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This study sought to identify factors that affect teachers' beliefs about teaching computing in their classrooms. By reviewing existing scales and research on computing, we created the Teacher Beliefs about Coding and Computational Thinking (TBaCCT) scale. Through confirmatory factor analysis and structural equation modeling we validated the scale with data from 245 elementary teachers from eight U.S. school districts who participated in computing teacher development and taught coding to elementary students over one school year. Teachers' self-efficacy for coding and computational thinking increased significantly as they taught coding, while their teaching efficacy for computing increased the most. The resulting 33-item TBaCCT provides a validated scale that can be used to measure elementary teacher beliefs about computing education as they engage in teacher professional development.

The Caledonian pinewoods of northern Scotland represent the remnants of once extensive forests found at the western edge of the natural range of Scots pine (Pinus sylvestris L.). The surviving pinewoods are of international significance and are of high conservation and cultural value. However, for many decades, there has been concern about their long-term future because of a lack of regenerating seedlings and young trees. This problem is thought to be driven by high deer populations resulting in intensive browsing and severe damage to young trees, as well as a lack of favourable micro-sites for seedling germination. An experiment was established on the Mar Lodge estate in 2007–08 adjacent to native pinewood stands to test the effects of protection and site cultivation upon seedling numbers and growth. The experiment was located within a regeneration zone where intensive deer control had reduced numbers to <5 animals km−2. Ten years after initiation, occurrence and numbers of both Scots pine and birch seedlings were substantially increased in cultivated treatments compared with uncultivated controls. There were no effects of protection upon seedling numbers. Protection improved height growth of Scots pine, but not of birch. Cultivation had no effect upon the growth of pine seedlings but did influence the height of birch seedlings due to the rapid growth of some pre-existing seedlings in the uncultivated control. Vegetation cover had increased from ~60%to at least 80% cover 6 years after cultivation. The results suggest that site cultivation may be desirable to boost seedling germination within a Caledonian pinewood, but sustained measures to control browsing pressure are a prerequisite for satisfactory establishment of these seedlings. [ABSTRACT FROM AUTHOR]

Evidence of vicarious exposure to racism has primarily been garnered from in-group racial-ethnic samples to convey its harmful psychological impacts on individuals who share identities with those who are directly experiencing the racist act being observed. The extent to which this evidence applies to out-group members exposed to vicarious racism is underexamined. The present study investigated the extent to which vicarious exposure to racialized violence in policing leading to the death of George Floyd predicted negative affect among a sample of undergraduate students when accounting for other factors that may contribute to negative affect. A sample (N = 683) of nonhomogeneous racial-ethnic (67% People of Color; 33% White) undergraduate students aged 18 to 41 completed an online survey assessing demographic characteristics, vicarious racism exposure, everyday discrimination exposure, and affect during the summer and fall of 2020. Bivariate analyses indicated racial-ethnic disparities in negative affect among the sample. After controlling for race-ethnicity, gender identity, sexual identity, and everyday discrimination, a hierarchical linear regression analysis indicated that exposure to vicarious racialized violence in policing significantly predicted increased levels of negative affect. These findings provide vital insight into the harmful psychological impacts of vicarious exposure to racialized violence on individuals in the U.S. which has individual, population, and public health implications. [ABSTRACT FROM AUTHOR]

Over the past few years an increasing number of schools and community organizations have developed transformative learning spaces referred to as "MakerSpaces" for research and training purposes. MakerSpaces are organizations in which members sharing similar interests in science, technology, engineering, and math (STEM) gather to work on self-selected projects. Proponents of MakerSpaces highlight the implicit benefits arising from participants' increased engagement with complex technical content in a voluntary, authentic context. We extend the MakerSpace concept to applications of training special education teachers to address the needs of students with Autism Spectrum Disorder (ASD). Applied behavior analysis (ABA) has vast empirical support for treating ASD. We believe the MakerSpace model provides a platform for developing a new generation of special education teachers. However, rather than making novel products, the focus is on shaping the behavior-analytic repertoires of special education teachers. In the field of ABA, the term "shaping" describes the differential reinforcement of successive approximations to a target behavior. Accordingly, we propose the name ShaperSpace to describe a novel clinical training approach to developing special education teachers who employ research-validated interventions for individuals with ASD. The supervision model described in this article is provided, not as a recommendation, but as an exemplar that has developed over four years' contingency shaping and continues to be refined. We appeal to the reader to consider the ShaperSpace as a starting point from which skills developed through free-operant field experiences will ultimately be shaped and selected by the naturally occurring contingencies of the environment.

ObjectivePrimary sclerosing cholangitis (PSC) is a genetically complex, inflammatory bile duct disease of largely unknown aetiology often leading to liver transplantation or death. Little is known about the genetic contribution to the severity and progression of PSC. The aim of this study is to identify genetic variants associated with PSC disease progression and development of complications.DesignWe collected standardised PSC subphenotypes in a large cohort of 3402 patients with PSC. After quality control, we combined 130 422 single nucleotide polymorphisms of all patients-obtained using the Illumina immunochip-with their disease subphenotypes. Using logistic regression and Cox proportional hazards models, we identified genetic variants associated with binary and time-to-event PSC subphenotypes.ResultsWe identified genetic variant rs853974 to be associated with liver transplant-free survival (p=6.07×10-9). Kaplan-Meier survival analysis showed a 50.9% (95% CI 41.5% to 59.5%) transplant-free survival for homozygous AA allele carriers of rs853974 compared with 72.8% (95% CI 69.6% to 75.7%) for GG carriers at 10 years after PSC diagnosis. For the candidate gene in the region, RSPO3, we demonstrated expression in key liver-resident effector cells, such as human and murine cholangiocytes and human hepatic stellate cells.ConclusionWe present a large international PSC cohort, and report genetic loci associated with PSC disease progression. For liver transplant-free survival, we identified a genome-wide significant signal and demonstrated expression of the candidate gene RSPO3 in key liver-resident effector cells. This warrants further assessments of the role of this potential key PSC modifier gene.

Zika virus is a flavivirus that was first isolated in 1947 from a rhesus macaque in the Zika Forest in Uganda. Zika virus is primarily transmitted to humans by infected [...]