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The complexity of modern biology poses challenges in fostering interdisciplinary understanding, particularly between practicing scientists and the public. Furthermore, scientists often lack formal training in science communication, despite various motivations to engage the public. The science literacy of the public in the biological sciences can also vary across socio-economic and cultural backgrounds. Leveraging popular culture and informal learning practices to promote active learning offers promising avenues to enhance public understanding of biological systems. Organized sports hold collective recognition across various communities and cultures, serving as a means to bring people together. Notably, the NCAA March Madness event holds widespread national and international popularity, presenting an opportunity to laterally apply this concept to promote science communication within STEM and biology education. An educational social media and web-based contest tool was developed integrating NCAA-inspired brackets with animal biological systems concepts. The tool featured tournament-style matchups based on animal biological systems, interesting animal facts, and a voting system, all housed within a user-friendly interface. To encourage regular user access to the tool, graphic designs were developed for all social media posts to aid in visual recruitment to the voting website. Based on online metrics, the use of social media garnered repeat users across both the public and educators. The latter noted the tool's simplicity and informative content. Application of this social media and web-based bracket contest tool, which leverages informal settings for active learning for use in biology education, can foster science communication to engage audiences, improve comprehension, and promote interdisciplinary biology education.

Nicotine is a major alkaloid in tobacco plants and an addictive component of tobacco products. Some bacteria grow on tobacco plants and have evolved the ability to metabolize nicotine. As part of our microbiology teaching lab, we used minimal media with nicotine as the sole carbon source to isolate nicotine-degrading bacteria from tobacco leaves and commercial tobacco products. Students then identified these bacteria using 16S rRNA sequencing and biochemical assays and assessed their ability to catabolize nicotine using UV spectroscopy. Students were able to isolate and identify 14 distinct genera that can metabolize nicotine. This modification of the commonly used unknown project gave students firsthand experience using selective media, and students got the opportunity to work with largely uncharacterized microbes with a real-world connection to public health, which increased student engagement. Students had the opportunity to think critically about why nicotine-degrading microorganisms associate with tobacco plants, why there are different bacteria that use the same specialized metabolism, and how these organisms are isolated from other bacteria using selective media.

This study explores primary teachers´ initial training programs, focusing on Foreign Language Teaching (FLT) and its integration with technology. The research is grounded in two dimensions of contemporary society: plurilingual competence and digital literacy. The study employs the conceptual framework of "Technological Pedagogical Content Knowledge" (TPACK) (Mishra & Kohler, 2006) and applies content analysis methodology. The scientific interest lies in the scarcity of studies examining this specific area within the Spanish context, because research on TPACK in FLT has primarily focused on Asia and the Middle East. To address this void, a comprehensive national study encompassing 39 public universities was conducted. This study involved an in-depth analysis of 496 course guides within the field of FLT in primary education teacher training programs. The research findings indicate that less than half of the subjects incorporate technology, and when they do, two prominent trends emerge: the integration of TPACK and the presentation of technology as a broad competency, not specifically tailored to FLT. The primary conclusion drawn from this study is that the incorporation of TPACK in this context is moderate, emphasizing the need for a more comprehensive integration of technology within FLT teacher training programs.

The study examined the strategies used by teacher educators in their teaching practices and gender integration in Kenya, Uganda and Tanzania. The nature of the engagement of educational leaders and administrators in supporting teaching, learning and mainstreaming gender issues in teaching was also examined. A total of 165 sampled respondents were reached. This included 81 government officials and educational leaders (18 government officials and 63 educational leaders) and 84 tutors. The study used a concurrent mixed-method approach where the combined qualitative and quantitative data collection methodologies were applied to answer the study questions. The study data were collected directly from the project participants through semi-structured interviews and survey questionnaires. 60% of preprimary and primary tutors from Kenya demonstrated knowledge and skills in pedagogical practices compared to 13% from Tanzania and 20% from Uganda. The findings also revealed that most tutors do not think training and application of lifelong professional development strategies on key pedagogical aspects and content are essential for achieving a gender-responsive and inclusive training and support program. These key areas include support for gender-based violence victims, support for pregnant girls and mothers to continue education; gender-sensitive expectations towards girls' and boys' achievements; gender-sensitive expectations around girls' and boys' behavior, lesson demonstration, and lesson observation. The study recommends that there should be integration of gender issues in delivering training for the tutors of the colleges in East Africa. The training should focus on enhancing pedagogical practices and related educational leadership and management.

This action research aimed to study the use the Gamification-Incentive-Feedback (GIF) Model in enhancing the classroom learning experience of Grade 9 students in a private school in Cagayan de Oro, Philippines. The research used convenience sampling and used a combination of Likert scale pre-intervention and post-intervention survey questionnaires as well as focus group discussion (FGD) to gather data and responses. The results were analyzed through the Wilcoxon Signed Rank Test and interview responses from the FGD through thematic analysis. Results reveal a significant difference in students' classroom learning experience in terms of motivation. Further, the participants' responses to the FGD revealed that the GIF Model encourages participation and teamwork; that it promotes competition; that it is motivating, fun, exciting, and interesting; that it encourages learning retention; and that the GIF Model should be implemented face to face; among others. It is concluded that the use of GIF Model is a promising approach for the students in the classroom to create an engaging, motivating, and rewarding experience. Educators are encouraged to adapt the GIF Model in their teaching practice but should make sure that it is properly and fairly organized to avoid student frustration.

Computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation and compares the performance among students who participated in computer quiz games, a paper-based quiz, or neither activity. An assessment of the effectiveness of quiz games in learning is conducted via a proposed novel chemistry achievement test, the Freshman Engineering Chemistry Aptitude Test, and an attitude questionnaire. The findings contribute to our understanding of the role of game-based learning in students' achievement in chemistry and their motivation and attitudes toward learning general chemistry at a university within an ESL environment, while the computer games developed are useful in all English-based chemistry classes.

Multiple technological aids have been proposed to support the social interactions of people with autism. The literature is extensive, but in many of the works there is a lack of clear processes focused on improving social skills. In this paper, we analyse a selection of 57 technological supports from the last 10 years, whose main characteristic is the quality and clarity of the design and evaluation processes. The objective is to provide the research community with a complete and interdisciplinary mapping of the main technological supports applied to social interaction, identifying the existing relationships between different axes of analysis: the psychological theories that support each approach, the types of technology used and the therapeutic models applied.

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

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

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

Tree growth and longevity trade-offs fundamentally shape the terrestrial carbon balance. Yet, we lack a unified understanding of how such trade-offs vary across the world's forests. By mapping life history traits for a wide range of species across the Americas, we reveal considerable variation in life expectancies from 10 centimeters in diameter (ranging from 1.3 to 3195 years) and show that the pace of life for trees can be accurately classified into four demographic functional types. We found emergent patterns in the strength of trade-offs between growth and longevity across a temperature gradient. Furthermore, we show that the diversity of life history traits varies predictably across forest biomes, giving rise to a positive relationship between trait diversity and productivity. Our pan-latitudinal assessment provides new insights into the demographic mechanisms that govern the carbon turnover rate across forest biomes.

Genetically heterogeneous UM-HET3 mice born in 2020 were used to test possible lifespan effects of alpha-ketoglutarate (AKG), 2,4-dinitrophenol (DNP), hydralazine (HYD), nebivolol (NEBI), 16α-hydroxyestriol (OH_Est), and sodium thiosulfate (THIO), and to evaluate the effects of canagliflozin (Cana) when started at 16 months of age. OH_Est produced a 15% increase (p = 0.0001) in median lifespan in males but led to a significant (7%) decline in female lifespan. Cana, started at 16 months, also led to a significant increase (14%, p = 0.004) in males and a significant decline (6%, p = 0.03) in females. Cana given to mice at 6 months led, as in our previous study, to an increase in male lifespan without any change in female lifespan, suggesting that this agent may lead to female-specific late-life harm. We found that blood levels of Cana were approximately 20-fold higher in aged females than in young males, suggesting a possible mechanism for the sex-specific disparities in its effects. NEBI was also found to produce a female-specific decline (4%, p = 0.03) in lifespan. None of the other tested drugs provided a lifespan benefit in either sex. These data bring to 7 the list of ITP-tested drugs that induce at least a 10% lifespan increase in one or both sexes, add a fourth drug with demonstrated mid-life benefits on lifespan, and provide a testable hypothesis that might explain the sexual dimorphism in lifespan effects of the SGLT2 inhibitor Cana.

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

This paper presents a search for exotic decays of the Higgs boson into a pair of new pseudoscalar particles, H→aa, where one pseudoscalar decays into a b-quark pair and the other decays into a τ-lepton pair, in the mass range 12≤ma≤60  GeV. The analysis uses pp collision data at s=13  TeV collected with the ATLAS detector at the LHC, corresponding to an integrated luminosity of 140  fb−1. No significant excess above the Standard Model (SM) prediction is observed. Assuming the SM Higgs boson production cross section, the search sets upper limits at 95% confidence level on the branching ratio of Higgs bosons decaying into bb¯τ+τ−, B(H→aa→bb¯τ+τ−), between 2.2% and 3.9% depending on the pseudoscalar mass. © 2024 CERN, for the ATLAS Collaboration 2024 CERN

Abstract: This paper presents a measurement of the production cross-section of a Z boson in association with b- or c-jets, in proton–proton collisions at $$\sqrt{s} = 13$$ s = 13 TeV with the ATLAS experiment at the Large Hadron Collider using data corresponding to an integrated luminosity of 140 $$\hbox {fb}^{-1}$$ fb - 1 . Inclusive and differential cross-sections are measured for events containing a Z boson decaying into electrons or muons and produced in association with at least one b-jet, at least one c-jet, or at least two b-jets with transverse momentum $$p_\text {T} > 20$$ p T > 20 GeV and rapidity $$|y| < 2.5$$ | y | < 2.5 . Predictions from several Monte Carlo generators based on next-to-leading-order matrix elements interfaced with a parton-shower simulation, with different choices of flavour schemes for initial-state partons, are compared with the measured cross-sections. The results are also compared with novel predictions, based on infrared and collinear safe jet flavour dressing algorithms. Selected $$Z + \ge 1~c$$ Z + ≥ 1 c -jet observables, optimized for sensitivity to intrinsic-charm, are compared with benchmark models with different intrinsic-charm fractions.

Several studies have demonstrated that low-dimensional structures (e.g., two-dimensional (2D)) associated with three-dimensional (3D) perovskite films enhance the efficiency and stability of perovskite solar cells. Here, we aim to track the formation sites of the 2D phase on top of the 3D perovskite and to establish correlations between molecular stiffness and steric hindrance of the organic cations and their influence on the formation and crystallization of 2D/3D. Using cathodoluminescence combined with a scanning electron microscopy technique, we verified that the formation of the 2D phase occurs preferentially on the grain boundaries of the 3D perovskite. This helps explain some passivation mechanisms conferred by the 2D phase on 3D perovskite films. Furthermore, by employing in situ grazing-incidence wide-angle X-ray scattering, we monitored the formation and crystallization of the 2D/3D perovskite using three cations with varying molecular stiffness. In this series of molecules, the formation and crystallization of the 2D phase are found to be dependent on both steric hindrance around the ammonium group and molecular stiffness. Finally, we employed a 2D/3D perovskite heterointerface in a solar cell. The presence of the 2D phase, particularly those formed from flexible cations, resulted in a maximum power conversion efficiency of 21.5%. This study provides insight into critical aspects related to how bulky organic cations' stiffness and steric hindrance influence the formation, crystallization, and distribution of 2D perovskite phases.

This Letter presents results from a combination of searches for Higgs boson pair production using 126-140  fb^{-1} of proton-proton collision data at sqrt[s]=13  TeV recorded with the ATLAS detector. At 95% confidence level (CL), the upper limit on the production rate is 2.9 times the standard model (SM) prediction, with an expected limit of 2.4 assuming no Higgs boson pair production. Constraints on the Higgs boson self-coupling modifier κ_{λ}=λ_{HHH}/λ_{HHH}^{SM}, and the quartic HHVV coupling modifier κ_{2V}=g_{HHVV}/g_{HHVV}^{SM}, are derived individually, fixing the other parameter to its SM value. The observed 95% CL intervals are -1.2

This Letter presents the first study of the energy dependence of diboson polarization fractions in WZ→ℓνℓ′ℓ′(ℓ,ℓ′=e,μ) production. The dataset used corresponds to an integrated luminosity of 140  fb−1 of proton-proton collisions at a center-of-mass energy of 13 TeV recorded by the ATLAS detector. Two fiducial regions with an enhanced presence of events featuring two longitudinally polarized bosons are defined. A nonzero fraction of events with two longitudinally polarized bosons is measured with an observed significance of 5.3 standard deviations in the region with 100200  GeV, where pTZ is the transverse momentum of the Z boson. This Letter also reports the first study of the radiation-amplitude-zero effect. Events with two transversely polarized bosons are analyzed for the ΔY(ℓWZ) and ΔY(WZ) distributions defined respectively as the rapidity difference between the lepton from the W boson decay and the Z boson and the rapidity difference between the W boson and the Z boson. Significant suppression of events near zero is observed in both distributions. Unfolded ΔY(ℓWZ) and ΔY(WZ) distributions are also measured and compared to theoretical predictions. © 2024 CERN, for the ATLAS Collaboration 2024 CERN

The International Mouse Phenotyping Consortium (IMPC) systematically produces and phenotypes mouse lines with presumptive null mutations to provide insight into gene function. The IMPC now uses the programmable RNA-guided nuclease Cas9 for its increased capacity and flexibility to efficiently generate null alleles in the C57BL/6N strain. In addition to being a valuable novel and accessible research resource, the production of 3313 knockout mouse lines using comparable protocols provides a rich dataset to analyze experimental and biological variables affecting in vivo gene engineering with Cas9. Mouse line production has two critical steps - generation of founders with the desired allele and germline transmission (GLT) of that allele from founders to offspring. A systematic evaluation of the variables impacting success rates identified gene essentiality as the primary factor influencing successful production of null alleles. Collectively, our findings provide best practice recommendations for using Cas9 to generate alleles in mouse essential genes, many of which are orthologs of genes linked to human disease.

The biological pump supplies carbon to the oceans interior, driving long-term carbon sequestration and providing energy for deep-sea ecosystems1,2. Its efficiency is set by transformations of newly formed particles in the euphotic zone, followed by vertical flux attenuation via mesopelagic processes3. Depth attenuation of the particulate organic carbon (POC) flux is modulated by multiple processes involving zooplankton and/or microbes4,5. Nevertheless, it continues to be mainly parameterized using an empirically derived relationship, the Martin curve6. The derived power-law exponent is the standard metric used to compare flux attenuation patterns across oceanic provinces7,8. Here we present in situ experimental findings from C-RESPIRE9, a dual particle interceptor and incubator deployed at multiple mesopelagic depths, measuring microbially mediated POC flux attenuation. We find that across six contrasting oceanic regimes, representing a 30-fold range in POC flux, degradation by particle-attached microbes comprised 7-29 per cent of flux attenuation, implying a more influential role for zooplankton in flux attenuation. Microbial remineralization, normalized to POC flux, ranged by 20-fold across sites and depths, with the lowest rates at high POC fluxes. Vertical trends, of up to threefold changes, were linked to strong temperature gradients at low-latitude sites. In contrast, temperature played a lesser role at mid- and high-latitude sites, where vertical trends may be set jointly by particle biochemistry, fragmentation and microbial ecophysiology. This deconstruction of the Martin curve reveals the underpinning mechanisms that drive microbially mediated POC flux attenuation across oceanic provinces.

OBJECTIVE: To determine the reliability and agreement of manual and automated morphological measurements, and agreement in morphological diagnoses. METHODS: Thirty pelvic radiographs were randomly selected from the World COACH consortium. Manual and automated measurements of acetabular depth-width ratio (ADR), modified acetabular index (mAI), alpha angle (AA), Wiberg center edge angle (WCEA), lateral center edge angle (LCEA), extrusion index (EI), neck-shaft angle (NSA), and triangular index ratio (TIR) were performed. Bland-Altman plots and intraclass correlation coefficients (ICCs) were used to test reliability. Agreement in diagnosing acetabular dysplasia, pincer and cam morphology by manual and automated measurements was assessed using percentage agreement. Visualizations of all measurements were scored by a radiologist. RESULTS: The Bland-Altman plots showed no to small mean differences between automated and manual measurements for all measurements except for ADR. Intraobserver ICCs of manual measurements ranged from 0.26 (95%-CI 0-0.57) for TIR to 0.95 (95%-CI 0.87-0.98) for LCEA. Interobserver ICCs of manual measurements ranged from 0.43 (95%-CI 0.10-0.68) for AA to 0.95 (95%-CI 0.86-0.98) for LCEA. Intermethod ICCs ranged from 0.46 (95%-CI 0.12-0.70) for AA to 0.89 (95%-CI 0.78-0.94) for LCEA. Radiographic diagnostic agreement ranged from 47% to 100% for the manual observers and 63%-96% for the automated method as assessed by the radiologist. CONCLUSION: The automated algorithm performed equally well compared to manual measurement by trained observers, attesting to its reliability and efficiency in rapidly computing morphological measurements. This validated method can aid clinical practice and accelerate hip osteoarthritis research.

We present the model we developed to reconstruct the CUORE radioactive background based on the analysis of an experimental exposure of 1038.4 kg yr. The data reconstruction relies on a simultaneous Bayesian fit applied to energy spectra over a broad energy range. The high granularity of the CUORE detector, together with the large exposure and extended stable operations, allow for an in-depth exploration of both spatial and time dependence of backgrounds. We achieve high sensitivity to both bulk and surface activities of the materials of the setup, detecting levels as low as 10 nBq kg-1 and 0.1 nBq cm-2, respectively. We compare the contamination levels we extract from the background model with prior radio-assay data, which informs future background risk mitigation strategies. The results of this background model play a crucial role in constructing the background budget for the CUPID experiment as it will exploit the same CUORE infrastructure.

A search is presented for the pair production of heavy vectorlike quarks (VLQs) that each decay into a W boson and a light quark. This study focuses on events where one W boson decays into leptons and the other into hadrons. The search analyzed 140  fb−1 of pp collision data with s=13  TeV, recorded by the ATLAS detector from 2015 to 2018 during run 2 of the Large Hadron Collider. The final state is characterized by a high-transverse-momentum isolated electron or muon, large missing transverse momentum, multiple small-radius jets, and a single large-radius jet identified as originating from the hadronic decay of a boosted W boson. With higher center-of-mass energy and integrated luminosity than in the run 1 search, and improved analysis tools, this analysis excludes VLQs (Q) with masses below 1530 GeV at 95% confidence level for the branching ratio B(Q→Wq)=1, an improvement of 840 GeV on the previous ATLAS limit. © 2024 CERN, for the ATLAS Collaboration 2024 CERN

A search for heavy Majorana neutrinos in scattering of same-sign W boson pairs in proton–proton collisions at s=13 TeV at the LHC is reported. The dataset used corresponds to an integrated luminosity of 140 fb−1, collected with the ATLAS detector during 2015–2018. The search is performed in final states including a same-sign ee or eμ pair and at least two jets with large invariant mass and a large rapidity difference. No significant excess of events with respect to the Standard Model background predictions is observed. The results are interpreted in a benchmark scenario of the Phenomenological Type-I Seesaw model. New constraints are set on the values of the |VeN|2 and |VeNVμN⁎| parameters for heavy Majorana neutrino masses between 50 GeV and 20 TeV, where VℓN is the matrix element describing the mixing of the heavy Majorana neutrino mass eigenstate with the Standard Model neutrino of flavour ℓ=e,μ. The sensitivity to the Weinberg operator is investigated and constraints on the effective ee and eμ Majorana neutrino masses are reported. The statistical combination of the ee and eμ channels with the previously published μμ channel is performed.

Using data from a multi-institutional grounded theory study, this paper details the thoughts, feelings, and behaviors that 59 U.S. college students with disabilities used to cope with ableist stressors in postsecondary learning environments. Specifically, this manuscript highlights the varied coping strategies students adopted as they responded to the following stressors: (a) bullying; (b) labels, assumptions, and stereotypes; and (c) low expectations and discouragement. The paper concludes with recommendations for practice.

This study explores the student perception of traditional discussion boards in online courses and their effectiveness in building connections and enhancing learning. The results indicate that, while online students recognize the importance of connecting with others, traditional discussion boards are ineffective in helping students connect. Students had a mixed perception of discussion boards and their value in enhancing learning; although they appreciate the opportunity to share their perspective and learn the perspectives of others, the study revealed that students struggle to find value in traditional discussion boards.

Problem-based learning (PBL) is linked to developing learners' creative thinking in mathematics. This process-oriented approach capitalizes on using problems to stimulate learning through independent and collaborative investigations. This meta-analysis looked at the effectiveness of using PBL to influence mathematical creativity. Fifteen results from 13 studies were analyzed in which a medium effect (g=0.580) was computed using the random effects model. Further, the analysis of heterogeneity statistics suggests conducting a subgroup analysis in which only the strategy used in the comparison group and educational level, among the identified characteristics, moderates the effect of PBL on mathematical creativity. Future research should expand geographically to encompass a more diverse educational landscape and include a broader demographic to validate the efficacy of PBL across different age groups and cultural contexts.

The primary aim of this study was to address the challenges of low speaking proficiency and motivation among second-year students in an Islamic education university department. This was achieved by implementing an integrated teaching strategy within a Classroom Action Research (CAR) framework to enhance students' speaking skills and active involvement in the learning process. The study employed a CAR design, conducted over two cycles. Each cycle comprised four stages: planning, action, observation, and reflection. The intervention involved an integrated teaching strategy that combined multiple language skills--listening, speaking, reading, and writing--within a cohesive instructional framework. Data were collected through post-tests, observation checklists, and reflection notes. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were examined through thematic analysis. The results demonstrated significant improvements in both speaking performance and student engagement between Cycle 1 and Cycle 2. In Cycle 1, the majority of students scored in the "Fair" category, with only 24.39% achieving "Good" scores. Following strategic adjustments, Cycle 2 saw a marked increase in average post-test scores, with 87.80% of students meeting or exceeding the success criteria. The level of active involvement also rose significantly, reflecting the effectiveness of the revised integrated strategy. The findings highlight the value of integrated language instruction and the importance of iterative refinement in teaching methodologies. This study contributes to the theoretical understanding of language acquisition and offers practical insights for EFL educators, particularly in contexts where students face challenges in developing speaking proficiency. The study underscores the need for creating supportive and engaging learning environments that foster student participation and language development. This study provides empirical evidence supporting the effectiveness of integrated teaching strategies in EFL contexts, particularly within Islamic education settings. It demonstrates how Classroom Action Research can be utilized to improve teaching practices and student outcomes continuously. The research offers a model that can be adapted and applied in similar educational contexts to enhance language learning.

Considering the educational services, the Brazilian Navy education aims to comply with continuous and progressive process of education, with own characteristics, which are constantly updated and improved based on some principles, such as guarantee of quality standard, continuous and progressive professionalisation, and integral and continuous evaluation. Therefore, this study aimed to assess the service quality of the training course at the Santa Catarina School of Sailor Apprentices, according to the students' perception. For this evaluation, the HEdPERF scale was used. Data collection was performed by using printed questionnaires and the sample consisted of 178 students enrolled in the sailor training course who voluntarily participated in the study. The instrument for data collection was validated by confirmatory component analysis by using the SmartPLS 3 software. Descriptive statistics and regression analysis were performed to assess the data with SPSS software. As a result, the study revealed that the respondents perceived the dimension "academic aspects" as having the highest quality, whereas the dimension "non-academic aspects" was perceived as having the lowest quality. Regression analysis showed that variables such as total monthly family income, education level and main motivation to enter the armed forces have a statistically significant relationship with certain items of the HEdPERF scale, which was adapted to the present study.

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

Teachers are in a profession with high levels of stress, which play a role in absenteeism and burnout. Many studies have focused on teacher burnout; however, limited literature has examined how to support teacher well-being. Based on my research of school wellness initiatives, I discovered that the role and significance of teachers is the linchpin for establishing and sustaining school health. This article focuses on the stakeholders involved in the work of building a healthy school community, the role of school divisions, and how the whole school community benefits from teachers who are provided psychological health and safety supports in the workplace.

Research shows that oral dialogue has a positive impact on educational leadership wellness and practice. Having regular focused and informal conversations about educational issues and daily challenges is instrumental in reducing stress, anxiety, and emotional distress among educational leaders. However, diverse tensions related to personal and professional situations, along with the lack of conversational competence, can affect educational leaders' wellness and practice. This article presents solid elements that demonstrate how constructive dialogue, through oral conversations with open-ended inquiries to understand perspectives, can positively impact educational leaders' well-being and, consequently, their professional performance. [Note: The issue number (1) shown in the footer on the PDF is incorrect. The correct issue number is 2.]

We study the effects of the COVID pandemic on educational attainment. By 2022, entry into two-year colleges was 21 percent lower than before the pandemic, with larger declines in Black- and Hispanic-majority colleges. Four-year college entry declined by only 6 percent and then rebounded 4 percent. High school graduation reached an all-time high in 2022. To explain these patterns, we undertook an interrupted time series design. Lower numbers of COVID cases and higher levels of in-person instruction led to increased college entry and possibly increased graduation. Relaxation of graduation standards explain between-state variation in high school graduation and helps explain the continued high graduation rates. Changing labor-market opportunities do not explain cross-state variation in attainment. We suggest additional explanations for these trends. Barring other substantial changes, we predict that future college attainment will be lower for cohorts of school or college age during the pandemic, especially for some marginalized groups.

Test anxiety is alarmingly rising and has been shown to correlate with academic performance and affect occupations and well-being. Graduate occupational therapy (OT) students encounter a rigorous workload and pressure to become entry-level practitioners. Higher levels of baseline graduate student anxiety is correlated with increased test anxiety. Practical examinations are essential for assessing graduate OT students' higher learning and entry-level clinical skills. Educators are often challenged with identifying coping strategies to assist graduate OT students in reducing their test anxiety. Substantial research supports the use of music to reduce anxiety in adults. Seventy-five OT graduate students participated in this quasi-experimental study which explored the influence of background music on test anxiety during a lab practical examination. Participants completed pre- and post-outcome measures using the State-Trait Anxiety Inventory for Adults and the Test Anxiety Inventory and had their blood pressure and heart rate recorded. Results showed a significant main effect in the experimental group with music decreasing systolic blood pressure in participants with high state anxiety. Music had no significant interaction with mean arterial pressure, systolic blood pressure, diastolic blood pressure, heart rate, state anxiety, trait anxiety, test anxiety, or practical scores when comparing the experimental groups. Most participants indicated that background music assisted in decreasing anxiety experienced during practicals, and experimental group participants self-reported that background music was effective. Music intervention may be useful during practicals by reducing test anxiety. Additional studies would assist in further examining the efficacy of test anxiety reduction interventions with graduate OT students.

The current study explores the efforts of one summer youth employment program to provide students with meaningful work experiences and the participants' perceptions of the meaningfulness of their work and its effect on their future orientation. Most of the students in the study were under the age of 18. The Youth Enrichment Services (YES) Summer Learn and Earn program provides students with summer enrichment, their first work experience, and meaningful opportunities to engage with work. The purpose of this study was to better understand YES participants' perceptions of the meaningfulness of their summer work experiences. A secondary goal was to investigate how participants' work experiences related to their future orientations. YES is a community-based organization in Pittsburgh that gives socially and economically disadvantaged youth opportunities to achieve success through its academic enrichment, alternative to detention, peer mentor certification, life skills, cultural enrichment, diversity awareness, workforce readiness, and wellness-based programming.

Developing learning tools based on local potential is necessary because it directly relates to students' daily lives. One of them is a Popular Science Book (PSB), which highlights the potential of gastropods in coastal areas as a subject for observing biodiversity. The implementation of assessments and the value of students' critical thinking abilities still need to be improved. This research aimed to implement the PSB based on its practicality and effectiveness in improving students' critical thinking abilities. The research method used formative evaluation, focused on testing the practicality and efficacy of valid development products. Practicality was analysed based on student response tests through the percentage of responses and the implementation of the learning plan (LP) through categorization. Furthermore, effectiveness was analysed based on student learning outcomes through the percentage of completeness and achievement of critical thinking ability indicators through the N-gain test. The research results prove that the PSB developed was practical and effective. Apperception and interpretation were two of the three stages of implementation of the LP that received the highest average, where students could provide theoretical ideas based on appreciation of environmental issues. This was also supported by the student's critical thinking ability tests, where the interpretation aspect obtained the highest N-gain. The development of local potential-based PSB shows positive impacts, especially ease of use, interest in learning, motivation, apperception, and interpretation. However, it is still necessary to study in more depth the causal factors and solutions for the differences in results between the implementation of the LP at the conclusion stage and the indicators of critical thinking in the inference aspect.

Background: Teacher education programmes often prioritise theory over practical experience, leaving students struggling to connect classroom learning with real-world application. Addressing this gap, a proposed model integrates online coursework with mentored practicebased experiences through full-time placements in selected schools. Aim: The study delves into the experiences of first-year school-based student teachers (SBST) enrolled in a full-time undergraduate online programme aimed at bridging the theory-practice divide. Setting: First-year student teachers in the 2021 and 2022 cohorts (N = 30) placed full time in selected schools participated in the study. Methods: Using an interpretive qualitative research design, data were collected via focus group interviews with first-year student cohorts. Data was analysed using the cultural-historical activity theory combined with the constant comparative method. Results: Two primary findings emerged. Firstly, SBSTs faced difficulties balancing academic requirements between the school and the programme. Secondly, the varying degrees of support from stakeholders within both the programme and school environment influenced the quality and meaningfulness of SBSTs' learning experiences. Conclusion: The convergence of university and school activity systems revealed tensions and contradictions yet also presented opportunities for expanded learning when coursework and classroom practices aligned. Despite criticisms of universities being overly theoretical, the research indicates that SBSTs prioritise practical experience in school settings, potentially overshadowing the significance of theoretical knowledge. Contribution: This study contributes to knowledge of the challenges faced by student teachers and highlights the need to address these contradictions through open dialogue within teacher education programmes.

English, as an international language of communication, plays a crucial role in the development of global economic exchanges. In China, where English serves as a second language, the improvement of college students' English language speaking proficiency faces numerous challenges due to the lack of authentic English communication environments. However, there has been a lack of in-depth research on the relationship between Chinese college students' English language speaking proficiency and factors such as school background. This study utilized multiple linear regression to analyze data from the 2021 China General Social Survey. It aimed to investigate the relationship between college students' English language speaking proficiency and various factors, including different types of high school experiences, parental educational backgrounds, gender differences, and age disparities. The findings revealed that college students who attended provincial-level and municipal-level key high schools demonstrated higher English language speaking proficiency. Additionally, paternal educational background had a more significant impact on the English language speaking proficiency of offspring compared to maternal educational background. Furthermore, female students exhibited higher English speaking proficiency levels than male students. Moreover, English speaking proficiency showed an inverted "U"-shaped trend with age, peaking at 22.5 years old. Based on the research results, recommendations were proposed to balance the educational resources of different types of high schools and to reform English teaching in universities. These suggestions aim to provide robust evidence for the formulation of educational policies to meet the growing demand for English learning in China.

Career counselors practicing in rural communities must understand and address social determinants of mental health (SDOMH). This conceptual article details the relationships between SDOMH domains and employment and provides evidence-based recommendations for integrating SDOMH into practice through a rural community health and well-being framework. Description of the adaptation of the framework for career counselors in rural communities, SDOMH assessment strategies and tools, and workflow adjustments are included. Conclusions suggest next steps for practice and research.

In this policy brief, we use research findings to illuminate experiences during the COVID-19 pandemic of U.S. rural college students from poor and working-class backgrounds. We offer institutional, state, and federal policy lessons gleaned from such experiences. We show how rural, poor and working-class students' higher education success was impacted by COVID-19 and how the pandemic highlighted and exacerbated existing systemic geographic and social class barriers faced by such students pursuing college. In turn, we hope postsecondary policymakers at the institutional, state, and federal levels can learn from these experiences to better support rural, poor, and working class students in the future, even during times of continued crisis.

This qualitative case study explores the perceptions of school leadership that future school counselors have regarding leadership roles for women in rural Appalachia. Using a feminist-geographical lens, several cultural, economic, geographic, and identity-based themes were found. Participants' definitions of ideal school leadership included strong community collaboration, advocacy, and leading by example. Some aspects of participants' rural hometowns supported these ideals, such as a community culture offering high levels of cohesion and familial support, leading to them wanting to live there again. However, other characteristics of the community culture, such as being closed to change, sexism against women in leadership, and a lack of women role models, were perceived barriers. In addition, participants' leadership identity was nascent and context based. These factors, combined with poor perceptions of schools in the community, led to participants not to want to live and work in their hometowns. Overall, these participants appear to experience a complex push and pull between pursuing their careers in educational leadership and their desire to take on school leadership roles in rural communities.

Human Anatomy and Physiology courses are "gateway" courses that students must pass with high grades in order to proceed through their program of study. However, student pass rates are often low, resulting in students attempting the course multiple times and delaying their graduation. Supplemental instruction performed by peer leaders is one mechanism that has been used to increase student success. The goal of this study was to evaluate the effectiveness of peer-led supplemental instruction by comparing predicted and actual course grades. We learned that students predicted to earn a C achieved higher grades when they utilized supplemental instruction. While those students performed better than predicted, supplemental instruction did not improve ABC rates for the class. We conclude that supplemental instruction can be of benefit for some students.

Many educators face challenges with online learning since the COVID-19 pandemic began. Online modalities became common in world language courses; however, challenges remain in creating communicative contexts. This study examined university student perceptions of an experiential learning sequence using films in Spanish and French at the intermediate level in an asynchronous online environment. Students were required to watch a movie and complete activities related to language and culture learning goals, followed by an in-depth survey about the experience. Participants expressed positive perceptions of the activities, finding them helpful in increasing interest and motivation, as well as in expanding their thinking and knowledge about course topics. These findings demonstrate the importance of experiential learning to build student-centered communities of language and culture learning in the asynchronous classroom.

Black African students are increasingly choosing the United States as their preferred destination, and many choose to study at predominantly White institutions (PWIs). The purpose of this qualitative study was to investigate reasons that may influence their identification and commitment to those PWIs. We interviewed 20 sub-Saharan Africans at two predominantly White Southeastern universities. Findings revealed that construed external image, overall satisfaction with the school, promotion of the institution, and willingness to maintain membership shape the extent to which Black African students are identified and committed to their university of choice. Furthermore, the study also found that prestige does not appear to influence Sub-Saharan African students' identification and commitment to a school in the United States, but race has mixed effects depending on how it gets interpreted by students. These findings suggest implications for research and practice for student affairs professionals to better serve and retain their international populations.

Biology education plays a vital role in nurturing the understanding of learners about the intricacy of life. Various efforts have emerged to strengthen learning biological concepts but there were still studies that showed that learners have low mastery in some aspects. To determine how well students understood various biological topics, including human physiology, Concept inventory tests (CIT) were used. The concept inventory test may be able to spot students' misconceptions and ultimately lead to improved comprehension. The crafted CIT developed with the aid of a table of specifications based on Bloom's taxonomy of cognitive domain was assessed according to its validity and reliability. In validation, content validity and item analysis were considered while reliability test was employed through Cronbach's alpha. Distractor analysis was also performed to determine possible source of misconception per item. The CIT was administered to 120 senior high school STEM students (50.8% from the private schools, 37.5% in regular public schools and 11.7% from public schools with special programs in science). The results displayed high content validity with a mean of 4.83 for content validity and an average Aiken's validity coefficient of 0.98. It also highlighted that the test is moderately difficult with the test difficulty of 0.58, as well as, discriminatory with a discriminating level of 0.46. After item classification, 63 items were retained (39 accepted, 24 for revisions) and Chronbach's alpha ([alpha]=0.74) indicated good internal consistency. The concept inventory test propounds to be a good classroom test science with minor items to be revised.

Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.

The Cheyenne and Arapaho Department of Education (CADOE) functions as a tribal education department (TED) in western rural Oklahoma, situated within a tribal government that has a total membership of 13,212; 3,160 of whom are ages 3-18 years. CADOE has supported and advocated for equal opportunity and access for Cheyenne and Arapaho families and students since its inception. The purpose of this article is to utilize the Liberating Sovereign Potential framework to illustrate how CADOE continues to employ tenets from the model to liberate their sovereign potential, often serving students and families in rural contexts. While significant literature addresses Indigenous education, a gap still exists when considering the unique perspectives of TEDs and how they serve their rural tribal communities. Our goal is not only to improve educational outcomes for Cheyenne and Arapaho families and students, but also to assert our sovereign rights in educational systems. Here we outline various programs and efforts we have undertaken as we work to liberate our sovereign potential as Cheyenne and Arapaho people.

Afro Latinx immigrants are an underserved population in the United States and within counseling specifically. The counseling profession has been slow to address the unique needs of this population despite the increased visibility of this group in recent years. Consistent with the codes of ethics from the American Counseling Association and the National Board for Certified Counselors and the Multicultural and Social Justice Counseling Competencies (MSJCC), counselors must continue to expand their repertoire and use empirically supported tools to address these mandates and increase cultural responsiveness in clinical practice. Despite its alignment with the MSJCC, the counseling literature demonstrates that the Cultural Formulation Interview is an underutilized, empirically supported tool. The authors describe how counselors may use the Cultural Formulation Interview in their clinical practice with Afro Latinx immigrants while operating from a multicultural and social justice-oriented framework.

In the United States, school curricula are often created and taught with distinct boundaries between disciplines. This division between curricular areas may serve as a hindrance to students' long-term learning and their ability to generalize. In contrast, cross-curricular pedagogy provides a way for students to think beyond the classroom walls and make important connections across disciplines. The purpose of this paper is a theoretical reflection on our use of Expansive Framing in our design of lessons across learning environments within the school. We provide a narrative account of our early work in using this theoretical framework to co-plan and enact interdisciplinary mathematics and computer science (CS) tasks with a team of elementary school educators and school district personnel. The unit focuses on the concepts of exponents in mathematics and repeat loops as a control structure in computer science. Using a narrative approach, we describe what occurred during the collaborative planning of lessons and subsequent enactments in two fifth-grade classrooms and one computer lab and provide a practitioner-oriented account of our experience.