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ObjectivesTo identify predictors of early artificial sphincter (AUS) erosion among a cohort of men with erosion, who underwent AUS placement by either university or community-based surgeons.MethodsThe records of all patients with AUS erosions, including men who underwent AUS placement at outside facilities, were retrospectively reviewed. A Cox proportional-hazards model for time to erosion was performed with the predictors being the components of a fragile urethra (history of radiation, prior AUS, prior urethroplasty), androgen deprivation therapy (ADT), trans-corporal (TC), and 3.5 cm cuff, controlling for other risk factors. Kaplan-Meier survival curves and log-rank test compared "fragile" urethras with "not fragile" urethras. All statistical analysis was done using R version 3.5.2.ResultsOf the 156 men included, 36% had undergone AUS placement in the community. Median time to erosion was 16.0 months (1.0-240.0 months), and 122 (78%) met at least one fragility criteria. Radiation (HR 2.36, 95% CI 1.52-3.64) and prior urethroplasty (HR 2.12, 95% CI 1.18-3.80) were independently associated with earlier time to erosion. The Kaplan-Meier estimates demonstrate 1- and 5-year survival rates of 76.5% and 50.0%, respectively, for "non-fragile" and 44.1% and 14.8% for "fragile" urethras (P < .0001).ConclusionIn a diverse cohort of men with AUS erosion, men with "fragile" urethras eroded sooner. Radiation and prior urethroplasty were independent risk factors for earlier time to erosion, but prior AUS, ADT, TC and 3.5 cm cuff were not.

Museum-based settings such as zoos provide a unique opportunity to engage educators in professional development opportunities. For instance, zoo settings can provide professional development opportunities focused on facilitating learning through a lens of conservation action to promote sustained action by teachers and their students. In this paper, we present an overview of a new zoo-based teacher professional development program designed to develop educators’ connections with wildlife and experiences with conservation actions. The program specifically aligns to the CARE framework for conservation education that addresses limitations of prior models for moving individuals from caring about wildlife to taking action to protect wildlife. We present results from two implementations of this professional development program with 21 teachers. The implications of these findings are discussed with reference to the value of action-based frameworks for guiding zoo-based teacher professional development and empowering educators to facilitate learning through a conservation lens to promote conservation action. [ABSTRACT FROM AUTHOR]

Adolescent internet usage is incredibly prevalent, marking a need for educational support as they navigate online texts. As online texts are prone to bias and misinformation, it is important to fully understand how young people conceptualize this information and where they need support. These texts may also contain harmful messages, particularly for typically marginalized groups. Higher levels of literacies related to online media consumption have been shown to mitigate these negative effects, and may help to limit bias and increase criticality. Researchers have illuminated underlying processes surrounding online text comprehension, though research is limited on these processes in authentic spaces. Utilizing think-aloud, focus group, and observational data, the present study seeks to understand adolescent online research and information-seeking skills, providing implications for literacy educators and curriculum developers. [ABSTRACT FROM AUTHOR]