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Background: The concept of 'learner voice' has received global attention in recent years, frequently credited to the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC recognises that children have (1) the right to express a view and (2) the right to have the view given due weight. However, in many countries, including South Africa, despite legislation that recognises child rights, there is a relative absence of learner voice and participation in school-level decision-making. Setting: The setting of this continuing professional development (CPD) initiative is GADRA Education, a non-governmental organisation (NGO), in Makhanda Eastern Cape. Method: A consultative participation approach was adopted with Grades 2-4 learners, under the auspices of GADRA Education. Eight child participation consultations were held, followed by a further eight feedback sessions 5 months later. All were audio-recorded. Results: The results of the CPD initiative suggest that the model provides a useful framework for increasing child participation in primary schools. However, further deliberation is necessary 'with' learners around choices related to space, audience, and the alternative 'hat' of the facilitating teacher. Conclusion: Building on our learning, we aim to develop these ideas further through a more sustained research project, involving not only consultative participation but also collaborative participation and child-led participation. Contribution: Insight into the extent to which the Lundy model of child participation (Lundy 2007) can be used as a framework to guide researchers and practitioners in assisting primary school learners to develop their voice and exert influence in matters concerning them.

In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the COVID-19 pandemic. After students' participation in focus group interviews, the lead author constructed found poetry from their comments and reflections. This found poetry forms the dataset through which the questions of belonging are explored. The researchers found that when explored through the lens of the Community of Inquiry Framework, embodied and arts-based practices provided opportunities for students to develop a sense of belonging, deepen understanding of lived experiences, and realise higher education and career goals. This study elevates the voices of students, providing opportunities for higher education teachers to consider the importance of belonging for student success in remote, intensive, and on-campus modes of delivery.

Background: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English. Aim: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English. Setting: This research examines the WSS programme in partnership with a local quintile three school. Methods: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme. Results: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks. Conclusion: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable. Contribution: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English.

Teacher knowledge sharing plays a critical role in teacher professional development and education reforms, and principal leadership acts as a facilitator in this process. The current study investigates how and under what conditions principal authentic leadership contributes to teacher knowledge sharing. Data collected from 890 teachers in 29 primary schools in mainland China were analysed using regression analysis and bootstrapping tests. This research tested a moderated mediation model of principal authentic leadership effects on teacher knowledge sharing in which teacher psychological empowerment was included as the mediator and interactional justice as the moderator. The results affirmed the partial mediation model and found significant direct and indirect effects of principal authentic leadership on teacher knowledge sharing. Moreover, interactional justice positively moderated the relationship between authentic leadership and psychological empowerment and further strengthened the whole mediating mechanism. When teachers perceived higher interactional justice, the effects of principal authentic leadership on teacher knowledge sharing were stronger than on counterparts who perceived low interactional justice. Our discussion highlights the benefits of understanding the roles of psychological empowerment and interactional justice involved in the effectiveness of authentic leadership on teacher knowledge sharing and offers recommendations for school leadership practices.

Causal mechanistic reasoning is a thinking strategy that can help students explain complex phenomena using core ideas commonly emphasized in separate undergraduate courses, as it requires students to identify underlying entities, unpack their relevant properties and interactions, and link them to construct mechanistic explanations. As a cross-disciplinary group of biologists, chemists, and teacher educators, we designed a scaffolded set of tasks that require content knowledge from biology and chemistry to construct nested hierarchical mechanistic explanations that span three scales (molecular, macromolecular, and cellular). We examined student explanations across seven introductory and upper-level biology and chemistry courses to determine how the construction of mechanistic explanations varied across courses and the relationship between the construction of mechanistic explanations at different scales. We found non-, partial, and complete mechanistic explanations in all courses and at each scale. Complete mechanistic explanation construction was lowest in introductory chemistry, about the same across biology and organic chemistry, and highest in biochemistry. Across tasks, the construction of a mechanistic explanation at a smaller scale was associated with constructing a mechanistic explanation for larger scales; however, the use of molecular scale disciplinary resources was only associated with complete mechanistic explanations at the macromolecular, not cellular scale.

The traditional case study has been used as a learning tool for the past 100 years, and in our program, graduate physiology students are presented with a real-world scenario and must determine the diagnosis and treatment of the patient. We found that students defaulted to memorization of disease with treatment and bypassed gaining an understanding of the mechanistic physiology behind disease and treatment. To adjust our student's approach, we developed a novel way to enhance student learning. To accomplish this shift from memorization to physiological mastery, we created the Inverted Case Study. This approach diverges from the traditional model in that students are given the diagnosis and treatment beforehand and are tasked with explaining the actual physiology of the case. In this way, students can no longer rely on the memorization of symptoms-disease-treatment but rather gain a solid understanding of the physiological mechanisms of the disease since that is the focus of the Inverted Case Study Technique. The Inverted Case Study approach is an effective approach to apply and hone critical thinking skills.

Human dissections in the current medical curriculum are conducted using a checklist approach to prioritize the exposure of anatomical structures. In this setting, anatomy educators are labored to enhance their engagement during the dissection. To address this issue, we considered the current medical education pedagogies and identified a novel approach of studio-based learning (SBL) for application in a Human Dissection Workshop. This study aimed to (1) evaluate students' perceptions of SBL, (2) appraise the impact of SBL on anatomical knowledge learning, and (3) interpret the results of a validated questionnaire. Workshop participants were recruited from Year 2 medical students at the Chinese University of Hong Kong from the 2020 and 2021 cohorts. Fifty-one students participated in the workshop (N = 24 [2020], N = 27 [2021]), and 50 of them completed the postworkshop questionnaire rated on a 5-point Likert scale. Nineteen items were validated using a factor analysis. The interpretation of the questionnaire results demonstrated the different learning outcomes of the workshop, which included (1) enhancing students' knowledge and spatial understanding of anatomical structures, (2) strengthening students' appreciation of gross pathologies and clinical relevance, and (3) promoting higher-order thinking skills. To our knowledge, this is the first study to introduce SBL in medical education. The successful implementation of the workshop reflects the promising potential of SBL for enhancing human dissection and supplementing the medical curriculum.

This teaching case explores the complexities of teaching students about race and racism, a struggle complicated by political efforts to restrict the discussion of critical educational theories. It emphasizes the political ideologies that faculty must consider as they teach in an academic setting. The case narrative illuminates the complexity of diverse and divisive political ideologies that veer from scholarship into emotion. This case offers questions for further reflection on solutions to these challenges.

Background: Parents' conceptualizations of adulthood for their emerging adults with Down syndrome have the potential to impact the transition planning process as families prepare for life after graduation. Aims: This study aimed to explore parent perceptions of the meaning of adulthood for their emerging adults with Down syndrome. Methods: In this qualitative study, we interviewed 11 parents of emerging adults with Down syndrome using phenomenological methodology and analysed these data using thematic analysis. Results: Three topics emerged: (1) Parents' constructions of the meaning of adulthood; (2) Parents' perceptions about the transition to adulthood; and (3) Parents' perceptions of current adult life skills. Ten themes arose out of these topics. Conclusions: Parents expressed ambivalence about the meaning of adulthood for their emerging adults with Down syndrome, sharing that in some ways they were adults and in others they were not. The meaning of adulthood was closely tied to obtained skills, particularly those related to personal safety.

Individuals engage in purchasing skills on a daily basis. Regardless of the curricular focus of secondary students with intellectual and developmental disabilities (IDD; i.e., academic or functional), possession of life skills is important. In this single case design study, researchers examined the provision of online instruction to three U.S. high school students with IDD learning to solve making change with coins problems. Researchers provided students with an intervention package consisting of a virtual money manipulative, modeling, and the system of least prompts (SLP). A functional relation was suggested between the dependent variable of independent accuracy and the intervention package. Students also increased their percentage of task analysis steps completed independently following receipt of the intervention package. All three students maintained their percentage of task analysis steps completed independently and their independent accuracy was higher than baseline. However, generalization to real-life experiences was not examined.

Blended synchronous learning has diffused widely owing to its flexibility and accessibility. One of the special forms--blended synchronous classroom program (BSCP) for equitable education has fruited in some countries and areas. An in-depth understanding of the adoption and diffusion of an innovation is beneficial to a wider range of innovation. However, there might be a barrier for the diffusion of BSCP's successful experience to other area due to differences in sociocultural orientation. In addition, there is basically little evidence on how BSCP is adopted and spread in a certain area. According to the diffusion of innovation (DOI) theory, a principal is generally the main innovation initiator in the school. Therefore, this study explores how BSCP had been adopted and diffused in an area in Southeastern China from the perspective of principals in primary and junior middle schools using Rogers's DOI theory as the theoretical lens. The data was mainly collected from in-depth one-on-one interviews with nine (9) experienced principals. The results showed that multi-aspect factors provided preconditions for innovation of BSCP. Even though with a certain degree of complexity, perceived positive characteristics of BSCP helped the principals make the decision to adopt BSCP. In addition, practical strategies and creative man-made mechanisms ensured BSCP's success and sustainability. Finally, the highlights for the BSCP's adoption and diffusion in Yongkang are discussed from sociocultural orientation. The study will contribute to the wider diffusion study empirically and theoretically.

Collaborative Problem Solving (CPS) has received increasing attention for its role in promoting learners' cognitive and social development in STEM education. However, little is known about how learners interact dynamically within a group at different time granularities. This gap mainly resulted from overlooking the time dimension of interactions, leading to a lack of nuanced understanding of moment-to-moment interaction in CPS. In this study, we demonstrated the potential of "temporal group interaction density" in modeling online CPS interactions and investigated the impact of temporal interaction density on CPS processes and outcomes. Specifically, we proposed using cumulative weighted density to measure the holistic state of group interactions and explained the differences in group interactions with different collaborative performance and interaction densities by modeling the transition and evolution of interaction sequences through Apriori and cumulative relative centrality. Results indicated that group interaction density cannot directly predict their collaborative performance, but notable differences in interaction patterns existed in the high-performance groups with different interaction densities, while low-performance groups showed interactive commonalities towards the completion of CPS. The findings of this study guided the design of CPS interventions and supported the process mining of CPS interactions, with vital practical implications for CPS assessment and skills development.

The purpose of this study was to explore Chinese music education undergraduates' music teacher role-identities. Data were collected through focus groups and individual interviews. A qualitative content analysis, using McCall and Simmons theory of role-identity as the theoretical framework, revealed that each of the 25 students' imaginative view of self as a music teacher was an ongoing process of "negotiation" during their undergraduate education. Students were consistently negotiating the content of their own music teacher role-identities through balancing their needs for "rewards" from others and their own "self-support." Students described the conventional character of a teacher as being respectful, responsible, and fair and the role of a teacher as acting professionally in music and teaching through "cognitive role-taking" and "improvisation," as well as "expressive enactment" and "negotiations." Students were active agents in constructing their role-identities, bringing their own idiosyncratic interpretations to music teacher positions. McCall and Simmons' prominence and salience hierarchies helped understand how students valued their music teacher role-identity, compared to their other role-identities. Implications and suggestions for music teacher education policy and practices in China and in other countries are discussed to facilitate undergraduates in constructing music teacher role-identities.

Public libraries offer a wide range of developmental support and learning opportunities for young children with and without disabilities. Libraries in many communities function as hubs and places of support for parenting, literacy, education, technology, as well as general local, and health information. A research team recently conducted focus group interviews with early intervention service coordinators (SCs) in three states to capture their perspectives on how libraries serve families with young children with disabilities. Findings from those conversations suggest a need for more collaborative efforts between librarians and early childhood (EC) professionals to support young children with disabilities. For the benefit of EC professionals, libraries, and families of young children with disabilities, this article proposes that EC professionals and librarians concentrate their collaborative efforts on two fronts: (a) extending professional collaboration and partnerships and (b) increasing community awareness of library programs and services.

Wildlife biodiversity is essential for healthy, resilient and sustainable ecosystems. For biologists, this diversity also represents a treasure trove of genetic, molecular and developmental mechanisms that deepen our understanding of the origins and rules of life. However, the rapid decline in biodiversity reported recently foreshadows a potentially catastrophic collapse of many important ecosystems and the associated irreversible loss of many forms of life on our planet. Immediate action by conservationists of all stripes is required to avert this disaster. In this Spotlight, we draw together insights and proposals discussed at a recent workshop hosted by Revive & Restore, which gathered experts to discuss how stem cell technologies can support traditional conservation techniques and help protect animal biodiversity. We discuss reprogramming, in vitro gametogenesis, disease modelling and embryo modelling, and we highlight the prospects for leveraging stem cell technologies beyond mammalian species.

We report the identification of 15 galaxy candidates at z ≥ 9 using the initial COSMOS-Web JWST observations over 77 arcmin2 through four Near Infrared Camera filters (F115W, F150W, F277W, and F444W) with an overlap with the Mid-Infrared Imager (F770W) of 8.7 arcmin2. We fit the sample using several publicly available spectral energy distribution (SED) fitting and photometric redshift codes and determine their redshifts between z = 9.3 and z = 10.9 (〈z〉 = 10.0), UV magnitudes between M UV = −21.2 and −19.5 (with 〈M UV〉 = −20.2), and rest-frame UV slopes (〈β〉 = −2.4). These galaxies are, on average, more luminous than most z ≥ 9 candidates discovered by JWST so far in the literature, while exhibiting similar blue colors in their rest-frame UV. The rest-frame UV slopes derived from SED fitting are blue (β ∼ [−2.0, −2.7]) without reaching extremely blue values as reported in other recent studies at these redshifts. The blue color is consistent with models that suggest the underlying stellar population is not yet fully enriched in metals like similarly luminous galaxies in the lower-redshift Universe. The derived stellar masses with 〈 log 10 ( M ⋆/M ⊙)〉 ≈ 8-9 are not in tension with the standard Lambda cold dark matter (ΛCDM) model, and our measurement of the volume density of such UV-luminous galaxies aligns well with previously measured values presented in the literature at z ∼ 9-10. Our sample of galaxies, although compact, is significantly resolved.

Taurine is a conditionally essential micronutrient and one of the most abundant amino acids in humans1-3. In endogenous taurine metabolism, dedicated enzymes are involved in the biosynthesis of taurine from cysteine and in the downstream metabolism of secondary taurine metabolites4,5. One taurine metabolite is N-acetyltaurine6. Levels of N-acetyltaurine are dynamically regulated by stimuli that alter taurine or acetate flux, including endurance exercise7, dietary taurine supplementation8 and alcohol consumption6,9. So far, the identities of the enzymes involved in N-acetyltaurine metabolism, and the potential functions of N-acetyltaurine itself, have remained unknown. Here we show that the body mass index associated orphan enzyme phosphotriesterase-related (PTER)10 is a physiological N-acetyltaurine hydrolase. In vitro, PTER catalyses the hydrolysis of N-acetyltaurine to taurine and acetate. In mice, PTER is expressed in the kidney, liver and brainstem. Genetic ablation of Pter in mice results in complete loss of tissue N-acetyltaurine hydrolysis activity and a systemic increase in N-acetyltaurine levels. After stimuli that increase taurine levels, Pter knockout mice exhibit reduced food intake, resistance to diet-induced obesity and improved glucose homeostasis. Administration of N-acetyltaurine to obese wild-type mice also reduces food intake and body weight in a GFRAL-dependent manner. These data place PTER into a central enzymatic node of secondary taurine metabolism and uncover a role for PTER and N-acetyltaurine in body weight control and energy balance.

Anode-free batteries possess the optimal cell architecture due to their reduced weight, volume and cost. However, their implementation has been limited by unstable anode morphological changes and anode–liquid electrolyte interface reactions. Here we show that an electrochemically stable solid electrolyte and the application of stack pressure can solve these issues by enabling the deposition of dense sodium metal. Furthermore, an aluminium current collector is found to achieve intimate solid–solid contact with the solid electrolyte, which allows highly reversible sodium plating and stripping at both high areal capacities and current densities, previously unobtainable with conventional aluminium foil. A sodium anode-free all-solid-state battery full cell is demonstrated with stable cycling for several hundred cycles. This cell architecture serves as a future direction for other battery chemistries to enable low-cost, high-energy-density and fast-charging batteries.

Dehydration has been a key limiting factor for the operation of conductive hydrogels in practical application. Here, we report self-healable ionic skins that can self-regulate their internal moisture level by capturing extenral moistures via hygroscopic ion-coordinated polymer backbones through antipolyelectrolyte effect. Results show the ionic skin can maintain its mechanical and electrical functions over 16 months in the ambient environment with high stretchability (fracture stretch ∼2216 %) and conductivity (23.5 mS/cm). The moisture self-regulating capability is further demonstrated by repeated exposures to harsh environments such as 200°C heating, freezing, and vacuum drying with recovered conductivity and stretchability. Their reversible ionic and hydrogen bonds also enable self-healing feature as a sample with the fully cut-through damage can restore its conductivity after 24 h at 40 % relative humidity. Utilizing the ionic skin as a building block, self-healing flexible piezoelecret sensors have been constructed to monitor physiological signals. Together with a facile transfer-printing process, a self-powered sensing system with a self-healable supercapacitor and humidity sensor has been successfully demonstrated. These results illustrate broad-ranging possibilities for the ionic skins in applications such as energy storage, wearable sensors, and human-machine interfaces.

Monomethylamine (NH2CH3), dimethylamine (NH(CH3)2), and trimethylamine (N(CH3)3) are important chemical feedstocks that are produced industrially as an azeotropic mixture and must be separated using an energy-intensive thermal distillation. While solid adsorbents have been proposed as alternatives to distillation for separating various industrial gas mixtures, methylamine separations remain largely unexplored in this context. Here, we investigate two isoreticular frameworks Cu(cyhdc) (cyhdc2- = trans-1,4-cyclohexanedicarboxylate) and Cu(bdc) (bdc2- = 1,4-benzenedicarboxylate) as prospective candidates for this challenging separation, motivated by the recent discovery that Cu(cyhdc) reversibly captures ammonia through a unique framework-to-coordination polymer phase change. Through a combination of gas adsorption and powder X-ray diffraction analyses, we find that Cu(cyhdc) and Cu(bdc) reversibly bind large quantities of mono- and dimethylamine through framework-to-coordination polymer phase change mechanisms, although both frameworks adsorb only moderate amounts of trimethylamine via physisorption. Single-crystal X-ray diffraction analysis of select mono- and dimethylamine containing phases suggests that the number of hydrogen bond donors available and the linker donor strength are key factors influencing amine uptake. Finally, investigation of the tricomponent adsorption behavior of both materials reveals that Cu(cyhdc) is selective for the capture of monomethylamine from a range of mono-, di-, and trimethylamine mixtures.

Chromium and arsenic are two of the most problematic water pollutants due to their high toxicity and prevalence in various water streams. While adsorption and ion-exchange processes have been applied for the efficient removal of numerous toxic contaminants, including heavy metals, from water, these technologies display relatively low overall performances and stabilities for the remediation of chromium and arsenic oxyanions. This work presents the use of polyol-functionalized porous aromatic framework (PAF) adsorbent materials that use chelation, ion-exchange, redox activity, and hydrogen-bonding interactions for the highly selective capture of chromium and arsenic from water. The chromium and arsenic binding mechanisms within these materials are probed using an array of characterization techniques, including X-ray absorption and X-ray photoelectron spectroscopies. Adsorption studies reveal that the functionalized porous aromatic frameworks (PAFs) achieve selective, near-instantaneous (reaching equilibrium capacity within 10 s), and high-capacity (2.5 mmol/g) binding performances owing to their targeted chemistries, high porosities, and high functional group loadings. Cycling tests further demonstrate that the top-performing PAF material can be recycled using mild acid and base washes without any measurable performance loss over at least ten adsorption-desorption cycles. Finally, we establish chemical design principles enabling the selective removal of chromium, arsenic, and boron from water. To achieve this, we show that PAFs appended with analogous binding groups exhibit differences in adsorption behavior, revealing the importance of binding group length and chemical identity.

Porous solids can accommodate and release molecular hydrogen readily, making them attractive for minimizing the energy requirements for hydrogen storage relative to physical storage systems. However, H2 adsorption enthalpies in such materials are generally weak (-3 to -7 kJ/mol), lowering capacities at ambient temperature. Metal-organic frameworks with well-defined structures and synthetic modularity could allow for tuning adsorbent-H2 interactions for ambient-temperature storage. Recently, Cu2.2Zn2.8Cl1.8(btdd)3 (H2btdd = bis(1H-1,2,3-triazolo-[4,5-b],[4,5-i])dibenzo[1,4]dioxin; CuI-MFU-4l) was reported to show a large H2 adsorption enthalpy of -32 kJ/mol owing to π-backbonding from CuI to H2, exceeding the optimal binding strength for ambient-temperature storage (-15 to -25 kJ/mol). Toward realizing optimal H2 binding, we sought to modulate the π-backbonding interactions by tuning the pyramidal geometry of the trigonal CuI sites. A series of isostructural frameworks, Cu2.7M2.3X1.3(btdd)3 (M = Mn, Cd; X = Cl, I; CuIM-MFU-4l), was synthesized through postsynthetic modification of the corresponding materials M5X4(btdd)3 (M = Mn, Cd; X = CH3CO2, I). This strategy adjusts the H2 adsorption enthalpy at the CuI sites according to the ionic radius of the central metal ion of the pentanuclear cluster node, leading to -33 kJ/mol for M = ZnII (0.74 Å), -27 kJ/mol for M = MnII (0.83 Å), and -23 kJ/mol for M = CdII (0.95 Å). Thus, CuICd-MFU-4l provides a second, more stable example of optimal H2 binding energy for ambient-temperature storage among reported metal-organic frameworks. Structural, computational, and spectroscopic studies indicate that a larger central metal planarizes trigonal CuI sites, weakening the π-backbonding to H2.

During Hedgehog (Hh) signal transduction in development and disease, the atypical G protein-coupled receptor (GPCR) SMOOTHENED (SMO) communicates with GLI transcription factors by binding the protein kinase A catalytic subunit (PKA-C) and physically blocking its enzymatic activity. Here, we show that GPCR kinase 2 (GRK2) orchestrates this process during endogenous mouse and zebrafish Hh pathway activation in the primary cilium. Upon SMO activation, GRK2 rapidly relocalizes from the ciliary base to the shaft, triggering SMO phosphorylation and PKA-C interaction. Reconstitution studies reveal that GRK2 phosphorylation enables active SMO to bind PKA-C directly. Lastly, the SMO-GRK2-PKA pathway underlies Hh signal transduction in a range of cellular and in vivo models. Thus, GRK2 phosphorylation of ciliary SMO and the ensuing PKA-C binding and inactivation are critical initiating events for the intracellular steps in Hh signaling. More broadly, our study suggests an expanded role for GRKs in enabling direct GPCR interactions with diverse intracellular effectors.

BACKGROUND: Guidelines recommend dual-energy x-ray absorptiometry (DXA) screening to assess fracture risk and benefit from antiresorptive therapy in men with metastatic hormone-sensitive prostate cancer (mHSPC) on androgen deprivation therapy (ADT). However,

Abstract: Following the reconstruction of the TEXT tokamak at Huazhong University of Science and Technology in China, renamed as J-TEXT, a plethora of experimental and theoretical investigations has been conducted to elucidate the intricacies of turbulent transport within the tokamak configuration. These endeavors encompass not only the J-TEXT device’s experimental advancements but also delve into critical issues pertinent to the optimization of future fusion devices and reactors. The research includes topics on the suppression of turbulence, flow drive and damping, density limit, non-local transport, intrinsic toroidal flow, turbulence and flow with magnetic islands, turbulent transport in the stochastic layer, and turbulence and zonal flow with energetic particles or helium ash. Several important achievements have been made in the last few years, which will be further elaborated upon in this comprehensive review.

Since the first plasma realized in 2020, a series of key systems on HL-3 (known as HL-2M before) tokamak have been equipped/upgraded, including in-vessel components (the first wall, lower divertor, and toroidal cryogenic/water-cooling/baking/glow discharge systems, etc.), auxiliary heating system of 11 MW, and 28 diagnostic systems (to measure the plasma density electron temperature, radiation, magnetic field, etc.). Magnet field systems were commissioned firstly for divertor plasma discharges. During the 2nd experimental campaign of HL-3 tokamak, several great progresses have been achieved. Firstly, the successful operation with plasma current larger than 1 MA was achieved under a divertor configuration. Secondly, the advanced divertor concept with two distinct snowflake configurations was realized. It is found that the distribution of ion saturation current and heat flux on bottom plate becomes wide due to magnetic surface expansion, demonstrating the advantage of such configuration in the heat flux mitigation. In addition, using the combination of NBI, ECRH and LHCD, the standard sawtoothing high confinement mode of megampere plasma was firstly accessed on the HL-3. The successful commissioning of HL-3 is beneficial for the initial operation of ITER.

Prompted to discover what makes a good graduate student supervisor, scholars from two large research universities conducted a qualitative study in which alumni of the institutions' student affairs preparation programs were asked to nominate exceptional supervisors they had as graduate students. Nominated supervisors were invited to interview and share their experiences supervising graduate students. The supervisors interviewed displayed adaptability, individualization, and a focus on graduate student learning. More often than not, this went hand-in-hand with granting graduate students the agency to handle projects that took them out of their comfort zones. Many supervisors also emphasized relationship-building with their graduate students. They considered this to be integral to building mutual trust and respect. Overall, these supervisors created an individualized work experience that focused on student learning, agency, and mutually positive and trusting relationships. Equipped with a sense of outstanding supervisor/ee relationships and practices based upon the findings of the study, this article offers suggestions developed to address how graduate students can make the most of their supervisory experience.

English language learning students in China often feel challenged to learn English due to lack of motivation and confidence, pronunciation and grammar difference, lack of practice and people to communicate with etc., which affects students mental health. Adopting Big data and AI will help in overcoming these limitations as it provides personalized guidance to the students in all aspects. The paper has established an automatic early warning system to monitor the students' psychological state at any time period. The data is collected from 650 respondents from four different public universities in China. The data analysis has been done with the help of powerful SPSS software and the methodology which we used for determining sample size is, Random sampling. The study involves a qualitative assessment to identify participants' characteristics and categorize them to appropriate clusters. The findings of the research showed that the most obvious differences in mental health between students who used automatic warning and those who did not use automatic warning were: depression, anxiety, hostility, terror, and psychosis. The proportion of students who use early warning was less than those who did not use early warning. Research contributes to policymakers to emphasize the importance of incorporating mental health support and resources into educational policies. The novelty of the study seeks to provide a deeper understanding of how AI and big data can optimize mental health education for English students. With the support of AI and Big data there is a constant monitoring and improvement effect on English education students' mental health.

Background: Nutrition plays a vital role in children's physical and emotional health. More than half of school age children's calories are provided in the school food environment, making school interventions an opportunity to address child nutrition. Methods: The Creating Health Environments for Schools (CHEFS) program is designed to leverage local resources to create customized solutions that improve the nutritional content of school food and encourage children to choose healthier food. There are 8 components: (1) customizing nutrition plans, (2) modifying/replacing menu items, (3) helping procure healthier food, (4) providing equipment grants, (5) training cafeteria staff, (6) implementing environmental changes and nudges, (7) engaging students and parents, and (8) supporting sustainability. Supporting child nutrition directors is key to facilitating cooperation with schools. Implications for School Health Policy, Practice, and Equity: Menu modifications and procurement are interrelated and depend on successfully collaborating with corporate, independent, and local food services organizations. Limited school budgets require low or no-cost solutions and staff training. Student and parent engagement are critical to facilitate culturally-appropriate solutions that increase awareness of healthy food. Conclusions: Every school district has particular resources and constraints. CHEFs engaged stakeholders to design customized solutions and encourage healthier nutrition for school children.

This study conducted a comparative analysis of critical reading skills among engineering students at private universities in Malaysia and Vietnam, using the Programme for International Student Assessment (PISA) reading framework. Involving 182 undergraduates, the research included a quantitative critical reading test followed by statistical analysis (T-tests) to examine score variability among first-year and final-year students. The analysis revealed significant performance differences among first-year students but not among final-year students from both countries. To complement the quantitative data, semi-structured interviews with 16 participants across different critical reading levels were conducted. These interviews aimed to capture students' perspectives on the PISA test, highlighting challenges such as the Western orientation of texts, English vocabulary, and the format of open-ended questions. Integrating quantitative and qualitative methods, the study offers an in-depth understanding of the critical reading abilities of engineering students in Malaysia and Vietnam, underscoring the importance of considering cultural and linguistic factors in educational assessments.

The value of Professional Learning Networks (PLNs) for school and system improvement is widely acknowledged in education research and policy. Still, the question of how learning happens for teachers and education leaders involved in PLNs remains largely unanswered. Moreover, little research exists on the increasing number of international networks for professional learning developed among education systems globally. This case study explores one such network, which we identify as a Global Learning Network (GLN), the ARC Education Project. ARC describes itself as a self-funded network of policymakers, scholars, and system leaders from a range of national and state-level systems with a shared commitment to equity, excellence, wellbeing, inclusion, sustainability, democracy, and human rights. Employing content analysis, we analyze observational notes and materials from ARC summit meetings, joint statements issued by ARC systems, membership records, and other key ARC documents. We draw from Rodway and Farley-Ripple's (2020) application of social network theory to examine this GLN as a relational space, given the challenges of global collaboration. We consider five key components of PLN efficacy: collaboration, sense of purpose, reflective professional inquiry, leadership, and boundary crossing. Specifically, we interrogate how the boundedness of ARC's membership mediates opportunities for the construction of new knowledge in the network. We conclude with implications for professional learning in global networks.

It is important for teachers and researchers to have access to evidence-based practices that target teaching specific content area skills, such as mathematics, to students with ASD (Hume et al., 2021). Previous literature reviews targeting mathematics interventions for students with ASD (Barnett & Cleary, 2016; Gevarter et al., 2016; King et al., 2016) presented several limitations, and with the increase in research are currently outdated. The purpose of this updated review was to assess the current state of the literature on mathematics interventions for students with ASD and identify any interventions which qualify as an evidence-based practice. Twenty-five of the 32 articles located for the review met quality indicators according to Cook et al. (2014) and presented positive results for the 60 students with ASD. Virtual manipulatives (VMs) and modified schema-based instruction (MBSI) were determined to be evidence-based practices for students with ASD. Authors also noted that the majority (84.0%) of the included studies involved intervention packages and there is a need to extend research to high school aged students, teacher implementation, and small and whole group settings.

Utilization of telehealth in school-based health centers (SBHCs) is increasing rapidly during the COVID-19 pandemic. This study used a quasi-experimental design to evaluate the effect on school absences and cost-benefit of telehealth-exclusive SBHCs at 6 elementary schools from 2015-2017. The effect of telehealth on absences was estimated compared to students without telehealth using negative binomial regression controlling for absences and health suite visits in 2014 and sociodemographic characteristics. The sample included 7,164 observations from 4,203 students. Telehealth was associated with a 7.7% (p = 0.025; 95% CI: 1.0%, 14%) reduction in absences (0.60 days/year). The program cost $189,000/yr and an estimated total benefit of $384,995 (95% CI: $60,416; $687,479) and an annual net benefit of $195,873 (95% CI: -$128,706; $498,357). While this cost-benefit analysis is limited by a lack of data on total healthcare utilization, the use of telehealth-exclusive SBHCs can improve student health and attendance while delivering cost savings to society.