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Consumerist views have increased in English higher education. At the same time, the wellbeing of university students is of growing concern. Some research suggests that consumerist views amongst students link to lower wellbeing and achievement. This prompted the current paper which speculates that the concept of autonomy (as depicted in self-determination theory) might provide a useful lens through which to analyse consumerist attitudes in UK higher education and their possible effects on students. Self-determination theory posits that people are fulfilled and have optimal motivation when their basic needs for competence, relatedness and autonomy are met. These three basic needs are complementary. Each could provide a lens for examining the facilitators or barriers to optimal motivation within higher education. This paper focuses on autonomy and explores possible links between a consumerist orientation and student wellbeing and achievement in English universities. Using self-determination theory, autonomy-enhancing ways of framing policy and managing the student experience and teaching and learning are outlined. The concept of autonomy offers a useful framework for potential enhancement of student motivation and wellbeing at policy, institutional and programme levels. Further empirical work could usefully explore and refine the hypotheses advanced.

In this article, we reflect on the role of heartache during the first 2 years of The LGBTQ+ Intergenerational Dialogue Project. The project--a partnership between an LGBTQ+ community center, an art and design college, and a public research university--brings together racially, socioeconomically, and gender diverse cohorts of LGBTQ+ young (18-26 years old) and older adults (62-81) for dialogue, creative collaboration, and shared dinners. The project was conceived as a collaborative ethnographic pedagogical experiment in which participants became partners in research, education, and community formation. We quickly realized that heartache would be central to our journey together, as we navigated this rare opportunity for LGBTQ+ intergenerational contact. Grief, anger, and pain generated through interactions between LGBTQ+ people can be surprising, and especially weighty, components of Queer Battle Fatigue. It is necessary, we argue, to explore the heartache we experience within queer spaces as a pedagogical tool with which to strengthen queer communities.

In this commentary, we support and expand the framework of vicarious memory presented by Pillemer et al. (2024) by refracting it through the prism of an lesbian, gay, bisexual, transgender, queer/questioning, and more identities (LGBTQ+) intergenerational community project—a community project that places storytelling at its heart. By doing this, we queer Pillemer et al.'s model and argue that opening channels for storytelling is uniquely important for LGBTQ+ communities. Given that LGBTQ+ generations have, for an array of reasons, been kept apart from each other, our community project brings to light important issues around access to vicarious memory. We consider this lack of access a form of epistemic injustice that we, as community-engaged scholars, seek to understand and resist. Building on Pillemer et al.'s proposals, our LGBTQ+ community project invites questions about the impact of vicarious memory at different developmental stages, the possible detriments of transmitting maladaptive narratives, and the potential impacts of vicarious traumatization. [ABSTRACT FROM AUTHOR]

The College of Policing has stated its intention to have policing recognised as a profession. In pursuit of this ambition, they have created a Code of Ethics and introduced a graduate entry requirement for new recruits. These changes reflect common features of established professions such as medicine and the law. Another common feature of established professions is an established body of knowledge that informs professional practice. The College has developed a Crime Reduction Toolkit as the genesis of a knowledge base for policing. The evidence presented on the toolkit is generally based on random control trials and their systematic review. While this is accords with the evidence-based approach supported by the College and others it has been criticised as being too quantitative. Some commentators have argued that it overlooks the qualitative approaches such as ethnography which have been the traditional research approach to the study of policing and ignores the voice of practitioners. It is generally accepted that to date research has had little impact on policing practice. This article argues for the adoption of a pragmatic philosophical framework for the development and application of a professional knowledge-based for policing. Pragmatic philosophy would facilitate the incorporation of both qualitative and quantitative research into the creation of a knowledgebase. Furthermore, pragmatism is an action-oriented philosophy that accords with the College of Policing's 'what works' agenda, and would not only accommodate practitioner research but provides a structure for changes to current practices that are needed if the police are to become a profession [ABSTRACT FROM AUTHOR]

Although nonmalignant stromal cells facilitate tumor growth and can occupy up to 90% of a solid tumor mass, better strategies to exploit these cells for improved cancer therapy are needed. Here, we describe a potent MMAE-linked antibody-drug conjugate (ADC) targeting tumor endothelial marker 8 (TEM8, also known as ANTXR1), a highly conserved transmembrane receptor broadly overexpressed on cancer-associated fibroblasts, endothelium, and pericytes. Anti-TEM8 ADC elicited potent anticancer activity through an unexpected killing mechanism we term DAaRTS (drug activation and release through stroma), whereby the tumor microenvironment localizes active drug at the tumor site. Following capture of ADC prodrug from the circulation, tumor-associated stromal cells release active MMAE free drug, killing nearby proliferating tumor cells in a target-independent manner. In preclinical studies, ADC treatment was well tolerated and induced regression and often eradication of multiple solid tumor types, blocked metastatic growth, and prolonged overall survival. By exploiting [TEM8.sup.+] tumor stroma for targeted drug activation, these studies reveal a drug delivery strategy with potential to augment therapies against multiple cancer types., Introduction Antibody-based drugs are revolutionizing cancer therapy. Because of their exquisite specificity, mAbs are uniquely suited for rationally designed cancer therapies, providing highly selective drugs with reduced toxicities. Although antibodies [...]

Author(s): Louise Carter [1]; Dominic G Rothwell [1]; Barbara Mesquita [1]; Christopher Smowton [1]; Hui Sun Leong [2]; Fabiola Fernandez-Gutierrez [1]; Yaoyong Li [3]; Deborah J Burt [1]; Jenny Antonello [...]

Approaches consistent with a Response to Intervention (RTI) framework are becoming increasingly prominent. The present study is a preliminary investigation aimed at gaining a greater understanding of educators' knowledge of RTI and application of RTI principles. It serves as the first step toward understanding educators' preparation to implement these mandated changes. Educators (308) completed an online study to assess their knowledge of tasks inherent in RTI procedures. Respondents were asked to rate their familiarity with RTI principles. Then, respondents were asked to interpret graphical data that were consistent with RTI screening and progress monitoring approaches. Overall, results indicated that the majority of educators perceived themselves as having the knowledge to implement RTI practices. However, when asked to apply RTI-consistent principles, not all were successful. Specifically, school psychologists were better at interpreting and making decisions based on graphical data relative to general and special education teachers. There may be a disconnect between the expectations inherent in an RTI model and teachers' ability to meet these expectations. School psychologists may be positioned to support teachers in this area. The implications of these results for implementing RTI practices and developing professional development programs for general and special educators in elementary schools are discussed.

Small-cell lung cancer (SCLC), an aggressive neuroendocrine tumor with early dissemination and dismal prognosis, accounts for 15-20% of lung cancer cases and ~200,000 deaths each year. Most cases are inoperable, and biopsies to investigate SCLC biology are rarely obtainable. Circulating tumor cells (CTCs), which are prevalent in SCLC, present a readily accessible 'liquid biopsy'. Here we show that CTCs from patients with either chemosensitive or chemorefractory SCLC are tumorigenic in immune-compromised mice, and the resultant CTC-derived explants (CDXs) mirror the donor patient's response to platinum and etoposide chemotherapy. Genomic analysis of isolated CTCs revealed considerable similarity to the corresponding CDX. Most marked differences were observed between CDXs from patients with different clinical outcomes. These data demonstrate that CTC molecular analysis via serial blood sampling could facilitate delivery of personalized medicine for SCLC. CDXs are readily passaged, and these unique mouse models provide tractable systems for therapy testing and understanding drug resistance mechanisms., Improved treatment outcomes for patients with SCLC require new approaches to interrogate the biology and genetics of this disease, appropriate methods to investigate resistance to current chemotherapy and tractable, patient-derived, [...]

Courseware was developed to facilitate knowledge transfer between lecture and laboratory for general chemistry at the University of Notre Dame (Indiana). One project uses a tutorial strategy. Another uses tool-based courseware for modeling and manipulation of simulated representations of chemical systems; worksheets guide student use of courseware tools and emphasize the relationship of lecture content and laboratory experiments. (Author/MSE)