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This article explores how academic buoyancy, a concept from the educational psychology literature, can be used to understand the experiences of Indigenous secondary students' schooling. Academic buoyancy refers to students' ability to overcome everyday challenges of schooling. In this project, 11 Indigenous secondary students in a remote school shared their experiences of school and how they developed a range of capabilities to overcome the everyday challenges. Factors often seen as cultural impediments for Indigenous students, such as the "shame factor", can be viewed as agentic attempts by Indigenous students to develop new capacities, such as a strategy to deal with the fear of failure. It is through these attempts that students develop strategies to negotiate the classroom without giving up their own cultural positions. This article extends earlier research on resilience to focus on the development of academically buoyant capacities that allow students to better navigate the complexities at the locale of the remote Indigenous learner.

In Australia, only two-thirds of doctoral students finish their degrees, with underrepresented students completing at even lower rates. Students who successfully complete still experience many challenges throughout their degrees. In this narrative literature review, we use "preparation and readiness for the doctorate" as a framework to examine how students are prepared for studies at the doctoral level, the challenges they experience, and the support that universities provide. We also weave our own stories of the doctorate to demonstrate how the issues raised in the literature play out for doctoral students. Our findings suggest that how students are prepared for the doctorate remains under-researched, with much of the literature focusing on issues that emerge once students commence, and the supports that are provided in response to these challenges. A future focus on preparation may provide insight into how institutional processes can better support doctoral students to successfully complete their degrees.

Indigenous studies has come a long way. In this paper, we share some bold steps we have taken to develop a learning process that situates Indigenous people as a people of place, a people of knowledge and a people of science. This teaching disengages students from learning about Indigenous people as remnants of the past. We extend earlier conversations by focusing on the development of learning dispositions which enable students to better navigate the complexities of the interface between Indigenous and non-Indigenous ideas. This reflection on practice contributes to ongoing discussions about the establishment of Indigenous studies as a discipline.

Abstract Promising therapeutic strategies are being explored to replace or regenerate the neuronal populations that are lost in patients with neurodegenerative disorders. Several research groups have attempted direct reprogramming of astrocytes into neurons by manipulating the expression of polypyrimidine tract-binding protein 1 (PTBP1) and claimed putative converted neurons to be functional, which led to improved disease outcomes in animal models of several neurodegenerative disorders. However, a few other studies reported data that contradict these claims, raising doubt about whether PTBP1 suppression truly reprograms astrocytes into neurons and the therapeutic potential of this approach. This review discusses recent advances in regenerative therapeutics including stem cell transplantations for central nervous system disorders, with a particular focus on Parkinson’s and Alzheimer’s diseases. We also provide a perspective on this controversy by considering that astrocyte heterogeneity may be the key to understanding the discrepancy in published studies, and that certain subpopulations of these glial cells may be more readily converted into neurons.

When Indigenous and non-Indigenous postgraduate research students start researching Indigenous topics, how can we best prepare them for the task ahead? In this article, I describe the approach taken by one regional Australian university to support research students with Indigenous topics through a Master of Philosophy (Indigenous). Drawing on Nakata's cultural interface theory, the programme is designed to grow students' capacities to both negotiate the intersection between Indigenous and Western knowledges and successfully complete a research thesis. This article outlines the pedagogical underpinnings of the programme and describes some of the practices used throughout one-week intensives.

O-GlcNAcylation is an essential intracellular protein modification mediated by O-GlcNAc transferase (OGT) and O-GlcNAcase (OGA). Recently, missense mutations in OGT have been linked to intellectual disability, indicating that this modification is important for the development and functioning of the nervous system. However, the processes that are most sensitive to perturbations in O-GlcNAcylation remain to be identified. Here, we uncover quantifiable phenotypes in the fruit fly Drosophila melanogaster carrying a patient-derived OGT mutation in the catalytic domain. Hypo-O-GlcNAcylation leads to defects in synaptogenesis and reduced sleep stability. Both these phenotypes can be partially rescued by genetically or chemically targeting OGA, suggesting that a balance of OGT/OGA activity is required for normal neuronal development and function.

Purpose – Attention deficit hyperactivity disorder (ADHD) is a neuro-developmental condition that has frequently been pathologised in career research and broader society to date. The study seeks to reframe such assumptions through a qualitative positive-focused exploration of career stories of ADHD adults, elicited through a strength-focused technique with wide applicability for coaching and other career-based development activities. Design/methodology/approach – Situated in a strength-focused coaching psychology paradigm, the authors undertook semi-structured interviews with 17 participants, using an adapted feedforward interview technique (FFI) rooted in positive psychology (PP), to investigate individuals' strengths and successful career experiences. Findings – Narrative thematic analysis of the transcripts identified two core themes: “the paradoxical nature of strengths” and “career success as an evolving narrative”. The participants described how they have achieved career success both “in spite of” and “because of” ADHD. The use of the FFI demonstrated a helpful and easily taught method for eliciting personal narratives of success and strengths, an essential foundation to any coaching process. Originality/value – This research provides a nuanced overview, and an associated conceptual model, of how adults with ADHD perceive their career-based strengths and experiences of success. Further, the research shows the value of using a positive psychological coaching approach when working with neurominority individuals, using a successful adaptation of the FFI. The authors hope that the documentation of this technique and the resulting insights will offer important guidance for managers as coaches and internal and external career coaches, as well as providing positive and relatable narrative resources for ADHD adults.

Rare diseases affect almost 500 million people globally, predominantly impacting children and often leading to significantly impaired quality of life and high treatment costs. While significant contributions have been made to develop effective treatments for those with rare diseases, more rapid drug discovery strategies are needed. Therapeutic antisense oligonucleotides can modulate target gene expression with high specificity through various mechanisms determined by base sequences and chemical modifications; and have shown efficacy in clinical trials for a few rare neurological conditions. Therefore, this review will focus on the applications of antisense oligonucleotides, in particular splice-switching antisense oligomers as promising therapeutics for rare neurological diseases, with key examples of Duchenne muscular dystrophy and spinal muscular atrophy. Challenges and future perspectives in developing antisense therapeutics for rare conditions including target discovery, antisense chemical modifications, animal models for therapeutic validations, and clinical trial designs will also be briefly discussed.

Background: Psychomotor agitation and aggressive behaviour (AAB) have the potential to occur in any healthcare setting, including those in which Emergency Medical Services (EMS) operate. This scoping review aimed to examine the available literature on physical restraint of patients within the prehospital setting and to identify guidelines and their effectiveness, safety to patients and health care practitioners and strategies relating to physical restraint when used by EMS. Methods: We performed our scoping review using the methodological framework described by Arksey and O'Malley augmented by that of Sucharew and Macaluso. Several steps guided the review process: identification of the research question, eligibility criteria, information sources (CINAHL, Medline, Cochrane and Scopus), search, selection and data collection, ethical approval, collation, summarizing and reporting on the results. Results: The population of interest, in this scoping review was prehospital physically restrained patients, however, there was a reduced research focus on this population in comparison to the larger emergency department. Conclusion: The limitation of informed consent from incapacitated patients may relate to the lack of prospective real-world research from previous and future studies. Future research should focus on patient management, adverse events, practitioner risk, policy, and education within the prehospital setting.

It is important to understand the reasons for companion animal relinquishment to help reduce the financial and ethical problems arising from too many dogs and cats in shelters. This study investigates the socioeconomic factors and reasons behind companion animal relinquishment in Australia, utilizing data from five animal shelters, over a five-year period (Financial Year 2018/19 to 2022/23). Descriptive statistics reveal that the median Index of Relative Socio-Economic Advantage and Disadvantage (IRSAD) decile of companion animal guardians who relinquished their companion animal was decile 4 out of 10, indicating that they live in areas of lower-than-average socioeconomic status. Cats accounted for 59.4% and dogs for 40.6% of all relinquishments, with more relinquishments from lower socioeconomic deciles (1–5) (cats: 62.6%, dogs: 65.8%). The median age of relinquished cats was 5 months and dogs 16 months, with human factor-related issues (e.g., Housing, Financial Constraints, Human Healthcare) cited in 86% of cases. Descriptive analysis for the five financial years shows a declining trend in numbers of relinquishments, with housing issues (31.2%) identified as the primary reason, followed by ownership decisions (16.2%), financial constraints (11.2%), and human health issues (10.4%). Comparing the reasons for relinquishment between lower (decile 1–5) and higher (decile 6–10) socioeconomic status demonstrated that financial difficulties were a more common reason in lower vs. higher socioeconomic groups, while human health and family-related issues are more common in higher vs. lower socioeconomic groups. These findings highlight the critical role of socioeconomic factors in understanding why people relinquish their companion animals, which can inform targeted interventions to support companion animal welfare across different socioeconomic backgrounds.

Objectives: Nutritional support is a fundamental component of holistic patient care in the intensive care unit (ICU). There is a paucity of local data pertaining to nutritional support practices at ICUs in South Africa. The aim of this study was to determine nutritional support practices at an academic hospital ICU in Johannesburg, South Africa. Methods: In this cross-sectional, descriptive and retrospective study, a simple random sampling method was utilised to select 50 data collection days from a three-month period (1 August–31 October 2018). Data relevant to the study were extracted from the ICU charts of patients who received formulae-based enteral and/or parenteral nutrition on the selected days. Charts were categorised into acute phase days (≤ 72 hours from ICU admission) and recovery phase days (> 72 hours from ICU admission). Results: A total of 387 ICU charts were included in the final sample, comprising 114 acute phase and 273 recovery phase days. Overall, enteral nutrition was prescribed on 296 (76.5%) chart days while parenteral nutrition was prescribed on 111 (28.7%) chart days. The median daily fluid balance was approximately 600 ml positive. Target protein and calorie intake was achieved on 67 (17.3%) and 110 (28.4%) chart days respectively. Conclusion: Although protein and calorie intake was suboptimal in comparison with the recommended targets, it is in keeping with general international trends. Regular audits, training of staff, attention to minimising feeding interruptions and encouraging the timely initiation of enteral nutrition are recommended interventions that may be useful in achieving nutritional targets.

The School Strike for Climate campaign led to public discussion about children's political participation. Children are generally excluded from formal political systems, however this campaign challenges mainstream attitudes that children are not sufficiently competent to participate in politics. This paper presents an analysis of Australian mainstream media representations of adult responses to the School Strike for Climate events held in Australia in March 2019. When analysed against theories of childhood, two primary narratives are reflected in what adults said about children's participation in the campaign. Anticipatory narratives focus on children appropriately developing into adults, and are represented by the notion that strikers should be in school, be punished for missing school, and are 'just kids' who should not be listened to. Protectionist narratives seek to shelter children from adult matters, suggesting strikers were brainwashed and raising welfare concerns. Neither of these narratives regard children as citizens capable of political voice, despite these children acting prefiguratively to create a world in which their civic participation is valued. Social movement theories of prefiguration are also explored in this paper, providing a counter argument to suggestions that children have no political agency and should be excluded from activism and discussions regarding climate change.

Teachers who read for pleasure can enable their students to become readers as they consciously and unconsciously model the knowledge, practices, values, beliefs, and language (that is, the discourses) associated with being a reader. Such teachers are in the unique position of being able to talk with students about what they are currently reading, why they like it--or do not, what is puzzling them, and why. Such conversations open the space for students to do the same in relation to stories shared in class and stories they choose to read in their own time. In other words, teachers who are readers can engage with their students as fellow readers, not just as teachers of reading. In doing so, these teachers can teach their students not just how to read, but how to be a reader.

In this article, I describe the challenges students faced in interpreting literary--or fictional--texts in the National Monitoring Study of Student Achievement in the English learning area. I explain why it is important for students to learn how to interpret literary texts at school and consider why they might struggle with this important skill. I then describe how teachers might help students to build their interpretive capabilities.

Background: People with myalgic encephalomyelitis / chronic fatigue syndrome (ME/CFS) experience core symptoms of post-exertional malaise, unrefreshing sleep, and cognitive impairment. Despite numbering 0.2-0.4% of the population, no laboratory test is available for their diagnosis, no effective therapy exists for their treatment, and no scientific breakthrough regarding pathogenesis has been made. It remains unknown, despite decades of small-scale studies, whether individuals experience different types of ME/CFS separated by onset-type, sex or age. Methods: DecodeME is a large population-based study of ME/CFS that recruited 17,074 participants in the first 3 months following full launch. Detailed questionnaire responses from UK-based participants who all reported being diagnosed with ME/CFS by a health professional provided an unparalleled opportunity to investigate, using logistic regression, whether ME/CFS severity or onset type is significantly associated with sex, age, illness duration, comorbid conditions or symptoms. Results: The well-established sex-bias among ME/CFS patients is evident in the initial DecodeME cohort: 83.5% of participants were females. What was not known previously was that females tend to have more comorbidities than males. Moreover, being female, being older and being over 10 years from ME/CFS onset are significantly associated with greater severity. Five different ME/CFS onset types were examined in the self-reported data: those with ME/CFS onset (i) after glandular fever (infectious mononucleosis); (ii) after COVID-19 infection; (iii) after other infections; (iv) without an infection at onset; and, (v) where the occurrence of an infection at or preceding onset is not known. Among other findings, ME/CFS onset with unknown infection status was significantly associated with active fibromyalgia. Conclusions: DecodeME participants differ in symptoms, comorbid conditions and/or illness severity when stratified by their sex-at-birth and/or infection around the time of ME/CFS onset.

Parent-practitioner engagement in the early years has become a key policy in remediating the negative effects of poverty upon children's early educational outcomes. Although this approach is shared across several developed countries, there has been limited attention upon how practitioners think about poverty and their engagement with parents in poverty. Our mixed methods study in England and the USA provides rare evidence addressing these issues. Among our practitioners in both countries 'parent blame' for poverty featured to some extent in the accounts of a majority of practitioners. We also found a relationship between the extent to which our practitioners felt individual parents are culpable for poverty and their reporting of more negative engagement with parents -- particularly in England. We claim this is worthy of further study as a potential threat to the 'child-parent-practitioner triangle' and to remediation of poverty's effects within early educational contexts.

Intra-oral stents (including mouth-pieces and bite blocks) can be used to displace adjacent non-involved oral tissue and reduce radiation side effects from radiotherapy treatments for head-and-neck cancer. In this study, a modular and customisable 3D printed intra-oral stent was designed, fabricated and evaluated, to utilise the advantages of the 3D printing process without the interruption of clinical workflow associated with printing time. The stent design used a central mouth-opening and tongue-depressing main piece, with optional cheek displacement pieces in three different sizes, plus an anchor point for moulding silicone to fit individual patients’ teeth. A magnetic resonance imaging (MRI) study of one healthy participant demonstrated the tissue displacement effects of the stent, while providing a best-case indication of its comfort.

Bourdieu’s theory of practice is a useful tool to understand people’s everyday behaviours, dispositions and habits. However, this theory struggles to explain how some people diverge from the social norms that structure their habitus. This article proposes an extension of Bourdieu’s theory of practice by incorporating Freire’s conscientisation, that is, a theory of how individuals develop a critically conscious awareness through engagement with the world around them. Here, we use young people’s engagement in activism as a case study to show how these two theories can work together. We analysed previous youth activism research articles to explore how the theory of practice and conscientisation can explain the representations made of young people’s activism. Combining the two theories allows an explanation of how and why the young people in the studies that we reviewed took pathways of alternative actions from within their habitus. We argue that by adding Freire’s conscientisation to Bourdieu’s theory of practice, young people’s activism can be understood as the development of a generational radical habitus.

Abstract Background Myalgic encephalomyelitis / chronic fatigue syndrome (ME/CFS) is a common, long-term condition characterised by post-exertional malaise, often with fatigue that is not significantly relieved by rest. ME/CFS has no confirmed diagnostic test or effective treatment and we lack knowledge of its causes. Identification of genes and cellular processes whose disruption adds to ME/CFS risk is a necessary first step towards development of effective therapy. Methods Here we describe DecodeME, an ongoing study co-produced by people with lived experience of ME/CFS and scientists. Together we designed the study and obtained funding and are now recruiting up to 25,000 people in the UK with a clinical diagnosis of ME/CFS. Those eligible for the study are at least 16 years old, pass international study criteria, and lack any alternative diagnoses that can result in chronic fatigue. These will include 5,000 people whose ME/CFS diagnosis was a consequence of SARS-CoV-2 infection. Questionnaires are completed online or on paper. Participants’ saliva DNA samples are acquired by post, which improves participation by more severely-affected individuals. Digital marketing and social media approaches resulted in 29,000 people with ME/CFS in the UK pre-registering their interest in participating. We will perform a genome-wide association study, comparing participants’ genotypes with those from UK Biobank as controls. This should generate hypotheses regarding the genes, mechanisms and cell types contributing to ME/CFS disease aetiology. Discussion The DecodeME study has been reviewed and given a favourable opinion by the North West – Liverpool Central Research Ethics Committee (21/NW/0169). Relevant documents will be available online ( www.decodeme.org.uk ). Genetic data will be disseminated as associated variants and genomic intervals, and as summary statistics. Results will be reported on the DecodeME website and via open access publications.

Keywords: Course experience, Learning environment, Approaches to learning, Accounting education, China, Australia. The main purpose of this paper is to investigate whether learning approaches are impacted by the learning environment across two countries and three accounting student cohorts. This paper utilises a logistic regression based on responses from 1,381 students across five higher education (HE) institutions from China and Australia. The findings provide original empirical evidence of the Chinese accounting students’ expectations of deep learning and show that student perceptions of good teaching is a key determinant to a deep approach to learning for all three student cohorts. In addition, clear goals and standards were significant for Chinese accounting students studying both in China and Australia, while appropriate workload was significant for deep learning for the Australian domestic student cohort. There are practical implications for instructors as the results show that instructors need to adjust their teaching accordingly along with adjusting expectations regarding student workload and assessments.

University disciplines are grappling with how best to incorporate Indigenous content and frameworks for practice into their teaching to better prepare graduates to work with Indigenous communities. Yet the pedagogical approaches that can best engage students in Indigenous Studies as a field of critical study are still being debated. This article has two aims. The first is to consider how an uncomfortable reflexivity may provide an alternative theoretical and methodological approach to preparing university students for future work. This reflexive approach is an alternative to frameworks such as transformative learning. The second aim is to consider Nakata's "cultural interface" as a teaching tool that may open discussion around how professionals embody the disciplinary histories that govern their work. To do so, I present the writing of a pre-service teacher undertaking a professional experience placement and her engagement with the cultural interface to make sense of her experiences within the classroom. The cultural interface is used to analyse both the engagements between teachers and students, as well as presented as an analytical framework that can be taught to students to prepare them to engage in complex and contested Indigenous spaces.

A shifting policy landscape in Australian teacher education has led to the introduction of teaching performance assessment tasks in initial teacher education degrees, foregrounding data literacy practices. The aim of this research was to explore pre-service teachers' uses of data to inform and evaluate their teaching practice as demonstrated in their Graduate Teacher Performance Assessment task. To do so, we drew on a pool of 37 assessment responses and a group interview held with six assessors and moderators of the task, analysing these through the "Data Literacy for Teachers" framework. In our analysis, we identified "data" use as both a central element of this framework and an area in need of further support, as illustrated by some pre-service teachers' tendency to "throw all the data in". Our research also confirms the importance of teaching-related knowledge to effectively use data. The findings suggest that such models can be useful for teacher education curriculum renewal in light of increasing requirements for teachers to be data literate. A revision to the model is also suggested, moving away from a linear approach and instead centring data use as the heart of data literacy.

In this article I explore a challenge identified by teachers involved in a recent research project on curriculum integration. Teachers described this challenge as how to balance the need to "cover" "The New Zealand Curriculum" with the need to support student agency. I describe how teachers saw this challenge, and the different ways they responded to it. I end by considering how our conceptions of knowledge might contribute to the ways in which we might think about and address this challenge.

This study describes trajectories of early literacy skill development of 99 children (n = 55 boys) in their first year of primary school in New Zealand (NZ). Children were assessed twice weekly for 8 weeks on Dynamic Indicators of Basic Early Literacy Skills (DIBELS; Good & Kaminski, 2011) First Sound Fluency (FSF) and AIMSweb Letter Sound Fluency (LSF; Shinn & Shinn, 2002), with other early literacy and beginning reading skills assessed before and after progress monitoring. FSF and LSF growth trajectories were modeled separately. Multilevel modeling indicated improved performance; however, growth mixture modeling indicated 3 growth trajectories (i.e., latent classes; FSF and LSF, respectively): typical (77.6% of children, 65.7%), developing (10.8%, 14.6%), and limited progress (11.6%, 19.7%). Beginning of year screening was sometimes associated with latent class membership, whereas latent class membership differentiated mid- and year-end literacy skills. Results support progress monitoring of early literacy skills within the NZ context to aid earlier identification of children at-risk for difficulties with reading acquisition.

Abstract. Background:. Coronavirus disease 2019 (COVID-19) has an established impact on multiple organ systems, including the vascular and urogenital systems. Vascular effects may include venous thromboembolic disease, which could theoretically be a precursor to priapism—a urological emergency defined as an abnormal condition of prolonged penile erection lasting >4 hours. To better explore this association, we critically appraised all the published COVID-19 cases associated with priapism. Materials and methods:. After PROSPERO registration (CRD42021245257), a systematic search of Google Scholar, Scopus, Embase, Web of Science, PubMed, Cumulative Index to Nursing and Allied Health Literature, Global Index Medicus, and Cochrane Database of Systematic Reviews was performed using specific search terms. The following study metadata were extracted: age, requirement for respiratory support, cavernous blood gas findings, management of priapism, and patient outcomes. Results:. Fifteen single-patient case reports were included in this review. Of these, all of the patients presented with ischemic priapism, 9 patients (60.0%) were >60 years of age, 4 (26.7%) reported more than a single episode of priapism, 11 (73.3%) presented with pneumonia, 8 (53.3%) required mechanical ventilation, D-dimer was elevated in 5 of the 6 (83.3%) patients in whom this was reported, and among the 13 patients in whom mortality was reported, 4 (30.8%) died. Conclusions:. Early reports suggest a prognostic relationship between COVID-19 and coexisting priapism. However, owing to commonalities in their pathophysiology and the small dataset reported in the literature, the probable association between COVID-19 and priapism is still theoretical. Further research is needed to confirm this association.