Search

Research has highlighted the connection between involvement and important postsecondary outcomes such as persistence, interpersonal/intrapersonal development, civic engagement, and multicultural competence, among many others. However, for students with minoritized identities of sexuality and gender (MIoSG), engaging in identity-based organizations comes with both risks and benefits, especially in a time of increasingly prevalent anti-queer and anti-trans U.S.-based legislation. Our findings reveal the complexity of student experiences, with a specific focus on STEM students who hold MIoSG, from overall positive involvement experiences to barriers such as danger, inactive clubs, and lack of campus spaces. This focus on MIoSG students within STEM disciplines is important, as students often report STEM spaces as particularly oppressive, therefore having a high need for counter spaces where their identities are supported. These findings could help practitioners rethink how to design campus spaces where students do not have to fear for their physical, emotional, and professional safety.

Scholarly writing for academic publication follows discipline-specific constraints where alpha-numeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper, we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peer-reviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peer-reviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.

The purpose of this qualitative case study was to explore and document the complexity of elementary level teacher candidates' (TC) visions of linguistically responsive literacy instruction while reflecting on and discussing exemplary teachers' video cases in a semester-long video club. The following questions guided this study: What do TC notice and reflect on while engaging in a language and literacy-focused video club? In what ways does participating in a video club inform TC visions of being linguistically responsive literacy teachers? Findings illustrate that as TC engaged in video clubs with their peers, they noticed and reflected on scaffolded instruction (visual and physical supports), student engagement (providing engaging and socially interactive instruction), the importance of building relationships, and equitable and inclusive resources and classroom organization. The process of individually and collectively observing a video case, writing a reflection on that case then discussing it with others provided numerous and repeated opportunities for TC to identify, consider and reconsider specific literacy practices that support language learners. Each case highlighted ways in which TC revealed the vision they have for themselves as teachers, for students, and for their teaching practice. As TC solicited their past lived experiences and present experiences in response to the video cases, they were subtly shaping their visions of their future teaching.

With constantly changing political landscapes affecting the ability of college students with minoritized identities of sexuality and/or gender (MIoSG; Vaccaro et al., 2015) to thrive on campus, higher educators need to understand student reported stressors to design more inclusive learning environments. Building from minority stress theory and using data from a grounded theory study with 56 collegiate STEM students with MIoSG, this paper documents stressors that students reported as contributing to diminished wellbeing. We used constant comparative grounded theory analysis to identify stressors shared by all participants, which included lack of belonging and invisibility in competitive STEM cultures as well as exclusionary interactions with STEM peers. Recommendations include the design and delivery of holistic education and support services on campus.

OBJECTIVES: The primary objective of this study was to evaluate the prescription patterns and appropriateness of the use of gastroprotectant medication in cats. METHODS: Pharmacy dispensation logs from an academic tertiary referral center were reviewed between 1 January 2018 and 31 December 2018. Cats that were administered proton pump inhibitors (PPIs), histamine-2 receptor antagonists (H2RAs), sucralfate, misoprostol, antacids or a combination were included. Data regarding medication, dosage, formulation, duration of administration, completeness of discharge instructions and clinical rationales for administration were obtained from medical records. The appropriateness of gastroprotectant use was assessed according to the American College of Veterinary Internal Medicine consensus statement guidelines. RESULTS: Of the 110 cases, 67 (60.9%) were prescribed a gastroprotectant medication without an appropriate indication. The most common reason for prescription was acute kidney injury in 26/67 (38.8%). PPIs were the most common gastroprotectant medication administered in 95/110 (86.3%) cats, followed by sucralfate in 18/110 (16.4%) and H2RAs in 11/110 (10%). Of the 35 cases in which gastroprotectant therapy was indicated, the medication chosen or dosage administered was considered suboptimal in 16 (45.7%). Instructions regarding the duration of administration, potential adverse effects and timing of administration in relation to meals or other medications were inconsistently provided in discharge instructions to pet owners. Of the 29 cases discharged with omeprazole, only 13 (44.8%) instructions included a duration of administration, while 6 (20.7%) recommended continuing gastroprotectants indefinitely until further notice, 16 (55.2%) discussed the timing of the administration in relation to a meal and six (20.7%) mentioned potential adverse effects; none advised tapering of omeprazole before discontinuation. CONCLUSIONS AND RELEVANCE: When prescribed, gastroprotectant medications were frequently prescribed injudiciously to cats in this referral population over a 12-month period. Discharge instructions to pet owners also often lacked information and recommendations regarding optimal administration, potential adverse effects, and tapering or discontinuation of the medications.

Abstract Cronobacter sakazakii clonal complex 4 (CC4) is strongly associated with neonatal meningitis. However, C. sakazakii CC4‐specific pathogenicity traits have not been determined. In this study, the comparative genomic analysis of 144 genomes of C. sakazakii CC4 strains and 376 non‐CC4 C. sakazakii strains was undertaken. Twenty‐four CC4 strains were previously undescribed clinical and nonclinical strains that had been collected from various regions in China (2006–2017). The remaining genomes were of multiple sequence types of C. sakazakii strains, which had been isolated worldwide (1973–2021). The pan‐genome of C. sakazakii comprised 32,332 genes, of which 2.58% (832 genes) constituted the core genome. More C. sakazakii CC4 strains have a complete cusABCFR efflux system with a significant difference compared with non‐CC4 strains, and the ibeB‐homologous cusC gene in the cusABCFR efflux system is probably associated with the invasion of human brain microvascular endothelial cells (BMEC). In addition, the isolates with K2:CA2 capsule or type IV pili‐associated genes associated with neonatal meningitis were statistically more present in CC4 strains than non‐CC4 strains (p

Advanced practice providers (APPs) have become essential to trauma teams in the United States during the last few decades. The optimal utilization of APPs is not yet known and is likely highly variable secondary to many factors. We discuss three aspects of the multidisciplinary approach to caring for trauma patients. First, a review of the literature demonstrates that APPs in trauma improve quality of care, patient throughput, and decrease cost. We then report on models of APP utilization by comparing five trauma centers across the country, concluding that utilization remains highly variable due to several system and provider factors. The final portion of this review highlights current billing and coding practices in integrated teams considering recent changes to Centers for Medicare and Medicaid rules in 2024.

Background: Management of long head of the biceps tendon (LHBT) pathology is accomplished through a biceps tenotomy or tenodesis. While both modalities provide beneficial outcomes, a biceps tenodesis may confer improved cosmesis, functional outcomes, and decreased muscle cramping postoperatively. Many procedural considerations are undertaken prior to a tenodesis, such as the surgical approach and fixation device. While similar clinical outcomes are achieved between an open subpectoral and arthroscopic suprapectoral biceps tenodesis (ASPBT) with interference screw (IS) fixation, the latter technique offers a minimally invasive modality. Indications: The primary indications for an ASPBT include superior labrum anterior posterior (SLAP) tears, LHBT tears, biceps instability, bicipital tunnel disease, biceps pulley lesions, and biceps tenosynovitis. Contraindications to the arthroscopic approach include a distal lesion of the biceps tendon below the pectoralis major tendon (PMT). The IS may be used to create a biomechanically stiffer construct. Technique Description: With the arthroscope in the lateral portal, the distal aspect of the bicipital groove proximal to the superior border of the PMT is identified and opened. The LHBT is subsequently mobilized and released. An anterosuperolateral portal is localized with a spinal needle positioned perpendicular to the bicipital tunnel, 1.5 cm proximal to the superior border of the PMT. The biceps is then removed ex vivo and whip-stitches are sewn beginning 1 cm proximal to the myotendinous junction of the LHBT. After firmly associating the LHBT with the tip of the IS, a guidewire is placed 1.5 cm superior to the superior border of the PMT, perpendicular to the humerus, and a reamer is used to prepare a 6-, 7-, or 8-mm diameter socket. The tendon is inserted through the accessory portal into the tunnel, followed by screw fixation. Suture tails are tied with 5 alternating half hitches, each secured via an arthroscopic knot pusher. Results: ASPBT with IS fixation provides significant pain relief, improves range of motion (ROM), and enhances quality of life. Discussion: ASPBT with IS fixation provides significant improvements in patient-reported and functional outcomes and thus can be an acceptable treatment for LHBT pathology. Patient Consent Disclosure Statement: The author(s) attests that consent has been obtained from any patient(s) appearing in this publication. If the individual may be identifiable, the author(s) has included a statement of release or other written form of approval from the patient(s) with this submission for publication.

We conduct a discrete choice experiment across 771 U.S. households to estimate willingness to pay (WTP) values for autonomous and human grocery delivery. We estimate that urban households, on average, are willing to pay about $6.70 for same-day human delivery to the household’s doorstep. This value drops by about $1.90 for autonomous delivery, by $2.30 per day of delivery delay, and by $3.10 or $7.90 for delivery to curbside or neighborhood locker locations, respectively. Households located 20 min or more from the nearest major grocery store are willing to pay $3 more for delivery than other households and are more willing to accept delivery delay and curbside or locker delivery locations, while households below the poverty line are less sensitive to delivery delay. Using a latent class logit model, we identify three distinct types of consumers: (1) Delivery Compromisers, representing 45% of weighted respondents, prefer delivery but are sensitive to timing, location, and automation; (2) Delivery Indifferent consumers (39%) have no statistically significant WTP for delivery over in-person shopping; and (3) Delivery Enthusiasts (16%) have high WTP for delivery. Simulation results suggest that if autonomous delivery were able to provide rapid delivery at low cost, it could potentially capture a majority of shopping choices for the Enthusiast groups and a substantial share of choices for Compromisers.

Abstract Open science skills are increasingly important for a career in ecology and evolutionary biology (EEB) as efforts to make data and analyses publicly available continue to become more commonplace. While learning core concepts in EEB, students are also expected to gain skills in conducting open science to prepare for future careers. Core open science skills like programming, data sharing, and practices that promote reproducibility can be taught to undergraduate students alongside core concepts in EEB. Yet, these skills are not always taught in biology undergraduate programs, and a major challenge in developing open science skills and learning EEB concepts simultaneously is the high cognitive load associated with learning multiple disparate concepts at the same time. One solution is to provide students with easily digestible, scaffolded, pre‐formatted code in the form of vignettes and interactive tutorials. Here, we present six open source teaching tutorials for undergraduate students in EEB. These tutorials teach fundamental ecological concepts, data literacy, programming (using R software), and analysis skills using publicly available datasets while introducing students to open science concepts and tools. Spanning a variety of EEB topics and skill levels, these tutorials serve as examples and resources for educators to integrate open science tools, programming, and data literacy into teaching EEB at the undergraduate level.

Abstract Vagus nerve signaling is a key component of the gut-brain axis and regulates diverse physiological processes that decline with age. Gut to brain vagus firing patterns are regulated by myenteric intrinsic primary afferent neuron (IPAN) to vagus neurotransmission. It remains unclear how IPANs or the afferent vagus age functionally. Here we identified a distinct ageing code in gut to brain neurotransmission defined by consistent differences in firing rates, burst durations, interburst and intraburst firing intervals of IPANs and the vagus, when comparing young and aged neurons. The aminosterol squalamine changed aged neurons firing patterns to a young phenotype. In contrast to young neurons, sertraline failed to increase firing rates in the aged vagus whereas squalamine was effective. These results may have implications for improved treatments involving pharmacological and electrical stimulation of the vagus for age-related mood and other disorders. For example, oral squalamine might be substituted for or added to sertraline for the aged.

Background Access to sample-level metadata is important when selecting public metagenomic sequencing datasets for reuse in new biological analyses. The Standards, Precautions, and Advances in Ancient Metagenomics community (SPAAM, https://spaam-community.org) has previously published AncientMetagenomeDir, a collection of curated and standardised sample metadata tables for metagenomic and microbial genome datasets generated from ancient samples. However, while sample-level information is useful for identifying relevant samples for inclusion in new projects, Next Generation Sequencing (NGS) library construction and sequencing metadata are also essential for appropriately reprocessing ancient metagenomic data. Currently, recovering information for downloading and preparing such data is difficult when laboratory and bioinformatic metadata is heterogeneously recorded in prose-based publications. Methods Through a series of community-based hackathon events, AncientMetagenomeDir was updated to provide standardised library-level metadata of existing and new ancient metagenomic samples. In tandem, the companion tool 'AMDirT' was developed to facilitate rapid data filtering and downloading of ancient metagenomic data, as well as improving automated metadata curation and validation for AncientMetagenomeDir. Results AncientMetagenomeDir was extended to include standardised metadata of over 6000 ancient metagenomic libraries. The companion tool 'AMDirT' provides both graphical- and command-line interface based access to such metadata for users from a wide range of computational backgrounds. We also report on errors with metadata reporting that appear to commonly occur during data upload and provide suggestions on how to improve the quality of data sharing by the community. Conclusions Together, both standardised metadata reporting and tooling will help towards easier incorporation and reuse of public ancient metagenomic datasets into future analyses.

Applications of Unmanned Aerial Vehicles (UAVs) in construction have been increased in recent years mainly for purposes of automatically collecting field data. In the market, there is a growing opportunity for using UAVs in material handling. On the other side, vertical transportation in construction sites is a crucial challenge that leads to a drop in productivity efficiency. This paper presents a proof of concept for automating the lifting procedure of lightweight instruments and materials in construction sites. To do so, a platform is developed that could automatically manage material/instrument handling requests via an autopilot drone. The aircraft position is tracked with an onboard GPS module which is not accurate in urban areas. So inaccurate GPS signals could deviate the drone from the predefined path. To tackle this problem, a machine vision algorithm is utilized to calibrate the real-time position of the aircraft. A self-supervised learning algorithm is integrated into the system to handling collision avoidance during the flight. Finally, the developed methods are tested with an UAV in a real world environment to demonstrate the potentials of hiring autopilot drones in construction.

Enzyme nanogels (ENGs) offer a convenient method to protect therapeutic proteins from in vivo stressors. Current methodologies to prepare ENGs rely on either covalent modification of surface residues or the noncovalent assembly of monomers at the protein surface. In this study, we report a new method for the preparation of noncovalent ENGs that utilizes a heterobifunctional, photocleavable monomer as a hybrid approach. Initial covalent modification with this monomer established a polymerizable handle at the protein surface, followed by radical polymerization with poly(ethylene glycol) methacrylate monomer and ethylene glycol dimethacrylate crosslinker in solution. Final photoirradiation cleaved the linkage between the polymer and protein to afford the noncovalent ENGs. The enzyme phenylalanine ammonia lyase (PAL) was utilized as a model protein yielding well-defined nanogels 80 nm in size by dynamic light scattering (DLS) and 76 nm by atomic force microscopy. The stability of PAL after exposure to trypsin or low pH was assessed and was found to be more stable in the noncovalent nanogel compared to PAL alone. This approach may be useful for the stabilization of active enzymes.

IntroductionSurgical risk calculators have expanded in both number and sophistication of their predictive approach. These calculators are gaining popularity as validated tools to help surgeons estimate mortality and complications following emergency general surgery (EGS). However, the accuracy of risk estimates generated by these calculators compared to risk estimation by practicing surgeons has not been explored.MethodsAcute care surgeons at a quaternary care center prospectively estimated 30-d mortality and complications for adult EGS patients (2019-2021). Surgeon predictions were compared to Predictive OpTimal Trees in Emergency Surgery Risk (POTTER) and NSQIP estimates. Observed-to-expected (O:E) ratios of median aggregate estimates were calculated. C-statistics for surgeon and calculator estimations were utilized to quantify predictive accuracy.ResultsAmong 150 patients (median 61 y, 45% male), 30-d mortality was 15% (n = 23). Observed rates of prolonged mechanical ventilation and acute renal failures were 30% and 10%, respectively. Overall, surgeon predictions were similar to risk calculator estimates for mortality (c-statistics 0.843 [surgeon] versus 0.848 [POTTER] and 0.815 [NSQIP]) and need for prolonged ventilation (c-statistics 0.801 versus 0.722 and 0.689, respectively). Surgeons tended to overestimate complication risks. Surgeon experience was not significantly associated with mortality prediction in an adjusted model.ConclusionsAcute care surgeons at a quaternary care center predicted postoperative mortality and complications with similar discrimination when compared to surgical risk calculators. Surgeon expertise should be utilized in conjunction with risk calculators when counseling EGS patients regarding anticipated postoperative outcomes. Surgeons should be cognizant of patterns in overestimation or underestimation of complications.

Internalized discourses of identity impact identity development, which in turn affects how one represents themselves in relation to their identity. This embodiment of language is a form of literacy and for those with minoritized identities of sexuality and gender, language can serve to validate or invalidate identities. We use grounded theory to consider reflections of college students with minoritized identities of sexuality and gender on identity formation through their lives in relation to language and labels used by others, ascribed to themselves, and ultimately used as embodied literacies of identity. Findings illustrate how participants internalized, embodied, and utilized cultural texts as processes of embodied literacy to develop and express their identities in relation to sexuality and gender. We present a call to action for educators and youth socializers to provide inclusive environments in which minoritized identities of sexuality and gender are represented explicitly and authentically as paths towards a broadened notion of literacy.

This study examined consultants' and consultees' perspectives of itinerant service delivery for students with disabilities in inclusive preschool classrooms. Consultants (i.e., early childhood special education teachers and related service providers) and consultees (lead and assistant preschool teachers) working in inclusive preschool classrooms in a large Mountain West school district completed a survey eliciting their perceptions on consulting, including their definitions of the consulting role and factors they believed to be most important in building successful consulting relationships. Participants' answers to survey questions were analyzed and grouped into themes. There were similarities across both groups when describing the role of consultants, including assumptions that consultants should work directly with students in the classroom. Consultants and consultees also agreed that they have positive relationships with one another and that consultants are effective; however, consultant and consultee survey responses emphasized a need for respect within the consulting relationship. Understanding perceptions of consultative approaches may lead to practices and policies that improve consultative services and potentially lead to improved outcomes for preschool children with disabilities in inclusive settings.

Learning coding during early childhood is an effective way for children to practice computational thinking. Aspects of children's motivation can increase the likelihood that children approach computational thinking activities with enthusiasm and deep engagement. Gender inequities may interfere with children's readiness to take advantage of opportunities to build computational thinking skills through activities such as coding. Societal stereotypes can reduce young girls' motivation to engage with computer science, preventing them from gaining benefits from coding activities designed to support computational thinking. This study examined children's gender stereotypes as well as children's own motivation for computer coding in 363 first- through third-grade children. We assessed gender differences in both stereotypes and motivation, as well as links between the stereotypes that individual children held and their own motivation. Children generally endorsed stereotypes about interest and ability for computer coding that favored their own-gender group, although third-grade girls reported gender-egalitarian beliefs about interest in coding. There were no gender differences in children's motivation for computer coding in terms of their own interest, sense of belonging, or ability self-concepts. Children's stereotypes about their own-gender group were significantly positively correlated with their own motivation for computer coding. These findings suggest that early childhood represents an excellent age for children to begin building computational thinking skills, before girls endorse negative stereotypes about their gender's interest in computer science.