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Background: Speech-language therapists (SLTs) seek a range of educational opportunities for training in adult videofluoroscopic swallow studies (VFSS). However, variable training methods and/or unequal access to training can influence VFSS practice. Aims: To document current SLT needs and barriers to VFSS training and to determine if a new beginner-level VFSS eLearning program would assist to meet their training needs. The program incorporated multimedia modules on preparing, conducting, interpreting and reporting VFSS. Methods & Procedures: SLTs with limited experience in adult VFSS completed surveys relating to VFSS training experience and barriers, and perceived changes in knowledge, skills and confidence on core VFSS module topics pre- (n = 36) and post- (n = 32) eLearning training. Outcomes & Results: Inconsistent access to VFSS training opportunities and time-related work pressures were reported as the greatest training barriers. SLTs viewed the eLearning program as a suitable option for VFSS training. Post-training, participants perceived they gained confidence, as well as improved knowledge and skills in all VFSS aspects along with generalised benefits for dysphagia management. SLTs indicated that key benefits of the eLearning program were its comprehensive content and self-directed learning with multimedia tools, which afforded theoretical and practical learning opportunities. Conclusions & Implications: The eLearning program offered SLTs free access to beginner-level adult VFSS training, meeting many identified training needs and providing a foundation from which to develop further practical knowledge and skills within a VFSS clinic setting.

Tumor-associated macrophages (TAMs) promote metastasis and tumor cell extravasation, survival, and growth. In hepatocellular carcinoma (HCC), the presence of TAM subpopulations correlates with poor outcome. In this issue of the JCI, Ning et al. report on their use of cell culture, mouse models, and human data sets to investigate the interactions between aerobic glycolysis and carbonic anhydrase XII (CA12) expression in HCC. Aerobic glycolysis promoted CA12 upregulation in TAMs, which induced a protumoral phenotype to promote tumor growth and metastasis. Tumor cell factors derived from HCC samples induced CA12 upregulation in tumor-infiltrating TAMs via the HIF1[alpha] pathway. In preclinical models of HCC, CA12 inhibition reduced tumor growth and lung metastasis and reduced TAM infiltrate. Notably, dual treatment with anti-PD1 and CA12 inhibitors synergistically attenuated tumor growth and metastasis and enhanced survival compared with either treatment alone. These findings suggest that targeting CA12 in combination with immune-checkpoint blockade may provide treatment options for HCC., Tumor-associated macrophages have protumoral functions Tumor-associated macrophages (TAMs) are among the most abundant immune cells in the primary and metastatic tumor microenvironments (TMEs). In most cases in human cancers, their [...]

While rural health-care settings are said to be ideal places for the facilitation of interprofessional education and collaborative practice (IPECP) in students, little is known about the rural-IPECP interface. This study explored this interface through student and clinical educator experiences following implementation of a structured IPECP student placement model. Data were gathered through 11 focus groups with 34 students and 24 clinical educators. Content analysis was used to analyze data and two categories were developed for reporting. The power of place and space, highlighting the importance of flexibility, co-location, and lack of hierarchy in promoting IPECP, as well as the role of shared accommodation in enhancing social connectedness within and outside placement were highlighted. This study unpacks the characteristics of rural health-care settings that make it ideal for IPECP despite the resource constraints. Future studies can investigate the rural-IPECP interface through a patient lens. [ABSTRACT FROM AUTHOR]

Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners' lives and reinforce gendered stereotypes. In line with the trend towards "empowerment" in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a "responsible" sexual subject position in a reflexive manner. A partial normalisation of some "hidden" aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality "education" that young people need, but sexuality "dialogues," and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired "empowerment" sexuality interventions.

Face-to-face adult communication with young people about sexuality is, for the most part, assigned to two main groups of people: educators tasked with teaching school-based sexuality education that is provided as part of the compulsory Life Orientation (LO) learning area, and parents. In this paper, we report on a study conducted with Further Education and Training College students in an Eastern Cape town. Using a discursive psychology lens, we analysed data from, first, a written question on what participants remember being taught about sexuality in LO classes and, second, focus group discussions held with mixed and same-sex groups. Discussions were structured around the sexualities of high school learners and the LO sexuality education that participants received at high school. We highlight participants' common deployment of a "discourse of disconnect" in their talk. In this discourse, the messages of "risk" and "responsibility" contained in adult face-to-face communications, by both parents and LO teachers, are depicted as being delivered through inadequate or non-relational styles of communication, and as largely irrelevant to participants' lives. Neither of these sources of communication was seen as understanding the realities of youth sexualities or as creating habitable or performable sexual subject positions. The dominance of this "discourse of disconnect" has implications for how sexuality education and parent communication interventions are conducted.

Children and young people with learning disabilities who present sexually harmful behaviour are marginalised and do not always participate in community activities. This case study describes a multi-component intervention that successfully reduced the sexually harmful behaviour of a 16-year-old boy with a mild learning disability. The intervention was comprised of cognitive behaviour therapy, Social Stories[TM] and a behavioural programme that reinforced appropriate behaviour with social praise and access to preferred items and a range of community activities. Following the intervention, he was able to participate in a wide range of supervised community activities. (Contains 1 table, 3 figures and 1 footnote.)

Face-to-face adult communication with young people about sexuality is, for the most part, assigned to two main groups of people: educators tasked with teaching schoolbased sexuality education that is provided as part of the compulsory Life Orientation (LO) learning area, and parents. In this paper, we report on a study conducted with Further Education and Training College students in an Eastern Cape town. Using a discursive psychology lens, we analysed data from, first, a written question on what participants remember being taught about sexuality in LO classes and, second, focus group discussions held with mixed and same-sex groups. Discussions were structured around the sexualities of high school learners and the LO sexuality education that participants received at high school. We highlight participants' common deployment of a 'discourse of disconnect' in their talk. In this discourse, the messages of 'risk' and 'responsibility' contained in adult face-to-face communications, by both parents and LO teachers, are depicted as being delivered through inadequate or non-relational styles of communication, and as largely irrelevant to participants' lives. Neither of these sources of communication was seen as understanding the realities of youth sexualities or as creating habitable or performable sexual subject positions. The dominance of this 'discourse of disconnect' has implications for how sexuality education and parent communication interventions are conducted. [ABSTRACT FROM AUTHOR]

The article offers information on community pharmacist Elaine McCormick and mentions buying of Allora Pharmacy in Queensland by her in 1979, buying of Cloncurry Pharmacy by her in 1989, and her relief work at Forrest Beach Pharmacy.

Purpose: Conducting and interpreting videofluoroscopic swallow studies (VFSS) is a complex, multi-dimensional task, requiring post-qualification training to develop knowledge, skill and competence. Speech-language pathology (SLP) managers must continually ensure staffs are adequately trained to deliver safe and effective VFSS services. However, VFSS training is resource intensive, variable in content and not consistently accessed universally. This study examined managers' perceptions of a new VFSS eLearning programme and its impact on VFSS training and service delivery. The eLearning programme incorporated theoretical and procedural aspects of VFSS, accessed free of charge by speech-language pathologists working in a large public health service in Queensland, Australia., Method: Twenty-two SLP managers participated in semi-structured interviews, which were evaluated using inductive content analysis., Result: Four themes were identified relating to eLearning benefits: (1) design and content facilitated widespread uptake, (2) enhanced training opportunities, (3) increased clinical skill and workforce capacity and (4) benefits and efficiencies for SLP services. A fifth theme described contextual considerations for using the programme., Conclusion: This study contributes information about the benefits of eLearning for delivering consistent, accessible VFSS training, in a resource-efficient manner. Managers perceived the eLearning programme as a valuable resource to supplement practical VFSS training, to ultimately support VFSS service provision.