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The COVID‐19 pandemic has led to unprecedented life disruptions among young adults, including increased job insecurity and financial strain. Mental health problems and substance use have also increased during the pandemic, with young adults particularly vulnerable to experiencing these challenges. This study examines trajectories of financial distress among young adults during the pandemic and their associations with depression, anxiety, and hazardous alcohol and cannabis use. Data from 473 young adults (ages 22–29) recruited in the Northwest United States were collected from April/May 2020 to July/August 2021. Financial distress trajectories were identified using growth mixture modeling. Negative binomial models were used to examine associations between financial distress trajectories and distal outcomes of depression, anxiety, alcohol, and cannabis use. Three distinct trajectories were identified, revealing Low, Moderate, and High financial distress experiences. Individuals with "Moderate" and "High" trajectories showed significantly greater depressive and anxiety symptom scores compared with those in the "Low" financial distress trajectory group. Trajectories were not associated with subsequent levels of alcohol or cannabis use. Young adult mental health remains a priority during periods of economic downturn. Providers must be aware of the psychological challenges imposed by financial distress among young adults to address worsening mental health symptoms. [ABSTRACT FROM AUTHOR]

Many college students engage in harmful levels of marijuana use, which is associated with negative consequences, including poor academic achievement and failing to reach developmental milestones (Johnston et al., 2016; Schulenberg et al., 2005). The relationship between personal goals and substance use is complex. Understanding the perceived benefits of marijuana use and reduction of marijuana use on goal attainment may be critical for researchers, clinicians, and student affairs professionals who aim to enhance the utility of brief interventions. This study is a natural extension of previous work focused on personal goals. Using a college student sample of frequent marijuana users, the authors examined the association between each goal domain and marijuana use. They then examined the extent of the perceived impact of marijuana use on the attainment of each endorsed goal domain (e.g., the extent to which participants believed marijuana use helped or hindered achieving specific goals) and the perceived impact of reduction of marijuana use on the attainment of a specific goal domain (e.g., the extent to which participants believed reducing marijuana use helped or hindered achieving specific goals).

This article provides a concrete illustration of how teachers in a primary school in Singapore discuss students' learning in a lesson study cycle and grew professionally as a community. Specifically, we examined how collaboratively analysing students' work serves as a useful practice for teachers to learn to work with diverse learners. The findings suggested that open discussions around students' work helped teachers to reflect upon their unwarranted perceptions of their students and their teaching. The study provided insights into how teachers' understandings of their students' diverse backgrounds, as well as teachers' understanding of subject content and pedagogy, developed as they participated in lesson study activities that were focused on analysing students' work. Our findings found that lesson study provided the following affordances to foster such changes: (1) eliciting hypotheses in dialogue; (2) creating space for alternative perspectives; (3) collaboratively scrutinizing student learning evidence for follow-up teaching; and (4) identifying problems for further discussion. While the illustration of this case is uniquely Singaporean, implications include concerns about teacher professional learning and teaching for equity common to many other educational contexts.

While research on embodied learning sheds light on the body's role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality learning environment. "International Journal of Computer-Supported Collaborative Learning," 10(1), 7-34.) to understand how many resources are taken up, blended together, and progressively refined towards canonical scientific understanding. By tracing the body, we demonstrate that embodied experiences are never 'erased.' Instead, although students find ways to articulate understanding that do not require movement, they nonetheless derive meaning from prior embodied activity. Young children exceed expected grade level understanding in part because their capability as embodied reasoners is privileged for learning. In addition to expanding liminal blends theory, we suggest implications for designing technology-enhanced environments and science learning. Across all audiences, findings suggest the importance of privileging an array of sensemaking resources often excluded from classrooms, and the importance of students mapping multiple representational forms to develop conceptual understanding of science phenomena

The phenomenal spread of Japanese lesson study (LS) beyond Japan is indicative of the perception that the seemingly obvious routines of LS are transferable into foreign contexts. It is, however, to be expected, that various aspects of LS would be adapted to suit the culture of the adopting context. The diverse ways in which LS is adapted across different contexts provides the opportunity for researchers to unpack what needs to be done to better adapt, implement and sustain LS to support teacher development across non-Japanese contexts. This paper is based on the findings from a nation-wide research project undertaken to explore the adaptations made to LS in Singapore schools. Surveys and case studies provided data to examine LS structure and implementation processes in Singapore schools and to investigate school leaders' and teachers' experiences and understandings of LS processes. In teasing out the subtle differences among the Singaporean adaptations and Japanese LS, we gleaned a deeper understanding of the cultural and contextual factors that elucidate key features of LS that are pertinent in creating the necessary conditions for effective teacher learning.

Purpose: Patients with advanced non-small cell lung cancer (NSCLC) whose tumors harbor anaplastic lymphoma kinase (ALK) gene fusions benefit from treatment with ALK inhibitors (ALKi). Analysis of cell-free circulating tumor DNA (cfDNA) may provide a noninvasive way to identify ALK fusions and actionable resistance mechanisms without an invasive biopsy.Patients and Methods: The Guardant360 (G360; Guardant Health) deidentified database of NSCLC cases was queried to identify 88 consecutive patients with 96 plasma-detected ALK fusions. G360 is a clinical cfDNA next-generation sequencing (NGS) test that detects point mutations, select copy number gains, fusions, insertions, and deletions in plasma.Results: Identified fusion partners included EML4 (85.4%), STRN (6%), and KCNQ, KLC1, KIF5B, PPM1B, and TGF (totaling 8.3%). Forty-two ALK-positive patients had no history of targeted therapy (cohort 1), with tissue ALK molecular testing attempted in 21 (5 negative, 5 positive, and 11 tissue insufficient). Follow-up of 3 of the 5 tissue-negative patients showed responses to ALKi. Thirty-one patients were tested at known or presumed ALKi progression (cohort 2); 16 samples (53%) contained 1 to 3 ALK resistance mutations. In 13 patients, clinical status was unknown (cohort 3), and no resistance mutations or bypass pathways were identified. In 6 patients with known EGFR-activating mutations, an ALK fusion was identified on progression (cohort 4; 4 STRN, 1 EML4; one both STRN and EML4); five harbored EGFR T790M.Conclusions: In this cohort of cfDNA-detected ALK fusions, we demonstrate that comprehensive cfDNA NGS provides a noninvasive means of detecting targetable alterations and characterizing resistance mechanisms on progression. Clin Cancer Res; 24(12); 2758-70. ©2018 AACR.

Since its introduction 20 years ago for the treatment of chronic wounds, negative pressure wound therapy use has expanded to a variety of other wound types. Various mechanisms of action for its efficacy in wound healing have been postulated, but no unifying theory exists. Proposed mechanisms include induction of perfusion changes, microdeformation, macrodeformation, exudate control and decreasing the bacterial load in the wound. We surmise that these different mechanisms have varying levels of dominance in each wound type. Specifically, negative pressure wound therapy is beneficial to acute open wounds because it induces perfusion changes and formation of granulation tissue. Post-surgical incisional wounds are positively affected by perfusion changes and exudate control. In the context of chronic wounds, negative pressure wound therapy removes harmful and corrosive substances within the wounds to affect healing. When skin grafts and dermal substitutes are used to close a wound, negative pressure wound therapy is effective in promoting granulation tissue formation, controlling exudate and decreasing the bacterial load in the wound. In this review, we elucidate some of the mechanisms behind the positive wound healing effects of negative pressure wound therapy, providing possible explanations for these effects in different wound types.