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Clearly defined professional standards result in better prepared professionals who positively impact outcomes for children and families by ensuring an effective workforce. This article describes the evolution of early intervention early/childhood special education preparation standards from the on-the-job competencies of the 1960s to the historic 2020 Initial Practice-Based Professional Standards for Early Interventionists/Early Childhood Special Educators (EI/ ECSE Standards), in concert with the evolution of the profession itself. Influencing factors include (a) changes in federal legislation and policy, (b) ages and characteristics of children served, (c) growing knowledge of effective practices, (d) collaboration with other disciplines, and (e) ongoing advocacy for EI/ ECSE as a profession. The article concludes with a vision for using the EI/ECSE Standards to guide the future local, state, and national agenda of the profession around preservice preparation and accreditation, professional development, state and federal policy, cross-disciplinary collaboration, and standards-informed research.

The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that are present on our campus today. This institutional case study highlights the role that capacity-building plays in capability development and professional learning for faculty and students alike to support effective teaching practice across diverse delivery modes.

Engaging students in the reading process is challenging when they are unable to connect to texts. It is important to provide inclusive and diverse texts (IDTs) in the language arts curriculum. To promote a positive reading experience, all students need to read IDTs with non-stereotypical depictions of girls, women, people of Color, and more. This is challenging when obstacles such as limited resources, a lack of teacher preparation to meet challenges, and stakeholder opposition to "non-traditional" literature may hinder educators' efforts to include IDTs. Using effective instructional strategies, increasing home and school literacy connections, and providing focused teacher training can help overcome these obstacles. Literary texts that reflect multiple identities will promote a more equitable representation of all students within the classroom community. This paper discusses possible strategies and approaches for including and engaging with IDTs and resources educators can use to address instructional challenges and find high-quality texts.

Although aqueous microdroplets have been shown to exhibit enhanced chemical reactivity compared to bulk solutions, mechanisms for these enhancements are not completely understood. Here we combine experimental measurements and kinetic modeling to show the strong coupling of interfacial reactions and gas/droplet partitioning in the condensation reaction of pyruvic acid (PA) to yield zymonic acid (ZA) in acidic aqueous microdroplets. Experimental analysis of single microdroplets reveals the substantial influence of evaporation of PA and partitioning of water on the size-, relative humidity (RH)- and temperature-dependent sigmoidal reaction kinetics for the condensation reaction. A newly developed diffusion-reaction-partitioning model is used to simulate the complex kinetics observed in the microdroplets. The model can quantitatively predict the size and compositional changes as the reaction proceeds under different environmental conditions, and provides insights into how microdroplet reactivity is controlled by coupled interfacial reactions and the gas-phase partitioning of PA and water. Importantly, the kinetic model best fits the data when an autocatalytic step is included in the mechanism, i.e. a reaction step where the product, ZA, catalyzes the interfacial condensation reaction. Overall, the dynamic nature of aqueous microdroplet chemistry and the coupling of interfacial chemistry with gas-phase partitioning are demonstrated. Furthermore, autocatalysis of small organic molecules at the air-water interface for aqueous microdroplets, shown here for the first time, has implications for several fields including prebiotic chemistry, atmospheric chemistry and chemical synthesis.

As mental health concerns coupled with inadequate supports have been described as reaching crisis proportions in autistic people, there is a pressing need for accessible and effective support systems. While self-compassion has shown various benefits in the general population, its application in supporting autistic individuals remains limited. This study investigated the experiences of 39 autistic adults who participated in an autism-specific online self-compassion program. The program included a series of five modules which incorporated psychoeducation, meditation, and self-reflective exercises that were completed over a 5-week period. Qualitative data was collected through weekly check-ins and a post-program survey, which underwent thematic analysis through the lens of an autistic researcher resulting in four key themes: the positive impact of self-compassion, challenges faced during the program, recognizing self-compassion as a journey, and the value of program adaptations. These findings shed light on the experiences of autistic adults engaging with self-compassion interventions, highlighting both the benefits and barriers they encountered. The study underscores the importance of developing tailored interventions that consider the unique needs and perspectives of autistic individuals to promote improved mental health outcomes and foster inclusivity.

In Victoria, Australia, senior secondary mathematics students are expected to use technology and thus need to make decisions about using pen-and-paper (P&P) or technology when solving mathematics problems. The predominant technology is a Computer Algebra System (CAS). This study investigated the beliefs about CAS held by twelve Year 11 students as they learnt to use CAS and whether these beliefs were stable over time. These students held a range of beliefs related to the usefulness of CAS, speed of CAS compared to P&P, whether CAS is proper mathematics, choice of CAS or P&P, ease of use, the correctness of answers and solving problems in Mathematical Methods (i.e. the mathematics subject studied). Beliefs are often described as being stable (e.g. McLeod, 1992), but some researchers stress stability needs to be determined empirically rather than being seen as a characteristic of beliefs (e.g. Liljedahl et al., 2012). For this sample of students, stability (rather than instability) is a feature of students' beliefs about CAS.

Autism disclosure can be a complicated decision that autistic people experience. Positive outcomes can include feelings of acceptance and support, but negative outcomes can include stigma and discrimination. Although a surge in research on this topic has led to more understanding around autism disclosure, the methodologies used may have limited who was contributing to the conversation and data. To overcome this, we analyzed 3 years (2020-2022) of social media data (Reddit and Twitter) as this was public information that did not rely on researcher data collection. Reflexive thematic analysis of 3121 posts led to the generation of four themes: People do not understand autism (with experiences related to employment, dating, healthcare and mental health), autistic people just want privacy and respect, autistic people can lead us forward and non-autistic people need to assume more responsibility. We discuss how autistic adults experience the impact of society's lack of understanding of autism on a daily basis whether they disclose or not, and that it is everybody's responsibility to challenge negative stereotypes and promote a more inclusive society.

Autistic people's perceptions of their interactions with criminal justice professionals are predominantly negative; however, little is known about the state of interactions on a global scale. To further understanding, a comprehensive stakeholder questionnaire was created. Aspects of reliability and validity including evidence for test content and internal structure were gathered using expert reviews, cognitive interviewing, pilot data collection, and a larger data collection effort (N = 1618). Data was gathered from the autism community through perspectives of parents/caregivers as well as from self-reported autistic adults. Criminal justice professionals included law enforcement officers, corrections professionals, probation and parole officers, forensic psychologists and legal professionals. The scale development process was detailed in order to sufficiently document the initial psychometric evidence and share the steps taken to gain diverse stakeholder input. This study is a critical first step in generating further information to facilitate policy and program development with wide applicability.

Solid-water interfaces are crucial for clean water, conventional and renewable energy, and effective nuclear waste management. However, reflecting the complexity of reactive interfaces in continuum-scale models is a challenge, leading to oversimplified representations that often fail to predict real-world behavior. This is because these models use fixed parameters derived by averaging across a wide physicochemical range observed at the molecular scale. Recent studies have revealed the stochastic nature of molecular-level surface sites that define a variety of reaction mechanisms, rates, and products even across a single surface. To bridge the molecular knowledge and predictive continuum-scale models, we propose to represent surface properties with probability distributions rather than with discrete constant values derived by averaging across a heterogeneous surface. This conceptual shift in continuum-scale modeling requires exponentially rising computational power. By incorporating our molecular-scale understanding of solid-water interfaces into continuum-scale models we can pave the way for next generation critical technologies and novel environmental solutions.

Nitrous acid (HONO) is a key molecule in the reactive nitrogen cycle. However, sources and sinks for HONO are not fully understood. Particulate nitrate photochemistry has been suggested to play a role in the formation of HONO in the marine boundary layer (MBL). Here we investigate the impact of marine relevant organic compounds on HONO formation from aqueous nitrate photochemistry. In particular, steady-state, gas-phase HONO yields were measured from irradiated nitrate solutions at low pH containing marine-dissolved organic matter (m-DOM). m-DOM induces a nonlinear increase in HONO yield across all concentrations compared to that for pure nitrate solutions, with rates of HONO formation increasing by up to 3-fold when m-DOM is present. Furthermore, to understand the potential synergistic effects that may occur within complex samples such as m-DOM, mixtures of chromophoric (light-absorbing) and aliphatic (non-light-absorbing) molecular proxies were utilized. In particular, mixtures of 4-benzoylbenzoic acid (4-BBA) and ethylene glycol (EG) in acidic aqueous solutions containing nitrate showed more HONO upon irradiation compared to solutions containing only one of the molecular proxies. This suggests that synergistic effects in the HONO formation can occur in complex organic samples. Atmospheric implications of the results presented here are discussed.

Phenol, a common semi-volatile compound associated with different emissions including from plants and biomass burning, as well as anthropogenic emissions and its derivatives, are important components of secondary organic aerosols (SOAs). Gas and aqueous phase reactions of phenol, in the presence of photochemical drivers, are fairly well understood. However, despite observations showing aromatic content within SOA size and mass increases during dust episodes, the heterogeneous reactions of phenol with mineral dusts are poorly understood. In the current study, surface reactions of phenol at the gas/solid interface with different components of mineral dust including SiO2, α-Fe2O3, and TiO2 have been investigated. Whereas reversible surface adsorption of phenol occurs on SiO2 surfaces, for both α-Fe2O3 and TiO2 surfaces, phenol reacts to form a wide range of OH substituted aromatic products. For α-Fe2O3 surfaces that have been nitrated by gas-phase reactions of nitric acid prior to exposure to phenol, unique compounds form on the surface including nitro-phenolic compounds. Moreover, additional surface chemistry was observed when adsorbed nitro-phenolic products were exposed to gas-phase SO2 as a result of the formation of adsorbed nitrite from nitrate redox chemistry with adsorbed SO2. Overall, this study reveals the extensive chemistry as well as the complexity of reactions of prevalent organic compounds leading to the formation of SOA on mineral surfaces.

BACKGROUND: Epidemiological findings regarding the association of particulate matter ≤2.5 μm (PM2.5) exposure with hypertensive disorders in pregnancy (HDP) are inconsistent; evidence for HDP risk related to PM2.5 components, mixture effects, and windows of susceptibility is limited. We aimed to investigate the relationships between HDP and exposure to PM2.5 during pregnancy. METHODS AND FINDINGS: A large retrospective cohort study was conducted among mothers with singleton pregnancies in Kaiser Permanente Southern California from 2008 to 2017. HDP were defined by International Classification of Diseases-9/10 (ICD-9/10) diagnostic codes and were classified into 2 subcategories based on the severity of HDP: gestational hypertension (GH) and preeclampsia and eclampsia (PE-E). Monthly averages of PM2.5 total mass and its constituents (i.e., sulfate, nitrate, ammonium, organic matter, and black carbon) were estimated using outputs from a fine-resolution geoscience-derived model. Multilevel Cox proportional hazard models were used to fit single-pollutant models; quantile g-computation approach was applied to estimate the joint effect of PM2.5 constituents. The distributed lag model was applied to estimate the association between monthly PM2.5 exposure and HDP risk. This study included 386,361 participants (30.3 ± 6.1 years) with 4.8% (17,977/373,905) GH and 5.0% (19,381/386,361) PE-E cases, respectively. In single-pollutant models, we observed increased relative risks for PE-E associated with exposures to PM2.5 total mass [adjusted hazard ratio (HR) per interquartile range: 1.07, 95% confidence interval (CI) [1.04, 1.10] p < 0.001], black carbon [HR = 1.12 (95% CI [1.08, 1.16] p < 0.001)] and organic matter [HR = 1.06 (95% CI [1.03, 1.09] p < 0.001)], but not for GH. The population attributable fraction for PE-E corresponding to the standards of the US Environmental Protection Agency (9 μg/m3) was 6.37%. In multi-pollutant models, the PM2.5 mixture was associated with an increased relative risk of PE-E ([HR = 1.05 (95% CI [1.03, 1.07] p < 0.001)], simultaneous increase in PM2.5 constituents of interest by a quartile) and PM2.5 black carbon gave the greatest contribution of the overall mixture effects (71%) among all individual constituents. The susceptible window is the late first trimester and second trimester. Furthermore, the risks of PE-E associated with PM2.5 exposure were significantly higher among Hispanic and African American mothers and mothers who live in low- to middle-income neighborhoods (p < 0.05 for Cochrans Q test). Study limitations include potential exposure misclassification solely based on residential outdoor air pollution, misclassification of disease status defined by ICD codes, the date of diagnosis not reflecting the actual time of onset, and lack of information on potential covariates and unmeasured factors for HDP. CONCLUSIONS: Our findings add to the literature on associations between air pollution exposure and HDP. To our knowledge, this is the first study reporting that specific air pollution components, mixture effects, and susceptible windows of PM2.5 may affect GH and PE-E differently.

Children at the beginning of their formal educational experiences are developing cognitively, socially, and emotionally. However, due to the ramifications of the COVID-19 pandemic, many children are behind in these developmental areas. Self-awareness is a foundation of students' understandings of themselves and the world around them. Without a greater perception of self-awareness, children learning to read in the primary grades might struggle in self-efficacy and motivation, and a lack of self-awareness can even affect students' understandings of texts in later grades. This article focuses on how teachers can use children's literature to discuss socioemotional components and to help students recognize who they are as learners and readers.

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.

Fluorescent proteins (FPs) are ubiquitous tools in research, yet their endogenous functions in nature are poorly understood. In this work, we describe a combination of functions for FPs in a clade of intertidal sea anemones whose FPs control a genetic color polymorphism together with the ability to combat oxidative stress. Focusing on the underlying genetics of a fluorescent green "Neon" color morph, we show that allelic differences in a single FP gene generate its strong and vibrant color, by increasing both molecular brightness and FP gene expression level. Natural variation in FP sequences also produces differences in antioxidant capacity. We demonstrate that these FPs are strong antioxidants that can protect live cells against oxidative stress. Finally, based on structural modeling of the responsible amino acids, we propose a model for FP antioxidant function that is driven by molecular surface charge. Together, our findings shed light on the multifaceted functions that can co-occur within a single FP and provide a framework for studying the evolution of fluorescence as it balances spectral and physiological functions in nature.

Over the past two decades Biomedical Engineering has emerged as a major discipline that bridges societal needs of human health care with the development of novel technologies. Every medical institution is now equipped at varying degrees of sophistication with the ability to monitor human health in both non-invasive and invasive modes. The multiple scales at which human physiology can be interrogated provide a profound perspective on health and disease. We are at the nexus of creating avatars (herein defined as an extension of digital twins) of human patho/physiology to serve as paradigms for interrogation and potential intervention. Motivated by the emergence of these new capabilities, the IEEE Engineering in Medicine and Biology Society, the Departments of Biomedical Engineering at Johns Hopkins University and Bioengineering at University of California at San Diego sponsored an interdisciplinary workshop to define the grand challenges that face biomedical engineering and the mechanisms to address these challenges. The Workshop identified five grand challenges with cross-cutting themes and provided a roadmap for new technologies, identified new training needs, and defined the types of interdisciplinary teams needed for addressing these challenges. The themes presented in this paper include: 1) accumedicine through creation of avatars of cells, tissues, organs and whole human; 2) development of smart and responsive devices for human function augmentation; 3) exocortical technologies to understand brain function and treat neuropathologies; 4) the development of approaches to harness the human immune system for health and wellness; and 5) new strategies to engineer genomes and cells.

Framed by Bakhtinian theories of authoritative discourse and heteroglossia, this study examines perceptions of a Science-of-Reading-based state reading initiative five years into implementation. Using interview transcripts, researchers engaged in polyphonic analysis to bring the voices of teachers, reading interventionists, parents, administrators, and state department of education officials into created dialogue. Findings from this qualitative study suggest there were contrasting perspectives about reading and the SRI, that many participants felt the initiative narrowed reading instruction and constrained teachers' agency, and that, overall, there have been limited opportunities for dialogue about the initiative. Findings demonstrate that a narrow view of reading research may silence and delegitimize some stakeholder voices. This state's goal of sharpening the focus of reading instruction led to instruction that was perceived by some stakeholders as narrow, boring, and meaningless, unlikely to create the statewide culture of reading that was targeted. Implications for this and future state reading initiatives point to the value of dialogue among varied stakeholders, which might allow for the idiosyncrasies of the teaching and learning of reading and writing to be addressed.

Purpose: Poetic inquiry is an approach that promotes alternate perspectives about what research means and speaks to more diverse audiences than traditional forms of research. Across academia, there is increasing attention to decolonising research. This reflects a shift towards research methods that recognise, acknowledge and appreciate diverse ways of knowing, being and doing. The purpose of this paper is to explore the different ways in which poetic inquiry communicates parallax to further decolonise knowledge production and dissemination and centre First Nations' ways of knowing, being and doing. Design/methodology/approach: This manuscript presents two First Nations' perspectives on a methodological approach that is decolonial and aligns with Indigenous ways of knowing, being and doing. In trying to frame this diversity through Indigenous standpoint theory (Foley, 2003), the authors present two First Nation's women's autoethnographic perspectives through standpoint and poetics on the role of poetic inquiry and parallax in public pedagogy and decolonising research (Fredericks et al., 2019; Moreton-Robinson, 2000). Findings: The key to understanding poetic inquiry is parallax, the shift in an object, perspective or thinking that comes with a change in the observer's position or perspective. Challenging dominant research paradigms is essential for the continued evolution of research methodologies and to challenge the legacy that researchers have left in colonised countries. The poetic is often invisible/unrecognised in the broader Indigenist research agenda; however, it is a powerful tool in decolonial research in the way it disrupts core assumptions about and within research and can effectively engage with those paradoxes that decolonising research tends to uncover. Practical implications: Poetic inquiry is not readily accepted in academia; however, it is a medium that is well suited to communicating diverse ways of knowing and has a history of being embraced by First Nations peoples in Australia. Embracing poetic inquiry in qualitative research offers a unique approach to decolonising knowledge and making space for Indigenous ways of knowing, being and doing. Social implications: Poetic inquiry offers a unique approach to centring First Nations voices, perspectives and experiences to reduce hegemonic assumptions in qualitative research. Originality/value: Writing about poetic inquiry and decolonisation from a First Nations' perspective using poetry is a novel and nuanced approach to discussions around First Nations ways of knowing, being and doing.

How do we dwell tenderly in the ruins of the modern university? This paper engages a hopeful, collaborative, and sensory methodology to imagine possibilities for research and researcher. As academic women navigating the decay of the neoliberal university amid the shadowy spectre of the 'ideal' academic, we explore our lived experiences, identities, and questions. For us, managing modernity's disorientation and dislocation means showing up differently, with new tools, new theoretical frames, and new ways of relating. From our experiential and aesthetic inquiry, tendrils of possibility for what research does, has been, is, and could be, are emerging. Our dwelling together (co-sensing in radical tenderness) helps us see beyond the thicket of institutional requirements towards a more hopeful and collective existence -- for if the sense of separation instilled by modernity is a social disease, healing must be a communal endeavour.

Purpose: The purpose of this study was to examine curricular innovation in accounting using multivariate analysis of variance (MANOVA) and t-test to measure the effects of transformative sustainability education in accounting on the attitudes of male and female undergraduate accounting students at a public university in the southwestern USA toward the four sustainable development dimensions of environment, economy, society and education. Design/methodology/approach: A quasi-experimental research methodology using data from a convenience sample of 157 accounting students' responses to an online Qualtrics survey compared the attitudes of male and female undergraduate accounting students who had sustainability education in accounting to those who did not toward the four aspects of environment, economy, society and education for sustainable development using correlation, MANOVA, independent- and paired-samples t-tests. Findings: While there were no significant differences between the male and female accounting students' attitudes who had sustainability education and those who did not, there were significant differences between some dimensions of sustainable development with medium effect sizes, and correlations between the students' attitudes were moderate, positive and significant. Research limitations/implications: This study was relatively small and conducted at one university, but the results indicated that the students consider sustainability education valuable to their future careers, which is important for future curriculum development. Originality/value: This study showed that transformative sustainability education does not produce gender differences in students' attitudes toward sustainable development.

One of the most vital forms of dialogue for a novice teacher is the inner dialogue of reflective practice. The purpose of this study was to investigate if and how blogging supports the ability of preservice teachers (PSTs) to reflect on their student teaching experience. Findings suggest that blogging may serve as both response and stimuli, providing a structure for interns to consider past and future practice. Perspective taking also seemed prompted by self-questioning. Photos within blog posts may serve as semiotic mediators, offering reflective cues. Furthermore, blogging may offer opportunities for PSTs to process and regulate emotion, important in a profession strained by burnout.

Across colleges and universities, there is a need to foster campus leadership that is diverse, responsive, and effective. In the face of these needs, there is a lack of current research about how newly appointed campus leaders develop and enact their leadership practices in support of higher education institutions and their members. The purpose of this qualitative study, guided by Feminist Organization Theory, was to generate knowledge about women's approaches to new leadership roles in today's higher education environment. Interviews with women with scholarly backgrounds in higher education administration who had taken on new leadership roles generated the emergent Institutional-Individual Leadership Model, which should be tested and refined through further research.