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The COVID-19 pandemic posed significant challenges for practical teaching within the sciences. While many instructors adopted innovative alternatives to conventional practicals, many relied on digital approaches that did not give students hands-on experience. In this study we evaluate the use of 'at home' practical kits used in first year physics and biology teaching at a UK university as an alternative to laboratory classes. In particular we focus on the enforced independence over time, space and help-seeking inherent in the at-home model as a driver of student learning and confidence. Students reported the kits encouraged independence, problem solving and self-reliance. Students associated the at-home practical kits with higher level cognitive skills as defined by Bloom's revised taxonomy. While most students enjoyed using the kits, those who did not enjoy them tended to have higher previous experience of practical work before university. Students saw potential value in the kits after the pandemic, so could be an alternative or supplement to in-person practicals. We recommend that practical organisers use our findings around the development of student self-reliance to reconsider practical design and incorporate more opportunities for students to solve problems independently to increase effectiveness of practical teaching.

Adjusting expectations in response to errors is a cornerstone of several learning theories (Rescorla & Wagner, 1972; Rumelhart et al., 1986). Grimmick (2019) shows that individuals deploy attention during cross-situational word learning based on the strength of the error signal. The current study introduced an equal number of accurate and inaccurate expectations about word-referent pairs. This study manipulated the difficulty of cross-situational word learning trials to examine whether the impact of errors differs depending on task demands. Individuals learned the initially accurate items better than the initially inaccurate ones. Manipulating the demands during word learning did not significantly impact the tendency to benefit from accuracy. This research is part of an ongoing project. This ongoing research explores how individual differences in vocabulary, inhibition, and working memory abilities interact with contextual factors, such as task difficulty, as individuals learn word-referent pairs that violate their expectations.

Methods: The intervention was designed in partnership with a local food service provider in the District of Columbia and took place at two public elementary schools over the course of two years. Each semester, researchers visited schools to conduct a baseline assessment before the intervention was introduced. In two semesters, students were presented with a single fruit or vegetable appetizer. In the third semester, students could choose one of two fruit appetizers. In the fourth semester, students were offered a third choice of cooked vegetables in the hot food line at lunch. Researchers recorded whether students had selected a fruit or vegetable item and recorded how much of the item they had consumed at the end of the lunch period. This data was analyzed to see if the odds of students selecting or consuming a fruit or vegetable on intervention days increased significantly when compared to the baseline. Results: Offering a fruit or vegetable as an appetizer to students was significantly associated with higher consumption of the fruit or vegetable appetizer when compared to consumption of fruits and vegetables taken in the normal lunch line during the baseline measurement. (Odds Ratio= 1.8, X[superscript 2] = 6.0, p = 0.014). Exposure to a choice between types of healthy items has a significant association with the likelihood that an exposed student will actually eat 50-100% of the item they have selected (OR = 4.5, X[superscript 2] = 22, p = 2.2E-6). Application To Child Nutrition Professionals: The results, combined with behavioral economic research, suggest innovative, low-cost strategies for increasing fruit and vegetable consumption among students during school mealtimes. Adjustments to variables of timing and choice may have a significant impact on selection and consumption of fruits and vegetables by students, leading to improved markers of nutrition quality and security.

With the continued push by organizations such as the Centers for Disease Control and Prevention and the World Health Organization to build healthy K-12 campuses, it is important to find ways to prepare preservice physical education teachers to successfully contribute to these whole-school models. This article shares the first-hand experience of an undergraduate student who took on the role of physical activity champion at a university campus. The health and physical education program at the university became the first college campus to adopt the Daily Mile as a whole-campus physical activity initiative. The initiative was used to give an undergraduate student first-hand experience as a physical activity leader. This article shares the joys and challenges faced in this role and reflects on the usefulness of the process to prepare for a future role as a physical education teacher.

The Staphylococcus aureus Network Adaptive Platform (SNAP) trial is a multifactorial Bayesian adaptive platform trial that aims to improve the way that S. aureus bloodstream infection, a globally common and severe infectious disease, is treated. In a world first, the SNAP trial will simultaneously investigate the effects of multiple intervention modalities within multiple groups of participants with different forms of S. aureus bloodstream infection. Here, we formalise the trial structure, modelling approach, and decision rules that will be used for the SNAP trial. By summarising the statistical principles governing the design, our hope is that the SNAP trial will serve as an adaptable template that can be used to improve comparative effectiveness research efficiency in other disease areas.Trial registration NCT05137119 . Registered on 30 November 2021.

This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL's role to make teaching "community property," we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different "voices" found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.

BackgroundThe Pediatric Emergency Medicine (PEM) Point-of-care Ultrasound (POCUS) Network (P2Network) was established in 2014 to provide a platform for international collaboration among experts, including multicenter research. The objective of this study was to use expert consensus to identify and prioritize PEM POCUS topics, to inform future collaborative multicenter research.MethodsOnline surveys were administered in a two-stage, modified Delphi study. A steering committee of 16 PEM POCUS experts was identified within the P2Network, with representation from the United States, Canada, Italy, and Australia. We solicited the participation of international PEM POCUS experts through professional society mailing lists, research networks, social media, and "word of mouth." After each round, responses were refined by the steering committee before being reissued to participants to determine the ranking of all the research questions based on means and to identify the high-level consensus topics. The final stage was a modified Hanlon process of prioritization round (HPP), which emphasized relevance, impact, and feasibility.ResultsFifty-four eligible participants (16.6%) provided 191 items to Survey 1 (Round 1). These were refined and consolidated into 52 research questions by the steering committee. These were issued for rating in Survey 2 (Round 2), which had 45 participants. At the completion of Round 2, all questions were ranked with six research questions reaching high-level consensus. Thirty-one research questions with mean ratings above neutral were selected for the HPP round. Highly ranked topics included clinical applications of POCUS to evaluate and manage children with shock, cardiac arrest, thoracoabdominal trauma, suspected cardiac failure, atraumatic limp, and intussusception.ConclusionsThis consensus study has established a research agenda to inform future international multicenter PEM POCUS trials. This study has highlighted the ongoing need for high-quality evidence for PEM POCUS applications to guide clinical practice.

Research Findings: Community-based playgroups in low-and-middle-income countries increase access to early learning at lower cost than centers. However, evidence of effectiveness is limited. The effects of one, two, or three playgroup sessions per week on children's performance on the Early Learning Outcome Measure (ELOM) (n = 112; baseline M = 55.32 months) were investigated using a quasi-experimental design. Data on children's home learning environments was obtained from primary caregivers, and program staff provided information on playgroup characteristics. Multilevel modeling demonstrated significant differences between programs in ELOM score improvement over eight months participation (F = 6.48; p = 0.01); Fisher LSD Post Hoc pairwise comparisons indicated that three session playgroups produced significantly greater gains than two and one session models (p < 0.01). ELOM Total scores at baseline, and the quality of children's interactions with adults and peers, predicted growth in ELOM Total scores by endline. Baseline age, height-for-age, child-practitioner ratio, and caregiver time for activities with their children, predicted growth in certain ELOM domains at endline. Practice or Policy: Until provision of quality center-based provision is realized, our findings indicate that well-designed community-based playgroups of sufficient dose, have the potential to improve learning outcomes and school readiness in children from poor households.

According to prediction-based theories, prior learning creates expectations for subsequent learning events. As they learn words, individuals develop accurate and inaccurate expectations about word meaning. Existing research shows that people who shift their gaze to the referent of words more quickly have larger vocabularies. This shifting reflects the processing of accurate expectations about the referents of these words. Is the speed of processing inaccurate expectations also related to vocabulary size? To examine this question, adults learned eight novel word-object mappings during cross-situational word learning (CSWL). The mappings were either consistent or inconsistent with a prior familiarization phase. Early in CSWL, hearing inconsistent words violated expectations about the referent of those words. Shifting from a distractor to the target of an inconsistent word during CSWL was significantly associated with productive and receptive vocabulary. These findings are consistent with prediction-based theories, in which individuals use prediction errors to adjust their expectations.

BackgroundMajor advances in selection progress for cattle have been made following the introduction of genomic tools over the past 10-12 years. These tools depend upon the Bos taurus reference genome (UMD3.1.1), which was created using now-outdated technologies and is hindered by a variety of deficiencies and inaccuracies.ResultsWe present the new reference genome for cattle, ARS-UCD1.2, based on the same animal as the original to facilitate transfer and interpretation of results obtained from the earlier version, but applying a combination of modern technologies in a de novo assembly to increase continuity, accuracy, and completeness. The assembly includes 2.7 Gb and is >250× more continuous than the original assembly, with contig N50 >25 Mb and L50 of 32. We also greatly expanded supporting RNA-based data for annotation that identifies 30,396 total genes (21,039 protein coding). The new reference assembly is accessible in annotated form for public use.ConclusionsWe demonstrate that improved continuity of assembled sequence warrants the adoption of ARS-UCD1.2 as the new cattle reference genome and that increased assembly accuracy will benefit future research on this species.

Errors are usually viewed as detrimental to learning. Yet, recent proposals suggest that errors may create desirable difficul-ties and thereby improve learning. We evaluated these proposals in the context of cross-situational word learning. Duringeach learning trial, adults saw two images and heard two words. In the Error1 condition, the first word was unexpectedbased on prior experience and the second was expected. The referent of the unexpected word could only be establishedafter hearing the expected word. In the Error2 condition, the expected word came first, which made it easier to learn themapping of the subsequent unexpected word. There was no difference between the conditions; however, expected wordswere only learned significantly better than unexpected words in the Error2 condition. This suggests that the structure ofthe learning environment modulates the impact of errors.

How do individuals learn language when there are so many possible potential referents for each word? Prediction-basedtheories of language learning propose that predictions enable individuals to learn from implicit negative evidence bycomparing the predictions to outcomes. However, the role of prediction errors for learning has yet to be established.Traditionally, prediction errors have been believed to hinder learning. Recently though, prediction errors have been as-sociated with improved novel word acquisition in cross situational learning. This present study used a cross-situationalword learning task to examine the relation between prediction error-based processes during word learning and vocabularysize. The results showed that learners who switched their gaze more quickly from the non-target to the target image whenthey had to detect and correct prediction errors had higher productive vocabularies. This research supports the theory thatproductive vocabulary is strongly tied to predictive processes.