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Scholarly practice (SP) is considered a key competency of occupational therapy and physiotherapy. To date, the three sectors--education/research, practice, and policy/regulation--that support SP have been working relatively independently. The goals of this project were to (a) understand how representatives of the three sectors conceptualize SP; (b) define each sector's individual and collective roles in supporting SP; (c) identify factors influencing the enactment of SP and the specific needs of how best to support SP; and (d) co-develop goals and strategies to support SP across all sectors. We used interpretive description methodology. Consistent with an integrated knowledge translation approach, partners representing the three sectors across Canada recruited individuals from each sector, developed the content and questions for three focus groups, and collected and analyzed the data. Inspired by the Consolidated Framework for Implementation Research, we developed the questions for the second focus group. We analyzed the data using an inductive thematic analysis method. Thirty-nine participants from the three sectors participated. Themes related to participants' conceptualization of SP included (a) ongoing process, (b) reflective process, (c) broad concept, and (d) collective effort. Themes describing factors influencing and supporting SP were (a) recognition, (b) appropriate conceptualization, (c) social network, (d) accessibility to resources, and (e) forces outside of practitioners' effort. Goals to support SP included (a) further recognizing SP, (b) sustaining SP competency, and (c) ensuring access to information. SP requires collaborative and integrated intersectoral support and further recognition of its importance through the collaboration of multiple stakeholders.

Higher education institutions have a key role in forming the specialists of the future. In fulfilling their role there is need for transformational leadership, culture of excellence, and academic leadership development. The purpose of this study is to investigate the link between transformational leadership, shaping a culture of educational excellence, and leadership development, as perceived by tertiary education leaders in the UAE. The qualitative approach is of focus groups, using semi-structured questions, with leaders in academia. The main finding is that in the initial stages of an organization life cycle, leadership development precedes transformational leadership and a culture of excellence. In later stages, leadership development is a mediator of transformational leadership and a culture of excellence. In the mature stages of organization life cycle, the three elements engage in an ongoing spiral and synergistic process.

Although lesson study has been shown to improve the teaching and learning of mathematics, little research has focused on reasons for engaging in it from a teacher's perspective, particularly after sustained engagement with lesson study. This qualitative study reports on thirty-three teachers from the United States who were involved in twelve lesson study cycles during a three-year partnership aimed at improving algebraic instruction for students aged 8-14 years during a period of educational reform. It used grounded theory techniques to analyse interview data to determine the purposes of lesson study from teachers' perspectives. Results highlight six purposes for engaging in a mathematics lesson study: understand reform standards, focus on student thinking, develop pedagogy, support collaboration, develop curricular materials, and learn mathematics. Particularly noticeable was its use for focusing on student mathematical thinking and understanding of reform initiatives and requirements. Research implications suggest positioning lesson study as a useful, teacher-vetted tool for unpacking educational reforms.

Purpose: This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program. Design/methodology/approach: The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual "body maps" produced in response to guided questions. Findings: The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces. Originality/value: The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

In England, music education policy is deeply rooted in neoliberal ideologies, shaping classroom practice and assessments. This paper presents findings from a four-year funded longitudinal project exploring the impact of musical partnerships on young people at risk of educational exclusion. Through a posthuman lens, the researchers made a methodological shift, acknowledging the agency of non-human elements and physical spaces in musical interactions. Posthumanism offered alternative insights, challenging traditional notions of music education practice and extended human-centric perspectives and school assessment metrics. It expanded our understanding of what it means to be a musician and pedagogue. This paper proposes that posthumanism can challenge existing notions of music education practice while simultaneously moving the discussion of important matters in music education research into new areas of thinking, doing, and being.

Abstract An adult American Quarter Horse mare presented for pigmenturia and lethargy of 12 hours' duration and was diagnosed with silver maple leaf toxicity. The mare had intravascular hemolysis and azotemia. The mare was treated with a transfusion of whole blood, fluids administered IV, antibiotics, oxygen insufflation, and supportive care. The azotemia persisted despite conventional medical management and hemodialysis was elected. After 2 intermittent hemodialysis treatments over 3 days, the azotemia almost resolved, clinical signs improved, and the mare was discharged. The blood urea nitrogen, creatinine, and electrolyte concentrations remained normal 6 months later after examination by the referring veterinarian. Hemodialysis treatment can be feasible in horses if equipment and expertise are available and should be considered as a treatment option if indicated.

Members of the genus Scaphanocephalus mature in accipitrids, particularly osprey, Pandion haliaetus, with metacercaria causing Black Spot Syndrome in reef fishes. In most of the world, only the type species, Scaphanocephalus expansus (Creplin, 1842) has been reported. Recent molecular studies in the Western Atlantic, Mediterranean and Persian Gulf reveal multiple species of Scaphanocephalus, but have relied on 28S rDNA, mainly from metacercariae, which limits both morphological identification and resolution of closely related species. Here we combine nuclear rDNA with mitochondrial sequences from adult worms collected in osprey across North America and the Caribbean to describe species and elucidate life cycles in Scaphanocephalus. A new species described herein can be distinguished from S. expansus based on overall body shape and size. Phylogenetic analysis of the whole mitochondrial genome of Scaphanocephalus indicates a close relationship with Cryptocotyle. We conclude that at least 3 species of Scaphanocephalus are present in the Americas and 2 others are in the Old World. Specimens in the Americas have similar or identical 28S to those in the Mediterranean and Persian Gulf, but amphi-Atlantic species are unlikely in light of divergence in cytochrome c oxidase I and the lack of amphi-Atlantic avian and fish hosts. Our results provide insight into the geographic distribution and taxonomy of a little-studied trematode recently linked to an emerging pathology in ecologically important reef fishes.

Researchers increasingly recognize that the mind and culture interact at many levels to constitute our lived experience, yet we know relatively little about the extent to which culture shapes the way people appraise their experiences and the likelihood that a given experience will be reported. Experiences that involve claims regarding deities, extraordinary abilities, and/or psychopathology offer an important site for investigating the interplay of mind and culture at the population level. However, the difficulties inherent in comparing culture-laden experiences, exacerbated by the siloing of research on experiences based on discipline-specific theoretical constructs, have limited our ability to do so. We introduce the Inventory of Nonordinary Experiences (INOE), which allows researchers to compare experiences by separating the phenomenological features from how they are appraised and asking about both. It thereby offers a new means of investigating the potentially universal (etic) and culture-specific (emic) aspects of lived experiences. To ensure that the INOE survey items are understood as intended by English speakers in the US and Hindi speakers in India, and thus can serve as a basis for cross-cultural comparison, we used the Response Process Evaluation (RPE) method to collect evidence of item-level validity. Our inability to validate some items drawn from other surveys suggests that they are capturing a wider range of experiences than researchers intend. Wider use of the RPE method would increase the likelihood that survey results are due to the differences that researchers intend to measure.