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The coronavirus 2019 (COVID-19) has brought significant changes to college students, but there is a lack of empirical studies regarding how the pandemic has affected student mental health among college students in the U.S. To fill the gap in the literature, this study describes stress, anxiety, and depression symptoms for students in a public research university in Kentucky during an early phase of COVID-19 and their usage of mental health services. Results show that about 88% of students experienced moderate to severe stress, with 44% of students showing moderate to severe anxiety and 36% of students having moderate to severe depression. In particular, female, rural, low-income, and academically underperforming students were more vulnerable to these mental health issues. However, a majority of students with moderate or severe mental health symptoms never used mental health services. Our results call for proactively reaching out to students, identifying students at risk of mental health issues, and providing accessible care.

Framed by theories and methods from critical discourse analysis and social semiotics, this comparative case study of six Missouri school systems asked: How do school districts represent and address their changing communities? Discourses of equity, language, identity, and demographic change were examined across school system websites, mission statements, and policies. Analyses showed that all cases except for one White rural district highlighted the value of diversity through their mission statements, homepage photos, and hyperlinks to policies and resources for changing communities. However, four districts also presented deficit perspectives about racially, culturally, and linguistically minoritized students and highlighted neoliberal educational reform values of marketable competitiveness and accountability. Only one highlighted social equity and inclusivity. Deeper analyses focused on three cases demonstrate how competing discourses reflect ideological debates in education, which can shape community engagement and perceptions of students.

This paper explores how "transmodalising pedagogy" contributes to equitable STEM literacy education for emergent bilingual learners (EBLs). Attending to the urgent call for serving linguistically and culturally diverse learners in STEM classrooms and informed by the supporting theories and practices of transmodalising pedagogy, this paper provides a repertoire of "transmodalising" pedagogy to support elementary school EBLs' STEM disciplinary content and literacy learning. Particularly, this paper shares two elementary teachers' lessons in mathematics and science classrooms to showcase how transmodalising disciplinary literacy instruction for young EBLs can afford equitable access to STEM curriculum while engaging EBLs in disciplinary discourse practices.

This article examines translanguaging that occurs in and as a community. Expanding the notion of translanguaging, we conceptualize "community translanguaging" as collaborative meaning-making among children, their family and community members, and their collective semiotic resources. Using a family literacy project as the research site, this article showcases how participating families built (on) cultural and semiotic wealth beyond the individual's and across diverse sign systems; this was demonstrated both in the process and as the product of family storybooks. Taking an ecological approach and drawing from the notions of spatial repertoires, assemblages, and distributed/collaborative agency, the analysis shows that languaging is inherently social, intertextual, multimodal, and contingent on the dynamic of the semiotic ecology. Families collaborated, cross-culturally, metalinguistically, multimodally, and across generations, to discuss, write, draw, and digitize their family stories. This expanded concept of community translanguaging counters the coded notion of language and resulting separatist paradigm of language education with pedagogical implications. Leveraging community repertoires provides new opportunities to create educational space(s) where more/various semiotic resources can be drawn upon to maximize creativity in teaching and learning. It also can engage families and communities from diverse backgrounds in ways that empower, rather than marginalize, diverse ways with words and beyond.

Thermoelectric materials are crucial components in thermoelectric devices employed for environmentally friendly solid‐state cooling and waste heat recovery, demanding not only high performance but also superior thermal or phase stability. The high‐performance thermoelectric material AgSbTe2 encounters challenges when utilized in thermoelectric modules due to the precipitation of Ag2Te, resulting in both thermally unstable characteristics and diminished performance. In this study, a thermal cycling process is employed to enhance the thermal stability and thermoelectric performance of AgSbTe2. Through thermal cycling, secondary phases of AgSbTe2 are made uniform, and the undesired Ag2Te is substituted with Sb2Te3 using an optimized thermal cycling process. As a result, the thermal stability of AgSbTe2 is enhanced due to its meta‐stable state, with <5% variance in thermoelectric figure of merit (ZT) measurements, and the ZT value is raised from 0.8 to 1.7 at 643 K through the optimized thermal cycling. The findings indicate that thermal cycling is an effective strategy for enhancing the thermal stability and thermoelectric performance of AgSbTe2, presenting a novel approach for achieving uniform secondary phases in materials with phase separation or phase change characteristics. [ABSTRACT FROM AUTHOR]

A pressing need for high‐capacity anode materials beyond graphite is evident, aiming to enhance the energy density of Li‐ion batteries (LIBs). A Li‐ion/Li metal hybrid anode holds remarkable potential for high energy density through additional Li plating, while benefiting from graphite's stable intercalation chemistry. However, limited comprehension of the hybrid anode has led to improper utilization of both chemistries, causing their degradation. Herein, this study reports an effective hybrid anode design considering material properties, the ratio of intercalation‐to‐plating capacity, and Li‐ion transport phenomena on the surface. Mesocarbon microbeads (MCMB) possesses desirable properties for additional Li plating based on its spherical shape, lithiophilic functional group, and sufficient interparticle space, alongside stable intercalation‐based storage capability. Balancing the ratio of intercalation‐to‐plating capacity is also crucial, as excessive Li plating occurs on the top surface of the anode, eventually deactivating the intercalation chemistry by obstructing upper pores. To address this issue, electrospun polyvinylidene fluoride (PVDF) is introduced to prevent Li metal accumulation on the upper surface, leveraging its non‐conductive, polar nature, and high dielectric constant. By implementing these strategies, a LiNi0.8Co0.15Al0.05O2 (NCA)‐paired pouch cell delivers an outstanding energy density of 1101.0 Wh L−1, highlighting its potential as an advanced post‐LIBs with practical feasibility. [ABSTRACT FROM AUTHOR]

Alzheimer's disease (AD) is a neurodegenerative disorder associated with behavioral and cognitive impairments. Unfortunately, the drugs the Food and Drug Administration currently approved for AD have shown low effectiveness in delaying the progression of the disease. The focus has shifted to non‐pharmacological interventions (NPIs) because of the challenges associated with pharmacological treatments for AD. One such intervention is environmental enrichment (EE), which has been reported to restore cognitive decline associated with AD effectively. However, the therapeutic mechanisms by which EE improves symptoms associated with AD remain unclear. Therefore, this study aimed to reveal the mechanisms underlying the alleviating effects of EE on AD symptoms using histological, proteomic, and neurotransmitter‐related analyses. Wild‐type (WT) and 5XFAD mice were maintained in standard housing or EE conditions for 4 weeks. First, we confirmed the mitigating effects of EE on cognitive impairment in an AD animal model. Then, histological analysis revealed that EE reduced Aβ accumulation, neuroinflammation, neuronal death, and synaptic loss in the AD brain. Moreover, proteomic analysis by liquid chromatography–tandem mass spectrometry showed that EE enhanced synapse‐ and neurotransmitter‐related networks and upregulated synapse‐ and neurotransmitter‐related proteins in the AD brain. Furthermore, neurotransmitter‐related analyses showed an increase in acetylcholine and serotonin concentrations as well as a decrease in polyamine concentration in the frontal cortex and hippocampus of 5XFAD mice raised under EE conditions. Our findings demonstrate that EE restores cognitive impairment by alleviating AD pathology and regulating synapse‐related proteins and neurotransmitters. Our study provided neurological evidence for the application of NPIs in treating AD. [ABSTRACT FROM AUTHOR]

This qualitative case study examined how creativity was manifested in a technology-mediated online TESOL practicum course with six in-service teachers in a midwestern U.S. teacher education program. The study defines creativity as ability to explore, adapt, take risks, collaborate, communicate, reflect on, and innovate with novel, unpredictable, and appropriate resources. To examine a research question of how creativity was manifested in an online practicum course, two main data sets were analyzed: VoiceThread projects (talks and texts) and final papers. Findings are presented under each of three themes of creativity in action: creativity as collaborative critical reflection, creativity transformed as new pedagogy, and creativity mediated by technology. First, creativity was exercised as collaborative participation by which practicum students shared ideas, suggestions, and resources through a high-level reflexivity among peers through guided feedback. Second, creativity was translated as new linguistically and culturally responsive teaching-oriented pedagogical plans and practices. Finally, innovative use of the instructional technology--teaching videos and VoiceThread--was the key to enhancing teachers' critical and transformative view of their own teaching and to increasing opportunities to learn in a safe and collaborative communal space.

This mixed methods study examined how a National Professional Development Grant project's first cohort (2018–2020) in the Midwest impacted mostly White and monolingual inservice teachers who work with emergent bilingual learners (EBLs). Two research questions (RQs) guided this study: RQ1: What were the inservice teachers English language ideologies and their confidence in teaching EBLs after they completed professional development on racially, linguistically, and culturally (RLC) responsive teaching mindsets and pedagogies? and RQ2: How did the inservice teachers respond to prompts about raciolinguistic ideologies and EBLs' use of Standard American English? Quantitative t‐tests and factor analyses on pre‐post teacher surveys were conducted to investigate RQ1. Qualitative open and axial analyses on teachers' reflections to prompts about language ideologies were completed for RQ2. Quantitative results revealed that a majority of the participating teachers reported improved confidence in developing RLC responsive teaching strategies for EBLs. At the same time, their reflections showed that they persisted in their deeply‐rooted raciolinguistic ideologies about English, even though they intended to acknowledge and appreciate EBLs' use of language varieties. [ABSTRACT FROM AUTHOR]