Effects Of Temperature On Energy Metabolism And Locomotory Behavior In The European Rock Shrimp (Palaemon Elegans)

Marine heat waves have become more frequent and intense over recent decades while atmospheric temperatures are expected to exceed 1.5ºC by the end of century. This can pose significant challenges to the coastal aquatic ecosystem, particularly tidepools, as tidepool organisms may already live near their thermal tolerance due to the small water volume and limited mixing at low tide. This is notably relevant to the Gulf of Maine, where sea surface temperatures are warming three times faster than the global average due to its enclosed bathymetry with limited water exchange, the northward shift of the Gulf Stream, and weakening of the Labrador Current. In this study, we tested the hypothesis that thermal stress would compromise the metabolism and locomotory performance of the intertidal shrimp, Palaemon elegans. Shrimp were sourced from Biddeford Pool (Southern Maine), and were exposed to 20, 25, and 30ºC for two weeks. We measured whole-animal metabolic rate (maximum, average), enzyme activity (citrate synthase, lactate dehydrogenase), locomotion (acceleration, speed, distance moved, nearest-neighbor distance), and growth (whole-body protein, triglycerides, body mass, total length) to understand how changes in locomotion could be linked to physiological parameters. Statistical significance was examined with a Bayesian criterion (PD ≥ 97.5%, analogous to = 0.05). Our study demonstrated that metabolic rate and enzyme activity increased with temperature between 20 and 25ºC, but did not change between 25 and 30ºC. Locomotion did not change across all temperatures. In addition, assessments of growth did not show any changes, indicating no energetic depletion through the temperature exposure. These results showed that an increase in metabolic rate did not translate into enhanced locomotion. This discrepancy may indicate a metabolic trade-off under thermal stress, potentially due to neuromuscular constraints. Our study has important implications for understanding metabolic tradeoffs in acclimation to increasing temperatures with ongoing climate change

Literacy For All: A Phenomenological Study On The Application Of Massachusetts Informational Reading Standards In Massachusetts Public High School Content-Area Disciplines

The purpose of this phenomenological qualitative study was to describe the lived experiences of Massachusetts public high school content-area teachers with applying Massachusetts informational reading standards in their instructional practices to support reading development for all students. This qualitative study utilized data collected from six Massachusetts public high school content-area teachers through one-on-one semi-structured interviews. The literature review applied the theoretical framework of SFL which focuses on the practice of studying texts through the social and cultural context of the text, in this case, in content-area curricular texts and resources. Themes focused on national and local informational reading standards, reading science, and strategies for applying informational reading standards, specifically vocabulary development and text complexity. The findings suggest that stagnant reading scores result from multiple challenges such as inadequate teacher professional learning in adolescent reading, inconsistent scheduling and curricular resources, and competing priorities between content coverage and instructional time. The implications for practice are that building and district leaders target enhancing disciplinary literacy practices through professional development, resources, and coaching. The disparities in collaboration, scheduling, and district-supported professional development highlight the need for greater oversight and consistency from policymakers to ensure effective use of common planning time and equitable implementation of top-down initiatives

Exploring Internal Communication At United States Higher Education Institutions

Communication serves a crucial role in higher education institutions (Pineda et al., 2024) which can aid organizational performance when effective (Meirinhos et al., 2022). Change can also achieve necessary support through internal communication (Lemon & Towry, 2021) and higher education institutions are currently being challenged and require change (Abushawish, 2018). Although scholars (Johnstone & Schexnider, 2023; McClure, 2017; Moran, 2016) have named many sustainability strategies, Burukina (2021) indicates that internal communication plays a central role in higher education’s sustainability efforts. However, internal communication studies within higher education institutions remain limited (Burukina, 2021; Campbell, 2018; Clemmons, 2022). The purpose of this qualitative transcendental phenomenological study was to explore the lived experiences of supervisory communication professionals with the processes, planning, and purpose(s) of internal communication at higher education institutions in the United States. Guided by strategic internal communication theory (Hume & Leonard, 2014), the study’s literature review explored organizational communication, internal communication, and higher education institutions. The research was conducted using a qualitative, transcendental phenomenological methodology. A purposeful sample of 10 supervisory communication professionals were recruited to participate in semi-structured, in-depth interviews. Three themes emerged from the data: (1) the channels used by supervisory communication professionals align with the purpose of their communication, which is mainly to inform, (2) audiences, messages, and channels are tailored to avoid information overload, and (3) internal communication processes and planning require approval. The study’s findings may be valuable to higher education leaders, communication professionals, and institutions that seek internal communication improvement. Five practical strategies are provided

Public Elementary School Administrators\u27 Perceptions Of The Systemic Factors That Relate To The Implementation Of Inclusive Education Within Their Schools

This qualitative transcendental phenomenological study explored the lived experiences of public elementary school administrators in Washington state and their perceptions of the systemic factors that relate to the implementation of inclusive education within their schools. Inclusive education was defined as the placement of students with and without disabilities into general education classes to create inclusive communities, in which no differentiation is made between students with and without disabilities (Heyder et al., 2020). Systems theory was used as a theoretical framework to examine existing literature on factors that relate to inclusive education as well as to analyze data from semi-structured interviews with eight participants. The data from these interviews was analyzed, and four main themes emerged: organizational structures affecting the implementation of inclusion, the quality and quantity of training, troubles maintaining adequate staffing levels, and the existence of a school culture centered on belonging and inclusion. The most commonly named internal factor that relates to inclusive education was found to be the administrators’ own leadership, while staffing challenges and district initiatives and supports were the most commonly named external factors. Recommendations for action are three-fold: building-based administrators should prioritize and communicate inclusive education goals and initiatives, district-based administrators should redirect resources and lead district-wide initiatives that support inclusion, and finally, state-level policy makers should promote higher salaries for qualified paraeducators. Opportunities for future research include gathering information from a larger sample of participants using a quantitative research design

Erosion of Coastal Beaches and Dunes During the Highest Water Level on Record in Southern Maine, USA (Data Files)

Maine experienced its highest water level ever recorded on January 13, 2024, just two days after another winter storm with an even higher storm surge on a smaller tide. In this study, we aimed to quantify the impact of these storms along five shorelines in York County, Goose Rocks Beach in Kennebunkport, Fortunes Rocks, Middle, Biddeford Pool, and Hills, in Biddeford, and Camp Ellis, Ferry, and Bayview beaches in Saco. We used aerial and unoccupied aerial vehicle (UAV/drone) imagery to analyze the changes in area and volume of dunes and sand along the beaches before, after, and during recovery due to the storms. We hand-digitized the dunes in QGIS for each orthomosaic in the dataset from 2021 to 2024. For Saco, we used the State of Maine South Coast/Coastal Orthoimagery from June 2021 as the baseline imagery. All other orthoimagery (both baseline and post-storm surveys) was generated from UAV surveys collected by authors in 2023 and 2024. Dunes were attributed to either primary, sparse, patchy, or planted vegetation based on the optical density of dune grasses; we also classified dunes by structures along the beach, such as cored by seawalls or riprap. To quantify changes in dune volume, digital elevation models (DEMs) generated from the 2023 and 2024 UAV surveys were used along with dune polygons in zonal statistics. The dune geopackage layer is available here (orthomosaics, DEMs, processing reports, and supplementary tables are available under Additional Files): ‘Dunes’ contains digitized dunes for each survey at the beaches: Bayview, Saco, Camp Ellis, Hills, Fortunes, and Goose Rocks, ME for their respective survey dates

Speed Breeding And Fungal Blight Testing Of The Darling 54 American Chestnut (Castanea Dentata)

The American chestnut (Castanea dentata) was a dominant, foundational forest canopy species in eastern North America until an imported chestnut blight (caused by Cryphonectria parasitica) rendered it functionally extinct across its native range. Biotechnological approaches, like the Darling 54 transgenic line, have potential for future restoration, but need both lab and field evaluations of their breeding and blight tolerance. This thesis adds to the body of knowledge on the Darling 54 American chestnut. This research reports three novel advancements made through indoor breeding and the first systematic field test for blight tolerance of transgenic American chestnuts. Historically, field-based breeding has been hampered by long generation times, ≤50% transgene inheritance, and regulatory restrictions on outdoor breeding of transgenic trees. However, this work demonstrates that long generational time and field constraints can be circumvented through refined indoor speed breeding. The research produced quantities of both male pollen and receptive female flowers in controlled, indoor facilities. More specifically, this paper presents three novel contributions to research on the Darling 54 (D54) American chestnut; a transgenic line with an inserted oxalate oxidase (OxO) gene which detoxifies the blight. (1) The refinement of indoor speed breeding methodology for transgenic American chestnuts yielding quantities of male and female receptive flowers. (2) The documentation of generational advances (pollen and fertile nuts) from transgenic and wild-type individuals under speed breeding conditions. (3) The production of full-term burs crossed within and between two transgenic lines (D54 and DarWin). These findings demonstrate that an obligate outcrossing and slow-maturing forest tree can reach sexual maturity rapidly and abundantly in a controlled, indoor environment. Advances in evaluating transgenic trees for blight tolerance are, like breeding, slowed by the years it takes for seedlings to grow to saplings and then to trees, which can live hundreds of years. Current regulatory restrictions further constrain the planting and growth of transgenic chestnuts in the wild. Given these constraints, this study focused on field testing blight tolerance among approximately 200 diverse T3 and T4 transgenic and control chestnut saplings in a permitted orchard in Maine, near the northern end of the native range. These saplings were branch-inoculated with a highly virulent strain of the fungal blight, EP-155. Statistical analysis of inoculated transgenic Darling 54 saplings compared to controls suggested that the transgenic chestnuts produced cankers that are comparable to the naturally-tolerant Chinese (C. mollissima) and F1 (C. dentata x C. mollissima) controls and significantly smaller than cankers on their wild-type, susceptible American chestnut counterparts. Results demonstrate that early field testing techniques to gauge the relative fungal blight tolerance of transgenic chestnut saplings can reveal significant patterns blight tolerant of transgenic D54 lines. This field test of transgenic chestnuts contributes to the goal of restoring this iconic species to its eastern North American native range

An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention

The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher autonomy, and practical alignment with classroom needs. Semi-structured interviews with 10 Massachusetts public middle school teachers were conducted to better understand their lived experiences and perceptions of RtI-focused PD. Findings revealed six major themes: (1) professional development effectiveness, (2) teacher voice and engagement, (3) collaboration and support systems, (4) structural and logistical challenges to RtI implementation, and (5) data-driven decision-making. Participants emphasized the need for PD to be contextualized, collaborative, and sustained over time to support RtI implementation meaningfully. These insights offer implications for teachers, PD designers, school administrators, and district leaders working to improve teacher practice and student outcomes through more effective professional learning models. Keywords: Response to Intervention (RtI), professional development (PD), middle school teachers, adult learning, teacher perceptions, professional learning model

Severe Maternal Morbidity In Twin Pregnancies: The Impact Of Body Mass Index And Gestational Weight Gain

Objectives: The objective of this study was to determine whether body mass index (BMI) and gestational weight gain (GWG) are associated with severe maternal morbidity (SMM) in twin gestations.Methods: This was a retrospective cohort of all twin pregnancies delivered at seven hospitals in New York from 2019 to 2023. Multivariable logistic regression modeled the probability of SMM as a function of BMI group, adjusting for excessive GWG, race-ethnicity, and obstetric comorbidity index. A total of 1,976 twin gestations were included.Results: The SMM rate was 14.0 % (n=276).Conclusions: Neither pre-pregnancy BMI nor GWG was associated with SMM, both before or after adjustment for covariates

Co-Curricular Experiences And Career Readiness: A Narrative Inquiry Of Bachelor\u27s Degree Graduate Experiences

Colleges are expected to graduate students who are both academically prepared and professionally ready. Although co-curricular involvement has been known to foster leadership learning, little research has explored how graduates themselves view these experiences and their career relevance. Prior studies emphasized that the depth and quality of involvement are more important than participation alone (Astin, 1999; Foreman & Retallick, 2013; Seemiller, 2018). This study explored how recent bachelor’s degree graduates (n = 5, 2018–2021) perceived the role of co-curricular involvement in developing leadership competencies and applying them in early careers. Guided by Astin’s (1999) student involvement theory and Clandinin and Connelly’s (2000) three-dimensional framework, a qualitative narrative inquiry was employed in which participants shared stories through semi-structured interviews that were restoried and analyzed with descriptive and in vivo codes. Findings revealed that meaningful leadership competency growth stemmed from the depth and intensity of engagement, supported by mentorship, institutional structures, and peer networks. Participants emphasized transferable skills—communication, collaboration, adaptability, and critical thinking—as central to career readiness. This study’s findings highlighted the need for intentionally designed co-curricular opportunities that align student involvement with leadership competency education and workforce preparation

An Accident On Mount Washington: Now I Understand What It\u27s Like To Have Panic Attacks

This is the story of how Dr. Radis developed PTSD after a mountaineering accident and how it affected him in his personal life and as a physician as he continued to practice and see patients