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Purpose: Processing real-world sounds requires acoustic and higher-order semantic information. We tested the theory that individuals with autism spectrum disorder (ASD) show enhanced processing of acoustic features and impaired processing of semantic information. Methods: We used a change deafness task that required detection of speech and non-speech auditory objects being replaced and a speech-in-noise task using spoken sentences that must be comprehended in the presence of background speech to examine the extent to which 7-15 year old children with ASD (n = 27) rely on acoustic and semantic information, compared to age-matched (n = 27) and IQ-matched (n = 27) groups of typically developing (TD) children. Within a larger group of 7-15 year old TD children (n = 105) we correlated IQ, ASD symptoms, and the use of acoustic and semantic information. Results: Children with ASD performed worse overall at the change deafness task relative to the age-matched TD controls, but they did not differ from IQ-matched controls. All groups utilized acoustic and semantic information similarly and displayed an attentional bias towards changes that involved the human voice. Similarly, for the speech-in-noise task, age-matched--but not IQ-matched--TD controls performed better overall than the ASD group. However, all groups used semantic context to a similar degree. Among TD children, neither IQ nor the presence of ASD symptoms predict the use of acoustic or semantic information. Conclusion: Children with and without ASD used acoustic and semantic information similarly during auditory change deafness and speech-in-noise tasks.

ABSTRACT: Knowledge is lacking on separation strategies that can best prepare calves to final separation from the dam in cow-calf contact (CCC) systems. This controlled trial compared the effects of 2 different methods to gradually reduce cows' access to their calf termed “debonding” on calf growth in a cow-driven CCC system. Initially, cows (Norwegian Red breed) had 24 h/d computer-controlled access to their calves. In the long debonding (LDB) treatment (n = 16), a gradual reduction of cows' access to their calves was initiated 28 d after calving over a total duration of 28 d; first to 12 h/d (14 d), and then to 6 h/d (14 d). In the short debonding (SDB) treatment (n = 14), reduction was initiated 45 d after calving over a total duration of 10 d; first to 12 h/d (5 d), and then to 6 h/d (5 d). From 6 h/d, access was finally reduced to 0 h/d for 4 d for both treatments, resulting in a study period of 60 d in total. Calves had ad libitum access to concentrate, hay and water throughout the study. Independent of treatment, ad libitum access to whole milk from an automatic feeder was granted once cow access was reduced. Cows and calves had the possibility for fence line contact at all times. The primary outcome variable calf weight gain was registered biweekly. Calf ADG was analyzed with a linear mixed model. The ADG was similar across treatments during 24 h/d access (1.04 ± 0.07 kg). Debonding treatment affected calf growth differently with each gradual reduction in cow access (12 h/d, 6 h/d and 0 h/d); however, no main effect of treatment was detected. The SDB calves had a pattern of increased ADG with the first reduction in access (+0.39 ± 0.18kg), followed by significant growth checks as access was reduced further to 6 h/d and 0 h/d (−0.41 ± 0.20 kg and −1.15 ± 0.31 kg, respectively). The LDB calves only showed significant weight checks at the final reduction in access (0 h/d access), yet at a lower degree (−0.46 ± 0.21 kg) than SDB calves. As expected, ADG was negatively associated with health events but positively associated with intake of concentrate and supplemental milk. Collectively, the results from the present study might point toward a long adaptation to separation which is initiated at a younger age being more favorable for calf performance.

Abstract INTRODUCTION We aimed to assess the knowledge of social norms in patients with behavioral variant frontotemporal dementia (bvFTD) with the Dutch version of the Social Norms Questionnaire (SNQ‐NL). METHODS The SNQ‐NL was administered in 34 patients with bvFTD, 20 prodromal mutation carriers, 76 presymptomatic mutation carriers, and 56 controls. Group differences and correlations with other neuropsychological tests and gray matter volume were examined. RESULTS Patients with bvFTD had lower total SNQ‐NL scores and more over‐adherence errors than presymptomatic mutation carriers and controls (P

Diversity has been shown to improve the ability of groups to problem solve and make predictions, as well as guarding against groupthink and overconfidence. Marginalized groups within the Science, Technology, Engineering, and Mathematics (STEM) fields are still largely underrepresented despite various efforts to increase diversity in STEM. This study focused on the gap in representation of Hispanics/Latinxs in the STEM fields. While most science programs focus on directly encouraging students to pursue STEM careers as a way to increase Latinx representation, our study focused on Latinx parents. This study explored the types of informal science activities Latinx parents engage in with their children. In order to connect with Latinx parents, we organized 15 family science night events in a small city in central Texas that has a large Hispanic population. At the events, parents completed a parental involvement survey to find out what types of informal science activities they are involved in with their children. We utilized common household items or materials that were inexpensive in designing the activities for the family science events to ensure they were accessible to all families. Eighteen Latinx parents participated in the study. On the parental involvement survey, Latinx parents identified 27 science activities that they have performed with their children, with 63% of those being structured and indoor activities and 59% being free activities. In terms of parent participation, the majority of Latinx parents (73%) preferred free activities. This study outlines the design of family science events and can help inform school districts, principals, teachers, and informal science education organizations on strategies for increasing Latinx parents' involvement in their childrens' science education.

Although efforts have been made in the United States to increase diversity within the Science, Technology, Engineering, and Mathematics (STEM) fields, the Latino population is still largely underrepresented. This novel study focused on Latino underrepresentation by exploring Latino parents' attitudes toward science. We organized 15 family science events in which parents completed a pre- and post-event attitude toward science survey to find out their attitudes toward science. Fourteen Latino parents participated in the study. Latino parents' pre- and post-event attitude differences were statistically significant with a p-value of (p= 0.009). This study may inform organizations on strategies for changing Latino parents' attitudes toward science.

The purpose of this three-year study was to examine middle school female and male students' attitudes about science in four different categories before and after being with PhD science graduate students, "resident scientists," in their classrooms every week. The study was based upon a National Science Foundation (NSF) program called "Project Flowing Waters," a five-year NSF Graduate STEM Fellows in K-12 Education (GK-12) program. This study covers the final two years of the program, Year 4, Year 5, and also includes a control year, Year 6, that occurred after the program and thus, lacked resident scientists. In Year 4 and 5, the program funded 17 doctoral students, known as NSF GK-12 fellows, who served as bi-weekly resident scientists in science classrooms in local schools. A newly developed science attitude survey, "My Attitude Toward Science Scale" (MATS) (Hillman, Zeeman, Tilburg & List 2016) was used to survey student attitudes in four categories. Matched pre- and post- student attitude surveys were obtained. Seventeen resident scientist/teacher partnerships were analyzed, involving [n=1075 students] in the 2011/12 (Year 4) and 2012/13 (Year 5) school years and 366 students in 2015/16 (Year 6-Control) school years using the survey. Results indicated significant gender differences in attitudes only in Year 5, with male students being more positive than female students about their attitudes towards science, desire to be a scientist, value of science to society and holding less stereotypical perceptions of scientists.

Background: The Place Model was developed in order to conceptualize the various roles and career pathways of the teaching profession. It can be used to evaluate long-term professional career trajectories and to encourage the student-teacher to visualize their future personal and professional development. Methods: In the present study, the Place Model has been applied to the Optometric profession. The four categories of the place model have been discussed in terms of Optometry and a survey of undergraduate Optometrists highlights the perception of the model amongst pre-qualified professionals. Results: The majority of participants placed qualified optometrists in the Professional area on the Place Model (87%, n = 88) with the remainder placing qualified optometrists in the De-Professional area on the Place Model (13%, n = 13). There was no statistically significant difference between responses from male and female participants (t-test, p = 0.38). There was also no statistically significant difference between responses from participants in year 1, 2 or 3 of their undergraduate program (one-way analysis of variance [ANOVA], p = 0.10). Conclusion: The Place Model may be an opportunity to discuss with Optometry students their future career pathways and to ensure that we maintain a highly skilled and caring profession that provides high quality eyecare for the public.

IntroductionThe development of animal models of chronic liver disease via diet modification is a promising avenue for translational research but can lead to unexpected side effects that impact model adoption. While these side effects are well characterized in rodent models of nonalcoholic steatohepatitis (NASH), limited knowledge of these effects exists for novel porcine models of NASH. To close this gap, the present study investigates the side effects of diet-based NASH induction in pigs, with a systematic analysis of the pathologic mechanisms underlying dermatitis development and evaluation of treatment approaches.MethodTwelve pigs (10 large domestic pigs, 2 Goettingen minipigs) were fed a methionine- and choline-deficient, high-fat diet for 8 weeks to induce NASH. A retrospective review of each animal’s clinical record was performed to identify the side effects of the diet. Following the identification of diet-associated dermatitis, severity was judged by using a novel gradation system that characterized the individual lesions and body regions resulting in a cumulative evaluation. In addition to this clinical assessment, the etiology of the dermatitis was investigated via histopathologic and microbiologic testing. Furthermore, the success of prophylactic and therapeutic treatment approaches was evaluated by considering dermatitis development and clinical course.ResultsAll study animals demonstrated unexpected side effects of the methionine- and choline-deficient, high fat diet. In addition to marked dermatitis, study pigs showed impaired weight gain and developed steatorrhea and anemia. Based on the skin gradation system, five animals developed severe dermatitis, four animals moderate dermatitis, and three animals mild diet-associated dermatitis. Histological and microbiological evaluation of the affected skin showed signs of a hypersensitivity reaction with secondary infection by bacteria and fungi. The analysis showed that preemptive bathing extended the lesion-free duration by nearly 20 days. Furthermore, bathing in combination with a targeted antibiotic treatment represented a helpful treatment approach for diet-associated dermatitis.ConclusionThe provision of a methionine- and choline-deficient, high fat diet represents an effective approach for inducing NASH liver disease in pigs but predisposes study animals to multiple side effects. These side effects are universal to animals on study but can be adequately managed and do not represent a significant limitation of this model.

Introduction This project explored the feasibility of implementing an innovative cross-curricular framework using an adaptive learning (AL) platform and telehealth simulations. Objective To determine the feasibility of implementing an innovative cross-curricular framework using an AL platform and telehealth simulations. Methods A mixed-method pilot study was conducted using novel AL modules, adaptive case studies, and telehealth simulation. Results Quantitative data analysis demonstrated significant correlations within and across demographics using the Technology Acceptance Model (TAM) and Simulation Effectiveness Tool-Modified (SET-M). Specifically, significant correlations are evident between TAM ease of use items 1–6, 8, and 10 and TAM usefulness 1, 3, and 9, with SET-M items 3 and 5–15. Thematic analysis revealed that participants felt that the overall project was worthwhile and increased confidence in telehealth. Conclusion Participants found the technology used in this study was easy and useful, and they indicated a positive experience with telehealth simulation. Overall, this study demonstrated that implementation of AL using our paradigm is feasible and supports further investigation into implementing a cross-curricular framework using an AL platform and telehealth simulations.

Introduction Personalized learning has been shown to improve learning outcomes. The aim of this pilot was to test a tool embedded in the Canvas © learning platform to improve personalization and collect data to see if the available level of personalization employed improved learning outcomes. Methods A nursing pathophysiology and pharmacology course was redesigned using the Canvas © Mastery Paths feature to provide personalized learning content to students. Post-class quiz grades were used to trigger Canvas © to conditionally release content review materials to students who did poorly on the quiz and provide a second quiz to test the efficacy of supplementary review materials. Data from the redesigned course was compared to the previous semester's course data. Results Use of Canvas © Master Paths to conditionally release supplementary material to poorly performing students resulted in significant improvement in course grades and certain activity scores correlated with improved course and ATI © quiz means. Conclusion The degree of personalization of course content available with Master Paths has the potential to have a positive impact on learning outcomes.

The role of the classroom assistant (CA) is considered pivotal in inclusive provision for pupils with additional needs. CAs' support of pupils who have a visual impairment (VI) is greatly underreported in the literature. Scaffolding theory was applied to investigate the role of CAs in supporting pupils who have a VI in mainstream schools in Northern Ireland, UK. Focus groups were conducted with 18 CAs who were embarking on an accredited VI-focused professional development programme. Findings revealed the majority of assistants had received no formal training to work with these pupils although they provided support in a wide range of ways to ensure their educational, social and physical inclusion in school. Although positive aspects of their contribution were described in inclusive terms, challenges were identified that mainly impacted on the participatory options of pupils with VI. Most prominently, minimal access to professional development engendered uncertainty that pupils were being appropriately and effectively supported. Viewed through the lens of scaffolding theory, CAs occupy a predominantly supporting role, with paucity in upskilling opportunities and hierarchical structures limiting further professional progression. More strategic consideration of the CA role could contribute to greater equity of access to education for children with VI. [ABSTRACT FROM AUTHOR]

Summary This paper describes the clinical and histopathological features of a 16‐year‐old Cob mare who sustained a haemorrhagic cerebrovascular accident or stroke. The mare presented with an acute onset of neurological signs, with a neuroanatomical localisation to the midbrain and thalamus regions. The mare was reported to have suffered from ataxia on all four limbs which started 7 days prior to referral and was also showing several signs of left‐sided cranial nerve deficits. On initial examination, the mare presented with quadrilateral ataxia, left‐sided facial paralysis, weak tongue tone and a left‐sided nose tilt as well as a hemineglect syndrome characterised by an inability to eat food presented on the right side of her mouth. Complete blood count and biochemistry analyses did not reveal any abnormalities, and a standing head CT revealed the presence of a hyperdense lesion localised in the left ventral cortex and thalamus region, which could be consistent with a vascular lesion, cholesterol granuloma or a mass. The mare was monitored, and as her condition slightly improved, was discharged from the hospital. Four weeks later, the clinical signs recurred and as the ataxia presented a danger for the mare and anyone handling her, the decision was made to euthanise the mare. A post‐mortem CT scan of the head revealed an enlargement of the previous lesion, and the histopathological examination confirmed the presence of a haemorrhage within the brain, associated with neoplastic emboli. Haemorrhagic stroke has not previously been well described in horses therefore presents a challenge in diagnosis. Treatment in small animals is mainly conservative. [ABSTRACT FROM AUTHOR]

Existing research qualitatively explores consumer preferences for stroke rehabilitation interventions. However, it remains unclear which intervention characteristics are most important to consumers, and how these preferences may influence uptake and participation. Discrete choice experiments (DCE) provide a unique way to quantitatively measure preferences for health and health care. This study aims to explore how DCEs have been used in stroke rehabilitation and to identify reported consumer preferences for rehabilitation interventions. A systematic review of published stroke rehabilitation DCEs was completed (PROSPERO registration: CRD42021282578). Six databases (including CINAHL, MEDLINE, EconLIT) were searched from January 2000-March 2023. Data extracted included topic area, sample size, aim, attributes, design process, and preference outcomes. Descriptive and thematic analyses were conducted, and two methodological checklists applied to review quality. Of 2,446 studies screened, five were eligible. Studies focused on exercise preference (n = 3), the structure and delivery of community services (n = 1), and self-management programs (n = 1). All had small sample sizes (range 50–146) and were of moderate quality (average score of 77%). Results indicated people have strong preferences for one-to-one therapy (over group-based), light-moderate intensity of exercise, and delivery by qualified therapists (over volunteers). Few DCEs have been conducted in stroke rehabilitation, suggesting consumer preferences could be more rigorously explored. Included studies were narrow in the scope of attributes included, limiting their application to practice and policy. Further research is needed to assess the impact of differing service delivery models on uptake and participation. [ABSTRACT FROM AUTHOR]

Renal proximal tubule epithelial cells (RPTECs) are a primary site for kidney injury. We created two RPTEC lines from CD-1 mice immortalized with hTERT (human telomerase reverse transcriptase) or SV40 LgT antigen (Simian Virus 40 Large T antigen). Our hypothesis was that low-level, repeated exposure to subcytotoxic levels of 0.25–2.5 μM cisplatin (CisPt) or 12.5–100 μM aflatoxin B1 (AFB1) would activate distinctive genes and pathways in these two differently immortalized cell lines. RNA-seq showed only LgT cells responded to AFB1 with 1139 differentially expressed genes (DEGs) at 72 h. The data suggested that AFB1 had direct nephrotoxic properties on the LgT cells. However, both the cell lines responded to 2.5 μM CisPt from 3 to 96 h expressing 2000–5000 total DEGs. For CisPt, the findings indicated a coordinated transcriptional program of injury signals and repair from the expression of immune receptors with cytokine and chemokine secretion for leukocyte recruitment; robust expression of synaptic and substrate adhesion molecules (SAMs) facilitating the expression of neural and hormonal receptors, ion channels/transporters, and trophic factors; and the expression of nephrogenesis transcription factors. Pathway analysis supported the concept of a renal repair transcriptome. In summary, these cell lines provide in vitro models for the improved understanding of repeated renal injury and repair mechanisms. High-throughput screening against toxicant libraries should provide a wider perspective of their capabilities in nephrotoxicity.

Meter-scale AUV bathymetric mapping and ROV sampling of the entire 47 km-long Alarcon Rise between the Pescadero and Tamayo transforms show that the shallowest inflated portion of the segment hosts all four active hydrothermal vent fields and the youngest, hottest, and highest effusion rate lava flows. This shallowest inflated part is located ∼1/3 of the way between the Tamayo and Pescadero transforms and is paved by a 16 km2 channelized flow that erupted from 9 km of en echelon fissures and is larger than historic flows on the East Pacific Rise or on the Gorda and Juan de Fuca Ridges. Starting ∼5 km south of the Pescadero transform, 6.5 km of the Alarcon Rise is characterized by faulted ridges and domes of fractionated lavas ranging from basaltic andesite to rhyolite with up to 77.3 wt % SiO2. These are the first known rhyolites from the submarine global mid-ocean ridge system. Silicic lavas range from >11.7 ka, to as young as 1.1 ka. A basalt-to-basaltic andesite sequence and an andesite-to-dacite-to-rhyolite sequence are consistent with crystal fractionation but some intermediate basaltic andesite and andesite formed by mixing basalt with dacite or rhyolite. Magmatism occurred along the bounding Tamayo and Pescadero transforms as extensive channelized flows. The flows erupted from ring faults surrounding uplifted sediment hills inferred to overlie sills. The transforms are transtensional to accommodate magma migration from the adjacent Alarcon Rise.

The purpose of this three-year study was to examine secondary school students' attitudes about science in classrooms with "resident scientists" who had been trained in inquiry science teaching. The study was based upon a National Science Foundation (NSF) program called Project Flowing Waters, a five-year NSF Graduate STEM Fellows in K-12 Education (GK-12) program. The program funded 26 doctoral students, known as NSF GK-12 Fellows, who served as bi-weekly resident scientists in science classrooms in local schools. We analyzed 15 teacher-resident scientist partnerships involving 609 secondary students using a mixed-methods design. We surveyed student attitudes in three categories: (a) science and scientists, (b) student abilities in science, and (c) importance and usefulness of science. We found significant differences in positively changing student attitudes, in the category "science and scientists," in 3 of the 15 partnerships although with small Cohen's d effect sizes. We found a significant difference in a positive direction in one partnership in the category "attitudes about own science ability," with a medium Cohen's d effect size. We also surveyed, using open-ended questions, students' perspectives about their resident scientists and what they had learned. Students indicated that resident scientists had affected their learning with 72% of the responses being positive. The five most common responses concerning resident scientists were: "helps me understand science better", "made it more interesting", "easier to understand", "I have learned new things", "helpful and helps with the labs." We also found common themes in student comments concerning what they had learned from their resident scientists including endangered species such as blind salamanders.