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In recent decades much attention has been given to the optimization of professional development to support education reform; especially as it relates to science, engineering, technology and mathematics (STEM) fields. Many studies have shown that the most effective STEM professional development programs include active inquiry opportunities that take place over long durations. The Colorado School of Mines (CSM) has developed, and hosts, a professional program that works to address these needs. The "Water-Energy Education for the Next Generation" (WE[superscript 2]NG) is a National Science Foundation funded Research Experience for Teachers (RET). The WE[superscript 2]NG program is a six-week summer training that immerses K-12 educators in state-of-the-art research at CSM through the highly interdisciplinary lens of the water-energy nexus. The WE[superscript 2]NG model also includes industry field trips, content and pedagogy workshops and book club focusing on science communication. Program effectiveness is evaluated through surveys given to participants before, during and after the program. Pre- and post-program surveys indicate that WE[superscript 2]NG supports teacher confidence and growth in teachers of all grade levels and that participant satisfaction outcomes are likely related to the ratio of elementary, middle and high school teacher participants. Surveys given during the program reveal consistently positive feedback and that satisfaction with collaborative program elements is related to program duration. Overall, survey results illustrate that the WE[superscript 2]NG RET program is an effective professional development model for K-12 STEM educators.

California’s long-term economic prosperity and environmental sustainability will depend on how much and where housing gets built in the state. Residents in the largest coastal cities in California encounter some of the most unaffordable homes in the nation, caused in large part by a thriving economy and a multi-decade-long undersupply of housing relative to population and job growth. In addition to the income squeeze of unaffordable homes and long commutes, the housing shortage creates environmental challenges. Most prominently, building more auto-dependent housing far from job centers generates more traffic and air pollution while destroying open space and agricultural lands. Furthermore, these development patterns undermine that state’s long-term greenhouse gas reduction goals, including newly legislated 2030 targets. California instead could meet long-term economic and environmental objectives by building the right type of housing in the right places. That means homes that allow for reduced driving, as well as less energy and water usage, with compact development near transit, goods, and services. Other than one industry-based analysis, California has lacked an objective and comprehensive assessment of the potential economic and environmental impacts of new housing production on the state’s 2030 climate goals. To address this research gap, the Center for Law, Energy, and the Environment (CLEE) at UC Berkeley School of Law and the Terner Center for Housing Innovation at UC Berkeley (collectively the “Centers”), with support from Next 10, prepared this report to assess the environmental and economic impacts of housing production scenarios that could help meet the state’s proposed 2030 greenhouse gas reduction target under Senate Bill 32 (Pavley, 2016). This report also offers best practices and policy recommendations for state and local governments to boost housing production within California’s existing urban footprint. The Centers have assessed existing data and consulted with development experts to quantify the costs and benefits of a 2030 growth scenario that can inform state and local policy going forward.

This paper presents the results of interviews with staff from 64 community organizations regarding their experiences with service-learners. One of the themes that emerged from the interviews focused on concerns related to short-term service-learning commitments that last a semester or less. We explore the challenges presented to community groups by short-term service: investment of staff time; staff capacity to train and supervise; incompatibility with direct client service; timing and project management; and academic calendar issues. Despite these obstacles, many community organization staff reported their desire to continue working with service-learners for altruistic and other reasons. The paper concludes with thoughts on how to deal with the challenges presented by short-term service-learning.

The major histocompatibility complex class Ib protein, Qa-1(b), serves as a ligand for murine CD94/NKG2A natural killer (NK) cell inhibitory receptors. The Qa-1(b) peptide-binding site is predominantly occupied by a single nonameric peptide, Qa-1 determinant modifier (Qdm), derived from the leader sequence of H-2D and L molecules. Five anchor residues were identified in this study by measuring the peptide-binding affinities of substituted Qdm peptides in experiments with purified recombinant Qa-1(b). A candidate peptide-binding motif was determined by sequence analysis of peptides eluted from Qa-1 that had been folded in the presence of random peptide libraries or pools of Qdm derivatives randomized at specific anchor positions. The results indicate that Qa-1(b) can bind a diverse repertoire of peptides but that Qdm has an optimal primary structure for binding Qa-1(b). Flow cytometry experiments with Qa-1(b) tetramers and NK target cell lysis assays demonstrated that CD94/NKG2A discriminates between Qa-1(b) complexes containing peptides with substitutions at nonanchor positions P4, P5, or P8. Our findings suggest that it may be difficult for viruses to generate decoy peptides that mimic Qdm and raise the possibility that competitive replacement of Qdm with other peptides may provide a novel mechanism for activation of NK cells.

There is an extensive research history related to understanding how educational institutions can better serve the American Indian student. However, there is little research on how the sociocultural context shapes perceptions of the future and impacts student achievement. This study investigates who the sociocultural context of home and school influences the perceived importance of an education to the future and how these perceptions are related to the present goals that the American Indian student pursues in the classroom, thus affecting achievement. The results of the study are interpreted in the context of a theoretical model (Miller & Brickman, 2004). The results of this study suggest that successful American Indian students desire to learn for the sake of understanding are willing to put forth effort to do so. Additionally, multiple regression analyses revealed that specific types of present goals predicted valuing of school for the future, their intentions to further their education and GPA. Implications for practice based upon the results of this study and the model suggest interventions that can be implemented by teachers and parents.

Objectives: The purpose of this study was to compare national estimates of drug use and exposure to violence between rural and urban teens. Methods: Twenty-eight dependent variables from the 2003 Youth Risk Behavior Survey were used to compare violent activities, victimization, suicidal behavior, tobacco use, alcohol use, and illegal drug use across rural, urban, and suburban teens across the country. Results: Overall, rural teens were equally or more likely than both suburban and urban teens to report experiencing many measures of violent behavior, victimization, suicide behaviors, and drug use. Among all teens, nonwhites reported equal or higher rates of violent behavior and victimization than whites, but these associations disappeared within the rural-only population. Conclusions: Rural areas do not appear to provide a strongly protective effect against risk behaviors in teens and may be a risk factor in itself. Community prevention efforts should focus on reaching rural areas and segmenting program content based on need. Where white teens might benefit from an emphasis on preventing tobacco and alcohol use, nonwhite teens would benefit from an emphasis on preventing violence and victimization. (Contains 3 tables.)

Stone-on-stone contact of the coarse-aggregate fraction is one of the main characteristics of permeable friction course (PFC) asphalt mixtures that is required to provide adequate resistance to both raveling and permanent deformation. Currently, stone-on-stone contact is determined by comparing the air voids content in the coarse aggregate (VCA), assessed in both the dry-rodded condition ([VCA.sub.DRC]) and the compacted PFC mixture ([VCA.sub.mix]). The underlying assumption is that the coarse aggregate of a compacted PFC mixture with [VCA.sub.mix] equal to [VCA.sub.DRC] would develop a stone-on-stone contact condition equivalent to that existing in the dry-rodded aggregate. This study focused on proposing enhancements for the quantitative determination of stone-on-stone contact of PFC mixtures. The assessment supported on both laboratory testing and application of the discrete element method and image analysis techniques, led to recommendation of a criterion to determine the breaking-sieve size. In addition, verification of stone-on-stone contact using a maximum VCA ratio of 0.9 was recommended to ensure the design and construction of PFC mixtures with fully developed stone-on- stone contact. DOI: 10.1061/(ASCE)MT.1943-5533.0000117 CE Database subject headings: Asphalt pavements; Porous media; Aggregates; Mixtures. Author keywords: Asphalt pavements; Porous pavements; Asphalts; Aggregates.

Drainability is one of the main characteristics of permeable friction course (PFC) mixtures and is the primary reason for using these mixtures as the surface course in asphalt pavements in the United States. Current approaches suggested for PFC mix design to evaluate drainability (using gyratory-compacted specimens) include: (1) achieving a target total air void (AV) content as an indirect indication of permeability and (2) direct measurement of permeability in the laboratory. The assessment conducted in this study suggested that these approaches are not effective in ensuring adequate drainability in field-compacted mixtures. Thus, different alternatives were evaluated to improve this assessment. Corresponding analysis suggested that: (1) the water-accessible AV content can be used as a surrogate of the total AV content to indirectly assess permeability and (2) the water flow value (outflow time) can be applied to evaluate the field drainability of PFC mixtures. The expected value of permeability, determined using a modified version of the Kozeny-Carman equation, was recommended to analytically predict permeability for mix design and evaluation purposes. DOI: 10.1061/(ASCE)MT.1943-5533.0000053 CE Database subject headings: Asphalt pavements; Porous media; Permeability; X-rays; Asphalts; Mixture; Friction. Author keywords: Asphalt pavements; Porous pavements; Permeability; X-rays; Asphalts.