The Strengths of People in Low-SES Positions: An Identity-Reframing Intervention Improves Low-SES Students' Achievement Over One Semester.

Students from low-socioeconomic status (SES) backgrounds such as first-generation or low-income students are often portrayed as deficient, lacking in skills and potential to succeed at university. We hypothesized that such representations lead low-SES students to see their SES-identity as a barrier to success and impair achievement. If so, reframing low-SES students' identity as a source of strength may help them succeed.

What causes social class disparities in education? The role of the mismatches between academic contexts and working-class socialization contexts and how the effects of these mismatches are explained.

Within psychology, the underachievement of students from working-class backgrounds has often been explained as a product of individual characteristics such as a lack of intelligence or motivation. Here, we propose an integrated model illustrating how contribute to social class disparities in education over and beyond individual characteristics. According to this new social class disparities in education are due to several mismatches between the experiences that students from working-class backgrounds bring with them to the classroom and those valued in academic contexts-specifically, mismatches between (a) academic contexts' culture of independence and the working-class orientation to interdependence, (b) academic contexts' culture of competition and the working-class orientation toward cooperation, (c) the knowledge valued in academic contexts and the knowledge developed through working-class socialization, and (d) the social identities valued in academic contexts and the negatively stereotyped social identities of students from working-class backgrounds.

Structure- and machine learning-guided engineering demonstrate that a non-canonical disulfide in an anti-PD-1 rabbit antibody does not impede antibody developability.

Rabbits produce robust antibody responses and have unique features in their antibody repertoire that make them an attractive alternative to rodents for in vivo discovery. However, the frequent occurrence of a non-canonical disulfide bond between complementarity-determining region (CDR) H1 (C35a) and CDRH2 (C50) is often seen as a liability for therapeutic antibody development, despite limited reports of its effect on antibody binding, function, and stability. Here, we describe the discovery and humanization of a human-mouse cross-reactive anti-programmed cell death 1 (PD-1) monoclonal rabbit antibody, termed h1340.

Interdependent behavior only benefits employees from working-class backgrounds when it is both enacted and valued.

Social class disparities are pervasive in American society. In higher education, one critical driver of these disparities is the cultural mismatch between the interdependent norms of people from working-class backgrounds and the independent norms that pervade higher education. However, after graduating from college and entering white-collar workplaces, people from working-class backgrounds have frequent opportunities to collaborate in teams-that is, to enact interdependent behavior.

Translatability of Stress for Predicting Deamidation and Oxidation Biotransformation on Biotherapeutics.

Biotransformation leading to single residue modifications (e.g., deamidation, oxidation) can contribute to decreased efficacy/potency, poor pharmacokinetics, and/or toxicity/immunogenicity for protein therapeutics.

The benefits of difference-education interventions in lower-resourced institutions.

Difference-education is an intervention that addresses psychological barriers that can undermine the academic performance of first-generation college students (i.e., those who have parents without 4-year degrees).

Unequal opportunities from the start: Socioeconomic disparities in classroom participation in preschool.

Why do socioeconomic disparities in achievement emerge so early in life? Previous answers to this question have generally focused on the perceived deficits of parents from disadvantaged backgrounds (e.g., insufficient childrearing knowledge).

FlowCam 8400 and FlowCam Cyano Phytoplankton Classification and Viability Staining by Imaging Flow Cytometry.

This chapter provides a protocol for a detailed evaluation of phytoplankton and nuisance cyanobacteria with the FlowCam 8400 and the FlowCam Cyano. The chapter includes (i) detailed description of the quality control of fluorescent mode of the FlowCam, (ii) detailing methods for discriminating nuisance cyanobacteria using the FlowCam Cyano, how to set up libraries and classification routines for commonly used classification reports, and (iii) detailing methods for viability staining to quantify LIVE versus DEAD phytoplankton using the FlowCam 8400.

The effects of heparin, aspirin, and maternal clinical factors on the rate of nonreportable cell-free DNA results: a retrospective cohort study.

Background: Technological advances in the analysis of cell-free DNA in maternal serum have allowed expanded prenatal screening possibilities for fetal aneuploidies. The sensitivity and positive predictive value of the assay are partly dependent on the amount of cell-free DNA present in maternal circulation. Thus, it is important to know what fetal and maternal factors influence the level of cell-free DNA in maternal circulation.

Decision-Making Processes of Caregivers Choosing an Educational Setting for Children Who Are Deaf or Hard of Hearing.

Deciding on an educational setting for children who are deaf or hard of hearing (DHH) is a complex process that is not well understood. In the present study, the researchers' objective was to understand the factors caregivers consider when choosing a school for their child. Six caregivers of children who were DHH participated in semistructured interviews, which were coded into three themes (Child-Centered, Familial, School) and five subthemes (Inclusion, Additional Needs and Well-Being, Complex Process, Information Input and Flow, School Systems and Personnel).

Structure of Deep Eutectic Solvents (DESs): What We Know, What We Want to Know, and Why We Need to Know It.

Deep eutectic solvents (DESs) are a tunable class of solvents with many advantageous properties including good thermal stability, facile synthesis, low vapor pressure, and low-to-negligible toxicity. DESs are composed of hydrogen bond donors and acceptors that, when combined, significantly decrease the freezing point of the resulting solvent. DESs have distinct interfacial and bulk structural heterogeneity compared to traditional solvents, in part due to various intramolecular and intermolecular interactions.

Personal harm from the Covid-19 pandemic predicts advocacy for equality.

The Covid-19 pandemic has laid bare the vast amount of economic inequality in the U.S. Yet, has it influenced Americans' attitudes and behaviors toward equality? With a three-wave longitudinal survey, the current research provides evidence that experiencing personal harm (e.

Comprehensive UHPLC- and CE-based methods for engineered Cas9 characterization.

CRISPR (clustered regularly interspaced short palindromic repeats)-associated proteins (Cas) are powerful gene-editing tools used in therapeutic applications. Efforts to minimize off-target cleavage by CRISPR-Cas9 have motivated the development of engineered Cas9 variants. The wild-type (WT) Streptococcus pyogenes (SpCas9) has been engineered into a high-fidelity Cas9 (SpyFi Cas9) that shows promising results in providing high on-target activity (targeting efficiency) while reducing off-target editing (unwanted mutations).

Temperature-Dependent Constrained Diffusion of Micro-Confined Alkylimidazolium Chloride Ionic Liquids.

Alkylimidazolium chloride ionic liquids (ILs) have many uses in a variety of separation systems, including micro-confined separation systems. To understand the separation mechanism in these systems, the diffusion properties of analytes in ILs under relevant operating conditions, including micro-confinement dimension and temperature, should be known. For example, separation efficiencies for various IL-based microextraction techniques are dependent on the sample volume and temperature.

A Non-Nuclear NF-κB Modulates Alcohol Sensitivity But Not Immunity.

NF-κB proteins are well known as transcription factors important in immune system activation. In this highly conserved role, they contribute to changes in behavior in response to infection and in response to a variety of other insults and experiences. In some mammalian neurons, NF-κBs can be found at the synapse and translocate to the nucleus to alter gene expression when activated by synaptic activity.

Is diversity enough? Cross-race and cross-class interactions in college occur less often than expected, but benefit members of lower status groups when they occur.

More than ever before, institutions of higher education are seeking to increase the racial and social class diversity of their student bodies. Given these efforts, the present research asks two broad questions. First, how frequently do intergroup interactions occur across the lines of race and social class, and to what extent do these interactions reflect the diversity of a setting? Second, when cross-race and cross-class interactions occur, how do individuals experience them and what consequences do they have for their outcomes in these settings? Leveraging a longitudinal design and daily diary methods, we conducted the first large study ( = 11,460) which tracks the frequency, experience, and consequences of meaningful cross-race and cross-class interactions.

Difference-Education Improves First-Generation Students' Grades Throughout College and Increases Comfort With Social Group Difference.

Difference-education interventions teach people a : that social group difference comes from participating in and adapting to diverse sociocultural contexts. At two universities, we delivered difference-education interventions during the college transition and examined long-term academic and intergroup outcomes. Nearly 4 years later, first-generation students who received a difference-education intervention earned higher grades and were more likely to attain honors standing than those in the control condition.

Achievement is not class-neutral: Working together benefits people from working-class contexts.

Previous research has documented that people from working-class contexts have fewer skills linked to academic success than their middle-class counterparts (e.g., worse problem-solving skills).

Skin barrier lipid enzyme activity in Netherton patients is associated with protease activity and ceramide abnormalities.

Individuals with Netherton syndrome (NTS) have increased serine protease activity, which strongly impacts the barrier function of the skin epidermis and leads to skin inflammation. Here, we investigated how serine protease activity in NTS correlates with changes in the stratum corneum (SC) ceramides, which are crucial components of the skin barrier. We examined two key enzymes involved in epidermal ceramide biosynthesis, β-glucocerebrosidase (GBA) and acid-sphingomyelinase (ASM).

Access is not enough: Cultural mismatch persists to limit first-generation students' opportunities for achievement throughout college.

United States higher education prioritizes independence as the cultural ideal. As a result, first-generation students (neither parent has a four-year degree) often confront an initial cultural mismatch early on in college settings: they endorse relatively interdependent cultural norms that diverge from the independent cultural ideal. This initial cultural mismatch can lead first-generation students to perform less well academically compared with continuing-generation students (one or more parents have a four-year degree) early in college.

Difference Matters: Teaching Students a Contextual Theory of Difference Can Help Them Succeed.

Today's increasingly diverse and divided world requires the ability to understand and navigate across social-group differences. We propose that interventions that teach students about these differences can not only improve all students' intergroup skills but also help disadvantaged students succeed in school. Drawing on interdisciplinary research, this article theorizes that teaching students a contextual understanding of difference can accomplish both of these important goals.

Empowerment Through Difference: An Online Difference-Education Intervention Closes the Social Class Achievement Gap.

A growing body of work suggests that teaching college students a contextual understanding of difference-that students' different experiences in college are the result of participating in different contexts before college-can improve the academic performance of first-generation students (i.e., students whose parents do not have 4-year college degrees).