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Abstract Importance Most unwanted sexual contact victimization (USCV) research utilizes predominantly white, cisgender, heterosexual college student samples. Estimates of USCV prevalence and demographic variation can determine the need for dedicated funding and culturally relevant campus services for students in high-risk groups. Objective To estimate the national prevalence and demographic variation in self-reported USCV within the first three months of college. Design Data are from the Sexual Assault Prevention for Undergrads (SAPU) (2020–2021) dataset. SAPU is an online intervention program administered to students on more than 600 college campuses in the United States (N = 250,359). Group differences were assessed by race/ethnicity, gender identity, and sexual identity, and then stratified by gender to assess within-gender group differences. Setting The SAPU dataset includes public and private institutions and 2-year and 4-year colleges with varying sizes of enrollment. Participants The sample is demographically diverse, and consists of newly matriculated U.S. college students, most of whom complete the SAPU program within the first three months of enrollment. Main outcomes and measures The primary outcome measure is self-reported USCV within the first three months of college enrollment, analyzed for subgroup differences. We hypothesized that USCV would be higher among students from racial/ethnic, gender, and sexual minority populations. Results Nearly 8% of transgender men reported USCV, followed by 7.4% of transgender women, 7.4% of genderqueer/gender non-conforming students, 4.5% of women, and 1.5% of men. Several subgroups reported exceedingly high rates of USCV, including Black students who identified as transgender women (35.7%) and American Indian/Alaska Native/Native Hawaiian/Pacific Islander students who identified as trans men (55.6%) or genderqueer/gender non-conforming (41.7%). Conclusions and relevance Universal and targeted (selective and indicated) intervention programs are needed to lessen USCV, particularly among gender minority students who also identify as Black, Indigenous, other person of color, or as a sexual minority.

Abstract Background School-based drug use prevention programs have demonstrated notable potential to reduce the onset and escalation of drug use, including among youth at risk of poor outcomes such as those exposed to trauma. Researchers have found a robust relationship between intervention fidelity and participant (i.e., student) outcomes. Effective implementation of evidence-based interventions, such as the Michigan Model for HealthTM (MMH), is critical to achieving desired public health objectives. Yet, a persistent gap remains in what we know works and how to effectively translate these findings into routine practice. The objective of this study is to design and test a multi-component implementation strategy to tailor MMH to meet population needs (i.e., students exposed to trauma), and improve the population-context fit to enhance fidelity and effectiveness. Methods Using a 2-group, mixed-method randomized controlled trial design, this study will compare standard implementation versus Enhanced Replicating Effective Programs (REP) to deliver MMH. REP is a theoretically based implementation strategy that promotes evidence-based intervention (EBI) fidelity through a combination of EBI curriculum packaging, training, and as-needed technical assistance and is consistent with standard MMH implementation. Enhanced REP will tailor the intervention and training to integrate trauma-informed approaches and deploy customized implementation support (i.e., facilitation). The research will address the following specific aims: (1) design and test an implementation strategy (Enhanced REP) to deliver the MMH versus standard implementation and evaluate feasibility, acceptability, and appropriateness using mixed methods, (2) estimate the costs and cost-effectiveness of Enhanced REP to deliver MMH versus standard implementation. Discussion This research will design and test a multi-component implementation strategy focused on enhancing the fit between the intervention and population needs while maintaining fidelity to MMH core functions. We focus on the feasibility of deploying the implementation strategy bundle and costing methods and preliminary information on cost input distributions. The substantive focus on youth at heightened risk of drug use and its consequences due to trauma exposure is significant because of the public health impact of prevention. Pilot studies of implementation strategies are underutilized and can provide vital information on designing and testing effective strategies by addressing potential design and methods uncertainties and the effects of the implementation strategy on implementation and student outcomes. Trial registration NCT04752189—registered on 8 February 2021 on ClinicalTrials.gov PRS

Casein kinase 2 (CK2) is an evolutionarily conserved serine/threonine kinase implicated in a wide range of cellular functions and known to be dysregulated in various diseases such as cancer. Compared to most other kinases, CK2 exhibits several unusual properties, including dual co-substrate specificity and a high degree of promiscuity with hundreds of substrates described to date. Most paradoxical, however, is its apparent constitutive activity: no definitive mode of catalytic regulation has thus far been identified. Here we demonstrate that copper enhances the enzymatic activity of CK2 both in vitro and in vivo. We show that copper binds directly to CK2, and we identify specific residues in the catalytic subunit of the enzyme that are critical for copper-binding. We further demonstrate that increased levels of intracellular copper result in enhanced CK2 kinase activity, while decreased copper import results in reduced CK2 activity. Taken together, these findings establish CK2 as a copper-regulated kinase and indicate that copper is a key modulator of CK2-dependent signaling pathways.

This paper examines the contrast and distinction between divergent and convergent scientific creativity, and the paradoxical relationship of scientific creativity with cultural factors in elementary students. With a newly developed measure of potential for scientific creativity, EPoC Science (Lubart et al., in press), students produce ideas in response to scientific problems, and both divergent-exploratory as well as convergent-integrative processes involved in scientific creativity are analyzed. An empirical study (n = 118) was conducted in France with elementary school children (ages 7-10). The divergent-exploratory task was scored for fluency and statistical uniqueness. For the convergent-integrative task, the number of concepts that a student integrated and synthesized, and the originality of the synthesis were scored. Results showed that divergent and convergent task performances were weakly related to each other. This suggests that divergence and convergence are two relatively distinct processes for scientific creativity, and that the relation is more complex than commonly assumed. In terms of culture-related variables, immigrant cultural background (number of family members born outside of France) was significantly and negatively correlated with the originality of divergent and convergent scientific creativity. Findings are discussed and educational implications are proposed.

Background/Context: The literature review by Phelps in this special issue highlights the challenges of research-practice partnerships and other forms of insider-outsider collaboration in education. In addition to addressing well-known challenges, this case study article focuses on the full-service community school model as a strategy to address holistic needs of students, families, and staff in poverty-impacted school contexts. Purpose/Objective/Research Question/Focus of Study: This article documents work that was conducted across five years, when a large research university partnered with an urban elementary school to establish a full-service community school. It provides an account of the assets, challenges, and processes that impacted our work, from the planning phase through four years of implementation. It describes efforts around four main areas: academic excellence, extended learning, holistic health and wellness, and family engagement. Research Design: This is a participatory case study with university educators and researchers working collaboratively with school professionals, community-based organizations, and families. Data Collection and Analysis: Many sources of data were included in our case analysis, including formative and summative student assessments, student attendance, service referrals, and office referrals for behavior. Running records of meetings, documentation of events, presentations, and reports submitted were also included. Interviews with key actors in the project were also collected and analyzed. Conclusions/Recommendations: Our partnership experienced some of the major challenges discussed in the literature. Turnover was overwhelmingly the most significant challenge. Student mobility and district boundary changes, new curricular adoptions for mathematics and literacy, new student assessments, new data tracking system, new bell times, and measures to cut transportation costs also impacted the effort. In spite of these challenges, we also experienced important successes. Centering relationships in our work has been an essential part of the success we experienced and is itself a success. At every phase, we remained at the table together, working to build relationships and sharing visions, goals, and practices. This resulted in important changes with stronger systems for tracking and using student data in educational decision making, health and wellness services now available to all students, and a universal social-emotional curriculum now in place. Family engagement and parent leadership are now essential dimensions of the school, with parents of color playing important roles to amplify their own and other parents' voices. Preservice teachers learned about full-service community schools in situ. We highlight the rich and complex narrative that emerged, which is not simply one of challenge but also one of resilience and strength. Carefully documenting this initiative can contribute to guiding implementation and refinement of a full-service community school model.

Drawing on the Theory of Planned Behavior, this research investigates factors determining managers' intention to innovate contextualized within the situation of a new management practice implementation: telework. Managers' attitude toward telework, their attitude toward ideation and their perception of organizational support for creativity were identified as potential determinants of managers' intentions to innovate in order to implement telework. However, according to the Theory of Planned Behavior, such effects are mediated by attitude toward innovative behaviors and perceived behavioral control. A sample of managers (N = 91) who never implemented telework completed an online questionnaire designed to assess these factors. Results from a path analysis confirmed the predictive model with the exception that attitude toward ideation had a stronger direct effect on attitude toward innovative behaviors than expected. Results are discussed in terms of their extension to the actual creation of innovative behaviors and their generalizability to decontextualized reported intentions to innovate, offering potential avenues for future research.

Research indicates that preservice teacher (PT) education programs can positively impact perceptions of scientific probeware use in K-8 environments. Despite the potential of probeware to improve science instruction and student engagement, its use in elementary education has been limited. Sixty-seven PT enrolled across three sections of an elementary science methods course participated in a mixed-methods study through which they utilized probeware in a thematic experience on ocean acidification. One-way repeated measures ANOVA of pre and post survey data measuring subscales of utility, ability, and intent to use probeware demonstrated a statistically significant increase with medium to large effect sizes for all subscales across all sections (p<0.01, ?[superscript 2][subscript p]=0.384; p<0.001, ?[superscript 2][subscript p]=0.517; p<0.001, ?[superscript 2][subscript p]=0.214). Analysis of reflective journals revealed over 60% felt the multiple capabilities (notably graphing) of probeware make it a useful classroom tool, and almost one-half believed that its use makes science more enjoyable and engaging. Mapping of the unitized data from the journals on the Next Generation Science Standards suggested that probeware use especially engages learners in planning and carrying out investigations and in analyzing and interpreting data. Journals also revealed that despite PT having prior experience with probeware in science courses, its use in their future elementary classroom is conditional on having a positive experience with probeware in a science methods course. Further, embedding a probeware experience in a unit on ocean acidification provides PT with strategies for addressing climate change and engaging in argument from evidence.