School of the Art Institute of Chicago

This paper presents the author's experiences designing a neurodivergent‐informed, disability‐affirming group program in a therapeutic day school. As a neurodivergent clinician‐in‐training, the author conducted this research at their fieldwork placement with neurodivergent students in a large Midwestern city. Utilizing qualitative research methods, program design, and participatory action research, the author co‐created an art therapy group program with neurodivergent children and adolescents, recording notes and verbal feedback as data. Results were coded for themes and used to continually develop therapeutic. Using existing knowledge, lived experience, and participant collaboration, this author seeks to contribute to disability‐affirming and neurodivergent‐informed art therapy praxis.

Academic research in the U.S. is managed through and driven by principal investigators overseeing independent research programs, often with a goal of training researchers in the process. The theoretical path to becoming a principal research investigator consists of developing research skills during a PhD, followed by “apprentice”-style research experiences as a postdoctoral researcher, ultimately leading to independent leadership of research projects (and teams) as a faculty member. Early career researchers looking to climb this career ladder therefore need to develop research “independence”, or independence of thought. Workshops conducted with graduate students and postdoctoral researchers in biomedical sciences at multiple universities revealed barriers to research independence. Through these workshops, early career researchers identified solutions to achieving research independence, which revolve around intellectual contributions, training and mentorship, career development and progression, compensation and benefits, work-life balance and mental health, and finally immigration and visas. We propose that systemic changes in these areas will lead to the development of a healthy and productive research enterprise that can build future leaders in the field through developing independent researchers who can advance scientific research.

This manuscript focuses on regret as a significant moral experience in surgical professionalization. It distinguishes between constructive regret, which encourages self-reflection and growth, and destructive regret, which can lead to emotional withdrawal and impaired decision-making. This article also offers recommendations for how both colleagues and organizations should respond to each type of regret, especially regret over poor outcomes, to nourish professional formation. Recognizing the tipping point at which regret shifts from a positive driver of improvement to a source of harm is essential.

This study explores the methods in which studio instructors present artistic research practices to students in their courses. Despite extensive literature examining librarians’ support for art students’ needs, there is little written on connections between library services and the unique modes of research that take place in the studio classroom. Through qualitative analysis of semi-structured interviews with studio instructors, this study aims to fill this gap in understanding how research is conceptualized and taught within art studio contexts. The findings uncover themes of relationality, reflection and research as concurrent with and inseparable from making. The authors advocate for increased interdisciplinary collaboration and expanded librarian involvement in supporting and enriching artistic research endeavours.

Health beliefs about one's own future should be clearly expressed, sincere, and enduring to be taken seriously by clinicians when assessing risks and benefits in key health decisions. This cartoon considers how clinicians' expressions of doubt about those beliefs can undermine patient-clinician relationships and a patient's epistemic authority.

Recent discussions of misanthropy consider misanthropy to be cognitive at its core, consisting of the judgment that humanity is a failure. If this judgment is justified, then one question is whether one can be both a misanthrope and virtuous. This article argues that cognitive misanthropes can adopt a sympathetic outlook on humanity which is a necessary step for being virtuous. This is because the sympathetic outlook requires the virtue of practical wisdom, a special virtue in being either necessary or necessary and sufficient for other virtues. The article then argues that virtue is open to even some misanthropes whose misanthropy is also affective. Given that dislike is a common affective state among misanthropes, the article focuses on misanthropes who dislike humanity (as opposed to those who, say, hate it or view it with contempt) and argues that dislike is compatible with virtue. Misanthropes are thus not condemned to non-virtuous lives.

Boundaries in contemporary art practice and education contexts are often conceived as distinctions between disciplines, inscribed through material conventions and discursive traditions. In art, a field that continually touts trans-disciplinarity and post-medium approaches, it is considered productive to occupy multiple disciplinary positions and effectively enlarge or re-draw the territory of possible creative action. This obsession with disciplinary limits reveals a language of spatial metaphors (fields, frontiers and domains) and breaching actions (breaking boundaries, expansion). In this article we highlight how the language of disciplinarity today is spatialized, and premised on notions of imperialist territoriality which are at odds with efforts to decolonize art. We speculate on other ways to approach disciplinarity without theorizing boundaries and their rupture, and re-consider discipline through: ecologies of teaching and learning, an imaginative burrowing under the surface, and working with discipline as an agential material.

With the growth of the global population, the children's food market is expanding, and the design of children's food packaging is increasingly being paid attention to. As an intuitive and vivid visual language, illustration plays a vital role in children's food packaging. It can not only attract children's attention and improve the appeal of the product but also increase the interest in the package through the story context and game elements, thereby enhancing children's awareness and loyalty to the brand. Therefore, the application method and effect of illustration in children's food packaging have become a problem worth studying. In-depth understanding of children's preferences and cognitive characteristics of illustration in different age groups is helpful to design food packaging that better meets children's needs. With the continuous expansion of the modern children's consumer market, illustration design, as an indispensable element in children's food packaging, has a unique visual appeal and emotional connection ability to attract children consumers. This paper will study the method of integrating illustration design into children's food packaging and discuss the three parts of hand-drawn design, vector drawing, and digital synthesis technology in detail. This paper aims to explore the application methods and effects of illustration in children's food packaging, identify the research gaps in this field by summarizing the current research progress, and put forward the research theme and specific problems of this paper. Then, the methods adopted in this study will be introduced in detail, and their significance will be expounded. Finally, future development will be predicted, and suggestions for possible problems will be put forward.

The Amazon River mobilizes organic carbon across one of the world's largest terrestrial carbon reservoirs. Quantifying the sources of particulate organic carbon (POC) to this flux is typically challenging in large systems such as the Amazon River due to hydrodynamic sorting of sediments. Here, we analyze the composition of POC collected from multiple total suspended sediment (TSS) profiles in the mainstem at Óbidos, and surface samples from the Madeira, Solimões and Tapajós Rivers. As hypothesized, TSS and POC concentrations in the mainstem increased with depth and fit well to Rouse models for sediment sorting by grain size. Coupling these profiles with Acoustic Doppler Current Profiler discharge data, we estimate a large decrease in POC flux (from 540 to 370 kg per second) between the rising and falling stages of the Amazon River mainstem. The C/N ratio and stable and radiocarbon signatures of bulk POC are less variable within the cross‐section at Óbidos and suggest that riverine POC in the Amazon River is predominantly soil‐derived. However, smaller shifts in these compositional metrics with depth, including leaf wax n‐alkanes and fatty acids, are consistent with the perspective that deeper and larger particles carry fresher, less degraded organic matter sources (i.e., vegetation debris) through the mainstem. Overall, our cross‐sectional surveys at Óbidos highlight the importance of depth‐specific sampling for estimating riverine export fluxes. At the same time, they imply that this approach to sampling is perhaps less essential with respect to characterizing the composition of POC sources exported by the river.

Embedded performance validity tests (PVTs), like Digit Span PVTs from Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV), offer a valuable means of evaluating validity without extending administration time. This study investigated the utility of novel indices of performance inconsistency for WAIS-IV Digit Span (DS IRs) in the detection of invalid performance among 705 adults referred for ADHD evaluation. Results showed DS IR indices were inadequate in classifying overall validity status (areas under the curve = 0.52–0.59). Predictably, four established Digit Span PVTs effectively distinguished between valid and invalid performance score groups (areas under the curve = 0.74–0.78) with 32–49% sensitivity and 86–93% specificity at optimal cut-scores. Overall, individuals with noncredible performance scores did not differ significantly from those with valid scores regarding performance inconsistency on WAIS-IV Digit Span.

Interprofessional practice (IPP) is thought to increase coordination of care and provide numerous benefits for clients and practitioners. While the importance of interprofessional education and practice has been emphasized in the literature and by numerous organizations including the World Health Organization, understanding what is working for practitioners is still elusive. Using the World Health Organization's framework regarding IPP and the Interprofessional Education Collaborative (IPEC) guidelines and competencies, this research attempted to identify what is working for practitioners when it comes to IPP and where opportunities for growth are still evident. The Collaborative Practice Assessment Tool was distributed to practitioners across disciplines, with a focus on speech-language pathologists and behavior analysts, and both qualitative and quantitative measures were analyzed to determine what reported IPP strategies are in use. Results indicated that practitioners are more similar than they are different when it comes to what is working with regard to the IPEC competencies (i.e., values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams and teamwork) and where change is needed. Discussion and suggestions relevant to clinical practice were identified and a call for development of IPP training across and within disciplines based on IPEC competencies is recommended.

This is a transcript of a dialogue between faculty and students at the University of Wisconsin-Madison and the renowned “new leftist” Chinese intellectual, Wang Hui. The immediate theme of the discussion concerned the two major socialist revolutions of the twentieth century, namely the Russian and Chinese revolutions. Wang Hui’s recent work asks how these revolutions and their associated processes problematize typically Eurocentric assumptions about “modernity.” Relatedly, there has been a recent tendency to subsume the Soviet Union and Mao’s China under the history of capitalism. Such revisionist readings of the Russian and Chinese Revolutions echo earlier Marxist arguments about “actually existing” socialism being a form of state capitalism. The various discussants develop different positions on this issue, but they in general affirm the idea that the socialist revolutions partially succeeded in creating an alternative to capitalism, and this legacy continues to be meaningful to our social imagination.

The maker movement propagated throughout educational spaces alongside promises that technological and design literacies could be harnessed to shape equitable social futures. However, researchers have highlighted the ways makerspaces can reinforce hierarchies of race, gender, and class. This paper builds on research that seeks to support girls' making through broader sociopolitical and ethical commitments. We consider what an everyday pedagogy of feminist abolition looked like in a makerspace, with a focus on how educators responded to emergent social needs within and across gender lines. Our data sources (extensive field notes, audio–video recordings, photographs, and student interviews) are drawn from Hubspace, a 6‐week summer program serving Black, Latine/x, and South Asian middle school youth and grounded in expansive forms of storytelling, coding, engineering, music, writing, and art. In closely analyzing routine forms of educator reflection alongside the design decisions, pedagogical moves and forms of student sense‐making they supported, we found that student and educator sociopolitical learning emerged together to build what became possible in the culture of the space over time. Across three cases, we show how such pedagogies offered lived models and creative languages for practicing restorative and just social relationships. Each of the cases tell the story of different moments when gender became important to the ways participants were working to recognize and desettle received terms of thought and generate alternate forms of thinking, living, and relating, or the making of new stories and worlds.

Biodesign is a relatively new interdisciplinary field, which has grown rapidly over the last decade (as evidenced for example by the growth in student teams entering the Biodesign Challenge from 9 in 2016 to 52 in 2024).

Background The problem of overweight obesity and decrease in muscle strength among university students has become an indisputable fact. In this study, a comprehensive index reflecting obesity degree a body shape index (ABSI) and a comprehensive index reflecting muscle strength muscle strength index (MSI) were studied to analyze the cross-sectional correlations existing between them. Methods This study began recruiting participants and conducting the test survey in April 2022 and closed in July 2022. Basic condition, height, weight, waist circumference, grip strength, pull-up (boys), bent-leg sit-up (girls), and standing long jump were tested on 12,046 (boys: 6011, 49.90%) university students aged 19–22 years in China, and ABSI and MSI were calculated separately. ABSI was categorized into 5 groups according to age and sex, namely ABSI < 5th percentile (A), 5th ≤ ABSI < 25th percentile (B), 25th ≤ ABSI < 75th percentile (C), 75th ≤ ABSI < 95th percentile (D) and ABSI ≥ 95th percentile (E). The comparison of MSI between different ABSI groups was performed using effect size, and the association between them was performed by curve estimation analysis. Results The association between ABSI and MSI of Chinese university students showed an inverted “U” curve. The effect of increased ABSI on MSI was greater in university girls compared to boys. The ABSI of boys was (0.080 ± 0.010) and MSI was (-0.005 ± 2.080); the ABSI of girls was (0.079 ± 0.008) and MSI was (-0.017 ± 1.867). Overall, university students ABSI was at a relatively high point for MSI between 0.050 and 0.100. The university students ABSI at 0.150 had an MSI of -1.229 for boys and − 2.779 for girls. Conclusion The ABSI of Chinese university students showed an inverted “U”-shaped curve relationship with MSI, and university students with low or high ABSI had lower MSI. The effect of increasing ABSI on the decrease of MSI was more obvious for girls than for boys.