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We assemble a dataset which enhances existing Central America and Mexico data for the NGASubduction (NGA-Sub) project, including now additional earthquake ground motions and site parameters from Mexico. This data has been used to provide regional customization of NGA-Sub global Ground Motion Models (GMMs) for application in Mexico, paying particular attention to the site response of Mexico City (CDMX). The expanded database for Mexico incorporates smaller magnitude earthquakes (M < 6) and three significant events (M 7.2-8.3) that occurred in 2017 and 2018. These latter events are particularly important, because they are well recorded over a broad distance range and apply for hazard-critical conditions. Our focus here is on presenting the observed site response in CDMX, which we model based on the time-averaged shear wavevelocity in the upper 30 meters (VS30) and the Peak Ground Acceleration at a reference rock site (PGAr). Theempirical model we propose is different from previous work in several ways. First, it is properly centered withrespect to GMMs. Second, it is referenced to VS30 = 760 m/s, which is significantly firmer than the reference sitepreviously used in practice, taken from a location on the UNAM campus with VS30 ~ 300 m/s. Third, we identifysite amplification as nonlinear, whereas linear response has been assumed in prior models. The extent of thisnonlinearity is characterized using an established seismic zonation for CDMX, being more pronounced in softersites (Zone III) compared to stiffer ones (Zone I). This nonlinear effect is prominent at short periods and disappears at long periods. The advantages of the provided model include a unified framework for both withinand outside CDMX (contrasting current practices) and the integration of applicable features from global modelswith necessary local customization.

BackgroundIntegration of community health workers/promotores in community-based participatory research is an efficient strategy to advance research and health initiatives. We build on the principles of the interactive and contextual model of community-university collaboration for research and action, the public health critical race framework, and the situated learning theory to propose the community-driven research framework for the development of culturally appropriate research methods training and integration of promotores as co-researchers.ObjectivesTo present the community-driven research framework as a model that trains and integrates promotores in research methodologies.Application of the Community-Driven Research Framework: By showcasing three case studies (March 2019 to December 2021) we describe the promotores' levels of involvement through the various research stages highlighting the effectiveness of the community-driven research framework.ConclusionsThe community-driven research framework fills a gap in the literature by providing a process through which researchers can engage in a culturally relevant learning process that allows entry to the community, fostering trust, and initiating a mutual collaboration that is embedded within the local context and needs of the community. The implementation of the community-driven research framework has implications for the development of culturally sensitive community partnerships as well as for designing research that is centered around the cultural and social context of the community.

Marijuana use among pregnant and breastfeeding women is on the rise and carries risks for infant health and well-being. Decisions to use marijuana while pregnant and breastfeeding are motivated by beliefs that use poses minimal risk to infants and offers benefits to maternal users. Misperceptions and usage trend higher among disadvantaged populations. This study surveyed 401 community residents on beliefs about risks and benefits of marijuana use by pregnant and breastfeeding women. The study utilized techniques to enhance recruitment of Latino and disadvantaged residents of rural communities in California, a state where recreational marijuana use is legal. Analyses revealed substantial endorsement of beliefs about benefits and low risks of marijuana use while pregnant and breastfeeding, many of which run counter to current evidence. Misperceptions were particularly prevalent for cannabis users and male respondents. Trends in valid beliefs, while modest, were higher for Latinos and parents.

We critically examine the ongoing development of a collaborative, responsive, activist research process between academics and farmworkers. Drawing upon in-depth interviews with community-based researchers and scholar-activists, we assess our team's understanding of community capacity building and research sustainability as the conceptual and operational definitions of these concepts lack academic consensus. The definitions we present reflect a 12-year effort to respond to community needs through interdisciplinary research, planning, and action. Our community-university team's evolving understanding of community capacity building and research sustainability is contextualized by our community-driven, community-responsive, and collaborative process. We discuss strengths and limitations encountered when conducting community-responsive, scholar-activist research and conclude by offering the lessons learned.

The goal was to model irrigated (IBY) and rainfed (RBY) bean yields in central (Culiacán) and southern (Rosario) Sinaloa state as a function of the essential climate variables soil moisture, temperature, reference evapotranspiration, and precipitation. For Sinaloa, for the period 1982–2013 (October–March), the following were calculated: (a) temperatures, (b) average degree days for the bean, (c) cumulative reference evapotranspiration, and (d) cumulative effective precipitation. For essential climate variables, (e) daily soil moisture obtained from the European Space Agency and (f) IBY and RBY from the Agrifood and Fisheries Information Service were used. Multiple linear regressions were significant for predicting IBY–RBY (dependent variables) as a function of essential climate variables (independent variables). The four models obtained were significantly predictive: IBY–Culiacán (Pearson correlation (PC) = 0.590 > Pearson critical correlation (CPC) = |0.349|), RBY–Culiacán (PC = 0.734 > CPC = |0.349|), IBY–Rosario (PC = 0.621 > CPC = |0.355|), and RBY–Rosario (PC = 0.532 > CPC = |0.349|). Due to the lack of irrigation depth data, many studies only focus on modeling RBY; this study is the first in Sinaloa to predict IBY and RBY based on essential climate variables, contributing to the production of sustainable food.

ObjectiveTo determine the mediating effect of direct preschool and parent nutrition education on changes in skin carotenoids scores over 2 years in children of Mexican heritage.DesignIn a quasi-experimental, community-based study, two school districts were randomly assigned to either a comparison group (parent workshops unrelated to nutrition) or a childhood obesity prevention intervention group which included nutrition education at family nights for parents and at school for children. Changes in skin carotenoid intensity scores (diffCAROT, year 2015 minus 2013) were measured in children as a proxy for fruit and vegetable consumption using Resonance Raman Spectroscopy.SettingTwo rural, low-income, school districts from a county in California's Central Valley.Participants316 Mexican heritage families with children aged 3-8 years.ResultsIntervention group children improved over 2 years in skin carotenoid scores relative to comparison group children (diffCAROT mean +1419 (sd 9540) v. -3473 (sd 9272), P = 0·0001). Parent attendance at nutrition education classes partially mediated the intervention effect on diffCAROT (P = 0·02). Controlling for child's age and other covariates, participation in preschool during the study had a significant positive effect on diffCAROT among intervention children compared with controls (P < 0·03), whereas no significant difference by group was observed among those not enrolled in preschool or already enrolled in elementary school.ConclusionsProgrammes that combine direct parent and preschool nutrition education may be effective in low-income Mexican heritage families to improve children's intake of fruit and vegetables.

The San Joaquin Valley (SJV) faces significant health challenges, and many of its regions have been identified as “medically underserved areas.”1 Research indicates that the long-standing shortage of health care professionals in rural areas is one of the factors that contribute to the poor health outcomes of the population.2,3 Furthermore, a recent report published by the University of California Office of the President (UCOP) emphasizes that there is a high need to improve health care access in the SJV.

BackgroundAlthough participatory action research (PAR) studies have proliferated in recent years, the development of technological resources to manage these types of projects has not kept pace. Few studies show how Web-based applications can be used to efficiently manage the data collection process.ObjectiveThis study described the development, use, and impact of a Web-based application to facilitate data management in Niños Sanos, Familia Sana (Healthy Children, Healthy Family), an interventional multifaceted PAR field study.MethodsWe described the transformation of the data management process and evaluated the impact of the application in terms of time efficiency of data collection and engagement of community-based data collectors. We defined time efficiency as the total number of days it took to collect 3 main surveys, per year of data collection. The engagement of data collectors was assessed based on qualitative reports.ResultsThe amount of time it took to perform a round of data collection was reduced after implementation of the field team application (between 382 and 383 days and 198 and 233 days). Secondary data were also collected in a tighter time frame around collection of the primary outcome, and communication among data collectors, the field staff, and the research team was streamlined. In focus groups, community-based data collectors reported feeling more empowered and engaged in the data collection process after implementation of the application.ConclusionsA Web-based management application was successful in improving data collection time efficiency and engagement among data collectors.

Drawing from ethnographic research in two sites in California, we examine how school boards’ deficit practices create barriers for mothers. We analyze how school boards acted as gatekeepers to educational opportunities and maternal involvement. Our analysis reveals that mothers activated their agency as parents to foster civic capacity and create change in their local school systems. Findings support the emerging body of literature that calls for more collaborative models that acknowledge families’ cultural knowledge.

Amphibian survival is imperiled by increasing anthropogenic disturbance and insufficient conservation efforts. Spatial prioritization is an essential tool that allows for optimization of scarce conservation resources and the identification of protected area networks that will maintain their effectiveness in the future. This study focuses on amphibians in the Sierra Madre del Sur, a Mexican biogeographic province with high amphibian species richness and endemism. We aim to (i) assess the performance of the current protected area network and (ii) identify potential expansion areas of the current network, considering their persistence in time. Using occurrence data of 107 species, we estimated distributions with species distribution models and buffers. Species were weighted according to their national and international conservation status, and future land‐use change scenarios were incorporated to identify priority areas using Zonation software. Results revealed poor performance of the current protected areas network for amphibian conservation, failing to cover any of the top 2% of amphibian priority areas. Many protected areas fall outside the top 30% priority, indicating inadequate location of protected areas for amphibian conservation. However, minimal network expansions could significantly enhance protection for high‐risk species, particularly for the Plethodontidae family. Our study highlights the potential of systematic conservation planning in improving efficient amphibian conservation, even with minimal expansions of key areas. Finally, our findings provide important insights into amphibian conservation in a region with high levels of endemism that has often been neglected in terms of biodiversity conservation efforts. [ABSTRACT FROM AUTHOR]

This study examined how science teachers' knowledge of research methods, neuroscience and drug addiction changed through their participation in a 5-day summer science institute. The data for this study evolved from a four-year NIH funded science education project called Addiction Research and Investigation for Science Educators (ARISE). Findings were based on pre- and post-test evaluation data from three annual cohorts in June 2010, 2011 and 2012. Researchers found significant improvement in teacher knowledge overall and on all subscales. Teachers with lower pre-test scores showed the greatest gain in post-test scores. What made this in-service unique was that the 5E pedagogical model was used to teach the teachers and demonstrate 5E instruction in the science classroom. Through the use of the 5E teaching method, we found that teachers in our cohorts with the least skill had higher rates of gain. A strategy that has been used extensively to teach science to children, this model moves away from didactic methods of in-service pedagogy. These findings suggest that the 5E model could be an effective way to teach teachers as well as students, particularly new and/or less skilled teachers, who often tend to have high numbers of English Learner (EL) students in their classes.

Collaborative learning requires a lot of talk. Although not all student talk may be related to the task at hand, some off-task talk is actually productive, as it enables students to negotiate how they will work together, gain attention of fellow group members, and draw others into joining the work. Emma C. Gargroetzi, Rosa D. Chavez, Jen Munson, Jennifer M. Langer-Osuna, and Kimiko E. Lange observed 4th-grade students working in groups on math exercises and saw multiple seemingly off-task conversations that, in fact, ended up bringing the group together. For example, students who were excluded used off-task talk to get others in the group to pay attention to them. Groups also used off-task talk to ensure that everyone in the group had a role in the solution. The authors offer guidelines for determining when to intervene when students engage in off-task talk.