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This narrative imagines the future of education through three vignettes, each of which describes a community of learners exploring artifacts from the past even as they learn together in the present. Scenarios trace the experiences of Eden, who was born in 2012, and her involvement with learning and educational institutions. Threaded through vignettes are clues about what is valued and how what is valued is created and measured--all of which relate directly to the influence of policy in shaping society. By focusing on the experiences of participants at three points in time, narratives explore how society might evolve toward the preferable, toward ecologies that nourish and sustain life--and lifelong learning.

In this article we present the results of a pilot implementation of a course in Higher Education Pedagogy in a Department of Education in Greece. Our goal is to investigate whether a similar course may be introduced into the undergraduate curriculum of a Department of Education. The course was taught according to remote flipped classroom approach, whereas the assessment is based on the views and opinions of the students who attended the course during the academic year 2020-2021, i.e., during the COVID-19 pandemic period. According to the findings of the research, the course achieved a particularly high evaluation degree regarding the interest it attracted, the usefulness and its relevance to the other courses of the curriculum of a Department of Education, while its introduction in a curriculum of this type produces additional benefits, both for the development of the students and for the field of HEP.

Teachers' Professional Development Massive Open Online Courses (TPD-MOOCs) are a new form of MOOCs and have influenced an intense research interest. This study reports on the design and implementation of a TPD-MOOC which utilizes digital educational content and Open Educational Recourses (OER) and supports in-service elementary school teachers to enhance their self-efficacy beliefs. In the design framework we take into consideration the findings of previous research and the educational needs of the participants. We conducted an experimental design research and compared the teachers' self-efficacy beliefs before and after their participation in a TPD-MOOC. A total of 251 teachers enrolled in this course and 142 of them completed it. We used quantitative data to measure the enhancement of teachers' self-efficacy beliefs and the effectiveness of the course. The results provide evidence that our TPD-MOOC improved in service elementary school teachers' self-efficacy beliefs in teaching biological concepts. Recommendations are made for future research.

Building on empirical research that examines the mentoring experiences of minoritized postdocs in science, technology, engineering, and mathematics (STEM) fields, the researchers conceptualized a framework to cultivate inclusive, supportive, and mutually beneficial mentoring relationships among faculty mentors or Principal Investigators (PIs) and postdocs. The paper begins with an introduction to the STEM postdoc landscape, reviews relevant literature, and leverages data from 31 STEM postdocs at a research-intensive university in the southeast United States to introduce a conceptual framework that sheds light on and expands our understanding of STEM faculty-postdoc mentoring. The paper concludes with practical implications for improving STEM postdoc mentoring in research and practice.

Tuberous Sclerosis Complex (TSC) is a neurodevelopmental disorder caused by mutations in the TSC1 or TSC2 genes, which encode proteins that negatively regulate mTOR complex 1 (mTORC1) signaling. Current treatment strategies focus on mTOR inhibition with rapamycin and its derivatives. While effective at improving some aspects of TSC, chronic rapamycin inhibits both mTORC1 and mTORC2 and is associated with systemic side-effects. It is currently unknown which mTOR complex is most relevant for TSC-related brain phenotypes. Here we used genetic strategies to selectively reduce neuronal mTORC1 or mTORC2 activity in mouse models of TSC. We find that reduction of the mTORC1 component Raptor, but not the mTORC2 component Rictor, rebalanced mTOR signaling in Tsc1 knock-out neurons. Raptor reduction was sufficient to improve several TSC-related phenotypes including neuronal hypertrophy, macrocephaly, impaired myelination, network hyperactivity, and premature mortality. Raptor downregulation represents a promising potential therapeutic intervention for the neurological manifestations of TSC.

The mTOR pathway is an essential regulator of cell growth and metabolism. Midbrain dopamine neurons are particularly sensitive to mTOR signaling status as activation or inhibition of mTOR alters their morphology and physiology. mTOR exists in two distinct multiprotein complexes termed mTORC1 and mTORC2. How each of these complexes affect dopamine neuron properties, and whether they have similar or distinct functions is unknown. Here, we investigated this in mice with dopamine neuron-specific deletion of Rptor or Rictor, which encode obligatory components of mTORC1 or mTORC2, respectively. We find that inhibition of mTORC1 strongly and broadly impacts dopamine neuron structure and function causing somatodendritic and axonal hypotrophy, increased intrinsic excitability, decreased dopamine production, and impaired dopamine release. In contrast, inhibition of mTORC2 has more subtle effects, with selective alterations to the output of ventral tegmental area dopamine neurons. Disruption of both mTOR complexes leads to pronounced deficits in dopamine release demonstrating the importance of balanced mTORC1 and mTORC2 signaling for dopaminergic function.

This study examined the factors attributed to 10 teacher candidates' perceptions of self-efficacy throughout their student teaching experiences. Dissimilar to the majority of studies which assess teacher self-efficacy quantitatively, this study used narrative inquiry to meet three aims: First, to understand the variables attributed to teacher self-efficacy among a group of secondary content area teacher candidates; second, to examine candidates' student teaching experiences; and third, to inform teacher educators regarding recurrent themes of teacher preparation which may influence the self-efficacy of teacher candidates. The study's findings provide insight for teacher educators to consider strategies for enhancing teacher preparation including, but not limited to 1) increased opportunities for preservice teachers to apply pedagogy; 2) the implementation of classroom management strategy coursework into teacher education curricula; and 3) incorporated opportunities to explore the extensive demands of the teaching profession, ranging from time management to dealing with difficult parents. This study proposes that teacher preparation can influence content area teacher candidates' self-efficacy beliefs, and creates a paradigm for future qualitative studies exploring the relationship between teacher preparation and teacher self-efficacy.

This essay describes the context, mission, guiding principles, signature pedagogies, curriculum, and anticipated benefits and limitations of our newly designed EdD in Learning and Teaching in Social Contexts. As we prepare to launch our new program (pending approval), our key development efforts are focused on implementing leading-edge coursework centering on problems of practice through a blend of online interactions and applied, real-world experiences. Our primary objective is to equip scholar-practitioners with the expertise to initiate and sustain systematic approaches to transformative and justice-oriented improvement within their local educational communities, both during and following their time in the program.

Large-scale human exome sequencing can identify rare protein-coding variants with a large impact on complex traits such as body adiposity. We sequenced the exomes of 645,626 individuals from the United Kingdom, the United States, and Mexico and estimated associations of rare coding variants with body mass index (BMI). We identified 16 genes with an exome-wide significant association with BMI, including those encoding five brain-expressed G protein-coupled receptors (CALCR, MC4R, GIPR, GPR151, and GPR75). Protein-truncating variants in GPR75 were observed in ~4/10,000 sequenced individuals and were associated with 1.8 kilograms per square meter lower BMI and 54% lower odds of obesity in the heterozygous state. Knock out of Gpr75 in mice resulted in resistance to weight gain and improved glycemic control in a high-fat diet model. Inhibition of GPR75 may provide a therapeutic strategy for obesity.

Alcohol-associated liver disease (ALD) is a global health issue and leads to progressive liver injury, comorbidities, and increased mortality. Human-relevant preclinical models of ALD are urgently needed. Here, we leverage a triculture human Liver-Chip with biomimetic hepatic sinusoids and bile canaliculi to model ALD employing human-relevant blood alcohol concentrations (BACs) and multimodal profiling of clinically relevant endpoints. Our Liver-Chip recapitulates established ALD markers in response to 48 h of exposure to ethanol, including lipid accumulation and oxidative stress, in a concentration-dependent manner and supports the study of secondary insults, such as high blood endotoxin levels. We show that remodeling of the bile canalicular network can provide an in vitro quantitative readout of alcoholic liver toxicity. In summary, we report the development of a human ALD Liver-Chip as a powerful platform for modeling alcohol-induced liver injury with the potential for direct translation to clinical research and evaluation of patient-specific responses.

The paper explores how preservice ELA teachers' expectations of teaching compare to the reality of their experiences during the first year of teaching. The authors consider common concerns of beginning ELA teachers and their implications for teacher self-efficacy. The paper is informed by narrative research, which provides practical and specific insights into the lived experiences of participants. The first data set consists of reflective writings on a self-identified topic connected to ELA teaching and/or learning throughout the semester. Two, one-hour individual interviews conducted during the first year of teaching form the second data set. The paper provides empirical insights about how preservice experiences inform ELA teachers' expectations of first-year teaching and their development of self-efficacy. Their two major concerns -- classroom management and building rapport -- identified their fears and insecurities about managing disruptive students and establishing connections with students. These struggles offer a connection between expectations, experiences and self-efficacy. Likewise, they point to the need for teacher education to address preservice teachers' self-efficacy as a way to support their successful entry into the classroom. The paper includes implications for the development of increased opportunities to study and experience critical concerns of the profession. Such learning experiences offer preservice teachers meaningful opportunities to engage with experiential learning, applied practice and critical reflection before their first year in the field. The paper fulfills an identified need to study how differences between expectation and reality can be difficult for beginning ELA teachers to reconcile, a disconnect that lends itself to considerations of teachers' self-efficacy.

The mechanistic target of rapamycin (mTOR) is a kinase at the center of an evolutionarily conserved signaling pathway that orchestrates cell growth and metabolism. mTOR responds to an array of intra- and extracellular stimuli and in turn controls multiple cellular anabolic and catabolic processes. Aberrant mTOR activity is associated with numerous diseases, with particularly profound impact on the nervous system. mTOR is found in two protein complexes, mTOR complex 1 (mTORC1) and 2 (mTORC2), which are governed by different upstream regulators and have distinct cellular actions. Mutations in genes encoding for mTOR regulators result in a collection of neurodevelopmental disorders known as mTORopathies. While these disorders can affect multiple organs, neuropsychiatric conditions such as epilepsy, intellectual disability, and autism spectrum disorder have a major impact on quality of life. The neuropsychiatric aspects of mTORopathies have been particularly challenging to treat in a clinical setting. Current therapeutic approaches center on rapamycin and its analogs, drugs that are administered systemically to inhibit mTOR activity. While these drugs show some clinical efficacy, adverse side effects, incomplete suppression of mTOR targets, and lack of specificity for mTORC1 or mTORC2 may limit their utility. An increased understanding of the neurobiology of mTOR and the underlying molecular, cellular, and circuit mechanisms of mTOR-related disorders will facilitate the development of improved therapeutics. Animal models of mTORopathies have helped unravel the consequences of mTOR pathway mutations in specific brain cell types and developmental stages, revealing an array of disease-related phenotypes. In this review, we discuss current progress and potential future directions for the therapeutic treatment of mTORopathies with a focus on findings from genetic mouse models.

Heterozygous familial hypercholesterolemia (HeFH) creates elevated low-density lipoprotein cholesterol (LDL-C), causing premature atherosclerotic cardiovascular disease (ASCVD). Guidelines recommend cascade screening relatives and starting statin therapy at 8-10 years old, but adherence to these recommendations is low. Our purpose was to measure self-reported physician practices for cascade screening and treatment initiation for HeFH using a survey of 500 primary care physicians and 500 cardiologists: 54% "always" cascade screen relatives of an individual with FH, but 68% would screen individuals with "strong family history of high cholesterol or premature ASCVD", and 74% would screen a child of a patient with HeFH. The most likely age respondents would start statins was 18-29 years, with few willing to prescribe to a pediatric male (17%) or female (14%). Physicians who reported previously diagnosing a patient with HeFH were more likely to prescribe to a pediatric patient with HeFH, either male (OR = 1.34, 95% CI = 0.99-1.81) or female (OR = 1.31, 95% CI = 0.99-1.72). Many physicians do not cascade screen and are less likely to screen individuals with family history of known HeFH compared to "high cholesterol or premature ASCVD". Most expressed willingness to screen pediatric patients, but few would start treatment at recommended ages. Further education is needed to improve diagnosis and treatment of HeFH.

The Stimulator of Interferon Genes (STING) pathway initiates potent immune responses upon recognition of DNA. To initiate signaling, serine 365 (S365) in the C-terminal tail (CTT) of STING is phosphorylated, leading to induction of type I interferons (IFNs). Additionally, evolutionary conserved responses such as autophagy also occur downstream of STING, but their relative importance during in vivo infections remains unclear. Here we report that mice harboring a serine 365-to-alanine (S365A) mutation in STING are unexpectedly resistant to Herpes Simplex Virus (HSV)-1, despite lacking STING-induced type I IFN responses. By contrast, resistance to HSV-1 is abolished in mice lacking the STING CTT, suggesting that the STING CTT initiates protective responses against HSV-1, independently of type I IFNs. Interestingly, we find that STING-induced autophagy is a CTT- and TBK1-dependent but IRF3-independent process that is conserved in the STING S365A mice. Thus, interferon-independent functions of STING mediate STING-dependent antiviral responses in vivo.

This narrative study examined the mentor-mentee relationship from the positioning of 31 minoritized STEM postdocs at a research-intensive institution. Seeking to enhance the current body of literature on mentoring and minoritized STEM postdocs to encourage institutions to adopt culturally responsive practices and cultivate sustainable research environments, the researchers conducted individual, in-depth interviews with women, people of color, and international postdocs who spanned 17 different STEM departments at a large, research-intensive university in the southeast United States. Using Braun and Clarke's thematic analysis, findings revealed four themes: (1.1) Postdocs' observations of faculty roles, responsibilities, and leadership styles influenced their decisions to pursue or depart a career path to academia; (1.2) postdocs cited poor communication from mentors and misaligned position expectations versus realities as major challenges; (1.3) postdocs described few productive exchanges and felt many exchanges directly benefited mentors; and (1.4) postdocs observed and experienced mentors' mistreatment of minoritized postdocs (i.e., women, people of color, and individuals with international status).

Purpose: Mentoring postdocs is a shared responsibility and dynamic process that requires a mutual commitment between the faculty mentor and postdoc. The purpose of this study is to understand how minoritized science, technology, engineering, and mathematics (STEM) postdocs view and engage in mentoring exchanges with their faculty mentors. In the context of this study, minoritized postdocs include women, people of color, and individuals with international status; faculty mentors include postdocs' Principal Investigators (PIs). Design/methodology/approach: Three researchers and 31 data sources (i.e., interview transcripts) were used to construct the case. Researchers first deductively and independently coded the data sources using Molm's (2006) social exchange framework to identify examples of direct, generalized, and productive mentoring exchanges. Researchers then used thematic analysis (Braun and Clarke, 2006) to identify emergent themes among coded examples of direct, generalized, and productive mentoring exchanges. Findings: Data analyses revealed three emergent themes: (1.1) postdocs valued regular meetings and communication with mentors to clarify responsibilities and role expectations, (1.2) postdocs found more value in their interactions with junior faculty PIs who were flexible and open to innovative ideas, and (1.3) postdocs appreciated conversations about short- and long-term career goals and advice with mentors. Originality/value: Findings offer implications for faculty and postdocs' approaches to mentoring relationships, and for approaches to cultivating supportive scholarly communities in STEM higher education. Recommendations include flexibility in research assignments, increased awareness of non-academic careers, and opportunities for informal interactions and intra/interdepartmental community building.

In the contemporary international field of education and particularly in Science Education, there is a tendency of limiting the teacher to the role of a passive recipient of knowledge produced in research, followed by the transfer of that knowledge to the classroom. Meanwhile, the dominant tendencies on forming constructivist frameworks, where participatory procedures for discovering and constructing knowledge by the children are encouraged, are in contrast to the prevailing tendency mentioned above. This contradiction leads the teacher to failure, which we believe could be tackled with teacher training programs that promote critical thinking and reflective processes. The following text presents an attempt of a method application for educating adults (TLAE method) for teaching traditional university courses in Sciences Education. According to the findings of the research, the development of critical thinking skills in student teachers is evident. The example of the TLAE method application offers the possibility to enhance traditional teaching approaches with new innovative and experiential practices, while such a perspective could compensate for the inefficacies of teacher training.