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How do journalists think news avoidance can be addressed? We analyze how US journalists (N = 1,543) responded to two survey questions about consistent news avoidance: whether they believed it was possible to convert consistent news avoiders to news consumers (a closed-ended question) and, if so, how (an open-ended question). Two-thirds of respondents (66.3%) believed solutions were possible. Using the concept of boundary work to analyze their open-ended responses, we argue that by recommending solutions to news avoidance journalists rhetorically assert epistemic authority but also suggest scripts for future action to further defend it. Their most-often recommended solutions were that journalists increase relevance and positivity and expel bias and sensationalism—thereby defending some longstanding internal boundaries while redrawing others. We conclude that although these recommendations align well with reasons news avoiders say they avoid news, they often do not account for structural causes of news avoidance and face many barriers to implementation. [ABSTRACT FROM AUTHOR]

Scholars have long argued that incidental news exposure (INE) is a potentially valuable way citizens gain political information and learn about current affairs. Yet growing scholarship on news avoidance suggests many people still manage to consume little news, and algorithmic curation may decrease the likelihood that they will be exposed to it incidentally. In this article, we put the literatures on INE, news avoidance, and political talk into dialogue with one another. Then, by inductively analyzing over a hundred in-depth interviews conducted from 2016 to 2020 with news avoiders in the UK, Spain, and the United States, we explore how they encounter news incidentally and to what extent they feel the news is accessible and available to them. Our audience-centric approach highlights that interviewees often did not make a clear distinction between direct encounters with professional news ("firsthand news") and discussions of news ("secondhand news"), especially online. When they did make a distinction, the latter was often more salient for them. We also find that just as news consumers have repertoires of news sources on which they habitually rely, news avoiders have repertoires of sources for incidental exposure to news to stay informed about major events and anything that might affect them directly. And yet, those repertoires catch only the biggest and most sensational stories of the day and do little to help them contextualize or understand the news they encounter, contributing to their sense that news is neither entirely absent nor ambient in the way scholars have theorized. [ABSTRACT FROM AUTHOR]

Monkeypox is a reemerging zoonosis caused by Monkeypox virus (MPXV), a member of the genus Orthopoxvirus. MPXV is related to Variola virus, the causative agent of smallpox. Although infections with [...]

This article presents the results of an investigation into undergraduate students' perceptions of the influences of their mentored research experiences on their identity development. Data from a 2015 survey were analyzed using summative and inductive approaches. The results indicated that participants had access to multiple opportunities for mentored undergraduate research. Second, participants identified a constellation of mentor types that facilitated students' initial and long-term engagement in undergraduate research experiences. The inductive analysis of open-ended responses uncovered five categories of elements identified by participants as influencing their identity shifts and three domains of students' perceived identity shifts: disciplinary/professional, academic/researcher, and personal/cultural. The findings extend the literature related to outcomes of mentored undergraduate research and suggest a need for additional investigations into mentoring models that accommodate arrays of mentors and identity shifts associated with mentored undergraduate research.

The investigative setting for this study was an alternative educational program that serves at-risk middle and secondary school students. The study evaluated students' conceptual understandings of forgiveness, their exercise of forgiveness in the face of perceived school-related transgressions, as well as the relationship between the two variables and student mental health and well-being. Overall, the students' cognitive grasp of forgiveness was found to be less sophisticated than was demonstrated by a similar sample of adults, indicating that the students, as a group of externalizing youth, struggled to use forgiveness to resolve relational conflicts. Specific factors that may foster forgiveness in habitually aggressive youth are presented along with recommendations for interventions.

Objective: To assess the influence of F1174S mutation on kinase activity and drug sensitivity of the echinoderm microtubule-associated protein-like 4 (EML4) and anaplastic lymphoma kinase (ALK) fusion (EML4-ALK) variants 1 and 3. Methods: We constructed mammalian expression plasmids of both wildtype and F1174 mutant EML4-ALK variants 1 and 3, and then characterized them with cell models by performing immunoblotting, neurite outgrowth assay, focus formation assay as well as protein stability assay. Drug sensitivity to ALK tyrosine kinase inhibitors was also compared between wildtype and F1174 mutant EML4-ALK fusions. In addition, we characterized the effect of different F1174 kinase domain mutations in the context of EML4-ALK fusions. Results: In contrast to the oncogenic ALK-F1174S mutation that has been reported to be activating in the context of full-length ALK in neuroblastoma, EML4-ALK (F1174S) variant 1 exhibits impaired kinase activity leading to loss of oncogenicity. Furthermore, unlike the previously reported F1174C/L/V mutations, mutation of F1174 to S sensitizes EML4-ALK variants 3a and 3b to crizotinib. Conclusion: These findings highlight the complexity of drug selection when treating patients harboring resistance mutations and suggest that the F1174S mutation in EML4-ALK variant 1 is likely not a potent oncogenic driver. Additional oncogenic driver or other resistance mechanisms should be considered in the case of EML4-ALK variant 1 with F1174S mutation. [ABSTRACT FROM AUTHOR]

High-risk neuroblastoma (NB) is a significant clinical challenge. MYCN and Anaplastic Lymphoma Kinase (ALK), which are often involved in high-risk NB, lead to increased replication stress in cancer cells, suggesting therapeutic strategies. We previously identified an ATR (ataxia telangiectasia and Rad3-related)/ALK inhibitor (ATRi/ALKi) combination as such a strategy in two independent genetically modified mouse NB models. Here, we identify an underlying molecular mechanism, in which ALK signaling leads to phosphorylation of ATR and CHK1, supporting an effective DNA damage response. The importance of ALK inhibition is supported by mouse data, in which ATRi monotreatment resulted in a robust initial response, but subsequent relapse, in contrast to a 14-d ALKi/ATRi combination treatment that resulted in a robust and sustained response. Finally, we show that the remarkable response to the 14-d combined ATR/ALK inhibition protocol reflects a robust differentiation response, reprogramming tumor cells to a neuronal/Schwann cell lineage identity. Our results identify an ability of ATR inhibition to promote NB differentiation and underscore the importance of further exploring combined ALK/ATR inhibition in NB, particularly in high-risk patient groups with oncogene-induced replication stress. [ABSTRACT FROM AUTHOR]

Teacher attitudes can influence the successful instruction and interventions within the classroom. The present study examined in-service teachers' attitudes toward students with and without autism spectrum disorder in the United States. A total of 234 teachers (pre-Kindergarten to Grade 12) from public and charter schools in a metropolitan city participated in a survey. Participants read two scenarios, one featuring a student displaying autistic symptoms and another featuring a typical student. They then indicated their attitudes toward each student. Results revealed that in-service teachers perceive the student with ASD as more different from typical students and the teachers are more likely to dislike and avoid the student with ASD. Standard regression analysis demonstrated that being female, teaching at the elementary level, and holding special education certification are predictors of a teacher's positive perception of a student with autism spectrum disorder. The implications of these findings for professional practice are discussed.