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Background: Despite the well-known deleterious health effects of childhood adversity (CA) and adulthood trauma (AT) and ageing of the global population, little is known about self-reported CA and AT in older populations. Existing findings are mixed due to methodological and sampling artefacts, in particular, recall and selection biases, and due to age-period-cohort effects. Objectives: We aim to first, provide data on the prevalence of retrospective self-reported CA and AT in a large population-based sample of older adults and, second, to discuss the data in the context of major methodological and sampling artefacts, and age-period-cohort effects. Method: Data are derived from the U.S. population-based Health and Retirement Study (N = 19,547, mean age = 67.24 ± 11.33, 59% female). Seven birth-cohorts were included (1959). Results: Overall, 35% of participants reported CA and 62% AT, with strong variability among birth-cohorts. Opposing trends were observed regarding prevalence of CA and AT. As age of cohorts increased, prevalence of CAs decreased while that of ATs increased. Investigating the distributions of incidence of specific ATs across age and period per cohort revealed incidence of exposure was associated with (1) age (e.g. having lost a child), (2) time-period (e.g. major disaster), and (3) cohort (e.g. military combat). Conclusions: Retrospective self-reported CA and AT in older samples should be interpreted with caution and with regard to major methodological challenges, including recall and selection biases. Untangling fact from artefact and examining age, period, and cohort effects will help elucidate profiles of lifetime exposures in older populations.

Study objectivesPost-9/11 veterans are particularly vulnerable to insomnia disorder. Having accurate prevalence rates of insomnia disorder in this relatively young, diverse population, is vital to determine the resources needed to identify and treat insomnia disorder. However, there are no accurate prevalence rates for insomnia disorder in post-9/11 veterans enrolling in the VA Healthcare System (VHA). We present accurate prevalence of insomnia disorder, and correlates, in a large sample of post-9/11 veterans enrolling in a VHA.MethodsThis was an observational study of 5,552 post-9/11 veterans newly enrolling for health care in a VHA. Data were collected using VA eScreening. Insomnia diagnosis was determined using a clinical cutoff score of ≥ 11 on the Insomnia Severity Index. Measures also included sociodemographic, service history, posttraumatic stress disorder (PTSD), depression, suicidal ideation, alcohol misuse, military sexual trauma, traumatic brain injury (TBI), and pain intensity.ResultsAbout 57.2% of the sample population had insomnia disorder. Our sample was nationally representative for age, sex, ethnicity, branch of the military, and race. The sample also was at high-risk for a host of clinical disorders, including PTSD, TBI, and pain; all of which showed higher rates of insomnia disorder (93.3%, 77.7%, and 69.6%, respectively).ConclusionsThe findings suggest alarmingly high rates of insomnia disorder in this population. Examining and treating insomnia disorder, especially in the context of co-occurring disorders (e.g. PTSD), will be a necessity in the future.

In a world of burgeoning societal issues, future scientists must be equipped to work interdisciplinarily to address real-world problems. To train undergraduate students toward this end, practitioners must also have quality assessment tools to measure students ability to think within an interdisciplinary system. There is, however, a dearth of instruments that accurately measure this competency. Using a theoretically and empirically based model, we developed an instrument, the Interdisciplinary Science Rubric (IDSR), to measure undergraduate students interdisciplinary science thinking. An essay assignment was administered to 102 students across five courses at three different institutions. Students work was scored with the newly developed rubric. Evidence of construct validity was established through novice and expert response processes via semistructured, think-aloud interviews with 29 students and four instructors to ensure the constructs and criteria within the instrument were operating as intended. Interrater reliability of essay scores was collected with the instructors of record (κ = 0.67). An expert panel of discipline-based education researchers (n = 11) were consulted to further refine the scoring metric of the rubric. Results indicate that the IDSR produces valid data to measure undergraduate students ability to think interdisciplinarily in science.

Although behavioral therapies are effective for posttraumatic stress disorder (PTSD), access for patients is limited. Attention-bias modification (ABM), a cognitive-training intervention designed to reduce attention bias for threat, can be broadly disseminated using technology. We remotely tested an ABM mobile app for PTSD. Participants (N = 689) were randomly assigned to personalized ABM, nonpersonalized ABM, or placebo training. ABM was a modified dot-probe paradigm delivered daily for 12 sessions. Personalized ABM included words selected using a recommender algorithm. Placebo included only neutral words. Primary outcomes (PTSD and anxiety) and secondary outcomes (depression and PTSD clusters) were collected at baseline, after training, and at 5-week-follow-up. Mechanisms assessed during treatment were attention bias and self-reported threat sensitivity. No group differences emerged on outcomes or attention bias. Nonpersonalized ABM showed greater declines in self-reported threat sensitivity than placebo (p = .044). This study constitutes the largest mobile-based trial of ABM to date. Findings do not support the effectiveness of mobile ABM for PTSD.

Ultrathin films and multilayers, with controlled thickness down to single atomic layers, are critical for advanced technologies ranging from nanoelectronics to spintronics to quantum devices. However, for thicknesses less than 10 nm, surfaces and dopants contribute significantly to the film properties, which can differ dramatically from that of bulk materials. For amorphous films being developed as low dielectric constant interfaces for nanoelectronics, the presence of surfaces or dopants can soften films and degrade their mechanical performance. Here we use coherent short-wavelength light to fully and nondestructively characterize the mechanical properties of individual films as thin as 5 nm within a bilayer. In general, we find that the mechanical properties depend both on the amount of doping and the presence of surfaces. In very thin (5-nm) silicon carbide bilayers with low hydrogen doping, surface effects induce a substantial softening - by almost an order of magnitude - compared with the same doping in thicker (46-nm) bilayers. These findings are important for informed design of ultrathin films for a host of nano- and quantum technologies, and for improving the switching speed and efficiency of next-generation electronics.

Posttraumatic stress disorder (PTSD) and alcohol use disorder commonly co-occur. Little is known about how symptoms of one affect subsequent week symptoms of the other during the course of integrated treatment for both disorders. The sample included 107 veterans who were randomized to receive either Concurrent Treatment of PTSD and Substance Use Disorder Using Prolonged Exposure (COPE; an exposure-based trauma focused treatment) or Seeking Safety (SS; a present-focused coping skills-based treatment) and completed measures of PTSD and alcohol use at every other session. Multilevel models estimated the prospective associations between PTSD and alcohol use during treatment. Results indicated that greater PTSD symptom severity was associated with greater future alcohol use (b = 0.20, p = .024), and greater alcohol use was associated with greater future PTSD symptom severity (b = 0.13, p = .003). The effect size for PTSD symptoms to future alcohol use was larger than the reciprocal relationship. When using lagged PTSD severity to predict future drinking, results revealed that clinically significant differences in PTSD severity levels were associated with comparably large differences in drinking. Treatment condition did not moderate the effect of PTSD symptom severity on alcohol use (or the reciprocal relationship). Findings lend support to the mutual maintenance model of addiction. Integrated treatments that treat both PTSD and alcohol use may be preferential to sequential model of care where individuals are expected to achieve abstinence or reduced use prior to receiving trauma-focused treatment. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Purpose: This paper aims to explore the differences in first-year and senior engineering students' engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students' goals to address these issues in their careers. This work provides evidence of how students' agency beliefs may be shaped by higher education, which is essential to workforce development. Design/methodology/approach: Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing. Findings: The results indicate that undergraduate studies tend to reinforce students' engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges. Research limitations/implications: The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education. Practical implications: Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact. Social implications: This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance. Originality/value: This work is a first step toward understanding how undergraduate experiences impact students' engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students' engineering agency and goals to make a change through engineering.

Study techniques that students report using are often ineffective. In this project, text messaging supported students utilizing evidence-based approaches -- low-stakes practice testing, distributed practice, and interleaved practice. Students enrolled in an undergraduate general chemistry course were divided into two groups through matched random assignment. Both participation and performance in the text messaging quizzes correlated to performance in the course. Specifically, performance and participation in the text messaging quizzes, along with class participation, accounted for 67% of the variability in the overall final grades.

Background: Researchers have acknowledged that examining ICT in relation to disciplinary learning outcomes could offer a promising, synergistic research path forward. A number of empirical studies have been done to determine the relationship between ICT-related variables and students' science achievement. However, the mechanism of the relationships remains unclear. Thus, in-depth investigations of the above relationships are needed. Purpose: This study examined the mechanism of how students' ICT availability, psychological need, satisfactions, and interest are associated with science achievement based on gender. Sample: This study used data of Program for International Student Assessment (PISA) 2015 B-J-S-G student questionnaire. B-S-J-G refers to the four PISA-participating China mainland provinces: Beijing, Shanghai, Jiangsu, and Guangdong, which includes 9841 students. Design and Methods: Underpinning by Self-Determination Theory (STD), a hypothesized model from ICT availability at home to science achievement that mediated by ICT psychological need, satisfactions, and interest were built. The model was tested by Structural Equation Modelling (SEM) along with the investigation of interrelationships among the factors in the model. Results: Findings from the path analysis indicated that (i) ICT availability at home has positive indirect relationships with science achievement and positive direct relationships with other ICT variables; (ii) ICT autonomy and interest have positive relationships with science achievement; (iii) ICT social-relatedness and competence have negative and no relationships with science achievement, respectively; and (iv) the relationships between ICT availability at home and science achievement varied across genders. Conclusion: A valid model of relationships from ICT availability to students' science achievement that mediated by ICT psychological needs and interest was established. Based on the model, recommendations of developing students' ICT interest and autonomy, especially for female students, were provided. Further research could offer keen insights into the areas of ICT investment and practice.

Students often report using ineffective study techniques. This project encouraged practice testing, distributed practice, interleaved practice, and metacognitive accuracy to increase learning in an undergraduate general chemistry course. Overall, the purpose of this project was to use text messaging to support evidence-based study practices. Students were provided 20 questions a week via text message and answered four questions per day (Monday through Friday). Both before and after the exam, students rated how well they thought they performed on the exam. Generally, participating in answering practice questions, the accuracy of their quiz question responses, the ability to gauge one's knowledge, and class participation were significant predictors of course scores and subsequent chemistry course scores. Therefore, the use of text messaging to support practice testing, distributed practice, interleaved practice, and metacognition is one way to help students improve learning as measured by final course grades.

Undergraduate retention, graduation, and postgraduation success are greater when students engage in undergraduate research. This article describes a grassroots, faculty-initiated effort to increase the number of students who received research experiences at a large, urban institution. Peer course coaches, students who had previously taken a course or with specific skills, helped faculty from all disciplines embed research in their undergraduate curriculum. The effectiveness of this program model for students (e.g., enhanced learning, new skills), coaches (e.g., leadership development), and faculty (overall experience) was evaluated. Data suggested program success from all participants. Everyone benefited from this model: faculty maximized student engagement, coaches received leadership experience, and undergraduates had experiences that will positively impact their lives and livelihoods.

Family and consumer sciences (FCS) educators were surveyed in the state of Oklahoma to gather information regarding their satisfaction with the classroom interior environment to reveal whether classroom satisfaction is related to the educators' productivity levels. Past research suggests that teachers who are satisfied with their working environments have higher levels of productivity and tend to stay in their jobs longer. Results of this study indicated that the FCS educators are mostly satisfied with their classrooms and have high levels of productivity, although statistical associations between satisfaction with interior environments and productivity were not detected. This information can be applied in both recruiting new FCS teachers and retaining current FCS teachers.

A desired outcome of education reform efforts is for undergraduates to effectively integrate knowledge across disciplines in order to evaluate and address real-world issues. Yet there are few assessments designed to measure if and how students think interdisciplinarily. Here, a sample of science faculty were surveyed to understand how they currently assess students interdisciplinary science understanding. Results indicate that individual writing-intensive activities are the most frequently used assessment type (69%). To understand how writing assignments can accurately assess students ability to think interdisciplinarily, we used a preexisting rubric, designed to measure social science students interdisciplinary understanding, to assess writing assignments from 71 undergraduate science students. Semistructured interviews were conducted with 25 of those students to explore similarities and differences between assignment scores and verbal understanding of interdisciplinary science. Results suggest that certain constructs of the instrument did not fully capture this competency for our population, but instead, an interdisciplinary framework may be a better model to guide assessment development of interdisciplinary science. These data suggest that a new instrument designed through the lens of this model could more accurately characterize interdisciplinary science understanding for undergraduate students.

Introduction: Increased out-of-hospital time is associated with worse outcomes in trauma. Sparse literature exists comparing prehospital scene and transport time management intervals between adult and pediatric trauma patients. National Emergency Medical Services guidelines recommend that trauma scene time be less than 10 minutes. The objective of this study was to examine prehospital time intervals in adult and pediatric trauma patients.Methods: We performed a retrospective cohort study of blunt and penetrating trauma patients in a five-county region in North Carolina using prehospital records. We included patients who were transported emergency traffic directly from the scene by ground ambulance to a Level I or Level II trauma center between 2013-2018. We defined pediatric patients as those less than 16 years old. Urbanicity was controlled for using the Centers for Medicare and Medicaid’s Ambulance Fee Schedule. We performed descriptive statistics and linear mixed-effects regression modeling.Results: A total of 2179 records met the study criteria, of which 2077 were used in the analysis. Mean scene time was 14.2 minutes (95% confidence interval [CI], 13.9-14.5) and 35.3% (n = 733) of encounters had a scene time of 10 minutes or less. Mean transport time was 17.5 minutes (95% CI, 17.0-17.9). Linear mixed-effects regression revealed that scene times were shorter for pediatric patients (p

We present new measurements of the flux power-spectrum P(k) of the z < 0.5 H i Lyman-α Forest spanning scales k ∼ 0.001-0.1 s, km-1. These results were derived from 65 far-ultraviolet quasar spectra (resolution R ∼ 18, 000) observed with the Cosmic Origin Spectrograph (COS) on board the Hubble Space Telescope. The analysis required careful masking of all contaminating, coincident absorption from H i and metal-line transitions of the Galactic interstellar medium and intervening absorbers as well as proper treatment of the complex COS line-spread function. From the P(k) measurements, we estimate the H i photoionization rate (ΓH,I) in the z < 0.5 intergalactic medium. Our results confirm most of the previous ΓHI estimates. We conclude that previous concerns of a photon underproduction crisis are now resolved by demonstrating that the measured ΓHI can be accounted for by ultraviolet emission from quasars alone. In a companion paper, we will present constraints on the thermal state of the z < 0.5 intergalactic medium from the P(k) measurements presented here.

An expanded investment in interdisciplinary research has prompted greater demands to integrate knowledge across disciplinary boundaries. Vision and Change similarly made interdisciplinary expectations a key competency for undergraduate biology majors; however, we are not yet synchronized on the meaning of interdisciplinarity, making this benchmark difficult to meet and assess. Here, we discuss aspects of interdisciplinarity through a historical lens and address various institutional barriers to interdisciplinary work. In an effort to forge a unified path forward, we provide a working definition of interdisciplinary science derived from both the perspectives of science faculty members and scientific organizations. We leveraged the existing literature and our proposed definition to build a conceptual model for an Interdisciplinary Science Framework to be used as a guide for developing and assessing interdisciplinary efforts in undergraduate science education. We believe this will provide a foundation from which the community can develop learning outcomes, activities, and measurements to help students meet the Vision and Change core competency of tapping into the interdisciplinary nature of science.

Monitoring-based commissioning (MBCx) is a continuous building energy management process used to optimize energy performance in buildings. Although monitoring-based commissioning (MBCx) can reduce energy waste by up to 20%, many buildings still underperform due to issues such as unnoticed system faults and inefficient operational procedures. While there are technical barriers that impede the MBCx process, such as data quality, the focuses of this paper are the non-technical, behavioral and organizational, barriers that contribute to issues initiating and implementing MBCx. In particular, this paper discusses cognitive biases, which can lead to suboptimal outcomes in energy efficiency decisions, resulting in missed opportunities for energy savings. This paper provides evidence of cognitive biases in decisions during the MBCx process using qualitative data from over 40 public and private sector organizations. The results describe barriers resulting from cognitive biases, listed in descending order of occurrence, including: risk aversion, social norms, choice overload, status quo bias, information overload, professional bias, and temporal discounting. Building practitioners can use these results to better understand potential cognitive biases, in turn allowing them to establish best practices and make more informed decisions. Researchers can use these results to empirically test specific decision interventions and facilitate more energy efficient decisions.

This study investigates the interaction of native speaker--non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g., Nakahama et al., 2001); however, this potential has not been tested empirically for interaction in voice-based synchronous computer mediated communication (SVCMC) platforms, despite their growing popularity among language learners (Yanguas & Bergin, 2018). Participants were 18 university students (9 L1 English-L2 Spanish; 9 L1 Spanish-L2 English) taking part in a VidSCMC eTandem language partnership between two universities, in the United States and Mexico. Building on previous interactionist work on synchronous computer mediated communication (SCMC), language related episodes (LREs) were analyzed for quantity, trigger type, initiator, reactive or preemptive status, instances of negotiation, and the provision of negative feedback. Results show a remarkably even distribution of LRE types and linguistic foci, with NSs and NNSs taking equal responsibility in promoting globally- and locally-focused target language (TL) comprehension and output through their engagement in LREs. These patterns are reflective of the simultaneously shared status of learner and expert by the members of NS-NNS eTandem exchange dyads. Results are discussed in light of the changing relationship between language and language learners brought on by modern technologies.

Tripp Reade is the school librarian at Cardinal Gibbons High School in Raleigh, North Carolina. This article describes how he redesigned his school's library orientation program after learning about escape rooms and a variant known as puzzle rooms. Puzzle rooms present players with a set of challenges to solve; they require "teamwork, communication, and delegation as well as critical thinking, attention to detail, and lateral thinking" (Nicholson 2015, 2). At their most elaborate, puzzle rooms offer a themed narrative that organizes a variety of clues--ciphers, symbol substitution, invisible ink--each of which contributes to the story. They differ from escape rooms in objective: not literal escape but some other victory condition, stipulated within the narrative. Reade began the redesign by identifying topics and areas to cover during the orientation and cognitive processes to challenge. Topics to cover included knowledge of the library's catalog and of the OverDrive collection, the library's virtual and physical spaces, and some of its social media presence. The list of cognitive processes to challenge included attention to detail and close reading, especially of instructions and directions, and critical and lateral thinking. The article discusses the rationale behind using puzzles in the library and the process for testing and revising the prototype. The school considered the puzzle-based orientation to be a success based on students' enthusiasm, engagement, and subsequent ability to use the catalog and find books in the collection.

Background This case describes a 72-year-old man with substantial lower gastrointestinal bleeding (LGIB) for whom initial diagnostic workup failed to identify the source of bleeding, leading to progressive hemodynamic instability. A thorough reevaluation of the patient's computed tomography scan revealed a duplicated left colic artery originating directly from the aorta, a rare vascular variant not previously reported in the literature. Angiography identified this aberrant artery as the source of diverticular bleeding, guiding successful superselective coil embolization. At a 6-month follow-up, the patient had recovered well with no further evidence of bleeding. Discussion Acute LGIB presents a substantial medical challenge because of its diverse etiologies and potential for morbidity and mortality. Although diverticular bleeding is the most common cause of LGIB in western countries, rare anatomic variances can complicate diagnosis and treatment. Conclusion Awareness of rare anatomic variations in the setting of acute LGIB with hemodynamic compromise can be critical in improving patient outcomes. [ABSTRACT FROM AUTHOR]