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Background: Programme changes due to the COVID-19 pandemic have impacted variably on preparation for practice of healthcare professional students. Explanations for such variability need exploration. The aim of our study was to understand what clinical learning, whilst under socially distanced restrictions, worked and why (or why not). Methods: We conducted a realist evaluation of the undergraduate healthcare programmes at one UK university in 2020-21. Initial programme theories to be tested in this study were derived from discussions with programme leads about the changes they implemented due to the pandemic. Study participants were students and teaching faculty. Online interview transcripts were coded, identifying why interventions had worked or not. This resulted in a set of 'context-mechanism-outcome' (CMO) statements about each intervention. The initial programme theories were refined as a result. Results and discussion: 29 students and 22 faculty members participated. 18 CMO configurations were identified relating to clinical skills learning and 25 relating to clinical placements. Clinical skills learning was successful whether in person, remote or hybrid if it followed the steps of: demonstration-explanation-mental rehearsal-attempt with feedback. Where it didn't work there was usually a lack of observation and corrective feedback. Placements were generally highly valued despite some deficiencies in student experience. Being useful on placements was felt to be good preparation for practice. If student numbers are to expand, findings about what works in distance learning of clinical skills and the value of various modes of induction to clinical workplace activity may also be relevant post-pandemic.

Bacterial biofilm formation and attachment to hosts are mediated by carbohydrate-binding lectins, exopolysaccharides, and their interactions in the extracellular matrix (ECM). During tomato infection Ralstonia pseudosolanacearum (Rps) GMI1000 highly expresses three lectins: LecM, LecF, and LecX. The latter two are uncharacterized. We evaluated the roles in bacterial wilt disease of LecF, a fucose-binding lectin, LecX, a xylose-binding lectin, and the Rps exopolysaccharide EPS I. Interestingly, single and double lectin mutants attached to tomato roots better and formed more biofilm under static conditions in vitro. Consistent with this finding, static bacterial aggregation was suppressed by heterologous expression of lecFGMI1000 and lecXGMI1000 in other Ralstonia strains that naturally lack these lectins. Crude ECM from a ΔlecF/X double mutant was more adhesive than the wild-type ECM, and LecF and LecX increased Rps attachment to ECM. The enhanced adhesiveness of the ΔlecF/X ECM could explain the double mutants hyper-attachment in static conditions. Unexpectedly, mutating lectins decreased Rps attachment and biofilm viscosity under shear stress, which this pathogen experiences in plant xylem. LecF, LecX, and EPS I were all essential for biofilm development in xylem fluid flowing through cellulose-coated microfluidic channels. These results suggest that under shear stress, LecF and LecX increase Rps attachment by interacting with the ECM and plant cell wall components like cellulose. In static conditions such as on root surfaces and in clogged xylem vessels, the same lectins suppress attachment to facilitate pathogen dispersal. Thus, Rps lectins have a dual biological function that depends on the physical environment.

Although gender ideologies influence many outcomes, research shows they often fluctuate across the life course. Family structure transitions are one mechanism through which gender ideologies change. Divorced and single adults report more egalitarian ideologies than stably married adults. Little research has examined whether children in these families experience similar gender ideologies. Based on parental role modeling, we would expect children in non-traditional families to exhibit more egalitarian gender ideologies. We examine family structure and youth gender ideologies in two contexts, essentially two case studies: Germany and South Korea. Using Starting Cohort 3--Grade 5 (N = 4,021) and Starting Cohort 4--Grade 9 (N = 9,913) of the Germany National Educational Panel Study (NEPS) and Cohorts 1 (N = 2,844) and 2 (N = 3,449) of the Korea Youth Panel Survey (KYPS), we uncover counterintuitive findings that youth gender ideologies do not vary across family structures. Child gender is the most salient predictor of gender ideologies across contexts.

Abstract Background Recovery from SARS CoV-2 infection is expected within 3 months. Long COVID occurs after SARS-CoV-2 when symptoms are present for more than 3 months that are continuous, relapsing and remitting, or progressive. Better understanding of Long COVID illness trajectories could strengthen patient care and support. Methods We characterized functional impairments, quality of life (QoL), and cognition among patients who recovered from SARS-CoV-2 infection within 3 months (without Long COVID), after 3 months (Recovered Long COVID), or remained symptomatic (Long COVID). Among 7305 patients identified with previous SARS-CoV-2 infection between March 2020 and December 2021, confirmed in the medical record with laboratory test or physician diagnosis, 435 (6%) completed a single self-administered survey between March 2022 and September 2022. Multi-domain QoL and cognitive concerns were evaluated using PROMIS-29 and the Cognitive Change Index-12. Results Nearly half the participants (47.7%) were surveyed more than 2 years from initial infection (median = 23.3 months; IQR = 18.6, 26.7) and 86.7% were surveyed more than 1 year from infection. A significantly greater proportion of the Long COVID (n = 215) group, (Current and Recovered combined), had moderate-to-severe impairment in all health domains assessed compared to those Without Long COVID (n = 220; all p

Abstract Tiger sharks are apex predators with a circumglobal tropical and warm-temperate distribution, with a general lack of population data for the central Indian Ocean. In Fuvahmulah, Maldives, tiger sharks display frequent use of the harbour area, attracted by discarded fish waste. Here, we document the population structure, residency, and reproductive characteristics of the world’s largest known tiger shark aggregation in a geographically-restricted area. Using non-invasive methods, photo identification and laser photogrammetry, we identified 239 individual tiger sharks over a 7-year study period. The aggregation was female-dominated (84.5%), with both large juveniles and adults present. Adult females were resighted over the entire study period displaying strong inter- and intra-annual site fidelity. Modelled residency using maximum likelihood methods suggests they spent 60.7 ± S.E. 7.5 days in Fuvahmulah, with a larger aggregation size, shorter residence periods and longer absence periods compared to juvenile females. Prolonged abdominal distensions of adult females indicate they likely stay near Fuvahmulah during gestation and reproduce biennially. Fuvahmulah seems to provide suitable conditions for gestation given the year-round provision of food and warm waters, exhibited by strong site fidelity and temporal residency. Our results show indications of a thriving population within the confines of protected waters.

Abstract The Permo-Triassic mass extinction was linked to catastrophic environmental changes and large igneous province (LIP) volcanism. In addition to the widespread marine losses, the Permo–Triassic event was the most severe terrestrial ecological crisis in Earth’s history and the only known mass extinction among insects, but the cause of extinction on land remains unclear. In this study, high-resolution Hg concentration records and multiple-archive S-isotope analyses of sediments from the Junggar Basin (China) provide evidence of repeated pulses of volcanic-S (acid rain) and increased Hg loading culminating in a crisis of terrestrial biota in the Junggar Basin coeval with the interval of LIP emplacement. Minor S-isotope analyses are, however, inconsistent with total ozone layer collapse. Our data suggest that LIP volcanism repeatedly stressed end-Permian terrestrial environments in the ~300 kyr preceding the marine extinction locally via S-driven acidification and deposition of Hg, and globally via pulsed addition of CO2.

Abstract Background In 2016, large-scale 20 miles per hour speed limits were introduced in the United Kingdom cities of Edinburgh and Belfast. This paper investigates the role that scientific evidence played in the policy decisions to implement lower speed limits in the two cities. Methods Using a qualitative case study design, we undertook content analysis of a range of documents to explore and describe the evolution of the two schemes and the ways in which evidence informed decision-making. In total, we identified 16 documents for Edinburgh, published between 2006 and 2016, and 19 documents for Belfast, published between 2002 and 2016. Findings In both cities, evidence on speed, collisions and casualties was important for initiating discussions on large-scale 20 mph policies. However, the narrative shifted over time to the idea that 20 mph would contribute to a wider range of aspirations, none of which were firmly grounded in evidence, but may have helped to neutralize opposing discourses. Discussion and conclusions The relationship between evidence and decision-making in Edinburgh and Belfast was neither simple nor linear. Widening of the narrative appears to have helped to frame the idea in such a way that it had broad acceptability, without which there would have been no implementation, and probably a lot more push back from vested interests and communities than there was.

Formal coach education, such as courses experienced by coaches, is part of a wider education system, constructed by policy developers, course designers and coach educators. To date, research has explored the complex micro-pedagogical interactions between coach educators and coaches on courses, yet there is little understanding of the historical and social influences on the development of these systems. In response, this study analyses the social construction of The English FA's coach education system over 50 years (1967-2019). Specifically, this study aimed to (1) identify 'social architects' who influenced the development of FA coach education and (2) analyse the wider social, economic, and political influences on these architects and their development of FA coach education over time. To do so, this work re-examines data from 16 semi-structured interviews (with participants who have held significant roles within The FA e.g. Head of Coaching) and 47 policy documents (e.g. course materials). Through a deductive crystallisation process the findings recognise (1) the military's influence in positioning the coach educator as powerful, (2) how insights from PE and education have informed FA coach education development and (3) how economic opportunities from the 1990s and onward prompted an expansion of FA coach education provision. This important contribution provides a platform for further research to explore the historical social construction of coach education systems.

This study investigates how bullying and banter are conceptualised and rationalised by those in male adolescent community football. The authors employ a social constructivist, interpretative phenomenological analysis approach using qualitative, semi-structured interviews. These methods explore the meanings behind the perceptions and experiences of male players (N = 8, M age = 15.4) and coaches (N = 4, M age = 39). Evidence demonstrated that intent was not synonymous with bullying and that bullying and banter behaviours are highly ambiguous depending on the shared understanding of learned barriers despite participants concurring with most aspects of the definitions. Moreover, banter and bullying behaviours in community football have been experienced by participants, with acts being rationalised through moral disengagement and hypermasculinity. The research indicates that although bullying and banter are conceptualised similarly to popular definitions, concrete definitions may be limited due to the fluid nature of bullying and banter and the influence of shared social understandings. Additionally, the findings gathered show bullying and banter being experienced and rationalised in male youth community sport through moral disengagement and masculinity. The implications of these findings for safeguarding players and coaches in community football are discussed.

Sport coaching can be seen as an interdisciplinary endeavour, where coaches integrate multiple disciplinary knowledges to support participants achieving a variety of desirable outcomes (e.g. learn new skills, meet new people, develop greater confidence). Limited research however has considered "what" knowledge has been used as the basis for curricula, or how it has been structured into formal coach education courses. This is remiss because coaches not only need to learn, but need to learn something to ultimately aid their own (and others) development. Therefore, the aim of this study was to examine what content knowledge contributed to the English FA intermediate (i.e. level 2) formal coach education course, and how this knowledge was structured to form a curriculum. Data were collected using a document analysis of National Governing Body (NGB) and awarding body documents (n = 10), as well as observing two formal coach education courses, and interviewing coach developers (n = 5) that delivered those courses. A deductive thematic analysis identified three themes: (1) A Curriculum Partially Informed by Research, (2) A Strongly Classified Curriculum and (3) A Curriculum also Includes 'Professional Knowledge'. Findings reveal the socially constructed nature of content knowledge legitimised as worth knowing in formal coach education curricula. It prompts critical consideration of what knowledge is used (or not) and how this knowledge supports learners in the dynamic and often ambiguous context of coaching. The significance of the findings move beyond the case at hand, as wider educational institutions may wish to consider what content knowledge is used, and how it is structured within their own coach education and development provisions.

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches' perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches' learning and implementing multiple 'reflective conversations' with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches' understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

Atmospheric chemistry models generally assume organic aerosol (OA) to be photochemically inert. Recent mechanisms for the oxidation of biogenic isoprene, a major source of secondary organic aerosol (iSOA), produce excessive OA in the absence of subsequent OA reactivity. At the same time, models underestimate atmospheric concentrations of formic and acetic acids for which OA degradation could provide a source. Here we show that the aqueous photooxidation of an isoprene-derived organosulfate (2-methyltriolsulfate or MTS), an important iSOA component, produces formic and acetic acids in high yields and at timescales competitive with deposition. Experimental data are well fit by a kinetic model in which three sequential oxidation reactions of the isoprene organosulfate produce two molar equivalents of formic acid and one of acetic acid. We incorporate this chemistry and that of 2-methyltetrol, another ubiquitous iSOA component, into the GEOS-Chem global atmospheric chemistry model. Simulations show that photooxidation and subsequent revolatilization of this iSOA may account for up to half of total iSOA loss globally, producing 4 Tg a−1 each of formic and acetic acids. This reduces model biases in gas-phase formic acid and total organic aerosol over the Southeast United States in summer by ∼30% and 60% respectively. While our study shows the importance of adding iSOA photochemical sinks into atmospheric models, uncertainties remain that warrant further study. In particular, improved understanding of reaction dependencies on particle characteristics and concentrations of particle-phase OH and other oxidants are needed to better simulate the effects of this chemistry on the atmospheric budgets of organic acids and iSOA.

According to the Household Pulse Survey conducted by the US Centers for Disease Control and Prevention in January 2023, up to 15% of all US adults had experienced >1 symptoms [...]

I. Introduction A college student, a multibillion-dollar company, and your grandmother all have something in common: the maximum amount federal insurance guarantees on their bank deposits. (1) The Federal Deposit [...]