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Future climate presents conflicting implications for forest biomass. We evaluate how plant hydraulic traits, elevated CO2 levels, warming, and changes in precipitation affect forest primary productivity, evapotranspiration, and the risk of hydraulic failure. We used a dynamic vegetation model with plant hydrodynamics (FATES-HYDRO) to simulate the stand-level responses to future climate changes in a wet tropical forest in Barro Colorado Island, Panama. We calibrated the model by selecting plant trait assemblages that performed well against observations. These assemblages were run with temperature and precipitation changes for two greenhouse gas emission scenarios (2086-2100: SSP2-45, SSP5-85) and two CO2 levels (contemporary, anticipated). The risk of hydraulic failure is projected to increase from a contemporary rate of 5.7% to 10.1-11.3% under future climate scenarios, and, crucially, elevated CO2 provided only slight amelioration. By contrast, elevated CO2 mitigated GPP reductions. We attribute a greater variation in hydraulic failure risk to trait assemblages than to either CO2 or climate. Our results project forests with both faster growth (through productivity increases) and higher mortality rates (through increasing rates of hydraulic failure) in the neo-tropics accompanied by certain trait plant assemblages becoming nonviable.

The purpose of this article is to describe procedures for a team approach to implementing a tangible symbol communication system (TSCS) to support communication skill development of young children with multiple/severe disabilities (MSD). The authors suggest that implementation of a TSCS is a process that includes (a) assessment of child communication level, (b) identification of learning outcomes, (c) system design and construction, (d) teaching strategies, (e) progress monitoring, and (f) planning for the future.

The Stranger Face Trust scale (SFT) and Imaginary Stranger Trust scale (IST) are two new self-report measures of generalized trust that assess trust in strangers--both real and imaginary--across four trust domains. Prior research has established the reliability and validity of SFT and IST, but a number of measurement validation tests remain. Across three separate studies, I assess the test-retest reliability, measurement invariance, predictive validity, and replicability of SFT and IST, with the misanthropy scale (MST) and generalized social trust scale (GST) serving as benchmarks. First, tests of internal consistency, test-retest reliability, and longitudinal measurement invariance established that all four generalized trust scales were acceptably reliable, with SFT and IST yielding greater overall reliability than MST and GST. Second, tests of multiple group measurement invariance revealed that SFT and IST were equivalent across gender, race, education, and age groups, while MST and GST were non-equivalent across the same sociodemographic groups. Third, an investment game established the predictive validity of SFT and MST, with IST and GST yielding poor predictive validity. Fourth, tests of factor structure and measurement invariance indicated that all four generalized trust scales replicated across samples. The present findings bolster the validity, reliability, and measurement equivalence of SFT and IST, while illustrating the compromised validity and measurement non-equivalence of MST and GST. Implications for the measurement of generalized trust are discussed.

Introduction: Hundreds of children suffer burn injuries each day, yet care guidelines regarding the need for acute inpatient treatment vs outpatient follow-up vs no required follow-up remain nebulous. This gap in the literature is particularly salient for the emergency clinician, who must be able to rapidly determine appropriate disposition.Methods: This was a retrospective review of patients presenting to a Level II pediatric trauma center, January 1, 2017–December 31, 2019, and discharged with an International Classification of Diseases, Rev 10, burn diagnosis. We obtained and analyzed demographics, burn characteristics, and follow-up data using univariate and bivariate analysis as well as logistic regression modeling. Patients were stratified into three outcome groups: group 1—patients who underwent emergent evaluation at a burn center or were admitted at their first follow-up appointment; group 2—patients who followed up at a burn center (as an outpatient) or at the emergency department (and were discharged home); and group 3—patients with no known follow-up.Results: A total of 572 patients were included in this study; 58.9% of patients were 1–5 years of age. Sixty-five patients met group 1 criteria, 189 patients met group 2 criteria, and 318 patients met group 3 criteria. Sixty-five percent of patients met at least one American Burn Association criteria, and 79% of all burns were second-degree burns. Flame and scald burns were associated with increased odds (odds ratio [OR] 1.21,O1.12) of group 1 vs group 2 + group 3 (P = 0.02, P < 0.001). Second/third-degree burns and concern for non-accidental trauma were also associated with increased odds of group 1 vs 2 or 3 (OR = 1.11, 1.35, P ≤ 0.001, 0.001, respectively). Scald burns were associated with increased odds of group 2 compared to group 3 (OR 1.11, P = 0.04). Second/third degree burns were also associated with increased odds of group 2 vs 3 (OR 1.19, P ≤ 0.001).Conclusion: There were few statistically significant variables strongly associated with group 1 (emergent treatment/admission) vs group 2 (follow-up/outpatient treatment) vs group 3 (no follow- up). However, one notable finding in this study was the association of scald burns with treatment (admission or follow-up) suggesting that the presence of a scald burn in a child may signify to clinicians that a burn center consult is warranted.

Chronic conditions associated with aging have proven difficult to prevent or treat. Senescence is a cell fate defined by loss of proliferative capacity and the development of a pro-inflammatory senescence-associated secretory phenotype comprised of cytokines/chemokines, proteases, and other factors that promotes age-related diseases. Specifically, an increase in senescent peripheral blood mononuclear cells (PBMCs), including T cells, is associated with conditions like frailty, rheumatoid arthritis, and bone loss. However, it is unknown if the percentage of senescent PBMCs associated with age-associated orthopedic decline could be used for potential diagnostic or prognostic use in orthopedics. Here, we report senescent cell detection using the fluorescent compound C12FDG to quantify PBMCs senescence across a large cohort of healthy and osteoarthritic patients. There is an increase in the percent of circulating C12FDG+ PBMCs that is commensurate with increases in age and senescence-related serum biomarkers. Interestingly, C12FDG+ PBMCs and T cells also were found to be elevated in patients with mild to moderate osteoarthritis, a progressive joint disease that is strongly associated with inflammation. The percent of C12FDG+ PBMCs and age-related serum biomarkers were decreased in a small subgroup of study participants taking the senolytic drug fisetin. These results demonstrate quantifiable measurements in a large group of participants that could create a composite score of healthy aging sensitive enough to detect changes following senolytic therapy and may predict age-related orthopedic decline. Detection of peripheral senescence in PBMCs and subsets using C12FDG may be clinically useful for quantifying cellular senescence and determining how and if it plays a pathological role in osteoarthritic progression.

A plethora of membrane proteins are found along the cell surface and on the convoluted labyrinth of membranes surrounding organelles. Since the advent of various structural biology techniques, a sub-population of these proteins has become accessible to investigation at near-atomic resolutions. The predominant bona fide methods for structure solution, X-ray crystallography and cryo-EM, provide high resolution in three-dimensional space at the cost of neglecting protein motions through time. Though structures provide various rigid snapshots, only an amorphous mechanistic understanding can be inferred from interpolations between these different static states. In this review, we discuss various techniques that have been utilized in observing dynamic conformational intermediaries that remain elusive from rigid structures. More specifically we discuss the application of structural techniques such as NMR, cryo-EM and X-ray crystallography in studying protein dynamics along with complementation by conformational trapping by specific binders such as antibodies. We finally showcase the strength of various biophysical techniques including FRET, EPR and computational approaches using a multitude of succinct examples from GPCRs, transporters and ion channels.

Grading approaches differ in undergraduate higher educational settings, but most often reflect traditional systems that support an unbalanced power dynamic that does not acknowledge or support continuous learning. These practices are then taken up by pre-service teachers and applied within their future classrooms with children. Using Critical Theory and Transformative Learning Theory, we analyzed our own grading practices for the purpose of designing and implementing a more equitable approach to assessment. The process led us to think about what we want grades to represent and what matters most to us as educators. The paper includes our process and the challenges we have faced. We hope it is a valuable resource for educators who are considering adjustments to their grading systems.

While studies have extolled the value of using online rubrics, the benefits have usually been presented in terms of enhancing marking or delivery of teacher feedback. These benefits are welcome, but they nonetheless couch digital as simply an improved way for "old paradigm" transmission approaches to feedback that do little to help students develop feedback literacy. This study therefore investigates whether the affordances of online rubrics might also enhance students' metacognitive engagement with feedback. Five qualitative case studies followed students over 1-2 semesters as they submitted multiple pieces of work and received online feedback, including rubrics, via Turnitin Feedback Studio. Student perceptions were investigated through interviews and student-recorded screencasts in which students followed a think-aloud protocol as they engaged with their online feedback. The findings indicate that counter to our hopes for digital enhancement, the online rubrics in these cases tended to actually inhibit feedback literacy development. At the same time, participants' online behaviours showed a range of useful strategies for making sense of and acting on online feedback, even when the online rubrics themselves are lacking. This is something that programme and assessment teams should draw on in order to maximise learners' engagement with and learning from online rubric feedback.

Asynchronous online discussion (AOD) can provide an interactive educational experience through formation of learning communities that enable students to develop professional knowledge and critical thinking skills as they engage with colleagues and instructors. We find significant differences between undergraduate and graduate student perceptions of the efficacy of AOD. In this paper, we explore the pedagogical benefits of AOD and describe considerations that guide how they are designed and managed effectively and efficiently. Additionally, we report the results of a survey that measures student perceptions of the extent to which AOD provided a positive educational experience and contributed to their learning.

The impact of preserved museum specimens is transforming and increasing by three-dimensional (3D) imaging that creates high-fidelity online digital specimens. Through examples from the openVertebrate (oVert) Thematic Collections Network, we describe how we created a digitization community dedicated to the shared vision of making 3D data of specimens available and the impact of these data on a broad audience of scientists, students, teachers, artists, and more. High-fidelity digital 3D models allow people from multiple communities to simultaneously access and use scientific specimens. Based on our multiyear, multi-institution project, we identify significant technological and social hurdles that remain for fully realizing the potential impact of digital 3D specimens.

Acoustic recording tags provide fine-scale data linking acoustic signalling with individual behaviour; however, when an animal is in a group, it is challenging to tease apart calls of conspecifics and identify which individuals produce each call. This, in turn, prohibits a robust assessment of individual acoustic behaviour including call rates and silent periods, call bout production within and between individuals, and caller location. To overcome this challenge, we simultaneously instrumented small groups of humpback whales on a western North Atlantic feeding ground with sound and movement recording tags. This approach enabled a comparison of the relative amplitude of each call across individuals to infer caller identity for 97% of calls. We recorded variable call rates across individuals (mean = 23 calls/h) and groups (mean = 55 calls/h). Calls were produced throughout dives, and most calls were produced in bouts with short inter-call intervals of 2.2 s. Most calls received a likely response from a conspecific within 100 s. This caller identification (ID) method facilitates studying both individual- and group-level acoustic behaviour, yielding novel results about the nature of sequence production and vocal exchanges in humpback whale social calls. Future studies can expand on these caller ID methods for understanding intra-group communication across taxa.

An estimated 38 million people live with human immunodeficiency virus (HIV) worldwide and are at excess risk for multiple cancer types. Elevated cancer risks in people living with HIV (PLWH) are driven primarily by increased exposure to carcinogens, most notably oncogenic viruses acquired through shared transmission routes, plus acceleration of viral carcinogenesis by HIV-related immunosuppression. In the era of widespread antiretroviral therapy (ART), life expectancy of PLWH has increased, with cancer now a leading cause of co-morbidity and death. Furthermore, the types of cancers occurring among PLWH are shifting over time and vary in their relative burden in different parts of the world. In this context, the International Agency for Research on Cancer (IARC) and the US National Cancer Institute (NCI) convened a meeting in September 2022 of multinational and multidisciplinary experts to focus on cancer in PLWH. This report summarizes the proceedings, including a review of the state of the science of cancer descriptive epidemiology, etiology, molecular tumor characterization, primary and secondary prevention, treatment disparities and survival in PLWH around the world. A consensus of key research priorities and recommendations in these domains is also presented.

In genetically heterogeneous (UM-HET3) mice produced by the CByB6F1 × C3D2F1 cross, the Nrf2 activator astaxanthin (Asta) extended the median male lifespan by 12% (p = 0.003, log-rank test), while meclizine (Mec), an mTORC1 inhibitor, extended the male lifespan by 8% (p = 0.03). Asta was fed at 1840 ± 520 (9) ppm and Mec at 544 ± 48 (9) ppm, stated as mean ± SE (n) of independent diet preparations. Both were started at 12 months of age. The 90th percentile lifespan for both treatments was extended in absolute value by 6% in males, but neither was significant by the Wang-Allison test. Five other new agents were also tested as follows: fisetin, SG1002 (hydrogen sulfide donor), dimethyl fumarate, mycophenolic acid, and 4-phenylbutyrate. None of these increased lifespan significantly at the dose and method of administration tested in either sex. Amounts of dimethyl fumarate in the diet averaged 35% of the target dose, which may explain the absence of lifespan effects. Body weight was not significantly affected in males by any of the test agents. Late life weights were lower in females fed Asta and Mec, but lifespan was not significantly affected in these females. The male-specific lifespan benefits from Asta and Mec may provide insights into sex-specific aspects of aging.

There is a need to define regions of gene activation or repression that control human kidney cells in states of health, injury, and repair to understand the molecular pathogenesis of kidney disease and design therapeutic strategies. Comprehensive integration of gene expression with epigenetic features that define regulatory elements remains a significant challenge. We measure dual single nucleus RNA expression and chromatin accessibility, DNA methylation, and H3K27ac, H3K4me1, H3K4me3, and H3K27me3 histone modifications to decipher the chromatin landscape and gene regulation of the kidney in reference and adaptive injury states. We establish a spatially-anchored epigenomic atlas to define the kidneys active, silent, and regulatory accessible chromatin regions across the genome. Using this atlas, we note distinct control of adaptive injury in different epithelial cell types. A proximal tubule cell transcription factor network of ELF3, KLF6, and KLF10 regulates the transition between health and injury, while in thick ascending limb cells this transition is regulated by NR2F1. Further, combined perturbation of ELF3, KLF6, and KLF10 distinguishes two adaptive proximal tubular cell subtypes, one of which manifested a repair trajectory after knockout. This atlas will serve as a foundation to facilitate targeted cell-specific therapeutics by reprogramming gene regulatory networks.

The brain is a complex dynamic system whose current state is inextricably coupled to awareness of past, current, and anticipated future threats and opportunities that continually affect awareness and behavioral goals and decisions. Brain activity is driven on multiple time scales by an ever-evolving flow of sensory, proprioceptive, and idiothetic experience. Neuroimaging experiments seek to isolate and focus on some aspect of these complex dynamics to better understand how human experience, cognition, behavior, and health are supported by brain activity. Here we consider an event-related data modeling approach that seeks to parse experience and behavior into a set of time-delimited events. We distinguish between event processes themselves, that unfold through time, and event markers that record the experiment timeline latencies of event onset, offset, and any other event phase transitions. Precise descriptions of experiment events (sensory, motor, or other) allow participant experience and behavior to be interpreted in the context either of the event itself or of all or any experiment events. We discuss how events in neuroimaging experiments have been, are currently, and should best be identified and represented with emphasis on the importance of modeling both events and event context for meaningful interpretation of relationships between brain dynamics, experience, and behavior. We show how text annotation of time series neuroimaging data using the system of Hierarchical Event Descriptors (HED; https://www.hedtags.org) can more adequately model the roles of both events and their ever-evolving context than current data annotation practice and can thereby facilitate data analysis, meta-analysis, and mega-analysis. Finally, we discuss ways in which the HED system must continue to expand to serve the evolving needs of neuroimaging research.

Recognizing that the American right, and specifically the Christian right, has achieved disproportionate power over shaping the landscape of education policy and political culture, the following engages in a twofold analysis of schooling in the United States. We consider the structural transformations that are being enacted as a result of the proliferation of (Christian) public charters and other privatization efforts as well as reactionary undertakings that have purposefully targeted the daily life of schools from administration to curriculum and pedagogy since the onset of the COVID-19 pandemic (for example: disruptions at school board meetings, threatening school officials, anti-LGBTQ and anti-anti-racism hysteria, among others). We put these minoritarian interjections in conversation with Elias Canetti's "crowd of the dead" and consider the effects of this political activity in producing civic and social death while seeking to destabilize public institutions and institutional arrangements that "should" safeguard against the manufacturing of (civic) death.

Although enjoyment has been linked to participation in physical activity (PA), a thorough analysis of the concept is lacking. Health-related behavior research emphasizes the necessity of focusing on individual psychological requirements, such as enjoyment in PA, to boost children and adolescents' motivation for PA. The current paper is a report on a conceptual analysis of the enjoyment of PA among children and adolescents. We adopted the concept analysis procedure by Walker and Avant. Several databases (PubMed, CINAHL, ERIC, PsychInfo, and Sport Discus) were searched and used to extract relevant articles about the enjoyment of PA. The review process yielded a final set of 72 papers. A refined definition of enjoyment in PA, attributes, cases, antecedents, and consequences of enjoyment in PA were presented. A conceptual understanding of enjoyment in PA can enable nurses to plan interventions that help children and adolescents get appropriate PA and improve their health habits.

Purpose: The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments. Design/methodology/approach: This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate students across various disciplines and fields at two public research institutions in the USA described their DEI education and engagement experiences outside their departments. Findings: Students identified expanded DEI and professional knowledge as key learning outcomes, while also highlighting the benefits and negative effects of the identity-centered (dis)connection, community and personal fulfillment that came from these experiences. Research limitations/implications: Given that DEI education and engagement opportunities addressed some students' needs and were unsatisfactory for others, more scholarship on the nature of these experiences is needed to better understand factors that contribute to students' desirable and undesirable outcomes. There are also practical implications for faculty who advise graduate students and administrators who are responsible for funding the campus spaces in which these experiences occurred (e.g. graduate colleges, identity-based student organizations). Originality/value: Few studies have explored graduate students' participation in DEI education and engagement opportunities outside of their academic departments. Consequently, the efficacy of these initiatives, and the extent to which students benefit from them, warrant investigation. This study, thus, adds to researchers' and practitioners' understanding of this topic by highlighting the benefits and limitations of these experiences for graduate students.

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary knowledge of one preschool child with a language delay. Employing a single-case design method, the paraeducator was trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Results indicated the paraeducator implemented the strategies with fidelity, corresponding child-level data was also positive. The paraeducator reported feeling more confident in her ability to implement the strategies. Implications for future research are discussed.

One hundred and fourteen (N=114) Master of Social Work students completed an online survey to explore whether demographic characteristics, prior international travel, and learning abroad program experience were associated with levels of CSWE competencies, racial attitudes, and attitudes toward mental health. Results indicate that multilingual students and students with prior international travel experience self-reported lower levels of policy skill development and lower overall competency development. Age and race were associated with students' attitudes toward those experiencing mental health concerns, with younger or non-Hispanic White students reporting lower stigma toward those with mental health concerns. No association was found between demographic characteristics, learning abroad participation, prior international travel, and racial attitudes. Implications for social work education, practice, and research are offered.

Research has found that the use of culturally relevant pedagogy (CRP) can improve academic outcomes for students in urban environments. As teacher educators, we are driven by such findings to understand how to best prepare teacher education students to enact CRP. The Elementary Education department in our university offers an urban immersive program that is meant to prepare students to engage in CRP and work successfully with children from a variety of backgrounds. To investigate what helped students in our program successfully enact CRP, we conducted a series of interviews after they completed the program. While we found that not all of our students enacted CRP, we discovered that our participants valued feeling cared for, and we utilized Nel Noddings' ethic of care to understand how that care helps our preservice teachers (PSTs) care for their students in a way that could lead to the creation of culturally relevant lessons.

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers' use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented; the secondary dependent variable was expressive and receptive vocabulary knowledge of three preschool children with a language delay. The study aimed to address the following research questions: (1) What are the effects of PBC and scripted supports on preschool teachers' implementation of shared book reading strategies? (2) Does preschool teacher's implementation of shared book reading strategies influence the expressive and receptive language of preschool age children (i.e., between 36-60 months) with language delays? Employing a single-case multiple baseline across participants design, three teachers were trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Visual analysis is the gold standard for evaluating results in SCRD and include evaluating the level, trend, and variability of data, as well as analyzing the immediacy of effect, overlap of data in adjacent phases, and the consistency of data patterns in other conditions. Results were variable for one participant. Corresponding child-level data for all three participants was also positive. Implications for future research are discussed. Teachers and therapists can benefit from the PBC model when working with preschool children who have language delays. A limitation of the study is a lack of a functional relationship between the independent and dependent variable due to time constraints with data collection.

PLIC, Protein Linking IAP (CD47) to Cytoskeleton, have long since been implicated in connecting the extracellular membrane to the intracellular cell cytoskeleton. This phenomenon is supposedly achieved by bridging a receptor protein CD47 to vimentin, an intermediate filament, which in turn regulates integrin dependent cell spreading. Since the discovery of these proteins, the molecular details of the above-mentioned interactions and the underlying complexes are yet to be characterized. Several independent studies have together emphasized PLIC/Ubiquilin’s role in the proteasomal degradation pathway. This seems to be in contrast to the purported initial discovery of PLIC as a cytoskeletal adaptor protein. In an effort to reconcile the different roles associated with the ubiquitous PLIC proteins, we tested the involvement of PLIC-2 both in the proteasomal degradation pathway and as a protein linking the cell cytoskeleton to the cytoplasmic tail of CD47. This was achieved thorough an in vitro investigation of their binding interface using a combination of biophysical techniques. Our results show that the two terminal domains of PLIC-2 interact weakly with each other, while the C-terminal UBA domain interacts strongly with ubiquitin. Interestingly, no perceptible interaction was observed for PLIC-2 with the cytoplasmic tail of CD47 questioning its role as a “PLIC” protein linking the cell membrane to the cytoskeleton.

Noncredit community college programs provide an important route for workforce development. They offer affordable and accessible short-term training options for individuals seeking access to middle-skills jobs. Absent the burdens of accreditation standards, they can respond nimbly to local labor market needs. However, they can also be varied and confusing, and despite the high volume of students that they serve, they are an underexamined area in higher education. This study examines noncredit programs in the New York City labor market to determine how schools align noncredit offerings to the labor market, focusing on credential design, competencies, and market processes. It pursues a push--pull design through a combination of document review and interviews with school leaders and employers and introduces quality taxonomy for understanding employer engagement in individual programs. Implications for students, programs, schools, and employers are explored.

This study examined how high school course-taking patterns (i.e., career and technical education [CTE] vs. academic vs. no concentration), personal characteristics embedded in a social cognitive theory framework (e.g., self-efficacy, academic expectations), and contextual variables (e.g., parental expectations, socioeconomic status [SES]) interact with each other in the prediction of students' income and job satisfaction 8 years after graduating from high school. Using a nationally representative data set (the Educational Longitudinal Study of 2002), we found significant differences by sex and course-taking pattern in the prediction of income: Among men, CTE concentrators had the highest income, whereas among women, academic concentrators reported the greatest earnings. We observed similar levels of job satisfaction among academic and CTE concentrators. We also found that SES significantly moderated the effect of English self-efficacy and academic expectations in the prediction of income and general effort in the prediction of job satisfaction. Our findings highlight how a social cognitive framework can be used to investigate the links between high school course-taking, personal and contextual factors, and job outcomes. They additionally suggest the need to consider a broader set of outcomes for evaluating the benefits of CTE participation.