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As a form of assessment, examinations are designed to determine whether students have met learning outcomes. However, students with disabilities report avoiding examinations, selecting units of study where the assessments align with their strengths. To ensure examinations do not contribute to the systematic exclusion of students with disabilities, it is important to explore their experiences. In this paper, we use a sociomaterial frame to analyse how examination arrangements construct inclusion in examinations. Interviews with 40 students were conducted across two universities. Inclusion or exclusion was variably constituted for students through emergent combinations of social and material arrangements. COVID-19 pandemic related social distancing related changes such as shifting examinations online, using technology, increasing time limits and moving to open-book examinations contributed to increased inclusion for most students, who were able to use familiar equipment in spaces they had adapted to their own needs. Staff acceptance and implementation of access requirements and assessment flexibility also contributed. While the attitudes and actions of staff involved in examinations can facilitate inclusion, reducing the need for adjustments through assessment design is important. This requires consideration of how time, technology, equipment and materials contribute to inclusion or exclusion, which may have benefits for many students.

Within Australia, Vocational Education and Training (VET) is promoted as a pathway for low socioeconomic status (LSES) students to enter Higher Education (HE). However, greater equity will only occur if these students achieve successful university outcomes. But how should such success be defined? This paper examined two data sources (i.e., nine years of archival achievement data from one multi-campus Australian university, 18 qualitative interviews with LSES VET students who had transitioned to HE) to consider varying measures of this group's success. Quantitative achievement measures indicated that although VET-entry students performed as well as or better than those entering based on secondary school results, LSES students had systematically lower academic achievement across both groups, suggesting equity goals are yet to be realised. While interviewed students frequently mentioned grades, they also described seeing improvement, making connections, experiencing satisfaction and growing confidence as markers of success. Data highlighted the negative consequences some LSES VET students experienced when grades were viewed as the sole metric of success. Findings suggest it is important for universities to continue to promote VET pathways and normalise diverse conceptions of success to encourage persistence when academic achievement goals are not immediately reached.

It is widely acknowledged that there is systemic pressure on teachers to enact assessment practices that raise student achievement. In this article assessment related discourses that influence teacher and student classroom practices are examined in relation to initial teacher education. In Australia, preservice teachers (PSTs) are required to demonstrate assessment capability, promote student agency and monitor their practice impact on student learning whilst working in schooling ecologies that are marked by high stakes accountability measures. Processes that bridge university and in-school PST teacher preparation are an important consideration in developing assessment capability. It is argued that there are tensions in the current policy environment associated with distributed classroom power relations that are emblematic of student agency in practice. The socially constituted nature of ecological agency that underpins generative assessment for learning practices is an important consideration for judgement about initial teacher assessment capability and associated graduate impact on student learning.

Compulsory distance education has always sought to be inclusive, providing educational opportunities for K-12 students unable to attend mainstream, face-to-face schools for medical, geographical, or personal reasons. However, how to effectively engage these diverse learners has remained a perpetual challenge, with a need for further investigation into the nature of student engagement with compulsory school distance contexts and how teachers can best support it. This qualitative study used focus groups (n = 2 groups, n = 16 participants) to examine teacher definitions and student engagement strategies within eKindy-12 distance education in Queensland, Australia. Categorical analysis was conducted using a priori codes for definitions, focusing on four previously established engagement types (i.e. behavioural, emotional, cognitive, and agentic engagement), and in vivo codes for strategies. Teacher definitions focused strongly on behavioural engagement, but most also contained elements of emotional and cognitive engagement; agentic engagement was only occasionally evidenced via practice descriptions. Teachers described engaging students by: building relationships, creating a safe classroom environment through differentiation, using inclusive technological tools to facilitate interaction and monitor progress, making learning fun and relevant, drawing on school-wide pedagogical frameworks and teaching strategies, and encourage self-regulation. Findings suggest distance education teachers face unique challenges around evidencing engagement and supporting student agency.

This paper examined Australian distance education teachers' perspectives about how they drew on technological tools to support their primary and secondary students' learning. Via two focus groups (n = 9, n = 7), teachers identified that technology greatly assisted them in relation to developing relationships with students and families, creating interactive lessons, differentiating learning, providing quality feedback, and connecting peers. However, they also reported experiencing ongoing challenges and constraints related to gaining technology expertise, overcoming technology faults, and coping with additional accountability. Data made it clear that teacher use of technology was driven by specific student needs and that teachers drew heavily on both core pedagogical knowledge and technological pedagogical content knowledge. Findings suggest the need for more distance education specific professional development to ensure that teachers have the knowledges needed to support diverse learners in this context.

Heat treatment serves as a viable strategy to effectively mitigate the intense corrosion of biodegradable WE43 alloys. However, limited comprehension of the passivation mechanisms underlying heat treatment and the dilemma to quantitatively examine the evolution of hydrogen gas in vivo introduce uncertainties in designing heat treatments for developing clinically applicable WE43. This work aims to advance this knowledge by applying cutting-edge atom probe tomography to provide atomic-scale insights into the passivation roles of rare earth (RE)-rich β 1 (Mg 3 (Y, Nd)) and β' (Mg 12 NdY) nanophases induced by T6 heat treatment at 250 °C, and employing machine learning-based image analysis techniques to quantitatively unveil WE43's in vivo gas evolution during a 12-week implantation. It was found that nanosized β 1 and β' phases can effectively improve WE43′s corrosion resistance by inducing an accelerated passivation effect on the surface and confining the distribution of hydrogen ions in the matrix. Female rats presented slightly higher corrosion rates than male rats in weeks 1 and 4 but lower hydrogen gas volumes in vivo , while male rats possessed a superior ability to metabolise hydrogen gas in vivo. Notably, latent gas evolution against the corrosion rates was found which peaked at week 4 and subsided at week 12 despite the gradually decreased corrosion rates from week 1 to 12. This study offers insights for engineering heat treatments to develop clinically applicable WE43 with acceptable corrosion rates and in vivo gas generation at various implantation stages. The study aimed to reveal the role of β 1 and β' nanophases on the good corrosion resistance of WE43. The influence of these nanophases on WE43′s corrosion performance has not been totally understood. Similarly, the understanding of hydrogen gas evolution as it relates to the magnesium implant's corrosion rate lacks clarity. Atom probe tomography (APT) indicates β 1 and β' nanophases trap hydrogen, removing H 2 from the lattice and disabling its catalytic role in Mg oxidation. Machine learning-aided analyses of computed tomography (CT) scan images indicate latent gas evolution, contradicting the monotonic in vivo H 2 evolution that is widely accepted. [Display omitted] [ABSTRACT FROM AUTHOR]

Because age is the greatest risk factor for sporadic Alzheimer's disease (AD), phenotypic screens based upon old age-associated brain toxicities were used to develop the potent neurotrophic drug J147. Since certain aspects of aging may be primary cause of AD, we hypothesized that J147 would be effective against AD-associated pathology in rapidly aging SAMP8 mice and could be used to identify some of the molecular contributions of aging to AD. An inclusive and integrative multiomics approach was used to investigate protein and gene expression, metabolite levels, and cognition in old and young SAMP8 mice. J147 reduced cognitive deficits in old SAMP8 mice, while restoring multiple molecular markers associated with human AD, vascular pathology, impaired synaptic function, and inflammation to those approaching the young phenotype. The extensive assays used in this study identified a subset of molecular changes associated with aging that may be necessary for the development of AD.

Within self-regulated learning, learners exercise agency by setting targets, formatively monitoring progress, and evaluating results in ways which inform their own goal attainment. However, in real-world classroom situations, assessment processes can elicit behaviours that are more ego-protective than growth-oriented. Resistance to teacher expectations in assessment can arise from the individual's need to protect his or her own identity or ego within the psychosocial context of the classroom. In addition, resistance can arise from strategic choices learners make to cope with competing demands on their time and resources. Thus, students may exercise their agency by not following assessment expectations or protocols (e.g. lying, cheating, or failing to give their best effort). These choices seem to undermine assessment validity. This paper shares student voice data from the Measuring Teachers' Assessment Practices (MTAP) project (n = 46 students in seven focus groups) in New Zealand and the Supporting Student-assessment Success (SSAS) Project (n = 108 first-year university students) in Australia. Both highlight the different ways students resist, subvert, or act in contention with assessment. These data show that students in both sectors do not always act in the growth-oriented ways that educators envision. Students reported exercising potentially maladaptive assessment agency via "Assessment dishonesty," "Purposeful underperformance," and "Doing it alone." These categories were underpinned by three differing rationales: "Protection," "Strategic prioritisation," and "Mini-max." Educators must be mindful of these potential student actions and motives, working to establish psychological safety within the learning environment, and making sure links between learning and assessment are clear.

Alzheimer's disease (AD) is the most common type of dementia. It is the only one of the top ten causes of death in the USA for which prevention strategies have not been developed. Although AD has traditionally been associated with the deposition of amyloid β plaques and tau tangles, it is becoming increasingly clear that it involves disruptions in multiple cellular systems. Therefore, it is unlikely that hitting a single target will result in significant benefits to patients with AD. An alternative approach is to identify molecules that have multiple biological activities that are relevant to the disease. Fisetin is a small, orally active molecule which can act on many of the target pathways implicated in AD. We show here that oral administration of fisetin to APPswe/PS1dE9 double transgenic AD mice from 3 to 12 months of age prevents the development of learning and memory deficits. This correlates with an increase in ERK phosphorylation along with a decrease in protein carbonylation, a marker of oxidative stress. Importantly, fisetin also reduces the levels of the cyclin-dependent kinase 5 (Cdk5) activator p35 cleavage product, p25, in both control and AD brains. Elevated levels of p25 relative to p35 cause dysregulation of Cdk5 activity leading to neuroinflammation and neurodegeneration. These fisetin-dependent changes correlate with additional anti-inflammatory effects, including alterations in global eicosanoid synthesis, and the maintenance of markers of synaptic function in the AD mice. Together, these results suggest that fisetin may provide a new approach to the treatment of AD.

There is both a growing appreciation of teacher assessment capability for the improvement of school student learning and achievement and a commensurate drive for graduates in Australian Initial Teacher Education institutions to demonstrate impact on school student learning as part of a national accreditation process. We argue in this article that if institutions are to prepare assessment capable graduates who are "profession-ready", attention to practice architectures is warranted. Practice architectures are the features in schools that enable and/or constrain practice. Skills, knowledge and understandings do not just cleanly transfer across Initial Teacher Education institutions and practicum contexts into graduate teacher classrooms. Practitioner identities are produced through "relatings" within specific social-political arrangement, "doings" that constitute activities afforded in material-economic conditions, and "sayings" that are a dominating medium in cultural-discursive frameworks.

Abstract Introduction Despite years of research, there are no disease-modifying drugs for Alzheimer's disease (AD), a fatal, age-related neurodegenerative disorder. Screening for potential therapeutics in rodent models of AD has generally relied on testing compounds before pathology is present, thereby modeling disease prevention rather than disease modification. Furthermore, this approach to screening does not reflect the clinical presentation of AD patients which could explain the failure to translate compounds identified as beneficial in animal models to disease modifying compounds in clinical trials. Clearly a better approach to pre-clinical drug screening for AD is required. Methods To more accurately reflect the clinical setting, we used an alternative screening strategy involving the treatment of AD mice at a stage in the disease when pathology is already advanced. Aged (20-month-old) transgenic AD mice (APP/swePS1ΔE9) were fed an exceptionally potent, orally active, memory enhancing and neurotrophic molecule called J147. Cognitive behavioral assays, histology, ELISA and Western blotting were used to assay the effect of J147 on memory, amyloid metabolism and neuroprotective pathways. J147 was also investigated in a scopolamine-induced model of memory impairment in C57Bl/6J mice and compared to donepezil. Details on the pharmacology and safety of J147 are also included. Results Data presented here demonstrate that J147 has the ability to rescue cognitive deficits when administered at a late stage in the disease. The ability of J147 to improve memory in aged AD mice is correlated with its induction of the neurotrophic factors NGF (nerve growth factor) and BDNF (brain derived neurotrophic factor) as well as several BDNF-responsive proteins which are important for learning and memory. The comparison between J147 and donepezil in the scopolamine model showed that while both compounds were comparable at rescuing short term memory, J147 was superior at rescuing spatial memory and a combination of the two worked best for contextual and cued memory. Conclusion J147 is an exciting new compound that is extremely potent, safe in animal studies and orally active. J147 is a potential AD therapeutic due to its ability to provide immediate cognition benefits, and it also has the potential to halt and perhaps reverse disease progression in symptomatic animals as demonstrated in these studies.

Huntington's disease (HD) is an inherited, progressive and ultimately fatal neurodegenerative disorder that is characterized by psychiatric, cognitive and motor symptoms. Among the pathways implicated in HD are those involving mitogen-activated protein kinase signaling and particularly the Ras-extracellular signal-regulated kinase (ERK) cascade. Studies in both cells and animal models suggest that ERK activation might provide a novel therapeutic target for the treatment of HD but compounds that specifically activate ERK are few. To test the hypothesis that pharmaceutical activation of ERK might be protective for HD, a polyphenol, fisetin, which was previously shown to activate the Ras-ERK cascade, was tested in three different models of HD: PC12 cells expressing mutant Httex1 under the control of an inducible promoter, Drosophila expressing mutant Httex1 and the R6/2 mouse model of HD. The results indicate that fisetin can reduce the impact of mutant huntingtin in each of these disease models. Prompted by this observation, we determined that the related polyphenol, resveratrol, also activates ERK and is protective in HD models. Notably, although more than a dozen small molecule inhibitors of ERK activation are in clinical trials, very few small molecule activators of ERK signaling are reported. Thus, fisetin, resveratrol and related compounds might be useful for the treatment of HD by virtue of their unique ability to activate ERK.

While online courses provide opportunities for a range of assessment tools and resources, little is known about how lecturers might best provide assessment cues to support diverse cohorts. This study explored how lecturers communicate messages about assessment expectations to first-year students in two courses at an Australian regional university (Nursing, n = 323; Engineering, n = 153), and how students accessed the assessment resources. A comparative case study methodology was used. Data included interviews with course coordinators to identify the assessment cues provided, course online content related to assessment and data recording student access of assessment resources. Diverse messaging systems were observed and verbal and written cues were abundant and embedded throughout both courses; however, not all students accessed all cues. What remains unclear is how students might bring together these cues in a productive way. Further research must explore the extent to which students can be better supported to improve their learning.

• UHP Mg-Ge showed good corrosion resistance in a simulated physiological environment. • Mg 2 Ge played key roles in cathodic kinetics inhibition. • Ge accelerated surface film formation and improved the film's passivity. • Creating UHP alloys is a promising strategy to make corrosion-resistant Mg alloys. UHP Mg-Ge alloys was recently found to provide excellent corrosion resistance. This paper provides new insights on the mechanism of improved corrosion resistance of UHP Mg-Ge alloys in Hanks' solution. The studied UHP Mg-0.5Ge and UHP Mg-1Ge alloys showed superior corrosion resistance compared to UHP Mg and WE43, with the Mg-1Ge exhibiting the best corrosion performance. The exceptional corrosion resistance of the UHP alloy is attributed to (i) Mg 2 Ge's ability to suppress cathodic kinetics, (ii) Ge's capability to accelerate the formation of a highly passive layer, and the (iii) low amounts of corrosion-accelerating impurities. [ABSTRACT FROM AUTHOR]

This paper reports on the findings of a study that investigated formative assessment practices of Senior English teachers in the standards-based Queensland assessment system. This paper focuses in particular on the teachers' provision of feedback on rough draft summative assessment items. It identifies the links between assessment criteria and standards and the feedback provided. It highlights the choices the teachers make in crafting feedback comments in a high stakes assessment environment associated with certification and completion or exit from secondary school. It is recommended that consideration be given to English teachers' feedback practices as they implement the Australian Curriculum's achievement standards.

A zinc-nutrient element alloy (Zn-1.0Cu-0.5Ca) was developed into subcuticular absorbable staples (SAS) as a robust alternative to the commercially available poly(l-lactide-co-glycolide) (PLGA) SAS for the first time. The fixation properties of the Zn SAS were measured via pull-out tests and in-situ lap-shear pull-out test comparatively against the PLGA SAS. The Zn SAS exhibited fixation force of 18.9±0.2 N, which was over three times higher than that of PLGA SAS (5.5±0.1 N). The Zn SAS was used to close incision wounds in a SD rat model for biodegradability and biocompatibility characterisation at 1, 4 and 12 weeks. The Zn SAS showed uniform degradation behaviour after in vivo implantation at the average rate of 198±54, 112±28, and 70±24 μm/y after 1, 4, and 12 weeks, which reduced the fixation force to 16.8±1.1 N, 15.4±0.9 N, 12.7±0.7 N, respectively. These findings showed the potential of the Zn SAS for the closure of heavy loading and slowing healing tissues. The Zn SAS enabled successful closure and healing of the incision wound, similar to the PLGA staples. However, the slow long-term degradation rate of the Zn SAS may lead to unnecessary implant retention. In addition, the alloy SAS resulted in higher local foreign body responses due to their stiffness. Reducing the implant cross-section profile and applying low stiffness and a corrosion-accelerating coating are suggested as possible approaches to reduce post-service implant retention and improve the biocompatibility of the Zn SAS. This work reports the fabrication of the first metallic subcuticular absorbable staples (SAS) made from Zn Cu Ca alloy for skin wound closure applications. The Zn-based SAS were characterised in vitro and in vivo (SD rat model) for biodegradability, fixation properties, biocompatibility and inflammatory responses, which were compared against the commercially available PLGA-based SAS. The Zn-based SAS provided a secure attachment of the full-thickness wounds on SD rats and allowed successful healing during the 12-week service period. In addition, the in vitro results showed that the Zn-based SAS provided more than three times higher fixation strength than the commercial PLGA, indicating the potential of the Zn-based SAS for load-bearing wound closure application. [Display omitted] [ABSTRACT FROM AUTHOR]

This article reports a research project investigating the formative assessment practices of two teachers of Year 12 English in Queensland. This is a high-stakes year that is focused on summative assessment for certification purposes. In this school-based, externally-moderated, standards-referenced system, however, teachers are also expected to provide opportunities for formative assessment. Data are drawn from two case studies that focused on the formative assessment work of two Year 12 English teachers. Two types of data were gathered and analysed: interviews and formative assessment artefacts. The research produced a provisional framing of five elements that shape teachers' formative assessment practices in Senior English classrooms in Queensland: policy and local contexts, relationships, teaching philosophy and prior experience, assessment documentation and routines of practice. The paper concludes that teachers' formative assessment practices are subject to situational factors, and highlights that relationships are critical to teachers' understanding and practice of formative assessment. (Contains 1 table.)