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Traditionally Australian primary school teachers have been viewed as generalists responsible for instruction across all content areas. Adopting self-determination theory as a lens, the aim of the study was to explore the extent to which generalist primary school teachers are interested in becoming subject matter specialists. Questionnaire data were collected from 104 early years primary school teachers. Findings suggest that two-thirds of these generalist teachers expressed an interest in specialising in either English, mathematics, and to a far lesser extent, science, such that they would be responsible for exclusively teaching this subject. Preferences for specialisation were based on teachers' self-perceived content and pedagogical expertise and/ or their enjoyment of teaching in this content area. By contrast, the one-third of teachers who would choose to remain generalists referred to the value in a variety of teaching experiences, teaching from a whole child perspective and content integration. Implications for educational policy are discussed.

Just as students experience productive struggle or spend time in the 'zone of confusion' when engaging with challenging tasks, teachers also experience similar difficulties and periods of confusion when engaging with new pedagogical approaches. Prior to a 19-week lockdown due to Coronavirus (COVID-19) during 2020, two Foundation teachers implemented a student-centred pedagogical approach when teaching with challenging tasks. While they had some initial success implementing the pedagogical approach and a three-phase lesson structure, they struggled to do so online during the lockdown. It is the experiences of these teachers, in particular their experience of confusion relating to aspects of the pedagogical approach, and how this confusion was overcome, that is reported in this paper. Central to our findings is the importance of teachers reflecting on their own experiences of struggle and the impact this had on their professional learning, as well as the notion that adversity can be a catalyst for change.

The shift from additive to multiplicative thinking is challenging for students. A professional learning program was developed that focused on an identified area of need by teachers, namely multiplicative thinking. Program content focused on concepts underpinning multiplicative thinking, pedagogical approaches, challenging tasks, and application to classroom practice. It was delivered via six 90-min modules in 13 participating schools across terms 2-4, as part of regular after school professional learning. Whilst all staff participated, the research focus was year 3-4 teachers. Students' historical data were collected across four years (2016-2019) to determine mean growth over time, in participating and non-participating schools. National Assessment Program Literacy and Numeracy (NAPLAN) and Mathematics Assessment Interview (MAI) data were used to determine the impact of the learning, as both assessments are administered annually. Analysis of year 4 students' longitudinal data showed greater mean growth in student learning over a 2-year period in schools involved in the learning and additional in-class coaching support, than students in non-participating schools. Our findings showed that targeted school-based professional learning, with in-class support from a knowledgeable other, leads to teachers' improved understanding of multiplicative thinking and subsequent pedagogical content knowledge to support student learning.

School mathematics leaders have an important role supporting teachers to improve student-learning outcomes, yet little is known about their professional goals or the challenges they face. The study reported in this paper examined school mathematics leaders' views by analysing the qualitative responses of 193 primary and secondary leaders to two online questionnaire items. Participants described the goals they held and challenges they perceived when improving mathematics teaching and learning in their schools. Data were coded to categorise responses and examine patterns in the findings. Leaders had clearly defined goals focused on improving teaching and learning, which described their visions, their aspirations for teacher collaboration, and practical actions they intended to implement. Leaders recognised the importance of teachers' knowledge, teachers' mathematical dispositions, and teachers' preparedness to change, in the achievement of their goals. Other goals concerned conditions in schools including the need to: prioritise mathematics improvement; provide time for mathematics leadership; and manage school structures to support teachers' collaborative learning.

Breast augmentation is considered one of the most commonly performed procedures by aesthetic plastic surgeons, representing 16 % of all global plastic surgery procedures in 2020. Given the fact that thoracic trauma comprises over 20 % of trauma worldwide, it is unsurprising that there is potential for overlap between these two patient populations. Here, we present the case of a 59-year-old patient who had undergone bilateral breast augmentation over 10 years prior to presentation. They arrived as a highest-level trauma activation after being a helmeted cyclist struck by a motor vehicle resulting in significant left-sided thoracic trauma. Following stabilization in the trauma bay, CT imaging of the thorax demonstrated multifocal left pulmonary contusions and lacerations, multiple left-sided rib fractures (ribs 2–12), a small left pneumothorax, and left-sided subcutaneous emphysema. Imaging also demonstrated the presence of bilateral breast implants with the left implant appearing irregular in shape with the retropectoral space corresponding to the implant capsule having evidence of significant free air (capsular pneumatosis) concerning for acute traumatic rupture of the capsule. While undergoing surgical stabilization of her left-sided rib fractures, one of her ribs was noted to have violated the posterior wall of the breast capsule. Upon implant removal, the implant was found to have ruptured with tears in the shell corresponding to patient's rib fractures. This case represents a rare and unexpected complication of traumatic rib fractures; mainly the traumatic rupture of a silicone breast implant, which was identified by the presence of capsular pneumatosis on CT imaging. Presence of this rare radiographic sign (capsular pneumatosis) in the setting of a patient who has undergone breast augmentation should raise concern for possible implant rupture and capsule violation, even in the absence of external signs of penetrating injury.

Despite teacher enjoyment of teaching being associated with a range of benefits for teachers and their students, little research exploring the characteristics of teachers who enjoy teaching mathematics exists. Semi-structured interviews were conducted with ten teachers who scored in the top third in terms of their enjoyment of teaching mathematics from a sample of 118 generalist, early-year primary school teachers. Thematic analysis of interview data revealed that negative-to-positive turning point experiences were commonplace amongst high-enjoyment primary teachers, but so too were reports of consistently positive feelings towards mathematics throughout their entire lives. While most articulated a passion for teaching mathematics, all teachers considered instances when students experienced 'light bulb' moments in their mathematical understanding that made a mathematics lesson enjoyable to teach. An important implication of our research is that one need not be a 'maths person' to come to love teaching mathematics. Rather, positive experiences in one's pre-service teacher education, or in-service teacher professional learning, have the potential to transform one's attitude towards teaching mathematics.

Rheumatoid arthritis is a chronic inflammatory disease that shows characteristic diurnal variation in symptom severity, where joint resident fibroblast-like synoviocytes (FLS) act as important mediators of arthritis pathology. We investigate the role of FLS circadian clock function in directing rhythmic joint inflammation in a murine model of inflammatory arthritis. We demonstrate FLS time-of-day-dependent gene expression is attenuated in arthritic joints, except for a subset of disease-modifying genes. The deletion of essential clock gene Bmal1 in FLS reduced susceptibility to collagen-induced arthritis but did not impact symptomatic severity in affected mice. Notably, FLS Bmal1 deletion resulted in loss of diurnal expression of disease-modulating genes across the joint, and elevated production of MMP3, a prognostic marker of joint damage in inflammatory arthritis. This work identifies the FLS circadian clock as an influential driver of daily oscillations in joint inflammation, and a potential regulator of destructive pathology in chronic inflammatory arthritis.

Given what is known about the importance of productive struggle for supporting student learning of mathematics at all levels, the current study sought to examine teacher attitudes towards student struggle when students learn mathematics in remote learning settings compared with classroom settings. Eighty-two Australian early years primary teachers involved in a professional learning initiative focused on teaching mathematics through sequences of challenging tasks completed a questionnaire inviting them to compare the two settings. Drawing on a mixed-methods approach, we found that teachers were more positive about the value of student struggle in classroom-based settings compared with remote learning settings. Qualitative analysis of open-ended responses revealed four themes capturing why teachers viewed efforts to support productive struggle in a remote learning setting as potentially problematic: absence of a teacher-facilitated, synchronous, learning environment; parents' negative attitudes towards struggle when learning mathematics; lack of social connection and peer-to-peer collaboration; and difficulties accessing learning materials. Suggestions for mitigating some of these challenges in the future are put forward.

In this paper we explore how participation in a constructivist-oriented, classroom aligned mathematics intervention program advanced the learning and positive dispositions of Grade 1 students who were failing to thrive when learning mathematics. Intervention programs are an approach to differentiated instruction that some schools adopt, but there are questions about whether such interventions advance equity and inclusion for students. To provide insight about these issues, we draw on data from the Extending Mathematical Understanding for All study in NSW, Australia (2016-2020) to address two research aims. The first aim was to evaluate the effectiveness of the EMU intervention approach for progressing the mathematics learning of students who were failing to thrive mathematically, and for closing the performance gap with their peers. The second aim was to consider the impact of participating in EMU intervention on students' dispositions for learning mathematics. The findings confirm the potential of intensive constructivist-based intervention approaches for closing the performance gap for students who were not thriving in mathematics, and for improving the learning dispositions of these students. However, two years after the intervention, the performance gap was again apparent for many students. It is likely that a one-off intervention program is not sufficient for enabling all students to thrive mathematically, and that well-focused classroom-based differentiated instruction and further intervention support may be warranted for some students.

The authors describe the benefit of launching mathematics lessons in ways that engage young learners. Short, meaningful introductions can motivate and focus students. Some features of interesting launches are drawn from Ben Dixon's Foundation classroom.

Children's multiplicative thinking as the recognition of equal group structures and the enumeration of the composite units was the subject of this research. In this paper, we provide an overview of the Multiplication and Division Investigations project. The results were obtained from a small sample of Australian children (n = 21) in their first year of school (mean age 5 years 6 months) who participated in a teaching experiment of five lessons taught by their classroom teacher. The tasks introduced children to the "equal groups" aspect of multiplication. A theoretical framework of constructivist learning, together with research literature underpinning early multiplicative thinking, tasks, and children's thinking, was used to design the research. Our findings indicate that young children could imagine equal group structures and, in doing so, recognise and enumerate composite units. As the children came to these tasks without any prior formal instruction, it seemed that they had intuitive understandings of equal group structures based on their life experiences. We argue that the implications for teaching include creating learning provocations that elicit children's early ideas of multiplication, visualisation, and abstraction. The research has also shown the importance of observing children, listening to their explanations of their thinking, and using insights provided by their drawings.

Leading school mathematics is a complex task and the responsibilities and activities involved are not always clearly defined. School mathematics leaders (SML) in Australian schools are often expected to lead improvement in mathematics teaching and learning. Previous research typically focuses on the qualities of effective leaders rather than the practices of SMLs. Investigated in this study were the goals and activities of Victorian primary (elementary) and secondary SMLs and the alignment of their goals and activities. The most frequent goals focused on teams developing shared understandings and practices for improving learning and teaching. The activities of SMLs included a diverse range of activities inside and outside the classroom, irrespective of the leaders' main goal. These findings have implications for the professional learning of SMLs and highlight the importance of leaders being provided with sufficient time to undertake leadership practices that align their leadership activities with their leadership goals.

Whilst spatial reasoning skills have been found to predict mathematical achievement, little is known about how primary (elementary) students' conceptual understanding of three-dimensional objects develops. In this article, we report a qualitative study and the impact of rich learning experiences on 48 Years 3-6 students' geometric reasoning relating to prisms. A one-to-one task-based interview, refined by the researchers, was used to assess student learning. Coding and data analysis were informed by our previous research. The findings reveal noticeable shifts in students' knowledge of and reasoning about prisms, their ability to construct and describe prisms with geometric language, and their visualisation and spatial structuring skills. The implications of these findings highlight the importance of teachers' choice of tasks that require students to compose and decompose three-dimensional (3D) objects; compare 3D objects through physical and mental transformations; take different perspectives; and visualise and reason geometrically.

The following is a rumination, on the relation between research and practice in landscape architecture and considers aspects of what it would entail to genuinely engage in landscape practice as a researcher rather than simply making the claim to be research led or engaging in design research or doing some research to support practice.

The purpose of this article is to report how Year 6 teachers used geometric reasoning tasks to foster students' mathematical attitudes and dispositions by encouraging communication as students constructed mathematical meaning for themselves. The Year 6 teachers implemented two tasks to provide a rich mathematical assessment opportunity incorporating knowledge of students' reasoning and learning dispositions.

In recent years there has been growing concern as to how to bridge the gap between the theory preservice teachers engage with as part of their learning in their tertiary classrooms and the profession. To enable pre-service teachers to make stronger connections with the profession, a mathematics teacher educator worked collaboratively with a practicing teacher by co-teaching one cohort of preservice teachers studying primary mathematics education. In this paper, we present two snapshots of the co-teaching experience and a framework that was used to describe how the co-teaching partnership helped the pre-service teachers to elicit mathematical thinking make connections between theory and practice, when engaged in mathematical discourse.

Teesha Downton,1,2 Fiona Zhou,1,2 Davendra Segara,1 Rinath Jeselsohn,3,* Elgene Lim1,2,* 1Garvan Institute of Medical Research, Sydney, NSW, Australia; 2School of Clinical Medicine, St Vincent’s Healthcare Clinical Campus, Faculty of Medicine and Health, University of New South Wales, Sydney, NSW, Australia; 3Dana-Farber Cancer Institute, Boston, MA, USA*These authors contributed equally to this workCorrespondence: Elgene Lim, Tel +61 2 9355 5600, Fax +61 2 9355 5602, Email e.lim@garvan.org.auAbstract: Several endocrine therapies are currently available for the treatment of estrogen receptor (ER) positive breast cancer, but the clinical benefit of these agents is limited by endocrine therapy drug resistance. A common mechanism of endocrine therapy resistance is ESR1 mutations. The first-generation selective estrogen receptor degrader (SERD) fulvestrant has activity against ESR1 mutant tumors but requires intramuscular injection and has poor bioavailability that precludes optimal drug dosing. This led to the development of second-generation SERDs which are potent and have improved oral bioavailability and pharmacokinetics. Several of these oral SERDs are now in phase III trials in both the early and advanced ER positive breast cancer settings. This review summarizes the background of oral SERD development, the current status and future perspectives.Keywords: selective estrogen receptor degraders, breast cancer, estrogen receptor

Developing pre-service teachers' (PSTs') knowledge of pedagogical practices can be particularly challenging within university classrooms. Teacher educators are well placed to provide PSTs with theoretical perspectives on pedagogical practices; what is particularly challenging, however, is linking theory with practice and developing PSTs' breadth and depth of knowledge in mathematical concepts. In this article, we describe the experiences undertaken by two cohorts of PSTs during their tutorials designed to assist them to notice and discuss Year 2 students' responses to an array task. Open-coding was used to analyse PSTs' selection and sequencing of five different work samples. Findings indicated that while the authentic work samples assisted the PSTs to make connections with the students' mathematical understandings, the lesson also provided an insight into the PSTs' own foundation knowledge of mathematical understandings relating to children's development of multiplicative thinking.

Rationale Asthma is a rhythmic inflammatory disease of the airway, regulated by the circadian clock. “Spill-over” of airway inflammation into the systemic circulation occurs in asthma and is reflected in circulating immune cell repertoire. The objective of the present study was to determine how asthma impacts peripheral blood diurnal rhythmicity. Methods 10 healthy and 10 mild/moderate asthma participants were recruited to an overnight study. Blood was drawn every 6 h for 24 h. Main results The molecular clock in blood cells in asthma is altered; PER3 is significantly more rhythmic in asthma compared to healthy controls. Blood immune cell numbers oscillate throughout the day, in health and asthma. Peripheral blood mononucleocytes from asthma patients show significantly enhanced responses to immune stimulation and steroid suppression at 16:00 h, compared to at 04:00 h. Serum ceramides show complex changes in asthma: some losing and others gaining rhythmicity. Conclusions This is the first report showing that asthma is associated with a gain in peripheral blood molecular clock rhythmicity. Whether the blood clock is responding to rhythmic signals received from the lung or driving rhythmic pathology within the lung itself is not clear. Dynamic changes occur in serum ceramides in asthma, probably reflecting systemic inflammatory action. The enhanced responses of asthma blood immune cells to glucocorticoid at 16:00 h may explain why steroid administration is more effective at this time.

Cells respond to inflammatory stimuli such as cytokines by activation of the nuclear factor-κB (NF-κB) signalling pathway, resulting in oscillatory translocation of the transcription factor p65 between nucleus and cytoplasm in some cell types. We investigate the relationship between p65 and inhibitor-κB⍺ (IκBα) protein levels and dynamic properties of the system, and how this interaction impacts on the expression of key inflammatory genes. Using bacterial artificial chromosomes, we developed new cell models of IκB⍺-eGFP protein overexpression in a pseudo-native genomic context. We find that cells with high levels of the negative regulator IκBα remain responsive to inflammatory stimuli and maintain dynamics for both p65 and IκBα. In contrast, canonical target gene expression is dramatically reduced by overexpression of IκBα, but can be partially rescued by overexpression of p65. Treatment with leptomycin B to promote nuclear accumulation of IκB⍺ also suppresses canonical target gene expression, suggesting a mechanism in which nuclear IκB⍺ accumulation prevents productive p65 interaction with promoter binding sites. This causes reduced target promoter binding and gene transcription, which we validate by chromatin immunoprecipitation and in primary cells. Overall, we show how inflammatory gene transcription is modulated by the expression levels of both IκB⍺ and p65. This results in an anti-inflammatory effect on transcription, demonstrating a broad mechanism to modulate the strength of inflammatory response.

CDK4/6 inhibitors have become game-changers in the treatment of estrogen receptor-positive (ER+) breast cancer, and in combination with endocrine therapy are the standard of care first-line treatment for ER+/HER2-negative advanced breast cancer. Although CDK4/6 inhibitors prolong survival for these patients, resistance is inevitable and there is currently no clear standard next-line treatment. There is an urgent unmet need to dissect the mechanisms which drive intrinsic and acquired resistance to CDK4/6 inhibitors and endocrine therapy to guide the subsequent therapeutic decisions. We will review the insights gained from preclinical studies and clinical cohorts into the diverse mechanisms of CDK4/6 inhibitor action and resistance, and highlight potential therapeutic strategies in the context of CDK4/6 inhibitor resistance.

In this article, the authors from Monash University and the University of Sydney have collaborated to present a research-informed model to support the planning and teaching of mathematics, using a student centred structured inquiry approach.

Australian schools, like schools elsewhere, have been through a period of closure. The closure creates both threats and opportunities for teachers and students. In the context of a project exploring approaches to teaching in early years, we outline some considerations and offer advice to teachers and educators on strategies for welcoming students back to school.

The fear of making mistakes and avoidance of risks can create disabling anxiety and limit learning opportunities. However, it is possible to teach mathematics in ways that not only reduce student agency but also have the effect of excluding some students. This article proposes approaches that are intended to both foster student decision making and a sense of inclusion in classroom learning. It describes some characteristics of classrooms that may go some way to minimising student anxiety without reducing the opportunities for cognitive activation. There are three parts that are discussed: features of tasks posed, pedagogical approaches, and classroom culture.

Multiplication and division are complex constructs for young children to understand. In this article, the authors explore young children's ability to visualise and make groups of objects before they had formally been introduced to multiplication and division. The results provide some valuable insights into students' early understandings of multiplicative ideas.

What could two people stand to gain from sharing a taxi ride? We aimed to explore the extent to which this challenging yet accessible financial context might stimulate students' mathematical exploration of multiplicative thinking and proportional reasoning. Through teaching experiment methodology, data were collected from 37 Year 5 and 6 students (10-12 years of age) in suburban Melbourne. The findings reveal that the majority of the students had some intuitive understanding of how to solve a financial problem that involved rate, and at least half of them used either multiplicative thinking or proportional reasoning. While the study reported is small and cannot claim to be representative, the findings confirm that well-designed financial problems have the potential to unveil sophisticated mathematical understandings among primary school students. This research demonstrates what young adolescents can do prior to formal exposure to ratio and proportion as part of the curriculum.

In this article, the authors emphasise the importance of purposeful mathematical discussion and using sequences of connected, cumulative, and challenging tasks in advancing students' spatial reasoning in the early years of schooling.