Evolution of global monsoons in the Holocene is simulated in a coupled climate model-the Fast Ocean Atmosphere Model-and is also compared with the simulations in another coupled climate model-the NCAR Climate System Model. Holocene climates are simulated under the insolation forcing at 3000, 6000, 8000, and 11 000 years before present. The evolution of six major regional summer monsoons is investigated: the Asian monsoon, the North African monsoon, the North American monsoon, the Australian monsoon, the South American monsoon, and the South African monsoon. Special attention has been paid to the relative roles of the direct insolation forcing and oceanic feedback.It is found that the responses of the monsoons to the insolation forcing and oceanic feedback differ substantially among regions, because of regional features of atmospheric and oceanic circulation and ocean-atmosphere interaction. In the Northern Hemisphere, the coupled models show a significant enhancement of all of the monsoons in the early Holocene and a gradual weakening toward the present, with the North African monsoon showing the largest relative changes. The monsoons are enhanced in the Holocene by a positive oceanic feedback in North Africa and North America but are suppressed by a negative overall feedback in Asia. In the Southern Hemisphere, monsoons are reduced most significantly in South America, and modestly in South Africa, mainly due to direct insolation forcing. In contrast, the Australian monsoon is enhanced by an overwhelming positive oceanic feedback. The simulated evolution of monsoons during the Holocene shows a general agreement with paleoclimate observations.

Ankle instability is a concern for many clinicians. Kinesio Taping, although a popular form of clinical intervention, remains understudied. Evidence from this study does not support the use of Kinesio Taping for improving postural control deficits in those with ankle instability.

This study describes the role and importance of music education as intervention for at-risk urban adolescents through participation in performance groups while receiving mentoring. Students' self-perceptions over six domains, including musical competency, were measured by scales administered pretest and posttest. Opinions and attitudes of students were gathered in structured interviews and coded for themes. Results showed a significant increase in the students' self-perception of musical competence. A change from a moderate positive relationship to a low positive relationship between perceived musical competency and global self-worth indicated that musical participation in students' lives was domain-specific, related to global self-worth, but not synonymous with it. Students ranking music as important in their lives increased from 76% to 82% over the course of the study. Interviews resulting in 101 themes provided evidence of the importance and role of music, music education, and the music teacher as mentor in the students' lives.People in both the educational community and society in general are concerned with the historic and increasingly severe problem of at-risk students. These individuals fail to prosper within the framework of schooling as it exists for them. Many of these students do not graduate or acquire the basic competencies necessary to participate successfully within American society. Often they operate outside the mainstream of daily life in the schools they attend. Frequently disenfranchised and frightened, many are socioculturally distanced from those around them and the setting of the school.Christina Shields is an assistant professor of music education and director of the It is commonly accepted and documented by research results that the arts provide an effective framework and appropriate curricular point of departure for reaching the at-risk student (Acer, 1987; Taylor, Barry, & Wall, 1997; Thompson, 1995;Trusty and Olivia, 1994). Considering the magnitude of the problems surrounding atrisk students, there are very few published reports of research concerning this subject in music education.Researchers in an early study reported that participation in the arts has had a positive influence on potential dropout students' decisions to remain in school. Teachers cited social interaction and camaraderie from being a part of an arts group as key in these students' lives. Teachers also mentioned the importance of performance, feelings of success and satisfaction, self-esteem, and self-confidence that spring from participation in the arts, creative and expressive activities, and keen interest in the subject matter of the arts as key for atrisk students (Center for Music Research, 1990). Jenlink (1993) described attempts to raise the self-esteem of students at-risk through participation in a select performance group of an elementary school's music program. Results from the study showed that the benefits of music to the children who participated were positive. It was noted that the strategies implemente...

No abstract

MATERIALS AND METHODS: We analyze a US population-based historical cohort study of 40,485 embryo transfers using donor oocytes analyzing SART data from 2016-2018. We examined the LBR following the first single embryo transfer (SET), cumulative LBR after 5 SET, using logistic regression. Additionally we study the effect of source of donor oocytes, recipient age, reporting year of embryo transfer, number of oocytes retrieved, age of recipient, and BMI of recipient on LBR.RESULTS: Results from logistic regression on the first SET from 19,128 cycles, including 15,429 from program generated egg donors and 3,699 from commercial egg banks, when controlling for confounding variables showed: a slightly lower LBR in cycles using oocytes from commercial egg banks 51.7% vs. 49.6%(O.R. ¼ 0.91, p¼0.02); a reduction in LBR with increasing recipient age, trending significant at age 40-44, and falling markedly between ages 45-49 (O.R. ¼ 0.79, p¼0.028) and age >49 (O.R.¼ 0.67, p¼0.001); a steady decline in LBR with increases in BMI above normal (p¼0.034); and a steady rise in LBR in association with higher numbers of retrieved oocytes, with 16-22 oocytes retrieved (R.R. 1.07, p¼0.001), 23-31 oocytes retrieved (R.R.¼1.09, p<0.0001), and >31 eggs retrieved (R.R. 1.21, p<0.001). Transferring two (double embryo transfer, DET) or more embryos from donor oocytes did not substantially increase the LBR (SET 52% vs. DET 58%, <0.0001) but significantly increased the multiple pregnancy LBR with 43% twins and 0.9% triplets.CONCLUSIONS: Source of eggs, recipient age, recipient BMI and number of oocytes retrieved affect LBR when using donor oocytes and although LBR is modestly higher with the transfer of more than one embryo, the multiple pregnancy rate is markedly increased.IMPACT STATEMENT: Programs and patients can use this data to more accurately predict a successful outcome when using donor eggs.SUPPORT: None