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Parts of this contributing article for educators was taken from a presentation given on December 1, 2022, by Dr. Patrice J. Pinder in collaboration with the University of the West Indies' (UWI) Mona Faculty of Science and Technology who hosted a UNESCO sponsored Disaster Heritage Webinar, i.e., Disaster heritage -- Jamaica National Commission for UNESCO (jncunesco.gov.jm). The webinar presentation focused specifically on natural disasters such as catastrophic storms or hurricanes like the powerful Category 5 Storm--Hurricane Dorian, which hit the Bahamas' northern islands of Abaco and Grand Bahama on September 1, 2019. Hurricane Dorian caused major damages to homes and properties, and resulted in loss of lives. The presentation and this current paper were developed as educational advisory guides to give teachers and other education professionals ideas on how to help young children to cope after natural disasters. Thus, it is important for teachers to help young children (students) to undergo various coping mechanisms in order to build resilience. Using stories/storytelling sessions, games, and comic sketches are some of the suggested tools and strategies that can be used with young children to help them better cope after psychologically disturbing events like the Bahamas' Hurricane Dorian.

Introduced fishes into lowland rivers can result in invasive populations establishing and then dispersing, where knowledge of their life history traits contributes to understandings of their invasion ecology. Here, the age and growth rates of a translocated chub Squalius cephalus population were assessed in the River Frome, a lowland chalk-stream in Southern England, where chub was introduced approximately 15 years ago. The results were assessed in relation to 35 riverine indigenous chub populations in England. Across these populations, individual chub were present to lengths over 550 mm and aged to at least 19 years old. In samples collected from the River Frome, however, no fish were present over 300 mm and age 4+years. Growth rate analyses of both the annual length increment produced between age 1 and 2 years (juvenile growth rate) and length at the last annulus (adult growth rate) revealed that both of these were relatively high in the River Frome population, being among the fastest of all sampled populations. It is suggested these fast growth rates were the response of the fish to their new environment, facilitating their establishment and colonisation through, for example, enabling reproduction at relatively young ages.

To broaden efforts for improving diversity, equity, and inclusion (DEI) in biomedical engineering (BME) education--a key area of emphasis is the integration of inclusive teaching practices. While BME faculty generally support these efforts, translating support into action remains challenging. This project aimed to address this need through a 3-phase inclusive teaching training, consisting of graduate students, faculty, and engineering education consultants. In Phase I, graduate students and faculty participated in a 6-week learning community on inclusive teaching ("Foundational Learning"). In Phase II, graduate students were paired with faculty to modify or develop new inclusive teaching materials to be integrated into a BME course ("Experiential Learning"). Phase III was the implementation of these materials. To assess Phases I & II, graduate student participants reflected on their experiences on the project. To assess Phase III, surveys were administered to students in IT-BME-affiliated courses as well as those taking other BME-related courses. Phases I & II: graduate students responded positively to the opportunity to engage in this inclusive teaching experiential learning opportunity. Phase III: survey results indicated that the incorporation of inclusive teaching practices in BME courses enhanced the student learning experience. The IT-BME project supported graduate students and faculty in learning about, creating, and implementing inclusive teaching practices in a collaborative and supportive environment. This project will serve to both train the next class of instructors and use their study of inclusive teaching concepts to facilitate the creation of ideas and materials that will benefit the BME curriculum and students.

Matthew Pinder,1 Katie Lummis,1 Christian P Selinger1,2 1Leeds Gastroenterology Institute, Leeds Teaching Hospitals NHS Trust, 2University of Leeds, Leeds, UK Abstract: Inflammatory bowel disease (IBD) affects many women of childbearing age. The course of IBD is closely related to pregnancy outcomes with poorly controlled IBD increasing the risk of prematurity, low weight for gestation, and fetal loss. As such, women with IBD face complex decision making weighing the risks of active disease versus those of medical treatments. This review summarizes the current evidence regarding the safety and efficacy of IBD treatments during pregnancy and lactation aiming to provide up-to-date guidance for clinicians. Over 50% of women have poor IBD- and pregnancy-related knowledge, which is associated with views contrary to medical evidence and voluntary childlessness. This review highlights the effects of poor patient knowledge and critically evaluates interventions for improving patient knowledge and outcomes. Keywords: pregnancy, breast feeding, nursing, inflammatory bowel disease, Crohn’s disease, ulcerative colitis