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Transcranial direct current stimulation (tDCS) is a noninvasive form of electrical brain stimulation popularly used to augment the effects of working memory (WM) training. Although success has been mixed, some studies report enhancements in WM performance persisting days, weeks, or even months that are actually more reminiscent of consolidation effects typically observed in the long-term memory (LTM) domain, rather than WM improvements per se. Although tDCS has been often reported to enhance both WM and LTM, these effects have never been directly compared within the same study. However, given their considerable neural and behavioral overlap, this is a timely comparison to make. This study reports results from a multisession intervention in older adults comparing active and sham tDCS over the left dorsolateral pFC during training on both an n-back WM task and a word learning LTM task. We found strong and robust effects on LTM, but mixed effects on WM that only emerged for those with lower baseline ability. Importantly, mediation analyses showed an indirect effect of tDCS on WM that was mediated by improvements in consolidation. We conclude that tDCS over the left dorsolateral pFC can be used as an effective intervention to foster long-term learning and memory consolidation in aging, which can manifest in performance improvements across multiple memory domains.

Despite considerable investment, health outcomes for First Nations people are well below those of the rest of the population in several countries, including Canada, the United States, and Australia. In this article, the authors draw on actor-network theory and the case of Birthing on Country, a successful policy initiative led by First Nations Australians, to explore the decolonization of health services. Using publicly available archival data and the theoretical guidance of actor-network theory, the analysis offers insight into how marketing techniques and technologies can be deployed to achieve improved health outcomes and implement decolonized approaches. The insights provided have theoretical implications for marketing scholarship, social implications for understanding and implementing an agenda of decolonization, and practical implications for health care marketing. [ABSTRACT FROM AUTHOR]

OBJECTIVE: The majority of the population will experience some cognitive decline with age. Therefore, the development of effective interventions to mitigate age-related decline is critical for older adults cognitive functioning and their quality of life. METHODS: In our randomized controlled multisite trial, we target participants working memory (WM) skills, and in addition, we focus on the interventions optimal scheduling in order to test whether and how the distribution of training sessions might affect task learning, and ultimately, transfer. Healthy older adults completed an intervention targeting either WM or general knowledge twice per day, once per day, or once every-other-day. Before and after the intervention and 3 months after training completion, participants were tested in a variety of cognitive domains, including those representing functioning in everyday life. RESULTS: In contrast to our hypotheses, spacing seems to affect learning only minimally. We did observe some transfer effects, especially within the targeted cognitive domain (WM and inhibition/interference), which remained stable at the 3-month follow-up. DISCUSSION: Our findings have practical implications by showing that the variation in training schedule, at least within the range used here, does not seem to be a crucial element for training benefits.

Normative management behaviors have resulted in the patterns of today--a lack of equity in leadership positions and policies that are less favorable toward women. Meanwhile, public service values, such as respect, equity, diversity, and inclusiveness, are central foci among the professional standards and norms within the public administration field, its academic discipline and related curricula. Consequently, public administration educational programs are uniquely situated to espouse these values in their core curricula, as well as enact and reinforce them through inclusive pedagogical practices. This paper has two aims. First, to introduce the Diversity Inclusion Model, which provides a framework for examining diversity and inclusion in course design and syllabi to identify areas of improvement. Second, to apply the Diversity Inclusion Model to gender equity and inclusion to develop more gender-inclusive, acculturated learning experiences that reinforce gender equity in the classroom. This may subsequently inform the practice of public administration to re-shape professional norms and create better gender equity.

The COVID-19 pandemic led the United Kingdom (UK) into a national lockdown in March 2020. The UK government has acknowledged that children and young people (CYP) with Special Educational Needs and Disabilities (SEND) were left behind during the pandemic. This integrative literature review aims to investigate the effects of the COVID-19 pandemic on the development of CYP with SEND from parents’ experiences. The review included 14 papers: quantitative, qualitative and mixed methods. Parents’ experience of the COVID-19 pandemic was mostly negative; CYP were left behind, experienced reduced or suspended services, and loss of social interactions and support networks. However, a few parents reported some positive effects; families could spend more time together, and children experienced reduced anxiety as strict routines were relaxed. Most papers identified were completed during or just after the first lockdown. Therefore, none of the papers included whether CYP’s development has been affected in the longer term. [ABSTRACT FROM AUTHOR]

Indigenous economic development is a critical area of focus for many communities globally. Indigenous social enterprises play an important role in enhancing economic development by providing employment opportunities for Indigenous community members. Thus, understanding the factors that impact employment of Indigenous staff by Indigenous enterprises has important social and economic implications. This study examines the relationship between high commitment human resource management (HC-HRM) practices of Australian Indigenous social enterprises and their employment of Indigenous staff. Specifically, the paper contends with the research question how does the utilisation of HC-HRM by Indigenous enterprises shape the Indigenous employment outcomes of enterprises? Working with research partner Supply Nation, Australia's Indigenous Minority Supplier Diversity Council, a survey of Indigenous social enterprises was conducted about their HRM practices in relationship to leader risk propensity and business strategy pertaining to cultural product/services. A key result of the study is that the use of HC-HRM practices helps increase Indigenous employment outcomes. In addition, the relationship between HC-HRM and Indigenous employment outcomes is moderated by both the enterprise's business strategy and the leaders' risk propensity. These findings provide important insight into how Indigenous social enterprises can be best managed to create social and economic benefits in Indigenous communities. [ABSTRACT FROM AUTHOR]

Recent epidemics of Zika, dengue, and chikungunya have heightened the need to understand the seasonal and geographic range of transmission by Aedes aegypti and Ae. albopictus mosquitoes. We use mechanistic transmission models to derive predictions for how the probability and magnitude of transmission for Zika, chikungunya, and dengue change with mean temperature, and we show that these predictions are well matched by human case data. Across all three viruses, models and human case data both show that transmission occurs between 18-34°C with maximal transmission occurring in a range from 26-29°C. Controlling for population size and two socioeconomic factors, temperature-dependent transmission based on our mechanistic model is an important predictor of human transmission occurrence and incidence. Risk maps indicate that tropical and subtropical regions are suitable for extended seasonal or year-round transmission, but transmission in temperate areas is limited to at most three months per year even if vectors are present. Such brief transmission windows limit the likelihood of major epidemics following disease introduction in temperate zones.

Genome-wide association studies (GWASs) have identified loci for erythrocyte traits in primarily European ancestry populations. We conducted GWAS meta-analyses of six erythrocyte traits in 71,638 individuals from European, East Asian, and African ancestries using a Bayesian approach to account for heterogeneity in allelic effects and variation in the structure of linkage disequilibrium between ethnicities. We identified seven loci for erythrocyte traits including a locus (RBPMS/GTF2E2) associated with mean corpuscular hemoglobin and mean corpuscular volume. Statistical fine-mapping at this locus pointed to RBPMS at this locus and excluded nearby GTF2E2. Using zebrafish morpholino to evaluate loss of function, we observed a strong in vivo erythropoietic effect for RBPMS but not for GTF2E2, supporting the statistical fine-mapping at this locus and demonstrating that RBPMS is a regulator of erythropoiesis. Our findings show the utility of trans-ethnic GWASs for discovery and characterization of genetic loci influencing hematologic traits.

Access to books for students' independent reading practice is undergoing a profound shift from print to digital books in cloud-based digital reading programs. Tools for assessing the qualities of these programs as curriculum products are limited. This study describes a set of analytical tools for reviewing digital reading program software and investigates the learning management system (LMS) qualities of six commercial digital reading programs using these tools. Results examine tool functionality qualitatively and describe the product qualities of programs at platform, dashboard, digital book, and screen page levels. Descriptive observations highlight the need for crossdisciplinary and collaborative research work to improve analytical tool design. Overall product quality of the programs was in the average range.

This article examines frontline educators as street-level bureaucrats and their pedagogical philosophies, approaches, and choices—what we are calling "street-level pedagogy" to prepare current and future public servants and nonprofit leaders. This provides crucial insight into how (or if) social equity is incorporated into syllabi through a critical reflection on what materials and perspectives are assigned and how they are communicated. Our findings show that gender diversity is more visible, largely through authors of assigned readings, but that visibility is dependent upon presentation method (i.e., citation style). The gender of the professor is linked to gendered patterns in selection of authors of assigned readings. Other types of diversity and intersectionality were visible in course topics and readings, which are discussed along with implications for communicating social equity in graduate nonprofit curricula. [ABSTRACT FROM AUTHOR]