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This study sought to understand the educational experiences of three Latina doctoral students that led to spirit murdering, that is, the racial violence that sought to kill their humanity. They examined their experiences of spirit murdering while attending a Hispanic-Serving Institution in the southwest, reflecting on the impact this had on their "bodymindspirit" and the ways in which they responded. The number of Latinas pursuing a post-secondary degree is growing exponentially, and the difference between their enrollment and degree attainment numbers is staggering. Literature has revealed that instances of stress, gender bias and role conflict, marginalization, and isolation have affected Latina students in academia. By analyzing the experiences of the study's participants, the authors offer their insight on how institutions (and in particular, HSIs) could better support Latina student populations.

Course-based undergraduate research experiences (CUREs) offer a novel avenue for engaging students in the scientific process (Bangera and Brownell, 2014). In contrast to traditional laboratories, CUREs are designed to foster autonomy through student-driven hypothesis generation, experimentation, data analysis, and dissemination of findings (Auchincloss et al., 2014; Spell, Guinan, Miller, and Beck, 2014). In this article, the authors describe the development and evaluation of the BIOL 1108: Health Disparities in the Border Region II CURE, which represents efforts to address concerns through purposeful integration of civic engagement education into the CURE curriculum. A health disparities course theme was identified given the widespread health inequalities along the U.S.-Mexico border that have posed a challenge to the U.S. healthcare system (Bastida, Brown, and Pagán, 2008; Rosales, Carvajal, and de Zapien, 2016). They also present both quantitative and qualitative evidence suggesting that participation in the CURE positively impacts students' development of public health outreach skills, researcher autonomy and self-efficacy, and affective dispositions toward the role of science in society

This qualitative study examined how early career faculty of color in higher education departments of educational leadership and administration across the United States were able to manage the cultural taxation associated with faculty service and achieve promotion and tenure. In the U.S., receiving academic tenure promises faculty both academic freedom and job security. This study utilizes cultural taxation as a theoretical framework to explore how faculty of color navigated service demands at their institutions. Three commonalities were found among participants: (1) being strategic about commitments to students and promotion and tenure efforts; (2) making connections between faculty workloads and motivation for pursuing promotion and tenure; and (3) believing relationships with students were a benefit during the promotion and tenure process. The results of this study indicated that successfully navigating cultural taxation helped faculty in their pursuit of promotion and tenure.

The Model of the Use of Evolutionary Trees (MUET)-curricular module that systematically and comprehensively introduces the learning of evolutionary trees for the lower-level college students was developed and implemented in an introductory organismal biology laboratory course at a mid-size, doctoral degree-granting institution. A quasi-experimental, nonrandomised control group, pretest--posttest research design was used to assess students' improvement of their tree-thinking ability. In this study, the students in the MUET-curricular module were the experimental group (N = 174) and the students in the traditional curricular module were the control group (N = 170). Paired t-test results revealed a statistically significant increase in students' tree-thinking ability in the MUET-curricular module (t(173) = -4.38; p < 0.001). Wilcoxon signed rank test results demonstrated a statistically significant increase in students' self-reported perceptions of their tree-thinking ability in the cognitive dimension in the MUET-curricular module (z = -5.68, p < 0.01, r = -0.32). Results show that the MUET-curricular module can be used in the introductory biology contexts as an effective teaching resource in the teaching and learning of tree-thinking.

Introducción y objetivo: Dado el número creciente de cirugía de tiroides, la incidencia de hipoparatiroidismo postquirúrgico está en aumento. La frecuencia de la hipocalcemia por hipoparatiroidismo tras tiroidectomía total es muy variable según la literatura (0,3-68%). El objetivo principal del presente estudio es analizar los factores bioquímicos, quirúrgicos y demográficos relacionados con un mayor riesgo de hipocalcemia. Metodología: Se trata de un estudio retrospectivo, sobre un total de 297 pacientes intervenidos de tiroidectomía total en un periodo de 8 años en un hospital terciario. Se analizan datos demográficos, clínicos y bioquímicos, tanto preoperatorios, intraoperatorios como postoperatorios y su relación con la hipocalcemia postquirúrgica. Resultados: La tasa de hipocalcemia total fue de 40,2%, siendo transitoria en el 26,1%. Fueron variables estadísticamente significativas la edad (p=0,04), la enfermedad de Graves (p=0,04), el carcinoma confirmado por anatomía patológica (p=0,04), la tiroidectomía en dos tiempos (p=0,00), el número de paratiroides trasplantadas (p=0,00) y la PTH pre y post –operatorias (p=0,03 y p=0,00) y el gradiente de PTH (p=0,00). Conclusiones: Este estudio demuestra que hay una serie de factores de riesgo intrínsecos al paciente y al acto quirúrgico capaces de predecir el riesgo de hipocalcemia tras la tiroidectomía total. Posiblemente, la optimización de la técnica quirúrgica podría evitar la aparición de hipocalcemia tras la tiroidectomía total en algunos casos, mientras que en otros, la identificación de dichos factores en el postoperatorio podría permitir la detección temprana y el tratamiento eficaz de estos pacientes. En el presente estudio, la edad, la enfermedad de Graves y el autotrasplante de paratiroides se asociaron con hipocalcemia postquirúrgica; mientras que el carcinoma de tiroides y la tiroidectomía en dos tiempos fueron factores protectores.

ABO group incompatibility at the time of transfusion of blood products carries risks ranging from mild adverse reactions to death of the patient. In modern obstetrics, the leading cause of death is obstetric hemorrhage, for which uterotonics, compression sutures, arterial ligatures, solutions, and blood products are used. For this reason, it is necessary to know the blood group . and Rh of each patient admitted for obstetric surgery and have her sign a consent form for transfusion of blood or blood derivatives, explaining all the adverse effects that may occur in the event of complications. We describe a case of postpartum transfusion with a hemolytic reaction due to ABO incompatibility and its clinical management. [ABSTRACT FROM AUTHOR]

This study examined parental involvement as a mediator of the academic performance of middle school students with special needs. The study built on the different types of parental involvement theorized by Epstein and colleagues (2002) and studied empirically by Fan and Chen (2001). Using a specially developed questionnaire, a sample of 82 parents (representing all children enrolled in a special education program in a charter middle school in a diverse, urban environment) reported on the nature and extent of their involvement in their children's schoolwork. These ratings were then compared with their children's actual grades in four core classes over the course of the academic year. Echoing earlier findings with general population students, a significant relationship was found between parental expectations and overall GPA. Since Resource Room students had significantly lower grades than Special Day students (those in a self-contained, noninclusive classroom), parental communication and general involvement were negatively associated with academic performance in this sample, as had been the case earlier with similar groups of struggling students. Findings revealed a more complex relationship between parental involvement and academic achievement for special education students. These outcomes suggest that parental involvement with other student groups, grade levels, disabilities, and strengths may also be associated differently with other aspects of parental involvement and merit further study.

Advancement of the scientific enterprise relies on individuals conducting research in anethical and responsible manner. Educating emergent scholars in the principles of ethics/responsible conduct of research (E/RCR) is therefore critical to ensuring such advancement. The recent impetus to include authentic research opportunities as part of the undergraduate curriculum, via course-based undergraduate research experiences (CUREs), hasbeen shown to increase cognitive and noncognitive student outcomes. Because of theseimportant benefits, CUREs are becoming more common and often constitute the first research experience for many students. However, despite the importance of E/RCR in theresearch process, we know of few efforts to incorporate E/RCR education into CUREs. TheEthics Network for Course-based Opportunities in Undergraduate Research (ENCOUR)was created to address this concern and promote the integration of E/RCR within CUREsin the biological sciences and related disciplines. During the inaugural ENCOUR meeting, afour-pronged approach was used to develop guidelines for the effective integration of E/RCR in CUREs. This approach included: 1) defining appropriate student learning objectives;2) identifying relevant curriculum; 3) identifying relevant assessments; and 4) defining keyaspects of professional development for CURE facilitators. Meeting outcomes, includingthe aforementioned E/RCR guidelines, are described herein.

Research shows that English learners are too often denied access to complex tasks that address grade-level standards. Teachers have expressed that they believe lack of English proficiency makes complex work impossible or that they fear frustrating students into withdrawal. This article presents how teachers can incorporate students' native language into the classroom.

Is it possible to teach biology without mentioning evolution? The answer is yes, but it is not possible for students to understand biology without the evolutionary context on which the meaning and intellectual value of biological concepts depend. Meaningful learning of evolution requires (1) that the students incorporate new knowledge into a cognitive structure linked with higher-order concepts; (2) a well-organized knowledge structure; and (3) a positive emotional attachment and identification (affective commitment) to the subject by the learner. Concept maps are useful tools in meaningful learning. We present a concept map that organizes concepts of history of life and the processes that generate it, and the hierarchical relationships among them. Biological evolution is a compelling account of life on Earth and of human origins. It constitutes a unifying explanatory framework that can generate a powerful affective commitment to the subject. The concept map provided here is tied to the Next Generation Science Standards (NGSS).

Introduction: For most women, pregnancy is a normoevolutive physiological state; however, this is not true in all cases, as some obstetric patients present with life-threatening complications requiring admission to the obstetric Intensive Care Unit (ICU). Our study aimed to identify the primary reasons for admission to the obstetric ICU of a tertiary care center in Sinaloa, Mexico, from January 1 to December 31, 2023. This objective is crucial for understanding and improving maternal healthcare. Our study was a retrospective, cross-sectional, and descriptive analysis of 83 patient records from the Women's Hospital of Sinaloa ICU. This unique approach provides valuable insights into the leading causes of obstetric ICU admissions. Results: The mean age was 24±7.25 years; the patients had a minimum of 1 and a maximum of 6 pregnancies; 65% had been terminated by delivery, 72.2% by cesarean section, and 14.1% by abortion. Prenatal care had not been provided in 27.7% of cases. The mean length of stay in the ICU was 3.1 days. Regarding marital status, 15.7% were single, 41.4% were married, and 43.4% were in a common-law relationship. Twenty-five point three percent had primary education, 42.2% had secondary education, 27.7% had high school, and 4.8% had professional studies. The most common diagnoses were preeclampsia with severity criteria (25.3%), obstetric hemorrhage (21.7%), hemolysis, elevated liver enzymes and low platelets (HELLP) syndrome (9.6%), and eclampsia (7.2%). Conclusions: Our findings underscore the significance of hypertensive disorders of pregnancy and obstetric hemorrhage as the leading causes of ICU admissions in our hospital. This knowledge is crucial for improving maternal healthcare. [ABSTRACT FROM AUTHOR]

Moral pride has been found to be a positive component of moral life. Nevertheless, this emotion has been the object of little attention and hardly any studies focus on gender differences in this regard. Is this emotion more intense in girls than in boys? Five studies on "authentic" moral pride, with sample groups in different age ranges (two with children and the other three with adolescents) and using different measures (moral pride scales and vignettes), were carried out to answer this question. When significant (Study 5, with adolescents) or marginally significant (Study 2, with children, and Study 3, with adolescents) differences were observed, they were always in favor of girls, but were fairly small. In the discussion, these results are interpreted in light of the feeling rules about pride in general and a series of guidelines are suggested for children's education.

Introduction: Preeclampsia is a major cause of maternal and fetal morbidity and mortality, accounting for approximately 25% of maternal deaths in Latin America. Preeclampsia is a state of systemic inflammation due to an immunologic imbalance between proinflammatory and regulatory T cells, leading to multiorgan damage. Objective: To describe the clinical features, biochemical markers, and acute phase reactants of inflammation in hypertensive disorders of pregnancy. Materials and methods: An observational, cross-sectional, prospective study was conducted in hypertensive pregnant patients hospitalized at the Women's Hospital of Culiacan, Mexico, from March 2021 to January 2022. These patients were classified according to the type of hypertension based on 24-hour urine protein determination. A toxicologic profile including uric acid, lactate dehydrogenase (LDH), C-reactive protein (CRP), erythrocyte sedimentation rate (ESR), serum lipids, and total leukocytes was obtained to calculate the neutrophil-lymphocyte ratio of patients in each of the study groups. The body mass index (BMI) was also calculated. Data were analyzed using Stata Intercooled 13.1. Results: The mean age of the included patients was 25.43±6.5 years, gestational age was 37.35±2.73, 35.9% were primigravida, and 16.07% were adolescents. Among the 397 cases, 23.17% had severe preeclampsia, 24.69% had non-severe pre-eclampsia, 27.2% had gestational hypertension, and 24.94% were healthy controls. Neutrophil-lymphocyte ratio, uric acid, urea, LDH, and CRP were higher in the most severe cases of hypertensive disease. Changes in serum magnesium levels were mainly observed in severe preeclampsia. Conclusions: In this study, biochemical and inflammatory markers were higher in severe forms of hypertensive disorders of pregnancy. [ABSTRACT FROM AUTHOR]

Objective:To examine significant-other (SO) and therapist behaviors as predictors of client change language within motivational interviewing (MI) sessions. Method: Participants from an emergency department received a single session of MI that included SO participation (N = 157). Sessions were coded using therapy process coding systems. Sessions were subdivided into 10 equal deciles to facilitate sequential analyses. Multilevel modeling was used to examine the relationships among the following variables: therapist MI-consistent and MI-inconsistent behaviors; client change talk and sustain talk; and SO Support Change and SO Against Change. Results: Therapist MI-consistent and MI-inconsistent behaviors failed to predict either client change talk or sustain talk at the decile level. Global measures of therapist MI spirit and acceptance were associated with lower levels of client sustain talk (p = 0.002 and p less than 0.001, respectively). Higher levels of SO Support Change were more likely to be followed by higher levels of client change talk (p less than 0.001) and lower levels of client sustain talk (p less than 0.001). SOs who engaged in behaviors that discouraged the patient's drinking in the 6 months prior to the intervention had higher levels of SO Support Change language (p = 0.02). When analyzed at the aggregate level, therapist behavior was significantly associated with client change talk, but effect sizes were quite modest. Conclusions: Within-session SO behavior impacts client verbalizations regarding changes in alcohol use. Results raise questions about the role of therapist behavior when an SO is present. (Contains 5 tables and 1 footnote.)

Regulatory focus theory (Higgins, 1997, 1998) has received a great deal of recent attention in the organizational behavior literature. Despite the amount of new evidence surrounding regulatory focus and its relationships with other variables, a quantitative summary of this literature is lacking. The authors used meta-analysis to summarize correlations from 77 empirical studies that included self-report measures of promotion and prevention focus. Meta-analytic effect sizes between promotion and prevention focus and work-related variables are reported. In general, results indicated that promotion and prevention focus are orthogonal constructs and each construct is uniquely related to other theoretically relevant constructs. The results also demonstrate the importance of regulatory foci to organizational researchers as well as the need for a unified approach to their measurement. (Contains 1 figure and 6 tables.)

American Indian studies celebrates forty years at a conference in conjunction with a campuswide effort to recognize the development of interdisciplinary studies programs in the second half of the twentieth century. Interdisciplinary programs (IDPs) are a major aspect of the progress of academics in the United States. The author's point at the conference examining the potential future for American Indian studies is his ardent reminder of America's great accomplishment. Today, Americans have a non-European academy in the United States that accompanies the European model. As people contemplate the future of American Indian studies in the twenty-first century, they must renew and strengthen their understanding and appreciation for the enormous accomplishment they have formed in the American academy: a non-European academy. The author points out that Americans must continue to support and benefit from the intellectualism of IDPs as well as enjoy the inclusion of all of their communities in the life of the campus. They must remember and promote their interdisciplinary studies approach as an American development that continues their legacy as the educational effort of all people.