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Background: Since middle-aged adults comprise the largest portion of the Korean population, improving their quality of life can be related to the quality of life of the entire population. This study aimed to investigate the moderated mediating effect of physical activity restrictions on the relationship between chronic disease, depression, and quality of life in middle-aged Koreans. Methods: Secondary data analysis was conducted on the dataset of the 2020 National Health and Nutrition Survey. Data from 1,487 of the original 7,359 participating middle-aged Koreans aged between 40 and 59 years were included. Descriptive statistical analysis, correlation analysis, and mediating, moderating, and moderated mediating effect analyses were performed. Results: Depression had a mediating effect on the relationship between chronic disease and quality of life in middle-aged Koreans. Physical activity restrictions had a moderating effect on the relationship between chronic disease and depression. Finally, a moderated mediating effect of physical activity restrictions on the mediating effect of depression was observed. Limitations: The study did not control demographic variables such as gender, age, income level, marital status, education level, and occupation. Response bias may have influenced the questionnaire data. The variables were only measured using a cross-sectional survey design. Conclusions: This study is the first to use large-scale research data to identify a specific path to the quality of life in middle-aged Koreans. The findings provide a basis for implementing the necessary intervention measures to support middle-aged Koreans’ quality of life.

Background: Cancer is a life-threatening disease in Korean women. Female cancer patients in Korea have reported poor physical functioning and psychological distress after diagnosis. However, some patients experience post-traumatic growth (PTG), which includes positive feelings and changes. Objective: The main purpose of this study was to examine the relationships between PTG and its associated factors in Korean female cancer patients to understand how female cancer patients achieve PTG while experiencing cancer diagnosis and treatment. This study aimed to improve the quality of life of many Korean female patients with cancer. Methods: This study investigated the structural model of the paths from the disruption of core beliefs (CBD), coping strategies, and resilience to PTG in a sample of female cancer patients. In total, 164 middle-aged women diagnosed with cancer were included in the final sample. Results: First, it was determined that the proposed structural model was substantial and had high fit indices. Second, problem-solving was positively associated by the CBD routes. Third, it was also favorably expected that problem-solving would lead to resilience and resilience would lead to PTG. These findings are important for developing future interventions for Korean female cancer patients and can be considered as an important variable to improve their PTG.

The current study examined the actions and thought processes second grade students experience while reading online, implementing a research based teaching strategy for new literacies, and Internet Reciprocal Teaching (IRT). In particular, strategies for how to critically evaluate online text were introduced to second grade students. Through IRT, second graders were able to evaluate online texts for relevance and credibility. Participants used several different strategies in determining credibility of online texts. They sought out more information about the website or author, used background knowledge about a particular website, looked at the URL, identified the number of ads on a webpage, and used other miscellaneous criteria. The current study can contribute to existing literature by exploring evaluation strategies that young students may already possess and addressing any possible relationships between IRT and evaluation strategies used by students while reading on the internet.

This study develops a conceptual framework that encompasses servicescapes and customer perceptions and behaviors, and conducts an empirical investigation of healthcare service facilities. Structural equation modeling is performed using a sample of 271 patients who received treatment within one year at hospitals and clinics located in the metropolitan area of Seoul, South Korea. The results of the empirical analysis show that service quality improvements and patient revisits to healthcare facilities can be induced through servicescape improvements and interaction quality. These results make theoretical contributions to the service management literature and have practical implications for the operations of healthcare facilities.

IntroductionThis study investigated the moderating effects of resilience on the relationship between academic stress and school adjustment among Korean adolescents. We examined the moderating effect for the total scores of school adjustment and the two subscales of school adjustment (academic adjustment and general school adjustment).MethodsData were obtained in Pusan, Korea, using the convenience sampling method, and a total of 674 participants' responses were used for the final analysis. Hierarchical regression analysis and multiple regression analysis were performed to examine our research questions.ResultsThe results of the study showed that academic stress was a significant predictor of school adjustment among Korean adolescents. More specifically, academic stress was related to poor school adjustment. The study also found that resilience has a significant mediating effect on the relationship between academic stress and school adjustment.DiscussionOur findings suggest that resilience is likely to alleviate the harmful effect of academic stress on school adjustment. Finally, implications for school-based intervention were discussed for providing practical academic assistance.

Here we build from the central strength of the existing definition of dyslexia--its emphasis on neurobiological origins--and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.

H ow can we integrate art and social studies to advance art teacher education for social justice? This question has guided our collaborative journey as teacher educators at the same institution. At a public university in the southern United States, the first author is an art teacher educator, and the second author is a social studies teacher educator. We share a commitment to teacher education for social justice. Since fall 2022, we have collaborated to explore the pedagogical value of arts--social studies integration to empower preservice teachers as social justice teachers.

Here we build from the central strength of the existing definition of dyslexia-its emphasis on neurobiological origins-and proffer a set of seven core principles for a new, more comprehensive conceptualization of dyslexia. These principles derive from two major research directions: (1) the still evolving history of attempts to explain dyslexia, including in varied writing systems; and (2) the study of the reading brain circuit, its development, and its genetic and environmental influences. What emerges from connecting these two directions is a dynamic conceptualization of dyslexia that incorporates the extensive research on the heterogeneity of dyslexia and the interdependent contributions of multiple biological and socio-cultural risk and preventive factors. A new definition of dyslexia, therefore, needs to transcend both past unitary characterizations and past assumptions based largely on the English orthography. Such a conceptualization references the ways that different languages interact with the reading brain circuit to produce different sources of reading failure. Similarly, the characteristics and consequences of dyslexia that have been considered as secondary sequela (e.g., reduced reading comprehension, social-emotional issues) should be part of a more comprehensive narrative. Of critical importance, any definition of dyslexia should clarify persisting misconceptions that associate dyslexia with a lack of intelligence, potential to learn, or talents. Thus, the overall purpose of such a definition should serve as an instrument of knowledge and an enduring reason for pursuing growth in reading for the individual, the educator, and the public.

Rapid automatized naming (RAN) is a powerful predictor of reading fluency, and many digitized dyslexia screeners include RAN as an essential component. However, the validity of digitized RAN has not been established. Using a sample of 174 second-graders, this study tested (1) the comparability between paper and digitized versions of RAN and (2) the validity of the digitized version. We found that paper and digital versions were highly correlated, and such correlation was consistent across students' reading levels. Further, the digital RAN predicted children's word reading proficiency as well as the paper version. Moreover, the constructs measured by paper and digital versions of RAN were comparable. We conclude that the digitized RAN is a valid alternative to the traditional paper version for this age group.

DDX3X regulates the translation of a subset of human transcripts containing complex 5' untranslated regions (5' UTRs). In this study, we developed the helicase activity reporter for translation (HART), which uses DDX3X-sensitive 5' UTRs to measure DDX3X-mediated translational activity in cells. To directly measure RNA structure in DDX3X-dependent mRNAs, we used SHAPE-MaP to determine the secondary structures present in DDX3X-sensitive 5' UTRs and then used HART to investigate how sequence alterations influence DDX3X sensitivity. Additionally, we identified residues 38-44 as potential mediators of DDX3X's interaction with the translational machinery. HART revealed that both DDX3X's association with the translational machinery and its helicase activity are required for its function in promoting the translation of DDX3X-sensitive 5' UTRs. These findings suggest DDX3X plays a crucial role in regulating translation through its interaction with the translational machinery during ribosome scanning and establish the HART reporter as a robust, lentivirally encoded, colorimetric measurement of DDX3X-dependent translation in cells.

IGHMBP2 is a nonessential, superfamily 1 DNA/RNA helicase that is mutated in patients with rare neuromuscular diseases SMARD1 and CMT2S. IGHMBP2 is implicated in translational and transcriptional regulation via biochemical association with ribosomal proteins, pre-rRNA processing factors, and tRNA-related species. To uncover the cellular consequences of perturbing IGHMBP2, we generated full and partial IGHMBP2 deletion K562 cell lines. Using polysome profiling and a nascent protein synthesis assay, we found that IGHMBP2 deletion modestly reduces global translation. We performed Ribo-seq and RNA-seq and identified diverse gene expression changes due to IGHMBP2 deletion, including ATF4 up-regulation. With recent studies showing the integrated stress response (ISR) can contribute to tRNA metabolism-linked neuropathies, we asked whether perturbing IGHMBP2 promotes ISR activation. We generated ATF4 reporter cell lines and found IGHMBP2 knockout cells demonstrate basal, chronic ISR activation. Our work expands upon the impact of IGHMBP2 in translation and elucidates molecular mechanisms that may link mutant IGHMBP2 to severe clinical phenotypes.

Este artículo explora el proceso de la diáspora coreana en Cuba mediante el análisis textual del largometraje Jerónimo (2019, Joseph Juhn). Aquí se aborda la idea de la diáspora como un fenómeno transnacional, en tanto que se trata de las vivencias de bloques poblacionales que residen en un territorio, mientras continúan manteniendo alguna forma de conexión con su estado de origen. Los inmigrantes coreanos en Cuba presentan particularidades en su formulación identitaria debido a la compleja relación con las dos Coreas.

This study analyzed how people with disabilities are portrayed in picture books with the Coretta Scott King Award (CSKA) to address the intersectionality of African/African American racial identity and disabilities. Disability critical race theory was foundational for this study. The pool of 134 picture books that received the CSKA from 1971 to 2020 was used as the data for the systematic content analysis. For analysis, the researchers utilized a qualitative approach that guided axial coding and selective coding in looking for emerging themes. They found that 13 picture books portrayed African/African American characters with disabilities. The majority of these books did not necessarily emphasize the disabilities of these characters. When focusing on other dimensions of identity such as gender, age, disability type, and so on, the researchers found underrepresentation, invisibility, and marginalization issues, which led them to discussions of power relations. This study calls for future studies that can discover more portrayals of African/African American people with disabilities and that can deepen scholarly discussions about their representation in children's literature.

This study examined the implementation of high-stakes adoption of edTPA® in one state in the year prior to consequential use of edTPA scores for teacher licensure. Using a mixed methods design, we investigated concerns of coordinators who were responsible for edTPA implementation in their institutions. We utilized the Concerns Based Adoption Model (CBAM) to understand edTPA coordinators’ Stages of Concern, the nature of the challenges they faced, and the professional development opportunities that alleviated their concerns. Based on the CBAM survey, the most common Stage of Concernfor edTPA coordinators was Management.Coordinators’ interviews revealed the nature of their concerns at different stages and how the size of their institution and supportive resources at particular times may have played a crucial role in shaping the edTPA roll-out in their institutions. The use of the CBAM framework enabled edTPA coordinators (a) to understand their own concerns about the high-stakes policy, (b) to articulate the complexities involved in implementing edTPA initiatives, and (c) to underscore the importance of relating concerns to appropriate professional development opportunities and support for themselves as well as their faculty.

After analyzing state standards and textbook excerpts, all the fourth graders in Ms. Yoo's classroom convened and discussed why the nonwhite suffragists were missing and what they could do about it. The students agreed that textbooks and standards "can't include everybody," but they also concurred that the stories of Indigenous, Black, Mexican, and Chinese women suffragists were important to be told. This lesson concluded a three-day unit in which students explored the lives of Zitkala-Sa, Ida B. Wells, Jovita Idar, and Mabel Ping-Hua Lee and examined nonwhite suffrage activism through primary and secondary sources. In doing so, students learned that the real suffrage story is longer and more complex than the popular story that usually runs from Seneca Falls to the 19th Amendment, with an almost exclusive focus on white women.

This paper discusses the ethical challenges presented by artificial intelligence (AI) within the instructional process for students with disabilities. The authors briefly overview technological changes in education and applications of AI in education in addition to policy. Discussion is directed toward the development of an ethical pedagogy using ethical assessments expressive of the values of inclusion, toward the instructional design process, and application of these ideas toward the Universal Design for Learning (UDL) instructional planning process. In so doing, guiding questions are offered for special education leaders, educators, and other stakeholders for facilitating ethical treatment within instructional design when integrating AI tools into the learning process.

In this article, we, as Asian American visual arts and social studies educators, propose an Asian American Critical Pedagogy framework and its four principles. Building on critical race and social theories and pedagogies, we developed the four principles: "Asian American critical consciousness," "counternarratives and reclamation," "heterogeneity and intersectionality," and "joy and wellness." The four principles are the outcome of our collective theoretical exploration, autobiographical reflection, and the analysis of contemporary Asian American artists and their works. We hope the principles serve as a theoretical framework for future research and pedagogical exploration to recognize and expand the authentic voices and experiences of Asian American art educators and students and to offer insights for intersectional research with other marginalized communities.

A name is the starting point to acknowledge the existence of ourselves and others in our lives. However, we live in a society where name-based biases and discrimination have permeated. As transnational parent researchers, we examined our children's names and naming practices through the practice of "Suda" [foreign characters omitted], which is an open-ended nonhierarchical conversational environment and deep/emotional storytelling, drawing on our own onto-epistemological stances. We intend to uncover implicit and hidden racial discourses against Asian/Asian American children's names and naming practices through our children's names and naming practices. The data reveal that our children's names embrace our cultural beliefs, faiths, the wishes of parents, and family histories while being entangled with discrimination and racial discourses. Our children were also actively negotiating and (re)constructing their self-representation by having more than one name. This study provides implications regarding racially minoritized children's names and naming practices in school and future research.

Educator Preparation Programs are designed around expectations of professional standards. As technology, both instructional and assistive, expands in K-12 classrooms, all pre-service educators (i.e., teachers, counselors, leaders, assistive technology specialists) require direct and intentional training in technology selection, implementation across settings, and evaluation of effectiveness. This study questioned how different benchmarks provide accountability for educational professionals' technology integration to meet learners' varied needs. Researchers analyzed existing professional preparation standards in relation to educator's knowledge, skills, and dispositions toward using technology focusing on preparation or requirements for implementing AT in the classroom. The intersection across standards identified strengths and gaps in preparation expectations, and recommendations for augmenting preparation to integrate AT are discussed. Using the Quality Indicators for Assistive Technology (QIAT) as a framework, researchers analyzed the InTASC and 19 Specialized Professional Associations' standards for instances where knowledge, skills, and dispositions about integrating technology aligned. The analysis identified only 52 of 572 standards related to technology integration. Alignment was present in key areas of the QIAT related to instruction such as collaboratively developing a plan, integration, shared responsibilities, and varied strategies. However, most points of alignment indicated only preparatory knowledge, skills, and dispositions, leaving educators lacking abilities to meaningfully integrate AT to meet learners' varied needs. Implications and recommendations address this shortcoming in educator preparation expectations. By preparing educators to integrate AT, educators ensure educational equity for every student (Rose et al., 2005).

Situating NYC's Asian American and Pacific Islander (AAPI) history curriculum initiative as part of the nationwide movement for K-12 ethnic studies, this article aims to explore perspectives and experiences of six Asian American and migrant elementary teachers regarding the new AAPI history curriculum initiative in NYC. Teachers' stories, critiques, and proposals for change focused on (1) enhancing teacher education in ethnic studies pedagogy and curriculum; (2) inclusive and community-led process of ethnic studies curriculum development; (3) utilizing multimodal and local community-relevant resources; and (4) centering ethnic communities' resistance and agency as well as power and oppression in the curriculum. By delving into the teachers' experiences, hopes, and insights regarding the AAPI history curriculum implementation, this article adds to the literature on the current and future praxis of ethnic studies in K-12 education and teacher education.

A considerable number of empirical studies have led researchers to identify key characteristics that indicate effective professional development (PD). However, few studies have attended to teacher perceptions of PD characteristics across international contexts. This article reported on an exploratory study utilising latent class analysis (LCA) to identify similarities and distinctions in teacher perceptions regarding commonly agreed-upon characteristics of effective PD. Data used in this analysis were from the Teaching and Learning International Survey (TALIS) 2018, which consisted of 113,667 lower secondary (e.g., grade 7 through 9) teachers from 45 education systems. The LCA identified four classes of teachers who shared similarities in their perceptions. The researchers labelled the four categories as Low-Perception-Space/Time Rater (37.66%), High-Perception Rater (31.35%), Mixed-Perception Rater (15.55%), and Low-Perception Rater (15.44%). Results showed that a significant discrepancy existed in teacher perceptions of PD programmes that were school-embedded and extended. Additionally, cross-nation analyses revealed an evident difference in the distribution of class membership across education systems. Considering these findings, we provide implications for future research investigating how to design PD that supports personalised learning experiences.

Since autism diagnosis is directly linked to the availability of supportive services, identifying best practices for early diagnosis of autism has long been a concern of professionals and families. Meanwhile, studies show persistent racial disparities in autism diagnosis. Although numerous clinical diagnostic guidelines have been published, there is not enough discussion of diagnostic procedures through the lens of culturally diverse families.PurposeThis study focuses on the autism diagnostic experiences that Korean immigrant mothers had with their children.MethodsEleven first-generation Korean-American mothers of children with autism were included in the study. The data was collected using semi-structured interviews in Korean.ResultsThe main five factors (i.e., cultural beliefs and values, language barriers, complex emotions, immigration and navigating systems, and facilitators and assets) that mainly influence the diagnosis process were identified through thematic analysis.ConclusionDynamics are interactive within and between the factors, influencing the entire diagnostic process by either delaying or facilitating the identification of a child's autism and the provision of treatment.

OBJECTIVE: To examine associations between comfort eating in response to loneliness or stress and weight change during the COVID-19 pandemic among U.S. adults. DESIGN: Quantitative, cross-sectional study. SETTING: The 2021 SummerStyles survey data. SUBJECTS: U.S. adults (≥18 years; N = 4068). MEASURES: The outcome was reported weight changes since the start of the COVID-19 pandemic with four responses: lost weight, weight remained the same, gained weight, and dont know. The exposure variable was frequency of comfort eating in response to loneliness or stress during the past year with three responses: never/ rarely, sometimes, or often/always. ANALYSIS: We used chi-square analysis to examine the independence of survey variables related to weight changes, and comfort eating in response to loneliness or stress during the COVID-19 pandemic. Next, we used a multinomial logistic regression to estimate adjusted odds ratios for weight changes by comfort eating in response to loneliness or stress frequency. RESULTS: Overall, 20.1% of adults reported losing weight, 39.9% remained about the same weight, 30.4% gained weight, and 9.4% did not know about their weight change during the COVID-19 pandemic. Taking comfort by eating in response to loneliness or stress was reported by over 33% of participants (often/always = 8.3%; sometimes = 25.3%). Weight change and comfort eating during the COVID-19 pandemic significantly varied by sociodemographic factors. Respondents that sometimes or often/always reported taking comfort by eating in response to loneliness or stress were more likely to report losing weight (Adjusted Odds Ratio ranges: 1.62-2.99) or gaining weight (Adjusted Odds Ratio ranges: 3.10-4.61) than those who never/rarely took comfort by eating in response to loneliness or stress. CONCLUSIONS: Taking comfort by eating when stressed/lonely was significantly associated with reported weight changes during the COVID-19 pandemic. Weight changes may lead to additional health complications. Implementing evidence-based strategies to reduce loneliness or stress and support healthy eating during the COVID-19 pandemic may benefit weight management and future well-being.

As states like Illinois, Connecticut, New Jersey, and many others embark on recent mandates to include Asian American and Pacific Islander content in K-12 classrooms, we consider what it means [...]