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Books can provide compelling invitations for children to explore global cultures, but how those books are used influences whether readers connect information about a particular global community to that culture's deeper values. Our concerns about reducing the cultural richness of a global community and establishing stereotypes led us to explore engagements for children that encourage a cosmopolitan orientation. Through this orientation, children balance critical reflection on their own cultural loyalties with critical reflection on their openness to an unfamiliar global culture. This article focuses on our learning as teachers in an afterschool club and our recognition that books can close rather than open children's minds and build walls rather than bridges across cultures.

The Covid-19 pandemic has provoked a turbulent and uncertain time, especially for young people. Globally, schools have responded to the evolving pandemic using the best available insights, data, and practices. This response has included a renewed focus on the importance of school mental health as a protective and stabilizing influence. In Ontario, strategic investments in school mental health, inclusive of foundational infrastructure, scalable evidence-informed interventions, and embedded implementationsupports, allowed school boards to mobilize quickly during Covid-19, and to act within the context of an overarching multi-tiered strategy. In this article, we describe foundational elements that contributed to rapid mobilization and response in school mental health service provision in Ontario schools during Covid-19.

Implementation-sensitive approaches to school mental health have been proposed as being responsive to the needs of the education system. We worked with a group of expert stakeholders to identify a wide range of characteristics of implementation-sensitive approaches. These statements (n= 50) were sorted into concepts by 20 participants. Participants also ranked the importance of each statement. Group concept mapping created a six-concept solution including (1) Justice, Equity, Diversity and Inclusion, (2) Implementation Informed from the Outset, (3) Intervention Characteristics, (4) Evidence, Theory, and Practice-Informed, (5) Authentic Stakeholder Engagement, and (6) Ongoing Learning and Sustainability. We subsequently conducted two focus groups to gather feedback and contextualize the clusters.

AbstractChildren continuously engage in developing theories about how the world works as they inquire through play and interactions with others. In this study, we investigated children’s in-process thinking in the form of working theories about language as they participated in engagements around dual language picturebooks in an afterschool club. Our research is framed within sociocultural theories on knowledge building, inquiry acts and recent research on working theories, dual language picturebooks, and language awareness. Although dual language picturebooks are often associated with supporting bilingual learners in learning a language, we argue that these books can also encourage children in learning aboutlanguage and language diversity. We analysed field notes, audio recordings, and children’s artefacts to identify the kinds of working theories about language explored by children and their strategies for developing these theories. The findings show children explored working theories about what language is, what it means to know a language, and how language is learned. The strategies children used to develop these theories included demonstrations of peers and adults, the mediation of tools, talk as a tool of mind, and language play. This study contributes to understandings about how children develop working theories about language and language diversity through inquiry and suggests possibilities for classroom practice in opening spaces for children to connect to what they consider significant in engagements with dual language picturebooks.

Anhydrous ammonia is a commonly used chemicals that are found in fertilizer, refrigeration, and in other occupational environments. Lung damage because of inhalation of ammonia can be devastating, producing debilitating lung disease and can ultimately lead to death. This is the case of a 41-year-old male, previously healthy, Jehovah's Witness, who was working at a poultry plant facility when an explosion occurred exposing him to toxic levels of anhydrous ammonia. Our patient developed end-stage lung disease after sustaining a severe ammonia inhalation injury. Despite aggressive pulmonary rehabilitation, the patient continued to deteriorate, and his only option for a chance at improved quality of life was a double-lung transplant. To our knowledge, this is the first report of a bloodless lung transplantation for inhalational lung injury in the literature. Further study is needed to better understand the effects of ammonia on lung physiology in order to better manage and treat patients who develop acute and chronic lung complications after exposure.

Atelectasis is a significant risk factor for the development of pneumonia, especially in pediatric populations more prone to alveolar collapse or those who may have weakened muscular tone. The Metaneb®system is a pneumatic, noninvasive physiotherapy technique that delivers chest high-frequency oscillations. Chest high-frequency oscillations have been shown to enhance mucociliary clearance of secretions and help resolve patchy atelectasis. This report describes the case of a 17-year-old female patient who developed significant left-sided atelectasis after extubation and was effectively managed with complete resolution of her atelectasis with the Metaneb®system, obviating the need for reintubation.

The VDR-4® high-frequency percussive ventilator (HFPV) has been shown to be beneficial in the management of inhalation injury by improving secretion clearance while maintaining oxygenation and ventilation. Delivery of gas flow during HFPV could lack adequate humidification delivered to the patient because a major portion of the delivered gas flow would bypass the humidifier when using the original VDR-4® ventilator circuit. The authors tested a novel inline vaporizing humidifier and two gas–water interface humidifiers during HFPV using the new VDR-4® Fail-safe Breathing Circuit Hub® to determine whether delivered humidification could be improved. This new humidification system, the Hydrate Omni™, delivers water vapor into the gas flow of the ventilator circuit rather than water droplets as delivered by the gas-water interface humidifiers. Measurements of absolute humidity and gas temperature were made on the three different humidification systems using a test lung model under standard ambient conditions. The authors found that when using the novel inline vaporizer, it provided better humidification when compared with the standard gas–water interface humidifier during HFPV using the new VDR-4® breathing circuit.

School Mental Health (SMH) and education leaders from Canada and the United States (U.S.) have been meeting to explore collaboration across borders to enhance school success by supporting the social, emotional and mental well-being of students. Meetings in Minneapolis in 2009, under the auspice of the International Alliance for Child and Adolescent Mental Health and Schools (www.intercamhs.org), and in Washington, D.C. in 2010, resulted in a new CanadaU.S. Alliance for SMH. The Alliance focuses on four objectives: expand and integrate SMH research to build a cross-border, unified evidence base to be translated meaningfully into practice, build knowledge and connections incrementally amongst practitioners in an increasingly formalized way, seek funding to support communication and collaboration across disciplines, borders and organizations, and advocate for and support standardized training in professions working to implement SMH programs. Presented are conclusions and recommendations, goals and directions for the partnership, and primary accomplishments thus far.

High-frequency percussive ventilation (HFPV) by the VDR-4® has been a successful mode of ventilation in the management of inhalation injuries for nearly 20 years. A limitation of the standard VDR-4 ventilator circuit is that the sliding venturi manifold is heavy in weight and is normally connected directly to the patient's endotracheal tube (ETT), resulting in potentially hazardous torque on the ETT. In this study, we evaluate the mechanics of a new circuit for the VDR-4 that relocates the sliding venturi manifold portion of the circuit away from the ETT into the ventilator proper. This new VDR-4 circuit configuration may have an important impact on patient safety.

Historically, it has been difficult to provide adequate humidification delivery with the high frequency percussive ventilator (HFPV) used in many burn centers. It is possible burn centers have avoided using HFPV because of the risk of mucus plugging, dried secretions, and cast formation. Experiences with HFPV provided doubt that the HFPV ventilator circuit could supply adequate humidification to patients receiving this mode of ventilation. Independent gas-flow delivery through the ventilator circuit inherent in HFPV provided a challenge in maintaining adequate humidification delivery to the patient. This report describes a dramatic reduction in dried, inspissated secretions by using a novel new humidification device with HFPV. The new device called the Hydrate Omni™ (Hydrate, Inc., Midlothian, VA) uses a small ceramic disk to provide fine water particles delivered by a pump to the HFPV circuit. This new device may alleviate previous concerns related to the delivery of adequate humidification with the HFPV. This case report was approved by the University of North Carolina School of Medicine Institutional Review Board.

Students’ perceptions of school safety and experiences with bullying were examined in a large Canadian cohort of 5,493 girls and 5,659 boys in Grades 4 to 12. Results indicate notable differences in when and where students felt safe based on their own perceptions of safety and their own experiences with bullying, particularly across elementary and secondary schools. For elementary students, especially those involved in bullying, the playground/school yard and outside recess/break time were particularly hazardous, whereas for secondary students involved in bullying, the hallways, school lunchroom/cafeteria, and outside recess/break were considered especially dangerous. The commonality across student-identified unsafe areas is that they tend to not be well supervised by school personnel. Accordingly, the present results underscore the need to increase adult supervision in areas in which an overwhelming majority of students report feeling unsafe.

AbstractThe issue of ‘balance’ in literacy instruction is the focus of many current debates and criticisms of literature-based curriculum. These criticisms can be challenged by examining our histories as educators and developing curricular frameworks that provide alternative views of ‘balance’. This article presents one possible framework based on the work of Halliday (1985) and then uses this framework to examine the role of guided reading and literature discussion groups in children’s lives as readers. Several scenarios for the future of literature in classroom instruction and life are also discussed.

AbstractThe issue of ‘balance’ in literacy instruction is the focus of many current debates and criticisms of literature-based curriculum. These criticisms can be challenged by examining our histories as educators and developing curricular frameworks that provide alternative views of ‘balance’. This article presents one possible framework based on the work of Halliday (1985) and then uses this framework to examine the role of guided reading and literature discussion groups in children’s lives as readers. Several scenarios for the future of literature in classroom instruction and life are also discussed.

The issue of 'balance' in literacy instruction is the focus of many current debates and criticisms of literature-based curriculum. These criticisms can be challenged by examining our histories as educators and developing curricular frameworks that provide alternative views of 'balance'. This article presents one possible framework based on the work of Halliday (1985) and then uses this framework to examine the role of guided reading and literature discussion groups in children's lives as readers. Several scenarios for the future of literature in classroom instruction and life are also discussed.

To describe ventilator management using a high-frequency percussive ventilator (HFPV), after other modes of mechanical ventilation failed.