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The Kaiser Permanente (KP) Research Program on Genes, Environment and Health (RPGEH), in collaboration with the University of California—San Francisco, undertook genome-wide genotyping of >100,000 subjects that constitute the Genetic Epidemiology Research on Adult Health and Aging (GERA) cohort. The project, which generated >70 billion genotypes, represents the first large-scale use of the Affymetrix Axiom Genotyping Solution. Because genotyping took place over a short 14-month period, creating a near-real-time analysis pipeline for experimental assay quality control and final optimized analyses was critical. Because of the multi-ethnic nature of the cohort, four different ethnic-specific arrays were employed to enhance genome-wide coverage. All assays were performed on DNA extracted from saliva samples. To improve sample call rates and significantly increase genotype concordance, we partitioned the cohort into disjoint packages of plates with similar assay contexts. Using strict QC criteria, the overall genotyping success rate was 103,067 of 109,837 samples assayed (93.8%), with a range of 92.1–95.4% for the four different arrays. Similarly, the SNP genotyping success rate ranged from 98.1 to 99.4% across the four arrays, the variation depending mostly on how many SNPs were included as single copy vs. double copy on a particular array. The high quality and large scale of genotype data created on this cohort, in conjunction with comprehensive longitudinal data from the KP electronic health records of participants, will enable a broad range of highly powered genome-wide association studies on a diversity of traits and conditions.

The Kaiser Permanente Research Program on Genes, Environment, and Health (RPGEH) Genetic Epidemiology Research on Adult Health and Aging (GERA) cohort includes DNA specimens extracted from saliva samples of 110,266 individuals. Because of its relationship to aging, telomere length measurement was considered an important biomarker to develop on these subjects. To assay relative telomere length (TL) on this large cohort over a short time period, we created a novel high throughput robotic system for TL analysis and informatics. Samples were run in triplicate, along with control samples, in a randomized design. As part of quality control, we determined the within-sample variability and employed thresholds for the elimination of outlying measurements. Of 106,902 samples assayed, 105,539 (98.7%) passed all quality control (QC) measures. As expected, TL in general showed a decline with age and a sex difference. While telomeres showed a negative correlation with age up to 75 years, in those older than 75 years, age positively correlated with longer telomeres, indicative of an association of longer telomeres with more years of survival in those older than 75. Furthermore, while females in general had longer telomeres than males, this difference was significant only for those older than age 50. An additional novel finding was that the variance of TL between individuals increased with age. This study establishes reliable assay and analysis methodologies for measurement of TL in large, population-based human studies. The GERA cohort represents the largest currently available such resource, linked to comprehensive electronic health and genotype data for analysis.

The ability of 1‐year‐old infants to remember the location of a nonvisible target was investigated in 3 experiments. Infants searched for a toy hidden in one of many possible locations within a circular bounded space. The presence, number, and spatial arrangement of local cues or “landmarks” within this space were varied. The results of Experiment 1 showed that search performance was highly successful when a landmark was coincident with the location of the toy (“direct”), but less successful when a landmark was adjacent to the target location (“indirect”). The results of Experiment 2 suggested that search with an indirect landmark may be more fragile than search with no landmarks at all. In Experiments 3a and 3b, 2 different configurations of indirect landmarks were employed; search performance was equally poor with both of these and was inferior to search with no landmarks. It is concluded that infants of this age are able to associate a nonvisible target with a direct landmark and are able to code the distance and direction of a target with respect to themselves or with respect to the larger framework. However, there was no evidence that they can code the distance and direction of a target relative to another object. The difficulty of coding with indirect landmarks is interpreted in terms of cognitive complexity and conflict between spatial strategies.

The ability of 1-year-old infants to remember the location of a nonvisible target was investigated in 3 experiments. Infants searched for a toy hidden in one of many possible locations within a circular bounded space. The presence, number, and spatial arrangement of local cues or \"landmarks\" within this space were varied. The results of Experiment 1 showed that search performance was highly successful when a landmark was coincident with the location of the toy (\"direct\"), but less successful when a landmark was adjacent to the target location (\"indirect\"). The results of Experiment 2 suggested that search with an indirect landmark may be more fragile than search with no landmarks at all. In Experiments 3a and 3b, 2 different configurations of indirect landmarks were employed; search performance was equally poor with both of these and was inferior to search with no landmarks. It is concluded that infants of this age are able to associate a nonvisible target with a direct landmark and are able to code the distance and direction of a target with respect to themselves or with respect to the larger framework. However, there was no evidence that they can code the distance and direction of a target relative to another object. The difficulty of coding with indirect landmarks is interpreted in terms of cognitive complexity and conflict between spatial strategies.

Purpose - The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. Design/methodology/approach - The paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre-/post-test based on case analyses. The implications of these findings for academic sustainability programs are discussed. Findings - Based on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies. Originality/value - The paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general.

Integrated approaches to education in science, technology, engineering, and mathematics (STEM), especially those set in the context of real-world situations, can motivate and deepen students' learning of the STEM subjects (National Academy of Engineering and National Research Council 2014). This article describes two integrated investigations used with mathematics and science teachers of grades 5-12 who participated in a three-year mathematics and science partnership called Engineering STEM Success. The coauthors, two science educators and one mathematics educator, describe how the investigations were used to deepen teachers' knowledge of mathematics and science and make connections among STEM content areas. The investigations incorporated the first three phases--Engagement, Exploration, and Explanation--of the 5E learning cycle model (Bybee et al. 2006) used for teaching science through inquiry. These three phases are synonymous with the Launch-Explore-Summarize teaching and learning model found in middle school mathematics curriculum materials (Lappan et al. 2014). In this article, the authors describe what happened in these three phases of the investigations and also offer commentary on what they learned. This article includes suggestions for using the investigations with secondary school students.

Purpose - The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which key sustainability competencies develop in students during an introductory transdisciplinary sustainability course.Design methodology approach - The paper summarizes three previously identified key sustainability competencies and describes teaching methodologies used in the introductory course described here to foster these competencies in students. The development of these competencies over the course of one semester is assessed using a pre- post-test based on case analyses. The implications of these findings for academic sustainability programs are discussed.Findings - Based on the assessment used here, the sustainability competencies developed differently in students with different disciplinary affiliations as a result of the introductory sustainability course. Business majors did not improve any of the key competencies, sustainability majors improved systems thinking competence only, and sustainability minors who were majoring in another traditional discipline improved all competencies.Originality value - The paper contributes to undergraduate sustainability education by shedding light on how sustainability might best be incorporated into specific academic programs. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education in general.

[Robert Brown] died Monday after allegedly being severely beaten and placed in a water-filled tub by his foster mother, 28-year-old Valerie Lacy-Walker. Authorities said Friday that Lacy-Walker is facing charges of murder and child endangerment in connection with the death. She is being held without bail at the Sybil Brand Institute for Women. Gerhard Moland, a regional administrator with the Los Angeles County Department of Children's Services, confirmed that the boy had been removed from [Betty Moore]'s home because the aunt was denied assistance because of technical rules and regulations. Child welfare authorities initially said they believed the child had drowned when his foster mother put him in the bathtub and left him unattended. But [Steven Hales] said Friday that police are certain the boy died from being beaten, and that Lacy-Walker told them she had put the boy in water to try to revive him.

\"None of us would buy a new car just because the one we have needs lubrication . . . \" [Daryl F. Gates] wrote. \"Better that we take another look with a broader perspective\" at the Christopher Commission proposals, Gates wrote. \"The main purpose of his letter is to discourage us from adopting widespread changes,\" said Councilman Michael Woo, a Gates critic. Woo noted that Gates emphasized Los Angeles' relatively favorable crime-rate statistics, but was silent on the department's much-criticized relations with minority communities. Gates for the most part did not address specific [Warren Christopher] proposals. However, he said the Police Department already is a leader in community policing, which emphasizes neighborhood problem solving. \"The extent to which the council joins me\" in implementing the Christopher proposals, Gates wrote, will determine how fast the LAPD \"can achieve new heights of excellence.\"

\"Chief [Daryl F. Gates] evidently has something on some of you,\" [Mary Henry], the leader of an anti-Gates group called Mothers in Action, told the council members. Gates said Henry's claim that information on drug use by council members was being used to extort their political support was \"even wilder\" than allegations that police officers were visiting council members at their homes. \"I don't know where she's getting any of that information,\" Gates said. The incident and its racial overtones have touched off a national debate on police brutality and led to demands for Gates' removal. The Police Commission placed Gates on leave in early April, pending the outcome of an investigation, but the action was quickly reversed by an unusual legal maneuver by the City Council.