The influence of biological sex and sex hormones on bile acid synthesis and cholesterol homeostasis.

Obesity and elevated serum lipids are associated with a threefold increase in the risk of developing atherosclerosis, a condition that underlies stroke, myocardial infarction, and sudden cardiac death. Strategies that aim to reduce serum cholesterol through modulation of liver enzymes have been successful in decreasing the risk of developing atherosclerosis and reducing mortality. Statins, which inhibit cholesterol biosynthesis in the liver, are considered among the most successful compounds developed for the treatment of cardiovascular disease. However, recent debate surrounding their effectiveness and safety prompts consideration of alternative cholesterol-lowering therapies, including increasing cholesterol catabolism through bile acid (BA) synthesis. Targeting the enzymes that convert cholesterol to BAs represents a promising alternative to other cholesterol-lowering approaches that treat atherosclerosis as well as fatty liver diseases and diabetes mellitus. Compounds that modify the activity of these pathways have been developed; however, there remains a lack of consideration of biological sex. This is necessary in light of strong evidence for sexual dimorphisms not only in the incidence and progression of the diseases they influence but also in the expression and activity of the proteins affected and in the manner in which men and women respond to drugs that modify lipid handling in the liver. A thorough understanding of the enzymes involved in cholesterol catabolism and modulation by biological sex is necessary to maximize their therapeutic potential.</p

A New Species of Chromis (Teleostei: Pomacentridae) from Mesophotic Coral Ecosystems of Rapa Nui (Easter Island) and Salas y Gomez, Chile

A new species of Chromis (Teleostei: Pomacentridae) is described from three specimens collected at 90 m depth in a mesophotic coral ecosystem at Rapa Nui, Chile. Chromis mamatapara, new species, can be distinguished from its congeners by the following combination of characters: dorsal-fin rays XIV,13–14; pectoral-fin rays 18–19, third from top of fin longest; tubed lateral-line scales 18; total gill rakers on first arch 30–32; vertebrae 11þ15; and by coloration of living specimens, especially the presence of a single, pronounced, white spot, roughly the same diameter as the orbit, located where the posterior base of the dorsal fin intersects the caudal peduncle. The most similar DNA barcode (mitochondrial COI gene), among those available, is Chromis tingting from Japan (3.5% uncorrected divergence); however, C. mamatapara, new species, also superficially resembles other species for which sequences are unavailable for comparisons, including C. okamurai from Japan and C. struhsakeri from Hawaii. Due to the high geographic isolation and consequently high endemism in the Rapa Nui region, we believe that C. mamatapara, new species, is endemic to mesophotic ecosystems of Rapa Nui, Isla Salas y Gomez, and nearby seamounts, a discovery that contributes to the high endemism of the region and thus the need for conservation efforts

Cacophony and Change in Youth After School Activities: Findings from the 4-H Study of Positive Youth Development

This paper describes the configuration and changes in young adolescents’ participation in structured after school activities. Using data from the 4-H Study of Positive Youth Development the 983 youth studied in both the first and the second waves of this research (fifth and sixth grade, respectively) were found to engage in structured after school activities at high levels. Fewer than 12% did not participate in any activities. Participation in multiple activities was the norm for these youth and the configuration of activities changed between grades. The breadth of participation in structured after school activities suggests, first, that it would be ideal to have broad community collaboration in regard to youth programming to ensure that youth receive excellent programming, no matter where they turn; and, second, that youth development researchers and practitioners need to consider new approaches to conceptualizing and evaluating the possible role of any one after-school program in promoting exemplary development

Cacophony and Change in Youth After School Activities: Findings from the 4-H Study of Positive Youth Development

This paper describes the configuration and changes in young adolescents’ participation in structured after school activities. Using data from the 4-H Study of Positive Youth Development the 983 youth studied in both the first and the second waves of this research (fifth and sixth grade, respectively) were found to engage in structured after school activities at high levels. Fewer than 12% did not participate in any activities. Participation in multiple activities was the norm for these youth and the configuration of activities changed between grades. The breadth of participation in structured after school activities suggests, first, that it would be ideal to have broad community collaboration in regard to youth programming to ensure that youth receive excellent programming, no matter where they turn; and, second, that youth development researchers and practitioners need to consider new approaches to conceptualizing and evaluating the possible role of any one after-school program in promoting exemplary development

Methodological Note: On Using Personal Digital Assistants (PDAs) for Survey Administration in the Study of Youth Development

Applied developmental scientists face the challenge of identifying research methods that enable the efficient collection of data from youth of diverse social backgrounds (e.g., ethnic. racial, religious, economic) and varying levels cognitive-linguistic and attentional skills. In addition, because access to youth during school time is often limited by educators’ desire to preserve instructional time, finding methodologies to collect data from youth that are highly efficient, and also those that are feasible in less structured settings, are needed. This article outlines some of the benefits and limitations of using a voice-enhanced survey delivered on a personal digital assistants (PDA) as a method of gathering data from diverse youth in both, in and out-of-school contexts

Out-of-School Time Activity Participation, School Engagement and Positive Youth Development: Findings from the 4-H Study of Positive Youth Development

The relations in early adolescence among out-of-school-time activities and indicators of youth development were assessed through the use of 8th grade data from the longitudinal, 4-H Study of Positive Youth Development. Hierarchical multiple linear regressions indicated that “hanging out” with friends without set plans and excessive media use were associated with lower behavioral engagement with school, lower academic achievement, and higher rates of risk behaviors. Youth who ate dinner with their family reported higher levels of emotional engagement, lower depression and risk behaviors, and better grades. Engagement in civic activities was associated with higher levels of emotional engagement. Behavioral and emotional engagement were both associated with better grades and lower depression. Emotional school engagement was also associated with lower rates of risk behaviors. Implications of the findings for evaluating the role of out-of-school-time activities and behavioral and/or emotional school engagement in academic achievement and youth development are discussed

Qualitative and Quantitative Assessments of Thriving and Contribution in Early Adolescence: Findings from the 4-H Study of Positive Youth Development

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others’ well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents’ and students’ answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups’ contrasting views of thriving and contribution

Qualitative and Quantitative Assessments of Thriving and Contribution in Early Adolescence: Findings from the 4-H Study of Positive Youth Development

Research and practice in youth development converge in an interest in positive development, or thriving. They converge also in seeking to promote among youth an orientation to act in support of their own and others’ well-being through contributions to self, family, and community. Based on the results of both qualitative (open and axial coding of parents’ and students’ answers to several open-ended questions) and quantitative analyses of data from Wave 2 (Sixth Grade; 2003-2004) of the 4-H Study of Positive Youth Development (PYD), we found that adolescents and parents define a thriving youth in different ways and, as well, that the groups differ in the salience of contribution as part of their respective conceptions of thriving. We discuss the implications for research and practice of the two generational groups’ contrasting views of thriving and contribution

Presenting the AfriArch Isotopic Database

AfriArch is an archaeological and paleoenvironmental data community designed to integrate datasets related to human-environmental interactions in Holocene Africa. Here we present a dataset of bioarchaeological stable isotope (C/N/O) and radiocarbon measurements from African archaeological sites spanning the Holocene. Modern measurements, when reported together with archaeological data in original publications, are also included. The dataset consists of 5568 entries and covers the entirety of Africa, though most isotopic research has been concentrated in southern Africa. The AfriArch isotopic dataset can be used in paleodietary, paleodemography, paleoclimatic, and paleoenvironmental studies. It can also be employed to highlight data gaps across space and time and set future research agendas

Professional Standards for School-Based Behavior Analysts

The Professional Standards for School-Based Behavior Analysts are intended to serve as an enhanced foundational layer for behavior analysts working specifically in the context of public school settings. These Professional Standards were developed by a team of behavior analysts with experience working in public schools and feedback was obtained from additional behavior analysts and other education professionals. There are five identified Professional Standard areas including: 1) Ethical & Professional Practice; 2) Collaboration; 3) Systems Capacity Building; 4) Instruction; and 5) Leadership & Policy