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Schools across the country are grappling with vocal resistance to educational equity efforts, while disparities, including racial disproportionality in school discipline, persist. In this research-practice-partnership project, Adai A. Tefera, Genevieve Siegel-Hawley, Ashlee Sjogren, and David Naff learned of the ways educators and leaders across three distinct schools adopted and engaged in widespread discipline interventions and practices that often failed to consider race, culture, and context--issues central to racial disproportionality in discipline. To counter these race-evasive interventions and practices, they offer recommendations for leaders, educators, and students to engage in race-conscious discipline to advance more just school policies and practices.

The use of organoid models in biomedical research has grown substantially since their inception. As they gain popularity among scientists seeking more complex and biologically relevant systems, there is a direct need to expand and clarify potential uses of such systems in diverse experimental contexts. Herein we outline a high-content screening (HCS) platform that allows researchers to screen drugs or other compounds against three-dimensional (3D) cell culture systems in a multi-well format (384-well). Furthermore, we compare the quality of robotic liquid handling with manual pipetting and characterize and contrast the phenotypic effects detected by confocal imaging and biochemical assays in response to drug treatment. We show that robotic liquid handling is more consistent and amendable to high throughput experimental designs when compared to manual pipetting due to improved precision and automated randomization capabilities. We also show that image-based techniques are more sensitive to detecting phenotypic changes within organoid cultures than traditional biochemical assays that evaluate cell viability, supporting their integration into organoid screening workflows. Finally, we highlight the enhanced capabilities of confocal imaging in this organoid screening platform as they relate to discerning organoid drug responses in single-well co-cultures of organoids derived from primary human biopsies and patient-derived xenograft (PDX) models. Altogether, this platform enables automated, imaging-based HCS of 3D cellular models in a non-destructive manner, opening the path to complementary analysis through integrated downstream methods.

Introduction Research suggests that participating in after-school leisure activities has been related to promoting health, well-being and safety among children living in disadvantaged neighbourhoods. The United Nations Child Rights Convention emphasises the inclusion of children in decisions that concern them. However, children seldom are involved in designing implementing and evaluating health promotional environments. The aim of this programme is through a participatory process with children, parents/guardians, and peer-activity leaders explore, measure and evaluate the impact on children’s overall well-being related to the social context in an already established health promotion environments in Southern Sweden.Methods and analysis The project is based on a previously implemented unique community-based participatory research (CBPR) model for equal health in three socially disadvantaged areas in Malmö. All activity house (AAH) is a meeting place for children established in schools but after school time by the culture department of the Malmö municipality. In AAH migrant children participate in need-driven after school activities that they themselves create and develop. To increase participation of the children and ensure that these environments are based on their needs, 30 children (10–12 years), parents/guardians (30), peer-activity leaders (15), and researchers create CBPR teams in the areas and engage in a participatory process. The children reflect, analyse and write about their well-being; identify and discuss key factors in an iterative process, which also includes a strategic group of stakeholders. The children then develop and validate (with 100 other children from AAH) the Socioculturally Aligned Survey Instrument for Children survey inspired by the KIDSSCREEN V.27. The survey tool so developed will further be used to evaluate AAH and will be distributed to all children participating in their activities.Ethics and dissemination This programme has been approved by the Swedish Ethical Review Authority. The results from this programme will be published as reports and scientific publication.

Highly impaired individuals stand to benefit greatly from cutting-edge bionic technology, however concurrent functional deficits may complicate the adaptation of such technology. Here, we present a case in which a visually impaired individual with bilateral burn injury amputation was provided with a novel transradial neuromusculoskeletal prosthesis comprising skeletal attachment via osseointegration and implanted electrodes in nerves and muscles for control and sensory feedback. Difficulties maintaining implant hygiene and donning and doffing the prosthesis arose due to his contralateral amputation, ipsilateral eye loss, and contralateral impaired vision necessitating continuous adaptations to the electromechanical interface. Despite these setbacks, the participant still demonstrated improvements in functional outcomes and the ability to control the prosthesis in various limb positions using the implanted electrodes. Our results demonstrate the importance of a multidisciplinary, iterative, and patient-centered approach to making cutting-edge technology accessible to patients with high levels of impairment.

Abstract The Two Weeks in the World research project has resulted in a dataset of 3087 clinically relevant bacterial genomes with pertaining metadata, collected from 59 diagnostic units in 35 countries around the world during 2020. A relational database is available with metadata and summary data from selected bioinformatic analysis, such as species prediction and identification of acquired resistance genes.

Background/Context: Racial disparities in school discipline represent a longstanding injustice in U.S. schools. Students of color, particularly Black students, are systematically subjected to harsher school disciplinary actions compared with their peers. A growing body of evidence demonstrates the severity of the problem and the negative consequences of harsh punishment, particularly given that students who are disciplined are more likely to be forced into the complex nexus of education and incarceration. Focus of Study: In this study, we aimed to understand how different racial contexts in urban, suburban, and exurban schools shaped responses to and understandings about racial disparities in school discipline. Drawing on an interdisciplinary framework that centers the visibility and invisibility of race (Artiles, 2019) throughout the disciplinary cycle, this study was guided by two research questions: (1) What are the similarities and differences in educators' and students' understandings of racial contexts and racial disparities in school discipline across urban, suburban, and exurban school districts? (2) How do urban, suburban, and exurban school districts' racial contexts shape educators' responses to racial disparities in discipline? Research Design: This research was part of a larger mixed-methods research-- practice partnership that aimed to understand racial disparities in school discipline and how to address them across varying school contexts in Central Virginia. The qualitative portion of the study included individual and focus group interviews and classroom observations. The findings reported in this article focus specifically on 50 individual and focus group interviews with teachers, leaders, staff, and students. Findings: Our findings demonstrate the ways race was made visible and invisible in responses to and understandings about racial disparities in discipline. This was evident in the ways deficit perspectives were racialized and how race-evasive perspectives and ideologies dominated educators' responses to the problem. We found these responses were mediated by the racial contexts of each school. For instance, we learned that educators at the urban middle school with a majority of Black and Latinx students were the most willing to discuss the role of race and racism in shaping racial disparities in discipline compared with educators at the suburban and exurban schools. Educators at the racially diverse suburban high school focused on socioeconomic diversity and relied on deficit cultural explanations for poverty. Contrastingly, educators at the exurban school openly discussed its racial homogeneity with its mostly White students, and their language regarding racial disparities was laced with race-evasive terms and some racist perspectives. Across suburban and exurban school contexts, many educators adopted race-evasive and deficit rationales for disproportionality in ways that failed to consider the role of the school in disciplinary outcomes. We also found that students across the three school contexts were more willing than educators to discuss the role of race and racism in explaining disparities in discipline. Conclusions/Recommendations: Findings from this study have important implications for how schools can respond more effectively to racial disparities in discipline. First, it is important that schools create policies and practices that provide clear guidelines to promote racial equity in discipline. Data should therefore be collected, shared, discussed, analyzed, and used to inform how to improve disciplinary practices and interventions at multiple intersections (e.g., by race, gender, socioeconomic status, and disability) given research that demonstrates disproportionality in discipline emerges among students of color and multiply-marginalized students. Second, schools must critically examine how their everyday beliefs about race become enacted in practice and ultimately institutionalized, thereby granting privileges to dominant groups. Third, schools can benefit from including and engaging with students as they reform disciplinary procedures to address racial disparities. Ultimately, disrupting racial inequities in discipline requires responses that include engagement with race and racism in ways that attend to both individual beliefs and school policies and practices.

Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and barriers of engagement in afterschool contexts. This mixed methods investigation used latent profile analysis and semi-structured student focus groups to explore individual differences in engagement and sources and barriers of engagement for a sample of underrepresented minority students who regularly participate in an afterschool program. Latent profile analyses revealed three engagement profiles: "moderately engaged," "affectively engaged," and "disengaged." Reported sources (e.g., program content, friends) and barriers (e.g., interpersonal tension, repetitive content) differed by profile. The results provide a comprehensive understanding of student engagement in afterschool programs and are relevant to practitioners who desire to promote engagement.

Purpose: The purposes of this meta-review are to (a) articulate the importance of transparency and reproducibility in meta-analysis, (b) assess the transparency and reproducibility of meta-analyses published in journals of the American Speech-Language-Hearing Association (ASHA), and (c) discuss the implications of our findings and recommendations for future research. Method: We conducted a meta-review of all meta-analyses published in ASHA journals through December 31, 2020. Our systematic review yielded 47 meta-analyses for inclusion in this review. We coded all eligible reports on the core elements of transparency and reproducibility in meta-analysis. Results: Our findings suggest that though reporting tendencies have improved over time, much work is needed to promote transparency and reproducibility in meta-analytic work. Key areas for future accountability include preregistering study protocol, using Preferred Reporting in Systematic Reviews and Meta-Analysis checklists, providing full data sets, and publishing analytic codes. Conclusions: The state of reporting in meta-analysis is improving over time. We conclude with a discussion of specific areas that need further attention, and recommendations for researchers to consider when conducting future meta-analyses.

ABSTRACT Scientific literacy is built on critical thinking. The postbaccalaureate workforce enhances our economies and societies by contributing a wealth of knowledge and skill sets to local communities, respective industries, and beyond as our world becomes increasingly interconnected. Education in scientific literacy should teach students how to learn about science and how to cultivate and communicate a positive attitude about science. Learners in a 200-level nonmajors biotechnology course engaged with a series of ethical dilemmas after mastering the basic elements of argument structure and advanced tools in argument evaluation. To introduce collaboration as a constructive process in undergraduate education, student interactions with peers require guidance, flexibility, and compassion to learn from each other. Students gain critical thinking mastery from two modules addressing how we argue and evaluate claims. Students apply these critical thinking skills to various ethical arguments involving responsible conduct of research training. Using our structured and interdisciplinary approach, new scholars learn through practice how to read, analyze, and evaluate research scenarios and respond to potential ethical situations. This strategy allows students to develop important scholarly skills, including a systematic approach to evaluating credibility and applying generosity to theirs and others' understanding of their circumstances.

Voice outcome after carbon dioxide transoral laser microsurgery (CO 2 TOLMS) for glottic cancer is of prime importance. However, a comprehensive overview according to the European Laryngological Society (ELS) classification of cordectomies is still lacking. The aim of this systematic review is to summarize data on voice outcome associated with individual types of ELS glottic cordectomy after CO 2 TOLMS. A systematic review of the literature was performed following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Statement. The initial search identified 936 records of which 25 publications were then included. Voice outcome data (Voice Handicap Index [VHI] version 30, grade of dysphonia [G] and maximum phonation time [MPT]) were extracted per resection type. Weighted averages were calculated. Data show a gradual increase in the VHI scores although they were still similar for all cordectomy types (range 14.2 to 21.5). The grade of dysphonia showed a gradual increase with increasing resection depth (range 1.0 to 1.9). There was a gradual decrease in the MPT (range 15.2 to 7.2). Voice outcome is related to cordectomy type with mild dysphonia characterizing ELS type I, II and III cordectomies, while more extended cordectomies (ELS type IV, V and VI) result in moderate dysphonia and shortness of breath during phonation. The voice handicap experienced by patients is limited even in the more extended cordectomies [ABSTRACT FROM AUTHOR]

Self-efficacy is an essential component of students’ motivation and success in writing. There have been great advancements in our theoretical understanding of writing self-efficacy over the past 40 years; however, there is a gap in how we empirically model the multidimensionality of writing self-efficacy. The purpose of the present study was to examine the multidimensionality of writing self-efficacy, and present validity evidence for the adapted Self-Efficacy for Writing Scale (SEWS) through a series of measurement model comparisons and person-centered approaches. Using a sample of 1,466 8th–10th graders, results showed that a bifactor exploratory structural equation model best represented the data, demonstrating that the SEWS exhibits both construct-relevant multidimensionality and the presence of a global theme. Using factor scores derived from this model, we conducted latent profile analysis to further establish validity of the measurement model and examine how students disaggregate into groups based on their response trends of the SEWS. Three profiles emerged, differentiated by global writing self-efficacy, with substantively varying factor differences among the profiles. Concurrent, divergent, and discriminant validity evidence was established through a series of analyses that assessed predictors and outcomes of the profiles (e.g., demographics, standardized writing assessments, and grades). Theoretical and practical implications and avenues for future research are discussed.

Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly important. The aim of the present study was to describe academics' experiences of starting and composing a structure in an ePortfolio for documentation of pedagogical and didactical skills. Fifteen teachers participated in a pilot study in which they were required to develop a personal ePortfolio. Focus group interviews with the participants highlighted factors of importance for the success of establishing a personal ePortfolio: clearly communicated goals and procedures provided by the university, a flexible structure for documentation, and the need for support in the process through mentoring. Keeping an ePortfolio challenges the boundaries of what is teacher-owned content and what becomes visible to the external assessment systems used to collect evidence of skills.

Ten nursing teachers in two Finnish polytechnics stated that their involvement in curriculum development was impeded by lack of time. They felt that health promotion was adequately addressed, although there was no evidence that new approaches recommended by the World Health Organization and other bodies were being used. (Contains 49 references.) (SK)

With women undergraduates now outnumbering men, there are now more women than men borrowing for college. A study used three national data sets to examine differences in borrowing between male and female undergraduates. While some differences both in borrowing patterns and behaviors were found, men and women were found to be borrowing similar amounts, suggesting comparable investment behavior. (Author/MSE)