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This paper describes methods and findings from student cognitive labs, teacher cognitive labs, and test administration observations as evidence evaluated in a validity argument for a computer-based alternate assessment for students with significant cognitive disabilities. Validity of score interpretations and uses for alternate assessments based on alternate academic achievement standards (AA-AAAS) for students with the most significant cognitive disabilities require nontraditional sources of evidence about student-item interactions and the influences teachers have on those interactions. Our findings provide evidence that the assessment has been designed so students can show what they know and can do on multiple choice, technology-enhanced, and teacher administered item types and that teachers administer the assessments in a way that allows students to respond as intended. We conclude with a discussion on how the findings inform future test development, limitations, and implications for the use of these research methods for gathering validity evidence for an AA-AAAS.

In undergraduate life sciences education, open educational resources (OERs) increase accessibility and retention for students, reduce costs, and save instructors time and effort. Despite increasing awareness and utilization of these resources, OERs are not centrally located, and many undergraduate instructors describe challenges in locating relevant materials for use in their classes. To address this challenge, we have designed a resource collection (referred to as Open Resources for Biology Education, ORBE) with 89 unique resources that are primarily relevant to undergraduate life sciences education. To identify the resources in ORBE, we asked undergraduate life sciences instructors to list what OERs they use in their teaching and curated their responses. Here, we summarize the contents of the ORBE and describe how educators can use this resource as a tool to identify suitable materials to use in their classroom context. By highlighting the breadth of unique resources openly available for undergraduate biology education, we intend for the ORBE to increase instructors' awareness and use of OERs.

Many 4-year public institutions face significant pedagogical challenges due to the high ratio of students to teaching team members. To address the issue, we developed a workflow using the programming language R as a method to rapidly grade multiple-choice questions, adjust for errors, and grade answer-dependent style multiple-choice questions, thus shifting the teaching teams' time commitment back to student interaction. We provide an example of answer-dependent style multiple-choice questions and demonstrate how the output allows for discrete analysis of questions based on various categories such as Fundamental Statements or Bloom's Taxonomy Levels. Additionally, we show how student demographics can be easily integrated to yield a holistic perspective on student performance in a course. The workflow offers dynamic grading opportunities for multiple-choice questions and versatility through its adaptability to assessment analyses. This approach to multiple-choice questions allows instructors to pinpoint factors affecting student performance and respond to changes to foster a healthy learning environment.

To equip students with 21st-century skills, teachers must have both deep STEM content knowledge and the confidence to implement and teach appropriate STEM content. Many elementary teachers have inadequate STEM background knowledge, low confidence, and STEM self-efficacy for implementing STEM in the classroom; as a result, teachers' classroom practices are affected. The study examined how elementary teachers perceive their ability to implement STEM in the classroom. The STEM Efficacy Survey was sent to a randomized pool of 100 elementary educators, and 18 of them agreed to participate in the study. This instrument was designed to elicit responses related to the teachers' previous background in STEM, their beliefs about their ability to implement STEM, and their actual STEM implementation in the elementary classroom. The results revealed that participants were confident in their understanding of the engineering design process and problem-based learning. However, teachers were unwilling to apply the engineering design process in the classroom. From this research, the researchers concluded that higher levels of training in STEM education may influence how teachers perceive their ability to implement STEM in the classroom. Further research should focus on exploring how STEM training affects teachers' self-efficacy in STEM implementation.

As federal strategic plans prioritize increasing diversity within the biomedical workforce, and STEM training and outreach programs seek to recruit and retain students from historically underrepresented populations, there is a need for interrogation of traditional demographic descriptors and careful consideration of best practices for obtaining demographic data. To accelerate this work, equity-focused researchers and leaders from STEM programs convened to examine approaches for measuring demographic variables. Gender, race/ethnicity, disability, and disadvantaged background were prioritized given their focus by federal funding agencies. Categories of sex minority, sexual (orientation) minority, and gender minority (SSGM) should be included in demographic measures collected by STEM programs, consistent with recommendations from White House Executive Orders and federal reports. Our manuscript offers operationalized phrasing for demographic questions and recommendations for use across student-serving programs. Inclusive demographics permit the identification of individuals who are being excluded, marginalized, or improperly aggregated, increasing capacity to address inequities in biomedical research training. As trainees do not enter training programs with equal access, accommodations, or preparation, inclusive demographic measures can welcome trainees and inform a nuanced set of program outcomes that facilitate research on intersectionality to support the recruitment and retention of underrepresented students in biomedical research.

The purpose of this study is to define the main problems and provide organizational-methodological recommendations for ensuring vocational guidance for students with special needs. This research describes the main provisions and results of the realization of project work directed at the development of a modern system of inclusive education in the context of globalization and according to the career guidance of students. The results of the research can help organize career guidance work for secondary school teachers and school administration.

This study investigates the efficacy of incorporating neuropedagogical elements into virtual simulators for advanced chemistry education in universities. Utilizing a mixed-method approach, it uses questionnaires completed by 50 organic chemistry students. These questionnaires included both general and Likert scale questions, focusing on students' experiences with the PhET Interactive Simulation. The results highlight the positive impact of neuropedagogy on students' learning attitudes, cognitive abilities, and skill development, particularly in areas like critical thinking, analytical skills, and social competencies. A significant portion of students reported enhanced educational outcomes: 76% observed improved training effectiveness, 88% better understood the subject, and 96% found the virtual simulator-based learning more engaging. Furthermore, the study notes improvements in students' problem-solving abilities (68%), logical reasoning (92%), and comprehension of chemical processes (94%). These findings emphasize the value of integrating neuroscience principles in chemical education, potentially benefiting both tertiary and secondary education sectors. They indicate the necessity for educational adaptation in line with interdisciplinary research in cognitive and neurological sciences. This research not only serves as a valuable resource for chemistry teachers but also sets the stage for future empirical studies exploring neuroscience's role in teacher education. The study underscores the importance of further investigation into how teachers implement neuropedagogical techniques and the effectiveness of such applications, advocating for continuous development in educational methodologies.

Students who are educated by schools in rural areas experienced challenges around the world even before the COVID-19 pandemic, such as lack of resources and inadequate infrastructure (Çiftçi & Cin, 2018; Dube, 2020). The COVID-19 pandemic drew attention to the inequities of the conditions facing students in rural areas (EDC, 2020). These unique challenges were evident for those serving low-incidence disability populations, such as those children with visual impairment. There are unique challenges in providing support to students and their families with visual impairments in rural areas of the country. Those challenges included need for additional supports in technology, internet infrastructure, funding, and full access to accessible materials. Concerns over the health and well-being of teachers and students with visual impairments were also expressed as concerns but was not unique for teachers of students with visual impairments in rural areas.

The role of secondary education is critical to preparing graduates for adulthood. This study explored the transition experiences of high school graduates and factors that impacted their preparation for adulthood. This descriptive study focused on the experiences of degree and non-degree-seeking graduates. Surveys were distributed to students enrolled in a general education course at a state university and marketing research participants not enrolled in post-secondary programs. The survey sought to identify overall preparedness, responsibilities deemed necessary to teach in high school, and influence factors that prepared them for adulthood. The overall findings displayed that graduates seeking degrees felt more prepared for adulthood. While both groups agreed that many adulthood-responsibility topics should be taught, degree-seekers found less value in teaching parenting skills in a high school class despite identifying that parents have a more significant impact on preparing them for adulthood. Researchers recommend that in addition to college and career-ready curricula, instruction should include preparation topics that align with 21st-century markers that better support non-degree-seeking graduates toward successful transitions into adulthood.

The COVID-19 pandemic caused tremendous upheaval in schooling. In addition to devasting effects on students, these disruptions had consequences for researchers conducting studies on education programs and policies. Given the likelihood of future large-scale disruptions, it is important for researchers to plan resilient studies and think critically about adaptations when such turbulence arises. In this article, we utilize qualitative analysis of interviews with research study leaders to illuminate practical and methodological challenges, as well as promising practices that arose during the pandemic period. We find that researchers made pivots to address practical challenges and protect the feasibility of their studies. We also find that researchers took precautions, where possible, to understand and bolster internal validity. However, these pivots frequently surfaced additional threats to construct and external validity. We conclude with recommendations for future studies conducted in times of prolonged unplanned school closures or other large-scale disruptions.

Objective: The current study sought to clarify and harness the incremental validity of emotional dysregulation and unawareness (EDU) in emerging adulthood, beyond ADHD symptoms and with respect to concurrent classification of impairment and co-occurring problems, using machine learning techniques. Method: Participants were 1,539 college students (M[subscript age] = 19.5, 69% female) with self-reported ADHD diagnoses from a multisite study who completed questionnaires assessing ADHD symptoms, EDU, and co-occurring problems. Results: Random forest analyses suggested EDU dimensions significantly improved model performance (ps < 0.001) in classifying participants with impairment and internalizing problems versus those without, with the resulting ADHD + EDU classification model demonstrating acceptable to excellent performance (except in classification of Work Impairment) in a distinct sample. Variable importance analyses suggested inattention sum scores and the Limited Access to Emotional Regulation Strategies EDU dimension as the most important features for facilitating model classification. Conclusion: Results provided support for EDU as a key deficit in those with ADHD that, when present, helps explain ADHD's co-occurrence with impairment and internalizing problems. Continued application of machine learning techniques may facilitate actuarial classification of ADHD-related outcomes while also incorporating multiple measures.

There is value in integrating social-emotional learning with academic development as a way to support children's abilities to effectively communicate ideas, collaboratively solve problems, and strengthen early literacy practices. In this article, we discuss suggestions for using picturebook read-alouds as stepping stones for integrating social-emotional learning (SEL) competencies and core standards (ELA and SS) to address topics related to social justice, equity, and inclusion. We connect each SEL competency with a related topic for discussion and highlight lesson ideas for early grades to examine these themes, including potential prompts a teacher may use to foster curiosity and help students develop questions about each topic.

Water is an increasingly precious resource in California as years of drought, climate change, pollution, as well as an expanding population have all stressed the state's drinking water supplies. Currently, there are increasing concerns about whether regulated and unregulated contaminants in drinking water are linked to a variety of human-health outcomes particularly in socially disadvantaged communities with a history of health risks. To begin to address this data gap by broadly assessing contaminant mixture exposures, the current study was designed to collect tapwater samples from communities in Gold Country, the San Francisco Bay Area, two regions of the Central Valley (Merced/Fresno and Kern counties), and southeast Los Angeles for 251 organic chemicals and 32 inorganic constituents. Sampling prioritized low-income areas with suspected water quality challenges and elevated breast cancer rates. Results indicated that mixtures of regulated and unregulated contaminants were observed frequently in tapwater throughout the areas studied and the types and concentrations of detected contaminants varied by region, drinking-water source, and size of the public water system. Multiple exceedances of enforceable maximum contaminant level(s) (MCL), non-enforceable MCL goal(s) (MCLG), and other health advisories combined with frequent exceedances of benchmark-based hazard indices were also observed in samples collected in all five of the study regions. Given the current focus on improving water quality in socially disadvantaged communities, our study highlights the importance of assessing mixed-contaminant exposures in drinking water at the point of consumption to adequately address human-health concerns (e.g., breast cancer risk). Data from this pilot study provide a foundation for future studies across a greater number of communities in California to assess potential linkages between breast cancer rates and tapwater contaminants.

Charged particle reconstruction in the presence of many simultaneous proton–proton (pp) collisions in the LHC is a challenging task for the ATLAS experiment’s reconstruction software due to the combinatorial complexity. This paper describes the major changes made to adapt the software to reconstruct high-activity collisions with an average of 50 or more simultaneous pp interactions per bunch crossing (pile-up) promptly using the available computing resources. The performance of the key components of the track reconstruction chain and its dependence on pile-up are evaluated, and the improvement achieved compared to the previous software version is quantified. For events with an average of 60pp collisions per bunch crossing, the updated track reconstruction is twice as fast as the previous version, without significant reduction in reconstruction efficiency and while reducing the rate of combinatorial fake tracks by more than a factor two.

The Electron-Ion Collider (EIC), a state-of-the-art facility for studying the strong force, is expected to begin commissioning its first experiments in 2028. This is an opportune time for artificial intelligence (AI) to be included from the start at this facility and in all phases that lead up to the experiments. The second annual workshop organized by the AI4EIC working group, which recently took place, centered on exploring all current and prospective application areas of AI for the EIC. This workshop is not only beneficial for the EIC, but also provides valuable insights for the newly established ePIC collaboration at EIC. This paper summarizes the different activities and R&D projects covered across the sessions of the workshop and provides an overview of the goals, approaches and strategies regarding AI/ML in the EIC community, as well as cutting-edge techniques currently studied in other experiments.

Major trade-offs often manifest as axes of diversity in organismal functional systems. Overarching trade-offs may result in high trait integration and restrict the trajectory of diversification to be along a single axis. Here, we explore the diversification of the feeding mechanism in coral reef fishes to establish the role of trade-offs and complexity in a spectacular ecological radiation. We show that the primary axis of variation in the measured musculo-skeletal traits is aligned with a trade-off between mobility and force transmission, spanning species that capture prey with suction and those that bite attached prey. We found weak or no covariation between about half the traits, reflecting deviations from the trade-off axis. The dramatic trophic range found among reef fishes occurs along the primary trade-off axis, with numerous departures that use a mosaic of trait combinations to adapt the feeding mechanism to diverse challenges. We suggest that morphological evolution both along and independent of a major axis of variation is a widespread mechanism of diversification in complex systems where a global trade-off shapes major patterns of diversity. Significant additional diversity emerges as systems use weak integration and complexity to assemble functional units with many trait combinations that meet varying ecological demands.

Coronary artery calcium (CAC) scans contain valuable information beyond the Agatston Score which is currently reported for predicting coronary heart disease (CHD) only. We examined whether new artificial intelligence (AI) applied to CAC scans can predict non-CHD events, including heart failure, atrial fibrillation, and stroke. We applied AI-enabled automated cardiac chambers volumetry and calcified plaque characterization to CAC scans (AI-CAC) of 5830 asymptomatic individuals (52.2% women, age 61.7 ± 10.2 years) in the multi-ethnic study of atherosclerosis during 15 years of follow-up, 1773 CVD events accrued. The AUC at 1-, 5-, 10-, and 15-year follow-up for AI-CAC vs. Agatston score was (0.784 vs. 0.701), (0.771 vs. 0.709), (0.789 vs. 0.712) and (0.816 vs. 0.729) (p

ObjectivesTo evaluate the prevalence of weight discrimination (the perception of being treated unfairly based on weight) and its sociodemographic associations among early adolescents aged 10 to 13 in the United States.MethodsWe analyzed cross-sectional data from the Adolescent Brain Cognitive Development (ABCD) Study in Year Two (2018-2020). Multivariable logistic regression analyses were conducted, with perceived weight discrimination as the dependent variable and age, sex, sexual orientation, race and ethnicity, body mass index (BMI) category, household income, and highest parental education level as adjusted independent variables. Interaction with BMI category and weight discrimination by sex, sexual orientation, race and ethnicity, and household income was tested for.ResultsIn our analytical sample (N = 7129), we found that 5.46 % of early adolescents reported experiencing weight discrimination. Adolescents with BMI percentile ≥95th (adjusted odds ratio [AOR], 6.41; 95 % confidence interval [CI], 4.71-8.70),

This survey investigates the experiences of scholarly communication workers in North America, with a total of 282 responses. Previous studies on scholarly communication work in academic libraries have tended to focus on organizational structure and necessary competencies. This study aims to put the focus back on workers’ own experiences on the job, to better understand the contributing factors to burnout and attrition that can arise for those in these positions. Five main areas are investigated: newness of the position, scope of the work, support and resources, feelings of one’s expertise being unvalued or dismissed, and the impact of administration. The study concludes with recommendations for library administrators on how to fortify a more sustainable environment for scholarly communication workers.

The associated production of Higgs and W bosons via vector-boson fusion is highly sensitive to the relative sign of the Higgs boson couplings to W and Z bosons. In this Letter, two searches for this process are presented, using 140  fb−1 of proton-proton collision data at s=13  TeV recorded by the ATLAS detector at the LHC. The first search targets scenarios with opposite-sign couplings of the W and Z bosons to the Higgs boson, while the second targets standard model-like scenarios with same-sign couplings. Both analyses consider Higgs boson decays into a pair of b quarks and W boson decays with an electron or muon. The data exclude the opposite-sign coupling hypothesis with a significance beyond 5σ, and the observed (expected) upper limit set on the cross section for vector-boson fusion WH production is 9.0 (8.7) times the standard model value at 95% confidence level. © 2024 CERN, for the ATLAS Collaboration 2024 CERN

Adoption of high-content omic technologies in clinical studies, coupled with computational methods, has yielded an abundance of candidate biomarkers. However, translating such findings into bona fide clinical biomarkers remains challenging. To facilitate this process, we introduce Stabl, a general machine learning method that identifies a sparse, reliable set of biomarkers by integrating noise injection and a data-driven signal-to-noise threshold into multivariable predictive modeling. Evaluation of Stabl on synthetic datasets and five independent clinical studies demonstrates improved biomarker sparsity and reliability compared to commonly used sparsity-promoting regularization methods while maintaining predictive performance; it distills datasets containing 1,400-35,000 features down to 4-34 candidate biomarkers. Stabl extends to multi-omic integration tasks, enabling biological interpretation of complex predictive models, as it hones in on a shortlist of proteomic, metabolomic and cytometric events predicting labor onset, microbial biomarkers of pre-term birth and a pre-operative immune signature of post-surgical infections. Stabl is available at https://github.com/gregbellan/Stabl .

Quasi-periodic eruptions (QPEs) are luminous bursts of soft X-rays from the nuclei of galaxies, repeating on timescales of hours to weeks1-5. The mechanism behind these rare systems is uncertain, but most theories involve accretion disks around supermassive black holes (SMBHs) undergoing instabilities6-8 or interacting with a stellar object in a close orbit9-11. It has been suggested that this disk could be created when the SMBH disrupts a passing star8,11, implying that many QPEs should be preceded by observable tidal disruption events (TDEs). Two known QPE sources show long-term decays in quiescent luminosity consistent with TDEs4,12 and two observed TDEs have exhibited X-ray flares consistent with individual eruptions13,14. TDEs and QPEs also occur preferentially in similar galaxies15. However, no confirmed repeating QPEs have been associated with a spectroscopically confirmed TDE or an optical TDE observed at peak brightness. Here we report the detection of nine X-ray QPEs with a mean recurrence time of approximately 48 h from AT2019qiz, a nearby and extensively studied optically selected TDE16. We detect and model the X-ray, ultraviolet (UV) and optical emission from the accretion disk and show that an orbiting body colliding with this disk provides a plausible explanation for the QPEs.

Preceding a core-collapse supernova (CCSN), various processes produce an increasing amount of neutrinos of all flavors characterized by mounting energies from the interior of massive stars. Among them, the electron antineutrinos are potentially detectable by terrestrial neutrino experiments such as KamLAND and Super-Kamiokande (SK) via inverse beta decay interactions. Once these pre-supernova (pre-SN) neutrinos are observed, an early warning of the upcoming CCSN can be provided. In light of this, KamLAND and SK, both located in the Kamioka mine in Japan, have been monitoring pre-SN neutrinos since 2015 and 2021, respectively. Recently, we performed a joint study between KamLAND and SK on pre-SN neutrino detection. A pre-SN alert system combining the KamLAND detector and the SK detector was developed and put into operation, which can provide a supernova alert to the astrophysics community. Fully leveraging the complementary properties of these two detectors, the combined alert is expected to resolve a pre-SN neutrino signal from a 15 M ⊙ star within 510 pc of the Earth at a significance level corresponding to a false alarm rate of no more than 1 per century. For a Betelgeuse-like model with optimistic parameters, it can provide early warnings up to 12 hr in advance.

Abstract: The ratio of branching ratios of the W boson to muons and electrons, $$R^{\,\mu /e}_W={{\mathcal {B}}(W\rightarrow \mu u )}$$ R W μ / e = B ( W → μ ν ) /$${{\mathcal {B}}(W\rightarrow eu )}$$ B ( W → e ν ) , has been measured using $$140\,\text{ fb}^{-1}\,$$ 140 fb - 1 of pp collision data at $$\sqrt{s}=13$$ s = 13  $$\text {T}\text {e}\hspace{-1.00006pt}\text {V}$$ Te V collected with the ATLAS detector at the LHC, probing the universality of lepton couplings. The ratio is obtained from measurements of the $$t\bar{t}$$ t t ¯ production cross-section in the ee, $$e\mu $$ e μ and $$\mu \mu $$ μ μ dilepton final states. To reduce systematic uncertainties, it is normalised by the square root of the corresponding ratio $$R^{\,\mu \mu /ee}_Z$$ R Z μ μ / e e for the Z boson measured in inclusive $$Z\rightarrow ee$$ Z → e e and $$Z\rightarrow \mu \mu $$ Z → μ μ events. By using the precise value of $$R^{\,\mu \mu /ee}_Z$$ R Z μ μ / e e determined from $$e^+e^-$$ e + e - colliders, the ratio $$R^{\,\mu /e}_W$$ R W μ / e is determined to be $$\begin{aligned} R^{\,\mu /e}_W&= 0.9995\pm 0.0022\,\mathrm {(stat)}\,\pm 0.0036\,\mathrm {(syst)}\\ &\quad \pm 0.0014\,\mathrm {(ext)} . \end{aligned}$$ R W μ / e = 0.9995 ± 0.0022 ( stat ) ± 0.0036 ( syst ) ± 0.0014 ( ext ) . The three uncertainties correspond to data statistics, experimental systematics and the external measurement of $$R^{\,\mu \mu /ee}_Z$$ R Z μ μ / e e , giving a total uncertainty of 0.0045, and confirming the Standard Model assumption of lepton flavour universality in W-boson decays at the 0.5% level.

Abstract: Pixel sensors in 3D technology equip the outer ends of the staves of the Insertable B Layer (IBL), the innermost layer of the ATLAS Pixel Detector, which was installed before the start of LHC Run 2 in 2015. 3D pixel sensors are expected to exhibit more tolerance to radiation damage and are the technology of choice for the innermost layer in the ATLAS tracker upgrade for the HL-LHC programme. While the LHC has delivered an integrated luminosity of  ≃ 235 fb-1 since the start of Run 2, the 3D sensors have received a non-ionising energy deposition corresponding to a fluence of ≃ 8.5 × 1014 1 MeV neutron-equivalent cm-2 averaged over the sensor area. This paper presents results of measurements of the 3D pixel sensors' response during Run 2 and the first two years of Run 3, with predictions of its evolution until the end of Run 3 in 2025. Data are compared with radiation damage simulations, based on detailed maps of the electric field in the Si substrate, at various fluence levels and bias voltage values. These results illustrate the potential of 3D technology for pixel applications in high-radiation environments.

BackgroundCoccidioidomycosis, an emerging fungal disease in the western USA, exhibits seasonal patterns that are poorly understood, including periods of strong cyclicity, aseasonal intervals, and variation in seasonal timing that have been minimally characterized, and unexplained as to their causal factors. Coccidioidomycosis incidence has increased markedly in recent years, and our limited understanding of intra- and inter-annual seasonality has hindered the identification of important drivers of disease transmission, including climate conditions. In this study, we aim to characterize coccidioidomycosis seasonality in endemic regions of California and to estimate the relationship between drought conditions and coccidioidomycosis seasonal periodicity and timing.MethodsWe analysed data on all reported incident cases of coccidioidomycosis in California from 2000 to 2021 to characterize seasonal patterns in incidence, and conducted wavelet analyses to assess the dominant periodicity, power, and timing of incidence for 17 counties with consistently high incidence rates. We assessed associations between seasonality parameters and measures of drought in California using a distributed lag nonlinear modelling framework.FindingsAll counties exhibited annual cyclicity in incidence (i.e., a dominant wavelet periodicity of 12 months), but there was considerable heterogeneity in seasonal strength and timing across regions and years. On average, 12-month periodicity was most pronounced in the Southern San Joaquin Valley and Central Coast. Further, the annual seasonal cycles in the Southern San Joaquin Valley and the Southern Inland regions occurred earlier than those in coastal and northern counties, yet the timing of annual cycles became more aligned among counties by the end of the study period. Drought conditions were associated with a strong attenuation of the annual seasonal cycle, and seasonal peaks became more pronounced in the 1-2 years after a drought ended.InterpretationWe conclude that drought conditions do not increase the risk of coccidioidomycosis onset uniformly across the year, but instead promote increased risk concentrated within a specific calendar period (September to December). The findings have important implications for public health preparedness, and for how future shifts in seasonal climate patterns and extreme events may impact spatial and temporal coccidioidomycosis risk.FundingNational Institutes of Health.

Results from a wide range of searches targeting different experimental signatures with and without missing transverse momentum (ETmiss) are used to constrain a Two-Higgs-Doublet Model (2HDM) with an additional pseudo-scalar mediating the interaction between ordinary and dark matter (2HDM+a). The analyses use up to 139 fb-1 of proton-proton collision data at a centre-of-mass energy s=13 TeV recorded with the ATLAS detector at the Large Hadron Collider during 2015-2018. The results from three of the most sensitive searches are combined statistically. These searches target signatures with large ETmiss and a leptonically decaying Z boson; large ETmiss and a Higgs boson decaying to bottom quarks; and production of charged Higgs bosons in final states with top and bottom quarks, respectively. Constraints are derived for several common and new benchmark scenarios in the 2HDM+a.

The reinstatement of Pell grant eligibility for incarcerated individuals marks a pivotal moment in the landscape of higher education in prison (HEP) programming in the United States. However, despite this promising development, financial barriers persist, hindering the growth and sustainability of HEP initiatives. This qualitative study delves into the challenges faced by faculty, staff, and administrators within Pennsylvania's colleges and universities as they establish and operate HEP programs amidst an evolving funding environment. Drawing on interviews with nine HEP administrators across the state, we explore obstacles they confront, ranging from the Pell grant funding gap to logistical hurdles such as access to educational materials and technology. Moreover, demographic disparities and security concerns emerge as significant factors impacting the relationship between HEP programs and the Pennsylvania Department of Corrections (DOC). Our findings extend beyond financial constraints, revealing broader systemic barriers to equitable and accessible HEP programming. We provide potential policy solutions to address these multifaceted challenges and foster a more supportive institutional environment for post-secondary education in Pennsylvania's carceral system.

Constructs of social justice has become an increasingly prevalent area of interest in the field of Communication Sciences and Disorders (CSD). In fact, competencies related to social justice are required program content per the Council of Academic Accreditation in Speech-Language Pathology and Audiology. This study's purpose was to describe and evaluate an online, introductory course designed to address such concepts. Students' perceptions of (a) the concept of social justice, (b) program content, and (c) program usability were examined. Undergraduate students from two universities completed the program, and a sample of students provided data about their perceptions during pre-program and post-program semi-structured interviews. Using a qualitative design (i.e., thematic analysis) the authors identified themes reflected in the data. This data revealed that the students had little to no prior experience with social justice yet were motivated to learn more about the topic due to perceptions that the topic is important to the field. Analysis of the program content and usability revealed that the students perceived an increase in knowledge and self-awareness. Outcomes show that the program holds promise and supports further study to evaluate program impact on students' attitudes and beliefs.

This article examines the administrative and bureaucratic barriers faced by trans and nonbinary high-school students in the School District of Philadelphia. Despite strong gender-inclusive policies like the district's Policy 252, student interviews, first-hand observation, and document analysis reveal a variety of stress points that trans and nonbinary students still regularly face. This paper explores those "sticking points" individually and in detail through student experiences, from name and pronoun changes to bathrooms and written records, encouraging greater awareness among classroom teachers and school staff. Ultimately, the persistence of student challenges even amidst supportive policy -- itself far from a guarantee in many school districts -- suggests that gender inclusivity is not subject to single solutions, but rather requires care-filled consideration of stress points in our own distinct and ever-evolving contexts.

This study investigates the innovative work behavior (IWB) of marine lecturers, considering work motivation (WM), organizational culture (OC), and soft skill competence (SSC). Data from 145 respondents representing ten higher education polytechnics in Indonesia were analyzed using partial least squares-structural equation modeling (PLS-SEM). Respondents answered 54 Likert-scale questions, revealing that SSC significantly shapes IWB (estimated value: 0.504), primarily through problem-solving ability. However, WM showed no significant impact on IWB, possibly due to non-influential dimensions like science, technology, environment, and society. Incorporating technological developments as moderating variables could enhance this relationship. Notably, SSC and OC exhibit crucial relationships with IWB, highlighting their importance over WM. These findings shed light on the complex dynamics influencing IWB among marine lecturers, emphasizing the significance of SSC and OC in fostering innovation in the maritime education sector.

This article introduces researchers in the science concerned with developing and studying research methods, measurement, and evaluation (RMME) to the educational data mining (EDM) community. It assumes that the audience is familiar with traditional priorities of statistical analyses, such as accurately estimating model parameters and inferences from those models. Instead, this article focuses on data mining's adoption of statistics and machine learning to produce cutting-edge methods in educational contexts. It answers three questions: (1) What are the primary interests of EDM and RMME researchers?; (2) What is their discipline-specific vocabulary?; and (3) What are the similarities and differences in how the EDM and RMME communities analyze similar types of data?

The Khotons, in the west of Mongolia, were originally Turkic people who spoke the Khoton language, until the 19th century, which is currently considered extinct. This study aimed to prove that the Khoton language belonged to the Turkic languages; and to standardize the Swadesh inventory in relation to the Khoton words. The Swadesh inventory of words was the primary source of this research, which was sampled to examine the basic characteristics like semantic (meaning) acoustic (sound-based), pronunciation and spellings. This study adopted a comparative-historical research design with a qualitative approach, which involved an in-depth content analysis of the data. A data classification process was used to analyze the data by dividing them into categories (3-tiers) to enable retrieving, sorting and storing information. The Swadesh list of words also acted as the instrument of the study as this list was used to target the Khoton vocabulary and determine their equivalence. Such a data classification also helped to manipulate, track and analyze individual specimens in data. The findings of the study reveal that a majority of the linguistic combinations (lexemes) sampled for this study were found in the Khoton language, fully corresponding to the meaning of the English words in the Swadesh list. It was also evident that the basic vocabulary of the Khoton language had the elements of a Turkic language; and that there was an opportunity to reproduce the Khoton language. It is recommended that future studies should examine other versions of Swadesh inventory and compare them with the words in Turkic languages.

The purpose of this research was to explore the strategies effective in building community networks and pooling the resources necessary for laying the foundation to develop a successful county 4-H Extension program in early careers of Extension agents. We conducted this three-round Delphi study with a panel of specially selected 24 successful 4-H Extension agents. The Delphi research process led to identify seven strategies effective in building community networks and six strategies effective in building the necessary resources for the development of an effective county 4-H Extension program. We made practical recommendations based on these findings.

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with digital tests were investigated. We hypothesized a relationship between paper test performance and digital item performance. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between phoneme-grapheme knowledge tested on paper and successful digital interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation. [Note: The issue number (1) shown in the citation on the PDF is incorrect. The correct issue number is 2.]

This research aimed to analyze the insertion of Brazilian psychology into the context of school inclusion of people with autism spectrum disorder. To this end, an integrative review was carried out in two stages: (1) mapping of publications on ASD in different areas of psychology; (2) analysis of the approaches and modes of action adopted to promote the inclusion of autistic people in school. The review considered articles published in the SciELO, BVS-Psi and PePsic databases, in Portuguese and English, between 2013 and 2023. The searches were carried out using the Boolean descriptors and operators psychology AND autism. The results point to three perspectives and modes of action in promoting school inclusion for autistic people: adaptation and adjustment through training, inclusion and development mediated by interactions with adults, and emergence of uniqueness resulting from the deconstruction of normalizing and pathologizing practices.

Since the 2016 U.S. presidential election, increasing attention has been paid to rural communities. For our study, we used a multicase study approach that included five states to study the difference between the rhetoric about the need to focus more attention on rural communities soon after the 2016 election and the practiced reality of state conditions (e.g., policies, practices, constraints) changing to support postsecondary education outcomes (e.g., enrollment, retention, and graduation) for rural students between 2017 and 2021. We collected and analyzed two forms of data for our study, legislative records and newspaper articles. We noted inequitable funding for rural K-12 education in several states. While some state policymakers responded to these inequities, their responses raised questions about the unintended consequences for some of the decisions. In addition, we found state policymakers and leaders have placed increased attention on postsecondary education enrollment and affordability, but we found limited evidence that attention was paid to rural students and rural-serving higher education institutions and to postsecondary education retention and graduation for rural students.

With the onset of COVID-19, colleges and universities moved to emergency remote teaching, and instructors immediately adjusted their curricula. Many instructors adapted or developed new online lessons that they subsequently published as Open Educational Resources (OERs). While much has been examined related to how entire course designs evolved during this period, the same attention has not been paid to how individual lessons were structured to meet online learners' needs. As such, we evaluated OER lessons for the integration of universal design for learning (UDL) guidelines and active learning strategies. We evaluated OER lessons published in "CourseSource," which is an open-access, peer-reviewed journal that focuses on biology lessons implemented in undergraduate classrooms and provides the necessary details and supporting materials to replicate the lesson. We found that biology instructors used a variety of UDL guidelines and active learning strategies to encourage student learning and engagement in online teaching environments. This study also provides a collection of OER online lessons that instructors and educational developers can use to inform the practice of engaging biology students.

For rural students, finding one's voice and identity on a college campus and developing a sense of belonging are important for engagement and degree persistence. Rural affinity groups can create a feeling of comfort or connection that affirms students' place identity and can lead to a more successful college experience. Additionally, an organized group of students can be a resource for the university to learn more about rural places, cultivate collaborations with rural communities, and develop a positive rural narrative. At California State University, Chico, the North State Student Ambassadors are paid student representatives of their rural communities. They do campus outreach as well as act as college ambassadors in their home communities. Key outcomes so far have been increased pride in the students' rural identities and a greater visibility on campus for rural issues.

It is widely known that women are underrepresented in science, technology, engineering, and mathematics (STEM). We have a lack of women who choose STEM careers and women leave these careers at a higher rate than men. Women of color are especially underrepresented and face additional hurtles in building their STEM career. While interventions often focus on increasing female interest and confidence in STEM, my work addresses the lack of research on how STEM recruiting and hiring practices impact female career progression and career decision making (Friedmann & Efrat-Treister, 2023). Through identifying barriers women face during the recruitment process, I seek to break down societal inequities that limit female career progression in technology roles and lead to women feeling insecure about their career prospects despite having confidence in their technical skillsets.

This study aimed to investigate the impact of AI-powered Speech Recognition Technology (AISRT) in improving English pronunciation and speaking skills among EFL learners. Additionally, it explored the opinions and responses of EFL learners towards the use of this technology for pronunciation and speaking skill enhancement. The research employed a pretest/post-test design and a survey questionnaire with a multiple-choice rating scale and openended questions. The study included a sample of EFL learners who received instruction and practice using an AI-SRT program over a designated period. Data were collected through pretest and post-test assessments to measure changes in pronunciation and speaking skills. A survey questionnaire was administered to gather participants' opinions and responses regarding the program's effectiveness and their overall experience. The data were analyzed using descriptive statistics to examine the central tendency, variability and distribution of pre-test and post-test scores. Comparative analysis was conducted using paired t-tests to determine the significance of the improvement in pronunciation and speaking skills. Qualitative data from the survey questionnaire were analyzed thematically to identify recurring themes and patterns in participants' opinions. The findings of this study contribute to the understanding of the impact of AI-powered speech recognition technology on EFL learners' pronunciation and speaking skills. The results reveal the effectiveness of such technology and provide valuable insights into learners' perceptions and experiences. This research has implications for language educators, curriculum designers, and developers of educational technology in designing effective pronunciation and speaking skill enhancement tools for EFL learners.

Many models of professional thinking exist within occupational therapy, but the relationships among reasoning, reflective practice, and evidence-based practice as essential skills for practice are not clear. Because occupational therapy educators impart these skills to students, understanding how educators conceptualize relationships among skills is necessary. We used Delphi methodology to explore educator conceptualizations of the relationships among clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Inclusion criteria were: an educator in an occupational therapy program for at least three years at the master's level or higher, currently an occupational therapy educator based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Participants agreed that the four skills are reciprocally related to one another, with some discrepancies surrounding differing conceptualizations of clinical and professional reasoning. Additionally, relationships were understood to be non-linear and complex. Continued exploration of how these essential skills are related to one another is needed to support future exploration of how they are integrated in occupational therapy education and how this influences practice.

Reasoning, reflective practice, and evidence-based practice are essential skills for occupational therapy practitioners, but it is unclear how these skills are defined in occupational therapy education. We used Delphi methodology to explore educator conceptualizations of clinical reasoning, professional reasoning, reflective practice, and evidence-based practice. Eligible participants on the Delphi expert panel were required to have been an educator in an occupational therapy program for at least three years at the master's level or higher, to be a current occupational therapy educator, based in the United States, and available across multiple survey rounds. Nine participants completed all three survey rounds. Among members of the expert panel there was continued moderate disagreement about terminology related to reasoning and there were some discrepancies between expert perspectives and the occupational therapy literature. However, these educators largely agreed on key features of the complex constructs. Consistency about the use of these terms will support both education and research related to essential professional skills.

Modules are teaching materials designed to be studied by students independently or with minimal guidance from educators because they are equipped with their learning instructions. This study aims to determine the feasibility of teaching materials for reproductive system disorders submaterial modules from the inventory of medicinal plants that facilitate and relieve menstrual pain in Tumiang Village, Samalantan District, Bengkayang Regency. The research method was used research and development (R&D) Borg and Gall model, including potential problems, data collection, product design, design validation, and product revision. The validation of the teaching materials was done by five validators using validation sheets. The aspects assessed in the validation sheet consist of content, language, presentation, and graphics. The validation data were analyzed using the Content Validity Ratio (CVR) and the Content Validity Index (CVI). The results of the validation of the module's instructional materials yielded a CVR value of 1.00 for each criterion with a valid category and a CVI value of 1.00 with a valid category. Based on these results, it can be concluded that the module on reproductive system disorders from the results of the inventory of medicinal plants that facilitate and relieve menstrual pain is suitable for use as teaching material.

We present a critically focused, semester-long community engagement project entitled "Intergenerational Connections" as a form of critical interpersonal and family communication pedagogy (CIFCP). The project utilized Zoom to connect small groups of undergraduate students in the US enrolled in a course on relational communication with older adults in a long-term care facility to dialogue about close relationships. We were interested in how dialogue across generations maintained or altered students' attitudes and expectations about communicating with older adults and analyzed student reflections before, during, and after the dialogues using a turning point analysis. The study was framed using Social Identity Theory (SIT) to show how young adults may label older adults as an outgroup contributing to negative stereotypes. We discuss two turning points related to "Perceptions of Aging and Developmental Changes" and "Understanding and Expectations of Relationships" and identify practical implications of the project for universities and communities.

This study examines interdisciplinary and transdisciplinary interconnections within STEAM (Science, Technology, Engineering, Art, and Mathematics), the humanities, and their collective impacts on civilizations over time. This study includes a comprehensive overview of STEAM education and its integration with historical context and explores relationships beyond the acronym of STEAM itself, with an emphasis on STEAM advancements, the humanities, and digital citizenship for contemporary learners. The role of humanities in relation to STEAM is considered for delving into the historical background of robotics, the technological evolution from simple machines to complex tools for machine learning, engineering innovations during Industrial Revolutions, the Renaissance for creativity, and the Maker Movement for makerspaces in fostering innovation. The researchers consider how scientific, technological, engineering, and mathematical advancements have shaped societal development, as well as the historical roles of artistic expression on cultures. An analysis of interdisciplinary and transdisciplinary connections among STEAM disciplines within historical contexts creates a holistic educational view of societal evolution. The researchers also reflect on the contemporary implications of historical STEAM developments, advocating for the integration of historical context into STEAM curricula -- and STEAM curricula into the humanities -- for cultivating critical thinking, creative thinking, and a deeper understanding of civilization's interconnectedness.

The 4-H program is America's largest youth development organization (National 4-H Council, 2019). The 4-H program is part of the Cooperative Extension system, which provides unbiased, research-based educational programming to communities through the land grant university system (USDA, 2019). Volunteers play a major role in the delivery and functioning of Cooperative Extension's 4-H Youth Development program. 4-H volunteer leaders serve in various capacities (Radhakrishna & Ewing, 2011), including leading 4-H clubs, organizing educational clinics for youth members on various topics, and assisting with educational events and camps. Around ten thousand volunteers currently serve the Pennsylvania 4-H program. 1, 2018). In the 4-H program, volunteers often spend more time with youth and families than 4-H Extension educators and paid program staff, as they are the adults teaching and working with the youth. This can lead to volunteers having a closer relationship with 4-H members than 4-H staff. Despite volunteers' integral role in maintaining the 4-H program, Penn State Extension has not recently examined 4-H volunteer leaders' satisfaction (Dr. Josh Rice, , October 1, 2018 personal communication), reasons for volunteering, and turnover intention. Ensuring volunteers are satisfied and provided with conditions to thrive and grow through their work is vital to 4-H and the Cooperative Extension system. 4-H educators must understand volunteer service motivators (Cleveland & Thompson, 2007) to recruit and maintain dedicated and fulfilled volunteers. Therefore, the authors examined Pennsylvania 4-H Extension volunteers' experience with volunteering in a twenty-first century context. Results will help improve Pennsylvania Extension's 4-H program's service for volunteers, enhance volunteers' effectiveness in the Pennsylvania 4-H program, and improve clientele satisfaction. Services for volunteers include training and recognition programs. If volunteer feedback data support volunteer programming, they will likely make volunteers feel more satisfied with their experience (Pascuet et al., 2012).

The field of applied linguistics is becoming increasingly transdisciplinary as recognition for the need to approach empirical questions from a variety of epistemological and theoretical perspectives grows (Douglas Fir Group, 2016). One methodological approach that holds promise for advancing sophisticated inquiry into complex issues of applied linguistics is mixed methods research (MMR); however, studies adopting MMR to its fullest potential remain infrequent. Employing an exploratory sequential mixed methods design that includes a focus group and survey questionnaire, this empirical study investigates the internal and external factors that may lead applied linguistics researchers to avoid conducting and/or publishing MMR. Integrated analyses revealed that participants' methodological and publishing decisions were influenced by factors such as their socialization into research practices in graduate school, the pressure to publish, and the considerations of the research journal industry. Implications for future applied linguistics researcher education programs and the impact of the publishing industry on research agendas are discussed.