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This study captured middle and high school teachers’ perceptions of what they learned from professional development (PD) 3–4 years after participating in one of three National Science Foundation funded year-long PD projects. We surveyed 66 teachers from three different PD projects on the types of content, pedagogy, and resources that they remembered learning and continue to use when teaching mathematics. Results indicate that teachers remember and use many aspects from their PD experiences 3–4 years down the road. Most residual learnings from PD also appear to be highly aligned with the goals and intentions of the PD developers and researchers and may be related to the kind of PD design on the adaptive-specified continuum.

ABSTRACTKnowledge of the material properties of membranes is crucial to understanding cell viability and physiology. A number of methods have been developed to probe membranes in vitro, utilizing the response of minimal biomimetic membrane models to an external perturbation. In this review, we focus on techniques employing giant unilamellar vesicles (GUVs), model membrane systems, often referred to as minimal artificial cells because of the potential they offer to mimick certain cellular features. When exposed to electric fields, GUV deformation, dynamic response and poration can be used to deduce properties such as bending rigidity, pore edge tension, membrane capacitance, surface shear viscosity, excess area and membrane stability. We present a succinct overview of these techniques, which require only simple instrumentation, available in many labs, as well as reasonably facile experimental implementation and analysis.

In this article, we explore the implementation of a time-based intervention in a garden-based science, technology, engineering, art, and mathematics curriculum with a 3rd-grade science class that flipped the overdetermined functions of time and overdependence on predetermined learning outcomes to cultivate a disposition of sensitivity to the environment. We concentrate on a single class session in which we bracketed brief moments of focus on the perception of sounds and smells to foster ecological attunement, prioritizing students' embodied and local knowledge. By analyzing the resulting observations and discussions, we describe how the timed exercises activated intervals of possibility for ecological connection, registered through expressions of curiosity and wonder, where a spectrum of imaginative potential emerged. In the findings, we also discuss unexpected tensions that emerged between the educators' desire to manage classroom behavior and generate identifiable data while also intending to embrace ambiguity in a playful and imaginative atmosphere.

In this article, the authors introduce the Into Math Graph tool, which helps teachers learn about their students' mathematics-related experiences and mathematical engagement by inviting students to define and graph their engagement over time. This tool documents and allows teachers to understand how and why students' engagement increases, decreases, fluctuates, or remains the same. This tool was created for the Secondary Mathematics in-the-Moment Longitudinal Engagement Study (SMiLES) to help researchers understand how students experience and describe their mathematical engagement (Edusei, Jansen, and Mohammad Mirzaei 2019). Here, the authors discuss how they can use this tool as teachers, share examples of student responses, and discuss implications for practice.

Hopelessness has been identified as a major psychological problem that exacerbates the clinical outcomes of chronic kidney disease (CKD) patients undergoing hemodialysis (HD). Hopelessness is mostly reduced by cognitive therapy, but the results are delayed, so a spiritual element is needed. Spiritual emotional freedom technique (SEFT) therapy can reduce hopelessness because it not only focuses on cognition, but also involves spiritual, psychological, and physical elements. This study aimed to determine the effects of SEFT therapy on the hopelessness of CKD patients undergoing HD. This research was quasi-experimental with pre- and post-test control group designs. The sample size was 64 respondents, who were divided into two groups, each consisting of 32 respondents who were selected by purposive sampling. SEFT therapy was conducted four times. Hopelessness was measured using the Beck Hopelessness Scale (BHS). The data were analyzed by paired t-test and independent samples t-test. Before receiving SEFT, the two groups did not indicate differences in hopelessness (p = 0.141). However, after receiving SEFT, the respondents’ hopelessness in the experimental group was reduced significantly (p = 0.000). Hopelessness in the experimental and control groups also differed significantly after the intervention (p = 0.000). This study revealed that SEFT reduced the hopelessness of CKD patients undergoing HD. SEFT therapy can be implemented in clinical practice areas of nursing to support patient care. Keywords: chronic kidney disease, hemodialysis, hopelessness, spiritual emotional freedom technique Abstrak Mengurangi Keputusasaan Melalui Terapi Spiritual Emotional Freedom Techniques Pada Pasien Penyakit Ginjal Kronik yang Menjalani Hemodialisis. Keputusasaan telah diidentifikasi sebagai salah satu masalah psikologis utama yang memperburuk hasil klinis pasien penyakit ginjal kronik (PGK) yang menjalani hemodialisis (HD). Keputusasaan sebagian besar dikurangi dengan melibatkan unsur kognitif, akan tetapi hasilnya mengalami keterlambatan sehingga dibutuhkan unsur spiritual. Terapi spiritual emotional freedom technique (SEFT) dapat mengurangi keputusasaan karena tidak hanya berfokus pada kognitif tetapi juga melibatkan unsur spiritual, psikis, dan fisik. Penelitian ini bertujuan untuk mengetahui pengaruh terapi SEFT terhadap keputusasaan pasien PGK yang menjalani HD. Penelitian ini merupakan quasi-experiment dengan rancangan pretest dan posttest control group. Besar sampel sebanyak 64 responden yang dibagi menjadi dua kelompok, dan masing-masing kelompok terdiri dari 32 responden dipilih secara purposive sampling.Terapi SEFT dilakukan sebanyak empat kali. Keputusasaan diukur menggunakan Beck Hopelessness Scale (BHS). Data dianalisis dengan uji paired t-test dan uji independent samples t-test. Sebelum menerima SEFT kedua kelompok tidak menunjukkan perbedaan keputusasaan (p = 0,141). Namun, setelah menerima SEFT, keputusasaan responden di kelompok eksperimen berkurang secara signifikan (p = 0,000). Keputusasaan pada kelompok eksperimen dan kontrol juga berbeda secara signifikan setelah intervensi dilakukan (p = 0,000). Studi ini mengungkapkan bahwa SEFT mengurangi keputusasaan pasien PGK yang menjalani HD. Terapi SEFT dapat diimplementasikan dibidang praktik klinis keperawatan untuk mendukung perawatan pasien. Kata Kunci: hemodialisis, keputusasaan, penyakit ginjal kronik, spiritual emotional freedom technique

In this manuscript, we take up the invitation by the editors of this special issue to contribute to answering the question: "What does it mean to write qualitatively?" Drawing on speculative realism, we describe writing qualitatively as a relational process of becoming through writing and reading creative nonfiction. We reflect on our experiences as researchers, subjects, collaborators, writers, and readers through lens of relational power. By collaborating to craft an immersive true story that revealed larger truths to readers, we were affected by each other, created ourselves out of what we had taken in, and influenced each other and others after being affected by them in our processes of relational becoming. [ABSTRACT FROM AUTHOR]

Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight. Design can explicate and map conjectures about resources, tasks, roles, and other supports for learning and teaching then, in turn, can be teste to illuminate how these supports operate together. Design, as such, focuses holistically on examining systems of activity. To these ends, case study method organizes analysis of garden-based learning in a US fifth-grade classroom (ages 10-11) that enacted a project-based gardening curriculum. Findings develop threes themes about designed supports: relating content and context; aligning curricula and gardens; and designing for curiosity and wonder. Discussion considers the role design plays in organizing, enhancing, and ultimately growing garden-based learning as well teaching and learning in environmental education more broadly.

Abstract Resealing of membrane pores is crucial for cell survival. Membrane surface charge and medium composition are studied as defining regulators of membrane stability. Pores are generated by electric field or detergents. Giant vesicles composed of zwitterionic and negatively charged lipids mixed at varying ratios are subjected to a strong electric pulse. Interestingly, charged vesicles appear prone to catastrophic collapse transforming them into tubular structures. The spectrum of destabilization responses includes the generation of long‐living submicroscopic pores and partial vesicle bursting. The origin of these phenomena is related to the membrane edge tension, which governs pore closure. This edge tension significantly decreases as a function of the fraction of charged lipids. Destabilization of charged vesicles upon pore formation is universal—it is also observed with other poration stimuli. Disruption propensity is enhanced for membranes made of lipids with higher degree of unsaturation. It can be reversed by screening membrane charge in the presence of calcium ions. The observed findings in light of theories of stability and curvature generation are interpreted and mechanisms acting in cells to prevent total membrane collapse upon poration are discussed. Enhanced membrane stability is crucial for the success of electroporation‐based technologies for cancer treatment and gene transfer.

O território latino-americano é marcado por colonialidades decorrentes dos processos de colonização. Espanhóis, portugueses e europeus chegando à região de Abya Yala — agora América Latina — trouxeram em sua bagagem intentos de invadir para expropriar, buscando colonizar política, cultural e economicamente as populações originárias. Neste processo, a colonialidade impetrada impingiu na educação formal práticas reprodutoras de visões de mundo dos colonizadores, historicamente hegemônicas. Todavia, a multiplicidade de povos da Abya Yala, com suas culturas e práticas peculiares, historicamente aprendeu a sobreviver, resistir e mover-se entre lógicas e códigos coloniais. Partimos de pressupostos de que, nos processos formativos coletivos e individuais, algumas possibilidades de uma decolonialidade na educação passam pela formação docente e se efetivam a partir de uma episte(me)todologia comprometida com a diferença — as diversidades. Neste artigo objetivamos problematizar efeitos da colonização na educação brasileira, especificamente no Ensino Religioso, analisando algumas práticas e exercícios decoloniais na formação docente inicial e continuada. A investigação é de perspectiva bibliográfica e documental, utilizando, especialmente, registros do curso de licenciatura em Ciências da Religião da Universidade Regional de Blumenau, referentes ao período entre 1996 e 2020. Os resultados sinalizam a existência de possibilidades de uma formação que acolhe e reconhece outras histórias, saberes e culturas. Indicam, ainda, a viabilidade de criar espaços de abertura e lugares de diálogo, de romper com hierarquizações de saberes e poderes e do reconhecimento de diversidades epistêmicas e metodológicas — ações que interpelam e afetam o ensino da/para/com a diversidade religiosa no cotidiano da educação básica.

Abstract Background In several Apicomplexa, the formation of moving junctions (MJs) at the interface between the external membranes of the invading parasite and the host cell is essential for the process of parasite invasion. In Plasmodium falciparum and Toxoplasma gondii, the MJ is composed of the Apical Membrane Antigen 1 (AMA1) and Rhoptry Neck Proteins (RONs) complex; specifically, AMA1 interacts with RON2 during host cell invasion. Methods Recombinant proteins based on Plasmodium vivax RON2 (A2033-P2100) and its synthetic peptide fragments, one cyclic and one linear, based on PvRON2 (D2035-T2074) were generated and used to evaluate the interaction with P. vivax AMA1 (PvAMA1) by the far western blot, surface plasmon resonance (SPR), and isothermal titration microcalorimetry (ITC) methods. The structural studies of peptides were performed by circular dichroism, and the structural analysis of the complex of PvAMA1 with peptides based on PvRON2 (D2035-T2074) was conducted with small-angle X-ray scattering (SAXS). Results Surface plasmon resonance (KD = 23.91 ± 2.078 μmol/L) and ITC (K = 3 × 105 mol/L) studies conclusively showed an interaction between the cyclic peptide based on PvRON2 and PvAMA1-His6. In contrast, the linear peptide and recombinant PvRON2 (GST fusion protein) did not show an interaction with PvAMA1. However, the interaction among recombinant proteins PvRON2.2 and PvAMA1-His6 was possible to show by far western blot. Conclusions The results show that the PvRON2 structure, particularly the S–S bond between C2051 and C2063, is determinant for the existence of the interaction between PvAMA1 and PvRON2.