Magnetic behaviors of the metamagnetic and ferromagnetic phases of [Fe(C5Me5)2][TCNQ] (TCNQ = 7,7,8,8-tetracyano-p-quinodimethane). Determination of the phase diagram for the metamagnetic phase

Journal ArticleThe detailed magnetic behaviors of the ferro- (1FO) and metamagnetic (1MM) phases of [FeCp*2][TCNE] (Cp* = pentamethylcyclopentadienide; TCNE = tetracyanoethylene) aligned parallel to the applied magnetic field, H, were obtained using eicosane (E). The Tc for 1FO is 3.1 K from the maximum in the frequency independent x'(T) data and 3.0 K from the maximum in the Cp(T) data, and exhibits a hysteresis with a coercive field, Hcr,-50 Oe, a remanent magnetization of 1900 emu Oe mol-1 at 2 K, and saturation magnetization of 16 740 emu Oe mol-1. Significant differences were observed between aligned 1MM (1MM + E) and unaligned samples

Narrative Means to Preventative Ends: A Narrative Engagement Framework For Designing Prevention Interventions

This article describes a Narrative Engagement Framework (NEF) for guiding communication-based prevention efforts. This framework suggests that personal narratives have distinctive capabilities in prevention. The article discusses the concept of narrative, links narrative to prevention, and discusses the central role of youth in developing narrative interventions. As illustration, the authors describe how the NEF is applied in the keepin\u27 it REAL adolescent drug prevention curriculum, pose theoretical directions, and offer suggestions for future work in prevention communication

“Applied” Aspects of the Drug Resistance Strategies Project

This paper discusses the applied aspects of our Drug Resistance Strategies Project. We argue that a new definitional distinction is needed to expand the notion of “applied” from the traditional notion of utilizing theory, which we call “applied.1”, in order to consider theory-grounded, theory testing and theory developing applied research. We label this new definition “applied.2” research. We then explain that our descriptive work describing the social processes of adolescent substance use, identity and use, and drug norms, as well as the subsequent development and dissemination of our keepin’ it REAL middle school substance use curriculum are examples of “applied.1” work. In the “applied.2” realm, we include our theory testing (e.g., tests of multiculturalism, narrative and performance theories, the Focus Theory of Norms) and theory-developing (e.g., parent-child communication, cultural grounding) research as well our new directions in theory development (e.g., adaptation processes). We conclude with a call for space in the discipline for “applied.2” work that builds and tests theory through application to significant social issues that contribute to our communities. We note obstacles in departmental and scholarly norms but express optimism about the prospects for “applied.2” research in the future of communication research

Media Literacy and Parent–Adolescent Communication About Alcohol in Media: Effects on Adolescent Alcohol Use

[T]he present study examines the effects of adolescent media literacy and parent-adolescent communication about media portrayals of alcohol use on adolescents\u27 lifetime alcohol use. The focus on alcohol is warranted when evaluating a young adolescent population since alcohol is the substance most commonly used and abused by adolescents (NIDA, 2016).https://digitalcommons.chapman.edu/communication_books/1021/thumbnail.jp

Alcohol and Other Drug Resistance Strategies Employed by Rural Adolescents

This study seeks to identify how rural adolescents make health decisions and utilize communication strategies to resist influence attempts in offers of alcohol, tobacco, and other drugs (ATOD). Semi-structured interviews were conducted with 113 adolescents from rural school districts to solicit information on ATOD norms, past ATOD experiences, and substance offer response episodes. Rural youths’ resistance strategies were similar to previous findings with urban adolescents – refuse, explain, avoid, and leave (the REAL typology) – while unique features of these strategies were identified including the importance of personal narratives, the articulation of a non-user identity, and being “accountable” to self and others

Entertainment-Education Videos as a Persuasive Tool in the Substance Use Prevention Intervention keepin\u27 it REAL

Based on social cognitive theory and narrative engagement theory, the current study examined hypothesized indirect effects of engagement with keepin’ it REAL (kiR) curriculum entertainment–education (E–E) videos on youth alcohol use via youth drug offer refusal efficacy. Students in 7th grade (N = 1,464) at 25 public schools in two Midwestern states were randomly assigned to one of the two versions of the kiR curriculum, the kiR urban version and the kiR rural version. Each version had their own set of five culturally-grounded E–E videos depicting communicative skills to refuse drug offers. Differential effects for engagement components were expected depending on the degree of cultural matching. Pre/post surveys were administered at the beginning and the end of 7th grade. Structural equation modeling analysis resulted in partial support for the research hypotheses. Rural youth receiving the urban curriculum who reported higher interest in the E–E videos were more likely to report having higher refusal efficacy, and in turn, less likely to use alcohol. Rural youth receiving the rural curriculum who identified with the E–E video main characters were more likely to report having higher refusal efficacy, and in turn, less likely to use alcohol. Implications for E–E health promotion are discussed

Coming to the New D.A.R.E.: A Preliminary Test of the Officer-Taught Elementary keepin’ it REAL Curriculum

The present study reports a preliminary evaluation of D.A.R.E.’s new elementary school keepin’ it REAL substance abuse prevention program. Given the widespread dissemination of D.A.R.E., this evaluation, even though of short term effects, has important implications for national prevention efforts. The new prevention curriculum teaches social and emotional competencies such as decision making and resistance skills. Social and emotional competencies and other risk factors were examined among students (N = 943) in 26 classrooms, 13 classrooms in the treatment condition (n = 359) and 13 classrooms in the control condition (n = 584) using a quasi-experimental matched group design. Pretest comparisons of treatment and control groups were completed, along with attrition analyses, and hierarchical logistic and linear regressions were computed to assess the intervention. The results revealed that the intervention produced significant effects on preventative factors such as the likelihood of resisting peer pressure, increased responsible decision making knowledge and decision-making skills, and confidence in being able to explain why they would refuse offers of cigarettes. The results of this study suggest that D.A.R.E.’s elementary keepin’ it REAL program has promise as a social and emotional learning (SEL) based prevention program

The Conceptualization and Communication of Risk Among Rural Appalachian Adolescents

This study employs a meta-theoretical perspective for examining risk perceptions and behavior in the rural, Appalachian cultural context, an area that remains largely unexplored. In-depth interviews were conducted with 113 rural adolescents to describe how youth conceptualize risk and how risk is communicated in the rural environment. Analyses revealed adolescents viewed behavior as risky when they had personal or vicarious experiences resulting in a loss of control or physical harm. Elements of the rural Appalachian culture including activities, familism, and community ties can both prevent and promote adolescent risk-taking in various forms. This study demonstrates the conceptualization of risk and messages about risk are culturally-situated and communicatively devised and enacted. The implications of these findings for adolescent risk prevention programs are discussed

Whole genome sequencing identifies a deletion in protein phosphatase 2A that affects its stability and localization in Chlamydomonas reinhardtii

Whole genome sequencing is a powerful tool in the discovery of single nucleotide polymorphisms (SNPs) and small insertions/deletions (indels) among mutant strains, which simplifies forward genetics approaches. However, identification of the causative mutation among a large number of non-causative SNPs in a mutant strain remains a big challenge. In the unicellular biflagellate green alga Chlamydomonas reinhardtii, we generated a SNP/indel library that contains over 2 million polymorphisms from four wild-type strains, one highly polymorphic strain that is frequently used in meiotic mapping, ten mutant strains that have flagellar assembly or motility defects, and one mutant strain, imp3, which has a mating defect. A comparison of polymorphisms in the imp3 strain and the other 15 strains allowed us to identify a deletion of the last three amino acids, Y313F314L315, in a protein phosphatase 2A catalytic subunit (PP2A3) in the imp3 strain. Introduction of a wild-type HA-tagged PP2A3 rescues the mutant phenotype, but mutant HA-PP2A3 at Y313 or L315 fail to rescue. Our immunoprecipitation results indicate that the Y313, L315, or YFLΔ mutations do not affect the binding of PP2A3 to the scaffold subunit, PP2A-2r. In contrast, the Y313, L315, or YFLΔ mutations affect both the stability and the localization of PP2A3. The PP2A3 protein is less abundant in these mutants and fails to accumulate in the basal body area as observed in transformants with either wild-type HA-PP2A3 or a HA-PP2A3 with a V310T change. The accumulation of HA-PP2A3 in the basal body region disappears in mated dikaryons, which suggests that the localization of PP2A3 may be essential to the mating process. Overall, our results demonstrate that the terminal YFL tail of PP2A3 is important in the regulation on Chlamydomonas mating

Designed Cultural Adaptation and Delivery Quality in Rural Substance Use Prevention: An Effectiveness Trial for the Keepin’ it REAL Curriculum

This study examined how cultural adaptation and delivery quality of the school-based intervention keepin’ it REAL (kiR) influenced adolescent substance use. The goal of the study was to compare the effectiveness of the multi-cultural, urban (non-adapted) kiR intervention, a re-grounded (adapted) rural version of the kiR intervention and control condition in a new, rural setting. A total of 39 middle schools in rural communities of two states in the USA were randomly assigned to one of three conditions (i.e., control, non-adapted urban kiR, and adapted rural kiR). Data included adolescent self-reported lifetime substance use and observers’ ratings of delivery quality from video recordings of lessons. Ratings of delivery quality were used to create four comparison groups (i.e., low/high delivery quality in non-adapted/urban kiR condition and low/high quality in adapted/rural kiR condition). Controlling for substance use in the 7th grade, findings compared 9th graders’ (N = 2781) lifetime alcohol, cigarette, marijuana, and chewing tobacco use. Mixed model analyses revealed that rural youth receiving the culturally adapted/rural curriculum reported significantly less cigarette use than rural youth in the control condition regardless of delivery quality. In the non-adapted/urban condition, youth receiving high delivery quality delivery reported less marijuana use than those receiving low delivery quality condition. However, substance use outcomes of youth receiving high and low delivery quality in the non-adapted intervention did not differ significantly from those the control group. Findings support the effectiveness of the culturally adapted/rural keepin’ it REAL curriculum for rural youth