Time Patterns in Internal Human Exposure Data to Bisphenols, Phthalates, DINCH, Organophosphate Flame Retardants, Cadmium and Polyaromatic Hydrocarbons in Europe.

Human biomonitoring (HBM) data in Europe are often fragmented and collected in different EU countries and sampling periods. Exposure levels for children and adult women in Europe were evaluated over time. For the period 2000-2010, literature and aggregated data were collected in a harmonized way across studies. Between 2011-2012, biobanked samples from the DEMOCOPHES project were used. For 2014-2021, HBM data were generated within the HBM4EU Aligned Studies. Time patterns on internal exposure were evaluated visually and statistically using the 50th and 90th percentiles (P50/P90) for phthalates/DINCH and organophosphorus flame retardants (OPFRs) in children (5-12 years), and cadmium, bisphenols and polycyclic aromatic hydrocarbons (PAHs) in women (24-52 years). Restricted phthalate metabolites show decreasing patterns for children. Phthalate substitute, DINCH, shows a non-significant increasing pattern. For OPFRs, no trends were statistically significant. For women, BPA shows a clear decreasing pattern, while substitutes BPF and BPS show an increasing pattern coinciding with the BPA restrictions introduced. No clear patterns are observed for PAHs or cadmium. Although the causal relations were not studied as such, exposure levels to chemicals restricted at EU level visually decreased, while the levels for some of their substitutes increased. The results support policy efficacy monitoring and the policy-supportive role played by HBM.

Constructing Corequisites: How Community Colleges Structure Corequisite Math Coursework and the Implications for Student Success.

States and broad-access colleges are rapidly scaling corequisite coursework-a model where students concurrently enroll in college-level and developmental coursework-in response to dismal completion rates in traditional "developmental" sequences. At community colleges, evidence suggests that corequisite reforms can dramatically improve students' completion of required college-level courses, but colleges often implement new programing and sequences with limited information. We analyzed administrative data from Texas community colleges implementing a statewide corequisite mandate. Our results illustrate (a) how colleges structured corequisite courses in response to the statewide mandate and (b) how corequisite coursework characteristics predicted student outcomes. Our results suggest that some corequisite coursework elements-including mixed-ability college-level classes, higher credits for the developmental education (dev-ed) corequisite support course, and using the same instructor across both the college-level and dev-ed course-improve students' probability of passing college-level math, though these course design elements do not appear to predict long-term outcomes like persistence in college.