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Objective To evaluate the intraocular pressure (IOP)-lowering efficacy and safety of 10 and 15 µg bimatoprost implant in patients with open-angle glaucoma (OAG) or ocular hypertension (OHT). Methods This randomized, 20-month, multicenter, masked, parallel-group, phase 3 trial enrolled 528 patients with OAG or OHT and an open iridocorneal angle inferiorly in the study eye. Study eyes were administered 10 or 15 µg bimatoprost implant on day 1, week 16, and week 32, or twice-daily topical timolol maleate 0.5%. Primary endpoints were IOP and IOP change from baseline through week 12. Safety measures included treatment-emergent adverse events (TEAEs) and corneal endothelial cell density (CECD). Results Both 10 and 15 µg bimatoprost implant met the primary endpoint of noninferiority to timolol in IOP lowering through 12 weeks. Mean IOP reductions from baseline ranged from 6.2–7.4, 6.5–7.8, and 6.1–6.7 mmHg through week 12 in the 10 µg implant, 15 µg implant, and timolol groups, respectively. IOP lowering was similar after the second and third implant administrations. Probabilities of requiring no IOP-lowering treatment for 1 year after the third administration were 77.5% (10 µg implant) and 79.0% (15 µg implant). The most common TEAE was conjunctival hyperemia, typically temporally associated with the administration procedure. Corneal TEAEs of interest (primarily corneal endothelial cell loss, corneal edema, and corneal touch) were more frequent with the 15 than the 10 µg implant and generally were reported after repeated administrations. Loss in mean CECD from baseline to month 20 was ~ 5% in 10 µg implant-treated eyes and ~ 1% in topical timolol-treated eyes. Visual field progression (change in the mean deviation from baseline) was reduced in the 10 µg implant group compared with the timolol group. Conclusions The results corroborated the previous phase 3 study of the bimatoprost implant. The bimatoprost implant met the primary endpoint and effectively lowered IOP. The majority of patients required no additional treatment for 12 months after the third administration. The benefit-risk assessment favored the 10 over the 15 µg implant. Studies evaluating other administration regimens with reduced risk of corneal events are ongoing. The bimatoprost implant has the potential to improve adherence and reduce treatment burden in glaucoma. Clinicaltrials.gov Identifier NCT02250651. Supplementary Information The online version contains supplementary material available at 10.1007/s40265-021-01624-9.

Student participation and engagement are central to learning, yet behaviours that indicate participation and cognitive engagement can differ in online and face-to-face classes. This difference became apparent in 2020, when universities around the world transitioned from face-to-face classrooms to wholly online classes. With this move, tutors’ perceptions of participation and engagement changed. Based on written reflections by 13 tutors who teach at an Australian university, we found that tutors recognised new/different indicators of engagement in the classZoom. In addition, the tutors observed that issues around student diversity and access greatly influence how students participate in the classZoom. Tutors also learnt not to assume that students were not participating and engaging online if they did not enact the same behaviours expected of them in face-to-face classes. Using active learning theories, this paper argues that participation and engagement can be understood and fostered online with particular attention to student diversity and digital access. These understandings enrich current pedagogical perceptions and inform educators to ‘design in’ more active forms of engagement in the classZoom. What has been learnt through this experience has salience beyond the confines of COVID lockdowns and into hybrid modalities of online and face-to-face teaching practices.

Widening participation and internationalisation of the higher education sector have led to a more diverse student population across Australian universities; this includes domestic and international students who do not have sufficient English language proficiency (e.g., Murray, 2016), and thus, need developmental support to meet the academic language and literacy demands of their studies (e.g., O’Loughlin & Arkoudis, 2009). The institution-wide four-stage Embedding English Language Framework has been implemented at University of Technology Sydney since 2019: screening of all commencing students; mandatory discipline/subject-aligned language development programs for those identified as requiring support; milestone tasks to evaluate language development; and further milestone tasks at various points in degree programs (Edwards et al., 2021). It has proven to be adaptable throughout the disruptive global pandemic as any of the four stages can be realised in a face-to-face/online/hybrid context; it is sustainable as the teaching and learning, and assessment of communication is embedded in all core discipline subjects throughout a degree program, as supported by university-wide policies and practices (Arkoudis & Kelly, 2016; Fenton-Smith & Humphreys, 2015; Wingate, 2015); and it is inclusive as any onshore/offshore student who needs additional language support is accommodated in the framework, to help enhance their self-confidence, sense of belonging, motivation and autonomy – all key ingredients to their wellbeing, success and retention (Lantolf & Swain, 2019). Results from an ongoing evaluation show that the framework is making a positive impact on students’ sense of belonging and confidence, intercultural communication, and overall academic participation and engagement.

The researchers in this volume highlight the concept of diversity in the lived experiences, aspirations, memories and sense of identity within this community.

Multiple preventive vaccines are being developed to counter the COVID-19 pandemic. The leading candidates have now been evaluated in non-human primates (NHPs) and human Phase 1 and/or Phase 2 clinical trials. Several vaccines have already advanced into Phase 3 efficacy trials, while others will do so before the end of 2020. Here, we summarize what is known of the antibody and T-cell immunogenicity of these vaccines in NHPs and humans. To the extent possible, we compare how the vaccines have performed, taking into account the use of different assays to assess immunogenicity and inconsistencies in how the resulting data are presented. We also summarize the outcome of SARS-CoV-2 challenge experiments in immunized macaques, while noting variations in the protocols used, including but not limited to the virus challenge doses.