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Using a waveguide in a THz FEL has been shown to maximize the coupling and enable efficient extraction of relativistic electron beam energy from a single passage through a tapered helical undulator. An oscillator configuration can further boost energy extraction above the single-pass limits and open the door toward very high average power THz sources. Embedding the undulator in an oscillator cavity is particularly useful in combination with high repetition rate electron sources, even if at reduced peak brightness, since recycling a fraction of the radiation as an intense seed can compensate for lower single-pass gain. In this paper, we investigate the efficiency scaling of a tapering-enhanced waveguide oscillator, showcasing its capability for frequency-tuning operation and high-efficiency operation at different wavelengths. Using a thermionic-driven beamline equipped with compression elements, numerical start-to-end simulation results indicate a 16% efficiency at 200 GHz and a 2.1% efficiency at 1.5 THz, resulting in kW-level average power out-coupled in radiation pulses with few hundred μJ energy and tens of MW peak power.

Ultrafast electron diffraction (UED) stands as a powerful technique for real-time observation of structural dynamics at the atomic level. In recent years, the use of MeV electrons from radio frequency guns has been widely adopted to take advantage of the relativistic suppression of the space charge effects that otherwise limit the temporal resolution of the technique. Nevertheless, there is not a clear choice for the optimal energy for a UED instrument. Scaling to beam energies higher than a few MeV does pose significant technical challenges, mainly related to the inherent increase in diffraction camera length associated with the smaller Bragg angles. In this study, we report a solution by using a compact post-sample magnetic optical system to magnify the diffraction pattern from a crystal Au sample illuminated by an 8.2 MeV electron beam. Our method employs, as one of the lenses of the optical system, a triplet of compact, high field gradients (>500 T/m), small-gap (3.5 mm) Halbach permanent magnet quadrupoles. Shifting the relative position of the quadrupoles, we demonstrate tuning the magnification by more than a factor of two, a 6× improvement in camera length, and reciprocal space resolution better than 0.1 Å−1 in agreement with beam transport simulations.

Purpose: Mobile-assisted language learning (MALL) apps such as Duolingo have great potential for promoting learners' motivation to learn a second language (L2). However, little research has investigated how this motivational impact takes place. Additionally, despite the flexibility of mobile learning, most existing studies are conducted in classroom settings, with less attention paid to out-of-school technology usage. Design/Approach/Methods: To address these gaps, we present a model based on self-determination theory and propose the idea of "motivational transfer" to explain the psychological mechanism underpinning the impact of technology. To examine the model, we conducted a case study with 20 Year 8 Chinese junior school students who used Duolingo to learn English as a foreign language (EFL) after school for 6 weeks. Findings: Questionnaire and group interview data support our hypothesized mechanism--learners' activity-specific intrinsic motivation (IM) for using Duolingo and their underlying psychological need for autonomy and competence can be transferred to a more general level, thereby enhancing learners' global IM for L2. Originality/Value: The proposed theoretical model expands our understanding of how digital technology stimulates learners' L2 motivation; it can help L2 educators design better technological affordances to promote learners' motivation both in and outside the classroom.

Abstract Background There are multiple health benefits from participating in physical activity after a cancer diagnosis, but many people living with and beyond cancer (LWBC) are not meeting physical activity guidelines. App-based interventions offer a promising platform for intervention delivery. This trial aims to pilot a theory-driven, app-based intervention that promotes brisk walking among people living with and beyond cancer. The primary aim is to investigate the feasibility and acceptability of study procedures before conducting a larger randomised controlled trial (RCT). Methods This is an individually randomised, two-armed pilot RCT. Patients with localised or metastatic breast, prostate, or colorectal cancer, who are aged 16 years or over, will be recruited from a single hospital site in South Yorkshire in the UK. The intervention includes an app designed to encourage brisk walking (Active 10) supplemented with habit-based behavioural support in the form of two brief telephone/video calls, an information leaflet, and walking planners. The primary outcomes will be feasibility and acceptability of the study procedures. Demographic and medical characteristics will be collected at baseline, through self-report and hospital records. Secondary outcomes for the pilot (assessed at 0 and 3 months) will be accelerometer measured and self-reported physical activity, body mass index (BMI) and waist circumference, and patient-reported outcomes of quality of life, fatigue, sleep, anxiety, depression, self-efficacy, and habit strength for walking. Qualitative interviews will explore experiences of participating or reasons for declining to participate. Parameters for the intended primary outcome measure (accelerometer measured average daily minutes of brisk walking (≥ 100 steps/min)) will inform a sample size calculation for the future RCT and a preliminary economic evaluation will be conducted. Discussion This pilot study will inform the design of a larger RCT to investigate the efficacy and cost-effectiveness of this intervention in people LWBC. Trial registration ISRCTN registry, ISRCTN18063498 . Registered 16 April 2021.

Measurable residual disease (MRD) status in chronic lymphocytic leukemia (CLL), assessed on and after treatment, correlates with increased progression-free and overall survival benefit. More recently, MRD assessment has been included in large clinical trials as a primary outcome and is increasingly used in routine practice as a prognostic tool, a therapeutic goal, and potentially a trigger for early intervention. Modern therapy for CLL delivers prolonged remissions, causing readout of traditional trial outcomes such as progression-free and overall survival to be inherently delayed. This represents a barrier for the rapid incorporation of novel drugs to the overall therapeutic armamentarium. MRD offers a dynamic and robust platform for the assessment of treatment efficacy in CLL, complementing traditional outcome measures and accelerating access to novel drugs. Here, we provide a comprehensive review of recent major clinical trials of CLL therapy, focusing on small-molecule inhibitors and monoclonal antibody combinations that have recently emerged as the standard frontline and relapse treatment options. We explore the assessment and reporting of MRD (including novel techniques) and the challenges of standardization and provide a comprehensive review of the relevance and adequacy of MRD as a clinical trial endpoint. We further discuss the impact that MRD data have on clinical decision-making and how it can influence a patient’s experience. Finally, we evaluate how upcoming trial design and clinical practice are evolving in the face of MRD-driven outcomes.

Abstract Background The COVID-19 pandemic and associated restrictions caused major global disruption. Individuals with long-term physical health conditions (LTCs) are at higher risk of severe illness and often subject to the strictest pandemic guidance, so may be disproportionally affected. The aim of this study was to qualitatively explore how living with a LTC during the COVID-19 pandemic affected people’s mental health and wellbeing. Methods Participants were people living with LTCs who participated in telephone/video call interviews based on a semi-structured topic guide. Key themes and subthemes were determined using deductive and inductive thematic analysis. Results The sample included 32 participants with LTCs (most commonly cancer, respiratory conditions or cardiovascular diseases), mean age 57 (SD 13) years, 66% female and 72% white British. There were four overarching themes specific to living with a LTC. These were 1) high levels of fear and anxiety related to perceived consequences of catching COVID-19, 2) impact of shielding/isolation on mental health and wellbeing, 3) experience of healthcare during the pandemic and 4) anxiety created by uncertainty about the future. Fourteen subthemes were identified, including concerns about accessing essential supplies and the importance of social support. Individuals who lived alone and were advised to shield could be profoundly negatively affected. Conclusions This study found that there were a number of aspects of living with a LTC during the pandemic that had a significant impact on mental health and well-being. There should be focus on how best to provide practical and social support to people with LTCs during a pandemic, particularly if they have to shield or isolate.

Social justice movements have sought public awareness and positive change for marginalized communities, including the intersection of Black, Indigenous and People of Color (BIPOC) and disabled students. Despite significant strides made to decrease the inequities experienced by marginalized communities, gaps still exist. Increasingly, the fields of special education and related services (e.g., social services providers who support disabled students in schools) have been encouraging and requiring their practitioners to be taught culturally relevant content, such as cultural competency. Despite the push to incorporate cultural competency training, no systematic approach to providing this training has been identified. The current systematic literature review was conducted to identify common practices for training cultural competency within social service professions. A search across five databases yielded 53 studies that met inclusion criteria. The results demonstrate that cultural competency content and knowledge is taught and measured using a variety of methods and assessments; cultural competency was most often taught within academic programs and assessed using the Multicultural Counseling Inventory. This review contains a variety of methods that have been shown to teach cultural competency and thus can be used by educational programs and organizations across the social service professions to aid in creating trainings for their practitioners.

This study considers the relative benefits for vocabulary learning of exposure to two types of texts--literary or nonliterary--used with two teaching approaches. These approaches were termed "functional and creative", respectively. In the former, learners' attention was drawn to factual information and linguistic features in order to develop their linguistic knowledge. In the latter, the aim was to stimulate learners' personal and emotional response, by drawing their attention to the text's emotional content and how language was used to express meaning. We analyzed data from 160 learners of French in eight schools in England. Learners in four schools studied French poems and those in another four studied French factual texts. Teachers in each text condition employed functional and creative methods of exploitation within a counterbalanced design. We assessed two types of vocabulary knowledge at pre- and posttest: meaning recall of vocabulary contained in the texts, and learners' general vocabulary size. Our results indicated learning gains across both text types. There were, however, important interactions between text type and teaching approach and between text type and the order in which the teaching approaches were used. Finally, we consider the implications of these findings for understanding of vocabulary learning through literature and for classroom practice.

In Australia, concerningly high levels of teacher attrition, and subsequent teacher shortages, have led to calls for improvement in the social status of teachers. In response, this study explored what draws pre-service teachers to the teaching profession in the face of research and media reports that suggest teaching is perceived as a low-status career. Using mixed methods, we surveyed 387 Australian pre-service teachers and found that their primary motivations for entering the teaching profession corresponded with the motivations attributed to social entrepreneurs who use innovation to make positive social change for their constituents. As far as the authors know, this is the first time that a close alignment between pre-service teachers' motivations for entering the teaching profession and social entrepreneurs' behaviours and intentions has been demonstrated. Thus, this study makes a unique contribution in the field of initial teacher education. We suggest that explicitly recognising teachers as social entrepreneurs with the inherent capacity to generate social innovation has the potential to raise the status of the profession. Such recognition could also positively inform pre-service teacher recruitment and teacher retention.

Plasma accelerators can generate ultra-high-brightness electron beams that open the door to light sources with a smaller physical footprint and properties un-achievable with conventional accelerator technology. In this paper, we show that electron beams from Plasma WakeField Accelerators can generate few-cycle coherent tunable soft x-ray pulses with TW peak power and a duration of tens of attoseconds, an order of magnitude more powerful, shorter, and with better stability than state-of-the-art X-ray Free Electron Lasers (XFELs). Such a light source would significantly enhance the ability to experimentally investigate electron dynamics on ultrafast timescales, having a broad-ranging impact across multiple scientific fields. Rather than starting from noise as in typical XFELs, the x-ray emission in this approach is driven by coherent radiation from a pre-bunched, high peak current electron beam of attosecond duration. This relaxes the restrictive tolerances that have hindered progress toward utilizing plasma accelerators as coherent x-ray drivers thus far, presenting a new paradigm for advanced accelerator light source applications.

People sometimes lie by omitting information. The information lie tellers then report could be entirely truthful. We examined whether the truthful information that lie tellers report in omission lies contains verbal cues indicating that the person is lying. We made a distinction between (i) essential information (events surrounding the omission) and non-essential information (the rest); and (ii) made a distinction between informing or not informing participants about the key event they witnessed. Participants followed a target person. Truth tellers reported all activities truthfully; lie tellers omitted the key event. Participants were or were not informed what this key event was. In the analyses we discarded the information truth tellers reported about the key event lie tellers omitted. Truth tellers reported more external and contextual details, more complications and fewer common knowledge details and self-handicapping strategies than lie tellers, but only when discussing essential information. Being informed had no effect.

Background: Developing teamwork skills is a central objective of engineering education. Psychological safety and conflict management are pivotal components of teamwork, yet despite their significance, research in engineering project-based learning (PBL) contexts is scant. Understanding students' experiences with psychological safety and its interaction with conflict is crucial to inform PBL pedagogy. Purpose: This study delves into first-year engineering students' experiences of psychological safety and conflict, including their evolution in a PBL course. Methods: Throughout the semester, we collected data from 82 students via written reflections and focus groups. Employing a thematic analysis underpinned by the team conflict dynamics model, we characterized students' experiences with psychological safety and conflict. Findings: At the semester's outset, psychological safety was notably lacking. Students often hesitated to share ideas due to apprehensions about peer reactions and fears of negative judgments. As the semester advanced, consistent positive affirmations nurtured psychological safety, increasing students' confidence and readiness to discuss ideas openly and engage in healthy task conflict. Notably, process conflicts arising from absenteeism, poor communication, and procrastination were prevalent across teams. When unresolved, these conflicts eroded psychological safety, intensifying stress, exacerbating frustrations, and provoking relationship conflict. Conclusions: Our study underscores the intertwined nature of psychological safety and conflict in shaping the first-year design experience in student teams. We urge faculty to recognize their pivotal role in fostering an inclusive culture and highlight pedagogical strategies that can bolster psychological safety at the onset, encourage healthy task conflict, and monitor unhealthy process and relationship conflicts.

Instructor performance plays a critical role in fostering student learning. Unlike the postsecondary level, many states in the United States, have substantially regulated class size in the p-12 education system with the aim of enhancing quality learning. Thus, the purpose of this research paper is to examine the correlation between instructor evaluations and class size in tertiary institutions as the findings can inform regulatory decisions regarding class sizes in postsecondary facilities. The study reviewed 97-course evaluations garnered in the Fall of 2019 from a Midwest University. The feedback of students, undertaking physical, and virtual classes, was considered regarding teachers' performance. Different course evaluations included in the study were adjunct faculty, full-time faculty, graduate level, and undergraduate level course assessments. The research findings depicted a negative correlation between class size and instructor evaluation, positing that teachers teach the same way in smaller classes as they do in larger classes. Nonetheless, the study results showed that the sizes of conventional virtual classes had a lower correlation with course performances compared to traditional face-to-face classes. In the latter, there was more engagement between teachers and students, as the latter appeared to be more active than in online classes. With the technological effect that COVID-19 has brought forth in online learning, population sizes of online classes have changed. Therefore, considering the data used for the research was collected preCOVID-19, it is essential that future studies pay considerable focus on the quality of evaluation of virtual classes to help with directing of school budget allocations toward online learning.

Menarche can be a difficult transition for young people. With appropriate education, youth can feel more positively about the menstrual experience. Since many elementary teachers are not equipped with menstrual health knowledge, the education falls to the school nurse. However, it is unknown if school nurses feel comfortable communicating about menstruation with young people. The purpose of this study was to explore school nurses' perceptions regarding menstrual health education in elementary schools (grades K-5). An online mixed-methods survey was established using Qualtrics. Through snowball sampling, 30 elementary school nurses responded. Using the Integrated Behavioral Model (IBM) as a framework, a deductive semantic thematic analysis was used to identify themes for each question. Data suggested that elementary school nurses would participate in professional development regarding menstrual health and hygiene. School health nurses are receiving limited knowledge/skills surrounding pedagogy and are not familiar with cultural differences when it comes to menstrual health.

Background: Current evidence indicates that intellectual disability and gender are both factors in differential usage of services. However, there are limited data about the demographic and service usage patterns of people with intellectual disability who use mental health services. This is particularly true in relation to women with intellectual disability with mental ill health. Interrogation of large-scale linked data sets can provide valuable insights into patterns of service usage among marginalised groups. Method: A large collaborative data linkage project was assembled with the overarching aim of providing an epidemiological profile of the health (including mental health), health service use, mortality and other service system contacts of people with intellectual disability in New South Wales (NSW), Australia. These linked data were used to interrogate the demographic, diagnostic and service use profiles of women with intellectual disability who have sought mental health support in NSW. Results: The linked data demonstrated important differences in patterns of diagnosis and service use for women with intellectual disability and mental health disorders, when compared to women without intellectual disability and men with and without intellectual disability, with mental health disorders. The diagnostic profile of women with intellectual disability reflected the gendered nature of diagnoses found in the wider population. Women with intellectual disability also experienced higher rates of diagnostic instability than other groups. Conclusions: The intersection between gender, intellectual disability and mental health has an effect on diagnostic profile and patterns of service use for women with intellectual disability. These differences are important and may impact targeted service delivery and planning for women with intellectual disability who have sought mental health support.

Accountability-era reforms have promulgated a discourse of crisis and a looming threat for public schools. While these threats negatively affect all, this paper focuses on how schools' responses to these threats shape novice Teach for America Corp Members' (CM) socialization. By analyzing nearly 6,000 daily reflections from 38 CMs about their experiences during a high-stakes cheating scandal, we argue that schools' responses indicated a threat rigidity response that allowed what we call the mesosystem of transgressions to occur. Our implications present ways to (a) mitigate threats inflicted on schools through unjust policies and practices and (b) enact equitable public schools.

Social exclusion, a pervasive and impactful phenomenon particularly prominent during preadolescence, has traditionally been construed through a moral deficiency lens. This study departs from prevailing research trends, casting a novel light on the phenomenon in the context of normative moral development. It elucidates the role of social exclusion in shaping moral growth during the preadolescence period. Through a series of 12 focus group discussions involving 140 children, this study unveils a nuanced perspective. Most participants perceived social exclusion as a requisite mechanism safeguarding group cohesion against uncooperative individuals, whose actions could impede the crystallization of distinct social norms. This article highlights how preadolescents apply social exclusion to those who have yet to transitioned from a juvenile moral stance characterized by dependence on authority figures to a more sophisticated, adaptable moral outlook factoring into social contexts when making decisions. Beyond its theoretical contributions to the moral development discourse, this study offers implications for identifying children prone to social exclusion and suggests innovative avenues for devising intervention strategies.

Parenting behaviors have long been recognized as crucial to children's healthy development. However, examinations of the etiology of these behaviors are less prevalent. The current study investigated the driving forces behind parental warmth and discipline, particularly whether they are related more to traits within the parent or reactions to characteristics of the child. To explore this question, three robust factors of child temperament--effortful control, negative affectivity, and surgency/extraversion--and five parent personality traits were examined in association with parent behaviors through differential parenting within 185 four-year-old twin pairs (370 children; 56% girls; 90% White; predominantly middle class). Genetic analyses showed that parents tend to treat both children similarly in terms of parental warmth, but they treat children less similarly in terms of discipline, regardless of child zygosity. Multilevel linear regressions showed that within twin pairs, the child with higher effortful control received less discipline from parents than their cotwin. Analyses also showed that parent agreeableness was significantly related to parent warmth above and beyond other personality traits and child temperament. This study clarified the direction of effects and genetic contributions to parenting behaviors, supporting previous literature that discipline acts in reaction to the child, whereas warmth is more driven by parent personality. This research suggests the importance of focusing on child temperament and parent personality as they relate to parenting behaviors, allowing clinicians and parents to more effectively correct maladaptive parenting behaviors and encourage healthy and adaptive parenting behaviors, thus promoting positive outcomes for children.

Plain English summary This paper describes the methods that were used to develop a health behaviour intervention specifically for teenage and young adult cancer survivors (TYACS). The program of work, carried out in partnership with CLIC Sargent (a UK based cancer charity for children and young people) was guided by The Behaviour Change Intervention Design Process. A systematic review of existing intervention studies was carried out and TYACS were surveyed on their interest in receiving health behaviour information and their preference regarding the format, delivery and timing of such information. Health professionals were also surveyed to gather their views on how health behaviour information would be best delivered to young people with cancer. The results of these studies informed the development of a collection of health behaviour change intervention resources containing comprehensive lifestyle information and behaviour change support tools. TYACS and TYA health professionals were invited to review and provide feedback on the relevance, appeal and usability of the resources. It is hoped that by involving TYACS and TYA representatives at every stage of intervention development the problem of low uptake and adherence commonly encountered during intervention piloting will be prevented. Abstract Background Teenage and Young Adult Cancer Survivors (TYACS) are advised to adopt a healthy lifestyle in order to reduce the impact of cancer and its treatments upon their long-term health. However, at present there are no interventions available in the UK to support TYACS to lead a healthy lifestyle. To inform the development of a lifestyle intervention for TYACS a partnership was set up between academic behavioural scientists and CLIC Sargent, a cancer charity which supports children and young people. Methods A series of studies to understand patient and professionals needs and perspectives regarding health behaviour change were carried out. TYACS were surveyed to gather data on their current health behaviour status; interest in, and experience of receiving, lifestyle advice; and preference regarding the type, format, and delivery of a lifestyle intervention. Health care professionals were surveyed simultaneously to gather their views on how best to promote health behaviour change to TYACS. In this paper we summarise key findings from the development work, the resulting lifestyle intervention, and new data from a preliminary evaluation study exploring TYACS and TYA health professionals’ views on the relevance, appeal and usability of the intervention resources. Results A collection of health behaviour change intervention resources containing lifestyle information and behaviour change support tools were developed. These intervention resources were well received by TYACS and health professionals with the majority rating the information as high quality, helpful and relevant. Over 80% of TYACS reported they would find the support tools ‘very appealing’ or ‘quite appealing’. TYACS and health professionals provided feedback on how the resources could be improved including commenting that more personalized or tailored health behaviour information would be beneficial. Discussion and conclusion It is hoped that by involving TYACS and TYA representatives at every stage of intervention development,and carrying out a preliminary evaluation of the intervention resources, the problem of low uptake and adherence commonly encountered during formal intervention piloting and evaluation will be prevented.

Introduction Amenorrhea is one of the most frequent and serious consequences of Anorexia Nervosa (AN). Resumption of menses (ROM) is considered an important goal and is associated with a better outcome. Objectives To investigate the role of age, Body Mass Index (BMI), diagnostic subtype (restrictive vs binge-purging), history of childhood abuse, duration of illness, psychopathology and sex hormones on ROM in AN. Methods 52 patients with AN and amenorrhea were enrolled at the start of treatment. Clinical parameters of interest were collected, and questionnaires were administered for the assessment of general (SCL-90-R) and specific (EDE-Q) psychopathology. Blood samples were taken to assess FSH, LH and estradiol levels. All patients were monitored regularly through psychiatric checkups until ROM, for up to four years. Results A total of 30 (57.7%) subjects recovered their menstrual cycle in the follow-up period (mean time: 18.7 ± 14.8 months). Recovery was more frequent in the binge-purging subtype than in the restrictive subtype (82.4% vs 48.6%, p=0.019), and was significantly associated with diagnostic crossover (odds ratio=10.0, p=0.032). Multivariate Cox regression showed an increased likelihood of menstrual recovery for binge-purging subtype (p=0.005) and for those reporting a history of childhood abuse (p=0.025). Early ROM was also associated with baseline SCL-90-R scores (p=0.002) and FSH (p=0.011), while a longer duration of illness (p=0.003) and EDE-Q scores (p=0.009) predicted a later recovery. Conclusions This study highlights the role of duration of illness, childhood abuse history and psychopathological characteristics in subjects with AN at the start of treatment in predicting ROM. Disclosure No significant relationships.