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Abstract In 2018, the EU Code of Conduct of Agricultural Data Sharing by Contractual Agreement (EUCC) was published. This voluntary initiative is considered a basis for rights and responsibilities for data sharing in the agri-food sector, with a specific farmer orientation. While the involved industry associations agreed on its content, there are limited insights into how and to what extent the EUCC has been received and implemented within the sector. In 2024, the Data Act was introduced, a horizontal legal framework that aims to enforce specific legal requirements for data sharing across sectors. Yet, it remains to be seen if it will be the ultimate solution for the agricultural sector, as some significant agricultural data access issues remain. It is thus essential to determine if the EUCC may still play a significant role to address sector-specific issues in line with the horizontal rules of the Data Act. During six workshops across Europe with 89 stakeholders, we identified how the EUCC has been (1) received by stakeholders, (2) implemented, and (3) its future use (particularly in response to the Data Act). Based on the workshop results and continued engagements with researchers and stakeholders, we conclude that the EUCC is still an important document for the agricultural sector but should be updated in response to the content of the Data Act. Hence we propose the following improvements to the EUCC: 1. Provide clear, practical examples for applying the EUCC combined with the Data Act; 2. Generate model contractual terms based on the EUCC provisions; 3. Clarify GDPR-centric concepts like anonymisation and pseudonymisation in the agricultural data-sharing setting; 4. Develop a functional enforcement and implementation framework; and 5. Play a role in increasing interoperability and trust among stakeholders.

Abstract Background The Ross procedure is a technically complex operation to address the pathology of the aortic valve. Prior attempts at widespread implementation have been plagued with variations in effectiveness. We report our initial programmatic outcomes using dissemination and implementation (D&I) science frameworks, with an aim to define both programmatic efficacy and effectiveness. The study design was a single center, explanatory sequential mixed methods evaluation of a Ross surgery program from June 2020 to April 2023. Quantitative measures for baseline patient characteristics and postoperative outcomes were summarized. Qualitative measures were obtained using semi-structured interviews and characterized using implementation science frameworks. Results A total of 71 patients underwent the Ross procedure at a single academic center. Mean age was 40 years (± 13). There were no perioperative deaths or valve-related reinterventions (0%). During the follow-up period, 2 (2.8%) patients required re-operation and 2 (2.8%) required balloon dilation of the pulmonary homograft. Qualitative measures noted communication and prospective self-audit facilitated measures of effectiveness, as dichotomy within expected vs. observed outcomes led to program modifications. Collaboration across hospital systems promoted adoption and implementation, which led to the incorporation of the Ross procedure into accepted organizational practice. Conclusions In this formative evaluation, limited-efficacy outcomes demonstrated similar programmatic success to data from other established centers. With the prerequisite center volume and case selection, the Ross procedure is a safe and efficacious treatment for aortic valvular disease. Implementation science can be used both in real-time and retrospectively to guide organizational efforts to improve outcomes and to improve the translation of results across centers.

Loeys-Dietz syndrome and vascular Ehlers-Danlos syndrome are genetic aortopathies that result from abnormal collagen matrix formation associated with vascular complications and early death. Identification of simultaneous COL3A1 and SMAD3 mutations as well as subsequent open and endovascular repair have not been reported. We present a case of a staged complete aortic replacement in a patient with a 7-cm aneurysm of his aortic arch and confirmed genetic mutations for Loeys-Dietz syndrome and vascular Ehlers-Danlos syndrome. This case highlights that, despite increased operative risk, successful staged repair of the entire aorta can be achieved in a patient with multiple severe genetic aortopathies.

Across various forms of media, Muslims are often portrayed as a homogenous group prone to violence, yet scholars have increasingly called upon schools and teachers to transcend stereotypes and prepare students to understand Muslims in more thoughtful and nuanced ways. This qualitative case study recounts how students and a teacher in a high school multicultural studies class investigated problematic media materials about Islam sent by an organization called the Christian Seniors Association. Drawing upon Mihailidis's (2014) 5A's of Media Literacy heuristic, I analyzed field notes from classroom observations, interviews, and student produced artifacts. Findings revealed how a teacher's use of questioning techniques and encouragement of close readings of texts supported students to critically analyze media materials. Yet, opportunities for students to address issues of power and take up activist-oriented roles in responding to media were limited. Implications are offered for research and practice.

Arcus is a proposed Explorer Class soft X-ray grating spectrometer. It aims to explore cosmic feedback by mapping hot gases within and between galaxies and galaxy clusters and characterizing jets and winds from supermassive black holes and to investigate the dynamics of protoplanetary disks and stellar accretion. Arcus features 12 m focal-length grazing-incidence silicon pore optics (SPO) developed for the Athena mission. Critical-angle transmission (CAT) gratings efficiently disperse high diffraction orders onto CCDs. We report new and improved X-ray performance results for Arcus-like CAT gratings, including a record resolving power for two coaligned CAT gratings. Multiple Arcus prototype grating facets were illuminated by an SPO at the PANTER facility. The facets consist of 32 × 32.5 mm2 patterned silicon membranes, bonded to metal frames. The bonding angle is adjusted according to the measured average tilt angle of the grating bars in the membrane. Two simultaneously illuminated facets show a minor broadening of the Al-Kα doublet in the 18th and 21st orders with the best-fit record effective resolving power of R G ≈ 1.3 − 0.5 + ∞ × 10 4 (3σ), about three to four times the Arcus requirement. We measured the diffraction efficiency of quasi-fully illuminated gratings at O-K wavelengths in orders 4-7 in an Arcus-like configuration and compare results with synchrotron spot measurements. After corrections for geometrical effects and bremsstrahlung continuum, we find agreement between full and spot illumination at the two different facilities, as well as with the models used for Arcus effective area predictions. We find that these flight-like gratings meet the diffraction efficiency and greatly exceed the resolving power Arcus requires.

Abstract This study highlights Masters-level TESOL students' meaning-making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as a mechanism for supporting teacher learning (Hoover, 1994; Kelley 2006; Zeichner, 1987). Our inductive and deductive approach to analyze 12 students' 132 journal entries during a TESOL methods class showed developing understandings of translanguaging theory and pedagogy influenced by (a) experience with theories of bilingualism grounded in language separation as historically understood in TESOL, (b) tensions regarding the application of translanguaging theory to praxis (Li, 2017), and (c) tensions between language and testing within the context of neoliberalism (Zeichner, 2014) guiding language teaching and learning in the K-16 context. We conclude by providing suggestions to help teacher educators who engage in teacher language education to better support teacher-learning about translanguaging.

Museums have long played an important role in the support of learning, yet less is known about the role of museums in supporting preservice teacher learning in the field of literacy education. In this qualitative study, the authors' report on how a partnership with a local art museum, as a space of hybridity, extended preservice teacher's learning about multimodality and social semiotics in relation to preservice teachers' content areas. Drawing upon interviews with preservice teachers, their written reflections, curricular planning in the form of lesson and unit plans, and field notes, we found that multiple visits to the museum supported expanded notions of literacy and raised awareness about multimodality and social semiotics as they related to disciplinary literacy. We offer recommendations for how teacher-educators can leverage local resources, like museums, as partners in helping teachers prepare their students to engage in multimodal work within their disciplines.

This qualitative case study (Yin, [2014]. "Case Study Research: Design and Methods." 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress's (2016) social semiotic framework for multimodal analysis and Lin's, [2019]. "Theories of Trans/Languaging and Trans-Semiotizing: Implications for Content-Based Education Classrooms." "International Journal of Bilingual Education and Bilingualism" 22 (1): 5-16. doi:10.1080/13670050.2018.1515175.) Multimodalities Entextualization Cycle (MEC), we ask: 'What did integration of multimodal resources contribute to pre- and in-service teachers' learning about translanguaging in an online asynchronous course within an English as a Second Language teacher education program at a Midwest U.S. university?' Through multimodal analysis (Jewitt 2017), we analyzed the texts teachers created in response to four multimodal tasks; this included analyzing semiotic meaning conveyed through the multiple modes teachers integrated in their responses. We also compared broader patterns in their cumulative learning about translanguaging as a part of an MEC. Our findings suggest that envisioning a cycle of multimodal learning tasks can provide predominantly monolingual-identifying teachers with means to expand their own dynamic repertoires as they make sense of translanguaging. We conclude with recommendations for how language teacher educators can harness multimodal resources to expand teachers' capacity to enact translanguaging as an equity-based pedagogy of hope. (194 words)

Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs' multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understandings of CMLA in relation to monoglossic and raciolinguistic language ideologies. Findings from our study suggest that through multimodal composition, PSTs demonstrated varied levels of awareness that one's language practices determine whether they experience acceptance, belonging, and access to education; some PSTs also acknowledged that teachers serve as adjudicators of language, who may reinforce or reject hegemonic language ideologies. This study reinforces the efficacy of integrating opportunities for PSTs to represent their learning through multimodal composition to foster their CMLA.

This invited paper highlights the reflections of expert panelists who were spontaneously called upon, graciously accepted, and quickly organized to respond thoughtfully and compellingly to Dr. Arlette Willis' powerful and timely Oscar Causey address at the 2022 Literacy Research Association (LRA) annual conference. In her address, Dr. Willis issued a clarion call for a Transcendent Approach to Literacy (TAL) to a space where "We re-create literacy as an equitable and moral construct" (Willis, 2023, p. 133). This paper comprises Dr. Alfred Tatum's comprehensive introduction, the cogent reflections on TAL by panelists Dr. Josh Coleman, Dr. Marcus Croom, Dr. Matthew Deroo, Dr. Michiko Hikida, Dr. Emily Machado, Dr. Patriann Smith, Dr. Chad Waldron, and Dr. Rahat Zaidi, and Dr. Willis' eloquent epilogue. In her epilogue, she provides not an ending but the genesis of a movement forward for the LRA community to "be brave" and actively and genuinely engage in a TAL that "democratizes literacy, declaring literacy belongs to all."

Abstract Background The science of dissemination and implementation (D&I) aims to improve the quality and effectiveness of care by addressing the challenges of incorporating research and evidence-based practice into routine clinical practice. This lens of D&I has challenged the interpretation and incorporation of data, noting that failure of a given therapy may not reflect lack of efficacy, but instead reflect an imperfect implementation. The aim of this manuscript is to review the influence of the Ross procedure’s historical context on its D&I. Methods A contextual baseline of the Ross procedure was defined from the procedure’s original description in the literature to major publications since the 2017 valvular heart disease guidelines. D&I evaluation was conducted using the Consolidated Framework for Implementation Research (CFIR), using constructs from each of the five respective domains to define the main determinants. Results Each of the five CFIR domains appears to be correlated with a factor influencing the Ross procedure’s varied history of enthusiasm and acceptance. The complex nature of Ross required adaptation for optimization, with a strong correlation of center volume on outcomes that were not considered in non-contemporary studies. Outcomes later published from those studies influenced social and cultural contexts within the aortic surgery community, and led to further organizational uncertainty, resulting in slow guideline incorporation. Conclusions The D&I of the Ross procedure was a result of inadequate appreciation of technical complexity, effect of patient selection, and complex aortic surgery experience, resulting in dismissal of an efficacious procedure due to a misunderstanding of effectiveness.

This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners' multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two course-based assignments allowed students to negotiate for meaning and make sense of art objects by drawing upon multiple ways to make meaning. Drawing on field notes, student created artifacts, and written reflections, findings show that as future teachers interact with the museum's art objects, the museum supports emerging awareness of multiliteracies and translanguaging. This includes creating conditions where monolingual students can empathize with the challenges that multilingual students meet in responses to language demands in schools. Implications for using museums as sites of learning in language teacher education are offered.

This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their meaning-making about translanguaging as theory and praxis. Findings reveal four types of engaging opportunities: to expand and continue the co-construction of knowledge about translanguaging; to create space for teachers and students to translanguage; to engage students in clarifying inaccuracies or misunderstandings about translanguaging; and to complicate prior understandings of and socialization into language and how it works. Implications are provided to support the language teacher education community in developing pedagogy that better supports students' understandings of translanguaging as a theory of language and practice.

Purpose: The purpose of this paper is to examine how a transnational immigrant youth's engagement on social media supported her identity formation and allowed space to advance more just framing of Islam across school and online communities. Design/methodology/approach: This qualitative study draws on data collected across two years, including interviews, classroom observations and social media posts. Using digital religion and counterstorying as a constructive theoretical frame, the authors asked: What was the role of social media in supporting a transnational immigrant youth's critical media literacy practices within and beyond school. How, if at all, did these practices shift over time? Findings: Findings highlight how I. Mohamud used social media in support of her identity development as a female, Muslim youth in a political climate antithetical to such liberation and how through an online community she engaged in counter stories to negative framing of Islam. Originality/value: Our collaborative writing answers Lam and Warriner's (2012) call for research exploring how individuals from migrant backgrounds interact with "diverse media representations and mobilize different interpretive frames for understanding societal events and personal experiences" (p. 207). Moreover, this study further answers El-Haj and Bonet (2012) call for research investigating "ways that youth inhabit particular identities in specific contexts and interactions and across time"(p. 41).

Early changes in smooth muscle cell populations in the vein wall following deep vein thrombosis in mouse may potentiate thrombus formation and venous remodeling.

High-resolution spectroscopy in soft X-rays (

This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, "In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?" We build upon interdisciplinary framings in literacy and social science research to advance new theoretical understandings of "literary practices of remembrance," highlighting the public sharing of independently authored digital compositions across various audiences through song. We conceptualize youths, enacting literacy practices of remembrance, as demonstrating three socially situated stances of sharing: evoking a passed-on narrative complicating temporality and permanence, historicizing artistic cultural expression, and demonstrating mutual sharing and stewardship of loss. We argue that various communities supported youths' meaning-making about loss, and we offer implications for teaching, research, and practice.

The authors examined how middle and high school students participating in a literacy-and-songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from students' interests as strengths, challenging educational disparities related to college readiness and access. The authors describe three workshops that they facilitated with youth participants, examine and share examples of multimodal artifacts generated by youth participants during the workshops, and provide recommendations for adolescent and adult literacy educators seeking to enact similar approaches for supporting students' college readiness in their own work.

Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to examine language choices authors make in regards to conflict and contention between Latinxs and the United States across three different 11th-grade U.S. history textbooks. Our study reveals how the language choices authors make portray Latinx people, communities, and nation-states in passive and subservient roles while representing the United States as a domineering and influential power. We offer implications for how preservice and in-service teachers can support their students to engage in critical readings of textbooks using systemic functional linguistics to resist narratives of dominance.

Abstract Background Unfair treatment such as discrimination and racism contribute to depression and perceived stress in African Americans. Although studies have examined how responding to such treatment is associated with ameliorating depressive symptoms and levels of perceived stress, most do not focus on African Americans. The purpose of this study is to assess how talking to others in response to unfair treatment is associated with self-reported depressive symptoms and perceived stress levels in African Americans. Methods A sample from the 2010–2013 Minority Health Genomics and Translational Research Bio-Repository Database was used and consisted of 376 African American adults aged 30–55 years old residing in the southern region of the United States. Linear regression models were used to assess the association between talking to others following unfair treatment, compared to keeping it to oneself, on self-reported depressive symptoms and perceived stress. The predictor variable was based on the question “If you have been treated unfairly, do you usually talk to people about it or keep it to yourself?”. Results Talking to someone after being treated unfairly was inversely associated with perceived stress ( $$\beta$$ β : -3.62, SE: 1.14, p ≤ 0.05) and depressive symptoms ( $$\beta$$ β : -3.62, SE: 1.14, p ≤ 0.05). Conclusions African Americans who talked to others in response to unfair treatment had lower depressive symptoms and perceived stress than those who kept it to themselves. More outreach to African Americans regarding the importance of talk in response to exposure to unfair treatment is needed as a potential coping mechanism.

Objective: Venous thromboembolism is a disease that encompasses both deep vein thrombosis and pulmonary embolism. Recent investigations have shown that receptor interacting protein kinase 3 (RIPK3), a protein known for its role in the programmed form of cell death necroptosis, may play a role in thrombosis. Specifically, RIPK3 has been shown to promote platelet activation in arterial thrombosis and mixed lineage kinase domain-like pseudokinase (MLKL), a protein downstream of RIPK3 in the necroptosis pathway, has been shown to promote neutrophil extracellular trap formation in deep vein thrombosis. This investigation sought to comprehensively investigate the role of RIPK3 in deep vein thrombogenesis. Methods: The inferior vena cava ligation and stenosis models of deep vein thrombosis were used in C57BL/6J, RIPK3 wild-type (Ripk3+/+) and RIPK3-deficient (Ripk3–/–) mice. Downstream tissue analyses included measurement of thrombus weight and histological and Western blot analysis of tissues for markers of necroptosis and cell death. A subset of C57BL/6J mice were treated with a RIPK3 inhibitor to determine the effect on venous thrombosis. Results: C57BL/6J mice showed significant increases in thrombus weight from 6 to 48 hours. During the same time frame, RIPK3 progressively accumulated in the vein wall (a 35-fold increase from 0 to 48 hours). RIPK3 was present in the thrombus; however, it decreased with time. Although present in the thrombus, MLKL was nearly undetectable in the vein wall by Western blot at any timepoint. Immunostaining confirmed the high accumulation of RIPK3 in the vein wall, primarily colocalized to endothelial and smooth muscle cells. Phosphorylated MLKL, the active form of MLKL and executioner of necroptotic cell death, was detectable by immunostaining in the thrombus, but was present at low to undetectable levels in the vein wall. Propidium iodide and terminal deoxynucleotidyl transferase dUTP nick end labeling staining revealed a high burden of necrotic and apoptotic cells within the thrombus at 48 hours, but a relatively lower burden within the vein wall. Despite robust accumulation of RIPK3 within the vessel wall and the thrombus, knockout and inhibition of RIPK3 failed to impact thrombus incident or weight at 48 hours after inferior vena cava ligation. Neutrophil extracellular trap burden did not differ between Ripk3+/+ and Ripk3–/– mice. Conclusions: In mice, the vein wall responded to deep vein thrombosis induction with elevation of RIPK3 without showing markers of necroptosis and apoptosis. Studies using genetic or pharmacological inhibition of RIPK3 suggest that this cell death mediator may not have a major role in the acute phase of venous thrombogenesis. Further investigation is needed to determine if RIPK3 plays a potentially non-necroptotic role within the vein wall during later stages of thrombus resolution and vein wall remodeling. : Clinical relevance: Venous thromboembolism, encompassing deep vein thrombosis and pulmonary embolism is a major clinical problem, affecting approximately 1 million patients in the United States annually. Understanding the cellular and molecular mechanisms that drive deep vein thrombosis is critical to being able to develop future targeted therapies that not only prevent thrombus propagation, but also accelerate thrombus resolution and prevent adverse post-thrombotic vein wall remodeling without undue bleeding risks. Necroptosis, a form of programmed cell death, has been suggested to play a pathologic role in venous thrombus formation. This study investigates the role of the necroptotic protein receptor interacting protein kinase 3 in venous thrombosis.

New Cinema History broadened film studies by emphasising the complexity of cinema as a multifaceted phenomenon that includes the socio-economic context in which films were made, circulated, shown and received. As part of the digital turn, the discipline adopted computational methods and created quantitative research data to research this socio-economic context at scale. However, not all datasets created in this context adhere to FAIR principles, decreasing their reusability. By reconciling 14 cinema-related datasets, Cinema Belgica facilitates research into the history of Belgian cinema. This research paper documents and critically reflects on the choices made when selecting, modelling and reconciling information for the Cinema Belgica database.

Neisseria meningitidis is a bacterial pathogen capable of causing rapidly progressing illness from nonspecific symptoms to end-organ failure or death in a matter of hours to days. Despite the availability of meningococcal vaccines, there remains a notable disease incidence peak among individuals aged 18–19 years, with college students at increased risk for disease relative to non-college students. Between 2007 and 2017, as many as one in five colleges in the United States experienced an outbreak of meningococcal disease at their own or a nearby institution. Evidence-based strategies to promote meningococcal vaccination among students can be adapted for the college setting, but barriers exist that limit widespread implementation of these strategies by colleges. In this article, we review meningococcal disease characteristics and epidemiology among US college students, vaccination indications and coverage levels among US college students, as well as college vaccination policies and practices that can impact students’ vaccine uptake.

Anaerobic decomposition of organic carbon (OC) in submerged rice paddies is coupled to the reduction of alternative soil electron acceptors, primarily Fe3+. During reductive dissolution of Fe3+ from pedogenic oxides, previously adsorbed native soil organic carbon (SOC) could be co-released into solution. Incorporation of crop residues could hence indirectly, i.e. through the stimulation of microbially mediated Fe3+ reduction, promote the loss of native SOC via enhanced dissolution and subsequent mineralisation to CO2 and CH4. Our aim was to estimate the relevance of such a positive feedback during the degradation of added OC, and to investigate the impact of irrigation management on this mechanism and on priming effects on native SOC decomposition in general. In a six-week pot experiment with rice plants, two Bangladeshi soils with contrasting SOC to oxalate-extractable Fe (SOC : Feox) ratios were kept under a regime of alternate wetting and drying (AWD) or continuous flooding (CF), and were either amended with maize shoots or not. The δ13C signatures of dissolved organic C and emitted CH4 and CO2 were used to infer the decomposition of added maize shoots (δ13C = −13.0 ‰) versus native SOC (δ13C = −25.4 ‰ and −22.7 ‰). Addition of maize residues stimulated the reduction of Fe as well as the dissolution of native SOC, and the latter to a larger extent under CF, especially for the soil with the highest SOC : Feox ratio. Estimated Fe-bound SOC contents denote that stimulated SOC co-release during Fe reduction could explain this positive priming effect on SOC dissolution after the addition of maize. However, priming effects on SOC mineralisation to CO2 and CH4 were lower than for SOC dissolution, and were even negative under AWD for one soil. Enhanced reductive dissolution of Fe-bound SOC upon exogenous OC addition therefore does not necessarily lead to stimulated SOC mineralisation. In addition, AWD irrigation was found to decrease the above-mentioned priming effects.