Educating for Indigenous health equity: An international consensus statement

The determinants of health inequities between Indigenous and non-Indigenous populations include factors amenable to medical education’s influence, for example, the competence of the medical workforce to provide effective and equitable care to Indigenous populations. Medical education institutions have an important role to play in eliminating these inequities. However, there is evidence that medical education is not adequately fulfilling this role, and in fact may be complicit in perpetuating inequities. This article seeks to examine the factors underpinning medical education’s role in Indigenous health inequity, in order to inform interventions to address these factors. The authors developed a consensus statement that synthesizes evidence from research, evaluation, and the collective experience of an international research collaboration including experts in Indigenous medical education. The statement describes foundational processes that limit Indigenous health development in medical education and articulates key principles that can be applied at multiple levels to advance Indigenous health equity. The authors recognize colonization, racism, and privilege as fundamental determinants of Indigenous health that are also deeply embedded in Western medical education. In order to contribute effectively to Indigenous health development, medical education institutions must engage in decolonization processes and address racism and privilege at curricular and institutional levels. Indigenous health curricula must be formalized and comprehensive, and must be consistently reinforced in all educational environments. Institutions’ responsibilities extend to advocacy for health system and broader societal reform to reduce and eliminate health inequities. These activities must be adequately resourced and underpinned by investment in infrastructure and Indigenous leadership

Physical States of Embodiment and their Impact on the Performer

In this thesis research, dance artist Valerie Calam highlights the goals, creative processes, and results of three choreographic case studies, Gotta Go Church, All My Colours, and Dull Roar. In the three projects, Calam investigates the theme of embodiment in creation and performance of dance using a choreographic method she devised called states of the body. This method draws on postmodern contemporary choreographic devices such as Skinner Releasing Technique as well as the ancient somatic practice Qigong. This research reveals that by focussing on connection, a deeper physical awareness manifests and the performer will experience embodiment, the place where the body is leading, not the mind. Through this method, the performers are working on something as opposed to demonstrating something, and this change in approach exposes concepts and narratives within the choreography, and fuels the performer’s transformation

Minding the gap and moving forward in children's long-term conditions: A vital role for health psychology.

Children with a long‐term condition and their families are confronted with multiple biopsychosocial challenges. In this editorial, we outline the scope of the problem and then look at some examples of interventions for children with a long‐term condition and how health psychology can inform and influence these. Health psychology theories are often not very well applied or reported, and there is considerable scope for more health psychology input in this area. We discuss relevant issues and suggest directions for future research in which health psychologists might apply subject‐specific theory and knowledge to further research and practice in the paediatric domain.Peer reviewe

A new high-performance heterologous fungal expression system based on regulatory elements from the Aspergillus terreus terrein gene cluster

Recently, the Aspergillus terreus terrein gene cluster was identified and selected for development of a new heterologous expression system. The cluster encodes the specific transcription factor TerR that is indispensable for terrein cluster induction. To identify TerR binding sites, different recombinant versions of the TerR DNA-binding domain were analyzed for specific motif recognition. The high affinity consensus motif TCGGHHWYHCGGH was identified from genes required for terrein production and binding site mutations confirmed their essential contribution to gene expression in A. terreus. A combination of TerR with its terA target promoter was tested as recombinant expression system in the heterologous host Aspergillus niger. TerR mediated target promoter activation was directly dependent on its transcription level. Therefore, terR was expressed under control of the regulatable amylase promoter PamyB and the resulting activation of the terA target promoter was compared with activation levels obtained from direct expression of reporters from the strong gpdA control promoter. Here, the coupled system outcompeted the direct expression system. When the coupled system was used for heterologous polyketide synthase expression high metabolite levels were produced. Additionally, expression of the Aspergillus nidulans polyketide synthase gene orsA revealed lecanoric acid rather than orsellinic acid as major polyketide synthase product. Domain swapping experiments assigned this depside formation from orsellinic acid to the OrsA thioesterase domain. These experiments confirm the suitability of the expression system especially for high-level metabolite production in heterologous hosts

Reformulasi Visi, Misi dan Tujuan Sekolah

Abstract : Sekolah sebagai salah satu institusi pendidikan yang diberi tugas mewujudkan tujuan pendidikan, maka harus melakukan perannya dengan benar. Dalam menjalankan peran suatu institusi pendidikan, sekolah harus dikelola dengan baik untuk mewujudkan tujuan pendidikan yang telah diformulasikan secara optimal. Manajemen sekolah yang tidak profesional dapat menghambat proses pendidikan dan dapat menghambat sekolah untuk sebagai lembaga pendidikan formal. Visi dan misi adalah elemen di sekolah, di mana visi dan misi ini digunakan untuk operasinya yang bergerak di jalur yang diamanatkan oleh kepentingan dan harapan untuk mencapai kondisi yang diinginkan di masa depan sebagai perwujudan dari Tujuan. Hasil analisis pada dasarnya; Pertama, penyusunan visi dan misi sekolah tidak perlu peninjauan mendalam dan melibatkan semua pemangku kepentingan sehingga apa yang kedua, visi dan misi sekolah mengandung banyak hal besar seperti mencapai sampai hal-hal kecil tapi sangat mendesak seperti anggaran tahunan, semua ini harus direncanakan sehingga dalam pelaksanaan identitas sekolah hanya dapat dilihat dengan membaca visi dan misi, Ketiga, Dalam rangka praktis visi dan misi tidaklah mudah meskipun semua pemangku kepentingan kepentingan yang terlibat tetapi masih sulit, oleh karena itu diperlukan pengawasan ketika kesulitan ini dan Keempat, Dalam mewujudkan sekolah yang memiliki kualitas baik perlu direncanakan dan Pengembangan. Perkenalan Lingkungan pendidikan yang sangat kompetitif saat ini akan berdampak pada tuntutan untuk selalu bangun keunggulan kompetitif, perbarui peta jalan organisasi secara berkesinambungan, penentuan langkah-langkah strategis di masa depan, penyebaran, sentralisasi kapabilitas dan komitmen seluruh staf dalam mewujudkan masa depan sekolah. Sekolah sebagai salah satu lembaga yang diberi tugas untuk mewujudkan tujuan pendidikan harus melakukan perannya dengan benar.Kata Kunci: Reformulasi, Visi Misi Tujuan, Sekolah

Preventing interpersonal violence in Panama:is a parenting intervention developed in Australia culturally appropriate?

OBJECTIVES: To explore cultural appropriateness of a transported parenting intervention in Panama. METHODS: Panamanian parents (n = 25) were interviewed after participation in an Australian parenting intervention. A thematic analysis was conducted to interpret qualitative data. RESULTS: Three themes emerged; cultural context, appropriateness of the intervention, and development of support networks. In terms of cultural context, parents described economic difficulties, living in a dangerous world, struggling to balance parenting and work, and using aggressive communication patterns. In terms of appropriateness of the intervention, they rated materials as appropriate, although suggested modifications to its delivery by including children and teachers in the training. Finally, parents commented that the intervention prompted the development of social networks within their communities. CONCLUSIONS: Overall, parents considered a transported parenting intervention as appropriate to their local needs. This study might be useful to local governments and international funders in charge of deciding whether transporting parenting interventions North to South as a strategy for violence prevention would be respectful of local needs. Our findings cannot be generalized beyond Panama, but the methodology can be replicated to answer this question in other settings