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Statistics instructors have a unique opportunity to engage students in work around Diversity, Equity, and Inclusion (DEI) since there is an abundance of data that can be incorporated into courses with DEI contexts. An online survey was conducted to explore how faculty teaching introductory college statistics integrate DEI into their courses. About 300 participants reflected on their institution’s priorities related to DEI and what has aided and constrained them from incorporating DEI practices when teaching statistics. We found that 77% of participants indicated that they do include DEI practices in their teaching. Results show that participants at research intensive institutions are least likely to incorporate DEI, and those that have more years of teaching experience are less likely to incorporate DEI into their courses. Constraints that prevent instructors from incorporating DEI-related activities include lack of resources and time and concern about student discomfort. Additionally, those who felt most prepared to incorporate DEI were typically individuals who had engaged in professional development focused on DEI and teaching. Since there has not been a survey of this nature, these results will be useful as a metric for the inclusion of DEI into introductory statistics classes.

The MYC oncogene is a potent driver of growth and proliferation but also sensitises cells to apoptosis, which limits its oncogenic potential. MYC induces several biosynthetic programmes and primary cells overexpressing MYC are highly sensitive to glutamine withdrawal suggesting that MYC-induced sensitisation to apoptosis may be due to imbalance of metabolic/energetic supply and demand. Here we show that MYC elevates global transcription and translation, even in the absence of glutamine, revealing metabolic demand without corresponding supply. Glutamine withdrawal from MRC-5 fibroblasts depletes key tricarboxylic acid (TCA) cycle metabolites and, in combination with MYC activation, leads to AMP accumulation and nucleotide catabolism indicative of energetic stress. Further analyses reveal that glutamine supports viability through TCA cycle energetics rather than asparagine biosynthesis and that TCA cycle inhibition confers tumour suppression on MYC-driven lymphoma in vivo. In summary, glutamine supports the viability of MYC-overexpressing cells through an energetic rather than a biosynthetic mechanism. MYC activation can sensitise cells to apoptosis upon glutamine withdrawal. Here the authors show that MYC activation enhances global transcription and translation that creates a metabolic demand, while glutamine limitation causes a metabolic demand and supply imbalance through loss of TCA energetics and thus, sensitises cells to apoptosis.

A short story is presented.

This paper looks at Australian art criticism at the start of the 1970s and at the emergence of a short-lived art journal, Other Voices, featuring a young art critic and art historian, Terry Smith. The essay argues that writing on art by scholars from the emergent discipline of Australian art history was significant in contemporary art's innovations. But, it is argued, Australian art history also distorted the course of Australian art. The art historians' false consciousness of nation remained central within Australian art history. Emergent generations of young art writers and art historians could not participate in the establishment of a sustainable and sustained discourse on contemporary art without participating, within the context of Cold War politics, in a reification of the categories of \"Australian\" in opposition to the idea of \"International\" art, no matter how hard they tried. Young art critic Terry Smith's pessimistic evaluation, even before his sojourn in New York, of the implications of provincial status marked the point at which Australian art history's interest began to shift away from the formulation of strategies to overcome the disadvantages of distance. (Author abstract)

The increased statistics standards in K-12 mathematics curriculum, the rise of enrollment in Advanced Placement Statistics in high schools, and increased enrollment in introductory statistics courses in college, have led to a rising need of quality professional development (PD) for teachers of statistics. Online professional development (OPD) is a timely and convenient way to provide high quality PD for those that teach statistics as well as create an online community of educators. Massive Open Online Courses for Educators (MOOC-Eds) have been created to provide these opportunities. The increase of enrollment in MOOCs in general has led to research around what motivates people to enroll in such free open courses as well as investigate the behaviors of participants as they engage in courses. Less research has been done to investigate the ongoing professional growth of participants after they have engaged in a course. This study investigates the motivation, engagement and professional growth of participants who enrolled in two successive MOOC-Eds, Teaching Statistics through Data Investigations (TSDI) and Teaching Statistics through Inferential Reasoning (TSIR). TSDI was offered 7 times from 2015- 2018, and TSIR was offered 3 times from 2017 - 2019. The 1,592 participants of the study were those who accessed at least the first unit of at least one course.This study uses a sequential mixed methodology that had two phases. The first phase used quantitative methods to group participants by factors based on motivation and engagement using cluster analysis. Motivation factors came from answers to an enrollment survey question asking about why participants enrolled in a course. Another source for motivation used topic modeling to identify themes for motivation from the discussion forum posts in an introductory forum. Three groups of participants were determined, those that enrolled for reasons that aligned to course objectives (professional learners for teaching statistics and statistics investigators) and those that enrolled to gather resources (teaching resource collectors). Another cluster analysis was done to identify groups of participants by how they engaged in the course. Three clusters were found, highly active course completers, consistent course completers, and least active course fizzlers. There seemed to be no relationship between groups based on motivation and engagement, except when the data was disaggregated by those who enrolled in both TSDI and TSIR. People who took both courses that were professional learners for teaching statistics and statistics investigators seemed to have a higher proportion of people who were highly active or consistent course completers.Phase 2 included a qualitative assessment of a follow up survey sent to the 1,592 participants. This survey was sent at least a year after any participants had enrolled in any of the courses. The survey included questions about how the course(s) affected their knowledge, beliefs, professional practice, and any salient outcomes such as student outcomes, ongoing changes to teaching, and influence on the community around them. Survey results were promising, showing that the courses had a positive impact on their professional growth.The findings of this study suggest that offering OPD for statistics educators is a meaningful way to provide PD. Additionally, the impact of offering two successive courses is evident when looking at the higher engagement rate of those who took both courses. Results suggest that those offering OPD should consider this model of sustained duration when designing such courses. The findings also offer methodological insight for other researchers exploring participation in open online courses, such as topic modeling and cluster analysis.

We wanted to examine the effects of an oil rich in docosahexaenoic acid (DHA), without eicosapentaenoic acid, on the composition of membrane phospholipid in a variety of tissues. Our in vitro studies had previously shown that DHA could modify glucose and nucleoside transport in cells in culture and also increase selectivity of the nucleoside drug, arabinosylcytosine (araC) toward tumor cells. Here we wanted to examine what effect DHA supplementation would have in the whole animal in terms of the chemosensitivity of normal bone marrow, the dose‐limiting tissue during chemotherapy, to araC. The purpose was to determine whether fatty acid supplementation might be useful as an adjuvant to chemotherapy. We fed diets containing 5% (w/w) low fat‐corn oil (LF‐CO group), 10% moderate fat‐safflower oil (MF‐SO group), or 10% DHASCOTM (MF‐DHA group) to weanling Fischer 344 rats for 8–9 wk. Feed intake and growth were not different between the different diets. Similarly, treatment of animals with the chemotherapeutic drug araC did not differentially affect growth, feed intake, or tissue fatty acid composition for the different diet groups. Fatty acid compositions of bone marrow, liver, red blood cells, plasma phospholipid and triglyceride, as well as skeletal and cardiac muscle, were substantially different between the dietary groups. The DHASCOTM oil contained 46% DHA (22:6n‐3) and resulted in profound incorporation of DHA in all tissues examined. The most dramatic response was seen in skeletal muscle of MF‐DHA fed animals where DHA represented 46% of membrane phospholipid fatty acids. This is likely to have consequences to muscle function. Although DHASCOTM contains a similar level of saturated fatty acids (42%), few differences in saturates were noted between the various dietary groups for most of the tissues examined. Both LF‐CO and MF‐SO diets were hypercholesterolemic, and the LF‐CO was also hypertriglyceridemic compared to the chow‐fed animals. Animals fed the MF‐DHA diet had the lowest triglyceride levels of any of the treatment groups and cholesterol levels comparable to chow‐fed animals. MF‐DHA had substantially higher numbers of colony‐forming units‐granulocyte macrophage (CFU‐GM) as reflected in a twofold higher bone marrow cellularity than either chow or LF‐CO animals, suggesting expansion of the bone marrow compartment with DHA feeding. Although higher than LF‐SO, the number of CFU‐GM in MF‐SO animals was not significantly higher than animals fed chow. Bone marrow from LF‐CO animals appeared to be more resistant to araC treatment than either MF group. Thus, DHA, fed as DHASCOTM, has advantages over low or moderate n‐6 diets and chow as it is has both hypolipidemic‐ and bone marrow‐enhancing properties in weanling Fischer 344 rats. This suggests that DHA supplementation may be useful in adjuvant chemotherapy.

Mediocre science achievement and poor STEM graduation rates have prompted educators to reexamine their traditional focus on factual memorization and seek more effective instructional strategies. One such reform-oriented instructional practice is argumentative discourse. Argumentative discourse is student-driven, reasoned argumentation to promote deliberation, inquiry, and learning about scientific concepts. This qualitative multiple–embedded case study examined the impact of argumentative discourse-based lessons on pre-service teachers' alternative conceptions about the processes of photosynthesis and cellular respiration. Participants engaged in small group tasks and discussions to choose claims, develop arguments, and defend those arguments based on provided evidence. Three groups of pre-service teachers were examined in detail. These groups had been formed based on the participants' epistemic beliefs about science, with one group having primarily constructivist beliefs, one with moderate beliefs, and one with beliefs that were more traditional. Conceptual changes were analyzed at the individual level and at the collective group level. Most participants' individual alternative conceptions were noticeably reduced, while their accurate conceptual knowledge increased. Those with more constructivist epistemic beliefs experienced marginally better conceptual change results. The results of this study add to the literature regarding argumentative discourse's potential to effect lasting conceptual change in pre-service teachers learning science content.

Introduction Gastric electrical stimulation (GES) is an emerging therapy for gastric motility disorders, showing improvement of gastroparesis related symptoms in previous studies. Interstitial cells of Cajal (ICC) and mast cells have been shown to have a relevant role in gastroparesis pathogenesis. However, the exact effects of GES in those cells is relatively unknown. Methods Full thickness biopsies (FTBx) of 20 patients with refractory gastroparesis were obtained at the time of GES placement and repeated when the device was exchanged (mean of 22.5 months between biopsies). A patient-reported outcomes survey was obtained during each office visit during this period. All biopsies were stained with cluster of differentiation 117 (CD117), S100, and mast cell tryptase antibodies and were analyzed. Results Half of the patients had a significant increase of ICC during the repeated biopsy compared with baseline (p=0.01) and the other half had significant decrease in ICC levels (p=0.006) but there was no noticeable difference in mast cells counts at baseline between groups. Mast cells analysis was performed in two different groups depending on ICC change from the baseline biopsy (CD117 increase vs CD117 decrease). There was only a significant increase of mast cells count within the CD117 worsened ICC group (p=0.007). Conclusion No significant increase in the number of mast cells count seen in patients who received a GES may indicate an improvement in overall inflammation in patients with refractory gastroparesis after GES placement.