Phoenix College

Glucagon-like peptide-1 receptor agonists (GLP-1RAs) are increasingly used for weight management and cardiometabolic health. Common peroneal neuropathy (CPN) associated with rapid weight loss is attributed to adipose tissue reduction and subsequent nerve compression at the fibular head. Cases of "Slimmer's Palsy" have been described in conditions involving rapid weight loss, including anorexia, malignancy, and post-biliary surgery, yet it remains underrecognized as a potential complication of GLP-1RA therapy. This case report describes two nondiabetic patients who developed acute foot drop after losing 14% and 18% of their total body weight over 3-6 months of semaglutide and tirzepatide use, respectively. As use of GLP-1RAs continues to rise, peripheral nerve surgeons should be aware of Slimmer's Palsy as a predictable and treatable complication of rapid weight loss and be prepared to intervene before permanent denervation occurs.

AbstractAncient DNA (aDNA) analysis has transformed how we study human migration, species dispersals and environmental change, but poor preservation remains a major challenge. This is especially true in tropical settings, where hot and humid conditions accelerate DNA decay. Because aDNA work is destructive, knowing how long DNA survives and under what conditions is crucial for selecting samples likely to yield meaningful data while minimizing damage. Here, we analyse low-coverage shotgun data from over 300 human samples from 33 archaeological sites (3300–400 cal. BP) in the Caribbean to evaluate the effects of sample age, sample type and burial context on DNA preservation. Preservation varied markedly both between and within sites, with sample type and burial context exerting strong effects. Macroscopic inspection, though imperfect, proved a useful first line predictor of molecular preservation. Decay-rate modelling indicates that DNA decays roughly 4× faster in the Caribbean than in temperate regions and about 14× faster than in subpolar settings. Under these conditions we predict that recovery from remains significantly older than approximately 5000 years will be challenging. Encouragingly, this window encompasses most of the region's human history, indicating that much of it remains accessible to aDNA analysis, provided suitable samples can be found and appropriate excavation and post-excavation protocols are followed.

The mathematical complexity of climate modeling presents significant challenges to teaching climate change at the undergraduate level. Here, we address this challenge with the CAMBIO climate model, a set of ordinary time-dependent differential equations that simulate carbon exchanges between Earth's atmosphere, ocean, and land reservoirs. Students obtain solutions to versions of these equations that embed a series of feedbacks, progressively adding (i) temperature-dependent Henry's law equilibration of carbon dioxide (CO2) between oceans and atmosphere, (ii) reductions in global albedo as parameterized by anticipated reductions in Earth's cryosphere, and (iii) reductions in the efficiency of terrestrial CO2 fertilization parameterized by observed changes in net atmosphere-land CO2 fluxes. As validation, we find that the range of anthropogenic warming produced by this progression plausibly replicates the range of published warming values, even for a fixed Charney equilibrium climate sensitivity. We have found that students taking an undergraduate general education course on modeling Earth's climate with minimal prerequisites and no programming experience can learn the necessary programming skills to write the code to create CAMBIO from the ground up. Creating and implementing CAMBIO themselves helps students develop skills needed to understand the nonlinear processes inherent in climate dynamics, including feedbacks, time delays, reservoir stocks, and flows between reservoirs. We also describe an analytical solution to the CAMBIO equations that reproduces observed log-linear increases in atmospheric and oceanic carbon reservoirs. We conclude with pedagogical insights regarding the use of scaffolded Python/Jupyter Notebooks, as a way to reach a wide range of students. SIGNIFICANCE STATEMENT: The computational model presented here, CAMBIO, provides a pedagogical resource that bridges the gap between qualitative instruments (e.g., feedback diagrams) and quantitative tools such as global climate models (GCMs). By filling this gap, CAMBIO provides students (and instructors) a means of efficiently obtaining quantitative answers to "what-if" questions, such as questions exploring the consequences of an earlier or later timeline for reductions in global anthropogenic carbon emissions, variations in temperature thresholds for the onset of ice/albedo feedback, and the vulnerability of key natural ecosystem services (such as the planetary "CO2 fertilization effect") to higher global temperatures. Insights derived from such investigations, in turn, can provide a starting point for generating hypotheses to explain the variability of projections of more complex climate models, even when subject to identical carbon emission scenarios.

The purpose of this article is to explore the application of TEMI transcription software (https://www.temi.com/) in qualitative research, specifically within the context of language learning strategies (LLS) among English as a Second Language (ESL) learners. This study builds on the researcher’s prior work, which utilized thematic analysis to examine how ESL educators describe the use of direct and indirect LLS by their students. TEMI’s automated transcription provided structured transcripts for analysis. TEMI's automated transcription, synchronized video playback, and customizable speaker labels supported the organization and review of interviews and focus groups, contributing to structured data analysis. The study demonstrates how TEMI supported the identification of key themes, including cognitive and metacognitive strategies, and also addressing underutilized compensation strategies. The article also explores TEMI’s features, limitations, and potential for future research, including cross-cultural studies and longitudinal investigations. These findings illustrate how transcription software can assist qualitative research methodologies, contributing insights into language learning practices and pedagogical applications in ESL contexts.