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The scientific advancement and globalization have influenced the way fields like anthropolinguistics, cognitive linguistics, and ethnolinguistics should be studied to research intercultural communication. This study examined the national dishes that make up the Kazakh gluttonous discourse, its components, customs, and rituals, and how serving a dish to a guest can cause both positive and negative cultural consciousness in cultures. The data collected in the form of lexical and semiotic units, forming a gluttonous discourse at individual and institutional levels, was subjected to a conceptual analysis. It was felt that gluttonyms as lexical units played an important role in preventing negative cultural consciousness and forming empathy for national dishes. National dishes such as 'bas tartu', 'tabak tartu' in the Kazakh gluttonous discourse and cognitive conceptual basis of some customs in the preparation process and serving a dish to the guest were studied. It was found that the Kazakh gluttonous discourse was one of the sources of the national conceptual image of the world. This allowed us to determine that some of the institutional functions of the Kazakh gluttonous discourse were based on the national conceptual image of the world.

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

Productive tensions with traditional academic practices develop within a graduate certificate program in community engagement at Tulane University. The program offers an alternative approach to traditional graduate education practices by fostering community, epistemic justice, and care for the whole person through sustained interdisciplinary and transdisciplinary conversations and collaborations. A 2021-22 survey of current and prior program participants in the graduate certificate program documents a variety of tensions that arise when the graduate certificate program is compared to students' main experiences with graduate school at Tulane. The analysis relies on theories and concepts of epistemic injustice, decolonizing methodologies, and community engagement, which enable the interpretation of results. We find that results point to the Tulane Mellon Graduate Program in Community-Engaged Scholarship's differences in approaches compared to traditional graduate educational experiences at Tulane, offering insights into more ethical and humane possibilities for graduate education generally, as well as insights into community-engaged graduate education. These insights would be useful to graduate program directors, graduate students, community engagement advocates inside and outside academia, and administrators interested in connecting their universities to local communities through ethically informed, graduate student-led scholarly collaborations.

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

Implementing the Blended Learning model was identified as having a major influence on achieving learning objectives in the classroom. Blended learning facilitates different times and types of student learning so students can learn according to their needs. The purpose of this study is to define the blended learning effectiveness used at MTs Ittaqollah Ambon in terms of some components evaluation, that are system assessment, program planning, program implementation, program improvement, and program certification. The CSE-UCLA (Center for the Study of the Evaluation University of California, Los Angeles) evaluation model-based evaluative study was employed in this research as the methodology. The study's subjects were the students, principals, teachers, and the management team for blended learning. The research results indicated that the level of effectiveness average of the components of the assessment system was 86.6% (good category), the level of effectiveness average of the planning program components was 84.5% (good category), the level of effectiveness average of program implementation components was 89.3% (good category), the level of effectiveness average of improvement program components is 85.5% (good category), the average effectiveness level of certification program components is 85.9% (good category). The study's results can provide suggestions or recommendations for enhancing or refining the usage of blended learning in schools to maximize the achievement of learning objectives.

The use of intelligent tutoring systems (ITSs) is growing rapidly in the field of education. In mathematics, adaptive and personalized scenarios mediated by these systems have been implemented to aid concept comprehension and skill development. This study presents a systematic review on the current status of the use of ITSs in mathematics education in higher education institutions (HEI). More specifically, it inquires about elements rarely addressed in reviews, such as the purposes, advantages, effectiveness, limitations, characteristics, and development and research methodologies in ITSs used for mathematics education. We analyzed 43 documents in 15 specialized and indexed journals in the years 2012-2022. In addition to providing a global overview of the implementation of ITSs in mathematics teaching and learning, we also present trends and opportunities for future research on building educational environments guided by these technologies.

This systematic literature review examines the panorama of interculturality in rural contexts of bilingual education in Latin America. It aims to provide a comprehensive overview of the current state of knowledge in Latin America and identify key themes, challenges, and gaps in the field. The review highlights the importance of recognizing and valuing linguistic and cultural diversity, particularly in marginalized rural communities. It also discusses the lack of adequate resources and educational policies as significant challenges to promoting intercultural bilingual education in these contexts. The findings underscore the need for further research and the development of effective strategies to enhance intercultural understanding and bilingual education in Latin American rural areas.

This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in e-forums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). E-Forum posting in the course aimed at encouraging beginner learners to exchange experiences; however, participation in the e-forums did not evolve into spontaneous interactions. Therefore, authentic tasks were designed and implemented in the e-forum. Data were gathered from learners' participation registers, surveys, and interviews and by executing a content-analysis procedure. After analyzing the data, one main category and three subcategories emerged. The main category showed that implementing authentic tasks on students' e-forums interactions led to the collaborative construction of a cognitive-social e-learning environment. The main category comprised three subcategories: (a) building a learning community by interweaving affective-communicative actions, (b) promoting an online learning environment through authenticity, and (c) moving from individual to collective knowledge construction. Findings suggest that the implementation of authentic tasks on e-forums: (a) increased learners' meaningful interactions mediated by social, cognitive, and teaching presences; (b) helped to construct significant and lifelong knowledge collectively; and (c) fostered a stronger learning community through participants' affective-communicative actions.

The inconsistencies between agents of the educational system, where it reigns tensions and disjointed mechanisms that express failures of multidisciplinary action, make schools behave like pseudomorphic systems. This article examines interactions between autonomy and control, resorting to a qualitative study with a quantitative approach to schools' strategic documents and inspectorate reports using NVivo. It provides a multiperspective cross-analysis of school narratives regarding (i) principals' vision, (ii) school strategic orientation, and (iii) internal and external evaluation reports. This article exposes how schools demand an organised, intentional, and planned way of using self-knowledge to enhance teaching and learning. It uncovers that innovation is an undervalued facet in the school organisation and a marginal element of the school evaluation. Additionally, it reveals system inconsistencies regarding external evaluation and school organisation. The difficulty of school change asserts that educational systems need to deepen interconnections to prevent schools from keeping a traditional functional structure masked by modern educational discourses, meaning pseudomorphic guidance.

This study aimed to determine and describe the influence of psycholinguistics and metacognition on the ability of physics education students to use verbal language in the learning process. Quantitative research is used to measure the level of influence between variables, and then the case study is used to determine the sample. Based on the data, it could be concluded that the ability of psycholinguistics had a positive correlation with language skills, with a correlation of 0.924 and a significance value (2-tailed) of 0.000 <0.05. Thus, it could be understood that there was a positive correlation between psycholinguistics toward language skills with a very strong correlation category. The correlation between metacognition and language skills was 0.874 with a significance value (2-tailed) of 0.000 < 0.05. Therefore, this article argues that the ability of psycholinguistics and metacognition, so the language skills of physics students in carrying out physics learning would be better. This meant that the two variables affected the verbal language skills in learning physics together and not separately. Because language skills are related to metacognitive abilities, including intellectual abilities, teachers need to consider the use of verbal language in the classroom for the cognitive development of students. To achieve this, a psycholinguistic skill development program was needed for physics education students and other prospective teacher students; they could use verbal language in both the declarative, imperative, and interrogative aspects appropriately and accurately.

Many of Disney movies have been criticized for perpetuating traditional gender stereotypes which constrain opportunities for children at large. Its recent characters have also incurred heated discussions on gender portrayal. Moreover, stereotypes of gender roles, developed early on, can exert an immediate impact on individuals' behaviors and utterances and a long-term impact on individuals' perceived options academically, professionally, personally, and socially. Recognizing the significance of this matter, this paper employed a meta-narrative review to collect and conceptually and empirically synthesize previous literature on the impact of Disney movies on young children's gender awareness. Through an academic database search, 49 articles were collected using combinations of the keywords "Disney character, Disney movie, young children, early childhood education, classroom practices," and "gender." Furthermore, this review, in the pedagogical implication section, highlights the authors' call for teachers to develop critical mindfulness of gender and shares hands-on activities for children to play with Disney characters in a reconstructive and agentic way.

Traditional office hours are typically poorly attended for a variety of reasons, including the limitations imposed by faculty office space constraints in terms of simultaneous student participation. Virtual office hours are an option for instructors to support their students through a virtual learning environment. Research suggests that virtual environments are beneficial to both learners and educators, offering more flexibility in the learning process. Further, participation in office hours provides a platform for student-instructor interaction, claimed in the growing body of research to improve student learning experiences overall. This paper describes the design and structure of virtual office hours offered in three undergraduate energy-related mechanical engineering courses (Thermodynamics, Fluid Mechanics, and Heat Transfer) before the COVID-19 pandemic. The student learning experience was analyzed through an assessment of student responses on anonymous end-of-course evaluations. Findings revealed that students appreciated the virtual office hours and felt that they were more accommodated than could have been in a traditional office hour setting. Findings suggested as well that students appreciated the virtual setting more as they progressed through a series of courses offering virtual office hours. Findings from our study can be helpful for a broader audience of researchers and educators in an educational environment that is increasingly online.

According to social identity theory, individuals self-categorize into groups and then differentiate between groups based on stereotypical norms to create a perceived hierarchy to benefit their self-esteem. The purpose of this study was to explore the presence of social identities among adolescent musicians related to the career paths of music performance and music education and to determine whether self-categorization and differentiation regarding these career paths were a feature of these social identities. Participants were 821 adolescent musicians of varying experience and backgrounds. Results indicated that participants self-categorized and differentiated in favor of the music performance career path but allocated hypothetical resources in favor of the music education career path. Age, family income, performance setting, and intention to major in music were significant predictors of self-categorization, differentiation, and resource allocation. These findings indicate that participants who were older, had greater financial means, identified as soloists, or intended to major in music were more likely to be aligned with a music performance social identity.

The purpose of this explanatory sequential mixed-methods study was to provide a profile of preservice music educators who chose to attend community college and a description of factors that led to this choice. The study was framed by Perna's college choice model and focused on participants' experiences and the socioeconomic and educational contexts that predated their enrollment. Quantitative data were collected via a questionnaire to community college students who sought a career in music education (N = 59). Qualitative data were gleaned from interviews with four participants. Most participants (77.97%) identified as White, 47.47% identified as female, the mean age was 21.90 years, and 50.85% were first-generation college students. Participants reported varying levels of cultural capital, with 54.24% receiving private lessons prior to college. Affordability, location, the opportunity to live at home, flexible scheduling, and prior positive experiences with the college were motivators for attending a community college.

Management tools do more than manage and organise - they classify and contribute to the construction of education-as-concept. This article shows how tendering-based procurement, used by Swedish municipalities to outsource adult education to non-public providers, works to commensurate 'education' into measurable tender evaluation criteria. Drawing on the sociology of conventions approach and 47 procurement examples, I show that tendering evaluation criteria define what constitutes 'desirable' education through various degrees of commensuration. Further, I show how mechanisms intended to evaluate and compare bids also construct the value of education different - for example, promoting cost-efficiency as valuable; constructing education as an on-demand service; or by assuming a supply-and-demand approach and viewing value as fluid. Based on the exemplified commensurations and valuations, I discuss the consequences of education privatization via tendering-based procurement. Since competition is inherently built into the tool, it becomes valuable. Further, procurement recasts education stakeholders into market roles and reshapes their relationships. In short, the article underscores the importance of understanding how education privatization is organized and what role management tools play in shaping education, calling for critical education research to delve into their dynamics and impact.

Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors--education/research, practice, and policy/regulation--that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

This study involves translating, cross-culturally adapting, and validating the "Literary Response Questionnaire" (LRQ) for 413 Spanish adolescents. It explores the evolution of literary education in Spain and its alignment with the Reading Responses paradigm. The LRQ, adapted across various locations, is validated in Spanish through Exploratory and confirmatory factor analyses. The research analyzes reading responses in dimensions like Leisure Escape, Insight, Empathy, Story-driven Reading, Concern with Author, Imagery Vividness, and Rejecting Literary Values. Findings reveal widespread indifference and rejection toward literary reading among the adolescents, along with a clear disapproval of the historicist-authorial approach to literary education. Significant variations were identified based on students' gender, enrollment in a bilingual program, and notably, the number of books read per year. This underscores the significance of introducing literary reading practices in secondary education that align with the leisure preferences of adolescents, encouraging personal and experiential engagement with texts. This could materialize in the classroom the shift from a historicist to a reader-centered approach suggested by the current Spanish curriculum.

Mozambique is making progress towards elimination of trachoma as a public health problem, but in some districts trachomatous inflammation-follicular (TF) prevalence remains above the 5% elimination threshold despite years of various interventions, including antibiotic mass drug administration. To characterize transmission in four districts, we incorporated testing of ocular infection and serology into routine trachoma impact surveys (TIS) in August 2022. We examined residents aged ≥ 1 year for trachoma and collected information on household water, sanitation, and hygiene. Among children aged 1-9 years, we tested conjunctival swabs for Chlamydia trachomatis nucleic acid and dried blood spots for C. trachomatis antibodies. We modeled age-dependent seroprevalence to estimate seroconversion rate (SCR). We examined 4841 children aged 1-9 years. TF prevalence ranged between 1.1 and 6.0% with three districts below the 5% threshold. PCR-confirmed infection prevalence ranged between 1.1 and 4.8%, and Pgp3 seroprevalence ranged between 8.8 and 24.3%. Pgp3 SCR was 1.9 per 100 children per year in the district with the lowest TF prevalence. Two other districts with TF

Interest in subsistence strategies practiced by the Kura-Araxes communities in Southern Caucasus and the highlands of the Near East has a long history, yet direct studies of paleodiet at the scale of the individual are few. We apply serial sampling of carbon and nitrogen isotopes in 17 teeth representing 11 comingled individuals at the Kura-Araxes early Bronze Age site Köhne Shahar (KSH) in northwestern Iran. Proteomic analyses of dental enamel show seven females and four males. Isotopic results indicate an agro-pastoral diet with little or no C4 millet. Individual isotopic biographies reveal a dietary life history that includes weaning between 1.5 and 3.7 years of age (average = 2.4 years), followed by a stable early childhood diet with little intra-individual variation through age 10 years. Isotopic shifts around 12–14 years of age suggest a change in diet that may correspond to marriage and the establishment of new household units focused more on plant foods. Gradual isotopic shifts between 14 and 20 years may represent such households developing livestock herds and increasing meat consumption. Stability in diet across this transition is consistent with village endogamy. Sex-linked differences in the age of weaning and childhood δ15N values hint at differences in learning and enculturation practices. Males and about half of females were weaned earlier but had access to greater amounts of meat, suggesting they were more involved in animal husbandry and/or production of animal products (e.g., cheese, yoghurt) outside the house. By contrast, the other half of females were weaned later in childhood, but ate significantly more plant foods, suggesting they were more involved in tending gardens and producing crafts and/or plant-based foods within the house, where they had greater access to breastmilk.

OBJECTIVE: An expert panel made recommendations to optimize surgical education and training based on the effects of contemporary challenges. BACKGROUND: The inaugural Blue Ribbon Committee (BRC I) proposed sweeping recommendations for surgical education and training in 2004. In light of those findings, a second BRC (BRC II) was convened to make recommendations to optimize surgical training considering the current landscape in medical education. METHODS: BRC II was a panel of 67 experts selected on the basis of experience and leadership in surgical education and training. It was organized into subcommittees which met virtually over the course of a year. They developed recommendations, along with the Steering Committee, based on areas of focus and then presented them to the entire BRC II. The Delphi method was chosen to obtain consensus, defined as ≥80% agreement among the panel. Cronbach α was computed to assess the internal consistency of 3 Delphi rounds. RESULTS: Of the 50 recommendations, 31 obtained consensus in the following aspects of surgical training (# of consensus recommendation/# of proposed): Workforce (1/5); Medical Student Education (3/8); Work Life Integration (4/6); Resident Education (5/7); Goals, Structure, and Financing of Training (5/8); Education Support and Faculty Development (5/6); Research Training (7/9); and Educational Technology and Assessment (1/1). The internal consistency was good in Rounds 1 and 2 and acceptable in Round 3. CONCLUSIONS: BRC II used the Delphi approach to identify and recommend 31 priorities for surgical education in 2024. We advise establishing a multidisciplinary surgical educational group to oversee, monitor, and facilitate implementation of these recommendations.

Only a handful of somatic alterations have been linked to endocrine therapy resistance in hormone-dependent breast cancer, potentially explaining ∼40% of relapses. If other mechanisms underlie the evolution of hormone-dependent breast cancer under adjuvant therapy is currently unknown. In this work, we employ functional genomics to dissect the contribution of cis-regulatory elements (CRE) to cancer evolution by focusing on 12 megabases of noncoding DNA, including clonal enhancers, gene promoters, and boundaries of topologically associating domains. Parallel epigenetic perturbation (CRISPRi) in vitro reveals context-dependent roles for many of these CREs, with a specific impact on dormancy entrance and endocrine therapy resistance. Profiling of CRE somatic alterations in a unique, longitudinal cohort of patients treated with endocrine therapies identifies a limited set of noncoding changes potentially involved in therapy resistance. Overall, our data uncover how endocrine therapies trigger the emergence of transient features which could ultimately be exploited to hinder the adaptive process. Significance: This study shows that cells adapting to endocrine therapies undergo changes in the usage or regulatory regions. Dormant cells are less vulnerable to regulatory perturbation but gain transient dependencies which can be exploited to decrease the formation of dormant persisters.

Perivascular macrophages (PVMs) and, to a lesser degree, microglia are targets and reservoirs of HIV and simian immunodeficiency virus (SIV) in the brain. Previously, we demonstrated that colony-stimulating factor 1 receptor (CSF1R) in PVMs was upregulated and activated in chronically SIV-infected rhesus macaques with encephalitis, correlating with SIV infection of PVMs. Herein, we investigated the role of CSF1R in the brain during acute SIV infection using BLZ945, a brain-penetrant CSF1R kinase inhibitor. Apart from three uninfected historic controls, nine Indian rhesus macaques were infected acutely with SIVmac251 and divided into three groups (n = 3 each): an untreated control and two groups treated for 20-30 days with low- (10 mg/kg/day) or high- (30 mg/kg/day) dose BLZ945. With the high-dose BLZ945 treatment, there was a significant reduction in cells expressing CD163 and CD206 across all four brain areas examined, compared with the low-dose treatment and control groups. In 9 of 11 tested regions, tissue viral DNA (vDNA) loads were reduced by 95%-99% following at least one of the two doses, and even to undetectable levels in some instances. Decreased numbers of CD163+ and CD206+ cells correlated significantly with lower levels of vDNA in all four corresponding brain areas. In contrast, BLZ945 treatment did not significantly affect the number of microglia. Our results indicate that doses as low as 10 mg/kg/day of BLZ945 are sufficient to reduce the tissue vDNA loads in the brain with no apparent adverse effect. This study provides evidence that infected PVMs are highly sensitive to CSF1R inhibition, opening new possibilities to achieve viral clearance.

The fundamental trade-off between current and future reproduction has long been considered to result in a tendency for species that can grow large to begin reproduction at a larger size. Due to the prolonged time required to reach maturity, estimates of tree maturation size remain very rare and we lack a global view on the generality and the shape of this trade-off. Using seed production from five continents, we estimate tree maturation sizes for 486 tree species spanning tropical to boreal climates. Results show that a species' maturation size increases with maximum size, but in a non-proportional way: the largest species begin reproduction at smaller sizes than would be expected if maturation were simply proportional to maximum size. Furthermore, the decrease in relative maturation size is steepest in cold climates. These findings on maturation size drivers are key to accurately represent forests' responses to disturbance and climate change.

The enamel proteome includes a range of proteins that are well-preserved in archaeological settings but have so far received less study than those associated with sex-estimation of enamel. We look beyond sex-specific sequencing of amelogenin to investigate the potential of several serum proteins, including immunoglobulin gamma (IgG), the major immunoglobulin found in blood serum, and C-reactive protein (CRP), which is associated with inflammatory response, to provide insight into the health and stresses experienced by individuals in the past. We apply this approach to enamel samples from Mission-Period ancestral Ohlone interred at Asistencia San Pedro y San Pablo (CA-SMA-71/H; n = 11). For comparison, we also examine enamel from historic-period European-Americans interred in the City Cemetery in San Francisco (n = 12), and extracted third molars from present-day military cadets (n = 8). Results indicate that IgG is elevated among individuals at the asistencia relative to samples from present-day military cadets, and historic City Cemetery individuals (ANOVA with post-hoc Tukey Kramer tests, p < .02). Further, the inflammatory protein CRP, normally expressed at much lower levels than IgG, was present in 55% (6 of 11) of the asistencia samples, and in 17% (2 of 12) of the historic City Cemetery samples, but was not detected in enamel samples from present-day military cadets. While more studies are needed, we argue that the difference in IgG could reflect higher levels of chronic diseases such as tuberculosis among Ohlone living within the Mission system, and the presence of measurable amounts of CRP could relate to higher degrees of physical, social, and emotional stresses. To our knowledge, this is the first paleoproteomic study of immune proteins in tooth enamel. The ability to track immune responses during tooth formation could provide valuable and high-resolution information on ancient health and disease at the level of the individual over archaeological time-scales.