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Whether intended by education policy (e.g., via school entrance examinations) or unintended (e.g., via social stratification), selection effects in education (who goes where, gets what, and how much) shape educational opportunities -- influencing the life chances of individuals and groups, and the structure of societies. However, within the quantitative approach to educational research, current statistical methods can struggle to simultaneously evaluate both the presence and impacts of these effects. In turn, this methodological limitation impedes efforts to facilitate equality of educational opportunity. This paper responds with a critical overview of types of selection effects in education, their consequences for educational opportunity, and the statistical methods used for their identification. Two empirical illustrations show how a new statistical method ("airbag moderation") can enable better detection and evaluation of selection effects in education and help direct future research into selection effects in education with a focus on opportunities for equality of educational opportunity.

The 2019/2020 academic year brought historic opportunities for faculty to manage virtual exchanges (O'Dowd, 2021), yet limited research exists on how teachers develop their capacity within these programs. As educators collaborating on a transnational virtual exchange, we aim to investigate the process that teachers go through as they co-develop and collaborate in a transnational virtual exchange from our experiences and perceptions. We ask: To what extent do previous lived experiences mediate the process of teacher capacity building in a transnational virtual, collaborative exchange? This collaborative qualitative autoethnography case study explores our experiences as four instructors from the United States and Hong Kong, reflecting our experiences as they relate to teacher capacity building in transnational virtual exchange. The data suggests that previously lived international experiences assisted the instructors in capacity building within a virtual exchange and brought into question the role of cultural humility.

This research seeks to describe the continuing predicament of R&D funding in the U.S. and to provide support for a return to higher R&D spending as a proportion of GDP to maintain American leadership in innovation. Historically, government investment has funded most foundational scientific research leading to technological advances in communications, recording, and networks, including global positioning systems to the Internet. The U.S. has been leading in research and development. However, that investment leadership position is in question due to declining proportionate government support for R&D. The R&D function in private enterprise is ill-equipped to support long-term innovation, which will reward competitors. Past and current research evidence shows that public R&D investment leads private investment and furthers the strategic goals of innovation and economic growth. The COVID-19 pandemic led to unprecedented public research commitments to the rapid development of drugs, vaccines, and various protective and medical equipment. The long-term impact of this public investment on innovation is not clear. According to some theories, the trend of declining U.S. public investment in R&D will negatively impact U.S. economic growth.

The number of teaching-focused faculty (TFF) continues to increase, raising concerns about opportunities to engage in the Scholarship of Teaching and Learning (SoTL) for academics who are hired to focus on teaching rather than research. Various names for these teaching-focused positions include, but are not limited to: instructional, limited-term faculty; permanent, but not eligible for tenure; equivalent to tenure-track (eligible for tenure); and casual teaching-focused. Regardless of title, TFF face a unique challenge: hired for excellence in teaching and committed to improving teaching and learning, they are often not granted support to engage in professional development or research related to teaching and learning. These and other challenges are associated with their academically marginalized positions. The authors are members of the Advocacy Committee of the International Society for the Scholarship of Teaching and Learning (ISSOTL). This paper builds on a session we offered at the ISSOTL conference in Calgary in 2017 where we invited TFF to contribute narrative examples of institutional SoTL challenges and their strategies for overcoming them. We describe potential solutions to creating institutional cultures that are supportive of TFF engaging in SoTL. We finish by offering recommendations for creating a SoTL teaching-focused community within ISSOTL to provide social and professional support.

Presently, we are being inundated with climate news and its ever-expanding impact on the world around us. We are at a tipping point and how we choose to respond will have longterm consequences for current and future generations. Historically, we have responded with the view that these issues are scientific and not social and have been addressed through scientific advancements. However, this approach has fallen short. Specifically, this is due to social studies and civic responsibility being framed as entirely separate from environmental education and environmental responsibility. We need to reframe our thinking and view these areas as cohesive and civic responsibility includes environmental responsibility. The purpose of this paper is to describe the need for integrating social studies education and environmental education to foster a new framework of civic environmentalism. Civic environmentalism is the extension of civic responsibility to include all human and non-human life forms and the entire natural world around us. We showcase that this can be achieved through new ways of curricular modeling to create an integration between these two areas which have been traditionally viewed as separate. We present the frameworks of three nations who have started to reframe their perspectives as well as various practitioner models. We believe that civic environmentalism and an accepted responsibility to the environment is essential for all the world's inhabitants.

Despite the recognized importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to explore PSMTs' knowledge and beliefs about proof and proof teaching in the context of secondary mathematics teaching and learning. Six cases (PSMTs' survey responses) were purposively selected from an entire data set comprising participants from the United States and Australia. Using a situative learning perspective as the theoretical framework, the authors developed a sensible belief system [Leatham, K. R. (2006). Viewing mathematics teachers' beliefs as sensible systems. "Journal of Mathematics Teacher Education," 9(1), 91-102. https://doi.org/10.1007/s10857-006-9006-8] for sampled PSMTs and inductively conceptualized how their knowledge of and orientations toward proof acted as a function of their teaching and learning contexts. Furthermore, an analysis of data revealed that PSMTs' knowledge and beliefs about proof are multifaceted, dynamic and evolving as they engage with proof in their various contexts.

Prior research suggests that autistic adults are at increased risk for developing the core motor components of Parkinson's disease (i.e. parkinsonism) although knowledge is limited to date. Therefore, we explore: (1) the prevalence of both continuous self-reported motor features typical of parkinsonism and the screen positivity rate for parkinsonism in two samples of older autistic adults without a suspected intellectual disability: the Netherlands-Sample (N = 296, 50-81 years; 183 males; 113 females) and the United States of America-Sample (N = 209, 50-83 years; 100 males; 109 females), and (2) whether there are differences between those who Screen+ versus Screen- for parkinsonism. Within the Netherlands-Sample only, the age of onset of the motor features was investigated. Self-reported parkinsonism features were prevalent in both samples (the Netherlands-Sample [approximately] 17% screened positive, mean age of onset ranging from 35.9 to 50.4 years; the United States of America-Sample [approximately] 33% screened positive). Autistic adults (the Netherlands-Sample) screening positive encountered more health problems than those who screened negative. In both samples, autistic adults who screened positive did not differ on current antipsychotic medication use relative to those who screened negative. The next step is to determine whether a positive screen for parkinsonism on this self-report questionnaire also implies that there is a higher risk for idiopathic Parkinson's disease.

Framed in terms of global policy pressures, this study explored differences in educator attitudes towards the inclusion of children with mild to moderate disabilities in the general education setting in Australia, Barbados, Romania, Turkey, and the United States. The purpose of this study was to investigate how educator attitudes towards the inclusion vary between nations that have disparate forms of special education systems. A sample of 1679 educators was analysed using the Attitudes Towards Teaching All Students (ATTAS-mm) and a triadic model of attitudes. Significant differences were found between nations. In addition to a statistically significant difference in the overall attitude scale, the three subscales: cognitive, affective and behavioural also demonstrated statistically significant differences with moderate effect sizes. These results support the differentiation of professional development for educators dependent on the setting and admonish against policy makers exporting educational policies as best practices regardless of context.

This report investigates the prediction of labor force status using observed variables, such as gender, age, and immigrant status, and more importantly, measured skill variables, including literacy proficiency and a categorical rating of educational attainment based on the 1994 International Adult Literacy Survey (IALS), the 2003 Adult Literacy and Life Skills Survey (ALL), and the 2011 Programme for the International Assessment of Adult Competencies (PIAAC) projects. We explored the regression relations in the past two decades for six trend countries and subnational regions that provide data for all assessments: the United States, Norway, the Netherlands, Italy, Canada's English-speaking region, and Canada's French-speaking region. Probit regression models with latent predictors were used in this cross-sectional study to investigate how those variables are structurally related to labor market outcomes. Results show the importance of literacy proficiency and education in determining individuals' labor force status across countries/regions, but with key differences among these countries/regions.

"Merlino-Perkins Father-Daughter Relationship Inventory" (Perkins, 2008), written in a woman's voice, provides counselors with a vehicle that helps women awaken subtle dynamics unique to their childhood father relationships. Accordingly, with counselor guidance, women have the opportunity to grieve their past, and celebrate what may be possible for them in the present. However, international events have caused many women (not fluent in English) to seek life in a new land, often a country with a new language. Consequently, this research responds to the overall need for published assessment instruments to be accurately translated, (employing strong psychometric properties) for women who prefer to read, or can only read, in their first language. Thus, this work provides findings shown, and counseling implications as well.

In a time of growing competition for tertiary education, international students represent an important resource. However, more work is required to detail the factors that influence destination choice in study abroad. Drawing from a representative sample (n = 620) of the adult population over 19 in the Republic of Korea, the present study examined the ideal choice of study abroad destinations for Koreans. The analysis tested for differences in their perceived country image of China, Japan and US and the demographic variables (age, educational attainment and monthly income) of those who selected the European Union, US, or other locations as their ideal primary study choice. ANCOVAs found that only US competence image (p < 0.05) and age (p < 0.01) were significant indicators of destination choice. These results suggest that country image and demographic background are not accurate predictors for destination choice. In fact, individual perceptions may be less important than country-level variables in the initial stages of study abroad destination choice.

The number of online programs in the higher education sector has increased dramatically in the last decade, and with it, an increase in attrition has become a recurring problem worldwide. Literature suggests that elements of culture, motivation, learning management systems and online pedagogy play a major role in attrition rates in the higher education sector. Using an interpretivist paradigm with qualitative case studies from six countries, the researcher explores online lecturers' successful engagement strategies on these four main thematic areas. Results provide a range of strategies that can be applied by lecturers to increase engagement and minimize online attrition.

Despite the recognised importance of mathematical proof in secondary education, there is a limited but growing body of literature indicating how preservice secondary mathematics teachers (PSMTs) view proof and the teaching of proof. The purpose of this survey research was to investigate how PSMTs in Australia, the USA and Korea perceive of proof in the context of secondary mathematics teaching and learning. PSMTs were able to outline various mathematical and pedagogical aspects of proof, including purposes, characteristics, reasons for teaching and imposed constraints. In addition, PSMTs attended to differing, though overlapping, features of proof when asked to determine the extent to which proposed arguments constituted proofs or to decide which arguments they might present to students.

Background In 2020, the American Society of Shoulder and Elbow Therapists (ASSET) published an evidence-based consensus statement outlining postoperative rehabilitation guidelines following anatomic total shoulder arthroplasty (TSA). Purpose The purpose of this study was to (1) quantify the variability in online anatomic TSA rehabilitation protocols, and (2) assess their congruence with the ASSET consensus guidelines. Methods This study was a cross-sectional investigation of publicly available, online rehabilitation protocols for anatomic TSA. A web-based search was conducted in April 2022 of publicly available rehabilitation protocols for TSA. Each collected protocol was independently reviewed by two authors to identify recommendations regarding immobilization, initiation, and progression of passive (PROM) and active range of motion (AROM), as well as the initiation and progression of strengthening and post-operative exercises and activities. The time to initiation of various components of rehabilitation was recorded as the time at which the activity or motion threshold was permitted by the protocol. Comparisons between ASSET start dates and mean start dates from included protocols were performed. Results Of the 191 academic institutions included, 46 (24.08%) had publicly available protocols online, and a total of 91 unique protocols were included in the final analysis. There were large variations seen among included protocols for the duration and type of immobilization post-operatively, as well as for the initiation of early stretching, PROM, AROM, resistance exercises, and return to sport. Of the 37 recommendations reported by both the ASSET and included protocols, 31 (83.78%) were found to be significantly different between groups (p<0.05). [ABSTRACT FROM AUTHOR]

Objectives: This manuscript presents a comprehensive framework for the assessment of the value of real-world evidence (RWE) in healthcare decision-making. While RWE has been proposed to overcome some limitations of traditional, one-off studies, no systematic framework exists to measure if RWE actually lowers the burden. This framework aims to fill that gap by providing conceptual approaches for evaluating the time and cost efficiencies of RWE, thus guiding strategic investments in RWE infrastructure. Methods: The framework consists of four components: (114th Congress. 21st Century Cures Act.; 2015. https://www.congress.gov/114/plaws/publ255/PLAW-114publ255.pdf.) identification of stakeholders using and producing RWE, (National Health Council. Glossary of Patient Engagement Terms. Published 2019. Accessed May 18. 2021. https://nationalhealthcouncil.org/glossary-of-patient-engagement-terms/.) understanding value propositions on how RWE can benefit stakeholders, (Center for Drug Evaluation and Research. CDER Patient-Focused Drug Development. U.S. Food & Drug Administration.) defining key performance indicators (KPIs), and (U.S. Department of Health and Human Services - Food and Drug Administration: Center for Devices and Radiological Health and Center for Biologics Evaluation and Research. Use of Real-World Evidence to Support Regulatory Decision-Making for Medical Devices - Guidance for Industry and Food and Drug Administration Staff. 2017. http://www.fda.gov/BiologicsBloodVaccines/GuidanceComplianceRegulatoryInformation/Guida.) establishing metrics and case studies to assess value. KPIs are categorized as 'better, faster, or cheaper" as an indicator of value: better focusing on high-quality actionable evidence; 'faster,' denoting time-saving in evidence generation, and 'cheaper,' emphasizing cost-efficiency decision compared to methodologies that do not involve data routinely collected in clinical practice. Metrics and relevant case studies are tailored based on stakeholder value propositions and selected KPIs that can be used to assess what value has been created by using RWE compared to traditional evidence-generation approaches and comparing different RWE sources. Results: Operationalized through metrics and case studies drawn from the literature, the value of RWE is documented as improving treatment effect heterogeneity evaluation, expanding medical product labels, and expediting post-market compliance. RWE is also shown to reduce the cost and time required to produce evidence compared to traditional one-off approaches. An original example of a metric that measures the time saved by RWE methods to detect a signal of a product failure was presented based on analysis of the National Cardiovascular Disease Registry. Conclusions: The framework presented in this manuscript offers a comprehensive approach for evaluating the value of RWE, applicable to all stakeholders engaged in leveraging RWE for healthcare decision-making. Through the proposed metrics and illustrated case studies, valuable insights are provided into the heightened efficiency, cost-effectiveness, and improved decision-making within clinical and regulatory domains facilitated by RWE. While this framework is primarily focused on medical devices, it could potentially inform the determination of RWE value in other medical products. By discerning the variations in cost, time, and data utility among various evidence-generation methods, stakeholders are empowered to invest strategically in RWE infrastructure and shape future research endeavors. [ABSTRACT FROM AUTHOR]

Background: Two-drug regimens (2DRs) have been introduced in recent years to potentially reduce antiretroviral therapy (ART) toxicities and drug-drug interactions while demonstrating comparable efficacy to three-drug regimens (3DRs) for people with HIV (PWH). The objective of this study was to compare the real-world effectiveness and durability of a single-tablet 2DR of dolutegravir/lamivudine (DTG/3TC) with that of commonly prescribed 3DRs in ART-experienced, virologically suppressed PWH during the first 24 months of DTG/3TC availability in the United States. Methods: Virologically suppressed (viral load [VL] < 200 copies/mL) adult PWH initiating DTG/3TC 2DR, bictegravir/emtricitabine/tenofovir alafenamide (BIC/FTC/TAF), or a DTG-based 3DR between 01MAY2019 and 31OCT2020 were identified in the OPERA® cohort and followed through 30APR2021. Univariate Poisson regression (incidence rates) and marginal structural Cox proportional hazards models with inverse probability of treatment weights (hazard ratios) were used to quantify relationships between regimen type and confirmed virologic failure (2 consecutive VLs ≥ 200 copies/mL) or regimen discontinuation. Reasons for discontinuation were examined. Results: A total of 8,037 ART-experienced, virologically suppressed PWH met the inclusion criteria and switched to DTG/3TC (n = 1,450), BIC/FTC/TAF (n = 5,691), or a DTG-based 3DR (n = 896). Incidence rates of confirmed virologic failure were low for all groups, at 0.66 (DTG/3TC), 0.84 (BIC/FTC/TAF), and 1.78 (DTG 3DR) per 100 person-years (py). Compared to DTG/3TC, only the DTG 3DRs were associated with a statistically significant increased hazard of confirmed virologic failure (hazard ratio: 5.21, 95% confidence interval: 1.85, 14.67). Discontinuation rates per 100 py were highest in the DTG 3DR group (24.90), followed by the DTG/3TC group (17.69) and the BIC/FTC/TAF group (8.30). Regardless of regimen, discontinuations were infrequently attributed to effectiveness (VL ≥ 200 copies/mL; 4%) or tolerability (adverse diagnoses, side effects, or lab abnormalities; 6%). Conclusions: Among virologically suppressed PWH initiating a new regimen, few individuals experienced virologic failure in real-world clinical care. While rates of regimen discontinuation were high, most discontinuations could not be attributed to a lack of virologic control or poor tolerability. These findings suggest that DTG/3TC is an effective option for ART-experienced, virologically suppressed PWH. [ABSTRACT FROM AUTHOR]

Military veterans are at increased risk for headache disorders compared to the general population, yet the prevalence and burden associated with headache disorders among veterans is not yet well understood. In this electronic medical record study, we examined the prevalence of headache disorders among veterans seen in a northeastern network of Veterans Health Administration (VHA) primary care during 2017–2018. We also examined rates of psychiatric comorbidity and health care utilization of veterans with headache disorders for the year following the date of the first headache code in the medical record. Of the total population of veterans in the network, 1.3% had a headache disorder and another 3.5% had a possible headache disorder. Migraine and chronic migraine represented the majority of cases. Posttraumatic stress disorder was the most frequent psychiatric comorbidity. Having a headache disorder was associated with higher rates of primary care, neurology, pain clinic, and mental health service use but not higher rates of emergency department or Whole Health (e.g., patient-centered, holistic health services) use. Prevalence findings are comparable to those previously found among veterans, but a substantial proportion of veterans may have been misdiagnosed. Veterans with headache disorders have high rates of psychiatric comorbidity and use several types of health services at higher rates. Findings highlight the need for interdisciplinary care and further education and support for primary care providers. Primary care settings that integrate evidence-based behavioral and Whole Health services may be an optimal way of providing more holistic care for headache disorders. [ABSTRACT FROM AUTHOR]

Introduction Personalized and tumor-informed circulating tumor DNA (ctDNA) testing is feasible and allows for molecular residual disease (MRD) identification in patients with pancreatic ductal adenocarcinoma (PDAC). Methods In this retrospective analysis of commercial cases from multiple US institutions, personalized, tumor-informed, whole-exome sequenced, and germline-controlled ctDNA levels were quantified and analyzed in patients with PDAC. Plasma samples (n  = 1329) from 298 clinically validated patients were collected at diagnosis, perioperatively (MRD-window; within 2-12 weeks after surgery, before therapy), and during surveillance (>12 weeks post-surgery if no ACT or starting 4 weeks post-ACT) from November 2019 to March 2023. Results Of the initially diagnosed patients with stages I-III PDAC who went for resection, the median follow-up time from surgery was 13 months (range 0.1-214). Positive ctDNA detection rates were 29% (29/100) and 29.6% (45/152) during the MRD and surveillance windows, respectively. Positive ctDNA detection was significantly associated with shorter DFS within the MRD window (median DFS of 6.37 months for ctDNA-positive vs 33.31 months for ctDNA-negative patients; HR: 5.45, P  < .0001) as well as during the surveillance period (median DFS: 11.40 months for ctDNA-positive vs NR for ctDNA-negative; HR: 12.38, P  < .0001). Additionally, DFS was significantly better with KRAS wildtype status followed by KRAS G12R (HR: 0.99, P  = .97), KRAS G12D (HR: 1.42, P  = .194), and worse with KRAS G12V (HR: 2.19, P  = .002) status. In multivariate analysis, ctDNA detection at surveillance was found to be the most significant prognostic factor for recurrence (HR: 24.28, P  < .001). Conclusions Perioperative tumor-informed ctDNA detection in PDAC is feasible across all stages and is associated with patient survival outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify the perceptions of occupational education officers concerning the willingness of part-time instructors in community colleges in the United States to attend professional development opportunities and the best methods and times to deliver these activities. The findings indicate that community colleges should consider providing at least one part-time faculty professional development activity per academic year, scheduling these activities to occur in the evening or at night, during the Fall of the year, as well as factor in the distance and travel times which part-time faculty may encounter when choosing to participate. Community colleges should also consider other sources outside of their own institution to teach part-time faculty professional development activities depending on the topic and the level of expertise required. Intrinsic rewards to promote and maintain participation in part-time faculty professional development programs and activities should continue to be emphasized to encourage involvement with consideration given to possible remuneration of per diem and travel expenses. (Contains 1 table and 1 figure.)

"Second Step" is a universal social-emotional learning program designed to decrease antisocial behaviors, increase prosocial behaviors, and increase knowledge about content curriculum. Given the international focus of using Second Step to improve social-emotional skills, it is especially important to provide an updated synthesis on the effect of the intervention. A single-program meta-analysis was completed in order to determine effects of participating in Second Step and to explore moderators of program effectiveness on prosocial and antisocial behavior outcomes as well as knowledge of emotions. Five moderators were explored, including (a) program saturation, (b) dependent variable source, (c) grade range, (d) metro area, and (e) geographical location. A combined total of 18,847 participants were included in the analysis of 27 studies. Results of the current study indicate that "Second Step's" impact on students' knowledge and attitudes of violence and violence prevention is much stronger than on increasing prosocial behavior or reducing antisocial behavior.

Purpose: There is a widely held belief that sustainable development (SD) policies are essential for universities to successfully engage in matters related to sustainability, and are an indicator of the extent to which they are active in this field. This paper aims to examine the evidence which currently exists to support this assumption. It surveys a sample of universities in Brazil, Germany, Greece, Portugal, South Africa and the UK and the USA to ascertain the extent to which universities that are active in the field of sustainable development have formal policies on sustainable development, and whether such policies are a pre-condition for successful sustainability efforts. Design/methodology/approach: The study involved 35 universities in seven countries (five universities respectively). A mixed-methods approach has been used, ranging from document analysis, website analysis, questionnaires and interviewing. Findings: Although only 60 per cent of the sampled universities had a policy that specifically addressed SD, this cannot be regarded as an indicator that the remaining 40 per cent are not engaged with substantial actions that address SD. Indeed, all of the universities in the sample, regardless of the existence of a SD formal policy, demonstrated engagement with environmental sustainability policies or procedures in some form or another. This research has been limited by the availability and ability to procure information from the sampled universities. Despite this, it is one of the largest research efforts of this kind ever performed. Research limitations/implications: This research has been limited by the availability and ability to procure information from the sampled universities. Practical implications: The findings provide some valuable insights into the connections between SD policies on the one hand and the practice of sustainable development in higher education institutions on the other. Social implications: Universities with SD policies can contribute to models of economic growth consistent with sustainable development. Originality/value: The study is the one of the largest research efforts of this kind ever performed.

Six experiments investigated variables predicted to influence subjects' tendency to classify items by a single property ("rule-based" responding) instead of overall similarity, following the paradigm of Norenzayan et al. (2002, "Cognitive Science"), who found that European Americans tended to give more "logical" rule-based responses. However, in five experiments with Mechanical Turk subjects and undergraduates at an American university, we found a consistent preference for similarity-based responding. A sixth experiment with Korean undergraduates revealed an effect of instructions, also reported by Norenzayan et al., in which classification instructions led to majority rule-based responding but similarity instructions led to overall similarity grouping. Our American subjects showed no such difference and used similarity more overall. We conclude that Americans do not have a preference for rule responding in classification and discuss the differences between tasks that reliably show strong rule or unidimensional preferences (category construction and category learning) in contrast to this classification paradigm.

This article is a response to Kassam, Avery, and Ruelle's insights as presented in this forum on rural science education. Topics considered include troubling the urban/rural divide in the context of Indigenous knowledge and expanding to include the common Canadian notion of the "remote," a designation rooted in our national colonial narrative for the mythic, typically northern, wilderness sparsely inhabited by primarily Indigenous peoples. These concepts are further considered through exploration of Indigenous and allied ecological activism in Canada and the United States related to the proposed Northern Gateway and Keystone XL pipelines. This discussion concludes with an argument for the inherent pedagogical opportunity presented by such cases for contemporary educators to engage students in consideration of wicked problems, geographically rooted cognitive diversity, and the legal, economic, ecological, and cultural underpinnings and ramifications of the current events prominent in their home communities and abroad.

Globalization has led to an increase in United States-influenced counseling programs the world over; however, the extent to which these training models apply to other cultures is unclear. Using a sample of master's-level counseling students studying in the Czech Republic (n = 5), the authors conducted a phenomenological inquiry examining the experiences of European students trained in a program developed and supervised by faculty in the United States. Three themes (and potential barriers) related to English-language training programs in Central Europe included: cultural differences between faculty and students, complications related to the notion of professional identity, and concerns related to the utility of wellness-based principles in the Czech Republic. Implications for educators include cultural adaptation of training and course material as well as reframing illness perspectives through a wellness lens.

What happens when five teacher candidates and their professor bring a wordless picturebook into Italian classrooms? This article presents a grounded discussion of our immersive experiences from the United States and the minilessons they taught stemming from a piece of children's literature through our study abroad program in Italy. The opening of Italian classroom doors provided reflective observations of the critical and creative thinking processes of more than 200 Italian students (ages 7-16). We (one professor and five early childhood and special education teacher candidates) taught minilessons in five Italian schools during a monthlong study abroad program offered by our university (further described in Author 1, 2017). Although this project was conducted in Italy, we have since used this minilesson successfully in our own classes, and we invite you to adapt our use to fit your teaching.

Rebecca Clarke, 1886--1979, was a trailblazing British violist and composer. She was one of the first women to play in a professional symphony orchestra, and her compositions were exemplary, even though the press in her lifetime doubted they were written by a woman. This article provides a detailed biography of Clarke's life, an overview of her general compositional style, pedagogical considerations for singing her music, and a closer look at eight of her strongest songs. For each song, a synopsis of the poem and musical analysis is presented, as well as details about range, tessitura, song length and suggested voice type. [ABSTRACT FROM AUTHOR]

Simple Summary: Current therapies are often insufficiently effective in patients with acute myeloid leukemia (AML), prompting ongoing interest in developing new drugs for this aggressive type of blood cancer. Many efforts focus on drugs that target CD33, a cell surface protein that is widely expressed on AML cells. Gemtuzumab ozogamicin (GO), which consists of a CD33 antibody linked to a small molecule toxin, benefits some AML patients but not many others, leaving room for other CD33-targeted therapeutics. Here, we examined CC-96191, a "TriNKET" protein drug that binds CD33 on AML cells at the same time it binds two different proteins, CD16a and NKG2D, on natural killer (NK) cells, thereby activating these immune cells and engaging them to kill AML cells. In preclinical studies, we found CC-96191 to be broadly active against human AML cells that express CD33. CC-96191 activated NK cells but not T cells; while maximum anti-AML efficacy was similar, soluble cytokine levels were 10- to >100-fold lower than with a protein drug that binds CD33 and CD3 on T cells. Moreover, CC-96191 eliminated AML cells but not normal CD33+ monocytes, suggesting selectivity toward leukemic cells. Together, these findings support the clinical exploration of CC-96191 as is currently ongoing. Increasing efforts are focusing on natural killer (NK) cell immunotherapies for AML. Here, we characterized CC-96191, a novel CD33/CD16a/NKG2D immune-modulating TriNKET®. CC-96191 simultaneously binds CD33, NKG2D, and CD16a, with NKG2D and CD16a co-engagement increasing the avidity for, and activation of, NK cells. CC-96191 was broadly active against human leukemia cells in a strictly CD33-dependent manner, with maximal efficacy requiring the co-engagement of CD16a and NKG2D. A frequent CD33 single nucleotide polymorphism, R69G, reduced CC-96191 potency but not maximal activity, likely because of reduced CD33 binding. Similarly, the potency, but not the maximal activity, of CC-96191 was reduced by high concentrations of soluble CD33; in contrast, the soluble form of the NKG2D ligand MICA did not impact activity. In the presence of CD33+ AML cells, CC-96191 activated NK cells but not T cells; while maximum anti-AML efficacy was similar, soluble cytokine levels were 10- to >100-fold lower than with a CD33/CD3 bispecific antibody. While CC-96191-mediated cytolysis was not affected by ABC transporter proteins, it was reduced by anti-apoptotic BCL-2 family proteins. Finally, in patient marrow specimens, CC-96191 eliminated AML cells but not normal monocytes, suggesting selectivity of TriNKET-induced cytotoxicity toward neoplastic cells. Together, these findings support the clinical exploration of CC-96191 as in NCT04789655. [ABSTRACT FROM AUTHOR]

Stroke is the leading cause of neurological hospital admissions in sub-Saharan Africa (SSA) and the second leading cause of death globally. The Stroke Investigative Research and Education Network [SIREN] seeks to comprehensively characterize the genomic, sociocultural, economic, and behavioral risk factors for stroke and to build effective teams for research to address and decrease the burden of stroke and other noncommunicable diseases in SSA. One of the first steps to address this goal is to effectively engage the communities that suffer the high burden of disease. The purpose of this article is to describe plans to elucidate information about knowledge, attitudes, beliefs, and practices about stroke and genomics from patients, caregivers, and local leaders, to recruit participation in research activities and dissemination of ongoing results, as well as to facilitate research uptake and impact within the broader communities of scientists, health professionals, policy makers, and others. We describe the (a) study sites and their communities; (b) plans for community advisory boards, focus groups, and surveys; (c) methods for data management in REDCap database; (d) analyses of qualitative data; (e) evaluation of community and public engagement across multiple sites and research teams in SSA and the United States; (f) use of RE-AIM for presentation of evaluation data; and (g) community indicators of success. This is the first of its kind public outreach engagement initiative to evaluate stroke and genomics in SSA, and has implications as a model for assessment in other high-stroke risk populations. [This article was also written by the SIREN Team.]

There are many promising psychological interventions on the horizon, but there is no clear methodology for preparing them to be scaled up. Drawing on design thinking, the present research formalizes a methodology for redesigning and tailoring initial interventions. We test the methodology using the case of fixed versus growth mindsets during the transition to high school. Qualitative inquiry and rapid, iterative, randomized "A/B" experiments were conducted with ~3,000 participants to inform intervention revisions for this population. Next, 2 experimental evaluations showed that the revised growth mindset intervention was an improvement over previous versions in terms of short-term proxy outcomes (Study 1, N = 7,501), and it improved 9th grade core-course GPA and reduced D/F GPAs for lower achieving students when delivered via the Internet under routine conditions with ~95% of students at 10 schools (Study 2, N = 3,676). Although the intervention could still be improved even further, the current research provides a model for how to improve and scale interventions that begin to address pressing educational problems. It also provides insight into how to teach a growth mindset more effectively.

Global engagement programming across higher education continues to expand as institutional leaders and practitioners strive to meet global citizenship and civic engagement outcomes. This article presents case study research on a global service-learning partnership, the "Christian University" (CU) Wheelchair Project, which has involved students in a three-semester course sequence that includes research under faculty guidance at a Kenyan school serving 300 children with disabilities. The coauthors participated with the CU students to address the following research questions: (a) "What are the characteristics of a Christian Global Service-Learning project that involved partnerships?" and (b) "What are the observed expectations and impacts of this partnership in the local setting?" The case study offers an example of a global service-learning partnership that is grounded in institutional and community input throughout the project's conception and implementation, as well as during assessment of the program. Analysis of the data revealed three components of this program as an effective model of a global service-learning partnership: (a) shared representation throughout the program, (b) valuing both student and community outcomes, and (c) additional perceived community benefits. Corbett and Fikkert's (2012) "relief-rehabilitation-development" and Fraser's (2009) "parity of participation" frameworks were used to illustrate why it is necessary to intentionally develop partnerships where the local community can genuinely participate. Drawing from the related literature, the authors argue that global service-learning with partnership programs have the potential to move Christian higher education beyond simply service to transformative and sustained community collaboration in which social justice can be effectively enacted.

The title "physical education" (PE) is the traditional taxonomy used to represent the education discipline. Health and physical education (HPE) is regarded to be an all-encompassing health-dimensional title that has been recently embraced by various education systems around the world. Hence, it can be argued that PE and HPE are often used interchangeably by educationalists, portraying a similar meaning and understanding. This can be regarded as internationally confusing, as historically PE and HPE have represented different and at times paradoxical discourses and ideologies. Amongst the ambiguity of which title to use, PE or HPE, new terms of branding such as "physical literacy" and "health literacy" have re/emerged. The purpose of this interpretivist study is to identify if associated terms used for the original PE label are a help or hindrance to practitioners? Participants were asked an open-ended question relating to PE nomenclatures. The data gathered were analysed and findings confirmed that practitioner confusion does exist. It is suggested that children are first and foremost "physically educated"; therefore a strong, clear and comprehensive grounding in quality PE is essential for teachers and students.