'Want to Help the Children? Help the Parents': Challenges and Solutions from the Babies and Young Children in the Black Summer (BiBS) Study

This report presents the findings of the Babies and Young Children in the Black Summer (BiBS) Study. It considers the experiences of caregivers of very young children (0-4 years) of the 2019-20 Black Summer Bushfires and of emergency responders that supported families with very young children in this and other emergencies. Recommendations are made to improve emergency planning and response to better support very young children and their caregivers in Australian disasters

Negotiating values for the science curriculum: The need for dialogue and compromise

Recently, a Curriculum Framework has been developed and mandated for implementation in all school systems— government, Catholic and independent— in Western Australia (WA). A statement of core shared values is a significant part of the Framework. The curriculum is divided into eight learning area statements, science being one of these. The Science Learning Area Statement, with its roots in the Australian Education Council (1994) statement on science, includes a definition of science and a rationale for teaching it in schools; major outcome statements concerned with working scientifically and developing conceptual understandings; principles for science learning, teaching and assessment; and sections about science as it relates to different phases of schooling, and how science can be integrated into other areas of the curriculum. Thirty two core shared values have been espoused as integral to the Cirriculum Framework. These values have been clustered into five main statements: a pursuit of knowledge and a commitment to achievement of potential; self acceptance and respect for self; respect and concern for others and their rights; social and civic responsibility; and environmental responsibility. One of the main tasks for us as writers of the Science Learning Area Statement was to explicate the core shared values into a description of the science curriculum. This article documents, from our point of view, the process by which a mandated set of core shared values were incorporated into a statement describing the curriculum in the science learning area. The process was under the direction of a Science Learning Area Committee. At several points, conflict, or potential conflict, about the interpretation of the core shared values in relation to science in the classroom was resolved by negotiation amongst ourselves in the first instance, the Science Learning Area Committee, and the Values Consultative Group. While the central narrative in this paper is about our journey through the process, there are the antecedent themes relating to how and why the core shared values were developed and subsequently mandated. The arising tensions, as yet unexplored, relate to how, or even whether, the values might be explicated in science classrooms. In reflecting on these tensions, we provide a re-analysis of some of the issues in school science, which of course are not new. We believe that science as taught in classrooms cannot be value-free, even when teachers believe otherwise

Who is a ‘veteran’? Understanding definitions of the term among the British public: a research note.

There are currently an estimated 2.8–3.8 million people in the UK who fulfil the UK Ministry of Defence definition of a military veteran (a minimum of one day’s military service). Despite these numbers, there is little research on who the public views as a veteran and how this differs across society. Rachael Gribble, Simon Wessely, Susan Klein, David A Alexander, Christopher Dandeker and Nicola T Fear examine public conceptualisations of the term ‘veteran’ compared with definitions from the Ministry of Defence and those of ex-service personnel themselves. Factors associated with commonly endorsed definitions are identified

The gradient of the reinforcement landscape influences sensorimotor learning

© 2019 Cashaback et al. Consideration of previous successes and failures is essential to mastering a motor skill. Much of what we know about how humans and animals learn from such reinforcement feedback comes from experiments that involve sampling from a small number of discrete actions. Yet, it is less understood how we learn through reinforcement feedback when sampling from a continuous set of possible actions. Navigating a continuous set of possible actions likely requires using gradient information to maximize success. Here we addressed how humans adapt the aim of their hand when experiencing reinforcement feedback that was associated with a continuous set of possible actions. Specifically, we manipulated the change in the probability of reward given a change in motor action-the reinforcement gradient-to study its influence on learning. We found that participants learned faster when exposed to a steep gradient compared to a shallow gradient. Further, when initially positioned between a steep and a shallow gradient that rose in opposite directions, participants were more likely to ascend the steep gradient. We introduce a model that captures our results and several features of motor learning. Taken together, our work suggests that the sensorimotor system relies on temporally recent and spatially local gradient information to drive learning

Effective Communication About Pregnancy, Birth, Lactation, Breastfeeding and Newborn Care:The Importance of Sexed Language

On 24 September 2021, The Lancet medical journal highlighted an article on its cover with a single sentence in large text; “Historically, the anatomy and physiology of bodies with vaginas have been neglected.” This statement, in which the word “women” was replaced with the phrase “bodies with vaginas,” is part of a trend to remove sexed terms such as “women” and “mothers” from discussions of female reproduction. The good and important intention behind these changes is sensitivity to, and acknowledgment of, the needs of people who are biologically female and yet do not consider themselves to be women because of their gender identity (1). However, these changes are often not deliberated regarding their impact on accuracy or potential for other unintended consequences. In this paper we present some background to this issue, describe various observed impacts, consider a number of potentially deleterious consequences, and suggest a way forward

Finishing the finished human chromosome 22 sequence

A combination of approaches was used to close 8 of the 11 gaps in the original sequence of human chromosome 22, and to generate a total 1.018 Mb of new sequence

Genomic and Genic Deletions of the FOX Gene Cluster on 16q24.1 and Inactivating Mutations of FOXF1 Cause Alveolar Capillary Dysplasia and Other Malformations

Alveolar capillary dysplasia with misalignment of pulmonary veins (ACD/MPV) is a rare, neonatally lethal developmental disorder of the lung with defining histologic abnormalities typically associated with multiple congenital anomalies (MCA). Using array CGH analysis, we have identified six overlapping microdeletions encompassing the FOX transcription factor gene cluster in chromosome 16q24.1q24.2 in patients with ACD/MPV and MCA. Subsequently, we have identified four different heterozygous mutations (frameshift, nonsense, and no-stop) in the candidate FOXF1 gene in unrelated patients with sporadic ACD/MPV and MCA. Custom-designed, high-resolution microarray analysis of additional ACD/MPV samples revealed one microdeletion harboring FOXF1 and two distinct microdeletions upstream of FOXF1, implicating a position effect. DNA sequence analysis revealed that in six of nine deletions, both breakpoints occurred in the portions of Alu elements showing eight to 43 base pairs of perfect microhomology, suggesting replication error Microhomology-Mediated Break-Induced Replication (MMBIR)/Fork Stalling and Template Switching (FoSTeS) as a mechanism of their formation. In contrast to the association of point mutations in FOXF1 with bowel malrotation, microdeletions of FOXF1 were associated with hypoplastic left heart syndrome and gastrointestinal atresias, probably due to haploinsufficiency for the neighboring FOXC2 and FOXL1 genes. These differences reveal the phenotypic consequences of gene alterations in cis

Geological interpretation of volcanism and segmentation of the Mariana back-arc spreading center between 12.7°N and 18.3°N

The relationships between tectonic processes, magmatism, and hydrothermal venting along ∼600 km of the slow-spreading Mariana back-arc between 12.7°N and 18.3°N reveal a number of similarities and differences compared to slow-spreading mid-ocean ridges. Analysis of the volcanic geomorphology and structure highlights the complexity of the back-arc spreading center. Here, ridge segmentation is controlled by large-scale basement structures that appear to predate back-arc rifting. These structures also control the orientation of the chains of cross-arc volcanoes that characterize this region. Segment-scale faulting is oriented perpendicular to the spreading direction, allowing precise spreading directions to be determined. Four morphologically distinct segment types are identified: dominantly magmatic segments (Type I); magmatic segments currently undergoing tectonic extension (Type II); dominantly tectonic segments (Type III); and tectonic segments currently undergoing magmatic extension (Type IV). Variations in axial morphology (including eruption styles, neovolcanic eruption volumes, and faulting) reflect magma supply, which is locally enhanced by cross-arc volcanism associated with N-S compression along the 16.5°N and 17.0°N segments. In contrast, cross-arc seismicity is associated with N-S extension and increased faulting along the 14.5°N segment, with structures that are interpreted to be oceanic core complexes—the first with high-resolution bathymetry described in an active back-arc basin. Hydrothermal venting associated with recent magmatism has been discovered along all segment types

Auditory Function in the Tc1 Mouse Model of Down Syndrome Suggests a Limited Region of Human Chromosome 21 Involved in Otitis Media

Down syndrome is one of the most common congenital disorders leading to a wide range of health problems in humans, including frequent otitis media. The Tc1 mouse carries a significant part of human chromosome 21 (Hsa21) in addition to the full set of mouse chromosomes and shares many phenotypes observed in humans affected by Down syndrome with trisomy of chromosome 21. However, it is unknown whether Tc1 mice exhibit a hearing phenotype and might thus represent a good model for understanding the hearing loss that is common in Down syndrome. In this study we carried out a structural and functional assessment of hearing in Tc1 mice. Auditory brainstem response (ABR) measurements in Tc1 mice showed normal thresholds compared to littermate controls and ABR waveform latencies and amplitudes were equivalent to controls. The gross anatomy of the middle and inner ears was also similar between Tc1 and control mice. The physiological properties of cochlear sensory receptors (inner and outer hair cells: IHCs and OHCs) were investigated using single-cell patch clamp recordings from the acutely dissected cochleae. Adult Tc1 IHCs exhibited normal resting membrane potentials and expressed all K+ currents characteristic of control hair cells. However, the size of the large conductance (BK) Ca2+ activated K+ current (IK,f), which enables rapid voltage responses essential for accurate sound encoding, was increased in Tc1 IHCs. All physiological properties investigated in OHCs were indistinguishable between the two genotypes. The normal functional hearing and the gross structural anatomy of the middle and inner ears in the Tc1 mouse contrast to that observed in the Ts65Dn model of Down syndrome which shows otitis media. Genes that are trisomic in Ts65Dn but disomic in Tc1 may predispose to otitis media when an additional copy is active