Knowing what they know: Preschool teachers' knowledge of math skills and its relation to instruction.

Math experiences during the preschool years play an important role in children's later math learning. Preschool teachers exhibit considerable variability in the amount and types of mathematics activities they engage in with their students; one potentially important source of these individual differences is adults' knowledge of early math development. The current study aimed to describe preschool teachers' knowledge of numeracy, patterning, and spatial/geometric skills developed in preschool and its relation to their reported mathematics instruction. Participants (N = 83) completed a survey in which they judged whether particular early math skills could be observed in typically developing 4-year-olds in the United States and reported their frequency of engaging in different math instructional activities. Pre- and in-service preschool teachers' knowledge varied across the different domains (i.e., numeracy, patterning, and spatial/geometric) of mathematical thinking, but their reported frequency of instruction did not. Teachers who were found to be more accurate in their knowledge of early math development were more likely to report higher frequency of math instruction; looking specifically at the domains, the strength of association between knowledge and instruction was the strongest for numeracy. Such findings highlight the possibility that supporting preschool teachers' knowledge of the range of math skills their students can be developing may be one component of improving early math teaching and learning.

Smoothies, bone broth, and fitspo: the historicity of TikTok postpartum bounce-back culture.

TikTok, a now iconoclastic social media platform, hosts millions of videos on health, wellness and physical fitness, including content on postpartum wellness and 'bouncing back'. At present, few studies analyse the content of postpartum videos urging viewers to bounce-back or the potential influence of these videos. Given the acknowledged relationship between social media use and adverse mental health outcomes (eg, lowered self-esteem, increased stress, disordered eating risk), an investigation of bounce-back-related postpartum content on TikTok explores important intersections between wellness and fitness cultures and the embodied experience of postpartum recovery. Using a qualitative thematic analysis of bounce-back videos (n=175), we explore three themes: (1) Smoothies: eat, but don't be fat; (2) Bone broth: bounce-back with today's wellness trends; (3) Fitspo: moving your body matters. Importantly, videos recycle historically constructed thinking about what makes a 'good' or 'bad' body, invoke vintage diet-culture tropes (ie, drinking water to fill up before eating), and maintain potentially dangerous expectations for caregivers rooted in historical gender, race and class constructs. This results in a postfeminist mishmash of modern maternity practices and traditional hierarchies. Unpacking the historicity of TikTok content assists health practitioners, scholars and users in understanding the potential impacts of video content on new parents, as well as how to flag and contextualise potentially harmful content. Future studies should examine other TikTok subcultures, including teen mothers and trans parents, and explore the messaging directed at and the impact on those communities.

Low-dose aspirin confers protection against acute cellular allograft rejection after primary liver transplantation.

This study investigated the effect of low-dose aspirin in primary adult liver transplantation (LT) on acute cellular rejection (ACR) as well as arterial patency rates. The use of low-dose aspirin after LT is practiced by many transplant centers to minimize the risk of hepatic artery thrombosis (HAT), although solid recommendations do not exist. However, aspirin also possesses potent anti-inflammatory properties and might mitigate inflammatory processes after LT, such as rejection. Therefore, we hypothesized that the use of aspirin after LT has a protective effect against ACR. This is an international, multicenter cohort study of primary adult deceased donor LT. The study included 17 high-volume LT centers and covered the 3-year period from 2013 to 2015 to allow a minimum 5-year follow-up. In this cohort of 2365 patients, prophylactic antiplatelet therapy with low-dose aspirin was administered in 1436 recipients (61%). The 1-year rejection-free survival rate was 89% in the aspirin group versus 82% in the no-aspirin group (hazard ratio [HR], 0.77; 95% confidence interval [CI], 0.63-0.94; p = 0.01). The 1-year primary arterial patency rates were 99% in the aspirin group and 96% in the no-aspirin group with an HR of 0.23 (95% CI, 0.13-0.40; p < 0.001). Low-dose aspirin was associated with a lower risk of ACR and HAT after LT, especially in the first vulnerable year after transplantation. Therefore, low-dose aspirin use after primary LT should be evaluated to protect the liver graft from ACR and to maintain arterial patency.

Pharmacokinetics and renal safety of tenofovir alafenamide with boosted protease inhibitors and ledipasvir/sofosbuvir.

BACKGROUND: Ledipasvir/sofosbuvir increases tenofovir plasma exposures by up to 98% with tenofovir disoproxil fumarate (TDF), and exposures are highest with boosted PIs. There are currently no data on the combined use of the newer tenofovir prodrug, tenofovir alafenamide (TAF), boosted PIs and ledipasvir/sofosbuvir. OBJECTIVES: To compare the plasma and intracellular pharmacokinetics and renal safety of TAF with ledipasvir/sofosbuvir when co-administered with boosted PIs. METHODS: Persons with HIV between 18 and 70 years and on a boosted PI with TDF were eligible. The study was comprised of four phases: (1) TDF 300 mg with boosted PI; (2) TAF 25 mg with boosted PI; (3) TAF 25 mg with boosted PI and ledipasvir/sofosbuvir; and (4) TAF 25 mg with boosted PI. Pharmacokinetic sampling, urine biomarker collection [urine protein (UPCR), retinol binding protein (RBP) and ß2 microglobulin (ß2M) normalized to creatinine] and safety assessments occurred at the end of each phase. Plasma, PBMCs and dried blood spots were collected at each visit. RESULTS: Ten participants were enrolled. Plasma tenofovir exposures were 76% lower and tenofovir-diphosphate (TFV-DP) concentrations in PBMCs increased 9.9-fold following the switch to TAF. Neither of these measures significantly increased with ledipasvir/sofosbuvir co-administration, nor did TAF plasma concentrations. No significant changes in estimated glomerular filtration rate or UPCR occurred, but RBP:creatinine and ß2M:creatinine improved following the switch to TAF. CONCLUSIONS: Ledipasvir/sofosbuvir did not significantly increase plasma tenofovir or intracellular TFV-DP in PBMCs with TAF. These findings provide reassurance that the combination of TAF, boosted PIs and ledipasvir/sofosbuvir is safe in HIV/HCV-coinfected populations.

Preschoolers' broad mathematics experiences with parents during play.

The current study broadens our understanding of preschoolers' early math experiences with parents, recognizing that math knowledge and experiences are inclusive of numeracy as well as non-numeracy domains. Parents and preschoolers (N = 45) were observed exploring three domains of early mathematics knowledge (i.e., number, space, and pattern) during play in three activities (playing cards, building with blocks, and stringing beads, all with activity suggestions). Children were administered a broad math and numeracy measure and individual measures of spatial and patterning skills concurrently and 7 months later. Dyads explored math broadly across most activities but emphasized number more than space or patterning. In addition, there was more overall math exploration during card and bead play than during block play, with the greatest parent support during card play. Parent support was not linked to children's skills, although children's exploration of space and patterns related moderately to their concurrent spatial and pattern skills. Overall, parents and young children explored a variety of early math domains in guided play contexts, with an emphasis on numeracy. Future work should aim to increase the breadth and rigor of individual concepts that parents and preschoolers explore during play.

Finding patterns in objects and numbers: Repeating patterning in pre-K predicts kindergarten mathematics knowledge.

Both recent evidence and research-based early mathematics curricula indicate that repeating patterns-predictable sequences that follow a rule-are a topic of major importance for mathematics development. The purpose of the current study was to help build a theory for how early repeating patterning knowledge contributes to early math development, focusing on development in children aged 4-6 years. The current study examined the relation between 65 preschool children's repeating patterning knowledge (via a fast, teacher-friendly measure) and their end-of-kindergarten broad math and numeracy knowledge, controlling for verbal and visual-spatial working memory (WM) skills as well as end-of-pre-K (pre-kindergarten) broad math knowledge. Relations were also examined between repeating patterning and specific aspects of numeracy knowledge-knowledge of the count sequence to 100 and the successor principle. Children's repeating patterning knowledge was significantly predictive of their broad math and general numeracy knowledge, as well as one specific aspect of their numeracy knowledge (counting to 100), even after controlling for verbal and visual-spatial WM skills. Further, repeating patterning knowledge remained a unique predictor of general numeracy knowledge and counting to 100 after controlling for end-of-pre-K broad math knowledge. The relation between repeating patterning and mathematics may be explained by the central role that identifying predictable sequences based on underlying rules plays in both. Theories of math development and early math instruction standards should thus give even greater attention to the role of children's repeating patterning knowledge.

The ChlD subunit links the motor and porphyrin binding subunits of magnesium chelatase.

Magnesium chelatase initiates chlorophyll biosynthesis, catalysing the MgATP2--dependent insertion of a Mg2+ ion into protoporphyrin IX. The catalytic core of this large enzyme complex consists of three subunits: Bch/ChlI, Bch/ChlD and Bch/ChlH (in bacteriochlorophyll and chlorophyll producing species, respectively). The D and I subunits are members of the AAA+ (ATPases associated with various cellular activities) superfamily of enzymes, and they form a complex that binds to H, the site of metal ion insertion. In order to investigate the physical coupling between ChlID and ChlH in vivo and in vitro, ChlD was FLAG-tagged in the cyanobacterium Synechocystis sp. PCC 6803 and co-immunoprecipitation experiments showed interactions with both ChlI and ChlH. Co-production of recombinant ChlD and ChlH in Escherichia coli yielded a ChlDH complex. Quantitative analysis using microscale thermophoresis showed magnesium-dependent binding (Kd 331 ± 58 nM) between ChlD and H. The physical basis for a ChlD-H interaction was investigated using chemical cross-linking coupled with mass spectrometry (XL-MS), together with modifications that either truncate ChlD or modify single residues. We found that the C-terminal integrin I domain of ChlD governs association with ChlH, the Mg2+ dependence of which also mediates the cooperative response of the Synechocystis chelatase to magnesium. The interaction site between the AAA+ motor and the chelatase domain of magnesium chelatase will be essential for understanding how free energy from the hydrolysis of ATP on the AAA+ ChlI subunit is transmitted via the bridging subunit ChlD to the active site on ChlH.

#Motherhoodishard: Narrating Our Research and Mothering in the Postpartum Stage through Texting and Social Media.

We narrate our personal journey through the political minefield that is postpartum crisis by examining our communicative strategies across friendship, research partnership and as mothers on social media platforms. In a country with the highest postpartum maternal death rate in the industrialized world, we argue sharing narratives is a radical feminist act and one that must continue to draw attention to marginalized bodies. We hope to elevate the study of communication challenges mothers may experience for personal and political reasons.

DooR to DooR's Acoustics of Care: Interrupting and Transforming the Biomedical Landscapes of Western Hospitals.

The present study was conducted at the University of North Carolina Hospitals. Data were collected from DooR to DooR (D2D), a healing arts program that brings professional artists into the hospital. Drawing from ethnographic data, we forefront music in health communication literature by exploring its performance by D2D artists in hospital settings that range from in-patient oncology wards, waiting rooms, and even burn units. From a narrative theoretical approach, we situate art programming in the historical development of the contemporary hospital system in the U.S. and our analysis amidst growing bodies of literature on the narrative and aesthetic potentials of healthcare. We offer an in-depth analysis of how D2D's music disrupts the soundscape of UNC hospitals, distracts patients from troubling exigencies, and fosters self-expression and storytelling among participants.

Early Math Trajectories: Low-Income Children's Mathematics Knowledge From Ages 4 to 11.

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math topics, as well as potential pathways from preschool to middle grades mathematics achievement. In preschool, nonsymbolic quantity, counting, and patterning knowledge predicted fifth-grade mathematics achievement. By the end of first grade, symbolic mapping, calculation, and patterning knowledge were the important predictors. Furthermore, the first-grade predictors mediated the relation between preschool math knowledge and fifth-grade mathematics achievement. Findings support the early math trajectories model among low-income children.

High-Society Framing: The Brooklyn Eagle and the Popularity of Twilight Sleep in Brooklyn.

Twilight Sleep (TS) is an obstetric intervention during which a laboring woman enters a semiconscious state via injection. TS received enthusiastic support in Brooklyn, NY, in The Brooklyn Eagle (TBE) newspaper between 1914 and 1918. The purpose of this article is to analyze the framing of TS in TBE as the most popular obstetric intervention among wealthy, White socialites in Brooklyn during the period. The coverage in TBE prompted a nearly universally positive perception of TS among the newspaper's wider readership. After extensive historiographical research and rhetorical analysis of newspaper coverage of TS in TBE, we discovered a form of framing we call "high-society framing," rooted in both wealth and notoriety. We discuss four possible effects of high-society framing: The first is the ability of high-society framing to attract or repel the public regarding a health care issue, and the second is the impact of high-society framing on public perception of medical interventions, procedures, or pharmaceuticals. A third possible effect of high-society framing is that it can alter notions of necessity, and a fourth is that high-society framing can elicit a tacit acceptance of medical interventions, procedures, and pharmaceuticals, thus obfuscating risk. Finally, we argue that high-society framing has implications for the discussion of health care in present-day mediated discourses.

The benefits of computer-generated feedback for mathematics problem solving.

The goal of the current research was to better understand when and why feedback has positive effects on learning and to identify features of feedback that may improve its efficacy. In a randomized experiment, second-grade children received instruction on a correct problem-solving strategy and then solved a set of relevant problems. Children were assigned to receive no feedback, immediate feedback, or summative feedback from the computer. On a posttest the following day, feedback resulted in higher scores relative to no feedback for children who started with low prior knowledge. Immediate feedback was particularly effective, facilitating mastery of the material for children with both low and high prior knowledge. Results suggest that minimal computer-generated feedback can be a powerful form of guidance during problem solving.

Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task.

The labels used to describe patterns and relations can influence children's relational reasoning. In this study, 62 preschoolers (Mage  = 4.4 years) solved and described eight pattern abstraction problems (i.e., recreated the relation in a model pattern using novel materials). Some children were exposed to concrete labels (e.g., blue-red-blue-red) and others were exposed to abstract labels (e.g., A-B-A-B). Children exposed to abstract labels solved more problems correctly than children exposed to concrete labels. Children's correct adoption of the abstract language into their own descriptions was particularly beneficial. Thus, using concrete learning materials in combination with abstract representations can enhance their utility for children's performance. Furthermore, abstract language may play a key role in the development of relational thinking.

Technical Versus Public Spheres: A Feminist Analysis of Women's Rhetoric in the Twilight Sleep Debates of 1914-1916.

Twilight Sleep (TS) describes the delivery, via an injection, of an amnestic drug cocktail to a parturient woman throughout labor. In order to understand the development of modern-day rhetoric surrounding childbirth methods and procedures, this article explores the debate over TS between the public and technical sphere in New York City between 1914 and 1916 and examines the ways in which this debate altered obstetric health care for middle- and upper-class White women. The public response to this campaign posed a direct challenge to male obstetricians in New York City, many of whom were ill-equipped, both literally and figuratively, to use this procedure. Using a feminist rhetorical criticism, we examined the pro-TS rhetoric of women writers in New York City, the methods they borrowed from the women's movement, and the ensuing dialogue between the public and technical spheres. For this study, we analyzed journal and newspaper articles, a pamphlet, a collection of pro-TS organizational documents, letters to the editor, and books published about TS and the history of birth. Lastly, we analyzed theoretical notions of childbirth in women's health and communication studies. After examining the TS debate, we found that birth practices for middle- and upper-class women in New York City shifted and the obstetric community gained ascendancy over female midwifery. We also found that in certain instances, the rhetoric of pro-TS activists was more technically accurate than the rhetoric of some physicians. Hence the TS debate emerged from an argument over the right to use technical language in the technical and/or the public sphere. Conclusions and implications offered by this historical, feminist analysis question our current understanding of women's health and birthing practices, doctor-patient communication, and patient empowerment and access to technical knowledge.

An alternative time for telling: when conceptual instruction prior to problem solving improves mathematical knowledge.

BACKGROUND: The sequencing of learning materials greatly influences the knowledge that learners construct. Recently, learning theorists have focused on the sequencing of instruction in relation to solving related problems. The general consensus suggests explicit instruction should be provided; however, when to provide instruction remains unclear. AIMS: We tested the impact of conceptual instruction preceding or following mathematics problem solving to determine when conceptual instruction should or should not be delayed. We also examined the learning processes supported to inform theories of learning more broadly. SAMPLE: We worked with 122 second- and third-grade children. METHOD: In a randomized experiment, children received instruction on the concept of math equivalence either before or after being asked to solve and explain challenging equivalence problems with feedback. RESULTS: Providing conceptual instruction first resulted in greater procedural knowledge and conceptual knowledge of equation structures than delaying instruction until after problem solving. Prior conceptual instruction enhanced problem solving by increasing the quality of explanations and attempted procedures. CONCLUSIONS: Providing conceptual instruction prior to problem solving was the more effective sequencing of activities than the reverse. We compare these results with previous, contrasting findings to outline a potential framework for understanding when instruction should or should not be delayed.

Rationale and Study Checklist for Ethical Rejection of Participants on Crowdsourcing Research Platforms.

Online participant recruitment ("crowdsourcing") platforms are increasingly being used for research studies. While such platforms can rapidly provide access to large samples, there are concomitant concerns around data quality. Researchers have studied and demonstrated means to reduce the prevalence of low-quality data from crowdsourcing platforms, but approaches to doing so often involve rejecting work and/or denying payment to participants, which can pose ethical dilemmas. We write this essay as an associate professor and two institutional review board (IRB) directors to provide a perspective on the competing interests of participants/workers and researchers and to propose a checklist of steps that we believe may support workers' agency on the platform and lessen instances of unfair consequences to them while enabling researchers to definitively reject lower-quality work that might otherwise reduce the likelihood of their studies producing true results. We encourage further, explicit discussion of these issues among academics and among IRBs.

Returning Clinically Relevant Research Results to Participants: Guidelines for Investigators and the IRB.

In 2019, the revised Common Rule required informed consent documents for research to include a statement about whether clinically relevant research results would be returned to research participants. While there are national discussions regarding the return of results, these do not provide specific guidance about how institutional review boards (IRBs) should address this issue. Through a year-long process involving IRB staff and leadership, science and bioethics faculty members, community IRB members, and others, Indiana University's human research protection program created a framework that offers a clear categorization of types of results for researchers to consider returning, provides language for informed consent documents, and describes an active but intentionally limited role for the IRB. In this article, we describe this framework and its rationale as a model for other universities and, more generally, as a model for balancing the need to protect human subjects with efforts to limit the burdens on researchers and the IRB.

Healthy Sleep Practices for Consumers of Home Total Parenteral Nutrition: A Mixed-Methods Community-Based Participatory Study.

Background: Consumers of overnight home parenteral nutrition (HPN) often experience sleep disruption; however, existing healthy sleep recommendations are widely inapplicable to consumers. Objectives: The aim of this mixed-methods, community-based participatory research study was to develop tailored recommendations on healthy sleep practices for HPN consumers. Methods: The multipart study involved the following: 1) an initial draft of sleep recommendations based on the evaluation of existing general sleep hygiene guidelines by an expert panel of clinicians and consumers with lived experience; 2) semi-structured focus groups with consumers and clinicians; 3) pre- and post-knowledge tests completed by consumers, and 4) final approval of the recommendations by the expert panel. Results: The literature synthesis resulted in 51 recommendations evaluated for relevance for HPN consumers. Focus groups with 20 HPN consumers and clinicians contributed additional recommendations based on lived experience. Ultimately, the final resource included recommendations spanning 4 sections: getting ready for bed, preparing the bedroom for sleep, daytime behaviors, and overall strategies for better sleep. Of the 36 recommendations, 58% were derived from existing general sleep hygiene guidelines, and the remaining 42% addressed sleep challenges experienced uniquely by consumers, including nocturnal polyuria, noise/light from medical equipment, and infusion schedules. Knowledge tests completed by 10 additional consumers indicated a modest increase in sleep health knowledge. Conclusions: The curated healthy sleep resource tailored for HPN consumers was facilitated by a multidisciplinary expert panel, a strategic collaboration with members of the HPN community and their clinicians, and in partnership with patient advocacy and support organizations. The wide distribution of these resources may improve the overall well-being of HPN consumers.

What counts as STEM, and does it matter?

BACKGROUND: To accurately measure students' science, technology, engineering and mathematics (STEM) career interest, researchers must get inside the 'black box' to understand students' conceptualizations of STEM careers. AIMS: The aim of Study 1 was to explore whether students' conceptualizations of STEM included medical careers. The aim of Study 2 was to explore whether predictors of STEM career interest (e.g., gender and motivation) varied by STEM definition (inclusion/exclusion of medical careers). SAMPLES: In Study 1, the sample was US college students (N = 125) who were mostly White (80%). In Study 2, the sample was US 10th-grade high school students (N = 455) who were mostly Black (79%). METHODS: In Study 1, students completed an online questionnaire. In Study 2, students completed various measures of math achievement, motivation (science and math expectancies of success, interest and importance value) and career interest with an importance. RESULTS: In Study 1, medical careers were less often classified as STEM careers than traditional STEM careers, but more often classified as STEM than non-STEM careers. In Study 2, science importance value was the only motivational predictor of students' STEM+Medicine career interest, and no motivation constructs predicted traditional STEM career interest. Boys expressed greater interest in traditional STEM careers, while girls expressed greater interest in STEM+Medicine careers. CONCLUSIONS: Students' conceptualizations of STEM are not binary. Thus, we recommend researchers are explicit about their definition of STEM with study participants, in their coding and in their publications.

Is self-explanation worth the time? A comparison to additional practice.

BACKGROUND: Self-explanation, or generating explanations to oneself in an attempt to make sense of new information, can promote learning. However, self-explaining takes time, and the learning benefits of this activity need to be rigorously evaluated against alternative uses of this time. AIMS: In the current study, we compared the effectiveness of self-explanation prompts to the effectiveness of solving additional practice problems (to equate for time on task) and to solving the same number of problems (to equate for problem-solving experience). SAMPLE: Participants were 69 children in grades 2-4. METHODS: Students completed a pre-test, brief intervention session, and a post- and retention test. The intervention focused on solving mathematical equivalence problems such as 3 + 4 + 8 = _ + 8. Students were randomly assigned to one of three intervention conditions: self-explain, additional-practice, or control. RESULTS: Compared to the control condition, self-explanation prompts promoted conceptual and procedural knowledge. Compared to the additional-practice condition, the benefits of self-explanation were more modest and only apparent on some subscales. CONCLUSIONS: The findings suggest that self-explanation prompts have some small unique learning benefits, but that greater attention needs to be paid to how much self-explanation offers advantages over alternative uses of time.