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Retention of plastics in estuaries and storage in sediments likely contributes to the mass imbalance between the amount of ocean plastic debris and input from land. A sediment transport model, coupled with a hydrodynamic and wave model, was employed to analyze how microplastics of varying settling velocities behave under non-storm conditions and during extreme storm events in Galveston Bay, USA. The model was informed by measured concentrations of microplastics in a main tributary (Buffalo Bayou), which flows through the highly populated Houston-metro area. Under non-storm conditions, concentrations of neutrally buoyant particles are highest near the source location. In contrast, negatively buoyant particles are highest near the bay mouth where bed shear stress, and thus the potential for erosion/resuspension, is highest. Simulation of Hurricane Harvey, an unpreceded 1000-year flood event, shows a drastic increase of overall microplastic levels in Galveston Bay, approximately 5x that of non-storm conditions, and an increase in corresponding flux of microplastics to the Gulf of Mexico. The differences are attributed both to increases in microplastic loading and erosion of microplastics from bed sediments during Harvey. Differences in concentration between storm and non-storm conditions are most clear in the upper bay, where shear stress is low under normal conditions but shows a significant increase during storms due to wave-enhanced stress. Following Harvey, negatively buoyant particles levels return to normal in less than a week, but neutrally buoyant particle concentrations remain elevated over several months. Use of a sediment transport model that simulates erosion/resuspension to understand particle behavior lends further understanding of processes of microplastics not explored through previous use of particle tracking models that do not account for erosion/resuspension. This is of upmost importance for simulation of negatively buoyant particles, which have more potential to interact with the sediment bed layer. Variation of critical shear stress for erosion, erosion rate, and use of a wave model, all show significant impacts on particle behavior. Future parameterization of microplastic behavior in sediments will enhance our understanding of estuarine retention and export ability. [ABSTRACT FROM AUTHOR]

Simple Summary: This study utilizes electronic sensors to investigate the outcomes of Canine Assisted Interactions (CAI), a growing therapeutic field, for both human and animal participants. It represents the first attempt to deploy synchronized wearable systems on both humans and dogs, allowing for the continuous and simultaneous collection of physiological and behavioral data during interactions. Leveraging this data, the research examines the real-time dynamics of CAIs, moving beyond traditional survey-based pre- and post-session evaluations. Three innovative visualization tools—a subsession heatmap, a synchrony table, and a metric correlation matrix—are introduced to better characterize the interactions and bonding within human-dog dyads. Preliminary exploratory analyses provide insights that inspire further investigation into CAI mechanisms. This research marks a significant step forward in using multimodal data collection to deepen our understanding of human-animal interactions, particularly in therapeutic settings. Canine-assisted interactions (CAIs) have been explored to offer therapeutic benefits to human participants in various contexts, from addressing cancer-related fatigue to treating post-traumatic stress disorder. Despite their widespread adoption, there are still unresolved questions regarding the outcomes for both humans and animals involved in these interactions. Previous attempts to address these questions have suffered from core methodological weaknesses, especially due to absence of tools for an efficient objective evaluation and lack of focus on the canine perspective. In this article, we present a first-of-its-kind system and study to collect simultaneous and continuous physiological data from both of the CAI interactants. Motivated by our extensive field reviews and stakeholder feedback, this comprehensive wearable system is composed of custom-designed and commercially available sensor devices. We performed a repeated-measures pilot study, to combine data collected via this system with a novel dyadic behavioral coding method and short- and long-term surveys. We evaluated these multimodal data streams independently, and we further correlated the psychological, physiological, and behavioral metrics to better elucidate the outcomes and dynamics of CAIs. Confirming previous field results, human electrodermal activity is the measure most strongly distinguished between the dyads' non-interaction and interaction periods. Valence, arousal, and the positive affect of the human participant significantly increased during interaction with the canine participant. Also, we observed in our pilot study that (a) the canine heart rate was more dynamic than the human's during interactions, (b) the surveys proved to be the best indicator of the subjects' affective state, and (c) the behavior coding approaches best tracked the bond quality between the interacting dyads. Notably, we found that most of the interaction sessions were characterized by extended neutral periods with some positive and negative peaks, where the bonded pairs might display decreased behavioral synchrony. We also present three new representations of the internal and overall dynamics of CAIs for adoption by the broader field. Lastly, this paper discusses ongoing options for further dyadic analysis, interspecies emotion prediction, integration of contextually relevant environmental data, and standardization of human–animal interaction equipment and analytical approaches. Altogether, this work takes a significant step forward on a promising path to our better understanding of how CAIs improve well-being and how interspecies psychophysiological states can be appropriately measured. [ABSTRACT FROM AUTHOR]

This article describes the conditions for establishing an advanced master's degree program that focuses on teacher leadership. The creation of the model is examined from the perspective of nine administrators from Eanes Independent School District in Austin, Texas, and Texas State University-San Marcos. These administrators collaborated to design the Partnership in Teacher Excellence Program (PTEP), with the purpose of developing teacher leaders who would become experts in their subject areas, deliver high-quality classroom instruction to their K-12 students, provide ongoing professional development to their colleagues in the district, and serve in a variety of teacher leadership roles. Emerging from anecdotal evidence are positive results that confirm the administrators' efforts to develop PTEP.

We investigated students' academic achievement in three high-enrollment, introductory-level history sections at a large, public, Hispanic-serving university. Using a conditional indirect-effects model, we analyzed supplemental instruction (SI) attendance and class absences as predictors of course success, after accounting for sex, ethnicity/race, and SAT/ACT scores. Results suggested a positive direct effect of SI attendance on course success and a negative direct effect of absences. A significant interaction effect between ethnicity/race and SI suggested that Hispanic students reaped stronger benefits from SI than Caucasian students, and that the course achievement gap between these groups was smaller when students attended more hours of SI. Our study contributes new findings to research supporting the effectiveness of SI by examining mediation and moderation effects and controlling for confounding variables.

This longitudinal study focused on how project-based instruction (PBI) influenced secondary social studies students' academic achievement and promoted College and Career Readiness (CCR). We explored and compared student achievement in a PBI high school versus a traditional instruction high school within the same rural school district. While previous literature indicated that PBI involved more preparation time and a steeper learning curve for both teachers and students, we found that in high school social studies, students' achievement gains actualized within one year. PBI students outperformed peers who learned from a traditional curriculum in both social studies achievement and CCR preparedness.

This longitudinal study tracks primary participants over 3 years from their last year of university preservice teaching training through their second year of in-service teaching via surveys, interviews, and teaching observations. The study employs a descriptive case study design to examine the transfer of preservice content, pedagogy, and video technology learning into teaching practice. The study places the model case studies within the larger context of analyzed observational and artifact data from 7 years of preservice teachers' learning about (re)anchored, video-centered engagement.