Demographic characteristics associated with human Toxocara canis infection in children aged one to 11 years were investigated using data from the Health and Nutrition Examination Survey of 1971 to 1973. An enzyme-linked immunosorbent assay with larval stage antigen was used to measure the concentration of antibodies to T. canis in 1,409 available sera. From 4.6 to 7.3% of the children in different geographic regions of the United States have been infected, with serologic prevalence approaching 30% among black children of lower socioeconomic status aged six to 11 years. For both blacks and whites, higher seroprevalence was associated with a rural residence, increased age in children and number of persons in the household, and with decreased income, education, and number of rooms in the house. Multivariate logistic regression models indicated that blacks had higher infection rates than whites, even when socioeconomic factors were controlled. Certain critical variables, however, such as exposure to dogs or reliable pica histories, were not available for analysis.
We report here on an extensive redesign and unification of the Introductory Computer Programming sequences offered to computer science, computer engineering, information science and digital media majors. The redesign is intended to improve student learning while reducing costs. The approach makes use of substantial Web-based course material and course management tools, including multi-level online modules that individualize instruction and enable students to self-schedule learning each week. Each module covers a particular aspect of computer programming at different levels of knowledge. Students are assigned work and reading from the module at a level appropriate to the objectives of the long-term goals of their major. This allows students in different majors to acquire the appropriate skill level for each technique and concept. Peer mentors and teaching assistants provide assistance online or in person. In the future, we plan to expand the self-scheduling aspect of the course to allow students to enter the course at different modules, depending on their previous knowledge.
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