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Graduate teaching assistants (GTAs) play a significant role in higher education and in the education of undergraduate students. Previous research suggests that undergraduate students perceive GTAs differently than faculty instructors, but little has been done to explore the nature of those perceptions. This exploratory study uses self-determination theory to investigate how university students describe the effective teaching practices of GTAs and how those descriptions vary depending on GTA gender, GTA international status, and course domain. Findings suggest that the majority of undergraduates described GTAs' competence-supporting practices and that descriptions varied based on GTAs' international status and on course domain. Implications for GTA training are discussed.

Mindsets are defined as people's beliefs about the nature of intelligence, and previous research has found effects of students' mindsets on their academic outcomes. In the present study, we bring together two recent lines of mindset research: research that has demonstrated that the mindset contexts that surround students matter above and beyond students' own mindsets; and research that has demonstrated the importance of parents' mindsets on students' academic outcomes. Specifically, we explored associations among the "family mindset" context--operationalized as undergraduate students' perceptions of their parents' and older siblings' mindsets beliefs about math ability--and their motivation, behavior, and affect in math. We found that students' (N = 358) perceptions of their parents' and older siblings' fixed math mindsets were negatively associated with their motivation, engagement, and help-seeking behaviors in math. These findings underscore the importance of family mindset contexts to students' math motivation and engagement, especially the role of older siblings, which is a particularly novel contribution.

In this paper, we explore associations among undergraduate students' perceptions of professor cultural competence, students' perceptions of professor growth mindset, and students' motivation to engage in intercultural interactions. In two studies (N[subscript study 1] = 351, N[subscript study 2] = 277), we find that when students perceive their professor to be more culturally competent, they report higher self-efficacy, value, and mastery-approach orientation toward intercultural interactions. However, somewhat unexpectedly, students who perceive their professors to have higher cultural competence also report higher performance-avoidance orientation toward intercultural interactions. When students perceive their professors to have a stronger growth mindset, they report lower emotional costs toward intercultural interactions. Further, in Study 1 but not Study 2, we find interactions between perceived professor cultural competence and perceived professor mindset such that the combination of perceiving high cultural competence and high growth mindset led to the highest student-reported self-efficacy and the lowest emotional cost toward engaging in intercultural interactions. Although exploratory and preliminary in nature, these findings suggest that students in classes where professors demonstrate high cultural competence may be more motivated to engage in intercultural interactions; however, it may be important for professors to also communicate a growth mindset if they want to reduce potential threats associated with engaging in intercultural interactions.

IntroductionData examining rates of postoperative complications among SARS-CoV-2 positive children are limited. The purpose of this study was to evaluate the impact of symptomatic and asymptomatic SARS-CoV-2 positive status on postoperative respiratory outcomes for children.MethodsThis retrospective cohort study included SARS-CoV-2 positive pediatric patients across 20 hospitals who underwent general anesthesia from March to October 2020. The primary outcome was frequency of postoperative respiratory complications, including: high-flow nasal cannula/non invasive ventilation, reintubation, pneumonia, Extracorporeal Membrane Oxygenation (ECMO), and 30-day respiratory-related readmissions or emergency department (ED) visits. Univariate analyses were used to evaluate associations between patient and procedure characteristics and stratified analyses by symptoms were performed examining incidence of complications.ResultsOf 266 SARS-CoV-2 positive patients, 163 (61.7%) were male, and the median age was 10 years (interquartile range 4-14). The majority of procedures were emergent or urgent (n = 214, 80.5%). The most common procedures were appendectomies (n = 78, 29.3%) and fracture repairs (n = 40,15.0%). 13 patients (4.9%) had preoperative symptoms including cough or dyspnea. 26 patients (9.8%) had postoperative respiratory complications, including 15 requiring high-flow oxygen, 8 with pneumonia, 4 requiring non invasive ventilation, 3 respiratory ED visits, and 2 respiratory readmissions. Respiratory complications were more common among symptomatic patients than asymptomatic patients (30.8% vs. 8.7%, p = 0.01). Higher ASA class and comorbidities were also associated with postoperative respiratory complications.ConclusionsPostoperative respiratory complications are less common in asymptomatic versus symptomatic SARS-COV-2 positive children. Relaxation of COVID-19-related restrictions for time-sensitive, non urgent procedures in selected asymptomatic patients may be reasonably considered. Additionally, further research is needed to evaluate the costs and benefits of routine testing for asymptomatic patients.Level of evidenceIii, Respiratory complications.

Abstract Despite the recent increase in landscape conservation and the design processes agencies are undertaking, there remains an implementation gap due to an inability to evaluate general strategies and account for uncertainties faced by managers. We demonstrated how a decision support process (DSP), recently developed to inform landscape conservation design, can address uncertainties and complexities inherent in landscape conservation to facilitate long‐term, large‐scale conservation planning. We applied the DSP to landscape conservation efforts within conservation opportunity areas (COA) of states in the Gulf Coastal Plains and Ozarks region. We engaged state planners within the region to identify important landscape conservation uncertainties they face in planning. We developed, simulated, and modeled the impacts of conservation addressing 3 uncertainties identified by state wildlife managers and evaluated the impacts by examining the responses of state and local populations of 2 bird species of conservation concern, prairie warbler (Setophaga discolor) and wood thrush (Hylocichla mustelina). The responses of prairie warbler populations to conservation strategies indicated that both approaches of protecting quality habitat from land‐use change and restoring and enhancing lower quality and nonhabitat improved their viability at regional, statewide, and COA scales. However, we noted that the relative effectiveness of strategies varied among states in ways that suggest a state's process for delineating COAs and what threats they face could influence which conservation approach to consider. Our findings highlight the need for regional coordination and the use of decision‐support processes to guide effective conservation at landscape scales.

This communication is an overview of the results of the IGF research project 21622 BR Development of novel, stab-resistant protective clothing using continuous fiber-reinforced additive manufacturing. The individual steps of the processing and the further publications are summarized.

Evidence indicates that well-planned vocabulary interventions can be highly effective in helping students with language-based learning disabilities to develop the necessary vocabulary skills for literacy success. Although many researchers recognize the general importance of attending to psychological factors such as student motivation in developing successful interventions, the role that these factors play in vocabulary interventions designed specifically for students with learning disabilities has not yet been sufficiently considered. In this review, we synthesized the extant literature regarding when and how motivational components are addressed in vocabulary interventions for P-12 students with or at risk for learning disabilities. We found that successful vocabulary intervention programs for this student population most frequently address motivation through the constructs of goal setting and interest. Furthermore, operationalizing terms such as "motivation" (and related constructs) using theories established in the field of educational psychology may allow researchers to develop interventions that have positive, long-lasting impact by encouraging students with learning disabilities to persist at challenging tasks and by enabling them to more clearly see linkages between vocabulary learning and their personal and career goals.

Retrieval practice is an effective strategy to promote long-term retention and learning, but students do not always use it in the most effective ways. Applying various intervention design principles that leverage sociomotivational research, we created an intervention targeted not only at teaching students about the efficacy of retrieval practice, but also at changing their study behaviors. We focused on increasing students' understanding of how to implement retrieval practice effectively and decreasing their perceived cost of using retrieval practice. We found that our intervention increased students' procedural metacognitive knowledge (that retrieval practice can be implemented flexibly in various formats) and intended use of retrieval practice, but it did not reduce perceived cost (that engaging in retrieval practice costs too much time and effort), as compared to a traditional retrieval practice intervention. There were also no effects of our intervention on reported use of retrieval practice. Furthermore, results from a structural equation model analysis showed that self-efficacy of procedural metacognitive knowledge was positively associated with students' intended use of the strategy, whereas perceived cost was negatively associated with their reported use of the strategy. Alleviating perceived cost could be a potential venue for future intervention aimed at encouraging the self-regulated use of retrieval practice.

The literature investigating academic help-seeking suggests that first-generation college students are less likely to seek out help, less likely to attend office hours, and are less likely to use campus resources than continuing generation students. However, there is a lack in the literature investigating (a) what first-generation students do when they need academic help and (b) how first-generation students navigate and negotiate their resources. Using a strengths-based approach, six focus groups and one interview were conducted to answer the previous research questions. Transcripts were analyzed using thematic analysis. The findings demonstrate that first-generation students effectively engage in help-seeking strategies. These students actively use their networks to decide where to seek help, assess the quality of help, ascertain the risks involved in asking for help, and take corrective measures in their help-seeking strategies when necessary. These findings push back against the deficit narrative surrounding first-generation students and their academic help-seeking abilities by highlighting their strengths and success.

The present study builds on and adds to a growing body of literature suggesting that teachers' mindsets predict students' classroom experiences. We examine to what extent university STEM instructors' beliefs about the role of failure in students' learning (i.e., their "failure-as-debilitating" mindsets) are associated with their engagement in mastery-oriented teaching practices (as reported by students) as well as their students' overall perceptions of their courses. After surveying 238 university STEM instructors' failure-as-debilitating mindsets and collecting course evaluation data from institutional records, we found that instructors with stronger failure-as-debilitating mindsets were reported to engage in fewer mastery-oriented teaching practices (i.e., being available to students, encouraging student questions, and providing opportunities for active learning). Students also reported that they learned less in these instructors' courses and rated the instructor and course more negatively. Importantly, these associations were found even after controlling for several instructor- and course-relevant covariates that are typically associated with students' course evaluations, as well as instructors' mindsets about intelligence. Findings suggest that instructor mindsets about failure are visible to students and should be explored as a potential point of intervention in future research.

Malleable, noncognitive psychological factors such as grit and resilience are seen as critical for academic success and have garnered significant attention from researchers and policymakers. However, there is nontrivial overlap between these two constructs, and it remains unclear whether grit, resilience, or both, constitute the optimal target(s) for retention research and intervention development. The purpose of this study was to compare how grit and resilience predict retention in a diverse, multicollege sample of U.S. undergraduates (N = 4,023) with and without a history of academic probation. When looking across all students, structural equation modeling indicated that perseverance of effort (Grit-PE) positively predicted Fall 2016 enrollment. However, when examining probation and nonprobation groups separately, only resilience significantly predicted enrollment for students with probation histories. In contrast, Grit-PE predicted enrollment only for students without probation histories, while consistency of interest (Grit-CI) did not predict enrollment for either probation group. Findings held when controlling for race, gender identity, years in college, first-generation status, and institutional selectivity. Results suggest that resilience, not grit, predicts retention for those students who face the greatest setbacks in completing college.

Abstract Staphylococcus pseudintermedius is historically understood as a prevalent commensal and pathogen of dogs, though modern clinical diagnostics reveal an expanded host-range that includes humans. It remains unclear whether differentiation across S. pseudintermedius populations is driven primarily by niche-type or host-species. We sequenced 501 diagnostic and commensal isolates from a hospital, veterinary diagnostic laboratory, and within households in the American Midwest, and performed a comparative genomics investigation contrasting human diagnostic, animal diagnostic, human colonizing, pet colonizing, and household-surface S. pseudintermedius isolates. Though indistinguishable by core and accessory gene architecture, diagnostic isolates harbor more encoded and phenotypic resistance, whereas colonizing and surface isolates harbor similar CRISPR defense systems likely reflective of common household phage exposures. Furthermore, household isolates that persist through anti-staphylococcal decolonization report elevated rates of base-changing mutations in – and parallel evolution of – defense genes, as well as reductions in oxacillin and trimethoprim-sulfamethoxazole susceptibility. Together we report parallel niche-specific bolstering of S. pseudintermedius defense mechanisms through gene acquisition or mutation.

In this study, protective clothing for firefighters is analyzed using 4D body scanning and 3D hand scanning, with a focus on the experimental analysis of ergonomic comfort. In particular, German firefighting clothing is examined to discuss the possibilities and limitations of current scanning technologies for capturing firefighting clothing. For this purpose, various movements are recorded in the 4D scanner. In addition, a method for determining position changes of protective clothing at identified limits is presented. The initial results illustrated that the analysis of protective clothing for firefighters using 4D scanning is problematic due to specific materials, reflections, and surface properties. Improvements in the scanning process and optimization of algorithms are required to achieve more detailed and precise results. Concerning the ergonomic comfort related to the mobility under firefighting clothing use conditions, this methodical case study highlights the limits of current approaches, with a focus on the limitations of 4D scanning and potential improvements.

The most important piece of safety equipment is developed as a reinforced piece of body armor to resist attacks to the upper parts of the body so as to save the lives of its wearers to offer protection against stabbing with sharp-tipped objects. The majority of commercial stab resistant armors are not comfortable for users to wear during their whole duty shift. The three-dimensional (3D) printing has given great opportunity to develop equipment for a particular and individual application with the incorporation of performance and comfort. Stab protective armor has been developed by 3D printing without compromising the protection performance for a particular energy level to improve the comfort of the armor vest so that users are willing to wear during their whole duty shift. In this study, air permeability is used to measure the comfort tendency of the protective armor as a safety gear without reducing the protection performance. In this study the effect of textile materials and structures, shapes of 3D prints as the segmentation of scales, size of scales, parts of the full vest, attachments, and air exposure sides of the panel are investigated. The result revealed that the air permeability of the 3D printed protective armor vest improved the comfort as compared to the commercially available armor vests of both from a single plate and large sized segmented scales.

ABSTRACT Staphylococcus saprophyticus is the leading Gram-positive cause of uncomplicated urinary tract infections. Recent reports of increasing antimicrobial resistance (AMR) in S. saprophyticus warrant investigation of its understudied resistance patterns. Here, we characterized a diverse collection of S. saprophyticus (n = 275) using comparative whole genome sequencing. We performed a phylogenetic analysis of core genes (1,646) to group our S. saprophyticus and investigated the distributions of antibiotic resistance genes (ARGs). S. saprophyticus isolates belonged to two previously characterized lineages, and 14.91% (41/275) demonstrated multidrug resistance. We compared antimicrobial susceptibility phenotypes of our S. saprophyticus with the presence of different ARGs and gene alleles. 29.8% (82/275) carried staphylococcal cassette chromosome mobile elements, among which 25.6% (21/82) were mecA+. Penicillin resistance was associated with the presence of mecA or blaZ. The mecA gene could serve as a marker to infer cefoxitin and oxacillin resistance of S. saprophyticus, but the absence of this gene is not predictive of susceptibility. Utilizing computational modeling, we found several genes were associated with cefoxitin and oxacillin resistance in mecA− isolates, some of which have predicted functions in stress response and cell wall synthesis. Furthermore, phenotype association analysis indicates ARGs against non-β-lactams reported in other staphylococci may serve as resistance determinants of S. saprophyticus. Lastly, we observed that two ARGs [erm and erm (44)v], carried by bacteriophages, were correlated with high phenotypic non-susceptibility against erythromycin (11/11 and 10/10) and clindamycin (11/11 and 10/10). The AMR-correlated genetic elements identified in this work can help to refine resistance prediction of S. saprophyticus during antibiotic treatment.IMPORTANCEStaphylococcus saprophyticus is the second most common bacteria associated with urinary tract infections (UTIs) in women. The antimicrobial treatment regimen for uncomplicated UTI is normally nitrofurantoin, trimethoprim-sulfamethoxazole (TMP-SMX), or a fluoroquinolone without routine susceptibility testing of S. saprophyticus recovered from urine specimens. However, TMP-SMX-resistant S. saprophyticus has been detected recently in UTI patients, as well as in our cohort. Herein, we investigated the understudied resistance patterns of this pathogenic species by linking genomic antibiotic resistance gene (ARG) content to susceptibility phenotypes. We describe ARG associations with known and novel SCCmec configurations as well as phage elements in S. saprophyticus, which may serve as intervention or diagnostic targets to limit resistance transmission. Our analyses yielded a comprehensive database of phenotypic data associated with the ARG sequence in clinical S. saprophyticus isolates, which will be crucial for resistance surveillance and prediction to enable precise diagnosis and effective treatment of S. saprophyticus UTIs.

When the human body moves, the body curvatures always change on the corresponding parts of the body. For ideal protective clothing, body curvatures during different movements have to be taken into account, as they influence the protection and the wearing comfort. For this reason, this study will focus on demonstrating methods to visually display such curvature changes. The changes are visually shown in different poses. The aim is to use this method to optimize protective elements on body parts with increased curvature changes. This would make protective clothing safer and more comfortable to wear.

As cryo-EM becomes commonplace in drug discovery, tools for automating small molecule structure determination are needed. Here, authors show a map-guided ligand modeling approach to building ligand structures at resolutions common in cryo-EM.

Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article is to discuss how three theoretical perspectives on motivation can be leveraged to support classroom teachers' work with this student population. Following an overview of our three focus theories of motivation (goal orientation theory, self-determination theory, and expectancy-value theory), we discuss research about students with LD that employs each perspective, as well as any related interventions for students with LD. Afterwards, we provide practical implications for teachers working with students with LD. Finally, we offer recommendations for research on motivation using these and other theories that are sensitive to the specific strengths and challenges of students with LD.

Adhesion between additively printed elements on textiles is one of the most important quality characteristics. Applied elements must form very good adhesion with the textile substrate in order to produce functional textiles. The request for non-planar printing directly on textiles is growing, especially in the fields of orthopaedic engineering and protective clothing. This new printing technique can open up new areas of application. For such a production of non-planar elements on textiles, new test methods have to be developed, as the current adhesion tests (180° peel test) are not applicable to non-planar prints on textiles. For non-planar additive printing on textiles, a cylindrical print bed for a fused filament fabrication printer was developed and modified accordingly in the first step. In the next step, a new measurement method was developed to investigate the adhesion between the textile and the non-planar three-dimensional-printed element. The study shows the challenges and the adhesion differences of non-planar printed objects on pre-stretched textiles on a cylindrical print bed. Several factors influencing adhesion were identified. The alignment of the printing nozzle to the textile substrate is the key factor influencing adhesion. The alignment also has a significant influence on the visual print quality.

Protective clothing, worn for example by police, ambulance and private security services, has the task of protecting against weapon attacks and is becoming increasingly important. International standards specify test methods to ensure the protective effects and classes, but the protective surfaces or the wearing comfort are not defined more detailed in the standards. In the study, a new measurement method is developed and presented for determining the percentage of protected body parts by a stab protective vest. After considering various approaches, the combination of scanned 3D/4D body data and appropriate processing turned out to be the most suitable. With the developed method, the projection of protective surfaces onto scanned bodies or avatars is possible. This study helps defining a key indicator of the protected areas and therefore makes different vest variants more comparable.

ABSTRACT Proteus mirabilis is a Gram-negative bacterium recognized for its unique swarming motility and urease activity. A previous proteomic report on four strains hypothesized that, unlike other Gram-negative bacteria, P. mirabilis may not exhibit significant intraspecies variation in gene content. However, there has not been a comprehensive analysis of large numbers of P. mirabilis genomes from various sources to support or refute this hypothesis. We performed comparative genomic analysis on 2,060 Proteus genomes. We sequenced the genomes of 893 isolates recovered from clinical specimens from three large US academic medical centers, combined with 1,006 genomes from NCBI Assembly and 161 genomes assembled from Illumina reads in the public domain. We used average nucleotide identity (ANI) to delineate species and subspecies, core genome phylogenetic analysis to identify clusters of highly related P. mirabilis genomes, and pan-genome annotation to identify genes of interest not present in the model P. mirabilis strain HI4320. Within our cohort, Proteus is composed of 10 named species and 5 uncharacterized genomospecies. P. mirabilis can be subdivided into three subspecies; subspecies 1 represented 96.7% (1,822/1,883) of all genomes. The P. mirabilis pan-genome includes 15,399 genes outside of HI4320, and 34.3% (5,282/15,399) of these genes have no putative assigned function. Subspecies 1 is composed of several highly related clonal groups. Prophages and gene clusters encoding putatively extracellular-facing proteins are associated with clonal groups. Uncharacterized genes not present in the model strain P. mirabilis HI4320 but with homology to known virulence-associated operons can be identified within the pan-genome. IMPORTANCE Gram-negative bacteria use a variety of extracellular facing factors to interact with eukaryotic hosts. Due to intraspecies genetic variability, these factors may not be present in the model strain for a given organism, potentially providing incomplete understanding of host-microbial interactions. In contrast to previous reports on P. mirabilis, but similar to other Gram-negative bacteria, P. mirabilis has a mosaic genome with a linkage between phylogenetic position and accessory genome content. P. mirabilis encodes a variety of genes that may impact host-microbe dynamics beyond what is represented in the model strain HI4320. The diverse, whole-genome characterized strain bank from this work can be used in conjunction with reverse genetic and infection models to better understand the impact of accessory genome content on bacterial physiology and pathogenesis of infection.

ABSTRACT The prevalence of extended-spectrum beta-lactamases (ESBLs) among clinical isolates of Escherichia coli has been increasing, with this spread driven by ESBL-encoding plasmids. However, the epidemiology of ESBL-disseminating plasmids remains understudied, obscuring the roles of individual plasmid lineages in ESBL spread. To address this, we performed an in-depth genomic investigation of 149 clinical ESBL-like E. coli isolates from a tertiary care hospital. We obtained high-quality assemblies for 446 plasmids, revealing an extensive map of plasmid sharing that crosses time, space, and bacterial sequence type boundaries. Through a sequence-based network, we identified specific plasmid lineages that are responsible for the dissemination of major ESBLs. Notably, we demonstrate that IncF plasmids separate into 2 distinct lineages that are enriched for different ESBLs and occupy distinct host ranges. Our work provides a detailed picture of plasmid-mediated spread of ESBLs, demonstrating the extensive sequence diversity within identified lineages, while highlighting the genetic elements that underlie the persistence of these plasmids within the clinical E. coli population. IMPORTANCE The increasing incidence of nosocomial infections with extended-spectrum beta-lactamase (ESBL)-producing Escherichia coli represents a significant threat to public health, given the limited treatment options available for such infections. The rapid ESBL spread is suggested to be driven by localization of the resistance genes on conjugative plasmids. Here, we identify the contributions of different plasmid lineages in the nosocomial spread of ESBLs. We provide further support for plasmid-mediated spread of ESBLs but demonstrate that some ESBL genes rely on dissemination through plasmids more than the others. We identify key plasmid lineages that are enriched in major ESBL genes and highlight the encoded genetic elements that facilitate the transmission and stable maintenance of these plasmid groups within the clinical E. coli population. Overall, our work provides valuable insight into the dissemination of ESBLs through plasmids, furthering our understating of factors underlying the increased prevalence of these genes in nosocomial settings.

Daniel Mann et al. describe a higher-resolution structure of the maintenance of lipid asymmetry inner membrane complex (MlaBDEF) in the Gram-negative pathogen, Acinetobacter baumannii. With this improved structural map, the authors clarify the secondary structure elements of MlaE helices and report on potential lipid dynamics by the MLA system that could inform the development of future therapeutics against A. baumannii infection.

ABSTRACT Decolonization with topical antimicrobials is frequently prescribed in health care and community settings to prevent Staphylococcus aureus infection. However, effects on commensal skin microbial communities remains largely unexplored. Within a household affected by recurrent methicillin-resistant S. aureus skin and soft tissue infections (SSTI), skin swabs were collected from the anterior nares, axillae, and inguinal folds of 14 participants at 1- to 3-month intervals over 24 months. Four household members experienced SSTI during the first 12-months (observational period) and were prescribed a 5-day decolonization regimen with intranasal mupirocin and bleach water baths at the 12-month study visit. We sequenced the 16S rRNA gene V1–V2 region and compared bacterial community characteristics between the pre- and post-intervention periods and between younger and older subjects. The median Shannon diversity index was stable during the 12-month observational period at all three body sites. Bacterial community characteristics (diversity, stability, and taxonomic composition) varied with age. Among all household members, not exclusively among the four performing decolonization, diversity was unstable throughout the year post-intervention. In the month after decolonization, bacterial communities were changed. Although communities largely returned to their baseline states, relative abundance of some taxa remained changed throughout the year following decolonization (e.g., more abundant Bacillus; less abundant Cutibacterium). This 5-day decolonization regimen caused disruption of skin bacteria, and effects differed in younger and older subjects. Some effects were observed throughout the year post-intervention, which emphasizes the need for better understanding of the collateral effects of decolonization for S. aureus eradication. IMPORTANCE Decolonization with topical antimicrobials is frequently prescribed to prevent Staphylococcus aureus infection, but the effects on commensal skin bacteria are undetermined. We found that decolonization with mupirocin and bleach water baths leads to sustained disruption of bacterial communities.

Three-dimensional (3D) printing has been attracting a great deal of attention in recent years in many application fields, for example, in the aerospace, construction, industry, art, education, protection, security, and medical fields. Printing methods, materials, and parameters influence the performance quality and determine the application sector of 3D prints. In this study, the print parameters are used as independent variables to investigate the compression strength of 3D printed cubes/cubes. The prints were produced by considering infill type, infill percentages, vertical wall, horizontal contours, and dimensions of items as the product parameters. The different printed samples were subjected to atmospheric conditions for 24 hours at (20 ± 1)°C temperature and (65 ± 2)% relative humidity. The samples were then subjected to a cyclic compression test with an indentation depth of 5 mm. The compression force to the planned displacement was measured. As seen from the results, the print parameters investigated in this research significantly influence the compression force and determine the performance of 3D prints according to the application sector. Although all parameters significantly influence the compression force of 3D prints, the magnitude and level of performance are different. Vertical walls relatively withstand high compression force while filling type gives soft and weak products with a relatively low mass. However, the choice of different pressure parameters can influence the compressive strength. With this knowledge, it will be possible in the future to print human soft tissues with a specific compressive strength using the FDM printing process.

Cognitive psychology research has emphasized that the strategies that are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) are often not recognized as effective by students and are infrequently used. In the present studies, we use a mixed-methods approach and challenge the rhetoric that students are entirely unaware of effective learning strategies. We show that whether being asked to describe strategies used by poor-, average-, and high-performing students (Study 1) or being asked to judge vignettes of students using different strategies (Study 2), participants are generally readily able to identify effective strategies: they were able to recognize the efficacy of explanation, pretesting, interpolated retrieval practice, and even some interleaving. Despite their knowledge of these effective strategies, they were still unlikely to report using these strategies themselves. In Studies 2 and 3, we also explore the reasons why students might not use the strategies that they know are effective. Our findings suggest that interventions to improve learners’ strategy use might focus less on teaching them about what is effective and more on increasing self-efficacy, reducing the perceived costs, and establishing better habits.

We examined the mediating role of students' interpersonal and academically related social goals in linking students' perceptions of teacher and peer personal and academic emotional supports to their classroom behavior (prosocial, social responsibility) in a sample of young adolescents (n = 3,092) from 7 schools from the mid-Atlantic, Midwest, and Southwest regions of the United States. We tested models at the student level (Level 1) and the classroom level (Level 2), while controlling for incidental school-level effects (Level 3); we utilized new analytic strategies for dealing with small sample incidental clustering (using fixed effect/random effect hybrid models) and convergence issues concomitant with missing data and complex models by coupling Bayesian imputation with frequentist estimation. Our results indicate that relations between student's perceptions of teacher and peer emotional supports for academic and personal well-being and classroom behavior are mediated, in part, by social goal pursuit at Level 1 but not Level 2; relations between social goals and classroom behavior were moderated by Level 2 emotional supports for academics from teachers and peers such that consensus concerning levels of academic support strengthened relations between social goals and behavior. Results differed as a function of the source of information concerning student behavior (peer nominations, teacher ratings) and type of behavior. Educational Impact and Implications Statement: This study suggests that students who believe their classroom teachers and peers are emotionally supportive tend to pursue goals to behave in prosocial (helping, sharing) and socially responsible (following rules) ways. In turn, pursuing these goals predicts students' displays of prosocial and socially responsible classroom behavior. A classroom climate characterized by a teacher's and classmates' strong academic support appears to strengthen these socially relevant outcomes.

In the current study, we explore the unique roles that perceived professor and peer beliefs play in creating a mindset context for undergraduate engineering students. We found that students (N = 304) perceived their peers, as compared to their professors, to endorse stronger fixed beliefs about intelligence and more negative beliefs about effort and failure, what we refer to as “unproductive mindsets”. Students’ perceptions of their professors’ unproductive mindsets negatively predicted their motivation (utility, attainment, and intrinsic value of engineering) and sense of belonging, even controlling for students’ own mindsets. Further, students’ perceptions of their peers’ unproductive mindsets negatively predicted their motivation (intrinsic value and mastery goals), sense of belonging, and choice of a difficult assignment, even controlling for students’ own mindsets and their perceptions of their professors’ unproductive mindsets. These results suggest that when considering the mindsets that permeate academic contexts, it is important to consider the unique role of perceptions of both teachers (professors) and peers.

Students' thinking about the relation between effort and ability can influence their motivation, affect, and academic achievement. Students sometimes think of effort as inversely related to ability (such that people with low ability must work harder than people with high ability) and other times think of effort as positively related to ability (such that hard work can lead people to develop high levels of ability). The purposes of the present review are (a) to review literature on developmental, contextual, and individual difference factors that influence students' thinking about the relation between effort and ability in school and (b) to identify unresolved questions in this literature and present an extended theoretical framework that can help answer these questions. By providing researchers with a better understanding of how students think about effort and ability, we hope that this review will inspire new research in this area.

Duckworth, Peterson, Matthews, and Kelly (2007) defined "grit" as one's passion and perseverance toward long-term goals. They proposed that it consists of 2 components: consistency of interests and perseverance of effort. In a high school and college student sample, we used a multidimensional item response theory approach to examine (a) the factor structure of grit, and (b) grit's relations to and overlap with conceptually and operationally similar constructs in the personality, self-regulation, and engagement literatures, including self-control, conscientiousness, cognitive self-regulation, effort regulation, behavioral engagement, and behavioral disaffection. A series of multiple regression analyses with factor scores was used to examine (c) grit's prediction of end-of-semester course grades. Findings indicated that grit's factor structure differed to some degree across high school and college students. Students' grit overlapped empirically with their concurrently reported self-control, self-regulation, and engagement. Students' perseverance of effort (but not their consistency of interests) predicted their later grades, although other self-regulation and engagement variables were stronger predictors of students' grades than was grit.

The goal of the present studies was to examine whether students' reasoning about the relation between levels of effort and ability is influenced by the perceived source of an individual's effort. Two sources of others' effort were examined: "task-elicited effort," or effort due primarily to the subjective difficulty of the task, and "self-initiated effort," or effort determined by students' own motivation. In 3 studies, undergraduate participants responded to vignettes in which they were asked to make ability evaluations of other students given information about the level of their effort, the source of their effort, and their performance on an academic task. Results from 3 studies indicated that perceived effort source influenced students' ability evaluations, but only in the absence of explicit performance information. When students were led to believe that an individual's effort on an academic task was task-elicited, they were more likely to endorse an inverse relation between levels of effort and ability (i.e., to rate individuals who expended high levels of effort as having less ability than individuals who expended low levels of effort). However, when they perceived this effort to be self-initiated, they were less likely to endorse an inverse relation and in some cases endorsed a positive relation between levels of effort and ability. Implications for education are discussed.

Pigeons were studied on a two-component multiple schedule in which key pecking was reinforced on a variable interval (VI) 2-min schedule in both components. In separate phases additional food was delivered on a variable-time (VT) 15-s schedule (response independent) or a VI 15-s schedule (response dependent) in one of the components. In addition to rate, duration of key pecks was measured in an attempt to differentiate the biological and economic effects on key pecking. When components alternated frequently (every 10 s), all pigeons key pecked at a much higher rate during the component with the additional food deliveries, whether response dependent or independent. When components alternated infrequently (every 20 min), pigeons key pecked at high rates at points of transition into the component with the additional food deliveries. Rate of key pecking decreased with time spent in the 20-min component when the additional food was response independent whereas rate of pecking remained elevated when the additional food was response dependent. The additional food deliveries, whether response-independent or response-dependent, however, had no consistent effect on the pigeon's key-peck duration. That is, there were no systematic or reliable shifts in peck duration as would be predicted if short-duration pecks were biologically based. Despite the fact that we were unable to “tag” the biological effect in terms of key-peck duration, the finding that the delivery of response-independent food has different, but predictable effects on responding suggests that animal learning principles can be integrated with species-typical, biological considerations without the need to propose constraints that limit general laws of learning.

Spin-spin correlation is fundamental to many material properties but challenging to measure in nanomagnetic systems. Muenkset al. show that correlations between a localized spin and the electrons of its hosting bath can be quantified when coupled to another spin by an asymmetry in the differential conductance.