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Precision medicine in immune-mediated inflammatory diseases (IMIDs) requires a cellular understanding of treatment response. We describe a therapeutic atlas for Crohns disease (CD) and ulcerative colitis (UC) following adalimumab, an anti-tumour necrosis factor (anti-TNF) treatment. We generated ~1 million single-cell transcriptomes, organised into 109 cell states, from 216 gut biopsies (41 subjects), revealing disease-specific differences. A systems biology-spatial analysis identified granuloma signatures in CD and interferon (IFN)-response signatures localising to T cell aggregates and epithelial damage in CD and UC. Pretreatment differences in epithelial and myeloid compartments were associated with remission outcomes in both diseases. Longitudinal comparisons demonstrated disease progression in nonremission: myeloid and T cell perturbations in CD and increased multi-cellular IFN signalling in UC. IFN signalling was also observed in rheumatoid arthritis (RA) synovium with a lymphoid pathotype. Our therapeutic atlas represents the largest cellular census of perturbation with the most common biologic treatment, anti-TNF, across multiple inflammatory diseases.

This paper introduces a new family of distortion functions for measuring risks, developed using transmutation techniques. We identify the parameter spaces where the proposed distortions exhibit concavity. Considering that the choice of distortion parameters can be influenced by political factors or users' risk aversion levels, we generate plots of the distortion functions to examine how these parameters impact the tasks and users' attitudes toward risk. The coherent properties of the resulting risk measures are explored, outlining the conditions under which the transmuted Kumaraswamy and transmuted truncated normal distortions ensure coherence. Numerical analyses demonstrate the effects of parameter variations on the derived risk measures, highlighting the effectiveness of the proposed distortion functions in accurately assessing risk. [ABSTRACT FROM AUTHOR]

There has been increasing academic interest shown in the evolving market maturity of the private sector, purpose built student accommodation (PBSA) market and its role in supporting the massification of higher education in the UK and elsewhere. This paper focuses on the evolution of the private sector PBSA market in Sheffield, UK, whose material impact upon central Sheffield in the first two decades of the twenty‐first century to both the built environment and socio‐spatial structure of the central city has been transformational. It is asserted that these changes in Sheffield reflect the wider growth dynamics and impact of private sector PBSAs on similar locales across the UK. A fundamental conceptualisation of the paper is that government higher education policy, and the differential interpretation of that policy by higher education institutions, and the enabling planning frameworks of local authorities, have created the market for private sector PBSA. The private sector PBSA market in Sheffield, as elsewhere, has been increasingly drawn into a global financialised framework that positions PBSAs as assets that are enabling of abstracted extraction of value in a knowable and predictable way. The paper foregrounds how this process embeds within a de‐industrialised, secondary city such as Sheffield a deeper connectivity to the global financial economy through not only inflows of investment capital but outflows of revenue to private sector PBSA investors. [ABSTRACT FROM AUTHOR]

This article describes the development and validation of two forms of the Geometry Assessments for Secondary Teachers (GAST), which were designed to assess teachers' knowledge for teaching geometry. Both forms were developed by teams of mathematicians, mathematics educators, psychometricians, and secondary classroom geometry teachers. Predictive validity for the GAST assessment was explored by observing and testing 157 teachers as well as administering pre- and post-tests to 3,698 students. The reliability coefficient for both GAST assessment forms was acceptable (r = 0.79). GAST assessment scores explained a statistically significant but small amount of the variance of student scores, demonstrating an effect that was greater than the number of years of teaching experience but smaller than the effect of having an advanced degree.

Effective competition in a rapidly growing global economy places demands on a society to produce individuals capable of higher-order critical thinking, creative problem solving, connection making, and innovation. We must look to our teacher education programs to help prospective middle grades teachers build the mathematical habits of mind that promote a conceptually indexed, broad-based foundation of mathematics knowledge for teaching which encompasses the establishment and strengthening of mathematical connections. The purpose of this concurrent exploratory mixed methods study was to examine prospective middle grades teachers' mathematics knowledge for teaching geometry and the connections made while completing open and closed card sort tasks meant to probe mathematical connections. Although prospective middle grades teachers' mathematics knowledge for teaching geometry was below average, they were able to make over 280 mathematical connections during the card sort tasks. Curricular connections made had a statistically significant positive impact on mathematics knowledge for teaching geometry. (Contains 6 tables and 1 figure.)

Prospective teachers are expected to construct, emphasise, integrate, and make use of mathematical connections; in doing so, they acquire an understanding of mathematics that is fluid, supple, and interconnected ("Evitts Dissertation Abstracts International," 65(12), 4500, 2005). Given the importance of mathematical connection making, an exploratory study was conducted to consider the ability of prospective middle-grades teachers to make mathematical connections while engaging in card-sorting activities. Twenty-eight prospective middle-grades teachers participated in both an open and closed card sort. Data were analysed using constant comparative methods to extract meta themes to describe the types of connections made. Findings indicate that these prospective teachers tended to make more procedural- and categorical-type mathematical connections and far fewer derivational or curricular mathematical connections.

Presents the PACE model (Projects, Activities, Cooperative learning, and Exercises) a computer-assisted approach for teaching college statistics. Highlights include hands-on activities, self-selected projects, course content, cooperative learning in a computer classroom environment, and a comparison of a traditional approach versus the PACE approach. (LRW)