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Plant TRANS-ACTING SIRNA3 (TAS3)-derived short interfering RNAs (siRNAs) include tasiR-AUXIN RESPONSE FACTORs (ARFs), which are functionally conserved in targeting ARF genes, and a set of non-tasiR-ARF siRNAs, which have rarely been studied. In this study, TAS3 siRNAs were systematically characterized in rice (Oryza sativa). Small RNA sequencing results showed that an overwhelming majority of TAS3 siRNAs belong to the non-tasiR-ARF group, while tasiR-ARFs occupy a diminutive fraction. Phylogenetic analysis of TAS3 genes across dicot and monocot plants revealed that the siRNA-generating regions were highly conserved in grass species, especially in the Oryzoideae. Target genes were identified for not only tasiR-ARFs but also non-tasiR-ARF siRNAs by analyzing rice Parallel Analysis of RNA Ends datasets, and some of these siRNA-target interactions were experimentally confirmed using tas3 mutants generated by genome editing. Consistent with the de-repression of target genes, phenotypic alterations were observed for mutants in three TAS3 loci in comparison to wild-type rice. The regulatory role of ribosomes in the TAS3 siRNA-target interactions was further revealed by the fact that TAS3 siRNA-mediated target cleavage, in particular tasiR-ARFs targeting ARF2/3/14/15, occurred extensively in rice polysome samples. Altogether, our study sheds light into TAS3 genes in plants and expands our knowledge about rice TAS3 siRNA-target interactions.

The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or computer) affect note-taking quantity and quality and affect computer-based learning. College students were presented with a computer-based PowerPoint lesson accompanied by complete, partial, or no graphic organizers. Throughout the lesson, students recorded notes using either longhand or computer mediums. Students were tested immediately following the lesson and again two days later following a review period during which graphic organizers and notes were studied. Finally, students completed a survey. Results revealed that organizer completeness affected achievement. Those given complete organizers generally achieved more than those with partial or no organizers across fact-, relationship-, concept-, and skill-based test items. Note-taking medium did not affect achievement differentially, but there were important note-taking findings. Longhand note takers recorded more lesson ideas in notes and had fewer verbatim strings in notes (reflective of more generative processing) compared to computer note takers. Moreover, longhand note takers reported more positive attitudes about their note-taking medium than did computer note takers. Results suggested that complete organizers aid germane load more than partial organizers and that longhand note taking results in deeper processing than does computer note taking. Therefore, instructors should provide complete organizers to promote student learning and should encourage students to take longhand notes when they learn in a computer-based learning environment.

Background: Women are underrepresented in science, technology, engineering, and mathematics (STEM) professions. Even the most promising female students' interest in STEM subjects often decreases during secondary school. Using the framework of the Social Cognitive Career Theory, the present study examined the influences of social agents in female students' persistence in STEM. Specifically, the present study used a retrospective survey investigating the influence of parental education, teachers as mentors, and peer belonging for female students' attainment of an undergraduate degree in a STEM field for a special population--female graduates of selective science high schools (n = 1425). Furthermore, the study examined the influences of these social-agent variables on female students' STEM choices when mediated by high school research experiences. Finally, the present study also explored the influences of these social-agent variables on female students when it came to choosing math-intensive STEM fields (n = 723). Results: Findings showed that parental educational level and having STEM teachers as mentors are positively related to female students' later attainment of a STEM degree. In addition to the direct relationship, parental educational level and having STEM teachers as mentors are also positively related to female students' high school research participation, which is associated with a greater likelihood of their completing a STEM degree. Female students' sense of belonging to a peer group did not correlate with their attainment of a STEM degree. When it came to choosing math-intensive STEM fields, a higher sense of peer belonging was negatively associated with obtaining a math-intensive STEM degree. Conclusions: Parental education and having STEM teachers as mentors play an important role for female students' persistence in STEM and obtaining a STEM undergraduate degree for female students in selective science high schools. However, among the female students who graduated with a STEM degree, it is less clear whether social-agent variables influenced their math-intensive vs. less-math-intensive choices. Educational implications for promoting female students' STEM interests and careers in STEM fields are provided.

Talent development research has uncovered common conditions for nurturing talented individuals: enriched early environment, appropriate instruction, long-term and deliberate practice, singleness of purpose, and centers of excellence. Talent research also reveals that parents play a critical role in arranging and facilitating these conditions and helping their child's talent to blossom. This article reports six talent-nurturing things parents do according to case-study research by Kiewra and colleagues across various talent domains such as chess, figure skating, baton twirling, violin, writing, and spelling. Parents provide an enriched early environment, arrange for appropriate instruction, facilitate long-term and deliberate practice, support singleness of purpose, gravitate to or establish a center of excellence, and are fully committed and make life-changing sacrifices to nurture their child's talents.

Background: Renal calculi are one of the most frequent diseases in urology, and percutaneous nephrolithotomy (PCNL) being the gold standard for treating renal calculi larger than 2 cm. However, traditional rigid nephroscope cannot bend, presents significant limitations during PCNL. This study aims to develop a novel digital flexible nephroscope for PCNL and verify its safety and efficacy using 3D printed models and ex vivo porcine kidney models, providing new equipment for PCNL. Methods: Based on the determined technical parameters, the novel digital flexible nephroscope was manufactured. First, 3D-printed model and ex vivo porcine kidney models were utilized to simulate the PCNL procedures. Then, the traditional rigid nephroscope and the novel digital flexible nephroscope were utilized to simulate the PCNL procedures on 10 ex vivo porcine kidneys for comparison. We observed and recorded the renal calyces visualized and accessed by both the traditional rigid nephroscope and the novel digital flexible nephroscope. Results: In both the 3D printing and ex vivo porcine kidney models, the novel percutaneous digital flexible nephroscope smoothly entered the renal collecting system through the percutaneous renal tract. It freely changed angles to reach most target calyces, demonstrating significant advantages over the traditional rigid nephroscope. Conclusion: The successful development of the novel percutaneous digital flexible nephroscope allows it to be used either independently or as an adjunct in complex stone cases, providing more effective and safer surgical equipment for percutaneous nephrolithotomy. [ABSTRACT FROM AUTHOR]

This study explores factors enhancing the likelihood that three demographically disadvantaged groups of selective science high school graduates would complete a university STEM degree 4-6 years later. The target groups are labeled as disadvantaged in terms of STEM pipeline persistence compared to school peers, and include: (1) women, (2) those without a parent in a STEM field, and (3) those whose parents were not educated beyond high school. Employing Social Cognitive Career Theory as a conceptual framework, we focus on two categories of factors. Individual factors incorporate motivation and career intention brought to the high school experience. Environmental factors include graduates' high school experiences related to their STEM interest and capacity development. The individual variables include: STEM career intentions prior to high school, motivation for attending a specialized science high school, and motivation for pursuing advanced science courses in high school. Environmental factors include whether participants partook in an authentic research experience, had a mentor, felt they belonged at the school, maintained their interest in STEM as well as perceived intellectual capacity for STEM throughout high school. The results have promising implications for educational policy associated with STEM talented students.

There has been a shift in college classrooms from students recording lecture notes using a longhand pencil-paper medium to using laptops. The present study investigated whether note-taking medium (laptop, longhand) influenced note taking and achievement when notes were recorded but not reviewed (note taking's process function) and when notes were recorded and reviewed (note taking's product function). One unique aspect of the study was determining how laptop and longhand note taking influence the recording of lecture images in notes and image-related achievement. Note-taking results showed that laptop note takers recorded more notes (idea units and words) and more verbatim lecture strings than did longhand note takers who, in turn, recorded more visual notes (signals and images) than did laptop note takers. Achievement results showed that when taking laptop notes, the process function of note taking was more beneficial than the product function of note taking (i.e., better image-related learning and similar text-related learning). When taking longhand notes, the product function of note taking was more beneficial than the process function of note taking (i.e., better text-related learning and similar image-related learning). Achievement findings suggest that the optimal note-taking medium depends on the nature of the lecture and whether notes are reviewed.

Previous research (Kiewra & Creswell, "Educational Psychology Review" 12(1):135-161, 2000; Patterson-Hazley & Kiewra, "Educational Psychology Review" 25(1):19-45, 2013) has investigated the characteristics and work habits of highly productive educational psychologists. These investigations have focused exclusively on American scholars who were trained and employed at various universities and have ignored international scholars and scholars with a shared academic lineage. The present study sought to fill these gaps by investigating, through qualitative methods, how a cohort of four German educational psychologists (Heinz Mandl, Alexander Renkl, Hans Gruber, and Frank Fischer) with a shared academic background became productive scholars. Interview responses suggested that the German scholars' shared experiences during the early years of their careers shaped their career paths and productivity. Additionally, interviews with each scholar revealed several commonalities (i.e., long and focused research career, trademark characteristic, scholarly influencers, effective time-management practices, and research-management strategies) between this contingent of productive German scholars and their productive American counterparts. Finally, the present study also identified several differences (e.g., educational training, funding opportunities, sabbaticals, administrative responsibilities, and research traditions) between the American and German research environments that influence productivity. Practical implications from this investigation include advice for emerging scholars.

This study investigated the impact of a summer institute with follow-up coaching (treatment) versus no professional development (control) on middle and high school teacher and student science practice outcomes. Treatment teachers participated in a 2-week summer institute that used evidence-based professional development practices followed by remotely delivered instructional coaching led by project-based science coaches over 6-8 weeks during the school year. Results from 124 teachers across 110 schools showed significant differences between treatment and control groups for teacher science practice knowledge, performance, beliefs, and self-efficacy and student science practice skills and self-efficacy. Teacher effect sizes for the combined summer institute plus coaching (treatment) across all dependent variables ranged from 0.67 to 1.37. Student comparisons showed higher science practice performance for the treatment group; effect sizes were 0.39 for high school and 0.34 for middle school. Results demonstrated significantly higher increases in student self-efficacy for the treatment compared to the control group, and this increased self-efficacy was sustained through the end of the school year. Results substantiate the value of combining coaching with a summer institute to support teacher growth and development, with the summer institute providing foundational knowledge and fostering teacher self-efficacy to effectively implement newly learned instructional practices. The coaching in turn built on that foundation and provided needed support for teachers to transfer knowledge and skills to classroom practice.