sen.Tonotopy is a prominent feature of the vertebrate auditory system and forms the basis for sound discrimination, but the molecular mechanism that underlies its formation remains largely elusive. Ephrin/Eph signaling is known to play important roles in axon guidance during topographic mapping in other sensory systems, so we investigated its possible role in the establishment of tonotopy in the mouse cochlear nucleus. We found that ephrin-A3 molecules are differentially expressed along the tonotopic axis in the cochlear nucleus during innervation. Ephrin-A3 forward signaling is sufficient to repel auditory nerve fibers in a developmental stage-dependent manner. In mice lacking ephrin-A3, the tonotopic map is degraded and isofrequency bands of neuronal activation upon pure tone exposure become imprecise in the anteroventral cochlear nucleus. Ephrin-A3 mutant mice also exhibit a delayed second wave in auditory brainstem responses upon sound stimuli and impaired detection of sound frequency changes. Our findings establish an essential role for ephrin-A3 in forming precise tonotopy in the auditory brainstem to ensure accurate sound discrimination.The proposed study integrates quantitative and qualitative approaches to examine mentors with different relationship trajectories reflect on their relationships. Using quantitative and qualitative methods, mentor reports of relationship quality are plotted over time and different growth patterns identified (1) progressive, (2) stable-high, (3) dip and recovery, (4) stable-low, and (5) regressive. Qualitative coding was used to identify patterns in mentors' descriptions of their relationship experiences-including both what mentors wrote about and how they wrote about it.
  Attention deficit hyperactivity disorder (ADHD) and autism spectrum disorder (ASD) are two highly heritable neurodevelopmental disorders. Several lines of evidence point towards the presence of shared genetic factors underlying ASD and ADHD. We conducted genomic analyses of common risk variants (i.e. single nucleotide polymorphisms, SNPs) shared by ASD and ADHD, and those specific to each disorder.
 
  With the summary data from two GWAS, one on ASD (N=46,350) and another on ADHD (N=55,374) individuals, we used genomic structural equation modelling and colocalization analysis to identify SNPs shared by ASD and ADHD and SNPs specific to each disorder. Functional genomic analyses were then conducted on shared and specific common genetic variants. Finally, we performed a bidirectional Mendelian randomization analysis to test whether the shared genetic risk between ASD and ADHD was interpretable in terms of reciprocal relationships between ASD and ADHD.
 
  We found that 37.5% of the SNPs associated with ASD (at p<1e-6) colocalized with ADHD SNPs and that 19.6% of the SNPs associated with ADHD colocalized with ASD SNPs. We identified genes mapped to SNPs that are specific to ASD or ADHD and that are shared by ASD and ADHD, including two novel genes INSM1 and PAX1. Our bidirectional Mendelian randomization analyses indicated that the risk of ASD was associated with an increased risk of ADHD and vice versa.
 
  Using multivariate genomic analyses, the present study uncovers shared and specific genetic variants associated with ASD and ADHD. Further functional investigation of genes mapped to those shared variants may help identify pathophysiological pathways and new targets for treatment.
 Using multivariate genomic analyses, the present study uncovers shared and specific genetic variants associated with ASD and ADHD. Further functional investigation of genes mapped to those shared variants may help identify pathophysiological pathways and new targets for treatment.
  A majority of research findings have focused on recess as instrumental to achieving minutes of physical activity rather than focusing on the psycho-social benefits associated with a high-quality recess environment. The purpose of the current study was to examine the relationship between recess quality and teacher-reported social, emotional, and behavioral outcomes in children.
 
  Data were collected from 26 schools in 4 different regions of the United States. Teachers (N=113) completed behavioral assessments for randomly selected children in their classrooms (N=352). Data assessors conducted live observations of recess using the Great Recess Framework-Observational Tool. A series of 2-level regression models were fit in Mplus v. 8.2 to assess how recess quality was associated with indicators of children's social, emotional, and behavioral health.
 
  Recess quality significantly predicted executive functioning problems (b=-.360, p=.021), resilience (b=.369, p=.016), emotional self-control (b=-.367, p=.016), and a composite of adaptive classroom behaviors (b=.321, p=.030).
 
  Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.
 Results of the present study demonstrate that recess quality impacts child developmental outcomes. Schools should ensure there is adequate training and resources to facilitate a positive and meaningful recess for students.
  Teacher resistance is sometimes cited as a barrier to implementing Breakfast in the Classroom (BIC), an approach to school breakfast in which students eat at their desks after the school day has begun. Given their role in serving breakfast with BIC, teacher perceptions may be critical in implementing an effective BIC program.
 
  K-5 teachers (N=249) in an urban, low-income school district completed an online survey that assessed their expectations of BIC (retrospectively), perceptions of its benefits and challenges, and current program satisfaction. Descriptive statistics, Pearson's correlation tests, and multiple regression analyses were performed.
 
  Most teachers (64%) whose students were currently receiving BIC were satisfied with the program overall, and 81% of teachers agreed that (1) BIC should continue and (2) is worth the effort.  https://www.selleckchem.com/products/u18666a.html  The most commonly identified problem was lack of breakfast variety and healthfulness. Retrospective positive expectations were positively correlated with current program satisfaction (r=.