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Purpose: The purpose of this study was to determine whether providing realistic auditory or somatosensory cues to spatial location would affect measures of vestibulo-ocular reflex gain in a rotary chair testing (RCT) context. Method: This was a fully within-subject design. Thirty young adults age 18-30 years (16 men, 14 women by self-identification) completed sinusoidal harmonic acceleration testing in a rotary chair under five different conditions, each at three rotational frequencies (0.01, 0.08, and 0.32 Hz). We recorded gain as the ratio of the amplitude of eye movement to chair movement using standard clinical procedures. The five conditions consisted of two without spatial information (silence, tasking via headphones) and three with either auditory (refrigerator sound, tasking via speaker) or somatosensory (fan) information. Two of the conditions also included mental tasking (tasking via headphones, tasking via speaker) and differed only in terms of the spatial localizability of the verbal instructions. We used linear mixed-effects modeling to compare pairs of conditions, specifically examining the effects of the availability of spatial cues in the environment. This study was preregistered on Open Science Framework (https://osf.io/2gqcf/). Results: Results showed significant effects of frequency in all conditions (p < .05), but the only pairs of conditions that were significantly different were those including tasking in one condition but not the other (e.g., tasking via headphones vs. silence). Post hoc equivalence testing showed that the lack of significance in the other comparisons could be confirmed as not meaningfully different. Conclusions: These findings suggest that the presence of externally localizable sensory information, whether auditory or somatosensory, does not affect measures of gain in RCT to any relevant degree. However, these findings also contribute to the increasing body of evidence suggesting that mental engagement ("tasking") does increase gain whether or not it is provided via localizable instructions. [ABSTRACT FROM AUTHOR]

Research Summary: Today's innovations rely on scientific discoveries of the past, yet only some corporate R&D builds directly on scientific output. In this article, we analyze U.S. patents to investigate how firms generate value by building on prior art "closer" to science. We show that patent value is decreasing in distance‐to‐science. Overall, we find a science premium within firms ranging from 5.0 to 18.3%. If we allow for firm sorting into different modes of R&D based on their relative advantage, that is, when we do not control for firm fixed effects, we find an even larger science premium: patents building directly on scientific publications are 4.0–42.3% more valuable than patents in the same technology that are not directly based on science. Managerial Summary: Building on scientific research allows firms to capture significantly more value from their inventions. By analyzing U.S. patents and their linkages to scientific publications, our paper describes the relationship between invention "proximity" to the scientific literature and public firm valuations—as measured in abnormal stock market returns. Our findings indicate that patents building on science are 5.0–18.3% more valuable. If we account for variations in R&D strategies among firms, the premium becomes even larger, ranging from 4.0 to 42.3%. Further, the results show that the value‐enhancing benefits of integrating scientific insights into R&D are greater for firms with more experience building on science. Together, the results underscore the competitive advantages of using science as a foundation for corporate innovation. [ABSTRACT FROM AUTHOR]

Health sciences librarians often lack knowledge of the motivations behind faculty publishing behavior. This study establishes some understanding of their choices through interviews with academic health sciences faculty members. Knowledge of the concepts of open access was lacking, as was the differences between open access and predatory publishing. Faculty had varied opinions on publication without robust peer review, its ethical implications, manuscript quality, and trust in scientific publishing. Evidence from this study suggests that librarians must take an active role in shaping the future of scholarly communication through education, advocacy, and a commitment to moving science forward equitably and ethically. [ABSTRACT FROM AUTHOR]

A student's socioeconomic status (SES) has a significant relation to their academic achievement. Much of this work has explored this in math and reading, but less is known about how SES relates to science achievement, particularly in the early grades. Using quantile regression with nationally representative data, we explored this relation in 12,676 kindergarten students (51.2% boys, 52.2% White, 21.8% Hispanic, 12.7% Black and 6.6% Asian) and 10,339 fifth‐grade students (51.3% boys, 49.4 White, 27.2% Hispanic, 9.4% Black and 8.2% Asian). We found less variability in science achievement scores for those high on SES than those low on SES. The scores of the high SES students cluster together on the high end of science achievement, whilst those from low SES score across the distribution. These findings highlight the need to explore what can mitigate the relation between SES and science achievement and where resources to support science achievement are most needed. [ABSTRACT FROM AUTHOR]

In this randomized control study, we evaluated science teachers’ pedagogical practices via classroom observations following ongoing, intensive, and structured instructional support sessions. These sessions included virtual professional development (VPD) and virtual mentoring and coaching (VMC) that accompanied a literacy-infused science curriculum. Using a low-inference observational instrument, we explored the direct impact of VPD and VMC on fifthgrade science teachers’ observed time allocation in a randomized controlled trial (RCT) validation study. The observations were collected three times during science instruction from 121 teachers in 68 schools from 35 public school districts in the U.S. state of Texas, during the 2017- 2018 school year. Preliminary findings revealed pedagogical differences in time allocation among teachers between treatment and control classrooms. We identified improved instructional practices within treatment classrooms, which suggests the intervention had a positive effect by enhancing the quality of pedagogy as well as the contentarea instruction in science. [ABSTRACT FROM AUTHOR]

This cross-sectional study examines the population prevalence of blood lead levels (BLLs) greater than the sample median of 0.76 µg/dl in the U.S. population and investigates demographic factors associated with higher BLLs using data from the 2017-2018 National Health and Nutrition Examination Survey. Logistic regression models were used to assess the impact of poverty status on BLLs, with adjustments for factors such as race, age, gender, and lifetime smoking history. This study found that individuals living in or near poverty had significantly higher odds of having a BLL >0.76 µg/dl when compared with individuals not in poverty, with an adjusted OR of 1.824 (95% CI [1.324, 2.513]) and 1.744 (95% CI [1.388, 2.190]), respectively. This nationally representative study has important implications for understanding the demographic and socioeconomic factors that affect BLLs in the U.S. population. [ABSTRACT FROM AUTHOR]

This quantitative, non-experimental study explored the relationship between the features of math and science teachers' preparation programs and their graduates' instructional rigor and persistence in teaching. Five math and science teacher preparation programs from across the United States were examined. Six sets of instructional tasks were collected from forty-six recent graduates of these programs to provide insights into novices' instructional rigor, and employment data were collected for thirty-seven of these graduates three to eight years after graduation. Regardless of the program's features, all teachers could design and implement instruction with moderate to high rigor. However, this ability was not the norm. Mixed-effect models suggest the strongest evidence between degree types (bachelor versus post-bachelor) was related to teachers' persistence: novices from graduate programs were more likely to persist in the work. However, no program feature was strongly associated with instructional rigor. Further research is needed to determine if the differences we found in teacher persistence are due to the nature of applicants drawn to particular programs (undergraduate versus graduate) or the program's structure. Future research is also needed to explore the influence of instructional context (i.e., district, school, and department norms for instruction) on math and science teachers' instructional rigor. [ABSTRACT FROM AUTHOR]

The article provides information on the 2023 U.S. College Book Price Index which was compiled from reviews of books published in the journal during 2023. Topics discussed include the overall average price for books in the Humanities, Sciences, and Social & Behavioral Sciences, number of titles, dollar amounts, percentages, and average price for books in each subject category for 2023, and average price and indexing information for the years 2021 through 2023.

Copyright of Revista Electrónica de Psicología Iztacala is the property of Facultad de Estudios Superiores Iztacala 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.)

Children possess different beliefs regarding their ability to succeed in math and science, as well as different levels of enjoyment and interest in these topics. These motivational processes are important because they often shape learning‐related behaviours which in turn predict academic outcomes, over and above previous performance. But, what are the potential sources of influence that could explain individual differences in children's academic self‐concept and interest in math and science? In this registered report, we adopted a situated expectancy‐value theory framework to examine the potential role of teacher instructional practices that emphasize conceptual understanding in enhancing these motivational processes. We focused on practices emphasizing conceptual understanding given science‐driven recommendations to implement them across the United States. Contrary to our hypotheses, a multilevel analysis of grade 4 U.S. data from the 2015 release of the Trends in International Mathematics and Science Study (TIMSS) revealed that the self‐reported frequency of instructional practices emphasizing conceptual understanding were unrelated to math or science self‐concept and interest. Our null findings prompt greater attention to other factors, such as the quality and implementation of instructional practices, differences between instructional goals and actual practices, and classroom composition, that could enhance ability beliefs and values in math and science. [ABSTRACT FROM AUTHOR]

Limited research has explored the longitudinal pathway to youth career interests via identity and efficacy together. This study examined the longitudinal associations between science efficacy, STEM (science, technology, engineering and math) identity, and scientist career interest among girls who are historically considered as an underrepresented group among scientists. The sample included 308 girls (M age = 15.22, SD age = 1.66; 42.8% White) from six STEM youth programs, each at a different informal science learning site within the U.K. and the U.S. Longitudinal structural equation modelling demonstrated that science efficacy consistently predicted STEM identity and scientist career interest, and similarly, STEM identity consistently predicted science efficacy over a two-year period. Scientist career interest at 12 months predicted science efficacy at 24 months. The coefficients of efficacy predicting STEM identity and scientist career interest were significantly larger compared to STEM identity and scientist career interest in predicting science efficacy from 12 months to 24 months. Further mediation analysis supported a significant pathway from STEM identity at 3 months to scientist career interest at 24 months via 12-month science efficacy. The findings highlight that science efficacy and STEM identity for girls relate to their scientist career interest and these longitudinal associations are reciprocal. This study suggests that science efficacy and STEM identity mutually influence each other, and enhancing science efficacy and STEM identity is key to promoting adolescents' interest in being a scientist. [ABSTRACT FROM AUTHOR]

Increasing evidence suggests that success in science, technology, engineering, and math (STEM) fields is not only dependent upon one's actual STEM-relevant abilities but also upon one's STEM-relevant attitudes—in particular, math and spatial attitudes. Here, we examine whether simply mentioning the math or spatial relevance of a task affects children's performance and the moderating role of children's math and spatial attitudes. Further, we examine gender differences in performance given pervasive gender gaps in STEM and early-emerging gender differences in math and spatial attitudes. Participants (221 first- to fourth-grade children from the United States; 113 girls, 108 boys; 52% White, 16% Black, 14% Asian, 9% Hispanic or Latinx, 18% multiple races/ethnicities) were introduced to a novel task framed as tapping into math or spatial abilities (or no framing [control condition]). Children then completed math and spatial anxiety and self-concept measures. Results indicate that children who heard the math task framing were less accurate relative to children in the control condition, and the effect was larger for those with higher math anxiety or lower math self-concept, but it was not different for boys and girls. Children who heard the spatial task framing, however, performed comparably to children in the control condition. Though both math and spatial attitudes revealed identical patterns of gender differences (with higher anxiety and lower self-concept in girls than boys), there were no gender differences in performance. This study highlights the salient role of math attitudes early in development and provides key insights for future work aimed at increasing STEM outcomes. Public Significance Statement: Findings reveal that children perform worse on a novel task when it is described as being related to math—but not spatial—skills, and this effect is strongest for children with more negative math attitudes. Moreover, girls had more negative math and spatial attitudes than did boys, but gender differences were not observed in performance on the task. Findings provide key insights into processes implicated in science, technology, engineering, and math outcomes. [ABSTRACT FROM AUTHOR]

Religion remains among the most powerful and pervasive forms of social behavior around the world, including the United States. Yet academic sociology has long ignored its relevance and is consequently neglecting a responsibility to provide accurate and comprehensive explanations of social life to the world. I consider several reasons for this neglect, including the uncomfortable topic of anti‐religious bias within the discipline. I propose that correcting our collective suspicion toward religion, religious people, and the specialists who study them is not only ethical, but it helps us do better science, prevents us from excluding minorities who are also more likely to be religious, and helps us earn the trust of the wider public. I conclude by calling for a reprioritization of religion in the discipline. [ABSTRACT FROM AUTHOR]

Introduction: In 2016, the United States transitioned to two new braille codes for science, technology, engineering, and mathematics (STEM). Little is known about the experiences of teachers of students with visual impairments in learning and supporting their students in learning these new braille codes: Nemeth Code within Unified English Braille (UEB) Contexts and UEB Technical. Methods: Thirteen certified teachers of students with visual impairments participated in one of three focus groups during the spring of 2020. The audio files were transcribed and then analyzed. Results: Some participants reported that they were still in the process of transitioning to Nemeth Code within UEB Contexts or UEB Technical. The majority of participants learned a new code through self-study and were introducing the symbols incrementally to their students. The participants reported that their students had been successful in learning Nemeth Code within UEB Contexts or UEB Technical, but there were challenges, including inadequate lead time, in supporting their students in STEM classes. Discussion: Affordable training and professional development for learning a new code were needed. Additional resources, including grade-level charts and curricula for K-12 students, should be created for both codes. Implications for Practitioners: Teachers of students with visual impairments are an essential part of the STEM educational team for students who read braille. Supporting student learning requires specialized knowledge of the braille codes used in STEM courses and technologies for producing tactile materials. Sharing of instructional materials, existing resources, and teacher expertise throughout mentorship would benefit the field of visual impairment. [ABSTRACT FROM AUTHOR]

BACKGROUND: More than 1 in 4 adult Americans have a disability limiting their daily functioning to earn living wages. Meanwhile, the shortage of U.S. professionals in STEM fields persists because of underrepresentation of specific groups, such as racial and ethnic minorities, women, and people with disabilities. OBJECTIVE: The study investigates the determinants of wages among Americans with disabilities in non-STEM and STEM occupations to explore the feasibility of broadening their participation in STEM careers where they may earn higher wages and thereby, close the wage-gap with their non-disabled peers. METHODS: The study used a research design based on Mincer's earnings regression model to analyze select variables as wage determinants based on data from the 2018 American Community Survey (ACS). RESULTS: While the findings suggest that within the Americans with disabilities group, working in a STEM occupation with a college degree in a STEM field was the best route to attain maximum wages, significant wage disparities exist compared to Americans without disabilities. CONCLUSION: The implications of the findings for Vocational Rehabilitation providers are discussed. [ABSTRACT FROM AUTHOR]

Maintaining adolescents' engagement with STEM (science, technology, engineering, and math) in and out of school may help ensure that adolescents are prepared to enter the STEM workforce. This study aims to extend prior work by documenting internal and external factors that matter for both STEM class engagement as well as engagement with STEM outside of school through STEM activism. Participants included ninth and tenth grade students (N = 852) from ethnically diverse public schools in the Southeastern United States, approximately evenly divided by gender. Findings from regression analyses revealed that girls and participants who perceive educational barriers to STEM were less engaged in STEM classes, whereas those who reported learning about more male scientists in class, and those who reported higher levels of belonging, STEM growth mindset, and STEM motivation were more engaged in STEM classes. Those who reported higher critical motivation, critical action, belonging, and STEM motivation were more engaged in STEM activism outside of school. Findings suggest that STEM teachers and out‐of‐school program developers may learn new ways to engage students from each other. Further, findings highlight some factors that may promote engagement in STEM both in and out of schools such as belonging and STEM motivation. Practitioner points: While related, STEM engagement in school and out of school are driven by somewhat different factors.Educators in and out of school should foster belonging and motivation to engage adolescents in STEM.Critical consciousness may promote engagement in STEM out of school, whereas growth mindset may be more important for in school STEM engagement. [ABSTRACT FROM AUTHOR]

Background: The language of the science curriculum is complex, even in the early grades. To communicate their scientific observations, children must produce complex syntax, particularly complement clauses (e.g., I think it will float; We noticed that it vibrates). Complex syntax is often challenging for children with developmental language disorder (DLD), and thus their learning and communication of science may be compromised. Aims: We asked whether recast therapy delivered in the context of a science curriculum led to gains in complement clause use and scientific content knowledge. To understand the efficacy of recast therapy, we compared changes in science and language knowledge in children who received treatment for complement clauses embedded in a first‐grade science curriculum to two active control conditions (vocabulary + science, phonological awareness + science). Methods & Procedures: This 2‐year single‐site three‐arm parallel randomized controlled trial was conducted in Delaware, USA. Children with DLD, not yet in first grade and with low accuracy on complement clauses, were eligible. Thirty‐three 4–7‐year‐old children participated in the summers of 2018 and 2019 (2020 was cancelled due to COVID‐19). We assigned participants to arms using 1:1:1 pseudo‐random allocation (avoiding placing siblings together). The intervention consisted of 39 small‐group sessions of recast therapy, robust vocabulary instruction or phonological awareness intervention during eight science units over 4 weeks, followed by two science units (1 week) taught without language intervention. Pre‐/post‐measures were collected 3 weeks before and after camp by unmasked assessors. Outcomes & Results: Primary outcome measures were accuracy on a 20‐item probe of complement clause production and performance on ten 10‐item unit tests (eight science + language, two science only). Complete data were available for 31 children (10 grammar, 21 active control); two others were lost to follow‐up. Both groups made similar gains on science unit tests for science + language content (pre versus post, d = 2.9, p < 0.0001; group, p = 0.24). The grammar group performed significantly better at post‐test than the active control group (d = 2.5, p = 0.049) on complement clause probes and marginally better on science‐only unit tests (d = 2.5, p = 0.051). Conclusions & Implications: Children with DLD can benefit from language intervention embedded in curricular content and learn both language and science targets taught simultaneously. Tentative findings suggest that treatment for grammar targets may improve academic outcomes. What this paper adds: What is already known on the subject: We know that recast therapy focused on morphology is effective but very time consuming. Treatment for complex syntax in young children has preliminary efficacy data available. Prior research provides mixed evidence as to children's ability to learn language targets in conjunction with other information. What this study adds: This study provides additional data supporting the efficacy of intensive complex syntax recast therapy for children ages 4–7 with Developmental Language Disorder. It also provides data that children can learn language targets and science curricular content simultaneously. What are the clinical implications of this work?: As SLPs, we have to talk about something to deliver language therapy; we should consider talking about curricular content. Recast therapy focused on syntactic frames is effective with young children. [ABSTRACT FROM AUTHOR]

During the past 50 years, medical and behavioral scientists have made great progress in understanding the variables which influence the development of sexual orientation, identity, and consequent behavior. In most instances, homosexuality is influenced by hormonal, genetic, and immunologic variables during fetal development, and the effects cannot usually be altered without consequence. The recent struggle within The United Methodist Church in the USA reflects the difficulty that society in general has with accepting homosexuality as part of the spectrum of sexuality. Hopefully, understanding the factors influencing sexual orientation will aid in reducing prejudice and eventually bring an end to the pain endured by the LGBTQ community, and the conflict within The United Methodist Church, a prototype of the struggle. [ABSTRACT FROM AUTHOR]

Purpose: To analyze the AI research in the field of nursing, to explore the current situation, hot topics, and prospects of AI research in the field of nursing, and to provide a reference for researchers to carry out related studies. Methods: We used the VOSviewer 1.6.17, SciMAT, and CiteSpace 5.8.R3 to generate visual cooperation network maps for the country, organizations, authors, citations, and keywords and perform burst detection, theme evolution, and so forth. Findings A total of 9318 articles were obtained from the Web of Science Core Collection database. Four hundred and thirty‐one AI research related to the field of nursing was published by 855 institutions from 54 countries. CIN‐Computers Informatics Nursing was the top productive journal. The United States was the dominant country. The transnational cooperation between authors from developed countries was closer than that between authors from developing countries. The main hot topics included nurse rostering, nursing diagnosis, nursing decision support, disease risk factor prediction, nursing big data management, expert system, support vector machine, decision tree, deep learning, natural language processing, and nursing education. Machine learning represented one of the cutting‐edge and most applicable branches of artificial intelligence in the field of nursing, and deep learning was the hottest technology among many machine learning methods in recent years. One of the most cited papers was published by Burke in 2004 and cited 500 times, which critically evaluated AI methods to deal with nurse scheduling problems. Conclusions: Although AI has been paid more and more attention to the field of nursing, there is still a lack of high‐yielding authors who have been engaged in this field for a long time. Most of the high contribution authors and institutions came from developed countries; therefore, more transnational and multi‐disciplinary cooperation is needed to promote the development of AI in the nursing field. This bibliometric analysis not only provided a comprehensive overview to help researchers to understand the important articles, journals, potential collaborators, and institutions in this field but also analyzed the history, hot spots, and future trends of the research topic to provide inspiration for researchers to choose research directions. [ABSTRACT FROM AUTHOR]

Team science refers to research initiatives considered in collaboration with scientists from different disciplines or fields. This paper presents a bibliometric analysis for visualization of global research activity concerning the combination of cancer and the COVID-19 pandemic using a team science approach. A bibliometric study was implemented using Web of Science from 2019 to 2021. We analyzed citations to identify description and citations analysis of results, most prolific countries, international research collaboration, most prolific institutions, research areas, most cited papers, and most productive journals. The preliminary data of 2,313 studies that adopted a team science approach were recorded and analyzed. Team science is becoming progressively popular in cancer research. The United States was the most active country, followed by Italy and China. The United States, the United Kingdom, and Italy had the highest level of cooperation with other countries. The most prolific institution was Harvard University, followed by University of London and the University of Texas System. Head and Neck Journal for the Sciences and Specialties of the Head and Neck, Frontiers in Oncology, and eCancerMedicalScience were the most productive journals. Governments, organizations, policymakers, and researchers should pay attention to team science approach at times of disasters such as cancer and COVID-19 to achieve the best strategies for controlling cancer that is currently a world problem. [ABSTRACT FROM AUTHOR]

The article focuses on the problematic influence of politics on scientific research, particularly in the context of the so-called Havana syndrome. Topics include the use of unreliable data to support the existence of this syndrome, the flawed methodologies behind the neuropsychological tests conducted, and the dangers of allowing political narratives to shape scientific conclusions.

Background: Computer‐based assessment allows for the monitoring of reader behaviour. The identification of patterns in this behaviour can provide insights that may be useful in informing educational interventions. Objectives: Our study aims to explore what different patterns of reading activity exist, and investigates their interpretation and consistency across different task sets (units), countries, and languages. Three patterns were expected: on‐task, exploring and disengaged. Methods: Using log data from the PISA 2012 digital reading assessment (9226 students from seven countries), we conducted hierarchical cluster analyses with typical process indicators of digital reading assessments. We identified different patterns and explored whether they remained consistent across different units. To validate the interpretation of the identified patterns, we examined their relationship to performance and student characteristics (gender, socio‐economic status, print reading skills). Results and Conclusions: The results indicate a small number of transnational clusters, with unit‐specific differences. Cluster interpretation is supported by associations with student characteristics—for example, students with low print reading skills were more likely to show a disengaged pattern than proficient readers. Exploring behaviour tended to be exhibited only once across the three units: It occurred in the first unit for proficient readers and in later units for less skilled readers. Major Takeaways: Behavioural patterns can be identified in digital reading tasks that may prove useful for educational monitoring and intervention. Although task situations are designed to evoke certain behaviours, the interpretation of observed behavioural patterns requires validation based on task requirements, assessment context and relationships to other available information. Lay Description: What is already known about the subject matter?: Students differ in how they read, comprehend and use digital information.Indicators from process data provide insight about how students engage with digital reading tasks. What does this paper add to the subject matter?: Based on multiple process indicators, a small number of clusters indicating different behavioural activity can be distinguished.These clusters can be described as on‐task, passive, hasty, exploring, disengaged, persistent and lost interest.A meaningful interpretation of the clusters must consider the requirements of the underlying tasks. Implications for practice and/or policy: Knowledge of how students engage with digital resources may provide useful feedback for teachers to guide students' learning or intervene when they struggle.Educational monitoring: The high comparability of country‐specific results suggests an invariant set of solution strategies in the digital reading assessment. [ABSTRACT FROM AUTHOR]

Little is known about the factors that influence engagement for adolescents participating in informal youth science programs. This study examined longitudinal reciprocal associations between adolescents' science engagement, interest, and growth mindset. Participants were adolescents (Mage = 15.06, SD = 1.82 years, 66.8% female) from the UK (n = 168) and the US (n = 299). A cross lagged path analysis indicated that participants' science growth mindset at baseline was positively related to interest, and engagement at year 1, and science interest at year 1 was positively related to growth mindset at year 2. Additionally, girls had lower science growth mindsets than boys. This evidence suggests that informal programs may encourage positive STEM trajectories by fostering engagement, growth mindset and interest. [ABSTRACT FROM AUTHOR]

Informal learning environments play a critical role in science, technology, engineering, and mathematics learning across the lifespan and are consequential in informing public understanding and engagement. This can be difficult to accomplish in life science where expertise thresholds and logistics involved with handling biological materials can restrict access. Community laboratories are informal learning environments that provide access to the resources necessary to carry out pursuits using enabling biotechnologies. We investigate a group of these spaces in order to ascertain how this occurs—with specific attention to how material and intellectual resources are structured and shape learning. Using surveys and focus group interviews, we explore a group of these spaces located in the United States. We found that the spaces examined offer learning activities that are sufficiently scaffolded and flexible as to promote personalized and community-driven practice. We discuss these findings in relation to informal learning environment design and learning. [ABSTRACT FROM AUTHOR]

The Constitution provides Congress the power to enact copyright laws in order "To promote the Progress of Science." Some statements by the modern Supreme Court may be interpreted to suggest that "the Progress of Science" is synonymous with creativity, and most scholars articulate the purpose of copyright law in terms of encouraging creative expressions. This is troubling, however, because not all creative expressions yield public knowledge; indeed, some yield public harm. For example, false statements of fact that are made to purposefully deceive are highly creative, but those statements inhibit the spread of knowledge and may lead to demonstrably harmful outcomes. Therefore, creativity does not always promote the progress of science. This Article argues that the Copyright Clause's reference to the progress of science imposes a public-harm boundary on the type of creativity that copyright should encourage. As support for this argument, the Article relies on the plain meanings of "Progress" and "Science," past judicial interpretation of the Clause, copyright theory, and public-value themes in other intellectual property doctrines. The Article proposes that courts should deny copyright protection for expressions that are unlawful or, in other words, those that fall outside of First Amendment protection. It further contemplates that Congress might deny protection for some limited categories of expression that receive First Amendment protection. Finally, this Article responds to a counterargument that is based on free speech principles. The Article concludes that although creativity is essential to realizing the progress of science, the progress of science should once again require that creative works not be harmful to the public. [ABSTRACT FROM AUTHOR]

Little research has examined the associations between perceived inclusivity within informal science learning sites, youth program belonging and perceptions of program career preparation. This study explored relations between these factors at three timepoints (T1 = start of program, T2 = 3 months and T3 = 12 months after start). Participants were a diverse sample of 209 adolescents participating in STEM youth programs within informal science learning sites situated in the United States and United Kingdom (70% females: Mage = 15.27, SDage = 1.60), with 53.1% British and 64.1% non-White. Path analysis revealed that only perceptions of inclusivity for own social identity group (i.e., gender, ethnicity) at T1 were associated with T2 STEM youth program belonging. There was a significant indirect effect of T1 perceptions of inclusivity for one's own social identity groups on T3 perceptions of program career preparation via T2 program belonging. This study highlights that, over time, perceptions of inclusivity around youth's own social identity groups (i.e., gender and ethnicity/culture) are related to a sense of youth program belonging, which in turn is later associated with perceptions of program career preparation. [ABSTRACT FROM AUTHOR]

Objectives. To longitudinally examine the legal landscape of laws requiring abortion patients be informed about the possibility of medication abortion (MAB) "reversal" (in quotes as it does not refer to an evidence-based medical procedure). Methods. We collected legal data on enacted state MAB-reversal laws across all 50 US states and Washington, DC, (collectively, states) from 2012 through 2021. We descriptively analyzed these laws to identify legal variation over time and geography, and conducted a content analysis to identify qualitative themes and patterns in MAB-reversal laws. Results. As of 2021, 14 states (27%)—mostly in the midwestern and southern United States—have enacted MAB-reversal laws. States largely use explicit language to describe reversal, require patients receive information during preabortion counseling, require physicians or physicians' agents to inform patients, instruct patients to contact a health care provider or visit "abortion pill reversal" resources for more information, and require reversal information be posted on state-managed Web sites. Conclusions. Reversal laws continue a dangerous precedent of using unsound science to justify laws regulating abortion access, intrude upon the patient‒provider relationship, and may negatively affect the emotional and physical health of patients seeking an MAB. (Am J Public Health. 2023;113(2):202–212. https://doi.org/10.2105/AJPH.2022.307140) [ABSTRACT FROM AUTHOR]

Few women major in the science, technology, engineering, and mathematics (STEM) fields at the undergraduate level. Given the drive to attract and retain students in general, and women in STEM in particular, educational institutions need to know what resources and services might help support these students in their work. This study seeks to provide a better understanding of how undergraduate women in STEM use the academic library. The study involved focus groups and interviews with women at a research-intensive university in the United States. Grounded theory principles provided a basis for analysis of the collected conversations. The findings from this study indicate that undergraduate women in STEM depend on the academic library as a quiet place to study where there are few distractions and technology is easily available. [ABSTRACT FROM AUTHOR]

In the science communication literature, we can easily notice the persistence of the knowledge-attitudes model (or the deficit model) that attributes the lack of public support to a lack of scientific knowledge. However, there has also been a continuing debate over the roles of scientific knowledge in explaining public attitudes towards specific controversial science and technologies. Using the data from an American nationwide survey, this study examined the variety of antecedents of the public acceptance of human gene editing (HGE), including scientific knowledge, attitudes towards science, risk-benefit perceptions of HGE, and belief in human evolution. Our findings illuminate how scientific knowledge indirectly influenced the public acceptance of HGE through a variety of mediating variables (such as attitudes towards science, risk perceptions of HGE, and benefit perceptions of HGE), though it did not directly influence this acceptance. The findings also reveal some moderating effects of belief in human evolution on the relationships among the above variables, serving as a 'perceptual filter' in the case of HGE. These findings revisit and extend the persistent but simplified knowledge-attitudes model and provide new insights into the complicated process of public attitude formation about such controversial technologies as HGE. [ABSTRACT FROM AUTHOR]

A substantial literature shows that public polarization over climate change in the U.S. is most pronounced among the science literate. A dominant explanation for this phenomenon is that science literacy amplifies motivated reasoning, the tendency to interpret evidence such that it confirms prior beliefs. The present study tests the biasing account of science literacy in a study among the U.S. population that investigated both interpretation of climate change evidence and repeated belief-updating. Results replicated the typical correlational pattern of political polarization as a function of science literacy. However, results delivered little support for the core causal claim of the biasing account—that science literacy drives motivated reasoning. Hence, these results speak against a mechanism whereby science literacy driving motivated reasoning could explain polarized climate change beliefs among the science literate. This study adds to our growing understanding of the role of science literacy for public beliefs about contested science. [ABSTRACT FROM AUTHOR]

Reddit is an online social media website where users set up individual discussion forums (subreddits) on various topics. To gauge public perceptions of the opioid epidemic in the United States we analyzed discussions on the subreddits r/ChronicPain, r/Opiates, r/Politics, r/Health, r/News, and r/Science that were identified with the search terms "opioid", "opioid crisis", and "opioid epidemic". We identified categories in each subreddit and used IBM Watson Natural Language Understanding to analyze emotional tones and themes in comments from individual discussion posts. There were similar categories across subreddits including Health and Fitness, Addiction, Drugs, Disease, and Chronic Pain. Some categories and concepts were subreddit-specific such as the category "Law, Government, Politics" in r/News and the concept "analgesic" in r/Health. Across these subreddits and categories, there was an overall negative sentiment, with little difference in emotional tones. Themes were also similar across subreddits and categories and were limited to specific drugs: opioid, heroin, and morphine. Tone and theme analysis of public perceptions of the opioid epidemic on Reddit documented the negative sentiments associated with specific opioids among people from many different perspectives. [ABSTRACT FROM AUTHOR]

The incorporation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) into library programming is a continuing trend in the United States. At the Mount Prospect Public Library (MPPL) in Illinois, there are many STEAM programs in-house that focus on science and technology, but we were looking for ways to add it to outreach programming. Our receipt of the Association for Library Service to Children's (ALSC) Building STEAM with Día grant allowed us to build upon an established Día de los Niños, Día de los Libros (Día) program. [ABSTRACT FROM PUBLISHER]

Objective: My objective in this essay is to explore how scientists and non-scientists might better align their views, and thereby decrease the divide that separates these groups in the advancement, dissemination, and acceptance of knowledge. Methods: Various points of disagreement between scientists and the general public are presented, including how political affiliation and education level may influence beliefs. Results: Evidence is presented of a deepening gap between scientists and the general public on several key issues. Evidence is presented of a decline in science aspirations among youth and in educational achievement in general in the United States. If these events are accurate, they are ones that may widen the divide further. Conclusion: Some examples for improving the communication of science are presented. However, other views are invited so that the dialogue can be raised in both the science and general public communities. [ABSTRACT FROM AUTHOR]

The article explores the subjective nature of science and engineering-based representations, focusing on the Corps of Topographical Engineers' work on possible ways for the transcontinental railroad in the United States. It discusses the Corps' role in scientific inquiry, the partnership between science and the military, and the transformative image of the American West that emerged through their visualizations.

Citing their students' low levels of empathy, medical educators have scrambled to implement curricula with the hopes of buffering against the corrosive effects of biomedical and clinical experiences in medical school. The assumption undergirding these studies by social scientists and medical educators alike is that immersion in biomedical education and clinical experience erodes students' empathic capacities, and that exposure to humanities and social sciences content will amend these losses. But we do not know if this assumption is correct. In this project, we empirically assess this assumption by utilizing a unique data set constructed from student applicant and survey data from the American Medical College Application Service (AMCAS) and the Association of American Medical Colleges (AAMC). We test whether medical school students (N = 8255) from the United States (U.S.) with different academic backgrounds represented by their college major have different levels of empathy, net of demographic control variables. We report two findings. First, we find that students who majored in humanities or interpretive social sciences disciplines have higher empathy scores than their peers who majored in the positivistic social sciences and STEM (science, technology, engineering, and mathematics) disciplines. Second, we find that the relationship between empathy and time in medical school is more nuanced than we would expect from the existing literature. [ABSTRACT FROM AUTHOR]

It is urgent to configure new knowledge based on the knowledge of the Other, considered inferior, and not only in the episteme of the modern/colonial Logo, considered superior. I suggest decolonizing the social sciences through Alterphysy and Decolonial Doing. I take Alterphysy as an "other" way of knowing, for the detachment of modern/colonial epistemology. I analyze for what one "other" methodology. I characterize decolonial doing as a decolonizing process, to disobey the USA-Eurocentric research methodology, through actions and traces: communal contemplation, alterative conversation and configurational reflection, which characterize the decolonial vocation. [ABSTRACT FROM AUTHOR]

This Article will compare mergers and acquisitions in the technology industry in the U.S. to mergers and acquisitions in other sectors of the U.S. economy, as well as other countries. This Article will show that the U.S. technology industry is not disproportionately prone to consolidation relative to other important sectors of the U.S. economy. Furthermore, while technology mergers and acquisitions were historically more common in the U.S. than in the rest of the world, other countries are rapidly catching up to the U.S. Lastly, evidence in this Article suggests that the mergers and acquisition activity in the U.S. technology sector is not driven by the largest firms nor by a handful of prolific buyers. [ABSTRACT FROM AUTHOR]

Institutional support is crucial for the successful career advancement of all faculty but in particular those who are women. Evolving from the past, in which gender disparities were prevalent in many institutions, recent decades have witnessed significant progress in supporting the career advancement of women faculty in science and academic medicine. However, continued advancement is necessary as previously unrecognized needs and new opportunities for improvement emerge. To identify the needs, opportunities, and potential challenges encountered by women faculty, the Women's Leadership Committee of the Arteriosclerosis, Thrombosis, and Vascular Biology Council developed an initiative termed GROWTH (Generating Resources and Opportunities for Women in Technology and Health). The committee designed a survey questionnaire and interviewed 19 leaders with roles and responsibilities in faculty development from a total of 12 institutions across various regions of the United States. The results were compiled, analyzed, and discussed. Based on our interviews and analyses, we present the current status of these representative institutions in supporting faculty development, highlighting efforts specific to women faculty. Through the experiences, insights, and vision of these leaders, we identified success stories, challenges, and future priorities. Our article provides a primer and a snapshot of institutional efforts to support the advancement of women faculty. Importantly, this article can serve as a reference and resource for academic entities seeking ideas to gauge their commitment level to women faculty and to implement new initiatives. Additionally, this article can provide guidance and strategies for women faculty as they seek support and resources from their current or prospective institutions when pursuing new career opportunities., Competing Interests: None.

Introduction: Parents' science support and adolescents' motivational beliefs are associated with adolescents' expectations for their future occupations; however, these associations have been mostly investigated among White, middle-class samples. Framed by situated expectancy-value theory, the current study investigated: (1) the associations between parents' science support in 9th grade and Latine adolescents' science intrinsic value, utility value, and STEM career expectations in 11th grade, and (2) whether these indicators and the relations among them differed by adolescents' gender and parents' education., Methods: Study participants included Latine adolescents (n = 3060; M age  = 14.4 years old; 49% female) in the United States from the High School Longitudinal Study of 2009., Results: Analyses revealed a significant, positive association between parents' science support and Latine adolescents' science utility value. Additionally, there was a significant, positive association between parents' science support and Latinas' science intrinsic value, but not for Latinos' science intrinsic value. Latine adolescents' science utility value, but not their science intrinsic value, predicted their concurrent STEM career expectations. Though there were no significant mean level differences in adolescents' science utility value or parents' science support based on adolescents' gender, the measure of adolescents' science intrinsic value varied across girls and boys. Finally, adolescents whose parents had a college degree received greater science support from parents compared to adolescents whose parents had less education than a college degree., Conclusion: Findings suggest parents' science support and adolescents' intrinsic and utility values have potential associations with Latine adolescents' STEM career expectations near the end of high school., (© 2024 The Authors. Journal of Adolescence published by Wiley Periodicals LLC on behalf of Foundation for Professionals in Services to Adolescents.)

Many individuals have engaged in behaviors to cope with and mitigate the COVID‐19 pandemic, including mask wearing and physical distancing. This study considers the extent to which individuals have also engaged in religious behaviors in response to the pandemic and how those responses are associated with behaviors like mask wearing. Using data from a probability survey of U.S. adults, our analysis finds that over half of the respondents have engaged in pandemic‐related prayer and about one‐fifth have taken other religious steps in response to the pandemic, such as reading religious texts or carrying religious items for protection. All else being equal, Republicans are significantly less likely to have undertaken religious steps in response to the pandemic relative to Democrats, suggesting that the politicized nature of the pandemic influences religious responses as well. The analysis also finds that religious responses to the pandemic—especially prayer—are positively associated with mask wearing and physical distancing. These findings suggest that religious responses to the pandemic are not inherently opposed to undertaking responses recommended by scientific and medical authorities. [ABSTRACT FROM AUTHOR]

Faced with the challenges of the COVID-19 pandemic, a network of nurses in the US and Vietnam applied complexity science by adapting a previous project structure to meet the evolving needs of nursing. [ABSTRACT FROM AUTHOR]

Purpose: This article provided a comprehensive overview of the available peer-reviewed and grey literature on the current status of historically Black colleges and universities (HBCUs) and small African American-owned technology firms participation in the federal assistive technology research and development (AT-R&D) enterprise. Method: Authors completed a historical review of the existing literature on HBCUs' participation in STEM academic pathways to AT-R&D; the contextual framework for HBCUs federal R&D barriers; STEM pathways to small African American Technology Entrepreneurship; and small African American-owned technology firms AT-R&D participation barriers. Results: Overall, the review illuminated participation barriers experienced; exacerbated in part by narrow STEM pathways designed to help African American students successfully matriculate in related disciplines, institutional systematic barriers, a lack of funding priorities within federal research agencies, and the oversight of African American entrepreneurs in AT. Conclusions: The authors presented recommendations that might be useful for developing proactive academic pipelines to AT-R&D. The literature review is among the first to examine HBCUs' participation in STEM pathways to federally-funded AT-R&D. [ABSTRACT FROM AUTHOR]

This article provides a comparative view about the current state of social work education in China and the USA. Social work was established in the USA in 1898 and 1920 in China. In the USA, social work has been revolving in the last 122 years while in China, after the founding of the People's Republic of China in 1949, social work was abolished from all higher education institutions. The official year that the Master of Social Work programme was reinstituted in China was 2009; and the first graduate cohort began in 2010. In this globalised twenty-first century, this article also includes how the USA and China can make social work education and its practices as art and science. [ABSTRACT FROM AUTHOR]

The emphasis on research evaluation has brought scrutiny to the role of self‐citations in the scholarly communication process. While author self‐citations have been studied at length, little is known on national‐level self‐references (SRs). This paper analyses the citation context of national SRs, using the full‐text of 184,859 papers published in PLOS journals. It investigates the differences between national SRs and nonself‐references (NSRs) in terms of their in‐text mention, presence in enumerations, and location features. For all countries, national SRs exhibit a higher level of engagement than NSRs. NSRs are more often found in enumerative citances than SRs, which suggests that researchers pay more attention to domestic than foreign studies. There are more mentions of national research in the methods section, which provides evidence that methodologies developed in a nation are more likely to be used by other researchers from the same nation. Publications from the United States are cited at a higher rate in each of the sections, indicating that the country still maintains a dominant position in science. On the whole, this paper contributes to a better understanding of the role of national SRs in the scholarly communication system, and how it varies across countries and over time. [ABSTRACT FROM AUTHOR]

In the last three decades, a networked global system has emerged in the natural-science-based disciplines, sustained by collegial epistemic relations in universities. Nationally ordered and funded science has expanded alongside the global science system. The common global pool of papers, defined by bibliometric collections, nevertheless excludes large components of knowledge. In the global system, four tendencies are apparent: (1) rapid growth of papers, (2) diversification of scientific capacity to many more countries, (3) expansion of networked international and national collaboration as measured by co-authorship, (4) growing multi-polarity of capacity, outputs and quality, with the rise of China and several middle-sized national systems outside the Euro-American bloc. The paper critiques the interpretation of global science dominant in scientometrics, in which positivist data analyses are applied to performative national comparisons. It argues for a historical-synthetic explanation of the global system that combines data and theorisation, and accounts for relations of power. [ABSTRACT FROM AUTHOR]

How and why does the moon cause the tides? How and why does God answer prayers? For many, the answer to the former question is unknown; the answer to the latter question is a mystery. Across three studies testing a largely Christian sample within the United States (N = 2524), we investigate attitudes toward ignorance and inquiry as a window onto scientific versus religious belief. In Experiment 1, we find that science and religion are associated with different forms of ignorance: scientific ignorance is typically expressed as a personal unknown ("it's unknown to me"), whereas religious ignorance is expressed as a universal mystery ("it's a mystery"), with scientific unknowns additionally regarded as more viable and valuable targets for inquiry. In Experiment 2, we show that these forms of ignorance are differentially associated with epistemic goals and norms: expressing ignorance in the form of "unknown" (vs. "mystery") more strongly signals epistemic values and achievements. Experiments 2 and 3 additionally show that ignorance is perceived to be a greater threat to science and scientific belief than to religion and religious belief. Together, these studies shed light on the psychological roles of scientific and religious belief in human cognition. [ABSTRACT FROM AUTHOR]

People with disabilities have been historically marginalised and consistently underrepresented at all levels of education. In the U.S., the Individuals with Disabilities Act (IDEA) in the 1970s changed the landscape for primary and secondary education, increasing access for many students. In 1990, the Americans with Disabilities Act (ADA) was passed, and since that time students with disabilities have entered postsecondary institutions at greater rates. While in 2001, only about 5% of college students identified as having a disability, more recent estimates put the proportion of undergraduate students with disabilities at approximately 11%. Despite this growth, only 5% of post-baccalaureate students report having a disability relative to undergraduate students. This raises the question of how accessible graduate and professional education is for students with disabilities. [ABSTRACT FROM AUTHOR]