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The word avionics is a blend of aviation and electronics and represents the electronic systems used on aircraft. This article identifies which factors might affect production box recurring costs for [...]

Many conceive of the shape of the book of Judges as a downward spiral with each leader getting worse, culminating in the horrific events of Judg 19-21. Proponents of this reading suggest that the judges can be evaluated by how closely they imitate their predecessors and the so-called judges cycle in Judg 2:11- 19. In this article, I provide a historical survey to show that this interpretation originates during the literary turn in biblical studies and argues for a coherent literary reading in contrast to the source-critical approaches of the twentieth century. Since then, however, the downward spiral has become a cliche. Using eight tests, I argue that this reading is not substantiated through close textual analysis, and therefore Judges is better understood as a creatively curated anthology of stories set in a particular moral-literary world. The book demonstrates an ideological cohesion between the narratives but resists descriptions of linear progression along a particular theme (e.g., moral deterioration). Each of the main narratives (3:7- 21:28) can be read on its own terms without the meaning being overdetermined by position or structure. Instead, Judges finds its narrative and ideological coherence through its anthology because each story is set within the same moral universe/narrative world., The book of Judges is often understood as a series of cyclical narratives arranged to depict Israel's deteriorating morality. Though the book exhibits signs of multistage editorial activity, numerous studies [...]

Machine learning (ML) methods are proliferating in scientific research. However, the adoption of these methods has been accompanied by failures of validity, reproducibility, and generalizability. These failures can hinder scientific progress, lead to false consensus around invalid claims, and undermine the credibility of ML-based science. ML methods are often applied and fail in similar ways across disciplines. Motivated by this observation, our goal is to provide clear recommendations for conducting and reporting ML-based science. Drawing from an extensive review of past literature, we present the REFORMS checklist (recommendations for machine-learning-based science). It consists of 32 questions and a paired set of guidelines. REFORMS was developed on the basis of a consensus of 19 researchers across computer science, data science, mathematics, social sciences, and biomedical sciences. REFORMS can serve as a resource for researchers when designing and implementing a study, for referees when reviewing papers, and for journals when enforcing standards for transparency and reproducibility.

University supervision of teacher candidates is a well-recognized component of teacher preparation. However, teacher education has long devalued supervision, largely relying upon retired teachers, administrators, and graduate students to serve as supervisors, often with little training or support. Although clinical practice has received increased focus among accrediting bodies, supervision as a field of scholarship and practice continues to receive little support within institutions or attention in teacher education. As supervision practitioners and scholars, the three authors engaged in collaborative self-study, sharing and interrogating professional autobiographies and narratives related to supervision, to make sense of institutional and professional contexts and to interrogate the tensions of practice and legitimacy surrounding supervision in teacher education. Together, we acknowledged the complexity of supervision, challenged dominant narratives of supervision institutionally and professionally, and constructed new spaces of supervisory practice and learning. Learning from our experiences, teacher educators can better understand how to prepare and support future supervision scholars and practitioners.

Does knowledge of other people's minds grow from concrete experience to abstract concepts? Cognitive scientists have hypothesized that infants' first-person experience, acting on their own goals, leads them to understand others' actions and goals. Indeed, classic developmental research suggests that before infants reach for objects, they do not see others' reaches as goal-directed. In five experiments (N = 117), we test an alternative hypothesis: Young infants view reaching as undertaken for a purpose but are open-minded about the specific goals that reaching actions are aimed to achieve. We first show that 3-month-old infants, who cannot reach for objects, lack the expectation that observed acts of reaching will be directed to objects rather than to places. Infants at the same age learned rapidly, however, that a specific agent's reaching action was directed either to an object or to a place, after seeing the agent reach for the same object regardless of where it was, or to the same place regardless of what was there. In a further experiment, 3-month-old infants did not demonstrate such inferences when they observed an actor engaging in passive movements. Thus, before infants have learned to reach and manipulate objects themselves, they infer that reaching actions are goal-directed, and they are open to learning that the goal of an action is either an object or a place.

Numerous studies have found that selective attention affects category learning. However, previous research did not distinguish between the contribution of focusing and filtering components of selective attention. This study addresses this issue by examining how components of selective attention affect category representation. Participants first learned a rule-plus-similarity category structure, and then were presented with category priming followed by categorization and recognition tests. Additionally, to evaluate the involvement of focusing and filtering, we fit models with different attentional mechanisms to the data. In Experiment 1, participants received rule-based category training, with specific emphasis on a single deterministic feature (D feature). Experiment 2 added a recognition test to examine participants' memory for features. Both experiments indicated that participants categorized items based solely on the D feature, showed greater memory for the D feature, were primed exclusively by the D feature without interference from probabilistic features (P features), and were better fit by models with focusing and at least one type of filtering mechanism. The results indicated that selective attention distorted category representation by highlighting the D feature and attenuating P features. To examine whether the distorted representation was specific to rule-based training, Experiment 3 introduced training, emphasizing all features. Under such training, participants were no longer primed by the D feature, they remembered all features well, and they were better fit by the model assuming only focusing but no filtering process. The results coupled with modeling provide novel evidence that while both focusing and filtering contribute to category representation, filtering can also result in representational distortion.

Purpose: Using point-of-care ultrasound (POCUS) to diagnose abdominal aortic aneurysm (AAA) is an essential skill in emergency medicine (EM). While simulation-based POCUS education is commonly used, the translation to performance in the emergency department (ED) is unknown. We investigated whether adding case-based simulation to an EM residency curriculum was associated with changes in the quantity and quality of aorta POCUS performed by residents in the ED.Methods: A case-based simulation was introduced to resident didactics at our academic, Level I trauma center. A case of undifferentiated abdominal pain was presented, which required examination of an ultrasound phantom to diagnose an AAA, with a hands-on didactic. We compared the quantity, quality, and descriptive analyses of aorta POCUS performed in the ED during the four months before and after the simulation.Results: For participating residents (17/32), there was an 86% increase in total studies and an 80%increase in clinical studies. On an opportunity-adjusted, per-resident basis, there was no significant difference in median total scans per 100 shifts (4.4 [interquartile range (IQR) 0–15.8 vs 8.3 [IQR] 3.3–23.6, P = 0.21) or average total quality scores (3.2 ± 0.6 vs 3.2 ± 0.5, P = 0.92). The total number of limited or inadequate studies decreased (43% vs 19%, P = 0.02), and the proportion of scans submitted by interns increased (7% vs 54%, P =

This paper seeks to improve the cost estimating piece of the resource management function for defense satellites. It provides guidelines to facilitate data selection decisions when developing satellite Cost Estimating Relationships (CERs). Over the years, there have been transformations in satellite sizes, shapes, orbits, and mission requirements. Cost practitioners must make decisions on how to model and/or segregate data by these characteristics when developing their estimates. This paper provides a flowchart for practitioners to follow when making data decisions for their CERs. It is recommended that cost practitioners initially filter by mission or orbit types. The subsequent level of separation suggests filtering based on shape, but the loss of data points may make this infeasible in some instances. Satellite size is also considered, but not recommended.

Background: MicroRNAs (miRNAs) show promise as blood-based tumor markers for germ cell tumors (GCTs), with miRNA-371-3p being the most studied. The marginal benefit of including other candidate miRNAs to aid with the management of testicular GCTs remains unclear. Objective: To assess the performance of our combined miRNA assay (371a-3p and 372-3p) in patients with clinically localized testicular masses. Design, setting, and participants: This was a retrospective review of patients prospectively enrolled in an ongoing protocol collecting serum miR-371a-3p and miR-372-3p levels (together, Memorial Sloan Kettering Cancer Center [MSK] miRNA assay [MMA]) in patients with a suspected or diagnosed testicular GCT. Outcome measurements and statistical analysis: The coprimary outcomes of interest were sensitivity and specificity of miR-371a-3p and 372-3p, individually and together, to detect nonteratomatous GCTs in the orchiectomy specimen. Secondary outcomes included additional assay diagnostic parameters, the relationship of patient and disease factors with variations in miRNA levels, and temporal patterns of miRNA normalization after orchiectomy. Results and limitations: Sixty-two patients were included, 52 had a viable GCT at orchiectomy, and ten had no cancer or a non-GCT. Forty-six patients with a GCT had positive preorchiectomy MMA (sensitivity 88.5% [95% confidence interval {CI}: 79.8, 97.2]), and one patient had positive preorchiectomy MMA but no GCT (specificity 90.0% [95% CI: 71.4, 100]). The diagnostic performance of miR-371a-3-p and miR-372-3p was similar. The time for miRNA to decrease to undetectable levels varied, with some patients having positive levels up to 3 wk after orchiectomy. Conclusions: The biomarkers miR-371a-3p and miR-372-3p demonstrated high sensitivity and specificity for localized testicular GCTs, but causes of variation in relative miRNA levels and time to normalization for individual patients remain unclear. Patient summary: We studied the ability of the blood-based biomarkers miR-371a-3p and miR-372-3p to detect testicular cancer (germ cell tumors) in patients with small testicular masses. We found that together and individually these were sensitive and specific for testicular cancer.

Leadership development in higher education remains lacking, with most leadership development the result of learning on-the-job. Understanding and navigating the leadership challenges of increasingly complex higher education environments is even more demanding in colleges of education facing unprecedented pressures from outside and inside the institution. Given that little training exists for teacher education leaders, they often find themselves experiencing tensions related to how to facilitate teacher education reform as they learn on-the-job. In this self-study, we developed a reciprocal mentoring relationship that helped us unpack tensions related to our experiences as teacher education leaders. Two tensions were explored in this study, the tensions of "action and intent" and "valuing and reconstructing experience." Investigating these two tensions resulted in two findings related to our transition into leadership. First, we found that leadership required exhibiting care and an ability to navigate the divides and challenges that can inhibit teacher education reform. Second, leaders learn and develop leadership practices over time, such as providing clear communication and understanding faculty roles in change and transformation. Learning to embrace successes while learning from challenges affords teacher education leaders opportunities to re/construct pictures of the self as leader through shifting interpretations of leadership, experiencing challenges in promoting change, and building new/existing programs to improve teacher education. These findings hold implications for teacher education leadership as they help make visible the challenges of teacher education leadership roles and the importance of faculty-leadership collaboration in teacher education program reform.

In an era defined by educational reform, teacher education requires strong, informed, and reflective leadership. Although teacher education faculty leadership is essential to reform, identifying and supporting the development of teacher educators who assume administrative leadership positions remains critical. Unfortunately, the transition into academic leadership often lacks training and support, leaving leaders isolated and learning as they lead. In this study, the authors -- leaders at different institutions with different leadership roles as dean and program director -- used self-study methods to explore questions related to teacher education leadership. Specifically, we found that reform-minded teacher education leaders should find professional fit in the programs and institutions they lead, find ways to maintain their work as teacher educator-scholars, have a willingness to express uncertainties related to their work as leaders, and learn to facilitate and support change in teacher education. Implications include a need for teacher education leadership training and mentoring, as well as providing space for leaders to support one another across institutions and ranks.