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Students in the United States who receive special education services are entitled to receive an Individualized Education Program (IEP) that provides an appropriate level of benefit. Although IEP content is informed by policy mandates and practice recommendations, research has yet to investigate the degree to which school practice is in alignment. The purpose of this investigation was to perform a systematic review of peer-reviewed studies investigating the characteristics and/or quality of IEPs for students with learning disabilities (LDs). A multi-step article identification process revealed 13 studies meeting selection criteria, many of which did not report specific demographic characteristics and findings for students with LD. However, some concerns regarding IEP quality are documented within this pool of investigations. Study limitations and areas for future research are discussed.

BackgroundSmall incentives could improve engagement in HIV care. We evaluated the short-term and longer-term effects of financial incentives for visit attendance on viral suppression among adults initiating antiretroviral therapy (ART) in Tanzania.MethodsIn a type 1 hybrid effectiveness-implementation study, we randomised (1:1) 32 primary care HIV clinics in four Tanzanian regions to usual care (control group) or the intervention (usual care plus ≤6 monthly incentives [22 500 Tanzanian Shillings, about US$10, each], conditional on visit attendance). Adults (aged ≥18 years) initiating ART (

Neurocognitive aging researchers are increasingly focused on the locus coeruleus, a neuromodulatory brainstem structure that degrades with age. With this rapid growth, the field will benefit from consensus regarding which magnetic resonance imaging (MRI) metrics of locus coeruleus structure are most sensitive to age and cognition. To address this need, the current study acquired magnetization transfer- and diffusion-weighted MRI images in younger and older adults who also completed a free recall memory task. Results revealed significantly larger differences between younger and older adults for maximum than average magnetization transfer-weighted contrast (MTC), axial than mean or radial single-tensor diffusivity (DTI), and free than restricted multi-compartment diffusion (NODDI) metrics in the locus coeruleus; with maximum MTC being the best predictor of age group. Age effects for all imaging modalities interacted with sex, with larger age group differences in males than females for MTC and NODDI metrics. Age group differences also varied across locus coeruleus subdivision for DTI and NODDI metrics, and across locus coeruleus hemispheres for MTC. Within older adults, however, there were no significant effects of age on MTC or DTI metrics, only an interaction between age and sex for free diffusion. Finally, independent of age and sex, higher restricted diffusion in the locus coeruleus was significantly related to better (lower) recall variability, but not mean recall. Whereas MTC has been widely used in the literature, our comparison between the average and maximum MTC metrics, inclusion of DTI and NODDI metrics, and breakdowns by locus coeruleus subdivision and hemisphere make important and novel contributions to our understanding of the aging of locus coeruleus structure.

Patients with decreased levels of CD18 (β2 integrins) suffer from life-threatening bacterial and fungal infections. CD11b, the α subunit of integrin CR3 (CD11b/CD18, αMβ2), is essential for mice to fight against systemic Candida albicans infections. Live elongating C. albicans activates CR3 in immune cells. However, the hyphal ligands that activate CR3 are not well defined. Here, we discovered that the C. albicans Als family proteins are recognized by the I domain of CD11b in macrophages. This recognition synergizes with the β-glucan-bound lectin-like domain to activate CR3, thereby promoting Syk signaling and inflammasome activation. Dectin-2 activation serves as the outside-in signaling for CR3 activation at the entry site of incompletely sealed phagosomes, where a thick cuff of F-actin forms to strengthen the local interaction. In vitro, CD18 partially contributes to IL-1β release from dendritic cells induced by purified hyphal Als3. In vivo, Als3 is vital for C. albicans clearance in mouse kidneys. These findings uncover a novel family of ligands for the CR3 I domain that promotes fungal clearance.

BACKGROUND: Reducing malnutrition is a key priority for governments in low- and middle-income countries given its lasting effects on child development, health, income, and economic growth. Strategies to improve recommended infant and young child feeding (IYCF) practices, especially during the first two years of life, are considered among the most effective. METHODS: In this paper, we evaluate the long-run impacts of an innovative education strategy based on interactive play and performing arts implemented in El Alto, Bolivia on caregivers IYCF knowledge and practices. Two thousand and fifteen households were randomly assigned to intervention and control groups. Two rounds of data were collected approximately 30 and 42 months after baseline. We estimate short-term (30 month) and longer-term (42 month) intent-to-treat effects using multivariate linear regression analysis, with and without controlling for covariates. RESULTS: The program significantly increased caregiver IYCF knowledge by 0.13 SDs in the short run, and this effect grew over time. The program also improved adherence to recommended IYCF practices by 0.23 standard deviations (SDs) in the short term, but the effect on practices dissipated over time, and no longer-term impacts were detected. Caregivers with above median baseline knowledge, number of children, and age appear to have benefited most from the program. CONCLUSIONS: Our findings suggest that entertainment-education interventions are a promising model for improving and maintaining IYCF knowledge. However, their ability to sustain more permanent changes in IYCF practices is less certain. Further evidence is needed to identify other avenues for producing long-term, sustainable behavior change, especially among indigenous populations in Latin America, where literature on education and behavior-change interventions related to IYCF practices is limited.

The purpose of this study is to empower preservice teachers (PSTs) to leverage relevant technology-based practices and be equipped with various tools and strategies appropriate for English Language Learners (ELLs) in PreK-12 grade settings. Now, more than ever, teacher candidates need to be prepared to understand the challenges faced by ELLs and provide various pedagogies for online platforms. This qualitative investigation explored 57 educators' perspectives from PreK-12 schools, districts, and preparation programs in higher education in an effort to obtain relevant approaches in technology strategies and pedagogical frameworks that support ELLs' remote learning. The study also draws on the knowledge needed to implement Social and Emotional Learning. Based on the findings, the study revealed (a) there are gaps between what teachers gain from the districts and what they have previously learned from their teacher preparation programs; (b) some teachers were not completely aware of the Social and Emotional Learning approach; (c) participants identified three pedagogical frameworks as most commonly used and they interchangeably used frameworks, programs, some online platforms, and resources in one section; and (d) educators' insights highlighted what teachers should take into consideration (e.g., scaffolding/differentiated strategies) when planning, creating, and delivering instruction for ELLs in an online platform. Overall, participants emphasized the much-needed dedication to explore technology tools for various pedagogical approaches in hybrid/virtual learning spaces.

Reduced cognitive function in major depression (MDD) is often interpreted as a reduced ability to exert cognitive control. Here we used the Effort Foraging Task to test the hypothesis that reduced cognitive function may be due, in part, to decreased willingness to exert control in MDD because of increased cognitive effort "costs". Contrary to our predictions, neither cognitive nor physical effort costs differed with MDD diagnosis (N MDD=52, N Comparisons=27). However, we found distinct patterns of symptom relationships for cognitive and physical effort costs. In MDD, greater anxiety symptoms were selectively associated with lower cognitive, but not physical effort cost (i.e. greater willingness to exert cognitive effort), whereas greater anhedonia and behavioral apathy symptoms were selectively associated with increased physical (but not cognitive) effort costs. These findings support the measurement of both cognitive and physical effort as decision-making function markers that may inform heterogeneity of MDD.

Persistent overuse of water supplies from the Colorado River during recent decades has substantially depleted large storage reservoirs and triggered mandatory cutbacks in water use. The river holds critical importance to more than 40 million people and more than two million hectares of cropland. Therefore, a full accounting of where the river’s water goes en route to its delta is necessary. Detailed knowledge of how and where the river’s water is used can aid design of strategies and plans for bringing water use into balance with available supplies. Here we apply authoritative primary data sources and modeled crop and riparian/wetland evapotranspiration estimates to compile a water budget based on average consumptive water use during 2000–2019. Overall water consumption includes both direct human uses in the municipal, commercial, industrial, and agricultural sectors, as well as indirect water losses to reservoir evaporation and water consumed through riparian/wetland evapotranspiration. Irrigated agriculture is responsible for 74% of direct human uses and 52% of overall water consumption. Water consumed for agriculture amounts to three times all other direct uses combined. Cattle feed crops including alfalfa and other grass hays account for 46% of all direct water consumption.

Friedreich ataxia (FRDA) is a multisystemic, autosomal recessive disorder caused by homozygous GAA expansion mutation in the first intron of frataxin (FXN) gene. FXN is a mitochondrial protein critical for iron-sulfur cluster biosynthesis and deficiency impairs mitochondrial electron transport chain functions and iron homeostasis within the organelle. Currently, there is no effective treatment for FRDA. We have previously demonstrated that single infusion of wild-type hematopoietic stem and progenitor cells (HSPCs) resulted in prevention of neurologic and cardiac complications of FRDA in YG8R mice, and rescue was mediated by FXN transfer from tissue engrafted, HSPC-derived microglia/macrophages to diseased neurons/myocytes. For a future clinical translation, we developed an autologous stem cell transplantation approach using CRISPR/Cas9 for the excision of the GAA repeats in FRDA patients CD34+ HSPCs; this strategy leading to increased FXN expression and improved mitochondrial functions. The aim of the current study is to validate the efficiency and safety of our gene editing approach in a disease-relevant model. We generated a cohort of FRDA patient-derived iPSCs and isogenic lines that were gene edited with our CRISPR/Cas9 approach. iPSC derived FRDA neurons displayed characteristic apoptotic and mitochondrial phenotype of the disease, such as non-homogenous microtubule staining in neurites, increased caspase-3 expression, mitochondrial superoxide levels, mitochondrial fragmentation, and partial degradation of the cristae compared to healthy controls. These defects were fully prevented in the gene edited neurons. RNASeq analysis of FRDA and gene edited neurons demonstrated striking improvement in gene clusters associated with endoplasmic reticulum (ER) stress in the isogenic lines. Gene edited neurons demonstrated improved ER-calcium release, normalization of ER stress response gene, XBP-1, and significantly increased ER-mitochondrial contacts that are critical for functional homeostasis of both organelles, as compared to FRDA neurons. Ultrastructural analysis for these contact sites displayed severe ER structural damage in FRDA neurons, that was undetected in gene edited neurons. Taken together, these results represent a novel finding for disease pathogenesis showing dramatic ER structural damage in FRDA, validate the efficacy profile of our FXN gene editing approach in a disease relevant model, and support our approach as an effective strategy for therapeutic intervention for Friedreichs ataxia.

While computing programs in the U.S. are experiencing growth in enrollment trends, they are still grappling with matters related to retention and persistence of computing undergraduates. One construct identified by scholars as having an impact on persistence in computing is computing identity, which is shaped by constructs such as recognition, performance/competence beliefs, sense of belonging, and interest. Likewise, participation in what scholars call communities of practice (CoPs) can aid in the development of their computing identity. To help foster computing identity development, an initiative was designed at three large public universities named Flit-Path (Florida IT Pathways to Success). Flit-Path was established using the principles inherent to communities of practice with the goal of recruiting and retaining computing students. The Flit-Path program leveraged curricular and co-curricular support to engage academically talented students with financial need in computing disciplines (e.g., computer engineering, computer science, and information technology) and provided financial assistance via scholarships. The guiding research question for this study was, What is the impact of a computing community of practice (the Flit-Path program) on students' computing identity, specifically the constructs of recognition, performance/competence, sense of belonging, and interest? In order to address this question, a validated survey instrument was used to compare 64 computing students who enrolled in the Flit-Path program with students from the same universities with matched years in college, computing GPA, race/ethnicity, gender, home/environment support, and work hours outside the home. For comparing the two groups, the research team used multivariate matching methods in R. The results of the study revealed that students in the Flit-Path program demonstrated substantially higher computing identities. Students who participated in the Flit-Path program experienced higher recognition, performance/competence, and sense of belonging in the computing field than their non-Flit-Path counterparts. There was also a borderline positive effect for interest. Together, the results indicate that well-designed CoP interventions in computing programs can have a significant effect on students' identification with computing and ultimately their persistence.

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students' learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students' and professors' experience with an Adaptive Learning Strategy evaluated platform's usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students' learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

A multi-section coordinated math for social sciences course at a Hispanic-Serving Institution went through a major revision which included the addition of many resources. One resource was educational songs, including a lyric video on the three possible outcomes when solving a system of linear equations. The learning objective associated with this topic is one where learning (if not also teaching) may fall short, thus motivating a creative way to increase engagement. We discuss results from anonymous surveys of students and instructors to assess this educational song's potential to support student engagement (and hopefully learning), contextualized with qualitative data such as classroom observation. Recommendations for future assessment and class use are provided.