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The article informs about pain management for patients with chronic kidney disease in the primary care setting. Topics discussed include Pain is routinely reported in patients with chronic kidney disease. Pain is often multifaceted, making the treatment of this complex patient population even more challenging; and understanding pain types as well as treatment options for this patient population is an important skillset for the primary care provider.

As studies continue to accumulate on leader humility, it has become clear that humility (one of the moral virtues) in a leader is largely beneficial to his or her followers. While the majority of the empirical research on this topic has demonstrated the positive effects of leader humility, this study challenges that consensus by arguing that a leader's humble behavior can have contradictory outcomes in followers' voice behavior. Drawing on attachment theory, we develop a model which takes into account the ways in which leader humility influences the seemingly contradictory voice behavior of followers, i.e., inducing challenging voice (promoting the flexibility toward changes), and defensive voice (showing the persistence toward changes) depending on the followers' sense of security as reflected by feeling trusted (sensing the leaders' confidence in them) and self-efficacy for voice (sense of self-confidence). The results of this empirical study confirm that leader humility influences followers' voice in a contradictory way through their sense of security. [ABSTRACT FROM AUTHOR]

School systems and Aboriginal and Torres Strait Islanders have long acknowledged the levels of social, cultural and epistemic conflict that has historically existed between teachers and schools, and Aboriginal students, families and their local communities. This relationship is both symptomatic and causal of the broader and highly complex field of issues and policies found to underpin the fraught histories existing between many Aboriginal communities and schools. This systematic review of the research literature reports on findings and insights into the everyday environments of these interactions and the possibilities of Aboriginal communities being able to affect the establishment of genuine and productive interactions with schools. The review looks to focus on those factors seen to either enable or act as barriers to this process, and comment on their impact on Aboriginal communities, their students and schools' capacity for purposeful engagement. [ABSTRACT FROM AUTHOR]

The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation and efficacy of educators with constructively addressing the experiences of these students is under increasing scrutiny, and hence, the significance of professional learning is further heightened. But, what sort of professional learning is well suited and effective in contributing to this undertaking? This systematic review investigated the veracity of the evidence underpinning professional learning research projects that aimed to make a positive change in the approach and abilities of schools to effectively improve the learning experiences of Indigenous students in Australia over the last 10 years. The themes that emerged from the review emphasise the import of future professional learning practices finding ways to more genuinely ensure that Indigenous peoples contribute to leading these activities, explicitly address issues to do with culture, (anti) racism, power and relationships in schooling, and localise the politics of knowledge construction through the alignment of curriculum, pedagogy and context. [ABSTRACT FROM AUTHOR]

Education for Australian First Nations students living in remote communities has long been seen as an intractable problem. Ten years of concerted effort under Closing the Gap and related policy initiatives has done little to change outcomes beyond small, incremental improvements. Programmes and strategies promising much have come and gone, and most have died a quiet death. This apparent failure leaves the context of remote education ripe for the picking. If we can demonstrate what works and why, it may provide an answer to the problem. This systematic review aims to uncover what research reveals about what does make a difference to outcomes for students. The review found 45 papers that provide considerable evidence to show what is and is not effective. The review also found several issues that have little or no evidence and which could be the subject of more research. [ABSTRACT FROM AUTHOR]

The 'Aboriginal Voices' project is a consortium of researchers invested in seeking long-term solutions to the many and varied issues that have been identified as factors contributing to the underachievement of Indigenous students in education across Australia. The Aboriginal Voices systematic review project established an agreed methodology and protocols in order to map ten reviews to an overarching question: 'What are the issues affecting the underachievement of Indigenous students in Australia and how can research inform solutions to the complex and inter-related issues needing to be addressed?' The Project focuses on bringing clarity to the overarching question by applying a rigorous process with an Indigenous methodology to undertake these unique reviews. This introductory paper outlines the development of a critical Indigenous methodology used in these discrete but inter-linked systematic investigations. Using a consistent systematic methodology facilitated the re-aggregation of separate review findings to achieve new whole-of-systems insights into the complex issues affecting the educational opportunities of Aboriginal and Torres Strait Islander students. [ABSTRACT FROM AUTHOR]

This review analyses studies that identify pedagogies to support, engage and improve Aboriginal and Torres Strait Islander student outcomes. Some studies focus on pedagogies to support and engage, while others describe pedagogies that are designed to improve engagement, attendance and academic skills. The role of context emerges as a key theme, particularly in remote areas. In larger studies, Aboriginal students are often a subset of a larger student group, included because of socio-economic status and achievement levels. Key findings indicate a disconnect between practice and outcomes where links to improved outcomes are by implication rather than evidence. Further, definitions and detail about pedagogies are mostly absent, relying on 'common understandings' of what pedagogy means. This review highlights that most of the research identifies effective pedagogies to engage and support Aboriginal students rather than to improve their educational outcomes. [ABSTRACT FROM AUTHOR]

Executive Summary The purpose of this paper is to integrate the diverse literatures on High Performance Work Organizations (HIPO) Varied definitions of the HIPO are presented, common components across the [...]