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In today's society, we are constantly absorbing information via text (e.g., news, social media), much of which may be affectively charged. However, to date, little is known about how the affective framing of the text itself may give rise to various affective experiences "during" reading. We examined how subtle changes to wording (negatively or positively valenced framing of the same content) influenced affective experiences during reading and subsequent comprehension. Results show that (a) affective framing in text elicited congruent subjective affective states throughout reading, (b) subjective affective valence throughout reading impacted comprehension at various levels, and (c) subjective affective valence mediated the relationship between affective framing and how participants integrated information from the text in their summaries, as well as if they included affect in their summaries. This indicates that even subtle affectively valenced content in text can indirectly influence some aspects of comprehension through eliciting subjective affective experiences in the reader.

Definition: Considering the broad implications of education policy, it is important to understand the various facets of the education policymaking process. There are different stages of the process (i.e., issue definition, policy adoption, implementation, and evaluation) which, at times, can be difficult to comprehend when considering the competing goals of education and multiple stakeholders. Understanding the process can also be difficult due to the historical and contemporary influences of power and racism at play within and outside of society's educational landscape—especially within the United States context. The process is highlighted as an iterative one which provides room for adjustments and changes across different contexts. By navigating the complex landscape of education policymaking, one can be better equipped to understand the intricacies of policymaking and its transformative capacity. [ABSTRACT FROM AUTHOR]

Definition: Under the structure of compulsory education, students in the United States are required to attend school until at least 16 years of age, which can be done at a variety of educational institutions, both public and private. Amongst public schools, students are each assigned a neighborhood school but also frequently have the option to attend a choice school. While the purpose of neighborhood schools is to provide a guaranteed educational option that accommodates most students, choice schools serve varied purposes that accommodate specific learning styles and societal goals. Four types of publicly funded choice schools are magnet, charter, alternative, and virtual schools. While each was established to serve a specific societal goal, their purposes have shifted over time and have produced varied student outcomes, both academic and non-academic. [ABSTRACT FROM AUTHOR]

Background: Hip dysplasia can lead to pain and dysfunction in the young adult. Acetabular undercoverage leads to abnormal joint loading and results in joint degeneration, accelerating need for arthroplasty in this patient population. Conceptually, treatment focuses on increasing acetabular coverage in the form of periacetabular osteotomy. The procedure can be performed through the iliofemoral approach, and performing an anterior superior iliac spine (ASIS) osteotomy can enhance the visualisation in this approach. Several techniques have been described for ASIS osteotomy. Aim: The purpose this study was to report on step-cut technique for ASIS osteotomy during the Bernese periacetabular osteotomy procedure to enhance visualisation when utilising the iliofemoral approach. Surgical technique: This step-cut technique enhances stability at the osteotomy site, and minimises soft tissue dissection to reduce pain and assists with maintaining a stable fixation construct postoperatively. Results: There were no nonunions and minimal morbidity to the lateral femoral cutaneous nerve injury in cohort of 86 patients while utilising this technique. Conclusions: We recommend using this step-cut ostetomy of the ASIS during Bernese periactetabular osteotomy for benefit of increasing exposure while maintaining a low complication profile. [ABSTRACT FROM AUTHOR]

Objective: Many students pregame (ie, drink before drinking), but there are scant data evaluating changes following college entry. The authors examined pregaming across the fall quarter and identified predictors of change and initiation in college. Participants: Freshmen ("N" = 708; 53% female, 100% drinkers) were recruited during university orientation (baseline). Methods: Self-report data were collected at baseline and end of fall quarter for 3 cohorts (the 2008-2010 academic years) and included demographics, alcohol use, problems, pregaming, personality, and expectancies. Results: Pregaming increased from 61.7% (baseline) to 79.9% (follow-up), with students pregaming twice as often and attaining higher blood alcohol concentration at follow-up. Many (54%) baseline non-pregamers initiated by follow-up. Initiation was associated with increased overall drinking (including heavy episodic drinking), positive expectancies, and greater behavioral activation sensitivity. Conclusions: Pregaming rapidly escalates upon college entry and students who initiate in college may be at higher risk for alcohol-related problems. Campus prevention and intervention efforts should consider including pregaming in their prevention programming. (Contains 3 tables and 1 figure.)

Differences in drinking, consequences, and perceptions were examined between alcohol-using college students by smoking status (current, past, and lifetime nonsmoker). Entering freshmen (N = 558: 45% male, 72% Caucasian, age M = 18) completed a questionnaire assessing smoking, drinking and current health perceptions. Results indicated current smokers drank more frequently, were more likely to drink to intoxication, and had "more" physiological consequences (e.g., blackouts, coordination problems) than past or lifetime nonsmokers, but past smokers also reported riskier drinking than lifetime nonsmokers. Despite a higher prevalence of alcohol-related health problems in both current and past smokers, no current health differences were found. Results replicate findings that current smokers are at increased risk for problematic drinking and identify past smokers as another risk group. (Contains 2 tables and 1 figure.)

In this embedded substudy of a longitudinal, randomized controlled trial, we sought to evaluate the effects of patient engagement and results feedback on longitudinal patient-reported outcome (PRO) survey completion rates. Newly diagnosed stage 0-III breast cancer patients seen at an academic breast center between June 2019 and December 2021 were invited to participate in a longitudinal PRO study. Participants were emailed the BREAST-Q survey, a validated PRO scale, preoperatively and at regular intervals during their postoperative course. Patients were randomized into the intervention group, who received survey results upon completion, or the control group, who received no feedback. The primary endpoint was postoperative survey completion rate. An intention to treat analysis was performed and a quasi-Poisson regression was used to compare rates of longitudinal survey completion between the two groups. Of the 253 patients offered the preoperative survey, 115 were in the intervention group and 138 were in the control group. Postoperative survey completion rate was 54% for the intervention group and 47% for the control group. There was no significant difference in longitudinal postoperative survey completion rate between the two groups (rate ratio 1.10; 95% confidence interval [CI] 0.93-1.31). In this prospective randomized controlled study, patients did not complete surveys at a higher rate when their survey results were shared with them, suggesting that viewing these results without appropriate clinical context does not generate significant enhancement in patient engagement. Effective interventions to improve survey response rate must be identified to better evaluate PROs. [ABSTRACT FROM AUTHOR]