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Fathers make important contributions to children's learning and development; however, schools and community organizations consistently report challenges to engaging fathers in their work. As part of a larger community-based participatory research project, a local fatherhood coalition created and distributed a survey to learn how various organizations and programs supported or marginalized fathers in their work. A mixed methods analysis of survey data indicated that K-12 schools were significantly less father-friendly than social service organizations, with K-12 schools disclosing that little to no services targeted fathers and most family engagement efforts prioritized mothers or assumed father disinterest. Comparatively, some social service organizations reported father-specific programming or early efforts to change policies and practices that unjustly favored mothers. However, most organizations, including K-12 schools, needed greater guidance and resources to become more father-friendly. In this article, we describe how the fatherhood coalition utilized survey results to guide their efforts in supporting local fathers and transforming organizational practices to make family-related programming and activities more inclusive of fathers and other male caregivers.

BACKGROUND AND PURPOSE: The efficacy and safety of ravulizumab, a terminal complement C5 inhibitor, in adults with anti-acetylcholine receptor antibody-positive (AChR Ab+) generalized myasthenia gravis (gMG) were demonstrated in the CHAMPION MG study (NCT03920293). This analysis aimed to characterize the latency to onset of a clinically meaningful therapeutic effect for ravulizumab. METHODS: Post hoc analysis of data collected for up to 60 weeks from CHAMPION MG was performed to assess the timing of response to ravulizumab. Response was analyzed based on reductions of ≥2 and ≥3 points (minimal clinically important differences [MCIDs]) in Myasthenia Gravis-Activities of Daily Living (MG-ADL) and Quantitative Myasthenia Gravis (QMG) total scores, respectively, and on more rigorous reductions of ≥3 and ≥5 points, respectively. Time to first response was assessed using the Kaplan-Meier product-limit method. RESULTS: The median (95% confidence interval) time to first response was 2.1 (2.1-2.6) and 4.1 (2.3-10.0) weeks for reductions of ≥2 and ≥3 points in MG-ADL total score, respectively (n = 139), and 4.1 (2.1-10.0) and 18.3 (11.0-33.4) weeks for reductions of ≥3 and ≥5 points in QMG total score, respectively (n = 134). Cumulative response rates at Week 60 (data cut-off) were 88% and 82% for ≥2- and ≥3-point MG-ADL score reductions, respectively, and 86% and 59% for ≥3- and ≥5-point QMG score reductions, respectively. CONCLUSIONS: The median times to MCID with ravulizumab treatment in patients with AChR Ab+ gMG were ~2 weeks and ~4 weeks based on MCID MG-ADL and QMG total score reductions, respectively.

Purpose: Processing real-world sounds requires acoustic and higher-order semantic information. We tested the theory that individuals with autism spectrum disorder (ASD) show enhanced processing of acoustic features and impaired processing of semantic information. Methods: We used a change deafness task that required detection of speech and non-speech auditory objects being replaced and a speech-in-noise task using spoken sentences that must be comprehended in the presence of background speech to examine the extent to which 7-15 year old children with ASD (n = 27) rely on acoustic and semantic information, compared to age-matched (n = 27) and IQ-matched (n = 27) groups of typically developing (TD) children. Within a larger group of 7-15 year old TD children (n = 105) we correlated IQ, ASD symptoms, and the use of acoustic and semantic information. Results: Children with ASD performed worse overall at the change deafness task relative to the age-matched TD controls, but they did not differ from IQ-matched controls. All groups utilized acoustic and semantic information similarly and displayed an attentional bias towards changes that involved the human voice. Similarly, for the speech-in-noise task, age-matched--but not IQ-matched--TD controls performed better overall than the ASD group. However, all groups used semantic context to a similar degree. Among TD children, neither IQ nor the presence of ASD symptoms predict the use of acoustic or semantic information. Conclusion: Children with and without ASD used acoustic and semantic information similarly during auditory change deafness and speech-in-noise tasks.

* Context.--Mesothelioma is an uncommon tumor that can be difficult to diagnose. Objective.--To provide updated, practical guidelines for the pathologic diagnosis of mesothelioma. Data Sources.--Pathologists involved in the International Mesothelioma Interest Group and others with expertise in mesothelioma contributed to this update. Reference material includes peer-reviewed publications and textbooks. Conclusions.--There was consensus opinion regarding guidelines for (1) histomorphologic diagnosis of mesothelial tumors, including distinction of epithelioid, biphasic, and sarcomatoid mesothelioma; recognition of morphologic variants and patterns; and recognition of common morphologic pitfalls; (2) molecular pathogenesis of mesothelioma; (3) application of immunohistochemical markers to establish mesothelial lineage and distinguish mesothelioma from common morphologic differentials; (4) application of ancillary studies to distinguish benign from malignant mesothelial proliferations, including BAP1 and MTAP immunostains; novel immunomarkers such as Merlin and p53; fluorescence in situ hybridization (FISH) for homozygous deletion of CDKN2A; and novel molecular assays; (5) practical recommendations for routine reporting of mesothelioma, including grading epithelioid mesothelioma and other prognostic parameters; (6) diagnosis of mesothelioma in situ; (7) cytologic diagnosis of mesothelioma, including use of immunostains and molecular assays; and (8) features of nonmalignant peritoneal mesothelial lesions. (Arch Pathol Lab Med. 2024;148:1251-1271; doi: 10.5858/arpa.2023-0304-RA), Pathologic diagnosis of mesothelioma continues to evolve. These updated guidelines (1) reflect the authors' expert opinion, informed by a thorough review of relevant literature. The contents were discussed at the [...]

The National Environmental Health Association's (NEHA) 87th Annual Educational Conference (AEC) & Exhibition upheld our tradition of delivering innovative content to meet the diverse needs of our attendees through both [...]

AS writers we often advise one another that the secret to 'breaking out' or getting ahead is to seize every opportunity. In 2022 if you would have asked me about [...]

Identity matters in science, technology, engineering, mathematics, and medicine (STEMM) because it can affect an individual's long-term sense of belonging, which may in turn affect their persistence in STEMM. Early K-12 science classes often teach students about the foundational discoveries of the field, which have been predominately made, or at least published, by White men. This homogeneity can leave underrepresented individuals in STEMM feeling isolated, and underrepresented K-12 students may feel as though they cannot enter STEMM fields. This study aimed to examine these feelings of inclusivity in STEMM through an interactive workshop that asked middle schoolers to identify scientists from images of individuals with various racial and gender identities. We found that a plurality of students had a positive experience discussing diversity in science and recognizing underrepresented individuals as scientists.

Given the ever-evolving role of school counselors and increasing demands placed on them in today's sociopolitical climate, proficiency in program evaluation is more important than ever as school counselors advocate for their role and for comprehensive school counseling program delivery in schools. This article presents a reexamination of the purpose and importance of program evaluation and the development of an evaluator identity. This quantitative study investigated which factors contribute to school counselors' identity as a program evaluator using self-report survey data on levels of self-efficacy, confidence, perceived importance of program evaluation, and interest in program evaluation. It also assessed the overall significance of each factor for engaging in program evaluation behaviors, as operationalized through data-based decision-making practices. Results include a predictive model that displays the contribution and significance of these factors on school counselor program evaluation and related data-based decision-making behaviors.

* Context.--Rapid advancements in the understanding and manipulation of tumor-immune interactions have led to the approval of immune therapies for patients with non-small cell lung cancer. Certain immune checkpoint inhibitor therapies require the use of companion diagnostics, but methodologic variability has led to uncertainty around test selection and implementation in practice. Objective.--To develop evidence-based guideline recommendations for the testing of immunotherapy/immunomodulatory biomarkers, including programmed death ligand-1 (PD-L1) and tumor mutation burden (TMB), in patients with lung cancer. Design.--The College of American Pathologists convened a panel of experts in non-small cell lung cancer and biomarker testing to develop evidence-based recommendations in accordance with the standards for trustworthy clinical practice guidelines established by the National Academy of Medicine. A systematic literature review was conducted to address 8 key questions. Using the Grading of Recommendations Assessment, Development, and Evaluation (GRADE) approach, recommendations were created from the available evidence, certainty of that evidence, and key judgments as defined in the GRADE Evidence to Decision framework. Results.--Six recommendation statements were developed. Conclusions.--This guideline summarizes the current understanding and hurdles associated with the use of PD-L1 expression and TMB testing for immune checkpoint inhibitor therapy selection in patients with advanced non-small cell lung cancer and presents evidence-based recommendations for PD-L1 and tMb testing in the clinical setting. doi: 10.5858/arpa.2023-0536-CP), The advent of immune modulatory therapy has led to a radical shift in the treatment paradigm for patients with a wide range of cancers. The clinical impact of these therapies, [...]

This study contributes to the research in Early Childhood Education for Sustainability (ECEfS) by exploring a case study of two Western Australian early childhood education classes who welcomed an Indigenous Elder to share their expertise about the native plants in the schools' bush space. The findings from this study demonstrate the impact Indigenous perspectives had on teacher's and children's relationship with the bush and the development of their botanical literacies. Indigenous peoples in Australia, and across the world have botanical practices that have existed for tens of thousands of years. This study acknowledges botany as a settler colonial practice and contemplates changes to botanical practices and pedagogies that include Indigenous ways of knowing, being and doing.

During the COVID-19 pandemic, college faculty took many different actions to support student success during the transition to online instruction. However, the conclusions we draw about the "impact" of these adaptations and their implications for racial equity may vary depending on the outcome measures we examine. We explore this possibility through a mixed-methods study of 10 courses taught at a Hispanic-Serving Institution in the United States in Spring 2020. First, using qualitative analytical methods, we identify five types of instructional adaptations students noticed their instructors made early in the pandemic. Second, we use quantitative methods to uncover associations between these instructional adaptations and several student- and course level outcome variables. While all five instructional adaptations were perceived as beneficial by students, only two--"ensuring access to class resources" and "ensuring access to instructor time"--were significantly correlated with racially marginalized students' self-reported motivational and personal gains from their coursework. None of the adaptations were significantly associated with more equitable course outcomes, however. We discuss the implications of these findings and the differing narratives they imply for researchers, practitioners, and policymakers.

Community engagement has been named a research priority by the National Institutes of Health, and scholars are calling for community engagement as an approach to address racism and equity in science. Robust community-engaged research can improve research quality, increase inclusion of traditionally marginalized populations, broaden the impact of findings on real-life situations, and is particularly valuable for underexplored research topics. The goal of this paper is to describe lessons learned and best practices that emerged from community engagement in a multi-institution population health research consortium. We describe how a foundation was laid to enable community-engaged research activities in the consortium, using a staged and stepped process to build and embed multi-level community-engaged research approaches.. We staged our development to facilitate (a) awareness of community engagement among consortium members, (b) the building of solidarity and alliances, and (c) the initiation of long-term engagement to allow for meaningful research translation. Our stepped process involved strategic planning; building momentum; institutionalizing engagement into the consortium infrastructure; and developing, implementing, and evaluating a plan. We moved from informal, one-time community interactions to systematic, formalized, capacity-building reciprocal engagement. We share our speed bumps and troubleshooting that inform our recommendations for other large research consortia-including investing the time it takes to build up community engagement capacity, acknowledging and drawing on strengths of the communities of interest, assuring a strong infrastructure of accountability for community engagement, and grounding the work in anti-racist principles.

Wild pigs are among the most widespread invasive vertebrate species, having been introduced across the globe as a source of food and for sport hunting. Over the last few decades, the growing ecological and economic impacts of wild pigs have precipitated a shift in the perception and management of this species from a desired game animal to a destructive invasive species, resulting in substantial investments in wild pig management. Most notably, in 2014 the National Feral Swine Damage Management Program was established by the U.S. Congress, representing one of the most extensive management programs for a single invasive species in North America to date. This infusion of interest in wild pig control and resources to carry out these programs has spurred technological innovation, resulting in new and enhanced tools for locating, capturing, and removing wild pigs, as well as a surge in research on this species across its range. These investments have resulted in the elimination or presumed elimination of wild pigs from 12 U.S. States in the last decade. However, several significant hurdles remain that must be addressed to achieve long term success in the management of invasive wild pigs. The lack of unified management goals both within and between many agencies is probably the most important factor limiting widespread control efforts, as there is still no standardized legalized classification of this species in the U.S., and some states continue to actively manage wild pigs as a game species. The lack of concordance in management goals underscores the need for better educational programs targeting the public, legislators, and even wildlife professionals. Further, illegal movement of pigs remains a major contributor to the continued establishment of wild pig populations in new areas. As control efforts shift into states with abundant wild pig populations and an entrenched culture of wild pig hunting, new approaches to management, expanded educational campaigns, more unified management goals, and additional investments in control efforts will be needed. While complete elimination of wild pigs from their invasive range is unlikely, adoption of these strategies should facilitate further contraction of their range, benefiting native wildlife, ecosystems, and humans.

PURPOSE: Although maternal depression is associated with adverse outcomes in women and children, its relationship with lower urinary tract symptoms (LUTS) in offspring is less well-characterized. We examined the association between prenatal and postpartum maternal depression and LUTS in primary school-age daughters. DESIGN: Observational cohort study. SUBJECTS AND SETTING: The sample comprised 7148 mother-daughter dyads from the Avon Longitudinal Study of Parents and Children. METHOD: Mothers completed questionnaires about depressive symptoms at 18 and 32 weeks gestation and 21 months postpartum and their childrens LUTS (urinary urgency, nocturia, and daytime and nighttime wetting) at 6, 7, and 9 years of age. Multivariable logistic regression models were used to estimate the association between maternal depression and LUTS in daughters. RESULTS: Compared to daughters of mothers without depression, those born to mothers with prenatal and postpartum depression had higher odds of LUTS, including urinary urgency (adjusted odds ratio [aOR] range = 1.99-2.50) and nocturia (aOR range = 1.67-1.97) at 6, 7, and 9 years of age. Additionally, daughters born to mothers with prenatal and postpartum depression had higher odds of daytime wetting (aOR range = 1.81-1.99) and nighttime wetting (aOR range = 1.63-1.95) at 6 and 7 years of age. Less consistent associations were observed for depression limited to the prenatal or postpartum periods only. CONCLUSIONS: Exposure to maternal depression in the prenatal and postpartum periods was associated with an increased likelihood of LUTS in daughters. This association may be an important opportunity for childhood LUTS prevention. Prevention strategies should reflect an understanding of potential biological and environmental mechanisms through which maternal depression may influence childhood LUTS.

Abstract Microplastics (MPs) are widespread in oceans worldwide, posing a significant threat to aquatic ecosystems. The abundance of these particles in water is related to population density and urban development, functioning as a sink for MPs. However, the pollution levels due to the accumulation of MPs in the estuarine in Amazonian mangrove areas remain unknown. Here, we show that population density and fishing activities influence the distribution of MP pollution in these waters. We found the highest abundance of MPs in the inner (1.03 items/m3) and outer (0.82 items/m3) portions of the estuary, corresponding to the areas with the highest population density and fishing activity, respectively. The main morphological characteristics of MPs are fibers (89.8%), blue color (55.2%), and size of 1000–2000 μm (31.7%). The risk analysis showed a low level of danger, suggesting that the potential impact on the ecosystem is still small. Our results demonstrate that the presence of human populations and their fishing activities significantly influence the accumulation of MPs in the estuarine waters on the Amazon coast. Based on our findings, more sophisticated analysis using MPs’ spatial distribution models can be associated with hydrodynamic processes, aiming to define pollution hotspots and support the mitigation of their emerging negative effects. In addition, monitoring and generating valuable information are the main targets for developing comprehensive strategies to preserve biodiversity and sustainability in the Amazon coastal zone.

This study investigates the relationship between student engagement and peer review performance in an online data science course. Employing a mixed-methods approach, we analyzed quantitative data on peer review metrics (word count, sentiment, and complexity) and qualitative insights from student comments from 2019 to 2021. Our findings indicate a positive correlation between higher student grades and more detailed, positive peer reviews, as measured by word count, sentiment, and keyword matches. While the overall changes in engagement metrics were not statistically significant, trends suggest increased engagement over time. These findings contribute to a growing body of research on the effectiveness of peer review in online learning environments and highlight its potential to foster student development in data science. Future research should address limitations such as sample size and explore broader applications across diverse online courses. Supplementary materials for this article are available online.