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Abstract Background Statins are widely used in coronary and peripheral arterial disease, but their impact on patency of stents placed for peripheral arterial disease is not well-studied. The purpose of this study was to evaluate femoropopliteal stent primary patency according to statin intensity at the time of stent placement and compare this effect to other covariates that may influence stent patency. Materials and methods A retrospective review identified 278 discrete femoropopliteal stent constructs placed in 216 patients over a 10-year period; Rutherford categories were 2 (3.6%), 3 (12.9%), 4 (21.2%), 5 (49.6%), and 6 (12.6%). Stent locations were common femoral (1.8%), common femoral/superficial femoral (0.7%), superficial femoral (50.7%), superficial femoral/popliteal (32.7%) and popliteal (14.0%) arteries; 63.3% of stents were paclitaxel-eluting. Primary patency of each stent construct was determined with duplex ultrasound, angiography, or computed tomographic angiography. Greater than 50% restenosis or stent occlusion was considered loss of patency. Cox proportional hazard and Kaplan–Meier modeling were used to assess the effect of statin use and additional covariates on stent patency. Results Patients on any statin at the time of stent placement were half as likely to undergo loss of primary unassisted patency as patients on no statin therapy (hazard ratio, 0.53; 95% confidence interval, 0.19–0.87; P = .004). Moderate/high intensity statin therapy conferred 17 additional months of median stent patency compared to the no statin group. Antiplatelet therapy, anticoagulant therapy, drug-eluting stents (versus bare metal or covered stents), and Rutherford class were not predictive of stent patency (P = 0.52, 0.85, 0.58, and 0.82, respectively). Conclusion Use of statin therapy at the time of femoropopliteal stent placement was the most predictive examined variable influencing primary unassisted patency.

ABSTRACT Introduction The term “Mediterranean lifestyle” has gained increasing prominence in recent years, yet a specific definition remains elusive. In response, the Mediterranean Lifestyle Medicine Institute Board of Directors convened a multidisciplinary panel comprising international experts and leaders in lifestyle medicine. Their goal was to review existing literature and formulate a consensus definition of the “traditional Mediterranean lifestyle (tMedL),” referring to the historical way of living of the people in the Mediterranean region. This paper presents the agreed consensus statement and a comprehensive holistic definition of the term “traditional Mediterranean lifestyle.” Methods Major medical and social sciences electronic databases from inception to February 2023 were searched, employing keywords relevant to the Mediterranean lifestyle and its constituent elements (diet, physical activity, sleep, stress, socialization). Subsequently, definitions for each pillar were created and synthesized to derive a comprehensive definition of the “traditional Mediterranean lifestyle.” Results This proposed definition received ratification from the Mediterranean Lifestyle Medicine Institute's expert working group during the First International Mediterranean Lifestyle Medicine Conference held in June 2023 on the island of Leros, Greece. “The traditional Mediterranean lifestyle is characterized by its diverse and adaptable nature. Key facets encompass conviviality, lifelong social connectedness, purposeful living, strong community and familial bonds, harmony with nature and the environment, profound spirituality, adherence to religious practices, preservation of local customs, resilience cultivated through adversity, and a commitment to moderation across all spheres of life.” Conclusions This definition comprehensively outlines the primary lifestyle factors ingrained in Mediterranean inhabitants across generations. Its holistic nature furnishes a crucial conceptual framework for directing lifestyle medicine practitioners in assisting patients to mitigate diseases, promote overall well‐being, devise research initiatives to investigate the health ramifications of this lifestyle, and inform curriculum development.

Abstract Background Short‐daily haemodialysis (SDH) has been strongly recommended over conventional haemodialysis (CHD) for end‐stage kidney disease patients, though few studies have directly compared the effects of these two haemodialysis (HD) modalities on clinical variables related to patient's health. Methods We conducted a cross‐sectional study in individuals undergoing HD, comparing epidemiological, clinical, metabolic, inflammatory, anthropometric, bone health/metabolism, and skeletal muscle function according to dialysis modality. One‐hundred seventy‐eight patients (20.8% females, 62 ± 2.5 years old), were analysed in this study, 86 (48%) of whom were undergoing CHD versus 92 (51%) who were undergoing SDH. Results SDH patients had significantly higher serum albumin levels (3.93 vs. 3.66 g/dL, P

Breast cancer (BC) is the most common cancer in women, and is characterized by its histological and molecular heterogeneity. Luminal BC is an estrogen receptor-positive subtype, with varied clinical courses. Although BC patients are eligible for hormone therapy, both early and late relapses still occur, and thus there is a demand for new cytotoxic and selective treatment strategies for these patients. In the present study, inspired by the structure of phenylsulfonylpiperazine, a series of 20 derivatives were tested in bioassays against MCF7, MDA-MB-231 and MDA-MB-453 BC cells to discover new hit compounds. After 48 h of treatment, 12 derivatives impaired cell viability and presented significant IC50 values against at least one of the tumor lineages. Overall, the luminal BC cell line MCF7 was more sensitive to treatments. Compound 3, (4-(1H-tetrazol-1-yl)phenyl)(4-((4-chlorophenyl)sulfonyl)piperazin-1-yl)methanone, was the most promising, with IC50 = 4.48 μM and selective index (SI) = 35.6 in MCF7 cells. Compound 3 also presented significant antimigratory and antiproliferative activities against luminal BC cells, possibly by affecting the expression of genes involved in the epithelial–mesenchymal transition mechanism, upregulating E-Cadherin transcripts (CDH1). Our findings suggest that phenylsulfonylpiperazine derivatives are potential candidates for the development of new therapies, especially those targeting luminal BC.

In this article, we analyze historical, biographical, geolocational, and book distribution data from the *Shakespeare and Company Project* to understand Virginia Woolf’s readership in Paris in the 1920s and 1930s. The lending library cards from Sylvia Beach’s archive reveal the names of Woolf’s readers, and include important information about their reading habits and professional lives. The article uses a mixed-methods approach, combining historical and archival research on individual readers with visualizations of demographic, literary, and geographical data. Datasets from the *Shakespeare and Company Project* provide unique access to the networks of distribution, circulation, and readership that defined Woolf's literary presence in Paris. These networks, in turn, resonate with Woolf's own deep interest in her various readerships and publics.

We report the case of a 71-year-old man who presented 2 years following renal transplantation with diffuse, unilateral cytomegalovirus retinitis five weeks after receiving an intravitreal dexamethasone implant device for the management of central retinal vein occlusion. Examination of the left eye showed diffuse retinal hemorrhages, attenuated and tortuous retinal vessels, and superior retinal whitening. The patient was successfully treated with serial intravitreal foscarnet injections and oral valganciclovir with disease regression observed by 12 weeks after presentation. The patient’s visual acuity and examination remained stable at 9-months follow-up.

A violência doméstica contra a mulher é um dos mais graves problemas que a sociedade enfrenta. É uma forma de violência que não conhece fronteiras, nem obedece princípios ou leis. Ocorre diariamente em Moçambique, apesar de existir um quadro constitucional e legal que introduziu vários mecanismos de protecção aos direitos da mulher. É neste contexto que surge o presente trabalho intitulado A violência doméstica praticada contra a mulher em tempos da COVID-19, na cidade de Maputo, o caso do bairro de Xipamanine, que visa compreender a violência doméstica praticada contra a mulher, bem como os seus impactos com o surgimento da pandemia COVID-19. O trabalho é importante na medida em que vai demonstrar que o caso de violência doméstica contra a mulher tem se agravado a cada ano que passa, tendo atingido níveis mais alarmantes com as medidas de combate a COVID-19. Vai dar também a conhecer a sociedade em geral, a mulher e aos infractores principalmente que a integridade física, moral, psicológica, patrimonial e sexual da mulher esta sendo protegida. O objectivo da realização desta pesquisa não só é para fornecer informações acima mencionadas, mas também incentivar as vítimas que denunciem, não fiquem caladas, não se intimidem, de forma que este mal seja combatido.

Abstract Background Long-acting injectable (LAI) antipsychotics, along with community treatment orders (CTOs), are used to improve treatment effectiveness through adherence among individuals with schizophrenia. Understanding real-world medication adherence, and healthcare resource utilization (HRU) and costs in individuals with schizophrenia overall and by CTO status before and after second generation antipsychotic (SGA)-LAI initiation may guide strategies to optimize treatment among those with schizophrenia. Methods This retrospective observational single-arm study utilized administrative health data from Alberta, Canada. Adults (≥ 18 years) with schizophrenia who initiated a SGA-LAI (no use in the previous 2-years) between April 1, 2014 and March 31, 2016, and had ≥ 1 additional dispensation of a SGA-LAI were included; index date was the date of SGA-LAI initiation. Medication possession ratio (MPR) was determined, and paired t-tests were used to examine mean differences in all-cause and mental health-related HRU and costs (Canadian dollars), comprised of hospitalizations, physician visits, emergency department visits, and total visits, over the 2-year post-index and 2-year pre-index periods. Analyses were stratified by presence or absence of an active CTO during the pre-index and/or post-index periods. Results Among 1,211 adults with schizophrenia who initiated SGA-LAIs, 64% were males with a mean age of 38 (standard deviation [SD] 14) years. The mean overall antipsychotic MPR was 0.39 (95% confidence interval [CI] 0.36, 0.41) greater during the 2-year post-index period (0.84 [SD 0.26]) compared with the 2-year pre-index period (0.45 [SD 0.40]). All-cause and mental health-related HRU and costs were lower post-index versus pre-index (p

ABSTRACT Introduction: Combined solid organ transplantation is infrequently performed in Brazil. The objective of this article is to present our initial experience with combined heart and kidney transplantation. Methods: From January 2007 to December 2019, four patients were submitted to combined heart and kidney transplantation. Their mean age was 55.7±4.4 years, and three (75%) patients were males. All patients had Chagas cardiomyopathy, two were hospitalized and inotrope dependent, and all patients were on preoperative dialysis (median of 12 months prior to transplant). Results: All patients survived and were in New York Heart Association functional class I at the latest follow-up (mean 34.7±17.5 months). Mean retarded kidney graft function was 22.9±9.7 days. One patient lost the kidney graft two years after the transplant due to Polyomavirus infection. Conclusion: Our initial experience of combined heart and kidney transplantation was favorable in selected patients with advanced heart failure and end-stage kidney disease. It requires involvement of a dedicated multispecialty team throughout all the diagnostics and treatment steps.

La educación virtual, implica el uso de estrategias didácticas adecuadas para lograr una enseñanza de calidad. Se realizó una revisión sistemática con el objetivo de identificar las estrategias en la educación virtual universitaria. Las búsquedas se realizaron en las bases de datos Scielo, Redalyc, ERIC y Google Scholar. Los descriptores fueron: “Educación virtual”, “comunicación” “perspectivas”, “estrategias. Se incluyeron artículos de acceso libre, de texto completo, artículos de los últimos 7 años, en idiomas inglés, español y portugués. Se excluyeron los resúmenes, los artículos duplicados y aquellos que no tenían información relevante sobre las variables en estudio. Después del proceso de selección, quedaron 14 artículos. En cuanto a las estrategias didácticas para la educación virtual destacan la planeación y control, la motivación, la comunicación, la confianza, la empatía, innovación, el diseño, formas de evaluación, trabajo colaborativo, metodología constructivista, y estrategias de autorregulación. Se resalta la importancia del conocimiento del idioma inglés y de las TIC. Se concluye que las estrategias didácticas utilizadas en educación virtual universitaria son de gran utilidad y deben adaptarse para responder al modelo educativo.

Breast cancer (BC) is the most diagnosed cancer worldwide, mainly affecting the epithelial cells from the mammary glands. When it expresses the estrogen receptor (ER), the tumor is called luminal BC, which is eligible for endocrine therapy with hormone signaling blockade. Hormone therapy is essential for the survival of patients, but therapeutic resistance has been shown to be worrying, significantly compromising the prognosis. In this context, the need to explore new compounds emerges, especially compounds of plant origin, since they are biologically active and particularly promising. Natural products are being continuously screened for treating cancer due to their chemical diversity, reduced toxicity, lower side effects, and low price. This review summarizes natural compounds for the treatment of luminal BC, emphasizing the activities of these compounds in ER-positive cells. Moreover, their potential as an alternative to endocrine resistance is explored, opening new opportunities for the design of optimized therapies.

Climate change (CC) is the most significant global issue facing humanity, yet research addressing the perspectives of the key players influential in developing and implementing school-based CC curricula at a cross-country national level is scarce. This study examined the perceptions of policymakers, teacher professional development providers and CCE teachers in relation to: CC knowledge, representation in the curriculum, content and pedagogy, and support for teaching. The voices of these educators were gathered across five countries (Australia, England, Finland, Indonesia, and Israel) through semi-structured interviews. Analysis revealed much commonality across the countries and across role types. Although participants agreed that CCE is multidisciplinary and expressed widespread support for including CC in the curriculum through a cross-curriculum approach, their conceptualisations of CC knowledge were inconsistent. Participants recognised the importance of a science basis in CCE, and of student action, with some participants also emphasising emotional, ethical and value-based inclusions. Most suggested active learning focused pedagogies. Variations in approaches to CC implementation between countries suggest that CCE is in a transitional phase. In all five countries, the interviewees called for the curriculum to make more explicit connections to CC and for governmental leadership in supporting CCE, professional development and provision of resources.

This article presents the development of a specialized data set for analyzing Estonian metadiscourse markers in academic usage, extending Hyland's interpersonal metadiscourse model to a non-Indo-European language. Our goal is to show how metadiscourse, as a feature of a writing tradition, can reveal aspects of writing in languages other than English, complementing the traditionally Anglo-centric perspective in metadiscourse research. By analyzing 21 Estonian linguistics research articles, we offer a transparent procedure to address methodological issues in metadiscourse studies and demonstrate the need for language-specific adjustments in the framework. We introduce statistical methods for analyzing multidimensional associations among marker categories, linguistic level, and rhetorical text structure. The findings suggest that Hyland's metadiscourse model can be adjusted for specific languages, highlighting the influence of language structure on metadiscourse category variation and linguistic expression levels. The study reinforces that the distribution and manifestation of metadiscourse are shaped, among other factors, by unique writing traditions.

This study examined whether grandparental support is a protective factor for children's socio-emotional development in the context of adversity. Using longitudinal data from the Millennium Cohort Study, we investigated the effects of grandparental support across development in children with and without adverse childhood experiences (ACEs). Socio-emotional development was assessed with the Strengths and Difficulties Questionnaire when children were aged 3 years (N = 10,186), 5 years (N = 10,412) and 7 years (N = 10,551). Parent-reported grandparental childcare, coresidence and financial help were assessed and parents reported on the occurrence of five ACEs: physical and emotional abuse assessed with the Straus' Conflict Tactics Scale, parental mental illness assessed with the Kessler scale, domestic violence and parental separation. We found that children with relatively higher levels of ACEs showed more prosocial behaviour and less externalizing problems when they received grandparental care compared to non-grandparental (in)formal care, but only at age 3. By age 7, children with higher levels of ACEs receiving grandparental care showed less prosocial behaviour and more externalizing problems. In addition, grandparental financial support at age 3 was related to more externalizing problems. Post-hoc analyses showed that internalizing and externalizing behaviours at age 5 were related to an increased probability of grandparental childcare at age 7, indicating that children's socio-emotional problems trigger grandparental support. Our findings point to a protective effect of grandparental care on children's socio-emotional development at age 3. Our results highlight the importance of going beyond the nuclear family towards the impact of the wider family network when examining children's socio-emotional development.

In the post-pandemic period, an increasing number of students have been using online learning environments, as students find them more convenient and feel less academic pressure. However, some students are comparatively disadvantaged due to their lack of access to a fast network or a powerful computer to attend online classes. Consequently, students may feel isolated due to their lack of internet connectivity. Based on conservation of resources theory, we aim to provide empirical evidence that various forms of student interaction in online learning classes mitigate negative psychological outcomes, such as distress and anxiety problems. A single-stage cluster sampling design was used for data collection. An online survey of 422 university students in Hong Kong was conducted in 2022; the students participated in online learning classes during the year. Partial least squares structural equation modelling was used for data analysis. The results showed that student-teacher, student-student and student-content interactions can reduce students' psychological distress by reducing their performance and technology anxieties in online learning environments. Practical performance and technology anxieties served as partial mediators of the association between online class interactions and psychological distress. Interaction did not have a direct effect on psychological distress. When using blended or online teaching and learning modes, more interaction should be promoted. For example, group exercises can be introduced by teachers during tutorials to enhance student-student interaction, teachers can use polling exercises to encourage student-teacher interaction and virtual reality environments can be introduced during classes to enhance student-content interaction.

The Kunming-Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature-related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a 'biodiversity blind spot' that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non-human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.

Strong teacher-family partnerships are vital for children's educational success. Educational policies influence how teachers perceive and engage in these significant relationships. Critical policy analysis focuses on the language, and underlying meanings and beliefs that reify certain understandings and positions in policy. We trace changes in positioning teacher-family relationships in three versions of policy, illustrating the prioritisation of dominant non-Pacific cultures over Pacific languages, cultures, and identities. We propose embracing Samoan concepts like va tapuia (sacred relationships) and teu le va (looking after relationships) as ethical imperatives for teachers to value and nurture respectful relationships with Pacific peoples. We recommend an open-minded approach, including strengths-based visits to Pacific children's family homes. Drawing from successful projects in Aotearoa New Zealand, we urge policymakers and educational leaders to ensure teachers have the time and resources for the dialogue and reflective activities before and following visits that are needed to transform practice.

This study explores vocal development as an early marker of autism, focusing on canonical babbling rate and onset, typically established by 7 months. Previous reports suggested delayed or reduced canonical babbling in infants later diagnosed with autism, but the story may be complicated. We present a prospective study on 44 infants later diagnosed with autism spectrum disorder compared with 127 infants later identified as typically developing who were followed longitudinally with day-long recordings from 0 to 13 months. Eight 5-min segments from each of their recordings were coded for canonical and noncanonical syllables. The results confirmed many reports that canonical babbling is a robust feature of human vocal development in the first year of life, with small overall mean differences in canonical babbling rates between the autism spectrum disorder and typically developing groups beginning around 9 months, primarily in males. Our findings highlight the importance of considering sex differences in vocal communication as part of the early detection and diagnosis of autism when determining the need for communication supports to maximize outcomes.

Background: Excessive worry during adolescence can significantly impact mental health. Understanding adolescent concerns may help inform mental health early intervention strategies. Objective: This study aimed to identify frequent concerns among Australian secondary school students, exploring individual and demographic differences. Whether adolescents' most frequently reported concern was associated with mental health and wellbeing was also investigated. Methods: A total of N = 4086 adolescents (Mage = 13.92) participated in an online survey, reporting their top concerns alongside demographic characteristics, mental health, and wellbeing. Data were analysed using both qualitative and quantitative approaches. Results: Thematic analysis identified 11 different themes of adolescent concerns. A frequency analysis showed concerns relating to 'School and Academics' were most common (24.52% of all responses), consistent across females, males, school location (regional vs metropolitan areas), and socioeconomic background. Sexuality and gender diverse adolescents more frequently reported concerns about 'Mental Health and Wellbeing' and 'Social Relationships'. Linear mixed models found 'School and Academic' concerns were associated with lower symptoms of depression (p < 0.001, d = 0.16) and anxiety (p < 0.001, d = 0.19) and higher wellbeing (p = 0.03, d = 0.07) compared to all other concerns. Conclusion: 'School and Academic' concerns were most common, however not associated with poorer mental health or wellbeing. Sexuality and gender diverse adolescents were more likely to report concerns regarding 'Mental Health and Wellbeing' and 'Social Relationships'. Efforts aimed solely at reducing academic stress may not be the most effective approach to improving adolescent mental health. Longitudinal data into how concerns evolve over time could provide a nuanced understanding of their relationship with future mental health challenges.

Background: People with severe learning disabilities and complex needs are more likely to experience delayed discharge from hospital; however, there is little research into their experience in hospital and as they move out as part of the Transforming Care Programme. Methods: Six family members of people with complex needs who had moved out of hospital took part in four focus groups co-facilitated with an expert-by-experience consultant. Participants' relatives had hospital admissions that ranged from 6 weeks to 11 years. Transcripts were analysed using reflexive thematic analysis. Additional reflections are included from an expert-by-experience consultant to capture their unique perspective. Results: Family members reported stories of abuse in hospital and parallel experiences of institutionalisation and trauma, resulting in long-lasting impacts on themselves and their relative. Family members felt let down and undervalued by professionals. They described relief when their relatives moved out of hospital, but there were on-going difficulties accessing the right support in the community and so stability felt fragile. Conclusions: Key recommendations to support community living include respecting family members' expertise, improving partnership working and offering psychological support for family members and people with complex needs post-discharge.

A recent issue of the Australian Journal of Language and Literacy included an article reporting on a systematic narrative review of the research literature that indicated that there was insufficient evidence to conclude whether genre theory and systemic functional linguistics either 'worked' or 'did not work'. The criteria used to evaluate these studies excluded any study that did not conform to the 'gold standard' associated with experimental research such as randomised controlled trials. In response to this provocative finding, a group of SFL researchers decided to examine just what counts as evidence of quality literacy research these days. In this paper, we question the overreliance on experimental research at the expense of other methods. We illustrate this with a sample of notable studies that do not meet experimental criteria, but which nevertheless have made a significant contribution to school literacy outcomes in Australia and elsewhere.

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 [greater than or equal to] 86.4%, 2 [greater than or equal to] 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A-D) and 10 Practice Principles (1-10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools.

Este texto relata a experiência de execução do Programa Institucional de Extensão “Ações Formativas Integradas” (Afin), da Universidade Federal de Uberlândia (UFU), no Campus Patos de Minas, desde a sua implantação até a edição mais recente, concluída em 2019. Toda a estrutura do programa desenvolvido é descrita neste texto, bem como o perfil social e educacional do aluno cursista recebido, o funcionamento do programa e os desafios apresentados durante sua realização. Por meio de depoimentos dos alunos bolsistas (professores do programa) e dos alunos cursistas (pré-vestibulandos), são apresentadas algumas das transformações que um programa extensionista pode contribuir, tais como: transformações da comunidade, transformações pessoais da equipe de trabalho e transformação institucional. Dessa forma, o objetivo do artigo é demonstrar a importância da extensão e seu entendimento para a sociedade.

The Medical Programme at Linköping University, committed to Problem-Based Learning (PBL) and interprofessional education, confronted the necessity for pedagogical revitalization due to an upsurge in student numbers, alterations in national physician licensing criteria, and an organizational framework shift. In response to these challenges, stakeholders conducted a comprehensive systematic self-assessment to navigate a course toward a sustainable and contemporary pedagogical transformation. The methodology employed in this assessment involved a systematic examination of scientific pedagogical literature, policy documents, educational materials, and schedules. Additionally, valuable insights were gathered through teacher and student surveys. Key findings underscore the importance of a balanced approach that grants students more time for self-study and reflection. Enhancing tools and methodologies for constructive alignment is crucial to achieve equilibrium in both theoretical and practical training settings. Moreover, establishing seamless collaborations between the university and teaching hospitals is deemed essential for faculty development and the long-term competence within both organizations. The self-assessment underscored the critical importance of continuous evaluation in medical educational settings. The approach not only ensures the ongoing relevance of the curricula but also cultivates an environment conducive to student-centred teaching and learning. This, in turn, prepares students for lifelong learning and the diverse challenges in their future medical profession.

Navigating through the Faculty of Education as a teacher educator in Canada is complex and complicated. Research literature calls for an intentional focus on media and digital literacies, and technological competencies, in teacher education. Program directions are confounded by technological trends emerging in kindergarten to grade twelve education and higher education. This post-intentional phenomenological research study examined moments, materials, and insights from the stories shared by participants as they revealed media and digital skills, fluencies, competencies, and literacies in their open educational practice. This research provides insights into how teacher educators seize opportunities to work through complex matters while applying technology resources. It is becoming ever more important to share expertise as practitioners, researchers, and theorists in the field of education by making explicit what is often tacit and unspoken, and when sharing knowledge, reflections, and actions. By actively thinking-out-loud through blogs, social media, and open scholarly publications, educators can openly share details of "what, how, and why" they "do what they do." Research findings reveal the importance of media and digital literacies in the dimensions of communication, creativity, connections, and criticality within an open educational practice as a teacher educator.

We explore a site of unplanned, informal critical pedagogy and how raising critical consciousness occurs. During the COVID-19 pandemic, many students in England were required to pay rent for accommodation they could not occupy, or which offered reduced amenities. These undergraduates, who were largely first years, had yet to meet each other. Nonetheless, these students joined together to resist collectively, refusing to pay rent. Their action resulted in some partial victories. Through the lens of Freire's critical pedagogy, we examine students' lived experiences of participating in rent-strikes -- using semi-structured interviews and thematic analysis. Ideas of dialogue, praxis and learning with others through collective resistance, pervade the data. The research fleshes-out these stages which interweave to raise critical consciousness. This offers a site of critical hope, providing insights into possibilities for realising critical pedagogy across a wider demographic despite a relentless neoliberal agenda.

This study focuses on supporting the key competences of 6th graders using an empathy-centred approach in visual art classes. The research represents the third cycle of pedagogical action research conducted during a 35-academic-hour course with 70 middle school students aged 12-13 in an Estonian comprehensive school. The data were collected through a research journal, participant art journals, course feedback forms, and artworks analysed inductively. The findings indicate that the students recognised and acquired visual art strategies for expressing and dealing with different emotions. Some indications of helping behaviour were also detected. From the teacher-researcher point of view, the key competence framework encouraged the reimagining of the art learning process and helped to recognise and acknowledge students with different skill sets.

Learning in a clinical environment is central to a health professionals' educational journey including Dentistry. Implementation of curriculum within the clinical learning environment (CLE) prepares dental undergraduates for professional practice. Evaluation is an important part of curriculum design which provides the evidence to support improvements and continuous development. Engaging learners in evaluation process creates a learner centered approach which has well documented benefits to inform educators if learning needs are being met from their perspective. To explore dental student's perceptions of their CLE to evaluate the implementation of the Bachelor of Dental Surgery (BDS) curriculum. Four focus groups were undertaken with a total of 16 participants to explore their learning experiences. Students were asked to identify what they perceived as enablers and barriers which affect their learning and make suggestions for improvement. Transcripts of audio data were thematically analyzed, coded and themes identified. The themes identified related to teachers' attributes and improvements in physical facilities that enable their learning and pressure to perform the required quantity of clinical procedures, perceived inadequate supervision of chairside teaching, and lack of specific feedback on performance. Suggestions for improvements provided useful insights on issues related to perceived challenges. Learning could be improved by exploring quality of consultations over quantity to mitigate low patient availability, lack of treatment materials to meet clinical procedure requirements, and utilising simulation to gain valuable experience. Finally, developing small units of dental communities of practice (CoP) to facilitate learning opportunities could enhance the learner's experience.

This article explores the rise of digitalisation in Australian higher education and its impact on learning and teaching, administration, and regulatory obligations. This digitalisation can be epitomised by the prevalence of learning management systems (LMS) which have reshaped the conduct and configuration of education. As universities have embraced the LMS, as forced by the pandemic, the confluence of disruptive digitalisation combined with globalisation, regulatory reforms, and shifts in government funding models have seen the Australian higher education sector in constant evolution. This article contextualises the impacts of digitalisation using the lens of neoliberalism and globalisation, with past, current, and future state considerations in the sector. It includes a case study from a large metropolitan Australian university with a signature pedagogy of industry-partnered and flexible learning to consider how Higher Education Institutions (HEIs) in Australia must continue to evolve in identity and provision of learning to serve social interests for the future in digitalised contexts.

Effective integration of technology is critical for online, blended, hybrid, and face-to-face learning. The purpose of this paper is to introduce the SETI (Socio-Ecological Technology Integration) framework and explain what it adds to the scholarly research regarding effective technology integration. The SETI framework goes beyond previous frameworks and applies a holistic systems approach to understanding effective technology integration. This takes into account all aspects of technology integration including new findings uncovered during the COVID-19 lockdown. TPACK and SAMR were analyzed identifying their benefits and limitations and then the SETI framework was explained providing insight into the value of a whole systems approach to technology integration.

Geometry and spatial reasoning form the foundations of learning in mathematics. However, geometry is a subject often ignored by curriculum writers and teachers until high school, leading to students lacking in critical skills in geometric reasoning. As the United States moves into a new curriculum epoch, heralding the commencement of the national common core standards (CCS), one could question if CCS in geometry align with the essential understandings children need to be successful geometric thinkers. This paper begins with an examination of the essential understandings of geometric reasoning leading to an interpretation and critique of the elementary geometry CCS. Finally, the instructional implications are discussed, considering the common core progression through what we know about how children learn geometry.

Why Mindful Service-learning? While over 30 years of service-learning has yielded many benefits, I have found that students today are more stressed than ever, that meaningful and effective preparation for reciprocal service-learning can be lacking, and that an exclusively Western perspective could be expanded to include Eastern views, thereby better preparing students for a global world. Mindful Service-learning draws on established service-learning practices, the Eastern practice of mindfulness, and Asset-Based Community Development to foster healthful student learning and meaningful university-community collaboration. Specifically, mindful service-learning utilizes Eastern tools--being present, beginner's mind, deep listening, compassion--in addition to more individualistic and analytical practices, to broaden the contemporary approach to service-learning. Focused on an intersectional perspective, it is an innovative way to address privilege, oppression, identity and power dynamics in all environments, but especially in complex urban settings. As I will demonstrate through a review of past practice as well as a study of contemporary student experience, this approach can help students from different backgrounds and various academic disciplines engage in authentic service-learning partnerships as well as learn lifelong wellness skills.

This article documents endeavours to establish a higher education program for incarcerated learners in Aotearoa New Zealand. Presently, prisoners serving lengthy sentences in the country are precluded from obtaining a degree while in custody, which is in stark contrast to other jurisdictions with comparable penal systems. This study examines the challenges of implementing higher education programs in prisons in Aotearoa New Zealand and draws on the authors' experiences to identify potential solutions. Two solutions were considered: a combined universities approach, which involved sharing the costs and efforts of creating a degree program for incarcerated learners among the country's eight universities, and an instance of the Inside-Out Exchange program. However, both of these solutions were impeded by practical and logistical obstacles, including the arrival of the COVID-19 pandemic. Although the initiatives suggested in this study offer promising solutions to these challenges, their implementation has been hindered by practical and logistical difficulties. However, it is argued that it is imperative for policymakers and stakeholders to prioritise the establishment of sustainable and effective higher education programs in prisons, which have the potential to promote social equity and justice. To this end, the authors propose a single university applying for funding to establish and deliver higher education programs in prisons as a practical and viable solution. Policymakers and stakeholders are urged to take action towards realising this proposal, with a view towards creating a more equitable and just society.

Scholarly writing for academic publication follows discipline-specific constraints where alpha-numeric forms of text are common modes of communication. While figures can be integrated into scholarly publications, graphics are required to fit specific style guides depending on the established criteria for the academic journal. When preparing teaching materials, constraints on communication and production can limit thinking and understanding. In this paper, we outline how we incorporate graphic creations called sketchnotes into our academic writing practices. Sketchnotes are one-to-two-page, free-form, image-rich documents focusing on a topic, concept, or presentation. For our purposes, academic writing is defined as not only peer-reviewed publications but also web-published scholarly works, including research outputs and writing relating to and including our teaching materials. With this definition, we hope to open up a model for expanding the landscape of academic writing, which supports our sketchnoting as part of an open educational practice. Our open practices using sketchnotes include peer-reviewed journal publications, open web publications on our blog sites, and the learning objects we have created as alternative readings of course content.

The digital pivot of 2020-21, which moved teacher education online, created a catalyst for teacher educators to develop their digital literacies. This paper reports on a Collaborative Inquiry which sought to examine the factors which influenced teacher educators' digital skills during this time. Additionally, this paper aims to address the need for research on digital technology in teacher education, as previous studies have reported that some student-teachers feel ill prepared to engage with digital technology in their practice. In seeking to examine the factors which influence the development of teacher educators' engagement with digital technology, this research adds to knowledge and understanding in this area, informing professional learning provision for teacher educators with digital technologies. The Technology Pedagogy and Content Knowledge (TPACK) model was used to examine the ways in which teacher educators were influenced in their practice and what impact this had on their experience. Analysis highlighted how the positioning of teacher educators within the framework influenced their experience of teaching online. The lived experiences of teacher educators when using technology for teaching online moved beyond their understanding of content, pedagogy, and technology, and highlighted the importance of context. Relationships, wellbeing, and emotional factors influenced engagement with digital technology as it mediated social practices. The findings add to knowledge and understanding of teacher educators' engagement with digital technology and have implications for professional development.

Previous research on the L1 acquisition of motion event expression suggests that mapping multiple semantic components onto syntactic units is associated with greater difficulties in verb-framed than in satellite-framed languages, because the former require more complex structures (using subordination). This study investigated the impact of this language-specific difference in English--French bilingual children's caused motion expressions. 2L1 children (n = 96) between 4 and 10 years and monolingual English and French children (n = 96) described video animations portraying caused motion events involving multiple semantic components. Results revealed reduced rates of subordinate constructions in bilinguals' French descriptions, and more so in older than younger children, while English responses aligned with monolinguals. Semantic density of responses strongly predicted syntactic complexity, but exclusively in French. These asymmetric findings indicate a task-specific syntactic relief strategy and are discussed in the context of theoretical claims about universal biases of event encoding and bilingual-specific optimisation strategies.

Background: Communication impairments are a leading concern for parent caregivers of individuals with rare neurodevelopmental disorders (RNDDs). Clinical trials of disease modifying therapies require valid and responsive outcome measures that are relevant to individuals with RNDDs. Identifying and evaluating current psychometric properties for communication measures is a critical step towards the selection and use of appropriate instruments. Aims: This systematic review offers (1) a description of parent-reported communication measures and (2) evidence for their psychometric properties, in RNDDs. Methods: The systematic review protocol was registered in the International Prospective Register of Systematic Reviews (PROSPERO; CRD42022334649). MEDLINE (Ovid), Embase, PsychINFO, Web of Science, CINAHL Plus, Cochrane Library, ClinicalTrials.gov, the Australian New Zealand Clinical Trials Registry were searched from inception to August 2023. Methodological assessment of quality was completed using the COnsensus-based Standards for the selection of health status Measurement INstruments (COSMIN) checklist. Parent-reported measures used in observational studies and clinical trials were identified. Data on utility, reliability and validity for RNDDs were extracted. Main Contribution: Sixteen parent-reported communication measures were used in RNDD research, the Vineland Adaptive Behavior Scales being most commonly used. Validation data in RNDDs were identified for six of these measures. Limitations related to sample size or the scope of psychometric testing. Conclusions: Many communication measures have been used for RNDDs but there are few data validating their use. Valid and reliable methods of measuring communication in persons with RNDDs is a priority for future high-quality clinical trials.

Background: Aphasia impacts communication and relationships. While counselling is increasingly recognised as a component of the speech-language therapy role, the success of conversation partner training is typically measured in terms of communication alone. This scoping review aimed to describe how successful conversation is currently measured with couples--with and without aphasia, to inform the development of an ecologically valid measure for couples with aphasia. Methods and Procedures: The scoping review was reported in alignment with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Extensions for Scoping Reviews (PRISMA-SCR). MEDLINE, EMBASE, CINAHL and PsycINFO databases were searched for conversation treatment studies for couples with and without aphasia. Patient-reported outcome measures (PROMs) were extracted from included studies and screened against the three-tier model of situated language to shortlist those that measure everyday communication. Items within shortlisted PROMs were further described using the refined International Classification of Functioning, Disability and Health linking rules. Results: Following screening and full-text review, 46 studies were included, consisting of 24 studies conducted with couples with aphasia and 22 studies conducted with couples without aphasia. For couples with aphasia, 13 PROMs were identified that measured everyday communication. Of these, 23% were dyadic (i.e., measured from the perspectives of both members of the couple); however, they usually only appraised the communication behaviours of the person with aphasia. For couples without aphasia, eight PROMs were identified that measured everyday communication; all were dyadic and measured both attitudes and communication behaviours of both partners. Conclusion: Conversation relies on the interaction of two people, and success in conversation is best rated by those having the conversation. The use of PROMs is recommended as part of person and relationship-centred practice; however, there is currently no validated PROM for conversation in aphasia that considers the perspectives and behaviours of both the person with aphasia and their communication partner. The PROM items identified in this study will form the basis of future research to develop a PROM for couples' conversations in aphasia.

Background: The publication of phase 2 of the CATALISE project in 2017 clarified terminology for children with developmental language disorder (DLD) or delay but unintentionally muddied the water for children with unintelligible speech. A diagnostic label of DLD (phonology) indicates poor prognosis and phonological disorder that persists into middle childhood. However, in contrast to other diagnostic labels that fall under the overarching term of speech sound disorder (SSD), DLD (phonology) does not elucidate the characteristics of the child's speech nor does it point us in the direction of appropriate intervention. Aims: The aim of this paper is to discuss terminology in SSD leading to an evidence-based model which builds on the model of DLD developed in CATALISE, supports descriptive diagnosis and signposts intervention. Methods: Following a focused review of literature proposing or describing terminology for SSD, an expert group of researchers in developmental SSD proposed a revised model of existing terminology. Groups of UK speech and language therapists (SLTs) who provide services for children with SSD were asked to comment on its acceptability and feasibility. Discussion: A three-level terminology model was developed. This comprised an overarching Level 1 term; Level 2 terms that differentiated SSD of unknown origin from SSD with associated or underlying conditions; and specific diagnostic terms at Level 3 to support further assessment and intervention decisions. Consulted SLTs generally expressed agreement with the proposed terminology and a willingness to adopt it in practice. Conclusions: Existing terminology for childhood SSD provides a good basis for clinical decision-making. A modified version of Dodd's (2005) terminology was found to be acceptable to UK SLTs. There is an evident overlap of SSD with CATALISE terminology. However more detailed and specialist terminology than 'DLD (phonology)' is required to support clinical decision-making. It is proposed that endorsement by the UK Royal College of Speech and Language Therapists would obviate the need for a Delphi process.

Nearly forty years ago, Stenhouse argued that the function of the curriculum was to stimulate teachers' everyday reflection about and learning from practice. This suggestion, alongside his support for teachers as researchers, aligns with the Welsh Government's commitment to build an evidence-informed profession as part of ongoing major education system-level reforms, including the implementation of the new Curriculum for Wales from September 2022. University initial teacher education (ITE) partnerships are playing an important role in building collaborative research capacity. This paper describes a case study of one such partnership which aims to promote research-informed, reflective practice among its postgraduate primary student teachers. We use one of Stenhouse's principles of empirical study to frame our discussion of how student teachers' reflective practice is supported through brief conversations with their teacher educators (mentors) during lessons. Using a mixed methods approach, the findings show that student teachers value in-the-moment feedback. The intervention also helps them to question aspects of teaching and learning, although such reflection is at a technical level. Our study is useful for teacher educators who are interested in supporting reflective practice through coaching and mentoring. It also cautions school leaders and policymakers implementing major curriculum reforms not to lose sight of Stenhouse's view that 'it is teachers who, in the end, will change the world of the school by understanding it'. The paper concludes by discussing the research implications in shaping emerging practice and policy in the context of ongoing system-level reform and curriculum implementation in Wales, with potential applicability and portability to other contexts and jurisdictions.

Recent studies and media articles draw attention to gender imbalances in the music industry, both locally in Australia and globally. In Australia, there have been calls to overhaul tertiary music programmes to support and encourage female students into careers such as sound production, screen composition and contemporary music performance, where women are greatly underrepresented. Taking up this call, we investigated the experiences of women in a music degree programme at a regional university. Positioned as a music education study at tertiary level, we focussed on any barriers female students perceived to be affecting their participation in specific music courses. We took a phenomenological approach, collecting data through focus groups and examining the data through a 'possible selves' framework, as described by Markus and Nurius. The findings from the focus groups indicated that female students felt unconfident about some career paths, which they described as male-dominated, notably in the STEM-focussed music technology courses, and perceived some learning environments as not gender-inclusive. The 'possible selves' framework pointed to the role of emotions in female students' learning experiences. The importance of positive emotions for confident learning is applicable to other higher education disciplines, particularly those in STEM.

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self-regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI.