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While regular physical activity is a cornerstone of health, wellness, and vitality, the impact of endurance exercise training on molecular signaling within and across tissues remains to be delineated. The Molecular Transducers of Physical Activity Consortium (MoTrPAC) was established to characterize molecular networks underlying the adaptive response to exercise. Here, we describe the endurance exercise training studies undertaken by the Preclinical Animal Sites Studies component of MoTrPAC, in which we sought to develop and implement a standardized endurance exercise protocol in a large cohort of rats. To this end, Adult (6-mo) and Aged (18-mo) female (n = 151) and male (n = 143) Fischer 344 rats were subjected to progressive treadmill training (5 d/wk, ∼70%-75% VO2max) for 1, 2, 4, or 8 wk; sedentary rats were studied as the control group. A total of 18 solid tissues, as well as blood, plasma, and feces, were collected to establish a publicly accessible biorepository and for extensive omics-based analyses by MoTrPAC. Treadmill training was highly effective, with robust improvements in skeletal muscle citrate synthase activity in as little as 1-2 wk and improvements in maximum run speed and maximal oxygen uptake by 4-8 wk. For body mass and composition, notable age- and sex-dependent responses were observed. This work in mature, treadmill-trained rats represents the most comprehensive and publicly accessible tissue biorepository, to date, and provides an unprecedented resource for studying temporal-, sex-, and age-specific responses to endurance exercise training in a preclinical rat model.

Regular exercise promotes whole-body health and prevents disease, but the underlying molecular mechanisms are incompletely understood1-3. Here, the Molecular Transducers of Physical Activity Consortium4 profiled the temporal transcriptome, proteome, metabolome, lipidome, phosphoproteome, acetylproteome, ubiquitylproteome, epigenome and immunome in whole blood, plasma and 18 solid tissues in male and female Rattus norvegicus over eight weeks of endurance exercise training. The resulting data compendium encompasses 9,466 assays across 19 tissues, 25 molecular platforms and 4 training time points. Thousands of shared and tissue-specific molecular alterations were identified, with sex differences found in multiple tissues. Temporal multi-omic and multi-tissue analyses revealed expansive biological insights into the adaptive responses to endurance training, including widespread regulation of immune, metabolic, stress response and mitochondrial pathways. Many changes were relevant to human health, including non-alcoholic fatty liver disease, inflammatory bowel disease, cardiovascular health and tissue injury and recovery. The data and analyses presented in this study will serve as valuable resources for understanding and exploring the multi-tissue molecular effects of endurance training and are provided in a public repository ( https://motrpac-data.org/ ).

Subcutaneous white adipose tissue (scWAT) is a dynamic storage and secretory organ that regulates systemic homeostasis, yet the impact of endurance exercise training (ExT) and sex on its molecular landscape is not fully established. Utilizing an integrative multi-omics approach, and leveraging data generated by the Molecular Transducers of Physical Activity Consortium (MoTrPAC), we show profound sexual dimorphism in the scWAT of sedentary rats and in the dynamic response of this tissue to ExT. Specifically, the scWAT of sedentary females displays -omic signatures related to insulin signaling and adipogenesis, whereas the scWAT of sedentary males is enriched in terms related to aerobic metabolism. These sex-specific -omic signatures are preserved or amplified with ExT. Integration of multi-omic analyses with phenotypic measures identifies molecular hubs predicted to drive sexually distinct responses to training. Overall, this study underscores the powerful impact of sex on adipose tissue biology and provides a rich resource to investigate the scWAT response to ExT.

Purpose Bangladesh has experienced a rapid epidemiological transition from communicable to non-communicable diseases (NCDs) in recent decades. There is, however, limited evidence about multidimensional determinants of NCDs in this population. The BangladEsh Longitudinal Investigation of Emerging Vascular and nonvascular Events (BELIEVE) study is a household-based prospective cohort study established to investigate biological, behavioural, environmental and broader determinants of NCDs.Participants Between January 2016 and March 2020, 73 883 participants (aged 11 years or older) were recruited from 30 817 households across urban, urban-poor (‘slum’) and rural settings in Bangladesh. A structured questionnaire was administered by trained personnel recording participants’ demographic, socioeconomic, behavioural, medical, environmental and other factors. Anthropometric measurements and blood pressure were recorded for each participant. Biological specimens were collected and aliquoted for long-term storage and analysis.Findings to date Of the 73 883 study participants (mean [SD] baseline age: 39 [15] years), 43 470 (59%) were females, and 38 848 (52%) had no or only primary-level education. Focusing only on the 65 822 adult participants aged 20–79 years at baseline, 15 411 (23%) reported being diagnosed with hypertension; 10 578 (16%) with type 2 diabetes and 7624 (12%) with hypercholesterolaemia. Age and sex-standardised prevalences of these conditions were much higher in urban than slum and rural settings. Overall, the mean (SD) body mass index (BMI) was 25 (5) kg/m2, with 10 442 (16%) participants aged 20–79, classified as obese (ie, BMI≥30 kg/m2). Mean BMI was also higher in urban than slum and rural areas.Future plans The collection of information during the baseline visit was completed in 2020. Regular longitudinal follow-up is ongoing for ascertainment and adjudication of a range of fatal and non-fatal health outcomes among participants. This cohort will provide a powerful resource to investigate multidimensional determinants of incident NCDs across diverse settings in Bangladesh, helping to advance scientific discovery and public health action in an archetypal low-middle-income country with pressing public health needs.

Lysine carbamylation is a non-enzymatic protein post-translational modification (PTM) that plays important roles in regulating enzymatic activity and the pathogenesis of diseases such as atherosclerosis, rheumatoid arthritis, and uremia. The progress of understanding the roles of carbamylation in biological systems has been delayed due to lack of systematic assays to study its functions. To aggravate this scenario, carbamylation is a major artifact in proteomics analysis given that urea, which is used during sample preparation, induces carbamylation. In addition, anti-acetyllysine antibodies co-purify carbamylated and acetylated peptides. In a recent paper, we leveraged co-purification with anti-acetyllysine antibodies to develop a method for analyzing carbamylated proteomes. In this perspective article, we discuss how this method may be applied to characterize the physiological functions of carbamylation in humans and other biological models, as well as the utility of establishing novel disease biomarkers.

Summary: Given the multidimensional aspect of pain, the assessment of treatment efficacy is challenging. The prospective observational multicenter PREDIBACK study aimed to assess, compare, and predict the effectiveness of different treatments for persistent spinal pain syndrome type 2 (PSPS-T2) using a digital tool and the Multidimensional Clinical Response Index (MCRI) including pain intensity, functional disability, quality of life, anxiety and depression, and pain surface. Results indicated that neurostimulation was the most effective treatment at 3-, 6-, 9-, and 12-month follow-up compared to baseline, leading to significant improvements in pain, function, and quality of life, whereas optimized medical management (OMM) and spinal reoperation showed no significant benefits. Additionally, the study identified pain surface, BMI, and smoking status as predictors of treatment outcomes. These findings highlight the potential of digital medicine to improve patient care by providing data-driven insights and personalized treatment recommendations for PSPS-T2.

This study investigates the role of person deixis in enhancing doctor-patient communication. Person deixis, which involves linguistic expressions linking utterances to personal referents, is crucial in shaping the dynamics of medical consultations. Drawing on Functional Pragmatics, this research emphasizes the importance of context and communicative functions in language use. A mixed-method approach was employed, combining quantitative and qualitative analyses of a Hungarian corpus comprising 50 recorded consultations between six general practitioners and their patients. Quantitative analysis revealed that third-person singular verbs, used formally to address patients, are the most frequent type of person deixis, accounting for 37.4% of occurrences. First-person singular verbs (13.9%) and first-person plural verbs (7.4%) also play important roles in conveying personal perspectives and fostering collaboration. Personal pronouns and nouns with possessive suffixes further personalize interactions, emphasizing the patient's active role. Qualitative analysis highlighted how deictic expressions construct identities, and moderate relational dynamics. The use of third-person singular verbs reflects a formal and respectful tone, maintaining professional distance. In contrast, first-person singular and plural verbs enhance patient engagement and collaborative decision-making, fostering a sense of partnership and empathy. The findings demonstrate a communication style that balances formality and respect with active participation and collaboration. Understanding these patterns can inform best practices for enhancing healthcare communication, ultimately improving patient outcomes and satisfaction.

Unique challenges arose for teachers during COVID-19 to be effective not just academically, but also in providing social-emotional support. Through a case study of 23 novice teachers prepared by our college we examined teachers' perception about the use of social-emotional learning (SEL) in their teaching, strategies for impacting student learning and development, and challenges faced due to online or hybrid teaching modalities. Results indicated that teachers felt a great need to focus on fostering supporting relationships with students, building trust, creating a positive classroom climate, acknowledging the trauma students had been through, and building strong home-school connections. Their biggest concern was increasing student engagement and motivation and reducing stress in the academic setting. Fostering a sense of classroom community and peer interactions was especially important when more than half the class was online. Teachers incorporated interactive methods and hands-on learning to make instruction engaging for students, focused on soft skills, and used formative assessments to address student learning needs. The study showed that SEL is critically important in the context of COVID-19 to include trauma-informed pedagogies, teacher self-care, and need for SEL related professional development.

In "Will Schools Change Forever," Waite and Arnett contend our educational system, and our society as a whole, have been confronted with two pandemics, COVID-19 and systemic racism (2020). Both of these pandemics have acerbated challenges schools must address and have exposed chronic inequities in educational systems. Our inquiry is case study of 23 novice teachers who graduated from our urban institution and their perception of how the pandemics impacted the development of their students, their own professional trajectory, and their future instruction. Semi-structured interviews focused on educators' approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Results indicated novice teachers' initial teaching experiences were disrupted by both COVID-19 and the social unrest during this time period. The challenges they faced reflected their focus as culturally responsive educators who were working to meet the needs of the learners in the urban schools where they were employed. The stories they shared related their challenges (a) in engaging students, and (b) in making connections to students and building a sense of community in the virtual environment. Eventually, however, these educators were able to transition to effectiveness as student-centered educators (a) by embracing the digital environment, and (b) by providing supports for student success. Drawing on their experiences and perceptions, our participants also offered advice on reimagining education and classrooms of the future for the new normal.

Due to the health pandemic of 2020, teachers have been forced to initiate online teaching delivery models with little preparation just as students and parents have had their routines abruptly altered from in-person schooling to hybrid and fully online instruction (Mecham, et al., 2021). The pandemic brought to light new opportunities for novice teachers to learn how to implement pedagogical strategies using digital tools to support student learning and development in remote settings. As part of a larger case study of 23 novice teachers who graduated from our urban institution, these results focus on new teachers' perceptions of their own development and their impact on student learning while teaching online, during the pandemic. Semi-structured interviews focused on educators' approaches to instruction across 12-18 months of the pandemic. Data were analyzed using NVivo through open coding. Findings help us understand these new teachers' perceptions of their impact on student learning while developing knowledge and skills to teach fully online. Four themes are highlighted in this study as a glimpse into new teachers' perceptions of themselves and their impact during this time. New teachers describe their impact on student learning as their ability to build relationships and trust with learners and their families, to use students' funds of knowledge to engage them in meaningful tasks, to teach with digital tools, modeling and collaborating with learners, and to incorporate various digital tools to monitor progress, assess, and provide feedback online. Novices describe student engagement and motivation as resulting student outcomes due to their abilities to build relationships, tap into students' multiple knowledge bases, and use digital tools to teach and assess student learning. They describe their new knowledge and skills teaching online as unintended outcomes related to their own development and learning.

Most teacher education assessments are criticized for lacking validity and reliability. This study describes the process of developing the Observation of Field Performance rubric to assess initial teacher candidates' classroom performance and establishing the content validity as well as reliability of the rubric. A panel of content area experts determined that 10 out of 12 items of the rubric were essential and the CVR was above the acceptable range for all 12 items, indicating that the rubric had a strong content validity. Additionally, the analysis of instructors' ratings on the rubric showed that the rubric had good level of internal consistency and inter-rater reliability. Thus, this study determined that the OFP is a reliable and valid measure of candidate performance during field practice. Establishing validity and reliability not only enables teacher education programs to collect high quality assessment data, it is also crucial for program approval and accreditation decisions by national and state agencies.

Our study examined novice urban teachers' abilities to impact student learning and development. We interviewed 19 graduates, collecting narratives of critical teaching incidents. Analysis revealed the importance of (a) connecting with learners and of (b) receiving support. Teacher education programs were helpful in preparing graduates to set high expectations, use culturally responsive strategies, and develop relationships to meet diverse learners' needs. Graduates also identified induction supports that helped or hindered effectiveness.

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators' "Stages of Concern," the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common "Stage of Concern" for edTPA coordinators was "Management." Coordinators' interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

IntroductionPeople living with HIV (PLWH) now benefit from combined antiviral treatments that durably control viral replication. These antiretroviral treatments decrease mortality and improve quality of life in PLWH, but do not completely control the excessive non-specific activation of the immune system in PLWH. This chronic immune activation is a key element of HIV immunopathology that contributes to the pathophysiology of inflammatory comorbid conditions, such as cardiovascular disorders, cancer and autoimmune diseases. Circulating non-exosomal extracellular vesicles, also known as microparticles (MPs) are detected in these diseases and have been linked to immune activation. The objective of this study was to characterize the MPs present in PLWH and to assess their association with chronic immune activation.MethodsWe performed flow cytometry for the complete phenotypic characterization of MPs from fresh plasma from PLWH and from people without HIV as the control group. The absolute number, size and cellular origin of MPs were evaluated. The immunoregulatory profile was determined by cell origin, for MPs derived from platelets (PMPs), monocytes (MMPs) and T lymphocytes (LMPs).ResultsPLWH had significantly more circulating MPs than controls, for MPs of all sizes originating from T lymphocytes, red blood cells, neutrophils, dendritic cells, B lymphocytes and endothelial cells. PMPs and MMPs were not more numerous in PLWH, but the immunoregulatory phenotypes of these MPs differed between PLWH and controls. These differences in immunoregulatory molecule expression profile were also observed for LMPs. PDL1, ICOSL, CCR5, TGFβ1, MHC classes I and II, TRAIL, CXCR4, OX40, DC-SIGN, CTLA4 and PDL2 were more strongly expressed on the surface of MPs from PLWH than on those from controls.ConclusionMPs are an important element in intercellular communication, making it possible to transfer phenotypes and functions to immune cells. The significantly higher numbers of MPs expressing diverse immunomodulatory molecules in PLWH may make a major contribution to the maintenance and/or the development of immune-cell activation in these individuals.

Research-based assessments (RBAs) measure how well a course achieves discipline-specific outcomes. Educators can use outcomes from RBAs to guide instructional choices and to request resources to implement and sustain instructional transformations. One challenge for using RBAs, however, is a lack of comparative data, particularly given the skew in the research literature toward calculus-based courses at highly selective institutions. In this article, we provide a large-scale dataset and several tools educators in introductory physics courses can use to inform how well their courses foster student conceptual understanding of Newtonian physics. The supplemental materials include this dataset and these tools. Educators and administrators will often target courses with high drop, withdrawal, and failure rates for transformations to student-centered instructional strategies. RBAs and the comparative tools presented herein allow educators to address critiques that the course transformations made the courses "easier" by showing that the transformed course supported physics learning compared to similar courses at other institutions. Educators can also use the tools to track course efficacy over time.

Abstract In alkaline freshwater systems, the apparent absence of carbon limitation to gross primary production (GPP) at low CO2 concentrations suggests that bicarbonates can support GPP. However, the contribution of bicarbonates to GPP has never been quantified in lakes along the seasons. To detect the origin of the inorganic carbon maintaining GPP, we analyze the daily stoichiometric ratios of CO2–O2 and alkalinity–O2 in a deep hardwater lake. Results show that aquatic primary production withdraws bicarbonate from the alkalinity pool for two‐thirds of the year. Alkalinity rather than CO2 is the dominant inorganic carbon source for GPP throughout the stratified period in both the littoral and pelagic environments. This study sheds light on the neglected role of alkalinity in the freshwater carbon cycle throughout an annual cycle.