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Objectives/Goals: This poster describes the scientific rationale, needs assessment, programmatic elements, and impact of a community of practice (CoP) focusing on advancing equity in the science and practice of mentorship. Methods/Study Population: In 2023, the University of Wisconsin Institute for Clinical and Translational Research received NIH R13 funding to host a conference, the Science of Effective Mentorship (Asquith, McDaniels, et.al., 2023). Approximately 150 researchers and program leaders from Clinical and Translational Science Awards (CTSA) Hubs and beyond attended. Data were collected before, during, and after the conference, providing the authors with an initial idea of community needs. As a result, a mentorship CoP was formed. In the subsequent 18 months, a steering and advisory committee established a program of virtual, topic-focused virtual events every 3 months as well as a community website, with increasing attendance and utilization. A survey was disseminated after the completion of one year, and a focus group was held during the last virtual gathering. Results/Anticipated Results: The demand for infrastructure to support a national community of practice will be demonstrated. The demographic and positional diversity (e.g. role within a CTSA Hub) will highlight the opportunities of convening this diverse community. Organizational challenges and opportunities will be highlighted. Assessment data will reveal the broad range of needs and interests of participants. Aggregate demographic, professional, and participation data about community of practice members will be shared, as well as the governance and programmatic elements of this community of practice. Evaluation results from the first year of activity will be displayed. Needs for sustainability will be discussed. Discussion/Significance of Impact: CoPs are not new in the CTR space. Membership in a CoP may reduce isolation individuals feel as they negotiate the important work of equity in the biomedical workforce. Members of this community of practice share the expertise and commitment to promoting equity in the biomedical workforce through supporting robust culture of mentorship.
Abstract
Invasive alien species have in recent decades become a major concern in such fields as conservation, agriculture, and medicine. Linked to human mobility, the movements of plants, animals, and microbes have accelerated over the last century, ushering in the new field of invasion biology. Past observers of transported organisms have variously labelled them as exotic, foreign, non-native, alien, and invasive, amongst other terms, depending on the characteristics of the organism and the circumstances and viewpoints of the observer. Historic meanings and connotations of such labels provide insights into changing attitudes toward such organisms, while also providing clues concerning their movement, extent, and number. The shifting labels applied to alien species also emphasizes the subjectivity of these words, and the caution required in employing them, as well as their ability to shape our views of the natural world.
Keywords: Invasive alien species, invasion biology, environmental history, etymology, semiotics
As the chapters in this volume clearly demonstrate, species move. But as soon as humans become the agent that moves species – accidentally or purposely − by jet, ship, wagon, boot, scalp, or gut, such species are deemed exotic, non-native, introduced, alien. The act of picking up a species and then carrying it along with us forever alters our judgement of it. ‘Alien’ is a term for foreign humans as well as foreign creatures, and if ‘invasive’, such creatures spread on their own after being transported to their new home. Invasive alien plants, animals, and microbes are often considered an irredeemable other, unless they moved by their own means, in which case they are usually considered indigenous. Such native creatures are always home if they can adapt and evolve to new conditions they encounter while moving. If humans were not the ones who transported a creature, then this creature seems to be as suitable as we are – has as many rights as we do – for living in a place. Yet classifying species into alien or native can be controversial. A group of biologists controversially implored colleagues not to judge a species on its origins (Davis et al. 2011), even though not doing so would run counter to the conventions of centuries of categorizing naturalists. Davis’ group explained that while there are certainly undesirable creatures, not all aliens are undesirable.
Increased risk of affective disorder in learning disability has been reported, although the extent to which this is due to adverse social and material circumstances is uncertain and there have been potential limitations in the measurement of affective disorder.
To determine risk of affective disorder in those classified with mild learning disability in the British 1946 birth cohort and to investigate whether this risk was accounted for by disadvantage in childhood and adulthood.
Learning disability was defined as the equivalent of an IQ ≤ 69 at age 15 years. The Present State Examination at age 36 years and the Psychiatric Symptom Frequency Scale at age 43 years provided psychiatric outcome measures.
Learning disability was associated with a fourfold increase in risk of affective disorder, not accounted for by social and material disadvantage or by medical disorder.
Learning disability is strongly associated with risk of affective disorder, persisting well into midlife.
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