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OBJECTIVE: We aimed to understand family preferences around reporting and receiving health-related social needs (HRSN) information by assessment modality during pediatric emergency department (PED) visits. METHODS: Families were randomized into paper (control), cell phone, or tablet modality groups by their childs exam room. Nurses alerted families to complete a single HRSN assessment during routine workflow. We used logistic regression and McNemars test to assess discordance in modality preference. RESULTS: Forty-seven percent of families disclosed at least one HRSN across a total 611 assessments. Disclosure of HRSN was similar by modality. Twenty-three percent of those assigned tablet preferred cell phone (p

Interferon (IFN) activity exhibits a gender bias in human skin, skewed toward females. We show that HERC6, an IFN-induced E3 ubiquitin ligase, is induced in human keratinocytes through the epidermal type I IFN; IFN-κ. HERC6 knockdown in human keratinocytes results in enhanced induction of interferon-stimulated genes (ISGs) upon treatment with a double-stranded (ds) DNA STING activator cGAMP but not in response to the RNA-sensing TLR3 agonist. Keratinocytes lacking HERC6 exhibit sustained STING-TBK1 signaling following cGAMP stimulation through modulation of LATS2 and TBK1 activity, unmasking more robust ISG responses in female keratinocytes. This enhanced female-biased immune response with loss of HERC6 depends on VGLL3, a regulator of type I IFN signature. These data identify HERC6 as a previously unrecognized negative regulator of ISG expression specific to dsDNA sensing and establish it as a regulator of female-biased immune responses through modulation of STING signaling.

Many authentic BME projects require system integration. This year, before the start of the open-ended Capstone projects, three connected modules were used as an initiative to practice systems integration and thus promote readiness. To this aim, a Do-It-Yourself spectrophotometer/colorimeter was used as the interconnecting theme. In the first two hands-on modules, teams developed electrical circuits and mechanical hardware to implement, test, and assess their unique designs. The third theoretical module focused on design impact analysis related to ABET student learning outcome two. In this activity, each student team proposed multiple design ideas for a pulse oximeter. Together, these modules over four weeks enabled students to integrate and consider a system as a whole. Throughout the intervention, instructors provided formative feedback. End-of-module presentations, written reports, and a practical exam were used as part of the modules. While the efficacy of the intervention was not formally assessed, an informal, anonymous survey was provided to the students. Overall, the intervention was well-received by the students and improved their abilities to approach system integration. The presented teaching tip shares the resources and summarizes the students' informal reflections.

Microscopes are essential for the biomechanical and hydrodynamical investigation of small aquatic organisms. We report a prototype of a do-it-yourself microscope that enables the visualization of organisms from two orthogonal imaging planes — top and side views. Compared to conventional imaging systems, this approach provides a comprehensive visualization strategy of organisms, which could have complex shapes and morphologies. The microscope was constructed by combining custom 3D-printed parts and off-the-shelf components. The system is designed for modularity and reconfigurability. Open-source design files and build instructions are provided in this report. Additionally, proof-of-use experiments (particularly with Hydra) and other organisms that combine the imaging with an analysis pipeline were demonstrated to highlight the system’s utility. Beyond the applications demonstrated, the system can be used or modified for various imaging applications.

The Advancing Inclusive Mentoring (AIM) Program was created to share best practices in inclusive and positive mentoring with faculty members who work with undergraduate or graduate students on independent research, scholarly, or creative works across disciplines. This hybrid program contains 35 online episodes within six modules and is complemented by six facilitated group discussion sessions. Participants' viewing behaviors and responses to a post-program survey were assessed. Results showed that the AIM program was beneficial, useful, and engaging to participants. Furthermore, the program increased the participants' knowledge base and relevant mentoring skills for serving diverse and underrepresented students.

In this study, we explore the differences between learners who perpetrate cyberbullying and traditional bullying in Gauteng with regard to their sociodemographic characteristics and the level of self-reported, authoritarian parenting they experienced. This study was conducted on Grade Six and Seven learners from four primary schools in Benoni, Gauteng (N = 279). Pupils completed an adapted version of the Revised Olweus Bully/Victim Questionnaire (R-OBVQ) and items from the Parenting Practices Questionnaire (PPQ), which measured the authoritarian parenting style. Results revealed that grade was significantly associated with both traditional and cyberbullying perpetration; Grade Six learners were significantly more likely to have perpetrated traditional bullying behaviours, ?[superscript 2] (3, N = 272) = 9.26, p < 0.05, and Grade Seven learners were more likely to have perpetrated cyberbullying behaviours, ?[superscript 2] (1, N = 272) = 5.96, p < 0.05. Age was significantly associated with cyberbullying perpetration only, with older learners more likely to perpetrate such behaviours, ?[superscript 2] (2, N = 272) = 9.24, p < 0.05. Both types of bullying were significantly related to self-reported, authoritarian parenting, therein suggesting that this parenting style is more prevalent in the households of bullying perpetrators

This paper sought to examine psychological grit, defined as passion and perseverance for long-term goals, and its efficacy in determining postgraduate retention among historically disadvantaged students enrolled at the University of South Africa (UNISA). The Grit-S scale was used to gauge the level of grit among the participants (n = 594) followed by one-year lagged secondary data, which sought to ascertain retention among the sample. Previous performance at an undergraduate level (i.e. passed or passed with distinction) and demographic attributes (i.e. gender, age, ethnicity and home language) were also included in the scale and used as controls. Results from the binary logistic regression revealed that psychological grit is not a significant predictor of retention from one year to the next (β =.02, OR = 1.02, p =.91), nor does it add incremental value when controlling for previous undergraduate performance and demographic attributes (β =.08, OR = 1.09, p =.58). The paper concludes with a discussion on these pertinent results. [ABSTRACT FROM AUTHOR]

The role of the vasculature in inflammatory skin disorders is an exciting area of investigation. Vascular endothelial cells (ECs) play instrumental roles in maintaining the vascular barrier and control of blood flow. Furthermore, ECs contribute to a variety of immune responses, such as targeting immune cells to specific areas of vascular damage, infection, or foreign material. However, mechanisms through which ECs participate in immune-mediated responses remain to be fully explored. In this issue of the JCI, Li, Shao, et al. report on vascular endothelial glycocalyx destruction and the mechanisms through which EC dysfunction contributes to the well-characterized immunemediated features of psoriasis, a chronic inflammatory skin disease. Here, we discuss the implications of these findings and highlight some risks and benefits of existing therapies designed to target immune cell trafficking in a variety of inflammatory conditions., Vascular endothelial cells in psoriasis Psoriasis is a chronic, T cell-mediated, inflammatory disease, characterized by elevated erythematous plaques, sharply demarcated from normal skin, with an overlying silvery scale (1). Although [...]

In this article, we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education.

In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge as part of a larger eco-literacy and environmental leadership curriculum in Ontario. We explore the application of a framework for environmental learning that involves eco-hermeneutic practices, making historical and etymological connections between land and language through the development of relationships with place. As gathering and gardening practices have taken place in Indigenous cultures since time immemorial, we investigate how earth, water, food, and plants can be explored through an inter-generational knowledge model.

In this article, we conceptualize curricula through an EcoJustice Education (EJE) framework to educate teachers about Indigenous and environmental education. The primary tasks of EJE are to engage learners in a cultural analysis of the ecological crisis and in the identification of diverse cultural methods that can bring about eco-democratic reforms that emphasize sustainable ways of living. An important method to infuse Indigenous knowledge into curricula is to invite local Elders to share stories that are Indigenous to place. In this paper, however, we consider methods of developing literacies through an engagement with the places within which learners live. We highlight the importance of developing a relationship with food and place, and an understanding about language through an eco-hermeneutic lens (Kulnieks, Longboat, & Young, 2010; 2011). We demonstrate how an aesthetic teaching form, in this case a poem entitled "Remembering Your Work," can help to foster important connections with local places and the cultural origins of food. Asking students to engage with both oral and literary traditions can promote an important dialogue about intergenerational knowledge, and foster the development of their relationships with food and place.

This chapter discusses the role of mentoring in facilitating leadership development for students throughout the educational pipeline. Related literature is summarized and practical guidance is provided for designing, implementing, and evaluating programs with a focus toward developing students as leaders.

Cerebral autosomal dominant arteriopathy with subcortical infarcts and leukoencephalopathy CADASIL is caused by more than a hundred NOTCH3 mutations. Virtually all encoded mutant proteins contain an odd number of cysteines. As such, structural changes in NOTCH3 may be the primary molecular abnormality in CADASIL. Thus, we sought evidence for structurally altered NOTCH3 protein in CADASIL tissue. Four antibodies were raised in rabbits against two non-overlapping N-terminal NOTCH3 sequences. These reagents were used in immunohistochemical experiments to detect epitopes in post-mortem CADASIL brains (n=8), control brains, and cells overexpressing NOTCH3. To determine the biochemical nature of NOTCH3 epitopes, we used these antibodies to probe pure NOTCH3-Fc fusion proteins treated with acid, urea, guanidinium, ionic detergents, acrylamide, and thiol- and phosphorus-based reductants. All antibodies avidly stained arteries in 8 of 8 CADASIL brain samples. The most prominent staining was in degenerating media of leptomeningeal arteries and sclerotic penetrating vessels. Normal appearing vessels from control brains were not reactive. Antibodies did not react with cultured cells overexpressing NOTCH3 or with purified NOTCH3-Fc protein. Furthermore, treatment of pure protein with acid, chaotropic denaturants, alkylators, and detergents failed to unmask N-terminal NOTCH3 epitopes. Antibodies, however, recognized novel N-terminal epitopes in purified NOTCH3-Fc protein treated with three different reductants (DTT, beta-mercaptoethanol, and TCEP). We conclude that CADASIL arteries feature latent N-terminal NOTCH3 epitopes, suggesting the first evidence in vivo of NOTCH3 structural alterations.