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A proposal of quantum cognition advances the hypothesis that quantum entanglement between 31P nuclei could serve as a means of information storage in the brain. Testing this hypothesis requires an understanding of how long-lived these quantum effects may be. We used NMR spectroscopy and molecular dynamics simulations to study the mechanisms that limit these quantum processes in 18O-enriched molecules of pyrophosphate, the simplest biomolecule that can sustain quantum-entangled 31P nuclear spin singlet states. We confirmed that chemical shift anisotropy limits the singlet magnetization order lifetimes in high magnetic fields, and we discovered that rapid rotation of the phosphate groups limits the lifetime in low magnetic fields. These findings represent an important starting point in studying whether quantum cognition can be a true biological phenomenon.

Background Interventions to support physical activity participation among individuals with spinal cord injury (SCI) are required given this population’s low levels of physical activity and extensive barriers to quality physical activity experiences. Objective This study aimed to develop a mobile health intervention, called SCI Step Together, to improve the quantity and quality of physical activity among individuals with SCI who walk. Methods Our overarching methodological framework was the Person-Based approach. This included the following 4 steps: conduct primary and secondary research (step 1); design intervention objectives and features (step 2a); conduct behavioral analysis and theory (step 2b); create a logic model (step 3); and complete the SCI Step Together program content and integrated knowledge translation (IKT; step 4), which occurred throughout development. The partnership approach was informed by the SCI IKT Guiding Principles. Three end users pilot-tested the app and participated in the interviews. Results Step 1 identified issues to be addressed when designing intervention objectives and features (step 2a) and features were mapped onto the Behavior Change Wheel (step 2b) to determine the behavior change techniques (eg, action planning) to be included in the app. The logic model linked the mechanisms of action to self-determination theory (steps 2/3). Interviews with end users generated recommendations for the technology (eg, comparing physical activity levels with guidelines), trial (eg, emailing participants’ worksheets), and intervention content (eg, removing graded tasks; step 4). Conclusions Using the SCI IKT Guiding Principles to guide partner engagement and involvement ensured that design partners had shared decision-making power in intervention development. Equal decision-making power maximizes the meaningfulness of the app for end users. Future research will include testing the acceptability, feasibility, and engagement of the program. Partners will be involved throughout the research process. Trial Registration ClinicalTrials.gov: NCT05063617; https://clinicaltrials.gov/ct2/show/NCT05063617

Background/Introduction: Self-management approaches are regarded as appropriate methods to support patients with cardiovascular disease (CVD) and to prevent secondary complications and hospitalizations. Key to successful self-management is the ability of individuals to enlist peer supports to help sustain motivation and efforts to manage their condition. The purpose of this study was to investigate the proof of concept of a peer-support mobile-health (m-health) program, called Healing Circles, and explore the program's effect on self-management, social support, and health-related quality of life in women with CVD.Healing Circles is a consumer m-health solution developed to facilitate peer support and self-management by connecting people with CVD in groups of five to nine people. Women with CVD (obstructive coronary artery disease) were included in this single group, pre/post study if they owned an iPhone/iPad with at least iOS 7.0. Participants (n = 21) used the Healing Circles program for a 10-week period. Self-management, social support, and health-related quality-of-life outcomes were assessed before and after the use of the program. User experiences and satisfaction were obtained during an exit interview.After 10 weeks of using the Healing Circles program, statistically significant improvements were observed in the participants' health behaviors (p = 0.04), self-monitoring (p = 0.04), social support (p = 0.01), and social integration (p = 0.002). As well, many women had a level of high satisfaction with the concept of using m-health for the delivery of peer support.The delivery of peer and self-management support using m-health technologies is well received and may improve self-management and social support. More research is needed to test hypotheses of the effect of the Healing Circles program on clinical outcomes.

The middle level years continue to be of significant concern to educational stakeholders, policymakers, theorists, and researchers. Chief among this concern is the degree to which middle level students adapt to the middle level climate and eventually begin to feel attached to or a sense of belonging at their school. The research literature has identified student-teacher interactions as a leading factor that promotes school attachment and corresponding adaptive behaviors, including academic success. The purpose of this study is to investigate the associations between middle level students’ perceptions of home-school dissonance and reports of school attachment. Seven hundred and seventy-six middle level students participated in the research. Using the Questionnaire of Teacher Interaction (Brekelmans, Wubbels, & Creton, 1990) and a measure of home-school dissonance (Arunkumar, Midgley, & Urdan, 1999), results show that both were significant predictors of school attachment, as measured by the School A...

The current study examined the association between home–school dissonance and academic cheating among 344 high school juniors and seniors at two urban high schools. Students completed two subscales of the Patterns of Adaptive Learning Scale (PALS) and one subscale of the Academic Motivation Scale (AMS). Analyses revealed that home–school dissonance significantly predicted both amotivation and academic cheating. In addition, results revealed that amotivation was a significant mediator of the association between home–school dissonance and academic cheating. Limitations and future research directions are discussed.

The current study examined the association among home–school dissonance, amotivation, and classroom disruptive behavior among 309 high school juniors and seniors at two urban high schools in the Southern region of the country. Students completed two subscales of the Patterns of Learning Activities Scales (PALS) and one subscale of the Academic Motivation Scale (AMS). ANCOVA analyses revealed significant differences in classroom disruptive behaviors for the gender independent variable. Controlling for gender in the multiple hierarchical regression analyses, it was revealed that home–school dissonance significantly predicted both amotivation and classroom disruptive behavior. In addition, a Sobel mediation analysis showed that amotivation was a significant mediator of the association between home–school dissonance and classroom disruptive behavior. Findings and limitations are discussed.

The current study examined associations between home-school dissonance and several academic and psychological variables among 239 African American high school students. Regression analyses revealed that home-school dissonance significantly predicted multiple academic and psychological variables, including academic cheating, disruptive classroom behavior, performance avoidant and performance approach goal orientations, and poor self-reported English and math grades. Implications of this research include a more systematic incorporation of African American high school students’ out-of-school experiences into their classroom learning experiences.

The number of African American women infected with the human immunodeficiency virus (HIV) and the acquired immunodeficiency syndrome (AIDS) is alarming. As with any other reaction to catastrophe or life threatening diseases, from the time African American women first learn of their HIV-positive serostatus they navigate various levels of acceptance and a multitude of mental health issues. This manuscript explores these issues related to African American women with HIV/AIDS. Careful consideration is given to the stages of adjustment and related mental health challenges that women might experience. Also explored are the reciprocal impact of children, other family members and significant others on the mental health status of African American women living with HIV/AIDS. Implications for clinical practice are also identified.

The purpose of this study was to assess the perceptions of the adult population in a largely rural, southeastern state without a state-mandated AIDS education curriculum, regarding the appropriateness of teaching various AIDS-related topics to sixth and ninth grade students. A random telephone poll of 654 respondents answered questions pertaining to the appropriateness of teaching delaying sexual activity, how to say “no” to sexual advances, the correct way to use a condom, the risk of AIDS, how to discuss condom use with a sexual partner, and the importance of not having premarital sex. Results indicate widespread support for teaching AIDS and sex education at the ninth grade level and, with the exception of teaching about correct condom use, at the sixth grade level. Males, older and married individuals, and people who strongly identified with their religion were less supportive of providing instruction about these topics at school. Implications for school policy makers are discussed.

The authors surveyed academically diverse (gifted, potentially gifted, and average) Black students (n = 140) in single-parent (mother only) and two-parent families regarding their perceptions of their parents' achievement ideologies, their own achievement ideologies, their attitudes toward school, and their perceptions of their school learning environments. The authors also examined the students' achievement statuses (grade point average and Iowa Test of Basic Skills scores)and achievement levels (achieving versus underachieving). The findings revealed no significant differences in the achievement statuses, achievement levels, and achievement orientations/ideologies of students in the two-parent family structures. However, students from two-parent families were more likely to be identified as gifted than were those from single-parent families. Furthermore, a significant relationship appeared between the students' own achievement ideologies and perceptions of their parents' achievement orientations. The article includes implications and recommendations for educators and family practitioners.

University students majoring in education and family studies were surveyed regarding their definitions and perceptions of "family. " Under investigation was the extent to which students differ in their acceptance of diverse family structures. Explorations were conducted on the basis of gender and college major Findings indicate that the subjects tended to support the traditional nuclear family as a family, and to agree that families with children represented a family. Moreover, although they agree with many diverse family structures described, they tend not to agree that cohabiting couples without children, same-gender partners, divorced couples, and certain extended families constitute a family. Several gender and college major differences were found. Implications and recommendations are presented.

Because interpersonal relationships may have an impact on the risk of developing cardiovascular disease, the authors examined the prospective relationship of family functioning upon hemodynamic stress responses in 87 6- to 8-year-old children. The parents completed the cohesion, conflict, expressiveness, and control subscales of the Family Environment Scale; 2 years later, the authors assessed the children's hemodynamic responses to postural change, forehead cold stimulation, and treadmill exercise. Maternal reports of greater cohesion and expressiveness were related to less increases in systolic pressure and systemic vascular resistance in response to the forehead cold. Mothers' reports of expressiveness were related to lower systolic pressure and cardiac index reactivity to postural change. Fathers' reports of greater control were associated with greater diastolic pressure and vascular resistance increases to forehead cold and to greater vascular resistance responses to exercise. Paternal reports of greater conflict were associated with greater systemic vascular resistance increases and with lower cardiac index increases to exercise. Results suggest family functioning may predict later hemodynamic reactivity to stress. The findings are discussed in terms of previous research on parent-child interaction patterns and children's cardiovascular health.

The current study examined the association between the number of lifetime sexual partners and race-related stress among African American 201 high school juniors and seniors at two urban high schools in the Southeastern region of the country. Students completed the Index of Race-Related Stress-Brief (IRRS-B) and the Youth Risk Behavior Survey (YRBS). African American male adolescents reported higher race-related stress and a higher number of sexual partners compared to African American females. Controlling for gender and age of first intercourse, race-related stress significantly predicted the number of sexual partners for African American adolescents. Preliminary findings indicate that the role of race-related stress may prove critical in decreasing risky sexual behavior among African American adolescents.

The 'E test' is a method for measuring MICs of antimicrobial agents against bacteria and is based on diffusion of a pre-formed antibiotic gradient from a plastic strip. The performance of the E test was evaluated by comparison with a conventional agar dilution MIC method in tests with ten agents and a variety of organisms. Correlation between MICs by the agar dilution and E test methods was good, 98.85% results were within 2 log2 dilution steps in a total of 1304 tests. The E test is technically straightforward as tests are set up in the same way as the disc diffusion method. The versatility and ease of use of the E test make the method an attractive alternative to conventional dilution tests.

Swiss 3T3 cells contained substantial amounts of soluble and specific [ 125 I]GRP binders. Like the membrane-associated GRP receptor, they were of high affinity, saturable, bound to GRP(14–27) affinity gels, and exhibited specificity for GRP(14–27) binding. They differed in that acid or freezing destroyed specific binding, specific binding exhibited different time and temperature effects, no detergent was required for their solubilization, ammonium sulfate fractionation yielded different profiles, the M r s were lower, GRP(1–16) also blocked binding, and a polyclonal anti-GRP receptor antiserum did not bind on Western blots. The isolated, soluble GRP binding protein(s) rapidly degraded [ 125 I]GRP. These soluble GRP binding proteins may play a role in the regulation of the mitogenic effects of GRP on these cells.

The presence of a putative GRP receptor on rat pancreatic particulate membranes was demonstrated by covalent cross-linking to 125 I-gastrin releasing peptide (GRP), which revealed a radioactive band with M r = 80–90 kDa on reduced SDS-PAGE. Fresh rat pancreatic membranes contained a GRP receptor which was solubilized with Triton X-100 as assessed by its failure to sediment at 100,000 × g for one hour and its ability to pass through a 0.22 μ filter. When 125 I-GRP binding was studied using Sephadex G50 gel filtration chromatography to separate bound from unbound ligand, substantial amounts of 125 I-GRP binding were observed in rat crude solubilized pancreatic membranes, but essentially no specific binding was observed until the crude solubilized membranes were fractionated by ammonium sulfate precipitation. Specific 125 I-GRP binding was 500, 700 and 1400 fmol/mg protein, respectively, in the 0–25%, 25–50% and 50–80% saturated ammonium sulfate fractions ( 125 I-GRP concentration = 1 nM). Specific binding was temperature dependent, saturable and of high affinity ( (K D = 2.3 nM). A unique 70 kDa band was visualized by silver staining of the SDS-PAGE of eluates of GRP(14–27) affinity gels compared with eluates of control affinity gels incubated with the 25–50% (NH 4 ) 2 SO 4 fraction. The lower M r than that observed with covalent cross-linking may represent the binding subunit of a larger receptor protein. This ligand-affinity isolated protein is thus a good candidate for the GRP receptor, or the binding subunit of it, from normal rat pancreas.

We studied 637 transfusion recipients seronegative for cytomegalovirus (CMV) in the following categories: neonates; pregnant women; and patients experiencing trauma, burns, cardiovascular surgery (adult or pediatric), major surgery, or gastrointestinal hemorrhages. Cultures and serological tests were used to follow up subjects for evidence of CMV infection for a period of three months after their last transfusion. Six (0.9%) developed CMV infection. No significant differences in risk among patient categories were observed. Infected patients received a significantly larger mean number of units of cellular blood products (CBP; 50.0 +/- 38.9 vs. 6.2 +/- 8.5; P less than .001) and plasma (23.7 +/- 15.3 vs. 2.6 +/- 4.6, P less than .001) than did uninfected patients. This result represents a risk per unit of CBP transfused of 0.14%, or approximately 0.38% per unit of seropositive CBP transfused. We observed, however, that patients exposed to CBP from greater than 30 donors had a higher risk of acquiring CMV infection than would be predicted if infectious units were randomly distributed among all donors (P less than .01).

Since the early 1970s, concern for children who are both gifted and handicapped has risen dramatically. Books written about this emerging field deal with identification and programmatic concerns (e.g., Fox, Brody, and Tobin, 1983) and also with case studies illustrating the ways in which the two conditions may coexist (Whitmore and Maker, 1985). This research focuses on the problems involved in identifying the child who is both gifted and learning disabled (GLD). The state of the art is demonstrated by surveying procedures in use in Texas by special education and gifted programs. Results from the survey yield characteristics of GLD children that are consistent with observations in the litetature.