Circulating microRNAs for Early Diagnosis of Ovarian Cancer:A Systematic Review and Meta-Analysis

In this study, we conducted a systematic review and meta-analysis to summarize and evaluate the global research potential of different circulating miRNAs as an early diagnostic biomarker for OC. A systematic literature search for relevant studies was conducted in June 2020 and followed up in November 2021. The search was conducted in English databases (PubMed, ScienceDirect). The primary search resulted in a total of 1887 articles, which were screened according to the prior established inclusion and exclusion criteria. We identified 44 relevant studies, of which 22 were eligible for the quantitative meta-analysis. Statistical analysis was performed using the Meta-package in Rstudio. Standardized mean differences (SMD) of relative levels between control subjects and OC patients were used to evaluate the differential expression. All studies were quality evaluated using a Newcastle-Ottawa Scale. Based on the meta-analysis, nine miRNAs were identified as dysregulated in OC patients compared to controls. Nine were upregulated in OC patients compared to controls (miR-21, -125, -141, -145, -205, -328, -200a, -200b, -200c). Furthermore, miR-26, -93, -106 and -200a were analyzed, but did not present an overall significant difference between OC patients and controls. These observations should be considered when performing future studies of circulating miRNAs in relation to OC: sufficient size of clinical cohorts, development of consensus guidelines for circulating miRNA measurements, and coverage of previously reported miRNAs.</p

Circulating microRNA as Biomarkers for Gestational Diabetes Mellitus—A Systematic Review and Meta-Analysis

Gestational diabetes mellitus (GDM) is a severe pregnancy complication for both the woman and the child. Women who suffer from GDM have a greater risk of developing Type 2 diabetes mellitus (T2DM) later in life. Identification of any potential biomarkers for the early prediction of gestational diabetes can help prevent the disease in women with a high risk. Studies show microRNA (miRNA) as a potential biomarker for the early discovery of GDM, but there is a lack of clarity as to which miRNAs are consistently altered in GDM. This study aimed to perform a systematic review and meta-analysis to investigate miRNAs associated with GDM by comparing GDM cases with normoglycemic controls. The systematic review was performed according to PRISMA guidelines with searches in PubMed, Web of Science, and ScienceDirect. The primary search resulted in a total of 849 articles, which were screened according to the prior established inclusion and exclusion criteria. Following the screening of articles, the review was based on the inclusion of 35 full-text articles, which were evaluated for risk of bias and estimates of quality, after which data were extracted and relative values for miRNAs were calculated. A meta-analysis was performed for the miRNA species investigated in three or more studies: MiR-29a, miR-330, miR-134, miR-132, miR-16, miR-223, miR-155, miR-122, miR-17, miR-103, miR-125, miR-210, and miR-222. While some miRNAs showed considerable between-study variability, miR-29a, miR-330, miR-134, miR-16, miR-223, and miR-17 showed significant overall upregulation in GDM, while circulating levels of miR-132 and miR-155 were decreased among GDM patients, suggesting further studies of these as biomarkers for early GDM discovery.</p

So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales

This Executive Summary presents high level messages which emerge from the analysis and synthesis of the findings of surveys and interviews with members of every Area of Learning Experience Group (Section 1) and interviews with senior policy makers (Section 2). Section 3 of this report (using evidence to promote a Successful Future for the Curriculum for Wales) provides more detail on ideas that are important for The Curriculum for Wales to be successful in future. In the spirit of co-construction, all readers are invited to consider this Section 3 and to discuss within their own communities possible implications for sustainable long term change: • what contributions they might make to ensure that currently successful aspects within an existing programme are sustained and • how participants might work collaboratively to address areas likely to raise the level of risk to programme success. Findings The worldwide COVID pandemic has resulted in unprecedented levels of change in education systems internationally. However, the purposes-led approach that Curriculum for Wales seeks to build has never seemed more relevant. These purposes are relevant not only for learners but for everyone involved in the Curriculum for Wales. Building a successful future for a Curriculum for Wales: so far so good • There is much that is positive in the findings that emerge from this report. • There remains strong commitment to critical engagement with Curriculum for Wales amongst all communities What is it crucial to sustain in the next phase of development? • A clear focus on the purposes • The use of evidence from policy, practice and research to inform thinking • A focus on learning with curriculum, pedagogy and assessment promoting and supporting progression in learning • All programme participants as learners • Co-construction and subsidiarity as the modus operandi of Curriculum for Wales. What might need further thinking or greater emphasis? The authors of this report acknowledge that the research focus may have led to a concentration on particular aspects of the programme. However, six themes emerged for either further thinking or greater emphasis • Shared understanding of key ideas • Progression • Assessment • Co-construction and subsidiarity • Coherence, policy and systemic integrity • Professional learning. Given its potential impact on education in Wales, it can be argued that the Curriculum for Wales represents exceptional value for money

So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales

This Executive Summary presents high level messages which emerge from the analysis and synthesis of the findings of surveys and interviews with members of every Area of Learning Experience Group (Section 1) and interviews with senior policy makers (Section 2). Section 3 of this report (using evidence to promote a Successful Future for the Curriculum for Wales) provides more detail on ideas that are important for The Curriculum for Wales to be successful in future. In the spirit of co-construction, all readers are invited to consider this Section 3 and to discuss within their own communities possible implications for sustainable long term change: • What contributions they might make to ensure that currently successful aspects within an existing programme are sustained and • How participants might work collaboratively to address areas likely to raise the level of risk to programme success

Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning

This project is a collaboration between the University of Wales Trinity Saint David (UWTSD) and the University of Glasgow (UofG), funded by the Welsh Government, and working with education professionals in Wales to further support curriculum reform. The Phase 1 report explores understandings of progression and co-construction in the system and reviews published evidence to develop future phases of the project. Various research methods involving education professionals in Wales were used, providing key findings and insights about where education professionals are in the change process, and the challenges and opportunities associated with realisation of the new Curriculum for Wales. The report develops the project’s approach to co-construction and reviews evidence about the relationships between curriculum, assessment, pedagogy, and progression. The key findings of the Phase 1 report include a desire among educational partners for a shared understanding of progression in learning, challenges to co-construction activities, and questions about how to change towards a learner-focused assessment culture. Additionally, the report suggests that progression in Curriculum for Wales is a broader concept than the learning progressions found in most of the research literature, and that it is unclear whether there is consistency in understandings of the new curriculum across the system. The report’s findings, including understandings developed from the literature and the challenges, approaches, and implications identified, were integral to establishing co-construction activity in Phase 2 of the project. Key findings and considerations were also made for the wider system. As the Camau i’r Dyfodol project moves forward, it is committed to ongoing co-construction with educational partners to support the development of practical understanding of progression in learning as part of Wales’ ambitious curricular reform. This collaborative approach will help to ensure that the curriculum is continuously evolving and improving, in response to the changing needs and demands of learners

Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales

Camau i’r Dyfodol (Steps to the Future) is a 3-year joint research project designed to support education professionals in Wales to advance practical understandings of progression in learning, a central aspect to the vision of the new Curriculum for Wales (CfW). The Camau i’r Dyfodol project is based on the principle that change led by those at the heart of an education system provides the best opportunity for sharing expertise, building professional confidence, and fostering a coherent approach to CfW across the system. The project has four phases: this report discusses the Phase 2 findings (2022-23). Phase 1 explored understandings of progression in the education system and how these were being translated into practice (The Camau i’r Dyfodol Phase 1 project report can be accessed here). Phase 2 focused on building knowledge of learning progression with education partners in response to collectively identified priority areas. This report shares our Phase 2 approaches and findings. It is intended for the Welsh Government and educational professionals involved in translating the new curriculum from policy into practice. It may also be of interest to the research and policy communities more widely

CAMAU Project: Research Report (April 2018)

‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of current thinking about progression and to explore different purposes that progression frameworks can serve to improve children and young people’s learning. These resources include consideration of how this evidence relates to current developments in Wales and derives a series of principles to serve as touchstones to make sure that, as practices begin to develop, they stay true to the original aspirations of A Curriculum for Wales – A Curriculum for Life. It also derives, from the review of evidence, a number of fundamental questions for all those involved in the development of progression frameworks to engage

CAMAU Project: Research Report (April 2018)

‘Learning about Progression’ is a suite of research-based resources designed to provide evidence to support the building of learning progression frameworks in Wales. ‘Learning about Progression’ seeks to deepen our understanding of current thinking about progression and to explore different purposes that progression frameworks can serve to improve children and young people’s learning. These resources include consideration of how this evidence relates to current developments in Wales and derives a series of principles to serve as touchstones to make sure that, as practices begin to develop, they stay true to the original aspirations of A Curriculum for Wales – A Curriculum for Life. It also derives, from the review of evidence, a number of fundamental questions for all those involved in the development of progression frameworks to engage