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Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation.

Teaching intervention planning is enhanced with an intentional course design that incorporates critical thinking in order to prepare the next generation of occupational therapy practitioners. The context for this study was a physical disabilities intervention course for an entry-level occupational therapy program that used Fink's Taxonomy of Significant Learning as a basis for learning outcomes. A novel formative intervention planning assignment required students to use the Rehabilitation Treatment Specification System (RTSS) as a framework to guide their thinking. A qualitative retrospective content analysis of student reflections at the end of the course revealed that the RTSS added value to their learning. Two main themes emerged from the student reflections; "Growth takes Practice" to use this framework effectively and the RTSS was perceived as a "Bridge from Classroom to Practice." These findings support the possible benefits of integrating this framework into occupational therapy curricula as a means to help students further develop critical thinking and clinical reasoning skills. Providing opportunities to scaffold learning may enhance the student learning experience and integration of the framework into future intervention planning and delivery.

Gender disparity persists in the personal caregiving of children and older adults, and in professional caregiving duties, with many workplace policies and cultures favoring the "ideal worker" and presenting significant and continuing barriers to female caregivers' professional success and well-being. The recent pandemic both highlighted and augmented this disparity as schools, daycares, and adult care facilities closed or implemented restrictions. This study interprets results from the July 2021 Canadian Natural Sciences & Engineering (NSE) Faculty Workplace Climate Survey by empirically assessing the impact on emotional exhaustion of the increased caregiving burden during the COVID-19 pandemic on female academics in the highly masculinized NSE fields. Results indicate that women were more likely to experience emotional exhaustion even when other factors were considered. Collegiality and inclusion were found to be protective factors, illustrating important implications for, and the retention and support of, success and well-being of female NSE academics.

The purpose of this research article is to explore how social justice in education has evolved over the past 50 years of peer-reviewed article publications in Kansas State University College of Education's academic journal, "Educational Considerations." The research sought to unveil how social justice in education has evolved over the past 50 years based on publications in "Educational Considerations." The study utilized a qualitative research approach, specifically adopting a document analysis methodology. This research drew its data from peer-reviewed articles published in "Educational Considerations" spanning from 1973 to 2023. Literature not originally found in "Educational Considerations"--but relevant to the research objectives--was only incorporated during the analysis and discussion stages. Thematic data analysis was used to make sense of the collected data. Nancy Fraser's three-dimensional social justice theory served as the underlying framework in which the articles surrounding social justice in education from each era of the journal "Educational Considerations" were analyzed and discussed. The findings show that articles published in this journal remain relevant in addressing contemporary educational challenges, ensuring that the pursuit of educational equity endures. In conclusion, the journal's 50-year history reflects its dedication to promoting equitable education and contributing to the field of education.

A technological trend influencing society is the provision and adoption of digital books. Digital books are used in education in the form of electronic textbooks (e-textbooks). The research question examined in this manuscript is which students' characteristics and attitudes influence their adoption or non-adoption of e-textbooks? The study explores these characteristics and attitudes of students who have made the decision to become either an e-textbook user or nonuser. The empirical analysis is conducted using 1191 student responses to a questionnaire distributed in a mid-sized university in the western United States. Among these 1191 responses, 530 of the students had used an e-textbook and 661 had not used an e-textbook. The e-textbook user and nonuser groups are studied in three different ways. The first is by examining the counts and percentages for five respondent characteristics. The second way is through statistical tests (i.e., t-tests and multiple analysis of variance) on these characteristics across the groups. The results from these analyses did not identify any meaningful differences in characteristics across the user and nonuser groups. The third way was a content analysis performed on an open-ended question (i.e., What factors influenced you on whether to use an e-textbook?) on the questionnaire. The student e-textbook attitudes discovered from the content analysis showed that for e-textbook users, the cost or price of an e-textbook had a significant influence on e-textbook adoption. Two other attitudes influencing e-textbook users' adoption were usability, both positive and negative. The key attitude of nonusers regarding e-textbook adoption is negative e-textbook usability.

This literature review offers compelling evidence for the significant role music and song can play in cultivating student engagement in elementary school science lessons. With students disengaging from science education, there is concern about the lack of necessary scientific literacy skills required in today's world. To explore whether music and song could be used engage students in science we conducted a thorough search of composite education databases for relevant scholarly articles published 1993-2021. Synthesis of the resulting 26 articles revealed four themes: the common goal of engagement, evidence of learning improvement, broad utility of music and songs as pedagogical tools, and limited long-term studies. While acknowledging the limited evidence presented in these articles, we emphasize that incorporating music and song into science lessons not only enriches the educational environment but also contributes to an arts-infused education known to enhance student performance across a wide range of curriculum domains. We recommend further research with a particular focus on investigating the impact of music and song on science engagement and learning over the long-term in elementary school science classrooms.

Despite policies favoring delivery of interventions for children with communication disorders in the classroom, most school-based interventions are delivered outside the classroom. Both teachers and speech-language pathologists (SLPs) have been found to have positive attitudes toward classroom-delivered intervention and the collaboration skills required to implement it. The purpose of this study was to explore preservice teacher and SLP attitudes toward inclusive service delivery and perceptions of their collaboration skills. The study used convergent mixed-methods, two-group design with participants completing an assignment requiring interprofessional collaboration. Twenty-nine preservice teachers and SLPs consented to the preassignment survey, and 37 consented to the postassignment survey. Compared to preservice teachers, preservice SLPs more strongly agreed that interventions are best delivered in the classroom. After the collaborative assignment, participants more strongly agreed that SLPs should implement classroom-based interventions. The preservice SLPs more strongly agreed that they had skills to identify children's language needs in the classroom. Barriers to collaboration included differences in goals, role understanding, and level of preparation across the professions. The findings suggest that to foster more inclusive delivery, professional preparation programs require more focus on building skills in respectfully managing differences in what each professional brings to classroom-based language interventions.

Students with disabilities (SWDs) are disproportionately at-risk for bullying victimization and perpetration, yet there is a lack of educator-focused professional development targeting prevention for these students. This project sought to address gaps in training through the creation of four online professional development modules: (1) understanding bullying among SWDs, (2) examining risk characteristics, (3) establishing school and classroom prevention strategies, and (4) individual prevention. These modules were iteratively developed with feedback from teachers and staff, incorporating the Multi-Tiered System of Supports (MTSS) framework to focus on interventions rooted in social emotional learning (SEL), and emphasizing the importance of prevention for SWDs.

IntroductionPalbociclib is a widely used treatment for advanced breast cancer in older adults. However, the existing evidence regarding its safety and tolerability in this age group is inconsistent and limited to retrospective subgroup or pooled analyses.Materials and methodsWe conducted a prospective single-arm multicenter phase 2 study to evaluate the safety and tolerability of palbociclib in participants aged 70 years or older with advanced hormone receptor-positive breast cancer. Participants were given palbociclib in combination with their physician's choice of endocrine therapy (letrozole or fulvestrant). The primary endpoint was the incidence of grade 3+ adverse events (AEs) by six months. Secondary endpoints included AE-related dose delays, dose reductions, early discontinuations, and hospitalizations. Additionally, we compared these endpoints by age groups (70-74 and ≥ 75 years).ResultsOf the 90 participants (median age 74 years [70-87]) enrolled, 75.6% (95% confidence interval [CI], 65.4-84.0) had grade 3+ AEs by six months. The most frequent grade 3+ AEs were neutropenia (61%), fatigue (4%), and nausea (3%). Febrile neutropenia was uncommon (1.1%). Due to AEs, 36% had dose delays, 34% had dose reductions, 10% had early discontinuations, and 10% had hospitalizations. Compared to those aged 70-74 years, participants aged ≥75 years had higher rates of early discontinuations (5.9% vs 15.9%, a difference of 9.5% [95% CI 3.5%-22.5%]).DiscussionPalbociclib has an overall favorable safety profile in adults aged ≥70 with advanced breast cancer. However, adults ≥75 years had a trend toward higher rates of AE-related early discontinuations compared to those 70-74 years. Further research is needed to evaluate tolerability and improve the delivery of palbociclib in older adults.Clinicaltrialsgov:NCT03633331.

Reproduction is a functional outcome that relies on complex cellular, tissue, and organ interactions that span the developmental period to adulthood. Thus, the assessment of its disruption by environmental chemicals would benefit significantly from scalable and innovative approaches to testing using functionally comparable reproductive models such as the nematode C. elegans. We adapted a previously described low-throughput in vivo chromosome segregation assay using C. elegans predictive of reproductive toxicity and leveraged available public data sources (ToxCast, ICE) to screen and characterize 133 physiologically-relevant chemicals in a high-throughput manner. The screening outcome was further validated in a second, independent in vivo assay assessing embryonic viability. In total, 13 chemicals were classified as reproductive toxicants with the two most active chemicals belonging to the large family of Quaternary Ammonium Compounds (QACs) commonly used as disinfectants but with limited available reproductive toxicity data. We compared the results from the C. elegans assay with ToxCast in vitro data compiled from 700+ cell response assays and 300+ signaling pathways-based assays. We did not observe a difference in the bioactivity or in the average potency (AC50) between the top and bottom chemicals. However, the intended target categories were significantly different between the classified chemicals with, in particular, an over-representation of steroid hormone targets for the high Z-score chemicals. Taken together, these results point to the value of in vivo models that scale to high-throughput level for reproductive toxicity assessment and to the need to prioritize the assessment of QACs impacts on reproduction.

The parasite Toxoplasma gondii persists in its hosts by converting from replicating tachyzoites to latent bradyzoites housed in tissue cysts. The molecular mechanisms that mediate T. gondii differentiation remain poorly understood. Through a mutagenesis screen, we identified translation initiation factor eIF1.2 as a critical factor for T. gondii differentiation. A F97L mutation in eIF1.2 or the genetic ablation of eIF1.2 (∆eif1.2) markedly impeded bradyzoite cyst formation in vitro and in vivo. We demonstrated, at single-molecule level, that the eIF1.2 F97L mutation impacts the scanning process of the ribosome preinitiation complex on a model mRNA. RNA sequencing and ribosome profiling experiments unveiled that ∆eif1.2 parasites are defective in upregulating bradyzoite induction factors BFD1 and BFD2 during stress-induced differentiation. Forced expression of BFD1 or BFD2 significantly restored differentiation in ∆eif1.2 parasites. Together, our findings suggest that eIF1.2 functions by regulating the translation of key differentiation factors necessary to establish chronic toxoplasmosis.

Prenatal per- and poly-fluoroalkyl substances (PFAS) exposure may influence gestational outcomes through bioactive lipids─metabolic and inflammation pathway indicators. We estimated associations between prenatal PFAS exposure and bioactive lipids, measuring 12 serum PFAS and 50 plasma bioactive lipids in 414 pregnant women (median 17.4 weeks' gestation) from three Environmental influences on Child Health Outcomes Program cohorts. Pairwise association estimates across cohorts were obtained through linear mixed models and meta-analysis, adjusting the former for false discovery rates. Associations between the PFAS mixture and bioactive lipids were estimated using quantile g-computation. Pairwise analyses revealed bioactive lipid levels associated with PFDeA, PFNA, PFOA, and PFUdA (p < 0.05) across three enzymatic pathways (cyclooxygenase, cytochrome p450, lipoxygenase) in at least one combined cohort analysis, and PFOA and PFUdA (q < 0.2) in one linear mixed model. The strongest signature revealed doubling in PFOA corresponding with PGD2 (cyclooxygenase pathway; +24.3%, 95% CI: 7.3-43.9%) in the combined cohort. Mixture analysis revealed nine positive associations across all pathways with the PFAS mixture, the strongest signature indicating a quartile increase in the PFAS mixture associated with PGD2 (+34%, 95% CI: 8-66%), primarily driven by PFOS. Bioactive lipids emerged as prenatal PFAS exposure biomarkers, deepening insights into PFAS' influence on pregnancy outcomes.

BackgroundThere is a lack of research on the relationship between water fluoridation and pregnancy outcomes.ObjectivesWe assessed whether hypothetical interventions to reduce fluoride levels would improve birth outcomes in California.MethodsWe linked California birth records from 2000 to 2018 to annual average fluoride levels by community water system. Fluoride levels were collected from consumer confidence reports using publicly available data and public record requests. We estimated the effects of a hypothetical intervention reducing water fluoride levels to 0.7 ppm (the current level recommended by the US Department of Health and Human Services) and 0.5 ppm (below the current recommendation) on birth weight, birth-weight-for-gestational age z-scores, gestational age, preterm birth, small-for-gestational age, large-for-gestational age, and macrosomia using linear regression with natural cubic splines and G-computation. Inference was calculated using a clustered bootstrap with Wald-type confidence intervals. We evaluated race/ethnicity, health insurance type, fetal sex, and arsenic levels as potential effect modifiers.ResultsFluoride levels ranged from 0 to 2.5 ppm, with a median of 0.51 ppm. There was a small negative association on birth weight with the hypothetical intervention to reduce fluoride levels to 0.7 ppm [-2.2g; 95% confidence interval (CI): -4.4, 0.0] and to 0.5 ppm (-5.8g; 95% CI: -10.0, -1.6). There were small negative associations with birth-weight-for-gestational-age z-scores for both hypothetical interventions (0.7 ppm: -0.004; 95% CI: -0.007, 0.000 and 0.5 ppm: -0.006; 95% CI: -0.013, 0.000). We also observed small negative associations for risk of large-for-gestational age for both the hypothetical interventions to 0.7 ppm [risk difference (RD)=-0.001; 95% CI: -0.002, 0.000 and 0.5 ppm (-0.001; 95% CI: -0.003, 0.000)]. We did not observe any associations with preterm birth or with being small for gestational age for either hypothetical intervention. We did not observe any associations with risk of preterm birth or small-for-gestational age for either hypothetical intervention.ConclusionWe estimated that a reduction in water fluoride levels would modestly decrease birth weight and birth-weight-for-gestational-age z-scores in California. https://doi.org/10.1289/EHP13732.

In this qualitative case study, we investigated how active learning strategies discussed and practiced in the face-to-face classroom context were transferred to an online modality by four faculty fellows of Indiana University's Mosaic Faculty Fellows Program. This program is intended to support faculty members' perception of how classroom space influences approaches to active learning. In 2020, all faculty members had to transition their courses online, and the semistructured interview findings of this study showed that faculty members used three online space types to support the continued use of active learning approaches when transitioning to online: (1) core space to replicate existing practices (e.g., video conference and text), (2) shared space to supplement existing practices, and (3) augmented space to transform existing practices (e.g., activities that merge the physical world and online space). We concluded that preparing faculty members to effectively use active learning approaches in in-person classrooms can also guide active learning approaches in online teaching environments. The study also discussed the need for professional development programs that address support for active learning in different modalities by considering augmented space and its impact on student engagement.