Microcystins in components of twelve New Hampshire lakes of varied trophic status

Cyanobacteria toxins, called microcystins (MCs), were found in components of twelve, stratified New Hampshire (USA) lakes of varied trophic status during the summer of 1998. A sensitive ELISA method detected MC levels in whole lakewater, grazable phytoplankton fractions (\u3c30 mm), net phytoplankton (\u3e 375 µm), and isolated copepod and cladoceran (Daphnia sp.) samples. Whole lakewater (WLW) and net phytoplankton MC concentrations ranged between 9 and 165 ng MC L-1 and 0.2 and 2031 mg MC g-1-dry wt, respectively. Lakewater MC concentrations correlated with total epilimnetic phosphorus and total epilimnetic chlorophyll a concentrations and inversely with Secchi disk depth. The filter-feeding cladoceran (daphnid) and omnivorous copepod components of the zooplankton were separated and assayed independently for MCs. The cladoceran component accumulated between 7 and 2800 µg MC g-1-dry wt. in 10 of the lakes. The copepod component accumulated similar levels (4 and 2400 µg MC g-1 dry-wt.) in all lakes. Toxin accumulation by zooplankton directly correlated with lakewater and net phytoplankton MC concentrations. The highest levels were found in Silver Lake, a productive lake where Microcystis aeruginosa blooms frequently occur. It is particularly noteworthy that MC levels were also detected by ELISA methods in Russell Pond, a pristine, deep mountain lake of low productivity. The results emphasize the importance of including oligotrophic lakes and water supplies in monitoring programs for MCs to ensure the safety of animals and humans utilizing them for drinking and recreation

Special Issue Introduction: We Can Do More: Challenges and Opportunities for Teen Pregnancy Prevention

Guest editors Susan Tortolero Emery and Kimberly Johnson Baker introduce Volume 8, Issue 1 of the Journal of Applied Research on Children

Thematic Analysis of Mainstream Rap Music - Considerations for Culturally Responsive Sexual Consent Education in High School

Background: Much of the research literature on sexual consent and sexual consent education has been focused on college students, providing a significant gap in our understanding of high school students, especially ethnic minority youth, who are at greatest risk for unwanted sexual contact and sexual activity. Furthermore, recent research suggests that music with sexually suggestive and misogynistic themes influence sexual communication and consenting behaviors. An analysis of rap music produced after the year 2000 is necessary to identify themes that may influence sexual communication among youth. Methods: A thematic analysis was conducted to examine the lyrics of mainstream rap music songs. Songs from the Billboard Hot Rap Singles Year-End Charts for the years 2001 through 2011 served as the data corpus for thematic analysis. Results: Each year, an average of 18 songs in the top 25 rap music hits included some level of sexual content. Overall, approximately 74% of the 244 songs made references to sex, sexual expectations and/or relationships. Three major themes emerged from the analysis: (1) It’s Really About Sex or Nothing At All, (2) Substances as the Precursor/Enhancer, and (3) Performance, Parts & Brand. Conclusion: The major themes found here highlight the prevalence of norms that perpetuate non-consensual sex and non-verbal sexual communication in a dominant musical genre. Each theme presented in this study represents rules and expectations related to sexual interactions that could influence an adolescent’s view of sexual communication and consent. Findings here should be further examined to identify how adolescents may perceive them and resonate with their meanings

How do School Social Workers Provide Support to Children of Divorce?

The ongoing impact of divorce on elementary school-aged children has been associated with lower academic achievement, behavioral problems, relational issues, depression, and risk of developing short-and long-term mental health symptoms. School-based divorce support groups are one way children may receive support to cope with ongoing stressors associated with growing up in divorced or separated families. The purpose of this project was to explore elementary school social workers perspectives regarding what services they are able to provide to children who come from divorced, separated, or never married households and at what frequency. If divorce groups were offered in an elementary school setting questions were asked regarding what makes an effective group, and if groups were not run questions were asked regarding what services school social workers can provide. Using a qualitative design, interviews were conducted with nine elementary school social workers, located in the Twin-Cities area and greater Minnesota. This study found that elementary school social workers indicate the use of engagement activities such as group activities and play helpful components of engaging students in family change groups. Participants also shared benefits elementary school-aged children derive from group such as learning coping skills and normalizing divorce experiences. Another area participants identified is a change in how elementary school social workers provide support with a shift in elementary social work roles and funding. These findings indicate that further study into how elementary school social workers roles and funding may have changed the landscape of social services available to children from divorced, separated or never married families is needed. A larger sample size and nationwide sampling for participants is recommended

Interaction between Genetic Risk for Anxiety Disorders and Future Anxiety

From the Washington University Senior Honors Thesis Abstracts (WUSHTA), 2017. Published by the Office of Undergraduate Research. Joy Zalis Kiefer, Director of Undergraduate Research and Associate Dean in the College of Arts & Sciences; Lindsey Paunovich, Editor; Helen Human, Programs Manager and Assistant Dean in the College of Arts and Sciences Mentor: Ryan Bogda

CRIMES AND OFFENSES Controlled Substances: Set the Minimum Amount of Marijuana that Qualifies for Drug Trafficking

The Act changes the amount of marijuana that qualifies for trafficking from 50 pounds to 10 pounds

Health and Nutrition Literacy of Students in Health Science Majors at Liberty University

Undergraduate Applie

Comparing the Effects of Immersion Service Learning and Local Service Learning in Pre-Licensure Health Care Students’ Transcultural Self-Efficacy

Local and immersion service learning methods prepare pre-licensure health care professionals to deliver culturally competent care to diverse populations- an important need because of the rapid racial and ethnic diversity growth in the U.S. A mixed-methods approach compared the effect of local and immersion service learning methods on multiple disciplines of pre-licensure health care students’ confidence in delivering care to diverse populations. Guided by Jeffreys (2016) CCC Model, the Transcultural Self Efficacy Tool (TSET) was used to compare pre-licensure health care students’ (n=34) transcultural self-efficacy perceptions following local or immersion service learning experiences. Secondary source, qualitative data obtained from post-immersion trip surveys from pre-licensure health care students’ (n=13) was utilized to further examine quantitative data results, and name themes that arose from students’ immersion service learning experience. Pre- and posttest TSET scores were analyzed based on total scores and subscale (cognitive, practical, and affective) scores. A paired samples t-test compared post-test scores of the local and immersion service learning groups. An open coding strategy was utilized on qualitative data. A significant increase was demonstrated in the post-test scores of both local and immersion service learning groups. The local group demonstrated a significant increase in the practical and affective subscales, and the immersion group demonstrated a significant increase in the cognitive and practical subscales. Qualitative data yielded the major concept of “cultural competence” with the themes of “comprehension”, “compounded experiential learning”, “skill development”, “interaction”, and “affective”. Local and immersion service learning methods are effective in improving the transcultural self-efficacy in pre-licensure health care students and produce outcomes that meet the national and professional goals for providing culturally competent health care to diverse populations