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Fathers make important contributions to children's learning and development; however, schools and community organizations consistently report challenges to engaging fathers in their work. As part of a larger community-based participatory research project, a local fatherhood coalition created and distributed a survey to learn how various organizations and programs supported or marginalized fathers in their work. A mixed methods analysis of survey data indicated that K-12 schools were significantly less father-friendly than social service organizations, with K-12 schools disclosing that little to no services targeted fathers and most family engagement efforts prioritized mothers or assumed father disinterest. Comparatively, some social service organizations reported father-specific programming or early efforts to change policies and practices that unjustly favored mothers. However, most organizations, including K-12 schools, needed greater guidance and resources to become more father-friendly. In this article, we describe how the fatherhood coalition utilized survey results to guide their efforts in supporting local fathers and transforming organizational practices to make family-related programming and activities more inclusive of fathers and other male caregivers.

Purpose: Processing real-world sounds requires acoustic and higher-order semantic information. We tested the theory that individuals with autism spectrum disorder (ASD) show enhanced processing of acoustic features and impaired processing of semantic information. Methods: We used a change deafness task that required detection of speech and non-speech auditory objects being replaced and a speech-in-noise task using spoken sentences that must be comprehended in the presence of background speech to examine the extent to which 7-15 year old children with ASD (n = 27) rely on acoustic and semantic information, compared to age-matched (n = 27) and IQ-matched (n = 27) groups of typically developing (TD) children. Within a larger group of 7-15 year old TD children (n = 105) we correlated IQ, ASD symptoms, and the use of acoustic and semantic information. Results: Children with ASD performed worse overall at the change deafness task relative to the age-matched TD controls, but they did not differ from IQ-matched controls. All groups utilized acoustic and semantic information similarly and displayed an attentional bias towards changes that involved the human voice. Similarly, for the speech-in-noise task, age-matched--but not IQ-matched--TD controls performed better overall than the ASD group. However, all groups used semantic context to a similar degree. Among TD children, neither IQ nor the presence of ASD symptoms predict the use of acoustic or semantic information. Conclusion: Children with and without ASD used acoustic and semantic information similarly during auditory change deafness and speech-in-noise tasks.

Identity matters in science, technology, engineering, mathematics, and medicine (STEMM) because it can affect an individual's long-term sense of belonging, which may in turn affect their persistence in STEMM. Early K-12 science classes often teach students about the foundational discoveries of the field, which have been predominately made, or at least published, by White men. This homogeneity can leave underrepresented individuals in STEMM feeling isolated, and underrepresented K-12 students may feel as though they cannot enter STEMM fields. This study aimed to examine these feelings of inclusivity in STEMM through an interactive workshop that asked middle schoolers to identify scientists from images of individuals with various racial and gender identities. We found that a plurality of students had a positive experience discussing diversity in science and recognizing underrepresented individuals as scientists.

Given the ever-evolving role of school counselors and increasing demands placed on them in today's sociopolitical climate, proficiency in program evaluation is more important than ever as school counselors advocate for their role and for comprehensive school counseling program delivery in schools. This article presents a reexamination of the purpose and importance of program evaluation and the development of an evaluator identity. This quantitative study investigated which factors contribute to school counselors' identity as a program evaluator using self-report survey data on levels of self-efficacy, confidence, perceived importance of program evaluation, and interest in program evaluation. It also assessed the overall significance of each factor for engaging in program evaluation behaviors, as operationalized through data-based decision-making practices. Results include a predictive model that displays the contribution and significance of these factors on school counselor program evaluation and related data-based decision-making behaviors.

The National Environmental Health Association's (NEHA) 87th Annual Educational Conference (AEC) & Exhibition upheld our tradition of delivering innovative content to meet the diverse needs of our attendees through both [...]

AS writers we often advise one another that the secret to 'breaking out' or getting ahead is to seize every opportunity. In 2022 if you would have asked me about [...]

Researchers have implemented inclusive research for over 30 years. This article describes how two research projects collaborated with researchers with disabilities and aligns the description with four attributes of inclusive research developed by a consensus of international experts with and without disabilities. The first project, the Person Experiences Interview Survey (PEIS) Workgroup, reviewed and revised items for a self-report survey of mental health service experiences. The second project describes the peer-led implementation of the Self-Determined Career Design Model (SDCDM) intervention. Four factors facilitated or were barriers to the projects' alignment with inclusive research attributes. First, relationships enhanced capacity to engage in meaningful ways. Second, balance between consistency and adaptability promoted engagement. Third, long-term capacity was enabled by ongoing engagement and peer mentorship. Fourth, time and funds impacted inclusive implementation. Engaging researchers with disabilities meaningfully enhanced the research process and products.

* Context.--Rapid advancements in the understanding and manipulation of tumor-immune interactions have led to the approval of immune therapies for patients with non-small cell lung cancer. Certain immune checkpoint inhibitor therapies require the use of companion diagnostics, but methodologic variability has led to uncertainty around test selection and implementation in practice. Objective.--To develop evidence-based guideline recommendations for the testing of immunotherapy/immunomodulatory biomarkers, including programmed death ligand-1 (PD-L1) and tumor mutation burden (TMB), in patients with lung cancer. Design.--The College of American Pathologists convened a panel of experts in non-small cell lung cancer and biomarker testing to develop evidence-based recommendations in accordance with the standards for trustworthy clinical practice guidelines established by the National Academy of Medicine. A systematic literature review was conducted to address 8 key questions. Using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approach, recommendations were created from the available evidence, certainty of that evidence, and key judgments as defined in the GRADE Evidence to Decision framework. Results.--Six recommendation statements were developed. Conclusions.--This guideline summarizes the current understanding and hurdles associated with the use of PD-L1 expression and TMB testing for immune checkpoint inhibitor therapy selection in patients with advanced non-small cell lung cancer and presents evidence-based recommendations for PD-L1 and tMb testing in the clinical setting. doi: 10.5858/arpa.2023-0536-CP), The advent of immune modulatory therapy has led to a radical shift in the treatment paradigm for patients with a wide range of cancers. The clinical impact of these therapies, [...]

This study contributes to the research in Early Childhood Education for Sustainability (ECEfS) by exploring a case study of two Western Australian early childhood education classes who welcomed an Indigenous Elder to share their expertise about the native plants in the schools' bush space. The findings from this study demonstrate the impact Indigenous perspectives had on teacher's and children's relationship with the bush and the development of their botanical literacies. Indigenous peoples in Australia, and across the world have botanical practices that have existed for tens of thousands of years. This study acknowledges botany as a settler colonial practice and contemplates changes to botanical practices and pedagogies that include Indigenous ways of knowing, being and doing.

During the COVID-19 pandemic, college faculty took many different actions to support student success during the transition to online instruction. However, the conclusions we draw about the "impact" of these adaptations and their implications for racial equity may vary depending on the outcome measures we examine. We explore this possibility through a mixed-methods study of 10 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations students noticed their instructors made early in the pandemic. Second, we use quantitative methods to uncover associations between these instructional adaptations and several student- and course level outcome variables. While all five instructional adaptations were perceived as beneficial by students, only two--"ensuring access to class resources" and "ensuring access to instructor time"--were significantly correlated with racially marginalized students' self-reported motivational and personal gains from their coursework. None of the adaptations were significantly associated with more equitable course outcomes, however. We discuss the implications of these findings and the differing narratives they imply for researchers, practitioners, and policymakers.

Community engagement has been named a research priority by the National Institutes of Health, and scholars are calling for community engagement as an approach to address racism and equity in science. Robust community-engaged research can improve research quality, increase inclusion of traditionally marginalized populations, broaden the impact of findings on real-life situations, and is particularly valuable for underexplored research topics. The goal of this paper is to describe lessons learned and best practices that emerged from community engagement in a multi-institution population health research consortium. We describe how a foundation was laid to enable community-engaged research activities in the consortium, using a staged and stepped process to build and embed multi-level community-engaged research approaches.. We staged our development to facilitate (a) awareness of community engagement among consortium members, (b) the building of solidarity and alliances, and (c) the initiation of long-term engagement to allow for meaningful research translation. Our stepped process involved strategic planning; building momentum; institutionalizing engagement into the consortium infrastructure; and developing, implementing, and evaluating a plan. We moved from informal, one-time community interactions to systematic, formalized, capacity-building reciprocal engagement. We share our speed bumps and troubleshooting that inform our recommendations for other large research consortia-including investing the time it takes to build up community engagement capacity, acknowledging and drawing on strengths of the communities of interest, assuring a strong infrastructure of accountability for community engagement, and grounding the work in anti-racist principles.

Wild pigs are among the most widespread invasive vertebrate species, having been introduced across the globe as a source of food and for sport hunting. Over the last few decades, the growing ecological and economic impacts of wild pigs have precipitated a shift in the perception and management of this species from a desired game animal to a destructive invasive species, resulting in substantial investments in wild pig management. Most notably, in 2014 the National Feral Swine Damage Management Program was established by the U.S. Congress, representing one of the most extensive management programs for a single invasive species in North America to date. This infusion of interest in wild pig control and resources to carry out these programs has spurred technological innovation, resulting in new and enhanced tools for locating, capturing, and removing wild pigs, as well as a surge in research on this species across its range. These investments have resulted in the elimination or presumed elimination of wild pigs from 12 U.S. States in the last decade. However, several significant hurdles remain that must be addressed to achieve long term success in the management of invasive wild pigs. The lack of unified management goals both within and between many agencies is probably the most important factor limiting widespread control efforts, as there is still no standardized legalized classification of this species in the U.S., and some states continue to actively manage wild pigs as a game species. The lack of concordance in management goals underscores the need for better educational programs targeting the public, legislators, and even wildlife professionals. Further, illegal movement of pigs remains a major contributor to the continued establishment of wild pig populations in new areas. As control efforts shift into states with abundant wild pig populations and an entrenched culture of wild pig hunting, new approaches to management, expanded educational campaigns, more unified management goals, and additional investments in control efforts will be needed. While complete elimination of wild pigs from their invasive range is unlikely, adoption of these strategies should facilitate further contraction of their range, benefiting native wildlife, ecosystems, and humans.

PURPOSE: Although maternal depression is associated with adverse outcomes in women and children, its relationship with lower urinary tract symptoms (LUTS) in offspring is less well-characterized. We examined the association between prenatal and postpartum maternal depression and LUTS in primary school-age daughters. DESIGN: Observational cohort study. SUBJECTS AND SETTING: The sample comprised 7148 mother-daughter dyads from the Avon Longitudinal Study of Parents and Children. METHOD: Mothers completed questionnaires about depressive symptoms at 18 and 32 weeks gestation and 21 months postpartum and their childrens LUTS (urinary urgency, nocturia, and daytime and nighttime wetting) at 6, 7, and 9 years of age. Multivariable logistic regression models were used to estimate the association between maternal depression and LUTS in daughters. RESULTS: Compared to daughters of mothers without depression, those born to mothers with prenatal and postpartum depression had higher odds of LUTS, including urinary urgency (adjusted odds ratio [aOR] range = 1.99-2.50) and nocturia (aOR range = 1.67-1.97) at 6, 7, and 9 years of age. Additionally, daughters born to mothers with prenatal and postpartum depression had higher odds of daytime wetting (aOR range = 1.81-1.99) and nighttime wetting (aOR range = 1.63-1.95) at 6 and 7 years of age. Less consistent associations were observed for depression limited to the prenatal or postpartum periods only. CONCLUSIONS: Exposure to maternal depression in the prenatal and postpartum periods was associated with an increased likelihood of LUTS in daughters. This association may be an important opportunity for childhood LUTS prevention. Prevention strategies should reflect an understanding of potential biological and environmental mechanisms through which maternal depression may influence childhood LUTS.

Abstract Microplastics (MPs) are widespread in oceans worldwide, posing a significant threat to aquatic ecosystems. The abundance of these particles in water is related to population density and urban development, functioning as a sink for MPs. However, the pollution levels due to the accumulation of MPs in the estuarine in Amazonian mangrove areas remain unknown. Here, we show that population density and fishing activities influence the distribution of MP pollution in these waters. We found the highest abundance of MPs in the inner (1.03 items/m3) and outer (0.82 items/m3) portions of the estuary, corresponding to the areas with the highest population density and fishing activity, respectively. The main morphological characteristics of MPs are fibers (89.8%), blue color (55.2%), and size of 1000–2000 μm (31.7%). The risk analysis showed a low level of danger, suggesting that the potential impact on the ecosystem is still small. Our results demonstrate that the presence of human populations and their fishing activities significantly influence the accumulation of MPs in the estuarine waters on the Amazon coast. Based on our findings, more sophisticated analysis using MPs’ spatial distribution models can be associated with hydrodynamic processes, aiming to define pollution hotspots and support the mitigation of their emerging negative effects. In addition, monitoring and generating valuable information are the main targets for developing comprehensive strategies to preserve biodiversity and sustainability in the Amazon coastal zone.

This study investigates the relationship between student engagement and peer review performance in an online data science course. Employing a mixed-methods approach, we analyzed quantitative data on peer review metrics (word count, sentiment, and complexity) and qualitative insights from student comments from 2019 to 2021. Our findings indicate a positive correlation between higher student grades and more detailed, positive peer reviews, as measured by word count, sentiment, and keyword matches. While the overall changes in engagement metrics were not statistically significant, trends suggest increased engagement over time. These findings contribute to a growing body of research on the effectiveness of peer review in online learning environments and highlight its potential to foster student development in data science. Future research should address limitations such as sample size and explore broader applications across diverse online courses. Supplementary materials for this article are available online.

Abstract Background In recent years, the African spiny mouse Acomys cahirinus has been shown to regenerate a remarkable array of severe internal and external injuries in the absence of a fibrotic response, including the ability to regenerate full-thickness skin excisions, ear punches, severe kidney injuries, and complete transection of the spinal cord. While skeletal muscle is highly regenerative in adult mammals, Acomys displays superior muscle regeneration properties compared with standard laboratory mice following several injuries, including serial cardiotoxin injections of skeletal muscle and volumetric muscle loss (VML) of the panniculus carnosus muscle following full-thickness excision injuries. VML is an extreme muscle injury defined as the irrecoverable ablation of muscle mass, most commonly resulting from combat injuries or surgical debridement. Barriers to the treatment of VML injury include early and prolonged inflammatory responses that promote fibrotic repair and the loss of structural and mechanical cues that promote muscle regeneration. While the regeneration of the panniculus carnosus in Acomys is impressive, its direct relevance to the study of VML in patients is less clear as this muscle has largely been lost in humans, and, while striated, is not a true skeletal muscle. We therefore sought to test the ability of Acomys to regenerate a skeletal muscle more commonly used in VML injury models. Methods We performed two different VML injuries of the Acomys tibialis anterior muscle and compared the regenerative response to a standard laboratory mouse strain, Mus C57BL6/J. Results Neither Acomys nor Mus recovered lost muscle mass or myofiber number within three months following VML injury, and Acomys also failed to recover force production better than Mus. In contrast, Acomys continued to express eMHC within the injured area even three months following injury, whereas Mus ceased expressing eMHC less than one-month post-injury, suggesting that Acomys muscle was primed, but failed, to regenerate. Conclusions While the panniculus carnosus muscle in Acomys regenerates following VML injury in the context of full-thickness skin excision, this regenerative ability does not translate to regenerative repair of a skeletal muscle.

A new species of Sesiidae, Carmenta brachyclados Sterling & Lees, 2024 is described from adult specimens, pupal exuviae and larval borings which were accidentally transported to South Wales, United Kingdom. DNA barcoding and morphological evidence shows that this species is native to the Neotropics, where it feeds in the seedpods of the leguminous tree, Mora excelsa Benth. (Fabaceae: Caesalpinioideae) and that it is related to a group of seed-feeding species of clearwing moths within the genus Carmenta Edwards, 1881, naturally occurring in the Neotropics and southern Nearctic, although C. mimosa Eichlin & Passoa, 1984 has been introduced in Australia and elsewhere as a biological agent.

Abstract Background Iron (Fe) deficiency affects 30–50% of the world’s population. Genetic biofortification of staple crops is a promising strategy for improving human nutrition, but the number of effective precision breeding targets for Fe biofortification is small. Upstream open reading frames (uORFs) are cis-regulatory elements within the 5’ leader sequence (LS) of genes that generally repress translation of the main open reading frame (mORF). Results We aligned publicly available rice (Oryza sativa L.) ribo-seq datasets and transcriptomes to identify putative uORFs within important Fe homeostasis genes. A dual luciferase assay (DLA) was used to determine whether these uORFs cause repression of mORF translation and pinpoint LS regions that can be mutated for mORF derepression. A translationally repressive uORF region was identified in two positive regulators of the Fe-deficiency response: IDEF1 and IDEF2. The IDEF2-uORF peptide was highly conserved among monocots and a mutation series in the 5’ LS of the wheat (Triticum aestivum L.) TaIDEF2-A1 gene demonstrated variable mORF derepression. Conclusions Together these results reveal a possible regulatory mechanism by which IDEF2 transcription factors modulate the Fe deficiency response in monocots, and highlight novel precision breeding targets to improve crop nutrition and abiotic stress tolerance.

This study provides insight into the role of affinity groups within educational environments focusing on the perspectives of school counseling practitioners who facilitate these groups. Affinity groups, designed to bring together students with shared identities or interests, serve as spaces for supportive dialogue, learning, and empowerment. The research study utilizes a qualitative, descriptive phenomenological approach to capture the subjective realities shaped by participants' unique intersecting identities and social contexts. Through in-depth narratives gathered from consenting school counseling practitioners, the study addresses key questions about the definition, operationalization, and implementation of affinity groups in educational settings. The analysis identifies six consistent themes: affinity groups at the Tier 1 level, evaluation, connection, agency, stigma, and safety. Participants' individual stories enrich the exploration of these themes, shedding light on the varied experiences within affinity spaces in educational environments.

Mental health is an emerging area of interest in sport, but there is a paucity of educational initiatives in sport management curricula to train the next generation of sport managers to address the mental health needs of athletes, a type of knowledge that the mental health literature operationalizes as mental health literacy. One goal of accrediting bodies such as the Commission on Sport Management Accreditation is for excellence in sport management education; thus, due to the changing landscape of sport, sport management curricula should incorporate mental health literacy competencies. This educational research review provides justification for the inclusion of mental health literacy competencies in sport management curricula and accreditation standards, as well as pedagogical strategies for implementation.

Educational professionals (e.g., special educators, general educators, administrators, related service providers) play an important role in promoting engagement with parents during the development of individualized education programs (IEPs). For this study, we conducted semi-structured interviews to evaluate parents' (n = 16) perceptions of interactions with professionals that improve IEP development. Through a qualitative analysis, we identified the following themes: (a) proactive and transparent communication during planning, (b) welcoming and understandable meetings, (c) compliant and data-driven documentation, (d) effective and individualized services, and (e) development of trust and shared power throughout process. Our findings offer practical suggestions for enhancing parent-professional partnerships and increasing collaboration to improve services for students with disabilities.

This qualitative study used BlackCrit theory to elucidate how white supremacist thinking plays out in Black teachers' perceptions of and practices with students with chronic disciplinary patterns. Black teachers' perceptions of Black students are critical to understand because Black students experience disciplinary actions, classroom push-outs, and special education referrals at a disproportionate rate. Internalized racism and racial battle fatigue are consequences of racism experienced by Black educators. Their daily experiences with racism impact how they interact with and view their Black students.

While educators have limited control over the broader geo-political challenges and physical violence affecting school safety, mental and emotional distress that students experience must also be considered. There are ways to keep children safe and calm fears in the face of the growing unease associated with school shootings in the United States, where gun violence is the leading cause of death among children. As teachers receive very little training in how to respond to trauma, this article describes six ways they can address the anxiety that stems from gun violence and help students feel comfortable again at school.

Building a diverse laboratory that is equitable is critical for the retention of talent and the growth of trainees professionally and personally. Here, we outline several strategies including enhancing understanding of cultural competency and humility, establishing laboratory values, and developing equitable laboratory structures to create an inclusive laboratory environment to enable trainees to achieve their highest success.