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Social-emotional competence (SEC) has been demonstrated to be a crucial factor for student mental health and is malleable through the high-quality implementation of effective school-based social and emotional learning (SEL) programs. SEL is now widely practiced in the United States as a Tier 1 strategy for the entire student body, yet it remains unclear whether disparities exist in the development of SEC across socioculturally classified subgroups of students. Also, despite the field’s widespread concern about teacher bias in assessing SEC within diverse student bodies, little evidence is available on the measurement invariance of the SEC assessment tools used to explore and facilitate SEC development. Based on a sociocultural view of student SEC development, this study aimed to measure and examine the extent to which gender, racial-ethnic, and socioeconomic disparities exist in SEC developmental trajectories during elementary school years. Specifically, using 3 years of SEC assessment data collected from a districtwide SEL initiative (N = 5452; Grades K–2 at baseline; nine measurement occasions), this study (a) tested the measurement invariance of a widely-used, teacher-rated SEC assessment tool (DESSA-Mini) across student gender, race and ethnicity, and socioeconomic status (SES); and (b) examined the extent to which multiyear SEC growth trajectories differed across these subgroups under a routine SEL practice condition. The invariance testing results supported strict factorial invariance of the DESSA-Mini across all the examined subgroups, thereby providing a foundation for valid cross-group comparisons of student SEC growth. The piecewise latent growth modeling results indicated that boys (vs. girls), Black students (vs. White students), Hispanic students (vs. White students), and low-income students (vs. middle-to-high-income students) started with a lower level of SEC, with these gaps being sustained or slightly widened throughout 3 elementary school years. Based on these findings, this study calls for future research that can inform practice efforts to ensure equitable SEC assessments and produce more equitable SEL outcomes, thereby promoting equity in school mental health.

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

AbstractTOOLBOX is a school-based social and emotional learning (SEL) program to teach and reinforce 12 tools (e.g., Breathing Tool, Courage Tool) for healthy youth development. Although TOOLBOX has been broadly adopted, it remains largely untested. This quasi-experimental study aims to examine the relationship between TOOLBOX implementation and the growth of social-emotional competence (SEC) among K-2 students. First, we compare the growth trajectories of SEC between TOOLBOX and non-TOOLBOX conditions during one academic year. Then, within the TOOLBOX condition, we compare two implementation directives—TOOLBOX Standard and TOOLBOX Primer—to assess (a) the extent to which TOOLBOX was implemented and (b) the SEC growth trajectories among youth. Two district schools were given an implementation directive and materials to implement TOOLBOX Standard curriculum (full, structured lesson plans and strategies with higher dosage anticipated), and two district schools to implement TOOLBOX Primer (basic, introductory lesson plans and strategies with lower dosage anticipated). There were no dosage benchmarks available for either condition. Two additional district schools practiced as usual (non-TOOLBOX). The study sample consisted of 1766 K-2 students and their 80 classroom teachers. Student SEC was measured three times using the Devereux Student Strengths Assessment-Mini, a teacher-completed brief behavioral rating scale. Implementation dosage and quality were measured three times using teacher self-reports. Latent growth modeling and t tests were conducted. In Fall, SEC did not differ between TOOLBOX and non-TOOLBOX conditions. TOOLBOX students, however, showed a greater increase in SEC over the year. Within the TOOLBOX condition, Standard teachers incorporated the “tools” into academic instruction more frequently in Spring compared to Primer teachers. For most other implementation variables, no statistical difference was found between TOOLBOX implementation directives. Student SEC growth trajectories did not differ between Standard and Primer schools. Quasi-experimental evidence supports the overall benefits of TOOLBOX on K-2 students’ social and emotional growth. We discuss possible reasons for non-differential outcomes between Standard and Primer implementation directives within the TOOLBOX condition (e.g., gap between implementation directives and actual implementation behaviors). The gap between implementation directives and behaviors may provide an impetus for practicing school psychologists to contribute to more robust forms of implementation leadership (e.g., remove obstacles for implementation) and offer implementation support (e.g., coaching, feedback loops).

The microwave electrothermal thruster (MET) utilizes wave-exited microdischarges to heat gas flows, enhancing the specific impulse of the thruster. Our computational study investigates a 17.5 GHz helium-propellant MET, employing a two-dimensional, axisymmetric fluid model of plasma coupled with electromagnetic wave and gas flows. The discharges operate in the glow regime, remaining weakly ionized, and in thermal non-equilibrium. The plasma densities reach approximately 10 20 m − 3 , and the gas temperature is around 2000 K. Even a slight off-resonant frequency operation results in a significantly lower plasma density and gas temperature. Gas heating, primarily driven by electromagnetic Joule heating, plays a critical role in influencing the overall discharge behavior. The measured peak thrust and specific impulse are 8.24 mN and 292 s, respectively, at a mass flow rate of 3.2 mg/s with 30 W of power. Compared to a cold gas thruster, there is a significant increase in the specific impulse by a factor of approximately 1.7. The enhanced performance trades off with propulsive efficiency, which decreases by a factor of 1.5 from the peak 65% at 10 W. This is due to higher energy losses to cavity walls from heat conduction with increased power. These findings underscore the critical balance between the input power and mass flow rate to improve the MET performance, highlighting the importance of power management to maximize thrust and efficiency. Furthermore, the predicted thrust and specific impulse agree well with experimental values for nominally similar MET thruster studies in the literature. [ABSTRACT FROM AUTHOR]

ObjectiveGenome-wide association studies (GWASs) for epithelial ovarian cancer (EOC) have focused largely on populations of European ancestry. We aimed to identify common germline variants associated with EOC risk in Asian women.MethodsGenotyping was performed as part of the OncoArray project. Samples with >60% Asian ancestry were included in the analysis. Genotyping was performed on 533,631 SNPs in 3238 Asian subjects diagnosed with invasive or borderline EOC and 4083 unaffected controls. After imputation, genotypes were available for 11,595,112 SNPs to identify associations.ResultsAt chromosome 6p25.2, SNP rs7748275 was associated with risk of serous EOC (odds ratio [OR] = 1.34, P = 8.7 × 10-9) and high-grade serous EOC (HGSOC) (OR = 1.34, P = 4.3 × 10-9). SNP rs6902488 at 6p25.2 (r2 = 0.97 with rs7748275) lies in an active enhancer and is predicted to impact binding of STAT3, P300 and ELF1. We identified additional risk loci with low Bayesian false discovery probability (BFDP) scores, indicating they are likely to be true risk associations (BFDP

This paper presents the study of a novel microwave electrothermal thruster with a dielectric resonator based approach for the plasma localization and propellant gas heating. The study is purely computational in a two-dimensional planar geometry and establishes the concept and demonstrates feasibility as an electric propulsion device. The resonant structure consists of a two cylindrical high dielectric constant (ɛr = 172.5) resonator enclosed within a plasma chamber that terminates at a convergent-divergent nozzle. The plasma chamber is irradiated by an incoming microwave that experiences a large wave electric field amplification of about 25 000 at a resonant frequency of 18.5 GHz. The field amplification results in breakdown and establishment of a steady plasma in a helium propellant in close vicinity to the nozzle. With a microwave power input of 40 W mm−1 (depth) at 1 atm. discharge pressure, the peak gas temperature is about 1300 K, with an electron number density of approximately 1020 m−3, resulting in a peak specific impulse of 245 s. The corresponding cold gas specific impulse is 150. The high specific impulse is attributed to the plasma hot zone being located in close vicinity of the nozzle, which effectively increases thrust. However, the thrust increase is accompanied by significant heat conduction losses, particularly as the dielectric gap size increases, underscoring the importance of thermal management in the system. [ABSTRACT FROM AUTHOR]

Walking is a fundamental aspect of daily life and exercise, with clinical benefits for cardiovascular health and muscle strength. However, accurately measuring energy efficiency during walking poses challenges due to equipment and spatial constraints. In this study, we proposed the cadence-based energy expenditure index (cEEI) and analyzed its correlation with the previously proposed index for measuring energy expenditure under various gait conditions. We enrolled 15 healthy participants and conducted an experimental protocol on a treadmill to measure the following energy expenditure-related indices: oxygen cost index (OCI), energy expenditure index (EEI), and cEEI. The participants underwent stages of walking at different speeds and inclinations that comply with the modified Bruce protocol, whereas their heart rate, oxygen uptake, and cadence were recorded. Participants showed significant increases in heart rate, oxygen uptake, and cadence with higher walking speeds and inclinations. Correlation analysis revealed strong associations between cEEI and OCI, especially during walking conditions. Bland–Altman plots and interclass correlation coefficient analysis demonstrated a favorable agreement between cEEI and OCI, outperforming EEI. In conclusion, this study proposes cEEI as a reliable metric for estimating energy expenditure during walking by proving a strong correlation and agreement with OCI across various gait conditions. This suggests the potential for cEEI to provide real-time, individualized feedback on energy expenditure during walking, facilitating more personalized exercise prescriptions. NEW & NOTEWORTHY: We proposed cEEI as a reliable metric for estimating energy expenditure under various walking conditions. Its demonstrated accuracy and potential for real-time individualized feedback could revolutionize personalized exercise prescriptions for diverse sexes and age groups, as well as individuals with disabilities requiring real-time physical monitoring and home care. [ABSTRACT FROM AUTHOR]

This study examines how sentiment analysis of environmental, social, and governance (ESG) news affects the financial performance of companies in innovative sectors such as mobility, technology, and renewable energy. Using approximately 9828 general ESG articles from Google News and approximately 140,000 company-specific ESG articles, we performed term frequency-inverse document frequency (TF-IDF) analysis to identify key ESG-related terms and visualize their materiality across industries. We then applied models such as bidirectional encoder representations from transformers (BERT), the robustly optimized BERT pretraining approach (RoBERTa), and big bidirectional encoder representations from transformers (BigBird) for multiclass sentiment analysis, and distilled BERT (DistilBERT), a lite BERT (ALBERT), tiny BERT (TinyBERT), and efficiently learning an encoder that classifies token replacements accurately (ELECTRA) for positive and negative sentiment identification. Sentiment analysis results were correlated with profitability, cash flow, and stability indicators over a three-year period (2019–2021). ESG ratings from Morgan Stanley Capital International (MSCI), a prominent provider that evaluates companies' sustainability practices, further enriched our analysis. The results suggest that sentiment impacts financial performance differently across industries; for example, positive sentiment correlates with financial success in mobility and renewable energy, while consumer goods often show positive sentiment even with low environmental ESG scores. The study highlights the need for industry-specific ESG strategies, especially in dynamic sectors, and suggests future research directions to improve the accuracy of ESG sentiment analysis. [ABSTRACT FROM AUTHOR]

Serious educational gameplay continues to gain traction in K-12 educational settings, as access to novel technologies increases. Increased access to computers and other devices has shifted the landscape of the classroom, increasing students' screen-time, as technology infused lessons replace other learning experiences. Amid this context, our research team created a serious educational game (SEG) designed for elementary science learners. Previous studies have linked serious gameplay to learning gains and changes in attitudes, yet the rigor of the studies often underwhelms, as the studies lack an adequate sample size, detailed student data, or quality comparison groups. These limitations are compounded in the study of science learning in elementary schools, due to structural difficulties and student variability that impede the implementation of this type of experimentation. This research attends to this knowledge gap, as our team conducted two quasi-experimental studies to explore the learning gains associated with Virtual Vet, a SEG designed to address the fundamental science concepts associated with the human body systems and the subsequent effect of diabetes and obesity related illnesses on the given body systems. In Study 1, students (n=232) were randomly assigned to play Virtual Vet or participate in guided inquiry lessons that addressed the same objectives. Our study found that students in the game condition outperformed the non-game condition. Based on this finding, we designed Study 2 to compare learning outcomes associated with two conditions: students play only Virtual Vet or students play Virtual Vet and they participate in the guided inquiry activities, which doubled the instructional time for this group. Students (n=166) were assigned to one of the conditions and we found no significant increase in learning gains for the students who participated in both activities. These results indicate that well-designed SEGs powerfully facilitate and support science learning in elementary settings.

The purpose of the present study is to investigate effective English language learning strategies (LLSs) employed by successful language learners. The participants in this study were 20 student interpreters enrolled in the graduate school of interpretation and translation in Korea. Data on LLSs were collected through unstructured essay writing, a method employed to encourage participants to freely reflect on their language learning experiences and report what strategies and study methods helped them develop a high level of English proficiency. Qualitative data analysis produced several findings related to the use of learning strategies. Specifically, metacognitive strategies, such as disciplined approach to language learning and monitoring of progress, and cognitive strategies, such as reading-aloud and text analysis, were frequently mentioned as effective strategies. In addition, a number of participants emphasized the importance of conscious attention to language input during language learning activities. Testimonies of advanced English language learners in an English as a Foreign Language (EFL) context suggest that learner autonomy manifested in self-regulated learning activities may be crucial for successful foreign language learning. These and other findings are discussed with respect to their pedagogical implications for strategy-based instruction in English education.

Rock permeability, an important factor in subsurface fluid migration, can be influenced by microcracks and chemical weathering due to water–rock interactions. Understanding the relationship between permeability, chemical weathering, and microcracks is crucial for assessing fluid flow in rocks. This study focuses on the hydrogeological characteristics of granite and gneiss, potential host rocks for high-level radioactive waste disposal in South Korea. Samples were analyzed for permeability, porosity, P-wave velocity, and chemical weathering indices. Regression analysis revealed a weak correlation between permeability and both porosity and rock density, while an inverse correlation was observed between permeability and chemical weathering indices. Interestingly, some samples showed low permeability (10−21 to 10−22 m2) despite high weathering, while others showed high permeability (10−18 to 10−19 m2) despite low weathering. SEM-EDS analysis indicated the presence of microcracks within the rocks or the filling of these cracks with secondary minerals. The findings suggest that chemical weathering generally increases pore size and porosity, but actual permeability can vary depending on the presence and connectivity of microcracks and the extent to which they are filled with secondary minerals. Therefore, both chemical weathering and microcrack connectivity must be considered when evaluating the hydrogeological characteristics of crystalline rocks. [ABSTRACT FROM AUTHOR]

Glassy carbon (GC) microelectrodes have been successfully used for the detection of electroactive neurotransmitters such as dopamine and serotonin through voltammetry. However, non-electroactive neurotransmitters such as glutamate, lactate, and gamma-aminobutyric acid (GABA) are inherently unsuitable for detection through voltammetry techniques without functionalizing the surface of the microelectrodes. To this end, we present here the immobilization of the L-glutamate oxidase (GluOx) enzyme on the surface of GC microelectrodes to enable the catalysis of a chemical reaction between L-glutamate, oxygen, and water to produce H2O2, an electroactive byproduct that is readily detectable through voltammetry. This immobilization of GluOx on the surface of bare GC microelectrodes and the subsequent catalytic reduction in H2O2 through fast-scan cyclic voltammetry (FSCV) helped demonstrate the indirect in vitro detection of glutamate, a non-electroactive molecule, at concentrations as low as 10 nM. The functionalized microelectrodes formed part of a four-channel array of microelectrodes (30 μm × 60 μm) on a 1.6 cm long neural probe that was supported on a flexible polymer, with potential for in vivo applications. The types and strengths of the bond between the GC microelectrode surface and its functional groups, on one hand, and glutamate and the immobilized functionalization matrix, on the other hand, were investigated through molecular dynamic (MD) modeling and Fourier transform infrared spectroscopy (FTIR). Both MD modeling and FTIR demonstrated the presence of several covalent bonds in the form of C-O (carbon–oxygen polar covalent bond), C=O (carbonyl), C-H (alkenyl), N-H (hydrogen bond), C-N (carbon–nitrogen single bond), and C≡N (triple carbon–nitrogen bond). Further, penetration tests on an agarose hydrogel model confirmed that the probes are mechanically robust, with their penetrating forces being much lower than the fracture force of the probe material. [ABSTRACT FROM AUTHOR]