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A new species of Moniliformis, M. tupaia n. sp. is described using integrated morphological methods (light and scanning electron microscopy) and molecular techniques (sequencing and analysing the nuclear 18S, ITS, 28S regions and mitochondrial cox1 and cox2 genes), based on specimens collected from the intestine of the northern tree shrew Tupaia belangeri chinensis Anderson (Scandentia: Tupaiidae) in China. Phylogenetic analyses show that M. tupaia n. sp. is a sister to M. moniliformis in the genus Moniliformis, and also challenge the systematic status of Nephridiacanthus major. Moniliformis tupaia n. sp. represents the third Moniliformis species reported from China.

Despite research on peer dynamics in mainstream classrooms and in mental health interventions, investigations of peer dynamics in self-contained classrooms for students with emotional and behavioral disorders (EBD) are limited. This study examined the influence of classroom behavior norms on individual behavior in a school for students with behavior challenges. Ratings of respectful behavior and rule-following behavior were collected for each marking period of one academic year during reading instruction and during lunch at both individual and classroom levels. Two sets of hierarchical linear models examined whether individual behavior trajectories were independent of classroom grouping (i.e., unconditional growth models) and whether classmate behavior norms predicted individual behavior (i.e., conditional growth models). Overall, individual trajectories for respectful behavior and rule-following behavior were not dependent on classroom groupings. However, across behaviors and settings, classroom norms significantly predicted individual behavior. These findings extend classroom norms research into an EBD setting and suggest that classroom norms may promote or inhibit positive behavior within self-contained classrooms for students with EBD. Behavior support programs within self-contained settings should account for influence of classroom norms (e.g., incorporation of group contingencies) to enhance social functioning of students with EBD.

Research on education for youth served in the juvenile justice (JJ) system is limited. Yet in order to ensure equity for these students, JJ teacher knowledge and use of evidence-based practices (EBPs) must be understood. This study aimed to understand JJ teacher knowledge and use of EBPs within JJ classrooms. Based on 157 JJ teachers' responses to a survey that was sent to an email database of JJ facility administrators and disseminated on social media, this study examined JJ teachers' familiarity with 15 different EBPs, the implementation frequency of these practices, and whether teacher licensure type, experience, or education level impacts these measures (familiarity and implementation practices). The authors found that a range of 77.7% to 86.6% of teachers reported they were familiar with each of the 15 EBPs included in the survey. There were no significant group differences between JJ special education and JJ general education teachers' self-reported overall use of academic or behavior management EBPs. There were differences between specific EBPs included in the survey. The findings suggest that there is no difference between JJ special education teachers' and JJ general education teachers' overall use of academic or behavior management EBPs. Yet there is still improvement to be made in JJ teacher knowledge and use of EBPs.

Two new instruments were created to assess secondary students' (ages 14-18) spatial learning attitudes and their interest in science and technology, related careers ideas and perceptions about geospatial technologies. These instruments were designed to evaluate the outcomes of a geospatial learning curriculum project. During a two-year period, we explored the use of these instruments during the prototype testing and pilot testing of a series of socio-environmental science investigations. The instruments were implemented with 664 ninth grade urban students from a population traditionally underrepresented in STEM-related fields. Both classical and Rasch analyses were conducted each year to optimize the instruments. The resulting 24-item Student Interest in Science, Technology and Geospatial Technology (STEM-GEO) measure and 9-item Spatial Learning Attitudes (SLA) measure had high internal consistency reliabilities (Cronbach's Alpha) as well as acceptable Rasch reliabilities. Content validity and construct validity evidence were also summarized and discussed.

Manual fruit thinning (MFT) in fruit trees has been previously shown to increase fruit size and enhance fruit quality, but the effect of MFT on Ponkan (Citrus reticulata Blanco) and the underlying mechanisms remain poorly understood. In this study, efforts were made to elucidate how MFT influences the fruit quality of Ponkan. The results showed that MFT substantially increased fruit size and elevated fruit total soluble solids in comparison with the fruit from the unthinned trees (used as control). Expression analyses demonstrated that mRNA abundance of three important sugar transporter genes, including CrSUT1, CrSTP1 and CrTMT1, was evidently elevated in the flesh of thinned fruit when compared with those of the control. In addition, MFT prominently up-regulated the transcript levels of various auxin and gibberellin (GA) biosynthesis and signaling genes, including CrYUC6, CrAUX/IAA, CrGA20ox1 and CrGA3ox1. Concurrently, the contents of endogenous IAA and GA3, measured at 90 d after fruit thinning, were notably elevated in the fruit from trees with the thinning treatment relative to the control, although no difference was detected in the two groups before the thinning manipulation. Taken together, these results indicate that manual fruit thinning could greatly improve fruit quality, which may be attributed to promoting fruit expansion due to the increased auxin levels and expediting sugar accumulation through the up-regulation of sugar transporter genes.

Controlling the distribution of the abrasive grains on the surface of the grinding tools in an appropriate way is important for improving the quality of grinding processing and meeting the workpiece precision requirements. In the present study, a novel method for the orderly arrangement of abrasive particles is proposed by using the liquid film flow on the surface of the rotating disk as the driving and controlling means for the uniform dispersion and position arrangement of abrasive particles. Computational fluid dynamics (CFD) simulations have been performed to clearly illustrate the trajectories of abrasive particles under the strong influence of liquid film flow on the rotating disk and reveal the effects of fluid flow, disk rotational motion, and the mixture viscosity on the particle distribution. A new abrasive grain arrangement device is designed and fabricated using this novel method. The operating parameters such as liquid volume flow rate, disk rotational speed, and liquid viscosity are adjusted to control the placement of abrasive grains on the surface of the grinding tool. An image processing tool is used to examine and analyze the arrangement results. The experimental results indicated that the application of the liquid film flow on a rotating disk to the abrasive grain arrangement can improve the arrangement of abrasive grains and get rid of the dependence on the template. [ABSTRACT FROM AUTHOR]

The composition of microbiota which correlates with infiltrating immune cells and clinical signatures is not clarified in CRC. We applied 4 kinds of bioinformatic tools GSVA (version: 1.42.0), ESTIMATE (version: 1.0.13), CIBERSORT (version: 2.0), and immune-related genes. We found that a total of 8 types of microbiotas appeared in the three immune correlation analyses. Among these microbiotas, significant enrichments in relative abundances associated with immune cell infiltration can be found for the dominant phyla Proteobacteria, Firmicutes, and Actinobacteria. Moreover, there existed correlations between some of the 8 microbiotas and clinical-related indicators. We identified some novel microbiotas involved in immune regulation in CRC. [ABSTRACT FROM AUTHOR]

We evaluated the extent to which receiving the multi-component treatment of the Challenging Horizons Program (CHP) would lead to significant improvements in social functioning, as well as in inattention, internalizing symptoms, parent stress, and emotion dysregulation for high-school-aged adolescents with attention-deficit hyperactivity disorder (ADHD). Participants were 186 high-school-aged adolescents (74% White) with a diagnosis of ADHD who were randomly assigned to either CHP (n = 92; 80% boys; M age = 15.0; SD = 0.8) or Community Care (CC; n = 94; 78% boys; M age = 15.1; SD = 0.9) within each of 12 participating schools. Parent and adolescent reports of social functioning were the primary outcome measures. Secondary outcomes included ratings of symptoms of ADHD and related disorders, parent stress, and emotion regulation. Intent-to-treat analyses using hierarchical linear modeling revealed significant group-by-time interactions of medium magnitude (d range =.40 to.52) on parent-rated social skills. Significant group-by-time benefits were also identified for adolescent self-rated social skills as well as the secondary outcomes of parent-rated inattention symptoms, emotion regulation, and parenting stress. CHP appears to benefit social skills along with related characteristics for adolescents with ADHD. Understanding these unique findings for this population informs additional research related to treatment mechanisms and effectiveness trials. [ABSTRACT FROM AUTHOR]

Teacher self-efficacy (TSE) changes according to context. Limited research has been conducted to understand how TSE can vary in relation to student characteristics or the student-teacher relationship (STR) in preschool. The aims of the current study were to 1) examine student-specific TSE variability among monolingual English-speaking and Spanish-speaking dual language learners (DLLs) and 2) examine the extent to which STR quality moderates the relationship between student language and student-specific TSE. Results demonstrated that when controlling for closeness in the STR, teachers felt higher levels of student-specific TSE in the domains of instructional support and student engagement for English-speaking students versus DLLs. However, teachers reported equal levels of student-specific TSE in the domains of behavior management and emotional support irrespective of student language. Secondly, STR quality did not significantly moderate relationships between language and student-specific TSE. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]