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Over the past decade, the arts' potential role in advancing mainstream transdisciplinary curriculum models, like STEM, has been more overtly recognized, both within arts and STEM communities. In this study, we explored STEAM curricula centered around data visualization, a transdisciplinary practice commonly utilized in design and STEM fields and increasingly practiced in contemporary art. Through addressing the research question "What opportunities and challenges for learning does arts-based data visualization provide Grade 4-8 students?," this study highlights the value of transdisciplinary curriculum models that incorporate the arts for fostering K-12 students' learning. However, the findings related to student engagement and teacher perceptions also raised some important questions. Which classroom contexts are most conducive to such inquiry? And, which contexts and conditions will avoid reinforcing the disciplinary hegemony that marginalizes the arts, a crucial, yet increasingly underappreciated, system of inquiry and knowledge needed for navigating life in the twenty-first century?

Preservice teachers often have low post-school expectations for students with intellectual and developmental disabilities (IDD), although the stated goal of special education is to increase those very outcomes. However, setting high expectations and learning the accompanying soft skills is a complex skill set to include in special education teacher training. This qualitative study (n = 7) uses the consensual qualitative research-modified method to analyze preservice teachers' shifts in perception of students with IDD following a service-based, extended field experience with college students with IDD who attend a university's inclusive postsecondary education [IPSE] program. The service-learning experience included both planned and unplanned activities that were also a part of the curriculum for students enrolled in the IPSE program. Researchers identified six primary domains: (1) content knowledge, (2) getting to know students, (3) helping students, (4) preservice teachers needing support, (5) social and emotional connections, and (6) misconceptions. The resulting core ideas suggest that special education teacher training with extended service learning may help candidates to see the whole person with IDD and that instruction for teacher development can be enriched through applied learning opportunities. Conclusions position subsequent inquiry to explore service-learning outcomes and preservice teacher soft skill development.

The ACRL "Framework for Information Literacy" revolutionized information literacy instruction. It asks librarians to instill in students the higher-level skills to navigate the information landscape. Literature establishes the value of shared faculty ownership of information literacy threshold concepts, but it also documents the potential pitfalls of faculty involvement (Franklin, 2013; Julien & Given, 2002; Lechtenberg & Donovan, 2022; Perez-Stable et al., 2020). This article explores one successful partnership, concluding that instructor-librarian collaboration forged around shared histories and structured by codeveloped objectives positively influences students' receptivity to information literacy concepts. As demonstrated by surveys of those enrolled in the course, students' self-awareness of their own mastery increased as they applied threshold skills learned in class. Although data do not allow us to correlate academic achievement to students' survey responses, aggregate results in both academic work and survey responses suggest that these insights led to greater independence for many students.

The need for well-designed learning experiences about modern, anthropogenic climate change is great. In light of this need, many scholars have looked towards museums, arguing that as trusted institutions of informal learning, museums are uniquely positioned to support public engagement with contentious, impactful issues like climate change. However, while several museum exhibits have emerged over recent years, empirical research on museum-based learning experiences remains quite limited. We take a step towards advancing understanding of museum-based climate change learning through an empirical investigation at a natural history museum in the US. This study examines learners' collaborative discourse within one exhibit about climate change, a multiplayer video game called Utah Climate Challenge (UCC). Investigating moments of failure and struggle, we analyze learners' forms of collaboration through moment-to-moment discourse analysis. Findings demonstrate the importance of scaffolding multiple types of collaboration, as well as the potential for a collaborative, museum-based videogame to support learning of important science concepts relevant to climate change.

While the disproportional application of school discipline has garnered notable attention, the relationship between trauma or adversity and school discipline is under examined. The purpose of the current scoping review was to map the state of the literature, empirical and theoretical, at the intersection of school discipline, and trauma or adversity. The findings identified a gap in our knowledge as only 14 of the 49 included articles detailed empirical studies focused on the relationship between adversity and school discipline, with very few from outside of the United States. However, this burgeoning body of knowledge points to a significant relationship between trauma/adversity and experiencing school discipline that warrants further study and contextualizes expanded adversities, including poverty and racism as adversity. We believe this is necessary to acknowledging the hidden and unaddressed trauma among students being disproportionally disciplined, leading to a greater understanding of student lives, and evidence-based, trauma-informed, and culturally attuned discipline.

BACKGROUND: Weight stigma is a fundamental cause of health inequality. Body positivity may be a counterbalance to weight stigma. Social media is replete with weight-stigmatizing content and is a driver of poor mental health outcomes; however, there remains a gap in understanding its potential to mitigate the prevalence and impact of harmful messaging and to promote positive effects on a large scale. OBJECTIVE: We selected musical artist Lizzo, whose brand emphasizes body positivity and empowerment, for an instrumental case study on the discourse on social media and specifically Instagram. We focused on 3 domains, including body positivity, physical health, and emotional well-being. These domains challenge social norms around weight and body size and have the potential to positively affect the physical and psychological health of people with diverse body sizes. METHODS: We evaluated posts by Lizzo, comments from Instagram users, and replies to comments over a 2-month period (October 11 to December 12, 2019). Two coders rated Lizzos posts and Instagram users comments for their sentiments on the 3 domains. Replies to Instagram users comments were assessed for their reactions to comments (ie, did they oppose or argue against the comment or did they support or bolster the comment). Engagement metrics, including the number of likes, were also collected. RESULTS: The final sample included 50 original posts by Lizzo, 250 comments from Instagram users, and 1099 replies to comments. A proportion of Lizzos content included body positive sentiments (34%) and emotional well-being (18%); no posts dealt explicitly with physical health. A substantial amount Instagram users comments and replies contained stigmatizing content including the use of nauseated and vomiting emojis, implications that Lizzos body was shameful and should be hidden away, accusations that she was promoting obesity, and impeachments of Lizzos health. In spite of the stigmatizing content, we also discovered content highlighting the beneficial nature of having positive representation of a Black woman living in a larger body who is thriving. Moreover, analysis of the discourse between users illustrated that stigmatizing expressions are being combated online, at least to some degree. CONCLUSIONS: This study demonstrates that Lizzo has exposed millions of social media users to messages about body positivity and provided more visibility for conversations about weight and shape. Future research should examine the extent to which body positive messages can lead to greater acceptance of individuals living in larger bodies. Instagram and other social media platforms should consider ways to reduce body-shaming content while finding ways to promote content that features diverse bodies. Shifting the landscape of social media could decrease stereotypes about weight and shape while increasing dialog about the need for greater acceptance and inclusion of people with diverse bodies.

This study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry-based science curriculum. Eighty-nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business-as-usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business-as-usual, the intervention to increase teacher content knowledge had no impact.

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.

Neonates are susceptible to seizures due to their unique physiology and combination of risks associated with gestation, delivery, and the immediate postnatal period. Advances in neonatal care have improved outcomes for some of our most fragile patients, but there are persistent challenges for epileptologists in identifying neonatal seizures, diagnosing etiologies, and providing the most appropriate care, with an ultimate goal to maximize patient outcomes. In just the last few years, there have been critical advances in the state of the science, as well as new evidence-based guidelines for diagnosis, classification, and treatment of neonatal seizures. This review will provide updated knowledge about the pathophysiology of neonatal seizures, classification of the provoked seizures and neonatal epilepsies, state of the art guidance on EEG monitoring in the neonatal ICU, current treatment guidelines for neonatal seizures, and potential for future advancement in treatment.

Children's literature is an important pedagogical tool in early childhood classrooms as it provides opportunities for young readers to engage with texts and to see the world from multiple perspectives. Central to cultivating equitable early childhood learning experiences is utilizing children's literature with multiple representations of historically underrepresented individuals and communities. In this article, we report on our analysis of episodes of care (Noddings, "Journal of Educational Change" 2:35-43, 2001) across select Pura Belpré awarded texts for early childhood grades. Additionally, we share findings from across our critical multicultural analysis of these select texts to highlight depictions of age, sex, race, ethnicities, socio-economic status, and geographic regions. Discussion focuses on exploring an ethic of care across the voices and representations of Latinx youth and families in these awarded texts and how such conversations are vital with young children in today's early childhood classrooms.

For years, there has been a shortage of educators qualified to teach students with disabilities. The effect this has on student outcomes is immeasurable. To overcome this shortage, universities are searching for ways to enroll more students into their special education programs, ensure these graduates are prepared for long-term employment, and arm them with the skills necessary to best prepare their future learners. To this end, special education teacher educators seek ways to instruct most effectively during their limited time with their preservice teachers. This article discusses an instructional method to help teacher educators accomplish this goal, drawing on theoretical frameworks related to active learning techniques. Compared to the traditional method of instruction, the blended learning approach affords teachers more in-class time to actively engage preservice teachers with their course content while maintaining a rigorous learning environment. The authors explain how this model can be incorporated into synchronous and asynchronous courses and share valuable online educational resources for successful implementation. Additionally, the authors will discuss active learning strategies and video analysis tools to support preservice teachers in both the classroom and during field supervision. All of these focus on equipping preservice teachers to effectively handle the diverse and constantly evolving demands of the contemporary classroom, which may positively impact teacher retention and create a more stable teaching workforce.

Purpose: To examine the relationship between acculturation indicators and metabolic syndrome among Hispanic adults living in the Dallas-Fort Worth-Arlington, Texas metropolitan area. Methods: This study utilized secondary data collected from a larger 2014 study among 128 Hispanic adults living in Dallas-Fort Worth-Arlington. The current study examined two research questions: (1) Is there a relationship between acculturation indicators (nativity, duration in the United States, and the Short Acculturation Scale for Hispanics score) and metabolic syndrome among Hispanic adults living in Dallas-Fort Worth-Arlington? (2) Is there a relationship between acculturation indicators and the individual markers associated with metabolic syndrome (high waist circumference, high blood pressure, elevated fasting blood glucose, elevated blood triglycerides, and reduced high density lipoprotein cholesterol among Hispanic adults living in Dallas-Fort Worth-Arlington? Results: Most participants were female (aged 40 and older) born outside of the United States. More than half of the participants had been in the United States fewer than 20 years and revealed loweracculturation scores. More than one-third of the participants also had metabolic syndrome. Prevalence of metabolic syndrome was higher among females compared to males. Most participants had abnormal high-density lipoprotein and waist circumference. Acculturation scores and nativity were not associated with abnormal metabolic syndrome markers. Duration in the United States was not associated with metabolic syndrome markers of high waist circumference, reduced high-density lipoprotein, and elevated blood triglycerides. However, duration in the United States was associated with metabolic syndrome markers of high blood pressure and elevated fasting blood glucose. Conclusions and Recommendations: Acculturation is a multifaceted, dynamic phenomenon that influences health at multiple levels. Future studies can explore a range of social-ecological factors that interact with acculturation and health. Because metabolic syndrome is considered a "lifestyle syndrome," there is an additional need to examine behavioral health and relationships among diet, physical activity, and acculturation. Through a social-ecological and culturally relevant lens, health education specialists can lead interprofessional efforts to promote health literacy and healthy lifestyle behaviors among Hispanic individuals and communities. These action steps can be integral components of professional preparation programs that offer students opportunities to engage in service learning and develop core competencies in their disciplines.

Efforts to include people with disabilities in design education are difficult to scale, and dynamics of participation need to be carefully planned to avoid putting unnecessary burdens on users. However, given the scale of emerging AI-enhanced technologies and their potential for creating new vulnerabilities for marginalized populations, new methods for generating empathy and self-reflection in technology design students (as the future creators of such technologies) are needed. We report on a study with Information Systems graduate students where they used a participatory elicitation toolkit to reflect on two cases of end-user privacy perspectives towards AI-enhanced tools in the age of surveillance capitalism: their own when using tools to support learning, and those of older adults using AI-enhanced adaptive assistive technologies (AATs) that help with pointing and typing difficulties. In drawing on the experiences of students with intersectional identities, our exploratory study aimed to incorporate intersectional thinking in privacy elicitation and further understand its role in enabling sustainable, inclusive design practice and education. While aware of the risks to their own privacy and the role of identity and power in shaping experiences of bias, students who used the toolkit were more sanguine about risks faced by AAT users--assuming more data equates to better technology. Our tool proved valuable for eliciting reflection but not empathy.

Neuroendocrine carcinomas, such as neuroendocrine prostate cancer and small-cell lung cancer, commonly have a poor prognosis and limited therapeutic options. We report that ubiquitin carboxy-terminal hydrolase L1 (UCHL1), a deubiquitinating enzyme, is elevated in tissues and plasma from patients with neuroendocrine carcinomas. Loss of UCHL1 decreases tumor growth and inhibits metastasis of these malignancies. UCHL1 maintains neuroendocrine differentiation and promotes cancer progression by regulating nucleoporin, POM121, and p53. UCHL1 binds, deubiquitinates, and stabilizes POM121 to regulate POM121-associated nuclear transport of E2F1 and c-MYC. Treatment with the UCHL1 inhibitor LDN-57444 slows tumor growth and metastasis across neuroendocrine carcinomas. The combination of UCHL1 inhibitors with cisplatin, the standard of care used for neuroendocrine carcinomas, significantly delays tumor growth in pre-clinical settings. Our study reveals mechanisms of UCHL1 function in regulating the progression of neuroendocrine carcinomas and identifies UCHL1 as a therapeutic target and potential molecular indicator for diagnosing and monitoring treatment responses in these malignancies.

Recent research indicates that paired comparisons can accelerate perceptual learning of challenging dermatological lesion categories. Here we investigated whether the role of object categories as targets or distractors differentially influences learning outcomes. The frequency with which a given category occupied the target position was manipulated across three learning conditions: Always-Never, where half of 10 categories were always shown as target and the other half never shown as target; Often-Rarely, where half of categories appeared 75% as targets and 25% as distractors, with reversed presentation frequency for the other half; and Equal Split learning, in which all categories appeared as targets or distractors equally often. After learning, transfer results indicated that all conditions yielded equivalent overall learning, but categories prioritized more often as targets exhibited greater learning gains. These findings implicate differential processing of images in comparisons, even when no information regarding target vs. distractor was given prior to feedback.

Abstract Background Reliability of echocardiographic calculations for stroke volume and mitral regurgitant fraction (RFMR) are affected by observer variability and lack of a gold standard. Variability is used to calculate critical change values (CCVs) that are thresholds representing real change in a measure not associated with observer variability. Hypothesis Observed intra‐ and interobserver accuracy and variability in healthy dogs help model CCV for RFMR. Animals Reliability cohort of 34 healthy dogs; allometric scaling cohort of 99 dogs with heart disease and 25 healthy dogs. Methods Accuracy, variability, and CCV of 2 observers using geometric and flow‐based echocardiography were prospectively compared against a standard of RFMR = 0% and extrapolated across a range of expected RFMR values in the reliability cohort partly derived from cardiac dimensions predicted by the allometric cohort. Results Accuracy of methods to determine RFMR in descending order was 4‐chamber bullet (Bullet4CH), mitral inflow, cube formula, and Simpson's method of disks. Intraobserver variability was relatively high. The CCV for RFMR ranged from 28% to 88% and was inversely related to RFMR when extrapolated for use in affected dogs. For both observers, the Bullet4CH method had the lowest intraobserver CCV (Operator 1:28%, Operator 2:41%). Interobserver strength of agreement was low with intraclass correlation coefficients ranging from 0.210 to 0.413. Conclusions and Clinical Importance Echocardiographic volumetric methods used to calculate stroke volume and RFMR have low accuracy and high variability in healthy dogs. Extrapolation of observed CCV to a range of expected RFMR suggests observers and methods are not interchangeable and variability might hinder routine clinical usage. Individual observers should be aware of their own variability and CCV.