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Background There is a need for reliable noninvasive methods for diagnosing and monitoring nonalcoholic fatty liver disease (NAFLD). Thus, the multidisciplinary Non-invasive Biomarkers of Metabolic Liver disease (NIMBLE) consortium was formed to identify and advance the regulatory qualification of NAFLD imaging biomarkers. Purpose To determine the different-day same-scanner repeatability coefficient of liver MRI biomarkers in patients with NAFLD at risk for steatohepatitis. Materials and Methods NIMBLE 1.2 is a prospective, observational, single-center short-term cross-sectional study (October 2021 to June 2022) in adults with NAFLD across a spectrum of low, intermediate, and high likelihood of advanced fibrosis as determined according to the fibrosis based on four factors (FIB-4) index. Participants underwent up to seven MRI examinations across two visits less than or equal to 7 days apart. Standardized imaging protocols were implemented with six MRI scanners from three vendors at both 1.5 T and 3 T, with central analysis of the data performed by an independent reading center (University of California, San Diego). Trained analysts, who were blinded to clinical data, measured the MRI proton density fat fraction (PDFF), liver stiffness at MR elastography (MRE), and visceral adipose tissue (VAT) for each participant. Point estimates and CIs were calculated using χ2 distribution and statistical modeling for pooled repeatability measures. Results A total of 17 participants (mean age, 58 years ± 8.5 [SD]; 10 female) were included, of which seven (41.2%), six (35.3%), and four (23.5%) participants had a low, intermediate, or high likelihood of advanced fibrosis, respectively. The different-day same-scanner mean measurements were 13%-14% for PDFF, 6.6 L for VAT, and 3.15 kPa for two-dimensional MRE stiffness. The different-day same-scanner repeatability coefficients were 0.22 L (95% CI: 0.17, 0.29) for VAT, 0.75 kPa (95% CI: 0.6, 0.99) for MRE stiffness, 1.19% (95% CI: 0.96, 1.61) for MRI PDFF using magnitude reconstruction, 1.56% (95% CI: 1.26, 2.07) for MRI PDFF using complex reconstruction, and 19.7% (95% CI: 15.8, 26.2) for three-dimensional MRE shear modulus. Conclusion This preliminary study suggests that thresholds of 1.2%-1.6%, 0.22 L, and 0.75 kPa for MRI PDFF, VAT, and MRE, respectively, should be used to discern measurement error from real change in patients with NAFLD. ClinicalTrials.gov registration no. NCT05081427 © RSNA, 2023 Supplemental material is available for this article. See also the editorial by Kozaka and Matsui in this issue.

Uptake of preexposure prophylaxis (PrEP) has been slow, but is increasing. Although PrEP is indicated for many patients, it has been concentrated among men who have sex with men (MSM). Awareness of PrEP is limited among non-MSM individuals, and among some MSM. As such, individuals at risk for HIV who are unaware of PrEP must rely on their medical providers to initiate conversations about PrEP. Members of a national professional organization of HIV specialists with prescribing privileges, including physicians, nurse practitioners, and physician assistants, participated in an online survey (n = 342) to characterize their PrEP prescribing behaviors and the demographic membership of their PrEP patients. Results indicated that when discussing PrEP with their patients, providers who more frequently initiated these conversations had a higher percentage of non-MSM patients in their PrEP caseload (e.g., women, people who inject drugs, transgender patients). Encouraging providers to initiate discussions about PrEP with their patients and helping them locate support to offset the cost may help increase uptake, particularly among at-risk patients who are underrepresented in PrEP adoption.

This article examines Washed Ashore: Art to Save the Sea, a project developed by the Artula Institute for Arts and Environmental Education of Bandon, Oregon. Using art to shed light on issues related to trash found in the ocean environment, the Washed Ashore project brings increased awareness to this growing crisis and the resulting beach litter through a traveling exhibit that features massive, awe-inspiring sculptures constructed of only recovered, recycled trash from the sea. Like many artists, such as Andy Goldsworthy, Alan Sonfist, Marina DeBris, and Aviva Rahmani, the Washed Ashore team creates an eco-art series that "inspires caring and respect for the world in which we live, stimulates dialogue, sparks imagination and contributes to the socio-cultural transformations whereby the diversity of life forms found on earth may flourish" (Wallen, 2012, p. 235). Their pieces offer elementary and middle school students a meaningful and concrete example of an integrative STEAM (science, technology, engineering, art, and math) lesson on how art can help renew the ocean ecosystem worldwide.

The article explores Afro-Asian histories through intersectional theory and art practice. It identifies tensions and solidarities in African American and Asian American history and explains the proposed tenets of intersectionality including interdependent social labels, intersecting power relations that produce social inequalities and shape individual experiences and perspectives, and solving of social problems. The implications of forming racial allyship for art education is discussed.

Objective: Childhood depression is widely underrecognized in primary health care settings. This phenomenon appears to increase with younger age. Evidence has been provided for a valid depressive syndrome among preschool children. Based on the need for the earliest possible identification of depression, the development of a brief screening measure to capture young children with markers of depression from these community settings was developed and tested. Method: A group of 174 preschool children underwent a comprehensive psychiatric assessment. The majority of this study group was ascertained from primary care settings using a 20-item checklist designed to capture depressive symptoms in young children. The assessment included the Diagnostic Interview Schedule for Children Version modified for young children and the Child Behavior Checklist. Ratings on the checklist were subsequently compared with these independent measures of psychopathology using several analytic strategies. Results: The Preschool Feelings Checklist demonstrated high internal consistency, and 16 items showed strong associations with independent diagnostic measures of internalizing symptoms and major depressive disorder. The Preschool Feelings Checklist demonstrated high specificity and sensitivity for the identification of major depressive disorder at a cutoff score 3 or more. Conclusions: The Preschool Feelings Checklist is a brief and valid screening measure highly feasible for use in primary care settings. It demonstrated utility for the identification of preschoolers in need of formal mental health evaluation for depression. J. Am. Acad. Child Adolesc. Psychiatry, 2004;43(6):708-717. Key Words: preschool, major depressive disorder, screening.

Using pre- and post-tests, parent surveys, and student interviews, an Illinois kindergarten teacher examined the effects of authentic literacy experiences on her students' reading and writing activity levels, perceptions about literacy, and emergent literacy skills. Students responded positively to hands-on literacy experiences. Sample checklists are included. (12 references) (MLH)

Working together and exchanging ideas is inherent in interactive learning. The focus of interactive learning is on what learners believe is important to learn, the various processes learners use to learn and how learners use learning in other settings and situations. Active learning processes that promote reflection, writing, demonstrations, practice with feedback and group problem solving, promote deep understanding. For deep understanding, adult learning activities must be broader than demonstrations or training to use a new tool; activities must engage teachers in experiential enactments and supportive groups to help them see themselves in new ways. Because of the continuous stream of new knowledge that learners are expected to synthesize and apply, passive learning is no longer an acceptable learning approach. This study compared the effects of traditional and interactive technology use in college classrooms for building student relationships, increasing technology use and increasing group problem-based learning. Current literature was reviewed to determine the effects of courseware when used for building effective student interaction.

The premise 'one teaching style fits all,' which is attributed to a teacher-centered instructional approach, is not working for a growing number of diverse, student populations. New challenges facing classroom teachers: legislative mandates for school renewal, diverse student needs, technological advances, and school violence prompted this researcher to look for an alternative. Examination of the literature detailed the assets of teacher-and leaner-centered approaches for meeting the challenges of 21st century teachers. Findings indicated that for diverse populations who are not experiencing success with a teacher-centered approach, an instructional paradigm shift is needed to implement a learner-centered approach., Introduction Twenty-first century classrooms challenge traditional, teacher-centered curriculum to meet the increasingly diverse needs of students and make the required increases in achievement gains. School violence, diverse student needs and [...]

Acclimating induction teachers to classroom responsibilities requires intense administrative support. Because novices are expected to perform at the level of a professional during this first year, pressures associated with professional performance, whether explicitly stated by the administrator or perceived by the induction teacher, can create an exodus of teachers from the profession within the first three years of employment. The purpose of this article is to examine practices, from current literature, that show how administrators in low-performing schools build professional capacity to retain induction teachers. Findings show responsibilities of administrators in low-performing schools require the creation of collaborative learning contexts that result in teacher commitment, positive student achievement, and administrative involvement that correlate positively with productivity and retention of teachers., Introduction Induction, the process of orienting teachers to the profession, consists of a series of experiences at the district and building levels to familiarize the novice with the daily operations [...]

Pennycress does not look special. Squatting low to the ground, the perennial plant is just a fistful of green leaves with a few paper-thin white flowers peeking out. You would [...]