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Across multiple countries the term "big ideas" of mathematics has become a construct advocated as important for teachers' mathematical knowledge. Indeed, several policy or position statement documents about math learning in the United States (U.S.) have stated that "big ideas" of math is a crucial construct for teacher knowledge. With this study we sought to determine if there was consistency about this "big idea" construct that teachers of mathematics in the U.S. are advised to know. To this end, we conducted a content analysis of resources for U.S. teachers of preschool through grade 12. We determined that few resources defined a big idea and those that did lacked agreement with each other. Although most resources delineating big ideas cited Charles (2005) as the basis of their use of the construct, our analysis of the actual big ideas in each resource revealed inconsistent implementation of Charles' theoretical perspective. Thus, to move research and practice forward by more precisely defining and prioritizing this abstract construct we (a) clarified a definition, (b) specified five criteria, and (c) constructed a scholar- and teacher-friendly framework: The Big Ideas Framework. This framework consists of three ordinal levels to distinguish and prioritize the importance of big ideas based on relative size and power: Mighty Mega Math Ideas, Power Math Ideas, and Strong Math Ideas. Moreover, the big ideas construct has focused on Mathematical Knowledge for Teaching (MKT), whereas we urge the field to shift its theoretical perspective to value the entire construct or at least the two most powerful levels of the framework as aspects of Common Content Knowledge. In other words, we urge teachers and mathematics teacher educators to foreground Mighty Mega Math Ideas and Power Math Ideas with P-12 students and families to empower those we serve. Furthermore, given the dearth of peer-reviewed research about big ideas, we encourage a new branch of scholarship to analyze the impact of the practical recommendations we offered here.

Introduction: The American College of Emergency Physicians supports community- and hospital-based programs that intervene to prevent firearm-related injury. To this end, the distribution of firearm locks or storage devices in the emergency department (ED) may help achieve this target. To inform secure firearm storage programs for households with children and firearms, we examined firearm storage practices, device preferences, and cost tolerance among parents/caregivers of children.Methods: Between April 2018–November 2019, we conducted and analyzed an in-person survey of 294 caregivers, aged ≥18, with both children and firearms in the home. Surveys assessed reasons for firearm ownership, storage practices and device preferences among five storage-device options, and prices participants were willing to pay for devices. Practices and preferences were examined by participant characteristics. We used logistic regression to estimate odds ratios and 95% confidence intervals for associations of interest.Results: Most participants (73%) reported personal protection as a reason for owning firearms, and nearly 80% owned at least one firearm storage device. Over half (55%) owned cable locks, but only 36%of owners reported regularly using them. Rapid-access devices (electronic and biometric lockboxes) were less commonly owned (26%) but more likely to be regularly used (73%). The most highly rated storage device features were the following: the ability to store the firearm unloaded (87.3%); the ability to store the firearm loaded (79.1%); and device affordability (65%). Most participants (78%) preferred rapid-access devices over other options. Participants were willing to pay more for products that afforded rapid access to the firearm. Participants reported they would pay a median of $100 for a pushbutton rapid-access product ($80 retail), and $150 for a biometric lockbox ($210 retail).Conclusion: Understanding the storage practices and preferences among firearm-owning households with children can help inform ED injury-prevention screening and firearm safety practice implementation. Our results suggest that rapid-access devices may be the most preferable firearm storage devices for distribution by secure storage programs, and costs are likely minimal given parental/caregiver willingness to pay.

Business education must evolve. Traditionally, it has been narrowly focused, siloed, and often reflective of the transactional nature of business through the lens of maximizing shareholder wealth. The triumph of market fundamentalism over the last five decades has coincided with increasing social inequality, the concentration of corporate power, and a weakening of many forms of social solidarity. There are calls for higher education institutions to reaffirm their commitment to their public purposes and the common good and to leverage their economic resources as anchor institutions. Schools of business have enormous potential to contribute to these efforts by integrating into the curriculum a broader and deeper focus on university-community collaboration, civic engagement, and solidarity with community partners to address social and economic inequities. This review of a partnership between an MBA program and a community center's microenterprise program highlights the key role that community engagement can play in graduate business education. The study includes a conceptual model incorporating four overlapping areas: critical reflection, relational paradigms, intersectionality, multilingual communication, and intercultural praxis. Structural barriers and challenges are discussed in the study, but also opportunities for building upon program strengths and a flexible framework for implementation at other institutions. [Note: The issue number (4) shown in the citation on the PDF is incorrect. The correct issue number is 3.]

BACKGROUND: Influenza vaccine viruses grown in eggs may acquire egg-adaptive mutations that may reduce antigenic similarity between vaccine and circulating influenza viruses and decrease vaccine effectiveness. We compared cell- and egg-based quadrivalent influenza vaccines (QIVc and QIVe, respectively) for preventing test-confirmed influenza over 3 US influenza seasons (2017-2020). METHODS: Using a retrospective test-negative design, we estimated the relative vaccine effectiveness (rVE) of QIVc vs QIVe among individuals aged 4 to 64 years who had an acute respiratory or febrile illness and were tested for influenza in routine outpatient care. Exposure, outcome, and covariate data were obtained from electronic health records linked to pharmacy and medical claims. Season-specific rVE was estimated by comparing the odds of testing positive for influenza among QIVc vs QIVe recipients. Models were adjusted for age, sex, geographic region, influenza test date, and additional unbalanced covariates. A doubly robust approach was used combining inverse probability of treatment weights with multivariable regression. RESULTS: The study included 31 824, 33 388, and 34 398 patients in the 2017-2018, 2018-2019, and 2019-2020 seasons, respectively; ∼10% received QIVc and ∼90% received QIVe. QIVc demonstrated superior effectiveness vs QIVe in prevention of test-confirmed influenza: rVEs were 14.8% (95% CI, 7.0%-22.0%) in 2017-2018, 12.5% (95% CI, 4.7%-19.6%) in 2018-2019, and 10.0% (95% CI, 2.7%-16.7%) in 2019-2020. CONCLUSIONS: This study demonstrated consistently superior effectiveness of QIVc vs QIVe in preventing test-confirmed influenza over 3 seasons characterized by different circulating viruses and degrees of egg adaptation.

Games are often used to foster student engagement and motivation to learn content, such as mathematics. Although digital games dominate game-based learning research, the table games commonly used in classrooms warrant investigation. Especially for mathematics learning, prior research has not taken into account content-specific frameworks. Integer arithmetic (i.e., calculations with negative numbers) is a difficult topic that is crucial for later mathematics. Thus, this study synthesized multiple theoretical perspectives to understand students' experiences playing games during an integer unit. A mixed methods design study was conducted to answer the primary question: How was student experience (motivation to learn and engagement) related to game features? Student perspectives about the three integer games they played and observations of student engagement during gameplay were analyzed using perspectives from game design and the Cognitive Demand framework for mathematical tasks. Overall, students positively perceived playing games, however, individuals' motivation and engagement varied in relation to game features. Students provided valuable insights for research and practice as to which game features were engaging or motivating and why. Speed-based synchronous games that exclusively used skill, rather than a chance-skill balance induced stress and decreased motivation for many students. Thus, a critical implication was to first do no harm by selecting or designing classroom games that have features of turn-taking and chance. We suggest recommendations for mathematics learning and provide the STEM Classroom Games Features Framework to benefit research and practice of any STEM content area.

Background Cell-based quadrivalent inactivated influenza vaccines (IIV4c) avoid egg-adaptive mutations found in egg-based production, improving vaccine effectiveness (VE). Studies demonstrate improved VE for IIV4c relative to egg-based quadrivalent inactivated influenza vaccines (IIV4).Research Design and Methods We built on a static compartmental model developed by the CDC to estimate the influenza burden in persons 0–64 years that would be additionally averted by vaccination with IIV4c vs. IIV4. Model inputs were based on published data from 2017–2018, 2018–2019, and 2019–2020 Northern Hemisphere influenza seasons for the US.Results Over 3 influenza seasons, relative to IIV4, IIV4c would avert 31–39% more symptomatic cases, 29–40% more outpatient visits, 29–38% more hospitalizations and ICU admissions, and 34–49% more deaths vs. IIV4. In a deterministic sensitivity analysis, the main drivers were the relative VE of IIV4c vs. IIV4 in the 2017–2018 season and influenza burden estimates for the 2018–2019 and 2019–2020 seasons. Probabilistic sensitivity analysis showed that the interquartile range of symptomatic cases was ± 13% of baseline in 2017–2018, ±8% in 2018–2019, and ± 7% in 2019–2020.Conclusions IIV4c prevented significantly more symptomatic cases, outpatient visits, hospitalizations, and deaths than IIV4 in persons aged 0–64 years over 3 influenza seasons.

Patients with gastro‐intestinal stromal tumors (GISTs) undergoing tyrosine kinase inhibitor therapy are monitored with regular computed tomography (CT) scans, exposing patients to cumulative radiation. This exploratory study aimed to evaluate circulating tumor DNA (ctDNA) testing to monitor treatment response and compare changes in ctDNA levels with RECIST 1.1 and total tumor volume measurements. Between 2014 and 2021, six patients with KIT proto‐oncogene, receptor tyrosine kinase (KIT) exon‐11‐mutated GIST from whom long‐term plasma samples were collected prospectively were included in the study. ctDNA levels of relevant plasma samples were determined using the KIT exon 11 digital droplet PCR drop‐off assay. Tumor volume measurements were performed using a semi‐automated approach. In total, 94 of 130 clinically relevant ctDNA samples were analyzed. Upon successful treatment response, ctDNA became undetectable in all patients. At progressive disease, ctDNA was detectable in five out of six patients. Higher levels of ctDNA correlated with larger tumor volumes. Undetectable ctDNA at the time of progressive disease on imaging was consistent with lower tumor volumes compared to those with detectable ctDNA. In summary, ctDNA levels seem to correlate with total tumor volume at the time of progressive disease. Our exploratory study shows promise for including ctDNA testing in treatment follow‐up.

​​​​​​​To meet the global goal of net-zero CO2 emissions by 2050, many governments are turning to Carbon Capture and Storage (CCS) as a critical technology. Brazil is the largest CO2 emitter in South America and the 7th largest globally, yet it is in the early stages of CCS development. Using publicly available geological and infrastructure data, this study evaluates the feasibility and suitability of saline aquifers for CO2 storage in onshore intracratonic basins in southern Brazil. Saline aquifers deemed suitable for CO2 sequestration are those below 800 m deep, with a thickness greater than 20 m, and in areas with regionally extensive caprock at least 10 m thick. Using these criteria, we classify areas within the Rio Bonito Formation of the Paraná Basin and the Mucuri Member in the onshore extent of the Espírito Santo Basin into potential and exclusion areas for CO2 storage. The Rio Bonito Formation is present in the central-southern Paraná Basin and ranges from outcrop exposures to over 3900 m depth. The formation ranges in thickness from 25–350 m, and sandstone intervals within the formation have a cumulative thickness between 13 and 150 m. Caprocks consist mainly of shale and siltstone. Based on the criteria used, CO2 sequestration in the Rio Bonito Formation is optimal in two zones of the Paraná Basin that extend over ca. 27 700 km2 (northern zone) and ca. 38 100 km2 (southern zone). The Mucuri Member is present in almost the entire onshore extent of the Espírito Santo Basin and ranges in depth from 500 to 2650 m. The unit reaches 400 m thick with a cumulative thickness of sandstone layers ranging from 0 to 320 m. Caprocks consist mainly of evaporites, but shale and sandstone intervals are also present. CO2 sequestration in the Mucuri Member is optimal in one zone of the onshore Espírito Santo Basin, which extends over ca. 630 km2. Together, these zones have the capacity to store > 6.1 Gt CO2 providing Brazil with suitable capacity for reducing its CO2 emissions over the short- to medium-term.

Scientific meetings are vital for research development and networking. However, these events often reflect unconscious biases and barriers to diversity, particularly affecting marginalized groups. The future success of the geosciences depends on diversity, which enhances problem-solving and innovation through varied perspectives. This study examines the attendance diversity at the European Geosciences Union (EGU) General Assembly from 2005 to 2024, focusing on the impact of economic factors, distance, and population size on participation. Using publicly available data from the World Bank and the EGU, this study finds that gross national income (GNI) is the primary determinant of attendance, especially post-COVID. Distance also influences attendance but to a lesser extent, while population size shows a weak correlation. To improve diversity in academic conferences, we suggest facilitating donations, offering affordable accommodations, establishing additional travel funds, and rotating the conference location. Our actions must go beyond the EGU General Assembly and other geoscience conferences, as these actions can also help dismantle barriers to inclusivity in other areas of our community. By addressing these financial and systemic barriers, geoscience conferences can become more inclusive, benefiting the entire scientific community.

In recent years, the rates of children and adolescents hospitalized for suicidal thoughts and behaviors have increased, necessitating that schools be prepared to support students as they return to school after hospitalization. Yet, recent research shows that most schools do not have formalized policies and procedures to support students during their re-entry and reintegration. Further, although school counselors are often the members of the school community charged with organizing and implementing accommodations and interventions in support of these students, the field of school counseling has not adequately addressed the need for formalized re-entry and reintegration plans or the role that school counselors have in leading this process. To meet the needs of students returning after hospitalization for suicidal thoughts and behaviors, schools benefit from formalized and individualized re-entry and reintegration plans that are grounded in a larger framework of support. Further, school counselors are well positioned to take a leadership role in this process, and specific and practical strategies are available to guide them. We organize these recommendations using the evidence-based school counseling model.