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The Constitution of 1988 establishes a division of competences in health matters among the federated entities that guided the edition of federal, state and municipal normative acts in facing the effects of the different shades of the crisis caused by the pandemic of the new coronavirus (SARS-CoV-2). This article seeks to analyze the diversity of this legal framework and its impact on society and the Judiciary.

The Constitution of 1988 establishes a division of competences in health matters among the federated entities that guided the edition of federal, state and municipal normative acts in facing the effects of the different shades of the crisis caused by the pandemic of the new coronavirus (SARS-CoV-2). This article seeks to analyze the diversity of this legal framework and its impact on society and the Judiciary.

The geometry of unconformities carved by deep time ice sheets is often obscured and restricted by discontinuous exposure, or outcrop conditions that do not readily permit the examination of glacial unconformities (for example, steeply dipping strata). Here, we present new uncrewed aerial vehicle (UAV) data from selected outcrops across northern, central and southern Namibia to shed further light on the nature of the basal Dwyka Group unconformity. This includes the onlap relationship of basal diamictites onto the Gomatum palaeo-fjord system in northern Namibia, highly complex mapped ice flow orientations elsewhere in the northern Kaokoveld, previously undiscovered grooves along the Fish River area, and a set of subglacial grooves along the border with South Africa along the Orange River. In the latter two cases, photogrammetric methods integrating orthophotos and digital elevation models reveal the presence of subglacial grooves. Furthermore, subglacial grooves often show different orientations to striations and fabrics measured in overlying diamictites, raising fresh questions about the nature of small-scale flow variations beneath Late Palaeozoic ice sheets.

The objective of this study was to identify defoliation strategies that might improve the structure of Urochloa brizantha (syn. Brachiaria brizantha) cv. Marandu (marandu palisadegrass). The following 3 defoliation strategies were compared in a plot study: sward kept at 15 cm in fall and winter (W) and 30 cm in spring (Sp) and summer (Su) (15W-30Sp-30Su); sward kept at 30 cm during the entire experimental period (30W-30Sp-30Su); and sward kept at 45 cm in fall and winter and 30 cm in spring and summer (45W-30Sp-30Su). The experimental design was completely randomized, with 4 replicates. Plots were cut with shears to the appropriate height weekly in winter and twice weekly in spring, summer and fall. Tiller density, mean tiller weight, leaf area index, forage mass, percentage of live leaf blades and percentage of stems were measured every 28 days. Forage mass in winter was directly related to pasture height (P0.05). Mean tiller density was independent of cutting height but was higher in spring and summer than in winter (Psummer>winter and by cutting height in fall/winter with leaf percentage inversely related to cutting height. Stem percentage in the swards in winter was directly related to cutting height. Grazing studies seem warranted to determine if these plot results are reflected under grazing conditions and what the impacts are on animal performance.

Inclusive Postsecondary Education (IPSE) programs offer students with intellectual disabilities (ID) the opportunity to enhance academic, career, and independent living skills, with the ultimate goal of preparing them for meaningful employment. Given the significance of such programs and their rapid growth across the country and in Florida, an ongoing examination of the progress, challenges, and support needs of IPSE programs is crucial. To extend current research efforts at the state level, two focus groups (n = 12) were conducted representing 11 of Florida's IPSE programs and one state agency to explore the experiences of IPSE programs in Florida. Four major themes were generated following thematic analysis of data: the need for preparing students and families for postsecondary education environments, the types of support Florida's IPSE programs have received, the major barriers IPSE programs are currently facing, and finally, what IPSE programs need in the future to continue to support students with ID. Findings from this study offer significant insights into the current status and needs of Florida's IPSE programs and serve to inform the work of disability resource providers, and the creation, expansion, and sustainability of IPSE programs across the state.

The PhD confirmation, or upgrade stage, is a key requirement and rite of passage for most doctoral students. Yet despite its significance and high-stakes nature, little attention has been paid to students' experiences of this stage of the PhD journey and how it influences the development of their researcher identity. Through semi-structured interviews with PhD students from a range of disciplines who had recently successfully completed the confirmation stage, we found that for many the confirmation stage was a catalyst for 'feeling' like a researcher through external validation, recognition and legitimacy. Students also developed their researcher identity through talking about their research with significant others. We argue for recognising the pivotal role the confirmation stage plays in developing doctoral students' researcher identity and offer suggestions on how supervisors and researcher developers can support students through this transition.

Abstract Background Epidemiological and clinical studies often have missing data, frequently analysed using multiple imputation (MI). In general, MI estimates will be biased if data are missing not at random (MNAR). Bias due to data MNAR can be reduced by including other variables (“auxiliary variables”) in imputation models, in addition to those required for the substantive analysis. Common advice is to take an inclusive approach to auxiliary variable selection (i.e. include all variables thought to be predictive of missingness and/or the missing values). There are no clear guidelines about the impact of this strategy when data may be MNAR. Methods We explore the impact of including an auxiliary variable predictive of missingness but, in truth, unrelated to the partially observed variable, when data are MNAR. We quantify, algebraically and by simulation, the magnitude of the additional bias of the MI estimator for the exposure coefficient (fitting either a linear or logistic regression model), when the (continuous or binary) partially observed variable is either the analysis outcome or the exposure. Here, “additional bias” refers to the difference in magnitude of the MI estimator when the imputation model includes (i) the auxiliary variable and the other analysis model variables; (ii) just the other analysis model variables, noting that both will be biased due to data MNAR. We illustrate the extent of this additional bias by re-analysing data from a birth cohort study. Results The additional bias can be relatively large when the outcome is partially observed and missingness is caused by the outcome itself, and even larger if missingness is caused by both the outcome and the exposure (when either the outcome or exposure is partially observed). Conclusions When using MI, the naïve and commonly used strategy of including all available auxiliary variables should be avoided. We recommend including the variables most predictive of the partially observed variable as auxiliary variables, where these can be identified through consideration of the plausible casual diagrams and missingness mechanisms, as well as data exploration (noting that associations with the partially observed variable in the complete records may be distorted due to selection bias).

Abstract Rare copy-number variants associated with neurodevelopmental conditions (ND-CNVs) exhibit variable expressivity of clinical, physical, behavioural outcomes. Findings from clinically ascertained cohorts suggest this variability may be partly due to additional genetic variation. Here, we assessed the impact of polygenic scores (PGS) and rare variants on ND-CNV carrier fluid intelligence (FI) scores in the UK Biobank. Greater PGS for cognition (PSCog) and educational attainment (PSEA) is associated with increased FI scores in all ND-CNVs (n = 1317), 15q11.2 del. (n = 543), and 16p13.11 dup. carriers (n = 275). No association of rare variants associated with intellectual disability, autism, or putatively loss-of-function, brain-expressed genes was found. Positive predictive values in the first deciles of PScog and PSEA showed a two- to five-fold increase in the rate of low FI scores compared to baseline rates. These findings demonstrate that PGS can stratify ND-CNV carrier cognitive outcomes in a population-based cohort.

Foreign language learning is highly interactive and requires opportunities for academic speaking. The focus of this paper is how foreign language undergraduate students experienced this process in an online learning context. Through semi-structured interviews with seven undergraduate French, German and Spanish students, participants highlighted the challenges of speaking in a foreign language in an online environment and articulated the need for speaking skills which could compensate for the lack of visual clues. Drawing on the Oracy Skills Framework, this study suggests that certain skills were particularly pertinent and others could be added to fully reflect the reality of engaging in oral communication in an online environment. The contribution of this paper is twofold. First, we propose an adapted Oracy Skills Framework for a foreign language learning context which is timely and relevant for both online and face-to-face contexts. Second, we suggest ways in which teachers and students in higher education can support foreign language learners in speaking in online spaces.

Purpose: The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study. Design/methodology/approach: This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group. Findings: Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies. Practical implications: This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices. Originality/value: This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors' and doctoral students' development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

Despite the growing attention on the use of online scaffolding to enhance argumentation skills, there has not been a comprehensive review conducted in this specific area. There is a lack of understanding of both the current state of online scaffolding for acquiring argumentation skills and the specific research gaps that exist. This article presents a scoping review of 32 empirical studies, published between 2000 and 2023, that addressed online scaffolding in the context of argumentation skills. Overall, the review indicates that online scaffolding is generally associated with positive results in developing argumentation skills. Surprisingly, customisation of scaffolding was often neglected in online scaffolding designs. When it is applied, limited consideration was paid to contingency, fading and transfer of responsibility aspects in online scaffolding customisation designs. The authors discuss the implications of their findings in terms of the design for online scaffolding and share recommendations for further research.

An estimated 19% of students enrolled in postsecondary education in the US have a disability. However, students with disabilities often face barriers, including accessibility challenges, that result in lower attendance and graduation rates. It is therefore critical that universities take action to ensure campuses are fully inclusive and accessible. Using the Design Thinking Model, a workshop was conducted at a large Southeastern University to bring together a diverse group of stakeholders (n = 32) to brainstorm innovative solutions to accessibility challenges. Four potential solutions were generated that aimed to improve campus infrastructure, the mobile map application, and general advocacy of people with disabilities, and to establish a task force to ensure that addressing accessibility concerns remains a long-term priority. After the workshop, participants reported having greater knowledge of accessibility policies, awareness of accessibility issues on campus, and an increased ability to address accessibility issues when they arise. Participants without disabilities also reported being more likely to notice accessibility challenges on campus and felt more confident talking to individuals with disabilities. Workshops that leverage the Design Thinking Model show promise in generating solutions that could tackle accessibility challenges on postsecondary campuses and increase knowledge of university policies and procedures related to accessibility.

The literature widely reports that pre-service teachers repeatedly demonstrate inadequate argumentation skills. Through a mixed-methods research approach, this study investigated the effectiveness of a holistic online scaffolding design for guiding the development of pre-service teachers' argumentation skills. Participants were randomly assigned to either a control or experimental group and then applied argumentation skills to solve case-based problem scenarios on teaching methods for two weeks. The experimental group had a significant improvement in the following argumentation skills: evidence, alternative theory, and counterargument. Qualitative data collected shows diverse metacognition concerning argumentation skills within experimental group. This study suggests that embedding a holistic online scaffolding approach into teacher training programs for the development of argumentation skills offers meaningful learning opportunities for pre-service teachers.

Given the recently proposed three-filament theory of muscle contraction, we present a low-cost physical sarcomere model aimed at illustrating the role of titin in the production of active force in skeletal muscle. With inexpensive materials, it is possible to illustrate actin-myosin cross-bridge interactions between the thick and thin filaments and demonstrate the two different mechanisms by which titin is thought to contribute to active and passive muscle force. Specifically, the model illustrates how titin, a molecule with springlike properties, may increase its stiffness by binding free calcium upon muscle activation and reducing its extensible length by attaching itself to actin, resulting in the greater force-generating capacity after an active than a passive elongation that has been observed experimentally. The model is simple to build and manipulate, and demonstration to high school students was shown to result in positive perception and improved understanding of the otherwise complex titin-related mechanisms of force production in skeletal and cardiac muscles.

It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors' beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students' academic speaking skills in an EMI context.

During timing tasks, the brain learns the statistical distribution of target intervals and integrates this prior knowledge with sensory inputs to optimise task performance. Daily events can have different temporal statistics (e.g., fastball/slowball in baseball batting), making it important to learn and retain multiple priors. However, the rules governing this process are not yet understood. Here, we demonstrate that the learning of multiple prior distributions in a coincidence timing task is characterised by body-part specificity. In our experiments, two prior distributions (short and long intervals) were imposed on participants. When using only one body part for timing responses, regardless of the priors, participants learned a single prior by generalising over the two distributions. However, when the two priors were assigned to different body parts, participants concurrently learned the two independent priors. Moreover, body-part specific prior acquisition was faster when the priors were assigned to anatomically distant body parts (e.g., hand/foot) than when they were assigned to close body parts (e.g., index/middle fingers). This suggests that the body-part specific learning of priors is organised according to somatotopy.

BRAT1 biallelic variants are associated with rigidity and multifocal seizure syndrome, lethal neonatal (RMFSL), and neurodevelopmental disorder associating cerebellar atrophy with or without seizures syndrome (NEDCAS). To date, forty individuals have been reported in the literature. We collected clinical and molecular data from 57 additional cases allowing us to study a large cohort of 97 individuals and draw phenotype-genotype correlations. Fifty-nine individuals presented with BRAT1-related RMFSL phenotype. Most of them had no psychomotor acquisition (100%), epilepsy (100%), microcephaly (91%), limb rigidity (93%), and died prematurely (93%). Thirty-eight individuals presented a non-lethal phenotype of BRAT1-related NEDCAS phenotype. Seventy-six percent of the patients in this group were able to walk and 68% were able to say at least a few words. Most of them had cerebellar ataxia (82%), axial hypotonia (79%) and cerebellar atrophy (100%). Genotype-phenotype correlations in our cohort revealed that biallelic nonsense, frameshift or inframe deletion/insertion variants result in the severe BRAT1-related RMFSL phenotype (46/46; 100%). In contrast, genotypes with at least one missense were more likely associated with NEDCAS (28/34; 82%). The phenotype of patients carrying splice variants was variable: 41% presented with RMFSL (7/17) and 59% with NEDCAS (10/17).

ABSTRACTBackground The breadth of protection of National Immunisation Programmes (NIPs) across Europe varies, however, this has not been assessed within published literature. Therefore, a framework was developed to assess the comprehensiveness of pediatric NIPs in Europe. This study aimed to validate and further develop criteria used to cluster countries into three tiers.Research design and methods Independent Europe-based experts (n = 23) in the field of pediatric vaccination were invited to participate in a double-blinded modified Delphi panel, with two online survey rounds and a virtual consensus meeting. Consensus was defined as ≥ 80% of experts rating their agreement/disagreement on a 9-point Likert scale.Results The number of preventable diseases covered by an NIP, simplification of the vaccination calendar, strengthened protection by increasing serotype, degree of funding and epidemiological factors were considered key concepts for consideration of the comprehensiveness of pediatric NIPs in Europe. Experts highlighted that the framework should be extended to include adolescent vaccines and populations up to 18 years of age. Consensus regarding further amendments to the framework was also reached.Conclusions This Delphi panel validated a framework to assess the comprehensiveness of European NIPs. The framework can be used to facilitate discussions to help countries improve and expand the breadth of protection provided by their NIP.