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The purpose of this qualitative case study was to determine whether a Curated Conference Learning Experience (CCLE) could stimulate new learning or deepen existing learning around leadership for equity by engaging four andragogical theories: critical theory and praxis, new learning, guided learning, and reflective learning within a community of practice. Faculty members selected sessions focused on equity, provided journal prompts, and conducted focus groups for 13 students enrolled in a Masters of School Administration program at national educational leadership conference. Findings indicate new and strengthened learning in the areas of (1) relationship building; (2) understanding identity and co-constructing leadership for equity; (3) roadblocks and realizations; (4) connection to previous coursework; and (5) increased commitment to equity work. Our conceptual framework can be applied across disciplines for more intentional, pedagogical designs for transformative student conference learning.

Copyright of Secuencia: Revista de Historia y Ciencias Sociales is the property of Instituto de Investigaciones - Dr. Jose M. Luis Mora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: At least half of all young people who die by suicide have previously self‐harmed and most of those who self‐harm will not seek help from health services for self‐harming behaviours. By default, schools, colleges and universities necessarily play a key role in identifying those who self‐harm and supporting them to access help. Methods: We conducted a systematic review (PROSPERO ID: CRD42021243692) of five databases (Medline, PsycINFO, ASSIA, ERIC and BEI) for quantitative studies evaluating interventions to reduce self‐harm among students in schools, colleges and universities. Results: We identified six eligible studies that reported interventions. Two interventions used mindfulness‐based approaches and the remaining four interventions focused on in‐classroom education. Three interventions reported a significant reduction in self‐harm, all three used in‐classroom education. Of the six studies, one study was rated methodologically moderate, while the remaining five were weak. Conclusion: In summary, the evidence base is limited in size and quality. Most current interventions to address self‐harm in schools focus on training staff in awareness, with a significant gap in direct support for students. [ABSTRACT FROM AUTHOR]

The death of a family member can have a significant effect on children, depending on their level of development and the kinds of supports available to them. Spirituality has been linked to effective coping with loss by adults, The purpose of this qualitative phenomenological study was to explore how meaning making, linking objects, and containment, themes that have been explored in the literature on adults' use of spirituality as a way of coping, might be used by grieving children. The major difference between children and adults appears to be in how and when children make meaning after loss. The major similarity between adults and children is the essential role of relationships in facilitating grieving. Implications for further research, counselor education, and practicing counselors conclude the article.

Through narrative pedagogy, nursing students, teachers, and clinicians share and interpret their teaching and learning experiences. Analysis by seven teachers and students identified how the approach decenters skill acquisition and content, enables them to attend to thinking practices, and raises issues of power, ideology, and the social construction of knowledge. (Contains 45 references.) (SK)

Background: Neuroinflammation is being increasingly recognized as a key factor in the pathogenesis of amyotrophic lateral sclerosis (ALS). A therapeutic approach for ALS using plasma exchange with albumin replacement (PE-A) has been proposed to remove antibody complexes, inflammatory mediators, and toxins to decrease neuronal damage caused by inflammation. Methods: In this pilot study, 15 patients underwent 24 weeks of PE-A with 5% albumin and their revised ALS Functional Rating Scale (ALSFRS-R) scores and Forced Vital Capacity (FVC) were tracked for 48 weeks to evaluate the efficacy of PE-A as a therapy for ALS. Results: There was a statistically significant decline of ALSFRS-R scores as well as FVC (%) throughout the study. A post hoc comparison with clinically matched control patients showed no statistically significant difference. Likewise, no significant differences were found when the rate of ALSFRS-R decline in the PE-A-treated patients was compared to the European Medicines Agency (EMA) guideline estimate of a −1 point/month decrease in untreated patients. However, 50% of the PE-A-treated patients showed a slow rate of decline of < −0.8 points/month. PE was safe and well tolerated in ALS patients. Conclusion: In conclusion, results of this study indicated that PE-A performed in this manner was safe but showed a considerable heterogeneity in the response to treatment when it comes to slowing the ALS deterioration, with no overall clinical benefit. Further investigation focused on the characterization of ALS patients suitable for PE-A therapy is warranted. Registration: ClinicalTrials.gov ID: NCT02872142. [ABSTRACT FROM AUTHOR]

Relates the advantages of writing a journal to clinical students in undergraduate nursing education. Demonstrates how messages to students release emotions and feelings regarding clinical experiences and reflect themes of empathy as well as thoughts about professional nursing. Includes excerpts from the journal. (JOW)

A topoisomerase II (Topo II)-dependent G2/M checkpoint is defined in a genetically amenable eukaryote, budding yeast, and it is demonstrated that this checkpoint enhances cell survival. Neither DNA damage-responsive pathways nor Pds1/securin are needed for this checkpoint, and compromised Topo II function activates a yeast checkpoint system that operates by a novel mechanism.