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Abstract Background Sacituzumab govitecan (sacituzumab) emerged as an important agent in metastatic and locally recurrent HER2‐negative breast cancer treatment. UGT1A1 polymorphisms have also been shown to predict sacituzumab toxicity. Methods In this retrospective study, we sought to evaluate the associations between UGT1A1 status, toxicity, and therapeutic outcomes in sacituzumab recipients with advanced breast cancer who underwent genotype testing for UGT1A1 alleles (N = 68). Results We found 17 (25%) of our patients to be homozygous for UGT1A1*28 and 24 (35.3%) were heterozygous. Of seven African American patients with triple‐negative breast cancer, five were homozygous for UGT1A1*28 and two were heterozygous. Patients with a homozygous UGT1A1*28 genotype were significantly more likely to have treatment terminated because of adverse effects. However, the polymorphism was not associated with treatment discontinuation because of disease progression. Conclusion This retrospective, real‐world analysis suggests potential clinical utility in UGT1A1 testing for patients receiving sacituzumab, but future trials are needed to confirm the association between genotypes and treatment outcomes.

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families.

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility.

Haptic information originates from a different human sense (touch), therefore the quality of service (QoS) required to support haptic traffic is significantly different from that used to support conventional real-time traffic such as voice or video. Each type of network impairment has different (and severe) impacts on the user's haptic experience. There has been no specific provision of QoS parameters for haptic interaction. Previous research into distributed haptic virtual environments (DHVEs) have concentrated on synchronization of positions (haptic device or virtual objects), and are based on client-server architectures. We present a new peer-to-peer DHVE architecture that further extends this to enable force interactions between two users whereby force data are sent to the remote peer in addition to positional information. The work presented involves both simulation and practical experimentation where multimodal data is transmitted over a QoS-enabled IP network. Both forms of experiment produce consistent results which show that the use of specific QoS classes for haptic traffic will reduce network delay and jitter, leading to improvements in users' haptic experiences with these types of applications.

This paper investigates the emotion labor experienced by transnational world language teachers (TWLTs), with a focus on Chinese language teacher candidates in a US dual immersion school residency program. Despite existing research on emotion labor in language teaching, the experiences of Chinese TWLTs have been underexplored. Through an analysis of mentorship and co-teaching, our findings reveal that much of the emotion labor among our participants stems from hierarchical mentorship structures influenced by Confucian ideologies. This hierarchical system constrains pedagogical autonomy, hindering TWLTs from fully embodying their transnational teacher identities. Consequently, the lack of power negotiation exacerbates the issue, leading to internalization of emotion labor and reduced teaching agency. We conclude by offering recommendations for future research on TWLTs' emotions and advocating for a renewed emphasis on their mentoring experiences during teacher preparation programs. [ABSTRACT FROM AUTHOR]

Background: Despite the strong link between health literacy and cardiovascular health outcomes, health literacy measurements remain flawed and fragmented. There exists a gap in the knowledge when formulating a valid measurement to capture the broad concept of health literacy. The existence of various tools for health literacy measurement also hampers the availability of health literacy data. Additionally, little research is available on a valid measurement tool for cardiovascular health literacy. Objective: This study aims to provide an overview of the health literacy measurement tools used in the context of cardiovascular health. Method: A scoping review was conducted. Two electronic databases, Medline and Embase, were searched to identify studies that described a tool for the measurement of health literacy in the context of cardiovascular health. Results: After reviewing the available studies, 53 studies met the inclusion criteria. A total of 26 health literacy measurement tools were identified in the studies. Among the 26 tools, 16 used an objective measurement approach, 9 adopted a subjective approach, and 1 employed a mixed approach. Additionally, 28 studies used tools to measure print literacy, 15 studies measured print literacy and numeracy, and 5 studies measured print literacy, oral literacy, and numeracy. Conclusions: STOFHLA, TOFHLA, and REALM were the mostly commonly used tools in the selected studies. The majority of tools were based heavily on reading skills and word recognition. Researchers should focus on the development of more comprehensive and reliable health literacy measurement tool(s) specific to cardiovascular health to assist health care providers to more efficiently and accurately identify people with cardiovascular problems who have inadequate health literacy.

Introduction: Vibrio alginolyticus is a Gram-negative, rod-shaped bacterium belonging to the family of Vibrionaceae, a common pathogen in aquaculture animals, However, studies on its impact on Scylla serrata (mud crabs) are limited. In this study, we isolated V. alginolyticus SWS from dead mud crab during a disease outbreak in a Hong Kong aquaculture farm, which caused up to 70% mortality during summer. Methods: Experimental infection and histopathology were used to investigate the pathogenicity of V. alginolyticus SWS in S. serrata and validate Koch's postulates. Comprehensive whole-genome analysis and phylogenetic analysis antimicrobial susceptibility testing, and biochemical characterization were also performed. Results: Our findings showed that V. alginolyticus SWS caused high mortality (75%) in S. serrata with infected individuals exhibiting inactivity, loss of appetite, decolored and darkened hepatopancreas, gills, and opaque muscle in the claw. Histopathological analysis revealed tissue damage and degeneration in the hepatopancreas, gills, and claw muscle suggesting direct and indirect impacts of V. alginolyticus SWS infection. Conclusions: This study provides a comprehensive characterization of V. alginolyticus SWS as an emerging pathogen in S. serrata aquaculture. Our findings underscore the importance of ongoing surveillance, early detection, and the development of targeted disease management strategies to mitigate the economic impact of vibriosis outbreaks in mud crab aquaculture. [ABSTRACT FROM AUTHOR]

Building on the long-standing tradition of challenging oppression and questioning whose interests are being served in the field of language education, we report on a study that involved a group of U.S.-based graduate students who collaborated with a ninth-grade English teacher in Nepal. The study comes out of a larger project that sought to internationalize the curriculum of a graduate educational linguistics course at a U.S. university. At the heart of this internationalizing curriculum endeavour was a commitment to expose graduate students in the U.S. to the issues of language teaching outside of the U.S. This was done through co-designing of a unit of lessons, with six graduate students meeting virtually with their teacher partner, Ditya, in Nepal over the course of a semester. The graduate students and Ditya constitute our research participants. The graduate student participants learned about the need to develop pedagogical materials that were relevant to the local context in Nepali classroom, and not attempt to transplant a Western-centric curriculum onto the Nepali classroom. In keeping with recent calls to decolonize higher education, we illustrate how critical theory in general and decolonizing pedagogy in particular can be infused into a U.S. graduate curriculum by drawing on the rich, indigenous knowledge and resources of a teacher collaborator from the Global South. We do this by reporting how this critical, decolonizing goal was realized through collaborative professionalism, which is characterized by the sharing of knowledge, skills, and experience to improve student achievement, reflection, dialogue and collective responsibility. [ABSTRACT FROM AUTHOR]

In this paper, we consider the quasi-convex feasibility problem (QFP), which is to find a common point of a family of sublevel sets of quasi-convex functions. By employing the Bregman projection mapping, we propose a unified framework of Bregman quasi-subgradient methods for solving the QFP. This paper is contributed to establish the convergence theory, including the global convergence, iteration complexity, and convergence rates, of the Bregman quasi-subgradient methods with several general control schemes, including the a-most violated constraints control and the s-intermittent control. Moreover, we introduce a notion of the Hölder-type bounded error bound property relative to the Bregman distance for the QFP, and use it to establish the linear (or sublinear) convergence rates for Bregman quasi-subgradient methods to a feasible solution of the QFP. [ABSTRACT FROM AUTHOR]

This article presents a narrative inquiry of a Chinese heritage mother to theorize and explicate how historical, relational, and spatial processes impacted her negotiation with power and agency in relation to her own heritage language (HL) identity development. A narrative approach enables us to draw on participant counter-stories against master narratives that erase experiences of marginalization of Asians in Asian language education in the United States. We do this through a model of HL identity development (Zhou & Liu, 2022) supplemented by an AsianCrit lens (Iftikar & Museus, 2018). We show the importance of normalizing Chinese as a HL outside of the home in terms of language maintenance as well as the impact such normalization has on the development of an affirmative Chinese HL identity. We add that spaces for such identity development are deeply associated with language programs like dual language bilingual education (DLBE), especially as the number of DLBE opportunities grow in number and in popularity. Thus, language programs, including DLBE, have a responsibility to ensure that the language education they provide address the interests and investments of families with respect to their HL in order to decenter a primary focus on the interests of ethnolinguistic majoritized families. [ABSTRACT FROM AUTHOR]

Difficult co-workers cause stress and create unpleasant work environments. Yet, the characteristics of difficult co-workers are not thoroughly explored. Following Fritz’s typology of troublesome others at work, this study conceptualized difficult co-workers as those whose traits and behaviors may provoke antipathy. The study also hypothesized that difficult co-workers would trigger negative attitudinal responses. Data were collected from 719 Chinese working adults. Results of structural equation modeling showed that difficult co-workers led to negative employees’ attitudes toward them, and indirectly led to employee intention to leave. Specifically, the study explored the cause of antipathy at work by identifying major unpleasant traits and behaviors of difficult co-workers.

All girls presenting with virilization (which signifies severe hyperandrogenism) warrant thorough investigation. Ovarian hyperthecosis (OHT) is a rare cause of virilization in premenopausal women. Here, we report the case of a previously healthy 12-year-old Chinese girl with signs of virilization at puberty. Her serum total testosterone was elevated at 5.1 nmol/L (146.97 ng/dL) (normal: <1.4 nmol/L, <40.35 ng/dL). Workup for Cushing syndrome, sex development disorders, congenital adrenal hyperplasia, and adrenal and ovarian androgen-secreting tumors was unrevealing. Ovarian and adrenal venous sampling demonstrated ovarian hyperandrogenism without lateralization. Ovarian biopsy revealed nests of theca cells in the stroma of the right ovary, substantiating the diagnosis of OHT. A single dose of a GnRH analog resulted in the complete suppression of serum testosterone, supporting the diagnosis of OHT. Medical treatment with hormonal replacement therapy normalized serum testosterone levels. Our case report illustrates the diagnostic approach to virilization among girls at puberty and the diagnosis of OHT as the underlying pathology. [ABSTRACT FROM AUTHOR]

Objective This study aimed to investigate the effectiveness of an abridged version of the Illness Management and Recovery Programme (AIMR) that was modified and developed in Hong Kong through a mult-centre randomized controlled trial for patients with schizophrenia spectrum disorders. Methods This study was implemented in 10 occupational therapy departments, psychiatric day hospitals of 7 Hospital Authority clusters in Hong Kong. A total of 211 patients with schizophrenia or schizoaffective disorder was recruited and randomized into either the experimental or the control condition. In the control group, the subjects went through conventional occupational therapy programmes. In the experimental group, the subjects went through an additional 10-session programme of AIMR. Participants were measured at baseline, completion of the AIMR, and 3-month after the AIMR programme. Measures include the expanded version of the Brief Psychiatric Rating Scale (BPRS-E), the client version of the Illness Management and Recovery Scale (IMRS), the Snyder Hope Scale, the Social and Occupational and Occupational Functioning Assessment Scale (SOFAS), the WHO Quality of Life Scale (WHOQOL-BREF), and the Chinese Version of the Short Warwick-Edinburgh Mental Well-Being Scale (C-SWEMWBS). Results Both the experimental and control cohorts had comparable clinical and socio-demographic characteristics except years of education and duration of illness. These two variables were entered as covariates in the linear mixed model which showed that the experimental group had significantly higher improvement than the control group in terms of illness management (F = 4.82; p = .03; Cohen's d = .45), functional (F = 10.65; p = .001; Cohen's d = .58), and hope (F = 5.52; p = .02; Cohen's d = .08) measures after the completion of treatment. Conclusion The results supported the effectiveness of the AIMR programm which would be important in the recovery oriented practices in psychiatry. [ABSTRACT FROM AUTHOR]

The goal of this study is to characterize the genomic and immune profiles of metaplastic breast cancer (MpBC) and identify the association with survival through an analysis of archived tumor tissue. A next-generation sequencing-based mutational assay (Onco-48) was performed for 21 MpBC patients. Clinicopathologic characteristics were captured, including relapse free survival (RFS) and overall survival (OS). Immunohistochemistry (IHC) for CD3, CD4, CD8, and programmed death-ligand 1 (PD-L1) was also performed. Recurrence free survival (RFS) at 5 years was 57% (95% CI 0.34-0.75) and overall survival (OS) at 5 years was 66% (95% CI 0.41-0.82). The most commonly altered genes were TP53 (68.4%, 13/19), PIK3CA (42.1%, 8/19), and PTEN (15.8%, 3/19. For patients with PIK3CA mutations, RFS and OS were significantly worse than for those without (HR 5.6, 95% CI 1.33-23.1 and HR 8.0, 95% CI 1.53-41.7, respectively). Cox regression estimated that PD-L1 expression was associated with worse RFS and OS (HR 1.08, 95% CI 1.01-1.16 and HR 1.05, 95% CI 1.00-1.11, respectively, for an absolute increase in PD-L1 expression of 1%). In conclusion, PIK3CA mutation and PD-L1 expression confer poor prognosis in this cohort of patients with MpBC.