Wheels Up: Spiral progression pedagogy towards creative movers using wheels

This study explored a trailblazing creative means for Physical Education (PE) preservice teachers (PSTs) to explore movement: agility, balance and coordination by embodying a reflective approach to a series of practical challenges. A novel balance-on-wheels learning and teaching spiral progression was created for this bespoke intent. The study operationalised the reflective cycle dimension by Kolb (1984) to theoretically underpin and pragmatically structure the experiential embodied learning sequence. Teacher educators implemented a series of connecting experiences using balance bikes, bicycles and tricycles, scooters, mountain and BMX bikes and made sense of these using the Kolb cycle as a pedagogical guide. In so doing, the sequencing created opportunity for the group to collectively gain competence and confidence on wheels through the creative progressions. This collective transformative experience enabled the creation of an elementary school accessible progression spiral practice document to be applied within school placement as well as into upcoming early career teaching roles. Following the connecting experiences, PSTs were invited to share insights and ideas onto a class online interactive padlet. This was collated to depict the concomitant school-ready wheels progression spiral as well as a school checklist to consider accessible wheels experiences using affordances creatively

In Service of Mission: Assessing Catholic School Guidance Counselors

Catholic schools are set apart from public schools in that Catholic schools aim to create for the school community an atmosphere enlivened by the Gospel spirit of freedom and charity. Those who serve in Catholic schools, therefore, need to understand their role as unique, that is, faith driven. The purpose of this study was to assess this uniqueness as understood and practiced by Catholic school counselors. The findings of this study note positive trends among Catholic school counselors, particularly in terms of academic preparation and training as well as some incorporation of Catholic identity and mission into their ministry with students. Among these findings, the most significant is that Catholic school counselors need to incorporate the identity and unique mission of the Catholic Church more effectively into their work with students, parents, teachers, and administrators. Beginning with the hiring interview and the orientation process, Catholic school counselors must make a conscious effort to thread the Catholic identity, as it is embodied in the school\u27s unique mission, into their guidance programs, thereby distinguishing what they do as a ministry rather than a job

Catholic School Counseling: From Guidance to Pastoral Care

Those ministering to youth increasingly find themselves having to address numerous issues and complexities, which extend beyond the scope of the school setting. Catholic school students are not immune to these issues, and to address the needs of their students, Catholic school counselors must embrace aspects of the social sciences that affirm and elevate the message of the Gospel. The intent of this article is to present a Christian perspective of guidance counseling and to highlight those orientations and therapies that uphold Christian values

Accessible Resistance Movement Experiences for Elementary Students and Educators

What is meant by accessible resistance movement and why is the elementary education phase proposed as such a superb period in a child’s life to gain competence and knowledge using resistance activity? This chapter presents a case and a means to do just that. The resistance program is called ‘I Can Resist’. It is shared with accompanying pedagogical methods to scaffold learning and progress motor competence and biomotor fitness (agility that improves health through skill-related fitness). Interleaved through the progressions are ways to increase the self-management in how to participate in and create meaningful ways to improve targeted benefits. ‘I Can Resist’ is designed for novices to more experienced, participants and tutors alike. It was developed primarily for physical education supporting national curricular policy and implementation as regards knowledge and fitness outcomes. It was extended beyond the curriculum expectation in order to encourage greater use of the available affordances beyond the curriculum for lifelong health and well-being. Current findings are examined and insights offered. The ‘I Can Resist’ program is underpinned through research and theoretical application. It is showcased as interwoven with the means to develop agentic thinking and action. This ecological approach to and through resistance movement is contextually adaptable

On the Deployment of DHCP

Constant-time symmetries and e-business have garnered great interest from both researchers and developers in the last several years. In this paper, authors confirm the analysis of interrupts. We describe a heuristic for stable models, which we call ViagePadge

Identification of motifs that function in the splicing of non-canonical introns

The enrichment of specific intronic splicing enhancers upstream of weak PY tracts suggests a novel mechanism for intron recognition that compensates for a weakened canonical pre-mRNA splicing motif

Serologic Evidence of Lyssavirus Infections among Bats, the Philippines

Active surveillance for lyssaviruses was conducted among populations of bats in the Philippines. The presence of past or current Lyssavirus infection was determined by use of direct fluorescent antibody assays on bat brains and virus neutralization assays on bat sera. Although no bats were found to have active infection with a Lyssavirus, 22 had evidence of neutralizing antibody against the Australian bat lyssavirus (ABLV). Seropositivity was statistically associated with one species of bat, Miniopterus schreibersi. Results from the virus neutralization assays are consistent with the presence in the Philippines of a naturally occurring Lyssavirus related to ABLV

Proximity of Residence to Bodies of Water and Risk for West Nile Virus Infection: A Case-Control Study in Houston, Texas

West Nile virus (WNV), a mosquito-borne virus, has clinically affected hundreds of residents in the Houston metropolitan area since its introduction in 2002. This study aimed to determine if living within close proximity to a water source increases one's odds of infection with WNV. We identified 356 eligible WNV-positive cases and 356 controls using a population proportionate to size model with US Census Bureau data. We found that living near slow moving water sources was statistically associated with increased odds for human infection, while living near moderate moving water systems was associated with decreased odds for human infection. Living near bayous lined with vegetation as opposed to concrete also showed increased risk of infection. The habitats of slow moving and vegetation lined water sources appear to favor the mosquito-human transmission cycle. These methods can be used by resource-limited health entities to identify high-risk areas for arboviral disease surveillance and efficient mosquito management initiatives

Evidence of Nickel and Other Trace Elements and Their Relationship to Clinical Findings in Acute Mesoamerican Nephropathy: A Case-Control Analysis

BACKGROUND: Although there are several hypothesized etiologies of Mesoamerican Nephropathy (MeN), evidence has not yet pointed to the underlying cause. Exposure to various trace elements can cause the clinical features observed in MeN. METHODS AND FINDINGS: We measured 15 trace elements, including heavy metals, in renal case-patients (n = 18) and healthy controls (n = 36) in a MeN high-risk region of Nicaragua. Toenails clippings from study participants were analyzed using inductively coupled plasma mass spectrometry. A case-control analysis was performed, and concentrations were also analyzed over participant characteristics and clinical parameters. Nickel (Ni) concentrations were significantly higher in toenails from cases (1.554 mg/kg [0.176–42.647]) than controls (0.208 mg/kg [0.055–51.235]; p \u3c 0.001). Ni concentrations correlated positively with serum creatinine levels (p = 0.001) and negatively with eGFR (p = 0.001). Greater Ni exposure was also associated with higher leukocyte (p = 0.001) and neutrophil (p = 0.003) counts, fewer lymphocytes (p = 0.003), and lower hemoglobin (p = 0.004) and hematocrit (p = 0.011). CONCLUSIONS: Low-dose, chronic environmental exposure to Ni is a possible health risk in this setting. Ni intoxication and resulting systemic and renal effects could explain the clinical signs observed during early MeN. This study provides compelling evidence for a role of Ni in the acute renal impairment observed in this MeN high-risk population. Additional work to assess exposure levels in a larger and heterogeneous population, identify environmental sources of Ni and exposure pathways, and evaluate the link between Ni and MeN pathogenesis are urgently needed

Досягнення в середовищі розподіленого навчання (ADL) для підтримки трансформації

Multi-national partners identified in this report the need for a number of technology advancements and the need to address сurrent and future education and training shortfalls. It was кecommended to review the ADL needs of NATO, PfP, MD, and other Coalition Partners and determine what advancements were available and which ones were undergoing research and development, to leverage global best practices of ADL to improve readiness of military and civilian personnel. RTG HFM-212 was able to: 1) Develop a capability that ensures International Military Student Pre-Departure Brief (IMSPDB) students have a positive and successful experience in the U.S. along with their U.S. counterparts; 2) Identify the best methods for providing distance education for international military students; and 3) Evaluate the effectiveness of multiple learning formats to support Security Cooperation Education and Training Program (SCETP) requirements. Finally, RTG HFM-212 initiated application of ADL capabilities in the medical and health sciences community via its sponsor, the NATO Human Factors and Medicine Panel.Багатонаціональна група авторів визначила у цьому звіті необхідність у ряді технологічних удосконалень та потребу у подоланні поточних та майбутніх недоліків у навчанні та навчанні. Було рекомендовано переглянути потреби ADL в НАТО, PfP, MD та ін. партнерів по коаліції та визначити, які досягнення були доступні, а які вимагали досліджень та розробок, щоб використовувати найкращі світові практики ADl для поліпшення готовності військових та цивільних кадрів. Дослідницька група RTG HFM-212 змогла: 1) розробити можливості, які забезпечують зарубіжним військовим студентам стислу попередню підготовку (IMSPDB) для позитивного і успішного досвіду роботи в США разом зі своїми колегами в США; 2) визначити найкращі методи забезпечення дистанційної освіти для студентів міжнародних військових; та 3) оцініти ефективність декількох форматів навчання для підтримки освіти з питань безпеки та вимоги до Програми навчання (SCETP). Нарешті, RTG HFM-212 ініціювала застосування можливостей ADL серед фахівців медичних наук через свого спонсора, Комісію НАТО з людських факторів та медицини