Evaluation of FAMILY Inc.\u27s Home Visitation Program

FAMILY, Inc. is a nonprofit that provides public health and family support services to women, children, and families in Pottawattamie and Mills counties. It\u27s home visitation program provides health education information to families in the communities that are expecting a child or have a child less than five years of age. This project looked at FAMILY, Inc.’s database regarding the health of children enrolled in their home visitation program and use that information to help develop health education tools as they prepare to expand their programming to include Early Head Start (EHS). Currently FAMILY uses the Parents as Teachers curriculum, which requires that a health questionnaire be completed for each family at least every six months. The de-identified data taken from the health questionnaire was analyzed and compared with the performance standards for the EHS program to determine areas of improvement that FAMILY’s home visitors can focus on to improve their programming to align with EHS guidelines. This project helped FAMILY learn about the health of children enrolled in their program and help understand how it is completing the performance standards

ConStruct: Improved construction of RNA consensus structures

<p>Abstract</p> <p>Background</p> <p>Aligning homologous non-coding RNAs (ncRNAs) correctly in terms of sequence and structure is an unresolved problem, due to both mathematical complexity and imperfect scoring functions. High quality alignments, however, are a prerequisite for most consensus structure prediction approaches, homology searches, and tools for phylogeny inference. Automatically created ncRNA alignments often need manual corrections, yet this manual refinement is tedious and error-prone.</p> <p>Results</p> <p>We present an extended version of CONSTRUCT, a semi-automatic, graphical tool suitable for creating RNA alignments correct in terms of both consensus sequence and consensus structure. To this purpose CONSTRUCT combines sequence alignment, thermodynamic data and various measures of covariation.</p> <p>One important feature is that the user is guided during the alignment correction step by a consensus dotplot, which displays all thermodynamically optimal base pairs and the corresponding covariation. Once the initial alignment is corrected, optimal and suboptimal secondary structures as well as tertiary interaction can be predicted. We demonstrate CONSTRUCT's ability to guide the user in correcting an initial alignment, and show an example for optimal secondary consensus structure prediction on very hard to align SECIS elements. Moreover we use CONSTRUCT to predict tertiary interactions from sequences of the internal ribosome entry site of CrP-like viruses. In addition we show that alignments specifically designed for benchmarking can be easily be optimized using CONSTRUCT, although they share very little sequence identity.</p> <p>Conclusion</p> <p>CONSTRUCT's graphical interface allows for an easy alignment correction based on and guided by predicted and known structural constraints. It combines several algorithms for prediction of secondary consensus structure and even tertiary interactions. The CONSTRUCT package can be downloaded from the URL listed in the Availability and requirements section of this article.</p

The Earned Income Tax Credit: Experiences from and Implications of the Voluntary Income Tax Assistance Program in Georgia

The study reported here used data collected from participants in a Volunteer Income Tax Assistance (VITA) Program to better understand how families anticipated using their Earned Income Tax Credit (EITC) refunds and their use of direct deposit. Data were collected over 3 years. The most common use for a refund by participants was paying bills or debts. One-third of participants planned to use their refund for savings or asset accumulation. Direct deposit participation was not significantly associated with using the EITC refund for savings or asset accumulation, with the exception of one asset, which was a house

The amylase gene cluster in house mice (Mus musculus) was subject to repeated introgression including the rescue of a pseudogene

Amylase gene clusters have been implicated in adaptive copy number changes in response to the amount of starch in the diet of humans and mammals. However, this interpretation has been questioned for humans and for mammals there is a paucity of information from natural populations

Fast adjustment of pace‐of‐life and risk‐taking to changes in food quality by altered gene expression in house mice

The pace-of-life syndrome hypothesis provides a framework for the adaptive integration of behaviour, physiology and life history between and within species. It suggests that behaviours involving a risk of death or injury should co-vary with a higher allocation to fast reproduction. Empirical support for this hypothesis is mixed, presumably because important influencing factors such as environmental variation, are usually neglected. By experimentally manipulating food quality of wild mice living under semi-natural conditions for three generations, we show that individuals adjust their life history strategies and risk-taking behaviours as well as trait covariation (Nindividuals = 1442). These phenotypic differences are correlated to differences in transcriptomic gene expression of primary metabolic processes in the liver while no changes in gene frequencies occurred. Our discussion emphasises the need to integrate the role of environmental conditions and phenotypic plasticity in shaping relationships among behaviour, physiology and life history in response to changing environmental conditions

Adaptive Motivation and Emotion in Education: Research and Principles for Instructional Design

Students frequently experience various types of motivation and emotion that contribute to their engagement and learning. However, translating research on motivation and emotion into educational practice and policy has so far been limited. To facilitate greater synergy among research, practice, and policy, this overview addresses educationally relevant motivation and emotion. This summary discusses different forms of motivation or emotion, their relevant theoretical basis, evidence on how they relate to academic engagement and learning, and potential classroom supports for adaptive motivation and emotion. The article concludes with five instructional design principles that can guide educators and policymakers in promoting adaptive student motivation and emotion: (a) support students’ feelings of competence, (b) enhance autonomy, (c) use personally relevant and active tasks, (d) emphasize learning and de-emphasize social comparison, and (e) encourage feelings of belonging

Science Identity Development Trajectories in a Gateway College Chemistry Course: Predictors and Relations to Achievement and STEM Pursuit

This investigation of undergraduates’ heterogeneous science identity trajectories within a gateway chemistry course identified three latent classes (High and Stable, Moderate and Slightly Increasing, Moderate and Declining) using growth mixture modeling. Underrepresented minorities were more likely to exhibit Moderate-and-Slightly-Increasing science identities versus High-and-Stable patterns. Students with higher perceived competence were more likely classified into the High-and-Stable class compared to the other classes. Students classified into the High-and-Stable class scored significantly higher on the final exam and appeared to be more likely to remain in a STEM major across fall and spring semesters compared to the other two classes. Results suggest that some students’ identities shift within a single semester and supporting science perceived competence before college may support students’ science identity development

Gender Differences and Roles of Two Science Self-Efficacy Beliefs in Predicting Post-College Outcomes

The end of college is a key transition point when students prepare for the workforce or graduate school, and when competence beliefs that have been shaped throughout college play a particularly important role in decision-making processes. This study examined the roles of two competence beliefs, self-efficacy for scientific tasks and science academic self-efficacy, during the final year of college. A structural equation model was used to examine science research self-efficacy and science academic self-efficacy as predictors of post-graduation science career intentions and life satisfaction; prior achievement was also included as a predictor of competence beliefs and post-graduation outcomes. Findings indicated that both types of self-efficacy predicted career intentions and life satisfaction. To better understand the processes that contribute to gender gaps in certain science careers, gender differences in mean levels of self-efficacy and in the structural relations among the variables of interest were examined using multi-group analyses. Females reported lower academic self-efficacy, despite having similar levels of prior achievement and outcomes; structural relations also appeared to vary by gender. Results extend theoretical understanding of the roles of two distinct forms of self-efficacy and the potential mechanisms explaining gender gaps in science fields

From Science Student to Scientist: Predictors and Outcomes of Heterogeneous Science Identity Trajectories in College

This 5-year longitudinal study investigates the development of science identity throughout college from an expectancy-value perspective. Specifically, heterogeneous developmental patterns of science identity across 4 years of college were examined using growth-mixture modeling. Gender, race/ethnicity, and competence beliefs (efficacy for science tasks, perceived competence in science) were modeled as antecedents, and participation in a science career after graduation was modeled as a distal outcome of these identity development trajectories. Three latent classes (High with Transitory Incline, Moderate-High and Stable, and Moderate-Low with Early Decline) were identified. Gender, race/ethnicity, and competence beliefs in the first year of college significantly predicted latent class membership. In addition, students in the two highest classes were significantly more likely to report being involved in science careers or science fields after college graduation than students in the Moderate-Low with Early Decline class

Dietary history contributes to enterotype-like clustering and functional metagenomic content in the intestinal microbiome of wild mice

Understanding the origins of gut microbial community structure is critical for the identification and interpretation of potential fitnessrelated traits for the host. The presence of community clusters characterized by differences in the abundance of signature taxa, referred to as enterotypes, is a debated concept first reported in humans and later extended to other mammalian hosts. In this study, we provide a thorough assessment of their existence in wild house mice using a panel of evaluation criteria.We identify support for two clusters that are compositionally similar to clusters identified in humans, chimpanzees, and laboratory mice, characterized by differences in Bacteroides, Robinsoniella, and unclassified genera belonging to the family Lachnospiraceae. To further evaluate these clusters, we (i) monitored community changes associated with moving mice from the natural to a laboratory environment, (ii) performed functional metagenomic sequencing, and (iii) subjected wild-caught samples to stable isotope analysis to reconstruct dietary patterns. This process reveals differences in the proportions of genes involved in carbohydrate versus protein metabolism in the functional metagenome, as well as differences in plant- versus meat-derived food sources between clusters. In conjunction with wild-caught mice quickly changing their enterotype classification upon transfer to a standard laboratory chow diet, these results provide strong evidence that dietary history contributes to the presence of enterotype-like clustering in wild mice