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The field of adapted physical activity (APA) and other areas often associated with APA focused on physical activity for people with disabilities, such as adapted physical education (APE) and disability sports (DS), is often marginalized and misunderstood. Little attention has been given to subsets of the general population's familiarity of this field and related areas. The purpose of this study was to examine college students' awareness of APA terminology and related organizations. Undergraduate students from 2 U.S. universities (n = 995) completed a survey on their familiarity of APA terminology (APE, DS, and therapeutic recreation [TR]) and related organizations (Paralympics [PL], and Special Olympics [SO]). Students were most familiar with SO, DS, and PL. Familiarity with these terms and organizations, except for TR, were positively associated with being comfortable with people with disabilities (p < 0.01). Students who reported having a close connection to a person with a disability were significantly more familiar with DS and SO (p = 0.001). Students with personal connections to people with disabilities appeared to be more aware of APA-related professions and associations. As future leaders, college students can influence the direction of future public policies and resources; thus, because these findings suggests that college students lack the basic familiarity with many APA-related areas, this insinuates that these areas may suffer from a lack of support policies and resources needed to flourish. Further research is needed to fully understand the relationships college students have with people with disabilities and how these may have more awareness of APA-related professions and associations.

BackgroundMany respiratory viruses attack the airway epithelium and cause a wide spectrum of diseases for which we have limited therapies. To date, a few primary human stem cell-based models of the proximal airway have been reported for drug discovery but scaling them up to a higher throughput platform remains a significant challenge. As a result, most of the drug screening assays for respiratory viruses are performed on commercial cell line-based 2D cultures that provide limited translational ability.MethodsWe optimized a primary human stem cell-based mucociliary airway epithelium model of SARS-CoV-2 infection, in 96-well air-liquid-interface (ALI) format, which is amenable to moderate throughput drug screening. We tested the model against SARS-CoV-2 parental strain (Wuhan) and variants Beta, Delta, and Omicron. We applied this model to screen 2100 compounds from targeted drug libraries using a high throughput-high content image-based quantification method.ResultsThe model recapitulated the heterogeneity of infection among patients with SARS-CoV-2 parental strain and variants. While there were heterogeneous responses across variants for host factor targeting compounds, the two direct-acting antivirals we tested, Remdesivir and Paxlovid, showed consistent efficacy in reducing infection across all variants and donors. Using the model, we characterized a new antiviral drug effective against both the parental strain and the Omicron variant.ConclusionThis study demonstrates that the 96-well ALI model of primary human mucociliary epithelium can recapitulate the heterogeneity of infection among different donors and SARS-CoV-2 variants and can be used for moderate throughput screening. Compounds that target host factors showed variability among patients in response to SARS-CoV-2, while direct-acting antivirals were effective against SARS-CoV-2 despite the heterogeneity of patients tested.

Contribution: This study explores industry members' perceptions about the ABET-based accreditation in a developing country, using the case study of a program in a publicly funded polytechnic university in Ecuador. Background: Engineering programs often seek international accreditations to enhance the education quality, align with the global standards or gain academic reputation. ABET-based accreditation originates in United States, and thus presents some challenges for institutions in developing countries. Intended Outcomes: This study aimed to investigate the significance of international academic accreditation, as seen through the perspective of industry members. It focused on identifying fundamental competencies valued by employers and aimed to provide insights for institutions in similar contexts. Application Design: The research employed an approach informed by a qualitative methodology, involving in-depth interviews with five industry members who had served on the advisory committee board of an engineering program from a higher education institution in Ecuador. Findings: The findings identified three main areas of competencies that the industry members value: communication skills for teamwork, a problem-solving orientation, and an ability for effective task planning. The study also showed that these industry members value international accreditation as a means for enhancing education quality and ensuring graduates develop the necessary skills and competencies, yet the overall awareness with their peers remains relatively low.

Adaptive deep brain stimulation (aDBS) is an emerging advancement in DBS technology; however, local field potential (LFP) signal rate detection sufficient for aDBS algorithms and the methods to set-up aDBS have yet to be defined. Here we summarize sensing data and aDBS programming steps associated with the ongoing Adaptive DBS Algorithm for Personalized Therapy in Parkinsons Disease (ADAPT-PD) pivotal trial (NCT04547712). Sixty-eight patients were enrolled with either subthalamic nucleus or globus pallidus internus DBS leads connected to a Medtronic PerceptTM PC neurostimulator. During the enrollment and screening procedures, a LFP (8-30 Hz, ≥1.2 µVp) control signal was identified by clinicians in 84.8% of patients on medication (65% bilateral signal), and in 92% of patients off medication (78% bilateral signal). The ADAPT-PD trial sensing data indicate a high LFP signal presence in both on and off medication states of these patients, with bilateral signal in the majority, regardless of PD phenotype.

New approaches are needed to determine which ductal carcinoma in situ (DCIS) is at high risk for progression to invasive ductal carcinoma (IDC). We retrospectively studied DCIS patients who declined surgery (2002-2019), and received endocrine therapy (ET) and breast MRI. Baseline MRI and changes at 3 months and 6 months were analyzed by recursive partitioning to stratify IDC risk. Sixty-two patients (63 DCIS; 1 bilateral) with a mean follow-up of 8.5 years were included. Fifty-one percent remained on active surveillance (AS) without evidence of IDC, with a mean duration of 7.6 years. A decision tree based on MRI features of lesion distinctness and background parenchymal enhancement (BPE) at baseline and change after 3 months of ET stratified patients into low, intermediate, and high risk for progression to IDC. MRI imaging features in patients treated with ET and undergoing AS, may help determine which DCIS lesions are at low versus high risk for IDC.

The COVID-19 pandemic underscored the promise of monoclonal antibody-based prophylactic and therapeutic drugs1-3 and revealed how quickly viral escape can curtail effective options4,5. When the SARS-CoV-2 Omicron variant emerged in 2021, many antibody drug products lost potency, including Evusheld and its constituent, cilgavimab4-6. Cilgavimab, like its progenitor COV2-2130, is a class 3 antibody that is compatible with other antibodies in combination4 and is challenging to replace with existing approaches. Rapidly modifying such high-value antibodies to restore efficacy against emerging variants is a compelling mitigation strategy. We sought to redesign and renew the efficacy of COV2-2130 against Omicron BA.1 and BA.1.1 strains while maintaining efficacy against the dominant Delta variant. Here we show that our computationally redesigned antibody, 2130-1-0114-112, achieves this objective, simultaneously increases neutralization potency against Delta and subsequent variants of concern, and provides protection in vivo against the strains tested: WA1/2020, BA.1.1 and BA.5. Deep mutational scanning of tens of thousands of pseudovirus variants reveals that 2130-1-0114-112 improves broad potency without increasing escape liabilities. Our results suggest that computational approaches can optimize an antibody to target multiple escape variants, while simultaneously enriching potency. Our computational approach does not require experimental iterations or pre-existing binding data, thus enabling rapid response strategies to address escape variants or lessen escape vulnerabilities.

The development of assessments as part of the funded LOCUS project is described. The assessments measure students' conceptual understanding of statistics as outlined in the GAISE PreK-12 Framework. Results are reported from a large-scale administration to 3,430 students in grades 6 through 12 in the United States. Items were designed to assess levels of understanding as well as components of the statistical problem solving process as articulated in the GAISE framework. We discuss details of how the model used to develop the LOCUS assessments guided the gathering of evidence for validity and reliability arguments. Three types of validity evidence are presented: Validity Evidence via Evidence-Centered Design, Validity and Reliability Evidence via Item Analysis, and Validity Evidence via Item Calibration.

This article presents information surrounding how the COVID-19 crisis can lead to opportunities for empowering growth in faculty course development and delivery. The authors show how higher education instructors have implemented remote teaching experiences they used during the pandemic to create engaging learning opportunities for students as they are returning to the higher education classroom. The article explores innovative ideas for communication and instruction, equity issues, and inclusive practices. The authors address the overall changing higher education climate and share their personal experiences transitioning from teaching in a face-to-face setting to going fully remote and back again.

This article explores how research on the teaching of pragmatics, specifically as it relates to the use of explicit and implicit instruction, can serve as a guide for expanding the instruction of social language to immigrant students in Australia as well as other students. The curriculum and expectations from the Australian Migrant English Program (AMEP) are used as an example, but teachers working in similar programs can benefit as well. Several activities specific to explicit and implicit instruction are used to illustrate how to teach social language to learners from beginner, intermediate, and advanced levels of proficiency.

Purpose: Childhood apraxia of speech (CAS) is a multivariate motor speech disorder that requires a motor-based intervention approach. There is limited treatment research on young children with CAS, reflecting a critical gap in the literature given that features of CAS are often in full expression early in development. Dynamic Temporal and Tactile Cueing (DTTC) is a treatment approach designed for children with severe CAS, yet the use of DTTC with children younger than 3 years of age has not been examined. Method: A multiple single-case design was employed to examine the use of DTTC in seven children with CAS (aged 2.5-5 years) over the course of 6 weeks of intervention. Changes in word accuracy were measured in treated words from baseline to posttreatment and from baseline to maintenance (6 weeks posttreatment). Generalization of word accuracy changes to matched untreated words was also examined. A linear mixed-effects model was used to estimate the change in word accuracy for treated and untreated words across all children from baseline to posttreatment and to maintenance. A quasi-Poisson regression model was used to estimate mean change and calculate effect sizes for treated and untreated words. Results: Group-level analyses revealed significant changes in word accuracy for treated and untreated words at posttreatment and maintenance. At the child level, six of seven children displayed medium-to-large effect sizes where word accuracy increased in an average of 3.4/5 words across all children. Each child displayed some degree of generalization to untreated targets, specifically for words with the same syllable shape as the treated words. Conclusions: These results demonstrate that DTTC can yield positive change in some young children with CAS. Key differences in each child's performance are highlighted.

Improving the development of the social, emotional, and physical domains during early childhood impacts the overall trajectory of a child's well-being. However, researchers often address these independently, leaving a gap for a more integrated approach to promoting development. This study explores the effects of a dual-component intervention on changes in preschool-aged boys' and girls' gross motor and social-emotional skills. Preschoolers (N = 475; girls = 220 and boys = 255) ages 3-6 years completed the 9-month dual-component intervention and were randomized into control (n = 148) or intervention (n = 327) groups by classroom. Significant improvements were observed in social skills, locomotor, and total Test of Gross Motor Development-3. Additionally, boys and girls improved at the same rate in ball skills, locomotor, and total Test of Gross Motor Development-3. These results suggest that the dual-component intervention can improve preschoolers' social skills and motor skills with no differential effects.

Background: Engineering culture research to date has described the culture as rigid, chilly, and posing many barriers to entry. However, the COVID-19 pandemic provided an important opportunity to explore how engineering culture responds to a major disruption. Purpose: The purposes of this study are to understand how elements of engineering culture emerged in mechanical engineering students' perceptions of their classroom experiences during the pandemic and how their experiences varied across two national contexts. Method: This qualitative comparative case study examines undergraduate mechanical engineering students' perceptions of their experiences taking courses during the pandemic at two universities--one in the United States and one in South Africa. Semistructured interviews were conducted across both sites with 21 students and contextualized with 3 faculty member interviews. Student interviews were analyzed using an iterative process of deductive coding, inductive coding, and pattern coding. Results: We identified two key themes that characterized participants' experiences during the pandemic: hardness and access to resources. We found that students at both sites experienced two types of hardness--intrinsic and constructed--and were more critical of constructed forms of hardness. We found that the South African university's response to facilitating student access to resources was viewed by students as more effective when compared with the US university. Conclusions: We found that hardness remained a central feature of engineering culture, based on student perceptions, and found that students expressed awareness of resource-related differences. A key distinction emerged between intrinsic and constructed hardness.