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3D printing in medical physics provides opportunities for creating patient‐specific treatment devices and in‐house fabrication of imaging/dosimetry phantoms. This study characterizes several commercial fused deposition 3D printing materials with some containing nonstandard compositions. It is important to explore their similarities to human tissues and other materials encountered in patients. Uniform cylinders with infill from 50 to 100% at six evenly distributed intervals were printed using 13 different filaments. A novel approach rotating infill angle 10o between each layer avoids unwanted patterns. Five materials contained high‐Z/metallic components. A clinical CT scanner with a range of tube potentials (70, 80, 100, 120, 140 kVp) was used. Density and average Hounsfield unit (HU) were measured. A commercial GAMMEX phantom mimicking various human tissues provides a comparison. Utility of the lookup tables produced is demonstrated. A methodology for calibrating print materials/parameters for a desired HU is presented. Density and HU were determined for all materials as a function of tube voltage (kVp) and infill percentage. The range of HU (−732.0–10047.4 HU) and physical densities (0.36–3.52 g/cm3) encompassed most tissues/materials encountered in radiology/radiotherapy applications with many overlapping those of human tissues. Printing filaments doped with high‐Z materials demonstrated increased attenuation due to the photoelectric effect with decreased kVp, as found in certain endogenous materials (e.g., bone). HU was faithfully reproduced (within one standard deviation) in a 3D‐printed mimic of a commercial anthropomorphic phantom section. Characterization of commercially available 3D print materials facilitates custom object fabrication for use in radiology and radiation oncology, including human tissue and common exogenous implant mimics. This allows for cost reduction and increased flexibility to fabricate novel phantoms or patient‐specific devices imaging and dosimetry purposes. A formalism for calibrating to specific CT scanner, printer, and filament type/batch is presented. Utility is demonstrated by printing a commercial anthropomorphic phantom copy.

Purpose/Objective(s) Whole brain radiotherapy with hippocampal avoidance (HA‐WBRT) is a technique utilized to treat metastatic brain disease while preserving memory and neurocognitive function. We hypothesized that the treatment planning and delivery of HA‐WBRT plans is feasible with an MRI‐guided linear accelerator (linac) and compared plan results with clinical non‐MRI‐guided C‐Arm linac plans. Materials/Methods Twelve HA‐WBRT patients treated on a non‐MRI‐guided C‐Arm linac were selected for retrospective analysis. Treatment plans were developed using a 0.35T MRI‐guided linac system for comparison to clinical plans. Treatment planning goals were defined as provided in the Phase II Trial NRG CC001. MRI‐guided radiotherapy (MRgRT) treatment plans were developed by a dosimetrist and compared with clinical plans. quality assurance (QA) plans were generated and delivered on the MRI‐guided linac to a cylindrical diode detector array. Planning target volume (PTV) coverage was normalized to ∼95% to provide a control point for comparison of dose to the organs at risk. Results MRgRT plans were deliverable and met all clinical goals. Mean values demonstrated that the clinical plans were less heterogeneous than MRgRT plans with mean PTV V37.5 Gy of 0.00% and 0.03% (p = 0.013), respectively. Average hippocampi maximum doses were 14.19 ± 1.29 Gy and 15.00 ± 1.51 Gy, respectively. The gamma analysis comparing planned and measured doses resulted in a mean of 99.9% ± 0.12% of passing points (3%/2mm criteria). MRgRT plans had an average of 38.33 beams with average total delivery time and beam‐on time of 13.7 (11.2–17.5) min and 4.1 (3.2–5.4) min, respectively. Clinical plan delivery times ranged from 3 to 7 min depending on the number of noncoplanar arcs. Planning time between the clinical and MRgRT plans was comparable. Conclusion This study demonstrates that HA‐WBRT can be treated using an MRI‐guided linear accelerator with comparable treatment plan quality and delivery accuracy.

Sugar-rich diets and poor dental hygiene promote the formation of a biofilm (plaque) that strongly adheres to the dental enamel surface and fosters the evolution of aciduric bacteria. The acid contributes to demineralization of the exterior tooth enamel, which accelerates after the pH drops below a critical value (∼5.5) for extended time periods resulting in the need for restorative procedures. Preventative techniques to alert the dentist and caries-susceptible patients regarding vulnerability to dental decay require a clinical measure of plaque activity. Therefore, there is a need to evaluate the acid production capability of plaque deposits in the pits and fissures of occlusal and interproximal regions. A ratiometric fluorescence pH-sensing device has been developed using an FDA-approved dye and LED excitation. Fluorescein spectral profiles were collected using a spectrometer and analyzed with a spectral unmixing algorithm for calibration over the pH range of 4.5 to 7. An in vivo pilot study on human subjects was performed using a sucrose rinse to accelerate bacterial metabolism and to measure the time-dependent drop in pH. The optical system is relatively immune to confounding factors such as photobleaching, dye concentration, and variation in excitation intensity associated with earlier dye-based pH measurement techniques.

The erratum corrects a grant number listed in Acknowledgments section of the original article.

Much of the literature on trauma-informed schools has sought to frame students’ experiences of trauma as external to the school environment. In doing so, the role of schools in developing traumatizing school cultures remains fairly absent from literary discourse. This article will add to the existing literature on trauma-informed schools by situating trauma in schools. The authors provide a review of the literature on trauma in schooling practices along with a discussion regarding the importance of Professional School Counselors as mitigates of trauma practices in schools. Recommendations for future research and scholarship are provided.

There is no doubt that connections with other people motivate behavior; yet science is stereotyped as being lonely work devoid of communal connections. Drawing from self-regulation of motivation and goal congruity theories, we ask, does relationship-building in science foster communal perceptions that then increase women’s persistence in and motivation for science research? In a scientific context designed to simulate a “typical” setting that emphasized gender and the male-dominated nature of STEM, women and men students interacted with a male confederate [Study 1 ( N  = 245)] or women students interacted with a female confederate [Study 2 ( N  = 152)]. In both cases, the student-confederate pair completed a series of getting-to-know-you questions to foster a relationship, engaged in a boring “data transcription” task together, and completed measures of communal goal perceptions, science research motivation, and belonging. We also assessed actual persistence on and future motivation for the science task. Across both studies, women’s communal perceptions significantly predicted belonging and science research motivation. In turn, science research motivation led to significantly greater persistence and future motivation and significantly mediated the link between communal perceptions and science persistence (Study 1). Results for belonging were mixed. Study 2 results provided a conceptual replication, extending the model to same-gender peer interactions. Overall results suggest peer relationship-building exercises are one pathway to help women feel a sense of community in science education. Focusing on creative strategies to retain women students in science will enhance science innovation and contribute to a more inclusive teaching and learning environment.

Much of the literature on trauma-informed schools has sought to frame students’ experiences of trauma as external to the school environment. In doing so, the role of schools in developing traumatizing school cultures remains fairly absent from literary discourse. This article will add to the existing literature on trauma-informed schools by situating trauma in schools. The authors provide a review of the literature on trauma in schooling practices along with a discussion regarding the importance of Professional School Counselors as mitigates of trauma practices in schools. Recommendations for future research and scholarship are provided.

Previous research has examined why some US students, Black, Latinx, and women are underrepresented in science, technology, engineering, and mathematics (STEM). However, at least 7.1% lesbian, gay, bisexual, transgender, and queer (LGBTQ) individuals live in the US, so what about the LGBTQ community pursuing STEM? We know that STEM careers are stereotypically seen as agentic and masculine instead of communal and feminine although LGBTQ individuals desire community within STEM and want to express their femininity. The current study examines how perceived communal opportunities in STEM and feminine gender expression are related to feelings of belonging and motivation to pursue STEM. Across a sample of university students (Study 1) and a sample of participants recruited through MTurk (Study 2), we found that LGBTQ individuals and non-LGBTQ women expressed less belonging in STEM than non-LGBTQ men (Study 1, 2). Further, LGBTQ individuals who were more open about their identity expressed more belonging in STEM (Study 1). Path analysis models show the relationships between communal opportunities, femininity, expectations for success in STEM, belonging in STEM, and motivation to pursue STEM. We found that LGBTQ individuals' femininity (Study 1) was negatively while communal opportunities (Study 2) were positively related to belonging in STEM; further, belonging in STEM positively predicted motivation to pursue STEM (Study 1, 2). Uniquely for non-LGBTQ women, perceived communal opportunities (Study 1, 2) were positively and femininity (Study 2) was negatively related to expectations for success in STEM; expectations for success in STEM positively predicted motivation to pursue STEM (Study 1). We discuss the importance of integrating more communion and femininity into STEM to bolster LGBTQ individuals pursuing STEM.

Magnetic resonance imaging (MRI) provides excellent visualization of central nervous system (CNS) tumors due to its superior soft tissue contrast. Magnetic resonance-guided radiotherapy (MRgRT) has historically been limited to use in the initial treatment planning stage due to cost and feasibility. MRI-guided linear accelerators (MRLs) allow clinicians to visualize tumors and organs at risk (OARs) directly before and during treatment, a process known as online MRgRT. This novel system permits adaptive treatment planning based on anatomical changes to ensure accurate dose delivery to the tumor while minimizing unnecessary toxicity to healthy tissue. These advancements are critical to treatment adaptation in the brain and spinal cord, where both preliminary MRI and daily CT guidance have typically had limited benefit. In this narrative review, we investigate the application of online MRgRT in the treatment of various CNS malignancies and any relevant ongoing clinical trials. Imaging of glioblastoma patients has shown significant changes in the gross tumor volume over a standard course of chemoradiotherapy. The use of adaptive online MRgRT in these patients demonstrated reduced target volumes with cavity shrinkage and a resulting reduction in radiation dose to uninvolved tissue. Dosimetric feasibility studies have shown MRL-guided stereotactic radiotherapy (SRT) for intracranial and spine tumors to have potential dosimetric advantages and reduced morbidity compared with conventional linear accelerators. Similarly, dosimetric feasibility studies have shown promise in hippocampal avoidance whole brain radiotherapy (HA-WBRT). Next, we explore the potential of MRL-based multiparametric MRI (mpMRI) and genomically informed radiotherapy to treat CNS disease with cutting-edge precision. Lastly, we explore the challenges of treating CNS malignancies and special limitations MRL systems face.

This research was conducted as part of a larger qualitative study that involved the collection and analysis of in-depth interviews with 15 counselor educators at counselor education and supervision doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The participants were asked to identify strategies used to help students navigate the dissertation process and if the strategies were successful. Structural and relational strategies were identified as significant to the successful completion of the dissertation process. Although additional research is necessary to determine if the strategies are successful for faculty and students in other counselor education and supervision doctoral programs, we identified five themes that support the completion of the dissertation process: (a) mechanics of the program, (b) supportive environment, (c) selecting and working with committee members, (d) intentionality in developing a scholar identity, and (e) accountability.