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Prevalence and incidence of HIV among people aged 50 years and older continue to rise worldwide, generating increasing awareness among care providers, scientists, and the HIV community about the importance of brain health in older adults with HIV. Many age-related factors that adversely affect brain health can occur earlier and more often among people with HIV, including epigenetic ageing, chronic medical conditions (eg, cardiovascular disease), and age-related syndromes (eg, frailty). Extensive dialogue between HIV community leaders, health-care providers, and scientists has led to the development of a multidimensional response strategy to protect and enhance brain health in people ageing with HIV that spans across public health, clinical spaces, and research spaces. This response strategy was informed by integrated ageing care frameworks and is centred on prevention, early detection, and management of brain health issues associated with HIV (eg, neurocognitive disorders), with specific considerations for low-resource or middle-resource countries. A collaborative, international, and data-informed update of the diagnostic criteria for HIV-associated neurocognitive disorders is a cornerstone of the proposed response strategy. The proposed response strategy includes a dynamic, international, online knowledge hub that will provide a crucial community resource for emerging evidence on the brain health of people ageing with HIV.

While HIV infection and clonal hematopoiesis (CH) have been linked with inflammatory dysregulation and an increased risk of aging-related comorbidities, their relationship with clinical geriatric syndromes has not been well defined. In the Age-related Clonal Haematopoiesis in an HIV Evaluation Cohort (ARCHIVE) study (NCT04641013), we measure associations between HIV and CH and geriatric syndromes. Of 345 participants (176 with HIV and 169 without HIV), 23% had at least one mutation associated with CH: 27% with HIV and 18% without HIV (p = 0.048). In adjusted analyses, HIV infection is independently associated with increased phenotypic age acceleration (coefficient 1.73, 95% confidence interval [CI] 0.3, 3.16) and CH is independently associated with being frail (vs. pre-frail/robust; odds ratio 2.38, 95% CI 1.01, 5.67) and with having reduced quality of life (coefficient −2.18, 95% CI −3.92, −0.44). Our findings suggest that HIV is associated with increased biological age and that CH may be used as a biomarker for adverse geriatric outcomes.

Purpose: Online resources can be helpful for students and can augment the content presented in learning environments. A team consisting of four biologists, a graduate student, instructional designer and media developers collaborated on the design, development and evaluation of first-year biology online tutorials in a Canadian University. The tutorials were designed to address knowledge gaps resulting in low success rates and attrition of first-year students in biology. The decrease in the number of students in STEM has alarmed educators, prompting a call for efforts to increase STEM majors in universities. Large class sizes, such as first year biology with ∼900 registrants annually, with detail-oriented, content-heavy loads, can result in low success rates and attrition. Design/methodology/approach: Active learning methods, including online formative assessments, which encourage student engagement in course material, can be effective in large introductory science classes, and thus, the authors provided engagement with tutorial online resources. The authors identified the tutorial topics by analyzing previous years' tests, student feedback and pedagogical research in undergraduate biology. The top five topics identified as common misconceptions or troublesome concepts within the course were selected. Standard instructional design processes were used to produce high-quality online tutorials. Tutorials included learning materials, videos, animations, self-assessments, reflective questions and badges to facilitate deep learning of the topics. Effectiveness of the tutorials was evaluated using quantitative methods and quasi-experimental design to compare the student learning results between the control year (without tutorials) and the year when tutorials were offered. Pre- and posttests measuring conceptual understanding were administered to assess gains in student learning. Additionally, student engagement was measured using the Classroom Survey of Student Engagement (CLASSE), and data from learning management system was collected. Findings: Results of the study show that the tutorials were an effective means of providing supplementary assistance to students as well as fostering a gain in students' levels of engagement with the course. Data analysis indicates that there was a significant increased gain in learning of core concepts in biology. Specifically, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing. Originality/value: As seen from the description earlier, the tutorials, and this project, provide suitable university-level complexity to address specific learning gaps in the first year course. They provide a valuable service to students in terms of representing content in an alternate format and motivating students as they engaged with videos and self-assessment most frequently. The project adds to the teaching and learning environment with respect to program design, mode of delivery and scheduling by providing self-paced tutorials that focus on specific concepts in biology. Students may review these resources whenever and as often as they feel necessary to better master the concepts. This makes the content applicable for the various preferences for approaches to learning and accommodation requirements found in students. Importantly, using formative online assessments resulted in measurable learning gains in students who participated voluntarily, in comparison to students who chose not to engage in self-paced quiz testing.

Online asynchronous courses require close attention to course design to ensure there are strategies in place to foster social presence to build stronger senses of community and to motivate students to engage (content, peers and instructors). Judicious use of social media may serve this purpose. Since its inception, social media, Twitter in particular, has been employed in higher education courses for teaching and learning experiences with a notable impact on student engagement and social presence. This research examines students’ use of Twitter for assessment and interaction in the online asynchronous classroom from 2014 to 2018, to determine if there has been an increase in the length, amount or content within Tweets, and if students report stronger engagement and interaction following the use of Twitter for assessment. While results indicate such a connection exists, students were more focused on completing course requirements than creating connections or interacting with others, and were bothered by the constraints of the Tweet length.

Although HIV treatment-as-prevention reduces individual-level HIV transmission, population-level effects are unclear. We aimed to investigate whether treatment-as-prevention could achieve population-level reductions in HIV incidence among gay, bisexual, and other men who have sex with men (GBM) in Australia's most populous states, New South Wales and Victoria.

The article presents insights on business-related issues. Topics discussed include the celebration of Tax Freedom Day in the U.S., the decision by Russia to sign an arms and nuclear technology deal with Iran and the impact of the age of the Internet on antitrust laws and regulations. Also mentioned is the availability of various titles for passengers who sign up for the Guest Rewards frequent-rider program of Amtrak.