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When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with [less than or equal to]1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.

The current focus on STEM education is based on the idea that science, technology, engineering and math be taught in an interdisciplinary and applied approach in grades K-12. There is growing attention to integrating the arts as an equal partner to STEM learning (STEAM). The purpose of this cluster random sample experimental study was to examine the effect of visual art instruction, specifically drawing, on long-term retention of science content. Fifty-five fifth and sixth grade students participated in this study, 31 in the experimental group and 24 in the control group. Both groups received instruction based on a modified science lesson developed by Arizona State University in cooperation with the National Aeronautics and Space Administration. The experimental group received instruction on art techniques to be used for drawing and the development of visual notes while the control group used traditional note taking and writing. A delayed post-test revealed that the drawing group scored significantly higher for retention of content. Implications for authentic arts integration revealed by this study suggest that the arts play a significant role in learning and content retention in art and science. More significantly, the participants in this study were at the level of proficiency and labeled gifted (minimum IQ of 130), demonstrating that arts integration is effective with a more diverse population than marginalized students studied in previously investigations.

We examined sixth graders' detection of inconsistencies in narrative and expository passages, contrasting participants who were monolingual speakers (N = 85) or Spanish-English DLLs (N = 94) when recruited in pre-kindergarten (PK). We recorded self-paced reading times and judgments about whether the text made sense, and took an independent measure of word reading. Main findings were that inconsistency detection was better for narratives, for participants who were monolingual speakers in PK, and for those who were better word readers. When the text processing demands were increased by separating the inconsistent sentence and its premise with filler sentences there was a stronger signal for inconsistency detection during reading for better word readers. Reading patterns differed for texts for which children reported an inconsistency compared to those for which they did not, indicating a failure to adequately monitor for coherence while reading. Our performance measures indicate that narrative and expository texts make different demands on readers.

Summer bridge programs are supposed to connect a graduating high school senior's summer to their first semester in college, easing the transition away from home and into a university setting. Although research is plentiful on the programs, assessments regarding the overall effectiveness of such programs have been mixed (e.g., Cabrera, Miner, and Milem 2013; Douglas and Attewell 2014; Grayson 2003). As Cabrera, Miner, and Milem (2013) note, many of the studies collect data from participants in a one-time satisfaction survey and/or do not have an equivalent group of students who did not participate in the program from which to compare effectiveness. Our proposed study mitigates these flaws by employing a nonequivalent-groups quasi-experiment (NEG). Our bridge program--called Early Start (ES)-- tapped into social, emotional, and academic engagement, as we sought to integrate the students into the university and school communities while holding high expectations and actively involving them in their own learning (Tinto 2004). Results suggest that not only were students enrolled in our program better socially and emotionally integrated into the university during their first year but they also scored better on content-based political science questions at the end of the fall semester, compared to their non-Early Start peers. Finally, aggregated data indicate an increase in retention for Early Start participants.

The authors examined the predictor-criterion relationship between measures of written expression using spring curriculum-based measures (W-CBM) and the spring administration of the state-mandated high-stakes test the Arizona Instrument to Measure Standards (AIMS) in writing. Students (N = 83) in Grades 6, 7, and 8 wrote expressive narratives for 3 min that were scored according to the number of correct word sequences. There was a moderate effect for W-CBM scores in predicting AIMS writing for both 7th and 8th grades, but the effect for 6th grade was negligible. Also examined for each grade level were contingency tables for W-CBM cut scores associated with a minimum passing score on AIMS. The authors present implications for classroom use and suggestions for future research. (Contains 1 figure and 2 tables.)

We use clustering, an analysis method not presently common to the physics education research community, to group and characterize student responses to written questions about two-dimensional kinematics. Previously, clustering has been used to analyze multiple-choice data; we analyze free-response data that includes both sketches of vectors and written elements. The primary goal of this paper is to describe the methodology itself; we include a brief overview of relevant results. (Contains 4 figures, 2 tables, and 20 notes.)

Focuses on modifying personalized systems of instruction (PSI) by using competency unit testing instead of mastery testing. The algebra service courses at the University of Arizona are described. Includes data on student achievement. (MNS)

Nothing to disclose. None. Common carotid intima-thickness (CIMT) is as a marker of arterial wall injury and arteriosclerosis. Healthy asymptomatic young and middle-aged individuals of the European-ancestry show mean CIMT of 610 + /-110μmmicrometers with a strong linear relation between age and CIMT. In the general population, an annual rate of change in mean common CIMT is estimated at 15μm (95% CI, 12 to 17), with a median standard deviation of 53. We sought to compare annual CIMT progression rates in 10 patients with severe hypercholesterolemia treated with lipoprotein apheresis with published annual CIMT progression estimates in age-comparable 1) healthy individuals based on the nomograms, 2) patients with elevated lipoprotein(a), and 3) familial hypercholesterolemia (FH). Patients (mean age 60+/-9 years, 70% female, 80% statin intolerant) were treated with the dextran sulfate adsorption apheresis system for primary and secondary atherosclerotic cardiovascular disease (ASCVD) prevention every two weeks between 2005 and 2020 (mean duration, 10+/-4 years). To minimize intra-individual and inter-individual variability in CIMT assessment we used computerized algorithms with measurements performed by the same sonographer. The baseline mean CIMT was 850+/-170μm and maximum CIMT was 1040+/-220um across the age range of 46 to 70 years. The baseline median levels of total cholesterol were 317 (interquartile range (IQR), 262 to 361); LDL-C, 214 (133 to 253); HDL-C, 56 (44 to 68); triglycerides, 170 (121 to 215), lipoprotein(a), 26 (9 to 120), all in mg/dL. Acute effects of lipoprotein apheresis determined as a difference before and immediately after the procedure were estimated as a median of 72+/-8% and 75+/-7% reduction in the LDL-C and lipoprotein(a) levels, respectively. Regular treatment with lipoprotein apheresis resulted in average reduction in the mean CIMT of −40μm (IQR, −50 to 20). An annual CIMT progression rate was associated with the combined percentage reduction in the lipoprotein(a) (P=0.032) and LDL-C levels (P=0.029). Using the Bayesian Estimation Supersedes the t -Test (BEST) method, the annual rate of CIMT progression was compared to those reported in the literature (Table 1). Composite CIMT progression rates were slowed with lipoprotein apheresis. In this cohort of high-risk patients with poor statin tolerance, the use of CIMT surveillance was noted to increase compliance with long-term lipid-modifying therapies in the clinical setting. [ABSTRACT FROM AUTHOR]

Overweight status after breast cancer treatment may increase a woman's risk for recurrent disease and/or early onset cardiovascular disease. Green tea has been proposed to promote weight loss and favourably modify glucose, insulin and blood lipids. This pilot study tested the effect of daily decaffeinated green tea consumption for 6 months on weight and body composition, select metabolic parameters and lipid profiles in overweight breast cancer survivors. The effect of daily decaffeinated green tea intake on weight, body composition and changes in resting metabolic rate, energy intake, glucose, insulin, homeostasis model assessment - insulin resistance (HOMA-IR) and lipids was evaluated in overweight breast cancer survivors. Participants had a mean weight of 80.2 kg; body mass index (BMI) 30.1 kg m; and body fat 46.4%. Participants ( n = 54) were randomised to 960 mL of decaffeinated green or placebo tea daily for 6 months. Mean (SD) tea intake among study completers ( n = 39) was 5952 (1176) mL week and was associated with a significant reduction in energy intake ( P = 0.02). Change in body weight of −1.2 kg (green tea) versus +0.2 kg (placebo) suggests a weight change effect, although this was not statistically significant. Decaffeinated green tea intake was associated with elevated high-density lipoprotein (HDL) levels ( P = 0.003) and nonsignificant improvements in the HDL/LDL ratio and HOMA-IR (−1.1 ± 5.9: green tea; +3.2 ± 7.2: herbal). Intake of decaffeinated green tea for 6 months was associated with a slight reduction in body weight and improved HDL and glucose homeostasis in overweight breast cancer survivors. [ABSTRACT FROM AUTHOR]

The article presents a conversation between mentor Christine Marmé Thompson and graduate student Marissa McClure on educational mentoring of graduate works. Christine from the Pennsylvania State University unveils that mentoring in graduate studies is one of the areas that she enjoys. Marissa from the University of Arizona in Tucson, Arizona considers thesis writing easier than teaching. The mentor appreciates the commitment the graduate student has in pursuing her studies. Professor Thompson emphasizes that mentoring should be responsive, involved, and active. It reveals that good mentoring starts from oneself.

The article focuses on the establishment of the 30-mgd Chaparral WTP, an advanced treatment facility built by Black & Veatch in Scottsdale, Arizona. The establishment is said to have encountered a number of challenges first before it became fully furnished. One challenge is concerned with the location's proximity to a neighboring park which is also in the flood plain. Another challenge is the uncontrollability of Arizona Canal's variations in turbidity and arsenic levels. The reduction of the formation of disinfection byproducts (DBPs) in the system is also mentioned as one problem. To address these issues, all options are considered and materials such as building a direct-filtration membrane plant and installing of ancillary systems within the plant.

The article features the history of the study of anthropology at the University of Arizona from 1893 to 2005. It presents the origin of the study at the university. The role of Professor Byron Cummings in the development of the study is cited. Other professors who taught anthropology at the university are also stated. Moreover, the article provides details of changes occurred in the department of anthropology.

Discusses how Francisco Villa, a revolutionary hero and brutal bandit, and Emil Haury, an archaeologist, paved the way for highway salvage archaeology in Arizona. Overview of the expedition sent by U.S. President Woodrow Wilson to capture Villa, that led to the creation of the National System of Interstate and Highway Revenue Act of 1956; Campaign of Haury for a highway salvage program in Arizona in the 1950s; Problems encountered by Haury during the campaign in 1954.

Discusses the childhood of archeologist Emil Haury. Participation of Haury in the Silverbell artifacts in Tucson, Arizona; His experience with a South American medicine man; Discussion of the artistic talent of Haury.