Health literacy and consumer health information

The rigours of the past few years have demonstrated the importance of good health literacy levels with the imperative of being able to obtain and interpret information to maintain and improve one's health never more apparent. With this in mind, this issue is focused on consumer health information, the gender and population group differences that exist in information seeking behaviour, the challenges of understanding medical explanations and terminology, and existing criteria to assess and ultimately produce better consumer health information.     

组成于平行机和批处理机的二阶段混合流水作业问题

A hybrid two-stage flowshop scheduling problem was considered which involves m identical parallel machines at Stage 1 and a burn-in processor M at Stage 2, and the makespan was taken as the minimization objective. This scheduling problem is NP-hard in general. We divide it into eight subcases. Except for the following two subcases： （1） b≥ an, max{m, B} 〈 n; （2） a1 ≤ b ≤ an, m ≤ B 〈 n, for all other subcases, their NP-hardness was proved or pointed out, corresponding approximation algorithms were conducted and their worst-case performances were estimated. In all these approximation algorithms, the Multifit and PTAS algorithms were respectively used, as the jobs were scheduled in m identical parallel machines.     

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

This study investigated the relative merits of using teacher judgment and the Slosson Full-Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial-reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full-Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath-Revised and the Woodcock Reading Mastery Tests-Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.