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While the processes controlling pore closure are broadly understood, the physical mechanisms driving the associated elemental fractionation remains ambiguous. Previous studies have shown that the pore closure process leads to a depletion in small-sized molecules (e.g. H2, O2, Ar, Ne, He) in ice core bubbles relative to larger-sized molecules like N2. This size-dependent fractionation, identified using ice core δ(O2/N2) records, exhibits a clear anti-correlation with local summer solstice insolation, making δ(O2/N2) a valuable ice core dating tool. Mechanisms controlling this relationship are attributed to the physical properties of deep firn. In this study, we compile δ(O2/N2) records from 15 polar ice cores and show a new additional link between δ(O2/N2) and local surface temperature and/or accumulation rate. Using the Crocus snowpack model, we perform sensitivity tests to identify the response of near-surface snow properties to changes in insolation intensity, accumulation rate, and air temperature. These tests support a mechanism linked to firn grain size, such that the larger the grain size for a given density, the stronger the pore closure fractionation and, hence, the lower the δ(O2/N2) values archived in the ice. Based on both snowpack model outputs and data compilation, our findings suggest that local accumulation rate and temperature should be considered when interpreting δ(O2/N2) as a local insolation proxy.

The Western Channel Observatory (WCO) comprises a series of pelagic, benthic and atmospheric sampling sites within 40 km of Plymouth, UK, that have been sampled by the Plymouth institutes on a regular basis since 1903. This longevity of recording and the high frequency of observations provide a unique combination of data; for example temperature data were first collected in 1903, and the reference station L4, where nearly 400 planktonic taxa have been enumerated, has been sampled on a weekly basis since 1988. While the component datasets have been archived, here we provide the first summary database bringing together a wide suite of the observations. This provides monthly average values of some of the key pelagic and benthic measurements for the inshore site L4 (50∘15.00′ N, 4∘13.02′ W; approx. depth 55 m), the offshore site E1 (50∘02.00′ N, 4∘22.00′ W; approx. depth 75 m) and the intermediate L5 site (50∘10.80′ N, 4∘18.00′ W; approx. depth 58 m). In brief, these data include the following: water temperature (from 1903); macronutrients (from 1934); dissolved inorganic carbon and total alkalinity (from 2008); methane and nitrous oxide (from 2011); chlorophyll a (from 1992); high-performance liquid chromatography (HPLC)-derived pigments (from 1999); µm plankton by flow cytometry, including bacteria (8 functional groups from 2007); phytoplankton by microscopy (6 functional groups from 1992); microplankton and mesozooplankton from FlowCam (6 groups from 2012); Noctiluca sp. dinoflagellate (from 1997); mesozooplankton by microscopy (8 groups from 1988); Calanus helgolandicus egg production rates (from 1992); fish larvae from the Young Fish Trawl survey (4 groups from 1924); benthic macrofauna (4 groups from 2008); demersal fish (19 families from 2008); blue shark, Prionace glauca (from 1958); and 16S alpha diversity for sediment and water column (from 2012). These data have varying coverage with respect to time and depth resolution. The metadata tables describe each dataset and provide pointers to the source data and other related Western Channel Observatory datasets and outputs not compiled here. We provide summaries of the main trends in seasonality and some major climate-related shifts that have been revealed over the last century. The data are available from the Data Archive for Seabed Species and Habitats (DASSH): https://doi.org/10.17031/645110fb81749 (McEvoy and Atkinson, 2023). Making these data fully accessible and including units of both abundance and biomass will stimulate a variety of uptakes. These may include uses as an educational resource for projects, for models and budgets, for the analysis of seasonality and long-term change in a coupled benthic–pelagic system, or for supporting UK and north-eastern Atlantic policy and management.

Stable water isotopes from polar ice cores are invaluable high-resolution climate proxy records. Recent studies have aimed to improve our understanding of how the climate signal is stored in the stable water isotope record by addressing the influence of post-depositional processes on the isotopic composition of surface snow. In this study, the relationship between surface snow metamorphism and water isotopes during precipitation-free periods is explored using measurements of snow-specific surface area (SSA). Continuous daily SSA measurements from the East Greenland Ice Core Project site (EastGRIP) during the summer seasons of 2017, 2018 and 2019 are used to develop an empirical decay model to describe events of rapid decrease in SSA linked to snow metamorphism. We find that SSA decay during precipitation-free periods at the EastGRIP site is best described by the exponential equation SSA(t)=(SSA0-22)⋅e-αt+22, and has a dependency on wind speed. The relationship between surface snow SSA and snow isotopic composition is primarily explored using empirical orthogonal function analysis. A coherence between SSA and deuterium excess is apparent during 2017 and 2019, suggesting that processes driving change in SSA also influence snow deuterium excess. By contrast, 2018 was characterised by a covariance between SSA and δ18O highlighting the inter-annual variability in surface regimes. Moreover, we observed changes in isotopic composition consistent with fractionation effects associated with sublimation and vapour diffusion during periods of rapid decrease in SSA. Our findings support recent studies which provide evidence of isotopic fractionation during sublimation, and show that snow deuterium excess is modified during snow metamorphism.

Abstract Background People with disadvantaged backgrounds are less likely to visit the dentist for planned care, even though they have disproportionately poorer oral health. They are correspondingly more likely to experience dental problems and use urgent dental care, general practices and Accident and Emergency departments, which not only makes meeting their needs expensive, but, since these services often rely on prescriptions rather than addressing the clinical cause, can contribute to antimicrobial resistance. Methods The RETURN intervention has been developed with substantial community co-production, to be delivered opportunistically in urgent dental care settings. This brief intervention is delivered by dental nurses and involves material relevant to the ‘in-group’ targeted. The material includes booklets relating to barriers to planned dental visiting with corresponding short video clips featuring local people and including a modelling element. Dental nurses are trained to have supportive and non-judgemental conversations, assisting patients to set personal goals and action plans, which are reinforced in a follow-up text within a few weeks. A randomised controlled trial will be undertaken in 3 types of sites: dental practices delivering urgent care (a) within working hours, (b) out of hours, and (c) in a Dental Hospital. The trial will recruit 1180 adult urgent dental care users over 12 months, who have not visited a dentist for a planned care appointment for 2 years or more and do not have a dentist who they visit for routine care. It aims to investigate the effectiveness and cost-effectiveness of the intervention and to explore whether the intervention has different effects across the socio-economic gradient. Participants will be followed up at 6, 12 and 18 months after randomisation. Co-primary outcomes are attendance at a dental practice for planned care within 12 months and self-reported oral health-related quality of life at 12 months. Discussion This is a pragmatic trial, evaluating the effectiveness of the intervention under the usual condition in which it might be applied. Since dental practices work as independent contractors to the NHS, this brings implementation and fidelity challenges which will be explored and described in embedded qualitative work. Trial registration ISRCTN registry identifier ISRCTN84666712. Registered 12/04/2021.

This study investigates the relationship between acculturation and language attitudes among Turkish immigrant parents and their children's heritage language proficiency, using Vygotsky's sociocultural theory (Vygotsky, 1978) and Berry's acculturation theory (Berry, 1997). Fifty-two Turkish parents (M age = 38.15, SD age = 4.84) completed questionnaires on acculturation and language attitudes, while their children (M age = 8.23, SD age = 2.18) completed vocabulary tests. Results reveal a positive correlation between parents' separation attitudes and supportive language practices, emphasizing Turkish use at home. Younger children showed higher heritage language proficiency, highlighting the importance of early language acquisition. Active Turkish usage among siblings also positively impacted proficiency, while passive exposure through media did not. These findings suggest that immigrant parents' cultural integration attitudes shape their language management strategies, influencing their children's heritage language retention. The study advocates for modifying immigrant parents' acculturation attitudes to enhance heritage language maintenance, proposing targeted bilingual interventions to promote effective language management in immigrant families (Halsted, 2015), with implications for improving bilingual education strategies for immigrant students.

Abstract Background This study aims to compare patient preference for, and subsequent change in, oral health behaviour for three forms of risk information given at dental check-ups (verbal advice compared to verbal advice accompanied by a traffic light (TL) risk card; or compared to verbal advice with a quantitative light fluorescence (QLF) photograph of the patient’s mouth). Methods A multi-centre, parallel-group, patient-randomised clinical trial was undertaken between August 2015 and September 2016. Computer-generated random numbers using block stratification allocated patients to three arms. The setting was four English NHS dental practices. Participants were 412 dentate adults at medium/high risk of poor oral health. Patients rated preference and willingness to pay (WTP) for the three types of information. The primary outcome was WTP. After receiving their check-up, patients received the type of information according to their group allocation. Follow-up was by telephone/e-mail at 6 and 12 months. Mean and median WTP for the three arms were compared using Wilcoxon signed-rank tests. Tobit regression models were used to investigate factors affecting WTP and preference for information type. Secondary outcomes included self-rated oral health and change in oral health behaviours (tooth-brushing, sugar consumption and smoking) and were investigated using multivariate generalised linear mixed models. Results A total of 412 patients were randomised (138 to verbal, 134 to TL and 140 to QLF); 391 revisited their WTP scores after the check-up (23 withdrew). Follow-up data were obtained for 185 (46%) participants at 6 months and 153 (38%) participants at 12 months. Verbal advice was the first preference for 51% (209 participants), QLF for 35% (145 participants) and TL for 14% (58 participants). TL information was valued lower than either verbal or QLF information (p

A growing body of research has demonstrated that teachers' judgements may be biased by the demographics and characteristics of the students they teach. However, less work has investigated the contexts in which teachers may be most vulnerable to bias. In two pre-registered experimental studies we explored whether the quality of students' work, and the cognitive load placed on the grader, would influence the emergence of biases relating to socioeconomic status (SES) and ethnicity. In Study 1, teachers (N = 397) graded work of either high or low quality that had ostensibly been written by a student who varied in terms of SES and ethnicity. We found that SES and--to a lesser extent--ethnicity biases were more likely to manifest when the standard of work was below average, largely favouring a student from an affluent White background. In Study 2, an undergraduate sample (N = 334) provided judgements based on an identical piece of work written by a student who varied by SES and ethnicity. Importantly, they formulated these judgements whilst working under high or low cognitive load, which was manipulated via a simultaneous listening task. Results showed that under high cognitive load, a student from an affluent White British background was afforded a boost in grading that was not afforded to Black Caribbean and/or lower SES students. These findings highlight contexts in which teachers may be most prone to biased judgements and should be used by educational institutions to de-bias their workflows, workloads and workforces.

In a group randomized trial of 45 elementary schools, a whole-child health and wellness curriculum introduced as a regular part of the educational programming was compared to education as usual over 2 years with a 2-year follow-up. The curriculum focused on integrating multiple SEL skills--mindfulness, compassion, and physical awareness--with the intent to advantage developmental patterns for these skills, academic engagement, personal well-being, and student behavior. The program design and trial implementation were launched with end-use delivery and long-term sustainability as integral considerations. Effects were shown for several SEL skills and behavioral indicators previously robustly correlated to long-term outcomes. Effects were demonstrated more broadly in schools serving high-poverty communities, suggesting the impact was stronger where the need was greater. Results are interpreted regarding supporting school-based SEL, the potential of applying group randomized trials with end-use conditions of implementation, and the value of fitting innovation efforts to school system operations, mandates, and priorities for promoting sustainability.

Prior research has demonstrated that women and racial minority undergraduate students experience stereotype threat in unwelcoming STEM classrooms in predominantly White institutions. Drawing from focus group and journal entry data with Latinx and African American undergraduate students (N = 52) majoring in a STEM field at an institution that holds both Hispanic Serving Institution (HSI) and AANAPISI designations in Southern California, we find that Latinx and Black undergraduate students narrate exclusion from faculty and peers in four main ways: (1) exclusionary STEM classroom culture fomented by faculty, (2) study group stereotype threat, (3) nuances in Black student undergraduate experiences, and (4) unaddressed gendered discrimination. We find that Latinx and African American undergraduates enrolled at a minority serving institution highlight that STEM faculty foment stereotype threat in their classroom culture, which trickles down to students and negatively impacts their ability to develop the necessary social capital networks with both faculty and peers to succeed.

Teachers' judgements and interactions may be influenced by the backgrounds of their students, yet research shows that they may be reluctant to accept evidence relating to such biases. We investigated teachers' perceptions of their own and others' biases and explored whether a brief self-affirmation manipulation--which tends to reduce defensive responding-- could increase their acknowledgement of personal and institutional bias. UK-based teachers (N = 288) completed either a values affirmation or control task before reading a mildly threatening research-based article about unconscious bias in education. Overall, teachers exhibited a "bias blind spot," whereby they were more likely to perceive unconscious bias as an issue for other teachers to contend with rather than as a concern for themselves. Self-affirmed teachers were more likely to agree to have their teaching filmed to explore if/where personal biases may exist. Nevertheless, the self-affirmation did not alter levels of overall acceptance of the issue or perceptions of personal relevance. Exploratory analyses suggested that greater support for equity-enhancing teaching practices among teachers was associated with increased acknowledgement of bias and support for anti-bias initiatives. The findings suggest that self-affirmation may offer limited scope for improving acknowledgement of biases and that more work needs to be done to challenge and change the narrative of prejudice in schooling, from one that concerns only a few 'bad apples' to one that is accepted as an issue for all educators to be aware of and responsible for.

We have compiled, collected, and analyzed 31 temperature–depth profiles from boreholes in the Atacama Desert in central and northern Chile. After screening these profiles, we found that only nine profiles at four different sites were suitable to invert for ground temperature history. For all the sites, no surface temperature variations could be resolved for the period 1500–1800. In the northern coastal region of Chile, there is no perceptible temperature variation at all from 1500 to present. In the northern central Chile region, between 26 and 28° S, the data suggest a cooling from ≈ 1850 to ≈ 1980 followed by a 1.9 K warming starting ≈ 20–40 years BP. This result is consistent with the ground surface temperature histories for Peru and the semiarid regions of South America. The duration of the cooling trend is poorly resolved and it may coincide with a marked short cooling interval in the 1960s that is found in meteorological records. The total warming is greater than that inferred from proxy climate reconstructions for central Chile and southern South America, and by the PMIP3-CMIP5 surface temperature simulations for the north-central Chile grid points. The differences among different climate reconstructions, meteorological records, and models are likely due to differences in spatial and temporal resolution among the various data sets and the models.

In this article, I provide the first publication thoroughly detailing how the theoretical foundation for the self-regulated strategy development (SRSD) instructional model was developed. I explain the development of the theoretical base for the SRSD model of instruction and the initial focus on writing instruction. I detail the reasoning and research that provided the base for the theory underlying the SRSD model of instruction. The theoretical base relies, in part, on both theoretical integration and triangulation; I define and provide examples of each process. I address the role of multiple theories, early studies, and iterations that led to the current SRSD instructional model. The tenets of the theoretical base, theoretical principle, and four initial and foundational research questions for the SRSD instructional model are detailed. Research regarding the four initial research questions is summarized, demonstrating the tenets and theoretical principle behind the SRSD model of instruction are valid and meaningful. A sizeable body of research across multiple countries indicates moderate to large effect sizes across many outcomes of SRSD instruction in writing and other complex learning areas. Finally, I address both directions for future research and significant challenges in scaling up SRSD instruction, including paradigm wars and other barriers.

Student-athletes experience unique stressors and challenges that impact both their mental health and athletic performance. The current study sought to explore these stressors and challenges; examine how they relate to help-seeking, service access, and utilization; and recommend what colleges and universities can do to better support the mental health of student-athletes. Three focus groups were conducted with NCAA Division I student-athletes in upstate New York between November 2019 and October 2020. Student-athletes described significant stress juggling athletic, academic, and social demands while maintaining a performance level that met the expectations of their coaches and themselves. Student-athletes were also impacted by an unhealthy athletic culture and team environment, specific higher-risk transition periods, and inaccurate beliefs about student-athletes held by their non-athlete peers. While many athletes reported struggling with their mental health, they felt either unable or unwilling to seek help due to stigma, how it would appear to their coaches, the hours and location of the counseling center, and previous poor experiences accessing and utilizing services. The authors present a set of multi-tiered recommendations to help increase awareness, access to, and utilization of both on- and off-campus mental health services, resources, and supports.

Entanglement lies at the core of quantum algorithms designed to solve problems that are intractable by classical approaches. One such algorithm, quantum annealing (QA), provides a promising path to a practical quantum processor. We have built a series of architecturally scalable QA processors consisting of networks of manufactured interacting spins (qubits). Here, we use qubit tunneling spectroscopy to measure the energy eigenspectrum of two- and eight-qubit systems within one such processor, demonstrating quantum coherence in these systems. We present experimental evidence that, during a critical portion of QA, the qubits become entangled and entanglement persists even as these systems reach equilibrium with a thermal environment. Our results provide an encouraging sign that QA is a viable technology for large-scale quantum computing.