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Handwritten tasks are better suited than digital ones to assess higher-order mathematics skills, as students can express themselves more freely. However, maintaining reliability and providing feedback can be challenging when assessing high-stakes, handwritten mathematics exams involving multiple assessors. This paper discusses a new semi-automated grading approach called 'checkbox grading'. Checkbox grading gives each assessor a list of checkboxes consisting of feedback items for each task. The assessor then ticks those feedback items which apply to the student's solution. Dependencies between the checkboxes can be set to ensure all assessors take the same route on the grading scheme. The system then automatically calculates the grade and provides atomic feedback to the student, giving a detailed insight into what went wrong and how the grade was obtained. Atomic feedback consists of a set of format requirements for mathematical feedback items, which has been shown to increase feedback's reusability. Checkbox grading was tested during the final high school mathematics exam (grade 12) organised by the Flemish Exam Commission, with 60 students and 10 assessors. This paper focuses on students' perceptions of the received checkbox grading feedback and how easily they interpreted it. After the exam was graded, all students were sent an online questionnaire, including their personalised exam feedback. The questionnaire was filled in by 36 students, and 4 of them participated in semi-structured interviews. Findings suggest that students could interpret the feedback from checkbox grading well, with no correlation between students' exam scores and feedback understanding. Therefore, we suggest that checkbox grading is an effective way to provide feedback, also for students with shaky subject matter knowledge.

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, university teachers and learning technologists interested in this topic. The resulting set of 55 research questions are grouped into 5 broad themes: errors and feedback, student interactions with e-assessment, design and implementation choices, affordances offered by e-assessment tools, and mathematical skills. This agenda gives a framework for a programme of research aligned with practical concerns that will contribute to both theoretical and practical development.

Programming is becoming increasingly common in mathematics degrees as it is a desirable skill for new graduates. However, research shows that its use is mostly restricted to computational or modelling tasks. This paper reports a study on students' perceptions of and difficulties with Lean, an interactive theorem prover introduced as part of a transition to proof first-year module. The data consist of first-year university mathematics students' questionnaire responses (n = 99) and sections of 37 semi-structured interviews with students from the same cohort. Findings highlight students' difficulties with syntactic and strategic knowledge, in line with similar research on programming, and how conceptual knowledge is discussed in terms of conceptual-mathematics and conceptual-programming. Moreover, some students share how the experience with Lean changed their perception of mathematics by contributing to the epistemological shift from school to university, which is necessary for students to be successful. However, many students failed to engage with Lean due to its difficult syntax and because they perceived programming to be disconnected from the activity of proving and not worth the time investment needed to become proficient with this tool. We conclude with some reflections on the implications of this study for university teaching and suggestions for future research.

Recalling Freire's lessons on education and teacher development, this study embraces the transformative power of dialogue. In the context of Brazilian public schools, where education faces challenges such as rigid curriculum prescriptions, the researchers implemented a Lesson Study cycle as a dialogic teacher development intervention. Despite constraints, it fostered a collaborative and dialogic space, enabling English teachers to share and reflect in formative interactions. This approach allowed for critical discussions, empowered teacher agency, and enhanced the quality of English teaching. Inspired by Freire's vision, dialogic Lesson Study proved to be a liberating experience for teachers, promoting active and meaningful practices.

This paper reports on a qualitative replication study investigating the impact of the novelty effect on findings from interventions about the assessment of mathematics at university. The replication study used the same data collection tools of a previous study on oral assessment of mathematics, but data were collected in a context where oral assessment is the norm. We aimed to find whether the results of the two studies were comparable and whether there was plausible evidence of an impact of novelty effect on the findings of the original study. The findings of the current study appear to be comparable to those of the original study. Students associate oral assessment with the assessment of conceptual understanding and written assessment with the assessment of procedures; they report being more anxious about the oral assessment, but they perceive oral assessment as a better learning experience than closed book exams. However, in a culture where oral assessment is the norm, we found students engaging with learning also following considerations of the difficulties of other modules taken in the same period of their degree. Finally, in this culture, oral communication of mathematics is also much valued.

OBJECTIVE: Metabolic dysfunction-associated steatotic liver disease (MASLD), formerly known as non-alcoholic fatty liver disease (NAFLD), is the most prevalent liver disease globally, yet no therapies are approved. The effects of Escherichia coli Nissle 1917 expressing aldafermin, an engineered analog of the intestinal hormone FGF19, in combination with dietary change were investigated as a potential treatment for MASLD. METHODS: MASLD was induced in C57BL/6J male mice by American lifestyle-induced obesity syndrome diet and then switched to a standard chow diet for seven weeks. In addition to the dietary change, the intervention group received genetically engineered E. coli Nissle expressing aldafermin, while control groups received either E. coli Nissle vehicle or no treatment. MASLD-related plasma biomarkers were measured using an automated clinical chemistry analyzer. The liver steatosis was assessed by histology and bioimaging analysis using Fiji (ImageJ) software. The effects of the intervention in the liver were also evaluated by RNA sequencing and liquid-chromatography-based non-targeted metabolomics analysis. Pathway enrichment studies were conducted by integrating the differentially expressed genes from the transcriptomics findings with the metabolites from the metabolomics results using Ingenuity pathway analysis. RESULTS: After the intervention, E. coli Nissle expressing aldafermin along with dietary changes reduced body weight, liver steatosis, plasma aspartate aminotransferase, and plasma cholesterol levels compared to the two control groups. The integration of transcriptomics with non-targeted metabolomics analysis revealed the downregulation of amino acid metabolism and related receptor signaling pathways potentially implicated in the reduction of hepatic steatosis and insulin resistance. Moreover, the downregulation of pathways linked to lipid metabolism and changes in amino acid-related pathways suggested an overall reduction of oxidative stress in the liver. CONCLUSIONS: These data support the potential for using engineered microbial therapeutics in combination with dietary changes for managing MASLD.

Objective. To provide a comprehensive overview of peripheral spondyloarthritis (pSpA), focusing specifically on its occurrence and management in patients with inflammatory bowel disease (IBD). Methods. An exhaustive literature search was conducted in PubMed, Embase, Cochrane Database of Systematic Reviews, and Google Scholar to identify relevant studies on pSpA in IBD patients. Titles, abstracts, and full-text articles were screened for relevance. Data on study design, patient characteristics, diagnostic criteria, main findings, and conclusions were extracted from selected articles. Study quality was assessed using appropriate checklists. Information was synthesized narratively to summarize current understanding. Results. pSpA is the most common extraintestinal manifestation in IBD, with a median prevalence of 16%. It worsens quality of life and requires collaboration between gastroenterologists and rheumatologists for optimal diagnosis and treatment. Several “red flags” guide appropriate specialist referral of IBD patients with suspected pSpA. Once the diagnosis is confirmed, the choice of therapy depends on IBD phenotype and patterns of articular/axial involvement. Anti-tumor necrosis factor (TNF) drugs are first-line biologics, with interleukin (IL)-12/23 and IL-23 inhibitors as alternatives for anti-TNF failure. Small molecules like apremilast and Janus kinase inhibitors also have utility. Recommended treatment algorithms exist, but more randomized controlled trials are needed. Conclusions. Early identification of pSpA is crucial in IBD patients to enable timely intervention, prevent structural damage, and minimize disability. A multidisciplinary, holistic approach addressing musculoskeletal and extra-musculoskeletal manifestations is key to optimal patient outcomes.

Urban landscapes are expanding, increasing the wildland-urban interface and leading to more frequent wildlife-human conflict. This publication discusses how to reduce conflict venomous snakes. We first discuss the ecological benefits of these species and then provide suggestions on how to limit conflicts with them. The overarching goal of this publication is to increase the likelihood of coexistence between humans and venomous snakes.

Background: Aneurysms of visceral abdominal arteries represent less than 3 % of all splanchnic aneurysms. Pathology is poorly understood but recent studies have focused on the role of inflammation which it can be further enhanced by a systemic inflammatory disease. Materials and Methods: A systematic literature review was conducted to highlight the unsolved aspects of this pathology and a total of 43 patients were retrieved to whom we added 1 patient treated at our Institution. Results: Mean age at presentation was 54 years with a peak of incidence between the 6th and the 7th decades of life. No racial, sex, and age differences were observed among the two groups (P=NS). In 10 (23 %) patients an inflammatory disease was associated. However, the risk of rupture was similar between patients affected with an inflammatory disease and those with a sporadic presentation (P=NS). Color ultrasound was seldomly used but its role is questionable especially in an emergency setting because of the well-known limitations. On the other hand, computed tomography angiogram always permitted diagnosis. Surgery is the treatment of choice to prevent emergent surgery. If feasible, an endovascular approach should be used either in elective or emergent setting. However, hemodynamically unstable patients should be promptly operated on with an open approach. There were 4 (9 %) deaths 1 before surgery, 3 during operation. Conclusions: Although in our revision we were unable to demonstrate that patients affected with an autoimmune diseases or chronic inflammatory conditions might have a higher risk of visceral aneurysm rupture, we recommend a proactive screening approach based on regular monitor of these patients for the presence of visceral aneurysms.

This publication addresses some of the most frequent questions that residents ask regarding the function and maintenance of their stormwater ponds. Written by Ange Asanzi, Miranda Carver Martin, Michelle Atkinson, Chamoda P. D. Dissanayake Mudiyanselage, Basil V. Iannone III, Eban Bean, Alexander J. Reisinger, Mary Lusk, Dail Laughinghouse, and Paul Monaghan, and published by the UF/IFAS Department of Agricultural Education and Communication, August 2024.