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This article highlights the development and outcomes of a visual art educator community of practice (CoP) cultivated in partnership with the Museum of Contemporary Art in Los Angeles, known as the MOCA PD Lab. Participating researchers were interested in examining how to bring visual art teachers together outside of schools and districts to pursue their own collaborative professional development (PD) that could accommodate time, distance, and expense needs. The study focused on increasing the capacity of group members to design and facilitate PD through examining the impact of the CoP on participants' shared knowledge and reflective practices; exploring strategies to grow and sustain the CoP; and implementing organisational strategies for cultivating connections and empowering teachers to pursue ongoing professional learning (PL). Feedback from participants indicates the positive impact of this CoP on members' self-directed PL in: building community, collaborating with colleagues, developing instructional practice, and engaging in critical reflection. Now concluding its fifth year, the MOCA PD Lab continues to meet monthly to engage in visual art PL experiences to meet participants' individual learning goals. Our hope is that the MOCA PD Lab may serve as a model for educators and museums looking to create collaborative PL opportunities.

Teaching visual literacy provides students with tools for questioning and understanding the world while creating meaning through visual art. Wanting to know how students make meaning together while making art, this article centers the convergence of collaboration and visual literacy in early childhood artistic practice. Approximately 200 students in eight kindergarten, 1st-, and 2nd-grade classes from multiple schools participated in this experience. They practiced verbal and visual communication skills while working with a partner to create and contribute to several different collages. Ages ranged from 5 to 8 years old, and students worked with one partner from the same grade level in their classrooms. Students in these classes had prior experience viewing and interpreting a range of different types of art, although less for those in kindergarten due to fewer years of art instruction. [With contributions by Kerry Buchman.]

Gene copy number alterations, tumor cell stemness, and the development of platinum chemotherapy resistance contribute to high-grade serous ovarian cancer (HGSOC) recurrence. Stem phenotypes involving Wnt-β-catenin, aldehyde dehydrogenase activities, intrinsic platinum resistance, and tumorsphere formation are here associated with spontaneous gains in Kras, Myc and FAK (KMF) genes in a new aggressive murine model of ovarian cancer. Adhesion-independent FAK signaling sustained KMF and human tumorsphere proliferation as well as resistance to cisplatin cytotoxicity. Platinum-resistant tumorspheres can acquire a dependence on FAK for growth. Accordingly, increased FAK tyrosine phosphorylation was observed within HGSOC patient tumors surviving neo-adjuvant chemotherapy. Combining a FAK inhibitor with platinum overcame chemoresistance and triggered cell apoptosis. FAK transcriptomic analyses across knockout and reconstituted cells identified 135 targets, elevated in HGSOC, that were regulated by FAK activity and β-catenin including Myc, pluripotency and DNA repair genes. These studies reveal an oncogenic FAK signaling role supporting chemoresistance.

Gene copy number alterations, tumor cell stemness, and the development of platinum chemotherapy resistance contribute to high-grade serous ovarian cancer (HGSOC) recurrence. Stem phenotypes involving Wnt-β-catenin, aldehyde dehydrogenase activities, intrinsic platinum resistance, and tumorsphere formation are here associated with spontaneous gains in Kras, Myc and FAK (KMF) genes in a new aggressive murine model of ovarian cancer. Adhesion-independent FAK signaling sustained KMF and human tumorsphere proliferation as well as resistance to cisplatin cytotoxicity. Platinum-resistant tumorspheres can acquire a dependence on FAK for growth. Accordingly, increased FAK tyrosine phosphorylation was observed within HGSOC patient tumors surviving neo-adjuvant chemotherapy. Combining a FAK inhibitor with platinum overcame chemoresistance and triggered cell apoptosis. FAK transcriptomic analyses across knockout and reconstituted cells identified 135 targets, elevated in HGSOC, that were regulated by FAK activity and β-catenin including Myc, pluripotency and DNA repair genes. These studies reveal an oncogenic FAK signaling role supporting chemoresistance.

Oncogenes provide tumor cells with a growth and survival advantage. Directed therapies targeted to oncogenic mutations (such as BRAF V600E) are part of effective late-stage melanoma treatment. However, tumors with BRAF V600E mutations, in approximately 10% of colorectal cancer, are generally treatment-insensitive. Research has identified various "feedback" mechanisms that result in BRAF signal pathway reactivation in response to BRAF inhibition. Herein, we highlight key findings from Chen and colleagues (this issue) showing that integrin-associated focal adhesion kinase (FAK) activation selectively occurs in BRAF V600E-mutant colorectal cancer cells in response to pharmacological BRAF inhibition. FAK activation results in elevated β-catenin protein levels, β-catenin nuclear localization, and increased gene transcription. Small-molecule inhibitors of β-catenin or FAK synergize with vemurafenib BRAF inhibitor to prevent BRAF V600E colorectal cancer cell proliferation in vitro and xenograft tumor growth in mice. This study complements findings linking FAK to β-catenin in intestinal tumorigenesis, resistance to radiotherapy, and cancer stem cell survival. Thus, FAK activation may occur as a frequent tumor cell "adaptive resistance" mechanism. Although FAK (PTK2) is not mutated in most cancers, targeting FAK activity in combinational approaches may limit tumor cell escape mechanisms and enhance durable responses to treatment. Mol Cancer Ther; 17(4); 719-23. ©2018 AACR.

AimsThere are no treatments for the extreme hyperphagia and obesity in Prader-Willi syndrome (PWS). The bestPWS clinical trial assessed the efficacy, safety and tolerability of the methionine aminopeptidase 2 (MetAP2) inhibitor, beloranib.Materials and methodsParticipants with PWS (12-65 years old) were randomly assigned (1:1:1) to biweekly placebo, 1.8 mg beloranib or 2.4 mg beloranib injection for 26 weeks at 15 US sites. Co-primary endpoints were the changes in hyperphagia [measured by Hyperphagia Questionnaire for Clinical Trials (HQ-CT); possible score 0-36] and weight by intention-to-treat. ClinicalTrials.gov registration: NCT02179151.ResultsOne-hundred and seven participants were included in the intention-to-treat analysis: placebo (n = 34); 1.8 mg beloranib (n = 36); or 2.4 mg beloranib (n = 37). Improvement (reduction) in HQ-CT total score was greater in the 1.8 mg (mean difference -6.3, 95% CI -9.6 to -3.0; P = .0003) and 2.4 mg beloranib groups (-7.0, 95% CI -10.5 to -3.6; P = .0001) vs placebo. Compared with placebo, weight change was greater with 1.8 mg (mean difference - 8.2%, 95% CI -10.8 to -5.6; P < .0001) and 2.4 mg beloranib (-9.5%, 95% CI -12.1 to -6.8; P < .0001). Injection site bruising was the most frequent adverse event with beloranib. Dosing was stopped early due to an imbalance in venous thrombotic events in beloranib-treated participants (2 fatal events of pulmonary embolism and 2 events of deep vein thrombosis) compared with placebo.ConclusionsMetAP2 inhibition with beloranib produced statistically significant and clinically meaningful improvements in hyperphagia-related behaviours and weight loss in participants with PWS. Although investigation of beloranib has ceased, inhibition of MetAP2 is a novel mechanism for treating hyperphagia and obesity.

Near the end of February 2020, the Art Education Club officers at California State University, Northridge introduced members to a collaborative collage artmaking project, inspired by Marty McCutcheon's "Check It Out" project. Club members--preservice art education students, mentor art teachers, and higher education faculty--had recently voted to meet more than once a month for artmaking opportunities. These new events were organized around creating work together to promote individual and collaborative experiences while strengthening relationships and building leadership capacity. With 18 club members, partners, friends, and children in attendance at the February artmaking evening participants shared ideas and stories, creating a lively environment and excitement about exchanging projects. The plan was to leave with someone else's collage, adding to it over the month, bringing it to the next meeting scheduled for the end of March, viewing works in progress, and exchanging them for another collage to contribute to. This opportunity to make art together, although physically distanced, connected participants in unexpected ways during this time of isolation.

The article focuses on three collaborative research projects across multiple divisions in art education, which were showcased at the 2022 National Art Education Association Convention panel sponsored by the Professional Learning Through Research working group. Topics discussed include the evolution of collaborative research practices, and the way in which the online studio interaction of two higher education professors intersects with their collaborative research practice.

This research investigates medium‐scale disruptive events to understand how these events influence communication and coordination between two interdependent systems (i.e., the water system and the public health system). Medium‐scale events are events that are often overlooked as routine as they occur with more frequency than large‐scale events, yet they have the potential to provide important information about the state and vulnerability of systems, and, if not managed appropriately, can cascade into larger‐scale crises. A survey of US public drinking water systems (N = 471) shows that medium‐scale events promote coordination, especially when those events have a public dimension. Findings also reveal that several features of water systems including surface water sources, system size, and ownership types are associated with higher levels of interaction with the public health systems. Additionally, a network analysis identifies three distinct subnetworks that engage in emergency response activities. The strength of the working relationship was strongly associated with coordinated emergency responses, coordinated public responses, planning, and technical assistance. Findings have implications for both theory and crisis management. [ABSTRACT FROM AUTHOR]

In the 20 years since its inception, robotic surgery has evolved greatly in its design and clinical use. Most recently, the approach to training and gaining proficiency in robotic surgery techniques has also matured. This article reviews the development of robotic surgery systems, the trajectory of their use for patients with benign and malignant gynecologic conditions, and the advances in novel technologies that are driving the applications of robotic surgery forward. (J GYNECOL SURG 39:204) [ABSTRACT FROM AUTHOR]

Policy entrepreneurs have traditionally been recognized for their ability to influence policymakers by framing policy problems and pairing them with preferred solutions. Does their influence extend to the public? We examine this question in the context of the COVID‐19 pandemic in the United States. We analyze whether an individual's perception of a visible, national‐level policy entrepreneur, director of the National Institute of Allergy and Infectious Diseases (NIAID) Dr. Anthony Fauci, influences their perceived risk of contracting the virus and their uptake of recommended COVID‐19 risk mitigation behaviors. Findings indicate that approval of Dr. Fauci predicts individual risk perceptions and uptake of mask wearing practices, with his influence particularly strong among conservatives. However, Dr. Fauci's influence as a policy entrepreneur waned over time and was moderated by a host of factors such as an individual's worldview, perceptions of policy environment, and media consumption. [ABSTRACT FROM AUTHOR]

The concept of resilience is surging in popularity, but relevant discussions are often disconnected from one field to another. To prompt integration of disparate conversations on resilience, we examine the concept's origins etymologically, genealogically, and by analyzing the interdependencies of drinking water and public health systems in six academic disciplines and practice-oriented fields. These disciplines are engineering, social work, urban studies, political science, communication, and public health. While the disciplinary resilience literatures are relatively stove-piped from one another's contexts, they all theorize resilience at multiple levels of analysis. They also engage a range of understandings of how to build resilience in complex systems. This paper brings several conversations together, addressing gaps and resonances in disciplinary conceptualizations of resilience with nine propositions to cultivate interdisciplinary and transdisciplinary discussions and debates. We ground this creative inquiry in real-world examples of water system crises to highlight subthemes among the propositions and stimulate more diverse discussions moving forward. We examine dynamics of interfaces and interactions within and between systems through the Elk River Water chemical contamination in Charleston, West Virginia in 2014. We investigate tensions that arise in knowledge and practice through lead poisoning of public water systems in Washington, DC and Flint, MI. Finally, we consider how change and persistence shape learning through water infrastructure in Southern California. All together, these propositions offer a starting point and a provocation to strengthen theorizing around resilience for critical infrastructure systems. [ABSTRACT FROM AUTHOR]

Copyright of Risk, Hazards & Crisis in Public Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This project was designed for an undergraduate art education course to help students visually communicate ideas about contemporary issues through the use of cloth and embroidery. Students examined how historic embroidered visual narratives have been used to inform, advocate for, or protest local or global issues and events. Using peer feedback for developing visual literacy and dialogue to foster empathy, students explored and discussed the socially-responsive works of various artists while also learning to talk about their own work (and the work of their peers) critically to improve visual communication skills. Students researched local and global issues such as homelessness, food insecurity, mental health, COVID-19, the Black Lives Matter movement, and transgender rights, then designed visuals to inform, advocate for, or protest their chosen topics, embroidered in cloth. Outcomes from the project included responsive and empathetic dialogue with peers while building community, meaningful feedback noted in discussions and reflective writing, and improved visual communication skills evidenced in students' embroidered narratives. [ABSTRACT FROM AUTHOR]

Copyright of Risk, Hazards & Crisis in Public Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article highlights the development and outcomes of a visual art educator community of practice (CoP) cultivated in partnership with the Museum of Contemporary Art in Los Angeles, known as the MOCA PD Lab. Participating researchers were interested in examining how to bring visual art teachers together outside of schools and districts to pursue their own collaborative professional development (PD) that could accommodate time, distance, and expense needs. The study focused on increasing the capacity of group members to design and facilitate PD through examining the impact of the CoP on participants' shared knowledge and reflective practices; exploring strategies to grow and sustain the CoP; and implementing organisational strategies for cultivating connections and empowering teachers to pursue ongoing professional learning (PL). Feedback from participants indicates the positive impact of this CoP on members' self-directed PL in: building community, collaborating with colleagues, developing instructional practice, and engaging in critical reflection. Now concluding its fifth year, the MOCA PD Lab continues to meet monthly to engage in visual art PL experiences to meet participants' individual learning goals. Our hope is that the MOCA PD Lab may serve as a model for educators and museums looking to create collaborative PL opportunities. [ABSTRACT FROM AUTHOR]