Increasing Low-income Mothers’ Educational Attainment: Implications for Anti-poverty Programs and Policy

Context: Emerging research indicates parental educational attainment is not always stable over time, particularly among young adults with lower levels of income and educational attainment. Though increases in postsecondary education are often highlighted as a route to greater earnings among higher-income students, it is unclear whether increases in parental educational attainment can improve the socioeconomic circumstances of low-income families. Objective: The first goal of the current study was to determine whether low-income mothers increased their educational attainment over a 6-year period as their children transitioned from early childhood through elementary school. Second, the current study examined a range of individual characteristics that may help or hinder a mother’s re-entrance into education. Last, associations between increased maternal education and indicators of family socioeconomic resources were examined to determine ways that increased education among low-income mothers of young children may serve as a mechanism to reduce poverty or other poverty-related risks. Design and Sample: Data for this study come from the Chicago School Readiness Project (CSRP), a cluster randomized control trial of Head Start centers and a longitudinal follow-up of children and their families. The current study included 432 participants. Of those participants, 97% were the child’s mother or female caregiver, 70% lived below the Federal Poverty Line at baseline, and 93% identified as a racial/ethnic minority (i.e., African American, black, or Hispanic). Main Outcome Measures: Maternal educational attainment was collected at 4 time-points across a 6-year period. From these data, a binary variable was created to indicate whether (1) or not (0) mothers increased their educational attainment. Maternal report of household income, unemployment status, and poverty-related risk were examined as indicators of family socioeconomic resources. Results: Thirty-nine percent of mothers increased their educational attainment over the 6-year period of study, and the majority of those mothers attained additional degrees rather than years of schooling alone. Mothers whose children attended treatment-assigned preschool classrooms at baseline were subsequently more likely to increase their educational attainment over time than were mothers of children who initially attended control-assigned classrooms in preschool. Analyses of the roles of parental characteristics in predicting gains in maternal education suggest that mothers who reported greater depressive symptomatology were less likely to increase their educational attainment. Increases in educational attainment, in turn, were positively associated with income earned in subsequent years of our longitudinal follow-up study and negatively associated with maternal unemployment and poverty-related risk when children were in 5th grade. Conclusions: Increases in parent educational attainment were impressive for our sample of low-income mothers, given their exposure to a range of poverty-related risks. Furthermore, our analyses support prior research suggesting that increases in maternal educational attainment may serve as an important mechanism to reduce families’ experience of income poverty

Communication Centric Design in Complex Automotive Embedded Systems

Automotive embedded applications like the engine management system are composed of multiple functional components that are tightly coupled via numerous communication dependencies and intensive data sharing, while also having real-time requirements. In order to cope with complexity, especially in multi-core settings, various communication mechanisms are used to ensure data consistency and temporal determinism along functional cause-effect chains. However, existing timing analysis methods generally only support very basic communication models that need to be extended to handle the analysis of industry grade problems which involve more complex communication semantics. In this work, we give an overview of communication semantics used in the automotive industry and the different constraints to be considered in the design process. We also propose a method for model transformation to increase the expressiveness of current timing analysis methods enabling them to work with more complex communication semantics. We demonstrate this transformation approach for concrete implementations of two communication semantics, namely, implicit and LET communication. We discuss the impact on end-to-end latencies and communication overheads based on a full blown engine management system

Sex-dependent transcription of cardiac electrophysiology and links to acetylation modifiers based on the GTEx database

Development of safer drugs based on epigenetic modifiers, e.g., histone deacetylase inhibitors (HDACi), requires better understanding of their effects on cardiac electrophysiology. Using RNAseq data from the genotype-tissue-expression database (GTEx), we created models that link the abundance of acetylation enzymes (HDAC/SIRT/HATs), and the gene expression of ion channels (IC) via select cardiac transcription factors (TFs) in male and female adult human hearts (left ventricle, LV). Gene expression data (transcripts per million, TPM) from GTEx donors (21–70 y.o.) were filtered, normalized and transformed to Euclidian space to allow quantitative comparisons in 84 female and 158 male LVs. Sex-specific partial least-square (PLS) regression models, linking gene expression data for HDAC/SIRT/HATs to TFs and to ICs gene expression, revealed tight co-regulation of cardiac ion channels by HDAC/SIRT/HATs, with stronger clustering in the male LV. Co-regulation of genes encoding excitatory and inhibitory processes in cardiac tissue by the acetylation modifiers may help explain their predominantly net-neutral effects on cardiac electrophysiology. ATP1A1, encoding for the Na/K pump, represented an outlier—with orthogonal regulation by the acetylation modifiers to most of the ICs. The HDAC/SIRT/HAT effects were mediated by strong (+) TF regulators of ICs, e.g., MEF2A and TBX5, in both sexes. Furthermore, for male hearts, PLS models revealed a stronger (+/-) mediatory role on ICs for NKX25 and TGF1B/KLF4, respectively, while RUNX1 exhibited larger (-) TF effects on ICs in females. Male-trained PLS models of HDAC/SIRT/HAT effects on ICs underestimated the effects on some ICs in females. Insights from the GTEx dataset about the co-expression and transcriptional co-regulation of acetylation-modifying enzymes, transcription factors and key cardiac ion channels in a sex-specific manner can help inform safer drug design

Oligodendrocyte Nf1 Controls Aberrant Notch Activation and Regulates Myelin Structure and Behavior

The RASopathy neurofibromatosis type 1 (NF1) is one of the most common autosomal dominant genetic disorders. In NF1 patients, neurological issues may result from damaged myelin, and mice with a neurofibromin gene (Nf1) mutation show white matter (WM) defects including myelin decompaction. Using mouse genetics, we find that altered Nf1 gene-dose in mature oligodendrocytes results in progressive myelin defects and behavioral abnormalities mediated by aberrant Notch activation. Blocking Notch, upstream mitogen-activated protein kinase (MAPK), or nitric oxide signaling rescues myelin defects in hemizygous Nf1 mutants, and pharmacological gamma secretase inhibition rescues aberrant behavior with no effects in wild-type (WT) mice. Concomitant pathway inhibition rescues myelin abnormalities in homozygous mutants. Notch activation is also observed in Nf1+/− mouse brains, and cells containing active Notch are increased in NF1 patient WM. We thus identify Notch as an Nf1 effector regulating myelin structure and behavior in a RASopathy and suggest that inhibition of Notch signaling may be a therapeutic strategy for NF1

Activity-Induced Remodeling of Olfactory Bulb Microcircuits Revealed by Monosynaptic Tracing

The continued addition of new neurons to mature olfactory circuits represents a remarkable mode of cellular and structural brain plasticity. However, the anatomical configuration of newly established circuits, the types and numbers of neurons that form new synaptic connections, and the effect of sensory experience on synaptic connectivity in the olfactory bulb remain poorly understood. Using in vivo electroporation and monosynaptic tracing, we show that postnatal-born granule cells form synaptic connections with centrifugal inputs and mitral/tufted cells in the mouse olfactory bulb. In addition, newly born granule cells receive extensive input from local inhibitory short axon cells, a poorly understood cell population. The connectivity of short axon cells shows clustered organization, and their synaptic input onto newborn granule cells dramatically and selectively expands with odor stimulation. Our findings suggest that sensory experience promotes the synaptic integration of new neurons into cell type-specific olfactory circuits

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)

The role of strengths focus to improve teaching and learning

Using bounded case study methodology, I conducted an examination of strengths-focused efforts to improve the collaborative work of teachers and the academic achievement of ninth-grade students in an urban-suburban high school. Through a semi-structured interview protocol, 6 study subjects, including teachers, department heads, and program-level administrators, shared their insights and experiences related to implementing a strengths-focused approach to teaching and learning. Interviews were digitally recorded and the full transcript of each interview constituted the data set for the study. Iterative distillation of the data yielded a number of emergent themes: (a) strengths, including implementation issues and how to capitalize on using a strengths-focused approach; (b) time, including the concepts of face-time, time as a resource, and competing priorities; (c) teaching and learning, including an examination of the desire for “tangible outcomes” that resulted from utilization of strengths-focused approach with students; (d) assessment; (e) student and teacher efficacy; and (f) distributed leadership schema and a discussion of the importance of establishing trusting relationships to enable leadership for change to take place. Several of the research subjects voiced opinions that strengths awareness was equally as important for adults as for students, citing that it supported improved communication between colleagues and a clearer sense of direction in group work. Furthermore, teachers indicated that the focus had helped them identify individual student strengths which they used to plan differentiated learning experiences for their students. The study supported the potential for the idea that students might be afforded options for how they might best learn based on their unique strengths and proclivities. The research also indicated that strengths-focus has the potential to help make school more relevant for students who may not have experienced success in school and therefore had seen little use in school as an experience that would positively affect their lives. Finally, the research supported the potential of strengths-focused instruction as the new schema of working and learning together for students and adults. Keywords: Strengths, Leadership, Time, Assessment, Efficacy, Relationships, Skills, Conten