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The objective of the study was to investigate whether adverse and benevolent childhood experiences were associated with trajectories of sleep quality throughout pregnancy. The study was conducted at obstetrics and gynecology clinics in the Rocky Mountain region of the USA. The participants of the study were pregnant individuals (N = 164). Sleep quality was measured with the Pittsburgh Sleep Quality Index at three gestational time points, and adverse childhood experiences (ACEs) and benevolent childhood experiences (BCEs) were assessed once. Multilevel models were conducted to examine the trajectory of sleep quality across gestation in relation to ACEs and BCEs. Sleep quality was similar in early to mid-pregnancy, with a worsening of sleep quality late in pregnancy, following a quadratic trajectory. Higher levels of ACEs predicted poorer prenatal sleep quality (b = 0.36, SE = 0.13, p = .004) throughout pregnancy, while higher levels of BCEs predicted better sleep quality (b = -0.60, SE = 0.17, p < .001) throughout pregnancy. Examination of ACEs subtypes revealed that childhood maltreatment predicted poor sleep quality (b = 0.66, SE = 0.18, p < .001), while childhood household dysfunction was not significantly associated (b = 0.33, SE = 0.21, p = .11). Associations remained after covarying for socioeconomic status and current stressful life events. Both adverse and benevolent childhood experiences predict sleep health during pregnancy. Prevention and intervention strategies targeting resilience and sleep quality during pregnancy should be implemented to promote prenatal health and well-being.

A common method to prevent graft-versus-host disease after allogeneic hematopoietic cell transplantation (HCT) from an HLA-mismatched unrelated donor (MMUD) is tacrolimus, methotrexate, and antithymocyte globulin (ATG). The use of posttransplant cyclophosphamide (PTCy) showed promise in a prospective trial for MMUD HCT. We compared 1-year graft-versus-host disease-free, relapse-free survival (GRFS) in 128 recipients of prophylaxis based on tacrolimus/methotrexate/ATG (ATG group, n = 46) vs PTCy, mycophenolate mofetil, and tacrolimus or sirolimus (PTCy group, n = 82) after MMUD HCT. Patients receiving HCT from a MMUD mismatched at ≥1 locus among HLA-A, HLA-B, HLA-C, and HLA-DRB1 were included. The 2 groups were well matched for HCT indication, high-risk disease, and HCT comorbidity index, whereas more patients on PTCy received bone marrow (50% vs 26%; P = .01) and >1 locus HLA-mismatched (30.5% vs 2.2%; P = .001) grafts. The 1-year GRFS was 16% (95% confidence interval (CI): 8%-31%) vs 54% (95% CI: 44%-66%; P < .001) in the ATG and PTCy groups, respectively. The multivariable adjusted hazard ratio for GRFS was 0.34 (95% CI: 0.21-0.55; P < .001) with the use of PTCy. The 1-year overall survival in the ATG group was 45% (95% CI: 32%-62%) vs 75% (95% CI: 66%-85%) in the PTCy group (P < .001). Relapse incidence was similar. One-year nonrelapse mortality was greater after ATG-based prophylaxis: 38% (95% CI: 23%-52%) vs 16% (95 CI: 9%-25%), P < .001. In summary, PTCy-based prophylaxis resulted in superior GRFS and overall survival in recipients of MMUD.

Peer review is especially difficult to facilitate in advanced mathematical writing. Typically, only someone with an appropriate level of disciplinary knowledge can understand the workings of a mathematical proof, for example, let alone provide useful feedback to a novice proof-writer. This presents a challenge to writing programs and writing centers charged with supporting writing throughout the curriculum. In this article, we discuss our efforts to support student proofwriting in an advanced abstract algebra course, in which students are expected to write their own sophisticated proofs of challenging mathematical propositions. Building primarily on the work of Ken Bruffee, we assert that math proofs are a form of normal discourse. Bruffee (1984) contends that collaborative learning is an especially good way for students to practice normal discourse with an audience of knowledgeable peers. In such an arrangement, the student, teacher, and peer reviewer each make different contributions to the learning experience. The peer reviewer, in our case, is a trained undergraduate writing consultant. Our analysis of teaching and learning artifacts, formal and informal student evaluations of the course, and transcripts of a student focus group, leads us to conclude that the collaboration has two observable outcomes: first, we get a higher percentage of student-written proofs that demonstrate an understanding of threshold concepts in abstract algebra; and second, students learn to communicate better and become members of the mathematical discourse community. We contend that these two are recursive and cannot be separated.

Two fundamental processes in predator-prey interactions have never been exploited in pest control. First, predators constantly make foraging decisions to maximize their energy intake, thereby ignoring unrewarding food cues; and second, predators and prey frequently use chemical mimicry to avoid being recognized. Given olfaction is the primary sense of most mammalian species, we tested whether we could deceive generalist mammalian predators into ignoring the odor cues of secondary prey by repeatedly providing prey odor with no food reward until predators gave up and searched elsewhere. We habituated predators in the wild to bird odor by exposing them to odor extracted from commercially available bird species before native birds (double-banded plover, wrybill, pied oystercatchers) arrived for nesting. We continued the odor treatment during nesting to camouflage the birds’ real odor from that of the extracted odor. Chick production over a 25- to 35-day period in treated areas was 1.7 times greater compared to non-treated areas, after which treatment effects disappeared. These results suggest that filtering of rewarding and unrewarding food cues by generalist predators is powerful enough as a conservation management tool to protect secondary prey species temporarily without removing a single predator.