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Adopting new instructional materials is an important way to support reform in science education, but implementation can be challenging and complex. Therefore, we conducted a contrasting case study of two middle schools implementing new curricular materials. We conducted semi-structured interviews with teachers and leaders and collected instructional artifacts and reflections from teachers. Using an organizational sensemaking framework, we investigated the tensions that came up during implementation, the resources leveraged to address those tensions, and resulting instructional and leadership practices. One school focused on implementing the materials with fidelity, relying on networking and past practices, which led to a more traditionalized teaching approach. The other school centered the curricular materials, prioritizing understanding the instructional model and customizing for their students, resulting in more aligned instructional practices. Looking across the two cases highlights three key takeaways. First, we discuss the dilemma of agency, which is how can leaders balance teachers' professional agency with the push for instructional reform, especially when teachers may not fully understand the reform approach. We propose that a focus on understanding the goals of instructional reform might help resolve this dilemma. Second, we discuss the role of collaboration as potentially supporting or inhibiting teacher learning and propose that when teachers collaborate about high quality instructional materials they may be more likely to learn about the reforms inherent in them. Finally, we highlight the importance of discipline-specific leadership in helping teachers to understand and implement the complexities inherent in new science instructional materials.

Access to synchrotron X-ray facilities has become an important aspect for many disciplines in experimental Earth science. This is especially important for studies that rely on probing samples in situ under natural conditions different from the ones found at the surface of the Earth. The non-ambient condition Earth science program at the Advanced Light Source (ALS), Lawrence Berkeley National Laboratory, offers a variety of tools utilizing the infra-red and hard X-ray spectrum that allow Earth scientists to probe Earth and environmental materials at variable conditions of pressure, stress, temperature, atmospheric composition, and humidity. These facilities are important tools for the user community in that they offer not only considerable capacity (non-ambient condition diffraction) but also complementary (IR spectroscopy, microtomography), and in some cases unique (Laue microdiffraction) instruments. The availability of the ALS’ in situ probes to the Earth science community grows especially critical during the ongoing dark time of the Advanced Photon Source in Chicago, which massively reduces available in situ synchrotron user time in North America.

Despite laws in the United States (e.g., Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990 and its 2008 Amendments), students with various disabilities continue to experience access barriers to instructional content and inclusion in course activities. Online learning environments can present especially challenging circumstances for disabled students despite the advantages they could potentially bring. In this article, we present the design and development of three self-paced e-learning modules following a three-phased design process to prepare instructional design students to create accessible online learning content. The instructional design planning and development process can provide rich experiences for learning. In this design case, the authors tell the stories of the design team to delineate the recursive three-phased design process, aiming to present (a) the ideation, design, creation, and implementation of the accessibility modules to teach novice instructional designers the importance and methods to create accessible online instructional content and (b) the lessons learned by the design team as a result of the design process.

COVID-19 adversely impacted parents with substance use disorders (SUDs) as evidenced by increased overdoses. This study used a qualitative approach to examine COVID’s impact on experiences and perceptions of a parenting program designed for mothers in recovery from SUDs, “Mothering from the Inside Out” (MIO), implemented through Early Intervention (EI) home-visiting services. Four EI programs participated in training and implementation of MIO. Subjects included 10 eligible EI providers trained in August 2019 or August 2021 and 11 mothers in recovery from SUDs. More mothers completed MIO during the pandemic compared to before. We conducted inductive thematic analysis of exit interviews and field notes, along with interpretation of process measures of intervention implementation. Initially, the switch to telehealth negatively impacted the provider-parent relationship but made engagement logistically easier for some mothers. Parent and provider participants reported the need for additional psychosocial support due to increased stressors, as well as ways that MIO helped them cope during the pandemic. COVID made EI enrollment of families more difficult in general; however once enrolled, telehealth improved retention in MIO, meeting a critical need during the pandemic.

Virtual reality (VR) in education has tremendous potential in providing immersive and interactive experiences for students. Immersive virtual reality (IVR) technologies and IVR learning experiences have been increasingly used in education settings to support a variety of instructional methods and outcomes by providing experiential and authentic learning experiences. Research findings indicate that IVR in education can provide many learning benefits (Hamilton et al., "Journal of Computers in Education, 8"(1), 1-32, 2021; Slater & Sanchez-Vives, "Frontiers in Robotics and A.I., 3," 74, 2016) as IVR can afford learners firsthand experiences that are unattainable in the physical world, present opportunities for experiential and situated learning, and foster learners' motivation and engagement (Di Natale et al., "British Journal of Educational Technology, 51"(6), 2006-2033, 2020). Researchers have also found that the successful integration of VR in education settings is contingent upon many factors, including access, support, time, teachers' beliefs of the value of the technology for student learning, and their self-efficacy in its use for teaching (Angeli & Valanides, "Learning and Instruction, 19"(4), 322-334, 2009; Ertmer & Ottenbreit-Leftwich, "Journal of Research on Technology in Education, 42"(3), 255-284, 2010; Windschitl & Sahl, "American Educational Research Journal, 39"(1), 165-205, 2002), the context (Ertmer & Ottenbreit-Leftwich, "Journal of Research on Technology in Education, 42"(3), 255-284, 2010; Kopcha, "Educational Technology Research and Development, 58," 175-190, 2010; Windschitl & Sahl, "American Educational Research Journal, 39"(1), 165-205, 2002; Zhao & Frank, "American Educational Research Journal, 40"(4), 807-840, 2003), and vision, leadership, planning and support, culture, professional development, curriculum and instruction, and partnerships (Levin & Schrum, "Journal of Research on Technology in Education, 46"(1), 29-51, 2013). We propose that educators adopt a systems-thinking approach, which uses a holistic perspective that considers the design of the instructional content and the broader context and interdependencies of various elements within an educational system for supporting the use of the instructional content. Examining the interconnections among design considerations for integrating IVR, including pertinent concepts, participant elements, educational procedures, and the results of learning (Lee & Wong, "Transactions on edutainment I, 5080," 231-241, 2008) and the systems in which planning these IVR learning experiences will occur, is an essential stride in attaining a well-informed IVR-enhanced design for teaching and learning. This paper will discuss using IVR-enhanced instruction and learning in formal education while considering the various systems in which IVR-enhanced teaching and learning will reside to strategically identify and work within those systems for the successful integration of IVR. In this process, we explore relevant systems and considerations when creating IVR-enhanced learning experiences to assist educators and researchers in following a similar approach.

Professional development (PD) can support science teachers to learn about instructional reforms, but more work needs to be done on broadening our understanding of how specific PD activities support teacher learning. One understudied PD activity is the "student hat": when teachers engage in student learning activities while considering ideas, language, and feelings students might have to build their empathy for how student experience reform instruction. Little is known about if and how student hat activities support teacher learning. I conducted a single embedded case study of a 2.5-day PD for middle school science teachers using the OpenSciEd curriculum. I interviewed 12 participants to understand how they perceived the student hat activities and analyzed 36 hours of PD video, focusing specifically on moments in which participants struggled to act in student hat, to gain insights on how it helped them to learn. Teachers found student hat difficult, but it helped them better understand science ideas, their students, and the instructional approach. These learning outcomes likely occurred because of two mechanisms: creating a safe environment to be wrong and building epistemic empathy with students. By allowing teachers to feel safe expressing confusion with content ideas, the student hat helped teachers to build their science understanding. Developing teachers' epistemic empathy for students helped them to understand how students might think and feel while engaging in reform instruction.

Autoimmunity is characterized by loss of tolerance to tissue-specific as well as systemic antigens, resulting in complex autoantibody landscapes. Here, we introduce and extensively validate the performance characteristics of a murine proteome-wide library for phage display immunoprecipitation and sequencing (PhIP-seq) in profiling mouse autoantibodies. This library was validated using 7 genetically distinct mouse lines across a spectrum of autoreactivity. Mice deficient in antibody production (Rag2-/- and μMT) were used to model nonspecific peptide enrichments, while cross-reactivity was evaluated using anti-ovalbumin B cell receptor-restricted OB1 mice as a proof of principle. The PhIP-seq approach was then utilized to interrogate 3 distinct autoimmune disease models. First, serum from Lyn-/- IgD+/- mice with lupus-like disease was used to identify nuclear and apoptotic bleb reactivities. Second, serum from nonobese diabetic (NOD) mice, a polygenic model of pancreas-specific autoimmunity, was enriched in peptides derived from both insulin and predicted pancreatic proteins. Lastly, Aire-/- mouse sera were used to identify numerous autoantigens, many of which were also observed in previous studies of humans with autoimmune polyendocrinopathy syndrome type 1 carrying recessive mutations in AIRE. These experiments support the use of murine proteome-wide PhIP-seq for antigenic profiling and autoantibody discovery, which may be employed to study a range of immune perturbations in mouse models of autoimmunity profiling.

In teaching and in practice, little attention is given to a low anion gap. This oversight can result in a missed opportunity to diagnose acute or chronic disorders requiring treatment. In this article, we review the constituents of the anion gap, build a differential diagnosis for a low anion gap using case examples, and provide a stepwise approach to diagnostic testing to evaluate this abnormal finding.

Abstract Background Sudden unexpected infant death (SUID) continues to be a leading cause of death in infants in the United States (US), with significant disparities by race and socio-economic status. Infant safe sleep behaviors are associated with decreasing SUID risk, but challenges remain for families to practice these routinely. The objective of this program was to implement and evaluate a novel approach for an infant safe sleep pilot program built upon partnerships between hospitals and community-based organizations (CBOs) serving pregnant and parenting families in at-risk communities. Methods Community Partnership Approaches to Safe Sleep (CPASS) was a prospectively implemented infant safe sleep program. CPASS included children’s hospitals partnered with CBOs across five US cities: Portland, OR, Little Rock AR, Chicago, IL, Birmingham, AL, and Rochester, NY. The program consisted of (1) monthly learning community calls; (2) distribution of Safe Sleep Survival Kits; and (3) surveys of sites and families regarding program outcomes. Survey measures included (1) site participation in CPASS activities; (2) recipients’ use of Safe Sleep Kits; and (3) recipients’ safe sleep knowledge and behaviors. Results CPASS learning community activities were consistently attended by at least two representatives (1 hospital-based, 1 CBO-based) from each site. Across the five sites, 1002 safe kits were distributed over 9 months, the majority (> 85%) to families with infants ≤ 1 month old. Among participating families, 45% reported no safe sleep location before receipt of the kit. Family adherence to nighttime safe sleep recommendations included: (1) no bedsharing (M 6.0, SD 1.8, range 0–7); (2) sleep on back (M 6.3, SD 1.7, range 0–7); and (3) sleep in a crib with no blankets/toys (M 6.0, SD 2.0, range 0–7). Site interviews described how participation in CPASS influenced safe sleep conversations and incorporated local data into counseling. Hospital-CBO relationships were strengthened with program participation. Conclusions The CPASS pilot program provides a new, innovative model built on hospital-community partnerships for infant safe sleep promotion in SUID-impacted communities. CPASS reached families before their infant’s peak age risk for SUID and empowered families with knowledge and resources to practice infant safe sleep. Important lessons learned included improved ways to center and communicate with families.

Abstract Background Theileria haneyi is one of the three known causative agents of equine piroplasmosis. While imidocarb is generally effective in the clearance of the highly pathogenic Theileria equi, it is ineffective in the treatment of T. haneyi. Moreover, co-infection with T. haneyi has been shown to impede the successful treatment of T. equi. Furthermore, tulathromycin and diclazuril have demonstrated inefficacy in eradicating T. haneyi. The absence of an effective therapeutic agent against this parasite represents a significant obstacle in managing equine piroplasmosis. Methods To address this issue, we evaluated the efficacy of buparvaquone in the treatment of T. haneyi in chronically infected horses. Results Our findings showed that treatment of horses with the recommended dose of 2.5 mg/kg of buparvaquone led to a rapid abatement of T. haneyi levels, to a level where the parasites were not detectable by nested PCR. Following treatment, the horses remained PCR negative for a minimum of seven weeks until recrudescence occurred. Subsequent re-administration of buparvaquone at an increased dosage of 6 mg/kg upon recrudescence failed to exert a theilericidal effect on T. haneyi. Throughout the treatment regimen, the hematological parameters of the horses and most components of the chemistry panel remained within the normal range, except for blood urea nitrogen levels, which fell below the normal range in certain instances. conclusions BPQ at 2.5 mg/kg and 6 mg/kg had a robust theilericidal effect but was ineffective in the clearance of the T. haneyi infection in persistently infected animals. Graphical Abstract

Abstract Background COVID-19 can cause cardiac complications and the latter are associated with poor prognosis and increased mortality. SARS-CoV-2 variants differ in their infectivity and pathogenicity, but how they affect cardiomyocytes (CMs) is unclear. Methods The effects of SARS-CoV-2 variants were investigated using human induced pluripotent stem cell-derived (hiPSC-) CMs in vitro and Golden Syrian hamsters in vivo. Results Different variants exhibited distinct tropism, mechanism of viral entry and pathology in the heart. Omicron BA.2 most efficiently infected and injured CMs in vitro and in vivo, and induced expression changes consistent with increased cardiac dysfunction, compared to other variants tested. Bioinformatics and upstream regulator analyses identified transcription factors and network predicted to control the unique transcriptome of Omicron BA.2 infected CMs. Increased infectivity of Omicron BA.2 is attributed to its ability to infect via endocytosis, independently of TMPRSS2, which is absent in CMs. Conclusions In this study, we reveal previously unknown differences in how different SARS-CoV-2 variants affect CMs. Omicron BA.2, which is generally thought to cause mild disease, can damage CMs in vitro and in vivo. Our study highlights the need for further investigations to define the pathogenesis of cardiac complications arising from different SARS-CoV-2 variants.

Autoinflammatory diseases include a number of monogenic systemic inflammatory diseases, as well as acquired autoinflammatory diseases such as gout. Here, we show that the myeloid Src-family kinases Hck, Fgr, and Lyn are critical for experimental models of gout, as well as for genetically determined systemic inflammation in the Ptpn6me-v/me-v (motheaten viable) mouse model. The Hck-/-Fgr-/-Lyn-/- mutation abrogated various monosodium urate (MSU) crystal-induced pro-inflammatory responses of neutrophils, and protected mice from the development of gouty arthritis. The Src-family inhibitor dasatinib abrogated MSU crystal-induced responses of human neutrophils and reduced experimental gouty arthritis in mice. The Hck-/-Fgr-/-Lyn-/- mutation also abrogated spontaneous inflammation and prolonged the survival of the Ptpn6me-v/me-v mice. Spontaneous adhesion and superoxide release of Ptpn6me-v/me-v neutrophils were also abolished by the Hck-/-Fgr-/-Lyn-/- mutation. Excessive activation of tyrosine phosphorylation pathways in myeloid cells may characterize a subset of autoinflammatory diseases.