Kent State University

Studies have shown the importance of executive functions (EFs) and spatial and relational reasoning for fraction understanding; however, few studies have examined them simultaneously. We analyzed two datasets to examine how these domain-general skills contribute to performance in fraction magnitude comparison and number line estimation tasks. In Study 1, third graders (n=84) completed working memory and cognitive flexibility tasks, a standardized test of relational reasoning, a whole number line estimation task, and two fraction tasks-fraction comparison and estimation. Cluster analysis showed that participants formed two clusters based on fraction task performance, with one cluster outperforming the other on both tasks; logistic regression showed that working memory and prior knowledge predicted the odds of being classified to the higher-performing cluster. In Study 2, we applied the same analysis to sixth graders (n=57), who completed an inhibitory control task, patterning word problems, a standardized math achievement test, and fraction tasks. Results showed the same higher-performing and lower-performing clusters, with prior knowledge (achievement test) as the significant predictor. Results provide initial evidence regarding the joint roles of these skills; however, given the heterogeneity in the measures and designs, which limit direct comparison across our samples, more research is needed to clarify how domain-general and domain-specific skills contribute to fraction understanding.

This article reports on the item construction of a new screening scale to measure coping and communication among adolescents with a parent enrolled in hospice. The aim of this study was to use cognitive interviewing methodology to determine the validity and reliability of the Adolescent Coping and Communication Scale (ACCS). The young adults in this study identified the need for a consistent point person on the hospice care team to discuss their concerns and provide information and support. The ACCS is a concise 15-question tool using a 5-point Likert scale to monitor the adolescent's coping and communication needs in real time. It can easily be formatted electronically or in paper format and completed in less than 10 minutes. It can be used as a clinical screening tool by health professionals who seek to help adolescents navigate this critical time when their parent is near the end of life. These results can also be used to inform the development of interventions that assist families with strategies tailored to an adolescent's specific needs. Additional research is needed to assess the psychometric properties of scale items. Future research should investigate the use of this tool in other age groups and populations.

The rapid convergence of Artificial Intelligence (AI), Information and Communication Technologies (ICT), and Assistive Technologies (AT) is transforming education, especially its accessibility and inclusivity. This commentary resulted from a think-tank during a colloquium of academics and practitioners from Europe, Africa, and North America, who came together for two intensive days of keynote presentations, thematic panels, and collaborative workshops to examine AI's promise in healthcare education. Participants highlighted three interwoven themes: employing universal design principles to AI-driven learning experiences; balancing innovation with digital equity; and crafting policy frameworks that encourage adoption while guarding against algorithmic bias. Yet significant hurdles persist-ethical dilemmas around data privacy, bias in machine learning models, and a digital division between resource-rich and resource-poor groups and countries. To address these challenges, the following recommendations emerged: foster interdisciplinary research partnerships, establish transparent AI governance structures, and invest in scalable assistive technologies. Ultimately, continued international collaboration is needed to ensure AI becomes a force for narrowing, not widening, educational disparities-and to secure a future where accessible learning is a reality for all.

Purpose To develop as writers, students require regular practice writing and examples of quality texts that can serve as guides for their own writing. Reading like a writer (RLW) is a specific way of reading that can benefit student writers. The purpose of this qualitative study was to examine the writing decisions of 19 eighth-grade students in Northeast Ohio over the course of approximately four months. Design/methodology/approach This basic qualitative study focused on students’ intentional decisions in their writing resulting from RLW across two units of study. Multiple sources of data were collected, including two finished annotated pieces of writing and two written reflections per student. Findings Findings indicate that students each made multiple decisions in their writing, resulting from RLW, categorized into five overarching types of decisions. Most commonly, students reported decisions related to ideas and craft moves. Less frequently, but used across units, students turned to mentor texts to make decisions regarding structure, revision and/or editing, and problem solving. Originality/value The implications of this research highlight RLW as an approach supporting what is known about effective writing instruction, which is applicable at all stages of the writing process.

Two-toed sloths are larger than three-toed forms and potentially have the capacity for greater strength and power associated with their high frequency of suspensory behaviors. However, fiber architecture and whole muscle functional capacities remain completely unknown for either species of Choloepus. Part two of this study provides novel quantifications of muscle architectural properties in the forelimb of Hoffmann's two-toed sloth (C. hoffmanni). A suite of geometric measurements, including muscle mass, belly length, fascicle length, and pennation angle, were used to calculate physiological cross-sectional area (PCSA) and estimate isometric force, joint torque, and instantaneous power. In general, the musculature becomes progressively more pennate from the extrinsic to the distal intrinsic regions of the forelimb, and all flexors are larger than their counterpart extensors. Except for a few pairs of small joint stabilizer muscles, the majority of bellies in each region of the forelimb have greater ability for shortening but limited ability for sized-scaled force production. Nonetheless, several large, strong shoulder (e.g., m. latissimus dorsi) and elbow (e.g., m. brachioradialis) flexors are capable of applying large joint torques over an extended range of contractile excursion by having elongated moment arms. Modification to limb muscle gearing is further exemplified by pairs of synergistic muscles with opposing fast joint rotational velocity versus mechanical advantage arrangements in each functional group. Lastly, the digital flexors have variable architectural properties, but their collectively large PCSA and estimated maximum force production capability (~2.2× bodyweight force) indicates exceptional grip strength. The muscle functional properties determined herein match well with the observed myological traits in Choloepus and provide further evidence of their abilities for frequent and prolonged suspension that are divergent from three-toed sloths.

This study extends prior efforts to assess mathematical knowledge for teaching (MKT) by advancing the MKT-Fractions instrument, focusing specifically on teachers’ knowledge for teaching fractions. Building an earlier measure centered on Knowledge of Content and Students (KCS), this phase integrates items targeting Specialized Content Knowledge (SCK) and Knowledge of Content and Teaching (KCT). Drawing on responses from 103 preservice teachers across two teacher preparation programs, we employed Rasch modeling to examine evidence for internal structure and item functioning. Results indicated strong item reliability, unidimensionality, and a coherent item hierarchy aligned with a construct map that represents the developmental trajectory of knowledge needed to teach fractions. The instrument effectively differentiated item difficulty across domains without significant variation in performance across programs. These findings support the use of the MKT-Fractions instrument as a tool for assessing preservice teachers’ readiness and for informing teacher education practices focused on fraction instruction.

Liquid crystal elastomers (LCEs) with reversible thermal actuation are promising platforms for multifunctional flexible electronics. Herein, we present a PVDF/LM-LCE (PVDF, polyvinylidene fluoride; LM, liquid metal) composite in which PVDF is polymerized in situ within the LCE matrix to achieve seamless mechanical coupling and efficient stress transfer. LM nanodroplets enhance mechanical robustness, charge transport, and photothermal conversion, enabling LCEs to serve as photothermally driven transducers that amplify the piezoelectric and pyroelectric outputs in these flexible systems. The optimized composite achieves a pyroelectric coefficient of -4.81 nC·cm- 2·K- 1, 1.8 times higher than conventional PVDF films. Furthermore, the composite device powers two LEDs and digital sensors using low-grade photothermal fluctuations. This LCE-based light-driven thermomechanical-to-electrical conversion strategy offers a generalizable pathway for high-performance, flexible pyroelectric and piezoelectric energy-harvesting materials.

Purpose This study examines public trust in traditional and religious leaders in Ghana, focusing on the influence of perceived corruption, engagement, responsiveness, and effective management of natural resources. Design/methodology/approach Employing data from the 9th Round of Afrobarometer surveys conducted in 2022, the study utilizes descriptive statistics and binary logistic regression analysis to investigate the factors that predict public trust in these non-state actors. Findings The findings reveal that perceived corruption does not significantly reduce trust in traditional and religious leaders, challenging simplistic assumptions about the relationship between corruption and institutional legitimacy. However, regular engagement, responsiveness to citizens' concerns, and the perception that natural resource extraction benefits the community are positively associated with increased trust. The study also highlights the importance of sociodemographic factors, with higher education levels and certain regions showing lower trust, while affiliation with the ruling party, general social trust, and feeling close to one's ethnic group are associated with higher trust. These results contribute to the understanding of the complex dynamics of trust in traditional and religious leadership in Ghana, offering insights for policymakers, leaders, and civil society organizations working on governance and social cohesion. Originality/value This study offers several original contributions to the understanding of public trust in traditional and religious leaders in Ghana: first, it provides a comprehensive quantitative analysis of factors influencing trust in traditional and religious leaders, addressing a gap in existing literature which has largely focused on qualitative or historical accounts. Second, the use of recent Afrobarometer data and robust statistical analysis adds to the empirical foundation of research in this area. Overall, this study advances our understanding of the complex and evolving role of traditional and religious leaders in modern Ghanaian society, challenging some existing assumptions while providing new insights into the factors that shape public trust in these important figures.

Abstract This paper asks: Can Library Science be a science? In response, it answers “yes” and illuminates how by integrating three sets of ideas–the phenomena addressed by Library Science, ontology identifying these phenomena, and theory about them. This integration illuminates a direction toward developing a scientific general theory of Library Science, one based upon ontology, that could depict, define, predict, and explain the phenomena of Library Science, especially as they occur through organizational librarianship occurring within organizations dedicated to librarianship, known as libraries. This ontology and its derived direction toward general theory encompasses several sets of Library Science phenomena: such organizational librarianship, especially its central phenomena; phenomena supporting and governing organizational librarianship’s central phenomena; as well as contextual phenomena generating and affected by organizational librarianship. The ontology and derived theoretical direction also identify the relationships governing these phenomena. These include causal relationships, ones arising from the dynamics among Library Science’s phenomena, and ones inherent to the phenomena’s ontology.