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Predicting elemental cycles and maintaining water quality under increasing anthropogenic influence requires knowledge of the spatial drivers of river microbiomes. However, understanding of the core microbial processes governing river biogeochemistry is hindered by a lack of genome-resolved functional insights and sampling across multiple rivers. Here we used a community science effort to accelerate the sampling, sequencing and genome-resolved analyses of river microbiomes to create the Genome Resolved Open Watersheds database (GROWdb). GROWdb profiles the identity, distribution, function and expression of microbial genomes across river surface waters covering 90% of United States watersheds. Specifically, GROWdb encompasses microbial lineages from 27 phyla, including novel members from 10 families and 128 genera, and defines the core river microbiome at the genome level. GROWdb analyses coupled to extensive geospatial information reveals local and regional drivers of microbial community structuring, while also presenting foundational hypotheses about ecosystem function. Building on the previously conceived River Continuum Concept1, we layer on microbial functional trait expression, which suggests that the structure and function of river microbiomes is predictable. We make GROWdb available through various collaborative cyberinfrastructures2,3, so that it can be widely accessed across disciplines for watershed predictive modelling and microbiome-based management practices.

Abstract Aims Despite significant morbidity and mortality, recent advances in cardiogenic shock (CS) management have been associated with increased survival. However, little is known regarding the management of patients who survive CS with heart failure (HF) with reduced left ventricular ejection fraction (LVEF, HFrEF), and the utilization of guideline‐directed medical therapy (GDMT) in these patients has not been well described. To fill this gap, we investigated the use of GDMT during an admission for CS and short‐term outcomes using the Inova single‐centre shock registry. Methods We investigated the implementation of GDMT for patients who survived an admission for CS with HFrEF using data from our single‐centre shock registry from January 2017 to December 2019. Baseline characteristics, discharge clinical status, data on GDMT utilization and 30 day, 6 month and 12 month patient outcomes were collected by retrospective chart review. Results Among 520 patients hospitalized for CS during the study period, 185 (35.6%) had HFrEF upon survival to discharge. The median age was 64 years [interquartile range (IQR) 56, 70], 72% (n = 133) were male, 22% (n = 40) were Black and 7% (n = 12) were Hispanic. Forty‐one per cent of patients (n = 76) presented with shock related to acute myocardial infarction (AMI), while 59% (n = 109) had HF‐related CS (HF‐CS). The median length of hospital stay was 12 days (IQR 7, 18). At discharge, the proportions of patients on beta‐blockers, angiotensin‐converting enzyme inhibitors (ACEis)/angiotensin receptor blockers (ARBs)/angiotensin receptor/neprilysin inhibitors (ARNIs) and mineralocorticoid receptor antagonists (MRAs) were 78% (n = 144), 58% (n = 107) and 55% (n = 101), respectively. Utilization of three‐drug GDMT was 33.0% (n = 61). Ten per cent of CS survivors with HFrEF (n = 19) were not prescribed any component of GDMT at discharge. Multivariable logistic regression adjusted for baseline GDMT use revealed that patients with lower LVEF and those who transferred to our centre from an outside hospital were more likely to experience GDMT addition (P

Abstract Current estimates of wetland contributions to the global methane budget carry high uncertainty, particularly in accurately predicting emissions from high methane-emitting wetlands. Microorganisms drive methane cycling, but little is known about their conservation across wetlands. To address this, we integrate 16S rRNA amplicon datasets, metagenomes, metatranscriptomes, and annual methane flux data across 9 wetlands, creating the Multi-Omics for Understanding Climate Change (MUCC) v2.0.0 database. This resource is used to link microbiome composition to function and methane emissions, focusing on methane-cycling microbes and the networks driving carbon decomposition. We identify eight methane-cycling genera shared across wetlands and show wetland-specific metabolic interactions in marshes, revealing low connections between methanogens and methanotrophs in high-emitting wetlands. Methanoregula emerged as a hub methanogen across networks and is a strong predictor of methane flux. In these wetlands it also displays the functional potential for methylotrophic methanogenesis, highlighting the importance of this pathway in these ecosystems. Collectively, our findings illuminate trends between microbial decomposition networks and methane flux while providing an extensive publicly available database to advance future wetland research.

Abstract Background With early detection and improvements in systemic and local therapies, millions of people are surviving cancer, but for some at a high cost. In some cancer types, cardiovascular disease now competes with recurrent cancer as the cause of death. Traditional care models, in which the cardiologist or oncologist assess patients individually, do not address complex cancer and cardiovascular needs. Nursing disciplines should be an integral part of holistic assessment in cardio-oncology care. To learn what educational needs nurses perceive important for provision of competent cardio-oncology nursing care, we undertook an international survey, aiming to understand their learning needs and preferred learning modalities. Methods A cross-sectional survey was developed by members of the International Cardio-Oncology Society (IC-OS) Nursing Research group. The survey was in English and consisted of 23 questions which include demographic information, clinical specialty (oncology, cardiology, or cardio-oncology), multiple-choice questions related to clinical topics that nurses might be interested in learning, and preferred methods of instruction. Results Three hundred and twenty-nine responses were received. The majority expressed interest in learning more about cardio-oncology related topics, primarily via pre-recorded webinars (n = 206, 67%) and live virtual meetings (n = 192, 63%). Formal programs leading to certification were highly endorsed (n = 247, 80%). In relation to specific cardio-oncology topics, there was a strong interest in learning more about specific cardiovascular toxicities, and their monitoring and management (n = 205, 66%). Conclusion Cardio-oncology is a new field of expertise requiring competent nurses with current knowledge incorporating both specialties. The survey we conducted described the sample’s characteristics, identified cardio-oncology learning needs and preferred methods of delivery. A cardio-oncology core curriculum based on the survey responses can offer convenient, accessible and learner-directed education for nurses worldwide. Ultimately, development of cardio-oncology nursing expertise will benefit cancer patients and survivors worldwide.

Abstract Gene-environment interactions in the postnatal period have a long-term impact on neurodevelopment. To effectively assess neurodevelopment in the mouse, we developed a behavioural pipeline that incorporates several validated behavioural tests to measure translationally relevant milestones of behaviour in mice. The behavioral phenotype of 1060 wild type and genetically-modified mice was examined followed by structural brain imaging at 4 weeks of age. The influence of genetics, sex, and early life stress on behaviour and neuroanatomy was determined using traditional statistical and machine learning methods. Analytical results demonstrated that neuroanatomical diversity was primarily associated with genotype whereas behavioural phenotypic diversity was observed to be more susceptible to gene-environment variation. We describe a standardized mouse phenotyping pipeline, termed the Developmental Behavioural Milestones (DBM) Pipeline released alongside the 1000 Mouse Developmental Behavioural Milestones (1000 Mouse DBM) database to institute a novel framework for reproducible interventional neuroscience research.

This research article reports results of a study centered on an undergraduate instructor who facilitated a practice-based field experience with undergraduate preservice teachers (n=125) in an urban museum setting, working with middle school students with a public museum school. In addition to exploring this practice-based field experience, we also examined ways the setting functioned as a third space for teaching and learning. Also discussed are some of the changes the instructor made to maximize student learning in this third space. Results indicate that implementing practice-based learning in undergraduate education serves to extend and support teaching and learning. Moreover, practice-based learning experiences provide additional learning opportunities, including connecting undergraduates' chosen careers with professionals working in the field. The outcomes of this study also indicate that when implementing and facilitating practice-based learning opportunities there are some pedagogical shifts instructors will need to make, including increasing one's flexibility and adaptability as well as intentionally utilizing the additional third space(s) as text and teacher, when and where possible.

This article is guided by a commitment to equitable, affirming, child-centered literacy education, and the belief that student-led inquiry can be embraced within schools since this is an authentic way for children to learn about their world. This article describes how elementary educators can use an inquiry-based researcher's workshop to integrate literacy with social studies. It begins with an overview of the literature showing why educators and children might benefit from this approach. The article then provides a detailed look into inquiry-based researcher's workshop with examples from a fourth-grade, Texas classroom. This structure provides asset-based support for diverse learners, pushes students to engage in critical literacy with meaningful topics, and assists students in acquiring deep comprehension skills through contextualized purposeful practice.

Purpose – School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment? Design/methodology/approach – The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis. Findings – This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership. Research limitations/implications – Because of the chosen research approach, the research results may lack generalizability. Originality/value – The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

Background: Breast reconstruction after mastectomy may improve psychological sequelae for patients. The objective of this study is to characterize differences in depression and anxiety rates for mastectomy and breast reconstruction (BR) patients by race. Methods: The All of Us database was utilized for patients who underwent mastectomy and BR post-mastectomy. Anxiety and depression rates and self-identified race were extracted from DatasetV7. Results: Of mastectomy patients, 2398 were White and 472 were Black. Black patients had the greatest difference in depression rates between mastectomy (44.5%) and BR patients (28.8%) (OR = 0.46, 95% CI 0.26–0.82). White patients had lower depression rates (40.4%) for mastectomy than Black patients. Asian patients had the lowest rates of depression for mastectomy (OR = 0.43, 95% CI 0.22–0.84) and for mastectomy and BR (OR = 0.35). Black patients had a decrease in anxiety rates from mastectomy (49.4%) to BR (40.9%) (OR = 0.67). Conclusions: Anxiety and depression varied significantly by race for mastectomy and BR patients. Black mastectomy patients had the highest rates of depression and anxiety, which decreased after receiving BR. Lower rates of anxiety and depression were found amongst Asian mastectomy patients. These data highlight the need to identify and treat races vulnerable to depression and anxiety before and after mastectomy/BR.

Purpose – The paper aims to address the increasing issue of teacher shortages and the lack of diversity in America’s educators. Highly diverse communities need ways to support community members interested in careers as teachers. This article explores one promising approach to reach and inspire high school students considering the teaching profession. Camp ExCEL (Exploring Careers in Education and Leadership) provided a pathway allowing rising high school seniors an opportunity to explore the teaching profession. This pathway utilized the Grow Your Own framework, recruiting students from a diverse community and providing them resources and information that would further efforts to become an educator within their community. Design/methodology/approach – The current study examined outcomes from an education summer camp, using qualitative thematic analysis to reflexively interpret participants’ (n = 29) feelings and beliefs about effective teaching, culturally responsive teaching (CRT), project-based learning (PBL) and their camp experience. Data were collected using Google documents and surveys. The four connected themes that emerged were obstacles and barriers to teaching, qualities of an effective teacher, the impact of culturally responsive teaching and project-based learning on classrooms, and the importance of mentorships within education. Findings – The paper provides insight about how an education camp can support high school students as they explore a career in education. Results suggest that focus on high-quality pedagogy can support student understanding of the career. Students also suggested their perception of effective teaching that includes acknowledging the needs of the whole student, modeling high-quality teaching practices and displaying positive professional dispositions. Research limitations/implications – Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to conduct and examine education camps further. Practical implications – The paper includes implications for the development of other education camps, especially in areas with highly diverse populations. Originality/value – This paper fulfills an identified need to increase the number of persons pursuing a career in education. The focus on a highly diverse community is also an area of need in education. This article details the description of an education camp and the curriculum used, along with findings from data collected during the first year.

ABSTRACT: Objective: To evaluate the impact of the COVID-19 pandemic on the psychosocial functioning of individuals with cleft lip and/or palate (CL/P). Methods: Patients with CL/P ≥ 6 years old were prospectively recruited from the Cleft and Craniofacial Clinic of a tertiary children's hospital. From July-October 2021, eligible patients (or their parent/guardian) were sent a survey regarding their psychosocial functioning before and after the start of the pandemic. Main Outcome Measure: The difference between prepandemic and intrapandemic patient-reported outcome scores. Results: Thirty-six patients (20 female, age: 15.9 ± 9.8 years) responded. Most had cleft lip and palate (77.8%), responded online (69.4%), interacted remotely via both voice- and video-conferencing (62.9%), and wore masks routinely (77.1%). Similar numbers of patients responded independently (27.8%), responded with the help of a parent/guardian (36.1%), or had a parent/guardian respond on their behalf (36.1%). General social-emotional well-being (p = 0.004, rrb = 0.659) and satisfaction with facial appearance (p = 0.044, rrb = 0.610) significantly improved after the start of the pandemic. Compared to their general intrapandemic social-emotional well-being scores, patients reported higher scores while wearing a mask (rrb = 0.827) and lower scores while interacting remotely (rrb = 0.605), although all were still significantly improved compared to their prepandemic scores (p ≤ 0.010). Patients also reported significant improvement in social functioning while wearing a mask (p = 0.036, rrb = 0.519), whereas they did not when considering their general intrapandemic feelings/experiences (p = 0.269, rrb = 0.211). Conclusion: Patients with CL/P demonstrated significant improvement in overall social-emotional well-being, satisfaction with facial appearance, and social functioning after the start of the COVID-19 pandemic, particularly when wearing a mask.

Human-driven environmental changes shape ecological communities from local to global scales. Within cities, landscape-scale patterns and processes and species characteristics generally drive local-scale wildlife diversity. However, cities differ in their structure, species pools, geographies and histories, calling into question the extent to which these drivers of wildlife diversity are predictive at continental scales. In partnership with the Urban Wildlife Information Network, we used occurrence data from 725 sites located across 20 North American cities and a multi-city, multi-species occupancy modelling approach to evaluate the effects of ecoregional characteristics and mammal species traits on the urbanization-diversity relationship. Among 37 native terrestrial mammal species, regional environmental characteristics and species traits influenced within-city effects of urbanization on species occupancy and community composition. Species occupancy and diversity were most negatively related to urbanization in the warmer, less vegetated cities. Additionally, larger-bodied species were most negatively impacted by urbanization across North America. Our results suggest that shifting climate conditions could worsen the effects of urbanization on native wildlife communities, such that conservation strategies should seek to mitigate the combined effects of a warming and urbanizing world.

We compute the standard Euclidean window of the hadronic vacuum polarization using multiple independent blinded analyses. We improve the continuum and infinite-volume extrapolations of the dominant quark-connected light-quark isospin-symmetric contribution and address additional subleading systematic effects from sea-charm quarks and residual chiral-symmetry breaking from first principles. We find aμW=235.56(65)(50)×10-10, which is in 3.8σ tension with the recently published dispersive result of aμW=229.4(1.4)×10-10 [G. Colangelo, A. X. El-Khadra, M. Hoferichter, A. Keshavarzi, C. Lehner, P. Stoffer, and T. Teubner, Phys. Lett. B 833, 137313 (2022)PYLBAJ0370-269310.1016/j.physletb.2022.137313] and in agreement with other recent lattice determinations. We also provide a result for the standard short-distance window. The results reported here are unchanged compared to our presentation at the Edinburgh workshop of the g-2 Theory Initiative in 2022 [C. Lehner, Talk Presented at the 5th Plenary Meeting of the g-2 Theory Initiative in Edinburgh (2022)].

The need for digital transformation is in high demand, and Extended Reality (XR) is increasing in popularity within education, business, healthcare, and entertainment. More clarification is needed on how XR can be used for meaningful experiences. In this typological article, we explain the various classifications inherent within XR environments and provide situational theory as a supportive framework for further exploration of XR. We describe definitive learning strategies and technological possibilities in light of these developments. Various strategies can be implemented to assist educators on how to use the technology under the situated learning paradigm. Situativity is relevant to life-changing digital experiences, but many question how to implement it in light of XR trends. Given the challenging climate that organizations face today, situated learning has been an essential perspective for future experiences with XR.

ABSTRACT Objective Obesity is related to the recurrence of breast cancer. In‐person groups or individual telephone counseling currently comprise the behavioral weight loss (BWL) programs tested for cancer survivors. Group support via telehealth may be convenient and provide support from fellow survivors, but feasibility, acceptability, and efficacy testing are needed. Methods A single‐arm, 6‐month BWL program was conducted for female breast cancer survivors with an ECOG performance 0 or 1, BMI > 25 kg/m2, and > 6 months from completion of adjuvant chemotherapy and/or radiation treatment. Participants attended 22 video group sessions over 6 months, completing acceptability ratings, weight measurements, Patient Health Questionnaire (PHQ‐9), City of Hope Breast Cancer Quality of Life Scale (QOL), and International Physical Activity Questionnaire. Changes in survey scores and weight (last‐observation carried forward) and differences in outcomes by patients' race were computed with paired t‐tests, ANCOVAs and Chi‐square tests. Results Twenty‐one (5 Black, 15 White, 1 Asian American; Mean (SD) = 60.7 (11.6) years; BMI 33.1 (5.9) kg/m2) survivors enrolled with 90% retention and 81.3% of sessions attended. Acceptability ratings were high (all > 4 on a five‐point scale). Mean (SD) weight loss was 5.9% (5.2%), with 60% losing ≥ 5% of baseline weight; White participants lost 7.5% and Black participants lost 1.9% (p = 0.04). Significant improvements were observed in mood (PHQ‐9; p = 0.01) and physical wellbeing QOL (p = 0.01). Physical activity did not change. Conclusion This telehealth group BWL program was feasible and acceptable for breast cancer survivors, yielding a clinically significant weight loss. Future studies should test this intervention in larger, more diverse samples. Trail Registration ClinicalTrials.gov identifier: NCT04855552, posted April 22, 2021