Search

Relaxor ferroelectric polymers exhibiting a giant electrocaloric effect (ECE) can potentially be used to create next-generation solid-state coolers. Under an electric field, poly(vinylidene fluoride-trifluoroethylene-chlorofluoroethylene) terpolymer goes through a large dipolar entropy change producing a high adiabatic temperature change (ΔTECE). This work resolves the molecular origins of the large entropy change behind the electric field-induced dipole switching. A Fourier transform infrared spectroscopy equipped with a high voltage source is used to operandoly observe the characteristic molecular vibrational modes. A short-range trans (T) conformation of the CF2-CH2 dyads interrupted by a gauche (G) conformation, e.g., TTTG in the terpolymer chain, undergoes a dynamic transformation that leads to a corresponding ΔTECE whenever an electric field is applied. The molecular dynamics simulation also proves that the energy barrier that the transformation from TTTGs into a long T sequence overcomes is smaller than that for all other conformations. A mixed solvent system is used to obtain T3G-enriched terpolymer films exhibiting a 4.02 K ΔTECE at 60 MVm−1 and these films are employed to manufacture a 2-layer-cascaded cooling device that achieves a 6.7 K temperature lift, the highest reported value for a 2-layer cascaded device made of fluoropolymers.

Thermal energy storage (TES) solutions offer opportunities to reduce energy consumption, greenhouse gas emissions, and cost. Specifically, they can help reduce the peak load and address the intermittency of renewable energy sources by time shifting the load, which are critical toward zero energy buildings. Thermochemical materials (TCMs) as a class of TES undergo a solid–gas reversible chemical reaction with water vapor to store and release energy with high storage capacities (600 kWh m−3) and negligible self-discharge that makes them uniquely suited as compact, stand-alone units for daily or seasonal storage. However, TCMs suffer from instabilities at the material (salt particles) and reactor level (packed beds of salt), resulting in poor multi-cycle efficiency and high-levelized cost of storage. In this study, a model is developed to predict the pulverization limit or Rcrit of various salt hydrates during thermal cycling. This is critical as it provides design rules to make mechanically stable TCM composites as well as enables the use of more energy-efficient manufacturing process (solid-state mixing) to make the composites. The model is experimentally validated on multiple TCM salt hydrates with different water content, and effect of Rcrit on hydration and dehydration kinetics is also investigated.

Complex multi-element alloys are gaining prominence for structural applications, supplementing steels, and superalloys. Understanding the impact of each element on alloy surfaces due to oxidation is vital in maintaining material integrity. This study investigates oxidation mechanisms in these alloys using a model five-element equiatomic CoCrFeNiMn alloy, in a controlled oxygen environment. The oxidation-induced surface changes correlate with each element's interactive tendencies with the environment, guided by thermodynamics. Initial oxidation stages follow atomic size and redox potential, with the latter becoming dominant over time, causing composition inversion. The study employs in-situ atom probe tomography, transmission electron microscopy, and X-ray absorption near-edge structure techniques to elucidate the oxidation process and surface oxide structure evolution. Our findings deconvolute the mechanism for compositional and structural changes in the oxide film and will pave the way for a predictive design of complex alloys with improved resistance to oxidation under extreme conditions.

OBJECTIVE: To evaluate the real-world performance in delivering patient data on populations, of the SMART/HL7 Bulk FHIR Access API, required in Electronic Health Records (EHRs) under the 21st Century Cures Act Rule. MATERIALS AND METHODS: We used an open-source Bulk FHIR Testing Suite at five healthcare sites from April to September 2023, including four hospitals using EHRs certified for interoperability, and one Health Information Exchange (HIE) using a custom, standards-compliant API build. We measured export speeds, data sizes, and completeness across six types of FHIR resources. RESULTS: Among the certified platforms, Oracle Cerner led in speed, managing 5-16 million resources at over 8,000 resources/min. Three Epic sites exported a FHIR data subset, achieving 1-12 million resources at 1,555-2,500 resources/min. Notably, the HIE's custom API outperformed, generating over 141 million resources at 12,000 resources/min. DISCUSSION: The HIE's custom API showcased superior performance, endorsing the effectiveness of SMART/HL7 Bulk FHIR in enabling large-scale data exchange while underlining the need for optimization in existing EHR platforms. Agility and scalability are essential for diverse health, research, and public health use cases. CONCLUSION: To fully realize the interoperability goals of the 21st Century Cures Act, addressing the performance limitations of Bulk FHIR API is critical. It would be beneficial to include performance metrics in both certification and reporting processes.

An essential skill for STEM undergraduates is the ability to understand the world by manipulating, visualizing, and analyzing data to make or evaluate claims. Current online debate, without peer-reviewed literature, explores which of two common R syntax environments (base R or tidyverse) is best for teaching novice R users. In an in-person undergraduate course on evolutionary biology, we implemented two coding curricula: one using base R (n = 49 students) and the other using tidyverse (n = 58 students). We compared these two curricula using several dimensions of student success: interpretation of syntax, creation of appropriate data visualizations and analyses, and an absence of sex bias in performance. A linear model revealed prior experience had the largest estimated effect, followed by syntax environment; sex had the smallest effect. Pedagogical approaches that ensure students have repeated opportunities for practice and that implement techniques to overcome student frustration and anxiety are likely more important than syntax environment when learning coding in biology classes. Furthermore, the small effect of sex combined with the high proportion of females in the biological sciences suggests introducing computer programming in biology may allow females to discover interest and ability that they may not have had if computer programming was the sole propriety of computer science departments.

In order to compensate for a demise in New Zealand's pre-service teacher training, particularly in health and physical education (HPE), a work-integrated learning (WIL) course was added to a Bachelor of Sport and Exercise curriculum. This exploratory research provides insights into the outcomes of twenty-nine final year undergraduate PE students' involvement in teaching, coaching and management of school sports events and activities. The impact of initiatives resulted in enhanced participation, opportunities and engagement in physical education and sport activity for a range of children. Themes emerged from content analysis of student perceptions of individual's learning outcomes. WIL opportunities enabled students to build self-efficacy and career capability despite the COVID-19 restrictions and lockdowns. Findings indicated that from the students' perspectives, school-based initiatives enriched career capability, whilst also requiring adaptability, flexibility and resilience. The WIL experience enabled development of transferable skills and attributes in preparation for pre-service teacher training.

PURPOSE: To report the incidence and risk factors for secondary neoplasm after transplantation for sickle cell disease. METHODS: Included are 1,096 transplants for sickle cell disease between 1991 and 2016. There were 22 secondary neoplasms. Types included leukemia/myelodysplastic syndrome (MDS; n = 15) and solid tumor (n = 7). Fine-Gray regression models examined for risk factors for leukemia/MDS and any secondary neoplasm. RESULTS: The 10-year incidence of leukemia/MDS was 1.7% (95% CI, 0.90 to 2.9) and of any secondary neoplasm was 2.4% (95% CI, 1.4 to 3.8). After adjusting for other risk factors, risks for leukemia/MDS (hazard ratio, 22.69; 95% CI, 4.34 to 118.66; P = .0002) or any secondary neoplasm (hazard ratio, 7.78; 95% CI, 2.20 to 27.53; P = .0015) were higher with low-intensity (nonmyeloablative) regimens compared with more intense regimens. All low-intensity regimens included total-body irradiation (TBI 300 or 400 cGy with alemtuzumab, TBI 300 or 400 cGy with cyclophosphamide, TBI 200, 300, or 400 cGy with cyclophosphamide and fludarabine, or TBI 200 cGy with fludarabine). None of the patients receiving myeloablative and only 23% of those receiving reduced-intensity regimens received TBI. CONCLUSION: Low-intensity regimens rely on tolerance induction and establishment of mixed-donor chimerism. Persistence of host cells exposed to low-dose radiation triggering myeloid malignancy is one plausible etiology. Pre-existing myeloid mutations and prior inflammation may also contribute but could not be studied using our data source. Choosing conditioning regimens likely to result in full-donor chimerism may in part mitigate the higher risk for leukemia/MDS.

Young people's confidence in their creative abilities, as well as their beliefs about whether these abilities are fixed or malleable, play potentially important roles in educators' efforts to foster creativity. This study explores a multidimensional model of young people's creative self-beliefs that comprises creative self-efficacy, growth-creative mindsets, and fixed-creative mindsets. It operationalizes and tests this model via a new three-factor instrument appropriate for young samples. Drawing on data from 2980 children and adolescents (mean age 12-13 years), confirmatory factor analysis established the construct validity of the scales, and hence, the multidimensional concepts underpinning creative self-beliefs. All measures evinced suitable levels of reliability, and invariance analysis supported configural, metric, and scalar invariance across gender, language background, and school type. Findings supported the convergent and divergent validity of scales against Big Five (openness and conscientiousness) personality measures. Implications of this three-factor creative self-beliefs model for researchers, educational practitioners, and youth are discussed.

This investigation comprised two studies that sought to identify the role of COVID-related disruptions in Australian university students' academic motivation and engagement. Study 1 involved a dataset of 500 university students and examined the links between COVID-19 pandemic disruptions (remote and hybrid learning modes, lockdown, isolation) and students' adaptive (e.g., planning and monitoring) and maladaptive (e.g., disengagement) dimensions of the Motivation and Engagement Scale (MES). Study 2 compared the mean motivation and engagement of Study 1 participants with mean levels from four published pre-COVID-19 Australian studies (N = 55, N = 233, N = 420, N = 941 university students) that also used the MES. Study 1 showed that lockdown and isolation (and not remote/hybrid learning) were associated with problematic motivation and engagement--with lockdown and isolation effects particularly noteworthy for maladaptive motivation and engagement. Study 2 showed that relative to the four pre-COVID-19 samples, the COVID-19 pandemic sample experienced difficulties with motivation and engagement, and again particularly so on maladaptive dimensions.

Non-alcoholic fatty liver disease (NAFLD) is the most common liver disease in the world. High levels of free fatty acids in the liver impair hepatic lysosomal acidification and reduce autophagic flux. We investigate whether restoration of lysosomal function in NAFLD recovers autophagic flux, mitochondrial function, and insulin sensitivity. Here, we report the synthesis of novel biodegradable acid-activated acidifying nanoparticles (acNPs) as a lysosome targeting treatment to restore lysosomal acidity and autophagy. The acNPs, composed of fluorinated polyesters, remain inactive at plasma pH, and only become activated in lysosomes after endocytosis. Specifically, they degrade at pH of ~6 characteristic of dysfunctional lysosomes, to further acidify and enhance the function of lysosomes. In established in vivo high fat diet mouse models of NAFLD, re-acidification of lysosomes via acNP treatment restores autophagy and mitochondria function to lean, healthy levels. This restoration, concurrent with reversal of fasting hyperglycemia and hepatic steatosis, indicates the potential use of acNPs as a first-in-kind therapeutic for NAFLD.

Caribbean cultural tourism is deeply entwined with American empire and its transoceanic mobilities, yet transnational Caribbean cultural production constantly exceeds and escapes such limiting constructs. In this article, we combine the insights of a cultural sociologist (Sheller) and a musicologist (Martin) to interrogate the meanings of the first Caribbean Festival of the Arts, held in Puerto Rico in 1952, in shaping divergent archipelagic spaces and competing musical itineraries that formed Black Atlantic soundscapes, both imperial and anti-imperial. Following the travels of musical production, dance performance, and cultural tourism marketing around the Caribbean and into North America, we argue that beneath the currents of imperial transnational tourism and cultural consumption there were also countermobilities forming an “alterNative archipelagic” imaginary that connected the Caribbean with Africa and Black America. We trace the ways in which Caribbean music entered North American bodies, with Caribbean musicians bringing surprising trends such as steelpan and Calypso into United States musical performance circuits beyond tourism. The music itself, as well, changed culture and moved people, all over the world, forging other kinds of mobilities and connections contra American imperialism. Music inspired a vision for radical Caribbean and Pan-African unity against the imperial interests of the United States and extractive industries in the region. This tale of an imperial archipelago and its countervailing alterNative archipelagoes suggests that archipelagic formations are open to definition, difficult to stabilize, and always extending outwards beyond the horizon. Constituted by mobilities as much as by islands, archipelagoes are a matrix of transnational cultures capable of remixing, expanding, and resisting imperial power.

Background: While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using technologies such as computers, smartphones, tablets and the internet. This study aimed to investigate the use of mobile technology by people with intellectual disabilities, and its capacity to improve their social inclusion. Methods: Data were collected using individual interview, group interviews or interviews using Photovoice with 32 adults with intellectual disabilities and analysed using inductive content analysis. Findings: Findings indicated that adults with intellectual disabilities use various mobile technology and apps for multiple purposes, including social activities, work, support, productivity, navigation and entertainment. Enabling inclusion, increasing convenience and accessibility were viewed as advantages of mobile technology, while disadvantages were related to social issues and dangers resulting from the use of mobile technology and the practical limitations and ubiquitous nature of mobile technology. Barriers to using mobile technology included having limited access to the technology itself in certain contexts and difficulties with its use. Receiving support from others and awareness of safety measures enabled the use of mobile technology among the participants. To facilitate the use of mobile technology among people with intellectual disabilities, there needs to be greater education about this and other technologies including their features, design and apps. Importantly, people with intellectual disabilities need to be involved in the design of apps. Conclusions: To fully harness the potential of using mobile technology for the purpose of developing social relationships and sense of belonging in the community, people with intellectual disabilities should be supported in developing an awareness of the limitations of mobile technology and practicing appropriate safety measures.

Motivation and instruction are two major substantive domains in educational psychology. Theory and research relevant to each of these domains tend to be diffuse and fragmented. This presents challenges for scholars and practitioners seeking to implement parsimonious and cohesive approaches to help students to learn. This review articulates a two-step integration process that is an illustrative effort towards tackling these challenges and unifying two psycho-educational domains: intra-domain integration (within each of motivation and instruction) and inter-domain integration (between motivation and instruction). With respect to motivation, the Motivation and Engagement Wheel (Martin, 2007) is presented as an example of intra-domain integration of key facets of motivation (Step 1a). With respect to instruction, Load Reduction Instruction (LRI; Martin, 2016; Martin & Evans, 2018) is an example of intra-domain integration of explicit instruction and guided independent learning (Step 1b). The review then proposes an inter-domain integration of motivation and instruction (Step 2), arguing that each domain is tied to the other. The joint operation of intra- and inter-domain integration of motivation and instruction holds potential for more coherent theorizing, measurement, and practical application.

We used latent profile analysis to identify major behavioral self-regulation profiles among children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three domains of behavioral regulation: (a) cognitive--behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by way of socially responsible behaviors; and (c) emotional-behavioral regulation by way of aggressive-disruptive behaviors. We employed data from the population of New South Wales (NSW) children who were in their first year of school (viz., kindergarten) and who had been assessed as developmentally vulnerable in terms of hyperactivity and inattention in the Australian Early Development Census in 2009 (Cohort 1; N = 10,223) and 2012 (Cohort 2; N = 9,360). In both cohorts, we identified six similar profiles: the "well-regulated" (12%), "moderately-regulated" (25%), "aggressive-regulated" (7%), "mixed-unregulated" (32%), "nonaggressive-unregulated" (10%), and "aggressive-unregulated profiles" (14%). Sociodemographic characteristics were significantly associated with profile membership. For Cohort 1, we also found that the profiles differed in the extent to which children went on to receive a formal Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis. Together, the findings have implications for early intervention for various behavioral self-regulation profiles among developmentally vulnerable children.

The present study examined the associations between school-average teacher well-being (emotional exhaustion and behavioral engagement) and school-average student achievement (literacy and numeracy) among a sample of 486 teachers in 39 elementary schools. Multilevel structural equation modelling was used to assess a two-level model, with teachers at level 1 (L1) and schools at level 2 (L2). Results revealed a significant negative association between school-level emotional exhaustion and school-level academic achievement, such that schools with higher levels of emotional exhaustion among teachers were also lower in school-average student achievement. School-level behavioral engagement among teachers was not significantly associated with school-level student achievement; however, the effect size was large highlighting the need for additional research with greater power at L2 (school-level) to examine this further. These findings hold important implications for the way in which emotional exhaustion is addressed among staff at a whole-school level and extends prior knowledge of the role teachers play in school-level academic achievement.

Adult hematopoietic stem cell transplantation (HSCT) recipients are at a high risk of adverse outcomes after COVID-19. Although children have had better outcomes after COVID-19 compared to adults, data on risk factors and outcomes of COVID-19 among pediatric HSCT recipients are lacking. We describe outcomes of HSCT recipients who were ≤21 years of age at COVID-19 diagnosis and were reported to the Center for International Blood and Marrow Transplant Research between March 27, 2020, and May 7, 2021. The primary outcome was overall survival after COVID-19 diagnosis. We determined risk factors of COVID-19 as a secondary outcome in a subset of allogeneic HSCT recipients. A total of 167 pediatric HSCT recipients (135 allogeneic; 32 autologous HSCT recipients) were included. Median time from HSCT to COVID-19 was 15 months (interquartile range [IQR] 7-45) for allogeneic HSCT recipients and 16 months (IQR 6-59) for autologous HSCT recipients. Median follow-up from COVID-19 diagnosis was 53 days (range 1-270) and 37 days (1-179) for allogeneic and autologous HSCT recipients, respectively. Although COVID-19 was mild in 87% (n = 146/167), 10% (n = 16/167) of patients required supplemental oxygen or mechanical ventilation. The 45-day overall survival was 95% (95% confidence interval [CI], 90-99) and 90% (74-99) for allogeneic and autologous HSCT recipients, respectively. Cox regression analysis showed that patients with a hematopoietic cell transplant comorbidity index (HCT-CI) score of 1-2 were more likely to be diagnosed with COVID-19 (hazard ratio 1.95; 95% CI, 1.03-3.69, P = .042) compared to those with an HCT-CI of 0. Pediatric and early adolescent and young adult HSCT recipients with pre-HSCT comorbidities were more likely to be diagnosed with COVID-19. Overall mortality, albeit higher than the reported general population estimates, was lower when compared with previously published data focusing on adult HSCT recipients.

A molecular-level understanding of phase changes in hydrogen-bonded solid-state systems is of great importance in fields spanning thermal science to medical therapeutics. Polyols have recently emerged as prime targets for deployment, given their versatility in phase-induced changes, and occupy a deep space in eutectic solvents. Here, we explore the hydrogen-bond network of neopentyl glycol (NPG) with terahertz time-domain spectroscopy, attenuated total reflection spectroscopy in the far- and mid-infrared regions augmented by electronic structure calculations. A picture emerges where vibrational spectroscopy can exquisitely probe a crystalline to amorphous solid-solid phase transition while spectroscopy in the mid-infrared region provides a molecular picture of the phase transition. These methods are then applied to understand the thermal properties and phase changes in NPG upon incorporation of bis(trifluoromethane)-sulfonimide lithium salt, to demonstrate that vibrational spectroscopy can directly probe the disruption of hydrogen-bond networks in plastic crystals.

Students' out-of-school science participation has been identified as a factor that supports adaptive science outcomes. Researchers have largely investigated students' out-of-school science participation in terms of structured science activities (e.g., attending a science camp), with far less consideration of how students' involvement in unstructured out-of-school science activities (e.g., using at-home science kits) may also be associated with students' aspirations and achievement in science. Research in this area has established a conceptual framework by which activities can be categorized by the activity's level of interaction (i.e., whether receptive or active). Although this conceptual framework is useful to understand the types of unstructured activities in which students engage, this research has tended to overlook the fact that students often participate in more than one out-of-school unstructured activity. The present investigation addressed this dearth of research by examining the extent to which different typologies of student participation in out-of-school receptive and active unstructured activities existed. The study also examined if these profiles were uniquely associated with students' aspirations and achievement in science above and beyond the effects of their current level of in-school participation. The study employed a latent class analysis of N = 996 Australian high school students (40.60% girls) from six schools serving predominately above average socioeconomic status Australian high school students. Four distinct profiles of out-of-school participation in unstructured activities were found: Optimal, Receptive, Active, and Minimal Out-of-School Participation (OSP). The Optimal OSP and Receptive OSP profiles were associated with the higher aspirations (beyond students' in-school participation), and both were significantly higher than the Active OSP and Minimal OSP profiles. Students' in-school participation was most strongly associated with students' achievement. These findings suggest that encouraging students' participation in unstructured activities, especially receptive unstructured activities, and their in-school participation may be viable avenues by which to improve students' science aspirations and achievement.

Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K-12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare. Design: Qualitative design. Setting: Physical education teachers from 11 schools (n = 13; n = 4 men) participated in remote training about conducting FitnessGram FT. Methods: Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance. Results: Inductive analysis using axial and open coding identified four themes--(1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually. Conclusion: Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.

This paper examines how five students within a Bachelor of Sport and Exercise university WIL course developed learning opportunities that resulted in WIL being moved from the workplace to create authentic online initiatives during the COVID-19 restrictions. This exploratory research provides insights into the students' learning outcomes from creating online WIL initiatives that developed and promoted activities for a range of stakeholders involved in sport organizations, schools, and fitness industry businesses. The impact of these initiatives resulted in enhanced participation opportunities and engagement in physical activity for a range of sport teams, school children, and fitness clients. Themes are presented from content analysis of student perceptions of individual's learning outcomes from moving WIL online. The findings indicated that from the students' perspective, their online initiatives enriched capability but required adaptability, flexibility, and resilience. The period of online WIL also enabled the development of transferable skills and graduate attributes.

Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative teaching and learning initiative demonstrating non-placement WIL practice on-campus and online through an exercise prescription clinic (EPC). The benefits provided by these opportunities have not only been for student learning, but for clients, in particular those impacted by neurological and/or muscular skeletal problems. The development of the on-campus EPC has focused on key elements of good practice in WIL highlighted by Agnew, Pill and Orrell (2017). The recent Covid-19 pandemic and the related government restrictions have resulted in the on-campus EPC being flipped online, requiring adaptability and flexibility of both students and clients. This paper reinforces the importance of developing WIL experiences that enhance the learning outcomes for both the student and the client. It also highlights the transferability of authentic industry non-placement WIL clinical experiences for future health professionals to both on-campus and online settings, which enable students the opportunity to engage with a range of clients in a safe environment, enhancing both personal and professional learning outcomes.

Positive psychosocial adjustment is considered critical to adaptive student development and academic growth. Theories of positive youth development argue that psychosocial adjustment is a form of thriving and can be understood via multiple academic indicators, including achievement. To better understand the factors that support students' psychosocial adjustment, the present investigation took a resource-based approach, examining intrapersonal (i.e., coping) and interpersonal (i.e., parent support, school belonging) resources. The present investigation used multilevel latent profile analysis to identify how resource levels differed by student groups and whether these differences were associated with divergent achievement outcomes at both the student and school levels-something that prior variable-centered research has been unable to capture. The present investigation examined data from the 2018 Australian PISA cohort (N = 10,997, clustered in 662 schools). Results of the single-level LPA indicated that there were five distinct resource profiles. Students in the Multi-Resourced and Intra-Oriented Resources profiles had the highest levels of achievement, indicating a preponderance of intrapersonal resources may be critical to achievement. Results of the multilevel LPA indicated that there were two distinct school profiles: Supportive versus Unsupportive Adjustment School Climate profiles. The Supportive Adjustment School Climate profile was characterized by a higher proportion of Multi-Resourced, and Intra-Oriented Resources student profiles and had higher school-average achievement. Taken together, findings indicate that teacher and schools may consider implementing programs that specifically focus on building students' intrapersonal resources (i.e., coping). Additionally, policymakers may consider how to better support schools in their implementation of evidence-based programs that support intrapersonal resources.

The present longitudinal study examined the reciprocal relationships among students' academic buoyancy, their perceptions of school support (learning support, teacher relational support, school belonging, and classroom management), and their motivation and engagement (perseverance, perceived competence, valuing of school) across 1 year of school. Using information from a large sample of secondary school students (Grades 7-11) in New South Wales, Australia (N = 71,681 students, K = 292 schools), the current study examined a series of single-level (students) and doubly-latent multilevel (students and schools) cross-lagged structural equation models. At the student level, results revealed a reciprocal relationship among students' sense of school belonging and academic buoyancy. There were also several significant directional paths at the student level, such that academic buoyancy predicted students' motivation, engagement, and perceptions of school support 1 year later. At the school level, there were no significant reciprocal effects, but there were significant directional effects such that schools with higher average classroom management and school belonging tended to also have higher average academic buoyancy 1 year later. These findings contribute to ongoing research into ways researchers and educators may support and optimize student- and whole-school academic buoyancy.

The European X-ray Free Electron Laser (XFEL) and Linac Coherent Light Source (LCLS) II are extremely intense sources of X-rays capable of generating Serial Femtosecond Crystallography (SFX) data at megahertz (MHz) repetition rates. Previous work has shown that it is possible to use consecutive X-ray pulses to collect diffraction patterns from individual crystals. Here, we exploit the MHz pulse structure of the European XFEL to obtain two complete datasets from the same lysozyme crystal, first hit and the second hit, before it exits the beam. The two datasets, separated by

In this phase I/II clinical trial, we investigated the safety and efficacy of high doses of mb-IL21 ex vivo expanded donor-derived NK cells to decrease relapse in 25 patients with myeloid malignancies receiving haploidentical stem-cell transplantation (HSCT). Three doses of donor NK cells (1 × 105-1 × 108 cells/kg/dose) were administered on days -2, +7, and +28. Results were compared with an independent contemporaneously treated case-matched cohort of 160 patients from the CIBMTR database.After a median follow-up of 24 months, the 2-year relapse rate was 4% vs. 38% (p = 0.014), and disease-free survival (DFS) was 66% vs. 44% (p = 0.1) in the cases and controls, respectively. Only one relapse occurred in the study group, in a patient with the high level of donor-specific anti-HLA antibodies (DSA) presented before transplantation. The 2-year relapse and DFS in patients without DSA was 0% vs. 40% and 72% vs. 44%, respectively with HR for DFS in controls of 2.64 (p = 0.029). NK cells in recipient blood were increased at day +30 in a dose-dependent manner compared with historical controls, and had a proliferating, mature, highly cytotoxic, NKG2C+/KIR+ phenotype.Administration of donor-derived expanded NK cells after haploidentical transplantation was safe, associated with NK cell-dominant immune reconstitution early post-transplant, preserved T-cell reconstitution, and improved relapse and DFS. TRIAL REGISTRATION: NCT01904136 ( https://clinicaltrials.gov/ct2/show/NCT01904136 ).