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The data request of the Coupled Model Intercomparison Project Phase 6 (CMIP6) defines all the quantities from CMIP6 simulations that should be archived. This includes both quantities of general interest needed from most of the CMIP6-endorsed model intercomparison projects (MIPs) and quantities that are more specialized and only of interest to a single endorsed MIP. The complexity of the data request has increased from the early days of model intercomparisons, as has the data volume. In contrast with CMIP5, CMIP6 requires distinct sets of highly tailored variables to be saved from each of the more than 200 experiments. This places new demands on the data request information base and leads to a new requirement for development of software that facilitates automated interrogation of the request and retrieval of its technical specifications. The building blocks and structure of the CMIP6 Data Request (DREQ), which have been constructed to meet these challenges, are described in this paper.

The interaction between student language use and sensemaking is an area in science learning that needs further elucidation in order to meet government standards in science education. In this study, concept mapping was used to explore the relationship between scientific language use and sensemaking defined as the interaction between the scientific concept system and everyday concepts in order to make sense of a proposed phenomenon. Eighty-eight concept maps from five different school classes and two school systems were analyzed in terms of their language use and concept formation from a Vygotskian perspective. This work proposes an intimate relationship between student language use, concept system formation and sensemaking in science, indicating possible implications for the study of learning as well as formative assessment using concept maps.

Many science students struggle with using scientific language and making sense of scientific phenomena. Thus, there is an increased interest in science education research and public policy with regard to understanding and promoting scientific language use and sensemaking in science classrooms. However, there is a lack of comparative studies on how upper-secondary school students of different achievement and language levels use scientific language to make sense of phenomena. The aim of this study was to explore the relationship between achievement level, scientific language use, and sensemaking in chemistry for students being set a sensemaking task while constructing concept maps on the topic of chemical equilibrium. The concept maps were collected from five different upper-secondary schools in Sweden from two school systems (Swedish and International Baccalaureate). Using content analysis, these concept maps were examined for scientific language use as well as structuring of sensemaking. A majority of the students had difficulty structuring sensemaking in their concept maps, independently of achievement level. These difficulties included unstructured reasoning, symbolic representations being used as explanations, surface-level learning, and linear reasoning connected to rote learning. There appeared to be a connection between learning context and student individual structuring of sensemaking as expressed in the concept maps. The results also showed a clear relationship between scientific language use and achievement level in the student sample. The results indicate that the structuring of sensemaking and scientific language use are not always connected processes. In conclusion, teachers may need to adopt a teaching practice that includes directed and differentiated support for scientific sensemaking.

Navigating the observational, symbolic, and theoretical knowledge domains of chemistry is crucial for chemistry sensemaking. However, this has been shown to be particularly challenging for students of chemistry. In order to reach government standards for sensemaking in the chemistry subject, it is important to investigate how chemistry teachers can sustain sensemaking practices in their classrooms. In this study, conversation analysis was used to study videotaped teacher-student dialogues at upper secondary school practical lessons in chemical equilibrium. Common patterns in how sensemaking was produced in interaction were found in four experienced chemistry teachers' sensemaking dialogues with students. The data show how the teachers use coordinated actions in conversations to create a balance between (1) managing sensemaking dialogues in the laboratory classroom on a moment-to-moment basis through connecting theory and experience, and (2) managing the tension between exposing students' knowledge gaps and presenting the students as competent as part of the interaction. The results of the study indicate that resolving tension in interaction is an important part of teacher-student sensemaking in chemistry, and also identify the chemical equation as a possible tool for sensemaking progression. The detailed examples of teacher-student sensemaking can be used as models for chemistry teachers interested in how sensemaking can be achieved practically.

The study examined the association between autism traits and parenting when raising a typically developing (TD) child, and differences in parenting needs between parents with high and low traits. Fifty-eight parents with a blood relative with Autism (who happened to be an offspring with ASD in all cases) and a TD child completed the Autism Quotient, demographic and psychological information, as well as reporting on Parenting Sense of Competence, the Parent-Child Relationship, and Parenting Needs. Autism traits did not uniquely contribute to parenting self-esteem, but were associated with parenting difficulties for their TD child, and some aspects of this parent-child relationship. Parents with high autism traits reported more parenting difficulties than parents with low traits. The study identified specific aspects of parenting needing support to assist parents with high autism traits prosper in their parenting role.

Abstract Background Where each patient has all three conduits of internal mammary artery (IMA), saphenous vein graft (SVG) and radial artery (RA), most confounders affecting comparison between conduits can be mitigated. Additionally, since SVG progressively fails over time, restricting patient angiography to the late period only can mitigate against early SVG patency that may have occluded in the late period. Methods Research protocol driven conventional angiography was performed for patients with at least one of each conduit of IMA, RA and SVG and a minimum of 7 years postoperative. The primary analysis was perfect patency and secondary analysis was overall patency including angiographic evidence of conduit lumen irregularity from conduit atheroma. Multivariable generalized linear mixed model (GLMM) was used. Patency excluded occluded or “string sign” conduits. Perfect patency was present in patent grafts if there was no lumen irregularity. Results Fifty patients underwent coronary angiography at overall duration postoperative 13.1 ± 2.9, and age 74.3 ± 7.0 years. Of 196 anastomoses, IMA 62, RA 77 and SVG 57. Most IMA were to the left anterior descending territory and most RA and SVG were to the circumflex and right coronary territories. Perfect patency RA 92.2% was not different to IMA 96.8%, P = 0.309; and both were significantly better than SVG 17.5%, P

Objectives Lower limb posterior chain injury (PCI) is common among athletic populations, with multifactorial risk factors including age, previous injury, strength measurements, range of motion and training load. Biomechanics are commonly considered in the prevention and rehabilitation of PCI by performance staff. However, there is no documented testing method to assess for associations between biomechanics and PCI. The aim of this study was to investigate whether there is an association between an easily applicable, novel biomechanical assessment tool and PCI.Methods Fifty male elite-level rugby union athletes (age 22.83±5.08) participating in the highest tier of England were tested at the start of the 2019 preseason period and PCIs (N=48) were recorded over the 2019/2020 playing season. Participants’ biomechanics were analysed using two-dimensional video analysis against an injury risk score (IRS) system in the performance of the combined movement—prone hip extension and knee flexion. Participants’ biomechanics in carrying out this movement were scored against the 10-point IRS, where the more compensatory movement recorded sees an increase in an individual’s IRS. Participants’ IRS was then compared against the number of PCIs sustained and Spearman’s correlation coefficient was used for statistical analysis.Results There is a significant association between IRS and PCI (R=0.542, p