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Abstract Background Retroviruses have evolved various mechanisms to optimize their transfer to new target cells via late endosomes. Here, we analyzed the transfer of ZAM, a retroelement from Drosophila melanogaster, from ovarian follicle cells to the oocyte at stage 9–10 of oogenesis, when an active yolk transfer is occurring between these two cell types. Results Combining genetic and microscopic approaches, we show that a functional secretory apparatus is required to tether ZAM to endosomal vesicles and to direct its transport to the apical side of follicle cells. There, ZAM egress requires an intact follicular epithelium communicating with the oocyte. When gap junctions are inhibited or yolk receptors mutated, ZAM particles fail to sort out the follicle cells. Conclusion Overall, our results indicate that retrotransposons do not exclusively perform intracellular replication cycles but may usurp exosomal/endosomal traffic to be routed from one cell to another.

This study investigates the relationship between Academic Self-Efficacy (ASE) and preferred online learning modalities among graduate psychology students, with a focus on gender disparities. Employing a correlational crosssectional design, the research examines ASE in relation to gender and online learning preferences within a sample of 91 students. The study utilizes comparative measures to assess characteristics and differences. The main tool utilized in this study is the "Academic Self-Efficacy and Efficacy for Self-Regulated Learning" questionnaire, developed by Chemer, Hu, and Garcia (2001). This questionnaire consists of eight items, each weighted using a 7-point Likert scale, and is designed to gauge the respondents' current academic self-efficacy. Additionally, demographic information regarding gender and preferred online learning modalities was collected separately. To analyze the data obtained from the eight-item scale measuring academic self-efficacy, median scores were calculated for each respondent by arranging individual ratings from lowest to highest and averaging the two middle scores. Subsequently, these scores were encoded in SPSS for further analysis. The scale used in this study serves as a dependent measure or covariate, providing insights into the participants' self-efficacy levels and their relationship with other variables. The study reveals a notable gender disparity in ASE, with male students exhibiting higher self-efficacy levels compared to their female counterparts, consistent with previous research findings. Interestingly, despite the majority of students expressing a preference for mixed online learning modalities, no significant difference in ASE was observed between students in mixed online and asynchronous learning environments. This suggests that students' independent learning capabilities and adaptations to online learning modalities remain consistent regardless of the chosen mode. In conclusion, this study sheds light on gender-based differences in ASE among graduate psychology students and emphasizes the need to further explore such disparities within academic settings. Moreover, it underscores the importance of considering individual differences and preferences when designing online learning environments. These findings contribute to the broader understanding of ASE in online learning contexts and provide valuable insights for educators and policymakers aiming to enhance student engagement and success in online education. [ABSTRACT FROM AUTHOR]

Entrepreneurship has a rightful place in Home Economics. This research focused on the assessment of entrepreneurial skills of the Senior High School - Home Economics Students: a basis for a learning intervention plan. The researchers utilized the curriculum guide of Department of Education to assess the entrepreneurial skills in terms of making a business plan and implementing a small case business. It caters 287 SHS HE students taking the track and strand. Based on the results, it was found out that developing a business plan got 4.57 mean which means that the students were strongly agreed that they can prepare and produce a business plan. Meanwhile, 4.38 as strongly agree also in implementing a small business. The Lack of opportunities to attend trainings, seminars, and workshops related to entrepreneurship was a challenge experience of the students. The study recommends school to support the development of entrepreneurial skills of the students to further capacitate them in the industry demand. [ABSTRACT FROM AUTHOR]

Sales figures and recollections of psychologists indicate textbooks play a central role in psychology students' education, yet instructors typically must select texts under time pressure and with incomplete information. Although selection aids are available, none adequately address the accuracy of texts. We describe a technique for sampling textbooks' content and evaluating accuracy. Preliminary studies indicated multiple errors in texts we examined. We present a proposed taxonomy of such errors. We speculate that errors are more likely when textbook authors use "deductive" rather than "inductive referencing," but acknowledge that authors frequently are under pressure to use the former. Discipline-wide efforts to assess textbooks' scholarly quality could facilitate improvements in accuracy, providing fundamental benefits to the discipline. (Contains 3 tables.)

Human health and well-being are directly and indirectly dependent on the life of river systems. Life in river systems is increasingly dependent on human actions that bring river health into being. Rather than describing river health as thing, problem or management challenge, this paper explores how river health is brought into being, through the citizen science practices of the Amanzi Ethu Nobuntu project in the upper uMngeni catchment in South Africa. The study draws on focal data produced by citizen science practitioners, as interpreted by them in collaboration with partners in the catchment, and their reflections on the meaning(s) of river health and how it came into being. Drawing on the concepts of citizen science as a co-learning process, integrative views of One Health, and commoning as activity, the study offers a rich interpretation on how river health comes into being. The study shows the complex interrelated practices involved, including practices of resolving leaks and pollution challenges, social and community engagement, and the co-learning involved in citizen science practices itself. It offers insight into the social-ecological and ethical-political ontological dynamics of river health commoning activity, thus offering alternatives to reductionist approaches to bringing river health into being, potentially also enriching tools for river health reporting. Significance: The significance of the main findings of Sustainability Science Engagement and Engaged Sustainability Sciences includes how citizen science can be key for engaging local communities in sustainability research around sustainability challenges, such as river health, by linking to the health of the people and their everyday engagements with the river. Further contributions include conceptualising sustainability science engagement co-learning processes of being in common around a shared matter of concern, such as bringing river health into being beyond technical specifications. Contributions are also made by highlighting how sustainability science engagement can result in richness in terms of knowing sustainability challenges.

Describes a study in which 383 children in grades 1 through 5 were individually interviewed to find out at what point they construct unit iteration out of transitive reasoning. Indicates that most children construct unit iteration out of transitive reasoning by fourth grade. Suggests a better approach to the teaching of measurement that presents problems and encourages children to modify their ways of thinking. (Author/ASK)

Provides an overview of the recent research concerning the application, benefits, and deficiencies regarding critical-reading skills and college instruction. Discusses how reading skills support cognitive processes necessary for acquiring psychological knowledge. Delineates the differences between narrative (story-like, believable) reading and paradigmatic (formal, logical) reading. (MJP)