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The Human Anatomy & Physiology Society (HAPS) has published a set of learning outcomes to be used for curriculum design of a one-semester introductory physiology course. The outcomes are competency-based and are mapped to core concepts and skills students should develop as undergraduates. This paper is an introduction to how the physiology learning outcomes are organized and how they can be used.

Recent trends of migration have contributed to the growing number of Students with Limited or Interrupted Formal Education (SLIFE) in our K-12 classrooms in the United States and worldwide. Simultaneously, the visibility of SLIFE in academic publications from around the world (i.e., Custodio & O'Loughlin, 2017; DeCapua et al., 2020; Pentón Herrera, 2022) contributes to a general understanding of best practices on what this population needs and how teachers can best help them. In this article, we rely on recent and relevant available publications, as well as personal experiences, to recommend essential "social-emotional" and "academic" considerations that teachers and stakeholders should know to support SLIFE effectively. The social-emotional considerations shared include social and emotional needs, cultural dissonance, connections to programming and services, and interpersonal relationships. The academic considerations shared are programming, first language (L1) literacy instruction, appropriate scaffolding, oscillating target language (L2) literacy instruction, and authentic learning beyond the school walls.

Abstract Background Young adults face unique vulnerabilities during major life disruptions like the COVID-19 pandemic. The pandemic contributed to increases in mental health challenges and substance use among young adults. This study explores the experiences of young adults who increased their cannabis use during the pandemic. Methods Participants were recruited from the Nicotine Dependence in Teens (NDIT) study, and qualitative data were collected through semi-structured interviews conducted via Zoom. A total of 25 participants (ages 33–34) reporting increased cannabis use during the pandemic were included. Thematic analysis and gender-based analysis was employed to extract key themes. Results Five themes emerged: (1) No disruption in cannabis use; (2) Cannabis use to manage declines in mental health; (3) Cannabis use to break up pandemic boredom; (4) Cannabis use as an expression of freedom; (5) Cannabis use as “another way to chill out.” Conclusions This research provides valuable perspectives on how major life disruptions, like the COVID-19 pandemic, influence cannabis use among young adults. The findings offer guidance for public health initiatives and highlight avenues for further investigation.

Abstract Myosin motors perform many fundamental functions in eukaryotic cells by providing force generation, transport or tethering capacity. Motor activity control within the cell involves on/off switches, however, few examples are known of how myosins regulate speed or processivity and fine-tune their activity to a specific cellular task. Here, we describe a phosphorylation event for myosins of class VI (MYO6) in the motor domain, which accelerates its ATPase activity leading to a 4-fold increase in motor speed determined by actin-gliding assays, single molecule mechanics and stopped flow kinetics. We demonstrate that the serine/threonine kinase DYRK2 phosphorylates MYO6 at S267 in vitro. Single-molecule optical-tweezers studies at low load reveal that S267-phosphorylation results in faster nucleotide-exchange kinetics without change in the working stroke of the motor. The selective increase in stiffness of the acto-MYO6 complex when proceeding load-dependently into the nucleotide-free rigor state demonstrates that S267-phosphorylation turns MYO6 into a stronger motor. Finally, molecular dynamic simulations of the nucleotide-free motor reveal an alternative interaction network within insert-1 upon phosphorylation, suggesting a molecular mechanism, which regulates insert-1 positioning, turning the S267-phosphorylated MYO6 into a faster motor.

Background. Monitoring food intake and physical activity (PA) using tracking applications may support behavior change. However, few longitudinal studies identify the characteristics of young adults who track their behavior, findings that could be useful in designing tracking-related interventions. Our objective was to identify predictors of past-year food and PA tracking among young adults. Methods. Data were available for 676 young adults participating in the ongoing longitudinal Nicotine Dependence in Teens Study. Potential predictors were measured in 2017-2020 at age 31, and past-year food and PA tracking were measured in 2021-2022 at age 34. Each potential predictor was studied in a separate multivariable logistic regression model controlling for age, sex, and educational attainment. Results. One third (37%) of participants reported past-year PA tracking; 14% reported past-year food, and 10% reported both. Nine and 11 of 41 potential predictors were associated with food and PA tracking, respectively. Compensatory behaviors after overeating, trying to lose weight, self-report overweight, reporting a wide variety of exercise behaviors, and pressure to lose weight predicted both food and PA tracking. Conclusion. Food and PA tracking are relatively common among young adults. If the associations observed herein between compensatory behavior after overeating and tracking (among other observed associations) are replicated and found to be causal, caution may need to be exercised in making "blanket" recommendations to track food intake and/or PA to all young adults seeking behavior change.

Background: The context in which school-based health-promoting interventions are implemented is key for the delivery and success of these interventions. However, little is known about whether school culture differs by school deprivation. Methods: Using data from PromeSS, a cross-sectional study of 161 elementary schools in Québec, Canada, we drew from the Health Promoting Schools theoretical framework to develop four measures of health-promoting school culture (i.e., school physical environment, school/teacher commitment to student health, parent/community engagement with the school, ease of principal leadership) using exploratory factor analysis. One-way ANOVA with post-hoc Tukey-Kramer analyses was used to examine associations between each measure and social and material deprivation in the school neighborhood. Results: Factor loadings supported the content of the school culture measures and Cronbach's alpha indicated good reliability (range: 0.68-0.77). As social deprivation in the school neighborhood increased, scores for both school/teacher commitment to student health and parent/community engagement with the school decreased. Implications for School Health Policy, Practice, and Equity: Implementation of health-promoting interventions in schools located in socially deprived neighborhoods may require adapted strategies to address challenges related to staff commitment and parental and community involvement. Conclusion: The measures developed herein can be used to investigate school culture and interventions for health equity.

Learning outcomes are an essential element in curriculum development because they describe what students should be able to do by the end of a course or program and they provide a roadmap for designing assessments. This article describes the development of competency-based learning outcomes for a one-semester undergraduate introductory human physiology course. Key elements in the development process included decisions about terminology, eponyms, use of the word "normal," and similar considerations for inclusivity. The outcomes are keyed to related physiology core concepts and to process skills that can be taught along with the content. The learning outcomes have been published under a Creative Commons license by the Human Anatomy and Physiology Society (HAPS) and are available free of charge on the HAPS website.

IntroductionLong-term availability of health-promoting interventions (HPIs) in school settings can translate into health benefits for children. However, little is known about factors associated with HPI institutionalization in schools. In this study, we identified correlates of the institutionalization of HPIs offered in elementary schools in Quebec, Canada. MethodsIn two-part, structured telephone interviews over three academic years (2016–2019), elementary school principals (or their designees) throughout Quebec identified an index HPI offered at least once in their school during the previous three years, and were asked whether it was institutionalized (i.e. explicitly written in the school’s educational project, e.g. in the form of educational objectives and means of achieving them). We examined associations between institutionalization and 10 school-related and 16 HPI-related characteristics in univariable and multivariable logistic regression analyses. ResultsSchool key informants (n = 163) reported on 147 different HPIs that had been available in their schools in the past three years, 56% of which were institutionalized. Three aspects of school culture—parent/community engagement with the school, school/teacher commitment to student health and school physical environment—were positively associated with HPI institutionalization. HPI-related characteristics positively associated with HPI institutionalization included number of competencies addressed by the HPI, number of teaching strategies employed, modifications made to the HPI prior to or during implementation and perceived success of the HPI. Inviting families or community groups to participate in the HPI was inversely associated with institutionalization. ConclusionBetter understanding of factors associated with HPI institutionalization may inform the development of school-based HPIs that have the potential for sustainability.

IntroductionL’offre à long terme d’interventions de promotion de la santé (IPS) en milieu scolaire peut se révéler bénéfique pour la santé des enfants. Toutefois, on en sait peu sur les facteurs associés à cette institutionnalisation dans les écoles. Dans cette étude, nous avons dégagé les corrélats de l’institutionnalisation des IPS offertes dans les écoles primaires du Québec (Canada). MéthodologieDans le cadre d’entrevues téléphoniques structurées en deux parties réalisées sur trois années scolaires (2016-2019), des directeurs et directrices d’écoles primaires (ou leurs représentants désignés) du Québec devaient choisir une IPS de référence ayant été offerte au moins une fois dans leur école dans les trois années précédentes. Ils devaient ensuite indiquer si l’IPS avait été institutionnalisée (c.-à-d. si elle figurait explicitement dans le projet éducatif de l’école, par exemple sous la forme d’objectifs éducatifs accompagnés des mesures permettant leur atteinte). Nous avons analysé les associations entre, d’une part, l’institutionnalisation des IPS et, d’autre part, dix caractéristiques liées aux écoles et seize caractéristiques liées aux IPS à l’aide d’analyses de régression logistique univariées et multivariées. RésultatsLes informateurs clés des écoles (n = 163) ont fait état de 147 IPS différentes ayant été offertes dans leur école dans les trois années précédentes et 56 % de ces IPS avaient été institutionnalisées. Trois dimensions de la culture de l’école – soit 1) la participation des parents et de la collectivité à la vie scolaire, 2) l’engagement de l’école et du personnel enseignant à l’égard de la santé des élèves et 3) l’environnement physique de l’école – étaient associées positivement à l’institutionnalisation des IPS. En ce qui a trait aux caractéristiques liées aux IPS, ce sont le nombre de compétences visées par celles-ci, le nombre de stratégies d’enseignement utilisées, les modifications apportées à l’IPS avant ou pendant sa mise en oeuvre et le succès perçu de l’IPS qui ont présenté une association positive avec l’institutionnalisation des IPS. Le fait d’inviter les familles ou les groupes communautaires à participer à l’IPS était inversement associé à l’institutionnalisation. ConclusionUne meilleure compréhension des facteurs liés à l’institutionnalisation des IPS pourrait éclairer l’élaboration d’IPS présentant un potentiel de durabilité en milieu scolaire.

Background: We evaluated a transition to retirement intervention that adapted strategies used to support employment of people with intellectual disability in mainstream workplaces. The intervention facilitated their independent participation in mainstream community groups and volunteering. Methods: We randomised 29 older Australians who currently/previously worked in mainstream employment into an intervention group or wait-list control group. Hours of independent participation in target activities were collected before and after the 13-week initial intervention/waiting period, and at 52 weeks for intervention participants. Results: Six of the 12 intervention participants selected an activity and increased hours of independent participation following 13 weeks in the Keeping Active (KA) program and eight were independently accessing their selected activity at 52-week follow-up. None of the 19 wait-list participants increased their independent participation after 13 weeks. Conclusions: The intervention was effective and highlighted the need to account for factors such as participant choice in evaluation of individualised programs.

ABSTRACTBackground Chronic pain and higher body weight frequently co-occur. This common comorbidity is thought to be mediated by the use of comfort eating as a strategy for managing both the physical and psychological pain and discomfort associated with flare-ups of chronic pain. Valid and reliable assessment tools are needed to inform the development of effective treatments.Aims This study aimed to assess the psychometric properties of a new brief measure of pain-induced comfort eating in chronic pain, the Pain-Induced Comfort Eating Scale (PICES).Methods A sample of 166 patients with chronic pain completed an online test battery including the PICES along with measures of chronic pain and pain-related symptoms, disordered eating, and related psychological factors.Results Results of exploratory factor analysis revealed a single-factor model for the four-item PICES. Further, the PICES demonstrated evidence of good internal consistency as well as convergent validity with demonstrated correlations with related measures. The results of this study also revealed that comfort eating in chronic pain appears to be related to psychological distress; the PICES correlated more strongly with measures assessing mood and psychological distress compared to interference/intensity of physical pain itself. Scores on the PICES also correlated strongly with measures of uncontrolled and emotional eating.Conclusions Overall, our results indicate that the PICES provides a valid and useful brief measure of comfort eating in chronic pain that might be useful to inform treatments targeting the comorbid disordered eating practices that can lead to higher body weights in patients with chronic pain.

The search for cell-permeable drugs has conventionally focused on low-molecular weight (MW), nonpolar, rigid chemical structures. However, emerging therapeutic strategies break traditional drug design rules by employing flexibly linked chemical entities composed of more than one ligand. Using complementary genome-scale chemical-genetic approaches we identified an endogenous chemical uptake pathway involving interferon-induced transmembrane proteins (IFITMs) that modulates the cell permeability of a prototypical biopic inhibitor of MTOR (RapaLink-1, MW: 1784 g/mol). We devised additional linked inhibitors targeting BCR-ABL1 (DasatiLink-1, MW: 1518 g/mol) and EIF4A1 (BisRoc-1, MW: 1466 g/mol), uptake of which was facilitated by IFITMs. We also found that IFITMs moderately assisted some proteolysis-targeting chimeras and examined the physicochemical requirements for involvement of this uptake pathway.

Plate anchors are an attractive technology for mooring floating facilities; as relative to piles, suction caissons, and drag anchors, they provide a much higher capacity relative to their mass. Plate anchors may experience an extreme loading event that will cause geotechnical failure, although they will still retain a residual capacity. The displacement associated with bringing the anchor to failure will induce excess pore pressures that initially reduce soil strength but will dissipate over time, leading to regains in soil strength and hence anchor capacity. This paper considers the time scales and magnitude of this anchor capacity regain through a series of model scale experiments conducted in a geotechnical centrifuge. The experiments involved vertical loading of pre-embedded horizontally orientated circular anchors in normally consolidated kaolin clay. The results show that anchor capacity regain is a function of consolidation time and the level of resistance maintained on the anchor, with the longest consolidation time and highest maintained resistance leading to a capacity regain of approximately 60%. These capacity increases are described here using a simple hyperbolic function, which provides a basis for estimating the time needed for the residual anchor capacity to regain sufficient capacity following a movement event. Key words: plate anchors, clay, centrifuge modelling, consolidation, offshore geotechnics, pore pressure, soil-structure interactions, softening, 1. Introduction Floating energy production facilities experience environmental loading from the action of wind, waves, and currents that is transmitted via the mooring lines to anchors in the seabed. As [...]