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Providing behavioural support to all students is increasingly recognised as an integral part of teaching and learning in schools throughout the world. This small-scale, qualitative study reports on the perceived challenges faced by staff in implementing school-wide behavioural support at two remote Indigenous primary schools in Queensland, Australia. Individual semi-structured interviews held with two administrators and six teachers revealed implementation barriers to be clustered around four themes: staff turnover and leadership change; staff training; consistency in teaching and responding to student behaviour; and involvement of parents and remote community. These initial findings highlight the need to extend investigations into barriers associated with implementing and sustaining this behavioural approach in other remote schools throughout Australia, as student behaviour influences student learning, and lifting educational outcomes for Indigenous students is a national priority.

BackgroundThe rapid increase in mental health disorders has prompted a call for greater focus on mental health promotion and primary prevention. Web- and mobile app–based interventions present a scalable opportunity. Little is known about the influence of human support on the outcomes of these interventions. ObjectiveThis study aimed to compare the influence of 3 modes of human support on the outcomes (ie, mental health, vitality, depression, anxiety, stress, life satisfaction, and flourishing) of a 10-week, Web- and mobile app–based, lifestyle-focused mental health promotion intervention among a healthy adult cohort. MethodsParticipants were recruited voluntarily using a combination of online and offline advertising. They were randomized, unblinded into 3 groups differentiated by human support mode: Group 1 (n=201): standard—fully automated emails (S); Group 2 (n=202): standard plus personalized SMS (S+pSMS); and Group 3 (n=202): standard plus weekly videoconferencing support (S+VCS), hosted by 1 trained facilitator. Participants accessed the intervention, including the questionnaire, on a Web-based learning management system or through a mobile app. The questionnaire, administered at pre- and postintervention, contained self-reported measures of mental well-being, including the “mental health” and “vitality” subscales from the Short Form Health Survey-36, Depression Anxiety and Stress Scale-21, Diener Satisfaction With Life Scale (SWLS), and Diener Flourishing Scale. ResultsOf 605 potential participants, 458 (S: n=157, S+pSMS: n=163, and S+VCS: n=138) entered the study by completing registration and the preintervention questionnaire. At post intervention, 320 out of 458 participants (69.9%; S: n=103, S+pSMS: n=114, and S+VCS: n=103) completed the questionnaire. Significant within-group improvements were recorded from pre- to postintervention in all groups and in every outcome measure (P≤.001). No significant between-group differences were observed for outcomes in any measure: mental health (P=.77), vitality (P=.65), depression (P=.93), anxiety (P=.25), stress (P.57), SWLS (P=.65), and Flourishing Scale (P=.99). Adherence was not significantly different between groups for mean videos watched (P=.42) and practical activity engagement (P=.71). Participation in videoconference support sessions (VCSSs) was low; 37 out of 103 (35.9%) participants did not attend any VCSSs, and only 19 out of 103 (18.4%) attended 7 or more out of 10 sessions. Stratification within the S+VCS group revealed that those who attended 7 or more VCSSs experienced significantly greater improvements in the domains of mental health (P=.006; d=0.71), vitality (P=.005; d=0.73), depression (P=.04; d=0.54), and life satisfaction (P=.046; d=0.50) compared with participants who attended less than 7. ConclusionsA Web- and mobile app–based mental health promotion intervention enhanced domains of mental well-being among a healthy cohort, irrespective of human support. Low attendance at VCSSs hindered the ability to make meaningful between-group comparisons. Supplementing the intervention with VCSSs might improve outcomes when attendance is optimized. Trial RegistrationAustralian New Zealand Clinical Trials Registry (ANZCTR): 12619001009101; http://www.anzctr.org.au/ACTRN12619001009101.aspx

Abstract Primary cultures of proximal tubule cells are widely used to model the behavior of kidney epithelial cells in vitro. However, de-differentiation of primary cells upon culture has been observed and appreciated for decades, yet the mechanisms driving this phenomenon remain poorly understood. This confounds the interpretation of experiments using primary kidney epithelial cells and prevents their use to engineer functional kidney tissue ex vivo. In this report, we measure the dynamics of cell-state transformations in early primary culture of mouse proximal tubules to identify key pathways and processes that correlate with and may drive de-differentiation. Our data show that the loss of proximal-tubule-specific genes is rapid, uniform, and sustained even after confluent, polarized epithelial monolayers develop. This de-differentiation occurs uniformly across many common culture condition variations. Changes in early culture were strongly associated with the loss of HNF4A. Exogenous re-expression of HNF4A can promote expression of a subset of proximal tubule genes in a de-differentiated proximal tubule cell line. Using genetically labeled proximal tubule cells, we show that selective pressures very early in culture influence which cells grow to confluence. Together, these data indicate that the loss of in vivo function in proximal tubule cultures occurs very early and suggest that the sustained loss of HNF4A is a key regulatory event mediating this change.

Background: Over recent decades, teacher aides (TAs) have had an increasing presence in mainstream classrooms internationally, providing vital support to students and teachers on a daily basis. Although the evolution of the role has given rise to many implicit and explicit shifts in TAs' responsibilities, opportunities for TAs to develop and shape their own identities within school contexts remain limited. Purpose: Set in Australia, our study responds to calls for TAs to be afforded 'a voice' to contribute to the improvement of the teaching pedagogy used in their schools. We sought to investigate TAs' perspectives on their school's pedagogical framework, based on the TAs' lived experiences of carrying out their roles in the classroom. Methods: A total of 23 TAs from a primary school in Queensland completed an online survey, which included questions that invited the TAs' views on the main approaches and strategies embedded in the school's pedagogical framework, and their reflections about the strengths and challenges of using it. Descriptive statistics were produced from the survey data and open responses were analysed qualitatively. Findings: The analysis suggested that the TAs felt they had good knowledge and understanding of the teaching pedagogy and were confident and supportive of its use in the school. Participants cited student self-confidence in their learning, and improved academic results for children with diverse learning needs and those working beyond year-level expectations, as key strengths of the pedagogy. However, time constraints and student behaviour were seen as challenges to the success of the teaching pedagogy. Conclusions: Whilst these findings are focused on one school, understanding TAs' perspectives on their school's teaching pedagogy as they go about their classroom work offers a starting point for further study into an important but insufficiently explored area of research. It highlights the need for TAs to be included as valued partners in their schools' pedagogical journeys.

Echolalia, a language phenomenon whereby individuals imitate the speech of others, is commonly used by children and adults with autism. Research into the underlying nature and meanings associated with this repetitive behaviour is characterised by a lack of conceptual definitions and conflicting opinions about the functions of echolalia. A scoping review was undertaken to summarise the range of perspectives on these topics and identify associated research gaps. Five databases were searched, and 28 studies met the eligibility criteria. Results showed clear groupings in the topics discussed, based around interactional intent, factors that affect the frequency and type of echolalia, language development, measurement, and functions of echolalia. The review revealed that echolalia has a number of functions for people with autism, however many interventions continue to focus on reduction or elimination of echolalia. Findings suggest that further research is required to examine possible functions of echolalia. Confirming the function of this behaviour for people with autism is likely to have direct consequences for the type of intervention deemed appropriate.

The increasing use of composite materials in new aircraft builds leads to a significant demand for titanium alloy structural parts. The increasing costs and popularity of this material, together with restrictions in supply and processing, are driving the aerospace industry to make increasingly efficient use of available material. Linear Friction Welding (LFW) is a rapid, high integrity, solid-state forging process that has the potential to decrease the buy-to-fly ratio, production time and time to market of aerostructure components. Its dependability has already been proven for the production of key components in some of the latest generation aero engines. The LFW process is yet to be used for aerostructures. This is primarily due to the LFW process not being widely known, but also due to a lack of performance data on aerostructures manufactured by LFW being available to the supply chain and design community. To address this issue, a large series of titanium alloy weldments was produced and assessed via metallographic examinations and mechanical testing in both as-welded and post-weld heat-treated condition. The matrix of experiments was able to capture the LFW process window of this titanium alloy, and to measure the impact of the parametric conditions. Metallographic examination revealed a high integrity weld free from contaminants and oxides at the weld interface; with a characteristic recrystallised Widmanstätten martensitic Beta weld centre zone microstructure, in as welded condition, and a finegrained equiaxed recrystallised to alpha-beta microstructure in post-weld heat-treated condition. As-welded joints were tested under tensile and alternating fatigue conditions to provide an extended set of joint performance data. Joints demonstrated tensile performance equivalent to that of the parent material in all cases, with near-parent fatigue properties and improved (reduced) fatigue scatter in the post-weld heat-treated condition.