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Abstract Histoplasmosis is caused by the fungus Histoplasma capsulatum and is often fatal for individuals with acquired immunodeficiency syndrome (AIDS). Delayed diagnosis is a major factor in worsening coinfection, as it can be mistaken for other diseases. Thus, rapid identification of Histoplasma in immunocompromised patients is essential. Molecular techniques, particularly polymerase chain reaction (PCR), were used in this study to identify H. capsulatum in patients coinfected with histoplasmosis and AIDS. Blood samples from 14 individuals with AIDS and disseminated histoplasmosis were collected and analyzed. The PCR method successfully amplified the fungal region in whole blood samples, while PCR-RFLP analysis confirmed a consistent profile in the samples. Genetic sequencing further confirmed the fungal species. Compared to clinical tests such as fungal culture and urinary antigen detection, molecular analysis proved faster, more sensitive, and cost-effective. These molecular markers can potentially be incorporated into routine diagnostics in the future. Further studies are needed to expand and enhance this diagnostic approach, particularly in patients with nonprogressive clinical forms of histoplasmosis.

With the need to prepare teacher candidates to work with an increasingly diverse student body in U.S. schools, a multi-institutional collaborative self-study group was formed to examine ways in which teacher educators could expand beyond practice-based literacy preparation to support candidates' understanding and implementation of critical pedagogies. The self-study served as a catalyst for interrogating the identities the teacher educators brought to their practice and began a journey that transformed a focus on critical literacies into a commitment to action for change through anti-bias antiracist work. This paper draws from group dialogue and reflective journals to examine specific practices implemented with teacher candidates to transform their practice by considering critical literacies, asset- and deficit-based language, and the identity work of teachers and students. Insights of the self-study suggest that attention to critical pedagogies must go beyond instructional activity to consider the habits of mind essential for cultivation to support a commitment to action for anti-bias anti-racist education. The paper concludes by examining these core habits of mind and their impact on the trajectory of the group's work toward leveraging language and literacy for activism and justice in teacher education contexts.

Background:. As long-term, regular aesthetic botulinum neurotoxin A (BoNT-A) use becomes more commonplace, it is vital to understand real-world risk factors and impact of BoNT-A immunoresistance. The first Aesthetic Council on Ethical Use of Neurotoxin Delivery panel discussed issues relating to BoNT-A immunoresistance from the health care professionals’ (HCPs’) perspective. Understanding the implications of BoNT-A immunoresistance from the aesthetic patient’s viewpoint allows HCPs to better support patients throughout their aesthetic treatment journey. Methods:. A real-world consumer study surveyed 363 experienced aesthetic BoNT-A recipients across six Asia-Pacific territories. The survey mapped participants’ BoNT-A aesthetic treatment journey and characterized awareness and attitudes relating to BoNT-A immunoresistance and treatment implications. At the second Aesthetic Council on Ethical use of Neurotoxin Delivery meeting, panelists discussed survey findings and developed consensus statements relating to the impact of BoNT-A immunoresistance on the aesthetic treatment journey. Results:. Aesthetic BoNT-A patients’ depth of knowledge about BoNT-A immunoresistance remains low, and risk/benefit communications need to be more lay-friendly. The initial consultation is the most important touchpoint for HCPs to raise awareness of BoNT-A immunoresistance as a potential side effect considering increased risk with repeated high-dose treatments. HCPs should be cognizant of differences across BoNT-A formulations due to the presence of certain excipients and pharmacologically unnecessary components that can increase immunogenicity. Standardized screening for clinical signs of secondary nonresponse and a framework for diagnosing and managing immunoresistance-related secondary nonresponse were proposed. Conclusion:. These insights can help patients and HCPs make informed treatment decisions to achieve desired aesthetic outcomes while preserving future treatment options with BoNT-A.

Niceness is a socialized disposition, particularly amongst white women, that prioritizes comfort and neutrality while preventing resistance against oppressive systems. Given the demographics of teachers and teacher educators, niceness and whiteness are deeply embedded in programs and institutions. As eight white, female teacher educators, we drew on the power of cross-institutional collaboration to form a self-study community of practice with the purpose of interrogating and dismantling the ways niceness and whiteness function in our teaching and teacher institutions and create barriers to centering equity and justice. Findings indicated that collaboration helped us identify how niceness shaped and continues to shape our teaching and teacher identities, particularly how we navigate difficult conversations, think about our roles as teacher educators, and imagine literacy curricula. Findings also indicated that despite efforts to recognize and interrupt niceness and whiteness, our growth was nonlinear, and we find that constant vigilance and reflection is necessary. Implications for the broader field of education include the power of self-study for disrupting niceness and whiteness in teacher education and orienting the community toward action through mutual support and accountability, while also recognizing the ways in which niceness continues to function as a barrier for enacting change for social justice.

Objective: Nonsuicidal self-injury (NSSI) is a commonly occurring, yet historically poorly understood, mental health concern among post-secondary students. The present study sought to identify the current knowledge needs of university stakeholders to inform training efforts around effective NSSI response and student support on university campuses. Participants: Participants were 1,762 university students, staff, and student-staff (77% female) from seven universities in Canada, the USA, New Zealand, and Australia. Methods: Methods: Participants completed an online survey about their attitudes and knowledge of both general mental health and NSSI. Results: University stakeholders reported significantly greater stigma toward NSSI than mental illness in general. Student-staff reported greater perceived knowledge and comfort, and demonstrated greater knowledge of NSSI, than students and staff. Conclusions: Findings underscore the need for additional training and resources to reduce stigma and increase knowledge about NSSI on university campuses internationally.

As an internal process, documenting reading comprehension has remained challenging. This paper presents three case studies that explore the transactional practices of literacy education graduate students as they read and annotate assigned texts in an online, asynchronous class. Social annotation tools give multiple students simultaneous access to the same text and allow them to interact with one another, which positions literacy as a social practice. Findings illuminate the different approaches participants engaged in to interact with the text and their peers, with regard to comprehension strategies, critique, and community interaction. Implications offer insight for teacher educators on assessing teacher reading comprehension through social annotation.

School-related factors may influence retention in care and adherence to antiretroviral therapy (ART) among adolescents with human immunodeficiency virus (HIV). We analyzed data from in-depth interviews with 40 adolescents with HIV (aged 14-19 years), 40 caregivers of adolescents with HIV, and 4 focus group discussions with healthcare workers to evaluate contextual factors affecting adherence to ART and clinic attendance among adolescents, with a focus on the school environment. Informed by Anderson's Model of Health Services Utilization, transcripts were systematically coded and synthesized to identify school-related themes. All groups identified the school environment as a critical barrier to engagement in HIV care and medication adherence for adolescents with HIV. Adolescent participants reported inflexible school schedules and disclosure to school staff as the biggest challenges adhering to clinic appointments and ART. Adolescents described experiencing stigma and discrimination by peers and school staff and would adjust when, where and how often they took ART to avoid inadvertent disclosure. Boarding school students faced challenges because they had limited private space or time. Caregivers were often instrumental in navigating school permissions, including identifying a treatment supporter among school staff. Additional research engaging school staff may guide interventions for schools to reduce stigma and improve adherence and retention.

While achievement gaps have been well-established, much remains to be understood about the manner and extent to which school leadership either increases or decreases student access to opportunity to learn. The current study uses nationally representative samples of U.S. and Flemish students in Grade 4 from the 2011 Trends in International Mathematics and Science Study (TIMSS2011) to test a series of structural equation models. U.S. and Belgium have contrasting academic tracking (formal vs informal) systems and Gini Index scores (economic inequality). Flemish schools had no significant paths between student family resources, instructional leadership, and learning; however, for the U.S., we found a negative path across these measures. This current study extends the instructional leadership literature by demonstrating that school leaders can implement goals intended to close achievement gaps but instead might unintentionally exacerbate them.

School choice has the potential to be a tool for desegregation, but research suggests that choice more often exacerbates segregation than remedies it. In the past several years, hundreds of 'intentionally diverse' charter schools have opened across the country, potentially countering the link between charter schools and segregation. Yet, these schools raise important questions about choice, segregation, and equity. For instance: how do leaders of diverse charter schools prioritize diversity in decisions about location, marketing, and recruitment? What are the implications of these diversity efforts for equity, especially within competitive and marketized educational contexts? We explore the concrete recruiting and marketing strategies schools used to build and retain their diverse communities, drawing on qualitative data from New Orleans, LA and Minneapolis-St. Paul, MN. We identify key strategies used by school leaders, but also note that many strategies were ad-hoc and experimental. Furthermore, we note that schools often did not articulate their goals for diversity, making them susceptible to external pressures that might refocus attention away from equity and diversity, or allow groups with more power to shape agendas within the school. Finally, we find that gentrification and widening economic inequities threatened schools' efforts to recruit and maintain a diverse student body. We discuss implications for leaders of diverse charter schools and other leaders seeking to diversify their student bodies, as well as policymakers and charter authorizers.