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Background and Purpose: The purpose of this study was to determine whether admissions data could be used to estimate physical therapist students' risk for academic difficulty.
Subjects: A nationally representative sample of 20 physical therapist education programs provided data on 3,582 students.
Methods: Programs provided data regarding student demographic characteristics, undergraduate grade point average (uGPA), quantitative and verbal Graduate Record Examination scores (qGRE, vGRE), and academic difficulty. Data were analyzed using logistic regression. Rules for predicting risk of academic difficulty were developed.
Results: A prediction rule that included uGPA, vGRE, qGRE, age, and race or ethnicity was developed from the entire sample. Prediction rules for individual programs showed large variation.
Discussion and Conclusion: Undergraduate grade point average, GRE scores, age, and race or ethnicity can be useful for estimating student academic risk. Programs should calculate their own estimates of student risk. Academic programs should use risk estimates in combination with other data to recruit, admit, and retain students.
Professional physical therapist education programs use a variety of measures of academic performance, aptitude, and affective characteristics when selecting students for admission.1,2 Of these, grade point average (GPA) and standardized test scores are commonly used quantitative indicators.1 In a survey of allied health education programs, physical therapist program directors ranked overall preadmission GPA and GPA in prerequisite courses as the most important factors for admissions decisions.1 Although many authors3–16 have studied the utility of these measures, little guidance exists on whether or how such data may be used to predict performance of individual students in physical therapist education programs. Prediction of academic performance could potentially be important because academic programs could estimate the resources that may be needed for students who eventually encounter academic difficulty. In addition, programs could consider early educational interventions for at-risk students in hopes of reducing students' risk for academic difficulty.
Numerous authors have studied the relationships among preprofessional GPA, standardized test scores, and academic performance in professional physical therapy curricula. Some early studies examined standardized tests that are now rarely used by physical therapist education programs, such as the Allied Health Professions Admissions Test4 or the Scholastic Aptitude Test.7 Other, generally more recent, studies have examined the use of GPA and scores on different portions of the Graduate Record Examination (GRE) to predict professional program GPA6,8,11,16,17 or raw scores on the National Physical Therapist Examination (NPTE).6,16 Day17 conducted the only study we found that examined student data from more than one physical therapist education program. Using linear regression, Day found that preprofessional GPA, scores on the analytic portion of the GRE (aGRE), and race or ethnicity accounted for less than 20% of the variance in GPA among 522 students from 4 schools.
We found no studies that accounted for differences based on sex or ethnicity. In other fields, it has been suggested that sex or ethnic differences exist in performance on the GRE,16,18–20 but such differences do not relate to academic performance.21,22 Because previous studies have relied on relatively small samples, the effect of demographic characteristics, such as sex and race or ethnicity, on prediction of physical therapist student performance is unclear.
Recruiting and retaining students who are likely to succeed is an important goal for physical therapist education programs. In 2003, 12% of students admitted to physical therapist education programs did not graduate within 150% of the normally expected time frame.23 When students struggle academically, programs may utilize more resources in providing remedial learning experiences and ensuring student competence. The purpose of this study was to investigate the utility of quantitative admissions data in predicting whether physical therapist students encountered academic difficulty during the professional academic program. Because academic programs make admissions decisions using only prematriculation data, we examined variables for which data were collected prior to students enrolling in professional programs. Data for variables obtained after matriculation (eg, professional program GPA) would potentially confound the findings for prematriculation variables. For the purposes of this study, academic difficulty was defined as being placed on probation, suspension or dismissal from the education program, or repeating courses or units due to poor academic performance.
By collecting data from a national sample of professional Master of Physical Therapy (MPT) and Doctor of Physical Therapy (DPT) programs, we examined the following questions: (1) can preadmission demographic data, GPA, and verbal and quantitative Graduate Record Examination scores (vGRE, qGRE), either in isolation or in combination, be used to predict physical therapist student risk for academic difficulty on a national scale, and (2) does the extent of prediction of academic difficulty vary by program?
Program Recruitment
Physical therapist education programs were eligible for recruitment if they used the GRE in their admissions processes and if they had estimated class sizes of at least 30 students per year for the graduating classes of 2000 to 2004. We chose the years 2000 to 2004 because the most recent data were available for these years; we adjusted for "year" within the analysis to control for any variations among cohorts. Because we were interested in assessing predictors both among and within programs, we recruited only those programs that admitted at least 30 students to allow for a within-program analysis. We estimated that at least 30 students per year (for a total of 150 students) would be the minimum number required to generate reliable predictions in our within-program analysis. Given the number of variables that we examined, this number of students would allow for a minimum of 5 cases per cell in most cases.
The online directory of accredited programs compiled by the Commission on Accreditation in Physical Therapy Education24 was used to identify accredited programs. Of the 209 programs accredited in 2004,23 the online directory of accredited programs24 provided profiles and contact information for 191 programs. The Internet Web sites for all 191 programs were reviewed to identify those programs that used the GRE and that reported an estimated enrollment of at least 30 students each year. Ninety-five programs were eligible.
Programs were recruited for participation using quota sampling. In quota sampling, subjects are enrolled based on the proportion of key characteristics in the population of interest.25 We planned to recruit one fourth (n=24) of the 95 eligible programs. This approach allowed us to draw a sample that was representative with respect to geography and degree level. Recruiting 24 programs also would provide data on an adequate number of students for statistical analysis.26
The 95 eligible programs were classified into 4 geographic categories (Northeast, South, Midwest, and West) which corresponded to US Census Bureau regions.27 Within each geographic category, programs were further categorized by degree level. Programs that had conferred professional DPT degrees in the years 2000 through 2004 were classified as DPT programs. Programs that conferred professional MPT degrees in the years 2000 through 2004 were classified as MPT programs. Programs that were conferring MPT degrees in 2000 but began conferring DPT degrees during any of the next 4 years were classified as "transition" programs (Tab. 1).
Within each of the 12 geographic and degree-level groups, eligible programs were assigned random numbers. These random numbers established the order in which programs would be invited to participate. The target sample included the number of programs in each category noted in the bottom panel of Table 1. In each category, programs were contacted and invited to participate until the target number of programs in that category was achieved. Overall, 19 programs declined, citing time constraints or difficulty compiling the requested information as reasons for not participating. In one of the categories, all of the eligible programs were either recruited or declined before the target number of programs was reached. Therefore, a total of 23 programs initially agreed to participate in the study. Eight of these programs required approval from their own institutional review boards. Human subjects approval was obtained from all 8 institutions using exempt criteria.
Participating programs were asked to provide data regarding all students matriculating into the classes scheduled to graduate in the years 2000 through 2004. Three of the participating programs withdrew from the study because of difficulty compiling the needed data. The remaining 20 programs provided data on 3,585 students.
Data Collection
Academic difficulty was the dependent variable in the study. Programs were asked to indicate whether each student encountered academic difficulty in the academic program. As listed in Table 2, program directors or their designee assigned each student to 1 of 6 categories describing the student's progress in the program. We used categorical rankings of academic difficulty instead of professional program GPA because curricula, grading scales, and academic standards may vary from program to program. We believe that categorical ratings of academic difficulty reflect the range of relevant student outcomes. Other authors10,28,29 have used similar approaches.
Independent variables included undergraduate GPA (uGPA), vGRE, and qGRE. The aGRE was changed from multiple choice to an essay-based assessment in 2002.30 Because most students enrolled in physical therapist education programs during the study period would have taken the older version of the aGRE, this variable was not included in the study. Student demographic data and program degree level also were recorded. These independent variables are outlined in Table 3.
After agreeing to participate in the study, program directors were sent a data collection spreadsheet and instructions for completion. Each program completed the spreadsheet and returned it as a password-protected electronic mail attachment. No names, birth dates, or other data that could be used to identify individual students were returned to the investigators.
Data Analysis
Prior to analysis, uGPA was transformed by multiplying by 10, which we believe allows for a clearer interpretation of the odds ratios produced by the logistic regression. Instead of describing a change in odds for every 1.0 change in uGPA (say from a 2.0 to a 3.0), the transformed variable produces an odds ratio based on an uGPA change of 0.1. Similarly, GRE scores were transformed by dividing by 10. The verbal and quantitative portions of the GRE are scored in 10-point increments.31 The transformation allows for interpretation of the odds ratios based on these 10-point increments. Data screening procedures included assessment of missing data, ratio of cases to variables, and multicollinearity.26,32
Between-program analysis.
Logistic regression procedures were used for the entire sample. Logistic regression, for our study, was useful for determining whether independent variables (eg, uGPA or GRE scores) predicted the dichotomous dependent variable of academic difficulty. The dependent variable was dichotomized into students who encountered academic difficulty (ie, academic problems, dismissal, or academic withdrawal; see Tab. 2) and those who did not (ie, graduate, nonacademic delay, or nonacademic withdrawal; see Tab. 2). We dichotomized academic difficulty because there were very few subjects in some categories, notably students who were dismissed (n=51) and students who withdrew for academic reasons (n=21).
Advice on the sample size required for logistic regression is scarce.33,34 However, Norman and Streiner33 recommended having 10 times as many subjects as independent variables. This is consistent with Tabachnick and Fidell,26 who recommended having at least 5 subjects per cell. Our study was designed to meet or exceed these recommendations. Prior to logistic regression analysis, cross-tabulations of all combinations of nominal independent variables were performed. To avoid potential errors due to small cell sizes,26 ethnicity was recoded from 7 to 5 levels (black/African American, Hispanic, white/non-Hispanic, Asian/Pacific Islander, and "other"; "white/non-hispanic" was used as the referent category). Because we used program as a control variable, the other program-level covariables (ie, institutional Carnegie classification as listed in the directory of accredited programs24 and geographic region) resulted in cells with no data; thus, they could not be used in the main logistic regression analysis.
We used hierarchical logistic regression because we wanted to control for certain variables before other variables were entered into the model. Hierarchical regression requires entry of variables into the regression model in a prespecified order based on theoretical or evidence-based grounds.35
Specifically, we were interested in the influence of GPA and GRE scores after controlling for potential confounding variables. First, we wanted to control for the effects of the different years in the data set, as well as the different programs and degree levels, so we entered these variables into the model.36 Given that programs vary in the methods used to train students, we suspected that there was variation in the relationship between academic difficulty and GPA and GRE scores across programs, degree levels, and years. These variables are all "group-level" variables. Next, we entered variables measured at the level of the individual—student age, sex, and race or ethnicity. Studies in physical therapy9,16,17 and other fields22,37,38 indicate that prediction of academic performance may be influenced by these demographic factors. Lastly, we entered uGPA, qGRE, and vGRE into the model. We entered these variables as a final step because we wanted to control for the previously mentioned group-level and individual-level variables before assessing the effect of uGPA and GRE scores.
The −2 Log-Likelihood test (P<.05) was used to evaluate whether the final model represented improvement over the constant-only model.34 The Hosmer and Lemeshow test (P>.05) was examined to evaluate how well the model fit the data.26,34,39 Wald statistics and adjusted odds ratios were examined to identify the variables that contributed significantly to the prediction model.34
To provide an interpretation of the ability of uGPA and GRE to predict academic difficulty after adjusting for potential confounding variables, we used receiver operating characteristic (ROC) curves. Receiver operating characteristic curves provide an indication of how well a variable discriminates between students who encountered academic difficulty and students who did not.40 For example, if one wanted to know whether a uGPA of less than 3.0 placed a student at increased risk for academic difficulty, a ROC curve could be used to determine whether this cut-point was important for estimating risk of academic difficulty. For a more thorough description of ROC curve analysis, see Deyo and Centor.41 Receiver operating characteristic curves were plotted for those continuous variables (ie, uGPA, vGRE, qGRE, and age) that were identified as significant predictors of academic difficulty.
We used 2 strategies to develop cut-point thresholds for these variables. First, we divided uGPA, vGRE, qGRE, and age into tertiles, and then we tested the previously described model with the variables coded as tertile scores. We identified 2 cut-points for each variable because we wanted to examine the predictability for reasonably small ranges of scores for each variable (eg, uGPA of 3.0 or less versus a uGPA of 3.01 to 3.5 versus a uGPA of 3.51 or higher). If the tertile method did not result in significant differences among the 3 score ranges, the ROC curve was used to identify a single cut-point threshold that best discriminated between students who encountered difficulty and those who did not.
A final logistic regression model was fit using these discrete variables. This final model was examined for goodness of fit; main effects as well as all 2-way interactions were tested for significance. The variables contributing significantly to the final model were used to develop a prediction rule for academic difficulty.
Clinical prediction rules use clinical data to assist clinicians in making a diagnosis or predicting an outcome.42,43 We use the term "prediction rule" rather than the term "clinical prediction rule" because, in our case, the prediction rule was designed to assist physical therapist academicians in the interpretation of applicant information.43 We used the β coefficients from logistic regression procedures to weight the importance of the variables predicting academic difficulty, an approach commonly used to develop clinical prediction rules.44–46 Finally, we tested the prediction rule using the data from students from all programs.
Within-program analysis.
To further clarify how prediction of academic difficulty may vary by program, the analyses performed on the entire data set were repeated with data from each program. The same variables were used as in the between-program analysis, with a few exceptions. First, controlling for program was not necessary. Second, some programs had few or no students from ethnic groups other than white/non-Hispanic. In these cases, ethnicity was collapsed into fewer categories or eliminated from the analysis, as needed. Similarly, some programs graduated students with only one type of degree (MPT or DPT) during the study period, so the degree variable was eliminated for these programs. Data were analyzed using the Statistical Package for the Social Sciences (SPSS), version 12.0.*
Population Comparisons
Where possible, the characteristics of the program and student sample were compared with those of the 95 programs eligible for the study. For the remaining population comparisons, we used the total population estimates from all accredited programs23 because population estimates for the 95 programs that met the eligibility criteria were not available.
The geographic distribution of programs in the sample was similar to that of the 95 programs eligible for the study (Supplemental Fig. 1). In 2004, 53% of accredited programs offered the DPT degree. In the study sample, 45% of the programs conferred DPT degrees in 2004 (Supplemental Fig. 2). The sample included a slightly higher proportion of private institutions than did the populations of both accredited and eligible programs (Supplemental Fig. 3). The proportion of programs in the sample housed at doctoral, master's, and specialized medical or health sciences institutions was very similar to the population of accredited programs (Supplemental Fig. 4).
The median age at admission of students enrolled in the sample programs was 23 years (range=18–52), which is similar to the median age reported by Goldstein and Gandy.47 Women represented 65.9% of the sample. For the academic years 1999–2000 and 2001–2002, the sample had a slightly smaller proportion of women than did the population of all accredited programs (Tab. 4). The majority of students in the sample were white and not of Hispanic descent (Tab. 4). The sample had smaller proportions of African-American and Hispanic students than the population of students enrolled in all accredited programs.
Table 5 presents descriptive statistics regarding quantitative admissions data for students in the sample. The mean uGPA of students in the sample was between 3.40 and 3.50 for all 5 cohorts of students, which is consistent with the mean uGPA of students admitted to all accredited programs23 (Fig. 1).
Three of the 3,585 students in the sample were missing data regarding academic difficulty, so they were excluded from further analysis. A total of 9.6% (n=345) of the 3,582 students encountered academic difficulty (Tab. 6). The percentage of students in the sample graduating on time without difficulty was the highest for the 2000 cohort (93.2%) and decreased each year. A similar trend was seen in the population of students enrolled in all accredited programs. Figure 2 compares the percentage of students in the study who graduated on time without difficulty with the graduation rates reported by the American Physical Therapy Association (APTA).23 For all except the 2001 cohort, there was no significant difference (95% confidence interval [CI]) between the sample and population means.
Between-Program Analysis
The results of the hierarchical logistic regression indicated that age, ethnicity, uGPA, vGRE, and qGRE contributed to prediction of academic difficulty after controlling for program, cohort, degree, ethnicity, and sex (Tab. 7). Odds ratios indicate that, as uGPA decreased by 0.10 (ie, from 3.1 to 3.0), the odds of encountering academic difficulty were increased by 15%. As vGRE and qGRE decreased by 10 (ie, from 420 to 410), odds of academic difficulty were increased by 3% and 4%, respectively. Age and ethnicity also contributed significantly to the model. As age at admission increased by 1 year, odds of academic difficulty increased 10%. Odds of academic difficulty were 200% higher for students from ethnic groups other than white/non-Hispanic.
Receiver operating characteristic curves were plotted for uGPA, vGRE, qGRE, and age. The area under each curve (Tab. 8) was significantly greater than 0.5 (P<.001), indicating that these variables significantly discriminated among students who did and did not have academic difficulty. Table 9 presents the final logistic regression model after converting age, uGPA, vGRE, and qGRE into discrete variables. Based on ROC curve analyses, uGPA was recoded into 3 discrete categories (3.15 or lower, 3.16–3.49, and 3.50 or higher). Both vGRE and qGRE were recoded into dichotomous variables (vGRE: 400 or lower versus 410 or higher; qGRE: 530 or lower versus 540 or higher). In addition, race or ethnicity was dichotomized into 2 levels representing white/non-Hispanic and "other." We dichotomized the race and ethnicity variables because the students who did not fit the white/non-Hispanic category all had reasonably similar increased risks of academic difficulty (Tab. 7). Being older than 26 years of age, being from a racial or ethnic group other than white/non-Hispanic, having a uGPA of 3.15 or lower, having a vGRE of 400 or lower, and having a qGRE of 530 or lower all were associated with increased odds of academic difficulty. Having an uGPA of 3.50 or higher was associated with a reduced risk of academic difficulty. The model indicates that an interaction between age and uGPA exists: students who were older and who had low uGPA scores were at an increased risk of difficulty, as were students who were older and had higher uGPA scores.
Table 10 presents the individual items in the prediction rule created by rounding the β coefficients to the nearest 0.5 from the final logistic regression model presented in Table 9. For example, students with a low uGPA (3.15 or lower) had an increased incidence of academic difficulty with a β coefficient of 0.357. We rounded this coefficient to +0.5 for the prediction rule. The risk was even more pronounced for older students. A uGPA of 3.51 or higher had a protective effect in younger students, with a β coefficient of −1.113. We rounded this coefficient to −1.0 for the prediction rule. Older students, however, had a higher incidence of difficulty, even when uGPA was 3.51 or higher. Each student's predicted score was calculated, and then the predicted scores were cross-tabulated with the student's actual difficulty status. The results of the combined scores from the prediction rule are shown in Table 11.
Within-Program Analysis
In the between-program models, prediction of academic difficulty varied by program, as evidenced by the β coefficients in Tables 7 and 9. When logistic regression was applied to data of each program individually, a variety of models emerged. After controlling for covariates, uGPA was the most consistent predictor of academic difficulty, contributing to prediction of difficulty in 12 programs (alone in 7 programs, in combination with vGRE in 3 programs, and in combination with qGRE in 2 programs). Quantitative GRE score alone contributed to prediction of difficulty in 2 programs. For 2 programs, an adequate model could not be fit. For 4 other programs, the logistic regression model included only control variables, such as age and cohort.
The logistic regression output and prediction rules for 3 selected programs are presented in Supplemental Tables 1, 2, and 3. These 3 programs were chosen to illustrate the variation in prediction across the entire sample of participating programs.
Between-Program Analysis
The logistic regression analyses indicate that uGPA, vGRE, and qGRE are independently predictive of academic difficulty when controlling for program, cohort, degree level, ethnicity, and age. These results are consistent with other research in physical therapy and other fields. For instance, Huff and Fang38 found that low scores on the Medical College Admission Test (MCAT) and low preadmission GPA were predictive of academic difficulty in 13,118 medical students. As preadmission GPA increased by 0.1 point, risk of academic difficulty was reduced by 6.7%.38 Rosenfeld et al48 used discriminant function analysis and found that preadmission GPA and MCAT scores correctly classified the difficulty status of 76% of the 223 students in their study. Thomas and Draugalis49 used multiple regression analysis to develop an equation that predicted 43% of the variance in first-year GPA in a group of 159 pharmacy students; the prediction equation included GPA in prerequisite courses and scores on the Pharmacy College Admissions Test.
Day17 found that uGPA, scores on the analytic GRE, and ethnicity accounted for 20% of the variance of professional program GPA for a sample of physical therapist students. Thieman et al16 found that prerequisite course GPA, GRE scores, and age accounted for 37% of the variance in professional program GPA. Work by Day17 and Thieman et al16 support the notion that previous academic performance and GRE scores are related to performance in physical therapist professional education. The major difference is that these studies were conducted on relatively small samples. Our study appears to be the first study to suggest that GPA and GRE scores provide reasonably stable population-based estimates of risk. Substantial program-to-program variation exists, however, which suggests to us that individual programs should generate their own risk estimates.
We developed a prediction to identify students who are at risk for academic difficulty. In this sample, nearly 40% (95% CI=32.3–45.1) of students with high prediction rule scores (scores of 2 or higher) encountered academic difficulty. Using this rule would allow early identification of students at risk, enabling programs and students to develop strategies to maximize the chances for student success. Academic programs interested in using this prediction rule should recognize that "program" was an important predictor in our study. The most accurate prediction rule for an individual program would be developed using data collected from that program. In lieu of a program developing its own prediction rule, we suggest the prediction rule reported in Table 10 as a reasonable, though less accurate, alternative.
Influence of Covariates on Academic Performance
Program was an important covariate in the prediction of academic difficulty. There is no prescribed curricular format for physical therapist education programs,50 so curricular variation may affect the prevalence of academic difficulty at individual programs. Programs also are responsible for setting their own policies for grading and academic performance requirements, which in turn may affect the number of students encountering academic difficulty as defined in this study. Despite these differences in curricular design and policy, vGRE, qGRE, and uGPA still were predictive of academic difficulty, which suggests that these scores are reasonably powerful predictors of academic difficulty across a broad array of program types in different geographic regions.
Because we could not control for geographic region and Carnegie classification in our main analyses, these variables were tested in separate post hoc analyses. Each of these 2 variables was entered into a single logistic regression model. The Northeast region and doctoral institutions served as the referent categories, respectively. Geographic region was associated with academic difficulty (χ2=32.81, P<.001). Students in the Midwest had reduced odds of academic difficulty compared with students in the Northeast (odds ratio=0.459, 95% CI=0.317–0.665). Carnegie classification also was associated with academic difficulty (χ2=7.38, P=.025). Students enrolled in programs at institutions classified as master's institutions had 1.3 times the odds of academic difficulty compared with students at doctoral institutions (95% CI=1.301–1.733). Students enrolled in medical or specialized health sciences institutions had 1.4 times to odds of academic difficulty compared with students at doctoral institutions (95% CI=1.076–1.952).
Student-level characteristics that were significant in the between-program logistic regression model were age and ethnicity. Age contributed to the prediction of academic difficulty (P<.001) in the first logistic regression model developed for all 3,582 students in the sample. The regression model created using dichotomized variables suggests that prediction of academic difficulty is age-dependent. A uGPA of 3.50 or higher was protective against academic difficulty; however, when interacting with age ≥27 years, this relationship was reversed. Students with this combination of variables had more than twice the odds of difficulty (odds ratio=2.314, 95% CI=1.097–4.881) as compared with younger students with the same GPA. These findings suggest that older students may have other challenges beyond undergraduate academic preparation that affect their performance in graduate-level physical therapist education. For instance, older students may have experienced a longer gap between undergraduate and professional education than their younger counterparts. They also may have different work or family commitments. Programs should be aware that student age is a significant predictor of academic difficulty even after adjusting for program and other student-level variables.
Other studies support the notion that age may affect performance in physical therapist education. Both the studies by Dockter6 and Thieman et al16 showed that age contributed to the prediction of professional program GPA in linear regression models. Hayes et al9 suggested that traditional measures of intellectual ability, such as uGPA and standardized test scores, may not be the best predictors of academic performance for older, nontraditional physical therapist students. In a study of 107 students in a baccalaureate physical therapist program, they found that grades in a gross anatomy course and preprofessional GPA predicted professional program GPA for younger students, whereas grades in a gross anatomy course and interview scores predicted professional program GPA for older students.
Some authors1,2,51 have expressed concerns that GPA and test scores are not accurate predictors of academic performance for students from minority ethnic groups. Student ethnicity emerged as a significant predictor of academic difficulty. Interaction effects between race or ethnicity and the variables uGPA, vGRE, and qGRE were not detected, suggesting that the effects of race or ethnicity were independent of other variables in this study. However, fewer than 3% of the students in the sample were Hispanic or African American. Thus, the statistical power to detect significant interactions between ethnicity and the independent variables may have been limited.
The data collected do not allow inferences regarding why students in some ethnic groups had higher odds of academic difficulty. For example, the higher odds of academic difficulty for some racial or ethnic groups may be related to socioeconomic and educational factors that were not addressed by this study. Further research is needed regarding the relationships among race or ethnicity, quantitative admissions data, and academic difficulty to guide programs in the development and implementation of recruitment and retention strategies for minority students. Important disparities in the representation of some racial or ethnic minorities in physical therapy exist. For example, African Americans represent 12.3% of the US population,52 yet only 1.9% of physical therapist members of APTA are listed as African American.53 In our opinion, resolving these types of disparities should be priority issues for academic programs.
Within-Program Analysis
For students in 12 of the 20 programs, uGPA contributed to prediction of academic difficulty. Verbal GRE score was predictive of difficulty in 3 programs, and qGRE score was predictive in 4 programs. Variability in program-specific odds ratios, ROC curve areas, and prediction rules indicates that discrimination between students who had difficulty and students who did not varied widely within programs. These results suggest that program directors should analyze data from their own students to generate program-specific thresholds and rules for prediction of academic difficulty. If the number of students at an individual program is too small to conduct the analysis, we recommend using results from the between-program analysis because they represent the "typical student" in the study sample.
Implications for Academic Programs in Physical Therapy
In 2004, Oeffner54 suggested that uniform requirements for physical therapist education programs should be developed. That same year, the Education Section of APTA developed a list of recommended admissions requirements for physical therapist education programs.55 These recommendations are broad in that they do not specify minimum GPA requirements, nor do they recommend any single standardized test. The Education Section's recommendations55 state that programs should consider a variety of intellectual, nonintellectual, and demographic factors when selecting students. The current study provides strong evidence to support the use of uGPA, vGRE, and qGRE as part of students' overall admissions portfolio.
Many physical therapist education programs use the GRE in their admissions processes, although it is a general test and is not designed specifically for physical therapist students. An admissions test with content more relevant to physical therapy may improve the ability of the test to predict which students might have difficulty completing physical therapist education. Until a better alternative is identified, this study suggests that vGRE and qGRE scores should be used by academic programs to assist in making admissions and academic training decisions. We are not suggesting that the prediction rule be used, in isolation, to decide which students should or should not be offered admission to an academic program. There was too much unexplained variance in our prediction rule to recommend that it be used for this purpose. Rather, we contend that if programs are aware of a prospective student's modest increase or decrease in risk for academic difficulty, the program will be in a position to better plan that student's educational experience and increase the likelihood of success. All programs need to balance admissions decisions with policies, program and university missions, and societal needs. It is our contention that program missions and societal needs should be given high priority. We believe that the clinical prediction rule we describe can assist programs in better utilizing their educational resources to optimize the chances of success for all students while complying with institutional missions and societal needs.
Despite controlling for program, cohort, degree level, and student demographic characteristics, the logistic regression models accounted for only 24% of the variance in odds of academic difficulty. We suspect that a variety of variables that we did not measure explain the remaining variance. First, the analyses did not control for the rigor of students' undergraduate education. Studies of medical students38,56,57 have used indexes for this variable to adjust uGPA in their analyses. In addition, programs may have calculated preadmission GPAs in different ways, especially when applicants attended more than one undergraduate institution. Applicants may have taken the GRE more than once. We asked programs to report the scores they used in making their admissions decisions. Consistency in recording these data may have improved the strength of our predictive models.
Our study did not attempt to control for students' socioeconomic status or psychosocial factors. Studies of students in other fields, such as medicine, suggest that these variables may contribute to academic performance. Fadem and colleagues37 found that parental income was related to performance of 192 medical students on both the MCAT and medical licensure examinations. The authors suggested that students from poorer families may have had fewer educational advantages than their wealthier counterparts. Furthermore, students from families with fewer financial resources may be more likely to work during medical school, which may affect learning and performance.37 In a study of 175 medical students, Hojat and colleagues58 demonstrated that measures of psychosocial factors, such as anxiety, depression, locus of control, stress, and self-esteem, improved the prediction of medical school grades over the use of preadmission GPA and MCAT scores. More research of physical therapist students is needed to clarify which socioeconomic and psychosocial factors potentially contribute to students' performance and the occurrence of academic difficulty.
Other study limitations are related to potential sampling and historical biases. Because it is not possible to determine the specific demographic makeup of the student bodies at the 95 eligible programs, we compared the sample to the population of all students at all accredited programs. Because only larger programs that use the GRE were eligible for the study, these comparisons may not be valid.
With respect to historical bias, it is possible that the results were affected by the profession's rapid transition to the DPT. However, degree level (MPT versus DPT) did not contribute to the prediction of academic difficulty. Concurrently with the transition to the DPT, the number of students applying to physical therapist education programs declined in the early part of the decade.23 The mean uGPA of students admitted to physical therapist education programs declined slightly over the years of this study. Therefore, changes in the applicant pool may also have introduced bias. This was addressed statistically by controlling for cohort in the between-program analyses and, when possible, in the within-program analyses as well.
Recommendations for Future Research
Because large proportions of the variance in odds of academic difficulty were unexplained in the results of this study, future research should consider other program and student characteristics. A valid method for adjusting for academic rigor would be an important contribution to the program level analysis. In addition, qualitative research methods may help identify additional variables that contribute to prediction of academic difficulty. This approach also may help clarify reasons why students who are older or from minority ethnic groups are at higher risk for academic difficulty than younger students.
The study sample was drawn from a population of 95 programs that were selected for eligibility based on their size and their use of the GRE. These eligible programs represent only half of the accredited physical therapist education programs in the United States. Future research should investigate whether previous grades or other measures of intellectual ability predict academic difficulty for students in programs with smaller class sizes or that use standardized tests other than the GRE.
Physical therapist education programs are charged with the task of producing graduates who can fulfill society's needs for high-quality, contemporary physical therapy care.50 This study confirms the utility of uGPA and GRE scores as well as age and race or ethnicity in predicting difficulty among students enrolled in physical therapist programs. However, we concur with other authors2,31,55,59 who have suggested that previous grades and standardized test scores should be considered in light of other information when making admissions decisions. Because the prediction of student performance varies by program, individual institutions should study their own data to develop guidelines for predicting students' risk for academic difficulty.
All authors provided concept/idea/project design, writing, and data analysis. Dr Utzman provided data collection. Dr Utzman and Dr Riddle provided project management and fund procurement. Dr Riddle and Dr Jewell provided consultation and manuscript review.
This work was completed in partial fulfillment of requirements for Dr Utzman's PhD degree in Health Related Sciences, Medical College of Virginia Campus, Virginia Commonwealth University.
The Institutional Review Board of Virginia Commonwealth University approved this study.
This research was presented at the annual meeting of the Federation of State Boards of Physical Therapy; September 10, 2006; Portland, Ore.
This work was funded, in part, by the Federation of State Boards of Physical Therapy.
↵* SPSS Inc, 233 S Wacker Drive, Chicago, IL 60606.
- Received August 8, 2006.
- Accepted April 18, 2007.
- Physical Therapy


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Congress provided the most suspense in many years last December when it comes to the Alternative Minimum Tax (AMT). For most of the month, the news see-sawed from good to bad with regard to the annual patch for the AMT. With only days left in 2010, the yearly patch was approved along with many other tax law changes, with the passage of the 2010 Tax Relief Act.
2010 AMT Patch and Exemption Limits
This crucial decision means that 26 million taxpayers won't have to pay the AMT for the first time, and decreases the amount of the alternative minimum tax required for the 4 million Americans who must pay the tax.
There is more good news for taxpayers who pay the AMT. The child tax credit has now been added to the list of credits that that can be deducted when calculating the AMT.
The last-minute patch is particularly helpful because previous legislation called for the exemption figures under the AMT to actually decrease for 2010 to $33,750 for individuals and $45,000 for joint filers. The exemption is the amount of income that the AMT does not affect, so lowering that figure means increasing the alternative minimum tax. Instead, Congress raised the exemption limits for 2010 – and for the first time in many years – approved a patch for two years at the same time.
The new exemption limits for 2010 are $47,450 for joint filers, $36,225 for individuals and $72,450 for married couples filing jointly. In 2011, those figures are $48,450 for single and head of household filers, $37,225 for individuals and $74,450 for married people filing jointly.
Understanding the AMT and Annual Patch
The Alternative Minimum Tax was established in 1969 and is a separate tax system that exists side-by-side with the traditional method of deductions and exemptions used by the majority of Americans. The goal of the AMT was to make sure that richer taxpayers who are able to lower their tax obligations with a variety of different deductions, credits and exemptions still pay at least a minimum amount of tax.
However, the law that set up the AMT did not include a provision to adjust the figures yearly to take into account increases in the cost of living. The yearly patch is necessary to make sure that the AMT doesn't affect less affluent Americans – which was never the intent of the tax in the first place.
Every taxpayer must compare their tax payments under the regular tax process and the calculations for the alternative minimum tax and pay the higher of the two rates. Under the traditional tax calculations, deductions, credits and exemptions are subtracted from a taxpayer's total income. Under the AMT, most itemized deductions, along with the standard deduction and personal exemptions are not allowed. So for example: a taxpayer with eight kids might have to pay the AMT. The 10 personal exemptions would not be allowed under calculation for alternative minimum tax.
Check with your tax preparer to learn more about the AMT. The IRS also has a calculator on its website to help taxpayers figure out if they are affected by the AMT. But don't worry: The AMT calculation is automatically included in computations made by all leading tax software and any tax professional should be well versed in the ways of the alternative minimum tax.

subset: commoncrawl


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Aiwa AD-F910
Stereo Cassette Deck (1991-93)
Type: 3-head, single compact cassette deck
Track System: 4-track, 2-channel stereo
Tape Speed: 4.8 cm/s
Heads: 1 x record, 1 x playback, 1 x erase
Motor: 1 x DC servo, 2 x DC
Tape Type: type I, Cr02, Metal
Noise Reduction: B, C, HX Pro
Frequency Response: 10Hz to 22kHz (Metal tape)
Signal to Noise Ratio: 80dB (dolby C)
Wow and Flutter: 0.028%
Input: 50mV (line)
Output: 0.475V (line)
Dimensions: 430 x 140 x 318.3mm
Weight: 5.3kg
Year: 1991
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"Cactus" is a track by Pixies. Bowie recorded his version of the song for his album "Heathen".
I've Been Waiting for You
David Bowie
Working Class Hero
Tin Machine
I Started a Joke
Faith No More
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Sitting here wishing on a cement floorJust wishing that I had just something you woreI put it on when I go lonelyWill you take off your dress and…
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Don Munson visits with men's basketball head coach Brad Brownell and women's head basketball coach Audra Smith.
The Clemson graduate one of 20 players named to preseason list for top small forward honor.
The newly renovated $63.5 million facility officially re-opened its doors on Friday, October 14.
The First-Team All-ACC forward looks to lead the Tigers to the NCAA Tournament in 2016-17.
The Tiger transfers have meshed well with their teammates in preseason practice.
Jaron Blossomgame, Donte Grantham and Avry Holmes debate who will claim various milestones in the new Littlejohn.
The Tigers worked for two hours inside the newly renovated Littlejohn Coliseum.
Sidy Djitte's positive attitude has helped him become one of the most improved players.
Clemson will open the newly renovated Littlejohn Coliseum for a free contest on Thursday, November 3.
Clemson will compete Nov. 17-20, 2016 in Orlando, Fla., in a tournament originally set for San Juan.
The Tigers face 2016 Final Four participants North Carolina and Syracuse among 16 games in the new Littlejohn Coliseum.
The Clemson graduate was named a second-team All-American by Athlon Sports and the nation's top small forward by Lindy's.


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All Articles Tagged "UNICEF"
The Restaveks: Haiti's Modern Day Child Slaves
Slavery in Haiti was officially abolished in 1803 during the Haitian Revolution but because of the country's meager economic conditions, modern-day domestic slavery still reigns in the Caribbean country, and those affected by it are called restaveks. A Creole word that loosely means "to stay with," restavek is used to identify children whose parents arrange for them to live with rich members of society and do menial household chores. Refinery 29 reports tha their alleged financial payment is education and a chance to live in a better environment than the one they're born into. But unfortunately, many restaveks never make it to school and are abused by their new guardians.
"With high birth rates in Haiti and 80% of the population living in poverty, rural mothers agree to send their children to host families to escape the economic burden of raising them. Although host families typically agree to send the restavek child to school, they often don't follow through with that promise, according to the Restavek Freedom Foundation. That's partly because there are so many time-consuming chores to be done throughout the day, due to a lack of running water, no refrigeration, and other hardships even for wealthy urban families," Business Insider revealed in their 2014 piece, "Why Haiti Is One Of The Worst Countries For Child Slavery."
To gain more insight on the problematic issue, photographer Vlad Sokhin documented the daily lives of restaveks and noted that, "With few exceptions, restavek children become slaves, working in the homes of their 'masters' from early morning until night. They fetch water [every] day, cook, wash clothes, clean yards, and do all other household chores. They are not allowed to sleep on a bed, eat at the table with the rest of the host family, or play with other children."
In UNICEF's 2015 Annual Report on Haiti it was learned that approximately 407,000 children in Haiti are restaveks and 207,000 children under the age of 15 perform acts of labor deemed deplorable.
Despite the known and unknown inhumane treatment of many Haitian children, those who uphold the restavek system claim that if it wasn't in place, these children would die if they remained with their families. One woman told Business Insider that her restavek child goes to school and her children even claim the girl as their own sibling, adding she "behaves like a mother" to her restavek.
To get an in-depth look at the image of the childhood restaveks of Haiti, visit Refinery 29.
UNICEF'S Kid Power Month To Take Place In New York
The U.S. Fund for UNICEF announced the launch of the 2016 UNICEF Kid Power school program, expanding to 13 cities across the country and empowering more than 70,000 elementary school children to get active and save lives. More than 3,200 teams of third through fifth-graders in Atlanta, Boston, Chicago, Dallas, Indianapolis, Los Angeles, Minneapolis/St. Paul, New York City, Phoenix, Portland (Maine), Sacramento, San Francisco/Oakland and Washington D.C. will join the UNICEF Kid Power Team beginning in early 2016 and help save the lives of severely malnourished children around the world.
Each city will kick-off its own 30-day "UNICEF Kid Power Month" challenge for participating teams of students who will do their part to make the world a healthier place. While taking steps to end global malnutrition, students will learn about the importance of physical activity and becoming global citizens.
UNICEF Kid Power is a program of the U.S. Fund for UNICEF, and is made possible through the generous support of Presenting Sponsors Star Wars: Force for Change and Target, as well as local supporters, parents and fans. Thanks to this funding, participating students from high-need schools will have the opportunity to take part in the UNICEF Kid Power school program, a teacher-led classroom experience that leverages easy-to-use technology and standards-based curriculum to promote fitness and global citizenship. The technology includes UNICEF Kid Power Bands for students and classroom tablets for syncing and tracking progress. The curriculum includes lessons, engagement opportunities and quizzes on malnutrition and global citizenship to keep kids inspired and engaged. Students will be cheered on by their parents, communities, city officials and local sports teams to inspire them to stay active during Kid Power Month and beyond.
By playing, running, jumping and more with the UNICEF Kid Power Band – the world's first Wearable-for-Good™ – kids earn Kid Power Points. Points unlock funding from Kid Power sponsors and supporters, and funding is used by UNICEF to deliver lifesaving packets of therapeutic food to severely malnourished children around the world. The more kids move, the more points they earn and the more lives they save.
"When UNICEF Kid Power is introduced in classrooms from coast to coast, tens of thousands of students will improve their lives and help save the lives of their peers around the world, creating a powerful kids-helping-kids movement," said U.S. Fund for UNICEF President and CEO Caryl M. Stern. "Every step they take will bring us one step closer to ending global malnutrition and ensuring that every child has a strong and healthy future ahead of them."
The 2016 nationwide expansion of the UNICEF Kid Power school program follows activations during the 2014/2015 school year in Boston, Dallas, New York and Sacramento. An independent evaluation of Sacramento schools found that students engaged in Kid Power were 55 percent more active than their peers. A second independent evaluation of schools in Boston, Dallas and New York produced similar results, and showed a 30 percent increase in the number of days in which students met their daily requirements for physical activity*.Not only were kids participating in UNICEF Kid Power significantly more active than their peers, but this motivated group earned enough Kid Power points to unlock 188,850 therapeutic food packets, enough to save the lives of 1,259 children.
Globally, one in four children is malnourished – about 159 million children worldwide – while one in four children in the United States is inactive. Malnutrition is attributable to nearly half of all deaths of children under age five, and 16 million children suffer from the most life-threatening form of malnutrition – severe acute malnutrition – which can require specialized care with therapeutic food packets. The therapeutic food packets unlocked by UNICEF Kid Power contain a specially-designed protein and vitamin-rich peanut paste, which allows children who are severely malnourished to be treated in their communities and has the potential to transform the lives of millions of malnourished children around the world.
The growth in the Kid Power school program comes on the heels of the national retail launch of UNICEF Kid Power Bands in November 2015, allowing families everywhere to join the UNICEF Kid Power Team by purchasing a Kid Power Band, available at Target.com and in select Target stores, and downloading the free companion App.** Two Star Wars: Force for Change Bands are also available in "light side" white and "dark side" black. Kids and families everywhere can use the UNICEF Kid Power Band to get active, go on missions to learn about new cultures and earn points that help save lives.
The UNICEF Kid Power school programs and Kid Power Month will take place in:
• San Francisco/Oakland – January 18–February 12
• Phoenix – February 16–March 11
• Dallas – February 16–March 11
• Indianapolis – February 22–March 18
• Los Angeles – February 22–March 18
• Sacramento – February 22–March 18
• Minneapolis/St. Paul – February 22–March 18
• Atlanta – February 29–March 25
• Chicago – February 29–March 25
• Washington D.C. – February 29–March 25
• Boston – March 7–April 1
• New York – March 7–April 1
• Portland (Maine) – March 7–April 1
For more information, visit the UNICEF Kid Power Schools site or UNICEFKidPower.org.
East Africa Famine: Media Ignores Deadly Crisis to Focus on Politics
Did you know that 800,000 children are in danger of dying of starvation in the coming weeks if aid is not delivered to the Horn of Africa immediately? If you didn't, it's not your fault. The famine destroying the lives of east Africans is just now making it into the mainstream papers. Our nation's media has been so focused on the debt ceiling debacle and the phone hacking scandal that pleas by aid organizations for funds have gone unheard. In fact, only one American news organization, ABC News, has a journalist on the ground in the area — now dubbed the Triangle of Death by aid workers stunned by the catastrophic suffering. Yahoo News reports:
ABC claims that it is the only American news network to have a reporter in Mogadishu, Somalia—the epicenter of Africa's deadly and increasingly violent famine.
But that may soon change.
On Monday, the New York Times ran a heartbreakingly powerful image taken by photographer Tyler Hicks of a starving Somalian child on its cover, above-the-fold.
Until now, the media—the Times included—has been distracted by phone hacking and debt ceiling coverage to focus on the crisis there.
"The famine in Africa has had to compete with the wrangling over the debt ceiling, the mobile phone hacking scandals in Britain, the killings in Norway and, in Africa itself, the birth of a new country, the Republic of South Sudan," Stephanie Strom writes.
Aid workers have been warning the international community for some time that the ongoing war in the region combined with a worsening drought were destined to cause the massive food crisis now affecting 12 million individuals. It is a pathetic excuse to blame events of recent weeks for letting what some have called a man-made disaster progress to the point of costing almost one million innocent lives.
But more important than placing blame is focusing on what we can do now.
Organizations like British relief group Oxfam are stressing more than ever the urgent need for the public to donate funds — and for governments to follow through on their pledges. In addition, experts have underscored that organizations like the U.N. must work with local groups on the strategic delivery of support in war torn areas to side-step violent rebels.
It is unclear whether those seeking to ameliorate the devastation are being heard. Despite continuing requests for action, governments have been delayed in responding to the suffering bringing millions the brink of extinction.
In one startling example, The Washington Post revealed that recently "a donor conference [hosted by the African Union] to raise money for Somalia famine victims has been postponed for at least two weeks." The reason for the postponement? Poor planning.
The region has suffered enough from the poor planning of world leaders, who keep pushing preventing the imminent deaths of millions to the bottom of their to-do lists. Many children in Somalia and Kenya do not have two weeks to live. The time is literally now or never, as the U.N. reports that the under-five death rate in Kenya is sharply rising.
In the midst of addressing our debt ceiling debate, President Obama admitted that this tragedy "hasn't gotten as much attention here in the United States as it deserves." If the American news media is culpable for failing to provide the necessary awareness, it is more important than ever for concerned citizens to make a grass roots efforts to assist the starving.
The New York Times has (finally) created a list of organizations working to provide aid to the Horn of Africa. It is important for us all to use this list to give what we can, in addition to pressuring world leaders to work intelligently to protect aid workers and refugees traveling through dangerous territories.
Rape is among the many dangers faced by Somalian women walking to refugee camps through areas studded with militants, and living on the outskirts of camps out of fear for their safety within them. The hell people are going through there is evident. The innocent are oppressed from all sides. Our insensitivity to their pain must end, regardless of the slow movements of those in power.
You have the power now to make a difference. Donate money, send emails to elected officials. Through our collective action, we might be able to prevent further calamity.
Tags:Africa, aid, horn of africa, Somalia, somalia drought, somalia famine, UNICEF
Are Christian Advocacy Groups Hiding Behind Jesus To Steal Babies?
If you get an opportunity, check out the 2002 flick "Rabbit Proof Fence," which tells the tale of two mixed race Aboriginal Australian girls who run away from a government-sponsored settlement camp. The girls walk for nine weeks, while being pursued by a tracker through Australia's outback, in hopes of returning to their community and family.
I was unaware of Australia's dubious history of institutionalizing Aboriginals against their will in government-sponsored camps where they were used for cheap labor and "re-education" until I watched the film, which is based on a true story. Up until the 1970s, it was government policy to "breed out" all native characteristics of the Australian Aborigine by controlling breeding and swaying the swift assimilation of "some Aboriginal people into the European population." There was also the 1915 Aborigines Protection Amending Act, which enabled the Aborigines' Protection Board to remove Aboriginal children from their parents without having to establish that they were in any way neglected or mistreated. Many of these stolen children were placed in good "Christian" families, sometimes overseas in Western countries, to aid in their assimilation.
I haven't seen the movie in years, but I was again reminded of it while reading a story in "The Nation" about a growing trend called the evangelical adoption movement in which some Christians advocate for international adoptions from distressed countries like Haiti to address the worldwide "orphan crisis." As result, evangelical adoption conferences are being held around the country, and between 1,000 and 2,000 churches participate in something called the "Orphan Sunday" event, which will be held in November. The call to serve appears to be working; as of last year, the evangelical adoption agency Bethany Christian Services announced that its adoption placements had increased 13 percent since 2009. This increase was in large part due to the mobilization of churches.
Perhaps there may not be anything shady about this whole deal. Maybe this is just an extension of missionary work aimed at addressing child welfare needs in distressed countries. But in our own country where millions of children remain in state run foster care, you do have to question whether this is just the mission of some compassionate followers of Christ or the work of evangelical zealots that are baby snatching under the guise of Jesus.
Since the 1960s, there has been an increase in the number of inter-country adoptions with inquiries about international adoption up 95 percent among self-described Christians. The demand for global children is so high that the U.S. Department of State regularly lists and monitors open calls for adoption on its website.
Groups like UNICEF, one of the world's most influential child welfare organizations, support inter-country adoption and have worked to ensure that many countries abide by the guidelines established by the Hague Convention on Intercountry Adoption. However, UNICEF acknowledges that there are exploitative, unethical and outright illegal practices that exist in the inter-country adoption system. Issues such as the sale and abduction of children, coercion or manipulation of birth parents, falsification of documents and bribery, have all painted a troublesome picture of how inter-country adoption is sometimes executed. How can we forget the Laura Silsby saga, in which she and nine other Southern Baptists—who claimed to be motivated by God—were caught trying to transport thirty-three orphans from Haiti to an imaginary orphanage in the Dominican Republic. There was also the story of the twenty-eight children from Leh, the Himalayan mountain region of India, who were rescued by police after a Christian-based NGO allegedly kidnapped them for the purpose of "religious conversion" and adoption. The issue of fraud, coercion and flat-out kidnapping related to international adoption is so unruly in Ethiopia that this past March, the country's Ministry of Women's Affairs reported that they would sharply reduce the number of adoption cases they would review from 50 cases per day to no more than 5 per day.
What instances like these should remind us is that there is an undercurrent of morally and superior arrogance even under the so-called best of intentions. This call for adoption only increases demand, which in turns fuels the trafficking of children and turning orphans into a commodity to be traded on the black market. While Christian pro-adoption groups might really care about these children, they should also be just as concerned about the tactics that some countries and adoption agencies implore to place children with these "good Christian families."
Charing Ball is the author of the blog People, Places & Things.
Tags:Adoption, international adoption, UNICEF
UNICEF: Measles Hits Tens of Thousands in Africa
(AP) — The U.N. children's agency says 16 countries in West and Central Africa are experiencing a measles outbreak this year.
UNICEF said Thursday that 185 people have died among more than 22,000 cases. The agency says it is $16 million short in its measles immunization campaign in Africa.


text: Newborn found at Victoria Station Baby news News & Gossip 0 with our partner Childcare.co.uk I'm looking for a… Please Select All childcare services Parent/family seeking childcare Babysitter Childminder Nanny Au Pair Nursery Private Midwife Nursery Nurse Maternity Nurse Private Tutor School Near the following postcode… A baby girl was abandoned at a London railway station on Thursday A newborn baby has been found by a member of public in one of the baby changing rooms at Victoria train station in London. The four-week-old girl is said to be safe and well after being abandoned at the transport hub on Thursday evening. Police are now looking for the mother of the child and have released CCTV images of a woman pushing a buggy outside the rooms on the same day. Officers believe that she may be able to help with their inquiries. Detective Constable Dave Peek of British Transport Police, who is investigating the case said: "The baby is safe and well and being looked after." By Lucy Dawson 0 Comments Share Like this article? Showing of Uh-oh! You need to be logged in to do this... Sign In Sign Up Load more posts Write a comment


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Wassif Family & Cosmetic Dentistry
Middle River, MD 21220
Dentist Middle River, MD
Wassif Family & Cosmetic Dentistry
You have found your new dental office home in Middle River, MD and we are excited to have you!! The dental professionals at Wassif Family and Cosmetic Dentistry are eager to welcome you to our practice. This website was designed with you in mind, to allow you to educate yourself with information pertaining to our practice and the dental needs that you feel you need and desire. This site is loaded with valuable information about cosmetic dentistry & family dentistry, dental problems and treatments. We encourage you to visit our site, email or call our office with any questions or concerns you have about your teeth. We're just a short drive from Essex and Rossville too.
Our website will provide you with background about our dentist, staff, office hours, insurance policies, insurances accepted, appointment procedures, maps, directions our office and other useful information. We understand how hectic life can be and we are committed to making our practice convenient and accessible, you can even email a request for an appointment right here! We want you to feel confident when choosing Wassif Family and Cosmetic Dentistry you working with a dentist and other dental professionals who are skilled, knowledgeable and compassionate.
Thank you for taking your time to view our site to obtain a better feel for Wassif Family and Cosmetic Dentistry's expertise and services available. We invite you to call our office at any time to request an appointment or ask any questions. Thank you for your time and we look forward to meeting you.
Dentist/Practice Overview
At Wassif Family and Cosmetic Dentistry, we deliver quality care to informed patients in a comfortable, caring and convenient setting. When you have a dental problem or a desire to change your smile, including teeth whitening, you need to turn to a dentist who is caring, friendly, listens and can effectively diagnose your treatment needs and wants. Dr. Wassif meets all of these criteria. Plus, you will benefit from a dedicated team of trained professionals who also listen and care and give you the individualized attention you deserve. We see patients from nearby Essex and Rossville as well.


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Hotels near Speed Zone
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- Most bookedQuality Inn Daytona Speedway I-95
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"Had a nice weekend here. Hotel was pretty nice and clean the front desk staff were very nice and accommodating. The room had a slight unpleasant smell to it but nothing to really complain about the room was clean and the bedding was really comfortable. Perfect location lots of shops and places to..."
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"Overall a 9. Construction was going on, but not any issues related to that for me."
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36 people looked at this hotel in the last hour
Most recent review
"Clean room, coffee all hours, great staff. I have stayed at other hotels while in town but always enjoy this hotel. The rooms are mostly tiled, versus all carpet and that is more cleanly for me. I use the gym when there and will stay again. Breakfast is ok, eggs are always a little rubbery though..."
P, Oct 2016, US
26 people looked at this hotel in the last hour
Most recent review
"The overall hotel was good. Just the positions of the bed. If you have 2 beds in the room, it was positioned where only one at a time can watch T.V."
A Traveller, Sep 2016, US
Hotels within 2 miles of Speed Zone
113 people looked at this hotel in the last hour
Most recent review
"Very nice hotel, rooms are a little small but very nice. Breakfast was great, everything you can think of was pretty much available. Friendly staff, very nice lobby & pool. Convenient to shopping,restaurants, colleges & the International Speedway. The property is undergoing some renovations but..."
A Traveller, Aug 2016, US
106 people looked at this hotel in the last hour
Most recent review
"The room was extremely huge and comfortable. Definitely one of the best suites I've stayed in in Daytona."
A Traveller, Oct 2016, US
104 people looked at this hotel in the last hour
Most recent review
"We were there to hide from the impact from Hurricane Matthew. The staff worked hard to keep us all safe and happy during this tough time. The gave us free dinner and breakfast. They have an interesting idea of a social night which I thought was a good way to get people out of their rooms. It..."
A Traveller, Oct 2016, US
80 people looked at this hotel in the last hour
Most recent review
"My husband and i stayed over a week. It was very affordable. And the room was nice. Nothing real fancy but it was very clean and the king size bed was comfortable. The staff was nice and helpful. The machine that makes the room keys broke while we were there and the staff had to personally open e..."
A, Oct 2016, US
42 people looked at this hotel in the last hour
Most recent review
"Considering a hurricane was occurring, they did their absolute best in keeping us safe and comfortable. I AM STILL WAITING TO RECEIVE A COPY OF OUR BILL WHICH WE WERE ASSURED EXPEDIA WOULD BE E-MAILING US; TO DATE IT HASN'T ARRIVED AND WE REALLY NEED IT."
A Traveller, Oct 2016, US
Map of hotels near Speed Zone
- Daytona International Speedway
- Boardwalk Amusement Area and Pier
- Ocean Center
- Ocean Walk Village
- Embry-Riddle Aeronautical University
- Bethune - Cookman College
- Daytona Lagoon Waterpark
- Daytona Beach Bandshell
- Hammock Beach Ocean Course
- Destination Daytona
- Marineland
- Flagler Avenue Park
- New Smyrna Town Beach
- Sunglow Pier
- Ponce de Leon Lighthouse and Museum
- Peabody Auditorium
- Daytona Flea and Farmers Market
- Lighthouse Point Park
- Municipal Stadium
- New Smyrna Speedway
Hotels in Daytona Beach near Speed Zone
Are you looking for a cheap Speed Zone hotel, a 5 star Speed Zone hotel or a family friendly Speed Zone hotel? You just landed in the best site to find the best deals and offers on the most amazing accommodations for your stay.
When you search for hotels near Speed Zone with Hotels.com, you need to first check our online map and see the distance you will be from Speed Zone, Florida.
Our maps are based on hotel search and display areas and neighborhoods of each hotel so you can see how close you are from Speed Zone and refine your search within Daytona Beach or Florida based on closest public transportation, restaurants and entertainment so you can easily get around the city. All the hotels details page show an option for free or paid onsite parking.
If you wish to see the hotels with the highest featuring discounts and deals near Speed Zone, simply filter by price/ average nightly rate. We recommend you filter by star rating and read our genuine guest reviews so you can get the best quality hotel with the best discount.
One of the new features on Hotels.com guest reviews is that also show reviews from Expedia for Speed Zone hotels and the TripAdvisor Speed Zone hotels reviews so you can make sure that you checking with a reliable source. See the review scores on our Daytona Beach hotel information pages.
Make the most out of your family vacation when you book your accommodation with Hotels.com – book your hotel near Speed Zone, Daytona Beach after reviewing the facilities and amenities listed for each hotel.
After booking your hotel near Speed Zone, expect to receive your reservation confirmation in the mail in less than 10 minutes. The confirmation email contains more information on all nearby attractions, local directions and weather forecast, so you can better plan the days during your trip.
After getting the best hotel rates you can still save more by winning 1 free night! That's right, book 10 nights in any hotel near Speed Zone, Daytona Beach and after you sign up for the Welcome Rewards program, you are eligible hotel you receive 1 night free*
The best hotel deals are here: We have Speed Zone hotel deals, Speed Zone last minute deals and offers to get you the cheapest Speed Zone hotel with our lowest price guarantee.


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Call off the police, cancel the search: the Queen's missing jewels have been found. The Boucheron Tiara, which has not been seen for 100 years, has now had its whereabouts accounted for — it was never actually missing at all.
The muddle has been cleared up by Sir Hugh Roberts, the former director of the Royal Collection, who has written a definitive study of the Queen's diamonds.
The Boucheron Tiara was made in 1902, from diamonds given by the De Beers mine in Cape Town to Queen Mary the previous year when she was still Duchess of York. Within a decade,


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Welcome to dickblick
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Our own exclusive artists' grade gesso offers good opacity, tooth, adhesion, and water-resistance at an economical Blick price.
Apply it to raw canvas, wood, hardboard, paper, and other porous surfaces as an excellent preparatory ground for oil or acrylic painting. The 100% pure acrylic polymer formula has a rich, smooth viscosity that is easy to spread and covers in one to two coats.
White Gesso features a high percentage of titanium dioxide that assures a brilliant white, non-yellowing ground. It may be tinted to any shade you desire using acrylic colors. Black Gesso provides an excellent ground for artwork with deep color palettes.
Non-toxic and lead free, Blick Artists' Acrylic Gesso dries to a flat, flexible film and cleans up with soap and water.
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® Blick and Blick Studio are registered trademarks.
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(based on 56 reviews)
Ratings Distribution
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Reviewed by 56 customers
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Blick Artist' Acrylic Gesso Great Coverate
By poopyduke
from saint louis, MO
Comments about Blick Artists' Acrylic Gesso:
We used this on canvas that had previously been painted on. Covered very well.
Bottom Line Yes, I would recommend this to a friend
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Great product
By Carol
from Pittsburgh, PA
I purchased it to mix with black acrylic pain for the underside of my glass pallet...It did the job just fine and was easy to mix, spread and clean up.
Works like I need it to!
By CuriousDarling
from Marblehead, MA
I'm a pretty loyal Golden customer, but this gesso is just as good and cant beat the price.
goldilocks gesso
By my coloring book
from raymond washington
i use this to undercover for watercolors. goldilocks gesso. just right. never dissappoints.
Images shared by my coloring book
watercolor over Blick gesso on canvas
Tags: In Progress, Using Product
Artia Acrylic Gesspts"
By salway
from Baldwinville, Ma
Creamy smooth!
By Christi The Artist
from The Colony, TX
I love the way this gesso goes onto the canvas, with a smooth, creamy texture. Coverage is excellent and the color is very resistant to water and smudging, after it is dry. Great product for the price.
It works
By The Sandman
from Boyertown, Pa.
It works. Good coverage and a nice consistency. Nice price as well
(1 of 1 customers found this review helpful)
By T Bone
from St. Simons Island, Georgia
Paint the gesso on your canvas or panel for a smooth, opaque finish -- I like it because it covers smoothly and completely right away, although I add several coats and sand in between -- I don't really have any strong criticisms of this product --
great thick gesso
By mich
from ia
This is a great thick gesso. Dries quickly.
Gesso? Just So
By Artful Novice
from Annandale, VA
Being new to painting, I don't have a basis for comparing this gesso to others, but it worked beautifully for me and I think it was a good buy.
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A.net members,
I was traveling to Belo (CNF) last week and my bag has been missing since the 22nd. Reading on their website it says they are only liable for US$9.07/per pound up to 72lbs. So max of about $635. Would you say this value is correct?
Why would it be so much less than for domestic flights which is set to a max of $3300.


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Ratings for Dr. James C. Marotta
I did not have a good experience with this doctor. I am left with a horrible scar on my face. I have to decide now to take a risk of doing a scar revision, which was highly recommended to me. I am sorry I chose this dr to treat me from the beginning.
I cant thank Dr. Marotta and his staff enough. Everyone has been so caring and wonderful. The office is beautiful. The outcome of my surgery is better than I could have ever imagined and The recovery was much quicker than i anticipated. Im so glad i chose Dr. Marotta, i feel like a new woman! Posted by: Cheryl L.
- Dr. James Marotta Beautiful experience! The most wonderful staff ever! Dr. Marotta is an artist and I could not be happier with my Ulthera treatment and injectables! Will recommend him to all my friends and family.
Service is great, physician is outstanding, recovery was exactly what doctor said and I love my new look. I would refer family and friends without hesitation.
- Dr. James Marotta Dr. Marotta is a wonderful doctor. Not only am I pleased with the results, but the total experience was more than I could have hoped for. The staff is extremely professional and caring. I was always comfortable, relaxed and confident. I have recommended my friends to Dr. Marotta and will continue to do so.
Staff is wonderful. Dr. Marotta is very professional. Office is lovely. However my results from a facelift and eyelift were not wonderful. I had the surgery almost a year ago. I needed minor work as I was 54 at the time. I don't see a difference at all, except for a giant scar on my upper eyelid which falls outside of the crease. In addition, I still have jowls and my eyelids are still droopy. I had also received a chin implant. Minimal change. I should have been shown different size options. Also Dr. Marotta filled in some hollowing under my eyes with "fat" injections. He over-injected and I now have bags and bumps under my eyes. In addition he added fat to my cheeks, which might have looked ok, but he, again, over-injected and I now have giant cheeks. It has been almost a year and acquaintances don't recognize me when we meet because of my "puffed up" face.
I had rhinoplasty done by Dr. Marrotta, and I could not have been more pleased. He has a very good bedside manner and calm demeanor. He is professional, knowledgeable, and makes you feel comfortable. I am so happy with the outcome of my surgery. His staff is very easy to talk to and very helpful as well. I would highly recommend him.
Dr. Marotta and his staff are outstanding professionals and all of the services I have received from the office has enhance my appearance to look natural and refresh.
Knowledgeable, good bedside manner and excellent results. I feel comfortable while in the waiting area because of the friendly staff! I never feel pressured to add unwanted services. Honesty and integrity and excellence describe Dr. Marotta!!
I have been going to Dr. Marotta's office for quite a few years. I have even recommended by best friend and my daughter. The office is so friendly and knowledgable, plus they know of our whole family. In addition any injections that Dr. Marotta has administered have been virtually painless. I always say he has a gentle hand not to mention an easygoing manner.
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Editor's Note: Babble participates in affiliate commission programs, including with Amazon, which means that we receive a share of revenue from purchases you make from the links on this page.
My kiddos share a room and things are getting tight now that Abby is finally rocking the big girl bed. In my quest to find a bunk bed that sates my safety concerns, I was pleasantly surprised with the low-to-the-floor, high-railed, low impact choices available.
We're going to wait until the fall, when my eldest toddler turns 4 (he'll take the top), before we update their room and put in a bunk-bed. Although it's going to be hard to wait with all of the awesome options I found.
From the outrageous and the ludicrously amazing (with price-tags to match), to the repurposed, DIY and impressive Ikea hack-jobs…there's something for everyone here!
1. Kura Reversible Loft / Bunk Bed
This one is winning all sorts of prizes in the price and Ikea Hack department. Wait to see you see some of the conversions and DIYs up ahead! I'm all over this action.
Kura bed available now from Ikea, $209.00
Tent available now from Amazon, $49.98
2. Amarillo Adventure Bed
Is is a bunk bed or is it a jungle gym. Some parents may grimace at the thought of this as a bed for their toddlers. Because you know, beds are for sleeping. I had to include this design purely for it's cool factor. I have to admit I kind of love it, especially since it converts to different heights making a bed that will grow with your toddlers into childhood. Shown at mid-height (goes lower).
Available now from Woodland, €984.00
3. Thuka Kid's Castle Loft Bed
Place a mattress down below and you have yourself a bunk bed! Comes in various finishes.
Available now from Amazon, $329.99
4. Stairway Bunk Bed
Love this one! A great space saver, nice and low to the grown with built in drawers on the wide, angled, super safe staircase. Extra bonus points for the built in sleepover trundle bed.
Available now from Amazon, $1,048.00
5. Treehouse Bed
No, you can't get this in king size. Pricey, but dream-worthy.
Available now from Kids' Rooms, £1,525.00
6. Perch Bunk Bed
Another great low impact choice. Clean modern lines, this beauty separates into a loft bed and a standalone twin too! A pricier, yet durable and well-made option to last through all the wear and tear.
Available now from Amazon, $1,590.00
7. Domayne My Place Bunk
This company currently only ships within Australia, which isn't a problem if you know someone there you can have it shipped to! There are also several shipping services that do this for you. Another low impact, modern choice. Made of MDF – this could be used as inspiration for a weekend DIY project if you are handy like that.
Available now from Domayne, price available on request
8. Rhapsody Bunk Bed & Playhouse System
This right here is what dreams are made of. Various styles and models to see here, believe or not I picked the most modest design. Ludicrous price tag, but still. Mama LIKES.
Available now from Cedarworks, $3,325.00
9. Morgan Single Bunk
I'm loving all of the low-to-the-ground bunk beds made these days. Perfect for parents who live in small spaces or for siblings who share a small room (mine!).
Available now from Domayne, price available on request
10. Coaster Bunk Bed with Slide and Tent
Another fun play-bed option, boasting a more modest price tag.
Available now from Amazon, $385.05
11. Kura Bed Makeover
I can't get over how awesome these Ikea Kura bed makeover and DIY projects are!
Kura bed available now from Ikea, $209.00
12. Ikea Kura Bed Makeover #2
Yet another awesome spin on the thrifty Kura loft/bunk bed from Ikea. Great forms of inspiration happening here.
Kura bed available now from Ikea, $209.00
Chalkboard paint available now from Amazon, $6.99
13. Ikea Kura Bed Makeover #3
What toddler wouldn't love this set-up?
Kura bed available from Ikea, $209.00
14. Ikea Kura Bed Makeover #4
A great bunk bed if you have 2 older toddlers (or kids) — I say this because of the height. But maybe that's just me being concerned. Tons of cute built in dresser drawers!
Kura bed available from Ikea, $209.00
15. Ikea Kura Makeover #5
Easily updated with wallpaper!
Kura bed available from Ikea, $209.00.
16. Walden Twin Over Full Bunk Beds
A clean crisp look to suit any room decor. Low to the floor build, which is very important to consider when looking for a bunk bed for toddlers.
Available now from Land of Nod, $1,799.00
17. DIY Bunk Beds for Pets
Wait, what? This doesn't belong here? Party pooper.


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