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Courses: This activity can be used in writing-based (communication) courses across various disciplines including, but not limited to, introduction to writing and rhetoric, business communication, and communication research methods. Objectives: On completion of this activity, students will develop critical reading, thinking, and writing skills as they both write their own summary and then compare it to AI-generated summaries on the same reading. Students will practice making decisions about the practical and ethical use of AI tools for communication, especially regarding inclusion in an academic research project and citation.

In response to dominant discourses of quality and an over-reliance on humancentric practice, the "Learning with Place" framework emerges as an innovative way to rethink practices, structures, and policies within education and beyond. 'Learning with Place' views the local Place as agentic, recognising Place as inclusive of local First Nations knowledges and stories, histories and the more-than-human (for example, landforms, waterways, animals, insects, flora, and fauna). Through 'Learning with Place', deep relationships with the local Place are generated and these relationships become the catalyst for actions and decision-making regarding caring for/with local Place. This article offers an example of 'Learning with Place' in action through an early childhood teacher education program and shares ways in which the framework can be utilised in multiple contexts and disciplines.

Recent years have witnessed the spread of purpose-built active learning classrooms throughout the higher education sector. While these innovative learning spaces are well-suited for a variety of active learning strategies, their lack of a single focal point means they are inconvenient spaces for lecturing. While educational developers often encourage instructors to implement active learning strategies in these classrooms, lectures persist. This article reports the results of a pilot study where course meetings were split between two sites each week: some of the course time took place in a lecture hall and some of the course time took place in an active learning classroom. We suggest that this split-site design offers at least two promising indicators, from the perspectives of both students and instructors: 1) an easier transition compared to a full-active learning classroom course; and 2) availability of active learning classroom time to a larger number of courses. Responding to existing literature on the relationship between lecturing and active learning (classrooms), this article presents the results of student surveys and instructor interviews, and outlines future directions for research in split-site course design.

"Active learning classrooms" are purpose-built learning spaces designed to facilitate active learning strategies. While sometimes constructed as new rooms, active learning classrooms may also be retrofit from existing learning spaces. The ongoing evaluation of active learning classrooms helps to generate new research insights, pedagogical practices, and refinements for teacher training. While perception studies are well-established as research methods within the evaluation of ALCs, this article provides a novel methodological contribution by applying a positive/negative study framework to an instructor survey distributed in an institution with an established history of evaluating ALCs. We find that this approach enabled new insights into expected findings: that ALCs are best used when expectations are matched to the specifications of the built environment, that low-tech ALCs foster social interaction, and that "shadow zones" in retrofitted rooms may introduce physical barriers to teaching and learning.

This article is the first large-scale study to document the speaking proficiency outcomes of intensive programs in less commonly taught languages in US higher education. Speaking proficiency was measured by pre- and postprogram ACTFL Oral Proficiency Interviews (N = 484) in 14 languages: Arabic, Bengali, Brazilian Portuguese, Hindi, Indonesian, Kazakh, Persian, Tamil, Thai, Tibetan, Turkish, Urdu, Uyghur, and Uzbek. The intensive programs are usually taught face-to-face but were offered fully online during the COVID-19 pandemic. No significant difference in speaking proficiency outcomes, as measured by the ACTFL OPI, was found between the face-to-face and online formats. Students at all levels of instruction made significant gains in speaking proficiency, with greater gains made by students in Level 1 than at Levels 2-3, and with wide variation within instructional levels. The average speaking proficiency outcomes were Advanced Low (Level 3), Intermediate High (Level 2), and between Intermediate Low and Intermediate Mid (Level 1).

This study examines the value undergraduate students (n = 4458) place on proficiency in languages other than English (LOTEs) in terms of their personal interests, major(s), and career plans. Combining quantitative and qualitative analyses of large-scale survey data, the study further explores the reasons students outline for (not) enrolling in LOTE courses and what would motivate them to enroll in language courses in the future. Results indicate that students attached most value in relation to personal interests, followed by career plans and major. In addition, students' demographics and prior experience with language can also impact their future enrollment decisions. The results suggest that not only should institutions lead the way by emphasizing the importance of learning languages, but also that language programs need to listen to students' voices and help them establish clear links between their academic majors, their future career and study plans as well as their personal interests.

Advances in growth mindset scholarship now recognize the role of instructors' mindsets in shaping classroom mindset culture. In the present paper, we synthesize the newly developing instructor mindset literature and report on a dataset that includes student (N = 765) and instructor (N = 44) reports of instructor mindset beliefs and behaviors. We organize our paper around four key questions: (1) What teaching behaviors signal instructors' mindset beliefs to students? (2) What teaching behaviors are associated with instructors' mindset beliefs? (3) Do students and instructors in the same classroom agree about instructors' beliefs and behaviors? (4) Where should researchers target interventions aimed at promoting growth mindset cultures? We then discuss three problems that instructors might encounter when trying to create growth mindset cultures--when instructors inconsistently engage in growth mindset behaviors, when instructors unwittingly communicate a fixed mindset to students, and when students fail to notice instructors' growth mindset behaviors--and potential solutions to these problems. We end with implications for instructor-focused interventions, which include both encouraging instructors to engage in growth-focused behaviors and to state clearly why their behaviors communicate a belief in student growth.

The Irish higher education sector is undergoing transformation as many Institutes of Technology (IoTs) become Technology Universities (TUs). This paper aims to explore lecturer identity in higher education in the context of recent contract structure recommendations by the Organisation for Economic Co-operation and Development (OECD) for lecturers in the emerging TU sector. This study is of significant relevance as the OECD recommendations are being used to inform future lecturer contracts. First, theoretical perspectives on identity development are explored, focussing on teacher identity, professionality, professionalism and ideal online teacher identity. Using this theoretical framework, lecturer identity as presented by TU lecturers of education in their public, online biographies is deconstructed. Qualitative, desk-based analysis of these biographies explores (i) lecturers' imagined audience for their online identity; (ii) projected, ideal lecturer identity, including representations of professionality; and (iii) teaching and research values. By aligning lecturer identity portraits to proposed OECD contract structures, the discussion considers how well-positioned TU lecturers are to changes across the IoT/TU sector nationally and implications for the sector.

Research supports the use of engaging young students in shared reading opportunities beyond the school setting to scaffold children's social emotional and academic development. This article describes an exploratory mixed-methods case study examining the application of the Storybooks and Social Hooks (SASH) curriculum, which uses dialogic reading strategies and extension/role-play activities to develop SEL among early elementary students in an after-school setting in the USA. Mixed reality (MR) simulation was also used in curriculum delivery to provide participants with additional and more authentic practice of SEL skills. A pre-post mixed-methods longitudinal case study design was employed to explore preliminary outcomes of SASH program delivery with MR simulation on social-emotional development. Direct behavior rating (DBR) was collected across all sessions and phases of study implementation. In addition, interviews with students and caretakers were conducted to explore perceived benefits of the intervention and service outcomes. Findings suggest that dialogic reading with extension/role-play activities is a helpful strategy to develop SEL, and the added use of MR simulation may further aid with scaffolding SEL development in young students. Implications for educational research and practice that involves combining dialogic reading with MR simulation among elementary-aged children to promote SEL are discussed.

Very limited research exists regarding the beliefs and practices of student support teams (SSTs), sometimes called child study teams or IEP teams, in settings with non-expulsion policies for young children with severely challenging behaviors. Previous research examined teacher and administrator beliefs and practices and found that they engage in practices related to soft expulsion (Murphy et al. in Child Youth Serv Rev 158:107441, 2024). Some school psychologists and SST members may also resort to soft expulsion, subtly pushing children out of their schools due to challenging behaviors (Zinsser et al. in Rev Educ Res 92(5):743-785, 2022). This study utilized an anonymous, online, self-report measure to investigate the practices and beliefs of SST members in early childhood education settings with non-expulsion policies. Participants included 108 school-based service providers in one state. The majority identified as school psychologists, held a Master's degree, had between 1 and 5 years of experience, and worked 36-40 h per week. Results showed that most participants said they had the supports to meet the needs of children with severely challenging behaviors, yet most had worked with a child whose behaviors they were unable to manage. Our examination also uncovered indications of soft expulsion practices and a general lack of knowledge about existing non-expulsion policies. The implications arising from these beliefs and practices are examined and discussed.

Evidence suggests that youth progressively experience mental health needs and discover mental health symptoms for the first time in adolescence. Schools have come to the forefront of providing mental health services, as adolescents spend most of their day in the academic setting. The current study aimed to examine individual and school-level factors related to school-based mental health service use. This study employed data from the National Longitudinal Study of Adolescent to Adult Health, sampling students between 12 and 17 years old across 172 schools (N = 14,464). The dependent variable was use of school-based mental health services (SMHS) in the past year. Individual-level predictors included sociodemographic characteristics, enabling factors, and need. School-level factors were then included. We conducted a multilevel logistic regression model clustering at the school level. The study found that approximately 11% of variation in SMHS utilization is explained at the school-level. The odds of SMHS use was significantly associated with anxiety, depressive symptoms, and risk-taking behaviors. The odds of SMHS was higher for females, Black compared to White students, and public assistance recipients. SMHS use was negatively associated with school connectedness. The racial breakdown of student enrollment and location of services were significant factors that predicted service use. This study is among the first empirical studies providing important evidence regarding individual and school-level predictors of SMHS utilization. The study has implications for the continued need for school-based mental health professionals and school institutions' efforts to meet students' mental health needs and increase their access to services.

This research investigates access to senior school science and mathematics subjects offered in the final year of secondary schooling. Using data from the most populous Australian state of New South Wales, we examine whether stratification occurs in access to science and mathematics curricula. We find that the opportunity to study these subjects differs by key school characteristics, including location, socioeconomic composition and school sector. We find that while some science subjects and entry level mathematics are offered in most schools, substantial inequalities exist in access to the most advanced level of mathematics and chemistry. School location, socioeconomic composition, enrolment size and the availability of teachers predict the probability of whether a school offers the least and most advanced science and mathematics subjects. The findings highlight that stratification in curricula offerings occurs systemically and may intensify educational inequalities.

When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults' preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information.

Background: Fear of missing out (FoMO) and homesickness have been associated with a variety of negative psychosocial outcomes; however, they have rarely been studied together or with adolescents in residential settings. Objective: This study examined the potential associations of FoMO and homesickness with program outcomes in a sample of adolescents attending a military-style residential program. The residential treatment context inherently involves removal and isolation from an individual's typical living arrangements. Methods: Data were collected from 185 participants (aged 16-18) at three time points (i.e., 2 weeks after entry into the 19-week program; 9 weeks into the program; at week 18 of the program). RESULTS: Overall, FoMO and homesickness declined from initial assessment to midway through the program but rebounded just prior to exit from the program. FoMO and homesickness showed no direct correlations with participant outcomes, although both showed patterns of correlation demonstrating poor adjustment (e.g., low emotion regulation, high loneliness). Decreases in FoMO and homesickness during the program were positively correlated with distress tolerance. Conclusions: Given the negative implications of experiencing FoMO and homesickness, adolescents at risk for emotional distress tolerance may need additional support when initiating participation in residential programs.

PURPOSE: Pediatric cervical spine injury (PCSI) can result in devastating neurologic disability. While computed tomography (CT) imaging is both sensitive and specific in detecting clinically significant injuries, indiscriminate utilization can lead to excessive ionizing radiation exposure. A routine institutional audit revealed CTs were inappropriately obtained 54% of the time. This study evaluates the effects of an updated protocol to reduce radiation exposure in pediatric trauma patients. METHODS: Data were retrospectively analyzed from a pediatric level 1 trauma center from 2021 to 2022. The data were divided into two cohorts, pre-implementation (2021) and post-implementation (2022). Inclusion criteria were patients 0-14 years old with a Glasgow Coma Scale (GCS) ranging 9-15. Outside-hospital transfers were excluded. The primary study endpoints were guideline compliance and CT utilization. RESULTS: A total of 82 subjects were enrolled in this study. In 2021, there were 38 subjects (female/male 15/23, mean age 5.9 years old) with an average GCS of 13.6. In 2022, there were 44 subjects (female/male 19/25, mean age 5.2 years old) with an average GCS of 14.0. In 2021, the overall protocol adherence rate was 81.6%, and post-implementation in 2022, compliance was 93.2% (p = 0.109). Following implementation, the rate of inappropriate (protocol non-adherent CT) use decreased from 58.6 to 6.8% (p

INTRODUCTION: Duchenne muscular dystrophy (DMD) is a rare, progressive, debilitating neuromuscular disease. The early childhood onset and debilitating nature of the disease necessitate decades of caretaking for most patients. Caregivers have a critical role in evaluating patients physical functioning and/or response to treatment. Using DMD-specific caregiver-reported scales, the impact of delandistrogene moxeparvovec gene therapy on caregivers perceived change in patient disease status or severity was evaluated using the Caregiver Global Impression of Change and Severity (CaGI-C and CaGI-S, respectively). METHODS: In the Phase 3 randomized, double-blind, placebo-controlled trial (EMBARK; NCT05096221), the CaGI-C at week 52 and change from baseline to week 52 in CaGI-S were evaluated in a post hoc analysis. The CaGI-C assesses caregivers impressions of change in DMD symptoms, physical ability, ability to perform daily activities, and overall health. The CaGI-S evaluates current severity of DMD symptoms, physical ability, ability to perform activities of daily living, and overall health. Data were evaluated using multi-domain responder index (MDRI) and ordinal regression analyses. RESULTS: MDRI analyses across all four CaGI-C items yielded a treatment difference of 1.7 (95% confidence interval [CI]: 0.90-2.5) favoring delandistrogene moxeparvovec; a treatment difference of 1.1 (95% CI 0.30-1.9) was observed for the CaGI-S favoring delandistrogene moxeparvovec. After adjusting for age, ordinal regression analysis showed a nominally significant increase in the odds of achieving a better rating for delandistrogene moxeparvovec-treated patients on all four CaGI-C items (≥ 3.8-fold increase). After adjusting for baseline severity and age, ordinal regression analysis showed a nominally significant increase in the odds of improvement on all four CaGI-S items (≥ 2.2-fold increase). CONCLUSION: These exploratory findings captured by caregiver-reported outcomes add to the totality of evidence that supports the clinical benefits of delandistrogene moxeparvovec for patients with DMD. TRIAL REGISTRATION NUMBER: ClinicalTrials.gov identifier, NCT05096221.

BACKGROUND: Children from racial and ethnic minority groups are at greater risk for severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection, but it is unclear whether they have increased risk for post-acute sequelae of SARS-CoV-2 (PASC). Our objectives were to assess whether the risk of respiratory and neurologic PASC differs by race/ethnicity and social drivers of health. METHODS: We conducted a retrospective cohort study of individuals

The discovery that natural killer (NK) cells can retain features of memory from previous stimulation and pathogen exposure was a landmark advance highlighting one of many ways in which NK cells of the innate immune system resemble T cells of the adaptive immune system. This ability to remember prior stimulation to bring about enhanced protection of the host sparked significant excitement regarding potential therapeutic applications. Yet, how closely the features of naïve and memory NK cells recapitulate those of T cells remains unclear. Nonetheless, despite unresolved questions about the immunobiology of naïve and memory NK cells, the application of memory NK cells to the clinic for cancer and other indications has gathered steam to meet the unmet need for novel immunotherapies. Recent work from Arellano-Ballestero et al highlights this evolving field and the current state of the art with memory NK cells. Application of these cells to the clinic is progressing with promising results, but important questions remain about the essential molecular, phenotypic, and functional characteristics that define a memory NK cell.

The ability to rapidly respond to wildlife health events is essential. However, such events are often unpredictable, especially with anthropogenic disturbances and climate-related environmental changes driving unforeseen threats. Many events also are short-lived and go undocumented, making it difficult to draw on lessons learned from past investigations. We report on the response to a mortality event observed predominantly in wild passerines in the eastern United States. The event began in May 2021 when wildlife rehabilitators and private citizens reported large numbers of sick and dead juvenile birds, mostly presenting as single cases with neurologic signs and/or ocular and periocular lesions. Early efforts by rehabilitators, veterinarians, state and federal wildlife agencies, and universities helped gather public reports and fuel rapid responses by government agencies. Collective efforts included live bird and carcass collections; submission to diagnostic laboratories and evaluation; information sharing; and coordinated messaging to stakeholders and interested parties. Extensive diagnostic evaluations failed to identify a causative pathogen or other etiology, although congruent results across laboratories have helped drive further investigation into alternative causes, such as nutritional deficiencies. This report highlights the strengths of a multi-agency, interdisciplinary investigation while exposing the need for an operational framework with approaches and resources dedicated to wildlife health.

Electric utilities conduct planning annually to ensure their distribution system meets technical standards, policies, and regulations; addresses forecasted grid conditions; satisfies customer needs; and advances utility priorities. The plan identifies grid deficiencies, analyzes potential solutions, and prioritizes capital investments and other expenditures. About 20 U.S. states and jurisdictions require regulated utilities to file some type of distribution system plan with the public utility commission for review. Requirements for sharing distribution system data and analyses vary widely, from few specific requirements to a detailed list of information that must be provided.While utilities conduct extensive analysis to develop distribution system plans, in most jurisdictions regulators and stakeholders do not know what data are available and how the utility uses the data in planning and investing. This report aims to bridge the gap by increasing understanding of the types of data and analyses utilities employ to develop distribution system plans and how the information affects their decision-making. The report describes information that states and stakeholders can ask for related to 11 data categories:-Forecasting loads and distributed energy resources (DERs)-Scenario analysis-Worst-performing circuits-Asset management strategy-Hosting capacity analysis-Value of DERs-Grid needs assessment-Cost-effectiveness framework for investments-Distribution system investment strategy and implementation-Geotargeted programs-Non-wires alternatives procurement

Nutritional epidemiology aims to link dietary exposures to chronic disease, but the instruments for evaluating dietary intake are inaccurate. One way to identify unreliable data and the sources of errors is to compare estimated intakes with the total energy expenditure (TEE). In this study, we used the International Atomic Energy Agency Doubly Labeled Water Database to derive a predictive equation for TEE using 6,497 measures of TEE in individuals aged 4 to 96 years. The resultant regression equation predicts expected TEE from easily acquired variables, such as body weight, age and sex, with 95% predictive limits that can be used to screen for misreporting by participants in dietary studies. We applied the equation to two large datasets (National Diet and Nutrition Survey and National Health and Nutrition Examination Survey) and found that the level of misreporting was >50%. The macronutrient composition from dietary reports in these studies was systematically biased as the level of misreporting increased, leading to potentially spurious associations between diet components and body mass index.

Multiparametric magnetic resonance imaging (mpMRI) is strongly recommended by current clinical guidelines for improved detection of clinically significant prostate cancer (csPCa). However, the major limitations are the need for intravenous (IV) contrast and dependence on reader expertise. Efforts to address these issues include use of biparametric magnetic resonance imaging (bpMRI) and advanced, quantitative magnetic resonance imaging (MRI) techniques. One such advanced technique is the Restriction Spectrum Imaging restriction score (RSIrs), an imaging biomarker that has been shown to improve quantitative accuracy of patient-level csPCa detection. Advanced Restriction imaging and reconstruction Technology for Prostate MRI (ART-Pro) is a multisite, multinational trial that aims to evaluate whether IV contrast can be avoided in the setting of standardized, state-of-the-art image acquisition, with or without addition of RSIrs. Additionally, RSIrs will be evaluated as a stand-alone, quantitative, objective biomarker. ART-Pro will be conducted in two stages and will include a total of 500 patients referred for multiparametric prostate MRI with a clinical suspicion of prostate cancer at the participating sites. ART-Pro-1 will evaluate bpMRI, mpMRI, and RSIrs on the accuracy of expert radiologists detection of csPCa and will evaluate RSIrs as a stand-alone, quantitative, objective biomarker. ART-Pro-2 will evaluate the same MRI techniques on the accuracy of nonexpert radiologists detection of csPCa, and findings will be evaluated against the expertly created dataset from ART-Pro-1. The primary endpoint is to evaluate whether bpMRI is noninferior to mpMRI among expert (ART-Pro-1) and nonexpert (ART-Pro-2) radiologists for the detection of grade group ≥2 csPCa. This trial is registered in the US National Library of Medicine Trial Registry (NCT number: NCT06579417) at ClinicalTrials.gov. Patient accrual at the first site (UC San Diego) began in December 2023. Initial results are anticipated by the end of 2026.

Arizona’s evolving political landscape has become a key factor in its fiscal outlook. Once a solid Republican stronghold, the state has shifted to swing status, as seen in President Joe Biden's narrow 0.3% margin win in the 2020 election and a closely divided state legislature. Strong economic growth in prior years led to FY23 General Fund revenues being revised upwards from $15.9 billion to $17.9 billion. Despite this, declining tax revenues and increased spending, particularly on a universal school voucher program, created a projected $1.71 billion deficit for FY25. The state's Republican-led legislature implemented a 2.5% flat income tax and expanded school vouchers, significantly impacting revenue. To address the deficit, the FY25 budget, finalized at $16.8 billion, included cuts to many programs, most notably a $430 million reduction in the Arizona Water Infrastructure and Financing Authority. The political status quo remained consistent after the 2024 election, where Republicans won a marginal gain in both chambers of the state legislature, Democrats kept control of the U.S. Senate seat up for reelection, and the U.S. House seats remained at 6–3 for Republicans and Democrats, respectively. This report examines the fiscal trajectory, proposed tax policy changes, and political state driving Arizona’s FY25 budget negotiations.

BACKGROUND: The 313-variant polygenic risk score (PRS313) provides a promising tool for clinical breast cancer risk prediction. However, evaluation of the PRS313 across different European populations which could influence risk estimation has not been performed. METHODS: We explored the distribution of PRS313 across European populations using genotype data from 94,072 females without breast cancer diagnosis, of European-ancestry from 21 countries participating in the Breast Cancer Association Consortium (BCAC) and 223,316 females without breast cancer diagnosis from the UK Biobank. The mean PRS was calculated by country in the BCAC dataset and by country of birth in the UK Biobank. We explored different approaches to reduce the observed heterogeneity in the mean PRS across the countries, and investigated the implications of the distribution variability in risk prediction. RESULTS: The mean PRS313 differed markedly across European countries, being highest in individuals from Greece and Italy and lowest in individuals from Ireland. Using the overall European PRS313 distribution to define risk categories, leads to overestimation and underestimation of risk in some individuals from these countries. Adjustment for principal components explained most of the observed heterogeneity in the mean PRS. The mean estimates derived when using an empirical Bayes approach were similar to the predicted means after principal component adjustment. CONCLUSIONS: Our results demonstrate that PRS distribution differs even within European ancestry populations leading to underestimation or overestimation of risk in specific European countries, which could potentially influence clinical management of some individuals if is not appropriately accounted for. Population-specific PRS distributions may be used in breast cancer risk estimation to ensure predicted risks are correctly calibrated across risk categories.

Utilities have conducted distribution planning since they first began building and operating electricity systems. But filing these plans for regulatory and stakeholder review is a relatively recent phenomenon. This report summarizes legislative and regulatory requirements for regulated electric utilities to file some type of distribution system plan in 20 U.S. jurisdictions. Some plans focus on expedited cost recovery for certain types of distribution system improvements; other plans focus on investments for grid modernization or distributed energy resources. Increasingly, states are adopting requirements for Integrated Distribution Plans. Such plans provide holistic grid investment strategies that address state and local policies and increasing complexity at the grid edge. The report covers the following topics for distribution system plans, highlighting advanced practices:-State goals and objectives-Procedural requirements-Forecasting loads and distributed energy resources-Hosting capacity analysis-Baseline information requirements-Grid modernization strategy-Grid needs assessment-Non-wires solutions-Reliability and resilience analyses-Stakeholder engagement-Equity-Pilots-Coordination with other planning processes The report includes links to legislation; regulatory requirements, proceedings, and orders; and filed utility plans. The U.S. Department of Energy’s Office of Electricity provided funding support.