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Potential host range and spillover risk for novel viruses can be predicted using a network informed by known virus-host associations.

The Australian Community Climate and Earth System Simulator (ACCESS) has contributed to the World Climate Research Programme’s Coupled Model Intercomparison Project Phase 6 (CMIP6) using two fully coupled model versions (ACCESS-CM2 and ACCESS-ESM1.5) and two ocean–sea-ice model versions (1° and 0.25° resolution versions of ACCESS-OM2). The fully coupled models differ primarily in the configuration and version of their atmosphere components (including the aerosol scheme), with smaller differences in their sea-ice and land model versions. Additionally, ACCESS-ESM1.5 includes biogeochemistry in the land and ocean components and can be run with an interactive carbon cycle. CMIP6 comprises core experiments and associated thematic Model Intercomparison Projects (MIPs). This paper provides an overview of the CMIP6 submission, including the methods used for the preparation of input forcing datasets and the post-processing of model output, along with a comprehensive list of experiments performed, detailing their initialisation, duration, ensemble number and computational cost. A small selection of model output is presented, focusing on idealised experiments and their variants at global scale. Differences in the climate simulation of the two coupled models are highlighted. ACCESS-CM2 produces a larger equilibrium climate sensitivity (4.7°C) than ACCESS-ESM1.5 (3.9°C), likely a result of updated atmospheric parameterisation in recent versions of the atmospheric component of ACCESS-CM2. The idealised experiments run with ACCESS-ESM1.5 show that land and ocean carbon fluxes respond to both changing atmospheric CO2 and to changing temperature. ACCESS data submitted to CMIP6 are available from the Earth System Grid Federation (https://doi.org/10.22033/ESGF/CMIP6.2281 and https://doi.org/10.22033/ESGF/CMIP6.2288). The information provided in this paper should facilitate easier use of these significant datasets by the broader climate community.

Because of their extensive coverage, marine low clouds greatly impact the global climate. Presently, the response of marine low clouds to the changes in atmospheric aerosols remains a major source of uncertainty in climate simulations. One key contribution to this large uncertainty derives from the poor understanding of the properties and processes of marine aerosols under natural conditions and the perturbation by anthropogenic emissions. The eastern North Atlantic (ENA) is a region of persistent but diverse subtropical marine boundary layer (MBL) clouds, where cloud albedo and precipitation are highly susceptible to perturbations in aerosol properties. Here we examine the key processes that drive the cloud condensation nuclei (CCN) population in the MBL using comprehensive characterizations of aerosol and trace gas vertical profiles during the Aerosol and Cloud Experiments in the Eastern North Atlantic (ACE-ENA) field campaign. During ACE-ENA, a total of 39 research flights were conducted in the Azores: 20 during summer 2017 and 19 during winter 2018. During summer, long-range-transported aerosol layers were periodically observed in the lower free troposphere (FT), leading to elevated FT CCN concentrations (NCCN). Both biomass burning and pollution from North America contribute to submicron aerosol mass in these layers, with pollution likely the dominant contributor. In contrast, long-range transported continental emissions have a much weaker influence on the aerosol properties in the ENA during the winter season. While the entrainment of FT air is a major source of particle number in the MBL for both seasons, on average it does not serve as a direct source of CCN in the MBL because the average FT NCCN is the same or even lower than that in the MBL. The particle number flux due to FT entrainment is dominated by pre-CCN (particles that are too small to form cloud droplets under typical conditions, i.e., particles with sizes below the Hoppel minimum) due to the elevated Npre-CCN in the lower FT. Once these pre-CCN are entrained into the MBL, they can grow and reach CCN size range through condensational growth, representing an indirect and major source of MBL CCN in the ENA. The impact of synoptic conditions on the aerosol properties is examined. Under pre-front and post-front conditions, shallow convective activity often leads to a deep and decoupled boundary layer. Coalescence scavenging and evaporation of drizzle below clouds lead to reduced NCCN and larger accumulation-mode particle sizes in the upper cloud-containing decoupled layer, indicating that surface measurements overestimate the NCCN relevant to the formation of MBL clouds under decoupled conditions.

Formative assessment has become a focus of classroom teachers as a quick method to assess students' progress in their classrooms. For students to be prepared for summative assessments, it is important to separate the traditional forms of summative assessment from the everyday practice and feedback that is formative assessment. Mathematics teachers can modify current classroom processes to meet the qualities of true formative assessment and, in the process, improve student learning through engagement.

Background: Evidence-based practice (EBP) is supported by the appropriate use of standardized outcome measures (OMs). Continuing education (CE) is a common method for translation of OMs knowledge to practice. However, little is known about the attitudes and behaviors of physical therapists regarding CE and knowledge translation (KT) of OMs. Purpose: To determine physical therapists' practice style traits (PSTs) and compare these to attitudes, knowledge, behaviors, and barriers for KT. Subjects and Methods: Seventy-nine physical therapists who attended a CE course on OMs completed two standardized surveys. The Practice Style Questionnaire (PSQ) categorizes responses on three theoretical constructs: 1. how clinician weighs research evidence versus experience, 2. their degree of comfort in clinical practice, and 3. how evidence impacts their workload. The EBP Questionnaire (EBPQ) items are grouped into four domains: attitude, knowledge, behavior, and barriers. Results: On the PSQ, 28% of subjects were categorized as "seekers" of evidence, 49% were "pragmatists," and 23% were "receptives." PSTs scores were compared to the four domains of the EBPQ. Behavior was the only domain found to be significant between traits (p = 0.00). Seekers were significantly different from both the pragmatists and receptives in their behaviors, however pragmatists and receptives did not differ. Discussion and Conclusion: Assessing PSTs may help tailor KT interventions. Since nearly half of clinicians are pragmatists, it may be helpful to target KT interventions to this group, while considering the needs of other styles.

Background: Caregiver relationships are associated with adolescent subjective well-being. Yet, little is known about the contributions of father-adolescent relationship quality to well-being including perseverance, connectedness, and happiness or the specific contributions of father-adolescent relationship quality to these outcomes after accounting for covariates. Objective: This study aimed to understand how father-adolescent relationships and school connectedness interact with one another when positive adolescent functioning are the outcomes. Methods: Adolescents (N = 2,509; M[subscript age] = 15.5; 51.8% male; Black and African American (47.9%), Hispanic (24.8%), and white (17.7%) participating in the FFCWBS provided cross-sectional data. A series of hierarchical regression analyses were conducted to examine direct associations between father-adolescent relationship quality and each of the three adolescent subjective well-being outcomes (perseverance, connectedness, and happiness), and to evaluate the moderating role of adolescent biological sex in these associations. Covariates included race, household income, father's residential status, the adolescent's relationship with the mother and school connectedness. Results: Regressions showed that father-adolescent relationship quality was significantly associated with each well-being outcome beyond the contributions of demographics, mother-adolescent relationships, and school connectedness, and had similar associations with the outcomes by sex. Conclusions: Our conclusions highlight the priority of including and retaining fathers in research and interventions.

Studies from high-income populations have shown that stimulating, supportive communicative input from parents promote children's cognitive and language development. However, fewer studies have identified specific features of input supporting the healthy development of children growing up in low- or middle-income countries. The current study proposes and tests a multi-dimensional framework for understanding whether and how caregiver communicative input mediates the associations between socio-economic conditions and early development. We also examine how caregiver conceptual scaffolding and autonomy support uniquely and synergistically explain variation in child outcomes. Participants were 71 Bangladeshi families with five-year-olds who were exposed to a range of biological and psychosocial hazards from birth. Caregiver-child interactions during snack sharing and semi-structured play were coded for caregiver conceptual scaffolding, autonomy support, and child engagement. Findings indicate that the two dimensions of input were correlated, suggesting that caregivers who provided richer conceptual scaffolds were simultaneously more supportive of children's autonomy. Notably, conceptual scaffolding and autonomy support each mediated associations between maternal education and child verbal intelligence quotient (IQ) scores. Further, caregivers who supported greater autonomy in their children had children who participated in conversations more actively, and these children in turn had higher performance IQ scores. When considered simultaneously, conceptual scaffolding was associated with verbal IQ over and above autonomy support, whereas autonomy support related to child engagement, controlling for conceptual scaffolding. These findings shed new light on how environmental factors may support early development, contributing to the design of family-centered, culturally authentic interventions. A video abstract of this article can be viewed at https://youtu.be/9v_8sIv7ako

This study identified risk, promotive, and protective factors for handgun carriage among 265 primarily African American adolescents (M[subscript age] = 14.3) living in low-income urban areas. Community-based violent victimization and witnessing violence and in-person and cyber forms of peer victimization increased the probability of handgun carriage. Community collective efficacy, including caregiver-reported social connectedness and informal social control, and community developmental strengths/supports, including youth-reported community recognition for prosocial involvement and community developmental assets, moderated relations between both violent victimization and witnessing violence and handgun carriage. School developmental strengths/supports, including school developmental assets and family prosocial involvement in school, moderated relations between in-person and cyber victimization and handgun carriage. Family developmental strengths/supports, including family developmental assets and family recognition and opportunities for prosocial involvement, were associated with lower odds of handgun carriage. Study findings revealed distinct protective factors related to community violence exposure or peer victimization that can inform youth violence prevention efforts.

Youth violence is a national public health concern in USA, especially in resource-constrained urban communities. Between 2018 and 2021, the Healthy Communities for Youth (HCFY) program addressed youth violence prevention in select economically marginalized urban communities, with the HCFY program reducing the likelihood of youth-involved violent crime. Leveraging costs from program expense reports, this study analyzes the costs of the HCFY program in order to inform policymaking and the program's future ongoing implementation. Total HCFY program costs were $821,000 ($290,100 annually including program start-up costs) over the 34-month project period. Operationalization costs contributed the largest share (64.8%), with 45% attributable to intervention coordinators. In the intervention community, the program costs $100 per capita, $1100 per youth-involved crime case, and $8100 per youth-involved violent crime case. Findings were sensitive to the number of youth-involved crime or violent crime cases and costs of high-level program leadership and self-evaluation analysts, with the per youth-involved violent crime case cost ranging between $700 and $1600 over the program period. Analysis of HCFY program costs is an important step in determining the affordability of a community-level program to prevent youth violence in resource-limited urban communities.

The purpose of this scoping review was to synthesize literature regarding audio streaming in the P-12 music classroom by identifying the varied uses, recommendations for equitable access, and gaps in the knowledge base. A total of 23 publications met the criteria for inclusion. Ensemble and general music classrooms in elementary, middle, and high school contexts were represented in the literature with exemplification of concepts, genres, styles, and techniques evident as the most common usage. YouTube, Spotify, and Pandora were frequently referenced as streaming platforms. Authors cited inexpensive or free platforms and ubiquity of access most frequently when referencing equity and streaming. Most authors made no reference to potential access impediments. I identified gaps in the literature, including the uses of streamed music in jazz classrooms, performer compensation, diversity of content, barriers to student access, potential solutions to equitable access issues, and music perception differences for those with limited access.

We identify and describe social perspectives on the sustainability of the water sector in the metropolitan area of Phoenix, Arizona. Using Q methodology, we find evidence for different meanings of sustainability when stakeholders are presented with concrete policy options and applications in spite of an apparently widespread agreement on the concept of sustainability itself. We put the social perspectives articulated by local stakeholders in perspective by analyzing whether they adhere to a commonly used set of sustainability principles when applied to water management and governance. The analysis indicates that although there is some level of acceptance of sustainability principles among the social perspectives identified, there are important discrepancies in the salience of different principles. Results suggest that when people are interacting in policy-making processes they tend to support their previously held own vision of the problems and that their normative considerations may be opposed to broadly accepted sustainability discourses. The different visions of water sustainability may have a direct impact on the water policy-making process depending on the position and influence of the actors involved in the governance scheme. Highlights Key research to debate water policy in Phoenix.; Identify key perspectives that affect water governance.; Results suggest that when people are interacting in policy-making processes they tend to support their own vision of the problems and normative considerations.; Findings are useful to develop questionnaires or surveys in Phoenix.; Findings could be useful to minimize areas of conflicts;

Early diagnosis and treatment are essential to reduce the risk of community transmission and morbidity and mortality of individuals infected with HIV. A 49-year-old woman presented with a painful, vesicular rash on the left side of her neck after being treated with valacyclovir for a separate perianal rash. She admitted recent weight loss and diffuse lymphadenopathy. She reported one family member with HIV but denied intravenous drug use or recently new sexual partners. Serum HIV-1 antibody screen was positive. Herpes zoster reactivation is associated with waning immunity in chronic HIV and should prompt testing. Delays in treatment impacts short-term and long-term prognosis for patients infected with HIV.

Although the value of physical activity for physical and mental health is well accepted, benefits for learning are less clear. Research about the incorporation of physical activity in teaching practice and the benefits teachers perceive for student learning and behaviour is sparse. In the current study, Australian teachers (n = 222) completed an online survey. Over 70% of the participants reported using physical activity in their teaching practice. Activities included movement breaks, such as stretches and balancing games, or ones that were intended to stimulate the brain, described as 'crossing the midline' exercises. Some teachers integrated physical activity with academic content, such as tossing a ball while practising math facts. Among the perceived benefits of physical activity were energising students and promoting their engagement with learning. Overall, there was strong acceptance of the value of incorporating physical activity in teaching practice.