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In an ever-increasingly diverse workforce, cross-cultural communication skills are essential for success regardless of job title or task. We present an engaging and customizable 30-minute activity designed to develop participants' cross-cultural communication skills by increasing awareness and sensitivity to interpersonal differences in collaborative group settings. Drawing from a multiculturalism approach to diversity, participants learn that acknowledging our differences facilitates more effective and strategic communication. We provide detailed instructions for running this exercise to meet instructors' and students' outlined learning objectives. The debriefing questions and post-lesson reflections support an environment where facilitators and participants grow. This experiential exercise suits any discipline's synchronous undergraduate, graduate, and professional classes.

This paper explores the education of prospective teachers with regard to the Theory of Didactical Situations when they engage in lesson study. We particularly focus on studying how a lesson study process oriented towards the Theory of Didactical Situations contributes to increasing prospective teachers' self-efficacy to plan and teach lessons based on such theory, reducing the gap between theory and practice. Prior to the study, we will discuss how the theoretical postulates assumed in lesson study affect crucial aspects of the process. The study is implemented with 47 prospective early childhood education teachers. We also consider another group of 47 prospective teachers that were engaged in practicum at the time the lesson study process took place. Using a quasi-experimental methodology based on a questionnaire developed ad hoc that captures the particularities of the didactic paradigm assumed, the results of our study show that both lesson study and practicum lead to a statistically significant increase in future teachers' self-efficacy to plan and teach lessons in line with the paradigm assumed. However, size effect measures show that the increase observed in the lesson study group is significantly higher, which supports the benefits of lesson study in initial teacher education. We discuss what the features of lesson study are that could be related to this increase. Finally, we sketch new lines of research connected with the benefits of lesson study versus other teacher education experiences like practicum, as well as with links between self-efficacy and knowledge growth in lesson study.

This study's main objective is to present bibliometric data on articles related to digital educational environments (DEEs) published in the journals indexed in Scopus database between 2003 and February 2023. The data collected from 61 articles published within the study's scope were subjected to bibliometric analysis based on six categories: number of articles and citations, most cited articles, most used keywords, most influential countries, most-important institutions, and the most important journals. This study was designed as a descriptive study and offers bibliometric network maps of the most popular papers, keywords and countries, institutions, and journals. VOS viewer was used to create network diagrams and bibliometric analyses. The bibliometric analysis showed that the most frequently used keywords were digital learning environment(s), digital educational environment. The most prolific authors related to DEE are Antón-Sancho, Vergara, Barana, and Marchisio. The results showed that DEE studies were started in 2003 and the most articles were published in 2021. This study presents a global perspective on DEEs and proposes vision for future research.

Over the last decades, air pollution emissions have decreased substantially; however, inequities in air pollution persist. We evaluate county-level racial/ethnic and socioeconomic disparities in emissions changes from six air pollution source sectors (industry [SO2], energy [SO2, NOx], agriculture [NH3], commercial [NOx], residential [particulate organic carbon], and on-road transportation [NOx]) in the contiguous United States during the 40 years following the Clean Air Act (CAA) enactment (1970-2010). We calculate relative emission changes and examine the differential changes given county demographics using hierarchical nested models. The results show racial/ethnic disparities, particularly in the industry and energy generation source sectors. We also find that median family income is a driver of variation in relative emissions changes in all sectors-counties with median family income >$75 K vs. less generally experience larger relative declines in industry, energy, transportation, residential, and commercial-related emissions. Emissions from most air pollution source sectors have, on a national level, decreased following the United States CAA. In this work, we show that the relative reductions in emissions varied across racial/ethnic and socioeconomic groups.

The modification of fertile stamens into sterile staminodes has occurred independently many times in the flowering plant lineage. In the genus Aquilegia (columbine) and its closest relatives, the two stamen whorls closest to the carpels have been converted to staminodes. In Aquilegia, the only genetic analyses of staminode development have been reverse genetic approaches revealing that B-class floral identity genes are involved. A. jonesii, the only species of columbine where staminodes have reverted to fertile stamens, allows us to explore the genetic architecture of staminode development using a forward genetic approach. We performed QTL analysis using an outcrossed F2 population between A. jonesii and a horticultural variety that makes fully developed staminodes, A. coerulea 'Origami'. Our results reveal a polygenic basis for staminode loss where the two staminode whorls are under some level of independent control. We also discovered that staminode loss in A. jonesii is not complete, in which staminode-like traits sometimes occur in the inner fertile stamens, potentially representing a fading boundary of gene expression. The QTLs identified in this study provide a map to guide future reverse genetic and functional studies examining the genetic basis and evolutionary significance of this trait.

Abstract Background Increasing evidence supports the role of advanced glycation end products (AGEs) in atherosclerosis in both diabetic and non-diabetic patients, suggesting that therapeutic strategies targeting AGEs may offer potential benefits in this population. The Mediterranean diet is associated with improved biomarkers and anthropometric measurements related with atherosclerosis in addition to its ability to modulate AGE metabolism. Our aim was to determine whether the reduction in atherosclerosis progression (measured by changes in intima-media thickness of both common carotid arteries (IMT-CC)), observed after consumption of a Mediterranean diet compared to a low-fat diet, is associated with a modulation of circulating AGE levels in patients with coronary heart disease (CHD). Methods 1002 CHD patients were divided in: (1) Non-increased IMT-CC patients, whose IMT-CC was reduced or not changed after dietary intervention and (2) Increased IMT-CC patients, whose IMT-CC was increased after dietary intervention. Serum AGE levels (methylglyoxal–MG and Nε-Carboxymethyllysine-CML) and parameters related to AGE metabolism (AGER1 and GloxI mRNA and sRAGE levels) and reduced glutathione (GSH) levels were measured before and after 5-years of dietary intervention. Results The Mediterranean diet did not affect MG levels, whereas the low-fat diet significantly increased them compared to baseline (p = 0.029), leading to lower MG levels following the Mediterranean diet than the low-fat diet (p

Abstract One of the physical methods for obtaining magnetite nanoparticles (NPs) is electron beam physical vapor deposition (EB PVD), which requires complex equipment, but allows obtaining a significant amount of pure (ligand-free) NPs. The biomedical application of such NPs is less studied than materials from other synthesis methods. The objective is to study the effect of pure magnetite NPs in the NaCl matrix obtained by EB PVD on hematological indicators, gases, electrolytes and parameters of iron metabolism in the blood of intact animals. The physical characteristics of NPs were studied using high-resolution transmission electron microscopy, scanning transmission electron microscopy, energy-dispersive X-ray spectroscopy mapping, electron energy-loss spectroscopy, selected area electron diffraction and fast Fourier transform. In vivo experiments were conducted on albino male rats, which were injected with solution of magnetite-sodium chloride NPs (1.35 mg Fe/kg). After 3 and 72 h, hematological parameters, blood gases, electrolytes, and serum iron were determined. The synthesized NPs had an average size of 11 nm. They were identified as magnetite, where polycrystals and single crystals were present. The absence of contamination in crystal boundaries, clear orientation and orderliness of atoms in crystals were established. The administration of NPs in the sodium chloride matrix to animals was characterized by a transient increase in the main indicators of red blood accompanied by an increase in the saturation of erythrocytes with hemoglobin and their mean volume after 3 h. It did not worsen blood gases and pH, but decreased blood Na+ content after 72 h. The investigated NPs caused changes in the parameters of serum iron characteristic to iron preparations, which after 3 h were smaller compared to the reference iron drug, and after 72 h—similar to it. More intense rapid effects on hematological parameters at lower serum iron indicate greater activity of the studied pure magnetite NPs obtained by EB PVD syntesis compared to the reference iron preparation.

Background. Antiphospholipid syndrome develops at autoimmune diseases, pregnancy, or genetic predisposition, and it is characterized by high risk of thrombosis in arterial, venous, and capillary vessels. This syndrome in children is rare, and necrotic skin lesions occur in the most extreme cases. Clinical case description. A child, 1 year old, with chicken pox has developed hemorrhagic rash on his back, swelling of the left shoulder and forearm on the 4th day of the disease. Medical treatment included acyclovir, ceftriaxone, sodium heparin. Aggravation of hemorrhagic rash over the body, spread of edema from the left shoulder to upper arm and neck, formation of flaccid bubble and necrosis locus (75 cm) on the outer upper third of the left shoulder were noted on the 5th-6th day. Increase in the levels of antibodies to 2-glycoprotein I (IgG — 48.9 U/ml, IgM — > 100 U/ml) and cardiolipin (IgM — 73.0 U/ml) was revealed. The diagnosis “antiphospholipid syndrome” was established. All necrotized tissues were removed on the 11th day, and the wound defect (86 cm) was subsequently covered by mesh skin grafts. The levels of antibodies (IgG + IgM) to 2-glycoprotein I remained high, 45.2 U/mL, 12 weeks after the onset of the disease. Thus, it has confirmed the development of antiphospholipid syndrome. The child continued treatment with warfarin (3.75 mg/day) with INR control. Conclusion. Hemorrhagic skin lesions in children with infectious diseases requires laboratory diagnostics of antiphospholipid syndrome, early prescription of anticoagulant and antiplatelet therapy, and surgical support.

Aim. To study the association of comorbidities and treatment outcomes in tuberculosis (TB) patients. Materials and methods. A retrospective study includes all TB patients aged 18 years and older registered for treatment in Moscow in period 2021 the end of the 3rd quarter of 2022 using data of regional epidemiological TB monitoring system, a total of 3039 patients. The frequency and spectrum of comorbidities, its impact on the risk of adverse treatment outcome (ATO) and mortality using univariate and regression analysis were assessed. Results. Comorbidities were identified in 1528 (50.3%) patients (95% confidence interval – CI 48.5–52.1); HIV infection (18.0%), chronic nonspecific lung disease (9.6%) and cardiovascular disease (8.2%) were predominant. The presence of comorbid pathology increased the odds of uneffective treatment (odds ratio – OR 2.56, 95% CI 2.22–3.03) and death (OR 2.45, 95% СI 1.67–3.59). Independent risk factors for ATO were HIV infection (OR 4.10, 95% CI 3.36–5.10), substance use (OR 2.57, 95% CI 1.70–3.66), chronic nonspecific lung disease (OR 1.39, 95% CI 1.04–1.88), diabetes mellitus (OR 1.69, 95% CI 1.15–2.48), liver pathology (OR 2.10, 95% CI 1.46–3.03), mental illness (OR 2.01, 95% CI 1.32–3.06). The death rate was 13.4%; the most significant predictors of mortality were HIV infection (OR 3.89, 95% CI 2.42–6.22) and liver disease (OR 1.90, 95% CI 1.27–2.82). A comorbidome model was constructed to assess the importance of different comorbidities for patient prognosis. Conclusion. The presence of comorbidity (predominantly HIV infection and liver disease) is a significant risk factor for ATO and mortality in TB patients, which should be taken into account when organizing and providing TB care to comorbid patients.

The counterstories of Black and Asian women faculty across three Hispanic-Serving Institutions (HSIs) as interpreted through Critical Race Feminism are shared in a Reader's Theater format presented as three acts featuring conversations between the participants. In Act I, Black women faculty revealed experiences with Anti-Blackness and colorism surrounding their HSIs. Act II revealed a need for mentoring. In Act III, Black and Asian women faculty shared feeling the onus was placed upon them to build cultural competence on their HSI campuses. This Reader's Theater denotes a need for HSIs to foster an inclusive environment for Black and Asian women faculty.

Prior research highlights a positive effect of incorrect worked examples on mathematics learning. Yet the mechanisms underlying these benefits are unclear. To investigate potential mechanisms of the benefits of various worked example types, we examined process data from a previously published classroom-based experiment. More specifically, we analyzed students' explanations made while explaining worked examples in three varying example conditions as well as students' problem-solving errors made when solving problems. These data operationalize two potential mechanisms: a reduction of misconceptions (i.e., fewer targeted conceptual errors), and an increase in principled algebra knowledge (i.e., explanations focusing on principles underlying procedures). Mediation analyses revealed both as important mechanisms of varying effects. A reduction of misconceptions explained greater benefits of all three worked example conditions, compared to a problem-solving control, on an algebra concepts posttest. More principled explanations of procedures explained the benefits of incorrect worked examples on problem-solving at posttest compared to the two other example conditions. These findings help explain differential findings in prior work by example type and may elucidate potential avenues for errorful instruction.

This qualitative case study explored the experiences of seven Black and Asian women faculty at Hispanic-Serving Institutions (HSIs). The unique experience of each woman is shared in this paper. Three themes highlight the interconnectedness of participant experiences. The first theme indicated that these Black and Asian women faculty operated in unsupportive microclimates within their HSIs. Secondly, participants communicated a need for representation within the 'HSI bubble.' Finally, our participants felt as though their HSIs needed to exercise greater intentionality in terms of truly serving their student populations. Amongst the implications of this research is a better understanding of the experiences of a minority group (i.e., Black and Asian women faculty) within higher education. These experiences can inform administrators on how to move beyond recruitment of Black and Asian women faculty to foster a supportive microclimate so as to retain these women and enable their success.

Procedural flexibility is an important skill for algebra. Although prior work has focused on measuring students' procedural flexibility using arithmetic problems, word problems may also capture students' flexibility because of their open-ended nature. To date, no published study has examined the use of word problems as another measure of procedural flexibility. The present study aims to establish flexibility on fraction word problems as a predictor of algebra learning and to determine whether flexibility demonstrated on fraction arithmetic versus fraction word problems differentially predicts two types of algebra learning (e.g., algebraic feature knowledge and algebra equation-solving). Middle-school students (N = 350) completed fraction arithmetic problems, fraction word problems, and algebra measures at the start and end of the school year. We coded fraction arithmetic and word problems for demonstrated procedural flexibility. Path models showed that overall flexibility significantly predicted both algebraic feature knowledge and equation-solving. When examining flexibility by type, procedural flexibility on arithmetic problems significantly predicted end-of-year algebraic feature knowledge and algebra equation-solving, whereas procedural flexibility on word problems significantly predicted algebraic feature knowledge. Procedural flexibility on arithmetic problems was still predictive of performance when accounting for fraction magnitude skill. These findings build on prior literature that establishes procedural flexibility as a crucial predictor of algebra learning and extends measures of procedural flexibility to include word problems.

Literature circles are a socially supportive context in which students can cultivate their reader identities. This is especially promising for students with lower reader self-efficacies. This qualitative multiple case study explored the positioning practices of four Grades 5-6 students with comparatively low reader self-efficacy. In literature circles, the students responded to interactive positioning (i.e., positioning by others) and/or engaged in reflexive positioning (i.e., positioned themselves). Upon interpreting the data through positioning theory, two storylines emerged. In the first storyline, students reflexively positioned themselves in literature circles as strategic, engaged readers, thereby challenging initially lower reader self-efficacies. Yet the second storyline revealed that interactive positioning from peers and/or their teacher reinforced the peer statuses (i.e., academic plus social statuses) of three students. Findings indicate the students' reader self-efficacies following literature circles were higher than initially reported. Thus, this study is significant in suggesting that positioning can mediate reader self-efficacy in peer-led literacy contexts such as literature circles. This further suggests students can challenge and (re)construct their identities, including their reader self-efficacies, as literature circle participants. Moreover, this study reveals a need for teachers to not only be aware of interactive positioning amongst students but also their own interactive positioning.