What Limits Tailed Frog Tadpole Density and Distribution in Western Montana Streams?

We explored the possible limitation of temperature and other habitat features on tailed frog tadpole populations in northwestern Montana. We sampled densities and habitat features in two regions with different climatic regimes and in streams with and without tadpoles, expecting larger density and size in the warmer region. We also expected habitat conditons to be more optimal (higher gradient, swifter velocity, and less canopy cover) in streams with tadpoles. Temperature appeared to positively influence tadpole size, though both tadpole size and density were strongly correlated with other variables. Density was correlated with gradient, canopy, depth, and elevation, whereas length was correlated with width and density. Contrary to expectations, we found lower densities in the warmer region. Streams in the warmer region were lower in elevation and gradient than the colder region streams. These lower gradient streams are optimal habitat for sculpin, which prey on tadpoles. The presence of sculpin in these warmer-region lower-gradient streams suggests predation could explain the lower densities. In comparing habitat features of streams with and without tadpoles, only gradient varied significantly, which also supports the idea of predation limiting densities

Proposed research criteria for prodromal behavioural variant frontotemporal dementia

At present, no research criteria exist for the diagnosis of prodromal behavioural variant frontotemporal dementia (bvFTD), though early detection is of high research importance. Thus, we sought to develop and validate a proposed set of research criteria for prodromal bvFTD, termed \u27mild behavioural and/or cognitive impairment in bvFTD\u27 (MBCI-FTD). Participants included 72 participants deemed to have prodromal bvFTD; this comprised 55 carriers of a pathogenic mutation known to cause frontotemporal lobar degeneration, and 17 individuals with autopsy-confirmed frontotemporal lobar degeneration. All had mild behavioural and/or cognitive changes, as judged by an evaluating clinician. Based on extensive clinical workup, the prodromal bvFTD group was divided into a Development Group (n = 22) and a Validation Group (n = 50). The Development Group was selected to be the subset of the prodromal bvFTD group for whom we had the strongest longitudinal evidence of conversion to bvFTD, and was used to develop the MBCI-FTD criteria. The Validation Group was the remainder of the prodromal bvFTD group and was used as a separate sample on which to validate the criteria. Familial non-carriers were included as healthy controls (n = 165). The frequencies of behavioural and neuropsychiatric features, neuropsychological deficits, and social cognitive dysfunction in the prodromal bvFTD Development Group and healthy controls were assessed. Based on sensitivity and specificity analyses, seven core features were identified: apathy without moderate-severe dysphoria, behavioural disinhibition, irritability/agitation, reduced empathy/sympathy, repetitive behaviours (simple and/or complex), joviality/gregariousness, and appetite changes/hyperorality. Supportive features include a neuropsychological profile of impaired executive function or naming with intact orientation and visuospatial skills, reduced insight for cognitive or behavioural changes, and poor social cognition. Three core features or two core features plus one supportive feature are required for the diagnosis of possible MBCI-FTD; probable MBCI-FTD requires imaging or biomarker evidence, or a pathogenic genetic mutation. The proposed MBCI-FTD criteria correctly classified 95% of the prodromal bvFTD Development Group, and 74% of the prodromal bvFTD Validation Group, with a false positive rate of \u3c10% in healthy controls. Finally, the MBCI-FTD criteria were tested on a cohort of individuals with prodromal Alzheimer\u27s disease, and the false positive rate of diagnosis was 11-16%. Future research will need to refine the sensitivity and specificity of these criteria, and incorporate emerging biomarker evidence

The Digital Divide at Home: How Computer and Internet Access Impacts 21st Century Learning

This study examines how access to computers and the internet at home affects student learning. Teenage students in grades seven through 12 were surveyed about their computer and internet access at home, how they use the technology for school and recreation, and how they think at-home access impacts their academic performance. The students attended after-school programs at four Boys and Girls Clubs in central North Carolina. This study indicates that computer ownership positively affects students' academic performances. Unfortunately, the digital divide still exists, and minority and low-income students have less access to computers and the internet at home. The study also shows that students spend more time using technology at home for social networking and entertainment than for educational reasons. However, students use a variety of technologies to access the internet at home, which may explain why they spend more time using technology for recreational purposes

Evaluation of the supporting children after separation program post separation cooperative parenting programs

The Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA) commissioned the Institute of Child Protection Studies (ICPS) to carry out an evaluation of the Supporting Children After Separation Program (SCASP) and Post Separation Cooperative Parenting service (PSCP). In addition to providing evaluation of the programs themselves, it is hoped that this study will also make a contribution to more broadly based evaluation of FaHCSIA’s Family Support Program (FSP), under whose umbrella these services fall. The evaluation aimed to ascertain the appropriateness and effectiveness of service models and the extent to which they achieve their intended objectives. It also assessed the extent to which the programs give priority to at risk, vulnerable and disadvantaged families and how they generally increase family access to services through more collaborative service arrangements. In general terms, it attempted to establish whether and how these service models are consistent with, and contribute to, the overarching goals and principles of the FSP

Depression and the incidence of urinary incontinence symptoms among young women: results from a prospective cohort study

Objective To examine the association of depressive symptoms with subsequent urinary incontinence (UI) symptoms among young women. Subjects and methods Data were from a cohort of 5391 young women (born 1973-1978) from the Australian Longitudinal Study on Women's Health. Generalised Estimating Equations (GEEs) were used to link depressive symptoms, and history of doctor diagnosed depression at Survey 2 (S2) in 2000 with the incidence of UI symptoms in subsequent surveys (from S3 in 2003 to S6 in 2012). Results 24% of women reported the incidence of UI over the nine-year study period, while the prevalence rose over time from 6.8% (at S2, aged 22-27 years) to 16.5% (at S6, aged 34-39). From univariable GEE analysis, women with depressive symptoms or a history of depression were more likely to report subsequent UI symptoms. This remained after adjusting for socio-demographic, body mass index, health behaviours and reproductive factors, with depressive symptoms associated with 37% higher odds (odds ratio 1.37, 95% CI 1.16 to 1.61) and history of depression with 42% higher odds (1.42, 1.17 to 1.74) of incidence of UI. Conclusions When woman seek treatment for UI symptoms, health professionals should consider her current or history of depression

Can a Low–Glycemic Index Diet Reduce the Need for Insulin in Gestational Diabetes Mellitus?: A randomized trial

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Learner conceptions of biological processes in a content and language integrated learning context

In science education, learner conceptions concern how students interpret and understand scientific issues. Recent research into learner conceptions acknowledges students’ knowledge, experiences, language, and resources that demonstrate scientific reasoning rather than their misunderstanding. In this study, we follow a functional approach to learner conceptions and explore the functions of language in constructing and representing students’ interpretations of scientific knowledge. The major theoretical framework guiding this research is the thematic pattern analysis theory (Lemke, 1990), which views scientific phenomena as the patterning of semantic relations (i.e., the relation between scientific concepts and its function). We aim to examine the emergence of learner conceptions and potential factors informing student thematic patterning of scientific issues. This study (research ethics reference number: 20200122) is situated in an undergraduate biology course that employed Content Language Integrated Learning (CLIL) in which equal emphasis was given on learning biological concepts and learning the languaging (i.e., appropriately using the thematic patterns) of the concepts. We focus on one written assignment in which students were asked to reason about the mechanism of Antidiuretic Hormone (ADH) in water transport in the scenario of water intoxification from extensive exercise and water consumption. The primary data included students’ written responses, question prompts, and marking schemes. Other textual data including textbooks, PowerPoint slides, and teacher notes were consulted to have a contextualized understanding of students’ responses. Preliminary analysis revealed a basic thematic pattern embedded in most students’ responses: EXERCISE (condition) --\u3e SWEATING (result/condition) --\u3e WATER LOSS (result/condition) --\u3e WATER CONSUMPTION (result/condition). We also identified different thematic patterns of student conceptions along each aspect of the basic pattern. To explore factors informing learner conceptions, we then compared the thematic patterns of students’ responses and the model answer, which helped demonstrate how implicit and conflicting thematic patterns incorporated in instructional materials may hamper students’ understanding of scientific concepts. For example, the notion of water may contain an implicit semantic relation of hyponym, i.e., water (subordinate term) as a specific type of molecule (superordinate category) composed of atoms; however, students may draw from their everyday experience and view water as a free-flowing substance. This study thus calls for biology teachers’ attention to the patterning of scientific representations. It also provides implications for science education in general and stimulates science teachers’ thinking in their language use in teaching scientific concepts. Works cited Lemke, J. (1990). Talking science: Language, learning, and values. Ablex Publishing Corporation. Tang, K. S. (2020). Discourse strategies for science teaching and learning: Research and practice. Routledge

The impact of an internet-based self-management intervention (HeLP-Diabetes) on the psychological well-being of adults with type 2 diabetes:a mixed method cohort study

This mixed-method study assessed the impact of an internet-based, self-management intervention (“HeLP-Diabetes”) on the psychological well-being of adults with type 2 diabetes. Nineteen participants were recruited from 3 general practices. Data were collected at baseline and at 6 weeks follow-up. Access to HeLP-Diabetes was associated with a significant decrease in participants’ diabetes-related distress (Z=2.04, p=0.04, and d=0.28). No significant differences were found in emotional distress or self-efficacy. The qualitative data found that participants reported improvements including increased self-efficacy and support, better management of low mood, greater diabetes awareness, and taking the condition more seriously. Participants also reported making improvements to their eating habits, exercise routine, and medical management. Some negative experiences associated with using the intervention were mentioned including feelings of guilt for not using the intervention as suggested or not making any behavioral changes, as well as technical and navigational frustrations with the intervention. Internet-based self-management interventions may have the potential to decrease diabetes-related distress in people with type 2 diabetes. The qualitative data also suggests internet interventions can positively impact both psychological and behavioural outcomes of adults with type 2 diabetes