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Students with learning disabilities (LD), such as dyslexia, are at a greater risk of not completing their postsecondary education compared to their peers. Completion broadly and success more generally rest on how students navigate assessment experiences during postsecondary education. Generally, assessment is viewed as a controlling practice. From a self-determination theory (SDT) lens, highly controlling elements of schoolwork frustrate rather than satisfy students' basic psychological needs. Importantly, satisfaction, rather than frustration, supports intrinsic motivation and wellbeing. The current study examines the experiences of classroom assessment as satisfying or frustrating for students with dyslexia through an online methodology involving both Likert questions and written responses to structured open-ended questions. Overall, when students reported basic psychological need satisfaction, they likewise indicated that they received higher grades and felt more successful. From the open-ended data, we extracted three main themes and 12 sub-themes from the interviews: (a) student characteristics (including dyslexia, effort, prior knowledge, and emotions), (b) the role of others (including help, demeanor, structure, and choice), and (c) outcomes (including grades, knowledge and skills, reactions, and future impact). Taken together, when students experience classroom assessment in a way that supports their basic psychological needs, they experience better outcomes (e.g., high grades and perceived success) than when their basic psychological needs are frustrated. We discuss these results in terms of suggestions for instruction and assessment.

Post-secondary students with learning disabilities like dyslexia experience a wide range of emotions related to classroom assessment, perhaps in part because assessment may feel unfair and undermine principles related to wellbeing. To mitigate negative emotions, researchers tend to focus on teaching students how to cope with test anxiety and exam stress or encouraging instructors to improve assessment formats. These approaches, however, do not attend to the psychological experience of assessment. The purpose of this study was to examine associations amongst perceived fairness, three basic psychological needs, and six discrete emotions in the domain of classroom assessment. Results of a parallel multiple mediator analysis showed that perceptions of fairness were positively associated with psychological need satisfaction. In turn, satisfaction of competence and autonomy were related to students' emotions; whereas, relatedness was not. We describe specific recommendations for supporting students' wellbeing in assessment with particular attention to nuances for students with dyslexia.

Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students' boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadian University. We identified participants' boredom misbeliefs at baseline and employed McNemar tests to determine if students reported fewer boredom misbeliefs after viewing a psychoeducational training video. Our results revealed students reported fewer boredom misbeliefs post-video compared to pre-video (all p's < 0.025). Implications of Phase 2 of the BIT program for university students are discussed.

AbstractStudent-athletes in university undergo assessments in both sport and academic domains, which can encompass varying conceptions and outcomes related to assessment. However, questions on whether this ‘doubling up’ of assessments result in similar or different assessment-related outcomes, or whether assessments are conceived the same way across sport and academic contexts, are an omission in achievement research. This study sought to explore the experiences of Canadian student-athletes’ conceptions of assessment, perceptions of control, and emotions in sport and academia through an explanatory mixed-methods design. The study comprised 77 Canadian USports university athletes (Mage = 20.21) for the quantitative data, and 6 athletes partaking in focus group/individual interviews for the qualitative data. The quantitative findings revealed student-athletes reported higher conceptions of assessment as fun and irrelevant in sport compared to university, and greater emotions such as anger, helplessness, and relief in university compared to sport (p < .05). In the qualitative strand, three themes were identified for conceptions of assessment: function, discrete outcomes, broad consequences; three themes for perceptions of control: effort, preparation, and motivation; and three themes for emotions: anticipatory, retrospective, and relational. Mixed insights revealed the importance of assessment consequences, the natural motivation and effort for sport assessment, and the differences in positive and negative emotions between sport and academic domains. Recommendations are discussed for both postsecondary coaches and instructors to help improve sport and academic assessment in ways tailored to the student-athlete experience of assessment.

Perceived control is a psychological construct related to motivation, performance, and wellbeing. Perceived control has been studied in sport settings; however, this study considers a domain-specific perceived control measure related to athletes' sport performance. In two studies, we tested a novel domain-specific measure of perceived control over sport performance (Perceived Sport Control) adapted from Perry et al.'s (2001) perceived academic control scale. In Study 1, we employed an exploratory factor analysis to test the structure of the perceived sport control measure given its novelty in the sport domain, examined the internal reliability of the measure and how athletes' perceived sport control and academic control related to each other and demographic variables including age, year of sport eligibility, year of academic program, and hours per week training in their sport. In Study 2, we employed a confirmatory factor analysis to test the PSC measure with a larger sample based on Study 1 results. Study 1 data was collected from a Canadian sample of currently competing university (USports) athletes (N = 74) and Study 2 data was collected from a sample of Canadian and USA postsecondary athletes (N = 200). Study 1 findings supported a two-factor construct for perceived sport control reflecting action- and cognitive-based aspects of control. Factor 1 (action-based Influence) was positively associated with age and Factor 2 (cognitive-based Influence) was positively associated with perceived academic control. In Study 2, a CFA supported the two-factor PSC measure (RMSEA = .055, CFI = .98, TLI = .96, SRMR = .042) and across both studies, the two-factor measure was internally consistent. The universal application of the perceived sport control measure for understanding athletes' perceived control experiences in sport performance and across sport settings, as well as the study implications for sport research are discussed. Keywords: perceived control; student athletes; sport performance; measurement, Perceived control--a psychological construct--is considered a critical cognitive resource for humans dealing with obstacles or failures across the lifespan (Skinner, 2016). Generally, perceived control can be defined as the beliefs [...]

Novel and unpredictable learning environments are a feature of school-to-college transitions that erode students' academic control, emotional resilience, and achievement (Perry, Hall, & Ruthig, 2005). Although motivation interventions can benefit college students (Koenka, 2020), few studies have examined treatment efficacy for students of varying socioeconomic backgrounds. This randomized treatment-control study assessed whether a cognitive-reframing intervention (attributional retraining [AR]) improved cognitive, affective, and performance outcomes of students with debt in a two-semester, online course. For in-debt students, AR (vs. no-AR) fostered cognitive reframing of achievement setbacks to increase academic control, adaptive emotions, post-treatment performance, and final course grades. Changes in maladaptive causal attributions mediated AR-grades efficacy in a path sequence specified by Weiner's (1985, 2014, 2018) attribution theory. Findings advance motivation intervention research by showing AR boosts achievement for students with debt, mediated by theory-derived cognitive and affective processes.

Hexavalent chromium [Cr(VI)] is a common environmental pollutant and chronic exposure to Cr(VI) causes lung cancer in humans, however, the mechanism of Cr(VI) carcinogenesis has not been well understood. Lung cancer is the leading cause of cancer-related death, although the mechanisms of how lung cancer develops and progresses have been poorly understood. While long non-coding RNAs (lncRNAs) are found abnormally expressed in cancer, how dysregulated lncRNAs contribute to carcinogenesis remains largely unknown. The goal of this study is to investigate the mechanism of Cr(VI)-induced lung carcinogenesis focusing on the role of the lncRNA ABHD11 antisense RNA 1 (tail to tail) (ABHD11-AS1). It was found that the lncRNA ABHD11-AS1 expression levels are up-regulated in chronic Cr(VI) exposure-transformed human bronchial epithelial cells, chronically Cr(VI)-exposed mouse lung tissues, and human lung cancer cells as well. Bioinformatics analysis revealed that ABHD11-AS1 levels are up-regulated in lung adenocarcinomas (LUADs) tissues and associated with worse overall survival of LUAD patients but not in lung squamous cell carcinomas. It was further determined that up-regulation of ABHD11-AS1 expression plays an important role in chronic Cr(VI) exposure-induced cell malignant transformation and tumorigenesis, and the stemness of human lung cancer cells. Mechanistically, it was found that ABHD11-AS1 directly binds SART3 (spliceosome associated factor 3, U4/U6 recycling protein). The interaction of ABHD11-AS1 with SART3 promotes USP15 (ubiquitin specific peptidase 15) nuclear localization. Nuclear localized USP15 interacts with pre-mRNA processing factor 19 (PRPF19) to increase CD44 RNA alternative splicing activating β-catenin and enhancing cancer stemness. Together, these findings indicate that lncRNA ABHD11-AS1 interacts with SART3 and regulates CD44 RNA alternative splicing to promote cell malignant transformation and lung carcinogenesis.

Research suggests that when dealing with personal setbacks, secondary control (SC) adjustment and acceptance beliefs can foster psychological wellbeing. However, little research has examined these beliefs, in combination, and how they impact students in their academic development. We conducted secondary analysis using an eight-month longitudinal study design over a two-semester introductory course on a sample of university students (n = 237; 64% female; M[subscript age] = 19 years old). Multiple regression analyses assessed whether the students' Semester 1 adjustment and acceptance SC beliefs influenced Semester 2 learning-related emotions, perceived stress, and perceived course success, and whether Adjustment x Acceptance interactions emerged involving these outcomes. Adjustment beliefs promoted learning-related positive emotions (hope, pride), perceived course success, and reduced perceived stress; acceptance predicted higher shame and perceived stress. Students' adjustment predicted lower helplessness for students with high acceptance beliefs. These findings are discussed in light of the role that SC beliefs might play in curbing psychological distress reported by students on postsecondary campuses.

Acquiring strong math skills is essential in science, technology, engineering and mathematics (STEM) education. One important element to foster strong math skills is that students enjoy learning math early on during elementary school years. The control-value theory of achievement emotions (Pekrun, 2006 (See CR49)) has been widely used to examine how specific emotions mediate the relationship between cognitive appraisals (i.e., perceived control and value) and math achievement (e.g., Putwain et al., 2018a (See CR60)). However, there has not been a comprehensive study examining the mediating roles of the two commonly experienced emotions-enjoyment and boredom-on international math performance. In this study, Trends in International Mathematics and Science Study (TIMSS) 2015 data is used to evaluate how enjoyment and boredom mediate the influence of cognitive appraisals on math performance in 53 education systems. Specifically, boredom significantly mediates the paths in 25 systems (47%). In general, enjoyment negatively mediates the paths which was an unexpected finding; however, 21 out of the 53 systems (40%) yield expected positive results. Our results therefore advance our understanding regarding how enjoyment and boredom relate to math success. In particular, when the mediating effects are contradictory to our hypothesis (e.g., in Korea and Turkey), these unexpected findings may indicate a cultural difference on what emotions are important to be felt in relation to academic success., Author(s): Virginia M. C. Tze [sup.1] , Johnson C.-H. Li [sup.2] , Patti C. Parker [sup.3] Author Affiliations: (1) grid.21613.37, 0000 0004 1936 9609, Department of Educational Administration, Foundations, and [...]

Energy is a disciplinary core idea and a cross-cutting concept in the K-12 Framework for Science Education and the Next Generation Science Standards (NGSS). As numerous authors point out, the energy model in these standards emphasizes the connections between energy and systems. Using energy ideas to interpret or make sense of phenomena means tracking transfers of energy across systems (including objects and fields) as phenomena unfold. To support students in progressing towards this goal, numerous representations--both static and dynamic--that describe the flow of energy across systems exist. Static representations work well to describe phenomena where the flow of energy is unidirectional and the dynamics are not a focus but struggle to represent circular energy flows and the temporal order of complex, dynamic phenomena. Existing dynamic representations like Energy Theater are usually qualitative, i.e., they represent energy in ways that differentiate between larger or smaller rates of transfer but do not provide a more detailed quantitative picture. In this article, we present how an existing, empirically tested, static representation called Energy Transfer Model (ETM) can be turned into a dynamic representation that is quantitatively accurate using the freely available 3D animation programming environment GlowScript (https://www.glowscript.org). To do so, we first summarize the central ideas in a model of energy that emphasizes the idea of energy transfer between systems, and we describe how the ETM represents those ideas. Then, we introduce the dynamic ETM and explain how it goes beyond the limitations of its static counterpart and how its quantitative accuracy adds to existing dynamic representations. Lastly, we discuss how the dynamic ETM can be used to integrate computational thinking into the physics classroom.

This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret) derived from Weiner's attribution theory of emotion (1985, 2007, 2018a, 2018b) were used to identify the emotion profiles of university students at the beginning (Time 1) and end (Time 2) of a two-semester course. We also examined changes in emotion profile memberships over time. Results showed 81% of participants remained in their Time 1 profiles at Time 2, with the majority classified in profiles defined by stable positive emotions or mixed emotions. ANCOVAs indicated that students in the stable positive emotion profile achieved better overall course performance than those with a stable mixed profile or a stable negative emotion profile. An ascending emotion transition profile (Time 1 mixed-to-Time 2 positive) performed better than a stable mixed emotion profile. The present findings extend our current understanding of multifaceted profiles of student emotion that can change over time., Author(s): Virginia M. C. Tze [sup.1] , Lia M. Daniels [sup.2] , Jeremy M. Hamm [sup.3] , Patti C. Parker [sup.2] , Raymond P. Perry [sup.4] Author Affiliations: (1) grid.21613.37, [...]

During the northern hemisphere Winter 2020 academic term, university students had to adjust to remote learning in response to the COVID-19 pandemic. This abrupt change provided a unique opportunity to examine students' motivation, engagement and perceptions of success and cheating under two learning conditions, namely traditional and remote. We used a single survey to collect retrospective self-report data from a convenience sample of Canadian undergraduate students (n = 98) about their motivation, engagement and perceptions of success and cheating before COVID-19 and then in remote learning. Students' achievement goals, engagement and perceptions of success all significantly decreased, while their perceptions of cheating increased. Moreover, we used regression analyses to examine associations amongst achievement goals and engagement, perceptions of success and cheating concerns. Mastery-approach goals were positively associated with more engagement and higher perceptions of success. Achievement goals were unrelated to cheating. Students in large classes and who were originally concerned about cheating became more concerned about cheating in remote learning conditions. Our study provides information to researchers and instructors about how achievement goals relate to student outcomes across learning conditions. By extension, we provide timely recommendations for instructors as they continue to wrestle with how to deliver their courses during the COVID-19 pandemic.

Monica Bocchia,1 Angelo Michele Carella,2 Antonino Mulè,3 Lorenzo Rizzo,4 Mauro Turrini,5 Maria Chiara Abbenante,2 Roberto Cairoli,4 Valeria Calafiore,3 Marzia Defina,1 Angelo Gardellini,5 Giovanni Luzi,6 Caterina Patti,3 Maria Beatrice Pinazzi,6 Marta Riva,4 Giovanni Rossi,2 Vincenzo Sammartano,1 Luigi Rigacci6 1Hematology Unit, Azienda Ospedaliera Universitaria Senese, University of Siena, Siena, Italy; 2Division of Hematology with Hematologic Intensive Care Unit and Cellular Therapies, Department of Medical Science, Fondazione IRCCS Casa Sollievo Della Sofferenza, Foggia, Italy; 3UOC Hematology and Oncology, Ospedali Riuniti Villa Sofia-Cervello, Palermo, Italy; 4Department of Haematology, Niguarda Cancer Center, ASST Grande Ospedale Metropolitano Niguarda, Milan, Italy; 5Division of Hematology, Valduce Hospital, Como, Italy; 6UOC Hematology and Stem Cell Transplant Unit, Ospedale S, Camillo, Rome, ItalyCorrespondence: Angelo Michele Carella, Division of Hematology with Hematologic Intensive Care Unit and Cellular Therapies, Department of Medical Science, Fondazione IRCCS Casa Sollievo della Sofferenza, Viale Cappuccini, San Giovanni Rotondo, Foggia, 71013, Italy, Tel +390882410054, Fax +390882410322, Email am.carella@operapadrepio.itAbstract: Acute myeloid leukemia is a malignant disorder of the bone marrow, characterized by differentiation, clonal expansion, and uncontrolled proliferation of malignant myeloid progenitor cells and by several molecular and genetic abnormalities. A mutation of FMS-like tyrosine kinase 3 gene can be observed in about one-third of cases of acute myeloid leukemia. Two FLT3 inhibitors are actually approved for FLT3 mutated acute myeloid leukemia: midostaurin, a multikinase first generation inhibitor with lower affinity for FLT3 binding, and gilteritinib fumarate, a potent second-generation inhibitor of both FLT3-ITD and TKD. Gilteritinib is a new effective and well-tolerated drug for patients with relapsing or refractory FLT3-positive acute myeloid leukemia. Thanks to its efficacy, low toxicity, its good manageability (oral formulation), this drug is suitable for all the patients, including elderly frail patient with concomitant therapies or pre-existing or underlying diseases, and can be used also in the outpatient setting, reducing risks and costs related to the hospitalization. We report and discuss seven cases of different patients with FLT3 positive acute myeloid leukemia successfully managed with gilteritinib in the real clinical practice.Keywords: acute myeloid leukemia, FLT3, midostaurin, gilteritinib

Welding fumes are a Group 1 (carcinogenic to humans) carcinogen as classified by the International Agency for Research on Cancer. The process of welding creates inhalable fumes rich in iron (Fe) that may also contain known carcinogenic metals such as chromium (Cr) and nickel (Ni). Epidemiological evidence has shown that both mild steel (Fe-rich) and stainless steel (Fe-rich + Cr + Ni) welding fume exposure increases lung cancer risk, and experimental animal data support these findings. Copper-nickel (CuNi) welding processes have not been investigated in the context of lung cancer. Cu is intriguing, however, given the role of Cu in carcinogenesis and cancer therapeutics. This study examines the potential for a CuNi fume to induce mechanistic key characteristics of carcinogenesis in vitro and to promote lung tumorigenesis, using a two-stage mouse bioassay, in vivo. Male A/J mice, initiated with 3-methylcholanthrene (MCA; 10 µg/g), were exposed to CuNi fumes or air by whole-body inhalation for 9 weeks (low deposition-LD and high deposition-HD) and then sacrificed at 30 weeks. In BEAS-2B cells, the CuNi fume-induced micronuclei and caused DNA damage as measured by γ-H2AX. The fume exhibited high reactivity and a dose–response in cytotoxicity and oxidative stress. In vivo , MCA/CuNi HD and LD significantly decreased lung tumor size and adenomas. MCA/CuNi HD exposure significantly decreased gross-evaluated tumor number. In summary, the CuNi fume in vitro exhibited characteristics of a carcinogen, but in vivo , the exposure resulted in smaller tumors, fewer adenomas, less hyperplasia severity, and with HD exposure, less overall lung lesions/tumors. [ABSTRACT FROM AUTHOR]

Setbacks are common occurrences in sport. Recently, setbacks such as injuries and deselection have been accompanied, and confounded, by setbacks related to COVID-19. How students manage a setback may depend on the interaction of two control beliefs: primary control (PC) to directly influence the setback and secondary control (SC) to adjust to it. Purpose: This study investigates the relationships between athletes' PC and SC and two important sport setback-related outcomes—anxiety and rumination. Method: We employed a cross-sectional design examining collegiate athletes in the USA and Canada (N = 200; Mage = 20.9 years, 143 women, 52 men, 3 non-binary, 2 did not disclose). Using regression tests controlling for setback severity, we examined the interaction effects of athletes' PC and SC beliefs relative to setbacks, on the anxiety and rumination variables. Results: We found SC beliefs were beneficial to setback-related anxiety and rumination. A significant interaction indicated that particularly when PC was low, SC had negative associations with setback-related anxieties about letting others down (β = –.45, p <.001) and experiencing pain (β = –.37, p <.001). Conclusion: The findings suggest SC beliefs are important for managing setbacks—specifically for attenuating harmful rumination, and specific setback anxieties. We discuss the possibility of enhancing SC beliefs for combatting sport setbacks through control-enhancing interventions as a direction for future research. [ABSTRACT FROM AUTHOR]

Considerable evidence shows that cell phone use (CPU) is detrimental to students' academic achievement. However, researchers have yet to consider whether or not perceived academic control (PAC) and anxiety can mediate this effect. In this two-semester study, we examined the role of PAC and learning-related anxiety in affecting the relationship between students' daily CPU and their final grades in a university course. The study used a series of multiple regressions supplemented by the Hayes' mediation procedures with a sample of first-year undergraduate students (N=931) in a research-1 university. The results showed that PAC partially reduced the negative effects of CPU on the grades of the female students while the effects of CPU and PAC were virtually independent for the male students. Anxiety, in turn, did not mediate between CPU and the students' academic performance for either females or males.

Older adults make up the largest portion of the population of physically inactive individuals. Health challenges, and psychological barriers (e.g., maladaptive causal attributions), contribute to reduced activity engagement and low perceived control. This pilot study tested an attributional retraining (AR) intervention designed to increase control-related outcomes in a physical activity context for older adults with compromised health. Using a randomized treatment design, we examined treatment effects on a sample of older adults attending a day hospital (N = 37, Mage = 80). We employed ANCOVAs, controlling for age, sex, and morbidity, to assess differences in post-treatment outcomes between AR and No-AR conditions. AR recipients (vs. No-AR) reported lower post-treatment helplessness and more perceived control over their health. Our study offers evidence for AR to increase control-related outcomes and lays the groundwork for further research into supporting older adult populations with compromised health.

It is estimated that greater than 1 million workers are exposed to welding fume (WF) by inhalation daily. The potentially toxic metals found in WF are known to cause multiple adverse pulmonary and systemic effects, including cardiovascular disease, and these metals have also been shown to translocate to the liver. This occupational exposure combined with a high fat (HF) Western diet, which has been shown to cause hyperlipidemia and non-alcoholic fatty liver disease (NAFLD), has the potential to cause significant mixed exposure metabolic changes in the liver. The goal of this study was to use matrix assisted laser desorption ionization imaging mass spectrometry (MALDI-IMS) to analyze the spatial distribution and abundance changes of lipid species in Sprague Dawley rat liver maintained on a HF diet combined with WF inhalation. The results of the MALDI-IMS analysis revealed unique hepatic lipid profiles for each treatment group. The HF diet group had significantly increased abundance of triglycerides and phosphatidylinositol lipids, as well as decreased lysophosphatidic lipids and cardiolipin. Ceramide-1-phosphate was found at higher abundance in the regular (REG) diet WF-exposed group which has been shown to regulate the eicosanoid pathway involved in pro-inflammatory response. The results of this study showed that the combined effects of WF inhalation and a HF diet significantly altered the hepatic lipidome. Additionally, pulmonary exposure to WF alone increased lipid markers of inflammation.

ObjectivesDuring COVID-19 athletes have had games canceled, seasons postponed, and social supports lost. These changes negatively impact their motivation, and potentially identity, as athletes. We draw on self-determination theory to examine motivation in sport and its relationship with athlete identity during COVID-19.DesignA cross-sectional study design was employed consisting of online quantitative surveys.MethodWe gathered background engagement and motivation data from 115 athletes involved in organized sport. They responded to questions on basic psychological needs satisfaction (competence, relatedness, autonomy) and athlete identity.ResultsWhen reflecting on their basic psychological needs during the pandemic, most athletes considered them important. Athletes' competence and relatedness in sport were associated with social-related athlete identity, but not autonomy. Only relatedness in sport was associated with exclusivity-related social identity.ConclusionsUsing a self-determination theoretical lens, our findings contribute to understanding athlete motivation and identities when sport is interrupted.

Environmental inhalation exposures are inherently mixed (gases and particles), yet regulations are still based on single toxicant exposures. While the impacts of individual components of environmental pollution have received substantial attention, the impact of inhalation co-exposures is poorly understood. Here, we mechanistically investigated pulmonary inflammation and lung function decline after inhalation co-exposure and individual exposures to ozone (O3) and ultrafine carbon black (CB). Environmentally/occupationally relevant lung deposition levels in mice were achieved after inhalation of stable aerosols with similar aerodynamic and mass median distributions. X-ray photoemission spectroscopy detected increased surface oxygen contents on particles in co-exposure aerosols. Compared with individual exposures, co-exposure aerosols produced greater acellular and cellular oxidants detected by electron paramagnetic resonance (EPR) spectroscopy, and in vivo immune-spin trapping (IST), as well as synergistically increased lavage neutrophils, lavage proteins and inflammation related gene/protein expression. Co-exposure induced a significantly greater respiratory function decline compared to individual exposure. A synthetic catalase-superoxide dismutase mimetic (EUK-134) significantly blunted lung inflammation and respiratory function decline confirming the role of oxidant imbalance. We identified a significant induction of epithelial alarmin (thymic stromal lymphopoietin-TSLP)-dependent interleukin-13 pathway after co-exposure, associated with increased mucin and interferon gene expression. We provided evidence of interactive outcomes after air pollution constituent co-exposure and identified a key mechanistic pathway that can potentially explain epidemiological observation of lung function decline after an acute peak of air pollution. Developing and studying the co-exposure scenario in a standardized and controlled fashion will enable a better mechanistic understanding of how environmental exposures result in adverse outcomes.

Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students' boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadian University. We identified participants' boredom misbeliefs at baseline and employed McNemar tests to determine if students reported fewer boredom misbeliefs after viewing a psychoeducational training video. Our results revealed students reported fewer boredom misbeliefs post-video compared to pre-video (all p 's <.025). Implications of Phase 2 of the BIT program for university students are discussed. [ABSTRACT FROM AUTHOR]

Abstract Background The mechanisms driving systemic effects consequent pulmonary nanoparticle exposure remain unclear. Recent work has established the existence of an indirect process by which factors released from the lung into the circulation promote systemic inflammation and cellular dysfunction, particularly on the vasculature. However, the composition of circulating contributing factors and how they are produced remains unknown. Evidence suggests matrix protease involvement; thus, here we used a well-characterized multi-walled carbon nanotube (MWCNT) oropharyngeal aspiration model with known vascular effects to assess the distinct contribution of nanoparticle-induced peptide fragments in driving systemic pathobiology. Results Data-independent mass spectrometry enabled the unbiased quantitative characterization of 841 significant MWCNT-responses within an enriched peptide fraction, with 567 of these factors demonstrating significant correlation across animal-paired bronchoalveolar lavage and serum biofluids. A database search curated for known matrix protease substrates and predicted signaling motifs enabled identification of 73 MWCNT-responsive peptides, which were significantly associated with an abnormal cardiovascular phenotype, extracellular matrix organization, immune-inflammatory processes, cell receptor signaling, and a MWCNT-altered serum exosome population. Production of a diverse peptidomic response was supported by a wide number of upregulated matrix and lysosomal proteases in the lung after MWCNT exposure. The peptide fraction was then found bioactive, producing endothelial cell inflammation and vascular dysfunction ex vivo akin to that induced with whole serum. Results implicate receptor ligand functionality in driving systemic effects, exemplified by an identified 59-mer thrombospondin fragment, replete with CD36 modulatory motifs, that when synthesized produced an anti-angiogenic response in vitro matching that of the peptide fraction. Other identified peptides point to integrin ligand functionality and more broadly to a diversity of receptor-mediated bioactivity induced by the peptidomic response to nanoparticle exposure. Conclusion The present study demonstrates that pulmonary-sequestered nanoparticles, such as multi-walled carbon nanotubes, acutely upregulate a diverse profile of matrix proteases, and induce a complex peptidomic response across lung and blood compartments. The serum peptide fraction, having cell-surface receptor ligand properties, conveys peripheral bioactivity in promoting endothelial cell inflammation, vasodilatory dysfunction and inhibiting angiogenesis. Results here establish peptide fragments as indirect, non-cytokine mediators and putative biomarkers of systemic health outcomes from nanoparticle exposure.

High school science classrooms across the United States are answering calls to make computation a part of science learning. The problem is that there is little known about the barriers to learning that computation might bring to a science classroom or about how to help students overcome these challenges. This case study explores these challenges from the perspectives of students in a high school physics classroom with a newly revamped, computation-integrated curriculum. Focusing mainly on interviews to center the perspectives of students, we found that computation is a double-edged sword: It can make science learning more authentic for students who are familiar with it, but it can also generate frustration and an aversion towards physics for students who are not.