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BACKGROUND: Influenza vaccine viruses grown in eggs may acquire egg-adaptive mutations that may reduce antigenic similarity between vaccine and circulating influenza viruses and decrease vaccine effectiveness. We compared cell- and egg-based quadrivalent influenza vaccines (QIVc and QIVe, respectively) for preventing test-confirmed influenza over 3 US influenza seasons (2017-2020). METHODS: Using a retrospective test-negative design, we estimated the relative vaccine effectiveness (rVE) of QIVc vs QIVe among individuals aged 4 to 64 years who had an acute respiratory or febrile illness and were tested for influenza in routine outpatient care. Exposure, outcome, and covariate data were obtained from electronic health records linked to pharmacy and medical claims. Season-specific rVE was estimated by comparing the odds of testing positive for influenza among QIVc vs QIVe recipients. Models were adjusted for age, sex, geographic region, influenza test date, and additional unbalanced covariates. A doubly robust approach was used combining inverse probability of treatment weights with multivariable regression. RESULTS: The study included 31 824, 33 388, and 34 398 patients in the 2017-2018, 2018-2019, and 2019-2020 seasons, respectively; ∼10% received QIVc and ∼90% received QIVe. QIVc demonstrated superior effectiveness vs QIVe in prevention of test-confirmed influenza: rVEs were 14.8% (95% CI, 7.0%-22.0%) in 2017-2018, 12.5% (95% CI, 4.7%-19.6%) in 2018-2019, and 10.0% (95% CI, 2.7%-16.7%) in 2019-2020. CONCLUSIONS: This study demonstrated consistently superior effectiveness of QIVc vs QIVe in preventing test-confirmed influenza over 3 seasons characterized by different circulating viruses and degrees of egg adaptation.

OBJECTIVE:  The aim of Placental Assessment in Response to Environmental Pollution Study (PARENTs) was to determine whether imaging of the placenta by novel multiparametric magnetic resonance imaging (MRI) techniques in early pregnancy could help predict adverse pregnancy outcomes (APOs) due to ischemic placental disease (IPD). Additionally, we sought to determine maternal characteristics and environmental risk factors that contribute to IPD and secondary APOs. STUDY DESIGN:  Potential patients in their first trimester of pregnancy, who agreed to MRI of the placenta and measures of assessment of environmental pollution, were recruited into PARENTs, a prospective population-based cohort study. Participants were seen at three study visits during pregnancy and again at their delivery from 2015 to 2019. We collected data from interviews, chart abstractions, and imaging. Maternal biospecimens (serum, plasma, and urine) at antepartum study visits and delivery specimens (placenta, cord, and maternal blood) were collected, processed, and stored. The primary outcome was a composite of IPD, which included any of the following: placental abruption, hypertensive disease of pregnancy, fetal growth restriction, or a newborn of small for gestational age. RESULTS:  In this pilot cohort, of the 190 patients who completed pregnancy to viable delivery, 50 (26%) developed IPD. Among demographic characteristics, having a history of prior IPD in multiparous women was associated with the development of IPD. In the multiple novel perfusion measurements taken of the in vivo placenta using MRI, decreased high placental blood flow (mL/100 g/min) in early pregnancy (between 14 and 16 weeks) was found to be significantly associated with the later development of IPD. CONCLUSION:  Successful recruitment of the PARENTs prospective cohort demonstrated the feasibility and acceptability of the use of MRI in human pregnancy to study the placenta in vivo and at the same time collect environmental exposure data. Analysis is ongoing and we hope these methods will assist researchers in the design of prospective imaging studies of pregnancy. KEY POINTS: · MRI was acceptable and feasible for the study of the human placenta in vivo.. · Functional imaging of the placenta by MRI showed a significant decrease in high placental blood flow.. · Measures of environmental exposures are further being analyzed to predict IPD..

Geologic features (e.g., fractures and alluvial fans) can play an important role in the locations and volumes of groundwater discharge and degree of groundwater-surface water (GW-SW) interactions. However, the role of these features in controlling GW-SW dynamics and streamflow generation processes are not well constrained. GW-SW interactions and streamflow generation processes are further complicated by variability in precipitation inputs from summer and fall monsoon rains, as well as declines in snowpack and changing melt dynamics driven by warming temperatures. Using high spatial and temporal resolution radon and water stable isotope sampling and a 1D groundwater flux model, we evaluated how groundwater contributions and GW-SW interactions varied along a stream reach impacted by fractures (fractured-zone) and downstream of the fractured hillslope (non-fractured zone) in Coal Creek, a Colorado River headwater stream affected by summer monsoons. During early summer, groundwater contributions from the fractured zone were high, but declined throughout the summer. Groundwater contributions from the non-fractured zone were constant throughout the summer and became proportionally more important later in the summer. We hypothesize that groundwater in the non-fractured zone is dominantly sourced from a high-storage alluvial fan at the base of a tributary that is connected to Coal Creek throughout the summer and provides consistent groundwater influx. Water isotope data revealed that Coal Creek responds quickly to incoming precipitation early in the summer, and summer precipitation becomes more important for streamflow generation later in the summer. We quantified the change in catchment dynamic storage and found it negatively related to stream water isotope values, and positively related to modeled groundwater discharge and the ratio of fractured zone to non-fractured zone groundwater. We interpret these relationships as declining hydrologic connectivity throughout the summer leading to late summer streamflow supported predominantly by shallow flow paths, with variable response to drying from geologic features based on their storage. As groundwater becomes more important for sustaining summer flows, quantifying local geologic controls on groundwater inputs and their response to variable moisture conditions may become critical for accurate predictions of streamflow.

Donor human milk (DHM) from a milk bank is the recommended feeding method for preterm infants when the mothers own milk (MOM) is not available. Despite this recommendation, information on the possible contamination of donor human milk and its impact on infant health outcomes is poorly characterised. The aim of this systematic review is to assess contaminants present in DHM samples that preterm and critically ill infants consume. The data sources used include PubMed, EMBASE, CINAHL and Web of Science. A search of the data sources targeting DHM and its potential contaminants yielded 426 publications. Two reviewers (S. T. and D. L.) conducted title/abstract screening through Covidence software, and predetermined inclusion/exclusion criteria yielded 26 manuscripts. Contaminant types (bacterial, chemical, fungal, viral) and study details (e.g., type of bacteria identified, study setting) were extracted from each included study during full-text review. Primary contaminants in donor human milk included bacterial species and environmental pollutants. We found that bacterial contaminants were identified in 100% of the papers in which bacterial contamination was sought (16 papers) and 61.5% of the full data set (26 papers), with the most frequently identified genera being Staphylococcus (e.g., Staphylococcus aureus and coagulase-negative Staphylococcus) and Bacillus (e.g., Bacillus cereus). Chemical pollutants were discovered in 100% of the papers in which chemical contamination was sought (eight papers) and 30.8% of the full data set (26 papers). The most frequently identified chemical pollutants included perfluoroalkyl substances (six papers), toxic metal (one paper) and caffeine (one paper). Viral and fungal contamination were identified in one paper each. Our results highlight the importance of establishing standardisation in assessing DHM contamination and future studies are needed to clarify the impact of DHM contaminants on health outcomes.

Compartments are a fundamental feature of life, based variously on lipid membranes, protein shells, or biopolymer phase separation. Here, this combines self-assembling bacterial microcompartment (BMC) shell proteins and liquid-liquid phase separation (LLPS) to develop new forms of compartmentalization. It is found that BMC shell proteins assemble at the liquid-liquid interfaces between either 1) the dextran-rich droplets and PEG-rich continuous phase of a poly(ethyleneglycol)(PEG)/dextran aqueous two-phase system, or 2) the polypeptide-rich coacervate droplets and continuous dilute phase of a polylysine/polyaspartate complex coacervate system. Interfacial protein assemblies in the coacervate system are sensitive to the ratio of cationic to anionic polypeptides, consistent with electrostatically-driven assembly. In both systems, interfacial protein assembly competes with aggregation, with protein concentration and polycation availability impacting coating. These two LLPS systems are then combined to form a three-phase system wherein coacervate droplets are contained within dextran-rich phase droplets. Interfacial localization of BMC hexameric shell proteins is tunable in a three-phase system by changing the polyelectrolyte charge ratio. The tens-of-micron scale BMC shell protein-coated droplets introduced here can accommodate bioactive cargo such as enzymes or RNA and represent a new synthetic cell strategy for organizing biomimetic functionality.

BACKGROUND: The interpretation of relative vaccine effectiveness (rVE) of improved influenza vaccines is complex. Estimation of burden averted is useful to contextualise their potential impact across different seasons. For the population aged under 65 years in Australia, this study estimated the additional morbidity and mortality that could be averted using improved influenza vaccines. METHODS: We used observed, season-specific (2015-2019) influenza notification and influenza-coded hospitalisation frequencies and published modelled estimates of influenza-associated hospitalisations and deaths that occurred under the prevailing influenza vaccination coverage scenario. After back-calculating to the estimated burden in the population without vaccination, we applied published standard influenza vaccine effectiveness and coverage estimates to calculate the burden potentially averted by standard and improved influenza vaccines. A plausible range of rVE values were used, assuming 50% coverage. RESULTS: The percentage point difference in absolute vaccine effectiveness (VE) of an improved vaccine compared to a standard vaccine is directly proportional to its rVE and inversely proportional to the effectiveness of the standard vaccine. The incremental burden averted by an improved vaccine is a function of both its difference in absolute VE and the severity of the influenza season. Assuming an rVE of 15% with 50% coverage, the improved vaccine was estimated to additionally avert 1517 to 12,641 influenza notifications, 287 to 1311 influenza-coded hospitalisations and 9 to 33 modelled all-cause influenza deaths per year compared to the standard vaccine. CONCLUSIONS: Improved vaccines can have substantial clinical and population impact, particularly when the effectiveness of standard vaccines is low, and burden is high.

We report preliminary results of computer vision analysis of caregiver-child interactions during free play with children diagnosed with autism (N = 29, 41-91 months), attention-deficit/hyperactivity disorder (ADHD, N = 22, 48-100 months), or combined autism + ADHD (N = 20, 56-98 months), and neurotypical children (NT, N = 7, 55-95 months). We conducted micro-analytic analysis of 'reaching to a toy,' as a proxy for initiating or responding to a toy play bout. Dyadic analysis revealed two clusters of interaction patterns, which differed in frequency of 'reaching to a toy' and caregivers' contingent responding to the child's reach for a toy by also reaching for a toy. Children in dyads with higher caregiver responsiveness had less developed language, communication, and socialization skills. Clusters were not associated with diagnostic groups. These results hold promise for automated methods of characterizing caregiver responsiveness in dyadic interactions for assessment and outcome monitoring in clinical trials.

The current study used thematic analysis to examine school staff perspectives on the impact of the Olweus Bullying Prevention Program (OBPP) on school climate in terms of the quality of student-student and student-teacher relationships in two low-income, urban middle schools in the United States. Data were collected using focus groups and interviews. Participants included teachers (n = 26), administrators (n = 8), and Bullying Prevention Coordination Committee members (BPCCs; n = 8). Results indicated that providing explicit instruction about bullying, nurturing student-teacher trust by effectively addressing student concerns, and providing consistent opportunities for informal, collaborative engagement facilitated positive school-based interpersonal relationships and behavioral change. Implications for policy and intervention development are discussed.

The recent PISA mathematics results delivered disappointing news for the United States of America (USA). These results underscored the education system's continuing inequalities. An important question concerns to what extent and to which part of the educational system do these sources of inequality occur? In this paper we use PISA 2012 data merged with district- and school-level variables derived from five additional national databases to explore the way socio-economic status (SES) and race are related to inequalities in student performance as well as to inequalities in other components of schooling at both the system and student-levels, such as the academic 'zeitgeist' of the school, the nature of the mathematics curriculum and characteristics of both the teacher and the student. The results demonstrated how race and SES had significant relationships not only to student performance but to other aspects of schooling as well. Those relationships occurred at both the system- and within-school levels but differed in their implications. The policy implications of the research could help determine where the greatest effort could be made to provide all children of all racial and social classes equal opportunities to learn.

Concentrated agricultural activities and animal feeding operations in the northeastern plains of Colorado represent an important source of atmospheric ammonia (NH3). The NH3 from these sources contributes to regional fine particle formation and to nitrogen deposition to sensitive ecosystems in Rocky Mountain National Park (RMNP), located ∼ 80 km to the west. In order to better understand temporal and spatial differences in NH3 concentrations in this source region, weekly concentrations of NH3 were measured at 14 locations during the summers of 2010 to 2015 using Radiello passive NH3 samplers. Weekly (biweekly in 2015) average NH3 concentrations ranged from 2.66 to 42.7 µg m−3, with the highest concentrations near large concentrated animal feeding operations (CAFOs). The annual summertime mean NH3 concentrations were stable in this region from 2010 to 2015, providing a baseline against which concentration changes associated with future changes in regional NH3 emissions can be assessed. Vertical profiles of NH3 were also measured on the 300 m Boulder Atmospheric Observatory (BAO) tower throughout 2012. The highest NH3 concentration along the vertical profile was always observed at the 10 m height (annual average concentration of 4.63 µg m−3), decreasing toward the surface (4.35 µg m−3) and toward higher altitudes (1.93 µg m−3). The NH3 spatial distributions measured using the passive samplers are compared with NH3 columns retrieved by the Infrared Atmospheric Sounding Interferometer (IASI) satellite and concentrations simulated by the Comprehensive Air Quality Model with Extensions (CAMx). The satellite comparison adds to a growing body of evidence that IASI column retrievals of NH3 provide very useful insight into regional variability in atmospheric NH3, in this case even in a region with strong local sources and sharp spatial gradients. The CAMx comparison indicates that the model does a reasonable job simulating NH3 concentrations near sources but tends to underpredict concentrations at locations farther downwind. Excess NH3 deposition by the model is hypothesized as a possible explanation for this trend.

Dialogue is central to the collaborative processes of inquiry-based approaches. In this methodological article on Interactional Ethnography (IE), we outline the guiding principles of IE as a logic of inquiry for studying the talk and actions of learners and their mentors in inquiry-based learning. Through a telling case of facilitation processes in high school invention education (IvE), we illustrate the major steps and analytic processes that an IE research team undertakes to collect, archive, and analyze records of classroom learning. We share how the IE team enters this ethnographic space and undertakes video-enabled microethnographic discourse analyses of in-time and over time events to identify key learning processes and develop warranted interpretations. Specifically, we exemplify how the ethnographers conduct nuanced analyses of learning discourse in-the-moment and over time. In the context of invention education, we share how an IE study enables the researchers to trace the developing cycle of inquiry and make visible the processes that support design thinking in invention education.

The expanding scale and scope of online education options, both in terms of design and delivery, create significant questions that increasingly warrant research attention. Previous research has demonstrated that higher levels of teaching presence in online courses is positively related to student engagement, satisfaction and learning. Although there are many methods for infusing one's teaching presence into an online class, practicalities constrain choices. The purpose of this study is to identify and assess those methods students perceive to be the most valuable. We empirically investigate students' perceptions and evaluative judgments of a range of methods of setting and sustaining teaching presence in an online asynchronous course. Post hoc factor analysis of our data suggests refining our understanding of teaching presence in terms of stylistic versus substantive methods. Analyses of student survey data indicate that, while students see value in both types of teaching presence, they perceive significantly greater benefit from substantive relative to stylistic methods.

Teacher education faculty are often expected to engage in accreditation work. Our purpose was to document the collective driving mechanisms of junior faculty who volunteered to redesign key accreditation assessments. Specifically, we explored the values and expectations for success that led junior faculty to engage in and persist through key accreditation reform. Findings include eleven themes organized into three categories: drivers to join, hurdles, and drivers to continue. We interpret the results through Eccles and Wigfield's (2020) Situated Expectancy Value Theory and highlight the critical role that other colleagues and internal and external pressures played in undertaking the accreditation process.

The global higher education sector has been significantly disrupted by the proliferation of generative artificial intelligence tools such as ChatGPT, especially in relation to its implications for assessment. However, few studies to date have explored student perspectives on these tools. This article reports on one of the first large-scale quantitative studies of student views on generative artificial intelligence at an Australian university (n = 1,135). When the survey was conducted, most students had low knowledge, experience, and confidence in using these tools. These results varied across disciplines and across some student sub-groups, such as mature-age students and international students. Confidence appeared to increase with experience, although the data also revealed a portion of students that have never used these tools yet still felt confident in using them. In exploring these results, this article aims to shed new light on this fast-evolving landscape and inform the future direction of supporting students to engage with generative artificial intelligence tools appropriately.

High-Leverage Practices (HLPs) are a fundamental set of skills teachers should use consistently in the classroom to positively impact both their own capabilities and their students' learning. In our state, the five most important HLPs have been embedded into multiple courses across several educator preparation programs (EPPs). We asked preservice teachers to share their perceptions of their knowledge of and confidence in implementing HLPs prior to being introduced to them in their courses. Preservice teachers reported overwhelmingly strong knowledge and confidence, despite having never learned about the HLPs. In addition to our results, we share our thoughts about the illusion of fluency, the Dunning-Kruger Effect, and implications for EPPs with regard to field experiences and implementing HLPs.

Research has demonstrated that racialized students experience additional stressors during post-secondary education compared to their white counterparts. These barriers can include added institutional barriers, lower representation among faculty, additional stress associated with cultural differences and stigmatization, discrimination, and racism. According to self-determination theory, students who experience an unsupportive or controlling environment are more likely to have lower basic psychological need satisfaction, lower academic motivation, and lower well-being. The current study aimed to examine whether white and racialized students would differ in their perceptions of need satisfaction and need frustration in their learning environment. Participants were undergraduate students (N = 712) from a large Canadian university. A one-way MANCOVA was performed comparing racialized and white students on basic psychological need satisfaction and frustration with gender as a covariate. Results suggested that racialized students perceived lower autonomy satisfaction, lower competence satisfaction, and higher relatedness frustration in their learning environment. These findings present important implications for higher education institutions. Institutions should recognize the diverse needs of their student population and ensure that learning environments are supportive of these needs, as they can have significant detrimental impacts on the overall well-being and academic success of these students.

One educational approach aligned with problem-based learning (PBL) is invention education (IvE). Both PBL and IvE place an emphasis on resolving practical problems experienced by real people while engaging students in hands-on learning. In this interactional ethnographic study we examined the networks that supported a high school team and their teacher, as they worked to invent a solution to a real-world problem students identified in their community. Data sources included video and documentary data of the team's work generated by a student-historian during an invention education project as well as Zoom-facilitated ethnographic conversational interviews conducted with the teacher and the student-historian over five months the following year. We uncovered local, local-national, and national supports that impacted the invention education process of the team. Through ecomap, discourse, and domain analyses we demonstrate how supports at multiple levels of the educational ecosystem create opportunities for students and teachers to engage in meaningful, real-world problem-based projects. We argue that varied people and organizations can contribute to innovative PBL and IvE, thus aiding the narrowing of diversity gaps in the fields of invention, engineering, STEM, and problem-based learning more generally.