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To report the outcomes of cats that underwent surgical correction for sialoceles. Multi-institutional retrospective cohort study. Twenty-one client-owned cats. Medical records were examined of cats diagnosed with sialocele, which underwent surgical intervention over an 11-year period at one of 10 referral hospitals. The data collected included signalment, clinical signs, diagnostic imaging, histopathology, surgical procedures performed, and postoperative complications. The most common presenting complaints for cats with sialocele included dysphagia and ptyalism. Only two cats had a recent history of trauma, and one was diagnosed with a concurrent sialolith. Most displayed visible tissue swelling, with ranulae being most common. Surgical treatment consisted of sialoadenectomy and/or marsupialization. Intraoperative complications occurred in three cats, and postoperative complications in five cats. No recurrence or development of contralateral sialoceles were reported during the follow-up period (30-968 days). The majority of cats did not have a clear underlying cause for developing a sialocele. The sublingual and mandibular salivary glands were presumed to be the most commonly affected. Mandibular and sublingual sialoadenectomy and/or marsupialization provided resolution of clinical signs to the 21 cats that underwent these procedures. Sialocele, although rare, should remain a differential diagnosis when managing cats with relevant clinical signs. Surgical intervention appears to offer resolution of signs with apparently low overall risk of complication or short-term recurrence. In cats it is necessary to evaluate whether sialoadenectomy is necessary, or whether marsupialization alone should be attempted as a less invasive first-line surgical intervention.

Purpose: Improving students' learning is dependent on students' participation, meaningfulness, and value of the teaching--learning process. This study explores students' learning experiences when undertaking the role of co-constructors and co- and self-regulators in a cooperative learning environment. Methods: The study included 110 school students aged between 15 and 18 years from four physical education preservice teachers' classes. Data were collected through student focus group interviews, a postteaching units' survey, students' class reflections, and the researcher's field notes. Results/Discussion: Data report that : (a) having access to learning goals and assessment criteria was essential for the co-construction and co- and self-regulation processes, (b) there is a positive reciprocal relationship between students' involvement in co-construction and co- and self-regulations, and (c) co-construction and co- and self-regulations were strengthened by students' involvement in cooperative learning and vice versa.

Research activity is one of the key professional learning needs noted by teacher educators working in higher education. The purpose of this study is to explore what research activities Chinese higher education-based physical education teacher educators (PETEds) prioritised and, in turn, expressed their aligned research-related professional learning needs. A sample of 15 Chinese higher education-based PETEds was interviewed. The results conveyed that Chinese PETEds had a strong desire to avail of research-related professional learning activities, with the majority prioritising peer-review publication. The motives for PETEds to be involved in research tend to be extrinsic to the individual and include pressures aligned to the evaluation of their academic position and institute requirements. PETEds who entered teacher education with a PhD were expected and supported to do research, while PETEds without a PhD requested opportunities to undertake a PhD abroad. While it was easier for PETEds to undertake collaborative research with a research group within their faculty/department, there was a lack of collaborative research external to the faculty/department as well as a lack of international collaboration.

We contend that the notion of critical friend is a legitimate consideration with respect to considering how to most effectively encourage professional relationships that support and enhance professional learning and development (PLD). This paper will firstly consider an overarching framework of professional relationships and define characteristics, roles and expected tasks of a critical friend, noting that the development of trust is central to both. The authors thread (where relevant) elements of PLD throughout the framework, before introducing the reader to a proposed dual-continuum model of critical friend roles and tasks in PLD. A scenario is then mapped for each of the four quadrants, displaying elements of a specific type of critical friend activity related to the defining characteristics of critical friend shared in the paper. The intention is to capture the nuances between multiple enactments of critical friend as well as informing a possible continuum of what constitutes operating as a critical friend supporting and enhancing PLD. The paper concludes with observations from the scenarios and future considerations for further exploration of critical friend roles, tasks, skills and behaviour.

There is a shift towards increased accountability and assessment in schools and this is echoed in an Irish context, with assessment a neglected area of study in teacher education programmes. The aim of this study is to explore teacher educators understanding of school-based assessment practices and how they prepare pre-service teachers to assess in schools. Interviews with a sample of teacher educators attached to 13 Irish teacher education programmes, residing in two associated higher education institutes, conveyed the policy implications of curriculum change, the need for assessment literacy professional development and the consideration of standalone assessment modules or an embedded approach to assessment in teacher education programmes.

Enacting Assessment for Learning (AfL) is challenging for teachers and even more for Preservice Teachers (PSTs). The support for those attempting to enact it has been considered insufficient and/or inadequate. This study aims to examine how positioning preservice teachers as practitioner researchers while belonging to a learning community can facilitate PSTs' enactment of AfL during their school placement. It draws on the triangulation of different qualitative data sources, e.g. focus group, researcher's field notes, testimonial survey, and school placement report, inquiring the practice of eight PSTs and the interaction within a learning community supported by a researcher, university supervisor and cooperating teachers. Despite belonging to the same learning community, PSTs struggle differently in embedding assessment in the learning experiences, including students, and facilitating students' understanding of feedback and the teaching-learning process. Teacher education programmes are prompted to consider how best to support PSTs enacting AfL practices.

Abstract Background Sarcoidosis is a heterogeneous granulomatous disease with no accurate biomarkers of disease progression. Therefore, we profiled and integrated the DNA methylome, mRNAs, and microRNAs to identify molecular changes associated with sarcoidosis and disease progression that might illuminate underlying mechanisms of disease and potential biomarkers. Methods Bronchoalveolar lavage cells from 64 sarcoidosis subjects and 16 healthy controls were used. DNA methylation was profiled on Illumina HumanMethylationEPIC arrays, mRNA by RNA-sequencing, and miRNAs by small RNA-sequencing. Linear models were fit to test for effect of sarcoidosis diagnosis and progression phenotype, adjusting for age, sex, smoking, and principal components of the data. We built a supervised multi-omics model using a subset of features from each dataset. Results We identified 1,459 CpGs, 64 mRNAs, and five miRNAs associated with sarcoidosis versus controls and four mRNAs associated with disease progression. Our integrated model emphasized the prominence of the PI3K/AKT1 pathway, which is important in T cell and mTOR function. Novel immune related genes and miRNAs including LYST, RGS14, SLFN12L, and hsa-miR-199b-5p, distinguished sarcoidosis from controls. Our integrated model also demonstrated differential expression/methylation of IL20RB, ABCC11, SFSWAP, AGBL4, miR-146a-3p, and miR-378b between non-progressive and progressive sarcoidosis. Conclusions Leveraging the DNA methylome, transcriptome, and miRNA-sequencing in sarcoidosis BAL cells, we detected widespread molecular changes associated with disease, many which are involved in immune response. These molecules may serve as diagnostic/prognostic biomarkers and/or drug targets, although future testing is required for confirmation.

Delivering physical education teacher education (PETE) programmes through online platforms has been proposed as an alternative (or complementary) to traditional in-person modes of learning. Focusing on empirical studies, this mixed studies review explores the use of online teaching and learning in PETE and synthesises literature published between 2010 and 2020. Fourteen studies met the inclusion criteria. A data-based convergent synthesis design is adopted. Pedagogies and technologies commonly used are examined. Studies using a blended approach to teaching and learning provide more detail about the pedagogies and technologies used than those studies using a fully online model. There is scant information regarding the principles underpinning the development and delivery of online PETE courses. We provide extensive insights into the key learning from the experiences of faculty and pre-service teachers who engage with online teaching and learning in PETE. Our findings suggest online instruction may suit particular students and facilitate a shift to independent learning. Teaching and learning in the online space can impact the development of relationships, both positively and negatively. Furthermore, constructivist pedagogies should be prioritised, alongside support for students and teacher educators to develop online learning competence. Our review highlights considerations for teacher educators engaging in online teaching and learning in PETE and implications for future research.

BackgroundMeasuring the incidence of HIV and hepatitis C virus (HCV) infection among people who inject drugs (PWID) is key to track progress towards elimination. We aimed to summarise global data on HIV and primary HCV incidence among PWID and associations with age and sex or gender.MethodsIn this systematic review and meta-analysis, we updated an existing database of HIV and HCV incidence studies among PWID by searching MEDLINE, Embase, and PsycINFO, capturing studies published between Jan 1, 2000, and Dec 12, 2022, with no language or study design restrictions. We contacted authors of identified studies for unpublished or updated data. We included studies that estimated incidence by longitudinally re-testing people at risk of infection or by using assays for recent infection. We pooled incidence and relative risk (RR; young [generally defined as ≤25 years] vs older PWID; women vs men) estimates using random-effects meta-analysis and assessed risk of bias with a modified Newcastle-Ottawa scale. This study is registered with PROSPERO, CRD42020220884.FindingsOur updated search identified 9493 publications, of which 211 were eligible for full-text review. An additional 377 full-text records from our existing database and five records identified through cross-referencing were assessed. Including 28 unpublished records, 125 records met the inclusion criteria. We identified 64 estimates of HIV incidence (30 from high-income countries [HICs] and 34 from low-income or middle-income countries [LMICs]) and 66 estimates of HCV incidence (52 from HICs and 14 from LMICs). 41 (64%) of 64 HIV and 42 (64%) of 66 HCV estimates were from single cities rather than being multi-city or nationwide. Estimates were measured over 1987-2021 for HIV and 1992-2021 for HCV. Pooled HIV incidence was 1·7 per 100 person-years (95% CI 1·3-2·3; I2=98·4%) and pooled HCV incidence was 12·1 per 100 person-years (10·0-14·6; I2=97·2%). Young PWID had a greater risk of HIV (RR 1·5, 95% CI 1·2-1·8; I2=66·9%) and HCV (1·5, 1·3-1·8; I2=70·6%) acquisition than older PWID. Women had a greater risk of HIV (RR 1·4, 95% CI 1·1-1·6; I2=55·3%) and HCV (1·2, 1·1-1·3; I2=43·3%) acquisition than men. For both HIV and HCV, the median risk-of-bias score was 6 (IQR 6-7), indicating moderate risk.InterpretationAlthough sparse, available HIV and HCV incidence estimates offer insights into global levels of HIV and HCV transmission among PWID. Intensified efforts are needed to keep track of the HIV and HCV epidemics among PWID and to expand access to age-appropriate and gender-appropriate prevention services that serve young PWID and women who inject drugs.FundingCanadian Institutes of Health Research, Fonds de recherche du Québec-Santé, Canadian Network on Hepatitis C, UK National Institute for Health and Care Research, and WHO.

The aim of this paper is to explore and provide an alternative theoretical viewpoint, informed by empirical studies, of the curriculum policy enactment process which spans across different curriculum policy spaces by drawing on figurational sociology. This paper constructs this alternative figurational viewpoint of the policy enactment process by drawing on curriculum policy and policy enactment literature. This viewpoint highlights how a curriculum policy can be (re-)interpreted, (re-)translated and (re-)enacted by multiple, interconnected and interdependent (face-to-face and non-face-to-face, recognised and unrecognised, past and present) relationships. We argue the need for agonistic dialogue between the stakeholders of the educational community and how his could lead to these stakeholders "working together" across curriculum policy spaces (e.g., curriculum development, teacher education, professional development) and on different aspects of 'doing' policy work. We encourage ourselves, and colleagues, to advocate for, support and provide evidence on the centrality of construction and enactment of curriculum policy in effective curriculum change.

In this study, we explore the extent to which service-learning (SL) can enhance the educational potential of sport education (SE), with a view to contributing to a positive transition for students from primary to secondary school. Seventeen teachers and 435 eleven- to sixteen-year-olds across five SE networks participated in this study, in which an SL experience was embedded in the SE season. All the networks included one intact group of secondary school students and between one and three intact groups of primary school students. The programme comprised between 18 and 21 physical education (PE) lessons for each secondary school group, and between 14 and 18 PE lessons for each primary school group. A total of 40 volunteer secondary school students (28 girls and 12 boys) performed the role of SL coordinators, coaching primary school students in several sessions. The data were obtained through focus groups with students and primary school teachers and interviews with secondary school teachers during and after the programme implementation. The results were analysed through the lens of situated learning. The integration of SE and SL has led both to legitimate peripheral participation and real participation in the community of practice, through the connection established by SE roles. SL reconfigures SE, allowing purposes that might be of significant educational relevance to be addressed, such as a positive transition from primary to secondary school. The secondary school students who acted as SL coordinators assumed their responsibilities to a greater degree than in previous SE seasons and gained a deeper understanding of the roles.

Examinable physical education (i.e. physical education as a certificate subject in a high-stakes environment) has distinctive forms of practical and theoretical knowledge, and the concept of 'integration' has been identified as a means to bridge such forms of knowledge. This paper explores how teachers interpret, translate, and enact curriculum policy, particularly the notion of 'integrated learning experiences', and how students respond to 'integrated learning experiences' in the Irish examinable physical education curriculum. Figurational sociology was used to locate the teachers and students in a web of interdependent relationships and conceptualise them as 'policy actors'. Through analysing a year-long data set of teacher and student qualitative data, this paper sheds light on how teachers and students 'do' policy work which we explicitly argue is influenced by the independencies within their figurations in the multi-layered policy enactment context. This paper contributes to our understanding of the policy enactment process and how teachers and students engage (or not) with the enactment of curriculum policy.

Background: Hypertension is one of the most common medical problems during pregnancy. Hypertensive disorders of pregnancy (HDP) increase the risk of premature cardiovascular disease (CVD) 2- to 4-fold within 10 years after delivery. Early health behaviour modifications may prevent or manage several cardiovascular risk factors. Importantly, compared with women without HDP, fewer women with HDP achieve national dietary guidelines to prevent CVD. This highlights an opportunity for programs tailored for women post-HDP to support their nutritional behaviours as a key component of postpartum CVD preventive care. This systematic review investigated the impacts of nutrition modifications on lowering measures of CVD risk after HDP. Methods: Four electronic databases (MEDLINE, EMBASE, CINAHL, Cochrane Library) were searched in October 2022 with a search strategy focused on nutrition programs/interventions and women post-HDP. Additional inclusion criteria were original research and reported outcome of CVD risk or cardiovascular risk factors. Results: Six studies were included: 4 experimental trials and 2 prospective cohort studies. Of the nutrition interventions, 4 were embedded within comprehensive health behaviour intervention programs. Outcome measures varied, but all studies reported blood pressure. A narrative synthesis found that the range of changes in blood pressure varied from no change to clinically meaningful change. Conclusions: This review found statistically nonsignificant yet clinically important improvements in measures of cardiovascular risk across a range of nutritional interventions in women after HDP. Further high-quality evidence is needed to inform the design and implementation of nutritional preventive cardiovascular care targeting this high CVD-risk population. Résumé: Contexte: L’hypertension est l’un des problèmes médicaux les plus fréquents durant la grossesse. Les troubles hypertensifs de la grossesse (THG) font augmenter le risque de maladies cardiovasculaires (MCV) prématurées de 2 à 4 fois dans les 10 années après l’accouchement. Des modifications précoces des comportements liés à la santé peuvent permettre de prévenir ou de prendre en charge plusieurs facteurs de risque cardiovasculaire. Notamment, par rapport aux femmes sans THG, moins de femmes atteintes de THG se conforment aux lignes directrices nationales en matière d’alimentation pour prévenir les MCV. D’où la possibilité qui s’offre aux programmes adaptés aux femmes post-THG d’encourager l’adoption de leurs comportements nutritionnels, une composante essentielle des soins de prévention des MCV dans la période du post-partum. La présente revue systématique visait à examiner les répercussions des modifications nutritionnelles sur la réduction des mesures du risque de MCV après les THG. Méthodes: En octobre 2022, nous avons effectué des recherches dans 4 bases de données électroniques (MEDLINE, Embase, CINAHL, Cochrane Library) au moyen d’une stratégie de recherche axée sur les interventions/programmes nutritionnels et les femmes post-THG. Les critères d’inclusion supplémentaires étaient la recherche initiale et les résultats signalés du risque de MCV ou des facteurs de risque cardiovasculaire. Résultats: Nous avons tenu compte de 6 études : 4 essais expérimentaux et 2 études de cohorte prospectives. Parmi les interventions nutritionnelles, 4 étaient intégrées aux programmes exhaustifs d’interventions sur les comportements liés à la santé. Les critères de jugement variaient, mais la pression artérielle était signalée dans toutes les études. Une synthèse narrative a permis de constater que l’étendue des changements dans la pression artérielle allait d’une absence de changement à des changements significatifs sur le plan clinique. Conclusions: Cette revue a permis de constater des améliorations non significatives sur le plan statistique, mais importantes sur le plan clinique des mesures du risque cardiovasculaire de différentes interventions nutritionnelles chez les femmes après les THG. D’autres données probantes de grande qualité sont nécessaires pour faciliter l’élaboration et la mise en œuvre de soins de prévention nutritionnelle des maladies cardiovasculaires visant cette population exposée à un risque élevé de MCV.

The purpose of this study was to explore the co-construction of an action research (AR) experience between a teacher educator and pre-service teachers (PSTs). Participants were six PSTs and a teacher educator who supervised their school placement. The teacher educator introduced the PSTs to, and facilitated them through, the AR process while creating an environment in which participation, co-construction, and shared investment were key elements across the group. A critical friend assisted the teacher educator to facilitate the PSTs' experience of AR. Data included (i) audio-taped weekly discussions between the teacher educator and PSTs, (ii) the teacher educator's field notes, (iii) audio-recorded weekly discussions between the teacher educator and critical friend, and (iv) semi-structured post-interviews with PSTs and the teacher educator. Data were analysed qualitatively using the constant comparison approach. Results indicated that the three crucial aspects of a co-constructed AR experience were: centrality of the critical friend, the teacher educator sharing her experiences of AR with PSTs, and creating of a collaborative and supportive learning environment across AR cycles. In conclusion, this study indicates that there needs to be a shift in the understanding of how best to support a shared learning space where we can discuss and encourage each other in co-constructive ways.

This study enacted and supported a scaffolding process to improve preservice teachers' (PSTs') assessment literacy as they experienced school placement. It is crucial to create opportunities that enhance PSTs' understanding of assessment literacy, helping them to reconsider conceptions previously developed as school students (socialisation experiences) and to gain an appreciation for the benefits assessment affords students in their learning. Assessment literate teachers can enact appropriate assessment practices that can improve students' learning and the teaching-learning process while providing opportunities for students to regulate their learning. Eight physical education PSTs working with the same university supervisor took part in the study. Data were collected through individual and focus group interviews, post-seminar reflections and testimonial surveys, researcher's field notes, and PSTs' school placement reports. This study highlighted that supportive, practical and critical participatory approaches are crucial to encourage PSTs to question and change their assessment conceptions, and to improve their assessment literacy. Results also showed that, despite struggling to avoid practicing what they experienced as school students (i.e. socialisation experiences), PSTs can alter their assessment understanding and practices to incorporate assessment for learning principles. Teacher educators are encouraged to consider how they can best acknowledge and address the pre-conceived assessment conceptions PSTs bring into these programmes.

Appreciating that a significant amount of assessment-related literature has focused on the 'what' of assessment (i.e. what to assess), 'the systematic use of assessment to improve learning remains the exception rather than the rule' [Wiliam, D. (2018). Assessment for learning: Meeting the challenge of implementation. "Assessment in Education: Principles, Policy & Practice," 25(6), 682-685]. This paper focuses on interrogating 'why' and 'how' assessment can be effectively embedded in the delivery of learning experiences. That is, assessment as a means to engage students in the learning process rather than as an add-on to the learning experience. Instructional (and constructivist) alignment provides a context to embedding assessment before introducing specific developments in physical education teacher education (PETE) that allow us to share implementation of assessment considerations, planning for embedded assessment and embedding assessment as a component of a PETE programme. Worked examples of embedding assessment are provided to convey what embedded assessment involves and looks like. Lessons learned from advocating for the practice of embedding assessment are shared.

The COVID-19 pandemic has encouraged many to engage with determining what is most effective in the realm of teaching and learning and how we can negotiate what we have done in the past with what makes sense for the future. In proposing a framework in which to encourage the community of physical education teacher educators to redefine physical education teacher education (PETE) practices, we argue that we need to start by revisiting, embedding and challenging Zeichner's [(1983). Alternative paradigms of teacher education. "Journal of Teacher Education," 34(3), 3-9] paradigms at a programmatic level. Drawing on Rink's [(1993). Teacher education: A focus on action. "Quest (Grand Rapids, Mich)," 45(3), 308-320] main thesis of considering the different philosophical orientations as complementary, and not competing ideologies, this paper is a response to the call of Carmi and Tamir [(2020). Three professional ideals: Where should teacher preparation go next? "European Journal of Teacher Education"] to improve strategies for blending paradigms in teacher preparation programmes, by providing some specific directions and reflective prompts for PETE programmes. We introduce the reader to the consideration that decisions made around the paradigms and the blending of paradigms across a programme may be essential to provide pre-service teachers (PSTs) with transformative experiences that enable their understanding of the different contexts and ontologies to succeed in their pedagogical and professional endeavours. We develop a double-pyramid approach evidencing how more than one paradigm of teacher education can co-exist to create a holistic and comprehensive plan to facilitate PETE. We convey that a programmatic structure with decisions around the paradigms and their blending, and how those might shape PSTs' educational experience will provide a starting point if teacher educators are to re-define PETE practices.

This study examines the professional learning and development (PLD) needs of Chinese university-based physical education teacher educators (PETEds) and their views about effective ways to address them. This is significant given the limited research exploring this group. A European-wide survey was translated and distributed in China, receiving 251 responses of PETEds from 28 provinces. We found that the majority of PETEds had a strong desire to undertake further PLD in three areas: subject knowledge and didactics with particular emphasis on professional training in specific types of sports, research related academic activities and institutional activities. They preferred formal learning programmes as well as international learning activities to address these needs. The cost of the activities was the most significant factor influencing their engagement. We recommend paying closer attention to the PLD needs of specific subject area groups of teacher educators.

Introduction: Effective teaching should demonstrate a match between what learners are intended to know and be able to do, the opportunities they receive to learn and practice, and how we assess for learning. In turn, this promotes more worthwhile and meaningful learning. The purpose of this paper is to add to the limited examples of practices that directly connect with the coherent alignment of learning outcomes, assessment and instructional practices in physical education teacher education (PETE) programmes. We do this by introducing instructional alignment as a practically plausible way in which to exemplify the coherent planning of learning outcomes, assessment and instruction. Methods: Using the backward design process to design aligned learning opportunities, three examples of how instructional alignment can be embedded in PETE modules are shared. These examples are drawn from our own practice in teacher education and have been implemented within our various teacher education programmes to assist pre-service teachers in the design of instructionally aligned lessons.Results and discussion: While we encourage using the backward design process to design aligned learning opportunities, the decisions made may be substantially different depending on the context and the learners. While each of the examples demonstrate instructional alignment, and are dependent on the context and the learners, three nuances within each are discussed -- alignment should support learning progression, clarity of success criteria and enhancing learning by embedding assessment into the learning experience/activity. Conclusion: Effectively embedding instructional alignment in PETE includes (i) buy-in from all programme faculty as to their understanding, and enactment, of instructional alignment as a central pillar of the module/programme, (ii) modelling good practice in supporting and delivering instructional alignment with pre-service teachers and (iii) encouraging pre-service teachers to embed instructional alignment in their planning, preparation and practices as beginning teachers.

In this study, we explore how Chinese teachers, who are involved in PETE programmes in universities, understand their professional identity and what specific factors influence their professional identity as teacher educators. Initially, a sample of 15 Chinese university teachers involved in PETE were interviewed and five follow up interviews were conducted. The results expressed that Chinese university teachers lacked an understanding of the term 'teacher educator.' Noting the diverse responsibilities and teaching to different groups of students, the majority of the participants perceived their professional identity more as university teachers than as teacher educators. One of the most significant factors positively impacting participants' professional identity as teacher educators was their level of interaction with pre-service teachers. There is a need for future research on the diverse work of university teachers involved in teacher education and how their multifaceted roles and responsibilities may influence professional identity as teacher educators.

Understanding the barriers to and facilitators of cancer screening programs among Indigenous populations remains limited. In the spirit of mutual respect, this co-led, collaborative project was carried out between the Métis Nation of Alberta and Screening Programs from Alberta Health Services (AHS). This scoping review assessed the cancer screening literature for available questionnaires and then identified themes and suitable questions for a Métis-specific cancer screening questionnaire. Literature searches on cervical, breast, and colorectal cancer screening programs and related concepts were conducted in electronic databases, including the Native Health Database, MEDLINE (Ovid), PsycINFO, PubMed, PubMed Central, CINAHL, MEDLINE (Ebsco), Psychology & Behavioral Sciences Collection, and Web of Science. Grey literature was collected from AHS Insite, Open Archives Initiative repository, American Society of Clinical Oncology, European Society of Medical Oncology, Google, and Google Scholar. 135 articles were screened based on the eligibility criteria with 114 articles selected, including 14 Indigenous-specific ones. Knowledge, attitude, belief, behaviour, barrier, and facilitator themes emerged from the review, but no Métis-specific cancer screening instruments were found. Thus, one was developed using existing cancer screening instruments, with additional questions created by the project team. A survey of the Métis population in Alberta will use this questionnaire and provide data to address the burden of cancer among Métis people.

In a time of increasing threats to bumble bees (Hymenoptera: Apidae: Bombus), it is important to understand their ecology and distribution. As experts are limited in resources to conduct field surveys, there is potential for community scientists to help. The Bumble Bee Watch (BBW) community science program involves volunteers taking photos of bumble bees in Canada and the USA and submitting them, along with geographic and optional plant information, to a website or through an app. Taxon experts then verify the bee species identification. The Bumble Bees of North America database (BBNA) stores data (no photographs) collected and identified by more traditional scientific methods over the same range. Here we compared BBW data to BBNA data over all years and just 2010-2020 to understand the scientific contribution of community scientists to the state of the knowledge about native bumble bees. We found that BBW had similar geographic and species coverage as BBNA. It had records from all 63 provinces, states, and territories where bumble bees occur (including four more than BBNA in 2010-2020), and represented 41 of the 48 species in BBNA (with ten more species than BBNA in 2010-2020). While BBW contributed only 8.50% of records overall, it contributed 25.06% of all records over 2010-2020. BBW confirmed the persistence of species and identified new locations of species, both inside and outside of the previously known extent of occurrences. BBW also contributed a wealth of ecological information, such as unique plant genera and species data for almost all the bee species. Thus, while BBW had fewer bee records than the BBNA database overall, it helped to fill in data gaps and provided novel information, complementing the traditional methods. This community science program is valuable in helping to inform conservation management for bumble bee species.

Purpose: The purpose of this study was to establish any difference in terms of game performance and game involvement using Sport Education (SE) or a combined use of SE and Teaching Games for Understanding (TGfU). In a bid to facilitate future implementation of these models, the study provides a rich description of the pedagogies arising during both interventions. Method: The participants were 85 fourth- and fifth-grade students (aged 9-11) from four physical education classes within one elementary school. The content was a 15-lesson season of basketball taught through the principles of SE or a combined use of SE and TGfU. The game performance assessment instrument was used in a systematic observation of video recordings of students' game behavior. Results: In terms of decision making, support, overall game performance, and game involvement, a combined use of SE and TGfU unit overtakes the scores in SE. Conclusions: There is evidence that supporting the use of combined models in the physical education context can improve students' game performance and game involvement.

Abstract Background Government policy can promote physical activity (PA) as part of a multilevel systems-based approach. The Physical Activity Environment Policy Index (PA-EPI) is a monitoring framework which assesses the implementation of government policy by drawing on the experience of national stakeholders. This study is the first to assess the extent of policy implementation in the Republic of Ireland using the PA-EPI tool, and to provide information on how policy implementation can be improved, with the intention of maximizing its impact on population levels of PA. Methods This mixed-methods research study, comprising eight steps, was carried out in 2022. Information documenting the evidence for implementation of PA policy, across all 45 PA-EPI indicators, was collected via systematic document analysis, and validated via survey and interview with government officials. Thirty-two nongovernment stakeholders rated this evidence on a five-point Likert scale. Aggregated scores were reviewed by stakeholders who collectively identified and prioritized critical implementation gaps. Results Of the 45 PA-EPI indicators, one received an implementation rating of ‘none/very little’, 25 received a rating of ‘low’ and 19 received a ‘medium’ rating. No indicator was rated as fully implemented. The indicators that received the highest level of implementation related to sustained mass media campaigns promoting PA and PA monitoring. Ten priority recommendations were developed. Conclusions This study reveals substantial implementation gaps for PA policy in the Republic of Ireland. It provides recommendations for policy action to address these gaps. In time, studies utilizing the PA-EPI will enable cross-country comparison and benchmarking of PA policy implementation, incentivizing improved PA policy creation and implementation.

Problems associated with recognising and reporting domestic and family violence (DFV) have been well established. Challenges around DFV service provision have been addressed by considering particular types of place, typically metropolitan or rural and remote areas. This article examines DFV services from the perspective of service providers in a regional area around 100 kilometres south of Sydney. In this context, DFV service providers reflected on the barriers and challenges of providing services to two target communities: challenges that were representative of nationwide service experiences but exacerbated by specific regional characteristics. Their experiences suggest that competitive, short-term and innovation-focused funding streams have contributed to a siloed service landscape that clients struggle to navigate. Greater attention to service integration would address many of these challenges.

Introduction Epilepsy is one of the most common neurological conditions worldwide. Despite many antiseizure medications (ASMs) being available, up to one-third of patients do not achieve seizure control. Preclinical studies have shown treatment with sodium selenate to have a disease-modifying effect in a rat model of chronic temporal lobe epilepsy (TLE).Aim This randomised placebo-controlled trial aims to evaluate the antiseizure and disease-modifying effects of sodium selenate in people with drug-resistant TLE.Methods This will be a randomised placebo-controlled trial of sodium selenate. One hundred and twenty-four adults with drug-resistant TLE and ≥4 countable seizures/month will be recruited. Outcomes of interest will be measured at baseline, week 26 and week 52 and include an 8-week seizure diary, 24-hour electroencephalogram and cognitive, neuropsychiatric and quality of life measures. Participants will then be randomised to receive a sustained release formulation of sodium selenate (initially 10 mg three times a day, increasing to 15 mg three times a day at week 4 if tolerated) or a matching placebo for 26 weeks.Outcomes The primary outcome will be a consumer codesigned epilepsy-Desirability of Outcome Rank (DOOR), combining change in seizure frequency, adverse events, quality of life and ASM burden measures into a single outcome measure, compared between treatment arms over the whole 52-week period. Secondary outcomes will compare baseline measures to week 26 (antiseizure) and week 52 (disease modification). Exploratory measures will include biomarkers of treatment response.Ethics and dissemination The study has been approved by the lead site, Alfred Hospital Ethics Committee (594/20). Each participant will provide written informed consent prior to any trial procedures. The results of the study will be presented at national and international conferences, published in peer-reviewed journals and disseminated through consumer organisations.Conclusion This study will be the first disease-modification randomised controlled trial in patients with drug-resistant TLE.Trial registration number ANZCTR; ACTRN12623000446662.

The focus of this study was to explore teacher educators' experiences as they prepared preservice teachers to implement a new physical education curriculum, and to identify their professional needs to support this work. Individual interviews were conducted with 14 teacher educators who taught in a physical education teacher education (PETE) programme. Data were analysed in the spirit of grounded theory [Mordal-Moen & Green, 2014. Neither shaking nor stirring: A case study of reflexivity in Norwegian physical education teacher education. "Sport, Education and Society," 19(4), 415-434]. Time to engage with curriculum, space to come together, leadership to manage the process, and opportunities to meet together in a professional capacity were identified as important for implementation of curriculum change in the PETE programme.

Widely held traditional policy perspectives within physical education, and the linear and top-down assumptions about policy processes associated with them, arguably limit the perceivable scope of policy engagement possibilities, particularly for front-line policy actors. To illuminate this assertion, we utilised the revelatory incident technique. We present co-constructed narratives of key incidents through which some members of our group of physical education stakeholders shifted from holding more traditional to more complex policy perspectives. Our analysis of these revelatory incident narratives illustrates how complex policy perspectives, which emphasise the messy, unpredictable, and multi-directional nature of policy processes, arguably allow for an expanded view of how policy processes can be engaged with by all physical education policy actors, especially those on the front-line.