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Atenas Bustamante,1 Barbara Beatriz Salazar Lopez,1,* Emily Marie Jones,1,* Marvee Turk,2 Maria Fernanda Tapia Arellano,1 Sonia Treminio,1 Mikyla Jade Rata,1 Chifundo Msokera,1,3,4 Hebah Daradkeh,1 Ainaz Dory Barkhordarzadeh,5 Alice Umutoni,1 Alyssa Bautista,1 Priyanka Naidu,2 Naikhoba C O Munabi,2 William P Magee III,1,2 Elizabeth A Cote,1 Kathy Magee,1 Allyn Auslander1 1Operation Smile Inc., Virginia Beach, VA, USA; 2Division of Plastic and Maxillofacial Surgery, Children’s Hospital Los Angeles, Los Angeles, CA, USA; 3Department of Clinical Medicine, University of Oxford, Oxford, England; 4Clinical Services, Ministry of Health, Lilongwe, Malawi; 5David Geffen School of Medicine, University of California Los Angeles, Los Angeles, CA, USA*These authors contributed equally to this workCorrespondence: Allyn Auslander, Research and Innovation, Operation Smile Inc., Virginia Beach, VA, USA, Email allyn.auslander@operationsmile.orgBackground: Globally, billions of people lack access to safe surgical care. Women represent a valuable resource to tackle the healthcare workforce shortage which impedes the delivery of surgery. With women entering the global health workforce at an increasing rate, Operation Smile (OS) launched the Women in Medicine program to create women-led leadership and mentorship opportunities for women healthcare workers to empower them to become leaders in healthcare.Purpose: This multi-regional study aims to evaluate the experiences of healthcare providers on OS all-women surgical programs and the impact of participation on leadership and mentorship opportunities.Methods: In 2022, OS conducted four cleft surgical programs with all-women providers in Morocco, Peru, Malawi, and the Philippines. Providers from various specialties participating in the programs were surveyed. Participants were invited to complete the surveys anonymously in the final two days of each program. Analysis involved descriptive statistics and chi-square tests.Results: Across all programs, 215 providers from 36 countries were surveyed. Ninety-seven percent of participants reported improvement in their technical and non-technical skills. Eighty-two percent reported that the program motivated them to seek leadership positions, despite only 37% having prior leadership experience on an OS program. Participating in an all-women team motivated 96% to seek mentorship from another woman and 99% to mentor others. Overall, 98% of providers across all regions and specialties supported the importance of women leadership, and 95% endorsed women mentorship.Conclusion: Promoting gender equity is crucial to address the ongoing healthcare workforce shortage and improve access to safe surgical care. This study demonstrates the importance of mentorship between women to advance into leadership positions. Programs that provide women in healthcare with educational, mentorship, and leadership opportunities can effectively equip them with the skills needed to advance their careers and strengthen the global workforce.Keywords: gender equity, healthcare workforce, surgery, global health

This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. Our inquiry centers on their experiences in the EMS preparation program and the development of important outcomes, specifically productive beliefs and teacher leadership. Data were gathered at the end of Year 1 via surveys of mathematical beliefs, coaching beliefs, and coaching practices, as well as individual and focus group interviews. The findings provide insights into participants' growth and work as a "more knowledgeable other," illuminating specific emphases of their efforts and influences of the project. When it comes to mathematical beliefs, as participants shifted toward embracing cognitively-oriented pedagogical beliefs, they became more efficacious in this learner-centered pedagogy. The findings also show variability in specific mathematics coaching practices, including those most participants were and were not using, and areas for improvement. Several themes are evident in the interview data: "growing confidence for the uncomfortable," "creating and finding spaces for stepping up," "advocating for learned mathematics pedagogy," and "building teacher capacity through interactions."

The activation of innate immunity and associated interferon (IFN) signaling have been implicated in cancer, but the regulators are elusive and links to tumor suppression remain undetermined. Here, we found that Parkin, an E3 ubiquitin ligase altered in Parkinson's Disease, was epigenetically silenced in cancer and its reexpression by clinically approved demethylating therapy stimulated transcription of a potent IFN response in tumor cells. This pathway required Parkin E3 ubiquitin ligase activity, involved the subcellular trafficking and release of the alarmin High Mobility Group Box 1 (HMGB1) and was associated with inhibition of NF-kB gene expression. In turn, Parkin-expressing cells released an IFN secretome that upregulated effector and cytotoxic [CD8.sup.+] T cell markers, lowered the expression of immune inhibitory receptors TIM3 and LAG3, and stimulated high content of the self renewal/stem cell factor, TCF1. PRKN-induced [CD8.sup.+] T cells selectively accumulated in the microenvironment and inhibited transgenic and syngeneic tumor growth in vivo. Therefore, Parkin is an epigenetically regulated activator of innate immunity and dual mode tumor suppressor, inhibiting intrinsic tumor traits of metabolism and cell invasion, while simultaneously reinvigorating CD8 T cell functions in the microenvironment., Introduction The transcriptional induction of interferons (IFN) and their downstream IFN-stimulated genes (ISG) is a formidable host defense mechanism against pathogenic infections, mostly viruses (1). Identified as innate immunity, this [...]

Grounded in a close partnership between a university, school district, and non-profit organization, this 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs). The project aims to develop EMSs who deliver ambitious mathematics instruction in their classrooms and serve as informal mathematics teacher leaders. They complete a university's K-5 Mathematics and Teacher Supporting & Coaching Endorsement programs and participate in Professional Learning Communities and individual mentoring. Described here are the partners, the project's components, and the ways in which the EMSs engaged in teacher leadership across Year 1. Central to the project is the school-university-community partnership, with the components supporting reciprocity with mutual benefits for all partners, such as high quality clinical experiences for teacher candidates, coaching for novice teachers, and engagement with families and caregivers.

Youth who are bullied are more likely to experience negative social and educational outcomes; these problems may be exacerbated for Black youth who also experience racial bullying or discrimination as part of their victimization. This study investigated the ways in which Black parents understand and respond to their adolescent children's bullying victimization in school. Twenty-four parents of high school-aged children participated in qualitative interviews. Following a thematic analysis, results indicated three major ways in which parents responded to their children's victimization. Parents listened to their children and offered advice about how to respond to bullies. They engaged with their children's schools, identifying issues that perpetuated victimization. Last, they sought to draw lessons for their children about coping with victimization in the future. Findings highlighted how parents understand bullying to be influenced by institutional and societal factors, including racism and discrimination, and adapt their parenting strategies in response to the environment they expect their children to encounter.

In response to increased accountability demands placed on teacher preparation programs across the United States, some programs are using standardized teacher performance assessments, such as edTPA. In our elementary teacher preparation program, a recent state mandate stipulated that teacher candidates had to successfully complete edTPA in order to receive teacher certification. This case study used mixed methods to examine teacher candidates' (N=30) experiences and views while engaging in the assessment. Preparation for edTPA was integrated in specific courses in the program. Data were collected through a survey and individual interviews, with the analysis showing the teacher candidates felt largely ready for and supported during the edTPA completion but did not view the assessment as a fair measure of teaching effectiveness or tend to believe it improved them as neophyte teachers. The findings illuminate concerns about edTPA's use and implications for the program that could be considerations for others using edTPA, including program and curricular refinements.

This 5-year mathematics professional development project involves 27 elementary teachers prepared and supported as Elementary Mathematics Specialists (EMSs) in high-need, urban schools. The EMSs are a distinctive population as informal teacher leaders, with a primary responsibility of teaching students. Described here are data collected at the end of Year 1 via a survey of coaching practices, a teacher leader record, and individual and focus group interviews. The findings illuminate the variety of ways they were serving as a more knowledgeable other and practicing agency in this teacher leadership. They were agentic in their teacher leader efforts by navigating constraints through: focusing on incremental changes; developing collegial, trusting relationships with peers; and leaning into the network of teacher support in the project. The findings also provide insights into how their primary and concurrent role as teacher of students provided credibility and understanding with fellow teachers, contributing to affordances in their informal teacher leader capacity.

This inquiry examined the pedagogical practices in mathematics of elementary teachers (N = 27) who had been identified as experienced and successful and were working in an urban school district with underserved student populations. Also investigated were relationships between their instructional practices and other elements of proficient teaching of mathematics, including specialized content knowledge and beliefs. Quantitative and qualitative data were collected via a knowledge assessment, belief surveys, classroom observations, and individual interviews. The findings related to learner-centered, equitable mathematics instruction reveal a mixed picture of understanding and enactment by the participants, illuminating variability and complexity, especially within the context of a standardized model for instructional delivery. Participants expressed constraints in implementing learner-centered, equitable mathematics instruction, particularly: prescribed, scripted lesson plans; teaching roles that involved instruction of many students thus contributing to lack of familiarity; and a mix of learners who were in-class and remote due to the COVID-19 pandemic. The results also demonstrate that pedagogical practices were shaped by participants' specialized content knowledge and to a more limited extent their beliefs. These data further reveal mixed endorsements of the different belief constructs. Considerations for teacher development are discussed.

This mixed-methods study examined prospective elementary teachers' (N = 32) mathematical knowledge and mathematics self-efficacy while learning about the Singapore Modeling Method in a university mathematics course. Pre- and post- quantitative data were collected via two content knowledge assessments and one belief survey, and qualitative data were gathered through individual interviews. The quantitative data analysis showed that content knowledge did not change significantly, whereas mathematics self-efficacy did change significantly. Three themes from the interviews evidenced growth in mathematical knowledge: "justifying reasoning in problem solving with visual clarity," "variety of valid strategies," and "changes in mathematics self-efficacy and connections with content knowledge."

Within a global context of more standardization of teacher preparation, programs in the USA are increasingly using standardized teacher performance assessments such as edTPA to evaluate prospective teachers' instructional effectiveness and readiness for their own classroom. This study was conducted in a state recently requiring successful completion of edTPA for initial teacher certification. Phenomenological methodology was used to examine the lived experiences of six elementary prospective teachers completing Elementary Education edTPA: Assessing Students' Mathematics Learning (i.e., Math Task 4) during student teaching. Data were collected via 24 individual, phenomenological interviews at specific phases during the student teaching semester. Whole-Part-Whole analysis revealed the prospective teachers found themselves in a state of elusiveness as they engaged in Math Task 4. Three themes provide the structure for "elusiveness," including "juggling Math Task 4 in student teaching classrooms," "from relying on experts to standing alone," "and navigating edTPA processes." Understanding prospective teachers' lived experiences with Math Task 4 provides insights into both needed supports for their successful completion of the task and some of the issues with a high stakes teacher performance assessment embedded in the student teaching semester.

This case study explored Prospective Elementary Mathematics Specialists' (PEMSs) pedagogical practices during a K-5 Mathematics Endorsement (K-5 ME) program, specifically focusing on the authentic residency with mentor sessions. Participants included nine PEMSs, with qualitative and quantitative data collected via individual interviews, professional portfolios, and observations of classroom practices. Upon completion of the K-5 ME program, all participants were implementing instructional practices learned about in the program in substantial ways. Participants were honing their skills for orchestrating effective discourse, and the application of those skills became more meaningful as they saw the impact it was having on student learning. This implementation and documentation program coursework was rigorous as PEMSs worked to develop themselves as mathematics teachers and teacher leaders. The collaborative support during the authentic residency and mentor sessions seem to have been significant for PEMSs in supporting implementation of newly learned instructional practices. Ultimately, PEMSs completed the program feeling more prepared as elementary mathematics teachers and teacher leaders.

Data-driven techniques that extract insights from sensor data reduce the cost of improving system energy performance through fault detection and system health monitoring. To lower cost barriers to widespread deployment, a methodology is proposed that takes advantage of existing sensor data, encodes expert knowledge about the application system to create ‘virtual sensors’ and applies statistical and mathematical methods to reduce the time required for manual configurations. The approach combines sensor data points with encoded expert knowledge that is generic to the application system but independent of a particular deployment, thereby reducing the need to tailor to individual deployments. This paper not only presents a method that detects faults from measured energy data, but also (1) describes an engagement method with experts in the energy system domain to identify data, (2) integrates domain knowledge with the data, (3) automatically selects from among the large pool of potential input data, and (4) uses machine learning to automatically build a data-driven fault detection model. Demonstration on a commercial building chiller plant shows that only a small number of virtual sensors is necessary for fault detection with high accuracy rates. This corresponds to the use of only five out of 52 original sensor data points features. With as few as four features, classification F1 scores exceed 90% on the training set and 80% on the testing set. The results are implementable and realizable using off-the-shelf tools. The goal is to design with domain experts an energy monitoring system that can be configured once and then widely deployed with little additional cost or effort.