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General education science courses at a Canadian postsecondary institution implemented "Beyond Labz" virtual science labs. Faculty members teaching vocational science-related courses tested this resource. This qualitative study explores faculty member and learner perceptions of the efficacy of these virtual labs in terms of ease of use, designing hands-on activities, student engagement, and accessibility. Data are collected via a focus group, surveys, meetings, and interview notes. The study found that learners and faculty members may have different perceptions of the importance of virtual labs for the development of various skills. From the data, five themes emerge related to addressing the needs of diverse learners and utilizing multiple affordances of virtual labs. Although science virtual labs are perceived as a useful tool for teaching and learning science, faculty members identify barriers such as the need to develop digital literacy skills and initial training and institutional support when introducing new tools. Recommendations for effective science virtual labs curriculum integration are included.

Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students' preferences and attitudes towards new "Engaged Mathematics Labs" in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from [approximately]200 first year students participating in "Engaged Mathematics Labs" across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.

Traditional, template physics labs are often associated with student dissatisfaction and superficial applications, and are known to leave students with fragmented knowledge. An alternative known as labatorials, a conceptually driven approach to labs, has been proposed. In a number of studies, labatorials have been shown to work well. However, what has been missing is a study comparing labatorials to traditional labs. In this study, labatorials are compared with traditional labs in terms of students' learning experience and the quality of their conceptual learning. Additionally, we identify the scaffolding mechanisms that impact these elements. In the context of Concordia University's introductory experimental mechanics course, we collect data spanning semistructured student and teaching assistant (TA) interviews, class observations, TA surveys, post-test and final exam scores and responses, and student writing products. Upon analysis and triangulation, we find that due to the scaffolding present in labatorials, students typically exhibit a high degree of collaboration and engagement with the material in a low-pressure environment, which allows students to focus on the learning. This is attributed to three primary forms of scaffolding inherent to the design of labatorials: peer scaffolding, instructor scaffolding, and scaffolding by the activity worksheet. In contrast, students in traditional labs have a tendency to rely on step-by-step instructions and focus on avoiding errors, which may inhibit their conceptual learning. These conclusions are supported by the students' differing performance and understanding exhibited in different types of questions; traditional lab students tend to perform better on questions involving standardized processes or simple, memorization-based calculations, while labatorial students tend to perform better on conceptual questions.

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, "Clearly and effectively communicates ideas and information with students" was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

Through in-class observations of teaching assistants (TAs) and students in the lab sections of a large introductory physics course, we study which TA behaviors can be used to predict student engagement and, in turn, how this engagement relates to learning. For the TAs, we record data to determine how they adhere to and deliver the lesson plan and how they interact with students during the lab. For the students, we use observations to record the level of student engagement and pretests and post-tests of lab skills to measure learning. We find that the frequency of TA-student interactions, especially those initiated by the TAs, is a positive and significant predictor of student engagement. Interestingly, the length of interactions is not significantly correlated with student engagement. In addition, we find that student engagement was a better predictor of post-test performance than pretest scores. These results shed light on the manner in which students learn how to conduct inquiry and suggest that, by proactively engaging students, TAs may have a positive effect on student engagement, and therefore learning, in the lab.

This research was conducted with 291 Junior/Intermediate (J/I) pre-service teachers in a ubiquitous laptop Bachelor of Education program at Nipissing University. The authors modeled a lesson using three different teaching styles using flight as the content medium, a specific expectation found in the Ontario Ministry of Education grade six Science curriculum (Ontario Ministry of Education, 1998). The three parts of the lesson were entitled: 1) "Chalk and Talk", which followed a traditional teacher directed teaching style, 2) "A Virtual Lab" where pre-service teachers gather information about flight via an online website from their laptops, and 3) "A Hovercraft Lesson" which engaged the pre-service teachers in four learning stations about hovercrafts, one of which was to experience riding a home-made hovercraft from plywood and a leaf blower. The pre-service teachers participated in the lessons and then completed an online survey that enabled the rating each of the lessons for strengths and weaknesses, engagement, and their motivation toward the topic. Pre-service teachers rated and commented about the lessons in regard to teaching preference, preparation time, and perceived student engagement within a school setting. The online survey gathered both quantitative and qualitative data. The survey informed the authors on the type of learning and teaching style the pre-service teachers preferred and why. It also provided information on the advantages and disadvantages of the three different teaching styles as perceived by the pre-service teachers. Analysis indicates that the pre-service teachers preferred the Hovercraft lesson regardless of the preparation time required or the safety hazards. Previous research indicates that pre-service teachers tend to teach in a style in the classroom as they were taught in a Faculty of Education; therefore, modeling and analyzing various teaching methods is an important component of teacher education. (Contains 6 tables and 3 figures.)

This article provides a comparison and comprehensive analysis of varied approaches to the assessment of sexual interest and behaviours at different international sexual behaviour assessment labs. The assessment protocols are described for four sexual behaviour laboratories: the Royal Ottawa Mental Health Centre's Sexual Behaviours Clinic in Canada; the Medical University of South Carolina's Sexual Behaviours Clinic and Laboratory in the US; the Laboratory of Evolutionary Sexology and Psychopathology in the Czech Republic; and the Laboratory of Forensic Sexology in Russia. An overview of examinee demographics and types of cases assessed is provided for each lab. Assessment protocols, including psychometric measures and objective measures of sexual interest and arousal, such as penile plethysmography or eye-tracking, are also reviewed. The differences across labs may lead to interesting and productive cross-cultural investigations and studies about the efficacy of specific assessment methods. [ABSTRACT FROM AUTHOR]

Video tutorials were designed for students working on a General Chemistry scientific inquiry laboratory in 2008, as a supplement to in-class instruction from a librarian. In 2010, with no opportunity to provide in-class instruction, one of the videos was redesigned and offered to assist students with the exercise. In both years, students were asked to provide feedback on the usefulness of the videos and their willingness to watch library tutorials in general. This study compares feedback from 2008 (533 respondents) to 2010 (850 respondents). The changes in circumstances had little effect on student attitudes towards this mode of teaching. (Contains 3 tables and 1 figure.)

In 2018, Agriculture and Agri-Food Canada developed the Living Laboratories Initiative, a network of agroecosystem living labs, to encourage the adoption and scaling up and out of innovation in climate change adaptation and mitigation in agriculture. This paper explores agroecosystem living labs as new collaborative innovation approaches used as co-production policy tools to co-create solutions to complex agri-environmental issues. It answers the question: How can living labs, especially agroecosystem living labs, help us understand more about the co-production processes between public and private actors? Using a combination of semi-structured interviews and participant observation, this study gathered early-stage insights from various agroecosystem living lab partners in two Canadian agroecosystem living lab sites. It found that starting conditions of partners are informative in the initial stages of living lab implementation. Three lessons are identified for other public sector actors looking to use living labs as co-production tools targeting agroecosystems: first metagovernance is essential to a well-functioning agroecosystem living lab; second, it is useful to regularly reflect on power balances within the living lab and closer self-reflection by the metagovernor is important; lastly, social iteration is a useful "check-in" tool to use in addition to any other innovation iterations in the living lab. [ABSTRACT FROM AUTHOR]

Presents a study which described innovations and shifts in the family skills labs that have been offered since 1995 in the undergraduate family nursing curriculum at the University of Calgary, Alberta. Shift from a strict adherence to role play as a way to teach and hone skills in working with families; Basis of the lab activities; Implication of the student feedback on the changes in the delivery of the family nursing labs.

Describes the implementation of family nursing skills labs on undergraduate nursing students at the University of Calgary in Calgary, Alberta. Theoretical building blocks for the family skills labs; Content and process of the skills labs; Student's response to the program; Expansion on students' repertoire of experiences in therapeutic relationships.

Narrates the author's experiences as observer and subject in research laboratories. Motion sickness study in the Aerospace Medical Research Unit of McGill University in Montreal, Quebec; Tracking of eye movements at the McGill Vision Research Center; Sensorial release in a simulated escape from gravity; Imaginings and reflections on the laboratory experiences.

This research paper investigates the effectiveness of combined flipped classroom (FC) with a plethora of Prep materials, small-group Collaboration, student Presentations, TopHat Clickers, and Engaged labs (PCPCE) on students' achievement and cognitive engagement from the students' perceptions. Although FC format is not new, we use a different implementation of an FC (FC-PCPCE) in a calculus class. Educational and edutainment elements were investigated through a questionnaire that assessed learning gain, relatedness, challenges, learner-related factors, and self-reflection in terms of mathematics ability and perceived interest in the subject. We analyze both qualitative and quantitative survey responses from 354 first-year students participating in calculus classes at a large Canadian public university. We compare the perceptions of FC-PCPCE students to those of students in a traditional (i.e., non-flipped) classroom. The survey analysis shows that even with many students enjoying the implementation of FC-PCPCE format, students in the traditional classroom reported higher levels of satisfaction, interest, belonging, content recall, and experienced fewer academic challenges such as procrastination. The results of this study will aid educators in designing courses that benefit students and guide researchers who wish to pursue further studies on this topic. [ABSTRACT FROM AUTHOR]

The roots of lab on a chip in Canada are deep, comprising of some of the earliest contributions and first demonstrations of the potential of microfluidic chips. In an editorial leading off this special issue, Jed Harrison of University of Alberta reflects on these early days and Canada's role in the field's development (DOI: URL URL="HTTP://DX.DOI.ORG/10.1039/C3LC50522G"10.1039/c3lc50522g/URL). Over the last decade, microfluidics and lab-on-a-chip research efforts grew exponentially – rapidly diffusing across the vast Canadian length scales. [ABSTRACT FROM AUTHOR]

The objectives of this article, Part 2 of a two part series, are twofold: (i) To provide a narrative review of the research evidence authored by faculty of the Canadian Memorial Chiropractic College (CMCC) and; (ii) discussion of the impact this research evidence had on teaching chiropractic manual skills at CMCC and -- theoretically - to the broader chiropractic educational community. Research evidence discussed are in the areas of: Experimental studies linked to biomechanics; Measuring Force -- Integration of Force Sensing Table Technology (FSTT®) into technique labs; Characteristics of injuries sustained by chiropractic students during technique labs; Finding the clinical target for therapeutic intervention and; Recommendations toward a model technique curriculum. The intent of this article is for faculty at current and future accredited educational programs to incorporate this research evidence into their technique curricula and to potentially strengthen the pedagogical approach used to teach chiropractic manual skills. [ABSTRACT FROM AUTHOR]

Purpose: Scientific transparency and rigor are essential for the successful translation of knowledge in clinical research. However, the field of oropharyngeal dysphagia research lacks guidelines for methodological design and reporting, hindering accurate interpretation and replication. This article introduces the Framework for RigOr aNd Transparency In REseaRch on Swallowing (FRONTIERS), a new critical appraisal tool intended to support optimal study design and results reporting. The purpose of introducing FRONTIERS at this early phase is to invite pilot use of the tool and open commentary. Methods: FRONTIERS was developed by collaborating researchers and trainees from six international dysphagia research labs. Eight domains were identified, related to study design, swallowing assessment methods, and oropharyngeal dysphagia intervention reporting. Small groups generated questions capturing rigor and transparency for each domain, based on examples from the literature. An iterative consensus process informed the refinement and organization of primary and subquestions, culminating in the current initial version of FRONTIERS. Results: FRONTIERS is a novel tool, intended for use by oropharyngeal dysphagia researchers and research consumers across disciplines. A web application enables provisional use of the tool, and an accompanying survey solicits feedback regarding the framework. Conclusion: FRONTIERS seeks to foster rigor and transparency in the design and reporting of oropharyngeal dysphagia research. We encourage provisional use and invite user feedback. A future expert consensus review is planned to incorporate feedback. By promoting scientific rigor and transparency, we hope that FRONTIERS will support evidence-based practice and contribute to improved health outcomes for individuals with oropharyngeal dysphagia. [ABSTRACT FROM AUTHOR]

The article reports on the large amount of high-profile scandals in Canada's health care system which involves deceptive medicine laboratory. This incident may serve as a wake up call for the government, wherein both the Canadian Association of Pathologists and the Royal College of Physicians and Surgeons of Canada believe that inadequate investment had resulted to this scandal. This incidents involving incomplete work by the pathologist, which is regrettable situation according to Dr. Jagdish Butany president of CAP, prompting retesting in more than 60,000 cases that ramps in Newfoundland, New Brunswick, Ontario and Manitoba. The article also presents the medical laboratories that undergone review for standardization including the Miramichi Regional Health Authority in New Brunswick. INSET: Pathologists under nationwide microscope.

This article investigates the relationship between partisan foreign policy positions on Israel and the voting behavior of religious minorities in Canada. It discusses Stephen Harper's strong pro-Israeli stance in foreign policy when the Conservatives were in power and focuses on two main explanations accounting for such politicization of Israel, namely moral obligations and political clientelism. These hypotheses are tested using the 1968–2015 Canadian Election Study (CES) surveys and the 2011–2015 Vox Pop Labs election data. The results suggest that the Israeli issue had an impact on the support for the Conservatives among voters from religious minorities. Considering the effect of this foreign policy positions, Jewish Canadians are shown to be more supportive of the Conservatives, while the opposite pattern is observed among Muslim Canadians. The implications of these findings are then discussed. [ABSTRACT FROM AUTHOR]

Simple Summary: Cancer care is being increasingly driven by biomarker testing. Many biomarkers are traditionally measured on a sample from a patient tumor such as a biopsy. More recently, "liquid biopsy" has emerged as a blood test to complement or replace traditional tissue-based testing. In this report, we explore one of the first case series of rapid liquid biopsy performed within a hospital setting. The results include a median 3-day time to results, compared to approximately 14 days using traditional centralized reference labs. Additional details of the cohort are shared to highlight the utility of point of care liquid biopsy. Liquid biopsy is rapidly becoming an indispensable tool in the oncologist's arsenal; however, this technique remains elusive in a publicly funded healthcare system, and real-world evidence is needed to demonstrate utility and feasibility. Here, we describe the first experience of an in-house point of care liquid biopsy program at a Canadian community hospital. A retrospective review of consecutive cases that underwent plasma-based next-generation sequencing (NGS) was conducted. Liquid biopsy was initiated at the discretion of clinicians. Sequencing followed a point of care workflow using the Genexus™ integrated sequencer and the Oncomine precision assay, performed by histotechnologists. Results were reported by the attending pathologist. Eligible charts were reviewed for outcomes of interest, including the intent of the liquid biopsy, results of the liquid biopsy, and turnaround time from blood draw to results available. A total of 124 cases, with confirmed or suspected cancer, underwent liquid biopsy between January 2021 and November 2023. The median turnaround time for liquid biopsy results was 3 business days (range 1–12 days). The sensitivity of liquid biopsies was 71%, compared to tissue testing in cases with matched tissue results available for comparison. Common mutations included EGFR (29%), in 86 lung cancer patients, and PIK3CA (22%), identified in 13 breast cancer patients. Healthcare providers ordered liquid biopsies to inform diagnostic investigations and treatment decisions, and to determine progression or resistance mechanisms, as these reasons often overlapped. This study demonstrates that rapid in-house liquid biopsy using point of care methodology is feasible. The technique facilitates precision treatment and offers many additional advantages for cancer care. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Occupational Therapy is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Medical advancements are slow to reach the patient bedside due to issues with knowledge translation from preclinical studies. Multi-laboratory preclinical studies are a promising strategy for addressing the methodological deficiencies that weaken the translational impact of single laboratory findings. However, multi-laboratory preclinical studies are rare and difficult, requiring strong collaboration to plan and execute a shared protocol. In multiteam systems such as these, collaboration is enhanced when members have cohesive ways of thinking about their goals and how to achieve them–that is, when they have "shared mental models". In this research project, we will examine how members of Canada's first multi-laboratory preclinical study build shared mental models and collaborate in the execution of their study. Methods: Six independent labs in Canada will conduct a preclinical study using a common protocol. To investigate mental models and collaboration in this multiteam system we will conduct a longitudinal qualitative study involving interviews at four time points, team observation, and document analysis. We will analyze interview transcripts using deductive coding to produce a matrix analysis of mental model content over time and inductive coding to produce a thematic analysis of members' experiences of collaboration over time. We will also triangulate data sources to "tell the story" of teamwork, capturing events and contextual information that explain changes in mental models and collaboration over time. Discussion: This study will be one of the most comprehensive longitudinal analyses of a real-world multiteam system, and the first within a preclinical laboratory setting. The results will contribute to our understanding of collaboration in multiteam systems, an organizational form increasingly used to tackle complex scientific and social problems. The results will also inform the implementation of future multi-laboratory preclinical studies, enhancing the likelihood of effective collaboration and improved 'bench to bedside' translation. [ABSTRACT FROM AUTHOR]

The article presents a discussion about the process of transfer of government laboratories to universities in Canada. The move is part of the country's science and technology (S&T) strategy. The universities saw the possible transfer of government laboratories mainly as a research opportunity. Five federal laboratories candidate for the transfer include the Wastewater Technology Centre and the Geosciences Laboratories.

This paper explores the integration of STEM activities in teaching and learning, emphasizing the importance of innovative pedagogical approaches in effectively introducing theoretical concepts, such as variables and functions, and merging them with practical applications. Drawing on existing literature, this study investigates the integration of STEM activities with real-world applications to enhance mathematics learning, highlighting intrinsic motivation, self-efficacy beliefs, and goal orientation as key factors in fostering student engagement. This case study explores the integration of a STEM activity to introduce students to variables and functions through a pendulum experiment. The aim is to demonstrate the impact of this approach on students' understanding of abstract mathematical concepts, as well as their problem-solving skills. By combining cognitive and social constructivism with technological modes (virtual labs), the study showcases the transformative potential of innovative techniques in STEM education. The outcomes of the study highlight, to some extent, the positive effects of STEM activities on students' engagement, motivation, understanding of theoretical concepts, and problem-solving skills. The focus on hands-on activities supports practical learning experiences and fosters critical thinking. Additionally, virtual labs enrich students' exploration of complex mathematical phenomena, enhancing their ability to apply prior knowledge to new contexts and transcend the boundaries of traditional lab settings. Overall, the findings underscore the transformative potential of innovative pedagogical approaches and technological modes in creating engaging learning environments within STEM disciplines.

Reports the opening of the Canadian Science Center for Human and Animal Health in Winnipeg, Manitoba. Laboratory for the study of viruses that kill animals and people; Comments from Jonathan Richmond of the United States Centers for Disease Control and Prevention (CDC); The center's head, Heinz Feldmann; Examination of zoonotic diseases such as Nipah virus planned.

This article explores technological sovereignty as a way to respond to anxieties of control in digital urban contexts, and argues that this may promise a more meaningful social license to operate smart cities. First, we present an overview of smart city developments with a critical focus on corporatization and platform urbanism. We critique Alphabet's Sidewalk Labs development in Toronto, which faces public backlash from the #BlockSidewalk campaign in response to concerns over not just privacy, but also lack of community consultation, the prospect of the city losing its civic ability to self‐govern, and its repossession of public land and infrastructure. Second, we explore what a more responsible smart city could look like, underpinned by technological sovereignty, which is a way to use technologies to promote individual and collective autonomy and empowerment via ownership, control, and self‐governance of data and technologies. To this end, we juxtapose the Sidewalk Labs development in Toronto with the Barcelona Digital City plan. We illustrate the merits (and limits) of technological sovereignty moving toward a fairer and more equitable digital society. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Pathology is the property of Canadian Association of Pathologists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Canadian Veterinary Journal / Revue Vétérinaire Canadienne is the property of Canadian Veterinary Medical Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Study Question: Can additional genetic variants for circulating anti-Müllerian hormone (AMH) levels be identified through a genome-wide association study (GWAS) meta-analysis including a large sample of premenopausal women?Summary Answer: We identified four loci associated with AMH levels at P < 5 × 10-8: the previously reported MCM8 locus and three novel signals in or near AMH, TEX41 and CDCA7.What Is Known Already: AMH is expressed by antral stage ovarian follicles in women, and variation in age-specific circulating AMH levels has been associated with disease outcomes. However, the physiological mechanisms underlying these AMH-disease associations are largely unknown.Study Design, Size, Duration: We performed a GWAS meta-analysis in which we combined summary statistics of a previous AMH GWAS with GWAS data from 3705 additional women from three different cohorts.Participants/materials, Setting, Methods: In total, we included data from 7049 premenopausal female participants of European ancestry. The median age of study participants ranged from 15.3 to 48 years across cohorts. Circulating AMH levels were measured in either serum or plasma samples using different ELISA assays. Study-specific analyses were adjusted for age at blood collection and population stratification, and summary statistics were meta-analysed using a standard error-weighted approach. Subsequently, we functionally annotated GWAS variants that reached genome-wide significance (P < 5 × 10-8). We also performed a gene-based GWAS, pathway analysis and linkage disequilibrium score regression and Mendelian randomization (MR) analyses.Main Results and the Role Of Chance: We identified four loci associated with AMH levels at P < 5 × 10-8: the previously reported MCM8 locus and three novel signals in or near AMH, TEX41 and CDCA7. The strongest signal was a missense variant in the AMH gene (rs10417628). Most prioritized genes at the other three identified loci were involved in cell cycle regulation. Genetic correlation analyses indicated a strong positive correlation among single nucleotide polymorphisms for AMH levels and for age at menopause (rg = 0.82, FDR = 0.003). Exploratory two-sample MR analyses did not support causal effects of AMH on breast cancer or polycystic ovary syndrome risk, but should be interpreted with caution as they may be underpowered and the validity of genetic instruments could not be extensively explored.Large Scale Data: The full AMH GWAS summary statistics will made available after publication through the GWAS catalog (https://www.ebi.ac.uk/gwas/).Limitations, Reasons For Caution: Whilst this study doubled the sample size of the most recent GWAS, the statistical power is still relatively low. As a result, we may still lack power to identify more genetic variants for AMH and to determine causal effects of AMH on, for example, breast cancer. Also, follow-up studies are needed to investigate whether the signal for the AMH gene is caused by reduced AMH detection by certain assays instead of actual lower circulating AMH levels.Wider Implications Of the Findings: Genes mapped to the MCM8, TEX41 and CDCA7 loci are involved in the cell cycle and processes such as DNA replication and apoptosis. The mechanism underlying their associations with AMH may affect the size of the ovarian follicle pool. Altogether, our results provide more insight into the biology of AMH and, accordingly, the biological processes involved in ovarian ageing.Study Funding/competing Interest(s): Nurses' Health Study and Nurses' Health Study II were supported by research grants from the National Institutes of Health (CA172726, CA186107, CA50385, CA87969, CA49449, CA67262, CA178949). The UK Medical Research Council and Wellcome (217065/Z/19/Z) and the University of Bristol provide core support for ALSPAC. This publication is the work of the listed authors, who will serve as guarantors for the contents of this article. A comprehensive list of grants funding is available on the ALSPAC website (http://www.bristol.ac.uk/alspac/external/documents/grant-acknowledgements.pdf). Funding for the collection of genotype and phenotype data used here was provided by the British Heart Foundation (SP/07/008/24066), Wellcome (WT092830M and WT08806) and UK Medical Research Council (G1001357). M.C.B., A.L.G.S. and D.A.L. work in a unit that is funded by the University of Bristol and UK Medical Research Council (MC_UU_00011/6). M.C.B.'s contribution to this work was funded by a UK Medical Research Council Skills Development Fellowship (MR/P014054/1) and D.A.L. is a National Institute of Health Research Senior Investigator (NF-0616-10102). A.L.G.S. was supported by the study of Dynamic longitudinal exposome trajectories in cardiovascular and metabolic non-communicable diseases (H2020-SC1-2019-Single-Stage-RTD, project ID 874739). The Doetinchem Cohort Study was financially supported by the Ministry of Health, Welfare and Sports of the Netherlands. The funder had no role in study design, data collection and analysis, decision to publish or preparation of the manuscript. Ansh Labs performed the AMH measurements for the Doetinchem Cohort Study free of charge. Ansh Labs was not involved in the data analysis, interpretation or reporting, nor was it financially involved in any aspect of the study. R.M.G.V. was funded by the Honours Track of MSc Epidemiology, University Medical Center Utrecht with a grant from the Netherlands Organization for Scientific Research (NWO) (022.005.021). The Study of Women's Health Across the Nation (SWAN) has grant support from the National Institutes of Health (NIH), DHHS, through the National Institute on Aging (NIA), the National Institute of Nursing Research (NINR) and the NIH Office of Research on Women's Health (ORWH) (U01NR004061; U01AG012505, U01AG012535, U01AG012531, U01AG012539, U01AG012546, U01AG012553, U01AG012554, U01AG012495). The SWAN Genomic Analyses and SWAN Legacy have grant support from the NIA (U01AG017719). The Generations Study was funded by Breast Cancer Now and the Institute of Cancer Research (ICR). The ICR acknowledges NHS funding to the NIHR Biomedical Research Centre. The content of this manuscript is solely the responsibility of the authors and does not necessarily represent official views of the funders. The Sister Study was funded by the Intramural Research Program of the National Institutes of Health (NIH), National Institute of Environmental Health Sciences (Z01-ES044005 to D.P.S.); the AMH assays were supported by the Avon Foundation (02-2012-065 to H.B. Nichols and D.P.S.). The breast cancer genome-wide association analyses were supported by the Government of Canada through Genome Canada and the Canadian Institutes of Health Research, the 'Ministère de l'Économie, de la Science et de l'Innovation du Québec' through Genome Québec and grant PSR-SIIRI-701, The National Institutes of Health (U19 CA148065, X01HG007492), Cancer Research UK (C1287/A10118, C1287/A16563, C1287/A10710) and The European Union (HEALTH-F2-2009-223175 and H2020 633784 and 634935). All studies and funders are listed in Michailidou et al. (Nature, 2017). F.J.M.B. has received fees and grant support from Merck Serono and Ferring BV. D.A.L. has received financial support from several national and international government and charitable funders as well as from Medtronic Ltd and Roche Diagnostics for research that is unrelated to this study. N.S. is scientific consultant for Ansh Laboratories. The other authors declare no competing interests. [ABSTRACT FROM AUTHOR]

Access to resources can take many forms: digital access via an onsite network, through an external site, website, etc., or physical access to labs, machines, information repositories, etc. Whether access to resources is digital or physical, it must be allowed, denied, revoked, or disabled using robust and coherent access control (AC) models. What makes the process of AC more complicated is the emergence of digital transformation technologies and pervasive systems such as the internet of things (IoT) and industry 4.0 systems, especially with the growing demand for transparency in users' interaction with various applications and services. Controlling access and ensuring security and cybersecurity in IoT and industry 4.0 environments is a challenging task. This is due to the increasing distribution of resources and the massive presence of cyber-threats and cyber-attacks. To ensure the security and privacy of users in industry sectors, we need an advanced AC metamodel that defines all the required components and attributes to derive various instances of AC models and follow the new and increasing demand for AC requirements due to continuous technology upgrades. Due to the several limitations in the existing metamodels and their inability to answer the current AC requirements, we have developed a Hierarchical, Extensible, Advanced, Dynamic (HEAD) AC metamodel with significant features that overcome the existing metamodels' limitations. In this paper, the HEAD metamodel is employed to specify the needed AC policies for two case studies inspired by the computing environment of Institut Technologique de Maintenance Industrielle (ITMI)-Sept-Îles, QC, Canada; the first is for ITMI's local (non-IoT) environment and the second for ITMI's IoT environment. For each case study, the required AC model is derived using the domain-specific language (DSL) of HEAD metamodel, then Xtend notation (an expressive dialect of Java) is utilized to generate the needed Java code which represents the concrete instance of the derived AC model. At the system level, to get the needed AC rules, Cypher statements are generated and then injected into the Neo4j database to represent the Next Generation Access Control (NGAC) policy as a graph. NGAC framework is used as an enforcement point for the rules generated by each case study. The results show that the HEAD metamodel can be adapted and integrated into various local and distributed environments. It can serve as a unified framework, answer current AC requirements and follow policy upgrades. To demonstrate that the HEAD metamodel can be implemented on other platforms, we implement an administrator panel using VB.NET and SQL. [ABSTRACT FROM AUTHOR]

Penile plethysmography (PPG) is the primary physiologic assessment method used to gauge sexual responses in adult men. Depending on the country or jurisdiction of assessment, stimuli used to elicit arousal can include videos, still images, and audio materials. It can depict a variety consenting and non-consenting sexual scenarios as well as neutral, non-sexual scenarios. Models in visual stimuli can be clothed, semi-clothed, or nude. Variation in stimuli modality and the type of sexual interest being tested can have a large impact on PPG outcomes. This paper reviews research on types of PPG stimuli, the different sexual interests being assessed, reliability and validity, and the impact of anonymizing models depicted in assessment materials. Innovations in stimuli development in three labs located in Canada, the United States, and the Czech Republic are also discussed. The work done in these three labs and the broader range of research on assessment stimuli are presented to highlight the need for a unified, multi-site, standardized approach to assess problematic sexual interests and their change in response to treatment. [ABSTRACT FROM AUTHOR]

Objectives: To describe how veterinarians utilise and perform urinalyses for dogs and cats. Materials and Methods: A survey, developed and distributed through the Veterinary Information Network, enlisted veterinarians who perform urinalyses for dogs and cats. Participants were directed to question banks based on whether urinalyses were performed in‐house, by an outside diagnostic laboratory, or using an in‐house automated instrument. Participants using multiple methods were directed to questions that related to the chosen methods. Results: A total of 1059 predominantly first‐opinion clinicians from the USA and Canada completed the survey. Participants performed urinalyses much less frequently than blood work during a routine examination. The most common factors preventing participants from performing a urinalysis with blood work included clients' financial constraints, difficulty obtaining urine and lack of perceived diagnostic need. The most common reasons for submission to a diagnostic laboratory included efficiency, more trusted results and convenience. Speed of obtaining results was the most common reason for performing urinalyses in‐house. Of the participants who performed in‐house urinalyses, fewer always performed a manual sediment examination (79%) as compared with urine‐specific gravity (99%) and manual dipstick (87%). Clinical Significance: This survey documents that urinalysis is often not used in senior patients as recommended by recent clinical guidelines for dogs and cats which can result in decreased diagnosis and impaired management of subclinical disease. There is significant variability in urinalysis methods despite veterinary guidelines promoting standardisation, and this could lead to inaccurate results. [ABSTRACT FROM AUTHOR]

Provides information on a study which surveyed the quantity and quality of biology laboratory work conducted by 11th and 12th-grade biology students in British Columbia high schools to analyze students performance on laboratory-based questions on provincial examinations. Methodology; Analysis of the examination; Findings and data analysis; Conclusions.

The rapidly aging population and the increasing number of chronic and degenerative diseases associated with aging have led to a rise in demand for aptly trained health-care professionals to address the changing needs of the aging population. However, there is a drastic shortage of health-care professionals in geriatric care as the challenge to attract younger generations into geriatrics and gerontology continues. To this end, experiential learning – an engaged learning process where students learn by doing and reflecting upon those experiences – may lead to better applied knowledge, skills, competence, and interest regarding care for older adults. This study examines experiential learning in the form of a "Living Lab" – a field-based practicum education model – and how it promotes student learning in terms of interaction with, and knowledge and attitudes about, geriatric inpatients living with mental health conditions in a specialty psychiatric hospital in Canada. Using qualitative narrative inquiry, we explored students' (n = 14) experiences of participating in a Living Lab. Three interconnected themes were identified and collectively suggested that participation in the Living Lab improved student self-efficacy, knowledge, and skills to work with the geriatric population. It also helped reshape student attitudes toward this population. [ABSTRACT FROM AUTHOR]

Introduction: Postgraduate education is transitioning to a competency-based curriculum in an effort to standardize the quality of graduating trainees. The learning experiences and opportunities in each institution are likely variable, as no standard exists regarding the teaching curriculum offered through residency. The objective of this study is to examine the various teaching curricula among different Canadian urology residency programs and to identify which teaching modalities are prioritized by program directors. Methods: A 10-question anonymous survey was sent electronically to program directors at all 12 urology residency programs across Canada. Questions were designed to quantify the time allotted for teaching and to assess the various teaching session types prioritized by programs to ensure the successful training of their graduates. We assessed each program's perceived value of written exams, oral exams, didactic teaching session, and simulation sessions. Responses were assessed using a Likert-scale and a ranking format. Descriptive statistics were performed. Results: Overall survey response rate from residency program directors was 75% (9/12). Sixty-seven percent of programs designated one day of teaching per week, whereas 33% split resident teaching over two days. Review of chapters directly from Campbell-Walsh Urology textbook were deemed the most valuable teaching session. Practice oral exams were also prioritized, whereas most programs felt that simulation labs contributed the least to residency education. All programs included review of the core urology textbook in their weekly teaching, while only 67% of programs included faculty-led didactic sessions and case presentations. Forty-four percent of programs included resident-led didactic sessions. Practice oral exams and simulation labs were the least commonly included teaching modalities. Conclusions: Although most program directors prioritize the review of chapters in the core urology textbook, we found significant heterogeneity in the teaching sessions prioritized and offered in current urology residency curricula. As we move to standardize the quality of graduating trainees, understanding the impact of variable educational opportunities on residency training may become increasingly important. [ABSTRACT FROM AUTHOR]

Background: Hypertensive disorders of pregnancy are major causes of maternal mortality and morbidity, and postpartum hypertensive complications have significant implications on maternal health and public health care system. Antepartum community care programs for hypertension are in place at major centers of Canada, however, such a program for postpartum are usually lacking, and could be a cost-effective solution to reduce postpartum hypertensive complications.Objectives: To assess the proportion of women who present to the emergency department (ED) or outpatient clinics for postpartum hypertensive (PPHTN) complications up to 6 weeks postpartum, among pregnancies complicated by antenatal hypertensive disorders in Calgary, Canada. Secondary objectives were to identify risk factors for PPHTN complications, and to perform a cost-benefit analysis to support postpartum community care program (PCCP) as a way to decrease ED and clinic visits for PPHTN complications, and thus has a favorable economic impact on the public health care system.Study design: Retrospective cohort study using administrative databases, followed by chart review of ED visits to confirm diagnoses and estimate cost of visits and admissions. The participants were women followed by the Calgary Antenatal Community Care Program (ACCP) for hypertensive disorders, from 2014 to 2015, inclusive. The primary outcome was ED or clinic visit associated with an outpatient database record of hypertensive disorder diagnosis, within 42 days postpartum.Results: Among 319 deliveries included in the study, 30 women (9.4, 95%CI: 6.2-12.6%) visited ED or clinics for PPHTN. We identified multiple antihypertensive medication uses and abnormal postpartum gestational hypertension labs as risk factors for ED visit among these women. We estimate a CAD$152 per antenatal hypertensive patient cost benefit for PCCP.Conclusion: The proposed PCCP appears to have an economic benefit to health care system with a decrease in ED and clinic visits. Further studies with greater sample size could strengthen the findings in this study. [ABSTRACT FROM AUTHOR]

National heritage buildings are considered as the memory of the cities and its civilization's legacy. Such buildings are receiving more attention these days especially from architectures who are trying to restore them by using the proper techniques to bring them back to their former appearance to serve the community in the present time. From that point, the general goal of this research is to concentrate on the used techniques of restoring national heritage buildings by using the proper materials for the damaged or the collapsed parts as the restoration process differs from a building to another. All these points should be done according to the laws and protocols of UNSCO and ICOMOS to keep the authentic features of the building and pass it on to the next generations. This research deals specifically and practically with restoring the Qishla building in Kirkuk as a restoration sample. Some parts of that building collapsed recently and the research aims to save that building by studying the techniques of restoring it using the materials and building techniques of the era the building was built in. This research rises an important point, which is finding a general prospective of scientific and technical ways in restoring cultural heritage buildings which are made from stone specifically. From all that above the main issue that this research deals with is "The unclear techniques of restoring cultural heritage buildings in general and the restoration process of Qishla building with stone in specific". Accomplishing the aim of this research lies in two points: First: Studying the rules which govern the restoration process of cultural heritage buildings. Second: Studying the restoration process of Qishla building and that includes; the restoration process with stone should be done by examining the chemical and physical features of the stone, durability of the used stone, conducting chemical tests in international labs as (ACMAE ANALYSES/Canada) and the last step is to analyze and discuss the results to take final decisions. [ABSTRACT FROM AUTHOR]

From the early days of agricultural production in the 1800s through to the present day, farmers, agronomists, and other motivated people have worked to improve crop production through pest management and surveillance, selection of crop genotypes and agronomic innovations such as reduced and zero-tillage. These essential contributions also helped raise awareness of the practical problems that farmers have faced, of the potential solutions to those problems, and the problems that remain to be solved. In many cases, farmers have organized their efforts to support research to address agricultural challenges through commodity organizations who actively fund research, raise awareness of science, and encourage participation in activities such as pest monitoring and on-farm research trials. This review highlights some of the important contributions of Canadian community scientists. The future of a biovigilance approach to crop production depends on the continued participation of agricultural community members. [ABSTRACT FROM AUTHOR]

Introduction: The increased burden of climate-sensitive infectious diseases (CSIDs) within the circumpolar region, one of the many impacts of climate change, is impacting human, animal and ecosystem health. An integrated One Health approach to surveillance of CSIDs has been promoted by the scientific community as a prerequisite to enhance preparedness and response. Up to now, little is known about how the One Health approach has been implemented in surveillance systems for CSIDs in the Arctic and surrounding regions. Objectives: The objectives of this study were to map surveillance activities currently implemented in the Canadian Arctic and subarctic for the 16 CSID identified by the Arctic Council, to describe how One Health has been operationalized in these activities, and to explore the integration and leadership of Indigenous partners in current surveillance systems. Method: We performed the mapping in three steps: a rapid review of the scientific literature, a review of the grey literature and an online questionnaire sent to key stakeholders involved in CSID surveillance in the Canadian Arctic and subarctic regions. Results and conclusions: We identified 37 scientific peer-reviewed and 58 grey literature records. We mapped (1) surveillance of mandatory notifiable diseases at the federal, provincial or territorial levels not specific to the Arctic and subarctic regions, and (2) non-mandatory surveillance programs specific to the Arctic and subarctic regions. We described programs targeting either a single disease, human populations or wildlife. In most programs, there was no explicit mention of the integration of the One Health approach, and little information was available on collaboration efforts between sectors. Programs involved Indigenous communities at various levels, ranging from very low communication to community members, to high involvement and leadership in program management. Improvement in current CSID surveillance activities in Canada should include enhancing information accessibility, ensuring geographic representation, fostering sustainability in implementation of One Health strategies, and stronger involvement of Indigenous communities in the leadership of surveillance systems. An internationally harmonised approach across the Arctic and subarctic regions for all CSIDs has the potential to unify circumpolar surveillance efforts, save resources, and ultimately better inform public health authorities on the actions to prioritize in the context of climate change. [ABSTRACT FROM AUTHOR]

Authors of few studies have used randomized controlled trials (RCTs) to quantify clinical intervention safety of rehabilitation after sport-related concussion across sport levels. Describe symptom exacerbation and adverse events (AEs) associated with two concussion rehabilitation interventions. Cluster RCT (NCT02988596) Sports medicine clinic and field settings. The RCT enrolled 251 concussed athletes (median age = 20 years; female, n = 48) across 28 sites from New Zealand professional rugby (n = 31), Canadian professional football (n = 52), US/Canadian colleges (n = 128) and US high schools (n = 40). Two medically supervised interventions: (1) enhanced graded exertion (EGE): international return-to-sport strategy and sport-specific activities only (EGE only, n = 119); and (2) multidimensional rehabilitation (MDR) followed by EGE: early symptom-directed exercises once symptoms were stable, followed by EGE after symptoms resolved (MDR + EGE, n = 132). Primary outcomes were intrasession total symptom severity score exacerbation and significant intersession (increase 10+ severity points) sustained total symptom severity exacerbation, each measured with the Postconcussion Symptom Scale (132 total severity points on scale). Reported AEs were also described. Activity-based rehabilitation sessions (n = 1437) were the primary analysis unit. Frequencies, proportions, medians, and interquartile ranges were calculated for outcomes by treatment group. The 251 postinjury participants completed 1437 (MDR + EGE = 819, EGE only = 618) activity-based intervention sessions. A total of 110 and 105 participants contributed data (those missing had no documented session data) to at least 1 activity-based session in the MDR + EGE and EGE-only arms, respectively. Intrasession symptom exacerbations were equivalently low in MDR + EGE and EGE-only arms (MDR + EGE: 16.7%, 95% CI = 14.1%, 19.1%; EGE only: 15.7%, 95% CI = 12.8%, 18.6%). In total, 9/819 MDR + EGE sessions (0.9%) and 1/618 EGE-only sessions (0.2%) resulted in a presession to postsession symptom exacerbation beyond a 10+ severity point increase; 8/9 resolved to <10 points by the next session. Two study-related AEs (1 in each arm) were reported. Participants in MDR + EGE and EGE-only activities reported equivalently low rates of symptom exacerbation. [ABSTRACT FROM AUTHOR]

The instructors of four biology-related courses at a Canadian university integrated Labster virtual labs in their courses as a pre-lab activity, lecture substitute, or to provide lab experience in courses with no on-site labs. The instructors used a backward design approach to align the labs with the learning objectives of their courses and to connect the labs with their course assessments. A study was conducted to examine students' perceptions of the usefulness of the virtual labs in terms of content knowledge and lab skills. At the end of each course, the instructors administered an anonymous survey in their classes. In total, 370 students participated. Across all four courses, survey results showed that at least 77% of the students found that virtual lab simulations helped them understand course concepts. At least 74% of the students navigated the virtual labs with no issues and 58% of the students found the simulations to be of high quality.

Background: Along with rapid diagnostic testing, contact tracing, and public health measures, an effective pandemic response incorporates genomics-based surveillance. Large-scale SARS-CoV-2 genome sequencing is a crucial component of the global response to COVID-19. Characterizing the state of genomics readiness among Canada's public health laboratories was necessary to inform strategic planning and deployment of capacity-building resources in the early stages of the pandemic.Methods: We used a qualitative study design and focus group discussions, encompassing both technical and leadership perspectives, to perform an in-depth evaluation of the state of pathogen genomics readiness in Canada.Results: We found substantial diversity in the state of readiness for SARS-CoV-2 genomic surveillance across Canada. Despite this variability, we identified common barriers and needs in the areas of specimen access, data flow and sharing, computing infrastructure, and access to highly qualified bioinformatics personnel.Conclusions: These findings enable the strategic prioritization and deployment of resources to increase Canada's ability to perform effective public health genomic surveillance for COVID-19 and prepare for future emerging infectious diseases. They also provide a unique qualitative research model for use in capacity building. [ABSTRACT FROM AUTHOR]

In this article, we examine whether an inquiry-based, hands-on physics lab can be delivered effectively as a distance lab. In science and engineering, hands-on distance labs are rare and open-ended project labs in physics have not been reported in the literature. Our introductory physics lab at a large Canadian research university features hands-on experiments that can be performed at home with common materials and online support, as well as a capstone project that serves as the main assessment of the lab. After transitioning the lab from face-to-face instruction to a distance format, we compared the capstone project scores of the two lab formats by conducting an analysis of variance, which showed no significant differences in the overall scores. However, our study revealed two areas that need improvements in instruction, namely data analysis and formulating a clear goal or research question. Focus group interviews showed that students in the distance lab did not perceive the capstone project as authentic science and that they would have preferred a campus lab format. Overall our results suggest that the distance project lab discussed here might be an acceptable substitute for a campus lab and might also be suitable for other distance courses in science.

As part of a large exercise physiology laboratory (lab) reform project, we used blended learning to support graduate teaching assistants and lab technicians in developing their pedagogical knowledge and create an entry point to reflective conversations about teaching and learning. Because self-paced asynchronous online modules can enable reflective and self-determined learning, this asynchronous professional development course is punctuated with reflective questions for the instructional team preparing to teach reformed exercise physiology labs. Asynchronous course content was shared via short videos, podcasts, and readings. We debriefed this self-paced, SoTL-informed course together, in-person. This social debriefing kicked off our weekly synchronous reflective conversations about teaching and learning in a community of practice. Developing a shared language for talking about teaching, enabling student learning, practicing effective teaching, and beginning to contemplate teaching philosophies were described by graduate teaching assistants as notable aspects of this blended learning journey. Lab technicians described discovering SoTL and discussing learning challenges as helpful to their teaching. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

Pierre Trudeau's vision of Canada's cultural policy was situated within a bilingual framework. Canada, so conceived, has "no official culture" and two official languages. Nearly 50 years later, debates regarding the effects and broader significance of this policy combination persist as illustrated by the recent debate about Supreme Court judges. Yet, Canadians' attitudes about bilingualism have received relatively little scholarly attention. This paper probes the structure and recent evolution of public attitudes toward the general idea of official bilingualism using the Survey on Official Languages (2003) and the Canadian Election Studies (1997-2011). It goes on to investigate regional differences in public support for bilingual Supreme Court judges using a large-scale survey conducted by Vox Pop Labs in 2015 (n = 291, 577). The combination of these data sources offers new insights into the contextual and individual-level determinants of regional differences in public attitudes toward bilingualism policy in Canada. [ABSTRACT FROM AUTHOR]

Background: Youth mental health service organizations continue to rapidly broaden their use of virtual care and digital mental health interventions as well as leverage artificial intelligence and other technologies to inform care decisions. However, many of these digital services have failed to alleviate persistent mental health disparities among equity-seeking populations and in some instances have exacerbated them. Transdisciplinary and intersectional knowledge exchange is greatly needed to address structural barriers to digital mental health engagement, develop and evaluate interventions with historically underserved communities, and ultimately promote more accessible, useful, and equitable care. Methods: To that end, the Digital, Inclusive, Virtual, and Equitable Research Training in Mental Health Platform (DIVERT), the Maritime Strategy for Patient Oriented Research (SPOR) SUPPORT (Support for People and Patient-Oriented Research and Trials) Unit and IWK Mental Health Program invited researchers, policymakers, interprofessional mental health practitioners, trainees, computer scientists, health system administrators, community leaders and youth advocates to participate in a knowledge exchange workshop. The workshop aimed to (a) highlight local research and innovation in youth-focused digital mental health services; (b) learn more about current policy and practice issues in inclusive digital mental health for youth in Canada, (c) participate in generating action recommendations to address challenges to inclusive, diverse and equitable digital mental health services, and (d) to synthesize cross-sector feedback to inform future training curriculum, policy, strategic planning and to stimulate new lines of patient-oriented research. Results: Eleven challenge themes emerged related to white-colonial normativity, lack of cultural humility, inaccessibility and affordability of participating in the digital world, lack of youth and community involvement, risks of too much digital time in youth's lives, and lack of scientific evidence derived from equity-deserving communities. Nine action recommendations focused on diversifying research and development funding, policy and standards, youth and community led promotion, long-term trust-building and collaboration, and needing to callout and advocate against unsafe digital services and processes. Conclusion: Key policy, training and practice implications are discussed. [ABSTRACT FROM AUTHOR]