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The purpose of this study is to compare and analyze the scientific communication skills of Korean and Australian university students and identify areas that need improvement. As a result of the analysis, it was found that Korean students had higher overall science communication skills than Australian students. However, as a result of analyzing scientific communication skills by field, the type of legitimacy was higher among Australian university students than Korean university students. On the other hand, Korean university students showed higher ability to express letters and visual images than Australian university students. In addition, through a correlation analysis on the types and forms of scientific communication skills, it was possible to confirm the characteristics of scientific communication skills of university students in both countries. This study is significant in that it provides insight into the understanding of the characteristics of scientific communication skills of Korean and Australian university students.

This study develops and validates an English communicative competence model for Korean high school students, in response to the need to redefine the relevant concepts and components of competence that are demanded by the rapidly evolving future society. Drawing on Celce-Murcia's (2008) theoretical model on communicative competence, this research conceptualized a model that could assess high school students' English communicative competence by examining relevant domestic and international studies as well as theoretical reflections. Expert opinions from a two-stage Delphi survey were compiled and incorporated to revise, supplement, and validate the English communicative competence among high school students reflecting Korea's English education environment. Following this process, the conceptual model for English communicative competence was reorganized into five sub-competences (sociolinguistic, discourse, linguistic, interactional, and strategic competence) and 15 corresponding subfactors. The content validity ratio values for the conceptual definition and factor structure of this model were all above 0.64, thus affirming the validity of the conceptual definition and factor structure.

This study examines the role of Namibian secondary school science, technology, engineering and mathematics (STEM) teachers' interest in STEM education and self-efficacy in implementing STEM education in science education curricula. Furthermore, it aimed to distinguish male and female Namibian teachers' interests and self-efficacy regarding STEM education and investigate how different teaching subjects affect them. To achieve this goal, a survey was completed with (n=200) secondary school teachers, both males and females. Data were analyzed quantitatively using exploratory factor analysis and analyzed covariance. The results show that most teachers were highly interested and confident in implementing STEM subjects into science curricula. While Namibian teachers indicated a high level of interest, they also revealed a high lack of interest in STEM, implying that at least some teachers felt bored and meaningless in implementing STEM education. However, gender plays a significant role in teachers' negative self-efficacy, with male teachers being less confident than female teachers in implementing STEM education. Moreover, teachers in the present study have high positive and negative self-efficacy levels regarding implementing STEM education. Therefore, these findings highlight the need for a paradigm shift, especially in the Namibian science curricula, to promote STEM subjects and to improve science education. Potential implications from this research also suggest that teachers' participants benefit significantly from learning within a community by engaging in solutions to real-world problems. [Note: The page range (297-311) shown on the PDF is incorrect. The correct page range is 297-312.]

This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.

Climate change is a global crisis that all of humanity must collectively address. Therefore, there is a need to educate future generations, namely infants, on climate change through international cooperation. In this context, this study aimed to analyze picturebooks on climate change read by infants in China and Korea, two neighboring countries in East Asia. To achieve this, we examined the publication status of climate change picturebooks in both countries, identifying similarities and differences in content. The research yielded the following results. First, there were significant differences in the publication status of climate change picturebooks in China and Korea. Second, both Chinese and Korean picturebooks realistically presented the causes of climate change, but depicted its impacts as a combination of real and fictitious effects. Finally, Korea demonstrated a broader range of actions to mitigate climate change compared to China. Based on these findings, we provided insights for climate change education in China and Korea, and proposed inter-country educational cooperation.

Collaborative problem-solving (CPS) includes multiple socio-cognitive processes that can be challenging to investigate. Constructing arguments is a key practice at the intersection of CPS and science learning. To understand how students construct arguments and develop science knowledge during CPS, we focus on team synchrony--the extent of similarity of navigation actions between team members--in a game-based learning environment. Specifically, we examined the impact of team synchrony on students' argument construction and science knowledge acquisition in a science learning game, "Alien Rescue." Using a mixed methods approach, we analyzed a range of in-game data and performance data of 69 teams from 146 sixth-grade students. Our results show that team synchrony enhanced students' science knowledge acquisition, whereas its effects on argumentation features were nuanced: (a) higher team synchrony groups were more productive in constructing backing compared to low team synchrony groups in conditions where their prior knowledge was high, and (b) there was no significant difference between the two groups in generating claims. We also identified two illustrative cases to show the observed relationship between team synchrony and complexity of arguments that students constructed as a team. Our study has implications for tracing learning processes through log and textual data to understand students' CPS process and performance, which consequently inform the design of scaffolds that support students' CPS.

Motivation is a key factor for child development, but very few studies have examined child and family predictors of both child task and perceived motivation. Thus, the three aims of this 6-month longitudinal study in preschoolers with global developmental delays (GDD) were to explore: 1) differences between task and perceived motivation in cognitive domain; 2) differences among three domains of perceived motivation: cognitive, gross motor, and social; and 3) early child and family predictors of cognitive task motivation and the three domains of perceived motivation 6 months later. Results indicated that preschoolers with GDD showed higher cognitive task motivation than cognitive perceived motivation, and lower perceived cognitive motivation than the other two perceived motivation domains. Different child and family factors predicted cognitive task motivation and the three domains of perceived motivation. Practitioners should educate caregivers on how to observe children's motivation to enhance children's active participation.

During the COVID-19 pandemic, numerous schools halted face-to-face teaching and instead resorted to online classes. The impact of online learning on students' academic worries, social relationships, and psychological well-being has received growing attention. Based on a sample of 1095 students aged 14-16 in 12 secondary schools in Hong Kong, structural equation modeling was used to investigate the association between online learning problems, academic worries and performance, social interaction, and psychosocial well-being during the pandemic. The path relationships among variables were compared by gender groups and socio-economic status (SES). Online learning problems were found to be negatively associated with psychosocial well-being through academic worries and social interaction as mediators. The effect of mediation among female students was larger than that of males, whereas the impact of academic worries on both psychosocial well-being and social interaction was stronger and significant only in the low SES group. As the COVID-19 pandemic significantly impacted the learning and well-being of students, attention should be given to gender and SES difference among students.

Prevalence of hearing loss in children with autism spectrum disorder (ASD) is uncertain, as it is more challenging to assess hearing function in children with developmental difficulties (DD). We aimed to determine the prevalence and profiles of hearing loss in preschool children with ASD in a Southeast-Asian population who passed newborn hearing screening. A retrospective study of preschool children with DD (ASD, Global Developmental Delay (GDD), and Speech and Language Delay (SLD)) attending the Child Development Unit (CDU) at our hospital was performed. Three hundred and thirty-three children (ASD: n = 129; GDD: n = 110; and SLD: n = 94) underwent hearing assessments. Of these, 10.8% of children (n = 36, comprising 15 with ASD, 12 with GDD and 9 with SLD) had confirmed hearing loss. Hearing loss was predominantly bilateral in children with ASD and GDD; in those with SLD, unilateral and bilateral hearing loss were equally common. Conductive hearing loss occurred as frequently as sensorineural hearing loss in children with ASD and SLD, but was the dominant subtype in those with GDD. Moderate to severe hearing loss (n = 2) was noted only in children with ASD. Children with ASD and GDD required significantly more audiology visits and procedures to obtain conclusive hearing test results, compared to those with SLD. The need to identify hearing loss and monitor for resolution is particularly important in vulnerable populations with communication deficits, such as in those with ASD.

Coming from the commognitive standpoint, we consider proof-based mathematics as a distinct discourse, the transition to which requires special rules for endorsement and rejection of mathematical statements. In this study, we investigate newcomers' learning of these rules when being taught them explicitly. Our data come from academically motivated high-school students who took a special course in undergraduate mathematics. The course teacher dedicated three academic hours to introducing and explaining selected rules of proof to support students' shift to the new discourse. The homework assignment consisted of typical proof-requiring problems and a scriptwriting task, asking students to compose a dialogue between fictional characters about a proof-related mistake of their choice. We analyzed the differences and similarities between the rules discussed in the classroom and those that students addressed and implemented in their proofs. The analysis showed that while students' solutions to proof-requiring problems required rule implementation, fictitious dialogues opened the space for rule formulation and substantiation. In many cases, the students discussed the rules presented in the classroom, extending, elaborating, and specifying the teacher's formulations. Furthermore, while the students' proofs were mainly consistent with the teacher's expectations, some of their rule formulations were more radical and overgeneralized than expected. These findings suggest that newcomers' communication about the rules of proof may lag behind their capability to implement those rules to prove mathematical statements.

Issues of intelligibility may arise amongst English learners when acquiring new words and phrases in North American academic settings, perhaps in part due to limited linguistic data available to the learner for understanding language use patterns. To this end, this paper examines the effects of Data-Driven Learning for Pronunciation (DDLfP) on lexical stress and prominence in the US academic context. 65 L2 English learners in North American universities completed a diagnostic and pretest with listening and speaking items before completing four online lessons and a posttest on academic words and formulas (i.e., multi-word sequences). Experimental group participants (n = 40) practiced using an audio corpus of highly proficient L2 speakers while comparison group participants (n = 25) were given teacher-created pronunciation materials. Logistic regression results indicated that the group who used the corpus significantly increased their recognition of prominence in academic formulas. In the spoken tasks, both groups improved in their lexical stress pronunciation, but only the DDLfP learners improved their production of prominence in academic formulas. Learners reported that they valued DDLfP efforts for pronunciation learning across contexts and speakers. Findings have implications for teachers of L2 pronunciation and support the use of corpora for language teaching and learning.

This study aimed to investigate the effects of a violence-prevention education program using empathy (VPEP-E) on elementary school students. This quasi-experimental design examined fifth-grade students' (a) empathy level, (b) perception of violence, and (c) permissive and negligent attitudes toward violence, using a pre- and post-test design. A total of 101 students participated: the experimental group (n = 48) received eight sessions of VPEP-E, whereas the control group (n = 53) received violence prevention education through classroom lectures. Significant differences were observed between the groups' empathy level (t = 6.81, p < 0.001), perception of violence (t = 2.79, p = 0.006), and permissive and negligent attitudes toward violence (t = -2.21, p = 0.030; t = -2.02, p = 0.046). Thus, a school-based VPEP-E may help elementary school students. Long-term studies evaluating behavioral changes from VPEP-E implementation are needed for establishing the effects on violent behavior.

Formal thought disorder (FTD) is a clinical key factor in schizophrenia, but the neurobiological underpinnings remain unclear. In particular, the relationship between FTD symptom dimensions and patterns of regional brain volume loss in schizophrenia remains to be established in large cohorts. Even less is known about the cellular basis of FTD. Our study addresses these major obstacles by enrolling a large multi-site cohort acquired by the ENIGMA Schizophrenia Working Group (752 schizophrenia patients and 1256 controls), to unravel the neuroanatomy of FTD in schizophrenia and using virtual histology tools on implicated brain regions to investigate the cellular basis. Based on the findings of previous clinical and neuroimaging studies, we decided to separately explore positive, negative and total formal thought disorder. We used virtual histology tools to relate brain structural changes associated with FTD to cellular distributions in cortical regions. We identified distinct neural networks positive and negative FTD. Both networks encompassed fronto-occipito-amygdalar brain regions, but positive and negative FTD demonstrated a dissociation: negative FTD showed a relative sparing of orbitofrontal cortical thickness, while positive FTD also affected lateral temporal cortices. Virtual histology identified distinct transcriptomic fingerprints associated for both symptom dimensions. Negative FTD was linked to neuronal and astrocyte fingerprints, while positive FTD also showed associations with microglial cell types. These results provide an important step towards linking FTD to brain structural changes and their cellular underpinnings, providing an avenue for a better mechanistic understanding of this syndrome.

We present a 3D numerical modelling analysis evaluating the deployment of a borehole electromagnetic measurement tool to detect and image a stimulated zone at the Utah Frontier Observatory for Research in Geothermal Energy geothermal site. As the depth to the geothermal reservoir is several kilometres and the size of the stimulated zone is limited to several 100 m, surface-based controlled-source electromagnetic measurements lack the sensitivity for detecting changes in electrical resistivity caused by the stimulation. To overcome the limitation, the study evaluates the feasibility of using a three-component borehole magnetic receiver system at the Frontier Observatory for Research in Geothermal Energy site. To provide sufficient currents inside and around the enhanced geothermal reservoir, we use an injection well as an energized casing source. To efficiently simulate energizing the injection well in a realistic 3D resistivity model, we introduce a novel modelling workflow that leverages the strengths of both 3D cylindrical-mesh-based electromagnetic modelling code and 3D tetrahedral-mesh-based electromagnetic modelling code. The former is particularly well-suited for modelling hollow cylindrical objects like casings, whereas the latter excels at representing more complex 3D geological structures. In this workflow, our initial step involves computing current densities along a vertical steel-cased well using a 3D cylindrical electromagnetic modelling code. Subsequently, we distribute a series of equivalent current sources along the well's trajectory within a complex 3D resistivity model. We then discretize this model using a tetrahedral mesh and simulate the borehole electromagnetic responses excited by the casing source using a 3D finite-element electromagnetic code. This multi-step approach enables us to simulate 3D casing source electromagnetic responses within a complex 3D resistivity model, without the need for explicit discretization of the well using an excessive number of fine cells. We discuss the applicability and limitations of this proposed workflow within an electromagnetic modelling scenario where an energized well is deviated, such as at the Frontier Observatory for Research in Geothermal Energy site. Using the workflow, we demonstrate that the combined use of the energized casing source and the borehole electromagnetic receiver system offer measurable magnetic field amplitudes and sensitivity to the deep localized stimulated zone. The measurements can also distinguish between parallel-fracture anisotropic reservoirs and isotropic cases, providing valuable insights into the fracture system of the stimulated zone. Besides the magnetic field measurements, vertical electric field measurements in the open well sections are also highly sensitive to the stimulated zone and can be used as additional data for detecting and imaging the target. We can also acquire additional multiple-source data by grounding the surface electrode at various locations and repeating borehole electromagnetic measurements. This approach can increase the number of monitoring data by several factors, providing a more comprehensive dataset for analysing the deep-localized stimulated zone. The numerical analysis indicates that it is feasible to use the combination of the energized casing and downhole electromagnetic measurements in monitoring localized stimulated zone at large depths.

Ferroelectric HfO2-based thin films have attracted much interest in the utilization of ferroelectricity at the nanoscale for next-generation electronic devices. However, the structural origin and stabilization mechanism of the ferroelectric phase are not understood because the film is typically nanocrystalline with active yet stochastic ferroelectric domains. Here, electron microscopy is used to map the in-plane domain network structures of epitaxially grown ferroelectric Y:HfO2 films in atomic resolution. The ferroelectricity is confirmed in free-standing Y:HfO2 films, allowing for investigating the structural origin for their ferroelectricity by 4D-STEM, high-resolution STEM, and iDPC-STEM. At the grain boundaries of -oriented Pca21 orthorhombic grains, a high-symmetry mixed-(R3m, Pnm21) phase is induced, exhibiting enhanced polarization due to in-plane compressive strain. Nanoscale Pca21 orthorhombic grains and their grain boundaries with mixed-(R3m, Pnm21) phases of higher symmetry cooperatively determine the ferroelectricity of the Y:HfO2 film. It is also found that such ferroelectric domain networks emerge when the film thickness is beyond a finite value. Furthermore, in-plane mapping of oxygen positions overlaid on ferroelectric domains discloses that polarization is suppressed at vertical domain walls, while it is active when domains are aligned horizontally with subangstrom domain walls. In addition, randomly distributed 180° charged domain walls are confined by spacer layers.

Previous studies have shown that underground natural gas storage (UGS) in California has served a critical role in meeting energy demands in California, and there is no immediate alternative. Therefore, it is important to ensure the safety of UGS infrastructure, especially considering that many of the UGS sites are using a combination of new and old wells, some of which were installed decades ago and re-purposed for UGS. The purpose of this project is to develop an integrated risk management and decision support system (IRMDSS) to manage risks associated with this heterogeneous subsurface infrastructure. The approach of the IRMDSS is to take advantage of the predictive capability of mechanistic models, with support from data acquired from advanced monitoring technologies, for evaluation and analysis of various incident scenarios or potential threats. In this project, we have demonstrated data collection by four advanced monitoring technologies. These include two downhole monitoring technologies, distributed temperature sensing (DTS), distributed acoustic sensing (DAS), and two surface monitoring technologies, Interferometric Synthetic Aperture Radar (InSAR), and unmanned aerial vehicle (UAV). DTS and DAS data are collected continuously, providing information related to individual wells. InSAR data are collected frequently (~every 24 days), and UAV data can be collected as frequently as is practical depending on need. Together, these subsurface and surface monitoring technologies provide near real-time information useful for risk management of UGS facilities.

In pharmaceutical discovery, the "magic methyl" effect describes a substantial improvement in the pharmacological properties of a drug candidate with the incorporation of methyl groups. Therefore, to expedite the synthesis of methylated drug analogs, late-stage, undirected methylations of C(sp3)-H bonds in complex molecules would be valuable. However, current methods for site-selective methylations are limited to activated C(sp3)-H bonds. Here we describe a site-selective, undirected methylation of unactivated C(sp3)-H bonds, enabled by photochemically activated peroxides and a nickel(II) complex whose turnover is enhanced by an ancillary ligand. The methodology displays compatibility with a wide range of functional groups and a high selectivity for tertiary C-H bonds, making it suitable for the late-stage methylation of complex organic compounds that contain multiple alkyl C-H bonds, such as terpene natural products, peptides, and active pharmaceutical ingredients. Overall, this method provides a synthetic tool to explore the "magic methyl" effect in drug discovery.

Although the molecular composition and architecture of synapses have been widely explored, much less is known about what genetic programs directly activate synaptic gene expression and how they are modulated. Here, using Caenorhabditis elegans dopaminergic neurons, we reveal that EGL-43/MECOM and FOS-1/FOS control an activity-dependent synaptogenesis program. Loss of either factor severely reduces presynaptic protein expression. Both factors bind directly to promoters of synaptic genes and act together with CUT homeobox transcription factors to activate transcription. egl-43 and fos-1 mutually promote each others expression, and increasing the binding affinity of FOS-1 to the egl-43 locus results in increased presynaptic protein expression and synaptic function. EGL-43 regulates the expression of multiple transcription factors, including activity-regulated factors and developmental factors that define multiple aspects of dopaminergic identity. Together, we describe a robust genetic program underlying activity-regulated synapse formation during development.

Food cue reactivity (FCR) is an appetitive trait associated with overeating and weight gain. We developed a laboratory craving assessment to objectively evaluate cognitive aspects of FCR. This study examined the preliminary construct and criterion validity of this craving assessment and evaluated 4 different interventions, 2 of which incorporated cue-exposure treatment for food, on craving over treatment and follow-up. 271 treatment-seeking adults with overweight/obesity (body mass index = 34.6[5.2]; age = 46.5[11.8]; 81.2% female; 61.6% non-Latinx White) completed the Food Cue Responsivity Scale and the laboratory craving assessment, during which they alternated holding and smelling a highly craved food and provided craving ratings over 5 min. Participants were subsequently randomized to 26 treatment sessions over 12-months of ROC, Behavioral Weight Loss (BWL), a combined arm (ROC+) and an active comparator (AC), and repeated the craving assessment at post-treatment and 12-month follow-up. Linear mixed-effects models assessed associations between trial type (holding vs. smelling), trial number, pre-treatment FCR, treatment arm, assessment time point, and craving. Cravings were greater when smelling vs. holding food (b = 0.31, p

In 2D noble metals like copper, the carrier scattering at grain boundaries has obscured the intrinsic nature of electronic transport. However, it is demonstrated that the intrinsic nature of transport by hole carriers in 2D copper can be revealed by growing thin films without grain boundaries. As even a slight deviation from the twin boundary is perceived as grain boundaries by electrons, it is only through the thorough elimination of grain boundaries that the hidden hole-like attribute of 2D single-crystal copper can be unmasked. Two types of Fermi surfaces, a large hexagonal Fermi surface centered at the zone center and the triangular Fermi surface around the zone corner, tightly matching to the calculated Fermi surface topology, confirmed by angle-resolved photoemission spectroscopy (ARPES) measurements and vivid nonlinear Hall effects of the 2D single-crystal copper account for the presence of hole carriers experimentally. This breakthrough suggests the potential to manipulate the majority carrier polarity in metals by means of grain boundary engineering in a 2D geometry.

Social difficulties and mental health are primary behavioral health concerns in autistic young adults, perhaps especially during key life transitions such as entering college. This study evaluated how dissatisfaction with social connectedness may predict and/or maintain depression and anxiety symptoms in neurodiverse, first-semester, undergraduate students (N = 263; n = 105 with diagnosed or suspected autism). Participation included a baseline survey battery, a brief survey completed twice per week across 12 weeks, and an endpoint survey battery. Social dissatisfaction at baseline was prospectively associated with biweekly ratings of depression symptoms, when controlling for baseline depressive symptoms. Social dissatisfaction was synchronously related to elevated sadness, anhedonia, and anxiety throughout the semester. These relationships were generally consistent across levels of baseline social motivation; however, there was one significant moderation effect--the negative relationship between baseline social satisfaction and anxiety was strongest for more socially motivated participants. More autistic traits were related to lower social satisfaction at baseline and greater mood concerns across timepoints. In contrast, greater autistic traits at baseline were related to greater satisfaction with social connectedness throughout the semester. Results support ongoing efforts to address mental health in autistic college students by highlighting the importance of social satisfaction.

In Singapore, preschool children with developmental disabilities receive developmental interventions by multidisciplinary teams of providers across various settings. Cessation of in-person sessions during the early stages of the COVID-19 pandemic necessitated providers to pivot rapidly and use virtual platforms to continue delivering interventions. This cross-sectional study assessed the effects of this challenging experience on providers' psychological wellbeing, including resilience, depression, stress, and anxiety. Ninety-five providers anonymously completed (i) an online questionnaire which included questions on their perceptions of the provision of virtual services and stress; (ii) the Connor-Davidson Resilience Scale (CD-RISC); and (iii) the Depression, Anxiety and Stress Scale (DASS). Among participants who used virtual platforms to continue providing interventions, 83.3% reported difficulties during sessions. Over half (57.9%; n = 55) reported increased stress compared to pre-COVID-19. The mean CD-RISC score (62.7; range: 36-88) was lower than that of general population samples, indicating reduced resilience. Lack of flexibility to work from home, difficulties providing interventions online, higher self-reported stress, and a non-hospital setting were significantly associated with lower resilience. Prevalence rates of depression, anxiety, and stress were 13.7% (n = 13), 42.1% (n = 40), and 56.8% (n = 54), respectively, with school-based settings significantly associated with a positive screen for depression. The results reveal the often-invisible psychological ill-effects in providers of children with developmental disabilities and underscore the need for targeted support to improve their resilience and overall mental wellbeing so that they can continue to effectively provide the crucial interventions needed by the children under their care.

While generative AI such as ChatGPT has important drawbacks, it can potentially unlock new types of learning and support -- specially for English learners and students with disabilities -- by facilitating teachers' Universal Design for Learning (UDL) efforts. As generative AI is quickly becoming an integral part of our lives (e.g., being incorporated into existing tools such as Google products), teachers will need to decide how they can use and benefit from this new technology. Our analysis of data collected during a summer teacher institute found that in Summer 2023 the majority of teachers had never used generative AI and were evenly split on whether it was a "friend" or "foe" in their teaching efforts. Overall, 43% of teachers reported, "ChatGPT and other generative AI will help make instruction more accessible for ALL learners," while 32% of teachers were "undecided" indicating an opportunity to improve teacher perceptions. In this article we discuss strategies for using generative AI for improving UDL to benefit ALL learners brainstormed by the teachers. Practical implications for multilingual learners are discussed.

This article examines how principals socially construct the leadership configuration of principals and vice-principals in Singapore and what factors influenced the principal's shaping of this configuration. The qualitative study, involving the interview of 10 principals, sought to understand how principals made sense of their vice-principals roles vis-a-vis their own roles, as well as what influenced their perspectives. Coding involved a mix of codes from the literature and grounded from the interviews. Findings revealed that principals perceived themselves as the main and final decision maker, guarding certain responsibilities, and needing to be in the know. They perceived the vice-principal's role to be mainly a supporting role, while simultaneously expecting the latter to challenge the principal's thinking. Principals varied in how they include vice-principals in work perceived as more the principal's responsibility. A high-power distance culture and the principals' own induction and experiences as vice-principals shaped the principals' crafting of the leadership configuration. The study highlights the principals' role as a community in reproducing the type of vice-principals that the system values, raising a concern that bounded empowerment limits the leadership and growth of vice-principals. However, there is some evidence that principals' agency can counter predominant socialising forces.

Emerging research suggests that episodic memory challenges are commonly encountered by autistic individuals; however, the specific nature of these memory challenges remains elusive. Here, we address critical gaps in the literature by examining pattern separation memory, the ability to store distinct memories of similar stimuli, and its links to the core autistic trait of repetitive, restricted interests and behaviors. Utilizing a large sample of over 120 autistic children and well-matched non-autistic peers, we found that autistic children showed significantly reduced performance on pattern separation memory. A clustering analysis identified three distinct pattern separation memory profiles in autism, each characterized by reduced or increased generalization abilities. Importantly, pattern separation memory was negatively correlated with the severity of repetitive, restricted interest and behavior symptoms in autism. These findings offer new evidence for challenges in pattern separation memory in autism and emphasize the need to consider these challenges when assessing and supporting autistic individuals in educational and clinical settings.

The study of organism structural composition, known as anatomy, is essential in comprehending the intricate arrangements of life and plays a crucial role in medical education and practice. It bridges foundational and clinical disciplines, shaping medical education, and practice. With evolving technology, medical education faces new challenges necessitating pedagogical innovations. This article explores the changing landscape of anatomical education, encompassing teaching methods, and curricular shifts. Advancements in information technology and bibliometrics shed light on anatomy's evolution, yet research on anatomy teaching reform (ATR) remains scarce. This study employs advanced analytical tools like CiteSpace and VOSviewer to uncover research hotspots and frontiers in ATR. By scrutinizing focal points and emerging directions in ATR, this research provides insights into the future of pedagogical strategies and clinical research in anatomy.

Background: Research into enhancing the effectiveness of information delivery in asynchronous video lectures remains sparse. This study analyzes the nonverbal teaching behaviours in asynchronous online videos, drawing comparisons between pre-service and in-service teachers (ITs). Objectives: This research primarily aims to juxtapose the nonverbal teaching behaviours, such as arm extensions and body orientation, utilized by pre-service teachers (PTs) and ITs within asynchronous online videos. Methods: Asynchronous video lectures from four pre-service and four ITs across four diverse subject topics were scrutinized. Leveraging deep learning technology, teachers' poses during their instruction towards a video camera were quantified, with a particular focus on arm stretch range and body orientation in relation to the subject being taught. Results: The findings revealed that PTs were deficient in effectively employing pointing gestures. Their arm stretches and body orientation towards the board were not differentiated across subjects. Conversely, ITs demonstrated subject-specific variations in their arm extension and body orientation, signalling their effective strategies for knowledge dissemination. Conclusions and Discussion: This study emphasizes the importance of assessing nonverbal teaching behaviours in the development of effective instructional training. It accentuates the need for nonverbal communication and subject-specific teaching strategy training in PTs. Future investigations could broaden their scope to include larger sample sizes and expanded subject areas to discern more comprehensive trends in nonverbal teaching behaviours.

Tablet-mediated interventions have shown promise in improving the mathematical skills of individuals with autism spectrum disorder (ASD) and/or intellectual disability (ID). This meta-analysis aims to provide a quantitative synthesis of single-case experimental studies of using tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID. Twenty-seven published studies between 2012 and 2022 were included. The Tau-U effect size index was used to gauge the overall effect size of tablet-mediated interventions. The obtained effect size (Tau-U = 0.98, 95% CI 0.92-1.00) indicated large improvements in mathematics performance after using tablet-mediated interventions. The analysis of potential moderating variables, including participant characteristics, intervention components, and target mathematical skills found no statistically significant moderators. Implications for researchers and practitioners who use tablet-mediated interventions to teach mathematics to individuals with ASD and/or ID are also discussed.

Dyslexia is the most prevalent disorder in the world that causes difficulties with reading, writing, and spelling. Pupils with dyslexia show trouble with their cognitive skills. Various interventions were already introduced for their treatment but dyslexia is still a trending disorder. The available interventions utilized for these pupils' learning open the research area for the current state-of-art of learning interventions for pupils with dyslexia. The results of this Systematic Literature Review show the trending interventions, sensory approaches utilized, and difficulties for pupils with dyslexia learning. Papers published over a period of 5 years were reviewed and their data was collected using a rigid systematic process. Based on the gathered data, several analyses were conducted. The search shows that nowadays, technological-based interventions are trending specifically apps and games, in parallel haptics technology is in its very initial stage. The most predominant sensory approaches were visual and auditory, followed by kinesthetic and tactile, mainly intervening with non-technological and technological interventions. There are still many open issues and research opportunities in the field of learning interventions for pupils with dyslexia, as most researchers utilized the visual and auditory approaches for the feedback and guidance of these pupils, while they lack to utilize the kinesthetic and tactile.

Alterations in functional connectivity (FC) have been observed in individuals with Alzheimers disease (AD) with elevated amyloid (Aβ) and tau. However, it is not yet known whether directed FC is already influenced by Aβ and tau load in cognitively healthy (CH) individuals. A 21-channel electroencephalogram (EEG) was used from 46 CHs classified based on cerebrospinal fluid (CSF) Aβ tau ratio: pathological (CH-PAT) or normal (CH-NAT). Directed FC was estimated with Partial Directed Coherence in frontal, temporal, parietal, central, and occipital regions. We also examined the correlations between directed FC and various functional metrics, including neuropsychology, cognitive reserve, MRI volumetrics, and heart rate variability between both groups. Compared to CH-NATs, the CH-PATs showed decreased FC from the temporal regions, indicating a loss of relative functional importance of the temporal regions. In addition, frontal regions showed enhanced FC in the CH-PATs compared to CH-NATs, suggesting neural compensation for the damage caused by the pathology. Moreover, CH-PATs showed greater FC in the frontal and occipital regions than CH-NATs. Our findings provide a useful and non-invasive method for EEG-based analysis to identify alterations in brain connectivity in CHs with a pathological versus normal CSF Aβ/tau.