Search

Background and Aims: The change in hepatocellular carcinoma (HCC) care continuum during the coronavirus disease 2019 (COVID-19) pandemic remains unknown at a national level in the United States. We sought to determine the impact of the pandemic on incident HCC cases, clinical characteristics, and treatment in the United States. Methods: Using the National Cancer Database, we analyzed incident HCC cases from 2010 to 2020. The incidence rate was calculated using the population data for each year from the census bureau. Joinpoint regression analysis was applied for trend analysis, and a polynomial regression model estimated the number of projected HCC cases in 2020 according to the trend of rates from 2010 to 2019. The distribution of cancer stage and treatment modality were assessed. Results: The pandemic led to a significant reduction in reported HCC cases, from 19,597 in 2019 to 16,188 in 2020. The projected number of HCC for 2020 was 19,011, corresponding to a 14.8% reduction in 2020. Extent of reduction in the number of incident HCC cases relative to estimated cases remains consistent in racial and ethnic subgroups. Despite underdiagnosis of HCC in 2020, proportion of patients with early tumor stage (30.5% for Tumour, Node, Metastasis stage 1) and curative treatment receipt (9.1% for surgical resection, 13% for ablation, 4.2% for liver transplant) for HCC remained stable in the first year of the COVID-19 pandemic. Conclusion: There was a significant reduction in HCC cases in 2020 compared to pre-COVID years. While tumor stage and proportion of patients receiving curative treatment remained stable, continued follow-up is needed to assess potential changes during subsequent years.

Abstract This article presents the findings of a survey of UK-resident adults ( $$n$$ n = 1790) carried out in December 2021 and designed to test for a relationship between antisemitism and coronavirus conspiracism. Antisemitism was measured using the Generalised Antisemitism (GeAs) scale, and coronavirus conspiracism was measured using a version of the Flexible Inventory of Conspiracy Suspicions (FICS). Hypotheses and methodology were pre-registered, and all data and code are open. There was found to be a positive correlation between coronavirus conspiracy suspicions and Generalised Antisemitism, robust to demographic controls. This correlation appears to be entirely accounted for by older forms of antisemitism: antisemitism as expressed in relation to Israel and its supporters was found to be associated with coronavirus conspiracism only because both of these variables were associated with antisemitism as expressed in relation to Jews identified as Jews. Statistical analysis suggests that these findings may be generalised from the sample to the UK adult population with some confidence, although no data were collected in other national contexts, such that generalisation to other national contexts must remain speculative.

Makerspaces continue to grow in popularity in library ecosystems, yet no one has done a census on important data points, such as total active makerspaces, planned makerspaces, and types of makerspaces in public colleges and universities in the United States. The objective of this report is to gather baseline data on makerspaces, the majority of which are in academic libraries. Using an audit of websites, the researchers conducted a census of makerspaces at colleges and universities, collecting such data as makerspace status, location, and departmental affiliation. The researchers identified 284 active makerspaces and 35 planned makerspaces across 214 institutions; of these, 110 were affiliated with their institution's library. This census offers a helpful baseline, but more data collection will provide a fuller representation of makerspaces in the United States.

Shared book reading is a common and effective way to support vocabulary knowledge. However, it is not the only pedagogy for supporting this learning goal. We propose a "toolbox" of activities that teachers can use to foster vocabulary acquisition in young children. We first discuss the science behind why these activities are effective (they are active, engaging, meaningful, socially interactive, iterative, and joyful), and then give examples of playful learning experiences that have been effectively used in classroom vocabulary interventions. Finally, we offer ways in which these activities can be easily adapted to help educators reach vocabulary-teaching goals in their own classrooms.

Verbs serve as the architectural centerpiece of sentences, making verb learning pivotal for language acquisition. Verb learning requires both the formation of a verb-action mapping and the abstraction of relations between an object and its action. Two competing positions have been proposed to explain the process of verb learning: (a) seeing a highly variable range of exemplars allows children to detect and abstract the commonalities across actions--the action invariants; and (b) seeing a less variable range of exemplars enables children to focus on and extract the action invariants. Using manner--a major component of verb meaning in English--as a test case, this study addressed this debate by examining the influence of manner variability on the ability to fast-map new verbs and extend them to novel exemplars in 2-, 3-, and 4-year-old English-speaking children. Results contribute to this debate by showing that high manner variability hindered fast-mapping but facilitated extension to manner variations in the 2- and 3-year-olds. Thus, high exemplar variability may affect verb fast-mapping and extension differently. Furthermore, manner variability did not affect 4-year-olds' (or adults') fast-mapping or extension, suggesting that the influence of exemplar variability on verb learning attenuates with age. Finally, manner variability did not affect agent or object extension, revealing a component-specific effect of exemplar variability on verb extension.

Research from the interdisciplinary "science of learning" indicates that children learn best when they are actively engaged in learning that is meaningful, socially interactive, iterative, and joyful. These principles coalesce in active playful learning, especially "guided play." This active, playful pedagogy enhances learning through intentional instruction that activates students' autonomy and intrinsic motivation while teachers guide them toward a learning goal. In this paper, we provide a framework for facilitating guided play through a 3-part equation of incorporation of cultural values, the science of how children learn, and the science of what children need to learn to thrive in school and beyond. A summary of the research supporting the efficacy of this approach is provided, as are recommendations for how to implement the equation through guided play in our schools.

In the decentralized Swedish school system, the local education authority (LEA) level has an important position when it comes to school governance. This article takes a micro-level perspective on principals' perceptions of autonomy and control as they navigate local school administration in their front-line work in low - socio-economic status (SES) communities. The point of departure is taken in a multidimensional understanding of principal autonomy and street level bureaucracy. Empirical data consist of group conversations among principals, all of them working in a highly segregated Swedish city. The analysis shows that the principals perceive local school administration to be dominated by uniformity expressed through digitalization and specialization lacking contextual adaption. This orientation gives the principals a sense of local school administration being controlling and non-supportive. In addition, lack of adaption to the specific conditions of the low-SES community context tend to increase the principals' workload and further restrict their autonomy. To cope with the situation and still deliver the education the students are entitled to, the principals act pragmatically in an innovative way. Based on contextual awareness they delay demands, deviate from routines and come up with alternative solutions, hence expanding their autonomy and intensifying their professional judgement.

Preventative parent-coaching programs can improve early interaction quality, language skills, and academic outcomes for children experiencing economic adversity. Using a community-based participatory research framework, we piloted Duet, a preventative, parent-implemented, early language intervention. We assigned home visitors to provide Duet or standard-of-care services to 23 children (aged 1; 0-2; 3; 9 Duet, 14 control) and their parents. We used odds ratios to describe the likelihood of improvement. The Duet group had greater odds of improvement than the control group for parent developmental knowledge (moderate effect size), self-efficacy (moderate effect size), parent--child interaction (moderate effect size), and child's language (weak effect size). The preliminary Duet data are promising. Limitations included recruitment and retention in the community setting. Future research will explore Duet's efficacy, effectiveness, and scalability.

Early language competence is a reliable and powerful predictor of children's success in school, and word gaps linked to socioeconomic status disparities have cascading effects on academic outcomes. While early research -- such as the work of Hart and Risley (1995) -- focused on gaps in vocabulary, growing evidence reveals wide gaps in syntax as well. Language is an interdependent developing system of vocabulary, syntax, and language processes, yet existing research has not evaluated how SES gaps compare for these language components or how these components are linked for children from lower- and higher-SES families. Such a profile is sorely needed to understand the course of language development in all children.A new language measure, the Quick Interactive Language Screener (QUILS), expands on other measures by evaluating preschoolers' vocabulary and syntax knowledge, along with their language-learning process skills. This screener was administered to a large, diverse sample of English-speaking children ages 3 through 5. Results indicated that the effect of SES was significant and comparable for all three language components, at all ages tested. Additionally, correlations among syntax, vocabulary and process were robust for low- and mid-SES children. These findings highlight the importance of looking beyond vocabulary to language syntax and process to better understand the SES gap in language.

Science, Technology, Engineering, and Math (STEM) focused language and interactions build a foundation for later STEM learning. This study examines the ability of a life-size math and science board game "Parkopolis" to foster STEM language and interaction in young children and their families. This study is part of a larger initiative called Playful Learning Landscapes that aims to create playful learning opportunities for children and families in the places they naturally go. Observational results from 562 families suggest that caregivers and children in Parkopolis demonstrated greater STEM language, engagement, interaction, and physical activity compared to a STEM focused traditional children's museum exhibit. Implications and next steps are discussed in regards to maximizing the number of families that can benefit from Parkopolis' playful STEM learning opportunities. [This article was published in "Developmental Psychology" (EJ1252874).]

Infants from low-socioeconomic status (SES) households hear a projected 30 million fewer words than their higher-SES peers. In a recent study, Hirsh-Pasek et al. (Psychological Science, 2015; 26: 1071) found that in a low-income sample, fluency and connectedness in exchanges between caregivers and toddlers predicted child language a year later over and above quantity of talk (Hirsh-Pasek et al., "Psychological Science," 2015; 26: 1071). Here, we expand upon this study by examining "fluency and connectedness" in two higher-SES samples. Using data from the NICHD Study of Early Child Care and Youth Development, we sampled 20 toddlers who had low, average, and high language outcomes at 36 months from each of 2 groups based on income-to-needs ratio (INR; middle and high) and applied new coding to the mother-toddler interaction at 24 months. In the high-INR group, the quality of mother-toddler interaction at 24 months accounted for more variability in language outcomes a year later than did quantity of talk, quality of talk, or sensitive parenting. These results could not be accounted for by child language ability at 24 months. These effects were not found in the middle-INR sample. Our findings suggest that when the quality of interaction, "fluency and connectedness," predicts language outcomes, it is a robust relation, but it may not be universal.

Seagrass meadow metabolism has been measured for decades to gain insight into ecosystem energy, biomass production, food web dynamics, and, more recently, to inform its potential in ameliorating ocean acidification (OA). This extensive body of literature can be used to infer trends and drivers of seagrass meadow metabolism. Here, we synthesize the results from 56 studies reporting in situ rates of seagrass gross primary productivity, respiration, and/or net community productivity to highlight spatial and temporal variability in oxygen (O2) fluxes. We illustrate that daytime net community production (NCP) is positive overall and similar across seasons and geographies. Full-day NCP rates, which illustrate the potential cumulative effect of seagrass beds on seawater biogeochemistry integrated over day and night, were also positive overall but were higher in summer months in both tropical and temperate ecosystems. Although our analyses suggest seagrass meadows are generally autotrophic, the effects on seawater oxygen are relatively small in magnitude. We also find positive correlations between gross primary production and temperature, although this effect may vary between temperate and tropical geographies and may change under future climate scenarios if seagrasses approach thermal tolerance thresholds. In addition, we illustrate that periods when full-day NCP is highest could be associated with lower nighttime O2 and increased diurnal variability in seawater O2. These results can serve as first-order estimates of when and where OA amelioration by seagrasses may be likely. However, improved understanding of variations in NCPDIC:NCPO2 ratios and increased work directly measuring metabolically driven alterations in seawater pH will further inform the potential for seagrass meadows to serve in this context.

Abstract Protein therapeutics are susceptible to clipping via enzymatic and nonenzymatic mechanisms that create neo-N-termini. Typically, neo-N-termini are identified by chemical derivatization of the N-terminal amine with (N-Succinimidyloxycarbonylmethyl)tris(2,4,6-trimethoxyphenyl)phosphonium bromide (TMPP) followed by proteolysis and mass spectrometric analysis. Detection of the TMPP-labeled peptide is achieved by mapping the peptide sequence to the product ion spectrum derived from collisional activation. The site-specific localization of the TMPP tag enables unambiguous determination of the true N-terminus or neo-N-termini. In addition to backbone product ions, TMPP reporter ions at m/z 573, formed via collision-induced dissociation, can be diagnostic for the presence of a processed N-termini. However, reporter ions generated by collision-induced dissociation may be uninformative because of their low abundance. We demonstrate a novel high-throughput LC–MS method for the facile generation of the TMPP reporter ion at m/z 533 and, in some instances m/z 590, upon electron transfer dissociation. We further demonstrate the diagnostic utility of TMPP labeled peptides derived from a total cell lysate shows high degree of specificity towards selective N-terminal labeling over labeling of lysine and tyrosine and highly-diagnostic Receiver Operating Characteristic’s (ROC) of TMPP reporter ions of m/z 533 and m/z 590. The abundant generation of these reporters enables subsequent MS/MS by intensity and m/z-dependent triggering of complementary ion activation modes such as collision-induced dissociation, high-energy collision dissociation, or ultraviolet photo dissociation for subsequent peptide sequencing.

What if the environment could be transformed in culturally-responsive and inclusive ways to foster high-quality interactions and spark conversations that drive learning? In this article, we describe a new initiative accomplishing this, called Playful Learning Landscapes (PLL). PLL is an evidence-based initiative that blends findings from the science of learning with community-based participatory research to transform physical public spaces and educational settings into playful learning hubs. Here, we describe our model for conducting this research, which is mindful of three key components: community input, how children learn best, and what children need to learn to be successful in the 21st century economy. We describe how this model was implemented in two PLL case studies: one in a predominantly Latine community and the second in early childhood education classrooms. Furthermore, we describe how research employing our model can be rigorously and reliably evaluated using observational and methodological tools that respond to diverse cultural settings and learning outcomes. For example, our work evaluates how PLL impacts adult-child interaction quality and language use, attitudes about play and learning, and community civic engagement. Taken together, this article highlights new ways to involve community voices in developmental and educational research and provides a model of how science can be translated into practice and evaluated in culturally responsive ways. This synthesis of our process and evaluation can be used by researchers, policymakers, and educators to reimagine early educational experiences with an eye toward the built environment that children inhabit in everyday life, creating opportunities that foster lifelong learning.