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This study suggests the need for best practices, specialized tools and standards, and targeted outreach related to Web-based content cited in theses. It analyzes citation practices in a corpus of master's theses in performance studies published at Texas A&M University from 2012 to 2020. Finding that only a slim majority of Web-based material cited in the theses remains fully functional within a decade of citation, this study confirms that "Web at large" content poses the greatest risk of irretrievable loss. Additionally, it considers actions by student authors that make theses vulnerable to evidentiary loss or change. A deeper understanding of the fragility of Web-based content and the potential for mitigation can inform needed interventions by librarians and other partners in graduate research.

IMPORTANCE: In the last 25 years, functional magnetic resonance imaging drug cue reactivity (FDCR) studies have characterized some core aspects in the neurobiology of drug addiction. However, no FDCR-derived biomarkers have been approved for treatment development or clinical adoption. Traversing this translational gap requires a systematic assessment of the FDCR literature evidence, its heterogeneity, and an evaluation of possible clinical uses of FDCR-derived biomarkers. OBJECTIVE: To summarize the state of the field of FDCR, assess their potential for biomarker development, and outline a clear process for biomarker qualification to guide future research and validation efforts. EVIDENCE REVIEW: The PubMed and Medline databases were searched for every original FDCR investigation published from database inception until December 2022. Collected data covered study design, participant characteristics, FDCR task design, and whether each study provided evidence that might potentially help develop susceptibility, diagnostic, response, prognostic, predictive, or severity biomarkers for 1 or more addictive disorders. FINDINGS: There were 415 FDCR studies published between 1998 and 2022. Most focused on nicotine (122 [29.6%]), alcohol (120 [29.2%]), or cocaine (46 [11.1%]), and most used visual cues (354 [85.3%]). Together, these studies recruited 19 311 participants, including 13 812 individuals with past or current substance use disorders. Most studies could potentially support biomarker development, including diagnostic (143 [32.7%]), treatment response (141 [32.3%]), severity (84 [19.2%]), prognostic (30 [6.9%]), predictive (25 [5.7%]), monitoring (12 [2.7%]), and susceptibility (2 [0.5%]) biomarkers. A total of 155 interventional studies used FDCR, mostly to investigate pharmacological (67 [43.2%]) or cognitive/behavioral (51 [32.9%]) interventions; 141 studies used FDCR as a response measure, of which 125 (88.7%) reported significant interventional FDCR alterations; and 25 studies used FDCR as an intervention outcome predictor, with 24 (96%) finding significant associations between FDCR markers and treatment outcomes. CONCLUSIONS AND RELEVANCE: Based on this systematic review and the proposed biomarker development framework, there is a pathway for the development and regulatory qualification of FDCR-based biomarkers of addiction and recovery. Further validation could support the use of FDCR-derived measures, potentially accelerating treatment development and improving diagnostic, prognostic, and predictive clinical judgments.

BACKGROUND: Schizophrenia is associated with an increased risk of aggressive behaviour, which may partly be explained by illness-related changes in brain structure. However, previous studies have been limited by group-level analyses, small and selective samples of inpatients and long time lags between exposure and outcome. METHODS: This cross-sectional study pooled data from 20 sites participating in the international ENIGMA-Schizophrenia Working Group. Sites acquired T1-weighted and diffusion-weighted magnetic resonance imaging scans in a total of 2095 patients with schizophrenia and 2861 healthy controls. Measures of grey matter volume and white matter microstructural integrity were extracted from the scans using harmonised protocols. For each measure, normative modelling was used to calculate how much patients deviated (in z-scores) from healthy controls at the individual level. Ordinal regression models were used to estimate the associations of these deviations with concurrent aggressive behaviour (as odds ratios [ORs] with 99% confidence intervals [CIs]). Mediation analyses were performed for positive symptoms (i.e., delusions, hallucinations and disorganised thinking), impulse control and illness insight. Aggression and potential mediators were assessed with the Positive and Negative Syndrome Scale, Scale for the Assessment of Positive Symptoms or Brief Psychiatric Rating Scale. RESULTS: Aggressive behaviour was significantly associated with reductions in total cortical volume (OR [99% CI] = 0.88 [0.78, 0.98], p = .003) and global white matter integrity (OR [99% CI] = 0.72 [0.59, 0.88], p = 3.50 × 10-5) and additional reductions in dorsolateral prefrontal cortex volume (OR [99% CI] = 0.85 [0.74, 0.97], p =.002), inferior parietal lobule volume (OR [99% CI] = 0.76 [0.66, 0.87], p = 2.20 × 10-7) and internal capsule integrity (OR [99% CI] = 0.76 [0.63, 0.92], p = 2.90 × 10-4). Except for inferior parietal lobule volume, these associations were largely mediated by increased severity of positive symptoms and reduced impulse control. CONCLUSIONS: This study provides evidence that the co-occurrence of positive symptoms, poor impulse control and aggressive behaviour in schizophrenia has a neurobiological basis, which may inform the development of therapeutic interventions.

Background: Co-design can be challenging and rewarding as educators explore new roles and ideas. Accounts of co-design rarely examine educators' affective and relational experiences, nor investigate scaffolds for creating humanizing environments. We asked: How did affect and relationship show up in co-design for educators?, How did the affirmation of affect and relationship in the co-design process support the movement of ideas and practices across scales of practice?, How did the movement of ideas and practices facilitate the expansion of the object (to design a compassion course)? Methods: We analyzed meeting transcripts, field notes, artifacts, interviews, and reflections from a co-design project where educators and researchers developed a course sequence on compassion and dignity in schools. Findings: Educators discussed affective experiences, including those connected to challenging interactions. Discussing obstacles to compassion contributed to strengthening the co-design community and educators' positive experience of co-design. Attention to affective experiences supported educators to connect compassion to their lives, invited learning across scales of practice, and expanded their vision for shared work. Contribution: Attention to affective and relational aspects of co-design strengthens engagement in the co-design process, inviting more equitable participation and creating humanizing design environments, and thus should be a central component of participatory work.

The present paper explores the relationship between attitudes towards mathematics (ATM) and achievement in college calculus in active learning (AL) and lecture-based (LB) classrooms. Previous work on this relationship has mainly been limited to LB instruction, neglecting the impact of innovative approaches such as AL. Less attention has been paid to the roles played in this relationship by gender, year in college, and initial ATM. Results from a sample of 535 undergraduate students enrolled in 9 AL and 9 LB sections are presented. Data included ATMI surveys' responses, final grades, and demographics. Correlation and multiple regression analyses were conducted. The influence of instruction on students with low ATM was also examined. Gender and year in college were the main demographic variables considered. Achievement in AL was found to be less dependent on initial ATM in terms of correlation. AL showed higher gains in grades than LB, when controlling for ATM and demographic variables. Effect sizes of AL instruction on grades of students with low ATM were larger than those of students with higher ATM. Furthermore, AL courses had a large effect size (d = 0.81) on female students with lower ATM, confirming its role as a gender equalizer.

A study conducted by the Mathematical Association of America showed that calculus not only has significant effects on students' decision to pursue STEM fields, but also on their attitudes towards mathematics. Inspired by this large-scale study, the present study sought to deepen the current understanding of the impact of calculus on student attitudes towards mathematics. Results of an implementation of the Modeling Practices in Calculus (MPC) model, an innovative active learning in mathematics (ALM) approach, in Calculus I at a large, urban, research intensive (R1) institution are presented. Using a randomized-control trial research design, students were randomly assigned to either traditional, lecture-based classrooms, or MPC classrooms. The Attitudes Towards Mathematics Inventory (ATMI) was used to measure student attitudes at the beginning and end of the course and results were compared from both MPC and traditional sections. Overall, MPC sections showed improvement over traditional instruction by having less negative impact on student attitudes. The enjoyment and self-confidence ATMI subscales showed significant differences at course completion for both semesters, when controlling for pre-ATMI score and term. Furthermore, the MPC model had a positive impact on female students' self-confidence as opposed to male students, acting as a gender equalizer.

Integrating science and mathematics in the elementary classroom is a significant challenge, as evidenced by the few convincing examples currently available in the scholarly literature. Yet, this integration is often seen as presenting epistemological and pedagogical value. This study aims to measure the impact of science and mathematics (S&M) learning situations on certain perceptual variables, namely, self-efficacy (SE), interest, and perceived S&M links, by comparing three experimental conditions: (0) "control," (1) "science," and (2) integration of "S&M." Multilevel linear regressions using data from the Science and Mathematics Integration Questionnaire (SMIQ) suggest that making mathematics explicit in science learning situations (2) or keeping mathematics instruction implicit (1) significantly increases SE in science and SE in mathematics compared to the control condition (0). Further analysis suggests that there were significant a posteriori differences between conditions in students' ability to perceive the links between science and mathematics, with the highest score being for "S&M" and the lowest for "control."

This paper explores enabling conditions for scaling high-quality project-based learning (PBL) to understand factors that influence how PBL spreads, whether and how it can be sustained and the extent to which it informs meaningful change in schools. We report on a year-long collaboration across three research projects. Each project team analyzed qualitative data from their individual project and then aggregated data across projects to understand similarities and variations in conditions that support the long-term implementation goals of PBL. We used systems mapping as a methodological tool and a case study approach to test and refine the map. We focus on two enabling conditions for PBL that emerged across all contexts: teacher agency and productive disciplinary engagement (PDE). Teachers reported having agency and described making instructional decisions and adapting PBL to support students' needs. PDE motivated teachers to deepen PBL practices. While the studied collaboratory is not the first to pursue shared goals, to our knowledge it is the first to produce research that aggregates knowledge and data across projects. While scaling innovations in schools is complex, the results suggest that certain conditions enable PBL to be implemented with greater depth and can be generalized across contexts. We discuss the implications of this approach for researchers, stakeholders, and practitioners.

Background: The context in which school-based health-promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation. Methods: Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood. Results: Factor loadings supported the content of the school culture measures and Cronbach's alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased. Implications for School Health Policy, Practice, and Equity: Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement. Conclusion: The measures developed herein can be used to investigate school culture and interventions for health equity.

Microbial communities in the world ocean are affected strongly by oceanic circulation, creating characteristic marine biomes. The high connectivity of most of the ocean makes it difficult to disentangle selective retention of colonizing genotypes (with traits suited to biome specific conditions) from evolutionary selection, which would act on founder genotypes over time. The Arctic Ocean is exceptional with limited exchange with other oceans and ice covered since the last ice age. To test whether Arctic microalgal lineages evolved apart from algae in the global ocean, we sequenced four lineages of microalgae isolated from Arctic waters and sea ice. Here we show convergent evolution and highlight geographically limited HGT as an ecological adaptive force in the form of PFAM complements and horizontal acquisition of key adaptive genes. Notably, ice-binding proteins were acquired and horizontally transferred among Arctic strains. A comparison with Tara Oceans metagenomes and metatranscriptomes confirmed mostly Arctic distributions of these IBPs. The phylogeny of Arctic-specific genes indicated that these events were independent of bacterial-sourced HGTs in Antarctic Southern Ocean microalgae.

A comparative genomic analysis was conducted for 171 Salmonella isolates recovered from raw inshell almonds and raw almond kernels between 2001 and 2013 and for 30 Salmonella Enteritidis phage type (PT) 30 isolates recovered between 2001 and 2006 from a 2001 salmonellosis outbreak-associated almond orchard. Whole genome sequencing was used to measure the genetic distance among isolates by single nucleotide polymorphism (SNP) analyses and to predict the presence of plasmid DNA and of antimicrobial resistance (AMR) and virulence genes. Isolates were classified by serovars with Parsnp, a fast core-genome multi aligner, before being analyzed with the CFSAN SNP Pipeline (U.S. Food and Drug Administration Center for Food Safety and Applied Nutrition). Genetically similar (≤18 SNPs) Salmonella isolates were identified among several serovars isolated years apart. Almond isolates of Salmonella Montevideo (2001 to 2013) and Salmonella Newport (2003 to 2010) differed by ≤9 SNPs. Salmonella Enteritidis PT 30 isolated between 2001 and 2013 from survey, orchard, outbreak, and clinical samples differed by ≤18 SNPs. One to seven plasmids were found in 106 (62%) of the Salmonella isolates. Of the 27 plasmid families that were identified, IncFII and IncFIB plasmids were the most predominant. AMR genes were identified in 16 (9%) of the survey isolates and were plasmid encoded in 11 of 16 cases; 12 isolates (7%) had putative resistance to at least one antibiotic in three or more drug classes. A total of 303 virulence genes were detected among the assembled genomes; a plasmid that harbored a combination of pef, rck, and spv virulence genes was identified in 23% of the isolates. These data provide evidence of long-term survival (years) of Salmonella in agricultural environments.

This narrative highlights our personal experiences of being in queer and fat bodies accessing (or trying to access) outdoor spaces. We present a brief overview of literature that lays the foundation and helps situate this work’s contribution to understanding the in/accessibility of outdoor recreation and parks. Our narratives present personal stories of mapping our (fat) bodies and our queerness relative to the outdoors and to the systems of power that govern the so-called wilderness and wild spaces we have encountered. We conclude with a series of recommendations for institutions, individuals, and groups who are interested in more queer and fat inclusion in parks and recreation spaces.

This article reports an international initiative to develop and validate a "situational interest questionnaire" in three cultural/linguistic contexts: Canada (French), USA (English), and Taiwan (Chinese). The 20-item solution ([alpha] = 0.90) presented four factors: "enjoyment," "value," "attention/sustained work," and "usefulness." These factors and the convergence of the three translations were partially verified through confirmatory factor analysis (CFA). A shorter, unidimensional 7-item solution is also presented ([alpha] = 0.76) and was confirmed with CFA for two out of the three languages (with all [alpha] > 0.75). This questionnaire, named ISiQ, thus presents "good" or "acceptable" psychometric properties while securing better coverage of the situational interest construct than most surveys do. Reflections about its possible uses and about the stability/volatility of situational interest items are presented.

This article presents a critical and systematic review of the science education research literature that explores the response of learners to contradicting information (anomalous data). The review is framed in the cognitive conflict process model (CCPM) and provides an analysis of (1) the types and frequency of possible responses, (2) the conditions by which cognitive conflict is successfully triggered, and (3) the preliminary conditions that eventually favour conceptual changes. The results conclude, among other things, that anomaly-induced cognitive conflict is rather inefficient if triggered in isolation, without supportive processing activities, or without the initial availability of conceptual alternatives. A prospective synthesis is then provided, supporting Ohlsson's view of science education activities that concentrate on cognitive utility rather than emphasising on discrediting initial conceptions. A reflection about the integration of such considerations with contemporary issues is also provided.

The "Forty Electronic Challenges" is a "discovery learning" and socio-constructivist science activity that has become rather popular in Canada. The article recalls its emergence and development. It discusses its theoretical underpinnings and how it fits into the existing literature. It then gives educators all the guidelines they need to use it autonomously, and presents observations derived from our extensive use of the activity over the years. Finally, a discussion of its promises, limitations, and possible extensions is presented.

Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about "who does physics" and "why one does physics" significantly increases high school students--especially women's--physics-related career intentions. These counternarratives facilitate making connections with students' career plans and help in sensemaking causes for the continued minoritization of women in physics. Two separate studies measured the impacts of these interventions on students' physics-related career intentions: first, with an intentionally selected group of teachers (10 teachers, 823 students) across regions and contexts in the U.S.; second, with a randomly sampled group of teachers (13 teachers, 1509 students) from three regions that also included a comparable control group. The results clearly show the importance of exposure to counternarratives in the development of high school students' career interests, particularly for women and minoritized racial or ethnic groups, and that such counternarratives may help to address systemic issues of underrepresentation in STEM.

This article introduces a flexible and easy-to-implement open-ended scientific inquiry activity called the Paper Towels Challenge. After experimentally determining which of three unbranded paper towels is the most absorbent, students discuss their results and methods. The teacher facilitates the discussion of epistemological issues. This activity can be used regardless of the participants' age or country to promote science understanding, NGSS science and engineering practices, and twenty-first century skills, such as critical thinking and communication. The many uses, benefits, and possible adaptations of the activity are discussed.