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Background: Stevens-Johnson syndrome (SJS), toxic epidermal necrolysis (TEN), and SJS-TEN overlap syndrome are rare severe cutaneous adverse reactions associated with high mortality. Objectives: To estimate incidence and describe trends of SJS/TEN hospitalizations in the United States and to describe the clinical, demographic, and geographic characteristics of affected patients and risk factors for mortality. Methods: We utilized hospitalization data from the 2010 to 2020 National Inpatient Sample. SJS, SJS-TEN overlap syndrome, and TEN were identified by International Classification of Diseases, 9th Revision and International Classification of Diseases, 10th Revision codes and analyzed by logistic regression. Results: We identified 51,040 hospitalizations involving SJS/TEN. Amog those, 37,283 (73.0%) were for SJS only, 7818 (15.3%) were for SJS-TEN overlap syndrome, and 7160 (14.0%) were for TEN only. Overall, SJS/TEN hospitalization rates declined over time, 2010 to 2020 (P

Background: Prevention of the vertical transmission of the hepatitis C virus (HCV) presents an obstetric challenge. There are no approved antiviral medications for the treatment or prevention of HCV for pregnant patients. Objective: We aimed to create a composite score to accurately identify a population of pregnant patients with HCV who have high potential for vertical transmission. Study Design: In a retrospective, multicenter cohort study, we identified pregnant patients with hepatitis C with linked data to their infants who have had HCV RNA or HCV antibody testing. Demographic data, including age and race/ethnicity, as well as clinical and laboratory data, including tobacco/alcohol use, infections, liver function tests, the HCV RNA titer, HCV antibody, HCV genotype, absolute lymphocyte count, and platelet count, were collected. Data were analyzed using logistic regression and receiver operating characteristics (ROCs) and internally validated using the forward selection bootstrap method. Results: We identified 157 pregnant patients and 163 corresponding infants. The median maternal delivery age was 29 (IQR: 25–33) years, and the majority (141, or 89.8%) were White. A high HCV RNA titer, high absolute lymphocyte count, and high platelet count were associated with vertical transmission. A high HCV RNA titer had an AUROC of 0.815 with sensitivity, specificity, a positive predictive value, and a negative predictive value of 100.0%, 59.1%, 17.6%, and 100.0%, respectively. A composite score combining the three risk factors had an AUROC of 0.902 (95% CI = 0.840–0.964) but with a risk of overfitting. Conclusions: An HCV RNA titer alone or a composite score combining the risk factors for HCV vertical transmission can potentially identify a population of pregnant patients where the rate of vertical transmission is high, allowing for potential interventions during antepartum care.

Sopp et al describe an approach, which exploits the tailpiece of the naturally multimeric IgM to augment hexamerisation of IgG. Their approach provides a newly engineered format of antibodies for promoting hexamerisation and enhanced complement-dependent cytotoxicity only when cell surface bound.

Teachers turn to many sources for support and professional learning, including social media-based communities that have shown promise to help teachers access resources and facilitate productive exchanges. Although such online communities show promise, questions about their quality for providing a suitable learning environment remain insufficiently answered. In this study, we examine how teachers' engagement on Twitter (now known as "X") may adhere to characteristics of high-quality professional development (PD) activities. In that, we employ advanced conversational analysis techniques that extend the primarily descriptive methods used in prior research. Specifically, we collected data from three Twitter communities related to Advanced Placement Biology (N = 2,040 tweets, N = 93 teachers). Qualitative two-cycle content analyses derived both tweet content and sentiment. Using epistemic network analyses, we examined the collaborative structures to examine how participation patterns can identify characteristics of high-quality online PD. Results indicate that some teachers use Twitter with a content focus and coherent to their individual contexts and prior knowledge. Notably, differences in collaboration and participation patterns by teachers' overall activity level hint at the existence of an online community of practice. More active teachers communicated more about how their individual contexts relate to instruction, whereas less active teachers exhibited more targeted engagement, for instance, related to sharing teaching resources and organizing learning opportunities. Overall, this study illustrates how Twitter may provide a meaningful learning environment to teachers so that it can serve as a relevant avenue for their professional learning.

This meta-analysis evaluated experimental studies testing the effectiveness of the "Self-Determined Learning Model of Instruction" (SDLMI) to improve the academic and nonacademic behaviors of students with disabilities. A total of 19 single-case experimental design studies and four group design studies met inclusion criteria. Overall, students benefited from the SDLMI although we identified large variability in effects for both single-case and group studies. Results from moderator analyses of single-case studies suggest teachers aiming to implement the SDLMI should ensure they receive adequate training and support to enhance implementation efforts and increase likelihood students obtain desired effects, particularly students from culturally, ethnically, and linguistically diverse backgrounds. Further research is warranted to investigate contextual factors that may impact magnitude of student effects.

Despite the sustained focus towards inclusive language teaching and queer pedagogy in Teaching English to Speakers of Other Languages (TESOL) and language education in recent years, employing an inclusive pedagogical practice and having language teaching resources that respect the gender identity among lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA+) students remain a challenge in many English language teaching (ELT) classrooms throughout the world. Employing an auto-ethnomethodological approach, in this article the authors present their teaching practice experience in an attempt to queer their ELT classroom and provide a safe space for all gender identities in learning the language through a queer-informed language teaching framework in an ELT classroom at a university in Thailand. It is the goal of this inquiry to add to the empirical evidence for gender inclusivity in an ELT classroom. Additionally, this study offers language practitioners consideration for having a queer-informed classroom where there is diversity, inclusion, and engagement and where students are free to discuss their sexual identities, adding to the growing influence of gender perspective and inclusivity in heteronormative language education.

Sensitivity analysis, a statistical method crucial for validating inferences across disciplines, quantifies the conditions that could alter conclusions (Razavi et al., 2021). One line of work is rooted in linear models and foregrounds the sensitivity of inferences to the strength of omitted variables (Cinelli & Hazlett, 2019; Frank, 2000). A more recent approach is rooted in the potential outcomes framework for causal inference and foregrounds how hypothetical changes in a sample would alter an inference if such cases were otherwise observed (Frank et al., 2008, 2013; Frank & Min, 2007; Xu et al., 2019). One sensitivity measure is the "Impact Threshold of a Confounding Variable," or ITCV, which generates statements about the correlation of an omitted, confounding variable with both a predictor of interest and the outcome (Frank, 2000). The ITCV index can be calculated for any linear model. The "Robustness of an Inference to Replacement," RIR, assesses how replacing a certain percentage of cases with counterfactuals of zero treatment effect could nullify an inference (Frank et al., 2013). The RIR index is more general than the ITCV index.

Monoclonal antibody (mAb) immunotherapy has transformed the treatment of allergy, autoimmunity, and cancer. The interaction of mAb with Fc gamma receptors (FcγR) is often critical for efficacy. The genes encoding the low-affinity FcγR have single nucleotide polymorphisms (SNPs) and copy number variation that can impact IgG Fc:FcγR interactions. Leukocyte-based in vitro assays remain one of the industry standards for determining mAb efficacy and predicting adverse responses in patients. Here we addressed the impact of FcγR genetics on immune cell responses in these assays and investigated the importance of assay format. FcγR genotyping of 271 healthy donors was performed using a Multiplex Ligation-Dependent Probe Amplification assay. Freeze-thawed/pre-cultured peripheral blood mononuclear cells (PBMCs) and whole blood samples from donors were stimulated with reagents spanning different mAb functional classes to evaluate the association of FcγR genotypes with T-cell proliferation and cytokine release. Using freeze-thawed/pre-cultured PBMCs, agonistic T-cell-targeting mAb induced T-cell proliferation and the highest levels of cytokine release, with lower but measurable responses from mAb which directly require FcγR-mediated cellular effects for function. Effects were consistent for individual donors over time, however, no significant associations with FcγR genotypes were observed using this assay format. In contrast, significantly elevated IFN-γ release was associated with the FCGR2A-131H/H genotype compared to FCGR2A-131R/R in whole blood stimulated with Campath (p ≤ 0.01) and IgG1 Fc hexamer (p ≤ 0.05). Donors homozygous for both the high affinity FCGR2A-131H and FCGR3A-158V alleles mounted stronger IFN-γ responses to Campath (p ≤ 0.05) and IgG1 Fc Hexamer (p ≤ 0.05) compared to donors homozygous for the low affinity alleles. Analysis revealed significant reductions in the proportion of CD14hi monocytes, CD56dim NK cells (p ≤ 0.05) and FcγRIIIa expression (p ≤ 0.05), in donor-matched freeze-thawed PBMC compared to whole blood samples, likely explaining the difference in association between FcγR genotype and mAb-mediated cytokine release in the different assay formats. These findings highlight the significant impact of FCGR2A and FCGR3A SNPs on mAb function and the importance of using fresh whole blood assays when evaluating their association with mAb-mediated cytokine release in vitro. This knowledge can better inform on the utility of in vitro assays for the prediction of mAb therapy outcome in patients.

Numerous video games marketed entirely for entertainment purposes, also known as commercial, off-the-shelf (COTS) titles, can serve as an effective tool for teaching students complicated skills such as executive functioning, hypothesis testing, and critical analysis. In this phenomenological case study, I outline a pedagogical approach that harnesses the trinity of content knowledge, discursive prowess, and video game aptitude by capitalizing on pupils' preference for digital integration. Video game titles were selected according to their scores on Rice's (2007) "Video Game Higher-Order Thinking Evaluation Rubric" and "Video Game Cognitive Viability Scale," with lessons tied to Florida's Next Generation Sunshine State Standards for social studies. The implication of this study is that COTS titles offer an alternative curricular entry point, which can elicit higher-order discussions when paired with pointed, teacher-led inquiry. This methodology, if properly harnessed, could transmit subject manner more effectively and create critically reflective, game-based learning cohorts.

Schools and school districts use social media for a variety of reasons, but alongside the benefits of schools' social media use come potential risks to students' privacy. Using a novel dataset of around 18 million Facebook posts by schools and districts in the United States, we explore the extent to which personally identifiable information of students may be revealed. We find that around 4.9 million posts depict one or more students' faces, and approximately 726,000 posts also identify the full name of one or more students. We also examine which Facebook page characteristics and structural factors might be associated with posts that depict or identify students. We find that districts with a higher student poverty rate and districts that share a greater number of posts were more likely to depict students. We discuss these findings and recommendations for educational leaders and researchers through the lens of data ethics.

Digital technologies permeate modern life, and schools are accordingly expected to help students develop related knowledge and skills. As a result, educators' professional digital competence (PDC) has received substantial attention from school leaders, policymakers, teacher educators, and researchers. Theory and prior research suggest that educators' PDC does not solely determine their technology use, with contextual factors, such as competing curricular demands and access to technology, influencing technology implementation and ongoing PDC development. While some prior research has addressed how PK-12 teachers' contexts shape their digital technology use, few studies have explored similar matters with respect to teacher educators. Drawing on an established set of teacher educator technology competencies, we report results from an international survey of 336 teacher educators regarding their self-reported PDC and its development and enactment. Using qualitative coding, exploratory and confirmatory factor analysis, and quantitative analysis, we find that teacher educators develop and enact their competencies in various ways including through informal endeavours as well as formal, institutionally supported, and/or led activities. Three types of assets and barriers (access, leadership, personal characteristics) present differently for participants in different contexts. These findings have implications for how institutions support teacher educators' PDC development and technology integration in various settings.

Public speaking creates discomfort for many students. Instead of seeking to avoid this inevitable discomfort, six speech-variation activities explained in this paper are intentionally designed for, a little bit at a time, embracing momentary discomfort in public speaking. By embracing the inevitable discomfort of public speaking head-on in a fun and supportive environment, these speech-variation activities should help students gain confidence, attenuate anxiety, and paradoxically increase comfort during public speaking. Why these activities should be conducted, how they can be conducted with success, and whether students find the activities helpful or not are also discussed. Courses: Designed specifically for use in public-speaking courses, these speech-variation activities can also be used in any class that incorporates student presentations. Objectives: The ultimate goal of these activities is to have students, especially those who find public speaking a debilitating experience, increase confidence and reduce anxiety toward public speaking.

Though documented extensively using self-report measures - especially in post-secondary course contexts - the relations among students' interest, engagement, and academic achievement in high school science courses has been studied far less - especially when considering online versions of these courses. Self-reported interest collected at the beginning of the semester, process measures of emotional, behavioural, and cognitive engagement measured with textual analysis using the Linguistic Inquiry and Word Count (LIWC) measures of online discussion threads and time spent on the learning management system were collected throughout the semester, and final course grades were collected at the end of the semester. A sample of 622 high school students were recruited from five STEM courses to participate in this study. Results indicate that interest predicts behavioural engagement, behavioural and cognitive engagement predict final course grade, and interest predicts final course grade. Findings extend research by describing the role of engagement in online high school STEM courses.

This study builds on the long-identified gap between the marketing industry and marketing academia. The research investigates the relationship between resource-based factors and marketing faculty's intention to use marketing analytics technology. The theoretical framework for this study is the concerns-based adoption model (CBAM). Resource-based factors explored included technical support, managerial support, financial support, and time. The methodology included a randomized sample of Association to Advance Collegiate Schools of Business (AACSB) marketing faculty, and the statistical analysis used was multiple regression. Perceived technical support, time to integrate technology, and administrative support are all related to the intention to use marketing analytics technology. Overall, these results indicate that administration within AACSB business schools should consider the resources faculty need to adopt marketing analytics technology into the marketing curriculum, and faculty should consider methods to advocate for such resources.

The high volume of plastic waste and the extremely low recycling rate have created a serious challenge worldwide. Local distributed recycling and additive manufacturing (DRAM) offers a solution by economically incentivizing local recycling. One DRAM technology capable of processing large quantities of plastic waste is fused granular fabrication, where solid shredded plastic waste can be reused directly as 3D printing feedstock. This study presents an experimental assessment of multimaterial recycling printability using two of the most common thermoplastics in the beverage industry, polyethylene terephthalate (PET) and high-density polyethylene (HDPE), and the feasibility of mixing PET and HDPE to be used as a feedstock material for large-scale 3-D printing. After the material collection, shredding, and cleaning, the characterization and optimization of parameters for 3D printing were performed. Results showed the feasibility of printing a large object from rPET/ rHDPE flakes, reducing production costs by up to 88%. Highlights * Study: multi-material recycling printability of PET-HDPE. * Large-scale fused particle-based 3-D printing technically possible. * Direct waste 3-D printing rPET/rHDPE flakes, reducing production costs up to 88%. KEYWORDS 3-D printing, additive manufacturing, distributed recycling, HDPE, PET, recycling, 1 | INTRODUCTION The disposal of plastic waste is one of the most challenging current environmental concerns given its systemic complexity. (1) The mass of micro-/meso-plastics in the oceans is [...]