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The COVID-19 pandemic created many challenges for K-12 schools during the 2020-2021 school year (e.g, establishing social distancing measures, decisions regarding testing protocols, and transition from in-person to distance learning). Changes in teaching and learning modalities, from in-person to remote learning options, quickly became a reality for many students [an estimated 95%, according to Engzell et al. (2021)]. With an increase in distance learning came changes in students' structured and unstructured physical activity participation. The impact of these changes is unknown and justifies research investigating the effect modality shifts held on students' participation in physical activity and any associated outcomes. A mixed-methods survey was administered to examine changes in K-12 students' learning modality, participation in physical activity, and associated outcomes. Changes in learning modality from in-person to online were most frequently indicated (90%). Respondents stated both challenges and success stories associated with students' participation in physical activities resulting from modality shifts (e.g, decreased social engagements, decreased exposure to structured and facilitated physical education, and increased outdoor play). Positive outcomes were most prevalent in children engaging in moderate PA. However, 85% of respondents indicated a decrease in their child's physical activity participation. Our findings justify further investigation of the immediate and long-term impact of school modality shifts on students' engagement in physical activities., Introduction Throughout the 2020-2021 school year, the United States K-12 education system faced a breadth of challenges in providing students with an effective learning experience as a result of the [...]

An 18-year-old man visited St. Jude Children Research Hospital in Memphis, Tennessee, USA, with systemic symptoms and lymphadenopathy and received a diagnosis of early T-cell precursor acute lymphoblastic leukemia. Induction [...]

The purpose of this study was to explore youth with disabilities' perspectives of their experiences in integrated physical education classes in the United States. Participants were three youth with visual impairments and three youth with orthopedic impairments (ages 1017 years). Data sources were written prompts, audio-recorded, semistructured virtual interviews, and reflective notes. Based on a six-step thematic analysis method, four themes were developed: (a) 'I couldn't do most things:' lack of accommodations; (b) 'They had absolutely no clue:' the teacher's role; (c) 'I'm a scared boy:' concerns about injuries and unsafe activities; and (d) 'I get to hang out with my friends:' interpersonal relationships and feelings of inclusion. Participants recalled feeling a sense of belonging, acceptance, and value when experiencing positive interpersonal relationships. In contrast, a lack of accommodations, safety measures, and a perceived lack of teacher preparation made these feelings uncommon., Introduction In the United States, physical education (PE) classes in kindergarten through 12th grade (K-12) schools are dedicated to the 'development of physical and motor fitness, fundamental movement skills and [...]

Long before kindergarten, many of us experimented with mud. Its squishiness, the fact that we could launch airborne blobs with a kick or a stomp--and the satisfying thwuuck sounds that [...]

Author(s): Emily Campi [sup.1] [sup.5] , Elizabeth Choi [sup.1] [sup.5] , Yun-Ju Chen [sup.1] [sup.5] , Cristin M. Holland [sup.2] [sup.5] , Stephanie Bristol [sup.3] [sup.5] , John Sideris [sup.1] [...], Infants at elevated likelihood of developing autism display differences in sensory reactivity, especially hyporeactivity, as early as 7 months of age, potentially contributing to a developmental cascade of autism symptoms. Caregiver responsiveness, which has been linked to positive social communication outcomes, has not been adequately examined with regard to infant sensory reactivity. This study examined the multiplicative impact of infant sensory hypo- and hyperreactivity on caregiver responsiveness to sensory reactivity and regulation cues in 43 infants at elevated likelihood of autism. Sensory hyperreactivity was found to moderate the association between sensory hyporeactivity and caregiver responsiveness, such that caregivers of infants with moderately high sensory hypo- and hyperreactivity demonstrated higher responsiveness.

Random utility models have been widely used to model spatial choice within fisheries, but less attention has been paid to modeling participation and movement between fisheries. Fishers may switch fisheries in response to time closures or changes in profitability potentially creating management implications for those fisheries, as well as the fishery with the closure. We used a random utility maximization framework to model participation, fishery choice, and location choice for a large fleet of West Coast salmon trollers, many of which also participate in other fisheries. We used the model to demonstrate substitution effects across fisheries due to spatial policies implemented in the salmon fishery. Our work suggests that spatial management of a single fishery needs to take into consideration fishers' full choice set to predict behavioral responses to spatial policies. Our analysis also provides insights into how fishers construct multifishery harvest strategies that enable them to more fully use capital or adjust to closures or changes in relative profitability. Key words: fishers' behavior, spatial behavior, fishery participation, ocean fisheries, fisheries management, random utility model, 1. Introduction Spatial policy instruments are frequently used to manage fisheries, which has motivated an extensive literature that explores how fishers' location choices respond to differences in profitability over space [...]

Respiratory syncytial virus (RSV), an RNA virus of the family Pneumoviridae, causes acute respiratory infections, primarily in children, adults with severe lung disease, and elderly persons (1). The United States [...]

Teaching can be a challenging profession, which puts teachers at high risk for developing burnout symptoms, such as emotional exhaustion. In this study we aim to investigate the interplay between classroom externalising problem behaviours (as a job demand), teachers' self-efficacy (as a job resource) and emotional exhaustion over a school year. Conducting three measurements during a school year among 103 Dutch primary education teachers, we examine the sensitivity for, and the individual development of, emotional exhaustion. Findings show that emotional exhaustion, classroom externalising problem behaviours, and teachers' self-efficacy are stable constructs in teachers. Traditional (between-person) cross-lagged panel models indicate that teachers with low levels of self-efficacy are more likely to develop emotional exhaustion during the school year, compared to their colleagues. We found no evidence that teachers confronted with classroom externalising problem behaviours were more likely to develop emotional exhaustion. Random intercept (within-person) cross-lagged panel models indicate that teachers with high levels of classroom externalising problem behaviours do not show increased emotional exhaustion at a later time point. For self-efficacy and emotional exhaustion, we could not estimate the within-person model due to limited variance in the variables. Implications of these findings and suggestions for further research were discussed., Author(s): Kirsten Hoogendijk [sup.1] [sup.2] , Nouchka T. Tick [sup.3] , Adriaan W. H. Hofman [sup.4] , Rinske J. Windig [sup.2] , Judith G. Holland [sup.6] , Sabine E. Severiens [...]

We describe a previously unappreciated role for Bruton's tyrosine kinase (BTK) in fungal immune surveillance against aspergillosis, an unforeseen complication of BTK inhibitors (BTKi) used for treating B cell lymphoid malignancies. We studied BTK-dependent fungal responses in neutrophils from diverse populations, including healthy donors, patients who were treated with BTKi, and X-linked agammaglobulinemia patients. Upon fungal exposure, BTK was activated in human neutrophils in a TLR2-, Dectin-1-, and Fc[gamma]R-dependent manner, triggering the oxidative burst. BTK inhibition selectively impeded neutrophil-mediated damage to Aspergillus hyphae, primary granule release, and the fungus-induced oxidative burst by abrogating NADPH oxidase subunit [p40.sup.phox] and GTPase RAC2 activation. Moreover, neutrophil-specific Btk deletion in mice enhanced aspergillosis susceptibility by impairing neutrophil function, not recruitment or lifespan. Conversely, GM-CSF partially mitigated these deficits by enhancing [p47.sup.phox] activation. Our findings underline the crucial role of BTK signaling in neutrophils for antifungal immunity and provide a rationale for GM-CSF use to offset these deficits in patients who are susceptible., Introduction Invasive aspergillosis (IA), most often caused by the ubiquitous inhaled mold Aspergillus fumigatus, is an opportunistic fungal infection that exploits numeric or functional neutrophil defects (1-3). IA affects over [...]

Graduate students are vital to the creation of research and innovation in Canada. The National Graduate Student Finance Survey was launched in 2021 by the Ottawa Science Policy Network to investigate the financial realities of Canadian graduate students. Closing in April 2022, the survey received 1305 responses from graduate students representing various geographical locations, years of study fields of education, and demographic backgrounds. The results capture a snapshot into graduate student finances, including an in-depth analysis of stipends, scholarships, debt, tuition, and living expenses. In its entirety, we found that the majority of graduate students are facing serious financial concerns. This is largely due to stagnant funding for students both from federal and provincial granting agencies and from within their institutions. This reality is even worse for international students, members of historically underrepresented communities, and those with dependents, all of whom experience additional challenges that impact their financial security. Based on our findings, we propose several recommendations to the Tri-Council agencies (Natural Sciences and Engineering Research Council, Social Science and Humanities Research Council, and Canadian Institute for Health Research) and academic institutions to strengthen graduate student finances and help sustain the future of research in Canada. Key words: Graduate Students, Canadian Research, Stipends, Funding, Scholarships, Tri-Council, Introduction Graduate students play a large role in the research and innovation ecosystem in Canada. These students have already completed a bachelor's degree and are enrolled in a master's or [...]

In The Fountainhead (1949), King Vidor's cinematic adaptation of Ayn Rand's bestselling novel, Gary Cooper plays Howard Roark, an uncompromising architect battling against the forces of mediocrity. Cooper is perfect [...]

This article began as a paper for the Shakespeare Society of Southern Africa conference, 'Shakespeare Towards an End' at Spier, Western Cape, South Africa in May 2023. In its revised form it still seeks to connect to the conference title. There are three types of journeys in King Lear: journeys away from (like Lear's from Goneril to Regan); journeys towards (like almost everyone's towards Dover); and journeys without destination (Gloucester's 'I have no way'). From the chaotic, imprecise, unmappable travels within the play, there is the possibility of charting the ways in which the play itself travels and what the ends (as aims) as well as end (as terminal) are that those charts might show, whether it be to Hull (Ben Benison's Jack Lear), to Korea (Kim Myung-Gon's King Uru) or to the United States (Theatre of War's King Lear Project), or by tracking the journeys into our awareness of characters Shakespeare excluded but whose rethought inclusion serves to show what the play resists and how we might - even must - resist it., For a play that so deliberately asks us to focus on a map, that map that Lear peremptorily calls for ('Give me the map there', 1.1.35) and divides, King Lear [...]