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This article aims to explore ecumenical tours as one example of glocal learning and as a case in point. Making use of the central concepts of embodied and hybrid pedagogies as hermeneutical lenses, the main research question is: Does the exposure of students through ecumenical tours, as part of the Master of Divinity programme, foster embodied and hybrid pedagogies, and if so, in what ways? Factors at play in ecumenical exposure include the content of the programme, the diversity of the student population, as well as the reflective and participatory practices of teaching, learning, and assessing in lived faith contexts. The article especially emphasises a one-day pilgrimage among the lived faith practices.

Angiogenesis plays a crucial role in various physiological and pathological conditions. However, research in equine angiogenesis is relative limited, necessitating the development of suitable in-vitro models. To effectively analyze angiogenesis in-vitro, it is essential to target the specific cells responsible for this process, namely endothelial cells. Human umbilical vein endothelial cells (HUVECs) are one of the most used in vitro models for studying angiogenesis in humans. Serving as an equivalent to HUVECs, we present a comprehensive isolation protocol for equine umbilical vein endothelial cells (EqUVECs) with relatively minimal requirements, thereby enhancing accessibility for researchers. Umbilical cords obtained from five foals were used to isolate endothelial cells, followed by morphological and immunohistochemical identification. Performance of the cells in various assays commonly used in angiogenesis research was studied. Additionally, EqUVEC expression of vascular endothelial growth factor (VEGF) was assessed using ELISA. EqUVECs exhibited endothelial characteristics, forming a homogeneous monolayer with distinctive morphology. Immunohistochemical staining confirmed positive expression of key endothelial markers including von Willebrand factor (vWF), CD31, and vascular endothelial growth factor receptor-2 (VEGFR-2). Furthermore, performance assessments in in-vitro assays demonstrated the viability, proliferation, migration, tube formation and VEGF-expression capabilities of EqUVECs. The findings suggest that EqUVECs are a promising in-vitro model for studying equine angiogenesis, offering a foundation for further investigations into equine-specific vascular processes and therapeutic interventions.

AimsExercise-induced cellular stress and sterile inflammation are of increasing interest. ASC specks are a component of the intracellular NLRP3-inflammasome and can be released into the blood. For example, serum ASC specks are increased after marathon running. We therefore tested whether ASC specks are potentially associated with the individual response to physical training and cardiopulmonary capacity.MethodsWe performed a prospective study in 45 healthy athletes. Blood samples were taken before and after cardiopulmonary exercise testing (CPET). ASC speck concentrations were quantitated using flow cytometry.ResultsBaseline ASC speck levels correlated with clinical parameters of body composition (height, weight, BMI) and parameters of cardiopulmonary performance (peak VO2, peak oxygen pulse, heart rate after exercise). Athletes with lowest baseline ASC speck concentrations have a significantly lower BMI (22.0 ± 1.8 vs. 24.9 ± 1.6 kg/m2), higher heart rate at rest (72 ± 10 vs. 58 ± 10 beats/min), lower peak VO2 (2692 ± 629 vs. 3404 ± 747 mL/min) and lower peak oxygen pulse (15.6 ± 3.4 vs. 20.7 ± 3.5 mL/heart rate). Overall, ASC speck concentrations showed no significant change after CPET (7.0 ± 4.5 vs. 8.0 ± 5.4 ASC specks/µL, p = 0.3). However, subgroup analysis revealed a significant increase in circulating ASC specks in athletes with the lowest baseline values (2.37 ± 0.84 vs. 8.43 ± 7.52 ASC specks/µL, p < 0.05). Athletes with an increase in ASC speck concentrations in response to CPET had a lower peak oxygen pulse compared to those with a decrease (17.1 ± 4.2 vs. 19.8 ± 4.1, p < 0.05).ConclusionLow ASC speck baseline values as well as an increase in response to exercise are associated with lower peak oxygen pulse in healthy athletes.

Global declines in bird and arthropod abundance highlights the importance of understanding the role of food limitation and arthropod community composition for the performance of insectivorous birds. In this study, we link data on nestling diet, arthropod availability and nesting performance for the Coastal Cactus Wren (Campylorhynchus brunneicapillus sandiegensis), an at-risk insectivorous bird native to coastal southern California and Baja Mexico. We used DNA metabarcoding to characterize nestling diets and monitored 8 bird territories over two years to assess the relationship between arthropod and vegetation community composition and bird reproductive success. We document a discordance between consumed prey and arthropod biomass within nesting territories, in which Diptera and Lepidoptera were the most frequently consumed prey taxa but were relatively rare in the environment. In contrast other Orders (e.g., Hemiptera, Hymenoptera)were abundant in the environment but were absent from nestling diets. Accordingly, variation in bird reproductive success among territories was positively related to the relative abundance of Lepidoptera (but not Diptera), which were most abundant on 2 shrub species (Eriogonum fasciculatum, Sambucus nigra) of the 9 habitat elements characterized (8 dominant plant species and bare ground). Bird reproductive success was in turn negatively related to two invasive arthropods whose abundance was not associated with preferred bird prey, but instead possibly acted through harassment (Linepithema humile; Argentine ants) and parasite transmission or low nutritional quality (Armadillidium vulgare; "pill-bug"). These results demonstrate how multiple aspects of arthropod community structure can influence bird performance through complementary mechanisms, and the importance of managing for arthropods in bird conservation efforts.

Background: The shifting identity of a first-year class over a decade in terms of demography and representation, inevitably led me to reflect deeply on what I teach them and how I facilitate the learning process. I had to pay close attention to decolonisation and contextualisation. The basic research question is: How does one reflect on the shifting identity of a first-year class and how does one decolonise a first-year module in Practical Theology and Missiology? Aim: To answer the research question by taking the following route. Firstly, aspects of the changed context and shifting identity will be discussed and secondly, attention will be given to what is meant by decolonisation, with specific reference to the curriculum. Thirdly, the focus will be on a proposed curriculum that uses a theo-dramatic approach. Fourthly, I reflect on the learning process (pedagogy) and how it also contributes to a shift in my own identity. Setting: The research is set against the backdrop of changes that took place over the last two decades in Higher Education in South Africa including the commodification of higher education, the lack of adequate financial resources and the #FeesMustFall movement. Methods: As the research design, a case study is selected for the study project. Results: The development of a new pedagogy. Conclusion: With this contribution I attempted to reflect, in the light of the changing profile of the class composition of a first-year module in Practical Theology and Missiology in terms of demography (BCI students), to what extent it also leads to a shift of identities.

International student mobility has increased in the past years. The inclusion of a highly heterogeneous group of students requires updated recruitment and admission strategies. A particularly vulnerable group of international students are refugees, who have an exceptionally high risk of dropping out of their studies. We present an entrance assessment of incoming international students from 77 countries who are at the beginning of their studies in Germany. Based on this unique sample, we examine (i) whether there are systematic country-specific effects on the economic literacy of beginning students of business and economics and (ii) whether refugee students differ from the group of international students. The results show that refugee students have a higher level of economic literacy although their country-specific prerequisites are worse. Hence, the results highlight the high relevance of an international assessment of heterogeneous vulnerable learner groups to promote their integration into the increasingly internationalized higher education sector.

Nonresponse bias is a widely prevalent problem for data on education. We develop a ten-step exemplar to guide nonresponse bias analysis (NRBA) in cross-sectional studies and apply these steps to the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. A key step is the construction of indices of nonresponse bias based on proxy pattern-mixture models for survey variables of interest. A novel feature is to characterize the strength of evidence about nonresponse bias contained in these indices, based on the strength of the relationship between the characteristics in the nonresponse adjustment and the key survey variables. Our NRBA improves the existing methods by incorporating both missing at random and missing not at random mechanisms, and all analyses can be done straightforwardly with standard statistical software.

Background: The World Health Organization has updated its classification of haematolymphoid tumours to the new 5th edition. The International Consensus Classification is another group that has developed a separate classification system with similar but conflicting approaches. This led to a debate among haematologists about which classification system is more appropriate for clinical use. This article examines and compares these contrasting and concurring classifications, and provides insight into the utility of each system. Methods: Journal articles pertaining to WHO-HAEM4R, WHO-HAEM5 and ICC were searched for using the MEDLINE database, from November 2022 to November 2023. Original research articles and reviews were selected to compile this review. Results: The classification systems share many similarities with minor name changes and subgrouping. There are few instances where diagnostic grouping differs between the classifications, which could have clinical implications regarding treatment and enrolment in clinical trials. Conclusion: There is universal agreement about the need for objective criteria for the classification of haematolymphoid tumours. As a result, there have been considerable strides in the classification with regard to morphologic, immunophenotypic, molecular and cytogenetic characterisation. It is reassuring to have a stepwise approach to diagnosis, allowing developing countries to make appropriate diagnoses. Contribution: Harmonisation is needed for a universal diagnostic system for the benefit of the patient. Both classification systems have merit and either could be adopted by individual institutions at present. The authors appeal for interim advocacy measures to assure access to the specific diagnostic investigations in poorly resourced societies, pending more permanent and sustainable access.

This study aimed to describe the disposable diaper usage, disposal practices and quantity estimation in a specified rural setting within a developing, sub-Saharan country, South Africa. Quantitative and qualitative data collection methods were used to collect primary data, which included survey research, focus group discussions, participatory thematic mapping, illegal dumping mapping and member checking. Most diapers end up within the natural receiving environment due to a lack of formalised waste management service provision. Dumping hotspots are water courses and streams. On average, each infant generates 4.47 diapers per day, while an average of 158,154 and 34,493 total diapers are generated daily within Bushbuckridge and Maruleng, respectively. High unemployment and grant-dependency rates characterise the study area, and households often spend the majority of child support grants to purchase diapers. Residents were willing to use a diaper disposal point and are not opposed to incineration. This study forms a comprehensive baseline to determine the feasibility of disposable diaper beneficiation options in rural areas.

This study examined the extent to which early intervention (EI) speech-language pathologists (SLPs) use and recommend language input strategies for caregivers of children with language delays and the child factors associated with these decisions. Participants included 213 SLPs who completed an online survey. Wilcoxon signed-rank tests, Friedman's analyses of variance, and Spearman correlations were used to determine the extent to which EI SLPs used and recommended language input, child factors that influenced recommendations and input, and relationships between SLPs' self-reported strategies and recommendations to caregivers. EI SLPs reported recommending expanding on child utterances more than other strategies. EI SLPs reported using grammatical input more than telegraphic input and recommended grammatical phrases as children made gains in spoken language. Language strategies used by SLPs inconsistently aligned with their recommendations to caregivers. Results underscore the importance of evaluating recommendations to caregivers in the context of EI.

"Functional Multilingual Learning" ("FML") aims to leverage pupils' full language repertoire in a strategic and transversal way across the curriculum in order to enhance access to conceptual understanding and improve skills in the language of schooling. This linguistic-ethnographic study explores the pedagogical decisions of four teachers in a French-speaking primary school in Brussels, Belgium as they create 'meaningful multilingual tasks' for their linguistically diverse classrooms. Findings indicate that tasks serving symbolic and linguistic functions were the easiest for teachers to conceptualise, and that class-level learning objectives often took precedence over individual objectives. Multilingual scaffolding only occurred in classrooms already functioning extensively within a socio-constructivist paradigm and needed to be supported by a free classroom language policy to be the most effective. Whole-class tasks generated a new sense of linguistic capital but entailed a reframing of the notion of inclusion as they sometimes generated feelings of linguistic insecurity or resulted in limited participation.

Existing literature points to skilled facilitation as a key factor in enabling a team's success in the context of inquiry-based reform. There is little understanding, however, of "how" precisely facilitators make the needed difference. This study analyzes the moves of expert facilitators in a team-based reform found to be successful previously. It identifies and explicates five distinct categories of needed moves ("setting expectations," "modeling," "tracking progress," "suggesting remediation," and "releasing") as well as how they gain effectiveness as an interconnected system with moves across categories implemented for multiple purposes simultaneously.

Purpose: Expressive language impairments are common among school-age boys with fragile X syndrome (FXS) and autistic boys. Given the high cooccurrence of autism spectrum disorder (ASD) among individuals with FXS, cross-condition comparisons can elucidate the specificity of such impairments as they relate to ASD. Language samples can provide fruitful information regarding individuals' grammatical skills in less structured formats relative to standardized measures. This study examined grammatical errors produced during a conversational language sample among 20 boys with FXS and cooccurring ASD (FXS + ASD) and 19 autistic boys matched on ASD severity. Method: Language samples were coded for omissions and errors at the word and utterance levels. Participants' grammatical errors were also compared to separate mental age--matched and mean length of utterance--matched boys from a reference database. Results: Boys with FXS + ASD and autistic boys produced similar rates of errors across all categories. Relative to their matched comparison groups, boys with FXS + ASD and autistic boys produced significantly more omissions during conversation. Conclusions: These findings suggest that omissions may be a unique grammatical marker associated with the ASD phenotype. Further examination of omissions across diagnostic groups would aid in clarifying the specificity of omissions in the language phenotype of ASD.

Experiences with books before age three predict children's motivation to read (Bus et al., 1995), and can support the development of vocabulary, communication, and symbolic skills (Scarborough, 2001). Sharing books with infants and toddlers is different than reading aloud to older children. For example, it is important to attend more closely to infants' eye gaze and to support toddlers to respond with gestures. This article presents 10 research-based practices for book-sharing with infants and toddlers to foster love of reading and emergent literacy skills. For each practice, we provide examples with preverbal infants and newly verbal toddlers. We encourage teachers of reading to use these practices in their interactions with infants and toddlers and to use their role as literacy leaders to share the practices with childcare providers, families, and others who work with this age group.

During the first year of life, children begin to develop preferences for their own racial group over others. To interrupt the development of these and other biases during infancy and toddlerhood, educators can use books to promote anti-racist and anti-bias thinking and behaviors in children, while also supporting children's emergent literacy. This article presents criteria for educators to consider as they curate a collection of developmentally appropriate books for infant/toddler classroom libraries. In doing so, educators can expose children to positive representations of others and cultivate respect for children and their communities. We offer practical information about how educators can use these books to promote anti-racist and anti-bias education during the first years of life.

Variation in the "FMR1" gene may affect aspects of cognition, such as executive function and memory. Environmental factors, such as stress, may also negatively impact cognitive functioning. Participants included 1,053 mothers of children with and without developmental disabilities. Participants completed self-report measures of executive function, memory, and stress (i.e., life events, parenting status), and provided DNA to determine CGG repeat length (ranging from 7 to 192 CGGs). Stress exposure significantly predicted greater self-reported difficulties in executive function and the likelihood of memory problems. Cubic CGG effects independently predicted executive function and memory difficulties, suggesting effects of both genetic variation and environmental stress exposure on cognitive functioning.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes.

Purpose: Autistic boys and boys with co-occurring fragile X syndrome and autism spectrum disorder (FXS + ASD) demonstrate similar pragmatic language difficulties. The Pragmatic Rating Scale--School Age (PRS-SA) captures ecologically valid metrics of pragmatic language impairments in these populations. It is traditionally scored based on the Autism Diagnostic Observation Schedule (ADOS), which may limit the use of the PRS-SA more broadly in research and clinical contexts. Method: This study evaluated the feasibility of the PRS-SA based on a shorter, semistructured conversational context compared to the ADOS in school-age autistic boys (n = 16) and boys with FXS + ASD (n = 16), matched on ASD traits. Differences across ADOS and conversational contexts and associations with ASD-related social difficulties were evaluated. Results: Findings revealed differences in PRS-SA scores between ADOS and conversational contexts, but only for the FXS + ASD group. Limited associations were observed between PRS-SA scores and ASD traits. Conclusions: Results from this study indicate the feasibility of using the PRS-SA in a shorter conversational context than the ADOS to assess pragmatic language among autistic boys. For boys with FXS + ASD, contextual differences warrant careful consideration in future work.