ECG findings in professional rugby players using international screening recommendations.

BackgroundWhile World Rugby guidelines do not mandate the inclusion of an electrocardiogram (ECG) for all players, this is required for entry into international rugby competitions. We, therefore, sought to describe sport-specific normative ECG values and evaluate the performance of contemporary athlete ECG guidelines in male and female professional rugby players.MethodsWe retrospectively analysed professional rugby players' ECGs (n=356, male 79%) obtained during preparticipation screening (2010-2022), comparing by sex and playing position (forwards vs backs). ECGs were categorised as normal 'training-related', borderline and abnormal findings, as defined by the 2017 International Recommendations.Results84% of players had one or more normal, 'training-related' findings, with males having a higher prevalence than females (91% vs 60%, pConclusionsThe application of contemporary ECG interpretation criteria resulted in a low positivity rate isolated to male players. These results help inform the logistic feasibility of ECG-inclusive screening, which is already required to enter major tournaments

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University’s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of “disequilibrium,” a feeling something was not quite right with their teaching. In turn, we consider how they responded”typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the allowing questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically, we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium,” a feeling something was not quite right with their leaching. In turn; we consider how they responded-typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Reflecting on Pupil Learning to Promote Social Justice: A Catholic University\u27s Approach to Assessment

In contrast to current education policies that conceptualize pupil learning largely in terms of standardized exam scores, we offer an alternative view, one that conceives of pupil learning as a source of insight for pupils and teachers alike. Drawing on survey data and a qualitative study of the teacher candidate experience, we explore the following questions: In a teacher education program committed to promoting social justice, embracing an inquiry-into-practice stance, and affirming diversity by meeting the needs of diverse learners, how do teacher candidates assess pupil learning, in particular, how are their assessments influenced by these program themes? Further, how do they respond when dilemmas linked to pupil learning arise? Specifically. we focused on dilemmas two teacher candidates encountered that engendered a sense of disequilibrium, a.feeling something was not quite right with their teaching. In turn, we consider how they responded - typically taking ownership of dilemmas and modifying their teaching, while occasionally distancing themselves from responsibility for pupil performance. To conclude, we discuss implications for teacher educators, and specifically for Catholic institutions of higher education that prepare teachers for both public and Catholic schools

Facial expression recognition in dynamic sequences: An integrated approach

Automatic facial expression analysis aims to analyse human facial expressions and classify them into discrete categories. Methods based on existing work are reliant on extracting information from video sequences and employ either some form of subjective thresholding of dynamic information or attempt to identify the particular individual frames in which the expected behaviour occurs. These methods are inefficient as they require either additional subjective information, tedious manual work or fail to take advantage of the information contained in the dynamic signature from facial movements for the task of expression recognition. In this paper, a novel framework is proposed for automatic facial expression analysis which extracts salient information from video sequences but does not rely on any subjective preprocessing or additional user-supplied information to select frames with peak expressions. The experimental framework demonstrates that the proposed method outperforms static expression recognition systems in terms of recognition rate. The approach does not rely on action units (AUs) and therefore, eliminates errors which are otherwise propagated to the final result due to incorrect initial identification of AUs. The proposed framework explores a parametric space of over 300 dimensions and is tested with six state-of-the-art machine learning techniques. Such robust and extensive experimentation provides an important foundation for the assessment of the performance for future work. A further contribution of the paper is offered in the form of a user study. This was conducted in order to investigate the correlation between human cognitive systems and the proposed framework for the understanding of human emotion classification and the reliability of public databases

Evidence for Secretion of a Netrin-1-like Protein by Tetrahymena thermophila

Netrin-1 is a pleiotropic signaling molecule with targets in many mammalian cell types. Though first characterized as a chemotactic signal involved in neuronal guidance during development, netrin-1 has since been found to have a regulatory role in angiogenesis, and is also used as a biomarker in certain cancers. Tetrahymena thermophila are free-living protists that rely on chemotactic signals to find food, as well as to escape predators. Chemoattractants cause the cells to swim faster in the forward direction, while chemorepellents cause ciliary reversal, resulting in movement of the cell away from the noxious stimulus. We have previously found that netrin-1 is a chemorepellent in T. thermophila. More recently, we have detected netrin-1 by ELISA in both whole cell extract and secreted protein samples obtained from T. thermophila. In addition, we have immunolocalized netrin-1 staining to the cytosol of T. thermophila using an anti-netrin-1 antibody. We are currently running Western blots to determine the molecular weight of this protein and compare it to its vertebrate counterparts. Further experimentation is needed to determine the physiological role of this protein in T. thermophila

Prognostic model to predict postoperative acute kidney injury in patients undergoing major gastrointestinal surgery based on a national prospective observational cohort study.

Background: Acute illness, existing co-morbidities and surgical stress response can all contribute to postoperative acute kidney injury (AKI) in patients undergoing major gastrointestinal surgery. The aim of this study was prospectively to develop a pragmatic prognostic model to stratify patients according to risk of developing AKI after major gastrointestinal surgery. Methods: This prospective multicentre cohort study included consecutive adults undergoing elective or emergency gastrointestinal resection, liver resection or stoma reversal in 2-week blocks over a continuous 3-month period. The primary outcome was the rate of AKI within 7 days of surgery. Bootstrap stability was used to select clinically plausible risk factors into the model. Internal model validation was carried out by bootstrap validation. Results: A total of 4544 patients were included across 173 centres in the UK and Ireland. The overall rate of AKI was 14·2 per cent (646 of 4544) and the 30-day mortality rate was 1·8 per cent (84 of 4544). Stage 1 AKI was significantly associated with 30-day mortality (unadjusted odds ratio 7·61, 95 per cent c.i. 4·49 to 12·90; P < 0·001), with increasing odds of death with each AKI stage. Six variables were selected for inclusion in the prognostic model: age, sex, ASA grade, preoperative estimated glomerular filtration rate, planned open surgery and preoperative use of either an angiotensin-converting enzyme inhibitor or an angiotensin receptor blocker. Internal validation demonstrated good model discrimination (c-statistic 0·65). Discussion: Following major gastrointestinal surgery, AKI occurred in one in seven patients. This preoperative prognostic model identified patients at high risk of postoperative AKI. Validation in an independent data set is required to ensure generalizability

Mapping 123 million neonatal, infant and child deaths between 2000 and 2017

Since 2000, many countries have achieved considerable success in improving child survival, but localized progress remains unclear. To inform efforts towards United Nations Sustainable Development Goal 3.2—to end preventable child deaths by 2030—we need consistently estimated data at the subnational level regarding child mortality rates and trends. Here we quantified, for the period 2000–2017, the subnational variation in mortality rates and number of deaths of neonates, infants and children under 5 years of age within 99 low- and middle-income countries using a geostatistical survival model. We estimated that 32% of children under 5 in these countries lived in districts that had attained rates of 25 or fewer child deaths per 1,000 live births by 2017, and that 58% of child deaths between 2000 and 2017 in these countries could have been averted in the absence of geographical inequality. This study enables the identification of high-mortality clusters, patterns of progress and geographical inequalities to inform appropriate investments and implementations that will help to improve the health of all populations