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This study examined the perceptions of educators to determine if they felt that they were adequately prepared to teach in a high poverty school setting. The participants, educators from four school districts, completed a survey based on their perceptions of their own level of self-efficacy and preparedness to work in high poverty schools. The analyses indicated that, overall, educators felt well-prepared with limited supporting evidence to work in high poverty schools in the areas of student learning and engagement, which included curriculum and pedagogy, differentiation, and assessment. Findings further indicated a need for professional learning so educators can best support students in the high poverty setting in terms of problem solving when issues arise in the classroom. The implications for practice suggest that educators need support to ensure a high level of preparedness to work in high-poverty schools, as educators need to have a high level of self-efficacy to positively impact student success. Future research could help pinpoint specific areas of need within student learning and engagement to determine how to best develop professional learning opportunities that are purposeful, collaborative, and sustainable. Additional research should be conducted to determine if teachers' levels of self-efficacy and perceptions of preparedness are correlated to leadership style.

School leaders must make decisions and implement strategies to improve a school climate and student achievement, and it benefits them to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and student achievement with its school accountability measure, the College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data that was publicly available from CCRPI data for a two year span to examine the relationship between school climate and student achievement statewide in the middle grade sector. Findings revealed that all four components of school climate (i.e., Survey Score, Discipline Score, Safe & Substance-Free Learning Environment Score, and Attendance Score) were significantly related to student achievement. Additionally, the Survey Score and Discipline Score were the most significant predictors of student achievement. These findings provide school leaders with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar analyses may also help administrators improve school climate and student achievement.

The international human rights framework and United Nations' Agenda 2030 with its Sustainable Development Goals are two closely linked frameworks. Agenda 2030 has galvanized much interest and action within the education sector around Education for Sustainable Development. The human rights framework, with its calls for Human Rights Education, provides a legal imperative for embedding these pedagogies in education. This article argues that for the education sector, unifying actions and embracing the two pedagogies of Education for Sustainable Development and Human Rights Education can form a foundation for a new social contract for education. For these frameworks to meet their potential in education, they must be embedded at both curricular and institutional levels. We will need robust and committed governance at national and institutional levels for these approaches to achieve their transformational potential.

Medical students must be adept at critical thinking to successfully meet the learning objectives of their preclinical coursework. To encourage student success on assessments, the course director of a first-year medical physiology course emphasized the use of learning objectives that were explicitly aligned with formative assessments in class. The course director introduced the physiology discipline, learning objectives, and evidence-based methods of studying to students on the first day of class. Thereafter, class sessions started with a review of the learning objectives for that session and included active learning opportunities such as retrieval practice. The instructor provided short answer formative assessments aligned with the learning objectives, intended to help the students apply and integrate the concepts. Midsemester, students received a link to an online survey with questions on studying habits, class attendance, and student engagement. After finals, students were invited to participate in focus groups about their class experience. A qualitative researcher moderated focus groups, recorded responses, and analyzed the narrative data. Of 175 students, 95 submitted anonymous online surveys. Student engagement was significantly correlated with in-person class attendance (r = 0.26, T = 2.5, P = 0.01) and the completion of open-ended formative assessments (r = 0.33, T = 3.3, P = 0.001). Focus groups were held via videoconference. From the class, 14 students participated in 4 focus groups; focus group participants were mostly women (11 of 14) and mostly in-class attendees (13 of 14). The students in this sample valued critical thinking but misunderstood expectations on exams and few students used learning objectives to study.

Pete Smith,1 David Price,2,3 Richard Harvey,4,5 Andrew Simon Carney,6 Vicky Kritikos,7 Sinthia Z Bosnic-Anticevich,7,8 Louise Christian,9 Derek Skinner,10 Victoria Carter,10 Alice Marie Sybille Durieux3 1Clinical Medicine, Griffith University, Southport, QLD, Australia; 2Observational and Pragmatic Research Institute, Singapore; 3Centre of Academic Primary Care, University of Aberdeen, Aberdeen, UK; 4Applied Medical Research Center, University of New South Wales, Sydney, NSW, Australia; 5Faculty of Medicine and Health Sciences, Macquarie University, Sydney, NSW, Australia; 6Department of Otolaryngology – Head and Neck Surgery, Flinders University, Adelaide, SA, Australia; 7Woolcock Institute of Medical Research, University of Sydney, Sydney, NSW, Australia; 8Central Sydney Area Health Service, Sydney, NSW, Australia; 9NostraData, Kew, VIC, Australia; 10Optimum Patient Care, Cambridge, UK Purpose: There is a relative paucity of research regarding medication expenditure associated with multiple-therapy use for rhinitis in Australia. To describe 1) the nature and extent of multiple-therapy use for rhinitis in Australia using data on therapies purchased with prescription or over-the-counter (OTC) and 2) additional costs incurred by multiple-therapy use compared with intranasal corticosteroid (INCS) therapy alone. Patients and methods: A retrospective observational study was carried out using a database containing anonymous pharmacy transaction data available from 20% of pharmacies in Australia that links doctor prescriptions and OTC purchase information. Pharmacy purchases of at least one prescription or OTC rhinitis treatment, with or without additional asthma/chronic obstructive pulmonary disease (COPD) therapy, by patients during 2013 and 2014 were assessed. Results: In total, 4,247,193 prescription and OTC rhinitis treatments were purchased from 909 pharmacies over 24 months. The majority of rhinitis therapy transactions were single-therapy purchases without additional asthma/COPD therapy. Of the single therapies purchased, 73% were oral antihistamines (OAHs) and 15% were INCS therapy. Dual-therapy purchases of INCSs and OAHs accounted for 40% of multiple-therapy purchases. Patients frequently purchased OAHs, nonsteroidal nasal sprays, and eye drops for allergic conjunctivitis alongside INCSs, resulting in higher financial costs (up to AU$21 per treatment episode) compared with INCS monotherapy. Conclusion: This study highlighted the significant burden posed on community pharmacy to address the needs of people with rhinitis symptoms, and the failure to translate the evidence that INCSs are the most effective monotherapy for moderate to severe and/or persistent rhinitis into clinical practice in light of the lack of evidence supporting combination of INCS and OAH therapy. Health care professional engagement, especially at the pharmacy level, will be extremely important if we wish to ensure that the purchase of rhinitis treatment is in accordance with guidelines and that their use is optimal. Keywords: community pharmacy, intranasal corticosteroids, oral antihistamines, over-the-counter, prescription, rhinitis, therapy

John T. McGreevy, Catholicism: A Global History from the French Revolution to Pope Francis (New York: Norton, 2022. Pd. 528. Paperback $22.00. ISBN: 978 1-324-06604-0) Introduction * Stephen Schloesser (Loyola [...]

Students with disabilities continue to experience barriers to accessing tertiary (i.e., postsecondary) education in Australia. Using the principles of Universal Design for Learning (UDL) may help educators proactively address barriers through the design of more accessible and inclusive educational experiences. However, at present, references to UDL appear in only a small number of Australian educational policies and tertiary institute websites, and few tertiary educators use UDL in practice. In this article, we describe how a team of educators, learning designers, accessibility advocates, and people with disabilities from multiple institutions across Australia collaborated to co-create a free, accessible eLearning program to build workforce knowledge and skill in UDL. We first describe how the advisory group was established, how the Knowledge to Action cycle was used to guide the activities of the advisory group, and the evaluation framework that was used to assess the outcomes of the eLearning program. We share potential future activities to raise awareness of UDL and influence policy and practice in local contexts and propose directions for future work in this area.

Abstract The massed-spaced effect is a hallmark feature of memory formation. We now demonstrate this effect in two separate non-neural, immortalized cell lines stably expressing a short-lived luciferase reporter controlled by a CREB-dependent promoter. We emulate training using repeated pulses of forskolin and/or phorbol ester, and, as a proxy for memory, measure luciferase expression at various points after training. Four spaced pulses of either agonist elicit stronger and more sustained luciferase expression than a single “massed” pulse. Spaced pulses also result in stronger and more sustained activation of molecular factors critical for memory formation, ERK and CREB, and inhibition of ERK or CREB blocks the massed-spaced effect. Our findings show that canonical features of memory do not necessarily depend on neural circuitry, but can be embedded in the dynamics of signaling cascades conserved across different cell types.

Abstract Introduction This Rapid Review (RR) aimed to assess the current literature over the past decade to determine the prevailing evidence regarding compulsory treatment* in eating disorders (ED). It is hoped that the review will help inform a consensus opinion as to whether this course of action confers significant clinical benefit, and importantly, to whom it should apply. The review also explores alternative options to involuntary care. Methods Four indexing databases (OVID; ProQuest; Web of Science; PubMed/MedLine) were searched using variations of the following keywords: “coercive/detained/involuntary/least restrictive care” “treatment refusal” “incarcerated/forced/compulsory admission” “moral/ethic/legal/mental health act” “eating disorder”. Research was restricted to articles published between 2013 and 2023 and included grey literature. Results Of 9911 articles retrieved, 34 were included for final analyses, exploring ethical, legal, and physical and mental health outcomes of compulsory treatment. Studies comprised review papers, cohort studies, cross sectional research, case series reports, ethnography, commentary papers and grey literature. The majority of studies focused on individuals with anorexia nervosa (AN). Only two papers considered compulsory treatment in individuals with other eating disorders (EDs) Findings largely align with previous reviews suggesting compulsory treatment saves lives but comes at a therapeutic and personal cost. It remains unknown as to who may benefit from compulsory treatment. The decision to invoke compulsory treatment remains with the clinician and is a responsibility that is likely to be faced by most in their care of individuals with EDs. Conclusions Significant gaps remain in the published literature and a clear road map for a clinician-informed decision on the submission of a compulsory treatment for a person with ED does not yet exist. Further, there is little evidence as to who is most likely to benefit from compulsory treatment. There is consensus that efforts should be concentrated on reducing instances of compulsory treatment and minimising coercion through the development of open, transparent and trusting relationships between individuals and their treating clinician. Co-produced research and the development of clinical guidelines guided by the voices of individuals with lived experience are needed to ensure minimisation of potential harm.

Abstract Background The COVID-19 pandemic negatively impacted tuberculosis (TB) treatment services, including directly observed therapy (DOT) programs used to promote medication adherence. We compared DOT adherence embedded in a research study before and after COVID-19 lockdowns in South Africa. Methods We analyzed data from 263 observational study participants undergoing drug susceptible (DS)-TB DOT between May 2017 to March 2022. Participants enrolled before October 2019 were considered ‘pre-COVID-19’ and those enrolled after September 2020 were considered ‘post-COVID-19 lockdown groups. Negative binomial regression models were used to compare DOT non-adherence rates between the two lockdown groups. We then conducted a sensitivity analysis which only included participants enrolled in the immediate period following the first COVID-19 lockdown. Results DOT non-adherence rate was higher in the post-COVID-19 lockdown group (aIRR = 1.42, 95% CI = 1.04–1.96; p = 0.028) compared to pre-COVID-19 lockdown period, adjusting for age, sex, employment status, household hunger, depression risk, and smoked substance use. DOT non-adherence was highest immediately following the initial lockdown (aIRR = 1.74, 95% CI = 1.17–2.67; p = 0.006). Conclusion The COVID-19 lockdowns adversely effected adherence to TB DOT in the period after lockdowns were lifted. The change in DOT adherence persisted even after adjusting for socioeconomic and behavioral variables. We need a better understanding of what treatment adherence barriers were exacerbated by COVID-19 lockdowns to improve outcomes in post-pandemic times. Trial registration ClinicalTrials.gov Registration Number: NCT02840877. Registered on 19 July 2016.

Abstract Background Growth is the holy grail of tissue implants in pediatrics. No vascular graft currently in use for surgical repairs of congenital heart defects has somatic growth capacity. Methods Biologically-engineered grafts (6 mm) grown from donor ovine fibroblasts in a sacrificial fibrin gel were implanted into the left pulmonary branch of 3-month old lambs for 3, 6, and 18 months. A control group of Propaten® PTFE grafts was implanted for 6 months. Results The engineered grafts exhibit extensive site-appropriate recellularization after only 3 months and near-normal increase of diameter from the preimplant value of 6 mm to 12.9 mm and also a doubling of length from 6.0 mm to 13.0 mm at 6 months (n = 3) associated with apparent somatic graft growth (collagen content increase of 265% over 18-month, n = 2), along with excellent hemodynamics and no calcification, in contrast to the Propaten® grafts. The left-right flow distribution is nearly 50–50 for the engineered grafts at 6 months (n = 3) compared to about 20–80 for the Propaten® grafts (n = 3), which have less than one-half the diameter, a 6-fold higher pressure gradient, and stunted vascular development downstream of the graft. The engineered grafts exhibit a stable diameter over months 12–18 when the lambs become adult sheep (n = 2). Conclusions This study supports the use of these regenerative grafts with somatic growth capacity for clinical trial in patients born with a unilateral absent pulmonary artery branch, and it shows their potential for improving development of the downstream pulmonary vasculature.

Abstract Microplastic (MP) ingestion through fish consumption is a concern for human exposure. While the presence of plastic particles in fish tissues has been documented worldwide, information on microplastic concentrations in edible tissues, especially those smaller than 10 µm, remains scarce. Spectrometric techniques provide a complementary analytical tool to measure MP mass for human exposure studies without intrinsic size limitations; however, their application to fish analysis is limited. In this study, we utilized pyrolysis gas chromatography–mass spectrometry (Py-GC–MS) for the identification and quantification of MPs in fish muscle tissues. Two sample preparation methods, pressurized liquid extraction, and chemical digestion, were tested for compatibility with Py-GC–MS analysis. An analytical method using chemical digestion was validated for analyzing particles ≥ 0.7 µm for 4 polymer types: polypropylene, polyethylene, polystyrene, and polymethyl methacrylate. The developed method was applied to 24 adult Nile tilapia (Oreochromis niloticus) samples from a recirculating aquaculture system. MPs were detected in 42% of the samples, with an average concentration of 0.14 ± 0.32 µg/g, while high variations within subsamples were observed. Our findings reveal trace amounts of MPs in edible fish tissues from aquaculture, highlighting the potential risk of microplastic ingestion through fish consumption. This underscores the need for further risk assessments to evaluate the impact on human health and to develop appropriate mitigation measures. Graphical Abstract

Abstract Background The prevalence of mental and behavioural illnesses in the Australian community is increasing. Paramedics are frequently the first health responders to a mental health crisis, and their workload associated with mental health presentations is also increasing. The present study explored the experience and perspectives of undergraduate paramedic students who participated in a pilot mental health placement. Methods A pilot workplace learning opportunity was established in which students completed a portion of their community service hours in an inpatient mental health setting at Port Macquarie Base Hospital. Eight students attended and completed the placement and were administered the Clinical Placement Evaluation Questionnaire. Results Student responses to this placement experience were overwhelmingly positive. The data showed that all the students responded “Strongly Agree” or “Agree” to each of the survey items. Thematic analysis of the qualitative data yielded four central themes related to benefits, additional training and education, nursing staff, and improvements. Conclusions This pilot study suggests that mental health placements for paramedics have meaningful educational value and can impact student learning. Since this pilot study, mental health placements have been permanently included as part of the undergraduate curriculum in our institution.

Purpose: Recognising that there is increasing urgency to equip graduates to become future leaders in delivering the sustainable development goals (SDGs), this study presents a critical analysis of a whole-institution approach to embedding education for sustainable development (ESD) in curricula. This study aims to explore the wider reach of adopting a similar approach within varied professional practices and institutional settings. Design/methodology/approach: The approach is mixed-methods action research framed within a revised institutional strategy. The authors place this in the wider context of ESD in higher education. Findings: Embedding ESD in curricula and recognition of its relevance across all disciplines were important to stakeholders. These outcomes translated into strategic commitments. Within the first year of the strategy, Carbon Literacy was embedded in almost 20% of courses and in progress in a further 25%; ESD was embedded in 42% of courses and in progress in a further 7%; and over 80% of students agreed with the statement "My course provides me with the opportunities to gain knowledge and skills relating to sustainable development". Originality/value: This work demonstrates effective measures that can be amplified across the sector, framed by two overarching principles that are effective regardless of context: demonstration that sustainability adds value to academic activities and consultation and co-creation to build a shared vision and support for change.

The current study investigated 29 first-year Japanese university students' usage of an online vocabulary notebook that automatically searched eight different word and phrase lists to provide students with reference information about their self-selected vocabulary. Over the course of a 14-week period, participants read English books and articles and added self-selected vocabulary that they wanted to learn to individual online vocabulary notebooks. The notebooks immediately and automatically showed whether the vocabulary appeared on any of eight different reference vocabulary lists. The distribution of participant vocabulary across lists was examined and participant surveys and interviews were conducted to understand usage of the system. Analysis of participant vocabulary, learner surveys, and interviews indicated that participants selected relatively high percentages of standardized-test related vocabulary (i.e. TOEIC and TOEFL), chose individual vocabulary items over multi-word expressions, and studied vocabulary items even when they did not appear on any reference lists. Learner surveys and interview results suggested that use of the system directly or indirectly influenced half of the participants' decisions about which vocabulary to include in their notebooks, though participants reported that it did not affect their choice of reading material.

Fluctuations in U.S. college football team performance have been shown to have impacts on the student experience. This study explores the long-run implications, examining the impact of college football team performance relative to the period of student attendance on future earnings. Better college football team performance during the early years of school attendance increases average wages of male students, but does not impact female wages. Supplemental evidence suggests that positive shocks to student social networks may partly explain the positive impact on earnings. Better team performance near the time of graduation increases average wages for both men and women.