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Simple Summary: The prognosis of children with relapsed/refractory (R/R) acute myeloid leukemia (AML) remains poor, and innovative treatments are needed. Most drugs approved for adults with AML over the last decade are not available or not licensed for use in children. Clinical trials in pediatric AML to assess the safety and/or efficacy of new drugs may take a long time to recruit given smaller patient numbers. The overarching aim of the Pediatric Acute Leukemia (PedAL) program, supported by the Leukemia and Lymphoma Society as part of its Dare to Dream Project, is to establish new standards of care for children with R/R AML via international collaboration in Europe, North America, and Asia-Pacific to accelerate clinical trial conduction, increase access to promising new therapies, and create a registry of uniformly-collected data. These efforts will facilitate biomarker-driven approaches of targeted therapies, of which an overview is provided in this manuscript, with the intent to obtain regulatory approvals. The prognosis of children with acute myeloid leukemia (AML) has improved incrementally over the last few decades. However, at relapse, overall survival (OS) is approximately 40–50% and is even lower for patients with chemo-refractory disease. Effective and less toxic therapies are urgently needed for these children. The Pediatric Acute Leukemia (PedAL) program is a strategic global initiative that aims to overcome the obstacles in treating children with relapsed/refractory acute leukemia and is supported by the Leukemia and Lymphoma Society in collaboration with the Children's Oncology Group, the Innovative Therapies for Children with Cancer consortium, and the European Pediatric Acute Leukemia (EuPAL) foundation, amongst others. In Europe, the study is set up as a complex clinical trial with a stratification approach to allocate patients to sub-trials of targeted inhibitors at relapse and employing harmonized response and safety definitions across sub-trials. The PedAL/EuPAL international collaboration aims to determine new standards of care for AML in a first and second relapse, using biology-based selection markers for treatment stratification, and deliver essential data to move drugs to front-line pediatric AML studies. An overview of potential treatment targets in pediatric AML, focused on drugs that are planned to be included in the PedAL/EuPAL project, is provided in this manuscript. [ABSTRACT FROM AUTHOR]

Literature presents evidence of the exponential rise of distributed leadership both as a focus of research and as leadership development in education in the twenty first century (Hairon, S., and J. W. Goh. 2015. "Pursuing the Elusive Construct of Distributed Leadership: Is the Search Over?" "Educational Management Administration & Leadership" 43 (5): 693-718; Hall, D. 2013. "The Strange Case of the Emergence of Distributed Leadership in Schools in England." "Educational Review" 65: 467-487), in addition to the growing criticism of the theory's dominance and its 'acquired taken-for-granted status' (Lumby, J. 2016. "Distributed Leadership as Fashion or fad." "Management in Education" 30 (4): 161-167). This paper thus seeks to provide a systematic review of the literature on distributed leadership published between 2010 and 2022 through a methodical collection, documentation, scrutiny, and critical analysis of the research publications. The review seeks to identify trends in distributed leadership knowledge production according to the study type/purpose, topical foci, methodological approach, focus group, and geographic distribution via a narrative synthesis approach (Oplatka, I., and K. Arar. 2017. "The Research on Educational Leadership and Management in the Arab World Since the 1990s: A Systematic Review." "Review of Education" 5 (3): 267-307).

Purpose: This systematic review paper aims to examine extant empirical research involving educational technology during COVID-19 to provide an aggregated analysis of how the pandemic has influenced educational technology research. Design/methodology/approach: Using a Preferred Reporting Items for Systematic Reviews and Meta-Analysis systematic review and an integrative review methodology, 50 primary research studies were selected from ten top-ranked educational research journals. These studies were reviewed regarding research purposes, methodologies, instruments, educational level, geographical distribution, and findings of the studies. Findings: The findings reveal four emerging themes--influencing factors, effectiveness, challenges and teachers. The majority of the studies focused on higher education. Quantitative research design based on a questionnaire was the most adopted method of investigation by researchers. Research limitations/implications: Search parameters focused on the top 10 journals in the field of educational technology. Although this provides a level of quality, it narrowed the search. Practical implications: For practitioners and researchers, this study provides a summary of the field to better understand what knowledge we have gained on the use of educational technology to enable a more agile, knowledgeable response to education in future emergencies. Originality/value: This systematic review is unique in examining how the pandemic has influenced educational technology research. It also provides insight into gaps in the research that future researchers can use as a springboard to enable a more knowledge and a more agile approach to future emergencies.