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The field of adapted physical activity (APA) and other areas often associated with APA focused on physical activity for people with disabilities, such as adapted physical education (APE) and disability sports (DS), is often marginalized and misunderstood. Little attention has been given to subsets of the general population's familiarity of this field and related areas. The purpose of this study was to examine college students' awareness of APA terminology and related organizations. Undergraduate students from 2 U.S. universities (n = 995) completed a survey on their familiarity of APA terminology (APE, DS, and therapeutic recreation [TR]) and related organizations (Paralympics [PL], and Special Olympics [SO]). Students were most familiar with SO, DS, and PL. Familiarity with these terms and organizations, except for TR, were positively associated with being comfortable with people with disabilities (p < 0.01). Students who reported having a close connection to a person with a disability were significantly more familiar with DS and SO (p = 0.001). Students with personal connections to people with disabilities appeared to be more aware of APA-related professions and associations. As future leaders, college students can influence the direction of future public policies and resources; thus, because these findings suggests that college students lack the basic familiarity with many APA-related areas, this insinuates that these areas may suffer from a lack of support policies and resources needed to flourish. Further research is needed to fully understand the relationships college students have with people with disabilities and how these may have more awareness of APA-related professions and associations.

Translanguaging, defined as "the deployment of a speaker's full linguistic repertoire without regard for watchful adherence to the socially and politically defined boundaries of named (and usually national and state) languages" (Otheguy et al., 2015, p. 281), has great potential to play a key role in English as a Second Language (ESL) classrooms and institutions. This article first explores the origins and historical development of the concept of translanguaging before examining more general recent developments and applications of this concept internationally and in Australia. The final section provides suggestions for how to apply some of the principles of translanguaging in the adult ESL classroom, with a particular focus on specific translanguaging practices that have been used with Direct Entry English for Academic Purposes students.

In Ireland, hospital schools comprise a very small component of the overall primary and post-primary education system. Indeed, there are only seven hospital schools employing a total of 21 teachers nationally. Given the size and uniqueness of this education setting, opportunities for teacher continuous professional development are limited. This qualitative research study examined Irish hospital teachers' perceptions of their continuing professional development needs using a case study approach. The research captured the perspectives of 19 teachers currently teaching in seven hospital schools in Ireland. Data consisted of responses to an anonymous online questionnaire and two focus groups designed to examine and interpret the questionnaire data. Thematic analysis was conducted on all data collected. The findings revealed that Irish hospital teachers have a clear shared perception of the professional development needs both for newly hired and currently practising hospital teachers. Hospital schools are a very small, but a very important component of education in Ireland, and the professional needs identified are specific to this unique context. Teachers working in this context must be supported so that they can provide the education that the pupils, who must access this service, deserve.

Background: The aim of this feasibility study was to adapt and model a behavioural intervention for anxiety with autistic adults with moderate to severe intellectual disabilities. Method: Twenty-eight autistic adults with moderate or severe intellectual disabilities, 37 carers, and 40 therapists took part in this single-group non-randomised feasibility study designed to test intervention feasibility and acceptability, outcome measures, and research processes. Results: The intervention was judged as feasible and acceptable by autistic adults with intellectual disabilities, carers, and therapists. Minor intervention revisions were suggested. Carers completed 100% of outcome measures and the missing data rate was low. Complying with legislation governing the inclusion of participants who lack capacity to decide whether they wanted to take part in this study led to an average 5-week enrolment delay. Conclusion: The intervention and associated study processes were judged to be feasible and acceptable and should now be tested within a larger randomised trial.

Educational podcasts have become an increasingly prevalent media used to disseminate profession-specific information through easily accessible means. Despite the potential of educational podcasts as convenient and effective medium, there is a dearth of literature dedicated to the topic. Thus, using the Uses and Gratification framework, the psychometric properties of the "Educational Podcasts Motivation Scale" were examined, as well as the motivational factors that influence intention to listen to educational podcasts and recommend podcasts to others were explored. A sample of individuals in the field of education (n = 606), such as in-service K-12 teachers and higher education professors, were recruited for this study. This sample were randomly divided, and an exploratory factor analysis (EFA) was conducted with the first set (n = 312) to identify underlying constructs, and confirmatory factor analysis (CFA) and structural equation modelling (SEM) were employed with the second set (n = 294). The scale demonstrated strong psychometric properties and five distinct motivational factors were identified: Information Gathering, Flexibility in Use, Social Interaction, Entertainment, and Professional Encouragement. Several motivational factors had significant associations with the constructs of "intention" and "word-of-mouth". This paper demonstrates both the unique motivational factors related to listening to educational podcasts and the motivational factors that overlap with other forms of media. Further examination of the underlying motivations to listen to educational podcasts is warranted.

Arundoss Gangadharan,1 Paul McCoy,2 Aye Phyo,1 Michael P McGuigan,3 Poonam Dharmaraj,1 Renuka Ramakrishnan,1 Paul S McNamara,2,4 Joanne Blair1 1Department of Endocrinology, 2Department of Respiratory Medicine, Alder Hey Children’s Hospital, Liverpool, 3Department of Paediatrics, Countess of Chester Hospital NHS Foundation Trust, 4Institute in the Park, University of Liverpool, Alder Hey Children’s Hospital, Liverpool, UK Objective: To describe recovery of adrenal insufficiency in asthmatic children treated with inhaled corticosteroids (ICS) and cortisol replacement therapy.Design: Retrospective, observational study.Patients: A total of 113 patients, 74 male; age 10.4 (3.3–16.5) years; beclomethasone-­equivalent ICS dose, 800 µg, (100–1,000), tested by low dose short Synacthen (tetracosactide) test (LDSST), were studied. Test results were classified by basal and peak cortisol concentration: “normal” (basal >100 nmol/L, peak >500 nmol/L), “suboptimal” (basal >100 nmol/L, peak 350–499 nmol/L), “abnormal” (basal 15% [2× the inter-assay coefficient of variation]), change in BMI and height standard deviation score (SDS).Results: Baseline test results were abnormal in 17 patients (15%) and all of them had repeat tests. In 13 patients (76%), test results improved (normal in six, suboptimal in seven) and four (24%) remained abnormal. Baseline tests results were suboptimal in 54 patients (48%), of whom 50 (93%) were retested. Repeat tests were normal in 36 patients (72%), remained suboptimal in 11 (22%), and were abnormal in three (6%). Baseline tests results were normal in 42 patients, of whom six patients (14%) were retested. Results remained normal in three (50%), were suboptimal in two (33%), and abnormal in one (17%). Basal and peak cortisol levels increased by >15% in 33/73 (45%) and 42/73 (57%) patients, respectively, and decreased by >15% in 14/73 (19%) and 7/73 (10%), respectively. There was no significant change in height or BMI SDS.Conclusion: Recovery of adrenal function is common and occurs during continued ICS and cortisol replacement therapy. Keywords: HPA axis recovery, adrenal suppression, childhood asthma, inhaled steroids (ICS), LDSST