Utah Valley University,Utah System of Higher Education

Planets orbiting M-dwarf stars are prime targets in the search for rocky exoplanet atmospheres. The small size of M dwarfs renders their planets exceptional targets for transmission spectroscopy, facilitating atmospheric characterization. However, it remains unknown whether their host stars' highly variable extreme-UV radiation environments allow atmospheres to persist. With JWST, we have begun to determine whether or not the most favorable rocky worlds orbiting M dwarfs have detectable atmospheres. Here, we present a 2.8-5.2 micron JWST NIRSpec/G395H transmission spectrum of the warm (700 K, 40.3x Earth's insolation) super-Earth GJ 486b (1.3 R$_{\oplus}$ and 3.0 M$_{\oplus}$). The measured spectrum from our two transits of GJ 486b deviates from a flat line at 2.2 - 3.3 $\sigma$, based on three independent reductions. Through a combination of forward and retrieval models, we determine that GJ 486b either has a water-rich atmosphere (with the most stringent constraint on the retrieved water abundance of H2O > 10% to 2$\sigma$) or the transmission spectrum is contaminated by water present in cool unocculted starspots. We also find that the measured stellar spectrum is best fit by a stellar model with cool starspots and hot faculae. While both retrieval scenarios provide equal quality fits ($\chi^2_\nu$ = 1.0) to our NIRSpec/G395H observations, shorter wavelength observations can break this degeneracy and reveal if GJ 486b sustains a water-rich atmosphere.

We examine whether the disclosure and quality of non-GAAP earnings are influenced by CEO political ideology in the United States. We find that Republican-leaning CEOs are less likely to disclose non-GAAP earnings than non-Republican-leaning CEOs. The lower likelihood of non-GAAP disclosure from Republican-leaning CEOs is mitigated in the presence of losses and transitory gains. The CEO political ideology is not associated with the magnitude of total or special items non-GAAP exclusions. However, we find that politically conservative CEOs exclude fewer other expense items among firms that disclose non-GAAP earnings. CEO political ideology does not significantly moderate the association between non-GAAP exclusions and both future operating earnings and future operating cash flows. CEOs' propensities to use non-GAAP disclosure to meet or beat analysts' street earnings expectations when GAAP earnings fall short of analysts' GAAP earnings expectations are not moderated by political ideology. Our results shed light on the relation between non-GAAP reporting practices and CEO political ideology.

This study explores the impact of the Compare and Discuss Multiple Strategies (CDMS) framework for teaching multiple solution methods for factoring trinomials, a foundational algebraic skill serving as a gateway to college-level STEM coursework and frequently identified as a conceptual hurdle for students transitioning from arithmetic to algebraic thinking. Using a mixed-methods pre-post quasi-experimental design, 39 undergraduate students enrolled in developmental mathematics participated in a CDMS-based intervention focusing on multiple solution methods for factoring trinomials. The research investigated performance changes across trinomial types, method usage patterns, and student experiences. Results revealed large effect sizes significantly exceeding typical educational interventions, with substantial improvements across all trinomial types. Method diversity increased from two to four approaches, with students shifting from single-method dependency to flexible use of multiple strategies, particularly visual methods like Box and Tic-Tac-Toe methods. Qualitative findings indicated increased student confidence and strategic thinking, with nearly half expressing appreciation for multiple solution methods. The intervention was consistently effective across different algebraic structures and complexity levels. These findings provide the first empirical evidence for implementing CDMS in developmental mathematics at the college level, demonstrating that multiple solution methods can produce meaningful learning gains among undergraduate students who traditionally struggle with algebraic concepts.

It is critical that domestic violence (DV) service providers are trained in providing trauma-informed (TI) supports to their clients. While some work has focused on how personal characteristics, such as self-efficacy and burnout, influence providers' provision of TI services, little research examines how service providers conceptualize the influence of dimensions of their own identity on their provision of TI care. This practice brief fills this gap, sharing qualitative insights from DV service providers regarding the influence of their identity in the context of TI trainings and service provision. Providers discussed aspects of identity, including lived experience with trauma, cultural/racial identity, parenthood, and physical characteristics, in the context of both strengths and limitations that shape their connection to TI training and care. Recommendations for social workers to inform future workforce development initiatives are discussed.

This article argues for a human-centered, competency-first approach to integrating generative artificial intelligence (genAI) into the technical editing classroom. Drawing on scholarship in usability and technical editing pedagogy, we examine how instructors can foster a critical understanding of genAI's strengths, limitations, and ethical challenges. We argue that expertise in these competencies must precede reliance on genAI. We conclude with pedagogical tools that instructors can use to help students develop both human-centered and AI-assisted editorial proficiencies.