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Abstract Many autistic women without an intellectual disability receive their diagnoses later in life. Little is understood about how gender, autism, and a late diagnosis intersect to impact the occupational identity of these individuals. Purpose: the current study aimed to explore how autistic women who received a diagnosis in adulthood describe key areas that influence the development of occupational identity. Methods: eight participants recruited from social media were interviewed through semi-structured interviews, and a reflexive thematic analysis was conducted on the rich accounts of their lived experiences. Results: three major overlapping themes included experiencing disconnection from one’s own volition, striving for occupational balance, and acceptance as a protective factor within these women's lives. Subthemes were in relation to personal reconciliation around difference and the dynamic between the person, environment, and the dominant socio-cultural context. The political, social, and economic landscape perpetuating neoliberal, individualistic and ableist ideals within practice is criticised considering the lived experiences presented in the findings. Conclusion: the necessity for collective health promotion through improving the basic standard of living according to the social determinants of health is highlighted.

Abstract Introduction Microneedling is a cosmetic procedure that leverages the skin’s natural ability to heal in order to promote collagen formation and skin rejuvenation. To provide improved results, the technique can be combined with topical formulations. A new formulation of multiple actives, including omega-3 (n-3) polyunsaturated fatty acids (PUFAs), was designed to accelerate the resolution of inflammation and wound healing following micro-injury treatments, while enhancing the visible appearance of procedure results, including erythema, luminosity and skin texture. Methods In this randomised, controlled, split-face study, we examined 32 healthy female participants aged 30–70 years for 4 weeks following microneedling treatment with a novel multiple-active-ingredient formulation or conventional microneedling protocol with a hyaluronic acid control serum. Changes in skin condition were assessed by blinded clinical photography and expert evaluation. Measurements were collected at baseline, 1 h, 1 day, 7 days and 28 days post treatment. Results Significantly greater improvements in expert-assessed erythema, luminosity and skin texture were reported following application of the novel multiple-active-ingredient formulation than the hyaluronic acid control serum. This was confirmed by representative VISIA®-CR imaging. Conclusion These data provide new evidence for the role of a novel multiple-active-ingredient formulation for improving skin outcomes up to 28 days following microneedling in adults with healthy skin when compared with a hyaluronic acid serum. The n-3 PUFA content of this formulation may drive accelerated inflammation resolution and wound healing alongside the complementary action of the other active ingredients, leading to the observed improvements in erythema, luminosity and skin texture.

This study investigated the role of tools in supporting students to reason about even and odd numbers. Participants included Kindergarten, Grade 1, and Grade 2 students (ages 5-8) at two schools in the USA. Students took part in a cross-sectional early algebra intervention in which they were asked to generalize, represent, justify, and reason with mathematical structure and relationships. Interviews were conducted with students before, during, and after the year-long intervention to explore the ways in which tools mediated their engagement in these practices in the context of questions about parity. In addition to cubes and "dot cards," which were introduced during the interviews, we found that students also used their fingers and hands as tools. We outline the affordances and constraints of these tools in supporting students' reasoning about the properties of even and odd numbers.

Primary immunodeficiencies are heritable disorders of immune function. CD19 is a B cell co-receptor important for B cell development, and CD19 deficiency is a known genetic risk factor for a rare form of primary immunodeficiency known as “common variable immunodeficiency” (CVID); an antibody deficiency resulting in low levels of serum IgG and IgA. Enteropathies are commonly observed in CVID patients but the underlying reason for this is undefined. Here, we utilize CD19−/− mice as a model of CVID to test the hypothesis that antibody deficiency negatively impacts gut physiology under steady-state conditions. As anticipated, immune phenotyping experiments demonstrate that CD19−/− mice develop a severe B cell deficiency in gut-associated lymphoid tissues that result in significant reductions to antibody concentrations in the gut lumen. Antibody deficiency was associated with defective anti-commensal IgA responses and the outgrowth of anaerobic bacteria in the gut. Expansion of anaerobic bacteria coincides with the development of a chronic inflammatory condition in the gut of CD19−/− mice that results in an intestinal malabsorption characterized by defects in lipid metabolism and transport. Administration of the antibiotic metronidazole to target anaerobic members of the microbiota rescues mice from disease indicating that intestinal malabsorption is a microbiota-dependent phenomenon. Finally, intestinal malabsorption in CD19−/− mice is a gluten-sensitive enteropathy as exposure to a gluten-free diet also significantly reduces disease severity in CD19−/− mice. Collectively, these results support an effect of antibody deficiency on steady-state gut physiology that compliment emerging data from human studies linking IgA deficiency with non-infectious complications associated with CVID. They also demonstrate that CD19−/− mice are a useful model for studying the role of B cell deficiency and gut dysbiosis on gluten-sensitive enteropathies; a rapidly emerging group of diseases in humans with an unknown etiology.

Learning standards such as the "Common Core State Standards for Mathematics" [CCSSM] (NGA Center & CCSSO, 2010) advocate that we develop students' algebraic thinking "beginning in kindergarten." Such a tall order requires innovative approaches that re-imagine what teaching and learning mathematics means for the elementary grades. But why would we want to teach algebra to children as young as age 5? The answer to that lies in understanding what we mean by algebra in the elementary grades -- or, "early algebra."

Understanding how young learners come to construct viable mathematical arguments about general claims is a critical objective in early algebra research. The qualitative study reported here characterizes empirically developed progressions in Grades K-1 students' thinking about parity arguments for sums of evens and odds, as well as underlying concepts of pair and parity of a number. Data are drawn from classroom lessons of a Grades K-1 early algebra instructional sequence, as well as task-based interviews conducted at four timepoints during the implementation of the sequence. While most students at the beginning of the study (Grade K) did not know the concepts of even or odd and could not make any viable arguments regarding parity, by the end of Grade 1 students were largely constructing representation-based arguments to justify number parity and claims about sums of evens and odds. Results of this study align with other research that shows young learners can develop viable arguments to justify mathematical generalizations. Results also provide preliminary evidence that the instructional sequence used here can foster students' practice of argumentation from the start of formal schooling.

Strenuous exercise leads to a progressive reduction in the performance of voluntary physical exercise. This is due to a process described as fatigue and is defined as the failure to maintain the required or expected power output. While some of this is muscular in origin, there are data suggestive of how fatigue is modulated by cortical signals, leading to a concept of central fatigue. The previously reported fatigue-induced changes in cortical activity may have been due to blood oxygen-dependent (BOLD) signal drift and/or neural habituation alone. We implemented a functional magnetic resonance imaging paradigm to effectively isolate brain areas responsible for central (supraspinal) fatigue following exercise. Our data identify a large cluster that includes dominant the anterior ventral premotor cortex (aPMv), the insula and postcentral gyrus as critical nodes in the brain network where supraspinal fatigue might have their functional neural imprints. Findings here show that activity in the ipsilateral aPMv and the adjacent areas in the premotor cortex correlates with both localized fatigue (fatigue specific hand grip contraction), and generalized full body exhaustive fatigue. In addition, from a methodological standpoint, we have also shown that the effects of BOLD signal drift can be modeled and removed to arrive at specific brain activity patterns in our experiments. Once the loci of central fatigue are isolated in this way, treatments aimed at modulating activity in these premotor areas may reduce exercise-induced fatigue and perhaps also benefit various clinical conditions in which fatigue is a major symptom.

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the OER universitas (OERu) concept.

Though universities are eager to leverage the potential of mobile learning to provide learning flexibly, most balk at the cost of providing students with mobile hardware. The practice of ‘bring your own device'(BYOD) is often mooted as a cost-effective alternative. This paper provides a snapshot of student ownership of mobile devices at a regional Australian university. Our research shows that students do have access to and use a wide range of devices. However, the delivery of learning is challenged when students try to access materials and activities using these devices. Course materials are rarely optimised for use on smartphones, navigating websites and learning management systems becomes a scrolling nightmare, and interacting with other students is often impractical using prescribed systems. Most concerning is that none of the students surveyed were participating in educator-led mobile learning initiatives. The paper concludes with the proposal of some practical, low-cost tactics that educators could potentially employ to begin engaging with mobile learning, leveraging what students already do.

In this paper, we explore the following research questions: How do first-grade students define even and odd numbers? What types of justifications do they use to support their generalizations using these definitions? We report the ways in which first-grade students define even and odd numbers and how they justify generalizations that use their definitions. While we focus on definitions and explanations of those definitions, the targeted underlying thinking practices at hand are generalizing and justifying. The instruction used in this study was aimed at supporting students in providing definitions, and then reasoning with their definitions by using them in new problem contexts in which they were asked to generalize a relationship about sums of evens and odds or justify that relationship. Our study shows that students shifted from using pattern-based definitions of parity to using structure-based definitions of parity. When justifying the parity of sums of even and odd numbers, students shifted away from using examples through empirical arguments towards using generic examples and in some cases a general argument.

Inflammatory bowel disease (IBD) is considered to be the most common cause of vomiting and diarrhoea in dogs, and the German shepherd dog (GSD) is particularly susceptible. The exact aetiology of IBD is unknown, however associations have been identified between specific single-nucleotide polymorphisms (SNPs) in Toll-like receptors (TLRs) and human IBD. However, to date, no genetic studies have been undertaken in canine IBD. The aim of this study was to investigate whether polymorphisms in canine TLR 2, 4 and 5 genes are associated with IBD in GSDs. Mutational analysis of TLR2, TLR4 and TLR5 was performed in 10 unrelated GSDs with IBD. Four non-synonymous SNPs (T23C, G1039A, A1571T and G1807A) were identified in the TLR4 gene, and three non-synonymous SNPs (G22A, C100T and T1844C) were identified in the TLR5 gene. The non-synonymous SNPs identified in TLR4 and TLR5 were evaluated further in a case-control study using a SNaPSHOT multiplex reaction. Sequencing information from 55 unrelated GSDs with IBD were compared to a control group consisting of 61 unrelated GSDs. The G22A SNP in TLR5 was significantly associated with IBD in GSDs, whereas the remaining two SNPs were found to be significantly protective for IBD. Furthermore, the two SNPs in TLR4 (A1571T and G1807A) were in complete linkage disequilibrium, and were also significantly associated with IBD. The TLR5 risk haplotype (ACC) without the two associated TLR4 SNP alleles was significantly associated with IBD, however the presence of the two TLR4 SNP risk alleles without the TLR5 risk haplotype was not statistically associated with IBD. Our study suggests that the three TLR5 SNPs and two TLR4 SNPs; A1571T and G1807A could play a role in the pathogenesis of IBD in GSDs. Further studies are required to confirm the functional importance of these polymorphisms in the pathogenesis of this disease.

A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population. Forty-six schools in three school districts participated. Students in treatment schools were taught the intervention by classroom teachers during regular mathematics instruction. Students in control schools received only regular mathematics instruction. Using a three-level longitudinal piecewise hierarchical linear model, the study explored the impact of the intervention in terms of both performance (correctness) and strategy use in students' responses to written algebra assessments. Results show that during Grade 3, treatment students, including those in at-risk settings, improved at a significantly faster rate than control students on both outcome measures and maintained their advantage throughout the intervention.

This research focuses on ways in which balance scales mediate students' relational understandings of the equal sign. Participants included 21 Kindergarten-Grade 2 students who took part in an early algebra classroom intervention focused in part on developing a relational understanding of the equal sign through the use of balance scales. Students participated in pre-, mid- and post-intervention interviews in which they were asked to evaluate true-false equations and solve open number sentences. Students often worked with balance scales while solving these tasks. Interview analyses revealed several categories of affordances of these tools for supporting students' productive thinking about equations.

We share here results from a quasi-experimental study that examines growth in students' algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3--5. Analyses showed that, while there were no significant differences between experimental and control students on a grade 3 pre-assessment measuring students' capacity for generalizing and representing generalizations, experimental students significantly outperformed control students on post-assessments at each of grades 3-5. Moreover, experimental students were able to more flexibly interpret variable in different roles and were better able to use variable notation in meaningful ways to represent arithmetic properties, expressions and equations, and functional relationships. This study provides important evidence that young children can learn to think algebraically in powerful ways and suggests that the earlier introduction of algebraic concepts and practices is beneficial to students.

Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked understanding of students learning over time through careful articulation of a curricular framework and progression, instructional sequence, assessments, and levels of sophistication in student learning. Under this broadened conceptualization, we advance a methodology for developing and validating learning progressions, and advance several design considerations that can guide research concerned with engendering forms of mathematics learning, and curricular and instructional support for that learning. We advance a two-phase methodology of (a) research and development, and (b) testing and revision. Each phase involves iterative cycles of design and experimentation with the aim of developing a validated learning progression. In particular, we gathered empirical data to revise our hypothesized curricular framework and progression and to measure change in students. thinking over time as a means to validate both the effectiveness of our instructional sequence and of the assessments designed to capture learning. We use the context of early algebra to exemplify our approach to learning progressions in mathematics education with a focus on the concept of mathematical equivalence across Grades 3-5. The domain of work on research on learning over time is evolving; our work contributes a broadened role for learning progressions work in mathematics education research and practice.

This study explores kindergarten students' early notions of mathematical equivalence in the United States. In particular, it uses qualitative methods to examine the understandings children hold about the equal sign prior to formal instruction and how these understandings shift throughout an 8-week classroom teaching experiment designed to develop relational thinking about this symbol. Findings suggest that, even prior to formal instruction, young children hold an operational view of the equal sign that can persist throughout instruction. This early and persistent operational perspective underscores the critical need to design mathematical experiences in kindergarten, and even preschool, that will orient students towards a relational understanding of the equal sign upon its introduction in first grade.

Recent research suggests that children in elementary grades have some facility with variable and variable notation in ways that warrant closer attention. We report here on an empirically developed progression in first-grade children's thinking about these concepts in functional relationships. Using learning trajectories research as a framework for the study, we developed and implemented an instructional sequence designed to foster children's understanding of functional relationships. Findings suggest that young children can learn to think in sophisticated ways about variable quantities and variable notation. This challenges assumptions that young children are not "ready" for a study of such concepts and raises the question of whether difficulties adolescents exhibit might be ameliorated by an earlier introduction to these ideas.

Understanding how young learners come to construct viable mathematical arguments about general claims is a critical objective in early algebra research. The qualitative study reported here characterizes empirically developed progressions in Grades K–1 students' thinking about parity arguments for sums of evens and odds, as well as underlying concepts of pair and parity of a number. Data are drawn from classroom lessons of a Grades K–1 early algebra instructional sequence, as well as task-based interviews conducted at four timepoints during the implementation of the sequence. While most students at the beginning of the study (Grade K) did not know the concepts of even or odd and could not make any viable arguments regarding parity, by the end of Grade 1 students were largely constructing representation-based arguments to justify number parity and claims about sums of evens and odds. Results of this study align with other research that shows young learners can develop viable arguments to justify mathematical generalizations. Results also provide preliminary evidence that the instructional sequence used here can foster students' practice of argumentation from the start of formal schooling. [ABSTRACT FROM AUTHOR]

The study of functions is a critical route into teaching and learning algebra in the elementary grades, yet important questions remain regarding the nature of young children's understanding of functions. This article reports an empirically developed learning trajectory in first-grade children's (6-year-olds') thinking about generalizing functional relationships. We employed design research and analyzed data qualitatively to characterize the levels of sophistication in children's thinking about functional relationships. Findings suggest that children can learn to think in quite sophisticated and generalized ways about relationships in function data, thus challenging the typical curricular approach in the lower elementary grades in which children consider only variation in a single sequence of values.

This article reports results from a study investigating the impact of a sustained, comprehensive early algebra intervention in third grade. Participants included 106 students; 39 received the early algebra intervention, and 67 received their district's regularly planned mathematics instruction. We share and discuss students' responses to a written pre- and post-assessment that addressed their understanding of several big ideas in the area of early algebra, including mathematical equivalence and equations, generalizing arithmetic, and functional thinking. We found that the intervention group significantly outperformed the nonintervention group and was more apt by posttest to use algebraic strategies to solve problems. Given the multitude of studies among adolescents documenting students' difficulties with algebra and the serious consequences of these difficulties, an important contribution of this research is the finding that--provided the appropriate instruction--children are capable of engaging successfully with a broad and diverse set of big algebraic ideas.