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Snark is a form of verbal aggression that uses humor to diminish a victim. The present study explored predictors of U.S. teachers' use of snark in the classroom. Kindergarten-12th grade teachers (N = 516) self-reported on their social and emotional competencies (i.e., perspective taking, forgiveness, mindfulness, expressive suppression, and decision-making skills), experiences of occupational health and personal well-being (i.e., burnout, job satisfaction, depression, and life satisfaction) and snark use. Stepwise multilevel models indicated that teachers' social and emotional competencies, and subsequently, their occupational health and well-being, explained significant portions of the variance in snark use. Specifically, teachers with greater perspective taking skills reported less frequent snark use, and those who used expressive suppression reported more frequent snark use. Burnout, job satisfaction, depression, and life satisfaction were all positively associated with greater snark use. Results are described in relation to research on adult social and emotional competencies, teachers' occupational health and well-being, and teachers' conflict management strategies. This study sets the stage for future research to investigate the effects of teachers' snark use on student outcomes.

This study investigated preservice teachers' experiences of helping peers with technical support. Considering college-aged students prefer to seek help from relative experts rather than instructors, the rationale for the study was to contribute to the literature on relative expertise by exploring how preservice teachers supported peers. A mixed methods approach was employed using (1) social network analysis to find and identify the preservice teachers who assisted the greatest number of peers and (2) phenomenological interviewing and thematic analysis to understand how they helped their peers with technical support. Findings show that prior to serving as a relative expert around technical support, a preservice teacher explores tools and becomes comfortable with offering support. Findings also show how relative experts are approached by peers, how they offer support, and what changes they exhibit in confidence and comfort as a result of offering support. The findings in this study could be leveraged by teacher education programs to increase outcomes related to technology use and relative expertise. Implications and future research directions are noted including the potential value of peer technical support to help preservice teachers more easily transition to inservice teaching.

Working with trauma-affected youth in physical education (PE) can be a challenging and, at times, stressful and emotionally demanding process. Whilst little is known about how student trauma affects in-service teachers, even less is known about how it might impact pre-service PE teachers. The aims of this paper are therefore to (1) explore pre-service PE teachers' experiences of working with students affected by trauma, and (2) consider the potential implications of this for their well-being. Through an online professional learning programme, we worked with three distinct groups of pre-service PE teachers (n = 22). The workshops generated data through individual activities and group tasks that allowed participants to reflect on their experiences. Findings revealed that pre-service teachers had several encounters during their school-based placements with young people who may have experienced trauma. These experiences were felt by the pre-service PE teachers -- both emotionally and physically. Pre-service PE teachers were encouraged to develop self-care strategies; however, our participants indicated that this was not always easy to do. That said, pre-service PE teachers were able to describe some of the strategies they engaged with to take care of themselves and safeguard their own well-being. Many of these strategies were relational and involved spending time with others -- such as school colleagues (teachers and/or mentors) -- who were available to offer both practical and emotional guidance and support. Thus, our findings reinforce the importance of pre-service teachers learning about self-care and emotional regulation as part of initial teacher education courses.

* Context.--Autopsies performed on COVID-19 patients have provided critical information about SARS-CoV-2's tropism, mechanisms of tissue injury, and spectrum of disease. Objective.--To provide an updated database of postmortem disease in COVID-19 patients, assess relationships among clinical and pathologic variables, evaluate the accuracy of death certification, and correlate disease variables to causes of death. Design.--The 272 postmortem examinations reported in this paper were submitted by 14 pathologists from 9 medical or forensic institutions across the United States. The study spans the eras of the 3 principal COVID-19 strains and incorporates surveyed demographic, clinical, and postmortem data from decedents infected with SARS-CoV-2, including primary and contributing causes of death. It is the largest database of its kind to date. Results.--Demographics of the decedents reported here correspond well to national statistics. Primary causes of death as determined by autopsy and official death certificates were significantly correlated. When specifically cited disease conditions found at autopsy were correlated with COVID-19 versus non-COVID-19 deaths, only lung findings characteristic of SARS-CoV-2 infection or the absence of lung findings were significantly associated. Conclusions.--Changes in hospitalization and disease likely stem from longer lifespans after COVID-19 diagnosis and alteration in treatment approaches. Although Omicron variants preferentially replicate in the upper airways, autopsied patients who died of COVID-19 in that time period showed the same lung damage as earlier decedents. Most importantly, findings suggest that there are still unelucidated risk factors for death from COVID-19 including possibly genetic susceptibility. (Arch Pathol Lab Med. 2024;148:e386-e393; doi: 10.5858/arpa.2023-0380-OA), The COVID-19 pandemic caused by worldwide infection with SARS-CoV-2 has established itself as one of the most disruptive infectious disease events in recorded history. The impact of this pandemic has [...]

Purpose: Telemedicine approaches to autism (ASD) assessment have become increasingly common, yet few validated tools exist for this purpose. This study presents results from a clinical trial investigating two approaches to tele-assessment for ASD in toddlers. Methods: 144 children (29% female) between 17 and 36 months of age (mean = 2.5 years, SD = 0.33 years) completed tele-assessment using either the TELE-ASD-PEDS (TAP) or an experimental remote administration of the Screening Tool for Autism in Toddlers (STAT). All children then completed traditional in-person assessment with a blinded clinician, using the Mullen Scales of Early Learning (MSEL), Vineland Adaptive Behavior Scales, 3rd Edition (VABS-3), and Autism Diagnostic Observation Schedule (ADOS-2). Both tele-assessment and in-person assessment included a clinical interview with caregivers. Results: Results indicated diagnostic agreement for 92% of participants. Children diagnosed with ASD following in-person assessment who were missed by tele-assessment (n = 8) had lower scores on tele- and in-person ASD assessment tools. Children inaccurately identified as having ASD by tele-assessment (n = 3) were younger than other children and had higher developmental and adaptive behavior scores than children accurately diagnosed with ASD by tele-assessment. Diagnostic certainty was highest for children correctly identified as having ASD via tele-assessment. Clinicians and caregivers reported satisfaction with tele-assessment procedures. Conclusion: This work provides additional support for the use of tele-assessment for identification of ASD in toddlers, with both clinicians and families reporting broad acceptability. Continued development and refinement of tele-assessment procedures is recommended to optimize this approach for the needs of varying clinicians, families, and circumstances.

We incorporated trauma-informed principles into the design of a synchronous, online Religion and Politics course and then evaluated impacts on student learning through qualitative methods. Using a novel approach, students self-evaluated their learning throughout the course in weekly reflections. Using content analysis and directed coding techniques, we analyzed students' reflection assessments for themes of trauma-informed principles: safety, trustworthiness, choice, collaboration, and empowerment. We found that students co-developed a sense of safety by engaging in respectful peer dialogue; established trustworthiness through self-disclosure of personal beliefs; collaborated with peers to develop a deeper understanding of course content; and acquired transferable skills through choice in assessments. In addition, students experienced empowerment by recognizing their growth in four primary areas: (1) their personal beliefs and perspectives; (2) their understanding of the course material; (3) their learning; and (4) their ability to use academic tools. Our findings extend and support existing research on the efficacy of trauma-informed practices; furthermore, our research suggests that incorporating trauma-informed principles into course design can support students in their learning as well as bolster their capacity to succeed in other areas inside and outside of the classroom (e.g., engaging in difficult conversations, seeking out support, using transferable skills in other contexts, applying course content to their own lives). Finally, our case study presents innovative approaches for assessing how students engage with trauma-informed course design.

Family child care (FCC) is uniquely positioned to address challenges with insufficient early care and education supply and access in the United States. FCC programs were steadily declining before COVID-19, and many child care programs, both center- and home-based, were at risk of closure early in the pandemic. This study examines closure among Alabama FCC providers during COVID-19. Specifically, we examine the timing and predictors of FCC providers' closure using discrete time-hazard modeling. We analyze administrative data for the 788 FCC programs licensed in March 2020. Over the following 28 months, FCC closure risk was closely linked with COVID-19 disease spread trends. Providers who participated in child care subsidy or national accreditation had lower closure risk than those who did not. The protective effects of subsidy participation were amplified in lower-opportunity communities. Results have implications for mitigating FCC decline and identifying resources to support FCC providers' continued operation.

Portraits of Resistance: Activating Art During Slavery. By Jennifer Van Horn. (New Haven and London: Yale University Press, 2022. Pp. xii, 331. $60.00, ISBN 978-0-300-25763-2.) Jennifer Van Horn's groundbreaking book [...]

Abstract Background Solutions to global health challenges depend on nations’ capacity for cross-disciplinary research in global health. Despite longstanding demands for practical guidelines, published guidance and frameworks for evaluating cross-disciplinary research are scarce and scattered among disciplines. We aimed to bring together information on how cross-disciplinary research has been evaluated and collate the frameworks and tools that have been used to advance knowledge and practice about the design and evaluation of cross-disciplinary research in global health. Methods We conducted a systematic scoping review by searching five databases (MEDLINE, CINAHL COMPLETE, Global Health, PubMed, Web of Science) for publications relevant for our objectives. These were to understand the characteristics of frameworks used to evaluate cross-disciplinary research, to describe how they had been used in practice, and to identify underlying common underpinning criteria. Our inclusion criteria were that the publications (a) focus on frameworks for cross-disciplinary research and (b) include aspects of evaluation or monitoring. The last search was conducted in July 2023. Results Thirty-one of 2718 screened publications met our inclusion criteria. The intended users of the frameworks were cross-disciplinary researchers (31; 97%), funders (15; 48%), evaluators/reviewers (15; 48%) and practitioners/stakeholders (10; 32%). Eight frameworks (26%) were bespoke for a particular project and used a ‘context-process-outcome’ approach to incorporate the whole research pathway. Four frameworks (13%) focused on evaluating outcome/impact. Nineteen (61%) focused on other specific aspects of cross-disciplinary research. Seventeen frameworks (55%) provided evaluation tools and 14 (45%) included guidance about their use in practice. Twenty-four (77%) provided examples of how their frameworks were used in practice, and 21 (68%) stated that their frameworks were generalizable in different contexts. The criteria used for the evaluations across the publications fell into four categories: appropriate cross-disciplinary research approaches for the project goal; shared learning and integration; meeting disciplinary standards; and effective synthesis. Conclusions Our collation and description of the heterogenous published guidance and frameworks for evaluating cross-disciplinary research, and our practical lessons for how to improve the robustness of such evaluations, will help funders, researchers and evaluators to make evidence-informed choices when they commission, design and evaluate cross-disciplinary research programmes in global health.

Abstract Hantaan virus (HTNV) and Puumala virus (PUUV) are pathogenic zoonoses found in Asia and Europe, respectively. We conducted a randomized Phase 1 clinical trial of individual HTNV and PUUV DNA vaccines targeting the envelope glycoproteins (GnGc), as well as a combined HTNV/PUUV DNA vaccine delivered at varying doses using the PharmaJet Stratis® needle-free injection system (NCT02776761). Cohort 1 and 2 vaccines consisted of 2 mg/vaccination of HTNV or PUUV plasmid, respectively. Cohort 3 vaccine consisted of 2 mg/vaccination of 1:1 mixture of HTNV and PUUV vaccines. Vaccinations were administered on Days 0, 28, 56, and 168. The vaccines were safe and well tolerated. Neutralizing antibody responses were elicited in 7/7 (100%) subjects who received the HTNV DNA (Cohort 1) and 6/6 (100%) subjects who received the PUUV DNA (Cohort 2) vaccines alone. The combination vaccine resulted in 4/9 (44%) seroconversion against both viruses. After the first two vaccinations, the seroconversion rates for the HTNV and PUUV vaccines were >80%.

Abstract Background There is critical need to strengthen the global nursing and midwifery workforce. This is especially true in Malawi where they are the primary providers of obstetric and neonatal care. In Neno district, Malawi, in 2017, we implemented an intensive training and longitudinal bedside mentorship intervention for nurses and midwives. From inception, there was a pre-planned project target completion after 5 years, including a staged handover to local ownership after 3 years. The objective of this study was to assess differences in reported maternal and neonatal complications following project completion and handover to local leadership. Methods The project was a partnership between an academic institution and local nongovernmental organization. In October 2020, the intervention was handed over and maintained by the local organization with limited support from the academic institution. Data from January 2019 to May 2023 were extracted from the Malawi District Health Information Software 2. Bivariate analyses explored differences in the pre- and post-handover periods for all government-collected, birth-related variables. The “pre-handover” period encompassed January 2019 to September 2020 and “post-handover” from October 2020 to May 2023. Multivariate linear regression explored outcomes while controlling for health facility. Results Data were collected from 10 health facilities in the district and included a total of 23,259 births. Overall, there were few significant changes between periods. Exceptions were in reporting of antepartum hemorrhage (p

Abstract We develop a method for the extraction of the surface impedance tensor of a generic reflective metasurface using an analytic relation between the tensorial surface impedance and the four polarisation-dependent reflection coefficients. We apply this technique to experimental data obtained from a metasurface with a rhomboidal unit cell in the 16–26 GHz range, but note that it could be applied to reflective metasurfaces in any frequency regime. The extraction method can also be applied to model data to facilitate the design process of spatially graded tensorial metasurfaces that allow for full control of the form of the scattered field.

Abstract Aurora B kinase (AURKB) inhibitors have been trialled in a range of different tumour types but are not approved for any indication. Expression of the human papilloma virus (HPV) oncogenes and loss of retinoblastoma (RB) protein function has been reported to increase sensitivity to AURKB inhibitors but the mechanism of their contribution to sensitivity is poorly understood. Two commonly reported outcomes of AURKB inhibition are polyploidy and senescence, although their relationship is unclear. Here we have investigated the major cellular targets of the HPV E6 and E7, p53 and RB, to determine their contribution to AURKB inhibitor induced polyploidy and senescence. We demonstrate that polyploidy is a universal feature of AURKB inhibitor treatment in all cell types including normal primary cells, but the subsequent outcomes are controlled by RB and p53. We demonstrate that p53 by regulating p21 expression is required for an initial cell cycle arrest by inhibiting both CDK2 and CDK4 activity, but this arrest is only triggered after cells have undergone two failed mitosis and cytokinesis. However, cells can enter senescence in the absence of p53. RB is essential for AURKB inhibitor-induced senescence. AURKB inhibitor induces rapid hypophosphorylation of RB independent of inhibition of CDK2 or CDK4 kinases and p53. This work demonstrates that p53 activation determines the timing of senescence onset, but RB is indispensable for senescence.

Abstract Background In randomised controlled trials with efficacy-related primary outcomes, adverse events are collected to monitor potential intervention harms. The analysis of adverse event data is challenging, due to the complex nature of the data and the large number of unprespecified outcomes. This is compounded by a lack of guidance on best analysis approaches, resulting in widespread inadequate practices and the use of overly simplistic methods; leading to sub-optimal exploitation of these rich datasets. To address the complexities of adverse events analysis, statistical methods are proposed that leverage existing structures within the data, for instance by considering groupings of adverse events based on biological or clinical relationships. Methods We conducted a methodological scoping review of the literature to identify all existing methods using structures within the data to detect signals for adverse reactions in a trial. Embase, MEDLINE, Scopus and Web of Science databases were systematically searched. We reviewed the analysis approaches of each method, extracted methodological characteristics and constructed a narrative summary of the findings. Results We identified 18 different methods from 14 sources. These were categorised as either Bayesian approaches (n=11), which flagged events based on posterior estimates of treatment effects, or error controlling procedures (n=7), which flagged events based on adjusted p-values while controlling for some type of error rate. We identified 5 defining methodological characteristics: the type of outcomes considered (e.g. binary outcomes), the nature of the data (e.g. summary data), the timing of the analysis (e.g. final analysis), the restrictions on the events considered (e.g. rare events) and the grouping systems used. Conclusions We found a large number of analysis methods that use the group structures of adverse events. Continuous methodological developments in this area highlight the growing awareness that better practices are needed. The use of more adequate analysis methods could help trialists obtain a better picture of the safety-risk profile of an intervention. The results of this review can be used by statisticians to better understand the current methodological landscape and identify suitable methods for data analysis - although further research is needed to determine which methods are best suited and create adequate recommendations.

Aims: The aim of this study was to determine whether obesity had a detrimental effect on the long-term performance and survival of medial unicompartmental knee arthroplasties (UKAs). Methods: This study reviewed prospectively collected functional outcome scores and revision rates of all medial UKA patients with recorded BMI performed in Christchurch, New Zealand, from January 2011 to September 2021. Patient-reported outcome measures (PROMs) were the primary outcome of this study, with all-cause revision rate analyzed as a secondary outcome. PROMs were taken preoperatively, at six months, one year, five years, and ten years postoperatively. There were 873 patients who had functional scores recorded at five years and 164 patients had scores recorded at ten years. Further sub-group analysis was performed based on the patient’s BMI. Revision data were available through the New Zealand Joint Registry for 2,323 UKAs performed during this time period. Results: Obese patients (BMI > 30 kg/m2) were 3.1 years younger than non-obese patients (BMI < 30 kg/m2) at the time of surgery (mean age of obese patients 65.5 years (SD 9.7) and mean age of non-obese patients 68.6 years (SD 10.1)). Preoperatively, obese patients tended to have significantly lower functional scores than non-obese patients, which continued at five and ten years postoperatively. At these timepoints, obese patients had significantly lower scores for most PROMs measured compared to non-obese patients. However, there was no significant difference in the improvement of any of these scores after surgery between obese and non-obese patients. There was no significant difference in revision rates between obese and non-obese patients at any time. All-cause revision rate for obese patients was 0.73 per 100 observed component years compared to 0.67 in non-obese patients at ten years. There was also no significant difference in the aseptic loosening rate between groups. Conclusion: Our study supports the use of UKAs in obese patients, with similar benefit and survival compared to non-obese patients at ten years.

The grounding line position of glaciers and ice shelves is an essential observation for the study of the Earth's ice sheets. However, in some locations, such as the Antarctic Peninsula, where many grounding lines have not been mapped since the 1990s, remote sensing of grounding line position remains challenging. Here we present a tidal motion offset correlation (TMOC) method for measuring the grounding line position of tidewater glaciers and ice shelves, based on the correlation between tide amplitude and synthetic aperture radar offset tracking measurements. We apply this method to the Antarctic Peninsula Ice Sheet to automatically delineate a new grounding line position for 2019–2020, with near complete coverage along 9300 km of coastline, updating the 20-year-old record. A comparison of the TMOC grounding line to contemporaneous interferometrically measured grounding line position shows the method has a mean seaward offset compared to interferometry of 185 m and a standard deviation of 295 m. Our results show that over the last 24 years there has been grounding line retreat at a number of fast-flowing ice streams on the Antarctic Peninsula, with the most retreat concentrated in the north-eastern sector, where grounding lines have retreated following the collapse of ice shelves. We observe a maximum grounding line retreat since 1996 of 16.3 ± 0.5 km on Hektoria Glacier, with other notable glaciers retreating by 9.3 ± 0.5, 9.1 ± 0.5 and 3.6 ± 0.5 km. Our results document dynamic change on Antarctic Peninsula glaciers and show the importance of using an updated grounding line location to delineate the boundary between floating and grounded ice.

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein's sociology of knowledge (Bernstein, 1996. "Pedagogy, symbolic control and identity: Theory, research, critique." Taylor and Francis; 2000. "Pedagogy, symbolic control and identity: Theory, research and critique" (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities.

This paper uses insider research within a Cultural Historical Activity Theory (CHAT) framework to examine the lived induction-to-teaching experiences of twelve new academics at a case-study Northern UK university. A CHAT lens foregrounds contradictions as a source for change in the induction-to-teaching process. Data generated through semi-structured interviews with these academics were analysed and, informed by CHAT, allowed us to discern contradictions in sociocultural and structural aspects of the induction activity systems which significantly impact new academics' experiences. Examining these contradictions enabled us to identify interventions for enhancing academic induction policy and practice within the case-study University, but also more widely.

The research aimed to estimate educational psychologist (EP) service provision required to deliver a "good" level of EP service within primary and secondary schools in one local authority (LA) in England. There is no current shared understanding of the level of demand for EP services, nor the required workforce to meet projected needs. Using a mixed methods design, four index schools were recruited; key staff within each school forecasted potential future commissioning of EP services. Content analysis was used to present key findings from focus groups/interviews to a working group of EPs who assessed the exact time-cost required to supply services. By extrapolation of the data, a model forecasted potential future demand for EP services across all primary and secondary schools in the LA. Findings reveal that all four schools would, with sufficient funding, commission significantly more EP time than they do currently; details and proportions are provided. The model predicts that schools across the LA would commission a fourfold increase in EP time purchased. Under the assumption that other EP service levels remain constant, the model suggests that meeting this need for increased EP services would require more than doubling of the size of the LA EP workforce.

As a group of researchers representing England, Northern Ireland, Scotland and Wales, we previously carried out a comparative analysis of the health discourses evident within the physical education (PE) curriculum of each UK nation (Gray et al., 2022b). We uncovered complex 'health' landscapes, represented through different discourses of health across contexts and shifting discourses within contexts. The purpose of the present proof of concept study is to extend this cross-border work by exploring how UK PE teachers conceptualise health and wellbeing (HWB), and to identify the ways in which their conceptualisations align (or not) with their respective curricula. We found some alignment between the teachers' understanding of HWB and their respective curricular documentation, which was highlighted in the similarities and differences across contexts. Furthermore, all of the PE teachers had some understanding of HWB as a holistic and broad concept. We argue that understanding the various conceptualisations of HWB within and across contexts can serve as a useful foundation for cross-border dialogue, which may support the development of PE teachers' critical reading of curriculum and their capacity and authority to contribute to future curriculum developments.

Much research highlights the potential of physical education and school sport (PESS) to provide personal, social and educational benefits for young people. As such, it is suggested that PESS contexts could be particularly relevant to pupils who might be considered marginalised or 'at risk'--including care-experienced young people--affording opportunities to gain skills, connections and experiences to aid a positive educational trajectory. This paper presents findings from an empirical project that explored the role of sport/physical activity within the day-to-day lives of care-experienced young people in England. A participatory methodology, underpinned by a youth voice perspective, was employed to generate data via semi-structured, activity-based focus groups with care-experienced young people (aged 8-21 years) and via narrative interviews with care leavers (aged 23-32 years). Data were analysed using inductive and deductive procedures in a process also informed by the work of Bourdieu. Drawing on data related specifically to PESS contexts, this paper looks to theorise the potential of PESS to support the educational engagement, transitions and outcomes of care-experienced young people. It demonstrates how this context can support the acquisition of physical, social and cultural capital, which can both facilitate engagement and support personal outcomes. In addition, it documents how social support provided within/through PESS can be promotive of positive transitions into further and higher education contexts. As such, it can be recognised as a valuable site within the educational landscape for care-experienced young people.