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BACKGROUND: Intimate partner violence (IPV) is a significant public health issue, and when experienced during pregnancy, IPV substantially harms maternal health. Still, limited research has examined how IPV may influence prenatal oral health and dental care utilization. This study investigates the relationship between IPV during pregnancy and womens oral health experiences. DATA: Data are from 31 states from 2016-2019 in the United States that participated in the Pregnancy Risk Assessment Monitoring System (N = 85,289)-a population-based surveillance system of live births conducted annually by the Centers for Disease Control and Prevention and state health departments. Multivariable logistic regression analyses were used to examine the association between physical IPV during pregnancy (measured by being pushed, hit, slapped, kicked, choked, or physically hurt any other way by a current or ex-husband/partner) and various oral health experiences. FINDINGS: Women who experienced prenatal physical IPV reported worse oral health experiences during pregnancy, including being more likely to report not knowing it was important to care for their teeth, not talking about dental health with a provider, needing to see a dentist for a problem, going to see a dentist for a problem, as well as having more unmet dental care needs. CONCLUSIONS: Together, these findings indicate that women who experience physical IPV during pregnancy have lower knowledge of prenatal oral health care, more oral health problems, and greater unmet dental care needs. Given the risk of IPV and oral health problems for maternal and infant health, the study findings point to greater attention toward the oral health needs of IPV-exposed pregnant women.

The article documents students' experiences with the shift online at the onset of the COVID-19 pandemic and provides informed recommendations to STEM instructors regarding academic integrity and student stress. Over 500 students were surveyed on these topics, including an open-ended question. Students experienced more stress and perceived a greater workload in online courses and therefore preferred in-person courses overall. Personal awareness of cheating during online exams is positively correlated with the proportion of cheating a student perceives. Fear of getting caught is the best cheating deterrent while getting a better grade makes cheating most enticing. Randomization of questions and answer choices is perceived as a highly effective tool to reduce cheating and is reported as the least stress-inducing method. Inability to backtrack and time limits cause students the most stress. Students report that multiple choice questions are the least effective question type to discourage cheating and oral exam questions cause the most stress. Use of camera and lockdown browser or being video- and audio- recorded caused the majority of student stress. Yet, nearly 60% agree that the combination of camera and lockdown browser is an effective deterrent. Recommendations: (i) Be transparent regarding academic dishonesty detection methods and penalties. (ii) Use online invigilating tools. (iii) Synchronize exams and (iv) randomize exam questions. (v) Allow backtracking. (vi) Avoid converting in-person exams to online exams; instead, explore new ways of designing exams for the online environment.

The article documents faculty experiences with the shift online due to the pandemic and provides recommendations to science, technology, engineering, and mathematics (STEM) instructors. Over 100 faculty members were surveyed on these topics and contrasted with previously reported student experiences. The online shift changed how faculty administered exams, ran courses, and acted to ensure academic integrity. For example, when exams went online, 73% of faculty reported spending more time preventing cheating. Concerning academic integrity and stress, faculty and students agreed with the exception of a few notable disconnects. Students reported greater workloads in online classes, while faculty maintained that the shift online did not change student workloads. Students perceived more online cheating than faculty. Overall, there seems to be a significant disconnect regarding faculty not realizing how much their actions may encourage or discourage cheating. Few faculty (<15%) indicated that being a tough grader or having test times too short is a motivating factor, but over 55% of students reported that these motivate students to cheat. Conversely, over 60% of students reported respect for their professors discourages them from cheating, while only 37% of faculty indicated the same. Over 70% of faculty and students indicated that fear of getting caught is a deterrent to cheating. Recommendations to reconnect include (i) faculty should use the finding that the number one deterrent of cheating is fear of getting caught; and (ii) faculty should maintain students' respect by being clear or overestimating workload requirements, carefully adjusting time for online exams, and setting clear expectations with uncomplicated exam questions consistent with the material taught.

Hemophagocytic lymphohistiocytosis (HLH) is a rare disease of excessive immune system activation. We report a case of HLH in a 20-year-old primigravid woman who presented with postpartum fevers. She was successfully treated with dexamethasone and anakinra, a deviation from the HLH-94 protocol, to preserve her ability to breastfeed.

Over a quarter of the world’s population is infected with Tuberculosis (TB)1 and 5-10% of cases of latent TB infection (LTBI) progress to active TB in an individual’s lifetime.Though screening tests are widely utilized for diagnosing LTBI, they are far from perfect.This describes a case of disseminated TB in a patient treated with aggressive immunosuppression after a false-negativeQuantiFERON-TB Gold test.

Background: Transforming the culture of STEM higher education to be more inclusive and help more students reach STEM careers is challenging. Herein, we describe a new model for STEM higher education transformation, the Sustainable, Transformative Engagement across a Multi-Institution/Multidisciplinary STEM, (STEM)[superscript 2], "STEM-squared", Network. The Network embraces a pathways model, as opposed to a pipeline model, to STEM career entry. It is founded upon three strong theoretical frameworks: Communities of Transformation, systems design for organizational change, and emergent outcomes for the diffusion of innovations in STEM education. Currently composed of five institutions--three private 4-year universities and two public community colleges--the Network capitalizes on the close geographic proximity and shared student demographics to effect change across the classroom, disciplinary, institutional, and inter-institutional levels. Results: The (STEM)[superscript 2] Network has increased the extent to which participants feel empowered to be change agents for STEM higher education reform and has increased collaboration across disciplines and institutions. Participants were motivated to join the Network to improve STEM education, to improve the transfer student experience, to collaborate with colleagues across disciplines and institutions, and because they respected the leadership team. Participants continue to engage in the Network because of the collaborations created, opportunities for professional growth, opportunities to improve STEM education, and a sense that the Network is functioning as intended. Conclusion: The goal to increase the number and diversity of people entering STEM careers is predicated on transforming the STEM higher education system to embrace a pathways model to a STEM career. The (STEM)[superscript 2] Network is achieving this by empowering faculty to transform the system from the inside. While the systemic transformation of STEM higher education is challenging, the (STEM)[superscript 2] Network directly addresses those challenges by bridging disciplinary and institutional silos and leveraging the reward structure of the current system to support faculty as they work to transform this very system.

Next-generation sequencing (NGS) can identify and validate new biomarkers of cancer onset, progression and therapy resistance. Substantial archives of formalin-fixed, paraffin-embedded (FFPE) cancer samples from patients represent a rich resource for linking molecular signatures to clinical data. However, performing NGS on FFPE samples is limited by poor RNA purification methods. To address this hurdle, we developed an improved methodology for extracting high-quality RNA from FFPE samples. By briefly integrating a newly-designed micro-homogenizing (mH) tool with commercially available FFPE RNA extraction protocols, RNA recovery is increased by approximately 3-fold while maintaining standard A260/A280 ratios and RNA quality index (RQI) values. Furthermore, we demonstrate that the mH-purified FFPE RNAs are longer and of higher integrity. Previous studies have suggested that pancreatic ductal adenocarcinoma (PDAC) gene expression signatures vary significantly under in vitro versus in vivo and in vivo subcutaneous versus orthotopic conditions. By using our improved mH-based method, we were able to preserve established expression patterns of KRas-dependency genes within these three unique microenvironments. Finally, expression analysis of novel biomarkers in KRas mutant PDAC samples revealed that PEAK1 decreases and MST1R increases by over 100-fold in orthotopic versus subcutaneous microenvironments. Interestingly, however, only PEAK1 levels remain elevated in orthotopically grown KRas wild-type PDAC cells. These results demonstrate the critical nature of the orthotopic tumor microenvironment when evaluating the clinical relevance of new biomarkers in cells or patient-derived samples. Furthermore, this new mH-based FFPE RNA extraction method has the potential to enhance and expand future FFPE-RNA-NGS cancer biomarker studies.

Objectives: Research has identified racial and ethnic disparities in rates of guilty pleas relative to trial where minorities are more likely to proceed to trial, though little research has explored the source of this disparity. Methods: vUsing an adult nationwide sample and a vignette methodology, this research uses Ordinary Least Squares regression to explore differences in White, Black, and Hispanic defendants' willingness to accept a guilty plea (WTAP). Results: Though there are not significant direct effects of race or ethnicity on initial WTAP, there are racial/ethnic differences in theoretical antecedents of WTAP such as perceived probability of conviction, court legitimacy, and attorney type. However, there are not differences in the effects of theoretical antecedents on WTAP across race or ethnicity. Significant differences by race/ethnicity also emerge following a defense attorney's evaluation of an offer and are conditional on guilt. Conclusions: Racial/ethnic differences in rates of plea acceptance are likely due to cumulative racial/ethnic differences in antecedents of WTAP, differences in the effect of attorney evaluation by race/ethnicity, and/or factors that were not directly examined in this study such as variation in plea offers. Implications for future research on the nexus between plea bargaining and race/ethnicity are discussed. [ABSTRACT FROM AUTHOR]

With the present paper, we seek to understand how defendants form of perceptions blameworthiness and to assess how these perceptions affect willingness to accept a plea offer. With an online vignette survey (N = 659), we randomized 1) guilt and 2) riskiness of victim behavior in a vehicular manslaughter case. We also asked respondents to rate the blameworthiness of themselves and their victims. First, results indicate that guilty respondents were more likely to accept a plea than those who were innocent. Second, those in the low-risk victim behavior condition viewed themselves as more blameworthy. Third, people who view themselves as more blameworthy, or their victims as less blameworthy, are more likely to take a plea offer. Lastly, the effects of guilt, victim behavior, and perceptions of victim blameworthiness are also at least partially mediated by perceptions of self-blame. Overall, victim behavior was a key predictor of self-blameworthiness, which was then a critical predictor of WTAP. Results also suggest that respondents viewed blame as a zero-sum game and made decisions about whether to accept a plea based on whether they think they were at fault in the situation. [ABSTRACT FROM AUTHOR]

Despite the volume of research published and pedagogy practiced in conservation biology, there is little assessment of the effectiveness of pedagogical techniques for improving undergraduate conservation literacy and student engagement. We evaluated student responses (2009-2011) to reading "Tigerland and Other Unintended Destinations" by Eric Dinerstein (2005) and found that the book effectively reinforced applied and theoretical concepts learned in class, improved vocabulary, and clarified student perceptions of the field and their potential careers. Our study suggests that reading of nonfiction scientific literature is a valuable option for engaging students in a more meaningful way than can be solely gained from reading required primary literature or textbooks.