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Before 2022, the primary mode for monkeypox virus (MPXV) transmission was known to be zoonotic, and only limited human-to-human transmission was documented (2,2). Human MPXV infections resulting in mpox disease [...]

Despite the importance of learning to teach writing, many preservice teachers do not take a writing course as part of their teacher preparation. For those universities that do offer a writing methods course, teacher educators face challenges in designing responsive and rigorous clinical experiences especially since writing is often under taught in middle and high schools. This qualitative study examines supportive clinical field experiences where preservice teachers apply and enhance what they learned in their methods courses. This study examined PSTs' experiences learning about practice "in" practice when provided with specific roles to enact in the field: Lead Teacher, Secondary Teacher, Participation Partner, and Notetaker. Preservice teachers taught writing in teaching teams, once a week for seven weeks in an eighth-grade classroom. Preservice teachers responded to two open ended questions via google forms following their weekly field experience. In total, they made 377 comments within three categories: Understandings about Teaching (n = 169, 45%), Students (n = 90, 24%), and Writing (n = 118, 31%). A deeper analysis revealed that the roles made an important contribution to their learning by supporting their practice in practice and providing nuanced and rich opportunities for learning about the teaching of writing. Findings from this study demonstrate that preservice teachers benefit from collaborative field experiences learning about different aspects of how to teach writers when inhabiting different roles.

Over the last five decades, advocates have fought for and secured constitutional prohibitions challenging solitary confinement, including ending the placement and prolonged isolation of individuals with psychiatric disabilities in solitary confinement. Yet, despite the valiant efforts of this courageous movement to protect the rights of incarcerated people with disabilities through litigation, the legal regime protecting the rights of incarcerated people with disabilities reflects a troubling paradigm: ableism.Ableism is a complex system of cultural, political, economic, and social practices that facilitate, construct, or reinforce the subordination of people with disabilities in a given society. In this Essay I argue that current Eighth Amendment jurisprudence in prison conditions of confinement cases in some ways requires lawyers to engage in ableism to protect their clients from harsh and inhumane treatment. The complexity of this arrangement—as between protecting and expanding the rights of people with disabilities and reinforcing practices that facilitate their exclusion and subordination—is both a cause and effect of ableism, particularly in the area of Eighth Amendment jurisprudence. Though entrenched in our legal institutions, the overrepresentation of people with disabilities in the criminal legal system calls for a new approach to the representation of these individuals. Towards that end, this Essay proposes a series of interventions in both law and professional practice to reduce the reliance on, and effect of, ableism in representing people with disabilities in the prison reform litigation.

The purpose of this research was to examine how one teacher's guided reading instruction evolved while engaged in a job-embedded professional development experience across the school year. The teacher taught and debriefed multiple guided reading lessons per visit with a literacy coach. The authors employed qualitative methods to analyze the transcripts from interviews and pre- and postconferences, written reflections, and field notes from the lessons. Findings demonstrate that the teacher shifted from being hyper-focused on the form of guided reading to the actual function of guided reading. Initially, she concentrated on text level, time and planning, and management, which the authors identified as attention to form; over time she gave more attention to the decision-making aspects and instructional opportunities that the authors identified as the function of guided reading. The findings further show how the social nature of the job-embedded professional development supported the teacher's change in instructional practices.

Subglacial till can deform when overriding ice exerts shear traction at the ice--till interface. This deformation leaves a strain signature in the till, aligning grains in the direction of ice flow and producing a range of diagnostic microstructures. Constraining the conditions that produce these kinematic indicators is key to interpreting the myriad of features found in basal till deposits. Here, we used a cryogenic ring shear device with transparent sample chamber walls to slip a ring of temperate ice over a till bed from which we examined the strain signature in the till. We used cameras mounted to the side of the ring shear and bead strings inserted in the till to estimate the strain distribution within the till layer. Following the completion of the experiment, we extracted and analyzed anisotropy of magnetic susceptibility (AMS) samples and created thin sections of the till bed for microstructure analysis. We then compared the AMS and microstructures with the observed strain history to examine the relationship between kinematic indicators and strain in a setting where shear traction is supplied by ice. We found that AMS fabrics show a high degree of clustering in regions of high strain near the ice--till interface. In the uppermost zone of till, [k.sub.1] eigenvector azimuths are generally aligned with ice flow, and [S.sub.1] eigenvalues are high. However, [S.sub.1] eigenvalues and the alignment of the [k.sub.1] eigenvector with ice flow decrease nonlinearly with distance from the ice--till interface. There is a high occurrence of microshears in the zone of increased deformation. Key words: till deformation, microstructures, anisotropy of magnetic susceptibility, glacial geology, 1. Introduction Many of the world's fastest moving glaciers slip atop till beds, and the mechanics active within these beds control glacier motion (Kamb 2001) and landform development (Clark 1993). [...]

The purpose of this systematic review was to examine the literature on video modeling to support physical activity in children with autism spectrum disorder (ASD). Specific aims were to (1) identify the targeted skills and behaviors of interest, (2) identify the type of video modeling procedure implemented, and (3) examine the effects of video modeling. This review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Search procedures, eligibility criteria, and data extraction were defined a priori to the study protocol. Results indicated the most widely used modeling procedure was basic video modeling. Targeted skills and behaviors included aquatics, dance, motor skills, video gaming, physiological responses, and verbal complimenting. This systematic review found video modeling to be a promising intervention to support physical activity in children with ASD. However, it is suggested for future research to provide even more consistency, clarity, and rigor in the design, implementation, and monitoring of the intervention.

Helping students learn how to interpret themes in text can be, without a doubt, challenging. Students benefit from knowing different aspects/textual elements within stories to look for when constructing themes. In this teaching and learning guide, we share seven concrete ways to help students anchor their theme thinking. These seven elements can help students gather evidence when considering themes.

Providing timely and helpful writing feedback for student writers, especially those at the middle and high school level, can present an unwieldy challenge for teachers. Yet, feedback is necessary for students' growth as writers. There is an increased interest and use of automatic writing programs to provide students with writing feedback. However, little is known about students' perception of such feedback. This study examined the experiences of an eighth-grade class (n = 21) focusing on the experiences of one case study student representative of the class findings. Findings showed the automated essay scoring (AES) feedback did offer the student revision and editing assistance, yet the student articulated her the need to have teacher feedback to guide her understanding of the AES reports and about aspects of writing not available on the reports. Also addressed are considerations and cautions about using such programs.

Monkeypox, a zoonotic infectious disease caused by monkeypox virus (MPXV; genus Orthopox-virus [OPXV]), is endemic to West and Central Africa. After its discovery in 1958, the virus had not been [...]

Revision is a complex cognitive task and an integral component of the writing process. Students benefit from understanding the value of and how to revise their own writing. The purpose of this study was to turn to students to investigate their understandings of revision. We posed the following question: What are 7th graders' perceptions and understandings of revision following a unit of study on revision? Using Qualtrics, we surveyed 345 seventh grade students (52% male, 48% female) about their understanding of revision after revising a piece of writing they had previously composed and considered "finished." Within the unit, students were taught to replace, add, delete, and reorder their writing. Findings indicate that prior to the unit students confused editing tasks for revision moves. Following the unit, students' understanding of the purpose of and how to revise grew and they felt their knowledge and use of revision strategies improved their writing. In addition, students found that distance from their piece helped them to see their writing in more critical ways. Student voices and experiences are needed to shed light on what students really know and understand about revision. [ABSTRACT FROM AUTHOR]

Teaching for theme is one aspect of reading comprehension that is often elusive for both teachers and students. Specifically, teachers are challenged with elevating students' thinking from the plot level to a more abstract level when teaching for theme understanding. Students are challenged with transitioning between the story world and the real world to construct viable theme statements. The authors share some initial classroom lessons that can be taught as a starting point to guide students in their interpretation and construction of themes.

The U Choose awards is a student-led marketing research, branding, and community engagement project. This project is designed to provide students with a range of opportunities to apply and demonstrate marketing knowledge while engaging with the local business community. Under the guidance of a faculty advisor, students are tasked with developing and distributing a survey to assess the consumer-based brand equity of local businesses and organizations, branding their project, and presenting the winning businesses/organizations of each category with an award recognizing their accomplishment. We created the U Choose Awards as an activity for the student chapter of the AMA (course-based adaptations also discussed). We saw this as an alternative to live cases, which can be unreliable in delivering marketing knowledge to students because live cases can vary so much in the quality of the experience.

Introduction: Regulatory CD8 T cells (CD8 Treg) are responsible for the selective killing of self-reactive and pathogenic CD4 T cells. In autoimmune disease, CD8 Treg may accumulate in the peripheral blood but fail to control the expansion of pathogenic CD4 T cells that subsequently cause tissue destruction. This CD8 Treg dysfunction is due in part to the expression of inhibitory killer immunoglobulin-like receptors (KIR; KIR2DL isoforms [KIR2DL1, KIR2DL2, and KIR2DL3]); these molecules serve as autoimmune checkpoints and limit CD8 Treg activation. Methods: Here we describe the pre-clinical characterization of MTX-101, a bispecific antibody targeting inhibitory KIR and CD8. Using human peripheral blood mononuculear cells (PBMC) derived from healthy donors and autoimmune patients, humanized mouse models, and human derived tissue organoids, we evaluated the molecular mechanisms and functional effects of MTX-101. Results: By binding to KIR, MTX-101 inhibited KIR signaling that can restore CD8 Treg ability to eliminate pathogenic CD4 T cells. MTX-101 bound and activated CD8 Treg in human peripheral blood mononuclear cells (PBMC), resulting in increased CD8 Treg cytolytic capacity, activation, and prevalence. Enhancing CD8 Treg function with MTX-101 reduced pathogenic CD4 T cell expansion and inflammation, without increasing pro-inflammatory cytokines or activating immune cells that express either target alone. MTX-101 reduced antigen induced epithelial cell death in disease affected tissues, including in tissue biopsies from individuals with autoimmune disease (i.e., celiac disease, Crohn's disease). The effects of MTX-101 were specific to autoreactive CD4 T cells and did not suppress responses to viral and bacterial antigens. In a human PBMC engrafted Graft versus Host Disease (GvHD) mouse model of acute inflammation, MTX-101 bound CD8 Treg and delayed onset of disease. MTX-101 induced dose dependent binding, increased prevalence and cytolytic capacity of CD8 Treg, as well as increased CD4 T cell death. MTX-101 selectively bound CD8 Treg without unwanted immune cell activation or increase of pro-inflammatory serum cytokines and exhibited an antibody-like half-life in pharmacokinetic and exploratory tolerability studies performed using IL-15 transgenic humanized mice with engrafted human lymphocytes, including CD8 Treg at physiologic ratios. Conclusion: Collectively, these data support the development of MTX-101 for the treatment of autoimmune diseases. [ABSTRACT FROM AUTHOR]

Table of Contents Introduction I. The Medical Model in Historical and Contemporary Context A. Historical Context B. Contemporary Law-Enforcement Responses to "Disability in Public" 1. Policing in and around hospitals [...], In recent years, there has been increased attention to the problem of police violence against disabled people. Disabled people are overrepresented in police killings and, in a number of cities, police use-of-force incidents. Further, though police violence dominates the discussion of policing, disabled people also disproportionately experience more ordinary forms of policing that can lead to police violence. For example, disabled people, particularly those with untreated psychiatric disabilities, are vulnerable to policing even in medical facilities--the very places they seek to access care. Many are also arrested pursuant to aggressive enforcement policies aimed at removing so-called unwanted persons or regulating those labeled disruptive or disorderly. Though they pose no risk of physical harm, some are arrested and taken to jail, at times simply because they have no place else to go. This Article centers disability theory as a lens for understanding the problems of policing and police violence as they impact disabled people. In doing so, the Article examines how federal disability law addresses these ongoing problems. Disabled plaintiffs have alleged disability discrimination and challenged policing and police violence under both Title II of the Americans with Disabilities Act (ADA) and the Rehabilitation Act of 1973, another federal disability law and the precursor to the ADA. The Supreme Court has yet to decide whether Title II of the ADA applies to arrests, and federal appellate courts are split on whether and to what extent Title II's antidiscrimination provisions apply to street encounters and arrests. Although the Court granted certiorari to a case presenting the question, City & County of San Francisco v. Sheehan, it subsequently dismissed that question as improvidently granted. There is no telling when the question will reach the Supreme Court again, but before it does, it is important to develop a theory not just of liability but also of disability under Title II that is consistent with the text, history, and animating goals of the ADA. Courts are already adopting a theory of disability that informs how they decide policing cases under Title II: the medical model of disability. However, that theory is inconsistent with that reflected by the ADA and the ADA Amendments of 2008, and it leads courts to pay insufficient attention to disability as a social construction. I examine cases showing how the ADA--contrary to its celebrated goals of access and social inclusion--has been interpreted to exclude a class of individuals from civil rights protection and from the entitlement to an accommodation by law enforcement. Ultimately, I show how the medical model of disability in policing cases serves to limit the broad scope of protections available under the ADA that could otherwise be used to push back against such disability-based subordination. Adopting and incorporating a social model of disability--that is, viewing disability as a social construction--requires a reexamination of extant legal standards regarding causation, intentional discrimination, disparate impact, and deference to law enforcement under the ADA. As I argue, the social model of disability is not only more consistent with the animating goals of the ADA but also more attuned to the social meanings at play that work to expose disabled people to policing and police violence. By centering a social model of disability in cases challenging disability-based discrimination under federal disability laws--and by incorporating disability law into ongoing public activism, discourse, and policymaking on policing--we can better identify and redress the harms stemming from the policing of disability along with the long-standing social problem of police violence.