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There is a lack of research on institutional e-accessibility and transfer-credit-software adoption and how these technologies impact college students and professionals. Accordingly, this study explores how adopting technology products can improve the transfer process experience for transfer admission counselors and students. In doing so, the study draws on the connectivism theory and Karp and Fletcher's (2014) and Kezar's (2013) three-way approaches - which examine changing-in-advice, institutional, and students' willingness to use technology tools - to investigate ways to enhance the transfer process experience and help students and transfer admission counselors make the most of technology tools. This study, conducted at a public institution in the mideast Atlantic region, utilized a convergent-parallel mixed-methods design to assess students' and professionals' perceptions of transfer credit evaluation products. Results indicate that an e-transfer system is vital to providing seamless, long-term service to students and transfer advisors. Furthermore, statewide support and a joint system are crucial to maintaining this e-transfer system and increasing information transparency for potential students. This study, conducted at a public institution in the mid-east Atlantic region, utilized a convergent-parallel mixed-methods design to assess students' and professionals' perceptions of transfer credit evaluation products. Results indicate that an e-transfer system provides seamless, long-term service to students and transfer advisors. Furthermore, statewide support and a joint system are crucial to maintaining this e-transfer system and increasing information transparency for potential students.

As the complex responsibilities of principals and teachers expand, the need for effective professional development (PD) is greater than ever. This quantitative study examines the PD needs of schools and the relationship between PK-12 and Institutions of Higher Education (IHEs), as perceived by principals, identifying areas for collaboration. Thirty-nine variables were analyzed using exploratory factor analysis, bivariate correlation analysis, and linear regression analysis. Findings reveal that principals report the potential of partnership benefits, between PK-12 and IHE's for PD needs, as a predictor of all need variables ranging from improved communication with teachers to increased teacher proficiency in curriculum and instruction, disciplinary expertise in mathematics, whole child development, diversity, and technology. Furthermore, results provide evidence that schools have PD needs beyond academics and there is a potentially powerful role for IHEs to collaborate with PK-12 schools.

We used a multiple baseline across strategies design to determine the effect of technology-enhanced performance-based feedback on parent's use of preventive strategies to address children's challenging behaviors for two parent--child dyads. A father, mother, and each of their young children participated. We also measured associated child outcomes and parent's perceptions of the technology-enhanced performance-based feedback intervention. We observed a functional relation between our intervention and parent practice. Although variable, desired child behaviors increased, and challenging behaviors decreased. Finally, parents indicated that they perceived the intervention to be socially valid.

Supervisor communication competence was used to predict both beneficial (Study 1) and detrimental (Study 2) employee outcomes across remote, hybrid, and in-person work experiences. In both studies, there were no differences in perceived supervisor communication competence based on remote, hybrid, and in-person work experiences. As predicted, effective and appropriate supervisor communication were related to employee outcomes across work experiences. In Study 1, regression analyses indicated that effective communication was the best predictor of beneficial employee outcomes (engagement, empowerment, and accomplishment), whereas appropriate communication was the best predictor of detrimental employee outcomes (burnout, stress, alienation, and turnover intentions) in Study 2.

The efficacy of ritlecitinib, an oral JAK3/TEC family kinase inhibitor, on active and stable lesions was evaluated in patients with active non-segmental vitiligo in a phase 2b trial (NCT03715829). Patients were randomized to placebo or daily ritlecitinib 50 mg (with or without 4-week 100-mg or 200-mg loading dose), 30 mg, or 10 mg for 24 weeks. Active lesions showed greater baseline expression of inflammatory/immune markers IFNG and CCL5, levels of CD103, and T-cell infiltrates than stable lesions. Patients with more active than stable vitiligo lesions showed higher baseline serum levels of CXCL9 and PD-L1, while patients with more stable than active lesions showed higher baseline serum levels of HO-1. At Week 24, ritlecitinib 50 mg significantly stabilized mean percent change from baseline in depigmentation extent in both active lesions and stable lesions vs. placebo-response, with stable lesions showing greater repigmentation. After 24 weeks of treatment, ritlecitinib 50 mg increased expression of melanocyte markers in stable lesions, while Th1/Th2-related and co-stimulatory molecules decreased significantly in both stable and active lesions. Serum from patients with more active than stable lesions showed decreased levels of ICOS and NK cell activation markers. These data, confirmed at transcription/protein levels, indicate that stable lesion repigmentation occurs early with ritlecitinib, while active lesions require stabilization of inflammation first. ClinicalTrials.gov: NCT03715829.

The importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Using an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.

Radiation therapy (RT) has been a primary treatment modality in cancer for decades. Increasing evidence suggests that RT can induce an immunosuppressive shift via upregulation of cells such as tumor-associated macrophages (TAMs) and myeloid-derived suppressor cells (MDSCs). MDSCs inhibit antitumor immunity through potent immunosuppressive mechanisms and have the potential to be crucial tools for cancer prognosis and treatment. MDSCs interact with many different pathways, desensitizing tumor tissue and interacting with tumor cells to promote therapeutic resistance. Vascular damage induced by RT triggers an inflammatory signaling cascade and potentiates hypoxia in the tumor microenvironment (TME). RT can also drastically modify cytokine and chemokine signaling in the TME to promote the accumulation of MDSCs. RT activation of the cGAS-STING cytosolic DNA sensing pathway recruits MDSCs through a CCR2-mediated mechanism, inhibiting the production of type 1 interferons and hampering antitumor activity and immune surveillance in the TME. The upregulation of hypoxia-inducible factor-1 and vascular endothelial growth factor mobilizes MDSCs to the TME. After recruitment, MDSCs promote immunosuppression by releasing reactive oxygen species and upregulating nitric oxide production through inducible nitric oxide synthase expression to inhibit cytotoxic activity. Overexpression of arginase-1 on subsets of MDSCs degrades L-arginine and downregulates CD3ζ, inhibiting T-cell receptor reactivity. This review explains how radiation promotes tumor resistance through activation of immunosuppressive MDSCs in the TME and discusses current research targeting MDSCs, which could serve as a promising clinical treatment strategy in the future.

HPV vaccination rates remain below target levels among adolescents in the United States, which is particularly concerning in safety-net populations with persistent disparities in HPV-associated cancer burden. Perspectives on evidence-based strategies (EBS) for HPV vaccination among key implementation participants, internal and external to clinics, can provide a better understanding of why these disparities persist. We conducted virtual interviews and focus groups, guided by the Practice Change Model, with clinic members (providers, clinic leaders, and clinic staff) and community members (advocates, parents, policy-level, and payers) in Los Angeles and New Jersey to understand common and divergent perspectives on and experiences with HPV vaccination in safety-net primary care settings. Fifty-eight interviews and seven focus groups were conducted (n = 65 total). Clinic members (clinic leaders n = 7, providers n = 12, and clinic staff n = 6) revealed conflicting HPV vaccine messaging, lack of shared motivation to reduce missed opportunities and improve workflows, and non-operability between clinic electronic health records and state immunization registries created barriers for implementing effective strategies. Community members (advocates n = 8, policy n = 11, payers n = 8, and parents n = 13) described lack of HPV vaccine prioritization among payers, a reliance on advocates to lead national agenda setting and facilitate local implementation, and opportunities to support and engage schools in HPV vaccine messaging and adolescents in HPV vaccine decision-making. Participants indicated the COVID-19 pandemic complicated prioritization of HPV vaccination but also created opportunities for change. These findings highlight design and selection criteria for identifying and implementing EBS (changing the intervention itself, or practice-level resources versus external motivators) that bring internal and external clinic partners together for targeted approaches that account for local needs in improving HPV vaccine uptake within safety-net settings.

This study examined the assessment needs of faculty and assessment practitioners in higher education. Sergiovanni's (2000, 2004) lifeworld-systemsworld framework (LSF) and Clandinin and Connelly's (2006) commonplaces of narrative inquiry (CNI) were the theoretical lenses to investigate this topic. Through 20 in-depth, semi-directed interviews (15 assessment practitioners and 5 faculty), six themes were identified between two research questions: (1) meaningful assessment work takes time; (2) assessment should not interfere with academic freedom; (3) assessment work requires resources; (4) assessment has a long-term orientation; (5) assessment responds to external stakeholders; and (6) assessment was impacted by the pandemic. The discussion spotlights the practical, policy, and theoretical implications of our findings within the broader higher education assessment literature.

The ability to assess oneself is important in higher education, on the job, and throughout all aspects of life. Knowledge surveys (KS) are a self-assessment tool where students rate their ability to answer a knowledge question or perform a skills task. Previous research has shown that students are accurate self-assessors compared to instructor assessments when KS questions are specific and well-aligned with learning objectives and course content. Although it has been suggested as a use of KS in the literature, there are few data on the specific use of KS as a part of a continuous improvement process for program assessment. In this case study, KS were implemented in a Fundamentals of Engineering (FE) exam review course at an undergraduate-only civil engineering program in the western U.S. The paper will outline several components of our continuous improvement process, then compare KS with FE exam results from a cohort of students. The comparison demonstrates the utility of student self-assessment data as one artifact that helps to paint a more complete picture for program assessment. In addition, we will present several assessment benefits to implementing KS in courses and throughout an undergraduate program.

PURPOSE: While the T2-FLAIR mismatch sign is highly specific for isocitrate dehydrogenase (IDH)-mutant, 1p/19q-noncodeleted astrocytomas among lower-grade gliomas, its utility in WHO grade 4 gliomas is not well-studied. We derived the partial T2-FLAIR mismatch sign as an imaging biomarker for IDH mutation in WHO grade 4 gliomas. METHODS: Preoperative MRI scans of adult WHO grade 4 glioma patients (n = 2165) from the multi-institutional ReSPOND (Radiomics Signatures for PrecisiON Diagnostics) consortium were analyzed. Diagnostic performance of the partial T2-FLAIR mismatch sign was evaluated. Subset analyses were performed to assess associations of imaging markers with overall survival (OS). RESULTS: One hundred twenty-one (5.6%) of 2165 grade 4 gliomas were IDH-mutant. Partial T2-FLAIR mismatch was present in 40 (1.8%) cases, 32 of which were IDH-mutant, yielding 26.4% sensitivity, 99.6% specificity, 80.0% positive predictive value, and 95.8% negative predictive value. Multivariate logistic regression demonstrated IDH mutation was significantly associated with partial T2-FLAIR mismatch (odds ratio [OR] 5.715, 95% CI [1.896, 17.221], p = 0.002), younger age (OR 0.911 [0.895, 0.927], p

Abstract RNA sequencing and microarray analysis revealed transcriptional markers expressed in whole blood can differentiate active pulmonary TB (ATB) from other respiratory diseases (ORDs), and latent TB infection (LTBI) from healthy controls (HC). Here we describe a streamlined reverse transcriptase quantitative polymerase chain reaction (RT-qPCR) assay that could be applied at near point-of-care for diagnosing and distinguishing ATB from ORDs and LTBI from HC. A literature review was undertaken to identify the most plausible host-gene markers (HGM) of TB infection. Primers, and dual labelled hydrolysis probes were designed and analytically evaluated for accuracy in an in-vitro model of infection using a lung fibroblast cell-line. Best performing genes were multiplexed into panels of 2–4 targets and taken forward for clinical evaluation. Mycobacteria Growth Indicator Tube and QuantiFERON-TB Gold Plus were used as reference tests for ATB and LTBI respectively. A total of 16 HGM were selected and incorporated into five multiplex RT-qPCR panels. PCR assay efficiency of all evaluated targets was ≥ 90% with a median analytical sensitivity of 292 copies/µl [IQR: 215.0-358.3 copies/µl], and a median limit of quantification of 61.7 copies/µl [IQR: 29.4-176.3 copies/µl]. Clinically, ATB was characterised by higher gene expression than ORDs, while LTBI was associated with lower gene expression than HC, Kruskal-Wallis p

Abstract The global health crisis of antibacterial resistance (ABR) poses a particular threat in low-resource settings like East Africa. Interventions for ABR typically target antibiotic use, overlooking the wider set of factors which drive vulnerability and behaviours. In this cross-sectional study, we investigated the joint contribution of behavioural, environmental, socioeconomic, and demographic factors associated with higher risk of multi-drug resistant urinary tract infections (MDR UTIs) in Kenya, Tanzania, and Uganda. We sampled outpatients with UTI symptoms in healthcare facilities and linked their microbiology data with patient, household and community level data. Using bivariate statistics and Bayesian profile regression on a sample of 1610 individuals, we show that individuals with higher risk of MDR UTIs were more likely to have compound and interrelated social and environmental disadvantages: they were on average older, with lower education, had more chronic illness, lived in resource-deprived households, more likely to have contact with animals, and human or animal waste. This suggests that interventions to tackle ABR need to take account of intersectional socio-environmental disadvantage as a priority.

ABSTRACT The world is experiencing an enormous rise in the prevalence of diabetes, which is associated with massive healthcare costs that threaten to overwhelm many healthcare systems. Most of the diabetes expenditure is attributed to the management of chronic diabetes complications, including diabetic peripheral neuropathy (DPN)/diabetic foot complications, chronic kidney disease, sight‐threatening retinopathy and cardiovascular diseases. Of these complications, the most overlooked is DPN. Most consultations around the world do not even involve taking off shoes and socks to carry out a foot examination, and even when carried out, the peripheral neurological examination using the 10‐g monofilament diagnoses DPN when it is already at an advanced stage. Thus, all too often diabetes complications are diagnosed late, resulting in devastating outcomes, particularly in low‐ to middle‐income countries. There is, therefore, an urgent need to instigate new strategies to improve microvascular screening uptake using a holistic protocol for annual diabetes health checks outside the busy diabetes clinic. One such approach, the Sheffield One‐Stop Microvascular Screening Service, which involves modern point of care devices to diagnose DPN, has been shown to be feasible and effective, resulting in high uptake and early management of diabetes complications. This article outlines the advantages of this One‐Stop Microvascular Screening Service and a plan to trial an adapted version of this service to a resource‐limited country, the Philippines. If successful, this model has the potential for implementation in other countries around the world.

Abstract Background Epilepsy remains a significant public health concern in Tanzania, with affected individuals enduring stigma, whether through actions or perceptions. Myths, misunderstandings, and misconceptions about epilepsy have persisted due to a multitude of factors. Here, we assessed attitudes and perceptions toward epilepsy in Mahenge. Methods A cross-sectional study utilising a mixed-methods approach was undertaken in eight villages in the Ulanga district of Mahenge, integrating a semi-structured questionnaire and focus group discussions (FGDs). The questionnaire involved 778 community members, and 15 FGDs were conducted (seven groups with people with epilepsy and eight without). Descriptive statistics, chi-square, and logistic regression were used for quantitative analysis, while we used NVivo version 14 for thematic analysis of qualitative data. Results Of 778 participants, over half were women (425, 54.6%) with a median age of 41 years (IQR: 30–55) and most had completed primary education (79.9%). The majority of participants were aware of epilepsy (96.8%), yet they displayed low knowledge (51%), negative attitudes (45.5%), and perceptions (42.1%) towards the disorder. A low level of understanding was significantly associated with negative attitudes (Adjusted Odds Ratio [AOR] = 1.89, 95%CI: 1.41–2.53) and perceptions (AOR = 3.22, 95%CI: 2.05–5.04) towards epilepsy. In the qualitative analysis, often hereditary factors and infections were named as causes of epilepsy, along with misconceptions involving witchcraft and divine punishment. There was also a misconception about the contagiousness of epilepsy. Traditional healers were often the initial point of treatment. Epilepsy-related stigma was evident, with individuals with epilepsy facing derogatory labels, social isolation, and barriers to education. Lastly, there was a lack of understanding regarding a possible association between epilepsy and onchocerciasis. Conclusions Despite high awareness of epilepsy, there is insufficient understanding, negative attitudes, and perceptions, including misconceptions and stigma about this neurologic condition. Community-based education programmes are essential for promoting proper healthcare-seeking behaviour and dispelling myths.

Abstract Probabilistic machine learning utilizes controllable sources of randomness to encode uncertainty and enable statistical modeling. Harnessing the pure randomness of quantum vacuum noise, which stems from fluctuating electromagnetic fields, has shown promise for high speed and energy-efficient stochastic photonic elements. Nevertheless, photonic computing hardware which can control these stochastic elements to program probabilistic machine learning algorithms has been limited. Here, we implement a photonic probabilistic computer consisting of a controllable stochastic photonic element – a photonic probabilistic neuron (PPN). Our PPN is implemented in a bistable optical parametric oscillator (OPO) with vacuum-level injected bias fields. We then program a measurement-and-feedback loop for time-multiplexed PPNs with electronic processors (FPGA or GPU) to solve certain probabilistic machine learning tasks. We showcase probabilistic inference and image generation of MNIST-handwritten digits, which are representative examples of discriminative and generative models. In both implementations, quantum vacuum noise is used as a random seed to encode classification uncertainty or probabilistic generation of samples. In addition, we propose a path towards an all-optical probabilistic computing platform, with an estimated sampling rate of ~1 Gbps and energy consumption of ~5 fJ/MAC. Our work paves the way for scalable, ultrafast, and energy-efficient probabilistic machine learning hardware.

At the 2023 American Library Association (ALA) Annual Conference, the International Relations Committee, Americas Subcommittee invited panelists from academic, research, and public libraries to discuss various ways of sharing Indigenous-made materials from the United States and Latin America in the panel, "Sharing Knowledge: Projects and Outreach for Indigenous Patrons, Languages, and Documents." Collectively, the panel addressed various topics ranging from collecting and digitizing Indigenous materials for teaching, returning Indigenous materials, and crafting facsimiles of Indigenous pictorial manuscripts. For "Global Perspectives," the authors have provided written summaries of four presentations by individuals from the Phoenix Public Library, Indiana University-Bloomington, Library of Congress, and Arizona State University. What follow are individual summaries by Alex Mada, Heather Sloan, Giselle M. Aviles, and Seonaid Valiant.

In this article, the authors document the educational pedigrees of faculty at the top 96 economics programs in the United States. They use roster data of 96 top U.S. economics departments to provide a comprehensive update and expansion on data regarding the academic origins--both undergraduate and doctoral--of tenure-track faculty. Nearly 60 percent of their sample attended a top-15 university for their PhD; over a third attended a top-6 university for their PhD; the mean (median) ranking of faculty doctoral alma maters is 15 (10). The authors also find that over a third of faculty with U.S. undergraduate degrees received them at a top-15 university.

Purpose: The purpose of this study is to understand the meaning of the term well-being as conceptualised by parents, grandparents, principals and teachers in the Irish primary education system. Design/methodology/approach: A hermeneutic phenomenological approach was adopted to understand the nature and meaning of the phenomenon of well-being. Interviews were carried out with 54 principals, teachers, parents and grandparents from a representative sample of primary schools in Ireland. Each participant was asked the same, open, question: "What does well-being mean to you?" Responses were transcribed verbatim and analysed using a combination of the principles of the hermeneutic circle and Braun and Clarke's framework for thematic analysis. Findings: Three conceptualisations of well-being were identified (1) well-being is about being happy, (2) well-being is about being healthy and safe and (3) well-being is something you "do". Originality/value: To the best of our knowledge this paper is the first of its kind to describe how well-being is conceptualised by adults in Irish primary school contexts. In particular it highlights how neoliberal conceptualisations of well-being as a "thing", a commodity exchanged on assumptions of individualism, moralism and bio-economism, have crept into the education of our youngest citizens.

The COVID-19 pandemic caused worldwide educational disruption. This paper addresses a gap in the literature relating to the impact of the pandemic on learning experiences of children in rural communities in the Global South, particularly in earlier years of schooling. Children in these communities are at considerable disadvantage in comparison to their urban peers due to poor school infrastructure and challenges in recruitment and retention of teachers. Drawing on a mixed-methods study of primary school children, their teachers and families in rural Sierra Leone, both during and immediately after school closures, the paper highlights how primary schools and their communities responded to the pandemic and how this influenced children's engagement with their learning. While national planning focused on pandemic control measures and provision of some remote learning support, findings highlight challenges for poor rural communities in accessing basic learning supports and the consequent disruption to children's education.

We used a multi-method design to determine the quality of technology-enhanced performance-based peer feedback, teacher candidate strategy use, and child behaviors over time. We also explored teacher candidates' perceived social validity of technology-enhanced performance-based peer feedback. Eleven teacher candidates enrolled in an early childhood certification program and their focus children that were at-risk or identified with disabilities engaged in naturalistic early childhood environments (home, community, and classroom settings). Teacher candidates were grouped by their environmental assignment and reviewed video interactions to provide feedback to their peers. Teacher candidates' quality of feedback changed over time which impacted teacher candidate use of strategies as well as focus child use of skills. Additionally, the teacher candidates perceived the intervention package to be feasible and acceptable. Implications for research and practice are discussed.

This paper draws attention to how markers of adulthood linked to education and employment form an influential social narrative and argues that these help to construct teenage motherhood as problematic. Social policies, informed by this narrative, reinforce the idea of a "correct" path through education and into employment from which young mothers deviate and must be realigned to. This paper draws on a sample of former young mothers who had largely progressed into higher education and sheds light on how their pathways were possible and what challenges they encountered. It therefore joins others in challenging common conceptualisations of teenage motherhood as inevitably leading to educational failure. This paper seeks to open a further avenue to this debate however, in that it questions the wisdom of utilising predetermined markers of success to measure the achievement of young mothers. As the accounts discussed here show, a later data collection point enables us to see how "outcomes", but also priorities, change. Furthermore, by highlighting stories of pride and joy outside of markers of adulthood, it also encourages us to reflect on the effects of a normative social narrative which depicts divergence as failure. The paper therefore seeks to strike a note of caution in the ways in which we define success.

The concept of 'pedagogic voice' emphasises the capacity of children to express their views on matters related to teaching, learning and curriculum. 'Pedagogic voice' aligns with children's rights to be listened to and the extent to which their views are fully considered and acted upon. Combined, these rights based approaches positively shape children's learning experiences. This paper draws on quantitative and qualitative data from the longitudinal mixed methods cohort study Children's School Lives to explore children's voice. Grounded in the sociology of pedagogic voice literature and building upon research on children's participatory rights, the paper explores children's experiences of being heard and actively participating in decision-making processes in diverse primary school settings in Ireland. It analyses children's voice by looking at their capacity to influence their own learning, contrasting their experiences and perspectives, to those of their teachers. Findings illustrate the interplay between children's and teachers' narratives regarding children's voice and their pedagogical encounters to explore the impact on teaching and learning processes, highlighting structural challenges to the realisation of children's voice in primary classrooms in Ireland.