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1. Understanding the ‘us all’ in Engineering 4 Us All through the Experiences of High School Teachers

   Berhane, B. ; Dalal, M. ; Klein-Gardner, S. ; Carberry, A. ; Reid, K. ; Beauchamp, C. ; Kouo, J. ; Pines, D. ( January 2021 , 3rd annual CoNECD – The Collaborative Network for Engineering and Computing Diversity Conference)

   As our nation’s need for engineering professionals grows, a sharp rise in P-12 engineering education programs and related research has taken place (Brophy, Klein, Portsmore, & Rogers, 2008; Purzer, Strobel, & Cardella, 2014). The associated research has focused primarily on students’ perceptions and motivations, teachers’ beliefs and knowledge, and curricula and program success. The existing research has expanded our understanding of new K-12 engineering curriculum development and teacher professional development efforts, but empirical data remain scarce on how racial and ethnic diversity of student population influences teaching methods, course content, and overall teachers’ experiences. In particular, Hynes et al. (2017) note in their systematic review of P-12 research that little attention has been paid to teachers’ experiences with respect to racially and ethnically diverse engineering classrooms. The growing attention and resources being committed to diversity and inclusion issues (Lichtenstein, Chen, Smith, & Maldonado, 2014; McKenna, Dalal, Anderson, & Ta, 2018; NRC, 2009) underscore the importance of understanding teachers’ experiences with complementary research-based recommendations for how to implement engineering curricula in racially diverse schools to engage all students. Our work examines the experiences of three high school teachers as they teach an introductory engineering course in geographically and distinctly different raciallymore »diverse schools across the nation. The study is situated in the context of a new high school level engineering education initiative called Engineering for Us All (E4USA). The National Science Foundation (NSF) funded initiative was launched in 2018 as a partnership among five universities across the nation to ‘demystify’ engineering for high school students and teachers. The program aims to create an all-inclusive high school level engineering course(s), a professional development platform, and a learning community to support student pathways to higher education institutions. An introductory engineering course was developed and professional development was provided to nine high school teachers to instruct and assess engineering learning during the first year of the project. This study investigates participating teachers’ implementation of the course in high schools across the nation to understand the extent to which their experiences vary as a function of student demographic (race, ethnicity, socioeconomic status) and resource level of the school itself. Analysis of these experiences was undertaken using a collective case-study approach (Creswell, 2013) involving in-depth analysis of a limited number of cases “to focus on fewer "subjects," but more "variables" within each subject” (Campbell & Ahrens, 1998, p. 541). This study will document distinct experiences of high school teachers as they teach the E4USA curriculum. Participants were purposively sampled for the cases in order to gather an information-rich data set (Creswell, 2013). The study focuses on three of the nine teachers participating in the first cohort to implement the E4USA curriculum. Teachers were purposefully selected because of the demographic makeup of their students. The participating teachers teach in Arizona, Maryland and Tennessee with predominantly Hispanic, African-American, and Caucasian student bodies, respectively. To better understand similarities and differences among teaching experiences of these teachers, a rich data set is collected consisting of: 1) semi-structured interviews with teachers at multiple stages during the academic year, 2) reflective journal entries shared by the teachers, and 3) multiple observations of classrooms. The interview data will be analyzed with an inductive approach outlined by Miles, Huberman, and Saldaña (2014). All teachers’ interview transcripts will be coded together to identify common themes across participants. Participants’ reflections will be analyzed similarly, seeking to characterize their experiences. Observation notes will be used to triangulate the findings. Descriptions for each case will be written emphasizing the aspects that relate to the identified themes. Finally, we will look for commonalities and differences across cases. The results section will describe the cases at the individual participant level followed by a cross-case analysis. This study takes into consideration how high school teachers’ experiences could be an important tool to gain insight into engineering education problems at the P-12 level. Each case will provide insights into how student body diversity impacts teachers’ pedagogy and experiences. The cases illustrate “multiple truths” (Arghode, 2012) with regard to high school level engineering teaching and embody diversity from the perspective of high school teachers. We will highlight themes across cases in the context of frameworks that represent teacher experience conceptualizing race, ethnicity, and diversity of students. We will also present salient features from each case that connect to potential recommendations for advancing P-12 engineering education efforts. These findings will impact how diversity support is practiced at the high school level and will demonstrate specific novel curricular and pedagogical approaches in engineering education to advance P-12 mentoring efforts.« less
2. Hungry scale worms: Phylogenetics of Peinaleopolynoe (Polynoidae, Annelida), with four new species

   https://doi.org/10.3897/zookeys.932.48532  

   Hatch, Avery S. ; Liew, Haebin ; Hourdez, Stéphane ; Rouse, Greg W. ( May 2020 , ZooKeys)

   Polynoidae Kinberg, 1856 has five branchiate genera: Branchipolynoe Pettibone, 1984, Branchinotogluma Pettibone, 1985, Branchiplicatus Pettibone, 1985, Peinaleopolynoe Desbruyères & Laubier, 1988, and Thermopolynoe Miura, 1994, all native to deep-sea, chemosynthetic-based habitats. Of these, Peinaleopolynoe has two accepted species; Peinaleopolynoe sillardi Desbruyères & Laubier, 1988 (Atlantic Ocean) and Peinaleopolynoe santacatalina Pettibone, 1993 (East Pacific Ocean). The goal of this study was to assess the phylogenetic position of Peinaleopolynoe , utilizing DNA sequences from a broad sampling of deep-sea polynoids. Representatives from all five branchiate genera were included, several species of which were sampled from near the type localities; Branchinotogluma sandersi Pettibone, 1985 from the Galápagos Rift (E/V “Nautilus”); Peinaleopolynoe sillardi from organic remains in the Atlantic Ocean; Peinaleopolynoe santacatalina from a whalefall off southern California (R/V “Western Flyer”) and Thermopolynoe branchiata Miura, 1994 from Lau Back-Arc Basin in the western Pacific (R/V “Melville”). Phylogenetic analyses were conducted using mitochondrial (COI, 16S rRNA, and CytB) and nuclear (18S rRNA, 28S rRNA, and H3) genes. The analyses revealed four new Peinaleopolynoe species from the Pacific Ocean that are formally described here: Peinaleopolynoe orphanae Hatch & Rouse, sp. nov. , type locality Pescadero Basin in the Gulf of California, Mexico (R/V “Western Flyer”); Peinaleopolynoemore »elvisi Hatch & Rouse, sp. nov. and Peinaleopolynoe goffrediae Hatch & Rouse, sp. nov. , both with a type locality in Monterey Canyon off California (R/V “Western Flyer”) and Peinaleopolynoe mineoi Hatch & Rouse, sp. nov. from Costa Rica methane seeps (R/V “Falkor”). In addition to DNA sequence data, the monophyly of Peinaleopolynoe is supported by the presence of ventral papillae on segments 12–15. The results also demonstrated the paraphyly of Branchinotogluma and Lepidonotopodium Pettibone, 1983 and taxonomic revision of these genera is required. We apply the subfamily name Lepidonotopodinae Pettibone 1983, for the clade comprised of Branchipolynoe , Branchinotogluma , Bathykurila , Branchiplicatus , Lepidonotopodium , Levensteiniella Pettibone, 1985, Thermopolynoe , and Peinaleopolynoe .« less
3. Supercooled liquid fogs over the central Greenland Ice Sheet

   https://doi.org/10.5194/acp-19-7467-2019  

   Cox, Christopher J. ; Noone, David C. ; Berkelhammer, Max ; Shupe, Matthew D. ; Neff, William D. ; Miller, Nathaniel B. ; Walden, Von P. ; Steffen, Konrad ( January 2019 , Atmospheric Chemistry and Physics)

   Abstract. Radiation fogs at Summit Station, Greenland (72.58^∘ N,38.48^∘ W; 3210 m a.s.l.), are frequently reported by observers. Thefogs are often accompanied by fogbows, indicating the particles are composedof liquid; and because of the low temperatures at Summit, this liquid issupercooled. Here we analyze the formation of these fogs as well as theirphysical and radiative properties. In situ observations of particle size anddroplet number concentration were made using scattering spectrometers near 2 and 10 m height from 2012 to 2014. These data are complemented bycolocated observations of meteorology, turbulent and radiative fluxes, andremote sensing. We find that liquid fogs occur in all seasons with thehighest frequency in September and a minimum in April. Due to thecharacteristics of the boundary-layer meteorology, the fogs are elevated,forming between 2 and 10 m, and the particles then fall toward the surface.The diameter of mature particles is typically 20–25 µm in summer.Number concentrations are higher at warmer temperatures and, thus, higher insummer compared to winter. The fogs form at temperatures as warm as −5 ^∘C, while the coldest form at temperatures approaching −40 ^∘C. Facilitated by the elevated condensation, in winter two-thirds offogs occurred within a relatively warm layer above the surface when thenear-surface air was belowmore »−40 ^∘C, as cold as −57 ^∘C,which is too cold to support liquid water. This implies that fog particlessettling through this layer of cold air freeze in the air column beforecontacting the surface, thereby accumulating at the surface as ice withoutriming. Liquid fogs observed under otherwise clear skies annually imparted1.5 W m⁻² of cloud radiative forcing (CRF). While this is a smallcontribution to the surface radiation climatology, individual events areinfluential. The mean CRF during liquid fog events was 26 W m⁻², andwas sometimes much higher. An extreme case study was observed toradiatively force 5 ^∘C of surface warming during the coldest partof the day, effectively damping the diurnal cycle. At lower elevations ofthe ice sheet where melting is more common, such damping could signal a rolefor fogs in preconditioning the surface for melting later in the day.

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4. Study on U.S. Parents' Divisions of Labor During COVID-19, Waves 1-2

   https://doi.org/10.3886/E183142V2  

   Carlson, Daniel L. ; Petts, Richard J. ( January 2022 )

   Abstract

   The COVID-19 pandemic has dramatically altered family life in the United States. Over the long duration of the pandemic, parents had to adapt to shifting work conditions, virtual schooling, the closure of daycare facilities, and the stress of not only managing households without domestic and care supports but also worrying that family members may contract the novel coronavirus. Reports early in the pandemic suggest that these burdens have fallen disproportionately on mothers, creating concerns about the long-term implications of the pandemic for gender inequality and mothers’ well-being. Nevertheless, less is known about how parents’ engagement in domestic labor and paid work has changed throughout the pandemic, what factors may be driving these changes, and what the long-term consequences of the pandemic may be for the gendered division of labor and gender inequality more generally. <br /><br />The Study on U.S. Parents’ Divisions of Labor During COVID-19 (SPDLC) collects longitudinal survey data from partnered U.S. parents that can be used to assess changes in parents’ divisions of domestic labor, divisions of paid labor, and well-being throughout and after the COVID-19 pandemic. The goal of SPDLC is to understand both the short- and long-term impacts of the pandemic for the gendered division of labor, work-family issues, and broader patterns of gender inequality. <br /><br />Survey data for this study is collected using Prolifc (www.prolific.co), an opt-in online platform designed to facilitate scientific research. The sample is comprised U.S. adults who were residing with a romantic partner and at least one biological child (at the time of entry into the study). In each survey, parents answer questions about both themselves and their partners. Wave 1 of SPDLC was conducted in April 2020, and parents who participated in Wave 1 were asked about their division of labor both prior to (i.e., early March 2020) and one month after the pandemic began. Wave 2 of SPDLC was collected in November 2020. Parents who participated in Wave 1 were invited to participate again in Wave 2, and a new cohort of parents was also recruited to participate in the Wave 2 survey. Wave 3 of SPDLC was collected in October 2021. Parents who participated in either of the first two waves were invited to participate again in Wave 3, and another new cohort of parents was also recruited to participate in the Wave 3 survey. This research design (follow-up survey of panelists and new cross-section of parents at each wave) will continue through 2024, culminating in six waves of data spanning the period from March 2020 through October 2024. An estimated total of approximately 6,500 parents will be surveyed at least once throughout the duration of the study. <br /><br />SPDLC data will be released to the public two years after data is collected; Waves 1 and 2 are currently publicly available. Wave 3 will be publicly available in October 2023, with subsequent waves becoming available yearly. Data will be available to download in both SPSS (.sav) and Stata (.dta) formats, and the following data files will be available: (1) a data file for each individual wave, which contains responses from all participants in that wave of data collection, (2) a longitudinal panel data file, which contains longitudinal follow-up data from all available waves, and (3) a repeated cross-section data file, which contains the repeated cross-section data (from new respondents at each wave) from all available waves. Codebooks for each survey wave and a detailed user guide describing the data are also available.
   

   Methods

   Response Rates: Of the 1,157 parents who participated in Wave 1, 828 (72%) also participated in the Wave 2 study. Presence of Common Scales: The following established scales are included in the survey:<br /><ul><li><b>Self-Efficacy</b>, adapted from Pearlin&#39;s mastery scale (Pearlin et al., 1981) and the Rosenberg self-esteem scale (Rosenberg, 2015) and taken from the American Changing Lives Survey</li><li><b>Communication with Partner</b>, taken from the Marriage and Relationship Survey (Lichter &amp; Carmalt, 2009)<br /></li><li><b>Gender Attitudes</b>, taken from the National Survey of Families and Households (Sweet &amp; Bumpass, 1996)<br /></li><li><b>Depressive Symptoms </b>(CES-D-10)</li><li><b>Stress</b>, measured using Cohen&#39;s Perceived Stress Scale (Cohen, Kamarck, &amp; Mermelstein, 1983)<br /></li></ul>Full details about these scales and all other items included in the survey can be found in the user guide and codebook<br /> The second wave of the SPDLC was fielded in November 2020 in two stages. In the first stage, all parents who participated in W1 of the SPDLC and who continued to reside in the United States were re-contacted and asked to participate in a follow-up survey. The W2 survey was posted on Prolific, and messages were sent via Prolific’s messaging system to all previous participants. Multiple follow-up messages were sent in an attempt to increase response rates to the follow-up survey. Of the 1,157 respondents who completed the W1 survey, 873 at least started the W2 survey. Data quality checks were employed in line with best practices for online surveys (e.g., removing respondents who did not complete most of the survey or who did not pass the attention filters). After data quality checks, 5.2% of respondents were removed from the sample, resulting in a final sample size of 828 parents (a response rate of 72%). <br /><br />In the second stage, a new sample of parents was recruited. New parents had to meet the same sampling criteria as in W1 (be at least 18 years old, reside in the United States, reside with a romantic partner, and be a parent living with at least one biological child). Also similar to the W1 procedures, we oversampled men, Black individuals, individuals who did not complete college, and individuals who identified as politically conservative to increase sample diversity. A total of 1,207 parents participated in the W2 survey. Data quality checks led to the removal of 5.7% of the respondents, resulting in a final sample size of new respondents at Wave 2 of 1,138 parents. <br /><br />In both stages, participants were informed that the survey would take approximately 20 minutes to complete. All panelists were provided monetary compensation in line with Prolific’s compensation guidelines, which require that all participants earn above minimum wage for their time participating in studies. <br /> To be included in SPDLC, respondents had to meet the following sampling criteria at the time they enter the study: (a) be at least 18 years old, (b) reside in the United States, (c) reside with a romantic partner (i.e., be married or cohabiting), and (d) be a parent living with at least one biological child. Follow-up respondents must be at least 18 years old and reside in the United States, but may experience changes in relationship and resident parent statuses. Smallest Geographic Unit: U.S. State <p>This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/. In accordance with this license, all users of these data must give appropriate credit to the authors in any papers, presentations, books, or other works that use the data. A suggested citation to provide attribution for these data is included below:             <br /><br />Carlson, Daniel L. and Richard J. Petts. 2022. Study on U.S. Parents’ Divisions of Labor During COVID-19 User Guide: Waves 1-2.  </p>
   

   Other

   To help provide estimates that are more representative of U.S. partnered parents, the SPDLC includes sampling weights. Weights can be included in statistical analyses to make estimates from the SPDLC sample representative of U.S. parents who reside with a romantic partner (married or cohabiting) and a child aged 18 or younger based on age, race/ethnicity, and gender. National estimates for the age, racial/ethnic, and gender profile of U.S. partnered parents were obtained using data from the 2020 Current Population Survey (CPS). Weights were calculated using an iterative raking method, such that the full sample in each data file matches the nationally representative CPS data in regard to the gender, age, and racial/ethnic distributions within the data. This variable is labeled <b>CPSweightW2</b> in the Wave 2 dataset, and <b>CPSweightLW2</b> in the longitudinal dataset (which includes Waves 1 and 2). There is not a weight variable included in the W1-W2 repeated cross-section data file.<br />
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5. Stage-specific regulation of purine metabolism during infectious growth and sexual reproduction in Fusarium graminearum

   https://doi.org/10.1111/nph.17170  

   Sun, M ; Bian, Zhuyun ; Luan, Q ; Chen, Y ; Wang, W ; Dong, Y ; Chen, L ; Hao, C ; Xu, J ; Liu, H. ( April 2021 , New phytologist)

   Ascospores generated during sexual reproduction are the primary inoculum for the wheat scab fungus Fusarium graminearum. Purine metabolism is known to play important roles in fungal pathogens but its lifecycle stage-specific regulation is unclear. By characterizing the genes involved in purine de novo and salvage biosynthesis pathways, we showed that de novo syntheses of inosine, adenosine and guanosine monophosphates (IMP, AMP and GMP) are important for vegetative growth, sexual/asexual reproduction, and infectious growth, whereas purine salvage synthesis is dispensable for these stages in F. graminearum. Addition of GMP rescued the defects of the Fgimd1 mutant in vegetative growth and conidiation but not sexual reproduction, whereas addition of AMP rescued all of these defects of the Fgade12 mutant, suggesting that the function of de novo synthesis of GMP rather than AMP is distinct in sexual stages. Moreover, Acd1, an ortholog of AMP deaminase, is dispensable for growth but essential for ascosporogenesis and pathogenesis, suggesting that AMP catabolism has stage-specific functions during sexual reproduction and infectious growth. The expression of almost all the genes involved in de novo purine synthesis is downregulated during sexual reproduction and infectious growth relative to vegetative growth. This study revealed that F. graminearum has stage-specific regulation ofmore »purine metabolism during infectious growth and sexual reproduction.« less