Avian influenza has three of the four properties necessary to cause a pandemic. However, are we as individuals and communities prepared for a pandemic flu in the United States? To help answer this question, 12 focus groups (N = 60) were conducted in Tulsa, Oklahoma, to determine the level of awareness of avian and pandemic flu for the county health department to develop effective communication messages. The overall findings indicate that the general Tulsa public lacks information about avian influenza or pandemics, does not believe a pandemic will occur, and believes if one does occur the government will take care of it. Finally, the groups agreed that education would be the key to preventing widespread panic if a pandemic occurred. Five themes emerged: confusion about terminology, seriousness of avian influenza, disaster fatigue, appropriate precautions, and credibility of health information. Each should be considered in developing effective risk communication messages.

1. Review the stated learning objectives of the CME articles and determine if these objectives match your individual learning needs. 2. Read the articles carefully. Do not neglect the tables and other illustrative materials, as they have been selected to enhance your knowledge and understanding. 3. The following quiz questions have been designed to provide a useful link between the CME articles in the issue and your everyday practice. Read each question, choose the correct answer, and record your answer on the CME REGISTRATION FORM at the end of the quiz. Retain a copy of your answers so that they can be compared with the correct answers should you choose to request them. 4. Type your full name and address and your date of birth in the space provided on the CME REGISTRATION FORM. 5. Complete the evaluation portion of the CME REGISTRATION FORM. Forms and quizzes cannot be processed if the evaluation portion is incomplete. The evaluation portion of the CME REGISTRATION FORM will be separated from the quiz upon receipt at PSYCHIATRIC ANNALS. Your evaluation of this activity will in no way affect the scoring of your quiz. 6. Your answers will be graded, and you will be advised whether you have passed or failed. Unanswered questions will be considered incorrect. A score of at least 80% is required to pass. Your certificate will be mailed to you at the mailing address provided. Upon receiving your grade, you may request quiz answers. Contact our customer service department at (856) 994-9400. 7. Be sure to complete the CME REGISTRATION FORM on or before August 31, 2010. After that date, the quiz will close. Any CME REGISTRATION FORM received after the date listed will not be processed. 8. This activity is to be completed and submitted online only. Indicate the total time spent on the activity (reading article and completing quiz). Forms and quizzes cannot be processed if this section is incomplete. All participants are required by the accreditation agency to attest to the time spent completing the activity. CME ACCREDITATION This CME activity is primarily targeted to patient-caring physicians specializing in psychiatry. There are no specific background requirements for participants taking this activity. Learning objectives are found at the beginning of each CME article. This activity has been planned and implemented in accordance with the Essential Areas and policies of the Accreditation Council for Continuing Medical Education through the joint sponsorship of Vindico Medical Education and PSYCHIATRIC ANNALS. Vindico Medical Education is accredited by the ACCME to provide continuing medical education for physicians. Vindico Medical Education designates this educational activity for a maximum of 3 AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with the extent of their participation in the activity. FULL DISCLOSURE POLICY In accordance with the Accreditation Council for Continuing Medical Education's Standards for Commercial Support, all CME providers are required to disclose to the activity...

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In this study, workers' ratings of need for training may reflect an overall interest in training rather than need for training in a particular area. Caution should be exercised in interpretation when generic goals and self-assessment are used to measure need for training. Future assessments of training needs may be more effective if they use objective measures of specific local plans.

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Modern power systems are cyber-physical systems with increasing relevance and influence of information and communication technology. This influence comprises all processes, functional, and non-functional aspects like functional correctness, safety, security, and reliability. An example of a process is the data acquisition process. Questions focused in this paper are, first, how one can trust in process data in a data acquisition process of a highly-complex cyber-physical power system. Second, how can the trust in process data be integrated into a state estimation to achieve estimated results in a way that it can reflect trustworthiness of that input?We present the concept of an anomaly-sensitive state estimation that tackles these questions. The concept is based on a multi-faceted trust model for power system network assessment. Furthermore, we provide a proof of concept by enriching measurements in the context of the IEEE 39-bus system with reasonable trust values. The proof of concept shows the benefits but also the limitations of the approach.

Results indicate that residents' knowledge, skills, attitudes, and values regarding teaching varies across institutions and training programs. The psychiatry residents in this study do not clearly understand their role as educators with patients and medical students; they have a less clear understanding of teaching techniques, and report spending less time educating patients than do family medicine residents. The differences might be due to different patient populations and treatment settings. The study suggests that psychiatry residents may have difficulty adapting the One-Minute Preceptor technique in psychiatric settings. Results serve as a benchmarking study in a performance-improvement program to enhance psychiatry residents' teaching skills.