Search

Accounting for the condensation of organic vapors along with water vapor (co-condensation) has been shown in adiabatic cloud parcel model (CPM) simulations to enhance the number of aerosol particles that activate to form cloud droplets. The boreal forest is an important source of biogenic organic vapors, but the role of these vapors in co-condensation has not been systematically investigated. In this work, the environmental conditions under which strong co-condensation-driven cloud droplet number enhancements would be expected over the boreal biome are identified. Recent measurement technology, specifically the Filter Inlet for Gases and AEROsols (FIGAERO) coupled to an iodide-adduct chemical ionization mass spectrometer (I-CIMS), is utilized to construct volatility distributions of the boreal atmospheric organics. Then, a suite of CPM simulations initialized with a comprehensive set of concurrent aerosol observations collected in the boreal forest of Finland during spring 2014 is performed. The degree to which co-condensation impacts droplet formation in the model is shown to be dependent on the initialization of temperature, relative humidity, updraft velocity, aerosol size distribution, organic vapor concentration, and the volatility distribution. The predicted median enhancements in cloud droplet number concentration (CDNC) due to accounting for the co-condensation of water and organics fall on average between 16 % and 22 %. This corresponds to activating particles 10–16 nm smaller in dry diameter that would otherwise remain as interstitial aerosol. The highest CDNC enhancements (ΔCDNC) are predicted in the presence of a nascent ultrafine aerosol mode with a geometric mean diameter of ∼ 40 nm and no clear Hoppel minimum, indicative of pristine environments with a source of ultrafine particles (e.g., via new particle formation processes). Such aerosol size distributions are observed 30 %–40 % of the time in the studied boreal forest environment in spring and fall when new particle formation frequency is the highest. To evaluate the frequencies with which such distributions are experienced by an Earth system model over the whole boreal biome, 5 years of UK Earth System Model (UKESM1) simulations are further used. The frequencies are substantially lower than those observed at the boreal forest measurement site (< 6 % of the time), and the positive values, peaking in spring, are modeled only over Fennoscandia and the western parts of Siberia. Overall, the similarities in the size distributions between observed and modeled (UKESM1) are limited, which would limit the ability of this model, or any model with a similar aerosol representation, to project the climate relevance of co-condensation over the boreal forest. For the critical aerosol size distribution regime, ΔCDNC is shown to be sensitive to the concentrations of semi-volatile and some intermediate-volatility organic compounds (SVOCs and IVOCs), especially when the overall particle surface area is low. The magnitudes of ΔCDNC remain less affected by the more volatile vapors such as formic acid and extremely low- and low-volatility organic compounds (ELVOCs and LVOCs). The reasons for this are that most volatile organic vapors condense inefficiently due to their high volatility below the cloud base, and the concentrations of LVOCs and ELVOCs are too low to gain significant concentrations of soluble mass to reduce the critical supersaturations enough for droplet activation to occur. A reduction in the critical supersaturation caused by organic condensation emerges as the main driver of the modeled ΔCDNC. The results highlight the potential significance of co-condensation in pristine boreal environments close to sources of fresh ultrafine particles. For accurate predictions of co-condensation effects on CDNC, also in larger-scale models, an accurate representation of the aerosol size distribution is critical. Further studies targeted at finding observational evidence and constraints for co-condensation in the field are encouraged.

β-Tricalcium Phosphate (β-TCP), one of the most used bone graft substitutes, may contain up to 5 wt% foreign phase according to standards. Typical foreign phases include β-calcium pyrophosphate (β-CPP) and hydroxyapatite (HA). Currently, the effect of small amounts of impurities on β-TCP resorption is unknown. This is surprising since pyrophosphate is a very potent osteoclast inhibitor. The main aim of this study was to assess the effect of small β-CPP fractions (

This study used an intrinsic case study to investigate how interventions from applied behavior analysis impacted language development, academic progress, and the reduction of severe challenging behaviors for an 8-year-old child who is Deaf and autistic. 3 main themes were identified: language acquisition, behavioral change strategies, and academic performance. Additionally, 2 common threads wove in and out of each and connected all 3 themes: language access and qualified providers, including Deaf professionals. This study expands the literature about using behavioral strategies with children who are Deaf and autistic and discusses implications for clinical and educational practice.

Research Findings: This study aims to examine the latent profiles of parents' mediation and their predictors, as well as links between different profiles and children's problematic media use. A total of 1415 children aged 3-6 years (47.8% boys) and their paired parents were recruited in Shanghai, China and surveyed demographic information, parents' mediation practice and marital conflict, and children's media use problems. Latent profile analyses, tests of variance, and logistic regression analyses were used for data analysis. The results indicated that: (1) four potential profiles of mediation were yielded: mother-dominated mediation, father-dominated mediation, coordinated high-level mediation, and coordinated low-level mediation; (2) there were significant associations between children's age, fathers' age, parents' educational backgrounds and marital conflict with mediation profiles; and (3) the likelihood of children experiencing problematic media use was lowest in the consistent high-level group, followed by the mother-dominated and the father-dominated group, and highest in the consistent low-level group. Practice or Policy: These findings imply that parents' digital parenting patterns are influenced by multiple factors, and that parents who are older, have less education, have older children, and experience more marital conflict should be given more support and assistance to improve parents' child-rearing and child development.

Background: Stealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model. Objective: The first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience. Method: This paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging-to-measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty. Results: This paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) computational thinking, and (4) collaborative creativity. Each example represents a case in CM development, offering valuable insights. Conclusion: The paper concludes by discussing several guidelines derived from the examples discussed. Emphasizing the importance of dedicating ample time to fine-tune CMs can significantly enhance the accuracy of assessments related to learners' knowledge and skills. It underscores the significance of qualitative phases in crafting comprehensive stealth assessments, such as CMs, alongside the quantitative statistical modeling and technical aspects of these assessments.

Teacher innovation is closely related to the improvement of basic education quality, and the cultivation of innovative talent for the nation. However, few studies have employed the causes of teacher innovation from the perspective of intrinsic motivation. To explore the factors and mechanisms affecting teacher innovation, we surveyed 421 middle school teachers to investigate the mediating roles of organizational identification and work engagement in the relationship between career calling and teacher innovation. The results indicate that career calling has a significantly positive impact on teacher innovation and that both organizational identification and work engagement mediate the effect of career calling on teacher innovation. Moreover, organizational identification and work engagement act as chain mediators in the relationship between career calling and teacher innovation. Therefore, to promote teacher innovation in middle school, it is important to emphasize the sense of calling, organizational identification, and work engagement. Practical implications for how to promote teacher innovation are also discussed.

The aim of this study was to map the current status of STEM education in Kazakhstan. The study encompasses 24 studies selected through a literature search in Google Scholar, ERIC, Web of Science, and Scopus. The descriptive characteristics of the reviewed studies reveal a significant increase in STEM education publications in Kazakhstan since 2019, indicating a growing emphasis on this field. The reviewed studies, spanning the years 2019 to 2023, included diverse formats such as journal articles, conference proceedings, book chapters, theses, and review articles. Notably, the reviewed studies involved participants from both K-12 and university levels, with a particular focus on female students in some studies. The thematically organized findings of the reviewed studies highlighted challenges faced by STEM education in Kazakhstan, including students' perceptions about STEM subjects and careers, school environment and educational culture, and societal and gendered expectations. Creating interactive learning environments, addressing biases, dismantling gender stereotypes, and challenging traditional norms were identified as crucial steps to encourage the participation of young women in STEM disciplines. This study contributes to understanding STEM education in Kazakhstan and provides a foundation for future cross-country comparisons, emphasizing the necessity for adaptable approaches in designing and evaluating STEM initiatives in evolving educational contexts.

Multimodal materials have become ubiquitous in language teaching classes. However, growing evidence suggests that misalignments between multimodal elements can mislead or even confuse students. To explore such concerns, this paper focuses on the design and pedagogical application of intersemiotically cohesive multimodal materials in an English for Specific Purposes (ESP) context. Specifically, utilizing a classroom-based intervention with two groups of Thai undergraduates (N = 41) enrolled on an English for agriculture course, we employed think-aloud protocols and video recordings to capture their interactions with multimodal materials we designed. The video recordings were then used for video-stimulated focus group interviews with six representatives from each group. This allowed us to explore how these students perceived and interacted with our designed materials and enabled us to investigate how a congruence between written text, visuals, hyperlinks to translations and audio, and consciousness-raising questions affected their learning experience. The findings revealed that well-integrated multimodal resources supported vocabulary acquisition and reading comprehension. However, students reported challenges with the abstraction of text and usability of hyperlinks, suggesting areas for further material refinement. Based on our results, we make recommendations for multimodal material design and underscore the critical need for cohesive educational resources to ensure learning effectiveness and accessibility.

Will the imposter phenomenon influence critical leadership competencies, specifically decision-making self-efficacy, and innovative work behavior? This prospective study will propose a framework to investigate the impact of the imposter phenomenon on essential leadership skills, focusing on exploring whether self-esteem acts as a mediating factor. The research will seek to evaluate the potential effects of the imposter phenomenon on leadership competencies, such as innovative work behavior and decision-making self-efficacy, among managers in South Africa. The significance of this proposed investigation stems from a recognized gap in previous studies addressing the relationship between the imposter phenomenon and these leadership skills within the South African context. By adopting a quantitative approach through a cross-sectional correlational survey design, the study aims to achieve its objectives by testing hypotheses and addressing pertinent research questions. The target population will comprise managers from both the public and private sectors in South Africa, and purposeful sampling will be employed to ensure a representative sample of leaders and managers. Analytical tools will be used for data analysis, including descriptive statistics, Cronbach alpha coefficients, exploratory and confirmatory factor analyses, and structural equation modeling. The anticipated results are expected to reveal whether the imposter phenomenon has a detrimental effect on decision-making self-efficacy and innovative work behavior, with self-esteem as a mediating variable. The findings from this prospective study are anticipated to contribute to a heightened awareness of the imposter phenomenon, providing valuable insights for the better management and mitigation of its effects. The enhanced understanding of the imposter phenomenon can empower managers and leaders to make more effective decisions and exhibit innovative behavior.

Despite a high level of interest and investment in "gold standard" evaluations of interventions in education, the gap between teaching practice and the latest research on learning appears wider than ever; likewise, persistent attainment gaps between certain groups remain. This report summarizes the presentations and discussion from a roundtable event that brought together representatives from educational practice, research, and policy to explore challenges and solutions in relation to establishing "what works" in different educational contexts. The commentary addresses issues surrounding (a) who is involved and when, (b) a need for methodological innovation, (c) communication, and (d) understanding and use of evidence by educators and policymakers. Suggestions for best practice in relation to addressing these issues using national and international examples are presented. Identified recommendations related to facilitating a research culture within the teaching profession, the promotion of data sharing and communication, and conducting realistic evaluations. Outstanding questions are highlighted.

In this article, we give an overview of translational educational neuroscience (mind, brain, and education) in the United Kingdom. We consider the state of "translation," describing respectively the state of the dialogue between researchers and educators, the state of evaluation of approaches to improve educational outcomes, and the state of innovation in research translation. We consider "the teacher perspective." What do UK teachers think about educational neuroscience and its potential for informing classroom practice, and how do ideas about pedagogical approaches feature among their everyday concerns? We describe the results of a recent survey from a representative sample of over 1,000 UK teachers, and a case study of a UK high school teacher who employs educational neuroscience in his practice and what this entails. Lastly, we consider the "policy perspective" and assess the recent move by the UK government to introduce knowledge of cognitive science into initial and early-career teacher training.

This study pursued two major objectives. The first was to use bibliometric techniques to examine bidirectionality in the relationship between teachers and researchers, as indicated by collaborative authorship among these communities. The second was to explore more deeply knowledge mobilization to classrooms by documenting the extent to which research is cited in science education practitioner journals (SEPJ). Specifically, we examined: (a) the frequency of collaboration between researchers and practitioners in the writing of journal articles for both practitioner-focused and academic journals in science education, and (b) the extent to which authors of articles in practitioner-focused journals drew on academic research to support their advocacy for and/or description of science education programs, policies, or practices. Findings indicate that writing collaborations among academic researchers and practitioners are relatively infrequent, even on practitioner-focused articles. Also, articles in SEPJs more often cite books and other resources over academic journals, even those academic journals focused on informing science education teaching and learning. Recommendations include providing open access to published research, development of research summaries for lay audiences, and incentivizing practitioners to engage in research and writing. This study explores only one mechanism by which knowledge can be mobilized to classrooms and only one type of dissemination product (i.e., journal articles) upon which researchers and practitioners can collaborate. Additional limitations are noted including the applicability of the findings only to the specific journals and timeframes analyzed.

Background: As a group, autistic children with high support needs (with adaptive functioning in the range of an intellectual disability) are at risk of significant literacy difficulties. We investigated the parent-reported home literacy environment of this group of children. Method: Sixty-two parents of autistic children (4.5 to 18.25 years) attending an autism-specific school completed a home literacy survey reporting on their child's: (1) alphabet knowledge, (2) interest in reading, (3) activities/interactions around books, (4) reading ability, and (5) writing ability. Results: We found significant positive correlations between parent-reported child interest in reading and literacy-related interactions and skills, but not with child age. Children using spoken words to communicate obtained significantly greater scores on four home-literacy subscales, but not on reading interest. Conclusions: A better understanding of the home literacy activities of autistic children with high-support needs is needed to inform educational practices aimed at promoting literacy development in this vulnerable population.