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Effective science instruction and associated student learning is reliant upon a strong foundation of teacher content knowledge. This study of the "Praxis?" General Science Content Knowledge Test from May 2006 to June 2016 investigates content knowledge of 28,688 general science teacher candidates. Examinees performed well on "Life Science" topics while "Earth & Space Science" was identified as an area in need of support. Analysis of the assessment revealed differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with STEM majors demonstrated stronger content knowledge than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. To strengthen recruitment and retention efforts, recommendations include reviewing our findings for alignment with state standards. This will facilitate development of comprehensive content knowledge professional learning experiences that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.

Abstract Effective science instruction and associated student learning is reliant upon a strong foundation of teacher content knowledge. This study of the Praxis Ⓡ General Science Content Knowledge Test from May 2006 to June 2016 investigates content knowledge of 28,688 general science teacher candidates. Examinees performed well on Life Science topics while Earth & Space Science was identified as an area in need of support. Analysis of the assessment revealed differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with STEM majors demonstrated stronger content knowledge than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. To strengthen recruitment and retention efforts, recommendations include reviewing our findings for alignment with state standards. This will facilitate development of comprehensive content knowledge professional learning experiences that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.

A large body of work has shown that science teacher knowledge is one of the most fundamental components of effective teaching and learning. Our study analyzes the Praxis® Earth and Space Science Content Knowledge Test (ESS CKT) from May 2006 to June 2016. We present one of the largest datasets comprising 11,273 ESS teacher candidates in order to provide information about their demonstrated ESS CK. Understanding that the benefits associated with teacher retention outweigh the cost of hiring new teachers, our results can be used to design targeted professional learning (PL) experiences for pre- and inservice teachers. Findings from this study are particularly useful while planning inservice topic specific PL for teachers pre- and inservice ESS teachers by answering the following research questions (1) How have examinees performed as a whole in each category on the Praxis® ESS CKT? (2) Which personal and/or professional characteristics are most associated with examinee performance in each category and how does this inform professional learning? Examinee performance at the category level was analyzed through a five-part process: 1. Confirmatory Factor Analysis: 2. Percent correct; 3. Regression; 4. ANOVA; 5. Scaled points lost. Our findings revealed that examinees demonstrated strongest performance in the topics assessing "Earth's Atmosphere & Hydrosphere," "Earth Materials & Surface Processes," and "Tectonics & Internal Earth Processes" and identity "History of the Earth and its Life-Forms" as topics in need of support. Across categories, we found differences in achievement associated with undergraduate major, gender, and ethnicity. Test-takers with geoscience majors consistently lost fewer points than their out-of-field counterparts, that men outperformed women in the study, and White test-takers lost fewer scaled points than Black and Hispanic candidates. Our recommendations include reviewing our results for alignment with state standards in order to develop comprehensive CK development that will be used as an anchor for focused support on those topics where test-takers tend to demonstrate lowest proficiency.

Aim: To evaluate the comparability of a probable clinical trial (CT) cohort derived from electronic medical records (EMR) data with a real-world cohort treated with the same therapy and identified using the same inclusion and exclusion criteria to emulate an external control. Methods: We utilized de-identified patient level structured data sourced from EMRs. We then compared patterns of overall survival (OS) between probable CT patients with those drawn from non-contemporaneous real-world data (RWD) using a two sided log-rank test, hazard ratios (HRs) using a Cox proportional-hazards model and Kaplan–Meier (KM) survival curves. Each regression estimate was calculated with a corresponding 95% confidence interval. We additionally conducted multiple matching methods to assess their relative performance. Results: Median (standard deviation) OS was 10.2 (0.7) months for the RWD arm and 11.3 (1.3) for the probable CT arm with a Log rank p-value equal to 0.4771. OS in both cohorts is longer than the reported CT median OS of 9.2 (0.6). The HRs generated under all five assessed matching methods (including without adjustment) were not statistically significant at the 95% confidence level. Conclusion: Our results suggest, with caveats noted, that survival patterns between real-world and CT cohorts in this NSCLC setting are not statistically significantly different.

This study examines the impact of changing the tone of a traditional syllabus to make it more learner-centered. The researchers examined a required wellness course that serves over 8,000 students per year at a large, four-year public university in the southern United States. Concerns about student progression through programs and graduation rates had prompted a number of faculty to look into ways to increase these numbers. The investigators changed the tone of the syllabus to determine if a more learner-centered document would increase the chances of students interacting with the syllabus and, in turn, increase the success rates in the course. The results indicated that few students spent sufficient time reading the syllabus to take in all the information regardless of the tone used within the document, so the tone, by itself, did not impact student success.

Teacher content knowledge has been identified as a key prerequisite to effective instruction, and current educational policies require measurement of teacher content knowledge to assess candidacy for licensure. The primary instruments used in the United States are the Praxis Subject Assessment exams, which are designed to measure the subject-specific content knowledge needed to be a teacher. The Praxis Biology Subject Assessment exam, used by 42 U.S. states in the past decade, is the most common national measure used to determine biology content knowledge for teacher certification. Demographic and performance data from examinees (N = 43,798) who took the Praxis Biology Subject Assessment from 2006 to 2015 were compared to present a much-needed picture of who is seeking certification to teach biology, how different groups of aspiring biology teachers have performed, and how demographic makeup of prospective biology teachers compares with reports in previous studies describing the composition of the biology teacher workforce. Results indicate the majority of students self-reported as White (76%), female (66%), having undergraduate grade point averages (GPAs) at or above a 3.0 (76%) and majoring in biology (45%). Additionally, the demographic data were included in a linear regression model to determine the factors that explained the most variance in performance of the examinee. The model revealed substantial differences in average performance and pass rates between examinees of different genders, races, undergraduate majors, undergraduate GPAs, and census regions. This suggests that if the examinee is a White science, technology, engineering, and mathematics major, man with a 3.5 or higher undergraduate GPA, resides in the western United States, or plans to teach in a suburban school, the examinee will on average outperform their counterparts on the exam. From our analyses, we suggest several measures for the improvement of the biology teaching workforce and establish potential issues in the teacher pipeline that may impact the quality and diversity of U.S. biology teachers.

Abstract Edible insects, such as palm weevil larvae, have been promoted as an alternative source of nutrients in developing countries for their nutritional benefits, cost‐effective rearing, and yearly availability. Unfortunately, consumer acceptance remains a barrier to their utilization. A supplemental palm weevil larvae and tomato paste were developed as part of efforts to understand whether incorporating edible insects into staple foods could help overcome this barrier. Palm weevil larvae flour and tomato paste were mixed in three formulations that had 8, 15, and 30% of palm weevil larvae flour. Samples were subjected to proximate and mineral content analyses and sensory evaluation. Among the blends, tomato paste containing 30% palm weevil larvae had the highest protein, fat, and total solids content as compared to unfortified tomato paste. Iron and zinc levels also increased with increasing levels of palm weevil larvae flour. Carbohydrate and crude fiber concentrations of the samples, however, decreased with increasing fortification levels. The overall acceptance and willingness to purchase fortified tomato paste as determined by sensory evaluation was high for all samples and increased with increasing knowledge about palm weevil larvae's nutritional benefits. Overall acceptance and willingness to purchase fortified tomato paste were significantly dependent on the samples' color and consumers' overall liking of the products. Tomato paste fortified with palm weevil larvae can provide a complementary source of iron for Ghanaians.

Abstract Underutilized legumes are a good source of plant proteins, but they exhibit a hard‐to‐cook nature and poor digestibility due to the presence of anti‐nutritional factors. This study focused on the factors that drive the utilization of selected underutilized legumes in the Techiman municipality of Ghana. The legumes studied were Vigna subterrenea (Bambara groundnut), Cajanus cajan (Pigeon pea), Phaseolus lunatus (Lima bean), Parkia biglobosa (African Locust bean), and Canavalia gladiata (Sword bean). The survey provided insight into the familiarity, uses, preparation methods, and the extent of knowledge of their nutritional benefits. The demographics of the participants studied were also described, and statistical analysis was done using descriptive statistics. The results showed that the legumes were well recognized despite their underutilized status and they find use primarily in domestic savory food preparation. Consumption was mostly occasional despite the knowledge of its nutritional benefits. Processing mainly referred to boiling with prior removal of foreign materials and soaking in water. Nutrition stood out as the most desired property. Strategies aiming at maximizing the use of these legumes must be considered and developed since these legumes appear to be a formidable resource for combating the prevalent food insecurity in Africa.

What teachers know about their content area plays a role in how they effectively enhance the scientific literacy of their students. This leads to questions about teacher content knowledge as they enter the field. The Praxis Earth and Space Science: Content Knowledge Test is the most widely used licensure assessment for aspiring Earth science teachers in the United States. There are few previous reports on the personal and professional characteristics of those test-takers which would provide information about Earth science teacher candidates. This study presents findings based on analysis of trends in reported demographic variables and scaled scores for examinees assessed by the licensure exam from June 2006 to May 2016 in order to identify which have the highest correlation with their performance. Three major themes emerged as a result of the study: there is currently a large proportion of out of field teaching, a lack of diversity among test-takers, and underperformance of Black/African American test-takers when compared to their White counterparts as well as in females compared to males. Our analysis uncovered more subtle differences in performance based on undergraduate GPA and age group as well. Findings from this study suggest recommendations for improving focused recruitment and retention efforts to support identified at-risk populations enrolled in Earth science teacher preparation programs.

Acquiring sufficient content knowledge to lead effectively in the classroom is one of the greatest challenges for beginning teachers. National and state agencies have made significant investments in content-specific induction supports, but these efforts have not been informed by any empirical evidence regarding the topic-level content knowledge of novice teachers. Here we analyze category-level data from the "Praxis Chemistry Subject Assessment" from May 2006 to June 2016 to determine the areas of general strength and weakness among examinees and explore differences in categorical performance by test-taker demographics. Examinees have generally performed well in the area of "Atomic and Nuclear Structure" and appear to have struggled most in the area of "Solutions and Solubility; Acid-Base Chemistry". Across categories, estimates of academic preparation (e.g., undergraduate GPA, undergraduate major, and graduate major) have explained a large proportion of variance in examinee performance, although demographic characteristics such as gender and race or ethnicity were more explanatory in certain categories, such as "Atomic and Nuclear Structure". Chemistry majors were the top performers in almost all categories, and education majors underperformed, often at the level of non-STEM majors, across all topics. The findings from this work should inform both professional development efforts for beginning teachers as well as instructional reform at the undergraduate level.

Resumen: Objetivo: Identificar variables y argumentaciones valóricas que configuran la percepción de la interrupción del embarazo como delito bajo cualquier causal, en una muestra comunitaria de una ciudad al sur de Chile durante el debate de la Ley 21.030. Método: Estudio mixto, cuantitativo, observacional, de corte transversal correlacional y cualitativo. Una muestra cuantitativa de 289 personas de Temuco (Chile) contestó a un cuestionario sobre categorías sociales y su percepción de la gravedad de 15 conductas como delito. Para la fase cualitativa se realizaron 12 entrevistas semiestandarizadas sometidas a análisis de contenido, incorporando algunos elementos de la teoría fundamentada desde la perspectiva constructivista. Resultados: Con independencia del sexo, más de la mitad de la muestra de estudio consideran el aborto como un delito entre grave y extremadamente grave. Las personas religiosas, sin importar el tipo de religión, políticamente conservadoras y con menor nivel educativo, presentan una percepción del aborto como delito de mayor gravedad. La participación con frecuencia en actos religiosos presenta un efecto mediador. Los resultados cualitativos establecen una perspectiva multidimensional y el dogma de la religión como argumento central para rechazar el aborto. Conclusiones: La religión y una visión política conservadora afectan las construcciones tradicionales de género y maternidad, y por ende se observa una tendencia a rechazar el aborto. Estos resultados hacen hincapié en la necesidad de prestar especial atención a la aceptación de la Ley 21.030 sobre la interrupción voluntaria del embarazo para una aplicación efectiva. Abstract: Objective: To identify the variables and the axiological argumentations that configure the perception of abortion as a crime, in a sample of a city in southern Chile during the debate of law 21.030. Method: The design is quantitative, observational correlation cross-sectional followed by a qualitative approach. The quantitative sample of 289 members of the community of Temuco (Chile) answered a questionnaire about social categories, and their perception of the seriousness of 15 behaviours defined in Chile as crimes. For the qualitative phase, we carried out 12 semi-standardized interviews in the same community, subject to content analysis, incorporating some elements of grounded theory from the constructivist perspective. Results: Regardless of sex, more than half of the study sample considers abortion to be between a serious and an extremely serious crime, despite its current decriminalization. Religious people, no matter what kind of religion, political conservatives and people of a lower educational level, perceive abortion as a serious crime. Frequency of participation in religious events has a mediating effect. The qualitative results establish t religious teaching as a very important argument to reject abortion, and that the perception of the severity of abortion as a crime is multidimensional. Conclusion: Religion and a conservative political vision affect the traditional constructions of gender and motherhood, and therefore, there is a marked tendency to reject abortion. These results emphasize the need to pay special attention to the acceptance of Law 21.030 on the voluntary termination of pregnancy in regions. This is important for effective application of the Law.

Abstract Background Due to rising food insecurity, natural resource scarcity, population growth, and the cost of and demand for animal proteins, insects as food have emerged as a relevant topic. This study examines the nutrient content of the palm weevil larva (Rhynchophorus phoenicis), a traditionally consumed edible insect called akokono in Ghana, and assesses its potential as an animal-source, complementary food. Methods Akokono in two “unmixed” forms (raw, roasted) and one “mixed” form (akokono-groundnut paste) were evaluated for their macronutrient, micronutrient, amino acid, and fatty acid profiles. Results Nutrient analyses revealed that a 32 g (2 tbsp.) serving of akokono-groundnut paste, compared to recommended daily allowances or adequate intakes (infant 7–12 months; child 1–3 years), is a rich source of protein (99%; 84%), minerals [copper (102%; 66%), magnesium (54%; 51%), zinc (37%; 37%)], B-vitamins [niacin (63%; 42%), riboflavin (26%; 20%), folate (40%; 21%)], Vitamin E (a-tocopherol) (440%; 366%), and linoleic acid (165%; 108%). Feed experiments indicated that substituting palm pith, the typical larval diet, for pito mash, a local beer production by-product, increased the carbohydrate, potassium, calcium, sodium, and zinc content of raw akokono. Akokono-groundnut paste meets (within 10%) or exceeds the levels of essential amino acids specified by the Institute of Medicine criteria for animal-source foods, except for lysine. Conclusions Pairing akokono with other local foods (e.g., potatoes, soybeans) can enhance its lysine content and create a more complete dietary amino acid profile. The promotion of akokono as a complementary food could play an important role in nutrition interventions targeting children in Ghana.

Inadequate nutrition during pregnancy can lead to adverse birth outcomes, and more importantly for pregnant adolescents as they require nutrients to meet their needs for their growth and the fetus. The study examined the relationship between nutritional status and birth outcomes among Ghanaian pregnant adolescents in selected districts of the Ashanti Region, Ghana. In this prospective cohort study, we followed 416 pregnant teenagers recruited at health centers during antenatal care until delivery. We measured weight and height to calculate Body Mass Index (BMI), and Mid-Upper Arm Circumference (MUAC), and nutrient intakes using a repeated 24 hr dietary recall were collected. Hemoglobin (Hb), serum levels of ferritin, prealbumin, vitamin A, Total Antioxidant Capacity (TAC), C-reactive protein (CRP), and Zinc Protoporphyrin (ZPP) were analyzed. Birth outcome data of interest were low birth weight (LBW) and preterm births (PTB). About 15.2 % had LBW, 12.5 % had PTB, and 3.1 % neonatal deaths. The majority of the pregnant adolescents consumed below Estimated Average Requirements (EAR) for thiamin (75.7 %), riboflavin (84.6 %), folate (82.9 %), vitamin A (87.3 %), iron (93.5 %), zinc (83.7 %), and calcium (96.9 %) intakes, while energy (96.6 %), protein (84.6 %), and dietary fiber (74.4 %) were below the Recommended Dietary Allowance (RDA). Anemia and wasting prevalences were 57.1 % and 27.8 %. The mean intakes for carbohydrates (p = 0.042) and dietary fiber (p = 0.012) were significantly higher among adolescent mothers with term birth (276.7 ± 111.2 g, 23.7 ± 11.2 g) than those with PTB (237.3 ± 83.7 g, 19.4 ± 9.0 g), respectively. Preterm birth proportions were higher in severely wasted (18.8 %) adolescents than moderately wasted (6.2 %) and normal MUAC (14.0 %) adolescents (p = 0.184). LBW proportions were higher among anemic (18.1 %) than the non-anemic (12.1 %), among low (30 %) compared with normal (14.9 %) serum ferritin, among low (15.7 %) compared with normal (0 %) serum prealbumin, and among low (16.2 %) compared with normal (11.1 %) serum vitamin A status pregnant adolescents. Pregnant adolescents with moderate wasting had lower odds (Adjusted odds ratio = 0.2, p = 0.017, 95 % confidence interval = 0.1–0.8) of having LBW infants compared with those with normal MUAC. The odds of preterm births were significantly higher among pregnant adolescents with dietary fiber intake below the RDA (Unadjusted OR = 2.8, p = 0.042, 95 % CI = 1.0–7.3). In conclusion, adverse birth outcomes were associated with poor nutritional status among pregnant adolescents studied.

The purpose of the study was to understand the impact of involuntary remote working during the early phases of the COVID-19 pandemic on perceived stress and work-related burnout for workers with and without previous experience of remote work. The authors developed a questionnaire, open from March 23rd to May 19th, 2020, incorporating the Perceived Stress Scale, Copenhagen Burnout Inventory, demographic, and work-related questions. This sample consisted of 256 professionals who self-identified as working at home during the pandemic. Pandemic restrictions increased perceived stress for all participants, but age and gender had significant effects on stress and burnout. Burnout was most significant for respondents already working remotely before COVID-19. The most significant challenges reported were—communication, collaboration, and time management with colleagues via technology. Working from home may contribute to higher levels of perceived stress and work-related burnout, which questions moves by some employers to make working from home a permanent arrangement.

Rare maternally inherited duplications at 15q11-13 are observed in ~1% of individuals with an autism spectrum disorder (ASD), making it among the most common causes of ASD. 15q11-13 comprises a complex region, and as this copy number variation encompasses many genes, it is important to explore individual genotype-phenotype relationships. Cytoplasmic FMR1-interacting protein 1 (CYFIP1) is of particular interest because of its interaction with Fragile X mental retardation protein (FMRP), its upregulation in transformed lymphoblastoid cell lines from patients with duplications at 15q11-13 and ASD and the presence of smaller overlapping deletions of CYFIP1 in patients with schizophrenia and intellectual disability. Here, we confirm that CYFIP1 is upregulated in transformed lymphoblastoid cell lines and demonstrate its upregulation in the post-mortem brain from 15q11-13 duplication patients for the first time. To investigate how increased CYFIP1 dosage might predispose to neurodevelopmental disease, we studied the consequence of its overexpression in multiple systems. We show that overexpression of CYFIP1 results in morphological abnormalities including cellular hypertrophy in SY5Y cells and differentiated mouse neuronal progenitors. We validate these results in vivo by generating a BAC transgenic mouse, which overexpresses Cyfip1 under the endogenous promotor, observing an increase in the proportion of mature dendritic spines and dendritic spine density. Gene expression profiling on embryonic day 15 suggested the dysregulation of mammalian target of rapamycin (mTOR) signaling, which was confirmed at the protein level. Importantly, similar evidence of mTOR-related dysregulation was seen in brains from 15q11-13 duplication patients with ASD. Finally, treatment of differentiated mouse neuronal progenitors with an mTOR inhibitor (rapamycin) rescued the morphological abnormalities resulting from CYFIP1 overexpression. Together, these data show that CYFIP1 overexpression results in specific cellular phenotypes and implicate modulation by mTOR signaling, further emphasizing its role as a potential convergent pathway in some forms of ASD.

Teachers play a critical role in the preparation of future science, technology, engineering, and mathematics majors and professionals. What teachers know about their discipline (i.e., content knowledge) has been identified as an important aspect of instructional effectiveness; however, studies have not yet assessed the content knowledge of aspiring chemistry teachers in the United States. The Praxis Chemistry Subject Assessment is the most nationally representative measure of teacher content knowledge, used in 39 U.S. states in the past decade. In the presented study, we report findings concerning (i) the demographics of Praxis Chemistry Subject Assessment examinees (i.e., prospective chemistry teachers); and (ii) the longitudinal trends in exam performance across several demographic test-taker characteristics. These findings reveal substantial differences in performance and pass rates among examinees of different genders, races/ethnicities, undergraduate majors, undergraduate GPAs, and geographic locales in which they intend to teach. We establish potential leaks in the teacher pipeline that may impact the quality and diversity of chemistry teachers in the United States and suggest ways to improve the chemistry teaching workforce.

A generally agreed-upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics educators is different from previously reported analyses of the actual high school physics teaching workforce. Here we present findings about the demographics and subject knowledge of prospective high school physics teachers using data from Praxis physics subject assessments administered between 2006 and 2016. Our analysis reveals significant variations in exam participation and performance between men and women, as well as those with different undergraduate majors and academic performance over the past decade. Findings from this work inform understandings and decisions about the quality, recruitment, and preparation of the high school physics teaching workforce.