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Personalized learning (PL) has been internationally promoted as a future direction of educational reform efforts. While there is growing evidence of PL enhancing learning outcomes, teachers reported having difficulty envisioning PL in practice. This national survey study investigated how PL is practiced in K-12 learner-centered schools in the U.S. to inform educators of learner-centered teachers' PL practice and identify gaps between their practice and research. Five essential components were identified: PL plans, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring. Based on the five components, we identified 308 learner-centered schools and received 272 teacher responses from 41 schools. The five components were implemented with different levels of implementation fidelity. We uncovered several areas in need of improvement. Career goals were not often considered when creating PL plans. A misalignment between student progress and assessment practice was found. There was a lack of community involvement during the PBL process. Teachers were not able to build a close relationship with all students. These findings from learner-centered schools revealed that paradigm change demands continuous effort to transform all aspects of the educational system. Suggestions are made for practice and future research.

The yellow crazy ant, Anoplolepis gracilipes is a widespread invasive ant that poses significant threats to local biodiversity. Yet, compared to other global invasive ant species such as the red imported fire ant (Solenopsis invicta) or the Argentine ant (Linepithema humile), little is known about the diversity of RNA viruses in the yellow crazy ant. In the current study, we generated a transcriptomic database for A. gracilipes using a high throughput sequencing approach to identify new RNA viruses and characterize their genomes. Four virus species assigned to Dicistroviridae, two to Iflaviridae, one to Polycipiviridae, and two unclassified Riboviria viruses were identified. Detailed genomic characterization was carried out on the polycipivirus and revealed that this virus comprises 11,644 nucleotides with six open reading frames. Phylogenetic analysis and pairwise amino acid identity comparison classified this virus into the genus Sopolycivirus under Polycipiviridae, which is tentatively named "Anoplolepis gracilipes virus 3 (AgrV-3)". Evolutionary analysis showed that AgrV-3 possesses a high level of genetic diversity and elevated mutation rate, combined with the common presence of multiple viral strains within single worker individuals, suggesting AgrV-3 likely evolves following the quasispecies model. A subsequent field survey placed the viral pathogen "hotspot" of A. gracilipes in the Southeast Asian region, a pattern consistent with the region being recognized as part of the ant's native range. Lastly, infection of multiple virus species seems prevalent across field colonies and may have been linked to the ant's social organization.

Spillover of honey bee viruses have posed a significant threat to pollination services, triggering substantial effort in determining the host range of the viruses as an attempt to understand the transmission dynamics. Previous studies have reported infection of honey bee viruses in ants, raising the concern of ants serving as a reservoir host. Most of these studies, however, are restricted to a single, local ant population. We assessed the status (geographical distribution/prevalence/viral replication) and phylogenetic relationships of honey bee viruses in ants across the Asia-Pacific region, using deformed wing virus (DWV) and two widespread invasive ants, Paratrechina longicornis and Anoplolepis gracilipes, as the study system. DWV was detected in both ant species, with differential geographical distribution patterns and prevenance levels between them. These metrics, however, are consistent across the geographical range of the same ant species. Active replication was only evident in P. longicornis. We also showed that ant-associated DWV is genetically similar to that isolated from Asian populations of honey bees, suggesting that local acquisition of DWV by the invasive ants may have been common at least in some of our sampled regions. Transmission efficiency of DWV to local arthropods mediated by ant, however, may vary across ant species.

The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches are more likely to result in better academic outcomes than others. Using national survey data of ELA teachers in identified learner-centered schools, this study compared high and low-performing learner-centered schools (determined by their standardized test results) in terms of their use of five PL features (personalized learning plan, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring) and their use of technology for the four functions of planning, learning, assessment, and recordkeeping. Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools. Teachers in high-performing schools more frequently considered career goals when creating personal learning plans, shared the project outcomes with the community, and assessed non-academic outcomes. They stayed longer with the same students and developed close relationships with more students. Also, they more frequently used technology for sharing resources and reported having a more powerful technology system than those in low-performing schools. This study informs educators, administrators, and researchers of which PL approaches and technology uses are more likely to result in better academic outcomes measured by standardized assessments.

Prior research has revealed resistance against wiki collaboration in higher education classrooms. Compared with small-group projects, whole-class knowledge building (KB) on a wiki is difficult, given students' lack of similar experiences, which requires scaffolding intersubjectivity and transfer of responsibility. This paper focuses on the second cycle of a design-based research study to develop learner autonomy in wiki-supported KB. A learner autonomy framework guided the re-design of the instructional theory with content from the relevant literature. The theory was implemented in an undergraduate design course to validate and refine the theory. We analyzed the data from observations, wiki content, interviews with the expert instructor and two other instructors and a focus-group interview with students. We found that the KB principles helped students understand KB; and the self-regulation and meta-cognition strategies increased motivation and confidence in KB. From the success of this case, we propose that scaffolding learner autonomy for a wiki-supported KB calls for a change in students' learning mindsets and requires careful instructional design to support the cognitive, behavioral and affective aspects of change to reduce resistance.

Personalized Learning (PL) has been widely promoted. Despite the increasing interest in PL, it is difficult to be implemented, because it can be complicated, costly, and even impossible without the help of powerful and advanced technology. This national survey study aimed at systematically investigating technology usage and needs of teachers in learner-centered schools in the U.S based on the conceptual framework of the Personalized Integrated Education System (PIES). PIES specifies four major functions: recordkeeping, planning, instruction, and assessment. A total of 308 learner-centered schools were identified that met at least three of the five criteria of PL: (1) personalized learning plans, (2) competency-based student progress, (3) criterion-referenced assessment, (4) problem- or project-based learning, and (5) multi-year mentoring. Survey responses of 245 teachers from 41 schools were analyzed. Results indicate that only 12% of teachers responded that they had a technology system that integrated the four major functions. Among the rest, 21% reported that they had no such systems. Technology was most widely used for planning and instruction but not for recordkeeping and assessment.

We used a novel experimental setup to conduct the first synchrotron-based (61)Ni Mössbauer spectroscopy measurements in the energy domain on Ni coordination complexes and metalloproteins. A representative set of samples was chosen to demonstrate the potential of this approach. (61)NiCr2O4 was examined as a case with strong Zeeman splittings. Simulations of the spectra yielded an internal magnetic field of 44.6 T, consistent with previous work by the traditional (61)Ni Mössbauer approach with a radioactive source. A linear Ni amido complex, (61)Ni{N(SiMe3)Dipp}2, where Dipp = C6H3-2,6-(i)Pr2, was chosen as a sample with an "extreme" geometry and large quadrupole splitting. Finally, to demonstrate the feasibility of metalloprotein studies using synchrotron-based (61)Ni Mössbauer spectroscopy, we examined the spectra of (61)Ni-substituted rubredoxin in reduced and oxidized forms, along with [Et4N]2[(61)Ni(SPh)4] as a model compound. For each of the above samples, a reasonable spectrum could be obtained in ∼1 d. Given that there is still room for considerable improvement in experimental sensitivity, synchrotron-based (61)Ni Mössbauer spectroscopy appears to be a promising alternative to measurements with radioactive sources.

This study examines the Pacific meridional mode (PMM) simulated in the pre-industrial simulations of the Coupled Model Intercomparison Project Phase 5 (CMIP5). The spatial pattern and intensity of the PMM were found to be reasonably simulated by CMIP5 models, as was the subtropical atmosphere-ocean coupling associated with the PMM. However, the persistence of the coupling, which sustains the PMM's duration and extends its pattern equatorward, was found to be underestimated in most of the CMIP5 models. Many of the simulated PMMs do not have a pattern that extends far enough into the tropical Pacific to influence El Niño-Southern Oscillation (ENSO). The CMIP5 models that do produce longer persistence for the PMM coupling show a higher correlation of the PMM with the Central-Pacific (CP) type of ENSO than with the Eastern-Pacific (EP) type of the ENSO. This study concludes that (1) the PMM and its associated subtropical Pacific ocean-atmosphere coupling are important to the generation of the CP type of ENSO; (2) the so-called seasonal footprinting mechanism that sustains an equatorward extension of the PMM is not well simulated in a majority of the CMIP5 models; and (3) the persistence of the subtropical Pacific coupling is more important than the other properties in gauging a model's skill in the PMM simulation. © 2014 Royal Meteorological Society.

The synthesis and characterization of a linear two‐coordinate Cr(II) amido complex, Cr{N(tBu)Dipp}2 (Dipp=2,6‐diisopropylphenyl), from the reaction of 1 molar equivalent (equiv) of CrCl2 and 2 equiv. of LiN(tBu)Dipp is reported. Single‐crystal X‐ray diffractometry (SC‐XRD) analysis revealed that it has a short Cr−N bond distance of 1.8878(9) Å, which could be attributed to the relatively less bulky nature of the amido ligand compared with reported systems. Furthermore, the oxidation reaction of the two‐coordinate Cr(II) complex was explored. The oxidation reaction of Cr{N(tBu)Dipp}2 with the one‐electron oxidants AgOTf and [FeCp2][BArF4] (BArF4−=[B{C6H3−3,5‐(CF3)2}4]−) afforded the trigonal planar three‐ and bent two‐coordinate Cr(III) complexes Cr{N(tBu)Dipp}2(OTf) and [Cr{N(tBu)Dipp}2][BArF4], respectively. The reaction of Cr{N(tBu)Dipp}2 with 1 equiv. of the organic azides AdN3 (Ad=1‐adamantyl) and PhN3 afforded the three‐coordinate Cr(IV) imido complexes Cr{N(tBu)Dipp}2(NAd) and Cr{N(tBu)Dipp}2(NPh), respectively. The reaction of Cr{N(tBu)Dipp}2 and two equiv. of Me3NO afforded the Cr(VI) dioxo complex Cr{N(tBu)Dipp}2(O)2. The reaction of Cr{N(tBu)Dipp}2 with 1 equiv. of CyN=C=NCy resulted in the insertion of the carbodiimide into the Cr−N bond, with the formation of a three‐coordinate Cr(II) complex. Finally, density functional theory (DFT) calculations were used to elucidate the electronic structure of these complexes. [ABSTRACT FROM AUTHOR]

The one‐pot construction of diversified sulfonyl flavones was developed by K2CO3‐mediated formal (5+1) stepwise annulation of α‐sulfonyl o‐hydroxyacetophenones with substituted nitriles under the open‐flask atmosphere conditions. A plausible mechanism is proposed and discussed. This method provides intermolecular and intramolecular ring‐closure via the formations of one carbon‐oxygen single (C−O) bond, one carbon‐carbon (C=C) double bond, and the cleavage of one carbon‐nitrile triple (C≡N) bond. [ABSTRACT FROM AUTHOR]

Measurement of real-ear-to-coupler differentials (RECDs) is a critical part of the hearing aid (HA) verification process. This study examines the validity of reference RECD values preset by the HA analyzer, Audioscan RM500, for deaf-and-hard-of-hearing (DHH) children in Taiwan. RECD measurements were performed on 658 ears of DHH children. A linear mixed model was used to analyze the reference and measured RECD values. The findings revealed slight disparities between normative RECD values from North America and those observed in Taiwanese DHH children. While generally small (less than 5 dB), these differences imply potential challenges in achieving optimal HA fitting in specific scenarios. Therefore, we recommend individualized RECD/REM measurements for cases of poor auditory performance, certain frequency ranges, or notable variations in ear canal volume. From a clinical perspective, while broadly applicable, the use of North American RECD normative data in Taiwan requires cautious consideration of potential minor variations. This study contributes to current knowledge by affirming the use of a Western RECD database for Taiwanese DHH children. However, we underscore the ongoing importance of individualized HA fitting strategies, particularly for cases with stagnant intervention progress. While built-in RECD reference values can offer preliminary fitting guidance, especially in busy clinical settings, our study sheds light on the circumstances where caution is essential. Audiologists can efficiently allocate their time and effort by focusing on personalized RECD measurements for cases exhibiting suboptimal intervention outcomes, thereby effectively optimizing HA gain settings. [ABSTRACT FROM AUTHOR]