The development and validation of an academic, work health sciences, and community intentions scale for out-of-school-time (OST) participants.

This study applies Exploratory Factor Analysis (EFA) to examine the internal structure and reliability of an academic, work, and community intentions scale for a cohort of out-of-school-time (OST) academic/STEM enrichment program participants (N = 533). This study utilizes the SPSS and SAS statistical software packages for comparative analysis. Both provide evidence of a three-factor model for intentions--Academic, Work/Health Science, and Community (i.e., the AWHSCI). The ordinal Cronbach's alpha reliability coefficients were excellent or good. Non-parametric tools were employed to determine differences in participants' academic, work/health science, and community intentions by race and gender.

High School Students' Learning During the COVID-19 Pandemic: Perspectives from Health Sciences and Technology Academy Participants.

This paper examines the perspectives of Health Sciences and Technology Academy (HSTA) participants as they navigate through their West Virginia (WV) high school learning environments (i.e., in-person, blended/hybrid, complete virtual) during the novel coronavirus, SARS-CoV-19 (COVID-19) pandemic. In March of 2020, the participants in this out-of-school-time (OST) academic enrichment program for exceptionally driven, yet underprivileged, at-risk students, with over 70% living in rural areas, started receiving remote learning instruction through learning management systems or via paper packets. In August of 2020, school systems provided parents and caregivers alternative learning environments for their student(s). In order to understand the learning experiences of HSTA students during these unprecedented times, HSTA released the 2020 Learning Outcomes Survey to participants in December of 2020. We performed chi-square test of independence to test the relationship between participants' learning environments, their satisfaction with the education they were receiving, their ability to keep up with their school-work, teacher availability to help when needed and teacher feedback supporting them in their learning environment. The results show significant differences between the learning environments and keeping up with school-work as well as teacher feedback supporting them in their learning; however, Phi and Cramer's V tests for effect size show weak correlations. This study provides a small glimpse into HSTA students' learning experiences as they attempted to continue to learn in their regular school environment during the COVID-19 pandemic while in HSTA.

The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia.

The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communities. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.

A COMPARISON OF ACADEMIC PERFORMANCE MEASURES OF HSTA PARTICIPANTS WITH NON-HSTA PARTICIPANTS: IS IT POSSIBLE TO NARROW THE AFRICAN AMERICAN-WHITE ACHIEVEMENT GAP?

Historically, African American and other underserved students encounter academic challenges in pursuit of a college degree-one of which is their performance on standardized tests. This paper analyzes College Grade Point Averages (CGPAs), ACT Composite (ACTC), and SAT Total (SATT) scores of students who participated in the Health Sciences and Technology Academy (HSTA), an out-of-school-time (OST) program, and Non-HSTA (NHSTA) students attending West Virginia University. Traditionally, OST programs provide academic enrichment to underserved youth to increase their chances for post-secondary entry and success. Two-Way Factorial ANOVA determined if HSTA participants performed better on academic measures than their NHSTA counterparts. The ANOVAs showed statistically significant differences based on Status (HSTA/NHSTA) and Race (African American/White) on the SATT and ACTC. Although not statistically significant, there are favorable outcomes on the CGPA for African American HSTA students comparable to their Non-HSTA counterparts.

Demonstrating the Efficacy of the Health Sciences and Technology Academy: Using Archival Standardized Test Scores to Analyze an OST College-Preparatory Program for Underserved Youth.

To combat educational and health disparities, out-of-school-time (OST) STEM enrichment programs provide services to underserved youth to encourage them to pursue college and health careers. This article describes a study conducted to determine if the Health Sciences and Technology Academy (HSTA) program participants who receive year-round educational interventions to prepare them for STEM and health sciences majors performed better on the West Virginia Educational Standards Test (WESTEST2) than non-participants. This study provides descriptive and inferential statistics, specifically one-way ANOVAs with one-to-one matching based on grade level, gender, race, and GPA at the end of the 8th grade year for 336 students. Statistically significant differences were found favoring HSTA participants on the WESTEST2 math and reading/language scores.

Social Media Based STEM Enrichment Curriculum Positively Impacts Rural Adolescent Health Measures.

Some STEM outreach programs connect students to real-world problems and challenge them to work towards solutions. Research shows one-third of children between ages 5-17 in the U.S. are overweight. Socioeconomic status, race, and parental educational attainment all influence this issue as well as living in a rural or urban area. A rural high school STEM outreach program used a social media curriculum focused on healthy lifestyles and measured impact on the health of adolescents from these backgrounds. Health screenings and college mentors were provided to 134 adolescents from 26 counties in WV. The social media intervention lasted seven months with participants using near-peer and mentor support to achieve personal health goals set at the initial health screening. The results of pre- and post-intervention health screenings were compared for any changes in health measures by student goal and participation. BMI decreased significantly in the group of participants who selected a weight loss goal, while those choosing to improve their nutrition significantly increased healthy cholesterol levels. A positive impact was seen on adolescent health outcomes through linking a high school STEM outreach program with a higher education institution to deliver STEM enrichment curriculum through social media.

Taking a Look at the Heath Sciences and Technology Academy (HSTA): Student-Research Partnership Increases Survey Size, Hands-on STEM Learning, and Research-Community Connections.

This paper explores the dynamics of a research partnership between a practicing clinician/research and 34 West Virginia high school students participating in a precollege STEM intervention program. The collaboration provided a more diverse study sample to the clinician for examining attitudes about knee osteoarthritis in adults over 40. It provided students the opportunity to collect data from adults in their community within a highly structured research project and explore a range of research questions using the resulting cross-state data set. Data collection far surpassed the researcher's expectations of 100 surveys; student researchers collected 1,129 unique surveys over nine months from difficult to reach Appalachian communities. This project illustrates the intervention program's ability to support partner research efforts while opening the STEM pipeline to under-served youth by introducing aspects of community-based participatory research (CBPR) pathways to them in their formative years.

Rural Student Voices to Improve Educational Attainment Oriented Programs.

The Health Sciences and Technology Academy (HSTA) strives to increase college-going and completion rates for students in West Virginia (USA), a state with low educational attainment and the second most rural state in the country. The positive impact of HSTA on student academic trajectories has been documented, but student voices have not been represented. This qualitative study using Bronfenbrenner's ecological perspective explores student experiences through HSTA, with an eye toward how similar programs serving rural populations might improve while understanding student participant perspectives. Participants were 706 incoming 9th -12th graders from rural West Virginia who provided survey responses across two years. We address the organizational and individual considerations that were instrumental in creating a supportive learning environment for rural youth.

The Health Sciences and Technology Academy: an educational pipeline to address health care disparities in West Virginia.

Health and educational disparities are national issues in the United States. Research has shown that health care professionals from underserved backgrounds are more likely than others to work in underserved areas. The Association of American Medical Colleges' Project 3000 by 2000, to increase the number of underrepresented minorities in medical schools, spurred the West Virginia School of Medicine to start the Health Sciences and Technology Academy (HSTA) in 1994 with the goal of supporting interested underrepresented high school students in pursuing college and health professions careers. The program was based on three beliefs: (1) if underrepresented high school students have potential and the desire to pursue a health professions career and are given the support, they can reach their goals, including obtaining a health professions degree; (2) underserved high school students are able to predict their own success if given the right resources; and (3) community engagement would be key to the program's success.In this Perspective, the authors describe the HSTA and its framework and philosophy, including the underlying theories and pedagogy from research in the fields of education and the behavioral/social sciences. They then offer evidence of the program's success, specifically for African American students, including graduates' high college-going rate and overwhelming intention to choose a health professions major. Finally, the authors describe the benefits of the HSTA's community partnerships, including providing mentors to students, adding legislative language providing tuition waivers and a budgetary line item devoted to the program, and securing program funding from outside sources.

Feasibility of adolescents to conduct community-based participatory research on obesity and diabetes in rural Appalachia.

Community-Based Participatory Research (CBPR) has been advocated to translate advances in health care sciences to the community. We describe a novel approach applied to obesity management and diabetes prevention. This takes advantage of a network of science clubs organized by the Health Sciences and Technology Academy (HSTA) for extracurricular activity of disadvantaged high school students in rural Appalachia. Physician scientists and educators provided an intensive summer course on CBPR, ethics, and study design on obesity management and diabetes prevention. Ethical certification for CBPR investigation was obtained for 210 students and 18 mentors for a study on the prevalence of obesity and Type II diabetes within their community. Over a 6-month period, 989 had a collection of complete analyzable data, of which 103 had diabetes. The proportion with obesity (BMI > or = 30) was over 50%. The frequency of diabetes was related to increasing BMI. When BMI > or = 40, the frequency approached 50%, and exhibited a clear familial distribution. We conclude that trained adolescents can effectively conduct CBPR, and obesity and diabetes are more prevalent than previously reported in this community. This experience provides encouragement to conduct future studies to infl uence weight management from high-risk populations in this medically disadvantaged community.

Community-based participatory clinical research in obesity by adolescents: pipeline for researchers of the future.

We propose a novel, untapped opportunity, challenging cultural and man-power barriers to transferring advances in biomedical science knowledge that will improve community health care (Type II Clinical Translational Research) in a medically underserved community. We describe a pilot model in which adolescents apply principles of Community-Based Participatory Research (CBPR) at the epicenter of the obesity diabetes epidemic in rural Appalachia in West Virginia. The model invites minority, financially disadvantaged, and educationally disadvantaged adolescents to become educated on ethics, then provides infrastructure to support study design and conduct of CBPR. This experience demonstrates that these adolescents can effi ciently, with quality and integrity, reach into the most vulnerable of communities and their own families to show that the prevalence of obesity is at 50% and diabetes 10.4% (n= 989). Our experience illustrates the infrastructure requirements for this strategy to be successful and emphasizes the substantial benefit that could accrue if the model is successfully sustained. The benefit includes not only the translation of knowledge to influence community lifestyle behavior but also the creation of a pipeline of new biomedical scientists for the future.

Family networks of obesity and type 2 diabetes in rural Appalachia.

The prevalence of obesity and diabetes has been studied in adolescent and adult populations in poor, medically underserved rural Appalachia of West Virginia. A web-based questionnaire about obesity and diabetes was obtained in 989 family members of 210 Community Based Clinical Research (CBPR) trained adolescent members of a network of 18 science clubs, incorporating 142 families. After age-correction in < 20 years old, 50% of both adolescents and adults were obese. The frequency distribution of obesity was trimodal. In the overall population 10.4% had type 2 diabetes, while 24% of adult, obese subjects had type 2 diabetes. A new metric, the family diabetes risk potential, identified a trimodal distribution of risk potential. In the lowest most common distribution 43% of families had a diabetic family member. In the intermediate distribution, 69% had a diabetic family member, and in the distribution with highest scores all the families had a diabetic member. In conclusion, the poorest counties of rural Appalachia are at crisis level with the prevalence of obesity and diabetes. The distribution of age-corrected obesity and family diabetes risk potential are not normally distributed. We suggest that targeting individual family units at greatest risk offers the most efficient strategy for ameliorating this epidemic.

NMR structure of the apoB mRNA stem-loop and its interaction with the C to U editing APOBEC1 complementary factor.

We have solved the NMR structure of the 31-nucleotide (nt) apoB mRNA stem-loop, a substrate of the cytidine deaminase APOBEC1. We found that the edited base located at the 5' end of the octa-loop is stacked between two adenosines in both the unedited (cytidine 6666) and the edited (uridine 6666) forms and that the rest of the loop is unstructured. The 11-nt "mooring" sequence essential for editing is partially flexible although it is mostly in the stem of the RNA. The octa-loop and the internal loop in the middle of the stem confer this flexibility. These findings shed light on why APOBEC1 alone cannot edit efficiently the cytidine 6666 under physiological conditions, the editing base being buried in the loop and not directly accessible. We also show that APOBEC1 does not specifically bind apoB mRNA and requires the auxiliary factor, APOBEC1 complementary factor (ACF), to edit specifically cytidine 6666. The binding of ACF to both the mooring sequence and APOBEC1 explains the specificity of the reaction. Our NMR study lead us to propose a mechanism in which ACF recognizes first the flexible nucleotides of the mooring sequence (the internal loop and the 3' end octa-loop) and subsequently melts the stem-loop, exposing the amino group of the cytidine 6666 to APOBEC1. Thus, the flexibility of the mooring sequence plays a central role in the RNA recognition by ACF.

Optimization of apolipoprotein B mRNA editing by APOBEC1 apoenzyme and the role of its auxiliary factor, ACF.

Expression and purification to homogeneity of the apolipoprotein B mRNA editing subunit, APOBEC1, has allowed the demonstration that this apoenzyme has considerable residual enzymatic activity on a minimal apoB mRNA substrate, even in the absence of any auxiliary factors. Assay of this activity as a function of various experimental conditions has led to substantial optimization of assay conditions through the use of incomplete factorial and response surface experiments. Surprisingly, the apoenzyme is thermostable, and has a temperature optimum near 45 degrees C. We have used these optimized conditions, to assess steady-state kinetic parameters for APOBEC1 mRNA editing activity with and without the auxiliary factor, ACF. An important effect of the auxiliary factor is to broaden the temperature range of APOBEC1 activity, lowering the optimal temperature and enabling it to function optimally at lower temperatures. A model consistent with this observation is that at lower temperatures ACF promotes a conformational transition in the RNA substrate that occurs spontaneously at higher temperature. Notably, the substantial RNA editing activity of APOBEC1 alone may be responsible for the "hyperediting" observed upon overexpression of APOBEC1 in transgenic mice.

APOBEC3G is a single-stranded DNA cytidine deaminase and functions independently of HIV reverse transcriptase.

In the absence of the viral vif gene, human immunodeficiency virus (HIV) may be restricted by the APOBEC3G gene on chromosome 22. The role of the HIV Vif protein is to exclude host cell APOBEC3G from the budding virion. As APOBEC3G shows sequence homology to cytidine deaminases, it is presumed that in the absence of Vif, cytidine residues in the cDNA are deaminated yielding uracil. It is not known if additional proteins mediate APOBEC3G function or if deamination occurs in concert with reverse transcription. This report describes an in vitro assay showing that Baculovirus derived APOBEC3G alone extensively deaminates cDNA independently of reverse transcriptase. It reproduces the dinucleotide context typical of G --> A hypermutants derived from a Delta(vif) virus. By using an RNaseH- form of reverse transcriptase, it was shown that the cDNA has to be free of its RNA template to allow deamination. APOBEC3G deamination of dC or dCTP was not detected. In short, APOBEC3G is a single-stranded DNA cytidine deaminase capable of restricting retroviral replication.

The apolipoprotein B mRNA editing complex performs a multifunctional cycle and suppresses nonsense-mediated decay.

The C to U editing of apolipoprotein B (apoB) mRNA is mediated by a minimal complex composed of an RNA-binding cytidine deaminase (APOBEC1) and a complementing specificity factor (ACF). This editing generates a premature termination codon and a truncated open reading frame. We demonstrate that the APOBEC1-ACF holoenzyme mediates a multifunctional cycle. The atypical APOBEC1 nuclear localization signal is involved in RNA binding and is used to import ACF into the nucleus as cargo. APOBEC1 alone induces nonsense-mediated decay (NMD). The APOBEC1-ACF complex edits and remains associated with the edited RNA to protect it from NMD. The APOBEC1 nuclear export signal is involved in the export of ACF and the edited apoB mRNA together, to the site of translation.

An anthropoid-specific locus of orphan C to U RNA-editing enzymes on chromosome 22.

The cytidine (C) to uridine (U) editing of apolipoprotein (apo) B mRNA is mediated by tissue-specific, RNA-binding cytidine deaminase APOBEC1. APOBEC1 is structurally homologous to Escherichia coli cytidine deaminase (ECCDA), but has evolved specific features required for RNA substrate binding and editing. A signature sequence for APOBEC1 has been used to identify other members of this family. One of these genes, designated APOBEC2, is found on chromosome 6. Another gene corresponds to the activation-induced deaminase (AID) gene, which is located adjacent to APOBEC1 on chromosome 12. Seven additional genes, or pseudogenes (designated APOBEC3A to 3G), are arrayed in tandem on chromosome 22. Not present in rodents, this locus is apparently an anthropoid-specific expansion of the APOBEC family. The conclusion that these new genes encode orphan C to U RNA-editing enzymes of the APOBEC family comes from similarity in amino acid sequence with APOBEC1, conserved intron/exon organization, tissue-specific expression, homodimerization, and zinc and RNA binding similar to APOBEC1. Tissue-specific expression of these genes in a variety of cell lines, along with other evidence, suggests a role for these enzymes in growth or cell cycle control.