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This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020-2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths' engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children's and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths' enactments of racial literacy, possibilities for art-making to support youths' racial literacy, and the urgent need for literacy instruction responsive to youths' voices and dreams, particularly during times of crisis.

Sociomusical identity pursues integrative goals, as it establishes bridges between musical identities from a perspective based on transculturation and post-ethnicity. The current study aims to observe the influence of social groups in the construction of sociomusical identity, using a simple random sample comprised of 417 students who attend Chilean schools classified in a condition of social vulnerability. The chosen nonexperimental quantitative method is survey research, as two scales were applied to measure musical activities in different social groups. Results indicated that the musical performance variable explains social differences in the distribution of sociomusical capital because, just as Western culture fosters the musician-listener dualism, it also causes gaps in sociomusical identity. In conclusion, differentiation points in sociomusical identity are linked to social matters concerning musical performance, as school-goers' musical practice is not encouraged inside nor outside of schools.

ImportanceWhen an emerging infectious disease outbreak occurs, such as COVID-19, institutions of higher education (IHEs) must weigh decisions about how to operate their campuses. These decisions entail whether campuses should remain open, how courses should be delivered (in-person, online, or a mixture of the two), and what safety plans should be enacted for those on campus. These issues have weighed heavily on campus administrators during the on-going COVID-19 pandemic. However, there is still limited knowledge about how such decisions affect students' enrollment decisions and campus safety in practice when considering compliance.ObjectivesTo assess 1) students' willingness to comply with health protocols and contrast their perception of their classmates' compliance, 2) whether students prefer in-person or online learning during a pandemic, and 3) the importance weights of different aspects of campus operations (i.e., modes of course delivery and safety plans) for students when they decide to enroll or defer.Design setting and participantsAn internet-based survey of college students took place from June 25, 2020 to July 10, 2020. Participants included 398 industrial engineering students at the Georgia Institute of Technology, a medium-size public university in Atlanta, Georgia. The survey included a discrete choice experiment with questions that asked students to choose whether to enroll or defer when presented with hypothetical scenarios related to Fall 2020 modes of course delivery and aspects of campus safety. The survey also asked students about expected compliance with health protocols, whether they preferred in-person or online courses, and sociodemographic information.Main outcomes and measuresWe examine students' willingness to comply with potential health protocols. We estimated logistic regression models to infer significant factors that lead to a student's choice between in-person and online learning. Additionally, we estimated discrete choice models to infer the importance of different modes of course delivery and safety measures to students when deciding to enroll or defer.ResultsThe survey response rate was 20.8%. A latent class model showed three classes of students: those who were "low-concern" (comprising a 29% expected share of the sample), those who were "moderate-concern" (54%) and those who were "high-concern" (17%). We found that scenarios that offered an on-campus experience with large classes delivered online and small classes delivered in-person, strict safety protocols in terms of mask-wearing, testing, and residence halls, and lenient safety protocols in terms of social gatherings were broadly the scenarios with the highest expected enrollment probabilities. The decision to enroll or defer for all students was largely determined by the mode of delivery for courses and the safety measures on campus around COVID-19 testing and mask-wearing. A logistic regression model showed that a higher perceived risk of infection of COVID-19, a more suitable home environment, being older, and being less risk-seeking were significant factors for a person to choose online learning. Students stated for themselves and their classmates that they would comply with some but not all health protocols against COVID-19, especially those limiting social gatherings.Conclusions and relevanceThe majority of students indicated a preference to enroll during the COVID-19 pandemic so long as sufficient safety measures were put in place and all classes were not entirely in-person. As IHEs consider different options for campus operations during pandemics, they should consider the heterogeneous preferences among their students. Offering flexibility in course modes may be a way to appeal to many students who vary in terms of their concern about the pandemic. At the same time, since students overall preferred some safety measures placed around mask-wearing and COVID-19 testing on campus, IHEs may want to recommend or require wearing masks and doing some surveillance tests for all students, faculty, and staff. Students were expecting themselves and their fellow classmates to comply with some but not all health protocols, which may help IHEs identify protocols that need more education and awareness, like limits on social gatherings and the practice of social distancing at social gatherings.

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare-contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare-contrast text comprehension. The intervention was effective in improving participants' text structure identification, signal word recognition, and comprehension of compare-contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Undergraduate students participating in the UCLA Undergraduate Research Consortium for Functional Genomics (URCFG) have conducted a two-phased screen using RNA interference (RNAi) in combination with fluorescent reporter proteins to identify genes important for hematopoiesis in Drosophila. This screen disrupted the function of approximately 3500 genes and identified 137 candidate genes for which loss of function leads to observable changes in the hematopoietic development. Targeting RNAi to maturing, progenitor, and regulatory cell types identified key subsets that either limit or promote blood cell maturation. Bioinformatic analysis reveals gene enrichment in several previously uncharacterized areas, including RNA processing and export and vesicular trafficking. Lastly, the participation of students in this course-based undergraduate research experience (CURE) correlated with increased learning gains across several areas, as well as increased STEM retention, indicating that authentic, student-driven research in the form of a CURE represents an impactful and enriching pedagogical approach.

Recent contexts of migration for immigrant communities from African countries have comprised what sociologist April Gordon discussed as a "new diaspora of black Africans to the U.S." (p. 84). Yet amid contemporary contexts of migration, popularized narratives of African immigrant youth consistently linger on deficit framings and "emphasize what a particular student, family, or community is lacking". As the ongoing work of rendering visible narratives of possibility, we analyzed how the cultural and linguistic strengths of African immigrant communities are named (or not named) in popular-media narratives of African immigrant communities. We utilized King and Swartz frameworks for "Afrocentric praxis," as discussed by Johnson et al. in evoking a "pedagogy of love" (p. 47), together with the theoretical lens of BlackCrit to examine popular-media narratives. In particular, we examine complex meanings of locating a pedagogy of love in popular-media narratives of African immigrant communities in the interplay of three themes: "eldering and communal responsibility," "language as a colonial modality of loss," and "envisioning a pedagogy of love as speculative seeing." We conclude with productive implications for teaching, teacher education, and educational research.

This commentary serves as a reflection on the impact of COVID-19 and other current events that have coincided with the pandemic from my perspective as an anthropologist and faculty administrator. With consideration of the multiple levels of decision-making involved in the pandemic response, the pedagogical implications of this current moment, and the significance of care within our academic spaces, I point to the use of anthropological approaches for sustaining the resilience of institutions of higher education despite our recent challenges.

After the breeding season, territorial adult Black-crested Titmouse (Baeolophus atricristatus) and residing juveniles form social groups that may persist until the following spring. Under the prolonged brood care hypothesis, one would expect these juveniles to be retained offspring with delayed dispersal of the breeding pair. To test if Black-crested Titmouse juveniles that reside in post-breeding territories are offspring of the territorial adult male, we performed microsatellite-based paternity analyses of 6 juvenile-adult male social dyads on 6 different territories. None of the juveniles were offspring of the adult male with which it shared a territory. We discuss several possible evolutionary explanations for this result. Received 13 August 2021. Accepted 14 December 2021. Key words: delayed dispersal, genotyping. microsatellites, non-kin, parentage, paternity. (Spanish)--Despues de la estacion reproductiva. los adultos territoriales del carbonero Baeolophus atricristatus y juveniles residentes forman grupos sociales que pucden persistir hasta la siguientc primavera. Segiin la hipotesis del cuidado prolongado de la nidada. podria esperarse que esos juveniles fueran descendencia retenida con dispersion retrasada de la pareja reproductiva. Para somcter a prueba si estos carboneros juveniles que residen en territorios posreproductivos son descendientes del macho adulto territorial, llcvamos a cabo un analisis de paternidad basado en microsatelites de 6 diadas de juveniles y machos adultos en 6 difcrentes territorios. Ninguno de los juveniles rue descendiente del macho adulto con el cual compartian territorio. Discutimos varias posiblcs explicaciones evolutivas para este resultado. Palabras clave: dispersion retrasada. genotipos, microsatelites, no-parcntesco, parental, paternidad., In multiple bird species, sexually mature individuals stay in their natal territory and form social family groups (e.g., Brown 1987, Emlen 1995, Koenig and Dickinson 2016). This behavior is widespread [...]

Background and Objectives: The objective of this experiment was to evaluate the effects of acute exercise on memory interference and determine if this potential relationship is moderated by sex. Materials and Methods: A randomized controlled experiment was conducted (N = 40), involving young adult males (n = 20) and females (n = 20) completing two counterbalanced visits (exercise and no exercise). The exercise visit involved an acute (15 min), moderate-intensity bout of treadmill exercise, while the control visit involved a time-matched seated task. Memory interference, including both proactive interference and retroactive interference, involved the completion of a multi-trial memory task. Results: In a factorial ANOVA with the outcome being List B, there was a main effect for condition (F(1,38) = 5.75, P = 0.02, n2p = 0.13), but there was no main effect for sex (F(1,38) = 1.39, P = 0.24, n2p = 0.04) or sex by condition interaction (F(1,38) = 1.44, P = 0.23, n2p = 0.04). Conclusion: In conclusion, acute moderate-intensity exercise was effective in attenuating a proactive memory interference effect. This effect was not moderated by biological sex.

Urban evolutionary ecology is inherently interdisciplinary. Moreover, it is a field with global significance. However, bringing researchers and resources together across fields and countries is challenging. Therefore, an online collaborative research hub, where common methods and best practices are shared among scientists from diverse geographic, ethnic, and career backgrounds would make research focused on urban evolutionary ecology more inclusive. Here, we describe a freely available online research hub for toolkits that facilitate global research in urban evolutionary ecology. We provide rationales and descriptions of toolkits for: (1) decolonizing urban evolutionary ecology; (2) identifying and fostering international collaborative partnerships; (3) common methods and freely‐available datasets for trait mapping across cities; (4) common methods and freely‐available datasets for cross‐city evolutionary ecology experiments; and (5) best practices and freely available resources for public outreach and communication of research findings in urban evolutionary ecology. We outline how the toolkits can be accessed, archived, and modified over time in order to sustain long‐term global research that will advance our understanding of urban evolutionary ecology. [ABSTRACT FROM AUTHOR]

In the current article, two kindergarten teachers and two university researchers explain how 45 kindergarten students collaboratively engaged in a specific inquiry approach called Project-Based Inquiry (PBI) Global. PBI Global consists of five-phases: (a) ask a compelling question, (b) gather and analyse sources, (c) creatively synthesize claims and evidences, (d) critically evaluate and revise, and (e) share, publish, and act. The teachers were in a master's degree program that led to K-12 reading certification. The PBI Global was an assignment in the course, New Literacies and Media. Specifically, the teacher team addressed the question: How can teachers use inquiry and digital tools to teach global awareness with kindergarten students? Applying the PBI Global process, the teachers used the book, "Same Same but Different" (Kostecki-Shaw and Adam, 2015) as an anchor text to students' exploration of the five senses through different cultural artifacts. Additionally, the kindergarten students utilized Flipgrids to explain their findings for an authentic audience of parents and community members. The article concludes with lessons learned about implementing the process and implications for other kindergarten teachers who may be interested in inquiry-based learning.

Hepatitis C virus (HCV) infection can have serious consequences when untreated and diagnosis is the first step in any treatment regimen. In the Unites States a 2-step algorithm consisting of HCV antibody screening and HCV RNA testing of HCV antibody-reactive specimens is recommended for detection of current HCV infection. We conducted a survey of HCV diagnostic practices in US public health laboratories and convened a meeting of HCV subject matter experts to identify opportunities for improvement in HCV diagnosis. Automatic reflexive HCV RNA testing of HCV antibody-reactive specimens was identified as a gap in laboratory practice. Only 54% of respondent laboratories always automatically reflexed or referred an anti-HCV-reactive specimen to an HCV RNA test. To facilitate diagnosis and ensure patients are not lost to follow-up, laboratories should ensure that the entire HCV testing algorithm can be completed with a sample(s) collected during a single patient visit. [ABSTRACT FROM AUTHOR]

This qualitative study discusses one Southern college of education and its engagement with White supremacy. This research stemmed from the Institution's publication of an offensive catalog cover and the subsequent reactions to its inherent racism. Following this incident, our institution was dubbed 'Cracker State' in the media, informing our decision to analyze the historical connotations of this term for our pre-service educators. Utilizing Critical Whiteness Studies and Southern epistemology frameworks, we reconceptualize White Fragility while pulling from this experience and data collected to advance a strategy for confronting Southern White supremacy. Participants included 154 majority White and female students. Data stemmed from document analysis and two years of empirical data drawn from classroom discussions and student assignments. Due to the demographics and location of our college, we utilize the autobiographical demand of place and pay particular attention to understanding the influence of the South on the development of our students' ideology. We explore this Southern place utilizing the following themes: (1) romantic fictions, (2) the specter of guilt, (3) God's chosen people, and (4) the final great tragedy of the South. The goal is to begin a conversation regarding place-based pedagogy.