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Background: Menstruators facing period poverty often struggle with menstrual hygiene and waste management, which can result in harmful short- and long-term health outcomes such as urinary tract infections, yeast infections, and vulvar contact dermatitis. Research indicates that 42% of menstruators in the United States have difficulty affording period products. Traditional methods of distributing period products through social services may unintentionally undermine menstruators' agency, leading to disempowerment and inefficient resource allocation. Period product pantries are a novel approach aimed at addressing period poverty, inequity, and inadequate menstrual health education in the United States. Objectives: This paper aims to examine the development, organization, and implementation of two distinct period product pantry networks in Ohio and New York. It seeks to compare the advantages and challenges of grassroots versus nonprofit-led models and to provide practical insights for future pantry operators. Design: The study examines two models of period product pantries: a grassroots effort led by three local residents in Ohio and an initiative spearheaded by a nonprofit organization in New York. The design includes a comparative analysis of both models' organization, funding methods, and operational structures. Methods: The authors gathered data on the construction, operation, and usage of two pantry networks, focusing on factors such as accessibility, community engagement, and sustainability. The study employed a combination of qualitative methods, including interviews with organizers, and a review of organizational documents to analyze the effectiveness and scalability of each model. Results: Both pantry networks increased accessibility to period products in low socioeconomic neighborhoods, which are disproportionately affected by period poverty. The grassroots model, while resource-limited, fostered strong community ties and local engagement. The nonprofit-led model benefited from dedicated staff and a more stable funding structure but faced bureaucratic challenges. Despite their differences, both models demonstrated the potential to empower menstruators by preserving their dignity and autonomy. Conclusions: Period product pantries represent an innovative and equitable approach to addressing period poverty and inequity. The analysis of the two models offers valuable insights for organizations and individuals interested in establishing similar initiatives. While each model has its unique benefits and challenges, both are effective in empowering menstruators and providing accessible menstrual hygiene products to those in need. Registration: Not applicable. Plain language summary: Fighting for menstrual equity through period product pantries Period product pantries are a new way to help people who can't afford period products and don't have enough education about menstrual health in the U.S. Many people who experience period poverty, or trouble getting products like pads and tampons, also face barriers to staying clean and managing period waste. This can cause health issues like infections. About 42% of people who get periods in the U.S. say they've had trouble paying for these products. Period product pantries are different from older methods of getting free products, like through social services, because they let people get what they need without feeling embarrassed or losing their sense of control. This paper looks at two types of period pantries: one started by three local people in Ohio and another run by a nonprofit group in New York. Both help people in neighborhoods where it's hard to afford period products. The paper talks about how these pantries were set up, how they are funded, and what worked well or didn't. The goal is to show how these pantries can be a good, fair way to help people while giving advice to others who might want to start their own pantries. [ABSTRACT FROM AUTHOR]

In this review of literature we examine empirical research of individual differences in younger readers' knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research which has examined the influence of two textual characteristics: the hierarchical organization of macro-and micro-level propositions and the type of text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences may vary in relation to the aforementioned text characteristics. Our review of research suggests that readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled comprehenders. Text structure instruction should focus on highly structured texts like comparison, causation, and problem-and-solution.

In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six categories: comparison, problem-and-solution, causation, sequence, collection, and description. Next, we provide a historical look at research of structure strategy interventions. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. Finally, we review recent text structure interventions for elementary school students. We present similarities and differences among these studies and applications for instruction. Our review of intervention research suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure.

Purpose The intent of this inquiry was to explore the lived experiences of dental hygienists who provide restorative patient care. Methods Phenomenology was the qualitative approach used. Purposive sampling ensured participants had relevant experiences. An Interview Guide was emailed one week prior to the interview to help participants prepare responses. Informed consent included selecting a pseudonym, which was used throughout the interview and on the written transcript to protect the participants' identities. One-hour semi-structured interviews were conducted and recorded on Zoom. Data collection and analysis occurred simultaneously. Verbatim transcription accuracy was verified. Data were initially coded and then focused coding created themes. Demographic data were analyzed using descriptive statistics. Results After eight interviews data saturation was achieved. Seven females and one male participated. All participants experienced a restorative curriculum in their entry-level program and most felt well-prepared. The motivation for becoming a restorative dental hygienist included having positive restorative experiences during the entry-level program, wanting to keep restorative skills current after graduation, and having an opportunity to provide restorative care. Challenges experienced included the dentists' negative attitudes, dental hygienists' not valuing restorative abilities and not having a qualified dental assistant. Personal benefits were related to career fulfillment. Benefits to patients involved improving access, efficiency, and convenience. The benefit to the office was increased production. Differences between restorative and preventive care involved demands of care and patient care flow. Conclusion The findings provide insight into the unique experiences of dental hygienists who provided restorative patient care and a foundation for future research. [ABSTRACT FROM AUTHOR]

This article reports on a large scale randomized controlled trial to study the efficacy of a web-based intelligent tutoring system for the structure strategy designed to improve content area reading comprehension. The research was conducted with 128 fifth-grade classrooms within 12 school districts in rural and suburban settings. Classrooms within each school were randomly assigned to intervention or control groups. The intervention group used the intelligent web-based tutoring system for the structure strategy (ITSS) for 30 to 45 min each week as a partial substitute for the language arts curriculum for the entire school year. The structure strategy teaches students how to read and comprehend expository texts by identifying the text structure and creating strategic mental representations of the text. The web-based tutoring system delivered the structure strategy training with modeling, practice tasks, assessment, and feedback. The control classrooms used the school's language arts curriculum for the full language-arts time. Results show that the ITSS delivered structure strategy training improved reading comprehension measured by a standardized test and researcher designed measures.

There is widespread interest in using obligately lytic bacteriophages ("phages") to treat human bacterial infections. Among Staphylococcus aureus infections, the USA300 lineage is a frequent cause of invasive disease. We observed that phage K, a model S. aureus myophage, exhibits temperature-sensitive growth on USA300 strains, with the wild-type phage providing poorer growth suppression in broth and forming smaller and fainter plaques at 37 °C vs. 30 °C. We isolated 65 mutants of phage K that had improved plaquing characteristics at 37 °C when compared to the parental phage. In all 65 mutants, this phenotype was attributable to loss-of-function (LoF) mutations in gp102, which encodes a protein of unknown function that has homologs only among the Herelleviridae (SPO1-like myophages infecting gram-positive bacteria). Additional experiments with representative mutants consistently showed that the temperature-sensitive plaque phenotype was specific to USA300 MRSA strains and that Gp102 disruption was correlated with improved suppression of bacterial growth in broth and improved antibacterial activity in a mouse model of upper respiratory tract infection. The same genotype and in vitro phenotypes could be replicated in close relatives of phage K. Gp102 disruption did not have a detectable effect on adsorption but did delay cell culture lysis relative to wild-type under permissive infection conditions, suggesting that gp102 conservation might be maintained by selective pressure for more rapid replication. Expression of gp102 on a plasmid was toxic to both an MSSA and a USA300 MRSA strain. Molecular modeling predicts a protein with two helix-turn-helix domains that displays some similarity to DNA-binding proteins such as transcription factors. While its function remains unclear, gp102 is a conserved gene that is important to the infection process of Kayvirus phages, and it appears that the manner in which USA300 strains defend against them at 37 °C can be overcome by gp102 LoF mutations. [ABSTRACT FROM AUTHOR]

Coherent mental models for successful comprehension require inferences that establish semantic bridges between discourse constituents and elaborations that incorporate relevant background knowledge. While it is established that individual differences in the extent to which postsecondary students engage in these processes are correlated with reading outcomes, there is little research exploring if first-year students and first-year students enrolled in developmental education (DE) differ in the extent that they engage in these processes. In this manuscript, authors report on the implementation of the Reading Strategy Assessment Tool (RSAT) with first-year students and first-year students enrolled in DE employing a think-aloud protocol. RSAT is a computer-based system that collects typed "think-aloud" protocols and analyses of the protocols for inference processes that support mental model construction. In this study, RSAT scoring was compared to human coding of the protocols. There was convergence between both approaches for scoring the protocols. Controlling for comprehension proficiency, both groups bridged to a comparable extent. There was evidence of less elaborative processes in the first-year students enrolled in DE, suggesting differences in relevant background knowledge across both groups. This study illustrates the utility of RSAT in the study of underprepared college students. [ABSTRACT FROM AUTHOR]

A large body of work has demonstrated that reader resources influence inference processes and comprehension, but few models of comprehension have accounted for such resources. The Direct and Mediational Inference model of comprehension (DIME) assumes that general inference processes mediate the effects of reader resources on general comprehension proficiency. The current study proposes an extension of DIME, the Inferential Mediation Model (IMM), to account for comprehension as it occurs while reading a particular text. College students were administered a battery of reader resource measures. In addition, they completed a think-aloud tool that measured comprehension and readers' inference processes while reading specific texts. A path analysis revealed that inference processes partially mediate the relationships between reader resources and comprehension performance. These results support the DIME and IMM, and suggest that inference processes that support mental model construction mediate the impact of reader resources on comprehension. [ABSTRACT FROM AUTHOR]

In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six categories: comparison, problem-and-solution, causation, sequence, collection, and description. Next, we provide a historical look at research of structure strategy interventions. Strategy interventions employ modeling, practice, and feedback to teach students how to use text structure strategically and eventually automatically. Finally, we review recent text structure interventions for elementary school students. We present similarities and differences among these studies and applications for instruction. Our review of intervention research suggests that direct instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student performance are keys in teaching students to strategically use knowledge about text structure. [ABSTRACT FROM AUTHOR]

In this review of literature we examine empirical research of individual differences in younger readers' knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research which has examined the influence of two textual characteristics: the hierarchical organization of macro-and micro-level propositions and the type of text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences may vary in relation to the aforementioned text characteristics. Our review of research suggests that readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled comprehenders. Text structure instruction should focus on highly structured texts like comparison, causation, and problem-and-solution. [ABSTRACT FROM AUTHOR]

Abstract: Dementia with Lewy bodies (DLB) is a neurodegenerative disease associated with a range of neuropsychiatric symptoms and reduced expression of neuronal nicotinic acetylcholine receptors (nAChRs) in neocortex, hippocampus, thalamus and basal ganglia. To determine whether there are selective associations between alterations in α6/α3 neuronal nicotinic acetylcholine receptors (nAChRs) and the two key neuropsychiatric features of DLB, impaired consciousness (IC) and visual hallucinations (VH), quantitative [125I]-α-conotoxin MII ([125I]-α-Ctx MII) autoradiography was undertaken on 28 people with DLB and 15 control cases from the Newcastle Brain Bank. There was a highly significant overall trend for reduced thalamic [125I]-α-Ctx MII binding in DLB (p<0.001), with significant deficits in the centromedian, ventral lateral and ventroposterior medial thalamic nuclei (p<0.05), together with caudate and putamen (p<0.001). [125I]-α-Ctx MII binding was significantly lower in DLB cases with IC than without IC in the putamen (p<0.05), however there was no significant association between [125I]-α-Ctx MII binding and VH. Reductions in [125I]-α-Ctx MII binding in caudate and putamen were paralleled by similar reductions in [125I]PE2I binding. [125I]PE2I binding was also significantly lower in DLB cases with IC than without IC in the caudate (p<0.05) and putamen (p<0.001). These results demonstrate that deficits in α6/α3 nAChRs occur in specific brain regions in DLB, may in part be related to the loss of dopaminergic neurons and may contribute to the development of impaired consciousness in the disorder. [Copyright &y& Elsevier]