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A school district's need to satisfy the school community's expectations for current, accurate information and manage a social media presence has increased the necessity for superintendents to employ public relations professionals. As such, these professionals are a recent addition to many school districts' administrative teams. However, few research studies were located that focused on public relations professionals or communication directors in public schools. The purpose of this literature review was to identify empirical studies and professional association resources that provided historical, contextual, and relevant information about communication directors in school districts. Based on the findings, we uncovered three themes related to the history, roles and responsibilities, and standards for public relations professionals. Such information can help practitioners support communication functions and help researchers identify needed lines of inquiry.

Multiracial youth are one of the fastest-growing demographics in the United States. What messages might these multiracial young people be receiving about multiraciality in college-related television series? Applying Critical Race Media Literacy and Critical Multiracial Theory (MultiCrit), this study examines representations of multiracial students in "Charmed," "Dear White People," "Ginny & Georgia," "Grown-ish," and "Black-ish." We find that multiracial college student characters are routinely confronted with "box-checking" on demographic forms and wrestle with the limitations of racial categories to capture complexity and the potential resources/benefits associated with selecting specific boxes. Further, multiracial college student characters question their belonging within monoracial student organizations and interracial relationships. Implications for practice and pedagogy are outlined to better leverage television depictions of multiracial college students toward disrupting rather than reinforcing monoracism in higher education contexts.

Picturebooks can play an important function in the development of language by promoting language acquisition and enriching the overall language development of the child. Reading picturebooks to children builds a number of developmental domains and fosters significant learning outcomes for future achievements. In this study, children's ability to acquire language through picturebooks was tested to determine if more exposure to picturebooks related to higher vocabulary language development. Participants for this study were anonymous parents of children 16--30 months of age (N = 60), who agreed to answer questions on a survey distributed via social media. The survey included demographic information, specific questions related to shared picturebook reading in the home, and the MacArthur-Bates Communicative Development Inventory, and the information gathered was used to determine the relationship between the shared reading of picturebooks to language development. Results showed that children who are exposed to a higher amount of time being read to by parents had higher language abilities than children who had less exposure to picturebook reading.

BACKGROUND: Lung transplantation remains the sole curative option for patients with idiopathic pulmonary fibrosis (IPF), but donor organs remain scarce, and many eligible patients die before transplant. Tools to optimize the timing of transplant referrals are urgently needed. METHODS: Least absolute shrinkage and selection operator was applied to clinical and proteomic data generated as part of a prospective cohort study of interstitial lung disease (ILD) to derive clinical, proteomic, and multidimensional logit models of near-term death or lung transplant within 18 months of blood draw. Model-fitted values were dichotomized at the point of maximal sensitivity and specificity, and decision curve analysis was used to select the best-performing classifier. We then applied this classifier to independent IPF and non-IPF ILD cohorts to determine test performance characteristics. Cohorts were restricted to patients aged ≤72 years with body mass index 18 to 32 to increase the likelihood of transplant eligibility. RESULTS: IPF derivation, IPF validation, and non-IPF ILD validation cohorts consisted of 314, 105, and 295 patients, respectively. A multidimensional model comprising 2 clinical variables and 20 proteins outperformed stand-alone clinical and proteomic models. Following dichotomization, the multidimensional classifier predicted near-term outcome with 70% sensitivity and 92% specificity in the IPF validation cohort and 70% sensitivity and 80% specificity in the non-IPF ILD validation cohort. CONCLUSIONS: A multidimensional classifier of near-term outcomes accurately discriminated this end-point with good test performance across independent IPF and non-IPF ILD cohorts. These findings support refinement and prospective validation of this classifier in transplant-eligible individuals.

Textbooks offer instructors an opportunity to promote data visualization and statistical literacy throughout the sociology curriculum. In this study, we examined 463 data visualizations from 27 textbooks for Introduction to Sociology, Social Problems, and intermediate elective courses to illuminate the range of data visualizations and their use of statistical data and numerical variables. We find that textbooks rely on a narrow range of data visualizations (e.g., bar/column charts and tables), statistical data (e.g., percentages), and numerical variables (e.g., age). Introduction to Sociology textbooks used more data visualizations, and Social Problems textbooks incorporated more types of statistics. In contrast, intermediate-level textbooks presented more measures of central tendency. Overall, our results suggest textbooks could better integrate a broader range of figures, statistical data, and numerical variables. We conclude with resources for integrating data visualization in instruction.

Using a case study approach, this study examined the role that spatialized notions of race and sense of belonging had on 10 Black students from a predominantly White institution, in a diasporic study abroad experience in Cuba. In particular, this study explored how race was situated in the study abroad program (space) and in Cuba (place) and how it impacted Black students' sense of belonging. Findings indicated the location and content of the study abroad experience, along with the group makeup of the trip, created a positive sense of belonging for Black students. Specifically, the themes that emerged include, Racialized Spaces: Connection to Blackness in the Program and Racialized Places: Connection to Blackness in the Destination. This study supports the importance of designing intentional programs that can build community and sense of belonging for Black students abroad.

OBJECTIVE: : To investigate the long-term effects of maxillary skeletal expander (MSE) treatment on functional breathing. OBJECTIVE: measures of breathing, the peak nasal inspiratory flow (PNIF), and peak oral inspiratory flow (POIF), and subjective measures of breathing, the visual analog scale (VAS) and nasal obstruction symptom evaluation (NOSE) survey, were used to investigate the long-term effects of MSE in functional breathing. Seventeen patients, mean age 19.4 ± 3.9 years treated at the UCLA Orthodontics Clinic were assessed on their functional breathing at 3 timepoints: pre-expansion (T0), post-expansion (T1), and post-orthodontic treatment (T2). RESULTS: : Immediately after expansion (T1), all the objective functional breathing values were significantly increased in comparison to T0 (P < 0.05). The VAS total, VAS right and VAS left were significantly lower at T1 in comparison to T0 (P < 0.05). At 26.8 ± 3.9 months after MSE expansion (T2), PNIF total, PNIF right, PNIF left, and POIF were significantly higher when compared to T0 (P < 0.05). Also, VAS total, VAS right and VAS left were significantly lower at T2 when compared to T0 (P < 0.05). Additionally, there was a positive correlation between PNIF and the magnitude of expansion at anterior nasal spine and zygomaticomaxillary point (ZMA). There was a positive correlation between total VAS and the magnitude of expansion at the ZMA. There were no significant changes for the NOSE subjective breathing measurement at all time comparisons. CONCLUSIONS: : Overall, MSE treatment produces an increased objective and subjective airway improvement that continues to remain stable in the long-term post expansion.

Invasive commensal rodents are the source of significant harms across diverse ecosystems globally, including biodi­versity loss on islands, economic damage in agricultural settings, and disease spread in urban areas. Genetic tools can provide unique insights and solutions for rodent management or eradication, adding to the toolbox of integrated pest management opera­tions. In real world conditions, the utility of genetic tools for rodent management is constrained by ecological factors such as mating and dispersal behavior, landscape variation, and ongoing management strategies. Here we describe two distinct uses of genetic tools for rodent management and their ecological considerations. First, we describe how patterns of genetic connectivity can inform the establishment of functional management units, discern among scenarios leading to island eradication failure, and provide insights into rodent management outcomes. Second, we discuss the utility and risks of using gene drive systems to eradicate invasive house mice from island environments. We describe aspects of risk assessment and mitigation as well as the utility of computational models for improving gene drive preparedness. Together, we outline the importance of ecologically-informed implementation strategies when using genetic tools, both currently available and in development, for the management of commensal rodents.

BACKGROUND: Copper (Cu), an essential trace mineral regulating multiple actions of inflammation and oxidative stress, has been implicated in risk for preterm birth (PTB). OBJECTIVES: This study aimed to determine the association of maternal Cu concentration during pregnancy with PTB risk and gestational duration in a large multicohort study including diverse populations. METHODS: Maternal plasma or serum samples of 10,449 singleton live births were obtained from 18 geographically diverse study cohorts. Maternal Cu concentrations were determined using inductively coupled plasma mass spectrometry. The associations of maternal Cu with PTB and gestational duration were analyzed using logistic and linear regressions for each cohort. The estimates were then combined using meta-analysis. Associations between maternal Cu and acute-phase reactants (APRs) and infection status were analyzed in 1239 samples from the Malawi cohort. RESULTS: The maternal prenatal Cu concentration in our study samples followed normal distribution with mean of 1.92 μg/mL and standard deviation of 0.43 μg/mL, and Cu concentrations increased with gestational age up to 20 wk. The random-effect meta-analysis across 18 cohorts revealed that 1 μg/mL increase in maternal Cu concentration was associated with higher risk of PTB with odds ratio of 1.30 (95% confidence interval [CI]: 1.08, 1.57) and shorter gestational duration of 1.64 d (95% CI: 0.56, 2.73). In the Malawi cohort, higher maternal Cu concentration, concentrations of multiple APRs, and infections (malaria and HIV) were correlated and associated with greater risk of PTB and shorter gestational duration. CONCLUSIONS: Our study supports robust negative association between maternal Cu and gestational duration and positive association with risk for PTB. Cu concentration was strongly correlated with APRs and infection status suggesting its potential role in inflammation, a pathway implicated in the mechanisms of PTB. Therefore, maternal Cu could be used as potential marker of integrated inflammatory pathways during pregnancy and risk for PTB.

Background: Academic challenges such as losing/not turning in assignments, misplacing materials, and inefficient studying are common in middle-school students with autism spectrum disorder (ASD) without intellectual disability. Deficits in organization, planning, prioritizing, memory/materials management, and studying skills [i.e. academic executive functioning (EF) deficits] contribute to these challenges. Objectives: To assess the feasibility, satisfaction, and initial efficacy of the school-based version of the Achieving Independence and Mastery in School (AIMS) intervention in a proof-of-concept trial with 6 students with ASD. Methods: 6 middle-schoolers with ASD without ID participated in AIMS. Parents and teachers rated academic EFs and functioning. Results: Results suggest high feasibility, youth satisfaction, and improved EF skills and academic behaviors by parent and teacher report. Conclusion: These promising results support further intervention development and suggest that academic EF skills are malleable in students with ASD.

This collaborative autoethnography shares the stories of two multiracial Filipina/o American scholars at various points in their academic careers as they engage in a purposeful journey towards unlearning the whiteness of their upbringing and larger society. The enduring legacy of American colonisation of the Philippines grounds the analysis with thematic findings outlining the saliency of (a) reflecting on whiteness, (b) distancing from whiteness, (c) seeking ethnic belonging, (d) claiming (multi)racialised space, and (e) remembering to resist. Taken together, the narratives and findings outline a potential journey towards engaging whiteness within mixedness while demonstrating how even the best intended educational theorising can fall victim to unrecognising the systemic nature of whiteness. Whiteness tends to be invisible in multiracial scholarship; thus our paper urges educators to critically engage whiteness as a construct in relation to multiraciality in order to disrupt white supremacy.

Focal adhesion kinase (FAK) relays integrin signaling from outside to inside cells and contributes to cell adhesion and motility. However, the spatiotemporal dynamics of FAK activity in single FAs is unclear due to the lack of a robust FAK reporter, which limits our understanding of these essential biological processes. Here we have engineered a genetically encoded FAK activity sensor, dubbed FAK-separation of phases-based activity reporter of kinase (SPARK), which visualizes endogenous FAK activity in living cells and vertebrates. Our work reveals temporal dynamics of FAK activity during FA turnover. Most importantly, our study unveils polarized FAK activity at the distal tip of newly formed single FAs in the leading edge of a migrating cell. By combining FAK-SPARK with DNA tension probes, we show that tensions applied to FAs precede FAK activation and that FAK activity is proportional to the strength of tension. These results suggest tension-induced polarized FAK activity in single FAs, advancing the mechanistic understanding of cell migration.

This paper traces the trajectories of multiracial college student development theories through the three waves conceptualized by Jones and Stewart (2016) to inform future directions in critical mixed race scholarship and praxis. Within each wave, the author examines the utility and limitations of each paradigmatic perspective to construct their argument. The author focuses on Critical Multiracial Theory or MultiCrit (Harris, 2016) and utilizes it as a frame in their analysis. This literature review demonstrates that theories of multiracial identity development are uniquely positioned to inform college student development theory; but while multiracial identity development theory is currently situated in the third wave from critical perspectives, more research is needed to capture multiracial students' lived experiences from a poststructural worldview to inform liberatory praxis.