Initial Carbonation of Ni(111) Surfaces.

Understanding the carbon formation on Ni surfaces is critical for the controlled Ni-based nanofabrication and heterogeneous catalysis. Due to the high solubility of carbon in nickel and the complicated migrations of carbon in the near-surface area, achieving a fundamental understanding of the initial carbonation of a Ni surface at an atomic level is experimentally challenging. Herein, the initial formation of surface carbon adsorbates on Ni(111) from the Boudouard reaction (2CO ↔ CO + C) is studied by scanning tunneling microscopy (STM) in combination with density functional theory (DFT) calculations.

A Novel Approach to Research Synthesis with the Distillation and Matching Model: Application to the Prevention of Youth Social, Emotional, and Behavioral Problems.

It is difficult for consumers to access the evidence base for prevention programs to determine which models or practices have the strongest empirical support for improving youth social, emotional, and behavioral (SEB) outcomes within their specific service contexts. Researchers can address this evidence-to-practice gap through innovations in research synthesis. The Distillation and Matching Model (Chorpita et al.

A case study of pragmatic measure development of the Treatment Integrity for Elementary Settings self-report measure for teachers.

Introduction: Due to usability, feasibility, and acceptability concerns, observational treatment fidelity measures are often challenging to deploy in schools. Teacher self-report fidelity measures with specific design features might address some of these barriers. This case study outlines a community-engaged, iterative process to adapt the observational Treatment Integrity for Elementary Settings (TIES-O) to a teacher self-report version designed to assess the use of practices to support children's social-emotional competencies in elementary classrooms.

Examining the Role of Student Responsiveness in Treatment Effects of a Tier 2 Program Targeting Reductions in Problem Behavior.

Student responsiveness's role in promoting intervention outcomes for students who exhibit problem behavior is understudied. Due to the relational nature of many interventions delivered by teachers that target social, emotional, or behavioral outcomes of students in classrooms, it is essential to assess how responsive students are to teachers' attempts to engage them in the intervention, particularly for students with problem behaviors that may impede teachers' attempts to engage these students in intervention effectively. In the current study, we combine samples from four randomized controlled trials to examine the relationship between student outcomes and teacher attempts to deliver BEST in CLASS, a Tier 2 intervention, via student responsiveness.

Study Protocol: Multi-level Determinants of Implementation and Sustainment in the Education Sector.

Evidence-based programs (EBPs) delivered in elementary schools show great promise in reducing risk for emotional and behavioral disorders (EBDs). However, efforts to sustain EBPs in school face barriers. Improving EBP sustainment thus represents a priority, but little research exists to inform the development of sustainment strategies.

Revised microbial and photochemical triple-oxygen isotope effects improve marine gross oxygen production estimates.

The biogeochemical fluxes that cycle oxygen (O) play a critical role in regulating Earth's climate and habitability. Triple-oxygen isotope (TOI) compositions of marine dissolved O are considered a robust tool for tracing oxygen cycling and quantifying gross photosynthetic O production. This method assumes that photosynthesis, microbial respiration, and gas exchange with the atmosphere are the primary influences on dissolved O content, and that they have predictable, fixed isotope effects.

Sustaining BEST in CLASS: Teacher-Reported Evidence-Based Practice Use with Students at Risk for Emotional and Behavioral Disorders Amidst the COVID-19 Pandemic.

There is growing evidence of the efficacy of evidence-based interventions in improving the academic and social outcomes of children who exhibit challenging behaviors during program implementation periods. However, less is known about the extent to which practices learned as part of these interventions are sustained after these projects end, when funding is paused temporarily, and in less-than-ideal conditions. This study used qualitative methods to investigate whether teachers previously trained in the BEST in CLASS-Elementary intervention continued to use the program's evidence-based practices with students 1-2 years after completing the program and in the context of the COVID-19 pandemic.

Dynamic diel proteome and daytime nitrogenase activity supports buoyancy in the cyanobacterium Trichodesmium.

Cyanobacteria of the genus Trichodesmium provide about 80 Tg of fixed nitrogen to the surface ocean per year and contribute to marine biogeochemistry, including the sequestration of carbon dioxide. Trichodesmium fixes nitrogen in the daylight, despite the incompatibility of the nitrogenase enzyme with oxygen produced during photosynthesis. While the mechanisms protecting nitrogenase remain unclear, all proposed strategies require considerable resource investment.

Development and Initial Psychometrics of a Generic Treatment Integrity Measure Designed to Assess Practice Elements Targeting Social, Emotional, and Behavioral Outcomes in Early Childhood Settings.

Though treatment integrity measurement is important for research intended to promote social and behavioral outcomes of children at risk for emotional and behavioral disorders (EBDs) in early childhood settings, measurement gaps exist in the field. This paper reports on the development and preliminary psychometric assessment of the treatment integrity measure for early childhood settings (TIMECS), an observational measure designed to address existing measurement gaps related to treatment integrity with tier 2 interventions in the early childhood field. To assess the preliminary score reliability (interrater) and validity (construct, discriminant) of the TIMECS, live observations (N = 650) in early childhood classrooms from 54 teachers (92.

Mechanisms and heterogeneity of in situ mineral processing by the marine nitrogen fixer Trichodesmium revealed by single-colony metaproteomics.

The keystone marine nitrogen fixer Trichodesmium thrives in high-dust environments. While laboratory investigations have observed that Trichodesmium colonies can access the essential nutrient iron from dust particles, less clear are the biochemical strategies underlying particle-colony interactions in nature. Here we demonstrate that Trichodesmium colonies engage with mineral particles in the wild with distinct molecular responses.

Evaluation of the Olweus Bullying Prevention Program in US Urban Middle Schools Using a Multiple Baseline Experimental Design.

We evaluated the impact of the Olweus Bullying Prevention Program (OBPP) in an 8-year study in urban middle schools that served primarily African American students living in low-income areas. Participants included 2755 students and 242 teachers. We evaluated the OBPP with a multiple-baseline experimental design where the order and intervention start time was randomly assigned for each school.

Spatial Heterogeneity in Particle-Associated, Light-Independent Superoxide Production Within Productive Coastal Waters.

In the marine environment, the reactive oxygen species (ROS) superoxide is produced through a diverse array of light-dependent and light-independent reactions, the latter of which is thought to be primarily controlled by microorganisms. Marine superoxide production influences organic matter remineralization, metal redox cycling, and dissolved oxygen concentrations, yet the relative contributions of different sources to total superoxide production remain poorly constrained. Here we investigate the production, steady-state concentration, and particle-associated nature of light-independent superoxide in productive waters off the northeast coast of North America.

Ebullition of oxygen from seagrasses under supersaturated conditions.

Gas ebullition from aquatic systems to the atmosphere represents a potentially important fraction of primary production that goes unquantified by measurements of dissolved gas concentrations. Although gas ebullition from photosynthetic surfaces has often been observed, it is rarely quantified. The resulting underestimation of photosynthetic activity may significantly bias the determination of ecosystem trophic status and estimated rates of biogeochemical cycling from in situ measures of dissolved oxygen.

Dark biological superoxide production as a significant flux and sink of marine dissolved oxygen.

The balance between sources and sinks of molecular oxygen in the oceans has greatly impacted the composition of Earth's atmosphere since the evolution of oxygenic photosynthesis, thereby exerting key influence on Earth's climate and the redox state of (sub)surface Earth. The canonical source and sink terms of the marine oxygen budget include photosynthesis, respiration, photorespiration, the Mehler reaction, and other smaller terms. However, recent advances in understanding cryptic oxygen cycling, namely the ubiquitous one-electron reduction of O to superoxide by microorganisms outside the cell, remains unexplored as a potential player in global oxygen dynamics.

Evaluation of the Olweus Bully Prevention Program in an Urban School System in the USA.

This study evaluated the Olweus Bully Prevention Program (OBPP) in urban middle schools serving a mostly African American student population. Participants were 1791 students from three communities with high rates of crime and poverty. We evaluated the impact of the OBPP using a multiple-baseline experimental design in which we randomized the order and timing of intervention activities across three schools.

Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.

Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders.

Identifying Common Practice Elements to Improve Social, Emotional, and Behavioral Outcomes of Young Children in Early Childhood Classrooms.

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core evidence-based practices within the early childhood literature, selection of instructional practices that foster positive social, emotional, and behavioral outcomes for children in early childhood settings can be difficult. The purpose of this paper is to report findings from a study designed to identify common practice elements found in comprehensive intervention models (i.

Constructing "Packages" of Evidence-Based Programs to Prevent Youth Violence: Processes and Illustrative Examples From the CDC's Youth Violence Prevention Centers.

This paper describes the strategic efforts of six National Centers of Excellence in Youth Violence Prevention (YVPC), funded by the U.S. Centers for Disease Control and Prevention, to work in partnership with local communities to create comprehensive evidence-based program packages to prevent youth violence.

Measuring teacher implementation in delivery of a bullying prevention program: the impact of instructional and procedural adherence and competence on student responsiveness.

Although there is evidence that school-based prevention programs can produce positive effects on students' academic and behavioral functioning, the ability of teachers to sustain high-quality implementation remains an open and vexing question. Because teachers are often the intervention agents in school-based prevention programs, assessing both their adherence to program procedures and their competence in program delivery is critical for ensuring student responsiveness to prevention programs, which in turn may impact their efficacy. The current study assessed treatment fidelity of implementation of the Olweus' Bullying Prevention Program (OBPP) in two urban middle schools.