Search

The importance of considering wider contexts when evaluating the success or failure of programs has been increasingly acknowledged with the shift towards culturally responsive evaluation. But one of the important advantages of contextual approaches has been mostly overlooked--that they can provide more "realist" evaluations for why programs fail or succeed. The careful identification of causal mechanisms involved in program delivery is important for avoiding spurious conclusions about the effectiveness of programs. Drawing on findings from a mixed-methods study conducted in Western Kenya among the Luo to evaluate the impacts of a HIV prevention program involving voluntary male medical circumcision (VMMC), it is shown that the VMMC program was one of several variables that contributed to the desired outcome, being not so much the cause but a catalyst for accelerating the desired behavioral change that the surrounding context was already amenable to and contributing to, even before the program was introduced. The need for context evaluations is particularly obvious when programs are part of broader campaigns involving scale-up from one context to another.

The most common equine tapeworm, Anoplocephala perfoliata, has often been neglected amongst molecular investigations and has been faced with limited treatment options. However, the recent release of a transcriptome dataset has now provided opportunities for in-depth analysis of A. perfoliata protein expression. Here, global, and sub-proteomic approaches were utilized to provide a comprehensive characterization of the A. perfoliata soluble glutathione transferases (GST) (ApGST). Utilizing both bioinformatics and gel-based proteomics, GeLC and 2D-SDS PAGE, the A. perfoliata ‘GST-ome’ was observed to be dominated with Mu class GST representatives. In addition, both Sigma and Omega class GSTs were identified, albeit to a lesser extent and absent from affinity chromatography approaches. Moreover, 51 ApGSTs were localized across somatic (47 GSTs), extracellular vesicles (EVs) (Whole: 1 GST, Surface: 2 GSTs) and EV depleted excretory secretory product (ESP) (9 GSTs) proteomes. In related helminths, GSTs have shown promise as novel anthelmintic or vaccine targets for improved helminth control. Thus, provides potential targets for understanding A. perfoliata novel infection mechanisms, host–parasite relationships and anthelmintic treatments.

Traditionally, rubrics were used simply as grading tools to provide marking frameworks that were transparent to students. More recently, rubrics have been promoted as educational tools to inform students of good practice with the assumption that they engage with these rubrics to guide their learning. However, some tensions arise from this approach, including the assumption that students actually engage with assessment rubrics and, most notably, whether students understand the purpose of rubrics and the language used within. In response, this paper promotes the practice of teachers involving their students in the co-construction of rubrics by presenting a "Model of Collaborative Rubric Construction." This Model was informed by an extensive literature review, advice from international assessment experts, and both qualitative and quantitative data from students and teachers who worked in partnership to co-construct and use assessment rubrics across three higher education institutions. The Model, structured as three-tiers, offers background information about rubrics and their co-construction, strategies to guide collaboration in the rubric co-construction process, and shared scholarship associated with the project (i.e., research methods, recommendations for practice, and relevant references and publications) in which the Model was developed.

In the last few decades, the expansion of online learning and online assessment has attracted both negative and positive attention, some of which has celebrated the flexibility and individualised affordances of online learning contexts, while also lamenting the overuse of one-size-fits-all teaching approaches. Virtual learning contexts have been criticised for their lack of human presence and, while continual developments in learning technologies have supported advances in flexible education and remote learning, assessment and feedback processes have not always improved accordingly. This systematic literature review focuses on the assessment process from the design phase through to the post-feedback phase with particular emphasis on the way in which individual choices and personalised features of assessment can enhance student learning. Twenty-nine articles that met the inclusion criteria developed for this study were analysed. Results show that personalised online assessment is mostly researched using qualitative methods that focus on students. Furthermore, these results reveal that it is pivotal for the lecturer to focus on the process of personalising online assessments, acknowledging the significance of the assessment design. An additional outcome from this study was the clarification of the terms: humanised, personalised and individualised, previously used interchangeably.

The professional development of online teachers is now commonplace in higher education. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the online teaching and learning experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals, and focus groups to determine the threshold concepts about online teaching and perceptions of ideal online learning environments. As well as identifying threshold concepts about online teaching and perceptions of teachers' and students' ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education. This article reports on an example of how these professional development guidelines, based on identified threshold concepts of online pedagogy, were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching.

This article outlines the design and development of a bespoke "Research Training Support Framework," targeting the professional development needs of higher degree research (HDR) supervisors and their students, which was achieved by implementing Patton's (2011; 2012) utilisation-focused evaluation methodology (UFE). The primary research question was: What are the most suitable structures, components and content of an institutional framework to support Higher Degree Research (HDR) supervisors and their students at Avondale College of Higher Education? A mixed method design was used to gather data from students, academic staff and administrative staff using questionnaires, focus groups and interviews. Analyses of these data informed the Framework's development along with previous research and advice from an advisory panel which comprised of national and international experts. Accordingly, the Framework was constructed around three core principles that served to guide the development of the Framework's activities, processes and resources: 1) Welcoming research community, 2) The pedagogy of supervision and 3) Research development. The current version of the Framework has been designed to support postgraduate supervisors and students through the three key stages of students' most academically-focused stages of their postgraduate journeys namely; "Getting started," "Confirmation" and "Research and writing." The research-informed approach used to develop this contextually-relevant resource is particularly relevant to small higher education institutions, especially those wishing to focus on capacity development. Further research is currently being conducted to evaluate how the Framework is being used.

Technological advances in digital video and videoconference technology around the early 2000s led a number of researchers to investigate the practicalities of using videoconferencing technology for instrumental music teaching in online and blended learning contexts. Technical and instructional strategies were developed and recommendations made concerning the use of desktop video and videoconferencing technology for instrumental music teaching. As a first step in examining the take up and refinement of such strategies and the extent to which research and practice in this field has advanced, this article presents a review of music education literature in conjunction with educational technology literature, with a particular focus on school and tertiary education settings in Australia. Past and present themes are compared in addressing the question: How are desktop video and videoconference-mediated instrumental music teaching strategies being integrated in school and tertiary education settings in Australia? Technological and pedagogical developments are identified along with remaining challenges. Recommendations are made for further research and development of new models for using videoconferencing and video technologies in conjunction with other learning technologies. These recommendations have implications for on-campus and online education in the context of schools and tertiary colleges.

Abstract Background Over the past decade, evidence has emerged of the ability of gastrointestinal (GI) helminth parasites to alter the composition of the host gut microbiome; however, the mechanism(s) underpinning such interactions remain unclear. In the current study, we (i) undertake proteomic analyses of the excretory-secretory products (ESPs), including secreted extracellular vesicles (EVs), of the ‘brown stomach worm’ Teladorsagia circumcincta, one of the major agents causing parasite gastroenteritis in temperate areas worldwide; (ii) conduct bioinformatic analyses to identify and characterise antimicrobial peptides (AMPs) with putative antimicrobial activity; and (iii) assess the bactericidal and/or bacteriostatic properties of T. circumcincta EVs, and whole and EV-depleted ESPs, using bacterial growth inhibition assays. Methods Size-exclusion chromatography was applied to the isolation of EVs from whole T. circumcincta ESPs, followed by EV characterisation via nanoparticle tracking analysis and transmission electron microscopy. Proteomic analysis of EVs and EV-depleted ESPs was conducted using liquid chromatography-tandem mass spectrometry, and prediction of putative AMPs was performed using available online tools. The antimicrobial activities of T. circumcincta EVs and of whole and EV-depleted ESPs against Escherichia coli were evaluated using bacterial growth inhibition assays. Results Several molecules with putative antimicrobial activity were identified in both EVs and EV-depleted ESPs from adult T. circumcincta. Whilst exposure of E. coli to whole ESPs resulted in a significant reduction of colony-forming units over 3 h, bacterial growth was not reduced following exposure to worm EVs or EV-depleted ESPs. Conclusions Our data points towards a bactericidal and/or bacteriostatic function of T. circumcincta ESPs, likely mediated by molecules with antimicrobial activity. Graphical Abstract

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community-building, teaching and learning strategies. This paper proposes an in-depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face-to-face and online learning contexts are considered, especially in the light of the possibility of redefining "face-to-face" within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face-to-face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step.

As online education continues to expand across varied educational sectors, so does the demand for professional development programs to guide academic teaching staff through the processes of developing their capacities to design and teach online courses. To meet these challenges at one higher education institution, a mixed methods research study was implemented to identify the professional learning needs of academic teaching staff for the purposes of developing a tailor-made professional development program. The principles of self-efficacy and threshold concepts were used to inform the design of the study. Data were systematically gathered from the participants to determine self-efficacy, concerns, and questions and experiences of academic teaching staff with online teaching. Findings revealed that academic staff held threshold concepts, skills and attitudes about online teaching. Three groups of staff were identified, all with varying forms of professional development requirements. This case study account demonstrates how an evidence-based project provided the basis for a research-informed institutional professional development program that is currently guiding academic staff through their development as online course designers and teachers.

The use of assessment rubrics in the higher education sector is now widespread in a number of disciplines. Typically, these rubrics are constructed by teachers who also tend to be the main users of the rubrics throughout the grading process. In recent years, questions have been raised about this teacher-directed approach and some educators have begun to explore an alternate approach to rubric construction; that is, engaging students in collaboration with their teachers to co-construct assessment rubrics. This paper outlines the processes employed in a project that investigated the co-construction of rubrics within six different contexts. The project aimed to engage students in collaboration with their teachers to co-construct rubrics which are co-owned by teacher and student. A mixed methods approach was utilized to explore the effectiveness of the strategy. Questionnaires, interviews and focus groups were utilized to gather data from both the teacher-participants and student-participants regarding their experiences of being involved in the study. Findings are presented from the perspectives of both students and teachers, relating their views of rubrics and the activity of rubric co-construction. The paper concludes with recommendations for practical approaches to rubric co-construction and future research directions.

Introduction Throughout the life course, there are major life transitions that are associated with reduced physical activity, which may have further implications for health and well-being. Having a child is one such transition that has been identified as a critical transformative experience and window for intervention. We will conduct a scoping review of available evidence exploring the impact of having a child on physical activity in the UK.Methods and analysis We will use best-practice methodological frameworks to map key concepts and available evidence, summarise and disseminate findings to stakeholders, and identify knowledge gaps. A three-step search strategy will identify primary research studies, including reviews, from published and grey literature, exploring the impact of having a child on physical activity in the UK, from the preconception period, throughout pregnancy, the postpartum period, and into parenthood. An initial limited search will identify relevant reviews, from which keywords and index terms will be extracted. We will conduct searches of CINAHL, Embase, Medline, PsycINFO and Web of Science to identify relevant articles written in English from inception to February 2022. Two reviewers will independently screen titles and abstracts of identified studies for inclusion and chart data, with a third reviewer resolving any conflicts. Backwards citation tracking will identify any additional studies. We will conduct numerical and thematic analysis to map data in tabular and diagrammatic format and provide a description of findings by theme.Ethics and dissemination Ethical approval is not required for this scoping review. We will disseminate findings to stakeholders through publications, conferences, social media platforms and in-person communications. Consultations with key stakeholders, with their unique expertise and perspectives, will provide greater insight. We will establish the main priorities for future research to inform the research questions of subsequent studies.Scoping review registration Open Science Framework (https://osf.io/gtqa4/) DOI 10.17605/OSF.IO/GTQA4.

A number of microtubule (MT)-stabilizing agents (MSAs) have demonstrated or predicted potential as anticancer agents, but a detailed structural basis for their mechanism of action is still lacking. We have obtained high-resolution (3.9-4.2Å) cryo-electron microscopy (cryo-EM) reconstructions of MTs stabilized by the taxane-site binders Taxol and zampanolide, and by peloruside, which targets a distinct, non-taxoid pocket on β-tubulin. We find that each molecule has unique distinct structural effects on the MT lattice structure. Peloruside acts primarily at lateral contacts and has an effect on the "seam" of heterologous interactions, enforcing a conformation more similar to that of homologous (i.e., non-seam) contacts by which it regularizes the MT lattice. In contrast, binding of either Taxol or zampanolide induces MT heterogeneity. In doubly bound MTs, peloruside overrides the heterogeneity induced by Taxol binding. Our structural analysis illustrates distinct mechanisms of these drugs for stabilizing the MT lattice and is of relevance to the possible use of combinations of MSAs to regulate MT activity and improve therapeutic potential.

The type of learning that takes place in teacher education courses typically results in pre-service teachers developing a mixture of knowledge, skills and values that enable them to become effective teachers in schools in the future. During their journey to become qualified teachers, pre-service teachers typically engage in coursework and experiential-based learning. By engaging in coursework experiences, an overseas practicum and an overseas study tour, students experienced a range of reflection-promoting activities and contexts during which they broadened and deepened their understanding of cultures other than their own. Using a cross-case analysis approach, the data gathered in these three cases were evaluated using an experiential learning theoretical framework. This article reports on findings from three separate but related studies in which students' learning about cultures other than their own was analysed and used to provide a set of practical recommendations for teacher education courses and programs.

The use of threshold concepts to define key points of curricula is a relatively recent development in educational research. Threshold concepts represent crucial stages of learning, the acquisition of which enables learners to progress from one level of achievement to another. In this context, the learner is described as passing through an unsettling liminal space in which they may encounter troublesome knowledge and experience uncertainty or anxiety. When applied to online pedagogy in higher education contexts, academic staff become the learners as they extend their on-campus teaching knowledge into the online realm. In this setting, the identification of threshold concepts has the potential to inform the content of professional development (PD) programmes for novice online teachers. Because little research has yet been reported on threshold concepts associated with online teaching, this study identified these threshold concepts and investigated their specific nature. Funded by an Office for Learning and Teaching Australia Grant, the project employed a mixed-methods research approach. A mixture of qualitative and quantitative data was gathered from responses to questionnaires and reflective journal entries provided by university educators who were teaching in online contexts. Also, experts in the fields of PD, online teaching and threshold concepts were consulted using a modified Delphi technique that incorporated two rounds of surveys. Results of this study are discussed in association with potential applications to PD design for novice online educators, informed by the most fundamental learning experiences encountered by their more experienced colleagues.

Cancer stem cells (CSCs) are linked to tumour relapse and metastasis, the main reason for cancer-related deaths. The application of polymeric nanoparticles as drug delivery systems to target CSCs is relatively unexplored. Here, we report the encapsulation of a CSC-potent copper(II) complex 1 by two compositionally different methoxy poly(ethylene glycol)-b-poly(D,L-lactic-co-glycolic) acid (PEG–PLGA) copolymers. Specifically, we used PEG–PLGA (5000:10,000 Da, 1:1 LA:GA) and PEG–PLGA (5000:10,000 Da, 4:1 LA:GA) polymers to prepare spherical nanoparticle formulations 1:1 NP15 and 4:1 NP15, respectively, both with a 15% feed of 1. The two formulations show distinct biophysical and in vitro properties. For example, (i) 4:1 NP15 displays a slower payload release profile than 1:1 NP15 in physiologically relevant solutions, (ii) 4:1 NP15 exhibits statistically greater potency towards breast CSCs than bulk breast cancer cells grown in monolayers, whereas 1:1 NP15 is equally potent towards breast CSCs and bulk breast cancer cells, and (iii) 4:1 NP15 shows significantly greater potency towards three-dimensionally cultured mammospheres than 1:1 NP15. This study shows that the release profile and anti-breast CSC properties of PEG–PLGA nanoparticle formulations (containing 1) can be perturbed (and possibly controlled) by modifying the proportion of glycolic acid within the PLGA component.

Con el objetivo de identificar genotipos de papa (Solanum spp.) con tolerancia al déficit hídrico, se implementó un ensayo en invernadero en la EESC del INIAP. Se evaluaron 39 genotipos con y sin déficit hídrico. Las variables evaluadas fueron: potencial de recuperación (PR), contenido relativo de agua (CRA), potencial hídrico (Ψ h), número de tubérculos por planta (NTP), rendimiento por planta (RP) y promedio geométrico del rendimiento (PGR). Se encontró un efecto significativo de genotipos (G), déficit hídrico (E) y su interacción G x E. La variedad INIAP-Josefina mostró tolerancia al déficit hídrico en la mayoría de variables. Esta investigación mostró genotipos con un mejor PR que otros, a los 16 días de déficit hídric o y a las 24 horas de recuperación. Para CRA se encontraron genotipos a los 13 y 16 días de déficit hídrico con valores superiores a los 66,98 y 62,98% respectivamente. Los clones 11-9-108, 12-4-145 e INIAP-Josefina con más de 9 tubérculos por planta se ubicaron en los primeros rangos, mientras INIAP-Josefina, 11-9-85, 11-9-45 y 12-4-50 presentaron rendimientos superiores a 132 g/planta. El PGR estableció a INIAP-Josefina, 11-9-45 y 11-9-85 en los primeros rangos con valores superiores a 122,54. Al evaluar el Ψh con déficit hídrico se encontró a INIAP-Catalina, INIAP-Estela y los clones 11-9-66, 11-9-85, 11-9-28 y 11-9-92 mostraron el menor efecto del estrés hídrico con valores menores. Existió variación en la respuesta de los genotipos al déficit hídrico, se han identificado genotipos con tolerancia que continuarán el proceso de evaluación dentro del esquema de mejoramiento.

Background Despite therapeutic gains from immune checkpoint inhibitors (ICI) in many tumor types, new strategies are needed to extend treatment benefits, especially in patients failing to mount effective antitumor T-cell responses. Radiation and drug therapies can profoundly affect the tumor immune microenvironment. Here, we aimed to identify immunotherapies to increase the antitumor response conferred by combined ataxia telangiectasia and Rad3-related kinase inhibition and radiotherapy.Methods Using the human papillomavirus (HPV)-negative murine oral squamous cell carcinoma model, MOC2, we assessed the nature of the antitumor response following ataxia telangiectasia and Rad3-related inhibitor (ATRi)/radiotherapy (RT) by performing RNA sequencing and detailed flow cytometry analyses in tumors. The benefit of immunotherapies based on T cell immunoreceptor with Ig and ITIM domains (TIGIT) and Programmed cell death protein 1 (PD-1) immune checkpoint blockade following ATRi/RT treatment was assessed in the MOC2 model and confirmed in another HPV-negative murine oral squamous cell carcinoma model called SCC7. Finally, immune profiling was performed by flow cytometry on blood samples in patients with head and neck squamous cell carcinoma enrolled in the PATRIOT clinical trial of combined ATRi/RT.Results ATRi enhances radiotherapy-induced inflammation in the tumor microenvironment, with natural killer (NK) cells playing a central role in maximizing treatment efficacy. We demonstrated that antitumor activity of NK cells can be further boosted with ICI targeting TIGIT and PD-1. Analyses of clinical samples from patients receiving ATRi (ceralasertib) confirm the translational potential of our preclinical studies.Conclusion This work delineates a previously unrecognized role for NK cells in the antitumor immune response to radiotherapy that can be augmented by small-molecule DNA damage–response inhibitors and immune checkpoint blockade.

The availability of commercial Radio Frequency System on Chip (RFSoC) devices brings new possibilities for implementing Software Defined Radio (SDR) systems. Such systems are of increasing interest given the pace of innovation in wireless technology, and the pressure on RF spectrum resources, leading to a growing need to access the spectrum in more dynamic and innovative ways. In this paper, we present an SDR demonstration system based on the Xilinx RFSoC platform, which leverages the Python-based `PYNQ' (Python Productivity for Zynq) software framework. In doing so, we highlight features that can be extremely useful for prototyping radio system design. Notably, our developed system features Python-based control of hardware processing blocks and Radio Frequency (RF) data converters, as well as direct visualisation of communications signals captured within the chip. The system architecture is reviewed, hardware and software components are discussed, functionality is demonstrated, and aspects of the system's performance are evaluated. Finally, it is noted that this combined RFSoC + PYNQ approach is readily extensible for other SDR systems; we highlight our online shared resources, and invite other engineers to investigate and build upon our work.

Southern Ocean waters are projected to undergo profound changes in their physical and chemical properties in the coming decades. Coccolithophore blooms in the Southern Ocean are thought to account for a major fraction of the global marine calcium carbonate (CaCO3) production and export to the deep sea. Therefore, changes in the composition and abundance of Southern Ocean coccolithophore populations are likely to alter the marine carbon cycle, with feedbacks to the rate of global climate change. However, the contribution of coccolithophores to CaCO3 export in the Southern Ocean is uncertain, particularly in the circumpolar subantarctic zone that represents about half of the areal extent of the Southern Ocean and where coccolithophores are most abundant. Here, we present measurements of annual CaCO3 flux and quantitatively partition them amongst coccolithophore species and heterotrophic calcifiers at two sites representative of a large portion of the subantarctic zone. We find that coccolithophores account for a major fraction of the annual CaCO3 export, with the highest contributions in waters with low algal biomass accumulations. Notably, our analysis reveals that although Emiliania huxleyi is an important vector for CaCO3 export to the deep sea, less abundant but larger species account for most of the annual coccolithophore CaCO3 flux. This observation contrasts with the generally accepted notion that high particulate inorganic carbon accumulations during the austral summer in the subantarctic Southern Ocean are mainly caused by E. huxleyi blooms. It appears likely that the climate-induced migration of oceanic fronts will initially result in the poleward expansion of large coccolithophore species increasing CaCO3 production. However, subantarctic coccolithophore populations will eventually diminish as acidification overwhelms those changes. Overall, our analysis emphasizes the need for species-centred studies to improve our ability to project future changes in phytoplankton communities and their influence on marine biogeochemical cycles.

Developing online teaching skills can occur through involvement in learn-by-doing strategies, which incorporates informal, organic or need-driven strategies. Such processes are sometimes labeled as "bottom-up" staff development processes. In other contexts, teaching staff are formally directed to develop online teaching skills through a series of compulsory staff development workshops or courses. These approaches typically include "top-down" staff development processes. This paper describes how a group of tertiary teaching staff extended their on-campus and distance teaching repertoire of skills to include online teaching skills. In this case, the process of staff development began with collecting data about the concerns and practices of the teaching staff involved. An analysis of the data informed the development of a "middle-out" staff development strategy which comprised a mixture of informal and formal strategies, and acknowledged the ethos of the institution and the specific needs of the staff involved. This professional development program incorporated a group of 11 informal and formal strategies. This paper presents an analysis of the data that were gathered during this project alongside the professional development strategies that were developed as a result of this analysis. (Contains 1 table and 4 figures.)

This paper begins by acknowledging the established and powerful link between educational beliefs and the teaching and learning practices of teaches and students. Based on this belief-practice connection, the paper documents the findings of a study that investigated the beliefs of a group of higher education teachers and students, most of whom were teaching and learning in a teacher education context. The paper concludes with a set of practical suggestions for university teachers and students involved in teacher education courses. The suggestions have been constructed by considering the messages from past literature and by drawing on the findings of the study reported in this paper. These recommended practical applications are expressed in terms of how they have been applied to a specific teacher education context. (Contains 2 tables and 2 figures.)

BackgroundDigital mental health promotion interventions (MHPIs) present a scalable opportunity to attenuate the risk of mental health distress among nonclinical cohorts. However, adherence is frequently suboptimal, and little is known about participants’ perspectives concerning facilitators and barriers to adherence in community-based settings. ObjectiveThis study aimed to examine participants’ perceptions of facilitators and barriers to adherence in a web- and mobile app–based MHPI for a nonclinical cohort. MethodsThis qualitative study used inductive, reflexive thematic analysis to explore free-text responses in a postintervention evaluation of a 10-week digital MHPI. The intervention was administered using a web and mobile app from September to December 2018. Participants (N=320) were Australian and New Zealand members of a faith-based organization who self-selected into the study, owned a mobile phone with messaging capability, had an email address and internet access, were fluent in English, provided informed consent, and gave permission for their data to be used for research. The postintervention questionnaire elicited participants’ perceptions of facilitators and barriers to adherence during the intervention period. ResultsKey factors that facilitated adherence were engaging content, time availability and management, ease of accessibility, easy or enjoyable practical challenges, high perceived value, and personal motivation to complete the intervention. The primary perceived barrier to adherence was the participants’ lack of time. Other barriers included completing and recording practical activities, length of video content, technical difficulties, and a combination of personal factors. ConclusionsTime scarcity was the foremost issue for the nonclinical cohort engaged in this digital MHPI. Program developers should streamline digital interventions to minimize the time investment for participants. This may include condensed content, optimization of intuitive web and app design, simplified recording of activities, and greater participant autonomy in choosing optional features. Nonetheless, participants identified a multiplicity of other interindividual factors that facilitated or inhibited adherence.

Apoptosis resistance is inherent to stem cell-like populations within tumours and is one of the major reasons for chemotherapy failures in the clinic. Necroptosis is a non-apoptotic mode of programmed cell death that could help bypass apoptosis resistance. Here we report the synthesis, characterisation, biophysical properties, and anti-osteosarcoma stem cell (OSC) properties of a new nickel(II) complex bearing 3,4,7,8-tetramethyl-1,10-phenanthroline and two flufenamic acid moieties, 1. The nickel(II) complex 1 is stable in both DMSO and cell media. The nickel(II) complex 1 kills bulk osteosarcoma cells and OSCs grown in monolayer cultures and osteospheres grown in three-dimensional cultures within the micromolar range. Remarkably, 1 exhibits higher potency towards osteospheres than the metal-based drugs used in current osteosarcoma treatment regimens, cisplatin and carboplatin, and an established anti-cancer stem cell agent, salinomycin (up to 7.7-fold). Cytotoxicity studies in the presence of prostaglandin E2 suggest that 1 kills OSCs in a cyclooxygenase-2 (COX-2) dependent manner. Furthermore, the potency of 1 towards OSCs decreased significantly upon co-treatment with necrostatin-1 or dabrafenib, well-known necroptosis inhibitors, implying that 1 induces necroptosis in OSCs. To the best of our knowledge, 1 is the first compound to implicate both COX-2 and necroptosis in its mechanism of action in OSCs.

ABSTRACT Marine sponges have been a prolific source of unique bioactive compounds that are presumed to act as a deterrent to predation. Many of these compounds have potential therapeutic applications; however, the lack of efficient and sustainable synthetic routes frequently limits clinical development. Here, we describe a metagenomic investigation of Mycale hentscheli, a chemically gifted marine sponge that possesses multiple distinct chemotypes. We applied shotgun metagenomic sequencing, hybrid assembly of short- and long-read data, and metagenomic binning to obtain a comprehensive picture of the microbiome of five specimens, spanning three chemotypes. Our data revealed multiple producing species, each having relatively modest secondary metabolomes, that contribute collectively to the chemical arsenal of the holobiont. We assembled complete genomes for multiple new genera, including two species that produce the cytotoxic polyketides pateamine and mycalamide, as well as a third high-abundance symbiont harboring a proteusin-type biosynthetic pathway that appears to encode a new polytheonamide-like compound. We also identified an additional 188 biosynthetic gene clusters, including a pathway for biosynthesis of peloruside. These results suggest that multiple species cooperatively contribute to defensive symbiosis in M. hentscheli and reveal that the taxonomic diversity of secondary-metabolite-producing sponge symbionts is larger and richer than previously recognized. IMPORTANCE Mycale hentscheli is a marine sponge that is rich in bioactive small molecules. Here, we use direct metagenomic sequencing to elucidate highly complete and contiguous genomes for the major symbiotic bacteria of this sponge. We identify complete biosynthetic pathways for the three potent cytotoxic polyketides which have previously been isolated from M. hentscheli. Remarkably, and in contrast to previous studies of marine sponges, we attribute each of these metabolites to a different producing microbe. We also find that the microbiome of M. hentscheli is stably maintained among individuals, even over long periods of time. Collectively, our data suggest a cooperative mode of defensive symbiosis in which multiple symbiotic bacterial species cooperatively contribute to the defensive chemical arsenal of the holobiont.

The professional development of online teachers is now commonplace in most universities. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals and focus groups to determine the threshold concepts about online teaching, and perceptions of ideal online learning contexts. As well as identifying threshold concepts about online teaching and perceptions of teachers’ and students’ ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education contexts. This article reports on an example of how these professional development guidelines were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching.

Almost half of all gifted students do not achieve according to their exceptional potential. Though significant research has investigated identifying characteristics of underachieving gifted students, current research is yet to fully employ the established theoretical knowledge to determine practical strategies for the reversal and remediation of underachievement in gifted students. This study utilised a specifically designed "Creative Writing Program" and adopted a part-time withdrawal strategy to explore the impact of particular teaching strategies on reversing the underachievement of two gifted students. Through the two case studies, qualitative data were gathered from multiple sources and perspectives. These data were analysed using open-coding methods. The "Creative Writing Program" was found to impact the students' negative feelings, underachieving behaviours and social awareness. Furthermore, a number of teaching strategies were identified as being successful for facilitating the achievement of potential in underachieving gifted students: one-to-one teaching, positive teacher identification, and differentiation.

The type of mathematics taught in schools is often criticised for being irrelevant to students' lives and not based in "real life". This article is Part 1 of a three part report that documents the findings of a research project that investigated the mathematical calculations completed by adults in their everyday, non-occupational lives in an Australian context. Outlined here are the findings that emerged from analysing data gathered from 160 participants who were asked to describe three of their most typical types of mathematics calculations. Next, they completed a daily log of their everyday mathematics calculations. In all, details of over 1200 calculations were collected during the first stage of the study and these calculations are the focus of this article.

The islands of the South Pacific Ocean have been in the limelight for natural product biodiscovery, due to their unique and pristine tropical waters and environment. The Kingdom of Tonga is an archipelago in the central Indo-Pacific Ocean, consisting of 176 islands, 36 of which are inhabited, flourishing with a rich diversity of flora and fauna. Many unique natural products with interesting bioactivities have been reported from Indo-Pacific marine sponges and other invertebrate phyla; however, there have not been any reviews published to date specifically regarding natural products from Tongan marine organisms. This review covers both known and new/novel Marine Natural Products (MNPs) and their biological activities reported from organisms collected within Tongan territorial waters up to December 2020, and includes 109 MNPs in total, the majority from the phylum Porifera. The significant biological activity of these metabolites was dominated by cytotoxicity and, by reviewing these natural products, it is apparent that the bulk of the new and interesting biologically active compounds were from organisms collected from one particular island, emphasizing the geographic variability in the chemistry between these organisms collected at different locations.

This article explores the experiences of a lecturer and students in a class on the World Wars, where wargaming is used alongside traditional lecturing as a learning experience. It outlines the processes used and then evaluates the various kinds of learning, historical and other, that occur. Drawing on literature associated with history education approaches, authentic learning, reflective practice, slow pedagogy and productive failure, the study's methods track the students' learning experiences across a semester in which they engage in a mixture of traditional learning experiences and authentic wargaming sessions. The paper concludes with the strengths and weaknesses of wargaming as a form of history pedagogy.

Higher education institutions are developing more and more online courses to supplement and augment the courses they offer in on-campus modes. In fact, some universities now offer the majority of their courses through online contexts. However, for academic staff who design and teach these courses, the transition from teaching on-campus courses to teaching in online learning environments is not always speedy or smooth. Academic teaching staff require support, mentoring and professional learning programs to develop their existing capacities and apply them to an online context. This paper reports on Phase 2 of a research project, which takes into consideration the cumulative effect of tailored professional development measures implemented in response to findings in Phase 1. The three aims were: 1) to identify the threshold concepts that teaching staff develop when they learn about online learning and teaching; 2) to compare self-efficacy levels and threshold concepts of staff who are experienced or inexperienced in online learning and teaching; and 3) to develop customised professional learning programs and resources to extend the online teaching and course design skills of academic staff. Findings from the study are outlined by identifying threshold concepts, threshold attitudes and self-efficacy levels of online educators and the implications these findings have for designing professional development programs in higher education contexts.

Use of technology in the mathematics classroom has the potential to advance children's learning of mathematics and enhance their attitudes about mathematics. When used in conjunction with purposeful planning, teachers can use technological tools to reinforce their pedagogical intentions and to facilitate relevant learning activities for students. Maria Northcote provides an insightful discussion on the purposeful use of technological tools and gives examples of four specific tools with ideas for integrating their use with the use of concrete manipulatives. This article focuses specifically on the use of a handful of free online tools that can be used to liven up and support mathematics learning in lessons and activities that take place inside (that is, mathematics activities that take place within the walls of a classroom) or outside (that is, mathematics activities that take place beyond the walls of a classroom such as in a playground).

Breast cancer stem cells (CSCs) are a sub-population of tumour cells that can promote breast cancer relapse and metastasis. Current treatments are unable to completely remove breast CSCs, therefore it is essential to develop new chemotherapeutics that can remove breast CSCs at clinically compatible doses. Here we present the synthesis, characterisation, and anti-breast CSC properties of copper(II) complexes, [Cu(L2)(1,10-phenanthroline)]PF6 (2) and [Cu(L3)(1,10-phenanthroline)]PF6 (3) comprising of a tridentate (O,N,S) coordinated naphthol Schiff base ligand (L2 = (E)-1-(((2-(methylthio)ethyl)imino)methyl)naphthalen-2-ol or L3 = (E)-1-(((2-(ethylthio)ethyl)imino)methyl)naphthalen-2-ol and 1,10-phenanthroline. The copper(II) complexes (2 and 3) kill breast CSCs, cultured in monolayer and three-dimensional systems, in the micromolar range. Notably, 2 and 3 are more potent towards breast CSC mammospheres than salinomycin (up to 4.5-fold), an established anti-breast CSC agent. Further, cell-based studies indicate that 2 and 3 are readily taken up by breast CSCs and elevate intracellular reactive oxygen species (ROS) levels upon short exposure times (0.5–1 h). The latter is likely to be the underlying mechanism by which 2 and 3 induces breast CSC death.

If you like taking your mathematics lessons outdoors then you will enjoy this issue's technology column! Maria Northcote and her students suggest a variety of different technologies and mathematical explorations that can be used in conjunction with a parachute.

Re-examination of sediment cores from Deep Sea Drilling Project (DSDP) Site 277 on the western margin of the Campbell Plateau (paleolatitude of ~65° S) has identified an intact Paleocene–Eocene (P–E) boundary overlain by a 34 cm thick record of the Paleocene–Eocene Thermal Maximum (PETM) within nannofossil chalk. The upper part of the PETM is truncated, either due to drilling disturbance or a sedimentary hiatus. An intact record of the onset of the PETM is indicated by a gradual decrease in δ13C values over 20 cm, followed by a 14 cm interval in which δ13C is 2 ‰ lighter than uppermost Paleocene values. After accounting for effects of diagenetic alteration, we use δ18O and Mg/Ca values from foraminiferal tests to determine that intermediate and surface waters warmed by ~5–6° at the onset of the PETM prior to the full development of the negative δ13C excursion. After this initial warming, sea temperatures were relatively stable through the PETM but declined abruptly across the horizon that truncates the event at this site. Mg/Ca analysis of foraminiferal tests indicates peak intermediate and surface water temperatures of ~19 and ~32 °C, respectively. These temperatures may be influenced by residual diagenetic factors and changes in ocean circulation, and surface water values may also be biased towards warm-season temperatures.

This paper builds on a previous case study in which a group of lecturers from various disciplines were interviewed about their practice as facilitators of online learning. The lecturers' comments about their teaching practices revealed their awareness of specific types of teacher knowledge about online teaching. This was an unintended outcome of the previous study. Subsequently, as reported in this paper, the data were interrogated further using a new lens to investigate the extent to which these elements of teacher knowledge were evident throughout their practices. The technological, pedagogical and content knowledge (TPACK) theoretical framework enabled the researchers to identify the lecturers' views about the content taught in online and blended environments, the pedagogy which guided teaching and course design, and the technology selected to facilitate students' learning. This paper also considers practical issues about using the TPACK framework as a research tool as a lens through which to view online teachers' knowledge about pedagogy, technology and content.

In this special issue of the Australasian Journal of Educational Technology, we have focused on how technology is utilised in undergraduate and postgraduate supervision practices to enhance the learning of research students. The views of supervisors and research students are taken into account, especially in terms of the ways in which technological tools are used to engage supervisors and students to work with each other, often when they are located in different parts of the world. In this editorial, we consider various examples of technology in association with strategies and processes of supervision that are supervisor-driven or student-driven. Not only have the authors of the articles in this special issue considered inhouse established technologies such as learning management systems and online thesis management systems, they have also explored artificial intelligence and tailor-made online professional development programmes to manage and facilitate research supervision. [ABSTRACT FROM AUTHOR]

Teachers are encouraged to immerse their students in rich and engaging learning environments (NSW Department of Education and Training, 2003). One teaching tool that can facilitate the creation of rich learning environments is the interactive whiteboard (IWB) (Baker, 2009). When teaching mathematics, the varied representational aspects of IWBs can be used to assist students in achieving specific learning outcomes. IWBs can be used to represent mathematical shapes, activities and processes. This article considers what matters most to the students and teachers who use IWBs, drawing from a study of how IWBs were used in two primary schools. This study has identified that the pedagogical uses of IWBs do impact on student attitudes towards them. This study has also concluded that teachers' attitudes towards IWBs are generally positive and can be linked to how IWBs are used in the classroom. The way in which teachers use and implement IWBs in the classroom affects the extent to which students are engaged in the lesson. IWBs can be used to engage students in learning but teachers should mix up student-centred and teacher-centred approaches in short periods of time, thereby facilitating student interaction and high engagement levels in the mathematics classroom. (Contains 2 figures.)

Continuing the series of articles on teaching mathematics with technology, this article furthers the authors' exploration of the use of a range of mobile technologies to enhance teachers' practices in the primary mathematics classroom. In Part 1 of this article, the authors explored the use of the iPod Touch and iPad. In Part 2, they explore global positioning system (GPS) devices and a range of other hand-held devices. (Contains 3 figures.) [For Part 1, see EJ961656.]

Digital cameras are now commonplace in many classrooms and in the lives of many children in early childhood centres and primary schools. They are regularly used by adults and teachers for "saving special moments and documenting experiences." The use of previously expensive photographic and recording equipment has often remained in the domain of teachers, who have produced innovative digital products for children to use and for teachers to "facilitate the collection of accurate evidence for assessment purposes." However, more and more teachers of young children in current digitally-equipped classrooms are handing over the cameras to their students, with beneficial results. As well as providing opportunities for learning in art, language, science and physical education, digital cameras are proving to be versatile tools that can be used to facilitate mathematics learning and teaching in K-2 classrooms. In this article, the author provides a few examples where digital cameras can be used as tools in the mathematics classroom.

Over the last decade, interactive whiteboards have become popular teaching and learning tools, especially in primary school classrooms. Research studies from recent literature report on high levels of student motivation, teacher enthusiasm and whole-school support associated with these technological tools. Much research to date has reported on the potential of interactive whiteboards (IWBs) to improve the quality of teaching and learning processes by enhancing levels of interaction, communication and collaboration. Whether these claims have been substantiated has not yet been fully investigated. This paper reports on the findings from a collaborative research project between university lecturers, school-based primary school teachers and principals, pre-service teachers and district education consultants who worked together on a small, school-based research project. The researchers involved in this project had three main purposes: (1) to investigate different ways that IWBs are used in primary schools; (2) to share ideas and expertise on the use of IWBs; and (3) to document teachers' current practice with IWBs. Field notes from professional development meetings and classroom observations were analysed using a grounded theory methodology. Findings from this research are reported in this paper and compared to other recent research. The paper concludes with recommendations for practice and future research. (Contains 4 tables and 2 figures.)

As part of the project titled "Hands-On Heads-On: The Effective Use of Manipulatives Both Virtual and Physical" being undertaken at Edith Cowan University, there was an investigation into the use of virtual manipulatives and the interactive whiteboard (IWB). Virtual manipulatives may be defined as a virtual representation of a physical manipulative which, through various dynamic processes may help develop mathematical conceptual understanding. This article outlines how virtual manipulatives and IWBs can be used in the classroom. (Contains 3 figures.)