No abstract

Closed patch tests were used to evaluate the ability of 156 different preparations (based on 22 different chemicals) to prevent poison ivy dermatitis. Several polyamine salts of a linoleic acid dimer were identified that were totally able to prevent the usual dermatitis in approximately 70% of subjects. The effectiveness of the preparations improved when the antigen and the protectant were washed off within eight to 12 hours, instead of remaining on the skin for 48 hours. When washed off, and depending on the protectant, concentration, and vehicle used, several of the preparations were totally able to prevent a dermatitis in a range of 56% to 100% of subjects tested. Further work with these compounds may greatly benefit the many people currently plagued by their allergy to poison ivy and poison oak.

No abstract

T eachers have been asked to make significant changes i n their classroom assessment practices over the last few years . Prior to secondary school reform , most teachers' past experience s and learning focused on norm referenced evaluation that was communicated by a percentage grad e on the report card . Throughou t the course, students' efforts an d achievement in relationship to paper pencil tasks were recorded , averaged and calculated to determine the final grade .New education policies requir e classroom teachers to focus on assessment to help students learn . Learning opportunities and assessment tasks focus on ke y knowledge and skills (e .g ., knowledge/understanding, thinking/inquiry, communication, application) that students practice over tim e before they are asked to demonstrate what they know and can do . Evidence of students' learning is gathered and judged against clear criteria related to curriculum expectations . Separate feedback o n learning skills is provided on the right side of the report card whil e students' final percentage grades and comments related to strengths, areas for improvement and suggestions for improvement are o n the left side . ii) who needs the learning opportunities ?iii) how will the learning tak e place?The first step in developing system plans continually requires u s to determine what learning need s to be addressed . Recognizing pas t practices, present practices and the desired future state of classroo m practices is taken into consideration . Each spring, teacher feedback is gathered on classroo m practices related to the four ke y components of the assessmen t policy (curriculum expectations , achievement chart, 70%/30% spli t for the final grade and learning skills) . Teachers use profiles tha t identify and describe the expected classroom practices at various stages of implementatio n (awareness, preparation, practice, routine) . This helps them determine the degree to which the assessment practices have become part of their daily routine . The self-assessment tool reinforces the concept that "implementation is a process and not an event" and assists them in planning future professional growth .

No abstract