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The Successful Middle School: This We Believe calls for specialized middle-level certification/licensure and teacher development. Certification/licensure has an impact on teacher preparation and, likely, the recruitment and retention of middle-level educators. In order to continue to advocate for specialized certification/licensure, research needs to determine the nature of certification/licensure, the origins and impacts of their shifts, and the recruitment and retention of middle-level educators, especially related to their pathway. This literature review is part of the development of a research agenda for the American Educational Research Association’s (AERA) Middle Level Education Research (MLER) Special Interest Group (SIG). The purpose of this review is to examine the current status of the research related to middle-level certification/licensure and the research questions generated for the MLER SIG research agenda. The literature from the last 23 years was explored to conduct this combination of literature and scoping literature review. Gaps of research were identified, and some questions were unable to be answered through this type of study. From this literature review, it is clear that ongoing and additional research needs to be conducted related to middle-level certification/licensure related to the research questions we initially generated as part of the research agenda.

Social identity in adolescence refers to the way young people define themselves in relation to the social groups they belong to, such as their peers, family, cultural or ethnic communities, gender, and sometimes subcultures. All of these areas of a person’s identity are also influenced by the different contexts and the social discourses and expectations that are experienced. Social and emotional skills, competencies, or capacities are internal assets that can be learned and are linked to prosocial behavior and positive social identities. Developing strong social and emotional capabilities is particularly pertinent for young adolescents due to the convergence of developmental effects as they begin to form their sense of personal identity and shift to having a greater sense of independence. This paper presents the findings from a systematic literature review using PRISMA reporting guidelines of studies conducted between 2014 and 2024 that examined the links between social and emotional competencies and a young adolescent’s social identity formation. Four education-focused databases were searched for peer-reviewed articles published in English. Results were mapped against CASEL’s social and emotional skill sets. Very limited literature was found (n = 6) that explicitly addressed young adolescent identity formation and the need for social and emotional skills; however, key findings show that young adolescents utilize all five of CASEL’s social and emotional skill sets to support the development of their social identity. Bronfenbrenner’s bioecological theory is applied to the findings to consider the systemic influences. Questions for future research are also proposed.

This research examines the relationships between mathematics intervention for basic facts automaticity in the upper middle grades, corrective peer feedback as a component of remediation, and mathematics academic self-concept. The goal of basic facts intervention is to aid students in achieving automatic recall of single-digit addition, subtraction, multiplication, and division facts. For students with learning disabilities, automatic recall is theorized as being particularly important because it frees up working memory to engage with more complex mathematics. Furthermore, this research is situated in Baroody’s (2009) stance, that passive storage results in outcomes of relatively inflexible knowledge that students may not be able to generalize and may decay more rapidly.Using phenomenological design, I sought to illuminate the lived experiences of students who learn differently as they participated in a basic multiplication facts intervention in relation to academic self-concept and peer corrective feedback interventions. The study is conceptualized so as to take advantage of both qualitative analysis of the student lived experience, with a smaller sample (n=20), as well as quantitative analysis. The quantitative component of this research, conceptualized as a true randomized experiment, attempts to understand the effects of the classroom delivery model of the basic facts intervention and corresponding changes in mathematics academic self-concept.I found that, for the intervention investigated, pre- and posttest scores were more highly correlated than rate of completion of the intervention and posttest scores. In terms of the intervention itself, there was no statistically significant effect for the treatment group, in fact, comparing the treatment and control group means, the control group had a larger raw score gain in digits correct per minute. The emotional tone used between student pairs as part of the intervention was analyzed finding that affirming emotional tones were significantly correlated with student mathematics academic self-concept posttest scores. Finally, I found that within each peer pairing, one student had a raw score gain in mathematics academic self-concept while the other had a loss and simultaneously made more errors in practice and received more negatively emotionally toned feedback, thus supporting Bandura’s (1986) reciprocal effect model of self-concept development.The close examination of social-emotional outcomes worked to expose the injustices of the intervention for students with dis/ability. I argue that intervention techniques should be designed to support the whole student academic experience rather than just a targeted academic outcome that may overlook important social-emotional elements. Evidence indicating the range of outcomes, particularly with regard to mathematics academic self-concept, may work to shift the focus of intervention to a more equitable and balanced approach taking the whole student into consideration. This research seeks to make a critical contribution to the scholarly understanding of mathematics learning disabilities and how educators might begin to affect a change in pedagogy and curriculum that may be framed within a constructivist, asset perspective so as to provide students the opportunity to achieve the levels of mathematics mastery required for life-long success.

Three other cinematographers - Trevor Michael Brown, Michael Swan, SASC and Michael Wood, BSC - would shoot the remaining episodes. In order to keep the camera close and in the world of the characters, we decided to shoot spherically. [...]we wanted to shoot on the Arri Alexa LF for One Piece, and the MiniHawks did not cover the camera's sensor. In addition to finding the perfect lenses for the show, we knew we had to find the right balance of camera movement.

\" \"Not long after my mother died, my father found what he called a lady friend,\"' reveals Bob Morris in \"My Father's Last Romance.\" Besides establishing the opening action, the fine communicates what is crucial to the writer's \"central dilemma\" referred to in the \"Modern Love\" submission guidelines. [...]he instructs the restorer not to patch a noticeable chip on the tables edge, one he had accidentally put there as a child. [...]we return to the narrative, advancing the opening action, in a move of \"What Happens Next?\" In the final step, we see \"What I Think or Learned Based on What Happened.\" [...]while getting a \"yes\" email or call from Jones may stay in the land of fantasy for many writers, making our writing stronger by studying published work and experimenting with techniques that live behind the prose is quite real indeed. © SUBMISSION GUIDELINES FOR MODERN LOVE' The editors of'Modern Love' are interested in receiving deeply personal essays about contemporary relationships, marriage, dating, parenthood...any subject that might reasonably fit under the heading \"Modern Love.\"

Despite a growing appreciation of their vast diversity in nature, mechanisms of speciation are poorly understood in Bacteria and Archaea. Here we use high-throughput genome sequencing to identify ongoing speciation in the thermoacidophilic Archaeon Sulfolobus islandicus. Patterns of homologous gene flow among genomes of 12 strains from a single hot spring in Kamchatka, Russia, demonstrate higher levels of gene flow within than between two persistent, coexisting groups, demonstrating that these microorganisms fit the biological species concept. Furthermore, rates of gene flow between two species are decreasing over time in a manner consistent with incipient speciation. Unlike other microorganisms investigated, we do not observe a relationship between genetic divergence and frequency of recombination along a chromosome, or other physical mechanisms that would reduce gene flow between lineages. Each species has its own genetic island encoding unique physiological functions and a unique growth phenotype that may be indicative of ecological specialization. Genetic differentiation between these coexisting groups occurs in large genomic \"continents,\" indicating the topology of genomic divergence during speciation is not uniform and is not associated with a single locus under strong diversifying selection. These data support a model where species do not require physical barriers to gene flow but are maintained by ecological differentiation.

Predator-prey models for virus-host interactions predict that viruses will cause oscillations of microbial host densities due to an arms race between resistance and virulence. A new form of microbial resistance, CRISPRs (clustered regularly interspaced short palindromic repeats) are a rapidly evolving, sequence-specific immunity mechanism in which a short piece of invading viral DNA is inserted into the host's chromosome, thereby rendering the host resistant to further infection. Few studies have linked this form of resistance to population dynamics in natural microbial populations. We examined sequence diversity in 39 strains of the archeaon Sulfolobus islandicus from a single, isolated hot spring from Kamchatka, Russia to determine the effects of CRISPR immunity on microbial population dynamics. First, multiple housekeeping genetic markers identify a large clonal group of identical genotypes coexisting with a diverse set of rare genotypes. Second, the sequence-specific CRISPR spacer arrays split the large group of isolates into two very different groups and reveal extensive diversity and no evidence for dominance of a single clone within the population. The evenness of resistance genotypes found within this population of S. islandicus is indicative of a lack of strain dominance, in contrast to the prediction for a resistant strain in a simple predator-prey interaction. Based on evidence for the independent acquisition of resistant sequences, we hypothesize that CRISPR mediated clonal interference between resistant strains promotes and maintains diversity in this natural population.

ABSTRACTBackgroundOlder adults with subjective cognitive impairment (SCI) experience increased affective symptoms, reduced engagement in a range of activities, as well as more functional problems when compared to those without SCI. These associations suggest that SCI may be detrimental to older adults’ quality of life (QoL). The purpose of this paper is to advance understanding of the SCI–QoL relationship through a comprehensive review of the empirical literature relating SCI and QoL. MethodsA systematic literature review was conducted in CINAHL, PsycINFO, and PubMed per the Preferred Reporting Items for Systematic Reviews and Meta-Analyses criteria. Eligible articles were appraised using the weight of evidence (WoE) framework to evaluate methodological quality, methodological relevance, and topic relevance. A narrative synthesis of results was conducted, based on conceptual definitions of QoL. ResultsEleven articles were identified that met eligibility criteria. WoE ratings ranged from low to high scores. Studies reviewed reported that the presence, greater frequency, or greater severity of SCI is associated with lower QoL regardless of methodological quality rating, sample characteristics (e.g. geographic location, clinical vs. community settings), study design (e.g. cross-sectional vs. longitudinal), and operationalization of SCI or QoL. ConclusionAcross studies, QoL was negatively associated with SCI. However, a frequent limitation of the reviewed literature was the mismatch between the conceptual and operational definitions of SCI and QoL. Similarly, SCI measures varied in quality across the reviewed literature. This suggests future empirical work should focus on the appropriate strategies for conceptually and operationally defining these constructs.

Variation in gene content has been hypothesized to be the primary mode of adaptive evolution in microorganisms; however, very little is known about the spatial and temporal distribution of variable genes. Through population-scale comparative genomics of 7 Sulfolobus islandicus genomes from 3 locations, we demonstrate the biogeographical structure of the pan-genome of this species, with no evidence of gene flow between geographically isolated populations. The evolutionary independence of each population allowed us to assess genome dynamics over very recent evolutionary time, beginning ≈910,000 years ago. On this time scale, genome variation largely consists of recent strain-specific integration of mobile elements. Localized sectors of parallel gene loss are identified; however, the balance between the gain and loss of genetic material suggests that S. islandicus genomes acquire material slowly over time, primarily from closely related Sulfolobus species. Examination of the genome dynamics through population genomics in S. islandicus exposes the process of allopatric speciation in thermophilic Archaea and brings us closer to a generalized framework for understanding microbial genome evolution in a spatial context.

DNA polymerases are vital for the synthesis of new DNA strands. Since the discovery of DNA polymerase I in Escherichia coli , a diverse library of mammalian DNA polymerases involved in DNA replication, DNA repair, antibody generation, and cell checkpoint signaling has emerged. While the unique functions of these DNA polymerases are differentiated by their association with accessory factors and/or the presence of distinctive catalytic domains, atomic resolution structures of DNA polymerases in complex with their DNA substrates have revealed mechanistic subtleties that contribute to their specialization. In this review, the structure and function of all 15 mammalian DNA polymerases from families B, Y, X, and A will be reviewed and discussed with special emphasis on the insights gleaned from recently published atomic resolution structures.