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In the past four decades, reports of an unusual vascular disease affecting young and otherwise healthy endurance athletes have begun to emerge. This rare entity has been coined as external iliac artery endofibrosis (EIAE). It has been primarily described in high-level competitive cyclists, suggesting a biomechanical etiology given the repetitive flexion and extension of the hip joint associated with cycling.1,2 Patients present with symptoms of claudication at peak levels of exertion, levels not usually achievable by the untrained individual. Lesions are predominantly isolated to the external iliac artery (EIA), and histologic examination reveals endothelial thickening and fibrosis without evidence of atherosclerosis.1–5 Cases of EIAE have been overwhelmingly described in male athletes, with a paucity of reports in females.2,3 We herein describe two cases of elite female athletes afflicted by EIAE and review the current literature pertaining to this entity in females. Both patients consented to publication of their case details and images.

Meaningful progress in improving employment outcomes for people with intellectual and developmental disabilities continues to be elusive, despite 40 years of investment in research, policy, and supports. This article reviews the current state of employment for individuals with intellectual and developmental disabilities (IDD) and describes policy, practice, and individual factors that influence employment outcomes. Research suggests the need for a holistic approach to change that addresses systems-level strategy, policy, and fiscal investment while strengthening individual experiences with employment and related day services. Recommendations address strengthening the implementation of employment policy, developing pathways to employment, and engaging individuals with IDD and, in particular, individuals with diverse social characteristics in reflecting on the quality of their experiences and supports.

Future mathematics teachers must integrate their knowledge of mathematics, pedagogy, and learners to effectively teach mathematics. Historically, these different forms of knowledge were taught separately in teacher preparation and left to the preservice teacher to integrate on their own. This raises the question; what resources can be leveraged to promote knowledge integration in mathematics courses for teachers? In this study, we identified six instructional actions that were associated with potential knowledge integration when implemented within the environment of a mathematics course for preservice teachers. We posit these instructional actions can be implemented in concise and minimally invasive ways in a variety of mathematics content courses. Further unpacking of these instructional actions and considerations for implementation are provided.

Multistep synthesis is a key capstone experience in organic laboratory instruction. Here, a four-step synthesis of avobenzone, an active component in sunscreens, has been developed that can be completed in two 4 h laboratory periods. This synthesis incorporates green principles and includes an aldol condensation, electrophilic addition of bromine to an alkene, an E2 dehalogenation of a dibromide, and hydration of an alkyne. Highlights of this synthesis include the use of coupling constants to identify alkene configuration, NMR analysis to determine preferred tautomeric form, the use of microwave irradiation to reduce reaction times, a solvent-free synthesis of a chalcone, and a three-step reaction that can be completed in a single lab period.

The structures of secondary mathematics teacher preparation (SMTP) programs in the United States are not well documented. This study sought to identify baseline data for SMTP programs. Survey data was collected from 86 different institutions regarding their SMTP programs. Results indicated that most SMTP programs are housed in mathematics departments, with programs often producing less than 10 teachers per year. Additionally, four-year SMTP programs were most common, with nearly all requiring a teaching methods course as well as clinical experiences. Tenure or tenure-track faculty did most student teaching supervision. Half of the participating institutions reported having a capstone course.

Given the central role that excellent presentation skills plays in management, methods for better developing these skills represent an important area of focus in business education. Rapidly evolving distributed (distance) technologies have compelled businesses to reimagine practices in most areas, and presentations are no exception. In the present study, we examine the potential advantages of video presentations--not from the perspective of the audience, but rather from the perspective of the student as immersed in the process of developing individual presentation skills. We crafted a course project where students collaborate to create a video presentation, replacing a more traditional in-class presentation. To test the effectiveness of this new approach, we conducted a study in which measures from multiple course sections using either the new video creation approach or the traditional presentation approach were compared. For the former, we found a significant improvement in students' presentation skills on five dimensions (central message, supporting material, language, organization, and delivery) as evaluated with the authoritative Oral Communication VALUE Rubric developed by the Association of American Colleges and Universities. We describe the project and the study, and end the article with lessons learned and recommendations for expanding the project's applications to other courses.

Abstract Aims Understanding of the pathophysiology of progressive heart failure (HF) in patients with heart failure with preserved ejection fraction (HFpEF) is incomplete. We sought to identify factors differentially associated with risk of progressive HF death and hospitalization in patients with HFpEF compared with patients with HF and reduced ejection fraction (HFrEF). Methods and results Prospective cohort study of patients newly referred to secondary care with suspicion of HF, based on symptoms and signs of HF and elevated natriuretic peptides (NP), followed up for a minimum of 6 years. HFpEF and HFrEF were diagnosed according to the 2016 European Society of Cardiology guidelines. Of 960 patients referred, 467 had HFpEF (49%), 311 had HFrEF (32%), and 182 (19%) had neither. Atrial fibrillation (AF) was found in 37% of patients with HFpEF and 34% with HFrEF. During 6 years follow‐up, 19% of HFrEF and 14% of HFpEF patients were hospitalized or died due to progressive HF, hazard ratio (HR) 0.67 (95% CI: 0.47–0.96; P = 0.028). AF was the only marker that was differentially associated with progressive HF death or hospitalization in patients with HFpEF HR 2.58 (95% CI: 1.59–4.21; P

Abstract Background There is no standard assessment tool for pediatric home care recipients in Canada, limiting the availability of comparable, population-based data. The objective of this study was to describe pediatric home care recipients who were part of a pilot implementation of the interRAI Pediatric Home Care Assessment Form (PEDS-HC) among medically complex children referred to home care agencies in three regions in Ontario, Canada. Methods All 14 agencies providing home care to children in Ontario were invited to participate in the pilot project, and 9 participated in an education session. Three of these agencies used the PEDS-HC during the pilot implementation between February 2018 and March 2020. We used de-identified data to describe the demographics, home care needs, and diagnoses of pediatric home care recipients. Results The sample of 474 assessments was predominantly male (60.34%), with an average age at assessment of 12.36 years (SD 4.56). Most (78.48%) reported English as their primary language. Most children assessed had between two and eight medical diagnoses. Diagnoses reported varied: gastrointestinal, musculoskeletal, respiratory and neurological conditions were most common. The prevalence of urinary incontinence (40.1%) and bowel incontinence (70.9%) were high. Over 60% of children were rarely or only sometimes understood. A majority of children had adequate hearing (83.5%) and vision (68.6%). Extensive services were being provided in 10% of children assessed. Most children received care both at school and at home (70.89%), with 20.89% receiving home care only. Conclusions The PEDS-HC provides a detailed, standardised descriptive profile of medically complex children receiving home care. Expanding use of PEDS-HC would promote consistency in care planning and delivery on the patient level, enable cross-jurisdictional comparisons, and inform utilization tracking and health care funding decisions on the organization and provincial levels.

We sequenced the complete mitochondrial genome of the flatworm Australopacifica atrata. The species, originally described from New South Wales, Australia, has been found in various locations in the British Isles, New Zealand and in the United States of America; it is thus potentially invasive. The genome is 16513 bp long, encodes for 12 protein coding genes, two ribosomal RNA genes and 20 tRNA genes, and is completely colinear with the other two available Rhynchodeminae. In addition, it shares with them some unusual characters discriminating them from members of the other subfamilies of Geoplanidae, the most noticeable being the extra length of its cox2 gene. The data allow a reliable multigene phylogeny to be derived, and also provide a means of accurate biomonitoring of possible invasiveness by A. atrata.

Teachers in Catholic schools are not immune from pressures to improve students' scores on high stakes tests, and standards-based education is not new to Catholic schools. Nationally, many public school systems have moved to implement Common Core State Standards (CCSS) or other similar standards. Assessment, in turn, has been tied to these standards. In many states, Catholic schools have the option as to whether to implement accepted state standards or to create standards of their own. The Committee on Catholic Education (CCE) gives each bishop the authority to lead the CCSS discussion at the local level and to eventually make a decision based on what is best for each individual diocese (2014). Regardless of implementation of government mandates, students graduating from Catholic schools will ultimately be held to the same standards and outcome-based measures when it comes to their graduates' ability to compete for post-secondary educational scholarships, national merits, and other accolades based in part on national standardized test scores. The academic achievement data provided by public school systems allow parents and others to see if their students meet grade level standards. Catholic schools then, must provide such data if they wish to measure themselves against those enrolled in the competing public and private schooling options. If Catholic schools are to remain a viable option in this ever-increasing competitive educational environment, teachers must become more comfortable collecting and analyzing data in an effort to help drive instruction and high levels of academic achievement. The collection of data to drive instruction is often referred to as data informed instruction (DII). The premise behind DII is to imbed data collection into daily classroom routines, use the data to make any necessary instructional plans or modifications, and to continuously monitor student performance to predict academic gains. When DII is used properly, it becomes an ongoing formative assessment. These formative assessments allow progress monitoring at the individual, class-wide and building levels, while providing an opportunity for teachers to adjust teaching strategies and make instructional modifications as needed (Sattler, 2001). This article outlines how Catholic schools can set up a professional development program that informs, educates, and gains buy-in from teachers surrounding the use of data-informed instruction in Catholic classrooms and across a diocese. The steps that are addressed include the need to change perceptions, inform teachers on how to collect and examine data (behavioral and educational), and end with ways to help make data collection and analysis an efficient component of daily routines.

With the rapid advancements of technology, online communication in both K-12 and post-secondary instruction has been widely implemented. Instructors as well as researchers have used various frameworks to evaluate different aspects of online discussions' quality. The online discussions take place synchronously or asynchronously in chat rooms, boards, and blogs, often using mobile applications and usually aimed at understanding course content and concepts. The current review follows up on Spatariu, Hartley, and Bendixen's (2004) classification that placed these frameworks in four categories based on what they were aimed at measuring (disagreement, argumentation, interaction, and content). The current review serves two main purposes. First, newer frameworks are categorized and described while addressing methodological considerations. Second, conclusions and recommendations for future research and instructional applications of online discussion evaluation are made.

Growing up gifted often means growing up "different." As schools struggle to provide appropriately designed interventions for student mental health issues, the role of the school psychologist is becoming increasingly important. In the present article, the role of the school psychologist is discussed, particularly as related to helping gifted students who may be manifesting symptoms of depression, suicidal ideation, and potentially suicidal behavior. Further, a holistic intervention approach is advocated and that accounts for four growth factors--intrapersonal, interpersonal, environmental/contextual, and developmental. Importantly, the specific strategies discussed are designed to help the school psychologist in their many capacities of helping gifted students thrive. Increasingly, however, it must also be recognized that the role of the school psychologist has expanded in recent years, and thus many of the intervention strategies offered may require a team of professionals to effectively implement. Regardless, the strategies discussed are designed to help gifted students thrive in the school setting.

In the United States, employment experiences of people with intellectual and developmental disabilities (IDD) have been dominated by discrepancies between recent policy shifts promoting integrated employment for people with IDD and the stagnation of the employment rate in integrated settings for this population. Although there is no direct source for labor force participation for individuals with IDD in the general population, data from the National Core Indicators Project suggest that, in 2015-2016, only 19% of working-age adults supported by state IDD agencies worked in one of the three forms of integrated employment--group-supported, individual-supported, or competitive (individualized and without supports). Twelve percent (12%) worked in competitive or individual-supported employment, and 7% worked in group-supported employment (Hiersteiner, Bershadsky, Bonardi, & Butterworth, 2016). In addition, individual employment supports have not been implemented with fidelity to a consistent model or set of expectations, and participation in nonwork services has grown rapidly (Domin & Butterworth, 2013; Migliore et al., 2012; Winsor et al., 2017).

Abstract Background Drug-free tracheal intubation has been a common intervention in the context of out-of-hospital cardiac arrest for many years, however its use by paramedics has recently been the subject of much debate. Recent international guidance has recommended that only those achieving high tracheal intubation success should continue to use it. Methods We conducted a retrospective service evaluation of all drug-free tracheal intubation attempts by specialist paramedics (critical care) from South East Coast Ambulance Service NHS Foundation Trust between 1st January and 31st December 2019. Our primary outcome was first-pass success rate, and secondary outcomes were success within two attempts, overall success, Cormack-Lehane grade of view, and use of bougie. Results There were 663 drug-free tracheal intubations and following screening, 605 were reviewed. There was a first-pass success rate of 81.5%, success within two attempts of 96.7%, and an overall success rate of 98.35%. There were ten unsuccessful attempts (1.65%). Bougie use was documented in 83.4% on the first attempt, 93.5% on the second attempt and 100% on the third attempt, Conclusion Specialist paramedics (critical care) are able to deliver drug-free tracheal intubation with good first-pass success and high overall success and are therefore both safe and competent at this intervention.

The sea slug Melibe leonina is an excellent model system for the study of the neural basis of satiation, and previous studies have demonstrated that stomach distention attenuates feeding. Here we expanded on this work by examining the pathway communicating stomach distention to the central nervous system and the effects of distention on motor output. We found that the posterior nerves (PN), which extend posteriorly from the buccal ganglia and innervate the stomach, communicate stomach distention in Melibe. PN lesions led to increased feeding duration and food consumption, and PN activity increased in response to stomach distention. Additionally, the percentage of incomplete feeding movements increased with satiation, and PN stimulation had a similar impact in the nerves that innervate the oral hood. These incomplete movements may be functionally similar to the egestive, food rejecting motions seen in other gastropods and enable Melibe to remain responsive to food, yet adjust their behavior as they become satiated. Such flexibility would not be possible if the entire feeding network were inhibited.

Thousands of children are diagnosed with cancer each year and are unable to participate in normative developmental and cultural contexts such as school. Little is known about how children with cancer perceive attending school in alternative settings, such as the home and hospital, while receiving treatment. This study coded the drawings of 10 children with cancer to explore how they perceive these school experiences; adapted from previous developmental and medical literature, drawings were analyzed for expressions across developmental domains and representations of the illness experience. It was found that participants primarily represented social perceptions of their school experiences; physical and illness-related representations were varied and often absent from the drawings. Participants perceived schooling through a social lens, suggesting the need for interventions to maximize social interactions with teachers and peers in this population. Teachers working with children with cancer should maximize socialization opportunities during hospitalization and treatment to promote continued development. In addition, policymakers and health care administrators should fund and implement interactive and educational group programs for children with cancer and apply techniques to help these students remain connected with classmates in the community even during cancer therapy.

• Sleep, epilepsy and outcome measures were highly heterogenous across the literature. • Poor sleep related to reduced life quality in epileptic children and adolescents. • Sleep issues related to poor behaviour/mood in epileptic children and adolescents. • Poor sleep did not consistently relate to cognitive outcomes in paediatric epilepsy. • No study reported relationships with sleep and academics in paediatric epilepsy. In children and adolescents with epilepsy (CAWE), disturbed sleep and functional difficulties are frequently present, but their relationship is unclear. In this scoping review we aimed to explore associations between sleep and functional outcomes in CAWE. We registered the protocol with open science framework and conducted the review according to the PRISMA Extension for Scoping Reviews. We searched Medline, Embase, PsycINFO and PubMed for original studies reporting on relations between sleep and functional outcomes (adaptive/quality of life, behavioural/mood, cognitive & academic) in CAWE. To assess the quality of studies we used an extended version of the checklist employed by Winsor and colleagues [ 1 ]. We identified 14 studies that included 1,785 CAWE and 1,260 control children, with a mean age of 9.94 and 10.13 years, respectively. The studies were highly heterogeneous with respect to samples, epilepsy variables, and methods used to assess sleep and functional outcomes. The quality of studies was medium. Associations between sleep and adaptive/quality of life, behavioural/mood, cognitive and academic outcomes were examined in 2, 10, 6, and 0 studies, respectively. Across studies, in CAWE, greater sleep disturbances were related to worse behavioural/mood outcomes, ranging from depression/anxiety to ADHD symptoms. Sleep disturbances did not consistently relate to cognitive outcomes, but they related to worse adaptive outcomes in both studies that examined their relationship. Our study provides evidence of relationship between disturbed sleep and behavioural/mood difficulties, which alerts to the need for careful evaluation and treatment of sleep disturbances in CAWE. Our study also highlights the need to examine relationships between sleep and other functional outcomes in CAWE, as studies conducted in the general population suggest that sleep disturbances may be modifiable and associated with improved functional outcomes. [ABSTRACT FROM AUTHOR]

Abstract Human‐mediated hybridization threatens many native species, but the effects of introgressive hybridization on life‐history expression are rarely quantified, especially in vertebrates. We quantified the effects of non‐native rainbow trout admixture on important life‐history traits including growth and partial migration behavior in three populations of westslope cutthroat trout over five years. Rainbow trout admixture was associated with increased summer growth rates in all populations and decreased spring growth rates in two populations with cooler spring temperatures. These results indicate that non‐native admixture may increase growth under warmer conditions, but cutthroat trout have higher growth rates during cooler periods. Non‐native admixture consistently increased expression of migratory behavior, suggesting that there is a genomic basis for life‐history differences between these species. Our results show that effects of interspecific hybridization on fitness traits can be the product of genotype‐by‐environment interactions even when there are minor differences in environmental optima between hybridizing species. These results also indicate that while environmentally mediated traits like growth may play a role in population‐level consequences of admixture, strong genetic influences on migratory life‐history differences between these species likely explains the continued spread of non‐native hybridization at the landscape‐level, despite selection against hybrids at the population‐level.

Many bacteria use the second messenger cyclic diguanylate (c-di-GMP) to control motility, biofilm production and virulence. Here, the authors identify a thermosensitive enzyme that synthesizes c-di-GMP and modulates temperature-dependent motility, biofilm development and virulence in the opportunistic pathogen Pseudomonas aeruginosa.

Bleeding stomal varices are often difficult to manage given the comorbidities that are associated with their presentation. Here, we report a case of a 62-year-old female with stomal variceal hemorrhage in the setting of chronic portal vein thrombosis who was ineligible for transhepatic intrajugular portosystemic shunt or surgery as a result of her challenging anatomy and peri-operative risks. Despite coil embolization, this patient experienced refractory bleeds which ceased following the initiation of a non-selective beta-blocker (NSBB). This case provides further evidence for the expanding role of NSBBs as an important therapeutic agent for complicated ectopic varices.

Atrial natriuretic peptide (ANP), encoded by Nppa, is a vasodilatory hormone that promotes salt excretion. Genome-wide association studies identified Nppa as a causative factor of blood pressure development, and in humans, ANP levels were suggested as an indicator of salt sensitivity. This study aimed to provide insights into the effects of ANP on cardiorenal function in salt-sensitive hypertension. To address this question, hypertension was induced in SSNPPA–/– (KO of Nppa in the Dahl salt-sensitive [SS] rat background) or SSWT (WT Dahl SS) rats by a high-salt (HS) diet challenge (4% NaCl for 21 days). Chronic infusion of ANP in SSWT rats attenuated the increase in blood pressure and cardiorenal damage. Overall, the SSNPPA–/– strain demonstrated higher blood pressure and intensified cardiac fibrosis (with no changes in ejection fraction) compared with SSWT rats. Furthermore, SSNPPA–/– rats exhibited kidney hypertrophy and higher glomerular injury scores, reduced diuresis, and lower sodium and chloride excretion than SSWT when fed a HS diet. Additionally, the activity of epithelial Na+ channel (ENaC) was found to be increased in the collecting ducts of the SSNPPA–/– rats. Taken together, these data show promise for the therapeutic benefits of ANP and ANP-increasing drugs for treating salt-sensitive hypertension.

The authors report on a diabetic patient with tissue loss, previously treated with a femoral-tibial bypass, which occluded shortly after construction. A combination of antegrade contralateral femoral and retrograde tibial access was used for revascularization. Angiogram demonstrated a dissection flap occluding the deep femoral artery flow, which was unable to be crossed from an antegrade approach. A retrograde deep femoral artery access was used to perform “kissing” angioplasty of the origins of the superficial and deep femoral arteries, thus successfully reestablishing flow to both vessels. This represents an unconventional endovascular technique that can be safely performed as a bailout maneuver.

Mitophagy is the process by which mitochondria are selectively targeted and removed via autophagic machinery to maintain mitochondrial homeostasis in the cell. Recently, flow cytometry-based assays that utilize the fluorescent mtKeima reporter system have allowed for quantitative assessment of mitophagy at a single-cell level. However, clear guidelines for appropriate flow cytometry workflow and downstream analysis are lacking and studies using flow cytometry in mtKeima-expressing cells often display incorrect and arbitrary binary mitophagic or nonmitophagic cutoffs that prevent proper quantitative analyses. In this paper we propose a novel method of mtKeima data analysis that preserves subtle differences present within flow cytometry data in a manner that ensures reproducibility.

Abstract Background Argos satellite telemetry is used globally to track terrestrial and aquatic megafauna, yet the accuracy of this system has been described empirically only for a limited number of species. We used Argos-linked archival tags with Fastloc GPS deployed on free-ranging sperm (Physeter macrocephalus), blue (Balaenoptera musculus), and fin (B. physalus) whales to derive empirical estimates of Argos location errors for these species, examine possible behavior-related differences, and test the effect of incorporating species-specific error parameters on performance of a commonly used movement model. Results Argos location errors for blue and fin whale tags were similar and were combined (n = 1712 locations) for comparison against sperm whale tags (n = 1206 locations). Location error magnitudes for tags attached to sperm whales were significantly larger than blue/fin whale tags for almost all Argos location classes (LC), ranging from 964 m versus 647 m for LC 3, respectively, to 10,569 m versus 5589 m for LC B, respectively. However, these differences were not seen while tags floated at the surface after release. Sperm whale tags were significantly colder than ambient temperature when surfacing from a dive, compared to blue/fin whale tags (16.9 °C versus 1.3 °C, respectively) leading to larger changes in tag temperature during post-dive intervals. The increased rate of tag temperature change while at the surface was correlated to increased error magnitude for sperm whales but not blue/fin whales. Movement model performance was not significantly improved by incorporating species-specific error parameters. Conclusions Location accuracy estimates for blue/fin whales were within the range estimated for other marine megafauna, but were higher for sperm whales. Thermal inertia from deep, long-duration dives likely caused transmission frequency drift and greater Argos location error in sperm whales, as tags warmed at the surface during post-dive intervals. Thus, tracks of deep-diving species may be less accurate than for other species. However, differences in calculated error magnitude between species were less than typical scales of movement and had limited effect on movement model performance. Therefore, broad-scale interpretation of Argos tracking data will likely be unaffected, although fine-scale interpretation should be made with more caution for deep-diving species inhabiting warm regions.

The geomorphic record indicates that alpine glaciers in the McMurdo Dry Valleys of southern Victoria Land, Antarctica, appear to advance during interglacial periods in response to ice-free conditions in the Ross Sea. Few records of these advances are preserved and/or subaerially exposed, complicating the interpretations of regional glacier response to climate changes. Here, we present geophysical and geochemical analyses of a rock glacier that originates from icefalls fed by alpine Doran Glacier in central Taylor Valley. The rock glacier exhibits a trend of increased weathering of granitic clasts via ventifaction and grussification down-flow. Meltwater ponds on the rock glacier exhibit variable salinity that ranges from freshwater to higher than seawater, with the highest salinity pond near the rock glacier toe. Ground-penetrating radar analyses reveal the feature to possess a primarily clean ice interior, with layers of englacial debris. Stable isotopic data from three ice cores support a glacial origin for the ice within the rock glacier. These data suggest that the current morphology of the rock glacier is the result of multiple events of increased ice contribution caused by advances of Doran Glacier, which is the main source of ice to the rock glacier. We therefore demonstrate the potential of ice-cored rock glaciers to record multiple advances and retreats of Dry Valley glaciers, permitting the interpretation of glacial responses to Pleistocene and Holocene climate change even where direct records are not present.

Background New records of alien land planarians are regularly reported worldwide, and some correspond to undescribed species of unknown geographic origin. The description of new species of land planarians (Geoplanidae) should classically be based on both external morphology and histology of anatomical structures, especially the copulatory organs, ideally with the addition of molecular data. Methods Here, we describe the morphology and reproductive anatomy of a species previously reported as Diversibipalium “black”, and the morphology of a species previously reported as Diversibipalium “blue”. Based on next generation sequencing, we obtained the complete mitogenome of five species of Bipaliinae, including these two species. Results The new species Humbertium covidum n. sp. (syn: Diversibipalium “black” of Justine et al., 2018) is formally described on the basis of morphology, histology and mitogenome, and is assigned to Humbertium on the basis of its reproductive anatomy. The type-locality is Casier, Italy, and other localities are in the Department of Pyrénées-Atlantiques, France; some published or unpublished records suggest that this species might also be present in Russia, China, and Japan. The mitogenomic polymorphism of two geographically distinct specimens (Italy vs France) is described; the cox1 gene displayed 2.25% difference. The new species Diversibipalium mayottensis n. sp. (syn: Diversibipalium “blue” of Justine et al., 2018) is formally described on the basis of external morphology and complete mitogenome and is assigned to Diversibipalium on the basis of an absence of information on its reproductive anatomy. The type- and only known locality is the island of Mayotte in the Mozambique Channel off Africa. Phylogenies of bipaliine geoplanids were constructed on the basis of SSU, LSU, mitochondrial proteins and concatenated sequences of cox1, SSU and LSU. In all four phylogenies, D. mayottensis was the sister-group to all the other bipaliines. With the exception of D. multilineatum which could not be circularised, the complete mitogenomes of B. kewense, B. vagum, B. adventitium, H. covidum and D. mayottensis were colinear. The 16S gene in all bipaliine species was problematic because usual tools were unable to locate its exact position. Conclusion Next generation sequencing, which can provide complete mitochondrial genomes as well as traditionally used genes such as SSU, LSU and cox1, is a powerful tool for delineating and describing species of Bipaliinae when the reproductive structure cannot be studied, which is sometimes the case of asexually reproducing invasive species. The unexpected position of the new species D. mayottensis as sister-group to all other Bipaliinae in all phylogenetic analyses suggests that the species could belong to a new genus, yet to be described.

The integration of technology in early childhood classrooms has become a controversial issue among professionals in this field. One issue which may influence technology in these classrooms may be perceptions of what is developmentally appropriate practice (DAP). This article explores perceptions about technology and age appropriate recommendations for young children based on results of a survey answered by Instructional Design and Technology (IDT) and Early Childhood Education (ECE) professionals. This article provides a starting point to counteract the many misconceptions these teachers have about what constitutes developmentally appropriate practice for young children in relation to technology in early childhood education classrooms and discusses some of the contradictions between professionals.

Good Parenting! What it means and being prepared to do it is highly ambiguous in nature. Most parents-to-be want to be good parents and readily believe they are prepared to be good parents. That is until the baby arrives. With every birth comes an even distribution of positive and negative thoughts and emotions. In typically developing pregnancies and problem-free births the positive features are more prominent but this can change dramatically when parents are faced with discovering their unborn fetus or their child has a genetic abnormality, birth defect, disability, or chronic illness. Children with serious medical illnesses and chronic disabilities endure many obstacles as they persist through cognitive, social, and emotional developmental milestones. Technology can function as a tool to help accomplish crucial tasks of parenthood by promoting many aspects of child development (Blanchard, 1997). However, a gap in the literature persists when it comes to how new technologies can provide critical information and support for parenting children with disabilities or chronic illnesses. The focus of this paper is on how new technologies can supplement and provide a type of co-parenting support for parents of children with disabilities or chronic illnesses.

Although there is a push in education to increase the amount of technologies used in the classroom much of the recent literature emphasizes a need to investigate ways to improve the instructional methods used when incorporating technology in education. The focus of the present research is to investigate an instructional technique used in an asynchronous online discussion (i.e., prompts versus no prompts). This research investigates pre-service teachers' positions on the use of technology in K-12 classrooms. Participants were students enrolled in an online Educational Psychology course at a Southwestern urban university; the online discussion transcripts were the data source for this qualitative research design. The treatment group received specific directions and feedback and the control group received very limited directions and feedback. The results of the study indicated that given specific guidelines and expectations for the discussion, the treatment group outperformed the control group in every category consistently within the small group analysis and the between group analysis. In addition, the in-depth analysis points to several findings with regard to how pre-service teachers view Educational Technology in schools, based on the dilemma posed in the online discussion forum.

Two areas that are lacking for the purpose of training high-quality preschool teachers; and constructing developmentally appropriate learning standards and curriculum for preschool children are awareness of early epistemic development (beliefs about knowledge and knowing) and understanding preschoolers' cognitive processes during epistemic development. Personal epistemology is an individual's beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). During the past three decades there has been substantial gains in the area of personal epistemology, particularly in college students [Perry, 1970; Baxter Magoldo, 1987; Schommer, 1990], adults [King & Kitchener, 1994; Belensky, Clinchy, Goldberger, & Tarule, 1986], and more recently adolescents [Kuhn, 2000; Mansfield & Clinchy, 2002]. Specifically, the use of, inquiry, focus groups, and technology during instruction can identify more observable developmental schemes, such as, cognitive processes [theory of mind], social and emotional views of the child. Knowing how these developmental domains operate harmoniously can provide more meaningful insights about "what" and "how"children begin to conceptualize knowledge and the process of knowing. This ecological and epistemic framework can have implications for early childhood education. This article describes new research and thinking about the epistemology of preschool children and how it might influence teacher training and instructional approaches.

Since the introduction of supported employment in the Developmental Disabilities Act of 1984 and the Rehabilitation Act Amendments of 1986, there has been continued development and refinement of best practices in employment services and supports. Progress includes creative outcomes for individuals with significant support needs including customized jobs and self-employment, community rehabilitation providers that have shifted emphasis to integrated employment, and states that have made a substantial investment in Employment First policy and strategy. Despite these achievements, the promise of integrated employment remains elusive for the majority of individuals with intellectual and developmental disabilities. The number of individuals supported in integrated employment by state agencies has remained stagnant for the past 15 years, participation in nonwork services has grown rapidly, and individual employment supports have not been implemented with fidelity. This article presents preliminary findings from activities completed by the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities and discusses a framework for organizing state and federal investments in research, practice, and systems change.

Abstract Across taxa, individuals vary in how far they disperse, with most individuals staying close to their origin and fewer dispersing long distances. Costs associated with dispersal (e.g., energy, risk) are widely believed to trade off with benefits (e.g., reduced competition, increased reproductive success) to influence dispersal propensity. However, this framework has not been applied to understand variation in dispersal distance, which is instead generally attributed to extrinsic environmental factors. We alternatively hypothesized that variation in dispersal distances results from trade‐offs associated with other aspects of locomotor performance. We tested this hypothesis in the stream salamander Gyrinophilus porphyriticus and found that salamanders that dispersed farther in the field had longer forelimbs but swam at slower velocities under experimental conditions. The reduced swimming performance of long‐distance dispersers likely results from drag imposed by longer forelimbs. Longer forelimbs may facilitate moving longer distances, but the proximate costs associated with reduced swimming performance may help to explain the rarity of long‐distance dispersal. The historical focus on environmental drivers of dispersal distances misses the importance of individual traits and associated trade‐offs among traits affecting locomotion.

Limited data exist on pharmaceutical product use by infants, although available data suggests higher prevalence of use among children under 12 months of age. We conducted a descriptive study of 3050 infants recruited in the CHILD Cohort Study, a prospective, multicenter, longitudinal cohort following children from pregnancy through childhood. Parents were surveyed for use of prescription and over-the-counter drugs, and natural health products (NHPs, including homeopathic products and vitamins) at 3, 6, and 12 months after delivery. By one year of age, 96.0% of children had taken at least one pharmaceutical product. Among 307 reported products, 32 were given to at least 1% of cohort infants. Vitamin D, acetaminophen, ibuprofen, topical hydrocortisone, amoxicillin, and nystatin were the most common medications and natural health products (NHPs) received, with 8/32 of the most frequently used products being NHPs. Overall, 14.7% of pharmaceutical products administered to children were off-label and 35.8% were NHPs or products without a Drug Identification Number (DIN). The use of over-the-counter medications and NHPs is common and off-label use of drugs is frequent, even in the first year of life. This study highlights the importance of conducting studies on medication use in infants, and of infant medication use monitoring by healthcare providers.

Recent evidence suggests an immunomodulatory role for commensal fungi (mycobiota) in the gut, yet little is known about the composition and dynamics of early-life gut fungal communities. In this work, we show for the first time that the composition of the gut mycobiota of Canadian infants changes dramatically over the course of the first year of life, is associated with environmental factors such as geographical location, diet, and season of birth, and can be used in conjunction with knowledge of a small number of key early-life factors to predict inhalant atopy status at age 5 years.

BACKGROUND Forty percent of the world’s population live in areas where they are at risk from dengue fever, dengue hemorrhagic fever, and dengue shock syndrome. Dengue viruses are transmitted primarily by the mosquito Aedes aegypti. In Cali, Colombia, approximately 30% of field collected Ae. aegypti are naturally refractory to all four dengue serotypes. OBJECTIVES Use RNA-sequencing to identify those genes that determine refractoriness in feral mosquitoes to dengue. This information can be used in gene editing strategies to reduce dengue transmission. METHODS We employed a full factorial design, analyzing differential gene expression across time (24, 36 and 48 h post bloodmeal), feeding treatment (blood or blood + dengue-2) and strain (susceptible or refractory). Sequences were aligned to the reference Ae. aegypti genome for identification, assembled to visualize transcript structure, and analyzed for dynamic gene expression changes. A variety of clustering techniques was used to identify the differentially expressed genes. FINDINGS We identified a subset of genes that likely assist dengue entry and replication in susceptible mosquitoes and contribute to vector competence. MAIN CONCLUSIONS The differential expression of specific genes by refractory and susceptible mosquitoes could determine the phenotype, and may be used to in gene editing strategies to reduce dengue transmission.

Childhood cancer incidence is rising, affecting a growing proportion of elementary school students. For most of these children, school attendance can be limited by hospitalisations, treatments and side effects. However, little is yet known about the educational needs and experiences of this population. This phenomenological study explored the school experiences of 10 6- to 12-year-old children with cancer as they underwent chemotherapy. Results revealed perceptions that attending school in the hospital or home during cancer treatment is essentially lonely, confusing and "different". These perceptions intertwined to illuminate five themes: (1) school should involve fun activities; (2) group educational formats are preferable; (3) old school is the "best school"; (4) being a "good student" is important during treatment; and (5) attending school is complicated during treatment. Therefore, hospital-based and homebound schooling programmes should integrate socially interactive and cognitively engaging curriculum to best support the learning needs of this population.