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Objective: Assess university students' SARS-CoV-2 antibody seroprevalence and mitigation behaviors over time. Participants: Randomly selected college students (N = 344) in a predominantly rural Southern state. Methods: Participants provided blood samples and completed self-administered questionnaires at three timepoints over the academic year. Adjusted odds ratios and 95% confidence intervals were estimated from logistic regression analyses. Results: SARS-CoV-2 antibody seroprevalence was 18.2% in September 2020, 13.1% in December, and 45.5% in March 2021 (21% for those with no vaccination history). SARS-CoV-2 antibody seroprevalence was associated with large social gatherings, staying local during the summer break, symptoms of fatigue or rhinitis, Greek affiliation, attending Greek events, employment, and using social media as the primary COVID-19 information source. In March 2021, seroprevalence was associated with receiving at least one dose of a COVID-19 vaccination. Conclusion: SARS-CoV-2 seroprevalence was higher in this population of college students than previous studies. Results can assist leaders in making informed decisions as new variants threaten college campuses.

Quantitative measures in mathematics education have informed policies and practices for over a century. Thus, it is critical that such measures in mathematics education have sufficient validity evidence to improve mathematics experiences for students. This article provides a systematic review of the validity evidence related to measures used in elementary mathematics education. The review includes measures that focus on elementary students as the unit of analyses and attends to validity as defined by current conceptions of measurement. Findings suggest that one in ten measures in mathematics education include rigorous evidence to support intended uses. Recommendations are made to support mathematics education researchers to continue to take steps to improve validity evidence in the design and use of quantitative measures.

Community engagement in the planning process to build large-scale solar (LSS) projects can win local support and advance procedural justice. However, an understanding of community engagement in current LSS development is lacking. Using responses from a U.S. nationwide survey (n = 979) of residential neighbors living within 3 miles (4.8 km) of completed LSS projects (i.e. “solar neighbors”) and project details from the U.S. Large-Scale Solar Photovoltaic Database (USPVDB), this study seeks to answer the following questions: How are solar neighbors' perceptions of community engagement associated with their attitudes toward their LSS projects? How do solar neighbors' perceptions of community engagement compare to their expectations? And, how do neighbors explain what they perceived about the planning process? We answer these questions using mixed methods, including regression modeling, a new gap analysis technique, and qualitative coding. We find that higher perceived engagement is associated with more positive attitudes toward the project, even when controlling for respondents who acted in opposition. Supporters and opponents alike expect more engagement than they perceived and information about projects both before construction and after operation is lacking. Awareness and engagement expectations increase at certain project size and proximity thresholds. However, most neighbors expect the public to offer input during engagement, but not make decisions. We contextualize these findings with explanatory comments from respondents.

Teacher education has begun to embrace the use of 360 videos to improve preservice teachers' (PSTs) engagement and immersion. While recent research on such use is promising overall, there are specific questions that have been left unanswered about the construct of presence in 360 videos. More specifically, research has yet to fully explore how video delivery devices and PST characteristics may impact presence. The purpose of this study was to respond to this gap in the literature by examining PST major, delivery device (ie, head mounted display vs. flat screen), and the interaction between the two in informing presence. A total of 93 PSTs watched 360 videos and then completed a questionnaire. Findings indicated that presence in head-mounted displays was related to emotions and agency. Conversely, presence with flat screens meant familiarity and control. Moreover, PST major was a predictor of presence, suggesting that 360 videos should be personalized according to PST career and professional goals. Finally, the interaction effect of preparing to teach K-12 mathematics and wearing a head-mounted display had a negative and statistically significant effect on participants' perceived presence, thus indicating a non-cumulative effect.

Guanylate cyclase activating protein-5 (GCAP5) in zebrafish photoreceptors promotes the activation of membrane receptor retinal guanylate cyclase (GC-E). Previously, we showed the R22A mutation in GCAP5 (GCAP5R22A) abolishes dimerization of GCAP5 and activates GC-E by more than 3-fold compared to that of wild-type GCAP5 (GCAP5WT). Here, we present ITC, NMR, and functional analysis of GCAP5R22A to understand how R22A causes a decreased dimerization affinity and increased cyclase activation. ITC experiments reveal GCAP5R22A binds a total of 3 Ca2+, including two sites in the nanomolar range followed by a single micromolar site. The two nanomolar sites in GCAP5WT were not detected by ITC, suggesting that R22A may affect the binding of Ca2+ to these sites. The NMR-derived structure of GCAP5R22A is overall similar to that of GCAP5WT (RMSD = 2.3 Å), except for local differences near R22A (Q19, W20, Y21, and K23) and an altered orientation of the C-terminal helix near the N-terminal myristate. GCAP5R22A lacks an intermolecular salt bridge between R22 and D71 that may explain the weakened dimerization. We present a structural model of GCAP5 bound to GC-E in which the R22 side-chain contacts exposed hydrophobic residues in GC-E. Cyclase assays suggest that GC-E binds to GCAP5R22A with ∼25% higher affinity compared to GCAP5WT, consistent with more favorable hydrophobic contact by R22A that may help explain the increased cyclase activation.

This study used traditional and holographic video, along with eye-tracking technology, to examine how preservice teachers' physical act of looking is associated with how they attend to and assess students' fraction reasoning. Findings revealed that, although viewing of holograms may have influenced more focus on students' work area, there was little observed difference in the written noticing of preservice teachers in each condition. Additionally, by examining eye-gaze data for how teachers focused rather than simply what they focused on, findings were able to distinguish between how different participants perceived students' fraction work. Results indicated that the more participants described students' conceptual reasoning, the more likely they were to focus on the mathematical work students were doing and not simply on the region they did such work.

Dry-snow slab avalanches release due to crack propagation in a weak snow layer under a cohesive snow slab. Crack propagation speeds can provide insights into the potential size of avalanches and inform fracture and avalanche release models. Despite their importance, slope-scale crack speed measurements from real avalanches are limited. Further, most existing slope-scale measurements utilize the appearance of slab fractures on the snow surface. However, we have no evidence that the appearance of surface cracking is a good indicator of the weak layer crack propagation tip. Here we present a novel method to estimate crack propagation speed from snow surface movements in avalanche videos. Our technique uses changes in frame pixel intensity, allowing us to detect the location of weak layer cracks well before slab fractures appear on the snow surface. We use field experiments and numerical simulations to validate our method before applying it to five avalanches. Our estimates show that cracks propagate faster up and down the slope than in the cross-slope direction; this suggests that different propagation regimes likely govern crack propagation up/down the slope, cross-slope and in flat terrain.

Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360 video viewing to examine the relationship between where and what PSTs' looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students' fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.

Professional teacher noticing is a key skill in preparing future elementary mathematics teachers, with the goal of increasing the specificity and sophistication of noticing children's mathematical reasoning. One common effort scholars have engaged to improve teachers' professional noticing is to improve the quality of representation. Recently, various scholars have found that extended reality based representations, such as 360 video and virtual reality, positively affect teachers' noticing by increasing the realism (via perceptual capacity). The present study explored the use of holographic representations to determine whether the increased perceptual capacity afforded by an ability to "lean in" and observe children's mathematics affected professional noticing. Findings and results provide preliminary support for this medium.

A growing body of research has supported the implementation of innovative and immersive video for teaching and learning across the lifespan. Immersive video, delivered through eXtended Reality (XR) tools like 360 video, provides users with new ways to see real or created environments. Unfortunately, most of the existing research has highlighted immersive video without accompanying immersive audio. This use of monophonic audio can create a disconnect for viewers as they experience close to real world video with sounds that do not match a real-world environment. The purpose of this study was to respond to this gap in the literature by exploring the use of ambisonic audio and its impact on preservice teacher noticing and variability of viewing focus when watching 360 video. Data were collected from undergraduate teacher education students who participated in a self-paced online activity that included watching 360 videos and responding to a questionnaire. A convergent mixed methods design was employed to compare participants' professional noticing and observed viewing behavior in the context of ambisonic and monophonic audio. Results showed that users in ambisonic audio conditions in 360 video environments were more likely to have higher focus. Moreover, for users who had specific professional knowledge, monophonic audio with immersive video had a negative impact on their variance in focus. The paper concludes with recommendations for future research on the use of audio in virtual and augmented reality environments.

Summary: Three-dimensional brain organoids from human pluripotent stem cells are a powerful tool for studying human neural networks. Here, we present a protocol for generating cortical brain organoid slices (cBOS) derived from regionalized cortical organoids and grown at the air-liquid interphase. We provide steps for slicing organoids and maintaining them in long-term culture. We then detail approaches for quality control including the evaluation of cell death and cellular identity. Finally, we describe procedures for the expression of a genetically encoded nanosensor for ATP.For complete details on the use and execution of this protocol, please refer to Petersilie et al.1 : Publisher’s note: Undertaking any experimental protocol requires adherence to local institutional guidelines for laboratory safety and ethics.

BackgroundCommunity health workers (CHWs) can supplement professional medical providers, especially in rural settings where resources are particularly scarce. Yet, outcomes of studies evaluating CHWs effectiveness have been highly variable and lack impact when scaled nationally. This study examines if child and maternal outcomes are better when existing government CHWs, who are perinatal home visitors, receive ongoing enhanced supervision and monitoring, compared to standard care.Methods and findingsA cluster randomized controlled effectiveness trial was conducted comparing outcomes over 2 years when different supervision and support are provided. Primary health clinics were randomized by clinic to receive monitoring and supervision from either (1) existing supervisors (Standard Care (SC); n = 4 clinics, 23 CHWs, 392 mothers); or (2) supervisors from a nongovernmental organization that provided enhanced monitoring and supervision (Accountable Care [AC]; n = 4 clinic areas, 20 CHWs, 423 mothers). Assessments were conducted during pregnancy and at 3, 6, 15, and 24 months post-birth with high retention rates (76% to 86%). The primary outcome was the number of statistically significant intervention effects among 13 outcomes of interest; this approach allowed us to evaluate the intervention holistically while accounting for correlation among the 13 outcomes and considering multiple comparisons. The observed benefits were not statistically significant and did not show the AC's efficacy over the SC. Only the antiretroviral (ARV) adherence effect met the significance threshold established a priori (SC mean 2.3, AC mean 2.9, p < 0.025; 95% CI = [0.157, 1.576]). However, for 11 of the 13 outcomes, we observed an improvement in the AC compared to the SC. While the observed outcomes were not statistically significant, benefits were observed for 4 outcomes: increasing breastfeeding for 6 months, reducing malnutrition, increasing ARV adherence, and improving developmental milestones. The major study limitation was utilizing existing CHWs and being limited to a sample of 8 clinics. There were no major study-related adverse events.ConclusionsSupervision and monitoring were insufficient to improve CHWs' impact on maternal and child outcomes. Alternative strategies for staff recruitment and narrowing the intervention outcomes to the specific local community problems are needed for consistently high impact.Trial registrationClinicaltrials.gov, NCT02957799.

In October 2020, the National Cancer Institute (NCI) Serological Sciences Network (SeroNet) was established to study the immune response to COVID-19, and "to develop, validate, improve, and implement serological testing and associated technologies" (https://www.cancer.gov/research/key-initiatives/covid-19/coronavirus-research-initiatives/serological-sciences-network). SeroNet is comprised of 25 participating research institutions partnering with the Frederick National Laboratory for Cancer Research (FNLCR) and the SeroNet Coordinating Center. Since its inception, SeroNet has supported collaborative development and sharing of COVID-19 serological assay procedures and has set forth plans for assay harmonization. To facilitate collaboration and procedure sharing, a detailed survey was sent to collate comprehensive assay details and performance metrics on COVID-19 serological assays within SeroNet. In addition, FNLCR established a protocol to calibrate SeroNet serological assays to reference standards, such as the U.S. severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) serology standard reference material and first WHO international standard (IS) for anti-SARS-CoV-2 immunoglobulin (20/136), to facilitate harmonization of assay reporting units and cross-comparison of study data. SeroNet institutions reported development of a total of 27 enzyme-linked immunosorbent assay (ELISA) methods, 13 multiplex assays, and 9 neutralization assays and use of 12 different commercial serological methods. FNLCR developed a standardized protocol for SeroNet institutions to calibrate these diverse serological assays to reference standards. In conclusion, SeroNet institutions have established a diverse array of COVID-19 serological assays to study the immune response to SARS-CoV-2 and vaccines. Calibration of SeroNet serological assays to harmonize results reporting will facilitate future pooled data analyses and study cross-comparisons. IMPORTANCE SeroNet institutions have developed or implemented 61 diverse COVID-19 serological assays and are collaboratively working to harmonize these assays using reference materials to establish standardized reporting units. This will facilitate clinical interpretation of serology results and cross-comparison of research data.

IntroductionThe COVID-19 pandemic brought an urgent need to discover novel effective therapeutics for patients hospitalised with severe COVID-19. The Investigation of Serial studies to Predict Your Therapeutic Response with Imaging And moLecular Analysis (ISPY COVID-19 trial) was designed and implemented in early 2020 to evaluate investigational agents rapidly and simultaneously on a phase 2 adaptive platform. This manuscript outlines the design, rationale, implementation and challenges of the ISPY COVID-19 trial during the first phase of trial activity from April 2020 until December 2021.Methods and analysisThe ISPY COVID-19 Trial is a multicentre open-label phase 2 platform trial in the USA designed to evaluate therapeutics that may have a large effect on improving outcomes from severe COVID-19. The ISPY COVID-19 Trial network includes academic and community hospitals with significant geographical diversity across the country. Enrolled patients are randomised to receive one of up to four investigational agents or a control and are evaluated for a family of two primary outcomes-time to recovery and mortality. The statistical design uses a Bayesian model with 'stopping' and 'graduation' criteria designed to efficiently discard ineffective therapies and graduate promising agents for definitive efficacy trials. Each investigational agent arm enrols to a maximum of 125 patients per arm and is compared with concurrent controls. As of December 2021, 11 investigational agent arms had been activated, and 8 arms were complete. Enrolment and adaptation of the trial design are ongoing.Ethics and disseminationISPY COVID-19 operates under a central institutional review board via Wake Forest School of Medicine IRB00066805. Data generated from this trial will be reported in peer-reviewed medical journals.Trial registration numberNCT04488081.