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The 2019 coronavirus disease (COVID-19) pandemic has demonstrated the importance of predicting, identifying, and tracking mutations throughout a pandemic event. As the COVID-19 global pandemic surpassed one year, several variants had emerged resulting in increased severity and transmissibility. Here, we used PCR as a surrogate for viral load and consequent severity to evaluate the real-world capabilities of a genome-based clinical severity predictive algorithm. Using a previously published algorithm, we compared the viral genome-based severity predictions to clinically derived PCR-based viral load of 716 viral genomes. For those samples predicted to be “severe” (probability of severe illness >0.5), we observed an average cycle threshold (Ct) of 18.3, whereas those in in the “mild” category (severity probability

Abstract Background The Scientific Teaching (ST) pedagogical framework encompasses many of the best practices recommended in the literature and highlighted in national reports. Understanding the growth and impact of ST requires instruments to accurately measure the extent to which practitioners implement ST in their courses. Researchers have typically relied on students, instructors, or observers to document course teaching practices, but it remains unclear whether and how these perspectives differ from each other. To address this issue, we modified our previously published instrument to generate the Measurement Instrument for Scientific Teaching-Observable (MISTO), which can be completed by students, instructors, and observers, and we investigated the degree of similarity between these three perspectives across 70 undergraduate science courses at seven different institutions in the USA. Results We found that the full MISTO and Active Learning subcategory scores showed the highest correlations among the three perspectives, but the degree of correlation between perspectives varied for the other subcategories. Match scores between students and instructors were significantly higher than observer matches for the full MISTO and for the Active Learning, Inclusivity, and Responsiveness subcategories. Conclusions We find that the level and type of agreement between perspectives varies across MISTO subcategories and that this variation likely stems from intrinsic differences in the course access and scoring decisions of the three perspectives. Building on this data, we recommend MISTO users consider their research goals, available resources, and potential artifacts that may arise when deciding which perspective best fits their needs in measuring classroom teaching practices.

Previous studies suggest that genetic variants within genes affecting the circadian rhythm influence the development of posttraumatic stress symptoms (PTSS). In the present study, we used data from three emergency care-based cohorts to search genetic variants in circadian pathway genes previously associated with neuropsychiatric disorders for variants that influence PTSS severity. The three cohorts used included a discovery cohort of African American men and women enrolled following motor vehicle collision (n = 907) and two replication cohorts: one of multi-ethnic women enrolled following sexual assault (n = 274) and one of multi-ethnic men and women enrolled following major thermal burn injury (n = 68). DNA and RNA were collected from trauma survivors at the time of initial assessment. Validated questionnaires were used to assess peritraumatic distress severity and to assess PTSS severity 6 weeks, 6 months, and 1 year following trauma exposure. Thirty-one genetic variants from circadian rhythm genes were selected for analyses, and main effect and potential gene*stress and gene*sex interactions were evaluated. Secondary analyses assessed whether associated genetic variants affected mRNA expression levels. We found that six genetic variants across five circadian rhythm-associated genes predicted PTSS outcomes following motor vehicle collision (p < 0.05), but only two of these variants survived adjustment for multiple comparisons (False Discovery Rate < 5%). The strongest of these associations, an interaction between the PAR-zip transcription factor, thyrotroph embryonic factor (TEF) variant rs5758324 and peritraumatic distress, predicted PTSS development in all three cohorts. Further analysis of genetic variants in the genetic region surrounding TEFrs5758324 (±125,000 nucleotides) indicated that this allele showed the strongest association. Further, TEF RNA expression levels (determined via RNA-seq) were positively associated with PTSS severity in distressed individuals with at least one copy of the TEFrs5758324 minor allele. These results suggest that rs5758324 genetic variant in TEF, a regulator of clock-controlled genes and key mediator of the core circadian rhythm, influence PTSS severity in a stress-dependent manner.

During October 2013–May 2014, there were 102 cases of pneumonia diagnosed in US Air Force Academy cadets. A total of 73% of tested nasal washes contained Chlamydophila pneumoniae. This agent can be considered to be present on campus settings during outbreaks with numerous, seemingly disconnected cases of relatively mild pneumonia.

We sought to evaluate whether residence at high altitude is associated with the development of obesity among those at increased risk of becoming obese. Obesity, a leading global health priority, is often refractory to care. A potentially novel intervention is hypoxia, which has demonstrated positive long-term metabolic effects in rats. Whether or not high altitude residence confers benefit in humans, however, remains unknown. Using a quasi-experimental, retrospective study design, we observed all outpatient medical encounters for overweight active component enlisted service members in the U.S. Army or Air Force from January 2006 to December 2012 who were stationed in the United States. We compared high altitude (>1.96 kilometers above sea level) duty assignment with low altitude (

BackgroundPhysical inactivity, ambient air pollution and obesity are modifiable risk factors for non-communicable diseases, with the first accounting for 10% of premature deaths worldwide. Although community level interventions may target each simultaneously, research on the relationship between these risk factors is lacking.ObjectivesAfter comparing spatial interpolation methods to determine the best predictor for particulate matter (PM2.5; PM10) and ozone (O3) exposures throughout the U.S., we evaluated the cross-sectional association of ambient air pollution with leisure-time physical inactivity among adults.MethodsIn this cross-sectional study, we assessed leisure-time physical inactivity using individual self-reported survey data from the Centers for Disease Control and Prevention's 2011 Behavioral Risk Factor Surveillance System. These data were combined with county-level U.S. Environmental Protection Agency air pollution exposure estimates using two interpolation methods (Inverse Distance Weighting and Empirical Bayesian Kriging). Finally, we evaluated whether those exposed to higher levels of air pollution were less active by performing logistic regression, adjusting for demographic and behavioral risk factors, and after stratifying by body weight category.ResultsWith Empirical Bayesian Kriging air pollution values, we estimated a statistically significant 16-35% relative increase in the odds of leisure-time physical inactivity per exposure class increase of PM2.5 in the fully adjusted model across the normal weight respondents (p-valueConclusionsIn a nationally representative, cross-sectional sample, increased community level air pollution is associated with reduced leisure-time physical activity particularly among the normal weight. Although our design precludes a causal inference, these results provide additional evidence that air pollution should be investigated as an environmental determinant of inactivity.

Native Americans are a critically underserved and under researched population in the United States (US) higher education system. Not only do American Indians (AIs) and Alaska Natives (ANs) enroll in vastly lower percentages than their nonnative peers, but they are also far less likely to persist to graduation and attend graduate school than other student populations due to institutional barriers. The purpose of this study is to test the relationship between the institutional experiences of AI/AN students attending nonnative colleges and universities (NNIs), their desire to give back, and sense of Indigenous identity. The research utilizes survey data assembled from a convenience sample of Native American student respondents across the US at a variety of different types of institutions and at varying stages of their educational journeys to measure these outcomes.

The underrepresentation and underperformance of men of color relative to women of color within institutions of higher education have been extensively studied the past 20 years. The purpose of this study is to understand trends in how this research has been conducted rather than understand "best practices" to support this student population. To achieve this, we reviewed 153 pieces of scholarship from 1999 to 2019 using an intersectional and critical content analysis approach. Findings revealed that the bulk of scholarship involved onetime interviews for its empirical foundations, and the overwhelming majority centered the racial experiences of Black and Latinx men. In contrast, few analyses critically explored gender, sexual orientation, or social class. Additionally, scholarship that centered Asian American, Indigenous, multiracial, and trans* men of color was scant or nonexistent. Given these large gaps in the knowledge base, we offer guidance for the next generation of men of color in higher education scholarship in terms of analytical foci, theoretical frameworks, and methodologies.

The purpose of this study is to use Indigenous data collection to present construct validity of an instrument designed to test the American Indian/Alaska Native Millennium Falcon Postsecondary Persistence Model (Lopez, 2018). In the following, I describe an alternative sampling technique based on an Indigenous quantitative methodology to examine how to operationalize the AI/AN Millennium Falcon Persistence Model (AMFPM) in social scientific studies. I used an exploratory factor analysis (EFA) on 117 participants from the Quechan and Cocopah Nations who responded to 30 items. The EFA was set to extract 4 hypothesized factors. The interpretation of rotated scales was with variables loadings greater than 0.30 and loading on a single factor retained. The 4-factor solution accounted for 43% of the total variance in the items. All 4 of the scales had acceptable levels of internal reliability for empirical research (i.e., Cronbach's alpha > 0.7). The exploratory factor analysis confirmed that all 4 of the original AMFPM factors (family, tribal, academic, institutional) were, in fact, captured by the Scale of Native Americans Giving Back. However, the analysis revealed that 2 of the factors merged (family and tribal support). Furthermore, the desire to give back and tribal identity emerged as separate constructs. The final scale that emerged in this study consists of 4 components of postsecondary persistence.

Nation-building and giving back represent a cyclical relationship rooted in Indigenous ways of knowing. To give back in a postsecondary context means to acquire a college degree to help advance efforts of nation-building. Therefore, students' desire to give back is an Indigenous teaching that emphasizes relationality relationships, reciprocity, and a deep sense of nationhood (Reyes, 2019). Brayboy and colleagues (2012) theorized that persistence rates for Native American students increase when they focus on the desire to give back to a broader community rather than on themselves. Other research suggested the desire to give back influences college persistence among Indigenous students (Drywater-Whitekiller, 2010). The desire to give back also shapes Native students' reciprocal exchange of support (feeling supported and supporting other Native students), desire to nurture relationships, connection to home/land (place), and interest in altruistic behaviors (Reyes, 2019; Waterman, 2007). This study built upon earlier qualitative research using a quantitative analysis to operationalize the desire to give back. It hypothesizes that if the desire to give back is a factor for persistence among Native Americans and an association between giving back and nation-building exists, then contributing to nation-building may relate to the persistence of Native American students.

This article outlines Indigenous data collection as a methodology that expands a sampling frame by using tribal Indigenous cultural knowledge, such as creation stories like those of the Cocopah and Quechan nations, to address limitations found in the methodological quality of Native American survey data in currently available datasets. Indigenous quantitative methodology and methodological limitations in existing government and institutional datasets are outlined (Walter & Andersen, 2013), and validities described by Shadish, Cook, and Campbell (2002) and the Standards for Educational and Psychological Testing (AERA et al., 2014) are explored. The conclusion presents the advantages of using Indigenous data collection to provide a sampling frame that highlights the use of Indigenous quantitative methodology.

Of the Native cultural objects presently in personal and public collections, only a small percentage will be shared with descendants of the original creators or the general public. The majority of these objects will stay in storage until they disintegrate, but creating photographic representations provides ways of giving them new life. This article focuses on photographic representations of Native cultural objects as its own contemporary artistic practice. For tribes wishing to archive and advance their material culture, still life photographs are an easily distributable medium. We posit that this practice can complement the archiving and preserving needs of museums by facilitating continued knowledge preservation within Native communities.

The purpose of this review of literature is to identify variables (Hart 1998), relevant to AI/AN postsecondary persistence, and to examine the relationship between findings and postsecondary persistence theories at 2 and 4-year institutions. An exhaustive review with selective citation was used to locate relevant documents. Due to the limited amount of articles found for this review, I included both qualitative and quantitative articles. The factors were organized into four emerging themes including; family support, institutional support, tribal community support and academic performance. Due to the lack of research conducted using measures important to AI/AN persistence, the understanding of factors influencing AI/AN student postsecondary persistence is still somewhat limited.

Background: Patients with congenital heart disease (CHD) frequently have had valve interventions, including replacement with a mechanical valve (mechV). The impact of a mechV on clinical outcomes in patients undergoing ventricular assist device (VAD) implantation is not well characterized. Objectives: This study assessed VAD outcomes in patients with CHD and a mechV. Methods: All patients with a history of CHD (n = 433) in the Advanced Cardiac Therapies Improving Outcomes Network database were included in the study (January 2012-January 2023). Patient characteristics and outcomes were assessed among patients with a mechV and without a mechV. Results: Twenty-seven (6%) patients with CHD had a mechV at VAD implantation. Fourteen (52%) of the patients with mechV had univentricular anatomy and 13 (48%) had biventricular anatomy. Patients with mechV were older (4.9 vs 1.9 years, p = 0.02), smaller (14.9 vs 10.6 kg, p = 0.02), and had a higher interagency registry for mechanically assisted circulatory support profile (p = 0.01). Three (11%) patients with mechV experienced a valve-related complication. There was no difference in survival (p = 0.4) or ischemic stroke frequency (11% vs 13%, p = 1) between patients with mechV and non-mechV. Patients with mechV had higher frequency of hemorrhagic stroke (18% vs 4.7%, p = 0.01) and major bleeding (44% vs 26%, p = 0.04). Conclusions: Patients with CHD with a mechV have similar survival to patients with non-mechV; however, there is higher risk of bleeding including hemorrhagic stroke.