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Antibiotic resistance is a major 21st century One Health (humans, animals, environment) challenge whose spread limits options to treat bacterial infections. There is growing interest in monitoring water environments, including surface water and wastewater, which have been identified as key recipients, pathways, and sources of antibiotic resistant bacteria (ARB). Aquatic environments also facilitate the transmission and amplification of ARB. Enterococcus spp. often carry clinically-important antibiotic resistance genes and are of interest as environmental monitoring targets. Enterococcus spp. are Gram-positive bacteria that are typically of fecal origin; however, they are also found in relevant environmental niches, with various species and strains that are opportunistic human pathogens. Although the value of environmental monitoring of antibiotic-resistant Enterococcus has been recognized by both national and international organizations, lack of procedural standardization has hindered generation of comparable data needed to implement integrated surveillance programs. Here we provide a comprehensive methodological review to assess the techniques used for the culturing and characterization of antibiotic-resistant Enterococcus across water matrices for the purpose of environmental monitoring. We analyzed 117 peer-reviewed articles from 33 countries across six continents. The goal of this review is to provide a critical analysis of (i) the various methods applied globally for isolation, confirmation, and speciation of Enterococcus isolates, (ii) the different methods for profiling antibiotic resistance among enterococci, and (iii) the current prevalence of resistance to clinically-relevant antibiotics among Enterococcus spp. isolated from various environments. Finally, we provide advice regarding a path forward for standardizing culturing of Enterococcus spp. for the purpose of antibiotic resistance monitoring in wastewater and wastewater-influenced waters within a global surveillance framework. Published version

Wastewater surveillance for pathogens using reverse transcription-polymerase chain reaction (RT-PCR) is an effective and resource-efficient tool for gathering community-level public health information, including the incidence of coronavirus disease-19 (COVID-19). Surveillance of Severe Acute Respiratory Syndrome Coronavirus-2 (SARS-CoV-2) in wastewater can potentially provide an early warning signal of COVID-19 infections in a community. The capacity of the world's environmental microbiology and virology laboratories for SARS-CoV-2 RNA characterization in wastewater is increasing rapidly. However, there are no standardized protocols or harmonized quality assurance and quality control (QA/QC) procedures for SARS-CoV-2 wastewater surveillance. This paper is a technical review of factors that can cause false-positive and false-negative errors in the surveillance of SARS-CoV-2 RNA in wastewater, culminating in recommended strategies that can be implemented to identify and mitigate some of these errors. Recommendations include stringent QA/QC measures, representative sampling approaches, effective virus concentration and efficient RNA extraction, PCR inhibition assessment, inclusion of sample processing controls, and considerations for RT-PCR assay selection and data interpretation. Clear data interpretation guidelines (e.g., determination of positive and negative samples) are critical, particularly when the incidence of SARS-CoV-2 in wastewater is low. Corrective and confirmatory actions must be in place for inconclusive results or results diverging from current trends (e.g., initial onset or reemergence of COVID-19 in a community). It is also prudent to perform interlaboratory comparisons to ensure results' reliability and interpretability for prospective and retrospective analyses. The strategies that are recommended in this review aim to improve SARS-CoV-2 characterization and detection for wastewater surveillance applications. A silver lining of the COVID-19 pandemic is that the efficacy of wastewater surveillance continues to be demonstrated during this global crisis. In the future, wastewater should also play an important role in the surveillance of a range of other communicable diseases. Crown Copyright (C) 2021 Published by Elsevier B.V.

In Australia (and arguably in many other countries) parent involvement in their child’s learning is dominated by Western notions of learning, education, pedagogy and knowledge. We discuss the application of a critical anthropology of education angle to these dominant discourses and methodological resources that encourage us to be in the field, to take time, and to, with critical reflexivity, listen and learn. We describe how we worked to create an Aboriginal Guided approach and drew on Aboriginal Research Protocols to maintain a steady and sharp emphasis on our practice as researchers., Na Austrália (e possivelmente em muitos outros países), a participação parental na aprendizagem dos filhos é dominada por noções ocidentais de aprendizagem, educação, pedagogia e conhecimento. Discutimos a aplicação de uma antropologia crítica sob o ângulo da educação a estes discursos e recursos metodológicos dominantes, pois nos incentiva a estar no campo, despender tempo e, com reflexividade crítica, escutar e aprender. Descrevemos como trabalhamos para criar uma abordagem Aborígene-Orientada e nos embasamos em Protocolos de Pesquisa Aborígene para manter uma ênfase firme e acentuada sobre nossa prática como pesquisadoras.

Beaches provide recreational opportunities, relief from hot weather, and economic benefits to coastal communities. Visitors to the beach may be exposed to microbial contaminants and pathogens via water, sand, and aerosols. Water and sand coincide at the beach, providing an environment with unique advantages and challenges to pathogen introduction, growth and persistence, transport, and exchange among habitats. Advantages, such as refuge from predators in sand biofilms, and challenges, such as the relatively dry environment, may be both exacerbated and complicated by seasonal variability and predicted long-term anthropogenic climate change. Human exposure to waterborne pathogens will likely be amplified in the face of predicted extreme rain events, warming of water, and sea level rise, combined with urbanization and the popularity of beach activities. Such changes may also alter microbial dynamics at beaches, potentially impacting assumptions and population relationships used in mechanistic water quality and E. coli concentration models as well as quantitative microbial risk assessment frameworks. With model refinement and parameter development designed to fill critical knowledge gaps, predictive models of fecal indicator bacteria and pathogen fate and transport can help to characterize the risk of infectious disease from recreational water use. Here, we not only present a conceptual model that may serve as a first step toward inclusion of biofilm mechanics at beaches, but we also discuss potential approaches to incorporate sand-water interactions into hydrodynamic coastal models for enhanced beach health prediction. While beach health and water quality have long been active areas of research, the sand and sand-water interface habitats at beaches remain relatively unexplored. Recent work has shown that sand can be a reservoir of microbial contaminants at beaches, signaling a potential paradigm shift in both research and management of recreational water and beaches to a more holistic, beachshed-based model, as further detailed in Weiskerger et al. (doi: 10.20944/preprints201901.0225.v1). info:eu-repo/semantics/publishedVersion

This book introduces critical cultural social marketing and adapts these techniques for use in the promotion of educational futures in communities and places where there is educational disadvantage. An approach that builds on the discipline of social marketing, the authors describe the promotion of education as underpinned by a commitment to understanding the effects of difficult experiences with institutions such as schools, as well as the diversity of learning. Involving the critical in promoting education means it is possible to be alert to the impacts of institutional education, while involving the cultural means we are forced to appreciate and connect with learning in all its diversity. The authors draw upon examples from Lead My Learning, an education promotion campaign produced using a critical cultural social marketing approach. In doing so, they provide a detailed account of new ways to promote education.

Young people with tenuous relationships to schooling and education are an enduring challenge when it comes to addressing social inclusion, yet their experiences remain overlooked in efforts to widen participation in higher education. The Politics of Widening Participation and University Access for Young People examines the existing knowledges and feelings these young people have about higher education, and, through the authors’ empirical research, demonstrates how sustained connections to educational futures can be created for them. Drawing from an empirical study with nearly three hundred young people who have precarious relationships to schooling and live in disadvantaged communities, this book offers new insights into their subjects’ experiences of educational disadvantages. It explains the different ways the university is constructed as impossible, undesirable, or even risky, by young people experiencing educational disadvantage. The book brings their stories into focus to offer new ways of thinking about the educational consequences of alienation from school. It shows how our understanding of the politics of experience of these young people has an important impact on our ability to develop appropriate means through which to engage them in higher education. This book challenges and significantly advances the popular frames for international debate on widening participation and the ethical right to educational participation in contemporary society. As such, it will be of be of key interest to academics, researchers and postgraduate students in the fields of higher education, sociology of education, anthropology of education, cultural studies of education, sociology as well as to those concerned by the impact of disadvantage on young people’s understandings of, and aspirations towards, education and attending university.

This chapter focuses on families as sites of pedagogical work. We take up a focus on the pedagogical work of families in relation to formal education and educational exclusion. When describing families' pedagogical work in relation to formal education, we pay particular attention to their teachings about the school and university. Family pedagogies that impact upon educational participation and exclusion are important to consider in parallel with this book's focus on family pedagogies in relation to health. This is because there is a close relationship between levels of educational attainment and health; the more years of formal education that a person experiences, the better their health outcomes (ABS, 2013; Cutler and L1eras-Muney, 2010; Egerter et al, 2006). Our aim is to demonstrate that family pedagogies of formal education are key to practices of educational inclusion and exclusion and as such they are important to understand, and to reconsider in educational theory. It is simply not the case that all young people who are disengaged from education (either not attending at all or attending sporadically) have a background lacking in family pedagogies connected with education. Young people who are educationally disengaged or at the margins of formal education are rarely consulted in educationalliterature and policy-making (Bland, 2012; Duffy and Elwood, 2013; Harwood and Allan, 2014; Morgan et al, 2008). It is not surprising, therefore, to find that while there is a rich literature on families' pedagogical work on young people's position in education (Brooks, 2003; Lucey et al, 2006), less iIterature is available on pedagogical work of families of young people not engaged in education (Stein, 2006). This lack of attention is gradually being redressed. Yet there are assumptions we encounter anecdotally in our experience with teacher education students (in the UK and Australia), that these parents 'don't care' or they set 'bad examples'. Such anecdotes echo literature that describes teachers' deficit understandings of socioeconomically disadvantaged and 'disengaged' children and young people (Comber and Kamler, 2004; D'Addio, 2007; Machin, 1999). This chapter seeks to contribute an understanding of the pedagogical work of families of young people who are currently disengaged from or at the margins of formal education. The young people in our study are, hereafter, summarily described as 'disengaged' from education because they all experienced precarious relationships with mandatory schooling, further and higher education. The school-aged participants were not attending school or attending sporadically, they were excluded from schools, or they were pursuing alternative education programmes. Those participants who were legally old enough not to attend school were also not participating in further or higher education. Whilst we are not claiming that post-school pursuits other than further or higher education lack value, we can state that participants were not involved in post-school formal education options and so may still be described as not educationally engaged. We discuss how these educationally disengaged participants' family pedagogies relating to education are not homogenously negative. We will argue that their pedagogical work is varied, complex and often positive. Following a brief description of the study, the chapter is structured into three sections that reflect the findings from our data: families as sites of pedagogy and learning about 'education'; families' implicit teaching about education; and lastly, families' explicit teaching about education. Theoretically, we use Cambourne's (1995) Conditions of Learning to think through the family's explicit and implicit teachings.