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Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation). Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators. Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed. Findings: During synthesis, intermediaries apply a "research lens" to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate "turnkey" strategies. Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education.

The current study explores the efforts of one summer youth employment program to provide students with meaningful work experiences and the participants' perceptions of the meaningfulness of their work and its effect on their future orientation. Most of the students in the study were under the age of 18. The Youth Enrichment Services (YES) Summer Learn and Earn program provides students with summer enrichment, their first work experience, and meaningful opportunities to engage with work. The purpose of this study was to better understand YES participants' perceptions of the meaningfulness of their summer work experiences. A secondary goal was to investigate how participants' work experiences related to their future orientations. YES is a community-based organization in Pittsburgh that gives socially and economically disadvantaged youth opportunities to achieve success through its academic enrichment, alternative to detention, peer mentor certification, life skills, cultural enrichment, diversity awareness, workforce readiness, and wellness-based programming.

Research has widely documented the high stress levels posed to college students by the Coronavirus Disease 2019 (COVID-19). However, the role of social support in mitigating the mental health impacts of stressors like residential instability among college students is less well-researched. Using data from a multi-campus online survey of college students' experiences during the COVID-19 pandemic (n = 2,486), this study examines the role of social support in the association between residential move during COVID-19 pandemic and college students' reports of depressive symptoms and anxiety. We tested whether perceived social support was more significantly related to depressive symptoms among students who moved in response to COVID-19. The results show significantly higher levels of depressive symptoms and higher prevalence rates of severe anxiety among college students with COVID-19-related move relative to those who did not move during the pandemic. Irrespective of their residential status, college students who received less support than needed during the pandemic had significantly higher levels of depressive symptoms and higher odds of severe anxiety. The findings add to the existing studies showing how the COVID-19 pandemic compounds the problems of depression and anxiety among college students, particularly those experiencing residential instability and with limited social support.

Literature suggests post-secondary students feel disengaged and socially isolated while learning virtually, especially during the COVID-19 pandemic. Here we explored whether a sense of belonging is differentially achieved in an inquiry-based course between two different delivery formats: virtual and blended (combination of virtual and in-person). Our primary measurement instrument was a modified version of the 26-item Sense of Belonging-Revised Scale, which we distributed to all first-year Bachelor of Health Sciences (BHSc) (Honours) Program students enrolled in an Inquiry course at McMaster University during the 2021-2022 school year. Data analyses revealed no statistically significant difference between the two groups across the four subscales of the Sense of Belonging-Revised Scale: perceived peer support, perceived classroom comfort, perceived isolation, and perceived faculty support. As promoting community is a core skill in our Inquiry course, this may have reduced the perceived difference between the two groups. Future directions include exploring facilitators' perceptions and experiences across course delivery formats.

Studies investigating autistic community research priorities indicate a mismatch between what autism research focuses on and what autistic people want to see researched. Furthermore, there has not been a research priority-setting exercise specifically with autistic people in Scotland, where there are unique cultural, political and social contexts. Using a community-based participatory design, we aimed to identify the research priorities of autistic adults living in Scotland. Autistic and non-autistic researchers designed and conducted a survey where 225 autistic adults rated and ranked research topics in order of importance and provided qualitative feedback on issues and questions important to them. The top five research priorities were mental health/well-being, identification and diagnosis of autistic people, support services, knowledge and attitudes towards autistic people and issues impacting autistic women. There were differences in priorities according to different intersections of identity, and qualitative responses indicated a desire for research to focus on support and understanding. The bottom three priorities concerned genetics, treatments and interventions and causes. These findings emphasise the need to address the gap between what autism research focuses on and the everyday lives of autistic people.

Objectives: Increasing childhood health literacy (HL) is a crucial means of improving health outcomes and reducing preventable deaths globally. Understanding how to best support children's HL development in schools is essential. However, identifying pedagogical strategies that develop children's HL relies on a fit-for-purpose measure. Currently, no universally accepted approach for measuring HL among children exists. The purpose of this paper was to propose and discuss how a curricular approach to assessing children's HL could provide a means to overcoming the challenges with existing children HL measures. Design/Methods: The discussion is framed by the key components of assessment -- outcome of interest, and collection, analysis and interpretation of data -- and is underpinned by contemporary HL and educational research. Setting: The Australian Curriculum is used to discuss the approach in practice. Results: A curricular approach to HL assessment suggests that HL assessment may work best when it is relevant to the child and their context, is integrated with other areas of the curriculum, allows children to demonstrate a wide range of HL skills and contains an element of open-endedness. Measurement could be guided by a rubric (underpinned by a taxonomy), and interpretation of scores consistently aligned with the learning intentions outlined in the curriculum. Conclusion: A curricular approach provides a contextually adaptive framework from which HL assessment tools for children can be developed

This study aimed to examine the literature on the skill sets of autistic individuals and determine how these skills align with current and projected future labour market needs. Based on a literature review, researchers identified the following skill categories common to autistic individuals: visual skills, attention to detail and systemizing composite skills. Researchers then gathered aggregated data on occupations and industries from over 90 state and federal sources in the United States. Next, they collected data on the most in-demand jobs, their industries and relevant skills by analysing hundreds of millions of online job postings. The results indicate the most viable occupations aligned with each skill category. There is minimal available research using labour market data to generate special education goals and transition plans for autistic students. By providing educators and practitioners with critical information regarding viable employment pathways, all stakeholders can more effectively and equitably prepare autistic individuals for the 21st-century workforce.

Scholars have long recognized that reading in digital spaces requires unique skills, strategies, and competencies in comparison to those needed for reading printed text. In recent years, the ubiquity of social media and algorithmically targeted content has radically changed the nature of online reading and meaning making. Technological changes have occurred simultaneously with radically altered sociocultural and sociopolitical contexts. To account for an altered technological and sociocultural landscape, new approaches to teaching digital reading and critical media literacy are needed. Addressing these concerns, this case study detailed a digital reading curriculum designed to be responsive to both the contemporary digital media environment and to students' out-of-school digital literacy practices and contexts. The curriculum was collaboratively designed by five middle-school language arts teachers who participated in a semester-long professional learning group focused on digital reading. Drawing upon sociocultural, asset-based, and culturally relevant philosophies of education, these five teachers designed a unique digital reading curriculum. This study examined the nature of this curriculum. The findings detailed four aspects of the teachers' unit: (1) digital reading instruction situated within students' literate lives; (2) critical instruction regarding systemic features of the internet such as algorithms and clickbait; (3) lessons in which students interrogate socially situated meaning making; and (4) lessons focused on the role of emotions while reading online. The findings have implications for future digital reading and media literacy curricula intended to be responsive to students' funds of knowledge, ever-changing literacy technologies, and new, emergent ways of reading and practicing literacy on the internet.

An increasing number of neurodivergent learners attend higher education. This necessitates examination of best-fit learning models to successfully support the current generation of college students. While pedagogy and andragogy have historical relevance, in isolation, they may lack alignment with the individualization embedded in neurodiversity-affirming practice. This study conceptualized a novel learning framework for neurodivergent college students through the lens of neurodiversity-affirming practice. Via constant comparative qualitative analysis of American university faculty interviews and framework juxtaposition, three themes were identified: pedagogy vs. andragogy, self-determination, and interdependency. Thematic analysis revealed uncertainty regarding best-fit learning framework, with consensus reached regarding complexity of serving neurodivergent adults in post-secondary settings. An innovative framework titled "Building a Heutagogical Bridge" was envisioned, describing the role of heutagogy, student-centered, self-determined learning, in connecting signature pedagogical and andragogical approaches. This study revealed the potentiality of implementing and assessing approaches to skillfully incorporate heutagogical, pedagogical, and andragogical principles in higher education settings. The perspectives of faculty from the USA within this study can inform neurodiversity-affirming practice in American universities, while providing implications for future study and practice in international college settings, where contexts, needs, and culture may differ.

Background: Knowledge brokering by intermediary organizations includes knowledge distillation processes (e.g., synthesis, translation).Aims and objectives: This article explores how an educational intermediary performs research distillation when creating virtual knowledge reservoirs for educators.Methods: The authors use qualitative data from semi-structured interviews, coded to consensus, and thematically analyzed.Findings: During synthesis, intermediaries apply a “research lens” to evaluate the credibility of the evidence. During translation, they rely on their experience as educators to share evidence in a non-academic voice and generate “turnkey” strategies.Discussion and conclusion: The article considers the knowledge brokering pipeline fallacy and examines the potential of ongoing processes for improving the effectiveness of intermediaries with the aim of diminishing research-practice and research-policy gaps in education.

BACKGROUND: Promotion of facial cleanliness is recommended for the elimination of blinding trachoma, largely because of observational studies that have found an association between various measures of facial uncleanliness and trachoma. However, when a field grader assesses both facial cleanliness and trachoma, associations may be biased. Assessment of photographs of the face and conjunctiva by masked graders may provide a less biased estimate of the relationship between facial cleanliness and trachoma. METHODS: Face photographs, conjunctival photographs, and conjunctival swabs were obtained on a random sample of 0-9-year-old children from each of 40 communities in Amhara region, Ethiopia. Face photographs were assessed for the presence of seven measures of an unclean face (i.e., wet nasal discharge, dry nasal discharge, wet ocular discharge, dry ocular discharge, food, dust/dirt, and flies) by three independent masked photo-graders. Conjunctival photographs were similarly graded in a masked fashion for signs of clinically active trachoma. Conjunctival swabs were processed for Chlamydia trachomatis DNA. RESULTS: Of 2073 children with complete data, 808 (39%) had evidence of clinically active trachoma, 150 (7%) had evidence of ocular chlamydia infection, and 2524 (91%) had at least one measure of an unclean face. Dry ocular discharge had the strongest association with clinically active trachoma (age- and sex-adjusted prevalence ratio [PR] 1.4, 95% CI 1.2-1.6) and ocular chlamydia infection (PR 1.9, 95%CI 1.3-2.9), although significant associations were observed between each of the measures of facial uncleanliness and trachoma. CONCLUSIONS: Masked assessment of face and conjunctival photographs confirmed prior observational studies that have noted associations between various measures of facial uncleanliness and trachoma. The causal relationship between facial uncleanliness and trachoma is unclear since many features used to measure facial cleanliness (e.g., ocular discharge, nasal discharge, and flies) could be consequences of antecedent ocular chlamydia infection. TRIAL REGISTRATION: NCT02754583, clinicaltrials.gov.

Abstract: This Roadmap article provides a succinct, comprehensive overview of the state of electronic structure methods and software for molecular and materials simulations. Seventeen distinct sections collect insights by 51 leading scientists in the field. Each contribution addresses the status of a particular area, as well as current challenges and anticipated future advances, with a particular eye towards software related aspects and providing key references for further reading. Foundational sections cover density functional theory and its implementation in real-world simulation frameworks, Green's function based many-body perturbation theory, wave-function based and stochastic electronic structure approaches, relativistic effects and semiempirical electronic structure theory approaches. Subsequent sections cover nuclear quantum effects, real-time propagation of the electronic structure, challenges for computational spectroscopy simulations, and exploration of complex potential energy surfaces. The final sections summarize practical aspects, including computational workflows for complex simulation tasks, the impact of current and future high-performance computing architectures, software engineering practices, education and training to maintain and broaden the community, as well as the status of and needs for electronic structure based modeling from the vantage point of industry environments. Overall, the field of electronic structure software and method development continues to unlock immense opportunities for future scientific discovery, based on the growing ability of computations to reveal complex phenomena, processes and properties that are determined by the make-up of matter at the atomic scale, with high precision.

PURPOSE: To describe the clinical, electrophysiological and genetic spectrum of inherited retinal diseases associated with variants in the PRPH2 gene. METHODS: A total of 241 patients from 168 families across 15 sites in 9 countries with pathogenic or likely pathogenic variants in PRPH2 were included. Records were reviewed for age at symptom onset, visual acuity, full-field ERG, fundus colour photography, fundus autofluorescence (FAF), and SD-OCT. Images were graded into six phenotypes. Statistical analyses were performed to determine genotype-phenotype correlations. RESULTS: The median age at symptom onset was 40 years (range, 4-78 years). FAF phenotypes included normal (5%), butterfly pattern dystrophy, or vitelliform macular dystrophy (11%), central areolar choroidal dystrophy (28%), pseudo-Stargardt pattern dystrophy (41%), and retinitis pigmentosa (25%). Symptom onset was earlier in retinitis pigmentosa as compared with pseudo-Stargardt pattern dystrophy (34 vs 44 years; P = 0.004). The median visual acuity was 0.18 logMAR (interquartile range, 0-0.54 logMAR) and 0.18 logMAR (interquartile range 0-0.42 logMAR) in the right and left eyes, respectively. ERG showed a significantly reduced amplitude across all components (P < 0.001) and a peak time delay in the light-adapted 30-Hz flicker and single-flash b-wave (P < 0.001). Twenty-two variants were novel. The central areolar choroidal dystrophy phenotype was associated with 13 missense variants. The remaining variants showed marked phenotypic variability. CONCLUSIONS: We described six distinct FAF phenotypes associated with variants in the PRPH2 gene. One FAF phenotype may have multiple ERG phenotypes, demonstrating a discordance between structure and function. Given the vast spectrum of PRPH2 disease our findings are useful for future clinical trials.

Shape memory polymers (SMPs) have been studied intensively over the last two decades, specifically for their uses in aerospace, textiles, robotics, and bio-medicine [1]. These materials are considered 'smart materials' [...]

Patient expectations of receiving antibiotics for common symptoms can trigger unnecessary use. We conducted a survey (n = 564) between January 2020 to June 2021 in public and private primary care clinics in Texas to study the prevalence and predictors of patients' antibiotic expectations for common symptoms/illnesses. We surveyed Black patients (33%) and Hispanic/Latine patients (47%), and over 93% expected to receive an antibiotic for at least 1 of the 5 pre-defined symptoms/illnesses. Public clinic patients were nearly twice as likely to expect antibiotics for sore throat, diarrhea, and cold/flu than private clinic patients. Lack of knowledge of potential risks of antibiotic use was associated with increased antibiotic expectations for diarrhea (odds ratio [OR] = 1.6; 95% CI, 1.1-2.4) and cold/flu symptoms (OR = 2.9; 95% CI, 2.0-4.4). Lower education and inadequate health literacy were predictors of antibiotic expectations for diarrhea. Future antibiotic stewardship interventions should tailor patient education materials to include information on antibiotic risks and guidance on appropriate antibiotic indications. Key words: antibiotic use; antimicrobial stewardship; primary care; antibiotic risks; patient expectations, https://doi.org/10.1370/afm.3161 INTRODUCTION Patients often receive antibiotic prescriptions to treat common viral symptoms/ illnesses, such as respiratory tract infection, (1-6) cold/flu, (7,8) and diarrhea, (9,10) despite guidelines recommending against these practices. [...]