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Internationally, university teacher educators have acted on the requirement that practising teachers need to be operational users of technologies. In response, coursework has been restructured to develop preservice teachers' (PSTs) use and application of educational technologies for teaching and learning purposes. This paper presents the development and use of a self-audit survey designed to guide primary school PSTs' self-directed learning and assessments in 10 specific categories of technologies, and to improve their confidence to apply their knowledge. The survey was administered to 296 PSTs in a pre- and post-course design and validated post hoc with Rasch analysis. Pre- and post-course comparison of responses showed significant increases in the PSTs' self-assessed confidence in their abilities across all ability categories with medium to large effect sizes (r = 0.42-0.82). The survey had utility, providing each PST with a customised report with which to identify their technology learning needs; it also provided PSTs with the agency to be self-directed in their learning. The survey has the potential to provide teacher educators with fine-grained information regarding which technological pedagogical and content knowledge (TPACK) being currently taught can be adopted, adapted, or rejected to maximise PSTs' TPACK development.

Abstract Climate change alters the sources and age of carbon in Arctic food webs by fostering the release of older carbon from degrading permafrost. Radiocarbon (14C) traces carbon sources and age, but data before rapid warming are rare and limit assessments over time. We capitalized on 14C data collected ~ 40 years ago that used fish as natural samplers by resampling the same species today. Among resampled fish, those using freshwater food webs had the oldest 14C ages (> 1000 yr BP), while those using marine food webs had the youngest 14C ages (near modern). One migratory species encompassed the entire range of 14C ages because juveniles fed in freshwater streams and adults fed in offshore marine habitats. Over ~ 40 yr, average 14C ages of freshwater and marine feeding fish shifted closer to atmospheric values, suggesting a potential influence from “greening of the Arctic.”

Objective: To examine whether sexual assault prospectively predicts unhealthy weight management behaviors in college women. Method: Participants were female college students (N = 483) with monthly assessments across the first year, including the frequency and severity of sexual assault and unhealthy weight management behaviors. Results: Frequency of sexual assault prior to college predicted dieting, purging, and diet pill use, over the first year. Severity of those experiences predicted dieting and diet pill use. Frequency of sexual assault during the first semester predicted purging and diet pill use during the second semester. Severity predicted all three unhealthy weight management behaviors. Findings held consistently when controlling for socioeconomic status (SES), race/ethnicity, body mass index (BMI), and pre-college mood, anxiety, and eating disorders, as well as unhealthy weight management behaviors during the first semester in longitudinal analyses. Reverse models were non-significant. Conclusions: This research documents the detrimental effects of sexual assault on unhealthy weight management behaviors in college women, and highlights the importance of prevention and intervention.

This controlled experimental study investigated the interaction of variables associated with rating the pronunciation component of high-stakes English-language-speaking tests such as IELTS and TOEFL iBT. One hundred experienced raters who were all either familiar or unfamiliar with Brazilian-accented English or Papua New Guinean Tok Pisin-accented English, respectively, were presented with speech samples in audio-only or audio-visual mode. Two-way ordinal regression with post hoc pairwise comparisons found that the presentation mode interacted significantly with accent familiarity to increase comprehensibility ratings ([chi-squared] = 88.005, df = 3, p < 0.0001), with presentation mode having a stronger effect in the interaction than accent familiarity ([chi-squared] = 59.328, df = 1, p < 0.0001). Based on odds ratios, raters were significantly more likely to score comprehensibility higher when the presentation mode was audio-visual (compared to audio-only) for both the unfamiliar (91% more likely) and familiar speakers (92.3% more likely). The results suggest that semi-direct speaking tests using audio-only or audio-visual modes of presentation should be evaluated through research to ascertain how accent familiarity and presentation mode interact to variably affect comprehensibility ratings. Such research may be beneficial to investigate the virtual modes of speaking test delivery that have emerged post-COVID-19.

Abstract Background Annual lung cancer screening (LCS) with low dose CT reduces lung cancer mortality. LCS is underutilized. Black people who smoke tobacco have high risk of lung cancer but are less likely to be screened than are White people. This study reports provider recommendation and patient completion of LCS and colorectal cancer screening (CRCS) among patients by race to assess for utilization of LCS. Methods 3000 patients (oversampled for Black patients) across two healthcare systems (in Rhode Island and Minnesota) who had a chart documented age of 55 to 80 and a smoking history were invited to participate in a survey about cancer screening. Logistic regression analysis compared the rates of recommended and received cancer screenings. Results 1177 participants responded (42% response rate; 45% White, 39% Black). 24% of respondents were eligible for LCS based on USPSTF2013 criteria. One-third of patients eligible for LCS reported that a doctor had recommended screening, compared to 90% of patients reporting a doctor recommended CRCS. Of those recommended screening, 88% reported completing LCS vs. 83% who reported completion of a sigmoidoscopy/colonoscopy. Black patients were equally likely to receive LCS recommendations but less likely to complete LCS when referred compared to White patients. There was no difference in completion of CRCS between Black and White patients. Conclusions Primary care providers rarely recommend lung cancer screening to patients with a smoking history. Systemic changes are needed to improve provider referral for LCS and to facilitate eligible Black people to complete LCS.

Abstract Climate change in the Arctic is altering watershed hydrologic processes and biogeochemistry. Here, we present an emergent threat to Arctic watersheds based on observations from 75 streams in Alaska’s Brooks Range that recently turned orange, reflecting increased loading of iron and toxic metals. Using remote sensing, we constrain the timing of stream discoloration to the last 10 years, a period of rapid warming and snowfall, suggesting impairment is likely due to permafrost thaw. Thawing permafrost can foster chemical weathering of minerals, microbial reduction of soil iron, and groundwater transport of metals to streams. Compared to clear reference streams, orange streams have lower pH, higher turbidity, and higher sulfate, iron, and trace metal concentrations, supporting sulfide mineral weathering as a primary mobilization process. Stream discoloration was associated with dramatic declines in macroinvertebrate diversity and fish abundance. These findings have considerable implications for drinking water supplies and subsistence fisheries in rural Alaska.

Background: The lack of evidence-based interventions to overcome patient refusal limits the success of emergency department (ED)-based HIV and hepatitis C virus (HCV) testing for diagnostic purposes or screening. We created a persuasive health communication intervention (PHCI) designed to overcome ED patient reluctance to accept HIV/HCV testing. In three pilot randomized controlled trials (pRCTs), we evaluated the performance of the PHCI when delivered by video or in-person by an HIV/HCV counselor, and as compared to a control condition video. Methods: Adult ED patients who declined HIV/HCV screening were enrolled. Participants were randomly assigned (1:1 allocation) in each pRCT as follows: pRCT 1: PHCI video vs. control condition video; pRCT 2: PHCI delivered in-person by HIV/HCV counselor vs. control condition video; and pRCT 3: PHCI delivered in-person by HIV/HCV counselor vs. the PHCI video. The primary outcome for each pRCT was acceptance of HIV/HCV testing post-intervention. Results: Acceptance of HIV, HCV or both tests post-intervention was: pRCT 1: PHCI video (n = 27) vs. control condition video (n = 28), 29.6% vs. 10.7%; p = 0.08; pRCT 2: PHCI delivered in-person by HIV/HCV counselor (n = 30) vs. control condition video (n = 30), 10.0% vs. 26.7%; p = 0.09; and pRCT3: PHCI delivered in-person by HIV/HCV counselor (n = 29) vs. the PHCI video (n = 29), 48.3% vs. 34.5%; p = 0.29. Conclusions: The results from these pRCTs are encouraging. ED patients who initially declined HIV/HCV testing can be persuaded instead to be screened for these infections. The PHCI, whether delivered in-person by an HIV/HCV counselor or video, is a promising intervention to encourage screening for these infections.

This study explored the attitudes of Steiner Waldorf alumni and graduates from Australia-New Zealand, regarding their study, work choices and personal attributes. Steiner Waldorf data were compared with Australian study and employment records, and the findings of Steiner Waldorf graduate outcomes research studies in Germany and North America. The international comparison highlighted differences in the implementation of the Steiner Waldorf pedagogy and students’ perceptions of their school experiences. Despite regional variations, there was a commonality in graduates choosing care-oriented and human-centred higher education and careers. Graduates indicated that their schooling significantly shaped their abilities, values, and beliefs, influencing their personal, professional, and social lives. They valued the creative, imaginative aspects of their education and the community spirit fostered by school events, nature activities, and ethical values. Graduates expressed concern about maintaining the core pedagogical vision of freedom amidst digital and pandemic challenges, emphasizing the need to discard outdated practices while retaining the best elements.

According to creative writing pedagogies academic Susanne Gannon ("English in Australia, 54"(2), 43-56, 2019), and the Federal government-commissioned NAPLAN review (McGaw et al., 2020), NAPLAN has restricted how writing is taught in secondary schools. A NAPLAN-influenced structural approach to teaching writing has subsumed the development of imaginative capacity. Given the considerable negative criticism of the NAPLAN writing tests, including the negative impact it has had on the teaching of writing, there is a need, we argue, for a fit-for-purpose assessment rubric that assesses creative writing. In a 10-week project, teaching creative writing with three classes of Year 9 students in Steiner schools, we evaluated the use of a novel creative writing rubric, created by published creative writers and lecturers (the second and third authors), to assess the students' creative writing pre- and post-program. Consecutively, the NAPLAN narrative criteria were also used to assess the same writing scripts as a point of comparison. The creative writing criteria privileged craft-based approaches to imaginative writing compared to the function and form-focused criteria of NAPLAN. Statistical analyses of the reliability and validity of the creative writing rubric showed that the construct can be scored with a significant moderate level of reliably by different raters (r = 0.5-0.7; ICC = 0.6). Internal consistency reliability of the criteria was found to be excellent (Cronbach's alpha = 0.94). Content validity of the instrument was found to be strong (r = 0.7-0.9) and significant. Unexpectedly, analyses for concurrent validity showed that the instrument correlates strongly (r = 0.7) and significantly with the NAPLAN narrative rubric, suggesting some overlap, but not parity with the NAPLAN assessment. We found that students' post-project writing improved in all aspects according to the creative writing rubric, with a statistically significant improvement in students' "structural elements and presentation" and group average improvement approaching significance in two other criteria: "words, sentence, and voice" and "characters and context" (effect sizes d = 0.3-0.4). However, there were no significant improvements in the students' post-program writing according to the NAPLAN criteria, possibly because the NAPLAN narrative task criteria did not capture student development of a unique writing style or individual "voice" or other craft-based standards of proficiency measured by the creative writing rubric. Given the validity and reliability evidence, we conclude that the creative writing rubric is a fit-for-purpose guide to school-based learning and assessment of creative writing.

Internationally, there is an under-supply of intellectual capital to provide for STEM-related employment. One contributing factor is the low number of female students selecting STEM school subjects and careers. Despite the literature recommending students engage in STEM activities earlier, many initiatives are not implemented until high school. This paper reports on an Australian project named MindSET-do which provided students with early positive STEM experiences prior to high school to raise awareness of, interest in, and aspirations for STEM-related subjects and careers. The case study surveyed n = 107 Year 6 boys’ and girls’ interests, ability beliefs and expectations in STEM school subjects and careers. Students’ awareness and interest in STEM-related subjects and careers increased significantly following experiences with inquiry-based STEM activities, χ2(1, n = 107) = 4.57 to 63.67, p < .05. Expectancy for success in mathematics was significantly higher for males than for females (U = 1125, p = .044, r = .2). Expectancy for success in science was slightly lower for the female group, but p > .05. Logistic regression found females were 24 percent less likely to have a positive view of mathematics than males (p = .003). Gender differences in STEM ability versus ability beliefs and expectancies for success are discussed, with recommendations for earlier positive experiences with STEM tasks.

Abstract Background Depression is under-recognized in Black men, who are less likely to seek or have access to psychiatric treatment. Resistance training (RT; i.e., weight lifting) can improve depressive symptoms and may be more acceptable to Black men, but its effects have not been examined for Black men with depressive symptoms. Methods Fifty Black men with depressive symptoms were randomized to either (a) 12 weeks of RT (coupled with Behavioral Activation techniques to promote adherence) or (b) an attention-control group (Health, Wellness, and Education; HWE). Both groups met twice/week for 12 weeks, and follow-up assessments were done at end-of-treatment (EOT) and 6 months after enrollment. Changes in physical activity and muscular strength were collected as a manipulation check. The primary outcome was interviewer assessed symptoms of depression using the Quick Inventory of Depression Symptomology (QIDS). Secondary outcomes included self-reported depressive symptoms, anxiety, and stress. The association between change in QIDS from baseline to EOT and concurrent changes in physical activity and muscular strength in the RT group were explored as an initial assessment of mechanism. Longitudinal mixed effects regression models with subject-specific intercepts were used to examine intervention effects. Results A sample with high rates of medical comorbidities (e.g., 44% HIV positive), substance use (e.g., 34% smoking), and negative social determinates of health (e.g., 50% unemployed) was enrolled. Recruitment, engagement, and retention data indicate that the intervention and design were feasible. The RT group showed greater gains in self-reported exercise (b = 270.94, SE = 105.69, p = .01) and muscular strength (b = 11.71, SE = 4.23, p = .01 for upper body and b = 4.24, SE = 2.02, p = .04 for lower body) than the HWE group. The RT group had greater reductions in QIDS scores at both EOT (b = -3.00, SE = 1.34, p = .01) and 6 months (b = -2.63, SE = 1.81, p = .04). The RT group showed a greater reduction in anxiety at EOT (b = -2.67, SE = 1.06, p = .02). Findings regarding self-reported depressive symptoms and stress were non-significant, but in the expected direction with effect sizes in the small to medium range. In the RT group, improvement on the QIDS between baseline and EOT was associated with concurrent improvements in physical activity (b = 21.03, SE = 11.16, p = .02) and muscular strength (b = 1.27, SE = .44, p = .03 for upper body and b = .75, SE = .14, p = .03 for lower body). Conclusions Results suggest that RT is feasible and may be efficacious for reducing depressive symptoms among underserved urban Black men. Trial Registration ClinicalTrial.gov #: NCT03107039 (Registered 11/04/2017).

Summary: Head-on (HO) collisions between the DNA replication machinery and RNA polymerase over R-loop forming sequences (RLFS) are genotoxic, leading to replication fork blockage and DNA breaks. Current models suggest that HO collisions are avoided through replication initiation site (RIS) positioning upstream of active genes, ensuring co-orientation of replication fork movement and genic transcription. However, this model does not account for pervasive transcription, or intragenic RIS. Moreover, pervasive transcription initiation and CG-rich DNA is a feature of RIS, suggesting that HO transcription units (HO TUs) capable of forming R-loops might occur. Through mining phased GRO-seq data, and developing an informatics strategy to stringently identify RIS, we demonstrate that HO TUs containing RLFS occur at RIS in MCF-7 cells, and are downregulated at the G1/S phase boundary. Our analysis reveals a novel spatiotemporal relationship between transcription and replication, and supports the idea that HO collisions are avoided through transcriptional regulatory mechanisms.

We aimed to derive and test abbreviated versions of the Shortened Assessment of Health Literacy-Spanish and English (SAHL-S&E) that accurately identify English- or Spanish-speaking lower health literacy adult emergency department (ED) patients. Recursive partitioning of the SAHL-S&E was used to derive four abbreviated versions of the SAHL-S&E by mode of administration (self-administered or staff-administered) and language (English or Spanish). Test performance characteristics of the four abbreviated versions of the SAHL-S&E in distinguishing persons with lower health literacy from those with higher health literacy were assessed against the original full version of the SAHL-S&E. The test performance characteristics of the self-administered English abbreviated SAHL-S&E were: AUC 0.84 (0.79, 0.89), sensitivity 0.84 (0.76, 0.91), and specificity 0.68 (0.61, 0.75); and for the self-administered Spanish version were: AUC 0.88 (0.85, 0.92), sensitivity 0.88 (0.82, 0.93), and specificity 0.78 (0.73, 0.83). For the staff-administered English version, the performance characteristics were: AUC 0.94 (0.91, 0.96), sensitivity 0.98 (0.95, 1.00), and specificity 0.74 (0.69, 0.80), and for the staff-administered Spanish version were AUC 0.89 (0.85, 0.92), sensitivity 0.89 (0.84, 0.94), and specificity 0.80 (0.75, 0.85). Although the four abbreviated versions of the SAHL-S&E performed well they differed by content, length, language and how they are administered, which could add complexity in their routine administration in emergency medicine practice.

Abstract Widespread stream network fragmentation from dams and culverts has altered habitat connectivity in river ecosystems and presents an acute threat to migratory fish. To support watershed management for an iconic migratory fish group, we assessed juvenile salmon growth outcomes across habitat use strategies and characterized how these life histories may be impacted by stream connectivity loss. Juvenile coho salmon (Oncorhynchus kisutch) in the Big Lake drainage, Alaska, USA, were individually tracked over 2012–2013 and categorized into habitat use behaviors, with fish either remaining in streams throughout freshwater residency or migrating seasonally to overwinter in lake habitats. Size, growth rate, and body condition of smolts (n = 1113) were compared across habitat use strategies. Juvenile coho salmon that moved seasonally to lake overwintering habitats, the most frequently observed strategy, grew faster and were significantly larger as smolts compared to their counterparts who remained in streams exclusively (spring Age 1 fish: 18% larger by weight, 9% faster growth rate; spring Age 2+ fish: 26% heavier, 11% faster growth). Environmental data from a subset of overwinter lakes indicate that greater foraging opportunity and lower energy costs may be implicated in growth advantages conferred by lentic overwintering strategies. Habitat use strategies requiring seasonal migrations, however, increased exposure to stream connectivity loss, and fish blocked from accessing a potential overwinter headwater lake by a culvert and dam had lowest body condition among study groups. Stream network fragmentation restricts access to preferred overwinter habitats, and our findings suggest this may constrain freshwater rearing strategies associated with strong juvenile coho salmon growth. As size at smolt has been implicated as a driver of salmon survival through ocean residency, reduced freshwater habitat connectivity during juvenile stages may have deleterious impacts on later marine life stages. Consequently, conservation of stream connectivity across lentic and lotic habitats represents an important watershed management priority for juvenile salmon.

Abstract Objectives We sought to determine if a pictorial brochure improves HIV/AIDS and HIV testing knowledge and increases HIV testing motivation and behavioral skills as well as a video among adult emergency department patients, regardless of language spoken and health literacy level. Methods ED patients were stratified by primary language spoken (English or Spanish) and health literacy level (lower or higher) and randomly assigned to watch the study video or review the content‐matched pictorial brochure. HIV/AIDS and HIV testing knowledge, motivation for HIV testing, and behavioral skills for HIV testing were assessed using study instruments before and after watching the video or reviewing the pictorial brochure. Results Of the 712 English‐ and 655 Spanish‐speaking ED patients, HIV/AIDS and HIV testing knowledge improved more among participants in the video than the pictorial brochure arm (∆ 0.43; 95% confidence interval [CI]: 0.07, 0.79). This improvement was more pronounced among those with lower (∆ 0.60; 95% CI: 0.06, 1.13) than higher health literacy (∆ 0.27; 95% CI: −0.22, 0.76). HIV testing motivation was high before the intervention and did not increase differentially between arms. Confidence in recognizing when to be tested for HIV was slightly greater in the video than pictorial brochure arm (∆ 0.15; 95% CI: 0.01, 0.28), but did not differ by language spoken or health literacy level. Conclusions A video improved HIV/AIDS and HIV testing knowledge slightly more than a pictorial brochure. Other considerations (eg, patient volume, staffing, space, and video access) should guide EDs on how best to provide information about HIV testing to ED patients.

Mediator is a multiprotein complex required to activate gene transcription by RNAPII. Here, the authors report that MED12 and MED13 are conditional positive regulators that facilitate the expression of genes depleted in active chromatin marks and the induction of gene expression in response to environmental stimuli in Arabidopsis.

Screening for HIV and hepatitis C (HCV) in emergency departments (EDs) allows patients to benefit from life-saving treatment; however, some patients at risk for these infections decline to be tested. Interventions that overcome patient reluctance to be screened are needed so that infected patients can be linked with care. In this project, we developed a very brief, theory-based, persuasive health communication intervention (PHCI) drawn from our previous research that can be integrated into usual clinical practice. The intervention was revised with the assistance of stakeholders who would likely either deliver the intervention (ED medical staff or HIV/HCV counselors) and those who would receive it (adult ED patients). The final version of the intervention was rated as both persuasive and respectful of ED patients who initially declined HIV/HCV testing.