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Background: Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways. Aims: We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation. Sample: This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children. Methods: We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11. Results: Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation. Conclusions: These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

Academic Medical Centers (AMC) are unique healthcare resources that offer services to their local communities. As societal priorities shift, AMCs are identifying approaches to practice community engagement. Although many examples of AMCs exist in the literature, few have targeted resources for specific health topics like occupational health. This case study identifies examples of community engagement from AMCs around the U.S. It also offers a unique perspective of community engagement from the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), housed within the Department of Family and Preventative Medicine at the University of Utah. This center is one of eighteen National Institutes for Occupational Safety and Health (NIOSH) Education and Research Centers (ERC). We use the Community Engagement Continuum to consider community engagement across various degrees of relationship between the public and AMCs, including outreach, consulting, involvement, collaboration, and shared leadership. Continuing education, course work connecting students with the community, and multiorganization research projects are approaches RMCOEH uses to engage with communities. Although there are many ways for AMCs like RMCOEH to serve the community, there are opportunities for AMCs to improve community engagement efforts through cultural shifts and community participation in projects. We explore such opportunities specifically for RMCOEH.

This study examined an intervention designed to improve sense of belongingness for new students at a medium-sized, four-year, public university in the Eastern United States. A randomized controlled trial was used to assess the impact of The Connection Project, a novel, 9-session intervention in a sample of 128 first-year students (77 treatment, 48 waitlist control). Given the onset of COVID-19, students received a hybrid in-person/online intervention. At post-intervention, the intervention group reported a significantly higher sense of school belongingness, after accounting for baseline levels, than control group students. Post-hoc analyses of moderation by demographic variables indicate that the intervention functioned similarly for students from a variety of backgrounds in this sample. These results are interpreted as suggesting the potential value of this intervention to promote a sense of community and connection among new students in college, whether delivered in-person or online.

Service-learning courses offer a unique experience to students by reinforcing typical school curriculum with experiences outside the classroom, where the emphasis is on learning by doing accompanied with reflection (Conrad & Hedin, 1981). Studies show that the quality of the service-learning experience has the potential to impact student outcomes; however, few have looked at the relationship of quality with engagement and self-efficacy (Holland et al., 2009). Thus, this study focused on the effects of the quality of service-learning experience on student engagement through leadership self-efficacy and community service self-efficacy. A survey of 105 students showed a significant mediation model of quality of service-learning on affective student engagement through leadership self-efficacy and community service self-efficacy. Significant direct effects were found between quality of service-learning and leadership self-efficacy, community service self-efficacy, and student engagement. These findings on quality of service-learning courses have implications for students, educators, and universities.

Since the opening of the University of Nebraska at Omaha's (UNO) Community Engagement Center in 2014, both university and community building partners have been guided by a set of core values. Established by a community/university task force after months of focus groups, community conversations, and other data gathering activities, these values have helped provide a foundation for the selection of university and community building partners, decision-making, and ongoing operations. This study explored the ways in which building partner alignment with the Weitz CEC values influenced their subsequent perceived organizational capacity. Results indicated that embracing the values was positively associated with increased perceptions of organizational capacity. Essentially, those who indicated they embraced the values experienced heightened feelings of belongingness, participated in more networking activities, and agreed that the culture was more cooperative, which contributed to their organization's perceived capacity.

This study examined the hypothesis, derived from theories highlighting the importance of group harmony and sense of belonging in human relationships, that the adolescents who are most likely to be influenced by their close friends are those who have the highest quality social relationships. Potential moderators of close friend influence on adolescent substance use were examined in a sample of 157 adolescents followed across a 1-year period in mid-adolescence using a combination of observational, sociometric, and self- and peer-report measures. As hypothesized, the degree to which adolescents changed their levels of substance use in accord with a close friend's levels of use at baseline was predicted by multiple, independent markers of higher quality social relationships including having a higher quality maternal relationship, being identified as a socially desirable companion within the broader peer group, and having a close friend who handled disagreements with warmth and autonomy. Notably, influence processes were neutral in valence: Teens displayed relative reductions in substance use when their close friends had low levels of use and the opposite when their friends had high levels of use. Results are discussed as suggesting the need to distinguish overall normative and adaptive peer influence processes from the sometimes maladaptive effects that can occur when teens associate with specific deviant peers or with a problematic adolescent subculture.

We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers' focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.

Building ventilation systems must get much better

The clinical performance of the BD Veritor System for Rapid Detection of SARS-CoV-2 nucleocapsid antigen (Veritor), a chromatographic immunoassay used for SARS-CoV-2 point-of-care testing, was evaluated using nasal specimens from individuals with COVID-19 symptoms. Two studies were completed to determine clinical performance. In the first study, nasal specimens and either nasopharyngeal or oropharyngeal specimens from 251 participants with COVID-19 symptoms (≤7 days from symptom onset [DSO], ≥18 years of age) were utilized to compare Veritor with the Lyra SARS-CoV-2 PCR assay (Lyra). In the second study, nasal specimens from 361 participants with COVID-19 symptoms (≤5 DSO, ≥18 years of age) were utilized to compare performance of Veritor to that of the Sofia 2 SARS Antigen FIA test (Sofia 2). The positive, negative, and overall percent agreement (PPA, NPA, and OPA, respectively) were the primary outcomes. In study 1, the PPA for Veritor, compared to Lyra, ranged from 81.8 to 87.5% across the 0 to 1 and 0 to 6 DSO ranges. In study 2, Veritor had PPA, NPA, and OPA values of 97.4, 98.1, and 98.1%, respectively, with Sofia 2. Discordant analysis showed one Lyra positive missed by Veritor and five Lyra positives missed by Sofia 2; one Veritor positive result was negative by Lyra. Veritor met FDA emergency use authorization (EUA) acceptance criteria for SARS-CoV-2 antigen testing for the 0 to 5 and 0 to 6 DSO ranges (PPA values of 83.9% and 82.4%, respectively). Veritor and Sofia 2 showed a high degree of agreement for SARS-CoV-2 detection. The Veritor test allows for more rapid COVID-19 testing utilizing easy-to-collect nasal swabs but demonstrated

Understanding whether and how the absence of positive relationships may predict longer-term physical health outcomes is central to building a working conceptual model of the interplay of social and physical development across the lifespan. This study sought to examine the extent to which difficulties establishing positive social relationships from adolescence onward serve as long-term predictors of low adult vagal tone, which in turn has been linked to numerous long-term health problems. A diverse community sample of 141 individuals was followed via multiple methods and reporters from age 13 to 29. Across this span, social relationship quality was assessed via close friend and peer reports, observations of romantic interactions, and self-reported romantic relationship satisfaction. A range of potential personality and functional covariates was also considered. Vagal tone while at rest was assessed at age 29. Adult vagal tone was predicted across periods as long as 16 years by: adolescents' difficulty establishing themselves as desirable companions among peers; early adults' inability to establish strong close friendships; and lack of warmth in romantic relationships as an adult. Poor early adult friendship quality statistically mediated the link from adolescent peer difficulties to adult vagal tone. A range of potential confounding factors was examined but was not linked to vagal tone. Within the limits of the correlational design of the study, robust connections between adult vagal tone and social relationship quality from adolescence onward suggest at least a possible mechanism by which relationship difficulties may get 'under the skin' to influence future physiological functioning., Author(s): Joseph P. Allen [sup.1] , Emily L. Loeb [sup.1] , Alida A. Davis [sup.1] , Meghan A. Costello [sup.1] , Bert N. Uchino [sup.2] Author Affiliations: (1) grid.27755.32, 0000 [...]

Volunteers are essential to the operation of many nonprofits, but some experience challenges in retaining their volunteer workforce. The Volunteer Program Assessment (VPA) seeks to address this issue by helping organizations to identify strengths, growth areas, and recommendations for improving volunteer experiences. To maximize the effectiveness of VPA's mission, the organization is moving toward a collective impact (CI) approach. Although not developed as a CI effort, the program currently exemplifies many of its characteristics, which have been instrumental in expanding reach to more organizations. We examine VPA's alignment with collective impact and outline how VPA will continue to improve efforts.

Well-being in the built environment is a topic that features frequently in building standards and certification schemes, in scholarly articles and in the general press. However, despite this surge in attention, there are still many questions on how to effectively design, measure, and nurture well-being in the built environment. Bringing together experts from academia and the building industry, this paper aims to demonstrate that the promotion of well-being requires a departure from conventional agendas. The ten questions and answers have been arranged to offer a range of perspectives on the principles and strategies that can better sustain the consideration of well-being in the design and operation of the built environment. Placing a specific focus on some of the key physical factors (e.g., light, temperature, sound, and air quality) of indoor environmental quality (IEQ) that strongly influence occupant perception of built spaces, attention is also given to the value of multi-sensory variability, to how to monitor and communicate well-being outcomes in support of organizational and operational strategies, and to future research needs and their translation into building practice and standards. Seen as a whole, a new framework emerges, accentuating the integration of diverse new competencies required to support the design and operation of built environments that respond to the multifaceted physical, physiological, and psychological needs of their occupants.

Purpose of reviewFomites are inanimate objects that become colonized with microbes and serve as potential intermediaries for transmission to/from humans. This review summarizes recent literature on fomite contamination and microbial survival in the built environment, transmission between fomites and humans, and implications for human health.Recent findingsApplications of molecular sequencing techniques to analyze microbial samples have increased our understanding of the microbial diversity that exists in the built environment. This growing body of research has established that microbial communities on surfaces include substantial diversity, with considerable dynamics. While many microbial taxa likely die or lay dormant, some organisms survive, including those that are potentially beneficial, benign, or pathogenic. Surface characteristics also influence microbial survival and rates of transfer to and from humans. Recent research has combined experimental data, mechanistic modeling, and epidemiological approaches to shed light on the likely contributors to microbial exchange between fomites and humans and their contributions to adverse (and even potentially beneficial) human health outcomes.SummaryIn addition to concerns for fomite transmission of potential pathogens, new analytical tools have uncovered other microbial matters that can be transmitted indirectly via fomites, including entire microbial communities and antibiotic-resistant bacteria. Mathematical models and epidemiological approaches can provide insight on human health implications. However, both are subject to limitations associated with study design, and there is a need to better understand appropriate input model parameters. Fomites remain an important mechanism of transmission of many microbes, along with direct contact and short- and long-range aerosols.

This study examined early adolescent romantic "churning," defined here as having a large number of boyfriends/girlfriends by age 13, as a problematic marker likely to predict hostility, abuse, and avoidance during conflict in later relationships. A sample of 184 adolescents was followed through age 24 to assess predictions of hostility, abuse, and avoidance during conflict from early romantic churning. Controlling for gender and family income, romantic churning at age 13 predicted relative decreases in peer preference and relative increases in conflict and betrayal in close friendships from ages 13 to 16, as well as higher observable hostility and self- and partner-reported abuse in romantic relationships by age 18 and greater avoidance during conflict with romantic partners by age 24. Findings remained after accounting for attachment security, social competence, and friendship quality in early adolescence, suggesting that early romantic churning may uniquely predict a problematic developmental pathway.

Fathers play a critical yet underappreciated role in adolescent development. To examine contributions of fathers' parenting to attachment in adolescence and adulthood, this longitudinal study followed 184 adolescents from ages 13–24. At age 13, adolescents reported on their fathers' parenting behavior and were observed in a father–teen conflict task; at ages 14 and 24, they completed the Adult Attachment Interview. Adolescents who lived with their father showed higher attachment security at age 14 (Cohen's d =.72), compared to those with non-residential fathers. Fathers' positive relatedness and support for teens' psychological autonomy predicted attachment security at age 14. Fathers' physical aggression predicted attachment insecurity in adolescence, whereas fathers' verbal aggression predicted insecurity in adulthood, illuminating developmental shifts. Pathways to security were moderated by father residential status, adolescent gender, and race. Findings underscore the importance of fathers' presence, autonomy support, and non-aggression in predicting adolescents' state of mind in close relationships. [ABSTRACT FROM AUTHOR]

Black students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary school classrooms, a randomized controlled trial examined the effects of a 2-year teacher-coaching program, My Teaching Partner Secondary (MTP-S). Results from the second year of coaching and from the year after coaching was discontinued replicated previous findings from the first year of coaching--intervention teachers had no significant disparities in discipline referrals between Black students and their classmates, as compared with teachers in the control condition, for whom racial discipline gaps remained. Thus, MTP-S effects were replicated in the second year of coaching and maintained when coaching was withdrawn. Mediational analyses identified mechanisms for these effects; Black students had a low probability of receiving disciplinary referrals with teachers who increased skills to engage students in high-level analysis and inquiry.

Multilevel mediation analyses test whether students' mid-year reports of classroom experiences of autonomy, relatedness with peers, and competence mediate associations between early in the school year emotionally-supportive teacher-student interactions (independently observed) and student-reported academic year changes in mastery motivation and behavioral engagement. When teachers were observed to be more emotionally-supportive in the beginning of the school year, adolescents reported academic year increases in their behavioral engagement and mastery motivation. Mid-year student reports indicated that in emotionally-supportive classrooms, adolescents experienced more developmentally-appropriate opportunities to exercise autonomy in their day-to-day activities and had more positive relationships with their peers. Analyses of the indirect effects of teacher emotional support on students' engagement and motivation indicated significant mediating effects of autonomy and peer relatedness experiences, but not competence beliefs, in this sample of 960 students (ages 11-17) in the classrooms of 68 middle and high school teachers in 12 U.S. schools.

The Volunteer Program Assessment at UNO (VPA-UNO), a faculty-led student group, partners with nonprofit and governmental agencies to provide free assessments and consultations to enhance volunteer engagement, organizational commitment and retention. Three recent initiatives are discussed representing an intentional effort of a metropolitan university to extend love of place to love of state through outreach efforts to rural volunteers and to promote inclusivity to Spanish-speaking volunteers by translating the VPA assessment into Spanish.

Collective impact is a recently developed concept and approach to solving social problems that rectifies many of the issues associated with isolated impact. We compared collective impact and the formal definition of collaboration and made integrations between the two concepts. Specifically, we explored effective assessment and facilitation methods and applied them to collective impact initiatives in order to facilitate more purposeful implementation of collective impact. We concluded that collective impact is a specific form of collaboration.

This study tests the impact of a randomly assigned professional development coaching intervention (MyTeachingPartner-Secondary; MTP-S) on teacher projections of their students' educational attainment. Results indicate that students who report more behavior problems in the Fall of the academic year are projected by teachers to have lower future educational attainment in the Spring of the academic year. However, analyses further indicate that participation in the MTP-S intervention moderates the association between Fall student behavior problems and teachers' Spring projections for student attainment, such that this link is not significant for students in classrooms where the teacher is participating in MTP-S. In fact, results indicate that teachers who participate in the intervention project better educational attainment for their students than teachers who are in a business-as-usual control condition, regardless of their students' behavior. Findings are discussed in terms of the role that interventions targeting classroom interactions may play in altering teachers' internal view of students, thus ultimately promoting adolescent development. [This paper was published in "International Journal of Behavioral Development" (EJ1072051).]

Introduction: Micro-osteoperforation (MOP) and Low Level Laser Therapy (LLLT) are rapidly gaining popularity in clinical practice due to their proven success in accelerating tooth movement and acceptable patient compliance. However, literature shows an inconsistent and variable evidence of their iatrogenic effects on the root and pulp due to biological variations of the samples chosen by the previous studies. Aim: To evaluate and compare the rate of tooth movement, changes in amount of external root resorption and pulp vitality in teeth during en masse anterior retraction associated with MOP and LLLT using split mouth technique. Materials and Methods: This was a double blinded, single centre split mouth randomised clinical trial conducted at Faculty of Dental Sciences, MS Ramaiah University of Applied Sciences, Bangalore, Karnataka, India from March 2019 to October 2019. Total of 11 patients with bimaxillary dentoalveolar protrusion which required all four first premolar extractions were included in the study. Nickel Titanium (NiTi) closed coil springs were used for en masse retraction in upper and lower arches with force of 150 g per side. Root resorption of all anterior teeth was evaluated using Cone Beam Computed Tomography systems (CBCT) and pulp vitality was checked using cold test after four months. The data was entered in Microsoft excel and the Statistical Package for Social Sciences software (SPSS) version 18.5 (SPSS Inc, Chicago) software was used for data entry and statistical analysis. A p-value of less than 0.05 was considered as statistically significant. Results: Total of 11 patients in which 9 were females and 2 males aged between 18-30 years with mean age 19±4.21 year, participated in this trial. LLLT (4 mm) and MOP (4.05 mm) showed similar performance in acceleration of tooth compared to each other. The overall root resorption was more in the experimental groups (LLLT- 2.60 mm, MOP- 2.84 mm) compared to the allotted controls. However, the canine showed less root resorption in both the experimental groups compared to the control. The overall root resorption was similar in both the experimental groups. The canine in LLLT group (0.30 mm) showed less root resorption compared to canine in MOP group (0.59 mm). There was no change in the pulp vitality status in both the experimental groups and the control groups. Conclusion: The overall root resorption in a given quadrant increases with increased rate of tooth movement. The tooth which was subjected to acceleratory orthodontic technique showed less root resorption compared to control. The tooth subjected to LLLT showed less root resorption as compared to the tooth subjected to MOP.