Utilization of special education services and educational attainment among long‐term survivors of childhood cancer

Abstract

In previous work in our laboratories and in the ocean, we have investigated the formation and dissociation of composite CO2 particles made of CO2 hydrate, liquid CO2, and water. The composite is formed by partially converting liquid CO2 into hydrate at mid‐ocean depth (1000–1200 m) conditions. Partial conversion of CO2 into hydrate enables injection of CO2 in seawater in the form of a dense composite material that will drive CO2 to ocean depths well below the injection point. Thermodynamic conditions allowing the formation of negatively buoyant composite particles have been established for a laboratory‐scale, continuous‐jet hydrate reactor (CJHR). An investigation has been performed to explore the issues related to the scale‐up of the CJHR. Hydrate was formed using two CJHR geometries; the first sprayed water in CO2, and the second sprayed CO2 in water. Using a plot of Ohnesorge vs. Reynolds numbers allowed flow rates to be selected that would yield a spray regime and maximize hydrate formation. The effect of varying pressure and liquid flow rates on hydrate behavior was observed. Depending on these parameters, hydrate particles were observed to sink, float, or be neutrally buoyant. A two‐order‐of‐magnitude scale‐up in the flow rates of the two fluids has been achieved with the larger CJHR geometries without losing the important characteristics of the hydrate particles (i.e., density and cohesiveness). Temperature changes as a result of hydrate formation were also monitored. A mathematical model has been developed to predict the fate of sinking CO2 hydrate particles after release in the seawater. These results can guide further field and laboratory investigations related to the scale‐up of ocean CO2 sequestration. © 2007 American Institute of Chemical Engineers AIChE J, 2007

Educational attainment among survivors of childhood cancer: a population-based cohort study in Denmark

“…This might be due partly to general sex-specific differences in educational choices in Denmark, where vocational training and short-cycle higher education attract fewer women (Jensen et al, 1997;Statistics Denmark, 2004). Our results accord with those of others (Kelaghan et al, 1988;Langeveld et al, 2003;Mitby et al, 2003). Expectations of teachers with regard to academic performance might be lower for cancer patients and in conjunction with reports that girls are more often absent from school than boys (Charlton et al, 1991), this could indicate different cultural expectations for the two sexes.…”

“…CNS tumour survivors who completed upper secondary school showed no significant reduction in attainment of further education, and the chance of success increased with older age at diagnosis. These findings corroborate previous reports that young age at diagnosis is a risk factor for educational disadvantage (Kelaghan et al, 1988;Haupt et al, 1994;Langeveld et al, 2003;Mitby et al, 2003).…”

“…Other studies concluded that survivors of childhood cancers more generally had significant deficits in educational outcome (Teta et al, 1986;Langeveld et al, 2003;Mitby et al, 2003). Although well conducted, most previous studies were subject to incomplete participation, with rates as low as 61%, and suboptimal comparison groups, including siblings (Teta et al, 1986;Kelaghan et al, 1988;Haupt et al, 1994;Mitby et al, 2003) and population values (Pastore et al, 2001); healthy controls were used in only one study (Langeveld et al, 2003).…”

Cerebellar pilocytic astrocytoma in childhood: Investigating the long-term impact of surgery on cognitive performance and functional outcome

“…According to the vulnerability theory, a young age at the time of diagnosis is especially thought to have a detrimental effect on late outcome. 1,7,8 As younger children have not developed all basic cognitive functions yet, they may especially be at risk of struggling more with the subsequent development of higher cognitive abilities. 1,9 …”

Multiprofessional follow‐up programmes are needed to address psychosocial, neurocognitive and educational issues in children with brain tumours

“…The child's cognitive problems must also be recognised early and taken into consideration when planning the child's schooling 13, 14. Furthermore, children without problems must be identified in order to avoid subjecting them to lengthy neurocognitive investigations.…”