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Educating for LGBTQ+ inclusivity continues to be both challenging and controversial for many teachers and often falls on the shoulders of sexual minority teachers or motivated individuals rather than taking a school wide approach. Deeper understanding is needed of how school communities can better support one another to develop knowledge, practice and resources to sustain LGBTQ+ inclusivity. This article argues that Lave and Wenger's ("Situated learning: Legitimate peripheral participation." Cambridge University Press, 1991) concept of the Community of Practice can offer new insights into how teachers can sustain heteronormative disruption over time. An interpretative phenomenological analysis was undertaken through 12 interviews with UK primary teachers who had created LGBTQ + inclusive CoP over at least two years. Findings from this approach include fostering robust and unified responses to external challenges and an ongoing commitment to adapting the resources and collective knowledge of the CoP are crucial in sustaining the disruption of heteronormativity over time.

School districts struggle to attract and maintain a sufficient supply of highly capable superintendents. High-needs within rural districts, in particular, often are not able to attract and retain effective leaders. The issue of short superintendent tenure has drawn speculation and concern that revolving leadership may have negative consequences for schools and student achievement. A variety of factors contribute to superintendent turnover including: school board relations, job satisfaction, school district characteristics, and the personal characteristics of superintendents (Grissom & Anderson, 2012; Kamrath & Brunner, 2014; Wood, Finch & Mirecki, 2013). This study provides insight into perceptions of rural superintendents (n=10) and why they stay or leave their roles in rural Idaho school districts. As we look for ways to build capacity for leadership and social change in rural settings, it is important to understand factors influencing the stability of leadership from the superintendent role. Findings suggest that school boards remain the most influential factor.

Climate variability in the last millennium (past 1000 years) is dominated by the effects of large-magnitude volcanic eruptions; however, a long-standing mismatch exists between model-simulated and tree-ring-derived surface cooling. Accounting for the self-limiting effects of large sulfur dioxide (SO2) injections and the limitations in tree-ring records, such as lagged responses due to biological memory, reconciles some of the discrepancy, but uncertainties remain, particularly for the largest tropical eruptions. The representation of volcanic forcing in the latest generation of climate models has improved significantly, but most models prescribe the aerosol optical properties rather than using SO2 emissions directly and including interactions between the aerosol, chemistry, and dynamics. Here, we use the UK Earth System Model (UKESM) to simulate the climate of the last millennium (1250–1850 CE) using volcanic SO2 emissions. Averaged across all large-magnitude eruptions, we find similar Northern Hemisphere (NH) summer cooling compared with other last-millennium climate simulations from the Paleoclimate Modelling Intercomparison Project Phase 4 (PMIP4), run with both SO2 emissions and prescribed forcing, and a continued overestimation of surface cooling compared with tree-ring reconstructions. However, for the largest-magnitude tropical eruptions in 1257 (Mt. Samalas) and 1815 (Mt. Tambora), some models, including UKESM1, suggest a smaller NH summer cooling that is in better agreement with tree-ring records. In UKESM1, we find that the simulated volcanic forcing differs considerably from the PMIP4 dataset used in models without interactive aerosol schemes, with marked differences in the hemispheric spread of the aerosol, resulting in lower forcing in the NH when SO2 emissions are used. Our results suggest that, for the largest tropical eruptions, the spatial distribution of aerosol can account for some of the discrepancies between model-simulated and tree-ring-derived cooling. Further work should therefore focus on better resolving the spatial distribution of aerosol forcing for past eruptions. [ABSTRACT FROM AUTHOR]

Context Tumor-induced osteomalacia (TIO) is an ultra-rare, paraneoplastic syndrome caused by tumors that secrete fibroblast growth factor 23 (FGF23). Initial signs and musculoskeletal symptoms can be nonspecific and unrecognized, leading to long delays in diagnosis and treatment, and resulting in severe and progressive disability in patients with TIO. Objective This review aimed to identify published evidence on healthcare resource use in TIO to better understand the burden of the disease. Evidence acquisition A targeted literature review was conducted to identify publications reporting on disease characteristics and healthcare resource use associated with TIO. Evidence synthesis In total, 414 publications were included in the review, of which 376 were case reports. From the case reports, data on 621 patients were extracted. These patients had a mean (SD) age of 46.3 (15.8) years; 57.6% were male. Mean time from first symptoms to diagnosis of TIO was 4.6 (4.7) years and, in cases where imaging tests were reported, patients underwent a mean of 4.1 (2.7) procedures. Tumor resection was attempted in 81.0% of patients and successful in 67.0%. Fracture was reported in 49.3% of patients. Results from association analyses demonstrated that longer time to diagnosis was associated with poorer tumor resection outcomes and a higher probability of tumor recurrence. Unfavorable tumor resection outcomes were associated with greater use of pharmacologic treatment and a greater likelihood of orthopedic surgery. Conclusion TIO is associated with a substantial healthcare resource burden. Improvements in the diagnostic process could lead to better management of TIO, thereby benefiting patients and reducing that burden. [ABSTRACT FROM AUTHOR]

In addition to the mounting stresses associated with teaching in the UK resulting from decades of neoliberal reform (Ball, 2021), lesbian, gay, bisexual, transgender and queer (LGBTQ+) teachers experience a range of challenges to their professional identity from institutions that perpetuate the gender binary and hegemonic heteronormativity. Consequently, there is an urgent need for a deeper understanding of how these teachers can be better supported to thrive in education settings. To begin to address this, this pilot study employs the Power, Threat, Meaning Framework (PTMF) with five LGBTQ+ teachers. The main findings from this study are that teachers experience power as a form of self‐surveillance and policing but also positively, as a tool to reclaim space for positive representation. Threats came principally from media and parents and impacted participants' sense of inclusion/exclusion in practice. Finally, participants made meaning of their experience through channelling their LGBTQ+ activism into EDI leadership roles, reclaiming space as a role model and using visual tokens to prompt 'micro‐moments' of connection. The results of this study demonstrate the potential of the PTMF for future research to support LGBTQ+ teachers in practice and that the rigid nature of the framework may benefit from a more holistic approach to data analysis. [ABSTRACT FROM AUTHOR]

Junctions between the ER and plasma membrane (PM) are implicated in calcium homeostasis, non-vesicular lipid transfer, and other cellular functions. Two ER proteins that function both as tethers to the PM via a polybasic C-terminus motif and as phospholipid transporters are brain-enriched TMEM24 (C2CD2L) and its paralog C2CD2. We report that both proteins also form a complex with band 4.1 family members, which in turn bind PM proteins including cell adhesion molecules such as SynCAM 1. This complex enriches TMEM24 and C2CD2 containing ER/PM junctions at sites of cell contacts. Dynamic properties of TMEM24-dependent ER/PM junctions are impacted when band 4.1 is part of the junction, as TMEM24 at cell-adjacent ER/PM junctions is not shed from the PM by calcium rise, unlike TMEM24 at non-cell adjacent junctions. Lipid transport between the ER and the PM by TMEM24 and C2CD2 at sites where cells, including neurons, contact other cells may participate in adaptive responses to cell contact-dependent signaling. [ABSTRACT FROM AUTHOR]

Coarse mineral dust particles have been observed much further from the Sahara than expected based on theory. They have impacts different to finer particles on Earth's radiative budget, as well as carbon and hydrological cycles, though they tend to be under-represented in climate models. We use measurements of the full dust size distribution from aircraft campaigns over the Sahara, Canaries, Cabo Verde and Caribbean. We assess the observed and modelled dust size distribution over long-range transport at high vertical resolution using the Met Office Unified Model, which represents dust up to 63.2 µm diameter, greater than most climate models. We show that the model generally replicates the vertical distribution of the total dust mass but transports larger dust particles too low in the atmosphere. Importantly, coarse particles in the model are deposited too quickly, resulting in an underestimation of dust mass that is exacerbated with westwards transport; the 20–63 µm dust mass contribution between 2 and 3.7 km altitude is underestimated by factors of up to 11 in the Sahara, 140 in the Canaries and 240 in Cabo Verde. In the Caribbean, there is negligible modelled contribution of d > 20 µm particles to total mass, compared to 10 % in the observations. This work adds to the growing body of research that demonstrates the need for a process-based evaluation of climate model dust simulations to identify where improvements could be implemented. [ABSTRACT FROM AUTHOR]

Companies are striking unconventional benefit-sharing agreements with national governments to scour planet hotspots, gathering thousands of new DNA and protein sequences to develop into new, commercially useful molecules. [ABSTRACT FROM AUTHOR]

Background: Given the growing reliance on digital devices, an increasing number of studies have examined the effects of text medium on reading outcomes in development; however, the results have been mixed. The goal of this systematic review is to look at how print and digital formats affect reading comprehension, engagement and other reading outcomes (e.g. vocabulary, reading speed) in children and adolescents aged 1–17 years old while also considering the influence of several participant, task and study characteristics. Methods: A comprehensive search strategy involving seven electronic databases yielded 88 eligible articles comparing digital and print formats on reading outcomes published between 2000 and 2023 (3 reviewer inter‐rater reliability: k =.54–.78). Three major characteristics were coded: participant‐level (grade/age, diverse populations, testing language); task‐level (text‐genre, shared reading, digital comparability); study‐level (publication recency, study quality) characteristics. Contingency tables were created for all studies, then for each reading outcome and for participant, task, and study characteristics separately to classify the percentage of studies that demonstrated outcomes favouring print, digital, no difference or reliance on specific reading measures or other factors. Results: Except in the case of engagement as an outcome, the most common finding was no difference between digital and print. When participant, task and study characteristics were examined separately for the various reading outcomes, the results varied. More studies examining reading comprehension (particularly of informational text and in older children) found 'print is better', whereas 'digital is better' was more common in studies examining engagement, other outcomes such as vocabulary and diverse learners. Conclusions: This review highlights the importance of examining multiple interacting factors when studying the impact of print versus digital mediums on reading outcomes in children and adolescents. Highlights: What is already known about this topicReading on digital devices is becoming increasingly common.Reading comprehension in adult typical populations tends to be poorer when reading on digital versus printed mediums. This is known as the 'screen inferiority effect'.Yet, digital platforms are often used to enhance learning and reading outcomes for children with learning differences and for multilingual learners. What this paper addsAcross a range of children's reading outcomes, ages, languages and text characteristics, most studies find no difference between print and digital mediums.Weak evidence for the screen inferiority effect found for reading comprehension in typical populations, older children and while reading informational text.Larger benefit of digital found for engagement and other reading outcomes (e.g. vocabulary), particularly in younger children, those with learning differences and when digital platform is enhanced (e.g. with animations). Implication for theory, policy or practiceEducators should know that older children's reading comprehension of informational text is often higher with print.Young children's engagement tends to be higher with enhanced digital media, and digital text may help even the playing field for diverse populations of children (e.g. with learning differences and multilingual learners).With a growing reliance on digital media, it is critical to further explore conditions under which digital media can support reading and engagement across different reader groups. [ABSTRACT FROM AUTHOR]