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Work-integrated learning (WIL) has been suggested as a potentially beneficial addition to modern doctoral education. However, there is little research outlining the specificities of WIL aimed at PhD students. This paper explores the range of WIL opportunities available to PhD students through a review of secondary data. The findings indicate that WIL opportunities are non-homogenous and vary widely across their structure and implementation. Patterns emerge to indicate that WIL opportunities tend to be optional, paid, short-term, focused on horizontal learning development, and provide opportunities for boundary crossing outside of academia. These findings imply that WIL has the potential to complement doctoral education by providing opportunities to experience cross-sector or cross-discipline learning and development. However, higher education institutes might consider becoming more involved in the design and implementation of WIL for PhD students. Additional research is required to understand how WIL opportunities fit into doctoral education and to evaluate existing WIL opportunities.

Children vary in how sensitive they are to experiences, with consequences for their developmental outcomes. In the current study, we investigated how behavioral sensitivity at age 3 years predicts mental health in middle childhood. Using a novel repeated measures design, we calculated child sensitivity to multiple psychological and social influences: parent praise, parent stress, child mood, and child sleep. We conceptualized sensitivity as the strength and direction of the relationship between psychosocial influences and child behavior, operationalized as toothbrushing time, at age 3 years. When children were 5-7 years old (n = 60), parents reported on children's internalizing and externalizing problems. Children who were more sensitive to their parents' praise at age 3 had fewer internalizing (r = -0.37, p = 0.016, p[subscript FDR] = 0.042) and externalizing (r = -0.35, p = 0.021, p[subscript FDR] = 0.042) problems in middle childhood. Higher average parent praise also marginally predicted fewer externalizing problems (r = -0.33, p = 0.006, p[subscript FDR] = 0.057). Child sensitivity to mood predicted fewer internalizing (r = -0.32, p = 0.013, p[subscript FDR] = 0.042) and externalizing (r = -0.38, p = 0.003, p[subscript FDR] = 0.026) problems. By capturing variability in how children respond to daily fluctuations in their environment, we can contribute to the early prediction of mental health problems and improve access to early intervention services for children and families who need them most.

Psychological literacy refers to the ability of a psychology student to use psychological knowledge, rather than merely "learn" it, in the context of personal, social, and organizational issues. Embedding psychological literacy in assessment is a critical step in helping students develop this capacity. This report presents an innovative applied scenarios assignment for a social and developmental psychology module, designed to challenge students to make theoretical and evidence-based explanations or suggestions in relation to novel real-world situations. Across the scenarios, students are required to respond and adapt to a range of tasks and purposes and effectively communicate their knowledge to diverse audiences. Student evaluation (n = 142) of their experiences and perceived competencies developed from working on the scenarios compared to traditional essay assignments were analyzed. Findings suggest students valued the authentic nature of the assessment and the challenges it presents. They recognized the unique skills they developed, including application and communication skills, and felt that they gained better understanding of psychological content as a result. We hope this report will inspire readers to design similar assessment tasks that provide students with opportunities to practice, and thus develop, their psychological literacy.

There is increasing interest in the application of game-based learning approaches to education. Educators across a wide range of contexts are using digital games such as educational escape rooms to promote learner motivation and support skills development. Whilst the literature describes multiple game-based learning theories that can underpin such strategies, there is little practical guidance on how to integrate such conceptual elements into the design of digital educational escape rooms. This study aims to address this gap, outlining the use of an online design-thinking process to plan, build, and test a digital educational escape room. Our findings suggest that this process provides an effective way of harnessing team collaboration and innovation in the development of digital educational resources. The process provides structure for game design teams, enabling them to address complex or "messy" educational development problems. In utilising an online design-thinking process to design games for learning, we make a number of recommendations. These include taking time to establish psychological safety within the design team so as to facilitate creative team processes and supporting team members to adopt a design-thinking mindset throughout (e.g., regularly taking the perspective of the game user, and testing game prototypes early and frequently). Finally, our study offers a detailed description of how the online design-thinking process can be applied in an education context with the aim of offering guidance to educators and students who may want to design, build, and test their own digital educational escape rooms.

Much research attention has been focused on learning through game playing. However, very little has been focused on student learning through game making, especially in science. Moreover, none of the studies on learning through making games has presented an account of how students engage in the process of game design in real time. The present study seeks to address that gap. We report an exploratory embedded case study in which three groups of students in one classroom created a computer game designed to teach peers about climate science, while drawing on scientific knowledge, principles of game design, and computational thinking practices. Data sources were student design sheets, computer video, and audio screen capture while students created their game, and interviews after completing the curriculum unit. A theme-driven framework was used to code the data. A curricular emphasis on systems across climate systems, game design, and computational thinking practices provided a context designed to synergistically supported student learning. This embedded case study provides a rich example of what a collaborative game design task in a constructionist context looks like in a middle school science classroom, and how it supports student learning. Game design in a constructionist learning environment that emphasized learning through building a game allowed students to choose their pathways through the learning experience and resulted in learning for all despite various levels of programming experience. Our findings suggest that game design may be a promising context for supporting student learning in STEM disciplines.

SARS-CoV-2, a member of the family Coronaviridae, is a positive-sense, single-stranded RNA (ssRNA) virus that has an [approximately equal to] 30-kb genome (1). During the COVID-19 pandemic, SARS-CoV-2 has caused [...]

Teachers may be encouraged to follow a prescribed curriculum when teaching social and emotional learning (SEL), and varied research findings attest to the efficacy of this approach in fostering students' social and emotional competencies. An alternative approach might see teachers create SEL initiatives and infuse, embed, or integrate SEL into core teaching content. This case study explored how, when asked to foster social and emotional learning within their schools, 16 SEL teachers created learning opportunities for students to bolster their social and emotional skills. Teachers were asked to first define SEL and then to create portfolios showcasing three of their SEL lessons or initiatives. Content analysis of definitions revealed that teachers largely defined SEL as fostering students' self-awareness and self-management. Content analysis of each of the teachers' lessons indicated that the learning opportunities or initiatives that teachers introduced were predominantly social in nature and oftentimes focused on having students practice emotion regulation strategies. Findings inform our understanding of the perceptions and actualizations of SEL in applied contexts.

The Reading Writing Hotline was originally conceived as phone support for viewers of an educational TV series. Celebrating it's 30th anniversary next year, it has evolved to become a national referral service for learners, as well as an information and advisory service for industry and community. It recorded a significant increase in call numbers and complexity during the pandemic. Because of its unique connections with learners and program providers, the Hotline's case studies and statistics are a valuable resource for governments and policymakers. The Hotline is trialing several pilot projects to address gaps in adult literacy provision.

This article reports on a mixed-methods study examining the ways in which faculty and staff engage with the Scholarship of Teaching and Learning (SoTL) at a medium-sized research-intensive university in southern Ontario, Canada. Survey data was collected from fifty-six faculty and staff respondents, along with eight faculty completing follow-up semi-structured interviews. We found respondents used multiple engagement modalities to stay informed on SoTL literature, carry out SoTL research, and disseminate their findings. Barriers to SoTL participation include lack of dedicated time, limited formal SoTL training, and inexperience with different disciplinary norms found in SoTL articles. Participants emphasized the importance of collaborative SoTL inquiry, highlighting in particular the benefits of partnering with students on scholarly projects. Additionally, participants underscored the importance of implementing evidence-based teaching strategies. Our findings mirror trends in the literature regarding SoTL engagement activities, barriers to participation, and faculty perceptions of SoTL. This study contributes novel insight into the ways faculty choose to engage with SoTL and common obstacles, as well as suggestions for how teaching and learning centers can use engagement data to better support faculty and staff SoTL scholars.

Abstract Autoimmune diseases such as rheumatoid arthritis (RA) can promote states of chronic inflammation with accompanying tissue destruction and pain. RA can cause inflammatory synovitis in peripheral joints, particularly within the hands and feet, but can also sometimes trigger temporomandibular joint (TMJ) arthralgia. To better understand the effects of ongoing inflammation-induced pain signaling, dorsal root ganglia (DRGs) were acquired from individuals with RA for transcriptomic study. We conducted RNA sequencing from the L5 DRGs because it contains the soma of the sensory neurons that innervate the affected joints in the foot. DRGs from 5 RA patients were compared with 9 non-arthritic controls. RNA-seq of L5 DRGs identified 128 differentially expressed genes (DEGs) that were dysregulated in the RA subjects as compared to the non-arthritic controls. The DRG resides outside the blood brain barrier and, as such, our initial transcriptome analysis detected signs of an autoimmune disorder including the upregulated expression of immunoglobulins and other immunologically related genes within the DRGs of the RA donors. Additionally, we saw the upregulation in genes implicated in neurogenesis that could promote pain hypersensitivity. Overall, our DRG analysis suggests that there are upregulated inflammatory and pain signaling pathways that can contribute to chronic pain in RA.

Under the Paris Agreement, signatory nations aim to keep global warming well below 2 °C above pre-industrial levels and preferably below 1.5 °C. This implicitly requires achieving net-zero or net-negative greenhouse gas emissions to ensure long-term global temperature stabilisation or reduction. Despite this requirement, there have been few analyses of stabilised climates, and there is a lack of model experiments to address our need for understanding the implications of the Paris Agreement. Here, we describe a new set of experiments using the Australian Community Climate and Earth System Simulator Earth system model (ACCESS-ESM-1.5) that enables the analysis of climate evolution under net-zero emissions, and we present initial results. Seven 1000-year-long simulations were run with global temperatures stabilising at levels in line with the Paris Agreement and at a range of higher global warming levels (GWLs). We provide an overview of the experimental design and use these simulations to demonstrate the consequences of delayed attainment of global net-zero carbon dioxide emissions. We show that there are substantial differences between transient and stabilising climate states and differences in stabilisation between GWLs. As the climate stabilises under net-zero emissions, we identify significant and robust changes in temperature and precipitation patterns including continued Southern Ocean warming and changes in regional precipitation trends. Changes under net-zero emissions differ greatly between regions, including contrasting trajectories of sea ice extent between the Arctic and Antarctic. We also examine the El Niño–Southern Oscillation (ENSO) and find evidence of reduced amplitude and frequency of ENSO events under climate stabilisation relative to projections under transient warming. An analysis at specific GWLs shows that significant regional changes continue for centuries after emission cessation and that these changes are stronger at higher GWLs. Our findings suggest substantial long-term climate changes are possible even under net-zero emission pathways. These simulations are available for use in the community and will hopefully motivate further experiments and analyses based on other Earth system models.

Abstract Background Two-drug regimens (2DRs) have been introduced in recent years to potentially reduce antiretroviral therapy (ART) toxicities and drug-drug interactions while demonstrating comparable efficacy to three-drug regimens (3DRs) for people with HIV (PWH). The objective of this study was to compare the real-world effectiveness and durability of a single-tablet 2DR of dolutegravir/lamivudine (DTG/3TC) with that of commonly prescribed 3DRs in ART-experienced, virologically suppressed PWH during the first 24 months of DTG/3TC availability in the United States. Methods Virologically suppressed (viral load [VL]

Abstract Background Do different genetic disorders impart different psychiatric risk profiles? This question has major implications for biological and translational aspects of psychiatry, but has been difficult to tackle given limited access to shared batteries of fine-grained clinical data across genetic disorders. Methods Using a new suite of generalizable analytic approaches, we examine gold-standard diagnostic ratings, scores on 66 dimensional measures of psychopathology, and measures of cognition and functioning in two different sex chromosome aneuploidies (SCAs)—Klinefelter (XXY/KS) and XYY syndrome (n = 102 and 64 vs. n = 74 and 60 matched XY controls, total n = 300). We focus on SCAs for their high collective prevalence, informativeness regarding differential X- vs. Y-chromosome effects, and potential relevance for normative sex differences. Results We show that XXY/KS elevates rates for most psychiatric diagnoses as previously reported for XYY, but disproportionately so for anxiety disorders. Fine-mapping across all 66 traits provides a detailed profile of psychopathology in XXY/KS which is strongly correlated with that of XYY (r = .75 across traits) and robust to ascertainment biases, but reveals: (i) a greater penetrance of XYY than KS/XXY for most traits except mood/anxiety problems, and (ii) a disproportionate impact of XYY vs. XXY/KS on social problems. XXY/KS and XYY showed a similar coupling of psychopathology with adaptive function and caregiver strain, but not IQ. Conclusions This work provides new tools for deep-phenotypic comparisons of genetic disorders in psychiatry and uses these to detail unique and shared effects of the X- and Y-chromosome on human behavior.