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In Ontario, Canada, principals' work is guided by competencies outlined in the Ontario Leadership Framework which reflect the leadership skills and behaviours needed to successfully lead schools, improve student achievement and well-being. The problem is that this document largely ignores equity and anti-oppressive leadership behaviours. The Toronto District School Board (TDSB), created an addendum to this document, introducing the notion of equity as a leadership competency. Other documents of this nature have emerged in multiple systems in Ontario in response to the increasing need to provide guidance to principals about how to engage equity work. The challenge is the gap between the competencies on the page and the actions taken in schools. There is little guidance around how to make these competencies actionable. This paper engages a discourse analysis of the TDSB's equity as a leadership competency document resulting in the creation of a model for equitable action. A focus on action-oriented language used in each competency revealed three overarching themes: development of self, building, connecting, and creating, and accountability. The model is intended to be used as a decision-making tool to help leaders ask the right questions and guide their thinking towards equitable action and the disruption of the status quo. Critical Race Theory and notions of critical hope inform this work to ensure that the model is well positioned to guide leaders towards actionable and transformative change.

Friendships are important for the mental well-being of emerging adults. Socially prescribed perfectionism, where individuals feel pressured to be perfect by others, can be destructive, leading to conflict with others, depressive symptoms, and problematic drinking. However, its impact on friendships is not well-explored. This study examined 174 emerging adult friendship dyads using a 4-wave, 4-month dyadic design. Data were analyzed using longitudinal actor-partner interdependence models. Using a novel friend-specific measure of socially prescribed perfectionism, we found that an individual's perceived expectation to be perfect from a friend was positively associated with increased conflict between friends, as well as with higher levels of depressive symptoms and problematic drinking in the individual. Findings lend credence to longstanding theoretical accounts and case histories suggesting socially prescribed perfectionism leads to harmful individual and relational outcomes and extends them to the specific context of friendships.

Indirect Drive Inertial Confinement Fusion Experiments on the National Ignition Facility (NIF) have achieved a burning plasma state with neutron yields exceeding 170 kJ, roughly 3 times the prior record and a necessary stage for igniting plasmas. The results are achieved despite multiple sources of degradations that lead to high variability in performance. Results shown here, for the first time, include an empirical correction factor for mode-2 asymmetry in the burning plasma regime in addition to previously determined corrections for radiative mix and mode-1. Analysis shows that including these three corrections alone accounts for the measured fusion performance variability in the two highest performing experimental campaigns on the NIF to within error. Here we quantify the performance sensitivity to mode-2 symmetry in the burning plasma regime and apply the results, in the form of an empirical correction to a 1D performance model. Furthermore, we find the sensitivity to mode-2 determined through a series of integrated 2D radiation hydrodynamic simulations to be consistent with the experimentally determined sensitivity only when including alpha-heating.

Research has shown that e-learning games do not have the same level of appeal to girls, as they do to boys; particularly in the crucial 11-14 age group. In the United Kingdom, this is typically when they start to make subject choices that impact their future studies and careers. Given the shortage of females who choose computer science as a career, this study explores how e-learning games can be designed to be motivationally appealing to young learners. It further explores the role of game representations and its appeal to this age group. This empirical study addresses the research question: "Can we develop e-learning games which appeal and motivate girls of age 11-14 to study computer science concepts?" Two e-learning games were developed: one included game representations such as game colour, graphics, character, age appropriateness, storyline, number of players, violence, identified as appealing to young females and the other game included antithetical or neutral representations. The two developed prototypes were used to explore key e-learning game representations as used to teach computer science concepts. A total of 304 participants, comprising of 152 girls and 152 boys from a combination of same sex and mixed secondary schools in Southeast England, engaged with both experimental games. The experiment also elicited information on how learners interact with these games and the resulting game appeal, motivation and learning. The insight gained from the analysis of data captured during the experiments, provide the evidence to demonstrate that inclusive e-learning games which motivate and appeal to girls of age 11-14 can be developed. This can have a positive influence on their willingness to use such games to learn computer science concepts. This implies that the study found positive outcomes related to e-learning game appeal, motivation and the learning of girls of this age group. A follow-up longitudinal study could investigate the impact of significant e-learning game representations that appeal to the target group. This could provide additional evidence on the changes in the appeal of the investigated significant game representations over time, due to the influence of other factors such as socio-economic and socio-cultural differences. This understanding can further enhance inclusive e-learning strategies to improve diversity in computer science education and consequently the career pipeline.

The pandemic of 2020 frequently necessitated that offshore school teachers continue their instruction of Chinese children in the online format rather than face-to-face back in China; a so-called emergency remote teaching response. A required change in pedagogy accompanied a range of challenges in an effort to offer quality education to English as a Second Language (ESL) students. During the fall 2020-2021 academic year, a sample of 25 teachers and 3 principals provided feedback on those inherent challenges in a mixed method study consisting of surveys, interviews, and focus groups. Factors that impacted the delivery were identified in broad categories of teacher lifestyle, hindrances with technology, teaching practice, and pedagogical support. The findings were unique in that 1) they were nested in a response to a difficult context as opposed to a carefully planned online instruction and 2) second language students constituted a different learning cohort. This work further adds to the literature by suggesting that cognitive load, self-regulation, and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated. This work further adds to the literature by suggesting that cognitive load, self-regulation and attentional literacy deserve careful consideration when contexts of ESL learning with technology are implicated.

The across-shore transport of meroplanktonic larvae is predominantly driven by coastal physical processes, resulting in episodic recruitment of benthic species. Historically, due to the sampling challenges associated with resolving these advective mechanisms across the continental shelf, relevant components of larval transport have been difficult to isolate and understand. We use three-dimensional temperature and velocity data from an array of 29 moorings to identify fundamental physical processes that could have generated successful across-shore transport and settlement of meroplankton. The dense spatial and temporal sampling from this array allows us to use Lagrangian particle tracking to estimate the influences of wind conditions and the internal tide on the across-shore transport of planktonic larvae. Settlement was found to be episodic at all depths studied. Above mid-water, modeled larvae were successfully transported onshore by the internal tide during wind relaxations. Surprisingly, abundant pulses of shallow-water larvae were supplied to the coast on occasions when strong, upwelling-favorable winds (> 4 m s−1) drove offshore-flowing surface waters, revealing a complex, potentially topographically influenced flow. These intense upwelling-favorable winds also contributed to subsurface onshore flows that created large pulses of larval settlement in deeper waters (> 20 m). Our analyses from this highly resolved data set provide novel insights into the interactions of physical drivers in creating episodic pulses of coastal larval recruitment.

Plant growth requires the integration of internal and external cues, perceived and transduced into a developmental programme of cell division, elongation and wall thickening. Mechanical forces contribute to this regulation, and thigmomorphogenesis typically includes reducing stem height, increasing stem diameter, and a canonical transcriptomic response. We present data on a bZIP transcription factor involved in this process in grasses. Brachypodium distachyon SECONDARY WALL INTERACTING bZIP (SWIZ) protein translocated into the nucleus following mechanostimulation. Classical touch-responsive genes were upregulated in B. distachyon roots following touch, including significant induction of the glycoside hydrolase 17 family, which may be unique to grass thigmomorphogenesis. SWIZ protein binding to an E-box variant in exons and introns was associated with immediate activation followed by repression of gene expression. SWIZ overexpression resulted in plants with reduced stem and root elongation. These data further define plant touch-responsive transcriptomics and physiology, offering insights into grass mechanotranduction dynamics.

An 18-month deployment of moored sensors in Iceland Basin allows characterization of near-inertial (frequencies near the Coriolis frequency f with periods of ~14 h) internal gravity wave generation and propagation in a region with an active mesoscale eddy field and strong seasonal wind and heat forcing. The seasonal cycle in surface forcing deepens the mixed layer in winter and controls excitation of near-​inertial energy. The mesoscale eddy field modulates near-inertial wave temporal, horizontal, and vertical scales, as well as propagation out of the surface layer into the deep permanent pycnocline. Wind-forced near-inertial energy has the most active downward propagation within anticyclonic eddies. As oceanic surface and bottom boundaries act to naturally confine the propagation of internal waves, the vertical distribution of these waves can be decomposed into a set of “standing” vertical modes that each propagate horizontally at different speeds. The lowest modes, which propagate quickly away from their generation sites, are most enhanced when the mixed layer is deep and are generally directed southward.

Background: Fear of negative evaluation, defined as a sense of dread associated with being unfavorably evaluated in a social situation, is the primary factor underlying student anxiety in college science courses and is disproportionately experienced by students who are underserved in science. Yet, it is unknown why fear of negative evaluation disproportionately affects these students and what can be done to reduce student fear of negative evaluation. Academic social comparison describes how students perceive themselves compared to their peers with regard to desirability as a groupmate, the extent they fit in among others in their major, and academic talent. We hypothesize that academic social comparison mediates the relationship between student identities and fear of negative evaluation, where individuals with underserved identities in science may perceive themselves as "less than" their peers, contributing to their fear of negative evaluation. We surveyed 909 undergraduate science majors across 15 research-intensive institutions in the United States (U.S.) to assess: (1) To what extent do student identities predict fear of negative evaluation among science undergraduates? and (2) For identities that significantly predict fear of negative evaluation, to what extent does academic social comparison mediate the relationship? We used regression, single-mediator models, and multi-mediator models to address our research questions. Results: Women/non-binary and LGBTQ + science majors reported disproportionately high fear of negative evaluation compared to men and non-LGBTQ + science majors. Women/non-binary and LGBTQ + students also expressed lower academic social comparison relative to their respective counterparts, meaning they perceive themselves as less than their peers with regard to their desirability as a groupmate, the extent to which they fit in among others in their major, and their academic talent. Academic social comparison partially mediated the relationship between fear of negative evaluation and both gender and LGBTQ + status. Major fit, defined as the extent to which students perceive they fit in among others in their major, was found to be the primary mediating subconstruct of academic social comparison for both gender and LGBTQ + identities. Conclusions: Women/non-binary and LGBTQ + science majors perceive themselves as less than their peers to a greater extent than men and non-LGBTQ + science majors, contributing to their higher fear of negative evaluation in college science course. Major fit, defined as the extent to which students feel they fit in with others in their major, is the subconstruct of academic social comparison that had the strongest influence on fear of negative evaluation in our sample. Academic social comparison is a promising target for future efforts aimed at decreasing fear of negative evaluation in active learning college science courses.

Inclusive teaching places importance on teachers providing opportunities for students to have some input in their learning, and this is often referred to in the literature as student voice; with Article 12 of the Convention on the Rights of the Child typically used to justify this practice. However, student voice is defined and implemented differently by teachers and researchers. This paper seeks to position student voice within the inclusive teaching approach of differentiated instruction. This qualitative study features the voices and perspectives of Australian primary school students (aged between 11 and 12 years) on student voice and their teachers' responsiveness to this consultation for one unit of work. Data collection included an end of unit survey and focus group interviews. Two themes were identified through thematic analysis: student choice and engagement. Overall, the students in this study expressed that they want more voice and choice in their learning in the future. With increasing expectations on teachers to differentiate instruction in response to the diverse needs of students, teachers may consider adopting voice-inclusive practice to inform planning and adopt more participatory pedagogy.

Enacting Anti-Racist and Activist Pedagogies in Teacher Education: Canadian Perspectives By Ardavan Eizadirad, Zuhra Abawi, and Andrew B. Campbell. Canadian Scholars, 2023, 300 pages ISBN: 9781773383507 The word equity has [...]

Purpose: This scoping review with expert insight aims to map outcome measures following supercharged end-to-side anterior interosseous nerve to ulnar nerve transfer procedures, integrating clinical, patient-reported, and electrodiagnostic measures. It also explores surgical rationale and recovery trajectories, aiming to standardize methodologies and enhance patient care in nerve transfer surgeries. Methods: Our search encompassed multiple online databases, including MEDLINE, Embase, PubMed, and Google Scholar, ensuring rigor and comprehensiveness in identifying relevant literature. Results: Through scrutiny of 17 studies involving 300 patients from 300 articles, along with expert consultations on supercharged end-to-side nerve transfer for ulnar nerve entrapment, promising outcomes emerge, particularly in cubital tunnel syndrome. Primary measures such as Medical Research Council scale assessments and Disabilities of the Arm, Shoulder, and Hand scores demonstrate notable postsurgery improvements, with minor complications noted. Factors influencing recovery include preoperative dysfunction duration and surgical technique. Surgery indications prioritize high ulnar nerve injuries and severe cubital tunnel syndrome. Conclusions: The review highlights the importance of standardized outcome measures, early intervention, and comprehensive rehabilitation for optimizing supercharged end-to-side anterior interosseous nerve to ulnar nerve transfer outcomes. Type of study/level of evidence: Therapeutic IIIa.

Abstract Background Mass Casualty Incidents are rare but can significantly stress healthcare systems. Functional Resonance Analytical Methodology (FRAM) is a systematic approach to model and explore how complex systems adapt to variations and to understand resilient properties in the face of perturbations. The aim of this study was to use FRAM to create a model of a paediatric trauma system during the initial response to the Manchester Arena Attack to provide resilience-based insights for the management of future Mass Casualty Incidents (MCI). Methods Qualitative interviews in the immediate aftermath of a terrorist bombing, were followed up with further in-depth probing of subject matter experts to create a validated and verified FRAM model. This model was compared with real incident data, then simplified for future studies. Results A Work As Imagined (WAI) model of how a paediatric emergency department provided resilient healthcare for MCI patients from reception and resuscitation to definitive care is presented. A focused model exploring the pathway for the most severely injured patients that will facilitate the simulation of a myriad of potential emergency preparedness resilience response scenarios is also presented. Conclusions The systematic approach undertaken in this study has produced a model of a paediatric trauma system during the initial response to the Manchester Arena Attack, providing key insights on how a resilient performance was sustained. This modelling may provide an important step forward in the preparedness and planning for future MCIs.