What do classroom teachers of varying backgrounds know about English spelling?

The ability to encode (spell) is an integral writing skill needed to communicate effectively. The ability to spell, also, enhances decoding as spelling and decoding are reciprocal skills that rely on knowledge of the same subskills. Spelling can also be particularly difficult for students with literacy and phonological-processing difficulties such as dyslexia. Because of the multiple benefits of knowing how to spell correctly, it is important for teachers to know the structure of the English language, so they can explicitly teach spelling. Through the administration of a survey, this study assessed 324 U.S. teachers' knowledge of English spelling patterns (Part 1). In addition, the inclusion of survey items intended to measure teachers' awareness of how children's spelling can be influenced by either African American English or the overlap between Spanish and English in emergent bilinguals. African American English and Spanish were chosen due to the underperformance of many African American and Hispanic/Latinx students on national and state reading assessments. Part 2 of the survey assessed teachers' self-efficacy in teaching spelling, while Part 3 assessed teachers' philosophy about spelling and teaching spelling. The Rasch analyses revealed that teachers whose primary area of teaching was reading outperformed those whose primary area of teaching was not reading. Additionally, teachers who taught Emergent Bilinguals outperformed those who did not on the constructs measuring words with possible influences of Spanish language on the spelling of English words. Several spelling patterns posed problems for all groups of teachers, while others were the least difficult for teachers. Practical and research implications are addressed.

Domain swapping of the C-terminal helix promotes the dimerization of a novel ribonuclease protein from Mycobacterium tuberculosis.

Polyketide metabolism-associated proteins in Mycobacterium tuberculosis play an essential role in the survival of the bacterium, which makes them potential drug targets for the treatment of tuberculosis (TB). The novel ribonuclease protein Rv1546 is predicted to be a member of the steroidogenic acute regulatory protein-related lipid-transfer (START) domain superfamily, which comprises bacterial polyketide aromatase/cyclases (ARO/CYCs). Here, we determined the crystal structure of Rv1546 in a V-shaped dimer. The Rv1546 monomer consists of four α-helices and seven antiparallel ß-strands. Interestingly, in the dimeric state, Rv1546 forms a helix-grip fold, which is present in START domain proteins, via three-dimensional domain swapping. Structural analysis revealed that the conformational change of the C-terminal α-helix of Rv1546 might contribute to the unique dimer structure. Site-directed mutagenesis followed by in vitro ribonuclease activity assays was performed to identify catalytic sites of the protein. This experiment suggested that surface residues R63, K84, K88, and R113 are important in the ribonuclease function of Rv1546. In summary, this study presents the structural and functional characterization of Rv1546 and supplies new perspectives for exploiting Rv1546 as a novel drug target for TB treatment.

The longitudinal transition of the moral character latent profile of elementary school students and predictive factor verification in Korea.

This study investigated the longitudinal transition of the moral character profiles of elementary school students and their predictive factors. Latent profile, latent transition, and logistic regression analyses were conducted using data from 2132 elementary school students in the fourth and sixth grades, who responded to both the first and third surveys in 2017 and 2019, respectively. The results were as follows: First, the latent groups of moral character profiles of elementary school students were classified into three types each year: the "low," "intermediate," and "high" moral character types. Second, the highest transition pattern was observed in the transition from the "intermediate" moral character type to the "high" type. Third, "happiness" was the most powerful predictor affecting the latent group transition of moral character, followed by "parental relationship," "teacher-student relationship," and "volunteer activities.". The findings suggest that the government needs to organize and provide effective educational methods considering parental relationship, student-teacher relations, and "volunteer activities" to improve the morality of elementary school students in the future.

Pulled away: the experience of bilingual nurses as ad hoc interpreters in the emergency department.

This study aimed to understand the experiences of bilingual nurses asked to interpret in the Emergency Department (ED), and the subsequent impact on safety climate. Australian ED clinicians assess and treat high numbers of linguistically diverse patients, many with limited English proficiency. New South Wales Health policy mandates the use of accredited interpreters when collecting personal and health information, and when obtaining consent for medical procedures. Semi-structured interviews with 12 nurses (representing 12 languages) from two metropolitan EDs were audio-recorded and analysed using qualitative content analysis, guided by Glendon & Stanton's model of organisational climate and culture. Analysis revealed widespread underlying assumptions that engaging interpreters is difficult, time-consuming and costly. Bilingual ED nurses with variable language fluency were used across organisations as the first choice due to clinical urgency, task urgency, and hospital workflow pressures. While the use of nurse interpreters facilitated timely assessment for the benefit of patients, it equally led to increased nurse workload, missed or misinterpreted information and subsequent perceived clinical risk. These practices were supported and facilitated by unit level managerial and multidisciplinary team practices, physician pressure and the nurses' own values and beliefs. While some, (but not all) participants were aware of the interpreter policy, they were torn between their acknowledgement of risky translation practices and their desire to support their colleagues to provide timely, culturally-competent assessment and care. Findings suggests a 'top-down' approach to translation policy has failed to influence the local safety culture and practices and does not address a climate created by clinical urgency and workflow. Formal training and accreditation of bilingual nurses, and/or embedded interpreters for common language groups may reduce risks for non-English speaking patients.