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Social skills training targets behaviors necessary for success in social interactions. However, traditional classroom training for such skills is often insufficient to teach effective communication — one-to-one interaction in real-world scenarios is preferred to lecture-style information delivery. This paper introduces a framework that allows instructors to collaborate with large language models to dynamically design realistic scenarios for students to communicate. Our framework uses these scenarios to enable student rehearsal, provide immediate feedback and visualize performance for both students and instructors. Unlike traditional intelligent tutoring systems, instructors can easily co-create scenarios with a large language model without technical skills. Additionally, the system generates new scenario branches in real time when existing options don't fit the student's response. 

Abstract For the first time, systematic studies of dwarf galaxies are being conducted throughout the Local Volume, including the dwarf satellites of the nearby giant elliptical galaxy Centaurus A (NGC 5128). Given Centaurus A's mass (roughly 10 times larger than that of the Milky Way), AGN activity, and recent major mergers, investigating the dwarf galaxies of Centaurus A and their star formation physics is imperative. However, simulating the faintest dwarfs around a galaxy of Centaurus A's mass with sufficient resolution in a hydrodynamic simulation is computationally expensive and currently infeasible. In this study, we seek to reproduce the properties of Centaurus A dwarfs using the semianalytic modelGalacticusto model dwarfs within a 700 kpc region around Centaurus A, corresponding approximately to its splashback radius. We investigate the effects of host halo mass and environment and predict observable properties of Centaurus A dwarfs using astrophysical prescriptions and parameters previously tuned to match properties of the Milky Way’s satellite galaxies. This approach allows us to approximately replicate cumulative luminosity functions, and luminosity–metallicity and luminosity–half-light-radii relations observed in the Centaurus A satellites. We provide predictions for the velocity dispersions, and star formation histories of Centaurus A dwarfs. The agreement between our predicted star formation histories for Centaurus A dwarfs and those of the Milky Way dwarfs implies the presence of universal processes governing star formation in dwarf galaxies. Overall, our findings shed light on the star formation physics of dwarf galaxies in the Centaurus A system, revealing insights into their properties and dependence on the host environment. 

Single-cell analyses of viral infections reveal heterogeneity that is not detected by traditional population-level studies. This study applies drop-based microfluidics to investigate the dynamics of herpes simplex virus type 1 (HSV-1) infection of neurons at the single-cell level. We used micrometer-scale Matrigel beads, termed microgels, to culture individual murine superior cervical ganglia (SCG) neurons or epithelial cells. Microgel-cultured cells are encapsulated in individual media-in-oil droplets with a dual–fluorescent reporter HSV-1, enabling real-time observation of viral gene expression and replication. Infection within drops revealed that the kinetics of initial viral gene expression and replication were dependent on the inoculating dose. Notably, increasing inoculating doses led to earlier onset of viral gene expression and more frequent productive viral replication. These observations provide crucial insights into the complexity of HSV-1 infection in neurons and emphasize the importance of studying single-cell outcomes of viral infection. These techniques for cell culture and infection in drops provide a foundation for future virology and neurobiology investigations. 

Systematic studies1-4 have revealed hundreds of ultra-compact dwarf galaxies (UCDs5) in the nearby Universe. With half-light radii rh of approximately 10-100 parsecs and stellar masses M* ≈ 106-108 solar masses, UCDs are among the densest known stellar systems6. Although similar in appearance to massive globular clusters7, the detection of extended stellar envelopes4,8,9, complex star formation histories10, elevated mass-to-light ratio11,12 and supermassive black holes13-16 suggest that some UCDs are remnant nuclear star clusters17 of tidally stripped dwarf galaxies18,19, or even ancient compact galaxies20. However, only a few objects have been found in the transient stage of tidal stripping21,22, and this assumed evolutionary path19 has never been fully traced by observations. Here we show that 106 galaxies in the Virgo cluster have morphologies that are intermediate between normal, nucleated dwarf galaxies and single-component UCDs, revealing a continuum that fully maps this morphological transition and fills the `size gap' between star clusters and galaxies. Their spatial distribution and redder colour are also consistent with stripped satellite galaxies on their first few pericentric passages around massive galaxies23. The `ultra-diffuse' tidal features around several of these galaxies directly show how UCDs are forming through tidal stripping and that this evolutionary path can include an early phase as a nucleated ultra-diffuse galaxy24,25. These UCDs represent substantial visible fossil remnants of ancient dwarf galaxies in galaxy clusters, and more low-mass remnants probably remain to be found. 

The authors present the design and implementation of an exploratory virtual learning environment that assists children with autism (ASD) in learning science, technology, engineering, and mathematics (STEM) skills along with improving social-emotional and communication skills. The primary contribution of this exploratory research is how educational research informs technological advances in triggering a virtual AI companion (AIC) for children in need of social-emotional and communication skills development. The AIC adapts to students’ varying levels of needed support. This project began by using puppetry control (human-in-the-loop) of the AIC, assisting students with ASD in learning basic coding, practicing their social skills with the AIC, and attaining emotional recognition and regulation skills for effective communication and learning. The student is given the challenge to program a robot, Dash™, to move in a square. Based on observed behaviors, the puppeteer controls the virtual agent’s actions to support the student in coding the robot. The virtual agent’s actions that inform the development of the AIC include speech, facial expressions, gestures, respiration, and heart color changes coded to indicate emotional state. The paper provides exploratory findings of the first 2 years of this 5-year scaling-up research study. The outcomes discussed align with a common approach of research design used for students with disabilities, called single case study research. This type of design does not involve random control trial research; instead, the student acts as her or his own control subject. Students with ASD have substantial individual differences in their social skill deficits, behaviors, communications, and learning needs, which vary greatly from the norm and from other individuals identified with this disability. Therefore, findings are reported as changes within subjects instead of across subjects. While these exploratory observations serve as a basis for longer term research on a larger population, this paper focuses less on student learning and more on evolving technology in AIC and supporting students with ASD in STEM environments. 

Abstract Antifungal resistance in pathogenic fungi is a growing global health concern. Nonpathogenic laboratory strains of Saccharomyces cerevisiae are an important model for studying mechanisms of antifungal resistance that are relevant to understanding the same processes in pathogenic fungi. We have developed a series of laboratory modules in which high school students used experimental evolution to study antifungal resistance by isolating azole-resistant S. cerevisiae mutants and examining the genetic basis of resistance. We have sequenced 99 clones from these experiments and found that all possessed mutations previously shown to impact azole resistance, validating our approach. We additionally found recurrent mutations in an mRNA degradation pathway and an uncharacterized mitochondrial protein (Csf1) that have possible mechanistic connections to azole resistance. The scale of replication in this initiative allowed us to identify candidate epistatic interactions, as evidenced by pairs of mutations that occur in the same clone more frequently than expected by chance (positive epistasis) or less frequently (negative epistasis). We validated one of these pairs, a negative epistatic interaction between gain-of-function mutations in the multidrug resistance transcription factors Pdr1 and Pdr3. This high school–university collaboration can serve as a model for involving members of the broader public in the scientific process to make meaningful discoveries in biomedical research. 

STEM graduation rates, cumulative GPAs, and final GPA distributions of years 2016 to 2019 graduates were evaluated for students who participated in Rice University’s STEM intervention (the Rice Emerging Scholars Program, or RESP, which is partly funded through an NSF SSTEM grant), which begins with a pre-freshman STEM summer bridge program. RESP participants (n=89) and a comparison category of students (n=81) were identified as being underprepared for STEM coursework. Outcomes from the rest of the graduating classes were also assessed (i.e., non-comparison, non-RESP students). Incoming high school AP and IB credits were a moderate predictor of cumulative graduation GPA. After controlling for test credits, student status predicted cumulative graduation GPA, with higher GPAs in the noncomparison, non-RESP condition. Seventy-two RESP students graduated with a STEM major (81% STEM retention) compared with 62% of comparison students and 87% of non-comparison, non-RESP students. A chi-square test found a significant difference in favor of higher STEM retention among RESP students than the comparison students. Of RESP STEM graduates, 94% graduated with at least a B- GPA, compared with 86% of the comparison students, and 97% of the non-comparison, non-RESP students. A chi-square test approached significance in favor of more B- and above GPAs among RESP students than the comparison students. Overall, we found that high school preparation predicted STEM students’ graduation GPAs. Further, although RESP participation did not predict the cumulative GPAs of STEM majors, the program may: 1) improve STEM degree persistence and 2) ensure that more of the program’s STEM graduates achieve at least a B- cumulative graduation GPA. The number of RESP and comparison students is relatively small, yet these findings nevertheless offer preliminary evidence that the intervention may be effective at improving STEM outcomes for students who would otherwise struggle the most with their coursework. As more students graduate from the university, we will be able to make stronger conclusions about the effectiveness of RESP in improving outcomes of underprepared STEM students.