Working Group Research Articles

Peer-to-peer leadership of physical activity in the New Zealand school-based setting: an exploration of student leader perspectives

ABSTRACT This study explored the perceptions of peer leaders participating in a peer-led physical activity (PA) initiative where student leaders conduct fitness classes for their peers. Thirty-eight participants aged 9–13 from four New Zealand elementary and middle schools were surveyed using an online questionnaire gathering both qualitative and quantitative data. Student leaders viewed the experience positively, despite the physical challenges involved, and many reported increased fitness or PA levels. Provision of regular school practice time, teacher input, and resources from the outside provider were key. The task of leading their peers placed the leaders in a supportive yet anxiety-provoking environment, which presented valuable opportunities to teach them resilience-building skills. To fully leverage the programme’s potential impact, connections to a range of curriculum learning objectives could offer more meaningful learning experiences, including resilience building, generating understanding of the benefits of PA, and developing the skills involved in group work and leadership.

Bruno Latour and Translation

This article argues that the concept of translation is central to the work of Bruno Latour, starting before ANT, with the group working on the sociologie de la traduction at the École des Mines. As one of his translators, I reflect on the extension of his identity via translation, then on the idea of translation as ‘political labour’ across social discontinuities, including those in colonisation contexts where certain languages can become hegemonic. Finally, with Latour’s major project, the Inquiry into Modes of Existence, translation continues its descriptive task, but carries so much weight over the various modes of existence that it qualifies as a key philosophical concept of considerable analytic value.

Collective Translation as Forking (分岔)

Together with a Taiwanese working group, we have been producing a Chinese translation of Aesthetic Programming: A Handbook of Software Studies, a free and open source book first written by Winnie Soon and Geoff Cox in 2020, and released in English in a git repository, dynamic website, downloadable PDF and printed form. Apart from learning to code in p5.js, the book addresses the cultural and aesthetic dimensions of programming from its insides, as a means to think and act critically, and to understand the importance of programming as a cultural practice that can develop discussion of issues that are relatively under-acknowledged in technical subjects such as gender, race and sexuality. Importantly, the book is understood as a computational object, not released as a fixed and universal teaching resource, but rather a situated curriculum with the potential for extension and customization with other arts and coding communities. The use of Git has allowed the authors to formalize its production as an iterative process, allowing for reversioning and for others to fork a copy and customize with different references, examples, critical reflections and even new chapters. The interest is in forking a book like forking software, and incorporating local knowledge and examples, and how this resonates with a politics of cultural translation. This essay will elaborate on the process of running two open participatory workshops that were conducted in Taipei and London (in 2023) with the aim to challenge some of the normative social relations of production associated with translation, and explore other possibilities of collective practice. The politics of translation has been well-established in general, but what of the specifics of translating a book such as this? Aside from the technical and aesthetic challenges and implications, this raises the question of how the Chinese language model enforces particular hegemonic worldviews that occlude differences. With all the variants of Chinese language, how is this tied to expressions of colonial power that resonates with our use of English? Given the rich variations of Chinese and indigenous languages (not least in a Taiwanese context), we are curious how we might be sensitive to language diversity that challenges the Western-centrism of programming in English (and inherent nationalisms). We are also mindful of the way that “queer” politics has informed the way that terms can be appropriated/expropriated, as a means to “talk back” to the source codes of oppression. What are the implications of drawing the practices of forking and translating together?

The combined effect of diabetes mellitus and sarcopenia on depression and cognitive function: insights from the CHARLS cohort, 2011-2020.

Diabetes mellitus (DM) and sarcopenia are bidirectionally linked and commonly co-occur among middle-aged and elderly individuals. This study aims to examine the combined effect of DM and sarcopenia on depressive symptoms and cognitive function. This was a nationwide cohort study using data from the China Health and Retirement Longitudinal Study. The definition of DM was self-reported and based on hemoglobin A1c (HbA1c) ≥ 6.5% or fasting blood glucose (FBG) ≥ 126mg/dL. The diagnosis of sarcopenia was based on the Asian Working Group for Sarcopenia 2019 algorithm. The outcomes included depressive symptoms assessed using the 10-item Center for Epidemiologic Studies Depression Scale (CES-D-10) and cognitive function. Multi-adjusted linear and logistic regression models were conducted to evaluate the combined effect of DM and sarcopenia on depression and cognitive performance. 9148 participants were included in the longitudinal analysis, with 45.5% being men and an average age of 57.4years. 6987 (76.4%) participants had neither DM nor sarcopenia, 1076 (11.8%) had DM only, 983 (10.8%) had sarcopenia only, and 102 (1.1%) had both DM and sarcopenia. In the cross-sectional analysis, the DM (+)/Sarcopenia (+) group exhibited the highest CES-D-10 score (β: 2.23, 95% confidence interval (CI): 1.26, 3.19) and the lowest cognitive score (β: - 1.02, 95% CI - 1.79, - 0.26) (P for trend < 0.05). In the longitudinal analysis, individuals in the DM (+)/Sarcopenia ( +) group had higher risks of moderate-to-severe depression (odds ratio (OR): 2.09, 95% CI 1.18, 3.71) and cognitive decline (OR: 1.87, 95% CI 1.19, 2.95) compared to the DM (-)/Sarcopenia (-) group. The population attributable fractions of DM and sarcopenia were 42.2% (95% CI 6.3, 90.4) for moderate-to-severe depression and 23.0% (95% CI 8.6, 39.3) for cognitive decline. DM and sarcopenia additively increase the risk of moderate-to-severe depression and cognitive impairment, highlighting the importance of vigilant monitoring and management of these conditions to preserve mental health in middle-aged and elderly individuals.

Sarcopenia interventions in long-term care facilities targeting sedentary behaviour and physical inactivity: A systematic review.

Sedentary behaviour and physical inactivity are independent risk factors for sarcopenia for long-term care facility residents. Understanding the components, mechanisms and context of interventions that target change in these risk factors can help optimize sarcopenia management approaches. This study aimed to identify, appraise and synthesize the interventions targeting sedentary behaviour and physical inactivity, construct a Theory of Change logic model, inform complex sarcopenia intervention development and identify areas for improvement. Eight electronic databases, including Embase and Web of Science, were searched for eligible interventional studies from inception until February 2024. Narrative synthesis was used. The Theory of Change was applied to develop a logic model presenting the synthesized results. A Cochrane risk of bias assessment tool was used for quality appraisal. The study included 21 articles involving 1014 participants, with mean ages ranging from 72.5 to 90.4years. The proportion of female participants ranged from 8.0% to 100.0%. The applied sarcopenia diagnosis criteria varied, including those of the Asian Working Group for Sarcopenia and the European Working Group on Sarcopenia in Older People. The overall risk of bias in the included studies was moderate. Interventions primarily targeted physical inactivity, with resistance training being the most common intervention type. The reporting of intervention adherence was insufficient (only 11 out of 21 included studies provided adherence reports), and adherence overall and by intervention type was not possible to discern due to inconsistent criteria for high adherence across these studies. Four categories of intervention input were identified: educational resources; exercise equipment and accessories; monitoring and tailoring tools; and motivational strategies. Intervention activities fell into five categories: determining the intervention plan; educating; tailoring; organizing, supervising, assisting and motivating; and monitoring. While sarcopenia-related indicators were commonly used as desired outcomes, intermediate outcomes (i.e., sedentary time and physical activity level) and other long-term outcomes (i.e., economic outcomes) were less considered. Contextual factors affecting intervention use included participant characteristics (i.e., medical condition and education level) and intervention provider characteristics (i.e., trustworthiness). The findings led to the development of a novel logic model detailing essential components for interventions aimed at managing sarcopenia in long-term care facilities, with a focus on addressing sedentary behaviour and physical inactivity. Future sarcopenia interventions in long-term care facilities should fully attend to sedentary behaviour, enhance adherence to interventions through improved education, monitoring, tailoring and motivation and establish an agreed standard set of outcome measures.

Pembrolizumab in Japanese patients with primary mediastinal large B-cell lymphoma: results from the KEYNOTE-A33 study.

KEYNOTE-A33 (NCT04317066) is an open-label, single-arm, phase 1 trial designed to evaluate the safety and efficacy of pembrolizumab in Japanese patients with relapsed or refractory (R/R) primary mediastinal large B-cell lymphoma (PMBCL). Patients received pembrolizumab 200mg every 3weeks for up to 35 cycles. The primary endpoints were safety and objective response rate (ORR) per International Working Group 2007 criteria by independent central review. The secondary endpoint was disease control rate (DCR). Duration of response (DOR), progression-free survival (PFS), and overall survival (OS) were exploratory. Seven patients were enrolled and treated; the median age was 32years (range 26-43) and 86% were female. The median time from the first dose to data cutoff (April 12, 2022) was 5.6months (range 2.4-21.2). Grade 3-5 treatment-related adverse events (AEs) occurred in 2 patients (29%; 2 grade 4 neutropenia, 1 grade 3 febrile neutropenia); however, no patient discontinued pembrolizumab or died because of treatment-related AEs. The ORR was 43% [95% confidence interval (CI) 10-82]. DCR was 57% (95% CI 18-90). Median DOR was not reached (NR). Four (57%) patients had a reduction in target lesion size of ≥ 50%. The median PFS was 2.9months (95% CI 2.6-NR). The median OS was 17.5months (95% CI NE-NE), and the 12months OS rate was 100%. Overall, pembrolizumab had manageable safety and clinically meaningful antitumor activity in Japanese patients with R/R PMBCL, results that were consistent with those observed in prior global studies. Registry and the Registration No. of the study/trial: Clinicaltrials.gov: NCT04317066.

Neuropsychological application of the International Test Commission Guidelines for Translation and Adapting of Tests.

The number of test translations and adaptations has risen exponentially over the last two decades, and these processes are now becoming a common practice. The International Test Commission (ITC) Guidelines for Translating and Adapting Tests (Second Edition, 2017) offer principles and practices to ensure the quality of translated and adapted tests. However, they are not specific to the cognitive processes examined with clinical neuropsychological measures. The aim of this publication is to provide a specialized set of recommendations for guiding neuropsychological test translation and adaptation procedures. The International Neuropsychological Society's Cultural Neuropsychology Special Interest Group established a working group tasked with extending the ITC guidelines to offer specialized recommendations for translating/adapting neuropsychological tests. The neuropsychological application of the ITC guidelines was formulated by authors representing over ten nations, drawing upon literature concerning neuropsychological test translation, adaptation, and development, as well as their own expertise and consulting colleagues experienced in this field. A summary of neuropsychological-specific commentary regarding the ITC test translation and adaptation guidelines is presented. Additionally, examples of applying these recommendations across a broad range of criteria are provided to aid test developers in attaining valid and reliable outcomes. Establishing specific neuropsychological test translation and adaptation guidelines is critical to ensure that such processes produce reliable and valid psychometric measures. Given the rapid global growth experienced in neuropsychology over the last two decades, the recommendations may assist researchers and practitioners in carrying out such endeavors.

Smoking cessation assistance among pneumologists and thoracic surgeons in Switzerland: a national survey

ObjectiveSmoking, with a prevalence of about 25%–30% in Switzerland, is proven to cause major systemic, avoidable diseases including lung cancer, increasing societies morbidity and mortality. Diverse strong quitting smoking recommendations have been made available providing advice facilitating smoking cessation globally. In other European countries like Germany, clinical practice guidelines for smoking cessation services have been implemented. However, in Switzerland, there is still no national consensus on a comprehensive smoking cessation program for lung cancer patients nor on the adequate provider. Our primary aim was to assess the current status of smoking cessation practice among specialists, mainly involved in lung cancer care, in Switzerland in order to uncover potential shortcomings.Material and methodsA self-designed 14-items questionnaire, which was reviewed and approved by our working group consisting of pneumologists and thoracic surgeons, on demographics of the participants, the status of smoking cessation in Switzerland and specialists' opinion on smoking cessation was sent to thoracic surgeons and pneumologists between January 2024 and March 2024 via the commercially available platform www.surveymonkey.com. Data was collected and analysed with descriptive statistics.ResultsSurvey response rate was 22.25%. Smoking cessation was felt to positively affect long term survival and perioperative outcome in lung cancer surgery. While 33 (37.08%) physicians were offering smoking cessation themselves usually and always (35.96%), only 12 (13.48%) were always referring their patients for smoking cessation. Patient willingness was clearly identified as main factor for failure of cessation programs by 63 respondents (70.79%). Pneumologists were deemed to be the most adequate specialist to offer smoking cessation (49.44%) in a combination of specialist counselling combined with pharmaceutic support (80.90%).ConclusionThe development of Swiss national guidelines for smoking cessation and the implementation of cessation counselling in standardized lung cancer care pathways is warranted in Switzerland to improve long-term survival and perioperative outcome of lung cancer patients.

Psychological safety in online interdisciplinary student teams: What teachers can do to promote an effective climate for knowledge sharing, collaboration and problem-solving

Interdisciplinary complex problem-solving relies on psychologically safe teamwork where individuals feel confident to speak up with unique knowledge, or voice dissent. Existing studies on psychological safety (PS) have mainly concentrated on developing diagnostic tools and categorising the antecedents to psychologically safe interactions in face-to-face teams. Few focus on the establishment and maintenance of psychological safety in online teamwork, let alone in the context of now-prevalent online learning in higher education. Leveraging the natural experiment in online teaching and learning brought about by COVID-19 lockdowns, we conducted a preliminary study that combines quantitative and qualitative methods to examine the extent to which, and how, undergraduates experience psychological safety in virtual teams. Students reported experiencing relatively high psychological safety in their collaborations, yet the results also suggest that specific elements of instructional design were needed to support the establishment and maintenance of psychological safety in the online environment. These measures include extra provision for timetabled group work, demonstrating openness and curiosity, designing assessment tasks that necessitate diverse contributions and normalising constructive failure through iterative feedback. Pedagogical tools and practices related to these measures can help online student teams build and sustain psychologically safe collaboration to optimise problem-solving and innovation.

Individual Reflection Papers as a Means to Support Individual Assessment in Group Examinations in Problem-Based Learning

Even though using group examinations aligns well with the epistemology of problem-based learning (PBL), the dilemma of using joint learning while simultaneously fulfilling individual assessment requirements in higher education make group examinations difficult to use. In this study, the aim was to explore whether an individual reflection paper (IRP) can act as a means to support individual assessment in group examinations in PBL. 152 IRPs were used to assess whether a particular group of students had acquired theoretical and analytical knowledge that would affect results on a group examination. Overall, completed IRPs clearly showed a concurrence between the students’ acquired and requested theoretical and analytical knowledge on the examination, except on a few occasions. These findings are promising and suggest that IRPs can act as a means to support individual assessment in group examinations in PBL and that it is possible to combine joint learning in tutorial groups with individual group work assessment.

Students’ experiences of peer learning in an accounting research module: Discussion forums, peer review and group work

Collaborative or peer-learning strategies could enhance student engagement in management education, improve learning and help students develop workplace skills. The aim of this action research study was to evaluate the effectiveness of the peer learning (discussion forums, peer review and group work) employed in a postgraduate accounting research module. Findings from semi-structured interviews reveal that participants believed peer learning to facilitate social, cognitive, behavioural, collaborative and social engagement. Posting and reviewing comments on discussion forums developed students’ communication skills and fostered a sense of community. Participants recommended that discussion forums should include a balance of applied and theoretical questions. Peer reviews allowed students to obtain feedback on their writing prior to their work being graded, and to develop the workplace skill of giving and receiving criticism. Participants believed that group work improved their teamwork skills and collaborating online prepared them for working in a post-COVID world. While some groups valued the social and emotional engagement facilitated by in-person group work, other groups found it more efficient to interact online. The findings emphasise the usefulness of peer learning strategies in management education, and especially in research modules, to foster engagement, increase student learning and to prepare students for the workplace.

A summer course in cancer for high school students-an update on lessons taught and lessons learned

BackgroundPrevious graduate students and postdoctoral associates from the University of Florida Health Cancer Center, in partnership with the University of Florida Student Science Training Program, implemented a cooperative learning curriculum, providing high school students with a broad overview of cancer topics over six weeks over the summer. To address discussions necessitated by the COVID-19 pandemic on student autonomy, we report lessons learned and outcomes of a cancer biology and therapeutic curriculum modified for a collaborative learning environment.MethodsThis pre-post longitudinal observational study conducted in 2023 on a cancer biology and therapeutics course evaluated students’ knowledge retention and general awareness and opinions in cancer research. A structured survey was employed for data collection, using learning assessment surveys and the Likert scale ranging from 1 to 10, with 10 being highly likely.ResultsStudent performance tracked over a 7-year period indicated consistency in performance between years. Post-assessment analysis revealed significant improvements in student benchmark understanding, notably in their ability to define cancer in one sentence (p = 0.0407), identify cancer therapies (p = 0.0040), and recognize cancer hallmarks (p < 0.0001). An increased trend in median response to the likelihood of pursuing cancer research (p = 0.8793) and the possibility of pursuing cancer research (p = 0.4874) were also observed, although not statistically significant. Moreover, feedback from participating students indicated that “the educational activities at the end of class (e.g., escape room, case studies)” and “learning about cancer and getting to work in groups…” the curriculum fostered a positive educational learning environment.ConclusionStudents generally retained the course material presented and upheld a positive perception of the course. Incorporating opportunities for peer-to-peer learning, especially when introducing or discussing complex issues like cancer, may benefit student autotomy.

Action Research for Developing Teachers’ Pedagogical Skills in the ‘Out of School Children Education Program’

This study aimed to investigate the potential influences of action research on the professional development of teachers involved in the ‘Out of School Children (OSC) Education Program’ in Bangladesh. The qualitative approach was used with an action research component. Seventeen teachers from seventeen non-formal schools (learning Centers) from eight divisions were selected purposively. Semi-structured interviews, class observations, reflective diaries, and field notes were used to gather data. The thematic technique of qualitative data analysis was utilized. The results show that although every teacher from the seventeen learning centers engaged in very impromptu activities, their teaching-learning strategies were restricted to a few common exercises like group work, peer work, storytelling, reading aloud to each other while adhering to the teacher's instructions, and Club Day activities. The usual pedagogies of the learning centers were reciting the Quran together, singing the national anthem, and taking oaths. The results also show that teachers could reflect on their current pedagogical practices and create professional development strategies through a well-run collaborative action research project. The action research also revealed some noteworthy modifications of pedagogical practices. Numerous obstacles have been discovered and discussed. The results have implications for non-formal education research, practice, and policy. Even if the results of this qualitative research cannot be broadly applied because of its nature, there are instances where the process of implementing changes via an adaptable and tailored kind of action research could serve as a powerful model in a non-formal education setting. The results will also add to the body of knowledge in the fields of non-formal education, teacher preparation, and, more especially, the development of pedagogical skills in non-formal school teachers. Teacher’s World: Journal of Education and Res arch, 50(1): 61-78

Conducting two evidence syntheses in six weeks – experiences with and evaluation of a pilot project

BackgroundEvidence synthesis organisations are trying to meet commissioners’ needs for rapid responses to their evidence synthesis commissions. In this project we piloted an intensive process, working to complete evidence syntheses within six-weeks, rather than the standard lead time of 4–6 months. Our objective was to explore how researchers experience working intensively, identify barriers and facilitators, and determine how a more intensive approach to evidence synthesis could be more systematically introduced in the future.MethodsIn a pre-planning phase, an intensive work group was established, and two commissions were selected for this pilot project. The evidence synthesis process was divided into two phases: planning and intensive. The planning phase, involved scheduling the intensive phase, exploring new digital tools, and identifying peer reviewers. The intensive phase encompassed the entire evidence synthesis process. Two review teams were formed, each with a team lead supported by a process lead and leadership contact point. Throughout the project, teams engaged in reflective meetings to evaluate and adjust processes as needed.ResultsDuring the planning phase, teams identified significant uncertainties regarding scopes, research questions, and inclusion criteria. To address this, they engaged with commissioners earlier than originally planned, clarified these aspects, and prepared protocols. Despite some minor deviations from the original plan, both reviews were completed on schedule, with one team expanding their scope due to the absence of eligible studies. Teams operated flexibly, held regular meetings, and found the process seamless due to fewer interruptions. Machine learning tools facilitated rapid study selection. The process lead role, created to guide and evaluate the project, proved beneficial, providing structure and support, although clearer role delineation with the leadership contact point could have improved efficiency.ConclusionsOverall, the intensive process fostered focus and productivity, allowing teams to manage short-term deliverables effectively. The researchers preferred working intensively with one evidence synthesis over being involved with many projects at the same time. They felt that time use was more effective, and they were able to complete the tasks in a focused way. However, there are several implications that should be considered before implementing an intensive approach in future evidence syntheses.

Stakeholders’ Support on School-Based Academic Camps for Improved Students Academic Performance in Public Secondary Schools

The study assessed the stakeholders support on school based academic camps to improve students’ academic performance in public secondary schools in Ulunga district, Tanzania. The study comprised five specific objectives. This study adopted the stakeholder theory as it was propounded by Edward Freeman (1980). The study used a convergent research design supported by a mixed methods research approach. The study used simple random and purposive sampling techniques to select the sample size. The participants in this study were: 1 DEO, 10 WEOs, 10 HoSs, 20 parents, 90 students, 10 teachers, 2 chairpersons, and 1 Member of Parliament (MP). Data collection instruments were questionnaires, semi-structured interview guides, and documentary reviews. Quantitative data were analyzed us Statistical Package for Social Sciences (SPSS) version 25, while qualitative data were analyzed using structural-functional and content analysis approach. The study also found that major stakeholders who support academic camps were parents (M = 4.4 and SD = 1.2), school chairpersons (M = 4.1 and SD = 1.4), and students (M = 4.2 and SD = 1.2). The major approach used to solicit stakeholders is school meetings (M = 3.9 and SD = 1.3). Types of support from stakeholders are teaching and learning material (M = 3.70 and SD = 1.1) and light (electricity) mean score (M = 3.5 and SD = 1.2). . Teachers and students perceive uncertainty about stakeholders support; counseling and guidance (M = 3.4 and SD = 1.2), security (M = 3.2 and SD = 1.0), clean and safe water (M = 3.2 and SD = 1.3), and food (M = 2.9 and SD = 1.2). Respondents agree that stakeholders support enhances students’ performance by completing topics (M = 3.5 and SD = 1.1) and interacting in group works (M = 3.5 and SD = 1.3). Based on the findings, appropriate recommendations are proposed.

Investigating Students' Problem Solving Achievements, the Modeling Steps reached and Modeler Types in the Process of Mathematical Modeling Activities

The aim of this study is to identify the effect of mathematical modeling activities applied as action plans on the development of students' achievement in solving algebraic verbal problems, as well as to investigate the mathematical modeling competencies they use during these mathematical modeling activities and the modeling steps they reach. Moreover, the types of mathematical modelers that the students demonstrated during this application process were examined in the study. The study was conducted as an action research with a total of 15 7th grade students in rural areas. It was aimed to reveal the mathematical modeling competencies that students achieved during mathematical modeling activities through observations, researcher and student diaries, as well as interviews conducted with students. Content analysis was implemented to analyze the data. During the study, the mathematical modeling competencies demonstrated by the students in each mathematical modeling activity and the mathematical modeling steps they reached were identified. As a result of the study, it was confirmed that students' mathematical modeling competencies were related to competencies such as general mathematical knowledge or verbal comprehension, and it was also revealed that students' mathematical knowledge competence could be examined in more detail. It was also observed that students could achieve competencies through group work and it was found that students' success in solving the verbal algebraic problems generally improved based on their mathematical modeling competencies.

Physical activity and exercise in chronic kidney disease: consensus statements from the Physical Exercise Working Group of the Italian Society of Nephrology.

The Italian Society of Nephrology has tasked its Working Group on Physical Exercise with developing a consensus statement document on physical activity and exercise in patients with chronic kidney disease (CKD). This paper consists of 16 points that were discussed, and approved using the mini-Delphi method by15 membersof the working group. Each statement is based on a comprehensive reviewof theliterature, clinical experience, and expert opinions. Overall, the statements affirm that regular physical activity and exercise training offer numerous benefits to CKD patients, including improved physical function, enhanced cardiometabolic and neuromuscular function, cognitive benefits, and an overall improvement in quality of life. Furthermore, exercise mayprovide nephroprotection and reduce mortality. These advantages are observed across all CKDstages, whether on conservative therapy or kidneyreplacement therapy (hemodialysis or peritoneal dialysis), and in kidney transplant recipients. Moreover, when physical activity and exercise training are implemented with appropriate precautions, they are safe in CKD patients. Gradual physical activity and customized exercise programs should be tailored to the patient's exercise tolerance, potentially enhancing compliance. Clinicians are encouraged to use a series of questionnaires and tests to assess the patient's level of physical activity and performance. However, exercise and physical activity are poorly implemented in clinical practice due to many barriers related to patients and healthcare staff. Overcoming these barriers requires the proactive role of the nephrologists, whoshould actively incorporate exercise training and promote physical activity within routine care plans. Adopting a multidisciplinary team approach, which includes nephrologists, nurses, exercise professionals, and dietitians, is crucial for providing comprehensive rehabilitation for CKD patients. Integrating new technologiesand remote check ups could further enhance the effectiveness of these interventions.

Plasma ctDNA as a treatment response biomarker in metastatic cancers: evaluation by the RECIST working group.

Early indicators of metastatic cancer response to therapy are important for evaluating new drugs and stopping ineffective treatment. The Response Evaluation Criteria in Solid Tumors (RECIST) based on repeat cancer imaging are widely adopted in clinical trials, are used to identify active regimens that may change practice, and contribute to regulatory approvals. However, these criteria do not provide insight before 6 - 12 weeks of treatment and typically require that patients have measurable disease. Recent data suggests that measuring on-treatment changes in the amount or proportion of circulating tumor DNA (ctDNA) in peripheral blood plasma may accurately identify responding and non-responding cancers at earlier time points. Over the past year, the RECIST working group has evaluated current evidence for plasma ctDNA kinetics as a treatment response biomarker in metastatic cancers and early endpoint in clinical trials, to identify areas of focus for future research and validation. Here, we outline the requirement for large standardized trial datasets, greater scrutiny of optimal ctDNA collection time points and assay thresholds, and consideration of regulatory body guidelines and patient opinions. In particular, clinically-meaningful changes in plasma ctDNA abundance are likely to differ by cancer type and therapy class, and must be assessed before ctDNA can be considered as a potential pan-cancer response evaluation biomarker. Despite the need for additional data, minimally-invasive on-treatment ctDNA measurements hold promise to build upon existing response assessments such as RECIST, and offer opportunities for developing novel early endpoints for modern clinical trials.

Feasibility of managing and organizing the problem of informal settlements a field study on informal areas in Najaf Governorate

The research aims to study the problem of informal housing in Najaf Governorate, present strategic scenarios to solve the problem, as well as choosing the low-cost construction strategy as an approved strategy in the research. The study included (9) areas in which informal housing units spread, namely (Al-Radhwiya, Al-Rahma neighborhood, Al-Najaf Sea depression, Al-Shawafi area, behind Al-Quds neighborhood, Al-Jadidah II slums, Al-Jadidah III slums, Tabuk neighborhood, Al-Barakiyah), affiliated to the Najaf Governorate Municipality Directorate. The researchers used the descriptive analysis method based on structured personal interviews in informal areas to identify the problem, in addition to using financial tools by calculating costs (fixed capital, working capital) and revenues to solve the problem by submitting a proposal to establish a low-cost residential complex. The study reached several conclusions, the most important of which is that efforts and procedures can be organized to reach a radical solution by choosing the optimal and fastest scenario, which is building low-cost housing units, and benefiting from the areas on which slums were built. The study recommended a set of recommendations, the most important of which is forming a government working group from the departments concerned with urban planning, the municipality, the Investment Authority, and departments related to infrastructure, to prepare a technical study and an action plan to establish a package of projects distributed across the governorate's areas. These projects are granted to the best investors in establishing low-cost housing units, and forming a subcommittee to evaluate the lands and re-use them in an optimal manner. In a way that achieves benefit for the city, whether by converting them into green spaces, parks, or investment projects that enhance commercial activity in the city.

Use of QR Codes to Enhance Learning in a Graduate-Level Clinical Course

AbstractTeaching health professions at the graduate level often involves instructors guiding students through active learning labs for the practical application of content. Clinical courses may necessitate covering a substantial amount of information, requiring instructors to adopt efficient and effective teaching methods to maximize lab time. In a Master of Occupational Therapy Program, students were observed being off-task and disengaged with provided materials during group work in active learning labs. In response to this, Quick Response (QR) codes were introduced as a strategy to enhance self-directed learning and maintain focus on tasks while the instructor offered supplemental assistance as needed. A Microsoft Form survey was administered after classes to assess the effectiveness of QR codes as a technology-supported instructional method and gather students’ perceptions. The survey results overwhelmingly indicated that students were receptive to using QR codes and found them helpful in facilitating learning and maintaining attention during lab activities.