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The underrepresentation and underperformance of low-income, first-generation, gender minoritized, Black, Latine, and Indigenous students in Science, Technology, Engineering, and Mathematics (STEM) occurs for a variety of reasons, including, that students in these groups experience opportunity gaps in STEM classes. A critical approach to disrupting persistent inequities is implementing policies and practices that no longer systematically disadvantage students from minoritized groups. To do this, instructors must use data-informed reflection to interrogate their course outcomes. However, these data can be hard to access, process, and visualize in ways that make patterns of inequities clear. To address this need, we developed an R-Shiny application that allows authenticated users to visualize inequities in student performance. An explorable example can be found here: https://theobaldlab.shinyapps.io/visualizinginequities/. In this essay, we use publicly retrieved data as an illustrative example to detail 1) how individual instructors, groups of instructors, and institutions might use this tool for guided self-reflection and 2) how to adapt the code to accommodate data retrieved from local sources. All of the code is freely available here: https://github.com/TheobaldLab/VisualizingInequities. We hope faculty, administrators, and higher-education policymakers will make visible the opportunity gaps in college courses, with the explicit goal of creating transformative, equitable education through self-reflection, group discussion, and structured support.

There are arguably advantages to adopting a cross-curricular approach to planning, teaching and learning. This approach often works well for incorporating scientific skills and the wider perspectives of geography, technology and maths. It can help children to develop and consolidate their understanding through practical application and gives them the opportunity to discuss what they have discovered and observed and to talk through their ideas and thoughts. In this article, the author shares the curiosity, shared thinking, learning and enjoyment her class found through a brief weather study prior to the COVID-19 lockdown in March 2020. The children's interest continued at home and opened up wider learning paths. Thinking about the weather gives an opportunity to hook children into developing and widening their understanding of the environment and, in doing so, builds the foundations for an understanding of climate change and a chance for humanity to find solutions.

The teaching profession has been continually challenged to provide evidence of the effectiveness of teaching and learning methods. The teacher education systems are currently undergoing reforms in Sweden. Hence, it is importance for educational institutions to be aware of the different ways that their student teachers learn and it is importance for prospective teachers to become aware of their own learning styles. The purpose of this research was to explore the learning styles preferences for two groups of prospective teachers: music teachers and regular compulsory classroom teachers and to analyze their differences in the light of international research on learning styles. If these groups of prospective teachers differ, this would have an impact on higher education, students' learning strategies and teachers' teaching strategies. The study involved 65 randomly selected student teachers. 33 were student teachers for compulsory school and 32 were music student teachers. Twenty subscales of the Productivity Environmental Preference Survey (PEPS) (Dunn, Dunn & Price, 1984, 1991, 2000; Annex 1) were used to identify the learning-styles preferences of the participants. The results showed statistically significant differences between the two teacher student groups. Based on the results, it can be concluded that in comparison to music teacher students, compulsory teacher students differed in their choice of more formal designs, routine, and the times of the day when they would prefer to learn. The findings suggested the need for widely diverse teaching approaches in higher education for teachers. (Contains 1 figure, 2 tables, and 3 footnotes.)

Carol Bostrom describes how she used frogs as a starting point for learning to leap forward as curiosity spread beyond the classroom. She believed that this would take the children's engagement with learning a step further, arouse their curiosity and enable them to appreciate the need to be respectful and considerate of other living things. She also believed that it would help with behaviour and self-esteem of the students by studying real animals in the science class. She and the students found this was a great opportunity to widen their scientific enquiry and explore more of the non-statutory science. It brought them together as a class and she is sure the children will remember this scientific experience for a long time.

Tapered fluted titanium (TFT) stems are the implant design of choice for managing Vancouver B2 periprosthetic femur fractures (PFFs), producing reliable results over the past few decades. The aim of this study was to compare the radiographic and clinical outcomes of Vancouver B2 PFFs treated with contemporary monoblock versus modular TFTs. A consecutive series of 113 patients (72 women, 64%, mean age 70 years [range, 26 to 96]) who had a B2 PFF were treated with either a monoblock (n = 42) or modular (n = 71) TFT stem between 2008 and 2021. The mean body mass index was 30 ± 7. The mean follow-up was 2.9 years. A radiographic review was performed to assess leg length and offset restoration, endosteal cortical contact length, and stem subsidence. Kaplan-Meier analyses were used to determine survivorship without revision, reoperation, or dislocation. There was no difference in the restoration of leg length (0.3 ± 8.0 mm) or offset (2.8 ± 8.2 mm) between the monoblock and modular cohorts (P >.05). Mean endosteal cortical contact length (47.2 ± 26.6 versus 46.7 ± 2 6.4 mm, P =.89) and stem subsidence (2.7 ± 3.5 versus 2.4 ± 3.2 mm, P =.66) did not differ. No difference in patient-reported outcome measures (Hip Disability and Osteoarthritis Outcome Score-Joint Replacement; Veterans RAND 12 Item Health Survey Physical and Mental; visual analog score; and Lower Extremity Activity Scale) between the groups was observed. Survivorship at 2 years free from reoperation, revision, and dislocation was 90.4, 90.3, and 97.6%, respectively, for the monoblock cohort; and 84.0, 86.9, and 90.0%, respectively, for the modular cohort. No significant differences in radiographic or clinical outcomes were observed between patients treated with monoblock or modular TFTs in this large series of B2 PFFs. [ABSTRACT FROM AUTHOR]

INTRODUCTION: Vervets are non‐human primates that share high genetic homology with humans and develop amyloid beta (Aβ) pathology with aging. We expand current knowledge by examining Aβ pathology, aging, cognition, and biomarker proteomics. METHODS: Amyloid immunoreactivity in the frontal cortex and temporal cortex/hippocampal regions from archived vervet brain samples ranging from young adulthood to old age was quantified. We also obtained cognitive scores, plasma samples, and cerebrospinal fluid (CSF) samples in additional animals. Plasma and CSF proteins were quantified with platforms utilizing human antibodies. RESULTS: We found age‐related increases in Aβ deposition in both brain regions. Bioinformatic analyses assessed associations between biomarkers and age, sex, cognition, and CSF Aβ levels, revealing changes in proteins related to immune‐related inflammation, metabolism, and cellular processes. DISCUSSION: Vervets are an effective model of aging and early‐stage Alzheimer's disease, and we provide translational biomarker data that both align with previous results in humans and provide a basis for future investigations. Highlights: We found changes in immune and metabolic plasma biomarkers associated with age and cognition.Cerebrospinal fluid (CSF) biomarkers revealed changes in cell signaling indicative of adaptative processes.TNFRSF19 (TROY) and Artemin co‐localize with Alzheimer's disease pathology.Vervets are a relevant model for translational studies of early‐stage Alzheimer's disease. [ABSTRACT FROM AUTHOR]

Polypropylene (PPE) mesh is commonly utilized to reconstruct catastrophic extensor mechanism disruptions in revision total knee arthroplasty. Unfortunately, these procedures are associated with a high rate of periprosthetic joint infection. The purpose of the current study was to: 1) visualize and quantify the progression of bacterial biofilm growth on PPE-mesh; and 2) determine which antiseptic solutions effectively remove viable bacteria. Knitted PPE mesh samples were cultured with either methicillin-sensitive Staphylococcus aureus (MSSA) or Escherichia coli (E. coli) for 7 days, with regular quantification of colony forming units (CFUs) and visualization using scanning electron microscopy to identify maturity. Immature (24 hour) and mature (72 hour) biofilm was treated with one of 5 commercial antiseptics for 3 minutes. A 0.05% chlorhexidine gluconate, a surfactant-based formulation of ethanol, acetic acid, sodium acetate, benzalkonium chloride, diluted povidone-iodine (0.35%), undiluted (10%) povidone-iodine, and 1:1 combination of 10% povidone-iodine and 3% hydrogen peroxide. A 3-log reduction in CFUs compared to saline was considered clinically meaningful. The CFU counts plateaued, indicating maturity, at 72 hours for both MSSA and E. coli. The scanning electron microscopy confirmed confluent biofilm formation after 72 hours. The 10% povidone-iodine was clinically effective against all MSSA biofilms and immature E. coli biofilms. The 10% povidone-iodine with hydrogen peroxide was effective in all conditions. Only 10% povidone iodine formulations produced significantly (P <.0083) reduced CFU counts against mature biofilms. Bacteria rapidly form biofilm on PPE mesh. Mesh contamination can be catastrophic, and clinicians should consider utilizing an antiseptic solution at the conclusion of mesh implantation. Undiluted povidone-iodine with hydrogen peroxide should be considered when attempting to salvage infected PPE mesh. [ABSTRACT FROM AUTHOR]

Using survey data, the authors developed an architecture of climate change beliefs in Norway and their correlation with support for policies aimed at reducing greenhouse gas emissions. A strong majority of respondents believe that anthropogenic climate change is occurring and identify carbon dioxide emissions as a cause. Regression analysis shows that respondents recognize the effectiveness of direct actions that require difficult trade-offs, such as imposing a carbon tax. Yet, their voting intentions suggest a preference for policies that have at best an indirect effect on reducing climate change. Most respondents favor policy options that are generally good for the environment and cause no personal hardship. The disconnection between perceptions about the effectiveness of direct actions and support for less effective mitigation approaches may reflect the respondents' collective distancing from the problem of climate change. This could be an important consideration in the design of communication strategies that promote emission abatement policies.

The aims of this study are first to compare the incidence of force on the first occasion of sexual intercourse reported by participants with disabilities to that of students without disabilities; second to determine whether there are significant differences in mental health, substance abuse, and school performance as reported by participants forced into their sexual debut as opposed to those who were not forced, analysed by gender; and finally to identify the significant variables that predict girls reporting force at sexual debut as opposed to girls not reporting force, as well as to identify similar variables within the male group. There were no data on sexual abuse prior to the first occasion of full sexual intercourse. Method: This cross-sectional study is based on 2 surveys: Life and Health--Young People 2005 and 2007. All 17/18-year-old adolescents in upper-secondary schools in a county in Sweden were asked the same questions both years. A total of 2,254 students completed the survey in 2005 and 2,641 in 2007. Results: The main finding is that force at sexual debut (intercourse) is more common among adolescents with a disability (4.0%) than those not reporting any disability (1.6%), and is most common among those reporting multiple disabilities (10.4%). This was found both for girls and boys, even if the rates for girls were several times higher. Other findings are that girls and boys reporting force at sexual debut (disability and non-disability groups taken together) reported different profiles. For girls, their country of origin and who they live with are significant. This background data is not significant for boys. Boys report a strong psychosomatic reaction. Conclusion: Culture-, functionality-, and gender-sensitive studies of adolescents' reactions to sexual abuse are needed to help determine relevant and effective interventions. (Contains 6 tables.)

We conducted a pilot randomized controlled trial to determine the feasibility and initial safety and efficacy of omega-3 fatty acids (1.3 g/day) for the treatment of hyperactivity in 27 children ages 3-8 with autism spectrum disorder (ASD). After 12 weeks, hyperactivity, as measured by the Aberrant Behavior Checklist, improved 2.7 (plus or minus 4.8) points in the omega-3 group compared to 0.3 (plus or minus 7.2) points in the placebo group (p = 0.40; effect size = 0.38). Correlations were found between decreases in five fatty acid levels and decreases in hyperactivity, and the treatment was well tolerated. Although this pilot study did not find a statistically significant benefit from omega-3 fatty acids, the small sample size does not rule out small to moderate beneficial effects. (Contains 4 tables and 1 figure.)

This article reports findings from a clinical trial of a probation case management (PCM) intervention for drug-involved women offenders. Participants were randomly assigned to PCM (n = 92) or standard probation (n = 91) and followed for 12 months using measures of substance abuse, psychiatric symptoms, social support, and service utilization. Arrest data were collected from administrative data sets. The sample included mostly African American and White women (age M = 34.7, education M = 11.6 years). Cocaine and heroin were the most frequently reported drugs of abuse, 86% reported history of incarceration, and 74% had children. Women assigned to both PCM and standard probation showed clinical improvement change over time on 7 of 10 measured outcomes. However, PCM group changes were no different than those observed for the standard probation group. Higher levels of case management, drug abuse treatment, and probationary supervision may be required to achieve improved outcomes in this population. (Contains 5 tables.)

Theory about listening has been strongly affected by methodological orientations and institutional pressures. It would help if researchers spent more time on the objects of study rather than method. Traditional listening research has confused listening with general cognitive abilities, such as IQ. Studying listening as memory is a tempting alternative, but carries with it its own problems. Listening should be considered as a broad field rather than a single ability or skill. Some alternatives might include listening and schemas, the relationship between listening and reading, and behaviors associated with listening. (Contains 2 tables and 5 footnotes.)

Background: Despite previous efforts to understand temperament in children with intellectual disability (ID), and how child temperament may affect parents, the approach has so far been unidimensional. Child temperament has been considered in relation to diagnosis, with the inherent risk of overlooking individual variation of children's temperament profiles within diagnostic groups. The aim of the present study was to identify temperamental profiles of children with ID, and investigate how these may affect parents in terms of positive and negative impacts. Method: Parent-rated temperament in children with ID was explored through a person-oriented approach (cluster analysis). Children with ID (N = 49) and typically developing (TD) children (N = 82) aged between 4 and 6 years were clustered separately. Results: Variation in temperament profiles was more prominent among children with ID than in TD children. Out of the three clusters found in the ID group, the "disruptive," and "passive/withdrawn clusters" were distinctly different from clusters found in the TD group in terms of temperament, while the cluster "active and outgoing" was similar in shape and level of temperament ratings of TD children. Children within the disruptive cluster were described to have more negative and less positive impacts on mothers compared to children within the other clusters in the ID group. Conclusions: Mothers who describe their children as having disruptive temperament may be at particular risk for experiencing higher parenting stress as they report that the child has higher negative and lower positive impacts than other parents describe. The absence of a relationship between child temperament profile and positive or negative impact on fathers may indicate that fathers are less affected by child temperament. However, this relationship needs to be further explored. (Contains 1 figure and 5 tables.)

Background: Can ratings of temperament be a way of identifying young children with intellectual disabilities (ID) who are at risk for being experienced as difficult? We aimed to explore parents' reports of temperament in their young children with or without ID, as well as positive and negative impact of the child on parents. Method: Mothers and fathers of 55 children recently diagnosed with ID and 183 age-matched typically developing (TD) children completed the EASI Temperamental Survey and two scales of the Family Impact Questionnaire measuring positive and negative impact of the child on parents. Results: Parents rated children with mixed ID/DD (developmental delay) as shyer and more impulsive, and less active and sociable when compared with TD children. Children with mixed ID/DD were also reported to have more negative and less positive impact on the family compared with the TD group. In subgroup analyses, children with Down syndrome and cerebral palsy/motor impairment were described as having less negative impact on parents and were described as low in negative emotionality. Children with autism spectrum disorder (ASD), ID/DD nos and other less common diagnoses had a similar pattern of temperament with high emotionality, shyness and impulsivity, and low activity and sociability. Parents of children with ASD and ID/DD reported the highest level of negative impact. Conclusions: Temperamental characteristics such as high negative emotionality and impulsivity, which can be identified earlier than behavioural problems, could be indicators of negative impact on parents of young children with ID. Despite great variability in temperament among children with mixed ID/DD, results indicated common temperamental characteristics among children with ASD, ID/DD and other diagnosis.

Administrators in institutions of higher education in Turkey are discussing the innovative concept of "internationalization"--a term historically associated with specific international programs and student exchanges. Today, it has a broader meaning related to strategic initiatives for global effectiveness. This article summarizes the findings of a comparative case study of the diffusion of internationalization at two universities located in Ankara, Turkey, using triangulated data gathering techniques; it also suggests a synthesized definition of internationalization (often confused with globalization and carries a negative connotation for some) based on the work of leading researchers of internationalization with an emphasis on the need for international interdependence, which institutions of higher learning in Turkey need to remain relevant in today's global context. (Contains 1 figure and 3 tables.)

This article is based on results from a research project which focused on chemistry teachers and student narratives from lived experience. The purpose was to find a way to make abstract chemistry more meaningful. The project began with six experienced teachers who used narratives and stories as a didactic tool. These narratives stemmed from the teachers individual lived experience and thus were designed differently. Later, interviews with students showed that five adult students and six younger students all appreciated the use of narratives as a meaning-making activity to help them grasp the abstract subject. The most interesting finding was that the students revealed several narratives from their own lives where the theories of chemistry played an important role in explaining events that otherwise had been mysterious to them. Thus the teachers and students showed that the ancient human method of sharing experience through narrative is still alive and useful in chemistry education.

This survey, "Life and Health--Young People 2005," included all 15/16-year-old adolescents in mainstream schools in the county of Orebro, Sweden. Just students with a slight/mild or moderate hearing loss were included. There were 56 (1.9%) "hard-of-hearing (HH) students with multiple disabilities," 93 (3.1%) students who were "just HH," 282 (9.7%) students with some "other disability than HH," and 2,488 (85.2%) students with "no disability." "HH with multiple disabilities" reported considerably higher scores for mental symptoms, substance use, and school problems than the "no disability" group. Those with "just HH" and those with "other disability than HH" had more mental symptoms and school problems than the "no disability" group but no significant differences in substance use. In conclusion, the combination of a hearing loss and some other disability strongly increases the risk for mental symptoms, school problems, and substance use. This group, thus, is an important target for preventive measures.