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A small number of older adults in the United States who agree to brain donation for clinical research belong to diverse racial, ethnic, and economic groups. Those who agree, however, are less likely to have completed brain autopsies compared with older non-Latino Whites of higher socioeconomic status. As such, our understanding of Alzheimer's disease and related dementias remains limited in these underrepresented and understudied populations. Here, we examine perceived impediments to completed brain autopsies among diverse older adults who have agreed to brain donation for clinical research.<br />Participants (N=22) were older adults (mean age=77 years) who self-identified as African American (n=8), Latino (n=6), or White of lower income (n=8). All participants had previously agreed to brain donation via the Uniform Anatomical Gift Act. Each participant took part in a one-time, semi-structured focus group. Data were analyzed using a Grounded Theory Approach with both Open Coding and Constant Comparative Codingleted brain autopsies among diverse older adults.The National Alzheimer's Project Act identifies the effective treatment and prevention of Alzheimer's by 2025 as an urgent public health mission. This priority is reflected in the recent increases in public funding that is accelerating Alzheimer's and related dementias research. Many drugs and clinical interventions are in rapid development, with the promising ones moving to clinical trials to be tested. There are currently more than 200 on-going clinical trials, seeking more than 270,000 participants, which will require screening of more than a million individuals. With the race to treatment, how inclusive will screenings be to ensure diversification of the citizens volunteering to become trial participants? Underrepresented groups are chronically under-enrolled in clinical research studies. This under-enrollment leads to conclusions about disease risk factors and processes without all the necessary data because the studies are not representative of all people and all life experiences.Pandemics create survival uncertainty through infection possibilities, food scarcity, and unemployment. Being the largest democracy in the world, we have explored the response of Indian citizens on the COVID-19's lockdown and defined an anxiety response model using PLS based Structural Equation Modeling(SEM). For a comprehensive understanding, we have measured the response at two levels of individual and government. Though the types of anxieties are related, we observed that a specific response is linked with a specific type of anxiety and all responses are not anxiety-driven. We have found that the response mechanism of Health and Food anxieties follow very different paths and that the role of information is not significant in all anxieties. Our results will help policymakers in understanding how to respond to a crisis and optimize policy implementation accordingly. It will further help the scholars understand the difference in the anxieties caused by the pandemic and the layers of responses individuals take in such situations.The purpose of this paper is to explore why impulsive buying happens under emergency and crisis situations, such as that of COVID-19. Drawing on the cognitive-affective personality system theory (CAPS), we tested the dynamic influence of daily perceived uncertainty on COVID-19 on daily impulsive buying via daily information overload and daily information anxiety in a two-wave experience sampling method (ESM) design. [https://www.selleckchem.com/products/sorafenib.html click here] Through a multilevel structural equation model (MSEM) analysis, we found that the daily perceived uncertainty on COVID-19 affected daily information overload, which in turn stimulated daily information anxiety, ultimately determining the daily impulsive buying. Namely, daily information overload and daily information anxiety played a complete chain-mediating role between the daily perceived uncertainty on COVID-19 and daily impulsive buying. The present paper is the first to uncover the important dynamic effect of the perceived uncertainty on COVID-19 on impulsive buying with diary data. Specific implications of these findings are discussed.This paper is in response to the manuscript entitled "Student perceptions of privacy principles for learning analytics" (Ifenthaler and Schumacher, Student perceptions of privacy principles for learning analytics. Educational Technology Research and Development, 64(5), 923-938, 2016) from a practice perspective. Learning analytics (the use of data science methods to generate actionable educational insights) have great potential to impact learning practices during the shift to digital. In particular, they can help fill a critical information gap for students created by an absence of classroom-based cues and the need for increased self-regulation in the online environment, However the adoption of learning analytics in effective, ethical and responsible ways is non-trivial. Ifenthaler and Schumacher (2016) present important findings about students' perceptions of learning analytics' usefulness and privacy, signaling the need for a student-centered paradigm, but stop short of addressing its implications for the creation and adoption of learning analytics tools. In this paper we address this limitation by describing the three specific shifts needed in current learning analytics practice for analytics to be accepted by and effective for students (1) involve students in the creation of analytic tools meant to serve them; (2) develop analytics that are contextualized, explainable and configurable; and (3) empower students' agency in using analytic tools as part of their larger process of learning. These shifts are currently in different stages of maturity and adoption in mainstream learning analytics practice. The primary implication of this work is a call to action for researchers and practitioners to rethink and reshape how students participate in the creation, interpretation and impact of learning analytics.This paper is in response to Nacu et al.'s (Educ Technol Res Dev 66(4)1029-1049, 2018) guidelines to enable educators to fulfill learner support roles in online education from a contextual perspective and how their heuristic method can be utilized in today's current pandemic. It also explores how learner support roles can be leveraged to balance affordances offered by the learning environment and the learners themselves. Additionally, this paper discusses the implications for addressing social inequities in digital environments and education policy reform.