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Objectives Head and neck mucosal melanoma (HNMM) is a rare malignancy with high mortality. This study evaluates the impact of treatment delays on overall survival in HNMM. Design/Setting/Participants A retrospective review of patients with surgically managed HNMM treated with adjuvant radiation was performed from the 2004–2016 National Cancer Database. Main Outcome Measures Durations of diagnosis-to-treatment initiation (DTI), surgery-to-radiotherapy initiation (SRT), duration of radiotherapy (RTD), surgery-to-immunotherapy initiation (SIT), diagnosis-to-treatment end (DTE), and total treatment package (TTP) were calculated. Results A total of 1,011 patients (50.7% female, 90.5% Caucasian) met inclusion criteria. Median DTI, SRT, RTD, SIT, DTE, and TTP were 30, 49, 41, 102, 119, and 87 days, respectively. Only longer DTE was associated with decreased mortality (hazard ratio, 0.720; 95% confidence interval, 0.536–0.965; p = 0.028). Conclusion DTI, SRT, RTD, SIT, and TTP do not significantly affect overall survival in patients with HNMM who undergo surgery and adjuvant radiation. Longer DTE is associated with improved survival in this population. Level of Evidence 4. [ABSTRACT FROM AUTHOR]

Objective: Evaluate the effect of treatment delay on survival in human papillomavirus (HPV)‐positive and HPV‐negative oropharyngeal squamous cell carcinoma (OPSCC) patients undergoing primary surgical resection. Study Design: Retrospective cohort study using the 2010‐2017 National Cancer Database. Setting: Multicenter database study. Methods: Patients >18 years old with OPSCC and known HPV status, treated surgically with or without postoperative radiation/chemotherapy were included. Two cohorts based on HPV status were grouped by time to treatment initiation (TD‐TI, ≤30, 31‐60, ≥61 days) and surgery to radiotherapy (TS‐RT, ≤42, 43‐66, ≥67 days). Univariate, Kaplan‐Meier, and multivariate analyses assessed correlations between demographic and clinical factors with overall survival in treatment delay groups. Results: Included were 1643 HPV‐positive OPSCC patients and 391 HPV‐negative OPSCC patients. No associations between survival and gender, age, race, insurance, or radiotherapy length were observed. Regardless of HPV status, larger tumor size (>2 cm) and lymphovascular invasion predicted worse survival. HPV negative patients with >4 lymph nodes involved had 2.5× greater mortality risk (P =.039). Robotic surgery was associated with improved survival only in HPV positive patients (hazard ratio [HR]: 0.41, P <.001). In HPV positive patients, higher TD‐TI related to lower mean survival, although this was not significant on multivariate analysis. HPV negative patients with >42 days of TS‐RT had decreased survival (43‐66 days, HR 1.63, P =.049; ≥67 days, HR 2.10, P =.032). Conclusion: Longer TS‐RT was associated with lower overall survival in HPV negative patients. Treatment delay was not associated with survival in HPV positive OPSCC according to multivariate analysis. These findings enhance knowledge about treatment delay effects in OPSCC, aiding providers in decisions and patient communication. [ABSTRACT FROM AUTHOR]

In this mixed methods and multi-phased study, through a multi-round feedback and confirmation process, we established a meaningful approach to developing, revising, and finalizing a competency framework for InterProfessional Informationists (IPI). As an emerging profession, IPI has not yet been established as a formal educational program with a guiding framework. It is important both to the field of practice and to educational programming to develop a competency framework, specifically targeted to IPI, and has been informed/verified through current practice. Our process started with using the initial competency framework developed by Tang and Martin (2019) as the basis, and involved gathering comments from numerous stakeholders, including IPI students and working professionals from relevant communities ranging from health science librarians to library directors, informationists, and LIS scholars and educators. The finalized IPI framework features four levels, six competency areas, and 67 elements, with separate beginner and advanced levels for subject expertise and work practice/culture. By including a variety of voices, this comprehensive framework not only outlines relevant foundational knowledge, skills, and attitudes (KSAs), but also accentuates timely cutting-edge skills and forward-looking elements required of InterProfessional Informationists. [ABSTRACT FROM AUTHOR]

Ecofeminist science pedagogy has received scant attention in the educational literature. This article presents an ecofeminism framework for the teaching of college-level botany courses. This didactic approach emphasizes women's experiences, appreciation for the accomplishments of women in science, connection to real world learning exercises, group activities, spiritual and religious connotations, and direct interaction with nature. In addition, instructional emphasis is on enhancing critical thinking skills and attitudes toward the scientific enterprise of students. Furthermore, botany appears to be the science best suitable to embrace an ecofeminist science perspective.

Past research has shown that 37% to 52% of sexual assault survivors report experiencing a set of peritraumatic responses, which include gross motor inhibition, analgesia, and fixed or unfocused staring. This response set closely resembles a set of unconditioned responses, collectively known as Tonic Immobility (TI). This study examined TI among childhood sexual abuse (CSA) survivors and its relation to PTSD symptomatology. Participants were 131 female college undergraduates who completed questionnaires assessing sexual abuse history, TI, and PTSD symptom severity. Results showed that TI partially mediated the relation between peritraumatic fear and overall PTSD symptom severity and completely mediated the relation between fear and the PTSD reexperiencing symptoms. Although peritraumatic fear is associated with TI, the mediation findings provide evidence for the notion that these responses are separate from one another. These results suggest that TI during CSA may play an important role in the subsequent PTSD symptomatology in adulthood. (Contains 3 tables, 1 figure, and 1 note.)

This paper builds on research into using multimedia and hypermedia as creative writing tools and reports on a study in using a hypermedia authoring program with middle-years students at an Australian secondary school. The study explored a classroom where collaborative work built on the technical facilities and expertise of young people. The paper presented here focuses on the authors' development of an assessment matrix for evaluating hypermedia stories. The aim is to provide an effective feedback mechanism on the hypermedia work and to give teachers guidelines for planning lessons, and for making summative as well as formative judgments. Four, equally important dimensions are identified as the key components of hypermedia: image, language, interactivity and structural design. Image relates to how the screen looks: the background and foreground, positioning, colour, animation and source of images (e.g. clipart, photographs, or the use of hand-drawing). Language involves written language as signs, or captions within the created hypermedia world, or as attached commentary. Language may also be audio-files containing conversations, commentary, or even chanting or singing. Interactivity refers to the way the viewer or the interactor comes into a relationship with the hypermedia. This involves the interactive nature of the screen, that is, what can be opened up and explored within each screen as well as how the viewer/interactor moves between screens. Structural Design relates to the way the story fits together image, language and interactivity, and the way one aspect relates to another in terms of complexity and cohesion. In order to systematically assess the qualitative variation across the range of students' hypermedia stories, each of the four aspects highlighted above was also considered in terms of the five-level "SOLO" taxonomy (structure of learning outcomes). This taxonomy includes the following five levels: (1) Pre-structural--where the response is really not relevant to the question; (2) Uni-structural--where an appropriate but minimalist response is given; (3) Multi-structural-- where several responses (or answers) are given and the responses are appropriate, but there is no relationship between the responses; (4) Relational--where all responses are related into a reasonably coherent argument; and (5) Extended abstract--where responses come together in an argument, which goes beyond any of the information previously given or hinted at. When the four dimensions mentioned above are mapped against the five qualitatively different levels of response, a series of taxonomies is produced, which gives a clear indication of the strengths within each story, as well as the variation in quality across all the stories. In so far as this method maps and explores qualitative variation within a specific phenomenon it can be seen as phenomenographic. In this paper, three of the hypermedia stories' matrices are explored and one story is assessed using the whole method.

There has been a growing research debate over the relations between university teaching and research. This paper contributes to that debate by describing the variation in the way university academics' experience research, then linking that empirical evidence with previous work to explicate the relations between variation in research, teaching, and understanding of the subject matter being taught. Previous investigations have shown that conceptual change/student-focussed approaches to teaching are associated with clear articulation of the important aspects of the subject matter being taught, how those aspects relate to each other, and how the teacher situates their understanding of the subject matter in the field as a whole. However, teachers who were unable to explain their understanding of their subject matter in these ways were more likely to experience their teaching as a process of information transfer from a teacher-focussed perspective. Since the characteristics of the first type of understanding subject matter resemble processes underlying the experience of active researchers, these findings seemed to justify a more intensive search for evidence of the link between effective university teaching and research. Interviews have been conducted with 37 university teachers who had strong publication and grant success records and who were teaching and researching in similar topic areas. They represent a range of disciplines and universities, and from both the UK and Australia. The study methods and results are described and we conclude that qualitative variation in the experience of research is related (a) moderately to experience of teaching and (b) strongly to experience of understanding the subject matter.

The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed surveys of their experiences and approaches. Structural equation models derived from student approaches to learning theory were developed and tested. The experience of leadership for teaching and a collegial commitment to enhancing student learning were found to be associated with the experience of the context of teaching and to lecturers' approaches to teaching.

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semester's teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers' understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.

This paper reports an analysis of qualitatively different ways in which teachers experience change in their understanding of subject matter they have recently taught. In this exploratory study, interviews with 31 'typical' teachers from a range of first and second-year university subjects revealed that 20 reported no experience of change in their understanding. The reports of the 11 teachers who did experience change were used in a phenomenographic study from which five qualitatively different categories of description of change were constituted. These range from the experience of change as the adding of unproblematic knowledge to what is already known, to questioning the theoretical framework of the subject matter. The relation between the experience of change in understanding and the experience of teaching and learning for the 31 teachers was also explored. It was found that the teachers who did not experience change in their understanding were more likely to experience teaching as the transmission of knowledge, and the teachers who experienced change in their understanding, and who experienced that change as the re-interpretation or questioning of knowledge, were more likely to experience teaching as changing or developing students' conceptions.

In this paper, we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.

Examined ways in which department heads and subject coordinators of large first-year subjects experience the leadership of teaching. Explored empirical relations between coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' perceptions of coordinators' leadership and teachers' approaches to teaching. Results provide evidence that the experience of academic leadership has an impact on the quality of student learning. (EV)

Describes an empirical study which considered the different ways in which 26 university teachers intended to constitute a subject, how they then taught the subject, and how consistent their intentions and practice were. Considers the context of teaching and learning and the influence of conceptual change on teachers. (Author/LRW)

Develops a model of the scholarship of teaching, exploring what is meant by this phrase in the literature and in the understandings of 20 Australian faculty members. Draws on these findings to derive a multidimensional model of scholarship of teaching and shows how the model is used to design programs for development of the scholarship of teaching in universities. (Author/SLD)

A study of 85 English children (ages 8-13) whose behavior had prompted placement in a school for students with emotional and behavioral disorders found an overall rate of psychiatric disturbance in the group was 86 percent, and, in particular, the rate of attention-deficit/hyperactivity disorder was 70 percent. (Author/CR)

A study examined how academic staff involved in workplace supervision of students conceive of the workplace experience in four professional areas: engineering, business administration, health sciences, and social science. Five concepts are identified, and a relationship is seen between the conceptions and the quality of student learning. Staff with high-level conceptions see the experience as complex and problematic. (MSE)