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Background & aimsTumor necrosis factor (TNF) superfamily member tumor necrosis factor-like protein 1A (TL1A) has been associated with the susceptibility and severity of inflammatory bowel diseases. However, the function of the tumor necrosis factor-like protein 1A and its receptor death receptor 3 (DR3) in the development of intestinal inflammation is incompletely understood. We investigated the role of DR3 expressed by intestinal epithelial cells (IECs) during intestinal homeostasis, tissue injury, and regeneration.MethodsClinical phenotype and histologic inflammation were assessed in C57BL/6 (wild-type), Tl1a-/- and Dr3-/- mice in dextran sulfate sodium (DSS)-induced colitis. We generated mice with an IEC-specific deletion of DR3 (Dr3ΔIEC) and assessed intestinal inflammation and epithelial barrier repair. In vivo intestinal permeability was assessed by fluorescein isothiocyanate dextran uptake. Proliferation of IECs was analyzed by bromodeoxyuridine incorporation. Expression of DR3 messenger RNA was assessed by fluorescent in situ hybridization. Small intestinal organoids were used to determine ex vivo regenerative potential.ResultsDr3-/- mice developed more severe colonic inflammation than wild-type mice in DSS-induced colitis with significantly impaired IEC regeneration. Homeostatic proliferation of IECs was increased in Dr3-/- mice, but blunted during regeneration. Cellular localization and expression of the tight junction proteins Claudin-1 and zonula occludens-1 were altered, leading to increased homeostatic intestinal permeability. Dr3ΔIEC mice recapitulated the phenotype observed in Dr3-/- mice with increased intestinal permeability and IEC proliferation under homeostatic conditions and impaired tissue repair and increased bacterial translocation during DSS-induced colitis. Impaired regenerative potential and altered zonula occludens-1 localization also were observed in Dr3ΔIEC enteroids.ConclusionsOur findings establish a novel function of DR3 in IEC homeostasis and postinjury regeneration independent of its established role in innate lymphoid cells and T-helper cells.

Key international and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. But research discussed in this paper confirms that while component parts of an accounting 'job' will be replaced by technology, the capabilities required to perform remaining accounting and finance activities would not only endure, they would spread across many non-accounting roles. This report presents the findings from the final stage of a validation process that was conducted by Chartered Accountants Australia and New Zealand (CA ANZ) across Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The research outlined in this paper will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development.

A tutorial-based flipped classroom approach was implemented to support small group teaching in very large cohorts (350+). The key aim was to provide individualised support for students in research methods, whilst promoting flexibility and inclusivity through a blended delivery model. Benefits included improved student experience and performance, as well as improvements in the experience of group work. The authors also demonstrate how Microsoft Teams can be used to provide an effective blended learning environment for group work.

Tumor necrosis factor-like cytokine 1A (TL1A, TNFSF15) is implicated in inflammatory bowel disease, modulating the location and severity of inflammation and fibrosis. TL1A expression is increased in inflamed mucosa and associated with fibrostenosing Crohn's disease. Tl1a-overexpression in mice causes spontaneous ileitis, and exacerbates induced proximal colitis and fibrosis. Intestinal fibroblasts express Death-receptor 3 (DR3; the only know receptor for TL1A) and stimulation with TL1A induces activation in vitro. However, the contribution of direct TL1A-DR3 activation on fibroblasts to fibrosis in vivo remains unknown. TL1A overexpressing naïve T cells were transferred into Rag-/- , Rag-/- mice lacking DR3 in all cell types (Rag-/-Dr3-/-), or Rag-/- mice lacking DR3 only on fibroblasts (Rag-/-Dr3∆Col1a2) to induce colitis and fibrosis, assessed by clinical disease activity index, intestinal inflammation, and collagen deposition. Rag-/- mice developed overt colitis with intestinal fibrostenosis. In contrast, Rag-/-Dr3-/- demonstrated decreased inflammation and fibrosis. Despite similar clinical disease and inflammation as Rag-/-, Rag-/-Dr3∆Col1a2 exhibited reduced intestinal fibrosis and attenuated fibroblast activation and migration. RNA-Sequencing of TL1A-stimulated fibroblasts identified Rho signal transduction as a major pathway activated by TL1A and inhibition of this pathway modulated TL1A-mediated fibroblast functions. Thus, direct TL1A signaling on fibroblasts promotes intestinal fibrosis in vivo. These results provide novel insight into profibrotic pathways mediated by TL1A paralleling its pro-inflammatory effects.

School-wide positive behavioral interventions and supports (SWPBIS) frameworks have been suggested as a promising approach to reducing disproportionality in school discipline practices; however, few studies have tested this potential, and findings have been mixed. In our sample of 27 urban schools and approximately 15,000 students, risk difference and ratio trajectories for office discipline referrals (ODRs) across 3 years of Tier I implementation evidenced sustained or, in some cases, heightened disproportionality for students identified as Black/African American or Latinx/Hispanic (relative to White; in a study subsample), identified as male (relative to a female), enrolled in each school's upper three grades (relative to lowest three grades), and not participating in special education (relative to participating in special education). Tier I implementation fidelity minimally contributed to expounding trajectories and outcomes across schools. These findings highlight the importance of equity-focused implementation and advanced-tier supports in the service of social justice within schools.

T helper 9 (TH9) cells are important for the development of inflammatory and allergic diseases. The TH9 transcriptional network converges signals from cytokines and antigen presentation but is incompletely understood. Here, we identified TL1A, a member of the TNF superfamily, as a strong inducer of mouse and human TH9 differentiation. Mechanistically, TL1A induced the expression of the transcription factors BATF and BATF3 and facilitated their binding to the Il9 promoter leading to enhanced secretion of IL-9. BATF- and BATF3-deficiencies impaired IL-9 secretion under TH9 and TH9-TL1A-polarizing conditions. In vivo, using a T-cell transfer model, we demonstrated that TL1A promoted IL-9-dependent, TH9 cell-induced intestinal and lung inflammation. Neutralizing IL-9 antibodies attenuated TL1A-driven mucosal inflammation. Batf3-/- TH9-TL1A cells induced reduced inflammation and cytokine expression in vivo compared to WT cells. Our results demonstrate that TL1A promotes TH9 cell differentiation and function and define a role for BATF3 in T-cell-driven mucosal inflammation.

As neoliberalism gained a hold in the 1980s, universities mirrored this societal change and implemented managerialist forms of control. By the time the COVID-19 pandemic struck, business schools had become bastions of managerialism. In Australia, this dominant paradigm was challenged through three phases of the pandemic. In the first, managerialist controls were greatly loosened, with positive results. In the second, Australian business schools' leaders reintroduced managerialist control and embedded this in the third phase, the "new normal," revealing how pernicious they are. First, we question why leaders missed an opportunity to build on the motivational benefits of the first phase when academics demonstrated their capacity to self-manage and adapt quickly. Second, we question why academics did not capitalize on the loosening of control they experienced early in the pandemic and failed to assert themselves as the pandemic subsided. By exposing the differences between current leaders and academics in their ability to overhaul the managerialist paradigm, we theorize how managerialism might be unseated. We clarify the mechanisms through which this can occur: infiltrating the system and collective action. Recognizing the interdependence of academics, business schools, and society, such action can erode managerialist control and hasten the arrival of a sustainability-oriented future. [ABSTRACT FROM AUTHOR]

Since Universities Australia's Indigenous Strategy recommended a sector-wide approach to 'closing the gap' between Indigenous and non-Indigenous Australians, universities have grappled with how to do this. Resisting mainstream approaches to curriculum development that eschew any kind of relational accountability (Wilson, Shawn. 2008. "Research is Ceremony: Indigenous Research Methods." Manitoba: Fernwood Publishing) requires entering difficult relations of power and occupying space to transform the act of curriculum development itself. This paper is the second in a series understanding "Jindaola," a programme led by a Local Aboriginal Knowledge Holder within one Australian university. It 'hacks' the curriculum development space with staff through Aboriginal "way" towards Curriculum Reconciliation, building knowledge-based relationships between disciplinary and relevant Aboriginal Knowledge. We deliberately and controversially enact this type of relationship, by temporarily bringing the Foucauldian lens of 'heterotopia', and interview data from 30 participants, to describe how "Jindaola" usurps the neocolonial remit to embed Indigenous Knowledge, and creates and holds a counter-hegemonic space to decolonise curriculum development.

The higher education (HE) sector in Australia is in a state of flux due to a range of social, political and economic factors. Increased competition, greater student diversity, tautening of industry exigencies, reduced funding, and rapid technological advances are key drivers of change in this environment. Within this period of transformation, HE institutions remain steadfast in maintaining quality teaching and learning practices. Challenges are therefore presented on the traditional role and function of the teaching academic, creating opportunities to explore how staff can be better prepared to teach into the new era of HE. Professional development for learning and teaching is one approach that can support staff to enhance teaching practice. Professional development programs however that fail to meet the contemporary needs of HE or consider the academic's professional requirements, may be at risk of becoming extraneous. A move towards a more flexible approach to professional development may be necessary to meet these requirements to provide appropriate, timely support for teachers. This paper problematises approaches to professional development which adopt a "one-size-fits-all" model and introduces a new, innovative program "Continuing Professional Development (Learning & Teaching)" (CPD [L&T]) at the University XXXXXX. The CPD (L&T) model supports the professional development of all teaching staff--from casual teacher to professor level, academic and professional staff. The model is externally referenced and features self-nominated activities for accreditation. CPD (L&T) enables multiple, ongoing methods of engagement across a professional's teaching career, supporting a new, "You-topic" vision of professional development in learning and teaching.

Evidence-based classroom management practices have profound effects on student outcomes. Yet teachers commonly struggle to effectively implement these practices, imploring the provision of implementation supports within a multitiered framework for promoting teachers' practices. Few studies have examined the effects of Tier I implementation supports for classroom management, and none have examined universal implementation within naturalistic school contexts and used strategies that go beyond a "train and hope" approach. Employing a sample of urban, elementary, general education classrooms, this study offers a pilot evaluation of a Tier I implementation support package for promoting teachers' delivery of effective praise for students' behavior. Preliminary results suggest the implementation support package was linked with increases in teachers' behavior-specific praise, heightened praise-to-correction ratios, and increases in students' on-task behavior. Future directions of empirical and practical development are discussed.

This article is an analysis of the unique needs of returning service members at the college or university level that impact the teaching decisions made by instructors. The article also discusses the challenges that service members are individually addressing while acclimating themselves to their new environment of learning. With the reduction in forces occurring after the Iraq and Afghanistan wars, many higher level learning institutions are struggling to adequately meet the needs of returning veterans. In turn, veterans often find that the style of instruction and the general college-level universe are difficult to negotiate. The combination of these factors can often result in veteran students performing below expectation or leaving school without finishing. The article proposes a variety of ways to understand and address these challenges including the use of Scholarship of Teaching and Learning (SoTL) strategies and characteristics.

[This corrects the article DOI: 10.1371/journal.pone.0080414.].

This paper introduces the context and design of an institutional educational development grants program, "Jindaola," which reflects an Aboriginal "way" towards reconciling Indigenous and non-Indigenous Knowledges in the Australian higher education curriculum. The program is unique in two ways: it foregrounds the voice of Aboriginal local Knowledge Holders in the design and implementation of the program; and, rather than focussing on embedding predefined 'packages' of Indigenous Knowledges and pedagogies into curricula, the approach adheres to Aboriginal methods for conducting business and maintaining knowledge integrity, by taking interdisciplinary teams of academics on a journey towards what we are calling 'curriculum reconciliation'.