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ACystoseira brachycarpacommunity from a vent area off Panarea Island (Italy) was investigated in two sites at different pH values. At low pH, species richness and coverage were low and the community displayed a reduced reproductive capacity. Conversely, at normal pH, dense canopies of fertileC.brachycarpawere found. [ABSTRACT FROM PUBLISHER]

Background: Recovery Colleges are mental health-oriented education programs that are rooted in principles of peer support and co-production. Co-production, in this context, involves people with lived experience of mental health and addiction challenges and people with other forms of expertise (e.g., mental health professionals, administrators, and researchers) collaborating on the design and actualization of programs and initiatives. Despite co-production being a central feature of Recovery Colleges, very few Recovery College evaluations appear to be co-produced. In addition, there is a lack of research that evaluates the quality of the co-production processes in developing evaluations. The Recovery College at the Centre for Addiction and Mental Health, called the Collaborative Learning College, established an Evaluation Subcommittee with the goal of co-designing and implementing an evaluation plan for the program. In response to the dearth of literature on co-producing Recovery College evaluations and the quality of such collaborative processes, the Evaluation Subcommittee conducted a principles-focused evaluation to assess the quality of their process of co-producing an evaluation plan., Methods: All members of the Evaluation Subcommittee collaboratively developed and agreed on three principles that they felt were most important in their co-production process. Using a self-narrative approach, each member then produced a reflection on the importance of the principles, the degree to which the committee adhered to them, and the impact. Finally, members engaged in collaborative thematic analysis and co-wrote this manuscript., Results: The results of this study outline member's purposes for joining the Evaluation Subcommittee, the strengths and challenges related to embodying the collaborative principles, and the associated impacts., Conclusions: The findings demonstrate the value of co-producing health education evaluations with people with lived experience and highlight important lessons learned through the Evaluation Subcommittee's collaborative process, specifically related to mitigating the impacts of power imbalances. These lessons can be valuable for others to consider in their co-production processes., Competing Interests: Declarations. Ethics approval and consent to participate: This work was approved by the CAMH Quality Project Ethics Review Board. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests., (© 2024. The Author(s).)

Meaningful service user involvement in health professions education requires integrating knowledge held by "lay" people affected by health challenges into professional theories and practices. Involving service users redefines whose knowledge "counts" and implies a shift in power. Such a shift is especially significant in the mental health field, where power imbalances between health professionals and service users are magnified. However, reviews of the literature on service user involvement in mental health professional education do little to explore how power manifests in this work. Meanwhile critical and Mad studies scholars have highlighted that without real shifts in power, inclusion practices can lead to harmful consequences. We conducted a critical review to explore how power is addressed in the literature that describes service user involvement in mental health professions education. Our team used a co-produced approach and critical theories to identify how power implicitly and explicitly operates in this work to unearth the inequities and power structures that service user involvement may inadvertently perpetuate. We demonstrate that power permeates service user involvement in mental health professional education but is rarely made visible. We also argue that by missing the opportunity to locate power, the literature contributes to a series of epistemic injustices that reveal the contours of legitimate knowledge in mental health professions education and its neoliberal underpinnings. Ultimately, we call for a critical turn that foregrounds power relations to unlock the social justice-oriented transformative potential of service user involvement in mental health professions education and health professions education more broadly., (© 2023. The Author(s), under exclusive licence to Springer Nature B.V.)

Competing Interests: We declare no competing interests.

Background: Recovery Colleges (RCs) are mental health and well-being education centres where people come together and learn skills that support their wellness. Co-production, co-learning and transformative education are fundamental to RCs. People with lived experience are recognized as experts who partner with health professionals in the design and actualization of educational programming. The pandemic has changed how RCs operate by necessitating a shift from in-person to virtual offerings. Given the relational ethos of RCs, it is important to explore how the experiences of RC members and communities were impacted during this time. To date, there has been limited scholarship on this topic., Methods: In this exploratory phase of a larger project, we used participatory action research to interview people who were accessing, volunteering and/or working in RCs across Canada. Semi-structured interviews were conducted with twenty-nine individuals who provided insights on what is important to them about RC programming., Results: Our study was conducted amid the COVID-19 pandemic. Accordingly, participants elucidated how their involvement in RCs was impacted by pandemic related restrictions. The results of this study demonstrate that RC programming is most effective when it: (1) is inclusive; (2) has a "good vibe"; and (3) equips people to live a fuller life., Conclusions: The pandemic, despite its challenges, has yielded insights into a possible evolution of the RC model that transcends the pandemic-context. In a time of great uncertainty, RCs served as safe spaces where people could redefine, pursue, maintain or recover wellness on their own terms., (© 2023. BioMed Central Ltd., part of Springer Nature.)

Background: Recovery Colleges (RCs) are education-based centres providing information, networking, and skills development for managing mental health, well-being, and daily living. A central principle is co-creation involving people with lived experience of mental health/illness and/or addictions (MHA). Identified gaps are RCs evaluations and information about whether such evaluations are co-created., Aims: We describe a co-created scoping review of how RCs are evaluated in the published and grey literature. Also assessed were: the frameworks, designs, and analyses used; the themes/outcomes reported; the trustworthiness of the evidence; and whether the evaluations are co-created., Methods: We followed Arksey and O'Malley's methodology with one important modification: "Consultation" was re-conceptualised as "co-creator engagement" and was the first, foundational step rather than the last, optional one., Results: Seventy-nine percent of the 43 included evaluations were peer-reviewed, 21% grey literature. These evaluations represented 33 RCs located in the UK (58%), Australia (15%), Canada (9%), Ireland (9%), the USA (6%), and Italy (3%)., Conclusion: Our findings depict a developing field that is exploring a mix of evaluative approaches. However, few evaluations appeared to be co-created. Although most studies referenced co-design/co-production, few described how much or how meaningfully people with lived experience were involved in the evaluation.

The presence of endophytic fungi in the roots, rhizomes, and leaves of Posidonia oceanica was evaluated in different localities of the Sicilian coast. Samples of roots, rhizomes, and leaves were submitted to isolation techniques, and the obtained fungal colonies were identified by morphological and molecular (rRNA sequencing) analysis. Fungal endophytes occurred mainly in roots and occasionally in rhizomes and leaves. Lulwoana sp. was the most frequent of the isolated taxa, suggesting a strong interaction with the host. In addition, eight other fungal taxa were isolated. In particular, fungi of the genus Ochroconis and family Xylariaceae were identified as endophytes in healthy plants at all sampling stations, whereas Penicillium glabrum was isolated at only one sampling station. Thus, several organs, especially roots of Posidonia oceanica , harbor endophytic fungi, potentially involved in supporting the living host as ascertained for terrestrial plants.

Background: Yoga breathing has shown to impose significant cardiovascular and psychological health benefits., Objective: The mechanism (s) responsible for these health benefits remain unclear. The aim of the present study was to assess the differences in cerebral and central hemodynamic responses following fast breathing (FB) and slow breathing (SB) protocols compared to breathing awareness (BA) as a control., Methods: Twenty healthy participants (10 males and 10 females) volunteered to take part in the study. Participants were between ages 18-55 years (group mean: 24 ± 5 years), with a height of 168.7 ± 9.8 cm and a weight of 70.16 ± 10.9 kg. A familiarization trial including FB and SB protocols were performed by each participant at least 24 h before the testing day. The breathing protocols were designed to achieve 6 breath/min for SB and ~ 120 breaths/min for FB., Results: FB resulted in an increase in both right prefrontal cortex (RPFC) and left prefrontal cortex (LPFC) hemoglobin difference (Hbdiff) (brain oxygenation) compared to BA ( P < 0.05). FB resulted in an increased Hbdiff in LPFC compared to RPFC SB ( P < 0.05). FB resulted in an increased Hbdiff in LPFC compared to SB ( P < 0.05)., Conclusion: FB may be an effective yoga breathing technique for eliciting cerebral brain oxygenation indicated by increased Hbdiff. These results may be applicable to both healthy and clinical populations., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 International Journal of Yoga.)

Objective: Co-production involves service providers and service users collaborating to design and deliver services together and is gaining attention as a means to improve provision of care. Aiming to extend this model to an educational context, the authors assembled a diverse group to develop co-produced education for psychiatry residents and medical students at the University of Toronto over several years. The authors describe the dynamics involved in co-producing psychiatric education as experienced in their work., Methods: A collaborative autobiographical case study approach provides a snapshot of the collective experiences of working to write a manuscript about paying service users for their contributions to co-produced education. Data were collected from two in-person meetings, personal communications, emails, and online comments to capture the fullest possible range of perspectives from the group about payment., Results: The juxtaposition of the vision for an inclusive process against the budgetary constraints that the authors faced led them to reflect deeply on the many meanings of paying service user educators for their contributions to academic initiatives. These reflections revealed that payment had implications at personal, organizational, and social levels., Conclusion: Paying mental health service user educators for their contributions is an ethical imperative for the authors. However, unless payment is accompanied by other forms of demonstrating respect, it aligns with organizational structures and practices, and it is connected to a larger goal of achieving social justice, the role of service users as legitimate knowers and educators and ultimately their impact on learners will be limited.