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Joshua White,1 Ross Mason,2 Tarek Lawen,2 Jesse Spooner,2 Kauy VM Faria,3 Farah Rahman,1 Ranjith Ramasamy1 1Department of Urology, University of Miami Miller School of Medicine, Miami, FL, USA; 2Department of Urology, Dalhousie University, Halifax, NS, Canada; 3Department of Urology, Institute of Cancer of São Paulo, University of São Paulo School of Medicine, Sao Paulo, BrazilCorrespondence: Ranjith Ramasamy, University of Miami, Miller School of Medicine, 1120 NW 14th Street, 15th Floor, Miami, FL, 33136, USA, Tel +1 201 388-6644, Email ramasamy@miami.eduAbstract: Penile cancer is a rare malignancy, most commonly diagnosed in older men, associated with poor outcomes, dramatic decline in quality of life and sexual function. Squamous cell carcinoma is the most common histopathology of penile cancer, accounting for 95% of all cases. Localized, early-stage penile cancer can be effectively managed through penile-sparing techniques in many cases, though advanced stages of penile cancer carry a poor prognosis. Current innovative treatments are exploring the role of targeted therapy, HPV-directed therapy, immune checkpoint inhibitors and adoptive T-cell therapies in treatment and prevention of relapse of penile cancer. Clinical trials are investigating the potential of targeted therapies and immune checkpoint inhibitors in advanced penile cancer. This review examines the current management of penile cancer and highlights future directions in research and treatment.Keywords: penile cancer, inguinal lymph node dissection, immunotherapy, targeted therapy, HPV, adoptive T-cell therapy, sexual function

The INFN Cloud project was launched at the beginning of 2020, aiming to build a distributed Cloud infrastructure and provide advanced services for the INFN scientific communities. A Platform as a Service (PaaS) was created inside INFN Cloud that allows the experiments to develop and access resources as a Software as a Service (SaaS), and CYGNO is the betatester of this system. The aim of the CYGNO experiment is to realize a large gaseous Time Projection Chamber based on the optical readout of the photons produced in the avalanche multiplication of ionization electrons in a GEM stack. To this extent, CYGNO exploits the progress in commercial scientific Active Pixel Sensors based on Scientific CMOS for Dark Matter search and Solar Neutrino studies. CYGNO, like many other astroparticle experiments, requires a computing model to acquire, store, simulate and analyze data typically far from High Energy Physics (HEP) experiments. Indeed, astroparticle experiments are typically characterized by being less demanding of computing resources with respect to HEP ones but have to deal with unique and unrepeatable data, sometimes collected in extreme conditions, with extensive use of templates and montecarlo, and are often re-calibrated and reconstructed many times for a given data set. Moreover, the varieties and the scale of computing models and requirements are extremely large. In this scenario, the Cloud infrastructure with standardized and optimized services offered to the scientific community could be a useful solution able to match the requirements of many small/medium size experiments. In this work, we will present the CYGNO computing model based on the INFN cloud infrastructure where the experiment software, easily extendible to similar experiments to similar applications on other similar experiments, provides tools as a service to store, archive, analyze, and simulate data.

Grouping students into separate classes according to their 'ability' is an inequitable practice that does not, overall, improve academic outcomes. Research has continued to show that class ability grouping widens the educational gap between students from disadvantaged and privileged backgrounds. PISA data analysis suggests that class ability grouping continues to be used in Australian schools, at least in Year 10. However, no research has characterized the existing class ability grouping practices being used in secondary schools from Years 7 to 9. The findings reported in this paper add quantitative evidence to the literature, showing that students are experiencing different class ability grouping practices according to their year group, subjects, and locations. An across-state survey about class ability grouping was conducted with respondents from 143 schools providing data about the schools' class ability grouping practices. The findings reveal variations in how class grouping practices are used by schools in Australia that have been not captured in other research: Class ability grouping was activated differently in different schools, increased as students' year levels increased, was most prevalent in Maths and English, and was used more extensively in Western Australia than in Queensland. The findings use descriptive statistics to show that students in Australia are experiencing different grouping practices, with discussion of how some practices are more inequitable than others. This raises questions about how the varied forms of class ability grouping that are being employed are contributing to educational inequalities in Australia and how future research can address this problem.

Young adults with intellectual and developmental disabilities (IDD) on college campuses are vulnerable to exclusion and a lack of social participation. However, peers can provide meaningful supports to young adults with IDD in the area of social/communication skills. The purpose of this study was to enhance the conversation skills of four young adults with IDD (ages 22-23) during their regular lunch breaks on a university campus. The dependent variable was percent of conversational engagement during 10-min audio recorded sessions as measured using partial interval recording procedures. Typically developing peers served as peer coaches and provided structured or natural supports. Experiment 1 used an alternating treatments design to compare the effects of peer coaching alone vs. peer coaching + goal setting with two adjacent baseline conditions and a final student-choice condition. Results for Experiment 1 indicated peer coaching alone and the additive effects of goal setting was more effective than natural supports only. Experiment 2 used a withdrawal design to compare the effects of young adults with IDD speaking with fellow classmates with disabilities vs. peers without disabilities. Participants in Experiment 2 demonstrated higher levels of conversational engagement when speaking with peers without disabilities in a natural manner. Social validity of the different peer-mediated interventions was overall high for all participant types as reported on questionnaires and exit interviews. We provide implications for practice and suggestions for future research related to peer-mediated interventions for young adults with IDD on college and university campuses.

In response to the changing demographics of schools in Canada and to efforts to better equip principals to challenge inequity, leadership preparation programs have adopted new policies focusing on leading with an equity lens. However, studies have demonstrated a disconnect between what is covered in these leadership programs and how school principals actually perceive their ability to lead equitably and work with diverse learners. Six current school principals and vice principals in Ontario, Canada who have successfully completed a Principal Qualification Program course were interviewed to understand their perceptions of the program's ability to prepare them to lead and of concepts of equity, diversity, and inclusion (EDI). The racial experiences and identities of each participant shaped their definitions of EDI as well as their understanding of difference. The findings indicate several critical areas of change for principal preparation programs in Ontario: training guidelines, efforts to prepare educators to be equitable leaders, and the educators' perceptions of their preparedness to lead. Moreover, the use of Critical Race Theory in Education and Applied Critical Leadership helps frame analysis and supports the need to integrate culturally relevant pedagogical practices into leadership preparation programs.

Field-based practicum experiences are essential in connecting classroom theory to the real world. In this mixed methods study, we analyzed principal candidates' perceptions of their summer residency practicum experiences via a self-assessment principal leadership competency instrument and virtual semi-structured interviews. We found that principal candidates expressed leadership growth in the following Texas principal leadership competency areas: Strategic Operations, Human Capital, and Executive Leadership. These findings were consistent in our quantitative and qualitative data analysis. Conversely, the principal candidates stated that their greatest leadership challenges during the summer residency practicum involved providing instructional feedback and engaging in difficult conversations. The results of this study may assist principal preparation programs in revamping their curriculum to include a more meaningful residency-practicum experience.

We created a 2-week, dual-module summer course introducing high school students to environmental toxicology by teaching them quantitative polymerase chain reaction (qPCR) as a way to quantify gene expression of chemical defense proteins in response to exposure to environmental pollutants. During the course, students are guided through the various stages of a successful qPCR experiment: in silico primer design and quality control, total RNA extraction and isolation, cDNA conversion, primer test PCR, and evaluation of results via agarose gel electrophoresis or UV/Vis spectra. The course combines lectures, discussions, and demonstrations with dry and wet laboratory sections to give students a thorough understanding of the scope, utility, and chemical principles of qPCR. At the end of the course, the students are taught how to analyze qPCR data and are encouraged to discuss their findings with other classmates to evaluate their hypotheses and assess possible sources of error. This course was designed to be easily adaptable to multiple test species, chemical exposures, and genes of interest. To explore both terrestrial and aquatic toxicology, the students use honey bees ("Apis mellifera") and mosquitofish ("Gambusia affinis") as test organisms, as well as ABC-type efflux transporters, antioxidant enzymes, and cytochrome P450 enzymes as endpoints for assessing gene expression. We share this course setup and applied protocols to encourage others to design and offer similar courses that give high school students a hands-on introduction to a broad swath of environmental toxicology research and an opportunity to develop scientific skills necessary for university-level research.

In the current study, investigators examined the effects of an instructional reading package consisting of shared reading and systematic instruction (e.g., task analysis, system of least prompts, visual supports, and native language support) in a small group setting on percentage of correct consonant-vowel-consonant (CVC) words for three elementary participants with extensive support needs who also were multilingual learners. A multiple probe design across word sets with replication across participants resulted in a functional relation between the percentage of correct CVC words acquired and the instructional package. In addition, there were positive changes in exploratory (secondary) dependent variables that included components of reading (i.e., phonemic awareness, fluency, vocabulary, comprehension, and generalization) as demonstrated through pre-posttest assessments. Social validity measures for parents, students, and paraprofessionals also revealed positive pre-post changes. Limitations and future research are discussed.

Kimberly L Spooner,1,2 Gerry Guinan,3 Saskia Koller,3 Thomas Hong,1 Andrew A Chang1,2 1Sydney Institute of Vision Science, Sydney Retina Clinic, Sydney, NSW, Australia; 2Save Sight Institute, University of Sydney, Sydney, NSW, Australia; 3So What Research, Pty Ltd, Sydney, NSW, AustraliaCorrespondence: Andrew A ChangSydney Institute of Vision Science, Sydney Retina Clinic, Level 13 187 Macquarie Street, Sydney 2000, NSW, AustraliaTel +61 2 9221 3755Fax +61 2 9221 1637Email achang@sydneyretina.com.auAim: The incidence and prevalence of diabetes mellitus (DM) in Australia is increasing. Thus, it is essential that practitioners appreciate the impending effect that increasing incidence of diabetes has on patients and the wider community. Accordingly, this study examines the humanistic burden of intravitreal injections for the treatment of diabetic macular oedema (DMO) among several health variables.Methods: Survey data from a representative sample of Australian adults undergoing treatment for DMO were examined. Respondents participated via an online survey recruited by means of a national online consumer panel and the New South Wales and Victorian Diabetes Foundations. The online survey included questions relating to the humanistic burden of disease, such as the emotional and physical impact of intravitreal injection therapy; the practical impacts of injection therapy; and to identify potential improvements to treatment regimens.Results: Sixty-five participants took part in the online survey. Of these, 49% had their most recent injection

Kimberly L Spooner,1,2 Cleopatra T Mhlanga,1 Thomas H Hong,1 Geoffrey K Broadhead,1 Andrew A Chang1,2 1Sydney Institute of Vision Science, Sydney Retina, Sydney, NSW, Australia; 2Save Sight Institute, University of Sydney, Sydney, NSW, Australia Purpose: To quantify the burden and quality of life of patients and their caregivers in a cohort of patients with neovascular age-related macular degeneration (nAMD) in an Australian clinical setting.Methods: A total of 103 patients undergoing anti-vascular endothelial growth factor (VEGF) therapy for nAMD were asked to complete questionnaires relating to the financial and time burdens of nAMD.Results: All patients completed the questionnaires. Loss in productivity due to attendance of appointments was 4.4±1.7 hours per month, with additional time lost by caregivers. Financial strain was incurred by direct medical costs associated with intravitreal assessment and injections at an average of AU$199.2±$83.1 per month. Indirect costs incurred averaged $64.8±$79.7 per month. Qualitative indirect costs due to loss of productivity for the patient, unpaid caregivers, and loss of productivity due to premature mortality were also a considerable burden. Overall mean Visual Function Questionnaire and EuroQol 5D-3L scores were correlated with visual acuity and demonstrated patients’ subjective decline in quality of vision.Conclusion: Management of nAMD carries a substantial burden on patients and caregivers. These results provide important information in understanding the effect of anti-VEGF therapy among patients with nAMD. Together with the quality-of-life burden on the patients, the management of nAMD has a significant societal impact. Keywords: burden, treatment, anti-VEGF, age-related macular degeneration, Australia, patient perspective

Kimberly Spooner,1–3 Thomas Hong,1,2 Wijeyanthy Wijeyakumar,1–3 Andrew A Chang1–3 1Sydney Retina Clinic & Day Surgery, 2Sydney Institute of Vision Science, Sydney, 3Save Sight Institute, Department of Ophthalmology, University of Sydney, Camperdown, NSW, Australia Purpose: To systematically review anatomical and functional outcomes subsequent to switching from bevacizumab/ranibizumab to aflibercept monotherapy in patients with treatment-resistant neovascular age-related macular degeneration (nAMD). Design: Systematic review and meta-analysis. Methods: Medline, PubMed, Embase, and Cochrane databases were searched up to July 2016 for available scientific literature which met inclusion criteria. Eligible studies reported visual and anatomical outcomes with at least 6 months of follow-up among patients with nAMD and persistent or resistant exudative fluid despite previous anti-vascular endothelial growth factor (VEGF) therapy (bevacizumab and/or ranibizumab) and were switched to aflibercept monotherapy. Mean changes in best-corrected visual acuity (BCVA) and central retinal thickness (CRT) were pooled using random-effects models with 95% confidence intervals (CIs). Results: Of 82 papers reviewed, 28 studies met inclusion criteria of this review. Pooled results showed a small mean improvement in BCVA at 6 and 12 months following switching (1.11 letters, 95% CI -0.25 to 2.46, P=0.17 and 0.63 letters, 95% CI -0.26 to 1.52, P=0.17, respectively). There was a significant improvement in mean CRT following switching (-61.90 µm, 95% CI -77.10 to -46.80, P

Following increasing criticism of the variability in graduate teachers' readiness to enter the profession, the Australian Institute for Teaching and School Leadership (AITSL) introduced a program accreditation requirement that all initial teacher education (ITE) providers must implement a Teaching Performance Assessment (TPA) in the final year of their teacher education programs. AITSL were not prescriptive in how ITE providers must meet the program standard which has resulted in 12 TPAs being implemented across 42 ITE providers. This paper outlines the development and implementation of one endorsed TPA designed to measure the readiness of graduating teachers, whilst taking into consideration the learnings from well-known TPAs and our own experiences. With this being one of the earlier unfunded TPAs in Australia to have been approved through the accreditation endorsement process, the paper offers some insights into meeting the additional accreditation program requirements and raises some longer-term considerations associated with implementing TPAs.

Mathematical problem solving has been identified as one foundational area of mathematics for all students but is an area of weakness for students with disabilities. This investigation sought to determine the effects of peer-delivered schema-based instruction on the mathematical problem solving of the change problem type with four middle school students with extensive support needs using a single-case multiple-probe-across-participants design. We also wanted to determine if same-age peer tutors who received behavior skills training could deliver the academic instruction with fidelity. Students and peer tutors were representative of diverse backgrounds. Results showed a functional relation between peer-delivered modified schema-based instruction and students' acquisition and maintenance of mathematical word problem--solving skills, and strong effect sizes were found. Peer tutors were able to provide instruction with high levels of fidelity across the study. Social validity data showed that all participants benefited from the peer-delivered instruction.

The current study examined the effects of a shared reading instructional package on the receptive identification of English sight vocabulary in multilingual learner students with extensive support needs. Two participants received the intervention, one in a face-to-face format and one in a videoconferencing format (due to the COVID-19 pandemic). To establish experimental control, the researchers used a multiple probe design with conditions across word sets and replicated across participants. Results showed both students met criterion on word sets as a result of the intervention. Considerations in interpreting the results for classroom implementation and future research are discussed.

Although self-determination has received increased attention as a critical component in quality education programs, there is limited current research about how and in what way students are displaying self-determined behaviors. To that end, a 29-item questionnaire was developed and 118 school system personnel reported how a sample of students with intellectual and developmental disabilities in different grades employed self-determination strategies. Respondents were predominately White, female, had more than 10 years of experience, and largely worked with students with multiple disabilities at the elementary level. In all, the majority of students across grades were not taught specific self-determination skills. Also, students at the elementary level participated less in attending individualized education program (IEP) meetings or discussing their challenging behaviors than students at the secondary level, and typically received little or no instruction in self-determination. For those students who did receive instruction, self-instruction, self-monitoring, and self-evaluation were several of the strategies reported as being used by students to manage and regulate their behavior. The implications of the findings are discussed.