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We provide analysis of how TAs implement a curriculum designed to engage introductory biology students in scientific modeling. TAs in-the-moment interactions with students varied, reflecting different instructional purposes and instructor roles. We present mechanisms of TA learning and ideas for professional development. 

Practical reproducibility is the ability to reproduce results is a manner that is cost-effective enough to become a vehicle of mainstream scientific exploration. Since computational research artifacts usually require some form of computing to interpret, open and programmable infrastructure, such as a range of NSF-supported testbeds spanning infrastructure from datacen- ter through networks to wireless systems, is a necessary – but not sufficient – requirement for reproducibility. The question arises what other services and tools should build on the availability of such programmable infrastructure to foster the development and sharing of findable, accessible, integrated, and reusable (FAIR) experiments that underpin practical reproducibility. In this paper, we propose three such services addressing the problems of packaging for reuse, findability, and accessibility, respectively. We describe how we developed these services in Chameleon, an NSF-funded testbed for computer science research which has supported the research of a community of 8,000+ users, and discuss their strengths and limitations. 

Limited access to undergraduate research experiences for science, technology, engineering, and mathematics students has led to creation of classroom-based opportunities for students to participate in authentic science. Revising laboratory courses to engage students in the practices of science has been shown to have many benefits for students. However, the instructor’s role in successful implementation of authentic-inquiry curricula requires further investigation. Previous work has demonstrated that navigating an instructional role within the open-ended format of an inquiry curriculum is challenging for instructors. Little is known about effective strategies for supporting students in authentic scientific practices. To address this challenge, we investigated instructors with prior experience teaching Authentic Inquiry through Modeling in Biology (AIM-Bio) in order to reveal strategies that are likely to help students succeed in this context. We took a unique approach that uncovered how instructors supported students and how they intended to support students in the scientific practices of modeling and experimental design. Analysis included in vivo recordings of instructor–student interactions paired with instructor interviews over the course of a semester. Findings detail the ways in which instructors flexibly responded to students through their in-the-moment actions. Additionally, the instructor intentions provided crucial explanatory power to explain the rationale behind teaching choices made. 

Alzheimer’s Disease (AD) is a neuroinflammatory disease characterized partly by the inability to clear, and subsequent build-up, of amyloid-beta (Aβ). AD has a bi-directional relationship with circadian disruption (CD) with sleep disturbances starting years before disease onset. However, the molecular mechanism underlying the relationship of CD and AD has not been elucidated. Myeloid-based phagocytosis, a key component in the metabolism of Aβ, is circadianly-regulated, presenting a potential link between CD and AD. In this work, we revealed that the phagocytosis of Aβ42 undergoes a daily circadian oscillation. We found the circadian timing of global heparan sulfate proteoglycan (HSPG) biosynthesis was the molecular timer for the clock-controlled phagocytosis of Aβ and that both HSPG binding and aggregation may play a role in this oscillation. These data highlight that circadian regulation in immune cells may play a role in the intricate relationship between the circadian clock and AD. 

Abstract We present and evaluate the prospects for detecting coherent radio counterparts to gravitational wave (GW) events using Murchison Widefield Array (MWA) triggered observations. The MWA rapid-response system, combined with its buffering mode ($$\sim$$4 min negative latency), enables us to catch any radio signals produced from seconds prior to hours after a binary neutron star (BNS) merger. The large field of view of the MWA ($$\sim$$$$1\,000\,\textrm{deg}^2$$at 120 MHz) and its location under the high sensitivity sky region of the LIGO-Virgo-KAGRA (LVK) detector network, forecast a high chance of being on-target for a GW event. We consider three observing configurations for the MWA to follow up GW BNS merger events, including a single dipole per tile, the full array, and four sub-arrays. We then perform a population synthesis of BNS systems to predict the radio detectable fraction of GW events using these configurations. We find that the configuration with four sub-arrays is the best compromise between sky coverage and sensitivity as it is capable of placing meaningful constraints on the radio emission from 12.6% of GW BNS detections. Based on the timescales of four BNS merger coherent radio emission models, we propose an observing strategy that involves triggering the buffering mode to target coherent signals emitted prior to, during or shortly following the merger, which is then followed by continued recording for up to three hours to target later time post-merger emission. We expect MWA to trigger on$$\sim$$$$5-22$$BNS merger events during the LVK O4 observing run, which could potentially result in two detections of predicted coherent emission.