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This study assessed the effectiveness of a spatialized mathematics intervention on the mathematical performance and spatial visualization skills of students from an underprivileged Indonesian community. Grade 8 students (N = 407) were assigned to one of twelve experimental classes, receiving the spatial mathematics intervention, or one of seven control classes, continuing with the standard mathematics curriculum. Prior to and following the intervention, a pre-test and post-test design was administered. The data were analyzed using Analysis of Covariance to ascertain the effect of the intervention. Results revealed that the students in the experimental group exhibited significant improvements in spatial visualization skills and mathematics performance (including both spatial and non-spatial competencies), compared to the control group. Importantly, the findings provide evidence that the transfer effects of the spatialized curriculum occur differentially for students of varying ability levels. The findings highlight the importance of spatial intervention in enhancing mathematics performance and spatial visualization skills. The study suggests potential avenues for a paradigm shift in mathematics education that recognizes and embraces the profound influence of spatial thinking.

The use of nature-based solutions (NBS) for coastal climate adaptation has broad and growing interest, but NBS are rarely assessed with the same rigor as traditional engineering solutions or with respect to future climate change scenarios. These gaps pose challenges for the use of NBS for climate adaptation. Here, we value the flood protection benefits of stakeholder-identified marsh restoration under current and future climate change within San Francisco Bay, a densely urbanized estuary, and specifically on the shores of San Mateo County, the county most vulnerable to future flooding in California. Marsh restoration provides a present value of $21 million which increases to over $100 million with 0.5 m of sea level rise (SLR), and to about $500 million with 1 m of SLR. There are hotspots within the county where marsh restoration delivers very high benefits for adaptation, which reach $9 million/hectare with likely future sea level and storm conditions. Todays investments in nature and community resilience can result in increasing payoffs as climate change progresses and risk increases.

The capacity to interrogate data with critical thinking is a strong predictor of statistical literacy (SL). This data interrogation, from the data consumers' perspective, incorporates four complex response skills: "interpreting," "communicating," "evaluating," and "decision-making," and those skills are strongly supported by students' appreciation of three interrelated knowledge components ("text and context," "representation," and "statistical-mathematical knowledge"). Due to the need to be critical data-information readers, students' SL should develop during their formal schooling. The aim of this paper was to investigate differences in SL between Indonesian year 9 and year 12 students and between female and male students. The same test was administered to 48 year 9 students (50% females) and 48 year 12 students (50% females) from 16 different schools in Indonesia. Findings revealed that the highest percentage of year 9 and 12 students demonstrated evidence of "consistent but non-critical thinking" (level 4), suggesting that they exhibited their statistical knowledge but not in critical ways. There were 42% of year 9 students showing limited statistical thinking (levels 1 to 3) compared to 17% of year 12 students. Furthermore, while there were no significant gender differences in students' SL and its all skills, the study shows significant grade level differences in overall SL as well as in its skills except "interpreting." Implications of this study include the development of a framework that provides a coherent assessment of students' SL from a data consumers' perspective, along with suggestions for classroom teaching.

Patterns are a fundamental component of mathematics, and the patterning ability of young children has been well researched; however, this research has largely been conducted with relatively small cohorts (±70) and in an interventionist way (in laboratory settings or with researchers directly intervening in educational contexts). The current study examines the patterning skills of approximately 3 200 children in a naturalistic setting. As part of a larger, early years' STEM engagement program, children were provided patterning opportunities across one school term. The data presented here provides information regarding the children's performance on the tablet-based activities embedded in the program. Findings indicate that 3.5- to 4.5-year-old children were able to copy, extend, insert missing elements, fix, and create patterns, using a range of two, three or four elements pattern structures. These findings, from a large-scale naturalistic setting, confirm some aspects of the existing laboratory-based research, whilst also indicating that some children are more capable in terms of creating patterns than the existing research suggests. These findings have implications for educators when they are planning play-based patterning activities with preschool children.

This critical discussion paper explores the epistemic governance of "community readiness" in and for teacher education. Classroom ready is often interpreted as technical skill which places emphasis on practice to the detriment of more complex interpretations of the relational nature of teachers' work, leading to a potential narrowing of teachers' professional roles. Importantly, classrooms do not exist in a vacuum. We seek to untangle the discursive clusters and processes that can be taken for granted in terms such as "community" and the implications for teacher education that serves quality education and teaching.

Abstract Background Myoclonus has been described in aging Cavalier King Charles Spaniels (CKCS), but the natural course of the disease and response to treatment have not been described. Objectives Report the clinical features and course of myoclonus in CKCS. Animals Twenty‐seven caregivers provided questionnaire responses at a median of 24 months after the onset of myoclonus in their CKCS. Fifteen caregivers completed a second follow‐up questionnaire at a median of 17 months after submission of the first questionnaire. Methods The caregivers of affected CKCS were invited to provide video footage for review. Owners of CKCS with videos demonstrating myoclonus then completed the online questionnaire for further evaluation. A second shortened questionnaire was sent to participants at least 6 months after completion of the first. Results Most CKCS displayed spontaneous myoclonus affecting predominantly the head (25/27). Overall, the majority had episodes that increased in frequency (20/27) and severity (17/27). Eighteen dogs had developed changes in behavior since the onset of myoclonus. These dogs were typically older and had experienced myoclonic episodes for longer than dogs without behavioral changes. Generalized epileptic seizures were reported in 4/27 dogs. Ten dogs received medical treatment. Eight were prescribed levetiracetam; all had an initial decrease in episode frequency, but a subsequent increase in both frequency and severity of episodes was common. Conclusions and Clinical Importance Myoclonus in CKCS tends to progress in frequency and severity regardless of treatment. Progressive behavioral changes suggestive of cognitive decline are common. These findings support the possibility of an underlying neurodegenerative process.

In the last 5 years, there have been several literature reviews or meta-analyses investigating various aspects of STEM education; however, they have investigated a specific aspect of STEM, e.g. robotics, or digital games, or Early childhood, or Teacher perspectives. In addition, a broad-reaching review on STEM integration has not been conducted in the past 10 years. This article reports findings from a Systematic Qualitative Literature Review concerning STEM education for children aged 4-12 in formal education contexts. To provide context, the article initially presents descriptive findings (date and country of research, age of participants, research setting, and research methodologies used) in the 60 research articles that are included for analysis. The article then answers three research questions regarding the: (1) level of integration evident in the studies; (2) role of engineering in any such integration; and (3) teaching approaches used in the studies. Findings from this research suggest that there is still much work to be done to move from scenarios where STEM integration is claimed but is not evident in practice. To do so we encourage educators and researchers to (a) focus on authentic interdisciplinary approaches rather than the siloed approaches evident in the existing research; and (b) use a teaching approach such as problem-based or project-based learning that provide opportunities for authentic integration.

Learning progressions have become increasingly prevalent in mathematics education as they offer a fine-grain map of possible learning pathways a child may take within a particular domain. However, there is an opportunity to build upon this research in ways that consider learning from multiple perspectives. Many current forms of learning progressions describe learning pathways without explicit consideration of how related skills and contexts directly or indirectly enhance or influence learning. That is, the structured and unstructured learning contexts that can help children develop conceptual understanding in a range of STEM contexts. We consider learning progressions from multiple perspectives, which will be particularly important for supporting learning in early years, play-based contexts. We propose a novel theoretical perspective, termed Bounded Learning Progressions (BLP), which demonstrates the connection and influence ways of reasoning have on the progression of learning in specific domains, bounded by the context in which learning develops. We suggest that this approach provides a broader perspective of children's learning capabilities and the possible connections between such abilities, acknowledging the critical role context plays in the development of learning.

Spatial reasoning is an inherent aspect of everyday life. For example, spatial reasoning supports young children playing with blocks, older children learning about positioning on a sports field, and adults navigating where they need to go. Spatial reasoning is also a critical aspect of STEM (science, technology, engineering, mathematics, e.g., Wai, Lubinski, & Benbow, 2009). For example, chemists imagine molecules rotating to compare structure, and physicists reason about the influence of invisible forces on magnetic fields.

Objectives To examine randomised controlled trial (RCT) progression criteria including emergency department (ED) attendance and non-fatal overdose, from a holistic, integrated health and social care outreach intervention (PHOENIx), for people experiencing homelessness with recent non-fatal street drug overdose.Design Pilot RCT. 1:1 randomisation to PHOENIx plus usual care (UC) or UC.Setting Glasgow, Scotland.Participants 128 adults experiencing homelessness with at least one non-fatal street drug overdose in the preceding 6 months.Interventions Pharmacists from the National Health Service and third sector homelessness workers offered weekly outreach. PHOENIx teams develop therapeutic relationships to address health (physical health, mental health and problem drug use) and social care (housing, welfare benefits and social prescribing) in addition to UC. UC comprised building-based primary and secondary health, social and third sector services.Outcomes Primary: progression criteria: recruitment (≥100 participants in 4 months); ≥80% of participants with data collected at baseline, 6 and 9 months; ≥60% of participants retained in the trial at each follow-up period (6 and 9 months); ≥60% of participants receiving the intervention weekly; any reduction in the rate of presentation to ED and overdoses, at 6- or 9-month follow-up. Secondary: participants with, and time to: hospitalisations; health-related quality of life (QoL); treatment uptake for physical and mental health conditions, and problematic drug use.Results Progression criteria were exceeded. In PHOENIx compared with UC, there appeared to be a delay in the median time to ED visit, overdose and hospitalisation but no improvement in number of participants with ED visits, overdoses or hospitalisations. QoL and treatment uptake appeared to be higher in PHOENIx versus UC at 6 and 9 months.Conclusions A definitive RCT is merited, to assess the impact of PHOENIx on people with multiple, severe disadvantages.Trial registration number ISRCTN10585019.

This article describes the conceptual development of a learning app, "Representations", developed for preschool children (4-5 years of age). In this article we analyze how the app supported the development of logical reasoning via a variety of decoding, encoding, conditionals and debugging activities, which were supported in the game play by the children's own user generated content (UGC). Research such as this is important as logical reasoning in young children correlates positively with later mathematics achievement. The learning app is used within a broader program, which also included a range of off-device learning. Data indicates the success of our design and implementation in terms of children's engagement with the app and in terms of their early learning of important logical reasoning concepts.

We assessed the efficacy of two spatial learning programs grounded in early years learning pedagogical theory to improve numeracy performance in preschool. Engagement with a play-based spatial program led to better overall spatial reasoning and transferred to better numeracy compared with a business-as-usual control, underscoring the importance of embedding spatial learning within strong pedagogy and authentic preschool contexts. Engagement with the same spatial program using a spatialized curriculum (e.g., gesture, sketching) showed large additive effects, highlighting the role of spatial reasoning tools to support transfer of spatial reasoning to numeracy. The effects of the two interventions were moderated by spatial reasoning, with children with lower spatial reasoning making the most gains in numeracy.

Background and purposeWith the surge of critically ill COVID-19 patients, neurology and neurosurgery residents and advanced practice providers (APPs) were deployed to intensive care units (ICU). These providers lacked relevant critical care training. We investigated whether a focused video-based learning curriculum could effectively teach high priority intensive care topics in this unprecedented setting to these neurology providers.MethodsNeurocritical care clinicians led a multidisciplinary team in developing a 2.5-hour lecture series covering the critical care management of COVID-19 patients. We examined whether provider confidence, stress, and knowledge base improved after viewing the lectures.ResultsA total of 88 residents and APPs participated across 2 academic institutions. 64 participants (73%) had not spent time as an ICU provider. After viewing the lecture series, the proportion of providers who felt moderately, quite, or extremely confident increased from 11% to 72% (60% difference, 95% CI 49-72%) and the proportion of providers who felt nervous/stressed, very nervous/stressed, or extremely nervous/stressed decreased from 78% to 48% (38% difference, 95% CI 26-49%). Scores on knowledge base questions increased an average of 2.5 out of 12 points (SD 2.1; p < 0.001).ConclusionA targeted, asynchronous curriculum on critical care COVID-19 management led to significantly increased confidence, decreased stress, and improved knowledge among resident trainees and APPs. This curriculum could serve as an effective didactic resource for neurology providers preparing for the COVID-19 ICU.

Abstract Hereditary ataxias are a large group of neurodegenerative diseases that have cerebellar or spinocerebellar dysfunction as core feature, occurring as an isolated sign or as part of a syndrome. Based on neuropathology, this group of diseases has so far been classified into cerebellar cortical degenerations, spinocerebellar degenerations, cerebellar ataxias without substantial neurodegeneration, canine multiple system degeneration, and episodic ataxia. Several new hereditary ataxia syndromes are described, but most of these diseases have similar clinical signs and unspecific diagnostic findings, wherefore achieving a definitive diagnosis in these dogs is challenging. Eighteen new genetic variants associated with these diseases have been discovered in the last decade, allowing clinicians to reach a definitive diagnosis for most of these conditions, and allowing breeding schemes to adapt to prevent breeding of affected puppies. This review summarizes the current knowledge about hereditary ataxias in dogs, and proposes to add a “multifocal degenerations with predominant (spino)cerebellar component” category regrouping canine multiple system degeneration, new hereditary ataxia syndromes that do not fit in 1 of the previous categories, as well as specific neuroaxonal dystrophies and lysosomal storage diseases that cause major (spino)cerebellar dysfunction.