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This article describes an inquiry project in a pre-kindergarten program at a laboratory school at a public university. The Dance Project took form in the pre-kindergarten class at the laboratory school for a public university's early childhood education program. Fourteen imaginative and highly active 4- and 5-year-old children attended the program, five half-days each week. Through the dance and writing project, children learned that their movements could be represented in print. They learned that the order in which the symbols are written determines the action taken by the reader/dancer, and that writing it down can preserve a good idea and communicate clearly to another what to do and how to do it. They learned about the importance of consistently reading and writing from left to right for the work to be meaningful. They also learned that it is important to consider the dancer when creating dances. Through the Dance Project, children generated a new genre to both write and read, one previously unconsidered by their teachers. The project raised many questions for teachers, helping the authors think about text in new ways. Some research suggests that when primary-grade children have experiences with different genres of text, their own writing production is affected (Duke & Bennett-Armistead, 2003); little is known, however, about younger children's engagement in different genres. The writing produced in the Dance Project represents a genre of text previously under-represented in the classroom. Classroom suggestions for promoting dance and writing among students are presented.

The waste management strategies that have been implemented by the California Integrated Waste Management Board for an efficient management of the organic materials are highlighted in the article. The management strategies help in removing the compost able organic materials from the landfills, hence reducing the greenhouse gas emissions and climate change-taking place in the state.

Rationale: Effective interventions to prevent burnout among intensive care unit (ICU) clinicians are urgently needed. Death cafés, group discussions about death, build a sense of community and create a space for reflection on distressing events. Objective: To assess whether participation in regular death cafés can prevent burnout in ICU clinicians (physicians, nurses, pharmacists, therapists). Methods: A randomized clinical trial was conducted from July 2020 to December 2022 in 10 ICUs in Louisiana. Subjects were randomized to attend four psychotherapist-facilitated virtual death cafés or to a control arm. The primary outcome was burnout defined by the Maslach Burnout Inventory-Human Services Survey at 6 months. Depression and anxiety scores were measured, as were qualitative data on stressors, coping, and death café experience. Results: Among 340 clinicians who were screened and gave consent (171 physicians, 169 nonphysicians), 251 participated (mean age, 31.0 ± 6.8 years; 63% female; 72% White; 37% nurses, 27% residents, 25% interns, 11% other). Burnout prevalence was 19% at baseline. Of 136 participants who completed the 6-month follow-up, no significant differences were found between intervention and control for the primary outcome (18% vs. 25%; unadjusted odds ratio, 0.64; 95% confidence interval, 0.26-1.57; P  = 0.33). There were no differences in anxiety or depression. Notably, the study was limited by an inability to achieve target enrollment and a high attrition rate (46%). Conclusions: Virtual death cafés were unable to reduce burnout, although the study was underpowered to detect differences between groups. Clinical trial registered with clinicaltrials.gov (NCT04347811).