Gene knockout of insulin-regulated aminopeptidase: Loss of the specific binding site for angiotensin IV and age-related deficit in spatial memory

The AT₄ ligands, angiotensin IV and LVV-hemorphin 7, elicit robust effects on facilitating memory by binding to a specific site in the brain historically termed the angiotensin AT₄ receptor. The identification of the AT₄ receptor as insulin-regulated aminopeptidase (IRAP) is controversial, with other proteins speculated to be the target(s) of these peptides. In this study we have utilized IRAP knockout mice to investigate IRAP in the brain. We demonstrate that the high-affinity binding site for angiotensin IV is absent in IRAP knockout mice brain sections in parallel with the loss of IRAP immunostaining, providing irrefutable proof that IRAP is the specific high-affinity binding site for AT₄ ligands. However, our characterization of the behavioural phenotype of the IRAP knockout mice revealed a totally unexpected finding. In contrast to the acute effects of IRAP inhibitors in enhancing memory, deletion of the IRAP gene resulted in mice with an accelerated, age-related decline in spatial memory that was only detected in the Y maze paradigm. Moreover, no alterations in behaviour of the IRAP knockout mice were observed that could assist in elucidating the endogenous substrate(s). Our results highlight the importance of analysing the behavioural phenotype of knockout mice across different ages and in distinct memory paradigms.     

Ethical and legal issues associated with using response-to-intervention to assess learning disabilities

The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child's response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI-based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K-12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included.     

Invariance and convergent and discriminant validity between mothers' and fathers' ratings of oppositional defiant disorder toward adults, ADHD-HI, ADHD-IN, and academic competence factors within Brazilian, Thai, and American children

Confirmatory factor analysis was used to test the invariance of an oppositional defiant disorder toward adults, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, attention-deficit/hyperactivity disorder-inattention, and an Academic Competence factor model between mothers' and fathers' ratings within Brazilian (n = 894), Thai (n = 2,075), and American (n = 817) children with the Child and Adolescent Disruptive Behavior Inventory (G. L. Burns, T. Taylor, & J. Rusby, 2001a, 2001b). The results showed invariance of item loadings, intercepts, and residuals, as well as factor variances, covariances, and means between mothers' and fathers' ratings within each sample. Convergent and discriminant validity was also observed for the between-parent factor correlations, thus providing additional support for the construct validity of the Child and Adolescent Disruptive Behavior Inventory. The confirmatory factor analysis invariance procedure provides a much better way to examine between-source ratings of behavior problems in children than do the simple correlation and raw discrepancy score procedures.     

Using performance feedback to enhance implementation fidelity of the problem-solving team process

Implementation integrity is a potentially critical issue for problem-solving teams (PST) and most response-to-intervention models. The current study hypothesized that providing performance feedback, which has consistently been shown to increase implementation integrity, to PSTs would enhance the procedural integrity of the process. The PSTs for three elementary schools were provided performance feedback with a 20-item checklist created from the literature. A multiple-baseline design across schools revealed an immediate change in level after providing performance feedback. The resulting percentages of non-overlapping data were 90.9%, 90.0%, and 100%. However, PSTs still did not monitor student progress, assess the effectiveness of the intervention, or measure the integrity with which the intervention was implemented even after receiving feedback. Thus, providing performance feedback could be a method to increase the fidelity with which critical components of data-based problem-solving are implemented, but these data suggest the need for additional research.     

ALTRUISM IN NATURE AS MANIFESTATION OF DIVINE ENERGEIA

Abstract. Christian theological attempts to integrate scientific claims about altruism in nature have not been completely successful largely because Western theologies—particularly some Protestant versions—lack a theologically grounded ontological basis for speech about altruism, agape, and other forms of love. Patristic theologies of divine essence, energeia and logoi, most fully developed in Eastern Orthodox thought, provide just such an ontological basis upon which Christian thought can stand in order to demonstrate that altruism in nature does not challenge religious claims that moral behavior has transcendent meaning but rather suggests that it is itself a manifestation of the divine will.     

Performance Indicators in Math: Implications for Brief Experimental Analysis of Academic Performance

Brief experimental analysis (BEA) can be used to specify intervention characteristics that produce positive learning gains for individual students. A key challenge to the use of BEA for intervention planning is the identification of performance indicators (including topography of the skill, measurement characteristics, and decision criteria) that meaningfully relate to longer term success in the learning environment. This study investigates the utility of various curriculum-based assessment and measurement estimates of mathematics performance for predicting functional outcomes (i.e., retention of learned skills over time and faster learning of related content in the future). All children in grades 2–5 at the participating school participated in protocol-based computational fluency-building intervention 4 days per week for an entire school year. Specific criteria were applied each week to systematically increase intervention difficulty classwide according to a pre-established sequence of computational skill objectives. Three measurements were routinely obtained. Each week children completed a timed probe of the skill for which intervention was currently occurring and a timed probe of previously mastered skills from the sequence of computational skill objectives. Each month, all children completed a timed probe of mathematics skills representing computational skills that students were expected to master by year’s end at each grade level. At all grade levels, learning a skill that appeared early in the hierarchy or sequence of skills related positively to learning of future related and more complex computational skills. Fluency criteria were specified that predicted retention of the skill over several months.     

Modeling Family Dynamics in Children with Fragile X Syndrome

Few studies have examined the impact of children with genetic disorders and their unaffected siblings on family functioning. In this study, the reciprocal causal links between problem behaviors and maternal distress were investigated in 150 families containing a child with fragile X syndrome (FXS) and an unaffected sibling. Both children's behavior problems appeared to have strong, direct effects on maternal distress, but maternal distress did not appear to have any reciprocal causal effects on either child's behavior problems. Surprisingly, there were no significant differences in the effects of the two children's behavior problems on maternal distress. These data suggest that the problem behaviors of children with FXS, as well as their unaffected siblings, can have a substantial and additive impact on maternal depression and anxiety. Future research efforts should employ longitudinal research designs to confirm these findings.     

“Think Your Blackest Thoughts and Darken Them:” Judicial Mediation of Large Money Damage Disputes

This paper considers a much neglected, but distinctive and increasingly prevalent kind of mediation work: the mediation of large money damage cases by acting and former judges. The research finds that judicial mediation is a law-infused procedure different from forms of mediation in which the stuff of law and lawyers' work is only marginally relevant, if at all. The study details how judge-mediators draw on their knowledge of the law, technically and as a matter of professional practice, to make legally persuasive arguments that critically evaluate each side's case and what is likely to occur at future points, adversely altering the litigants' understanding of the risks and costs of failing to settle and thus facilitating dispute resolution. The study was developed and pursued as an ethnographic and ethnomethodological study of work.