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Helicobacter pylori causes clinical disease primarily in those individuals infected with a strain that carries the cytotoxin associated gene pathogenicity island (cagPAI). The cagPAI encodes a type IV secretion system (T4SS) that injects the CagA oncoprotein into epithelial cells and is required for induction of the pro-inflammatory cytokine, interleukin-8 (IL-8). CagY is an essential component of the H. pylori T4SS that has an unusual sequence structure, in which an extraordinary number of direct DNA repeats is predicted to cause rearrangements that invariably yield in-frame insertions or deletions. Here we demonstrate in murine and non-human primate models that immune-driven host selection of rearrangements in CagY is sufficient to cause gain or loss of function in the H. pylori T4SS. We propose that CagY functions as a sort of molecular switch or perhaps a rheostat that alters the function of the T4SS and "tunes" the host inflammatory response so as to maximize persistent infection.

The Australian Government is financially incentivising work integrated learning (WIL) to enhance graduate employability. As such, universities are currently expanding WIL pedagogies and practices from their traditional domain of professional degrees, to be incorporate into almost all university degrees. Using Kemmis' Theory of Practice Architecture, this study investigated the practices of established WIL practitioners in universities and uncovers what can be referred to as a WIL ecology of practice. This ecology comprises of key WIL practices, including: "networking and selling," "negotiating," "collaborating and innovating" and "legitimising." The findings from this study offer important insights into how higher education institutions may develop a WIL ecology of practice, and critically, achieve WIL funding objectives, which has arguably become ever more important given the challenges COVID-19 has presented to university operational budgets. [Note: The page range (54-68) shown on the PDF is incorrect. The correct page range for this article is p54-67.]

Research suggests theatre arts participation benefits student's academic and nonacademic outcomes. The purpose of this literature review was to identify the extent to which a relationship exists between participation in theatre arts and student outcomes for students K-12. Fourteen articles met the inclusion criteria. Results found theatre arts programs were positively related to self-beliefs, provide positive outcome experiences, foster student development, increase interpersonal and social skills, and expand theatre arts skills. The results indicate the importance of the creative process in theatre arts, which includes play production, theatre devising and theatre workshops and classes. The evidence from these findings suggest that students may benefit from the experiences of participation in a theatre arts program through the creative process and increase student outcomes through social and emotional development, enhancing self-beliefs, and increasing theatre arts skills. This informs current practice in implantation of a theatre arts program, which could include play production, theatre devising and theatre classes and workshops.

When writing about transformation in higher education (HE) in South Africa, it is quite popular to mention the fall of apartheid, and perhaps also 1994, as a starting point for significant change. I, myself, have made this mistake (see Bernard, 2015). However, the recent #FeesMustFall protests highlighted that many approaches to transformation have been superficial at best, and extremely problematic at worst (Luckett & Naicker, 2019; Luckett, 2019). This is because they have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them. In April 2020, when the doors of South African universities closed to all, and during a swift and mass migration away from university campuses to Virtual Learning Environments (VLEs), I was presented with the opportunity to critically reflect on the impact that increased use of VLEs can have on the transformation agenda in the HE sector. My approach takes up Tumubweinee and Luescher's (2019, p. 2) argument that many initiatives aimed at transformation in HE have failed, because they do not pay sufficient attention to the where of transformation. Thus, like Tumubweinee and Luescher, I locate my reflection on VLEs in the postmodern, sociopolitical understandings of 'space' evident in the work of Lefebvre (1991), but more specifically his notions of conceived and abstract space. In doing so, issues of identity and coloniality are brought to the fore. My approach is critical in that it "implies possibilities, and possibilities as yet unfulfilled" (Lefebvre, 2002, pp.18-19).

The purpose of this article is to provide practical, research-based strategies for using technology to monitor Individualized Education Plan (IEP) goal progress. Steps in the assessment process and progress monitoring strategies are provided to support educators in meeting the needs of students and to communicate the performance results with families. Case studies, resources, and sample materials are provided.

BackgroundIn COVACTA, a randomised, placebo-controlled trial in patients hospitalised with coronavirus disease-19 (COVID-19), tocilizumab did not improve 28-day mortality, but shortened hospital and intensive care unit stay. Longer-term effects of tocilizumab in patients with COVID-19 are unknown. Therefore, the efficacy and safety of tocilizumab in COVID-19 beyond day 28 and its impact on Severe Acute Respiratory Syndrome Coronavirus-2 (SARS-CoV-2) clearance and antibody response in COVACTA were investigated.MethodsAdults in Europe and North America hospitalised with COVID-19 (N = 452) between April 3, 2020 and May 28, 2020 were randomly assigned (2:1) to double-blind intravenous tocilizumab or placebo and assessed for efficacy and safety through day 60. Assessments included mortality, time to hospital discharge, SARS-CoV-2 viral load in nasopharyngeal swab and serum samples, and neutralising anti-SARS-CoV-2 antibodies in serum. ClinicalTrials.gov registration: NCT04320615.FindingsBy day 60, 24·5% (72/294) of patients in the tocilizumab arm and 25·0% (36/144) in the placebo arm died (weighted difference -0·5% [95% CI -9·1 to 8·0]), and 67·0% (197/294) in the tocilizumab arm and 63·9% (92/144) in the placebo arm were discharged from the hospital. Serious infections occurred in 24·1% (71/295) of patients in the tocilizumab arm and 29·4% (42/143) in the placebo arm. Median time to negative reverse transcriptase-quantitative polymerase chain reaction result in nasopharyngeal/oropharyngeal samples was 15·0 days (95% CI 14·0 to 21·0) in the tocilizumab arm and 21·0 days (95% CI 14·0 to 28·0) in the placebo arm. All tested patients had positive test results for neutralising anti-SARS-CoV-2 antibodies at day 60.InterpretationThere was no mortality benefit with tocilizumab through day 60. Tocilizumab did not impair viral clearance or host immune response, and no new safety signals were observed. Future investigations may explore potential biomarkers to optimize patient selection for tocilizumab treatment and combination therapy with other treatments.FundingF. Hoffmann-La Roche Ltd and the US Department of Health and Human Services, Office of the Assistant Secretary for Preparedness and Response, Biomedical Advanced Research and Development Authority, under OT number HHSO100201800036C.

Employers of accounting graduates have criticised graduates' ability to work well with others and think critically. This study investigates aspirant Chartered Accountants in South Africa ('aspirant CA(SA)s') perceptions of the extent to which universities should and are developing relational and decision-making (RDM) skills in accounting students. Questionnaire data from 44 aspirant CA(SA)s, employed at three offices of a large audit firm in South Africa, were obtained. The majority of participants perceive that virtually all RDM skills are developed to an intermediate or advanced level during the academic programme. However, participants also perceive that the academic programme should develop all RDM skills to a greater extent; in particular, skills relating to managing others, teamwork, relationship-building, professional scepticism, emotional intelligence and leadership, to maximise performance during the training programme. Academics may benefit from this study's findings of perceived RDM skills deficits, and suggestions for their development, which includes collaborating with training offices.

Assessment is a key learning tool to drive deep and sustained learning and develop lifelong learning skills. Individually, continuous assessments and adaptive assessments have demonstrated potential to positively impact learning. An opportunity to combine continuous and adaptive assessment to enhance learning potential within a physiotherapy program has been identified. Continuous adaptive assessment (CAA) is a learning orientated approach to assessment scaffolded to students' current level of achievement, increasing in difficulty as standards are attained and allowing multiple attempts over a specified time with integrated actionable feedback. We used a mixed methods approach to evaluate student perceptions of feasibility, acceptability and appropriateness of CAA within an academic physiotherapy unit. Data on student perceptions were collected "via" survey and semi-structured interviews; performance and engagement data were downloaded from the learning management system. CAA was perceived by students to be feasible, acceptable and appropriate. Most students (83%) perceived CAA to be beneficial for learning, identifying multiple attempts, integrated feedback and regular engagement with unit content to be the primary contributors to this benefit; 70% of students perceived CAA to positively impact their learning more than a traditional quiz. Students' perceptions of workload, pressure and scaffolding were more divided.

Virtue-Based Psychosocial Adaptation Model (V-PAM) is an emerging counseling framework that explains psychosocial adaptation to chronic illness and disability in terms of five virtue factors. The virtue factors are Courage, Integrity, Practical Wisdom, Committed Action, and Emotional Transcendence. Despite growing attention to the model, the literature has focused upon empirical studies such as model validation and to a much lesser degree on the foundational elements of the theory. However, developing a deeper understanding of the theoretical foundation of the model is critical, providing a lens for understanding ethical counseling practice that is rich with potential for future exploration. The present paper aims to explicate the theoretical underpinnings of V-PAM, which will guide future practice. Future research and implications for clinical practice are also elaborated. Keywords: psychosocial adaptation, virtue, character, disability, rehabilitation counseling, Virtue was an important topic in the early history of behavioral science, but as empiricism, with its emphasis on objective, easily measured constructs gained popularity, the topic of virtue fell [...]

There are a variety of skills that are not directly taught in schools yet serve as protective factors for academic success (i.e., self-efficacy, social, skills; emotional well-being; Graziano et al (Journal of School Psychology 45 3-19 2007); Minnard (Children and Schools 24(4) 233-246 2002). An intervention strategy for promoting such protective factors in school-aged children involves mentoring. Despite the dramatic increase in the implementation of mentoring programs in the first decade of the current century (Herrera et al (Making a difference in schools 2007); Portwood & Ayers (Children and Schools 30 177-185 2005), there remain few systematic program evaluations and even fewer meta-analyses examining the effects of mentoring. Specifically, there is a paucity of research examining the potential benefits of mentoring on emotional well-being. The current study addresses this gap in the literature by providing an overall assessment of the relationship between mentoring and emotional functioning of mentees. A qualitative analysis, as well as a quantitative meta-analysis, examining the effects of mentoring programs on the emotional well-being of school-aged children is presented. Overall, findings provide evidence for a small to moderate positive effect of mentoring on the emotional well-being of youth. Additional analyses focusing on specific emotional constructs indicate that mentoring has a small negative effect (d = 0.20) on negative affect, a medium negative effect on internalizing behavior (d = 0.45), and a medium positive effect on self-esteem (d = 0.45). For children, success in school requires more than reading, writing, and arithmetic thus, mentoring may be one approach to developing the necessary protective factors that can lead to greater success.

While undesirable, unexpected disruptions offer unique opportunities to enact adaptive expertise. For adaptive expertise to flourish, individuals and teams must embrace both efficiency and adaptation. While some industries do it readily, others continue to struggle with the tension between efficiency and adaptation, particularly when otherwise stable situations are unexpectedly disrupted. For instance, in healthcare settings, the efficiency mandate for strict compliance with scopes of practice can deter teams from using the adaptive strategy of making their members interchangeable. Yet, interchangeability has been hinted as a key capacity of today' teams that are required to navigate fluid team structures. Because interchangeability -- as an adaptive strategy -- can generate antagonistic reactions, it has not been well studied in fluid teams. Thus, in this exploratory qualitative study we sought to gain insights into how interchangeability manifests when fluid teams from five different contexts (healthcare, emergency services, orchestras, military, and business) deal with disruptive events. According to our participants, successful interchangeability was possible when people knew how to work within one's role while being aware of their teammates' roles. However, interchangeability included more than just role switching. Interchangeability took various forms and was most successful when teams capitalized on the procedural, emotional, and social dimensions of their work. To reflect this added complexity, we refer to interchangeability in fluid teams as Ecological Interchangeability. We suggest that ecological interchangeability may become a desired feature in the training of adaptive expertise in teams, if its underlying properties and enabling mechanisms are more fully understood.