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Although implicit bias training programs have become common, the effects of these programs on employee attitudes and behaviours are still unclear, particularly when it comes to the efficacy of repeated, mandatory training. Additional understanding of these programs' efficacy is needed for setting effective training policy. We measured the effects of training in a mandatory bias literacy program for academic staff involved in personnel decisions at an American public university, specifically by examining the relationship among bias-related knowledge, attitudes, and behaviours and two training variables: the number of times training had been completed, and the time since last training. Time since training had a beneficial effect on behavioural intentions whereas training repetition showed a slight detrimental effect. Results of demographic factors investigated indicated effects of gender, amount of personnel-related committee service, and years at the university on training outcomes. Implications of these results for training policy at universities are discussed.

In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories--motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation.

Summary This study includes both parents in an extension of previous research on parent-child interactions in relation to self-concept development. Fifth- and sixth-grade children (N = 172) were administered the Piers Harris Children's Self-Concept Scale and the Child's Report of Parental Behavior Inventory (shortened version). Girls rated (a) both parents higher on Inconsistent Discipline than did boys and (b) fathers higher on Lax Discipline than did boys. Both boys' and girls' self-concept scores were significantly correlated with mother dimensions, Acceptance of Individuation (+), Hostile Control (-), and Inconsistent Discipline (-), and with father dimensions, Control by Guilt (-) and Inconsistent Discipline (-). Girls' self-concept scores were significantly correlated with mothers' Intrusiveness (-), boys' with Acceptance of Individuation (+) and Hostile Control (-). Results for Inconsistent Discipline indicate the possible influence of parental controlling techniques on children's self-concept. [ABSTRACT FROM AUTHOR]

Sec1/Munc18 (SM) proteins are essential for membrane trafficking, but their molecular mechanism remains unclear. Using a single vesicle-vesicle content-mixing assay with reconstituted neuronal SNAREs, synaptotagmin-1, and complexin-1,we show that the neuronal SM protein Munc18a/nSec1 has no effect on the intrinsic kinetics of both spontaneous fusion and Ca2+-triggered fusion between vesicles that mimic synaptic vesicles and the plasma membrane. However, wild type Munc18a reduced vesicle association ~50% when the vesicles bearing the t-SNAREs syntaxin-1A and SNAP-25 were preincubated with Munc18 for 30 min. Single molecule experiments with labeled SNAP-25 indicate that the reduction of vesicle association is a consequence of sequestration of syntaxin-1A by Munc18a and subsequent release of SNAP-25 (i.e. Munc18a captures syntaxin-1A via its high affinity interaction). Moreover, a phosphorylation mimic mutant of Munc18a with reduced affinity to syntaxin-1A results in less reduction of vesicle association. In summary, Munc18a does not directly affect fusion, although it has an effect on the t-SNARE complex, depending on the presence of other factors and experimental conditions. Our results suggest that Munc18a primarily acts at the prefusion stage. [ABSTRACT FROM AUTHOR]