Solano Community College

Most adult mental health conditions begin in early childhood and adolescence, the most common being anxiety and behavioral disorders. Early intervention can improve outcomes and may reduce the risk of developing a clinical disorder in the future. However, children may not have the communication or understanding to share their symptoms with those around them, leaving pediatric primary care providers responsible for identifying concerning signs. This paper reviews both general symptoms that suggest possible mental health conditions as well as specific correlations between symptoms and psychiatric diagnoses. A literature search utilizing PubMed identified nine relevant articles that were supplemented with additional sources. The findings found that impaired coordination or balance, weakness, paralysis or loss of sensation, seizure-like activity, blindness, double vision, deafness, or one severe symptom, typically pain, were general signs that may indicate a psychiatric illness. More specific associations were also identified. For instance, children who report somatic complaints and school refusal have been linked to anxiety; in addition, reported stress, anger, and worries about family alcohol and drug use have been linked to depression, among many others. Awareness of the somatic and social concerns presented by children to primary care can reduce the delay from the onset of symptoms to diagnosis, leading to earlier identification, treatment, and improved outcomes. Early intervention may delay or prevent symptoms from developing into a diagnosable psychiatric disorder and/or may reduce the severity of symptoms in a child who already has a psychiatric condition.

El empleo de modelos matemáticos para la explicación de fenómenos probabilísticos ha sido imprescindible en la investigación científica. No obstante, en el ámbito educativo es frecuente trabajar con variables que no cumplen las características requeridas por el Modelo Lineal (ML), utilizado durante mucho tiempo como única opción para representar datos de dependencia; por el contrario, elModelo Lineal Generalizado (MLG) responde muy adecuadamente a los problemas generados por la métrica de las variables. En este trabajo se comentan los aspectos particulares del MLG en relación al ML dentro del entorno en el que cobran sentido ambos: el modelado estadístico.Así mismo se anima al uso del software estadístico R, poco conocido en el ámbito de los estudios educativos, pero especialmente sensible a las particularidades matemáticas del Modelo Lineal Generalizado y al modo de trabajar con el modelado estadístico.Descriptores: modelado estadístico R

Transcription-replication interactions occur when DNA replication encounters genomic regions undergoing transcription. Both replication and transcription are essential for life and use the same DNA template making conflicts unavoidable. R-loops, DNA supercoiling, DNA secondary structure, and chromatin-binding proteins are all potential obstacles for processive replication or transcription and pose an even more potent threat to genome integrity when these processes co-occur. It is critical to maintaining high fidelity and processivity of transcription and replication while navigating through a complex chromatin environment, highlighting the importance of defining cellular pathways regulating transcription-replication interaction formation, evasion, and resolution. Here we discuss how transcription influences replication fork stability, and the safeguards that have evolved to navigate transcription-replication interactions and maintain genome integrity in mammalian cells.

Most states identify content knowledge, and to a lesser extent pedagogical content knowledge, as the primary criteria for credentialing or authorization to teach computer science. However, there is an additional set of knowledge, skills, and dispositions related to equity and inclusion that are critical to effectively teach computer science to all students. The 2020 CSTA Standards for CS Teachers were designed to articulate a broad vision for what is required of teachers to prepare their students to effectively and equitably meet the learning outcomes delineated in K-12 CS standards and the K-12 CS Framework. One of the five teacher standards is focused on equity and inclusion, and this was also used as a cross-cutting theme throughout the other four standards. In this panel, authors of the standards and teacher development leaders will discuss how equity and inclusion can and must be infused into both the initial and ongoing development programs of K-12 computer science teachers.

ABSTRACT Throughout our targeted approach of explicit collaborative translation during small-group reading instruction in a bilingual education classroom, fourth grade emergent bilinguals employed the strategy to comprehend narrative text in a range of ways, similar to middle school students in reading instruction research. As students acknowledged the usefulness of their translation skills in constructing meaning with text, they also demonstrated increased initiative to engage in reading across classroom literacy events. Findings from this exploratory inquiry, including initial evidence of students’ developing bilingual identities of competence, suggest further research is warranted on explicit collaborative translation as part of a growing corpus of evidence-based translingual practices in bilingual classrooms.

Objective: Individuals with intellectual disabilities often have special healthcare concerns such as diabetes, kidney disease, severe allergies, progressive illnesses, respiratory weaknesses, and obesity. Smart technology can be an asset for individuals with intellectual disabilities for better managing their healthcare needs.Methods: A critical review of the literature related to applied behavior analysis, smart technology, and health needs of individuals with intellectual disabilities was conducted.Results: This discussion paper describes factors that contribute to the successful use of smart technology for the health issues of individuals with intellectual disabilities.Conclusions: We see key components in developing appropriate access and use of smart technology for the health of people with intellectual disabilities being: (a) systematic instructional methods for consistent and accurate use of the technology, (b) modifying the current technology for people with intellectual disabilities, (c) guidelines for implementation, and (d) resources for getting the technology.

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.

To illustrate a number of basic concepts in atomic and nuclear physics, we have developed three Web sites where students can analyze data from modern laboratories. By working through the on-line procedures, students will become acquainted with characteristic x-ray spectra, nuclear half-lives, x-ray fluorescence, and neutron activation analysis.