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Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates' science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) "collaborating," by connecting seminar speakers worldwide; (2) "designing," by creating culturally responsive science activities based on Korean culture; and (3) "performing," by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates' cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates' science affinities and cultural competencies are provided.

This study aimed to examine the effects of a research-based SSI program on fostering students' understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students' artifacts such as SSI maps and journals. Results indicated that students' research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.

In the United States and internationally, there has been an increased emphasis on the practice turn or a focus on engaging students in more authentic representations of how science is practiced. In this article, we describe the development of a student questionnaire to investigate the extent to which students report being engaged in learning experiences similar to those explicated through the practice turn. We developed a questionnaire that consisted of 35 questions that were separated into four constructs. The questionnaire was determined to be internally consistent, with a high reliability estimate. Confirmatory factor analysis showed item clustering consistent with the research-derived constructs indicative of a practice turn focus in science classrooms. Furthermore, early evidence from this pilot study is provided to reveal the ability of the questionnaire to detect student experiences that are differentiated at the teacher-level. Based on the analyses completed, the questionnaire appears to be a needed and useful measure of student-reported learning experiences that can provide an indication of students' opportunity to learn in ways aligned to the most recent reforms in science education.

This study introduces issue concept maps (IC map) as an instructional tool for exploring students' idea about socio-scientific issues (SSI). By visualizing students' ideas in two dimensions, context and occurrence, IC maps represent what kinds of ideas students have on the issues, and how their ideas change and connect. In the study, we implemented a SSI program on fine dust for 77 seventh graders and used IC maps to investigate how their ideas changed after the program. Students collaboratively constructed IC maps in groups before and after the program. Results show that the number of ideas written on IC maps significantly increased after the program from 92 to 254 ideas, indicating that the program contributed to enhancing students' awareness about the issues in terms of its causes, effects, and countermeasures at various context levels. Students also presented a greater variety of types of connections among their ideas after the program.

Increasing evidence exists that the gut microbiome influences toxicity as well as outcomes in a variety of cancers. To investigate the role of the gut microbiome in pediatric neuro-oncology, microbiome analysis has been included in multiple prospective pediatric neuro-oncology clinical trials (NCT05009992, NCT04732065, NCT04775485). In these trials, the OMNIgene-GUTtm preservation tubes are used for the collection of the feces. OMNIgene-GUTtm has demonstrated reliability in preserving the composition of the gut microbiome in adults; however, its validation for use in the pediatric population remains limited. Therefore, we compared the quality of the DNA by 16S rRNA gene sequencing after various methods of stabilizing fecal samples in pediatric populations, from the direct freeze method at − 80 °C to preserving samples with OMNIgene-GUTtm at room temperature for various durations. Our results showed that there were no statistically significant differences between the alpha-diversity, and beta-diversity. However, pairwise differential abundance analyses demonstrated that OMNIgene-GUT™ is superior in maintaining microbial community structure compared to storing samples without any preservation method. With the OMNIgene-GUTtm's stabilization of the fecal samples being superior and its ease-of-use benefits, it proves to be a valid and ideal method of stabilizing fecal samples for current and future pediatric clinical trials. [ABSTRACT FROM AUTHOR]

Background: The pressing need for reliable biomarkers in colorectal cancer (CRC) diagnosis and prognosis is a major global health concern. Current diagnostic methods rely heavily on invasive procedures like colonoscopy, and existing biomarkers such as Carbohydrate Antigen 19‐9 (CA19‐9) and Carcinoembryonic Antigen (CEA) exhibit limitations in accuracy and specificity. Aims: This study aims to identify and validate novel biomarkers that can enhance the early detection and diagnostic precision of CRC while overcoming the shortcomings of conventional biomarkers. Materials and Methods: Leveraging advancements in genomic and proteomic technologies, gene expression datasets were obtained from the Gene Expression Omnibus (GEO) and The Cancer Genome Atlas (TCGA). We identified differentially expressed genes (DEGs) and conducted further analyses, including Gene Ontology (GO) enrichment and Protein‐Protein Interaction (PPI) network construction. Five promising biomarkers—INHBA, MMP7, PSAT1, SLC7A5, and TGFBI—were selected based on their robust performance in Receiver Operating Characteristic (ROC) curve analysis. Serum concentrations of these biomarkers were measured in 200 CRC patients and 100 healthy controls. Results: The study revealed significantly elevated expression levels of the selected biomarkers in CRC tissues compared to normal tissues. Additionally, serum concentrations of INHBA, MMP7, PSAT1, SLC7A5, and TGFBI were notably higher in CRC patients than in healthy individuals, with Area Under the Curve (AUC) values ranging from 0.8361 to 0.9869 indicating high diagnostic accuracy. Optimal cutoff values for diagnosis ranged from 38.9 pg/mL to 280.7 pg/mL, yielding sensitivity and specificity values between 74.5% and 92.9%. Discussion: The findings underscore the potential of INHBA, MMP7, PSAT1, SLC7A5, and TGFBI as effective non‐invasive biomarkers for CRC detection. Their elevated serum concentrations and robust discriminatory abilities highlight their promise in improving diagnostic accuracy and patient outcomes compared to traditional biomarkers. Conclusion: The identification and validation of these novel biomarkers represent a significant advancement in CRC diagnosis and management. Further studies are required to validate their clinical applicability in larger cohorts and to elucidate their functional roles in CRC pathogenesis, ultimately enhancing diagnostic strategies and personalized treatment approaches. [ABSTRACT FROM AUTHOR]

Single-cell RNA sequencing (scRNA-seq) is a powerful tool for elucidating cellular heterogeneity and tissue function in various biological contexts. However, the sparsity in scRNA-seq data limits the accuracy of cell type annotation and transcriptomic analysis due to information loss. To address this limitation, we present scRobust, a robust self-supervised learning strategy to tackle the inherent sparsity of scRNA-seq data. Built upon the Transformer architecture, scRobust employs a novel self-supervised learning strategy comprising contrastive learning and gene expression prediction tasks. We demonstrated the effectiveness of scRobust using nine benchmarks, additional dropout scenarios, and combined datasets. scRobust outperformed recent methods in cell-type annotation tasks and generated cell embeddings that capture multi-faceted clustering information (e.g. cell types and HbA1c levels). In addition, cell embeddings of scRobust were useful for detecting specific marker genes related to drug tolerance stages. Furthermore, when we applied scRobust to scATAC-seq data, high-quality cell embedding vectors were generated. These results demonstrate the representational power of scRobust. [ABSTRACT FROM AUTHOR]

Vanadium is a critical metal that has been widely used in a broad variety of applications with almost no metal substitutes. However, the limited availability of its (vanadium) primary resources has raised concerns of supply security. In view of the criticality, recycling vanadium from secondary resources has been identified as a vital supply alternative. This article thus presents a comprehensive overview of metallurgical processes used in the recycling of vanadium from a variety of secondary resources, including spent HDS catalyst, spent SCR catalyst, fly ash, red mud, Bayer's sludge, alloy scrap, tailings, etc. First, the physicochemical characteristics of these secondary resources are emphasized. Understanding the characteristics of vanadium-bearing secondary resources is important as it determines the recycling route. The metallurgical recycling processes of vanadium, which include aqueous- and thermal processes are discussed in depth, along with the theoretical backgrounds and fundamentals of each process. Also discussed are the industrial-scale processes and trend in research and development (R&D) for the respective secondary resources. Besides highlighting the status of recycling processes, the article also provides prospective directions for such resources. [ABSTRACT FROM AUTHOR]

This article builds a two‐country model of gross capital flows where agents share tradable output risk using two bonds, subject to stochastic collateral constraints. Equilibrium portfolios are short in domestic bonds and long in foreign bonds because the endogenous movements of the real exchange rate provide a hedge against domestic output shocks. Under negative domestic shocks, these external positions transfer wealth from home to abroad. During the Great Recession, the model shows that such wealth transfer from the United States mitigated the consumption drop abroad. Quantitatively, financial frictions account for about half of the collapse in U.S. gross flows in 2008. [ABSTRACT FROM AUTHOR]

The role of biomarkers in cancer treatment varies significantly depending on the cancer stage. Thus, in clinical practice, tailoring biomarkers to meet the specific needs and challenges of each cancer stage can increase the precision of treatment. Because they reflect underlying genetic alterations that influence cancer progression, copy number variation (CNV) biomarkers can play crucial prognostic roles. In our previous study, we identified potential survival-related genes for colorectal cancer (CRC) by analyzing CNV and gene expression data using a machine-learning approach. To further investigate the biological function of NRXN1, we assessed the use of RNA sequencing, phosphokinase assays, real-time quantitative PCR, and Western blot analysis. We found that NRXN1 copy number deletion was significantly associated with poor overall survival (OS) and recurrence-free survival (RFS), even in patients who received adjuvant chemotherapy. Compared with its expression in normal tissues, NRXN1 expression was lower in tumors, suggesting its potential role as a tumor suppressor. NRXN1 knockdown enhanced CRC cell viability and invasion, and transcriptome analysis indicated that the increased invasion was caused by GSK3β-mediated epithelial–mesenchymal transition. These findings highlight NRXN1 copy number deletion as a novel biomarker for predicting recurrence and survival in patients with resected colon cancer. [ABSTRACT FROM AUTHOR]

This article studies the effects of higher bank capital requirements. Using new firm-lender matched credit data from South Korea, we document that Basel III coincided with a 25% decline in credit from regulated banks, and an increase of similar magnitude from non-bank (shadow) lenders. We use our data to estimate the effect of capital requirements on bank credit, and the spillover effect of the reform on non-bank lending. We then build a general equilibrium model with heterogeneous banks and firms that replicates these micro estimates. We find that Basel III can account for most of the observed decrease in regulated bank lending and about three quarters of the increase in shadow lending. The latter is driven exclusively by general equilibrium effects of the reform. [ABSTRACT FROM AUTHOR]

Background This study aimed to investigate the risk factors for community-acquired urinary tract infection (UTI) caused by extended-spectrum beta-lactamase (ESBL)-positive bacteria in infants. Methods We retrospectively reviewed the medical records of infants aged < 1 year with first UTI from 2018 to 2019 at two tertiary centers in Korea. Data analyzed included clinical findings, birth history, delivery mode, milk type, use of postpartum care center, and previous use of antibiotics both in the patient and mother. Results Of 265 patients, 62 (23.4%) were diagnosed with first UTI caused by ESBL-positive bacteria at the median age of 3.6 (interquartile range (IQR) 2.3-5.4) months. Maternal use of antibiotics during pregnancy (29.0 vs. 10.3%, p < 0.001) and Klebsiella species (19.4% vs. 4.9%, p < 0.001) were significantly associated with ESBL-positive UTIs and remained valid in the multivariate analysis (odds ratio [OR], 3.40; 95% confidence interval [CI] 1.61-7.19, p = 0.001, and OR 5.26; 95% CI 2.03-13.13, p = 0.001, respectively). Previous antibiotic exposure of patients, previous hospitalization, prematurity, delivery mode, milk type, and use of postpartum care center were not significantly different between ESBL-positive and ESBL-negative groups. With respect to the clinical course of UTI, the ESBL-positive group presented a higher number of blood leukocytes (p = 0.041) and longer hospital stay (p < 0.001) than the ESBL-negative group. Conclusions About one-fourth of infantile UTI cases were ESBL-positive. Prenatal antibiotic exposure of mothers and Klebsiella species were associated with community-acquired UTI caused by ESBL-positive bacteria. Graphical abstract, Author(s): Ji Hyun Kim [sup.1] [sup.2] , Juyoung Lee [sup.3] , Dong Hyun Kim [sup.3] , Ji Young Park [sup.4] , Hyunju Lee [sup.1] [sup.2] , Hee Gyung Kang [sup.2] [...]

In the socioscientific issues (SSI) classroom, students need to cross the border between the subcultures of science (i.e., school science vs. everyday science). Traditional school contexts tend to present science as positivistic knowledge and unshakable truth unaffected by sociocultural factors. In contrast, everyday science, including SSI, is more nuanced, context-based, socially and culturally embedded. Thus, learning in an SSI classroom requires students to make additional efforts to successfully navigate between the subcultures of science. The expected norms located within these two educational contexts can create academic and sociocultural tensions for students. It is therefore necessary to explore the tensions caused these differential norms in order to successfully implement SSI. Through the lens of cultural-historical activity theory, we attempted to identify possible tensions that originate by implementing SSI instruction in a setting where teachers and students are accustomed to traditional lecture-based classroom instruction. One hundred thirty ninth graders at a public middle school located in Seoul, South Korea, participated in SSI programs on genetic modification technology during seven class periods over three to 4 weeks. Data was collected by classroom observation, audio-taping while students participated in various types of discourse, and semistructured interviews. We identified four noteworthy phenomena including intolerance of uncertainty, scientism, a sense of rivalry, and reaching an expedient and easy consensus. By revealing and understanding these tensions and phenomena, we aim to help inform teachers (and teacher educators) recognize instructional clues that can change not only students' epistemological views and attitudes toward science and science classes, but also better navigate the norms of classroom culture.

This study aimed to investigate how the community-based socioscientific issues program (SSI-COMM) affected middle school students' sense of place (SOP) and character development as citizens. We designed and implemented SSI-COMM on fine dust, abandoned pets, and recycling issues that were closely related to the students' local communities. SSI-COMM consisted of four phases, and in each phase, students engaged in various activities both within and outside of school. A total of 441 seventh graders participated in SSI-COMM over 8 weeks. Two questionnaires were used to measure the changes in students' SOP and character development (CVGCA) through SSI-COMM. Paired t test was used to compare the effects of SSI-COMM on SOP and CVGCA. In addition, hierarchical cluster analysis was conducted to identify and describe the students who showed similar patterns based on score changes in SOP and CVGCA and to create student profiles to investigate how to appropriately target those students to develop their SOP and CVGCA. The results indicated that students' SOP and CVGCA scores improved after the students participated in SSI-COMM. In detail, a 6-cluster option was determined to provide the best representation of the data measured before and after intervention (groups A to F). Although there were some differences in the pattern of score change among groups, four groups out of six groups (groups A, B, C, and D; about 69%) showed a positive change after implementing SSI-COMM. SOP scores were found to be statistically significant in all groups except group E, and CVGCA scores were statistically significant only in groups A, B, and C.

Many topics in introductory astronomy at the college or high-school level rely implicitly on using astronomical photographs and visual data in class. However, students bring many preconceptions to their understanding of these materials that ultimately lead to misconceptions, and the research about students' interpretation of astronomical images has been scarcely conducted. In this study we probed college students' understanding of astronomical photographs and visual data about galaxies and spectra, and developed a set of concept questions based on their common misconceptions. The study was conducted mainly in three successive surveys: (1) open-ended questions looking for students' ideas and common misconceptions; (2) combined multiple-choice and open-ended questions seeking to explore student reasoning and to improve concept questions for clickers; and (3) a finalized version of the concept questions used to investigate the strength of each misconception among the students in introductory astronomy courses. Here this study reports on the procedures and the development of the concept questions with the investigated common misconceptions about galaxies and spectra. We also provide the set of developed questions for teachers and instructors seeking to implement in their classes for the purpose of formative assessment with the use of classroom response systems. These questions would help them recognize the gap between their teaching and students' understanding, and ultimately improve teaching of the concepts. [This paper was published in "Physical Review Special Topics - Physics Education Research v11 n2 p020101-1-020101-11 Jul-Dec 2011 (EJ1069912).]