell across the road.” “That’s all she knows,” Johnson said.
She has not told her daughter about the change of schools because she will “be asking me every five minutes
when school starts.” “I tell her she’s on break.”
The Lyons school children will be out of classes for a week.
Johnson said the school’s teacher sent an email offering to help in any way.
Johnson credits the Superintendent of the St Vrain Schools. “He did a good job being on top
of it.” She will tell her daughter the day before school starts.
Johnson said there is a meeting of all parents on Wednesday, September 18 when
other details will be made available.
Teen’s death a tragedy for schools, a lesson for us all
Sep 10th
Written by Ann Schimke on Sep 9th, 2013. | Copyright © EdNewsColorado.org
It was a hot August afternoon and football practice was just getting underway at Cherokee Trail High School in Aurora. Amid the gruff calls of assistant coaches and the smack of colliding shoulder pads came Coach Monte Thelen’s matter-of-fact voice at the end of each play, “Stay up, stay up, stay up!”
Football players at Cherokee Trail High School take part in a “thud” practice as an assistant coach looks on.
It was a half-pads “thud” practice and he wanted players to stay on their feet.
“We’re trying to limit the number of times players hit the ground with each other,” said Thelen. ”We didn’t do that 10 years ago. I’m not even certain we did that eight years ago.”
This kind of safeguard is just one of many measures that has been employed over the last several years to help prevent an invisible and potentially life-threatening injury: concussions. In the Cherry Creek school district, where Cherokee Trail is located, the issue resonates with particular intensity because it is where Jake Snakenberg, a Grandview High School freshman, was playing football in 2004 when he took a routine hit and died of “Second Impact Syndrome” the next day.
Along with increasing awareness about concussions in the NFL and at the collegiate level, the 14-year-old’s death helped change the way youth concussions are handled in Colorado, giving rise to the Jake Snakenberg Youth Concussion Act, which took effect Jan 1, 2012.
The death of an athlete may be the most frightening consequence of concussions, but memory problems, concentration problems and other temporary cognitive deficits are more common outcomes. So while coaches and other advocates of good concussion management certainly want to prevent lethal ”second hits,” they also want to ensure that concussed students have an efficient recovery so they can function in the classroom.
“It’s not just about return to play. It’s not just about sports,” said Karen McAvoy, director of the four-year-old Center for Concussion at Rocky Mountain Hospital for Children ”You cannot return to play until you have 100 percent returned to learn.”
While experts agree that “Jake’s Law” has improved concussion management practices, they say that the state’s school districts and even its doctors do not always approach concussion management in a uniform way.
In Colorado, there is no statewide database on the number of youth concussions, sports-related or otherwise. However, national studies suggest that high school athletes sustain an estimated 136,000-300,000 concussions per year and the numbers have steadily increased. A 2011 study in the American Journal of Sports Medicine found that concussion rates in high school athletics increased by 16 percent annually from the 1997-1998 school year to the 2007-2008 year. The same study found that the most concussions occurred in football, followed by girls soccer.
Impact of Jake’s Law
Jake’s Law, which applies to students 11-18 in school, club or recreational sports, requires that students suspected of sustaining a concussion be removed immediately from practice or games. In addition, students must be cleared by a doctor or other health care provider before returning to play. Finally, the law requires coaches to take annual trainings on the signs of concussion.
McAvoy said the legislation also helped emphasize the medical side of the concussion equation. Prior to the legislation, families were under no legal obligation to get kids suspected of sustaining concussions during sports checked by a doctor, and some chose not to, she said. With its return-to-play medical clearance provision, the law changed that.
“Through all of this the thread that you see is the culture change,” said McAvoy, who was a school psychologist at Grandview High School when Snakenberg died.
McAvoy said districts like Cherry Creek, Jeffco and Dougco have been at the forefront when it comes to developing effective concussion management programs.
Dr. Danny Mistry, chair of the Concussion Task Force in Grand Junction, said that despite a dramatic increase in awareness because of Snakenberg’s death and his namesake law, youth concussion management practices vary widely around Colorado. Although there are exceptions, he said, the east side of the state is generally ahead of the west side.
“It varies because of resources and education,” said Mistry, who practices at Western Orthopedics and Sports Medicine in Grand Junction, and who is a primary care team physician for Colorado Mesa University and the Colorado Rockies, as well as a team physician for USA Swimming.
In communities where concussion management is lagging, it may be due to both health care providers and the school system. For example, Mistry said, some doctors may not see many youth athletes and may not be aware of the latest protocol for concussion management. In addition, school districts often can’t afford widespread staff training on concussions.
Like others experts, Mistry and McAvoy emphasize that student concussions must be managed by a team including athletic staff, parents, health care providers and teachers, who can often provide critical feedback about how a concussed student is functioning in the classroom.
Mistry said he hopes the National Institutes of Health or state departments of education will eventually set aside money to educate schools on concussion management.
“We’re in the midst of an epidemic and we have to stem the tide,” he said.
Tools of the trade
Talk to high school coaches and athletic directors around the state and you’ll hear about a variety of tools in place for concussion prevention, identification and management. Often, they’ll note that changes were underway even before Jake’s Law took effect — they saw the direction the pendulum was swinging.
That swing may have started in 2009, when Washington passed the first in a flurry of state statutes on the issue, the Zackery Lystedt Youth Concussion Bill. Today, the District of Columbia and every state except Mississippi have some sort of youth concussion law.
In Colorado, concussion prevention and education efforts include switching to lower-contact drills, reducing the weekly number of full-contact drills, experimenting with protective equipment such as the “Guardian Caps” that fit over football helmets, giving coaches pocket-sized cards listing concussion symptoms and having players and their parents read and sign concussion information sheets.
The free REAP Project booklet from the Rocky Mountain Hospital for Children is used widely in Colorado. It has also been used in New York and Florida.
Many school districts also use a highly-regarded concussion management protocol written by McAvoy called REAP, which stands for Reduce, Educate, Accommodate, Pace. Contained in a colorful 11-page booklet available for free from Rocky Mountain Hospital for Children, the protocol emphasizes the team approach, the careful monitoring of physical, emotional and cognitive symptoms, and a graduated “return-to-play” that allows student athletes to ramp up physical activity over the course of several days.
As recommended in REAP, districts have increasingly addressed cognitive symptoms of concussions, such as mental fatigue and difficulty concentrating, by making accommodations in the classroom such as reduced note-taking or extra time on tests.
Mark Kanagy, assistant principal of Windsor High School and athletic director in Weld RE-4 School District, said this is true in his district. In some cases, the district has put in place a temporary 504 plan, which are normally used to accommodate students with disabilities, for a concussed student.
Some Colorado districts also use a computer-based test called ImPACT, which measure students’ neurocognitive function at a baseline level as sports seasons begin, and can be administered after a suspected concussion to help determine whether new deficits exist.
While experts caution that ImPACT tests aren’t foolproof, they say they can be one piece of the puzzle in determining whether students are affected by concussion. The test is used at about 100 Colorado middle and high schools, according to company officials.
Paul Cain, athletic director for Mesa County District 51, said his district pays about $1,000 a year to use ImPACT for students in football, soccer, lacrosse, basketball, baseball, softball, diving, and cheerleading, as well as for students in other sports whose parents have requested it.
Kanagy, assistant principal of Windsor High School and athletic director in Weld RE-4 School District, said ImPACT “makes things more quantifiable…It helps take some of the guesswork out of it.”
He said a student might feel fine and have no headaches or other symptoms after a concussion, but if the post-injury ImPACT test doesn’t align with the baseline test, it can indicate something is still wrong.
Still, not everyone thinks ImPACT is an ideal tool. They say that students packed in a computer lab taking the test may not earn reliable baseline scores because they are distracted or deliberately performing poorly. In addition, not all doctors know how to interpret the test.
McAvoy said most school districts never use ImPACT because of its cost. “And that’s okay,” he said. “ImPACT is not necessarily where I would put limited resources.”
Trickle down effect
As standards for concussion education and management among youth athletes have risen, advocates say non-sports concussions in youth are starting to get more notice as well. Those concussions may result from a car accident, a fall or a bicycle crash outside of school, which means school staff don’t always know about them right away, if at all.
“Our biggest issue is getting non-athletic concussions communicated to our schools,” said Cain. “As a community that’s the next thing we need to work on.”
It’s not unusual for non-athletic concussions to outnumber sports-related ones. During the 2011-12 school year, about 60 percent of 200 student concussions in District 51 were not sports related, said Mistry. At Cherokee Trail High School, there were 25 non-athletic concussions last year compared to 15 sports-related.
“Really it comes down to the responsibility of the parent, the responsibility of the child,” said Steve Carpenter, athletic director at Cherokee Trail.
While some families inform the school nurse about out-of-school head injuries and, in Cherry Creek district staff receive training on recognizing non-athletic concussions, Carpenter said, “Those are tricky ones.”
McAvoy said while Jake’s Law exclusively addresses sports concussions in 11-18 year olds, concussion guidelines she co-wrote for the Colorado Department of Education, also address concussions sustained outside of sports and in students under 11.
Still, since parents aren’t required to seek medical advice for non-athletic concussions, it can be hard for school staff to know how to proceed, she said.
“When does a school feel comfortable releasing them back to recess, physical education and those kinds of things?”
$6 million CU-Boulder instrument to fly on Sept. 6 NASA mission to moon
Aug 29th
A $6 million University of Colorado Boulder instrument designed to study the behavior of lunar dust will be riding on a NASA mission to the moon now slated for launch on Friday, Sept. 6, from the agency’s Wallops Flight Facility in Virginia.
The mission, known as the Lunar Atmosphere and Dust Environment Explorer, or LADEE, will orbit the moon to better understand its tenuous atmosphere and whether dust particles are being lofted high off its surface. The $280 million LADEE mission, designed, developed, integrated and tested at NASA’s AMES Research Center in Moffett Field, Calif., will take about a month to reach the moon and another month to enter the proper elliptical orbit and to commission the instruments. A 100-day science effort will follow.
“We are ready and excited for launch,” said CU-Boulder physics Professor Mihaly Horanyi of the Laboratory for Atmospheric and Space Physics, principal investigator for the Lunar Dust Experiment, or LDEX. “We think our instrument can help answer some important questions related to the presence and transport of dust in the lunar atmosphere.”
One unanswered question since the days of the Apollo program is why astronauts saw a pre-sunrise glow above the lunar horizon, said Horanyi, who directs LASP’s Colorado Center for Lunar Dust and Atmospheric Studies. “The glow has been suggested to be caused by dust particles that were electrically charged by solar ultraviolet light, causing them to lift off from the moon’s surface.”
About the size of a small toaster oven, the LDEX instrument will be able to chart the existence, size and individual velocities of tiny dust particles as small as 0.6 microns in diameter. For comparison, a standard sheet of paper is about 100 microns thick. A collision between a dust particle and a hemisphere-shaped target on LDEX generates a unique electrical signal inside the instrument to allow scientists to detect individual particles, said Horanyi.
Horanyi said clouds of dust specks seemingly observed by astronauts hovering over the moon likely weren’t clouds at all. “If you watch a cement truck on the highway, it seems to be carrying a dust cloud along with it. But what is actually happening is that every speck of dirt coming off the truck is falling onto the highway,” he said.
“The specks have very short lifespans, and the cloud that appears to surround the truck is actually a continual rain of dust from the vehicle to the pavement,” he said. “Similarly, the smallest lunar dust particles could also continually lift off and fall back onto the surface.”
Knowing more about the behavior of lunar dust could be of use for future human expeditions to the moon, including potential colonization efforts. Learning more about lunar dust also might help scientists better understand dust on other moons in the solar system — like Phobos and Deimos that orbit Mars – that have been suggested by some as possible initial landing posts for crewed missions headed to the Red Planet.
LADEE also is carrying an ultraviolet and visible light spectrometer, a neutral mass spectrometer and a lunar laser communications demonstration.
Astronauts walking on the moon sank into a shallow layer of dust, thought to be a product of millions of years of meteoric and interstellar particle bombardment, he said. “The beauty of physics is that we believe the same processes occur throughout the universe,” he said. “What we see on the moon may well apply to Mercury, Phobos, Deimos or asteroids, which all have very tenuous atmospheres.”
When the LADEE spacecraft is inserted into an elliptical orbit, its closest approach will be less than 20 miles from the lunar surface. “The closer we can get to the surface the better,” he said.
“This is a very exciting mission that will answer an almost 50-year-old question in space science,” said CU-Boulder graduate student Jamey Szalay, who is writing data analysis software for the mission that will allow the team to analyze science results immediately after data is received from the spacecraft. “Given the convenient duration of the mission and promising science return, I’m very fortunate to be a part of the science team — it’s a dream project for any graduate student in space sciences to be working on.”
Horanyi also is the principal investigator on CU-Boulder’s Student Dust Counter, a simpler instrument than LDEX flying on NASA’s New Horizons mission that was launched in 2006 to explore Pluto and the Kuiper Belt, a massive region beyond the planets containing icy objects left over from the formation of the solar system. The Student Dust Counter was designed, built, tested and operated entirely by students, primarily undergraduates, at LASP and has been collecting data for the past seven years. New Horizons is now more than 2.5 billion miles from Earth and will arrive at Pluto in two years.
CU-Boulder researcher David James, who now is working on LDEX, got his start helping to build SDC. “Although I was a student in a lab back then, it was almost like working in the private sector,” said James, who eventually received his doctorate from CU-Boulder. “We were building an instrument that was going to Pluto. It was an amazing experience with huge responsibilities, it pushed us to do our best, and it definitely shaped who I am today.”
The LDEX instrument, as well as many previous LASP instruments launched into space since the 1970s, will carry a laser engraving of the CU mascot, Ralphie the Buffalo, as well as the names of all university people who participated in the project, from students and scientists to engineers and administrative support staff. “It’s like adding a touch of history to the mission, perhaps for good luck and pride,” said Horanyi. “After all, this is the University of Colorado.”
-CU-
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