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Abstract Background Peripherally inserted central catheters (PICCs) are common vascular access devices inserted for adults undergoing intravenous treatment in the community setting. Individuals with a PICC report challenges understanding information and adapting to the device both practically and psychologically at home. There is a lack of research investigating the supportive care needs of individuals with a PICC to inform nursing assessment and the provision of additional supports they may require to successfully adapt to life with a PICC. The aim of this study was to identify the supportive care needs of adults with cancer or infection living with a PICC at home. Method Qualitative, semi-structured interviews were used to identify supportive care needs of adults living with a PICC at home. Participants were recruited from cancer and infectious diseases outpatient units. Two researchers independently analysed transcripts using content analysis. Results A total of 15 participants were interviewed (30–87 years old). There were 5 males and 10 females interviewed, 9 participants had a cancer diagnosis and most lived in a metropolitan area. Many participants lived with a partner/spouse at home and three participants had young children. Participants identified supportive care needs in the following eight categories (i (i) Adapting daily life (ii) Physical comfort (iii) Self-management (iv) Emotional impact (v) Information content (vi) Understanding information (vii) Healthcare resources and (viii) Social supports. Conclusions Adults living with a PICC at home report a broad range of supportive care needs. In addition to practical and information needs, health consumers may also require support to accept living with a device inside their body and to assume responsibility for the PICC. These findings may provide nurses with a greater understanding of individual needs and guide the provision of appropriate supports.

Cybersecurity is a present and growing concern that needs to be addressed with both behavioral and design-oriented research. Public cloud providers such as Amazon Web Services and federal funding agencies such as the National Science Foundation have invested billions of dollars into developing high-performance computing resources accessible to users through configurable virtual machine (VM) images. This approach offers users the flexibility of changing and updating their environment for their computational needs. Despite the substantial benefits, users often introduce thousands of vulnerabilities by installing open-source software packages and misconfiguring file systems. Given the scale of vulnerabilities, security personnel struggle to identify and prioritize vulnerable assets for remediation. In this research, we designed a novel unsupervised deep learning-based Multi-View Combinatorial-Attentive Autoencoder (MV-CAAE) to capture multi-dimensional vulnerability data and automatically identify groups of similar vulnerable compute instances to help facilitate the development of targeted remediation strategies. We rigorously evaluated the proposed MV-CAAE against state-of-the-art methods in three technical clustering experiments. Experiment results indicate that the MV-CAAE achieves V-measure scores (metric of cluster quality) 8 percent-48 percent higher than benchmark methods. We demonstrated the practical value through a comprehensive case study by clustering vulnerable VMs and gathering qualitative feedback from experienced security professionals through semi-structured interviews. The results indicated that clustering vulnerable assets can help prioritize vulnerable instances for remediation and enhance decision-making tasks. The present design-research work also contributes to our theoretical knowledge of cyber-defense. [ABSTRACT FROM AUTHOR]

Presenting research findings outside of the form of a traditional research report requires different modes of making and communicating. This paper offers an account of how "The #FEAS Report," a satirical news video, was made to communicate the findings from interviews and a survey as part of the mixed-methods study, "Sexism, Higher Education, and COVID-19: The Australian Perspective" to a wider public. Three creative tactics for research communication were used: "DIY aesthetics," "humour," and "situated bodies." These communication tactics enabled the researchers to think differently about what research findings mean, and how to articulate them in ways that are intelligible. The paper shows how these tactics worked to bring findings to audiences beyond the academy and ask audiences within the academy to think differently about research reporting and knowledge communication. The paper considers how performing research in this way generates different conversations that compliment those started by more common ways of presenting research findings, and most importantly, how crucial it is for feminist researchers to make space for the creative within contemporary higher education.

This paper reports on a project conducted between July 2020 and March 2021 that was developed within the context of COVID-19 and explored the ways in which Australian universities responded to the pandemic and the gendered effects of these responses. This paper demonstrates that sexist and gender discriminatory practices were amplified by the pandemic and that the gendered division of labour within higher education was made more apparent. We contribute to a growing body of work on gender and the COVID-19 crisis by reporting on a survey conducted in Australia. The survey asked participants to reflect on their experiences qualitatively. It is this qualitative element that has been missing from much of the research in the field thus far. In addition, the diversity of participants means that we bring an intersectional lens to the ongoing effects of the pandemic upon higher education, including exploring the experiences and reflections of academics who identify as culturally and linguistically diverse (CALD), LGBTIQA+, and Aboriginal and Torres Strait Islander experiences and reflections. This paper, therefore, reports on some of the key findings from the survey and focuses upon the gendered dimensions of the pandemic, domestic life and pandemic living-working, and affect, emotion and wellbeing.

This article describes a year-long doctoral course on ethnographic case study research in which a communities of practice approach helped non-traditional students manage the challenging identity negotiations of entering a new academic field. Co-taught by faculty in two disciplines--Rhetoric and Composition and Teaching, Learning, and Culture--the course enabled the students who were from both disciplines to work in research teams as they applied what they were learning about ethnographic research to actually conducting research in the site of required first-year university writing classes. The article describes the process of setting up the course, along with the challenges encountered. Excerpts from two students' research notebooks and student interviews offer insights into how this pedagogical approach can assist non-traditional students in navigating their initial forays into research.

ABSTRACT Objective: To perform the translation and adaptation of the Michigan Appropriateness Guide for Intravenous Catheters in Pediatrics (miniMAGIC) into Brazilian Portuguese. Methods: Methodological study performed in five recommended stages: initial translations; synthesis of the translations; back translations; assessment of the back translations; expert committee assessment. The expert committee was composed of three registered nurses and two doctors who had a Master’s and/or PhD degree, and an expertise in intravenous therapy and pediatric and neonatal care. To assess the semantic, idiomatic, experiential and conceptual adequacy, a Likert scale was applied, in which 1, “not equivalent”; 2, “inequivalent”; 3, “cannot assess”; 4, “quite equivalent”; 5, “totally equivalent”. The terms mostly analyzed as negative in equivalence and with a lower than 20 score were reviewed and submitted to a new assessment, with the Delphi Technique until consensus was obtained. The results were stored in electronic spreadsheets and treated with concordance index, with a minimum acceptable result of 0.80. Results: The content of all recommendations, named as miniMAGIC-Brasil, was validated by the expert committee after two stages of evaluation. All recommendations had an overall agreement index of 0.91. Conclusions: The miniMAGIC-Brazil guide was validated in respect to the adequacy of the translation after two steps.

Purpose:. This study examined the leadership development themes that global orthopaedic surgeons in differently resourced countries perceive as essential components and evaluated barriers to attending leadership development programs. Methods:. This multinational, 45-question survey engaged orthopaedic surgeons (one expert per country). The questionnaire collected participants' demographics, perception of effective leadership traits, and valuation of various leadership themes based on importance and interest. Results:. The survey was completed by 110 orthopaedic surgeons worldwide. Respondents most commonly reported holding a leadership position (87%) in hospital settings (62%), clinical settings (47%), and national orthopaedic societies (46%). The greatest proportion of participants reported having never attended a leadership course (42%). Participants regarded “high performing team-building,” “professional ethics,” and “organizational structure and ability to lead” as the most important leadership themes. No significant (P ≤ 0.05) differences were identified among perceived importance or interest in leadership themes between income levels; however, statistically significant differences were identified in the questionnaire; respondents in low- and middle-income countries (LICs/LMICs) demonstrated a stronger interest in attending a leadership course than those in high-income countries (HICs) (98% vs. 79%, P = 0.013), and fewer surgeons in LICs/LMICs had taken personality assessment tests than those in HICs (22% vs. 49%, P = 0.019). The most common barriers to attending leadership courses were lack of opportunities and invitations (57%), difficulty missing work (22%), and cost of course attendance (22%). Conclusions:. These findings can better inform the development of effective curricula and provide a framework for a successful model for the future. Level of Evidence:. V.

The NLR (nucleotide-binding leucine-rich repeat) class immune receptor Sw-5b confers resistance to Tomato spotted wilt orthotospovirus (TSWV). Although Sw-5b is known to activate immunity upon recognition of the TSWV movement protein NSm, we know very little about the downstream events that lead to resistance. Here, we investigated the Sw-5b–mediated early transcriptomic changes that occur in response to mechanical and thrips-mediated inoculation of TSWV, using near-isogenic tomato lines CNPH-LAM 147 (Sw5b+/+) and Santa Clara (Sw-5b−/−). We observed earlier Sw-5b–mediated transcriptional changes in response to thrips-mediated inoculation compared with that in response to mechanical inoculation of TSWV. With thrips-mediated inoculation, differentially expressed genes (DEGs) were observed at 12, 24, and 72 h postinoculation (hpi). Whereas with mechanical inoculation, DEGs were observed only at 72 hpi. Although some DEGs were shared between the two methods of inoculation, many DEGs were specific to either thrips-mediated or mechanical inoculation of TSWV. In response to thrips-mediated inoculation, an NLR immune receptor, cysteine-rich receptor-like kinase, G-type lectin S-receptor-like kinases, the ethylene response factor 1, and the calmodulin-binding protein 60 were induced. Fatty acid desaturase 2-9, cell death genes, DCL2b, RIPK/PBL14-like, ERF017, and WRKY75 were differentially expressed in response to mechanical inoculation. Our findings reveal Sw-5b responses specific to the method of TSWV inoculation. Although TSWV is transmitted in nature primarily by the thrips, Sw-5b responses to thrips inoculation have not been previously studied. Therefore, the DEGs we have identified in response to thrips-mediated inoculation provide a new foundation for understanding the mechanistic roles of these genes in the Sw-5b–mediated resistance. [Graphic: see text] Copyright © 2023 The Author(s). This is an open access article distributed under the CC BY-NC-ND 4.0 International license.

The timing of the Laurentide Ice Sheet's final retreat from North America's Laurentian Great Lakes is relevant to understanding regional meltwater routing, changing proglacial lake levels, and lake-bottom stratigraphy following the Last Glacial Maximum. Recessional moraines on Isle Royale, the largest island in Lake Superior, have been mapped but not directly dated. Here, we use the mean of 10 new 10Be exposure ages of glacial erratics from two recessional moraines (10.1 ± 1.1 ka, one standard deviation; excluding one anomalously young sample) to constrain the timing of Isle Royale's final deglaciation. This 10Be age is consistent with existing minimum-limiting 14C ages of basal organic sediment from two inland lakes on Isle Royale, a sediment core in Lake Superior southwest of the island, and an estimated deglaciation age of the younger of two subaqueous moraines between Isle Royale and Michigan's Keweenaw Peninsula. Relationships between Isle Royale's landform ages and Lake Superior bottom stratigraphy allow us to delineate the retreat of the Laurentide ice margin across and through Lake Superior in the early Holocene. We suggest that Laurentide ice was in contact with the southern shorelines of Lake Superior later than previously thought.

Decision-making can be automatic (“rote”) or on-the-fly (“reflective”). Are people sensitive to whether others are behaving rotely or reflectively? The rote-versus-reflective inference may be particularly relevant when learning from others: good teachers should be actively considering the learner’s needs. When teachers rely on rote systems, this may “break” the mental state recursion that facilitates learning from pedagogy. This study takes a first step in investigating learning and inference when teachers use rote-versus-reflective reasoning, using uniqueness of feedback as a cue to reflectivity. Adult participants viewed videos of teachers providing either identical, similar, or unique feedback to three different groups of students; participants evaluated that teacher along several metrics. Consistent with our predictions, rote teachers were evaluated as poorer informants than reflective teachers, and students paired with rote teachers were expected to learn less. These results are the first to demonstrate sensitivity to, and impact from, inferences about others’ rote-versus-reflective behaviors.

We examine whether people evaluate the performance of other agents using only behavioral metrics (intuitive behaviorism) or by also taking into account the program that is driving an agent’s performance (intuitive cognitivism). In an online study, 200 participants, most without programming experience, learned to use a simple block programming language that controls a maze-solving robot. Participants then evaluated which of two programs was “better”, for 18 pairs of robots and programs. The programs varied in 3 metrics. Two of these, action efficiency and representation efficiency, were motivated by work in Reinforcement Learning and philosophy of mind, and the third, semantic generalization, is novel. We found that people’s judgements are in line with intuitive cognitivism, that people are sensitive to the program features, and that people intuitively evaluate and care about which other problems a program solves beyond the given task.

How do people reason intuitively about everyday physical events? Two broad camps provide very different answers to this question. The first camp emphasizes mental simulations: when people predict where a bouncing ball will end up, they run a mental process that roughly approximates the motion of the ball. The second camp emphasizes rules and abstractions: when reasoning about the bouncing ball, people may reason ‘the ball and table are solid, the ball can't go through the table’. Here we bring the two views together, with a model of physical reasoning that combines mental simulation and abstraction. We show behavioral signatures of both rule-usage and mental simulation in a response-time study in which participants reason about the trajectory of a ball. We present a novel model that can account for these signatures, and compare it to current models of physical reasoning that cannot.