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Digital contact tracing tools were developed to decrease the spread of COVID-19 by supplementing traditional manual methods. Although these tools have great potential, they were developed rather quickly resulting in tools with varying levels of success. The main issues with these tools are over privacy and who might have access to the information gathered. In general, their effectiveness varied globally, where users expressed privacy concerns associated with sharing identity, illness, and location information. This paper reviews these issues in deployments across Asia, Europe, and the United States. The goal is to begin a discussion that improves the design and development of digital technologies that not only improve the control of infectious disease spread, but also achieve an appropriate standard of privacy and security.

Ryerson University's Prior Learning and Competency Evaluation and Documentation (PLACED) program is funded by the Government of Ontario to engage internationally educated professionals (IEPs), employers, and regulatory/occupational bodies in the use of competency-based practices. In 2008, the authors created a self-assessment tool for IEPs that would build a portfolio reflecting an individual's knowledge and skills while introducing him or her to aspects of the Canadian workplace and labour market. The authors felt that this tool would be useful to assist IEPs in considering their career options and wanted to create an online workshop that would provide flexibility to users whose priorities were most likely work and family obligations. This short project description will capture a) why the self-assessment tool was developed; (b) how we fostered participants' self-efficacy; c) how we used Blackboard; (d) what the participants gained from the workshop; and (e) how the workshop has evolved based on facilitators' observations, participants' feedback, and an external organization's request for customizing the workshop. In working together to design the online workshop, "IEPs' Self-Assessment and Planning", we focused on two main concepts: self-assessment and career planning. With that in mind, we set out in the workshop to bolster self-discovery, self-efficacy, individualized research skills, action planning, and ongoing professional development. The learning platform was Blackboard, which is used across Ryerson University in both classroom and online learning.

Background: Outdoor education often aims to facilitate positive human-nature relationships and craft healthy, sustainable lifestyles. Processes and outcomes of program innovations seeking to address "nature-deficit disorder" among children can be understood from a narrative perspective. Purpose: This study illuminates how a group of instructors working for a charity-based outdoor organization in Toronto, Ontario, perceive the cultivation of nature connectedness in and through the urban outdoor education programs they facilitate for children. Methodology/Approach: A narrative methodology was used to engage instructors in telling personal stories about their involvement and perceptions of programs they facilitate, and to interpret thematic insights into the broader meanings circulating within this instructor group. Findings/Conclusions: Analyses revealed that instructors story the cultivation of nature connectedness around three spatial metaphors: "creating space for nature connection", "engaging that space", and "broadening that space". Findings cast light on how instructors situate their practices within a broader community committed to mentoring nature connectedness in individuals, families, and society. Implications: Instructor stories shed light on contemporary practices of outdoor experiential education, and the meanings and perceived impacts of nature-based learning. The study contributes to literature illustrating the promise urban outdoor education holds for fostering nature connectedness.

Translational control of transcription factor ATF4 through paired upstream ORFs (uORFs) plays an important role in eukaryotic gene regulation. While it is typically induced by phosphorylation of eIF2α, ATF4 translation can be also induced by expression of a translational inhibitor protein, eIF5-mimic protein 1 (5MP1, also known as BZW2) in mammals. Here we show that the 5MP gene is maintained in eukaryotes under strong purifying selection, but is uniquely missing in two major phyla, nematoda and ascomycota. The common function of 5MP from protozoa, plants, fungi and insects is to control translation by inhibiting eIF2. The affinity of human 5MP1 to eIF2β was measured as being equivalent to the published value of human eIF5 to eIF2β, in agreement with effective competition of 5MP with eIF5 for the main substrate, eIF2. In the red flour beetle, Tribolium castaneum, RNA interference studies indicate that 5MP facilitates expression of GADD34, a downstream target of ATF4. Furthermore, both 5MP and ATF4 are essential for larval development. Finally, 5MP and the paired uORFs allowing ATF4 control are conserved in the entire metazoa except nematoda. Based on these findings, we discuss the phylogenetic and functional linkage between ATF4 regulation and 5MP expression in this group of eukaryotes.

The Honourable Margaret Stone AO FAAL was a scholar, academic, teacher, practitioner, Judge, Inspector-General of Intelligence and Security, leader and mentor. Throughout her career she taught, advised and adjudicated on matters that spanned the breadth of Australian law. In the inaugural Margaret Stone Lecture, Justice Michelle Gordon AC reflects on Margaret Stone's life in the law. The Lecture explores Margaret Stone's profound contribution to Australian property law, an area which she once observed "fascinated" because of its history and development, and because of how it challenges "how we think about law". The Lecture is a celebration of how Margaret Stone thought and the lasting impact of that thinking. [ABSTRACT FROM AUTHOR]