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Notwithstanding reports of increased awareness and use of Open Educational Resources (OER) in higher education, the literature notes that awareness and use of and institutional support for OER remain major challenges to campuses seeking to reduce student cost burden and support access to materials. OER also support faculty who desire to move beyond the traditional textbooks in order to increase their students’ engagement and thereby access to learning, to support pedagogical changes they are making that enhance student learning, and to give faculty greater control over their courses. The university website, as a public-facing vehicle to aid students, parents, alumni, faculty, the community, and interested others in being aware, among other things, of the resources available, is examined for findable support for OER. The purpose of this study is to show, through examination of their websites, a snapshot of the response of Connecticut universities and colleges to OER. Through an examination of these websites, we gage the ability to connect with information related to OER through the university website.

The STAR Collaboration reports precise measurements of the longitudinal double-spin asymmetry, ALL, for dijet production with at least one jet at intermediate pseudorapidity 0.8 < ηjet < 1.8 in polarized proton-proton collisions at a center-of-mass energy of 200 GeV. This study explores partons scattered with a longitudinal momentum fraction (x) from 0.01 to 0.5, which are predominantly characterized by interactions between high-x valence quarks and low-x gluons. The results are in good agreement with previous measurements at 200 GeV with improved precision and are found to be consistent with the predictions of global analyses that find the gluon polarization to be positive. In contrast, the negative gluon polarization solution from the JAM Collaboration is found to be strongly disfavored. © 2025 American Physical Society

The polarization of Λ , Λ ¯ , Ξ − , and Ξ ¯ + hyperons along the angular momentum of the system has been measured in isobar collisions of Ru+Ru and Zr+Zr at s N N = 200 GeV with the STAR detector at RHIC. The polarization dependence on collision centrality exhibits an increasing trend in more peripheral collisions. Λ and Λ ¯ polarization dependence on the transverse momentum and pseudorapidity have been investigated, but no significant dependence was observed. The polarizations of Λ and Λ ¯ are found to be consistent with each other, indicating little contribution of the spin-magnetic coupling to the measured polarization. Comparison to previously measured polarization in Au+Au collisions show no obvious system size dependence. The results are qualitatively consistent with hydrodynamic calculations including contributions from shear-induced polarization and thermal vorticity. For the first time in heavy-ion collisions, the dependence of the global polarization on the hyperon’s emission azimuthal angle relative to the second-order event plane has been measured, indicating stronger polarization for the in-plane emitted hyperons at the level of 2.4 σ significance in 20–50 % centrality. The Ξ hyperon polarization measurements via polarization transfer analysis yield finite positive values with 2.9 σ significance in 20–50 % centrality, slightly larger compared to the inclusive Λ polarization. © 2025 The Authors.

Humanistic Education: A Collection of Reflective Essays by George Narvaez is a compelling anthology that bridges classical philosophy, modern educational theory, and personal reflection. Drawing on the author’s graduate studies at Harrison Middleton University, these twenty essays offer a deep dive into the evolution of human thought on education, knowledge, and the art of learning.This book is ideal for readers interested in the humanities, education, philosophy, or self-directed learning. It engages with timeless questions:What does it mean to “know” something?How is knowledge constructed and communicated?How can education empower individuals and communities?Inside this collection, you will explore:✔️ The foundational philosophies of Plato, Aristotle, Augustine, and Aquinas✔️ Modern insights from William James, John Dewey, and Benjamin Franklin✔️ The evolution of rhetoric and epistemology across history✔️ The relationship between language, culture, and cognition✔️ The author's transformative journey through educationEach essay combines academic rigor with accessible language, offering readers a path to understand how classical theories of liberal education connect with contemporary learning practices. From the “education of the hemispheres” in William James’s psychology to the experiential learning of Franklin and Dewey, the author shows that learning is not just about absorbing information—it’s about transforming the way we live, communicate, and understand ourselves and others.Key themes include:Rhetoric as a tool for empowermentEpistemology as a process of inquiryCivic responsibility through educationPersonal growth through humanistic reflectionWhether you're an educator, student, scholar, or lifelong learner, Humanistic Education is a thought-provoking guide to the intellectual traditions that continue to shape our educational ideals.Start your journey through the minds of history’s greatest thinkers—and reflect on your own learning path.

This study examined whether embedding baselining within the Reality Interview (RI) protocol enhances intuitive veracity judgments. Baselining involves using a person's truthful verbal behavior as a reference point for evaluating the veracity of subsequent statements. We hypothesized that access to a comparable truth baseline (CTB) would improve veracity judgment accuracy. Eyewitnesses of a mock crime were interviewed with the RI and instructed to respond either honestly or deceptively. Laypeople (Experiment 1) and police officers (Experiment 2) evaluated these statements with or without a CTB. With a CTB, laypeople showed significantly higher accuracy in detecting deception and a reduced truth bias. However, police officers showed no improvement, maintaining chance-level performance regardless of statement veracity. These findings suggest that CTBs enhance lie detection in laypeople but not in trained professionals. Future research should explore tailored approaches to improving veracity judgments, perhaps incorporating specific guidelines on how to best use available cues.

Breastfeeding is a key nutritional behavior for infants during their first years of life. While prenatal breastfeeding intentions do not differ significantly between non-Hispanic Black and White mothers, the ability to meet those intentions decreases over time, and to a greater extent among Black mothers. This is partially due to environments inadequately supportive of individuals' breastfeeding needs (i.e., not breastfeeding-friendly). The Community Readiness Assessment is a powerful tool to assess a community's readiness to take action on pressing health issues. While it is frequently used to understand readiness to prevent negative health outcomes, this study explores how it can be used to understand readiness to promote breastfeeding friendliness and subsequently identify appropriate intervention strategies. Between November 2020 and June 2021, we conducted interviews with 23 key respondents in New Haven, Connecticut, representing five community sectors. Respondents scored five dimensions of readiness on a 9-point scale (1 = no awareness, 9 = community ownership). The overall community readiness score was 4.2, denoting the "preplanning" stage of readiness. The highest-scoring readiness dimension was "community knowledge about the issue" (mean score: 4.5), and the lowest-scoring dimension was "resources related to the issue" (mean score: 3.3). Small business owners reported the highest readiness score by sector (mean score: 5.0), while large employers reported the lowest (mean score: 3.1). Scores stratified by both sector and dimension revealed specific areas within the community where readiness-level-appropriate interventions could be implemented. This study highlights the benefit of assessing community readiness prior to intervention to identify tailored, equitable, and effective intervention strategies.

Generative artificial intelligence (AI) has experienced rapid advancement, fundamentally transforming the information landscape. This technological shift has not only amplified the dissemination of misinformation but has also posed significant challenges to conventional frameworks of trust and verification. This paper explores the dual impact of AI: its potential to enhance information services while simultaneously amplifying misinformation and disinformation. Seven AI-generated misinformation cases between 2022 and 2025—ranging from deepfakes and political propaganda to impersonation and amplification were analyzed. Through thematic case analysis and interdisciplinary synthesis, the study proposes the AI-Misinformation Resilience Model (AIM-RM), a conceptual framework guiding proactive responses across verification infrastructure, digital literacy, and ethical policy engagement. Drawing on recent scholarly literature and grounded in information ethics, epistemic trust, and sociocultural literacy, the model offers a path forward for LIS professionals seeking to navigate the post-truth era. Annual Meeting of the Association for Information Science & Technology | Nov. 14 – 18, 2025 | Washington, DC, USA.

We report precision measurements on cumulants (C_{n}) and factorial cumulants (κ_{n}) of (net) proton number distributions up to fourth order in Au+Au collisions over center-of-mass energies sqrt[s_{NN}]=7.7-27  GeV from phase II of the Beam Energy Scan program at RHIC. (Anti)protons are selected at midrapidity (|y|<0.5) within a transverse momentum range of 0.4<p_{T}<2.0  GeV/c. Relative to various noncritical-point model calculations and peripheral collision 70%-80% data, the net proton C_{4}/C_{2} measurement in 0%-5% collisions shows a minimum around 19.6 GeV for significance of deviation at ∼2-5σ. A minimum in C_{4}/C_{2} with respect to a noncritical baseline is expected to be a characteristic feature of the signature associated with a critical point in the QCD phase diagram. In addition, deviations from noncritical baselines around the same collision energy region are also seen in proton factorial cumulant ratios, especially in κ_{2}/κ_{1} and κ_{3}/κ_{1}. Dynamical model calculations including a critical point are called for in order to understand these precision measurements.

We measure the absolute proper motions of Andromeda V (And V) and Andromeda VI/Pegasus (And VI) dwarf galaxies, satellites of M31 located near its galactic plane. And VI is located the farthest from M31 among the six satellites with currently measured proper motions. A combination of Advanced Camera for Surveys/wide filed channel (WFC) and WFPC2 exposures is utilized, spanning a 20 yr time baseline. The WFPC2 exposures are processed using a recently developed deep-learning centering procedure as well as the most up-to-date astrometric calibration of the camera. We use on the order of 100 background galaxies per satellite to determine the correction to absolute proper motion. For And V, we obtain an absolute proper motion of (μα, μδ)And V= (26.1 ± 21.5 , − 74.2 ± 19.1) μ as yr−1. For And VI, we obtain an absolute proper motion of (μα, μδ)And VI= (− 1.6 ± 12.3 , − 52.6 ± 11.2) μ as yr−1. Orbit integrations and analyses are made for these two Andromeda satellites using two estimates of both the mass and proper motion of M31. It is found that And V has an orbit consistent within errors with alignment with M31’s disk and counter orbiting it, although this alignment is not well constrained. And VI’s orbit is better determined and is very much consistent with coorbiting with M31’s disk. While currently at a distance of ∼280 kpc from M31, And VI will remain beyond a distance of ∼90 kpc from M31, thus experiencing low tidal influence compared to the other M31 satellites with known orbits. Both satellites are determined to be well-bound to M31. © 2025. The Author(s). Published by the American Astronomical Society.

Plastic pollution and its impact on water-reliant avifauna is a global, pervasive issue. We evaluated necropsy data of Gavia immer (Common Loon) from freshwater and marine environments in the northeastern US from 2011 to 2022, and found 16.2% (106/654) had ingested plastic items (macroplastics). We examined Common Loons stranded from 2020 to 2022, quantified macroscopic plastic items in detail, and processed the ingesta for suspected microplastics. We found macroplastics in 20.7% (11/53) and suspected microplastic particles, predominately clear fibers, in 100% (37/37) of the Common Loons. While we found no evidence that sex, mass, or geography correlated with microplastic load, both macroplastics and suspected microplastics were widespread and prevalent in Common Loon ingesta in the northeastern US. © 2025 Humboldt Field Research Institute. All rights reserved.

Context Access to athletic trainers (ATs) in high schools is crucial for student-athlete (SA) safety. Although most high schools in the United States have access to athletic training services (ATS), no authors have longitudinally compared ATS trends between public (PUB) and private (PVT) school sectors. Objective To compare ATS trends between PUB and PVT schools from the 2018–2019 through 2022–2023 academic years. Design Longitudinal cross-sectional study. Setting Online survey. Main Outcome Measure(s) High school responses to the Athletic Training Locations and Services survey from all 50 US states and the District of Columbia were queried from the 2018–2019 to 2022–2023 academic years. Average numbers of SAs ( SAs ), sports ( Sports ), full-time ATs ( FtATs ), part-time ATs ( PtATs ), and the sum of full-time and part-time ATs ( ATs ), along with the average weekly contracted hours ( CHrs ) and actual hours ( AHrs ) per school, and ratios of SAs : ATs , Sports : ATs , CHrs : SAs , CHrs : Sports , AHrs : SAs , and AHrs : Sports were examined to track ATS trends over 5 years and compare PUB vs PVT schools. Results Public schools had higher SAs and Sports vs PVT schools (both P &lt; .001). Private schools had higher ATs , CHrs , and AHrs than PUB schools (all P &lt; .050). Ratios of SAs : ATs and Sports : ATs were higher in PUB schools, whereas CHrs : SAs , AHrs : SAs , CHrs : Sports , and AHrs : Sports were higher in PVT schools (all P &lt; .050). From 2018–2019 to 2022–2023, PUB schools increased Sports and Sports : ATs ; PVT schools increased SAs , Sports , ATs , and SAs : ATs (all P &lt; .050). Over the years, PUB schools decreased CHrs : Sports and AHrs : Sports ; PVT decreased CHrs : SAs , AHrs : SAs , CHrs : Sports , and AHrs : Sports . FtATs increased in both sectors, whereas PtATs decreased in only PVT schools. Conclusions Overall, ATS were more extensively provided in PVT schools, based on ATs and ATS hours. Both sectors increased FtATs , which is encouraging. However, as SAs and Sports increased, ATS provided per SA and sport declined.