Building Family Wealth Project: A Review of the Literature.

A summary report about the Building Family Wealth Project, a collaboration of CURA and the Neighborhood Employment Network. Includes lessons for designing a successful asset-oriented savings program, a discussion of other types of investment programs, and an annotated review of the literature on asset-oriented programs for poor and minority families.A collaborative project of CURA and the Neighborhood Employment Network (NET)

Evaluation of a Technique to Trap Lemmings Under the Snow

We attempted to live trap lemmings under the snow in their preferred winter habitat at two sites in the Canadian Arctic using chimney-like boxes. Lemmings used the boxes during winter, but we had very low trapping success in April and May. During spring trapping, in contrast to most of the winter, subnivean temperatures became colder than ambient air temperatures. We hypothesize that our low success in spring resulted from lemmings’ leaving the deeper snow areas where our boxes were located and moving to shallower snow or exposed tundra. We suggest that the trapping boxes could be successful if trapping occurred earlier during winter.Nous avons tenté de capturer des lemmings sous la neige dans leur habitat hivernal préféré en utilisant des boîtes en forme de cheminée à deux sites situés dans l’Arctique canadien. Les boîtes ont été utilisées par les lemmings durant l’hiver mais nous avons eu un très faible succès de capture en avril et mai. Contrairement à la majorité de l’hiver, les températures sous-nivales étaient plus froides que les températures de l’air pendant que nous avons trappé au printemps. Nous émettons l’hypothèse que notre faible succès au printemps est dû au déplacement des lemmings des sites de fort enneigement, où nos boîtes étaient installées, vers ceux de faible enneigement ou vers la toundra exposée. Nous suggérons que les boîtes de trappage pourraient être plus utiles si le trappage se faisait plus tôt au courant de l’hiver

Maternal autoimmunity and inflammation are associated with childhood tics and obsessive-compulsive disorder: Transcriptomic data show common enriched innate immune pathways.

Although genetic variation is a major risk factor of neurodevelopmental disorders, environmental factors during pregnancy and early life are also important in disease expression. Animal models demonstrate that maternal inflammation causes fetal neuroinflammation and neurodevelopmental deficits, and brain transcriptomics of neurodevelopmental disorders in humans show upregulated differentially expressed genes are enriched in immune pathways. We prospectively recruited 200 sequentially referred children with tic disorders/obsessive-compulsive disorder (OCD), 100 autoimmune neurological controls, and 100 age-matched healthy controls. A structured interview captured the maternal and family history of autoimmune disease and other pro-inflammatory states. Maternal blood and published Tourette brain transcriptomes were analysed for overlapping enriched pathways. Mothers of children with tics/OCD had a higher rate of autoimmune disease compared with mothers of children with autoimmune neurological conditions (p = 0.054), and mothers of healthy controls (p = 0.0004). Autoimmunity was similarly elevated in first- and second-degree maternal relatives of children with tics/OCD (p 0.0001 and p = 0.014 respectively). Other pro-inflammatory states were also more common in mothers of children with tics/OCD than controls (p 0.0001). Upregulated differentially expressed genes in maternal autoimmune disease and Tourette brain transcriptomes were commonly enriched in innate immune processes. Pro-inflammatory states, including autoimmune disease, are more common in the mothers and families of children with tics/OCD. Exploratory transcriptome analysis indicates innate immune signalling may link maternal inflammation and childhood tics/OCD. Targeting inflammation may represent preventative strategies in pregnancy and treatment opportunities for children with neurodevelopmental disorders

Time spent in hypoglycemia according to age and time-of-day: Observations during closed-loop insulin delivery.

OBJECTIVE We aimed to assess whether percentage of time spent in hypoglycemia during closed-loop insulin delivery differs by age-group and time-of-day. METHODS We retrospectively analyzed data from hybrid closed-loop studies involving young children (2-7 years), children and adolescents (8-18 years), adults (19-59 years), and older adults (≥60 years) with type 1 diabetes. Main outcome was time spent in hypoglycemia <3.9mmol/l. Eight weeks of data for 88 participants were analyzed. RESULTS Median time spent in hypoglycemia over the 24-hour period was highest in children and adolescents (4.4%; [IQR 2.4-5.0]) and very young children (4.0% [3.4-5.2]), followed by adults (2.7% [1.7-4.0]), and older adults (1.8% [1.2-2.2]); p<0.001 for difference between age-groups. Time spent in hypoglycemia during nighttime (midnight-05:59) was lower than during daytime (06:00-23:59) across all age-groups. CONCLUSION Time in hypoglycemia was highest in the pediatric age-group during closed-loop insulin delivery. Hypoglycemia burden was lowest overnight across all age-groups

Editorial: Implementing the Teacher Education Initiative

Representatives from ten specialty professional associations affiliated with the National Technology Leadership Coalition (NTLC) are collaborating with Microsoft Corporation to develop an innovative professional development opportunity for teacher educators—the Teacher Education Initiative (TEI). The goal of the initiative is to enhance preparation of future teachers to use technology in effective ways to teach students across grades and academic disciplines. This effort builds upon initiatives such as Preparing Tomorrow’s Teachers to Use Technology (PT3) and Microsoft’s Partners in Learning (PIL) program. The goals of TEI are described in more detail in a previously published overview, “Preparing Teachers for Tomorrow’s Technologies” (Dilworth et al., 2012). The current article describes planned implementation strategies designed to advance more effective integration of technology in teacher preparation. TEI is grounded in the framework of technology, pedagogy, and content knowledge (TPACK; referred to as technological pedagogical content knowledge in Mishra & Koehler, 2006). Representatives of teacher education associations from a number of academic disciplines have assumed responsibility for the development of teacher education resources for each discipline. Representatives from associations related to special education, instructional technology, and teacher education at large are developing resources for non-discipline-specific teacher educators. In order to facilitate a systematic, coordinated approach within each TEI college or university representatives from the American Association of Colleges for Teacher Education (AACTE) are developing related materials for the leaders of schools, colleges and departments of teacher education