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Conflict and climate change might be present in the same areas and expose communities that struggle with these dual risks, but they do not co-occur in consistent or predictable ways. We question how to effectively adapt to climate change in areas experiencing violence. Conflict can make adaptation to climate change more difficult, but when local conflict patterns are better understood it is possible to introduce climate adaptation measures that are effective and responsive to the needs of the population. Further, we argue that conflict mitigation is not a climate adaptation. Even in conflict zones, the most effective climate adaptations focus on climate-centred technical solutions and poverty reduction, local governance legitimacy, and community-led efforts to cooperate in periods of climate stress. We outline some of these possibilities.

Lipid-based nanoparticles, as drug delivery carriers, are commonly used for the delivery of anti-cancer therapeutic agents. Due to their smaller particle size and similarity to cell membranes, Lipid-based nanoparticles are readily internalized into cancer cells. Cancer cells also overexpress receptors for specific ligands, including folic acid, hyaluronic acid, and transferrin, on their surface, thus, allowing the use of their ligands for surface modification of the lipid-based nanoparticles for their specific recognition by receptors on cancer cells. This would also allow the gradual intracellular accumulation of the targeted functionalized nanoplatforms. These ligand-receptor interactions eventually enhance the internalization of desired drugs by increasing the nanoplatforms cellular uptake. The cellular internalization of the nanoplatforms varies and depends on their physicochemical properties, including particle size, zeta potential, and shape. The cellular uptake is also influenced by the types of ligand internalization pathways utilized by cells, such as phagocytosis, macropinocytosis, and multiple endocytosis pathways. This review classifies and discusses lipidbased nanoparticles engineered to carry specific ligands, their recognition by receptors on cancer cells, and their cellular internalization pathways. Moreover, the intracellular fate of nanoparticles decorated with specific ligands and their best internalization pathway (caveolae-mediated endocytosis) for safe cargo delivery are also discussed.

The use of new and efficient methods for fertilizing plants is of economic and environmental significance. A 2-year field experiment was conducted to investigate the effect of nano (micro and macro) and chemical fertilizers (N, P, K) on grain sorghum yield and biochemical properties including phosphorus (P), calcium (Ca), protein, crude fat and tannin contents under drought stress. The experiment was setup in a split plot randomized complete block design with four replications. The drought stress treatment (main plots) consisted of stoppage of irrigation before (D1) and after flowering (D2), and control (normal) irrigation (D3). The single and the combined use of nano- and chemical fertilizers including control (without fertilization) were used as the sub plots. In control (non-stress) conditions, there were not any differences between nano-fertilizer with chemical fertilizer on nutrient uptake (P and Ca), crop yield, and seed protein content. However, nano-fertilizer enhanced sorghum yield and biochemical properties in drought stress conditions. In D1, grain yield (6240 kg ha−1), and crude fat (5.29%), and in D2, P uptake (3498.87 mg kg−1), protein (21.5%) and tannin (0.373%) were most affected by nano- and chemical fertilizers. Control irrigation and chemical fertilization resulted in the highest grain yield, which was not significantly different from control irrigation with macro- and micro-fertilizer (6213.3 kg ha−1). The tested nano-fertilizers can be used as a suitable source of nutrients for planting sorghum plants in the arid- and semi-arid areas of the world, with economic and environmental benefits.

Background: Due to the last two decades of drought disaster, which resulted in the loss of the main part of Urmia Lake water and changed the natural conditions of an environment, especially ionic strength. Objective: We aimed to isolate and characterize halophilic and halotolerant bacteria in Urmia Lake, Iran, 2015. Urmia Lake is a permanent and salty inland lake located in the Azerbaijan region in northwestern Iran. Methods: Sampling was carried out in multiple water-filled locations of the lake. Liquid basal media for the enrichment of bacteria was successively applied and colonies were isolated by the plating method. Isolates were then distinguished based on differences in colony, Gram staining, microscopic shape, and biochemical properties. Results: One chemolithotrophic isolate belonging to Thiobacillus thioparus and 41 heterotrophic isolates were obtained. The 16S rRNA gene sequences showed that all 42 isolates belong to the genera Kocuria (21.42%), Marinobacter (11.90%), Micrococcus (11.90%), Thalassobacillus (11.90%), Bacillus (11.90%), Halomonas (7.14%) and Thiobacillus (2.38%). Conclusion: Based on 16S rRNA similarity, 5 of 41 isolates showed the potential to be introduced as new species. The dominant genera with abounded frequency were found to be Kocuria, Bacillus and Thalassobacillus genera.

Background/Context The literature review by Phelps in this special issue highlights the challenges of research–practice partnerships and other forms of insider–outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address holistic needs of students, families, and staff in poverty-impacted school contexts.Purpose/Objective/Research Question/Focus of Study This article documents work that was conducted across five years, when a large research university partnered with an urban elementary school to establish a full-service community school. It provides an account of the assets, challenges, and processes that impacted our work, from the planning phase through four years of implementation. It describes efforts around four main areas: academic excellence, extended learning, holistic health and wellness, and family engagement.Research Design This is a participatory case study with university educators and researchers working collaboratively with school professionals, community-based organizations, and families.Data Collection and Analysis Many sources of data were included in our case analysis, including formative and summative student assessments, student attendance, service referrals, and office referrals for behavior. Running records of meetings, documentation of events, presentations, and reports submitted were also included. Interviews with key actors in the project were also collected and analyzed.Conclusions/Recommendations Our partnership experienced some of the major challenges discussed in the literature. Turnover was overwhelmingly the most significant challenge. Student mobility and district boundary changes, new curricular adoptions for mathematics and literacy, new student assessments, new data tracking system, new bell times, and measures to cut transportation costs also impacted the effort. In spite of these challenges, we also experienced important successes. Centering relationships in our work has been an essential part of the success we experienced and is itself a success. At every phase, we remained at the table together, working to build relationships and sharing visions, goals, and practices. This resulted in important changes with stronger systems for tracking and using student data in educational decision making, health and wellness services now available to all students, and a universal social-emotional curriculum now in place. Family engagement and parent leadership are now essential dimensions of the school, with parents of color playing important roles to amplify their own and other parents’ voices. Preservice teachers learned about full-service community schools in situ. We highlight the rich and complex narrative that emerged, which is not simply one of challenge but also one of resilience and strength. Carefully documenting this initiative can contribute to guiding implementation and refinement of a full-service community school model.

The article discusses open strategy sharing and targeted sharing methods of classroom discussion that can be used to improve students' mathematical literacy and comprehension. It covers how open strategy sharing aims to generate different ideas from students solving the same problem while targeted sharing focuses on guiding students to converge on a singular idea. An example from an elementary level lesson on mental mathematics is included.

Informed by theory and research in inquiry-based mathematics, this study examined how classroom practices create a press for conceptual learning. Using videotapes of a lesson on the addition of fractions in 4 primarily low-income classrooms from 3 schools, we analyzed conversations that create a high or lower press for conceptual thinking. We use examples of interactions from these fourth-and fifth-grade lessons to propose that a high press for conceptual thinking is characterized by the following sociomathematical norms: (a) an explanation consists of a mathematical argument, not simply a procedural description; (b) mathematical thinking involves understanding relations among multiple strategies; (c) errors provide opportunities to reconceptualize a problem, explore contradictions in solutions, and pursue alternative strategies; and (d) collaborative work involves individual accountability and reaching consensus through mathematical argumentation.