Public health department perspectives on cervical and prostate cancer prevention in southeastern Kentucky.

This study compared and contrasted the screening and prevention methods and strategies utilized by public health departments in southeastern Kentucky for both cervical and prostate cancer. Special attention was paid to how such efforts have influenced decreases in mortality rates over the past two decades. The study used both geospatial methods, such as Exploratory Spatial Data Analysis (ESDA) and spatial autocorrelation, and qualitative methods in form of interviews. The interview data showed that Kentucky public health departments had strong cervical cancer screening and prevention programs, but did not focus on prostate cancer prevention. Successes in cervical cancer screening included the expansion of resources and services through the Breast and Cervical Cancer Treatment Program, community outreach, and an increase in transportation access. For prostate cancer, only two health departments had reported offering any type of services. Other counties attributed prostate prevention success to an increase in physicians in the area and the work of employers to encourage screenings. When these results were explored through further geospatial data analysis, there did not seem to be any major correlations between the interview data and clusters of incidence and mortality rate changes. The reasons for a decrease in mortality in cervical cancer are more evident than for prostate cancer, from the perspective of the health department. The key finding was that prostate cancer does not garner the public funding support that cervical cancer does. In order to discover the cause for prostate cancer mortality rate decrease in southeastern Kentucky, the public health department is not the ideal place to look

Developmental Assets and Outcomes: An Analysis of Male Serious Juvenile Offenders to Promote Evidence Based Approaches for Rehabilitation

Positive youth development is an approach that seeks to enhance and promote young people\u27s developmental progress. Although there has been a shift toward asset building in rehabilitation of delinquent youth, research on positive youth development has historically focused on children at risk of adverse outcomes, rather than those who are already engaged in criminal behavior. Without knowledge about the distribution of assets among delinquent youth and the relations of these assets to outcomes later in life, it is unclear if interventions based on research of developmental assets among at-risk youth are appropriate for justice-involved youth. The 40 Developmental Assets (Search Institute, 1997; 2007) provides a comprehensive list of protective factors that can be used to identify the presence of positive assets among youthful offenders. The current study uses arcHIVal data from the Pathways to Desistance Study (Mulvey, n.d.) to explore the presence of developmental assets among a population of 420 male serious juvenile offenders in Philadelphia, Pennsylvania. Structural equation modeling techniques were utilized to evaluate the impact of individual developmental assets on four critical outcomes: participation in high risk behaviors, future offending, employment and interpersonal relationships. Overall, findings suggest that developmental assets operate as both protective factors and risk factors among juvenile offenders, suggesting that previous work on protective factors and the initiation of delinquency should not be generalized to delinquent youth. Findings from the current study suggest that many developmental assets that demonstrated a protective effect on outcomes among other youth populations were also found to be protective for the current sample; however, certain developmental assets, namely family-related assets and school- related assets, may actually serve as risk factors among serious juvenile offenders. Additional research is needed to identify the mechanisms that cause family and school-related assets to be positively related to negative outcomes among this population

Adolescent D-amphetamine treatment in a rodent model of ADHD: pro-cognitive effects in adolescence without an impact on cocaine cue reactivity in adulthood

Attention-deficit/hyperactivity disorder (ADHD) is comorbid with cocaine abuse. Whereas initiating ADHD medication in childhood does not alter later cocaine abuse risk, initiating medication during adolescence may increase risk. Preclinical work in the Spontaneously Hypertensive Rat (SHR) model of ADHD found that adolescent methylphenidate increased cocaine self-administration in adulthood, suggesting a need to identify alternatively efficacious medications for teens with ADHD. We examined effects of adolescent d-amphetamine treatment on strategy set shifting performance during adolescence and on cocaine self-administration and reinstatement of cocaine-seeking behavior (cue reactivity) during adulthood in male SHR, Wistar-Kyoto (inbred control), and Wistar (outbred control) rats. During the set shift phase, adolescent SHR needed more trials and had a longer latency to reach criterion, made more regressive errors and trial omissions, and exhibited slower and more variable lever press reaction times. d-Amphetamine improved performance only in SHR by increasing choice accuracy and decreasing errors and latency to criterion. In adulthood, SHR self-administered more cocaine, made more cocaine-seeking responses, and took longer to extinguish lever responding than control strains. Adolescent d-amphetamine did not alter cocaine self-administration in adult rats of any strain, but reduced cocaine seeking during the first of seven reinstatement test sessions in adult SHR. These findings highlight utility of SHR in modeling cognitive dysfunction and comorbid cocaine abuse in ADHD. Unlike methylphenidate, d-amphetamine improved several aspects of flexible learning in adolescent SHR and did not increase cocaine intake or cue reactivity in adult SHR. Thus, adolescent d-amphetamine was superior to methylphenidate in this ADHD model.R01 DA011716 - NIDA NIH HHS; DA011716 - NIDA NIH HH

Universities Confront ‘Tech Disruption’: Perceptions of Student Engagement Online Using Two Learning Management Systems

This article is a teaching note on the experiences of students and professors as they adapted to the use of a new learning management system (LMS). Using pedagogical theories of student engagement and the online learning process, we explore how the design of an LMS affects student satisfaction and interaction with peers and the instructor. This descriptive, qualitative study reports student and instructor experiences in four hybrid sociology courses that used Google Classroom as an experimental LMS. These same students also used Blackboard, a more traditional LMS, in their other sociology classes, establishing a quasi within-subject point of comparison for these two systems. A survey (n=72) and four focus groups (n=54) were conducted among students to determine how student engagement is experienced differently on Classroom and Blackboard. Eighty-three percent of students reported feeling satisfied with Classroom over Blackboard. Focus groups revealed themes relating to usability and learnability; interaction and individuality; and facilitation of learning. Students and instructors responded more positively, with some exceptions, to Classroom’s reliability and interface, but claims about the transformative power of online tools are not wholly supported by student or instructor experiences. The study advances our understanding of how the LMS interface, design, and functionality play a role in student engagement online. Further research is needed to understand the full extent of Classroom’s impact on learning in the higher education landscape

Adapting Global Service-Learning Project and Community Partnership Outcomes Using a “Tele-engineering” Approach in Response to the COVID-19 Pandemic

The Water Supply in Developing Countries (WSDC) service-learning course at Purdue University has fostered a strong partnership with the La Vega region in the Dominican Republic since 2012. During this time, an interdisciplinary group of engineering and science students has helped design drinking water treatment systems and the group has developed water, sanitation, and health (WASH) education materials. These WASH education and water safety approaches often have been conducted in person in the past. However, with the state of the COVID-19 pandemic and the inability to travel in the fall and spring semesters of the 2020–2021 academic year, the students have been exploring (1) the impact of the pandemic on the community schools in the La Vega province, (2) the impact of the pandemic on the current water treatment systems, and (3) possible solutions to implement a “virtual installation” of a water treatment system at our newest partner school in the community of Desecho. The coronavirus pandemic has ushered in a new way that we may approach our service-learning experiences in the future. More specifically, in the future, it may be more effective to serve as a “virtual consulting firm” of engineers and consultants, rather than builders, for the implementation and design of the water treatment systems. In this way, we may facilitate a partnership that fosters community agency and solution-based approaches to technical issues are led by local community members

Adolescent D-amphetamine treatment in a rodent model of ADHD: pro-cognitive effects during adolescence and cocaine abuse risk during adulthood

Attention-deficit/hyperactivity disorder (ADHD) is comorbid with cocaine abuse. Whereas initiating ADHD medication in childhood does not alter later cocaine abuse risk, initiating medication during adolescence may increase risk. Preclinical work in the Spontaneously Hypertensive Rat (SHR) model of ADHD found that adolescent methylphenidate increased cocaine self-administration in adulthood, suggesting a need to identify alternatively efficacious medications for teens with ADHD. We examined effects of adolescent d-amphetamine treatment on strategy set shifting performance during adolescence and on cocaine self-administration and reinstatement of cocaine-seeking behavior (cue reactivity) during adulthood in male SHR, Wistar- Kyoto (inbred control), and Wistar (outbred control) rats. During the set shift phase, adolescent SHR needed more trials and had a longer latency to reach criterion, made more regressive errors and trial omissions, and exhibited slower and more variable lever press reaction times. d- Amphetamine improved performance only in SHR by increasing choice accuracy and decreasing errors and latency to criterion. In adulthood, SHR self-administered more cocaine, made more cocaine-seeking responses, and took longer to extinguish lever responding than control strains. Adolescent d-amphetamine did not alter cocaine self-administration in adult rats of any strain, but reduced cocaine seeking during the first of seven reinstatement test sessions in adult SHR. These findings highlight utility of SHR in modeling cognitive dysfunction and comorbid cocaine abuse in ADHD. Unlike methylphenidate, d-amphetamine improved several aspects of flexible learning in adolescent SHR and did not increase cocaine intake or cue reactivity in adult SHR. Thus, adolescent d-amphetamine was superior to methylphenidate in this ADHD model

The emergent integrated network structure of scientific research

The practice of scientific research is often thought of as individuals and small teams striving for disciplinary advances. Yet as a whole, this endeavor more closely resembles a complex system of natural computation, in which information is obtained, generated, and disseminated more effectively than would be possible by individuals acting in isolation. Currently, the structure of this integrated and innovative landscape of scientific ideas is not well understood. Here we use tools from network science to map the landscape of interconnected research topics covered in the multidisciplinary journal PNAS since 2000. We construct networks in which nodes represent topics of study and edges give the degree to which topics occur in the same papers. The network displays small-world architecture, with dense connectivity within scientific clusters and sparse connectivity between clusters. Notably, clusters tend not to align with assigned article classifications, but instead contain topics from various disciplines. Using a temporal graph, we find that small-worldness has increased over time, suggesting growing efficiency and integration of ideas. Finally, we define a novel measure of interdisciplinarity, which is positively associated with PNAS's impact factor. Broadly, this work suggests that complex and dynamic patterns of knowledge emerge from scientific research, and that structures reflecting intellectual integration may be beneficial for obtaining scientific insight