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γδ T cells are potent anticancer effectors with the potential to target tumours broadly, independent of patient-specific neoantigens or human leukocyte antigen background1-5. γδ T cells can sense conserved cell stress signals prevalent in transformed cells2,3, although the mechanisms behind the targeting of stressed target cells remain poorly characterized. Vγ9Vδ2 T cells-the most abundant subset of human γδ T cells4-recognize a protein complex containing butyrophilin 2A1 (BTN2A1) and BTN3A1 (refs. 6-8), a widely expressed cell surface protein that is activated by phosphoantigens abundantly produced by tumour cells. Here we combined genome-wide CRISPR screens in target cancer cells to identify pathways that regulate γδ T cell killing and BTN3A cell surface expression. The screens showed previously unappreciated multilayered regulation of BTN3A abundance on the cell surface and triggering of γδ T cells through transcription, post-translational modifications and membrane trafficking. In addition, diverse genetic perturbations and inhibitors disrupting metabolic pathways in the cancer cells, particularly ATP-producing processes, were found to alter BTN3A levels. This induction of both BTN3A and BTN2A1 during metabolic crises is dependent on AMP-activated protein kinase (AMPK). Finally, small-molecule activation of AMPK in a cell line model and in patient-derived tumour organoids led to increased expression of the BTN2A1-BTN3A complex and increased Vγ9Vδ2 T cell receptor-mediated killing. This AMPK-dependent mechanism of metabolic stress-induced ligand upregulation deepens our understanding of γδ T cell stress surveillance and suggests new avenues available to enhance γδ T cell anticancer activity.

The COVID-19 pandemic required academic institutions to quickly transition to online learning and make changes to assessment procedures. This study examines how a school of pharmacy creatively approached the challenge of online assessment while maintaining the standards necessary to prepare practice-ready student pharmacists. To conduct traditional exams, instructors deployed two different types of methods using testing software: a video conferencing technology approach which mimicked pre-pandemic, on-campus proctored exams; or open-book, internet access-enabled exams that ensured academic integrity and rigor through various testing strategies. To assess students' clinical skills, faculty used a combination of techniques such as physical examinations, patient interviews, and patient presentations. To understand the student experience with these assessments, students were surveyed using a 12-item questionnaire. Overall, online video proctoring maintained consistency in exam structure and administration, but required extensive instruction for both students and proctors. Students preferred unproctored, open-book, internet access-enabled, standard time exams versus proctored, closed-book, internet-access disabled, extended time exams. Changes to testing procedures, whether with proctored or unproctored methods, appeared to increase student stress.

Minerals and metals are part of everyday existence, including in the air people breathe. They are either in, or have a hand in creating, nearly all of consumer products. As essential as they are, minerals and metals are too often unseen, unappreciated, and unnoticed. In the teaching of preservice primary and secondary teachers as well as high school students, the authors have found that while students might understand the relationship between burning coal and air pollution and may have learned about gold and diamond mining in history courses, they have little understanding about the extraction of minerals and metals that fuel their lives. The authors believe that lessons framed around the motivations, harms, and consequences of mining, in particular metals and minerals, are critical in fostering a heightened attunement to the precarious state of the environment and the role product consumption plays in its ongoing deterioration. Upon completion of the lessons in this article, students will have a heightened awareness of the role mining and minerals play in the creation of everyday objects and will begin to theorize possible alternative framings to renewable energy.

While social studies is often referred to as either disciplinary or interdisciplinary, we explain why the term intra-disciplinary might be more appropriate. Specifically, we present new materialist definitions of the prefix intra- and theorize why it is productive to consider social studies concepts as simultaneously historic, geographic, economic, and civic, instead of discrete and separate disciplines. After presenting an overview of the field of social studies and concerns over disciplinary definitions and designations, we show how theory can be put into practice with descriptions of three activities we did with elementary and secondary-focused preservice teachers designed with an intra-disciplinary approach in mind. These activities include a walk through a local neighborhood, a trip to a nearby organic grocery store, and a field trip to the state art museum. Ultimately, we present an argument that the often separated social studies disciplines are always abundantly present in each other and that their continued separation narrows the scope of the field and restricts teachers' ability to create relevancy between classroom topics and the lives of students.

This article describes a study wherein teachers talked about school architecture by using their bodies as well as their voices while analysing maps youth drew of their schools. The youths' maps and the teachers' discussions revealed evidence of their tacit understanding of panoptic surveillance. This may be evocative of the ways panoptic architecture and surveillance work on bodies in ways that are both seen and unseen. The author theorizes the implications of these connections for teacher education, including the ways teachers may be primed to perpetuate the same sorts of surveillances they experienced.

How early-life colonization and subsequent exposure to the microbiota affect long-term tissue immunity remains poorly understood. Here, we show that the development of mucosal-associated invariant T (MAIT) cells relies on a specific temporal window, after which MAIT cell development is permanently impaired. This imprinting depends on early-life exposure to defined microbes that synthesize riboflavin-derived antigens. In adults, cutaneous MAIT cells are a dominant population of interleukin-17A (IL-17A)-producing lymphocytes, which display a distinct transcriptional signature and can subsequently respond to skin commensals in an IL-1-, IL-18-, and antigen-dependent manner. Consequently, local activation of cutaneous MAIT cells promotes wound healing. Together, our work uncovers a privileged interaction between defined members of the microbiota and MAIT cells, which sequentially controls both tissue-imprinting and subsequent responses to injury.

In this article, I use data from interviews with three social studies teachers to consider teachers' identity development. I point to how their narratives challenge traditional linear notions of professional attainment and apprenticeship by drawing on theories from Deleuze and Guattari as well as scholars in education who have utilised Deleuzian conceptions to theorise teacher education. Becoming teacher is a way for teachers and teacher educators to rethink professional identity for the fostering of justice and equity.

This article examines the theoretical assumptions underlying K-12 economic curriculum and the consequences of this curriculum for citizenship education and democracy. Specifically, the article discusses scholarship related to the critique of neoclassic economic theory's role in influencing the "Voluntary National Content Standards in Economics" and the trickle-down effects into state standards and textbooks. From the literature, the author uncovers two main critiques of neoclassicism: that neoclassic theory is "unrealistic" and "impersonal." Neoclassic theory has enormous consequences for the civic mission of social studies. The author investigates the extent to which neoclassical theory makes for good citizenship and is desirable for a democratic society.

This is a comprehensive review of literature related to K-12 economics curriculum spanning 20 years, from 1998-2018. The search for literature revealed 18 articles and book chapters in peer-reviewed journals and volumes related to social studies and economics education. The study revealed several trends and issues related to K-12 economics textbooks, including publishing trends, the extent to which economics curriculum is relevant and enactive, and the influence of neoclassical economic theory in serving as the "official knowledge" undergirding the curriculum. The review presents debates in the field related to these issues. The study also reveals the possible influence of the 2008 financial crisis, revealing that economics curriculum seems to have changed little, although the number of scholars critiquing the curriculum has risen dramatically.

Social studies education (SSE) commonly uses copying pedagogies (e.g., simulations) to help students develop a deeper understanding of self, others, curriculum, and society. This article argues that simulations are eminently mimetic (i.e., a theoretical orientation concerned with understanding the entangled relationships between originals and copies) and abound with overlooked opportunities to engage with double logics that traverse academic disciplines. Primarily, we theorize how mimetic concepts (e.g., protean, pharmakon/Janus-faced) can be capacious in providing needed nuance and texture to simulatory approaches to SSE through the demarcation of two specific mimetic registers within simulation(s): mimicry and imitation. Through these two mimetic gestures, this article calls for a more intra-disciplinary framing of SSE, thus offering an alternative corridor for SSE educators, students, and researchers to consider how simulations are used to make sense of the more-than-human world in both historical and contemporary contexts. [ABSTRACT FROM AUTHOR]

Importance: We believe this to be the first documented report of multiple endocrine neoplasia type-1 (MEN-1) in which the diagnosis was suspected based purely on cutaneous findings. The patient was initially referred to the dermatology department for cosmetic concerns and had no overt symptoms, laboratory abnormalities, or known family history of MEN-1.Observations: The patient is a 28-year-old man who was referred to the dermatology department for evaluation and removal of skins lesions, later confirmed by biopsy to be facial angiofibromas and a truncal collagenoma. This combination of cutaneous findings was suspicious for a genodermatosis and genetic testing subsequently confirmed the diagnosis of MEN-1. The patient was referred for appropriate follow up and surveillance.Conclusions and Relevance: This case highlights the importance of vigilance on the part of dermatologists to be aware of subtle skin findings that may be characteristic of rare disorders and may have gone unrecognized by other providers and the patients themselves. In this respect, dermatologists are in a unique position given their specialized training in the recognition of inherited skin disorders. An early diagnosis of an inherited disorder, especially one with increased risk of malignancy, can allow for appropriate surveillance and potentially alter the course of the disease.

In this article, we first (re)trace the presence and absence of mining, metals and extractionary practices, what we call MMEs, from environmental and sustainability curricular frameworks United Nations' Act Now Framework. Then, we critique the swelling markets, mentalities, and mastermindings used to develop and produce "clean" and "renewable" energy sources/solutions. As one of many examples, there is increasing skepticism among Indigenous communities that history may repeat itself as the quest for "clean" results in further displacement and violations of tribal sovereignty (Healy & Baker, 2021; Holzman & Waldman, 2022; Shah & Bloomer, 2018). Notwithstanding our (e.g., authors) academic positionalities in social studies education, one of our conclusions considers the necessity of interdisciplinary collaboration between science and social studies on the issue of sustainability through MMEs. [ABSTRACT FROM AUTHOR]

This paper reports an analysis of the work of teaching in the wake of the profound and swift transformation of the educational landscape due to the global crisis of COVID-19 as well as concrete suggestions for teachers and teacher educators related to the labor they are expected to perform. Ultimately, the aim of this article was to discuss how understanding the immaterial labor of teaching, the labor that creates value but is often intangible and unseen, can prepare teachers to recognize and possibly resist what might get counted as best practices in the new normal that is and is to come. The authors use the concept of immaterial labor to expand on and complement technoskepticism, a recognition that technology is not neutral and has exploitive and antidemocratic tendencies and, therefore, must be approached with appropriate caution.