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Abstract Background Intratumour heterogeneity is a hallmark of most solid tumours, including breast cancers. We applied spatial transcriptomics and single‐cell RNA‐sequencing on patient‐derived xenografts (PDXs) to profile spatially resolved cell populations within oestrogen receptor‐positive (ER+) breast cancer and to elucidate their importance in oestrogen‐dependent tumour growth. Methods Two PDXs of ‘ER‐high’ breast cancers with opposite oestrogen‐mediated growth responses were investigated: oestrogen‐suppressed GS3 (80–100% ER) and oestrogen‐dependent SC31 (40–90% ER) models. The observation was validated via single‐cell analyses on an ‘ER‐low’ PDX, GS1 (5% ER). The results from our spatial and single‐cell analyses were further supported by a public ER+ breast cancer single‐cell dataset and protein‐based dual immunohistochemistry (IHC) of SC31 examining important luminal cancer markers (i.e., ER, progesterone receptor and Ki67). The translational implication of our findings was assessed by clinical outcome analyses on publicly available cohorts. Results Our space‐gene‐function study revealed four spatially distinct compartments within ER+ breast cancers. These compartments showed functional diversity (oestrogen‐responsive, proliferative, hypoxia‐induced and inflammation‐related). The ‘proliferative’ population, rather than the ‘oestrogen‐responsive’ compartment, was crucial for oestrogen‐dependent tumour growth, leading to the acquisition of luminal B‐like features. The cells expressing typical oestrogen‐responsive genes like PGR were not directly linked to oestrogen‐dependent proliferation. Dual IHC analyses demonstrated the distinct contribution of the Ki67+ proliferative cells toward oestrogen‐mediated growth and their response to a CDK4/6 inhibitor. The gene signatures derived from the proliferative, hypoxia‐induced and inflammation‐related compartments were significantly correlated with worse clinical outcomes, while patients with the oestrogen‐responsive signature showed better prognoses, suggesting that this compartment would not be directly associated with oestrogen‐dependent tumour progression. Conclusions Our study identified the gene signature in our ‘proliferative’ compartment as an important determinant of luminal cancer subtypes. This ‘proliferative’ cell population is a causative feature of luminal B breast cancer, contributing toward its aggressive behaviours.

A significant gender gap continues to exist within computer science (CS) education, despite nationwide emphasis in the U.S. on improving CS education equity and access. To explore this issue, we conducted an ethnographic case study within a classroom at Forest View High School (FVHS, pseudonym) where girls' participation in CS was consistently higher than state averages over 12 years. We sought to understand teacher and student experiences within this gender-inclusive program. Data were collected over three months through observations, interviews, course documents, and reflections. Results indicate three strategies for supporting a more gender-inclusive classroom: (1) Providing personalized and relevant learning experiences; (2) focusing on growth mindset development; and (3) creating a welcoming environment. Implications for practice include providing assignment choice and personalized one-on-one support for students, modeling a growth mindset and providing opportunities to learn from failure, and building personal relationships with students and incorporating humor. Overall, teachers can act as agents of social change within the CS classroom, and play an essential, central role in broadening participation and equity initiatives. However, this work must also be supported by administrators, counselors, and other school stakeholders to be effective for enacting change.

While a growing emphasis has been placed on broadening participation in computer science (CS) education, an enduring gender gap exists. One reason for this is gender-based CS stereotypes, which serve as gatekeepers and act in exclusionary ways. However, some high schools in the U.S. have still built gender-inclusive CS programs. We conducted a 3-month long case study at one such school (Forest View High School, FVHS, pseudonym) to better understand existing stereotypes. Data sources included student and alumnae interviews, student reflections, and teacher interviews. Constant comparative analysis was used to uncover emergent themes. Overall, gender-based stereotypes did not appear to be present, potentially as a result of mitigating strategies like access to women role models and recognition of the importance of a growth mindset. However, nerd-genius stereotypes were common. Despite a focus on nerd-genius stereotypes, students also held perceptions that computer scientists could be any type of person.

With the increasing demand for K-12 computer science education (CSed), and the importance of preparing highly qualified preservice teachers who have basic CS knowledge, teacher education faculty play an essential role in CSed capacity building. However, little is known about the best ways for supporting teacher education faculty with the integration of CSed in preservice teacher coursework. To address this challenge, and explore faculty's CS understandings and integration rationales, we conducted a case study to investigate a two-day, six-hour CS professional development delivered to 49 faculty and staff members in a college of education (21 of which agreed to be study participants). We found faculty developed more nuanced understandings of CSed and resolved conflations around CS and general technology use. Additionally, faculty held varied rationales for the importance of CSed, but themes of access and equity were central, universal motivators for explaining why CSed should be integrated into preservice coursework.

Background. Emerging evidence suggests that nonalcoholic fatty liver disease (NAFLD) is associated with coronary artery diseases and arrhythmias. The FibroScan (Echosens, France), a widely available, noninvasive device, is able to detect liver fibrosis and steatosis within this patient population. However, the FibroScan is currently contraindicated in patients with cardiac pacemakers (PM) or implantable cardioverter-defibrillators (ICD). Objective. To determine the safety profile of FibroScan testing in patients with PM or ICD. Methods. Consecutive outpatients undergoing routine device interrogations at a tertiary level teaching hospital underwent simultaneous liver stiffness measurements. PM or ICD performance data, device types, patient demographics, medical history, and previous laboratory and conventional liver imaging results were collected. Results. Analysis of 107 subjects with 33 different types of implanted cardiac devices, from 5 different companies (Medtronic, Sorin, ELA Medical, Boston Scientific, and St. Jude), did not demonstrate any adverse events as defined by abnormal device sensing/pacing or ICD firing. This population included high risk subjects undergoing active pacing (n=53) and with right pectoral PM placement (n=1). None of the subjects had any clinical signs of decompensated congestive heart failure or cirrhosis during the exam. Conclusion. TE with FibroScan can be safely performed in patients with PM or ICD.

Vertical vanes of room air-conditioners are used to control and direct cold air. This paper aims to study vertical vane as one of the parameters that affect the efficiency of dissipating cold air to a given space. The vertical vane geometry is analysed and optimised for lower production cost using CFD. The optimised geometry of the vertical vane should have the same or increased efficiency of dissipating cold air and have lesser mass compared to the existing original design. The existing original design of vertical vane is simplified and analysed by using ANSYS Fluent. Efficiency of wind direction is define as how accurate the direction of airflow coming out from vertical vane. In order to calculate the efficiency of wind direction, 15° and 30° rotation of vertical vane inside room air-conditioner are simulated. The efficiency of wind direction for 15° rotation of vertical vane is 57.81% while efficiency of wind direction for 30° rotation of vertical vane is 47.54%. The results of the efficiency of wind direction are used as base reference for parametric study. The parameters investigated for optimisation of vertical vane are focused at length of long span, tip chord and short span. The design of 15% decreased in vane surface area at tip chord is the best optimised design of vertical vane because the efficiency of wind direction is the highest as 60.32%.

Background: Despite ongoing calls for prioritizing K-12 computer science (CS) education, an enduring gender gap exists. Objective: We explored one high school CS program where female participation was consistently higher than state averages to better understand how the program was developed. Method: Using a case study method, data were collected over three-months through interviews, observations, course documents, student reflections, and researcher reflections. Constant comparative analysis was employed to analyze data throughout and following data generation. Findings: Recruitment and teacher support were key practices. Recruitment practices included letter writing campaigns and recruiting from introductory CS courses. Teacher support came from counselors, administrators, and other teachers. While the CS program was consistently more gender-inclusive, the focus when building the program had been on supporting "all" students, not only female students. Implications: Recruitment should be active and purposeful, but using academic indicators for targeted recruitment campaigns can limit student exposure. Teachers need support for broadening participation, particularly from counselors and administrators, who must also be aware of what CS is and their role in these efforts. Opportunities for coteaching within CS programs can be beneficial for growth. Overall, broadening participation must be a holistic effort, supported by school-wide stakeholders, not only CS teachers.

This study was undertaken to address an issue of student retention and learning in undergraduate computer science (CS) courses. To improve students' CS learning experience, the goal of this case study was to support five CS faculty's integration of active learning into their teaching, using the Understanding by Design framework. We explored the CS faculty's considerations and experiences with active learning integration. The data included video conferencing recordings, syllabi data analysis, teacher interviews, and a focus group. The results showed that CS faculty considered three aspects in their active learning integration: (a) course structure and delivery format, (b) instructional approaches, and (c) authentic learning experiences for students. The CS faculty's primary challenge was ways to assess individual students' knowledge gained in team-based activities. We found a gradual adaptation of active learning in CS faculty's teaching practices and recognized that their development and change in pedagogies need time and personalized support.

The worked example effect has been well documented within the framework of Cognitive Load Theory (CLT), which suggests that teaching with examples would be superior to engaging in unguided problem solving, particularly for novices, as using worked examples would reduce their cognitive load, compared to solving problems, thus facilitating knowledge retention. This paper, using multiple-step mathematics problems, reports an experiment investigating the micro level of the worked example effect on learning solution steps, from the perspective of cognitive load and challenge (as a relevant affective, motivational factor), testing the worked example effect with a transfer test. The results favoured worked examples on both the retention and transfer tests after learning and showed that using worked examples would reduce cognitive load and impose less challenge on each step during learning.

Teacher technology professional development (PD) is seen as an important component of meeting the vision for technology use in schools. This study continues Lawless and Pellegrino's (2007) work by examining which characteristics of teacher technology PD were associated with growth in teachers' technology practices and student outcomes. The research team examined 48 articles published between 2008-2019 using three search terms: technology, professional development, teacher development, and teaching. The majority of studies included face-to-face instruction as a delivery mechanism combined with either peer collaboration and/or online discussion. In addition, most engaged teachers in actively designing and/or enacting technology-enhanced activities in the classroom over an extended duration of six months or more and often included follow-up support. Implications include strong empirical evidence that specific PD approaches can improve learning outcomes for teachers and students.

K-12 online learning can be advantageous in a variety of circumstances, including inclement weather days and emergency remote teaching. With the lessons learned from the COVID-19 pandemic, many K-12 districts may consider ways to incorporate online learning into their regular school plans after they resume face-to-face instruction. However, the most challenges to online learning seemed to take place at the elementary level. This brings up an important question: What should elementary online teaching and learning look like? We examined six award-winning K-6 teachers' perspectives on and experiences with online instruction and practices for elementary students. The teachers suggested that online instruction to support elementary students' learning should be (a) organized, (b) engaging, and (c) interactive. Teachers also suggested that developmentally appropriate use of technology and parental involvement may foster elementary students' online learning experiences.