Professional Education and Research Institute

OBJECTIVES Unilateral cerebral palsy (UCP) can result in lifelong upper extremity (UE) neuromotor impairment. While both constraint-induced movement therapy (CIMT) and bimanual training have demonstrated efficacy for children with UCP, there was limited evidence to inform treatment decision-making in children aged between 6 and 24 months. Thus, we performed a comparative efficacy trial testing 3 high-dose therapist-delivered interventions, 2 CIMT interventions varied by constraint type to bimanual/no-constraint intervention for use in treating this age group of children with UCP. PATIENTS AND METHODS Fifty-eight infants/toddlers with UCP diagnosis, aged 6 to 24 months, were enrolled and randomized. Exclusion criteria were uncontrolled seizures, fragile health, prior CIMT/bimanual therapy, and recent botulinum toxin. Participants were randomly assigned (1:1:1) to 1 of 3 treatments all delivered 3 hours/d and 5 days/wk for 4 weeks: CIMT/full-time cast, CIMT/part-time splint, or bimanual/no constraint. Anonymized assessments at baseline, end of treatment (EoT), and 6 months posttreatment included the Mini–Assisting Hand Assessment (AHA) for bimanual abilities and the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) Fine-Motor (FM) subscale on each UE for FM abilities. RESULTS Fifty-three infant/toddlers completed treatment and EoT assessment (mean age, 17.2 months), and 41 completed 6-month assessment. All groups had gains from intervention: Mini-AHA scores (P < .003) and Bayley-III FM/paretic side (P < .002). Bayley-III FM/nonparetic side also improved across groups (P < .001). The CIMT/full-time cast showed larger gains on Bayley-III FM/nonparetic side when compared with bimanual/no constraint (difference, 5.9; 95% CI, 1.2-10.5; P = .015). CONCLUSION The trial confirms comparable benefits from therapist-delivered CIMT and bimanual/no-constraint interventions for infants/toddlers with UCP aged between 6 and 24 months.

<p><strong>Context and relevance</strong><em>. </em>The relevance of the study is due to the acute contradiction between the need of high-tech industries for personnel with new-level competencies, capable of advanced technology development, and the conservatism and “catch-up” nature of the traditional system of vocational education. The need to transform vocational education in the context of changing technological paradigms requires scientific understanding of the essence and mechanisms for implementing its advanced function. <strong>Objective.</strong> Theoretical and methodological substantiation of the essence, functions and conditions of implementation of advanced vocational education as a system that forms transformative thinking and innovative and creative professionalism of participants in the educational process. <strong>Hypothesis.</strong> Formation of highly qualified labor resources with innovative and creative professionalism and productive (transformative) thinking is possible in the system of advanced vocational education when determining the essence, functions and conditions of its implementation. <strong>Methods and materials</strong>. The study is based on a system-dynamic approach that allows studying complex systems subject to change over time. The following methods were used: content analysis of scientific literature, theoretical analysis and synthesis, conceptualization, comparative analysis, methodological reflection. <strong>Results.</strong> The essence of advanced vocational education as a system aimed at forming transformative (productive) thinking of participants in the educational process is revealed. Its key function is defined – forming value attitudes and thinking that allows independently transforming fundamental knowledge into applied skills in the context of future changes. The principle of meaning-making as a pattern of development of advanced vocational education is substantiated and a model of innovative and creative professionalism as its target result is presented, including adaptability, creativity, proactivity, flexibility of knowledge, etc. <strong>Conclusions.</strong> Advanced professional education is conceptualized as an educational system, the essential characteristic of which is the formation of transformative thinking (synthesis of strategic, anticipatory, contextual, reflexive) based on the principle of meaningful activity. The pattern of development of advanced professional education is identified and substantiated, manifested in the need to apply the principle of meaningful activity for resource management, creation of an innovative environment and change in the thinking of educational subjects. A model of innovative and creative professionalism as an integral result of advanced professional education is developed and substantively disclosed, overcoming the limitations of traditional ideas about professionalism.</p>

The most encouraging trend in contemporary education is the accelerating integration of AI tools into schools. As more schools begin to adopt these AI-enabled tools (i.e., intelligent tutoring systems, predictive analytics, adaptive learning platforms, and automated administrative processes), it is essential to identify the theoretical bases for understanding the adoption, implementation and effectiveness of AI tools in school settings. The purpose of this chapter is to provide an in-depth analysis of the theoretical foundations upon which AI has been incorporated into education. A variety of theoretical perspectives are used to develop this analysis including technological determinism, socio-technological systems theory, diffusion of innovation theory, activity theory, transformational leadership theory, and constructivist learning theory along with a number of critical/ethical frameworks. Through the examination of each of the different theoretical positions, this chapter will provide a comprehensive view of the way in which AI becomes intertwined with various aspects of educational institutions (i.e., institutional systems, pedagogical processes, stakeholder involvement, and ethical considerations). The chapter will also explore how some theoretical positions (i.e., diffusion of innovation theory) account for stages and factors associated with the adoption process while others (i.e., socio-technological systems theory) emphasize the interdependence of technology systems and human agents; and, finally, how the presence of both positive and negative critical and ethical issues (i.e., bias, data privacy, surveillance and equality) continue to complicate the use of AI in schools. Additionally, the chapter emphasizes the important role of leadership, vision, and institutional culture for successfully incorporating AI and equity in school settings.

The field of educational management, leadership, and supervision is evolving rapidly, shaped by contemporary challenges and opportunities. This book, Educational Management, Leadership, and Supervision: Contemporary Perspectives, brings together diverse theoretical frameworks and practical insights to guide educators, administrators, and policymakers in fostering excellence in educational institutions. Drawing on contributions from esteemed scholars and practitioners, this work explores foundational theories, innovative leadership styles, strategic financial planning, professional development, and the integration of technology in education. It also addresses critical themes such as ethical leadership, inclusive practices, and effective policy implementation, offering a holistic view of the complexities inherent in modern educational systems. Designed as both a scholarly resource and a practical guide, this book emphasizes the importance of adaptability, equity, and visionary leadership in achieving sustainable institutional success. Whether you are an aspiring leader, an experienced administrator, or a researcher, the insights within these pages will equip you with the knowledge and tools to navigate the dynamic landscape of education with confidence and integrity. Educational management, as both a discipline and a practice, continues to evolve in response to the dynamic demands of contemporary education systems. This edited volume, Educational Management, Leadership and Supervision: Contemporary Perspectives, is conceived with the aim of offering scholars, practitioners, and policymakers a comprehensive and internationally relevant exploration of the core theories, leadership paradigms, and administrative practices that shape effective educational governance. Bringing together contributions from seasoned academics and researchers. This book provides a rigorous synthesis of classical and modern theoretical frameworks underpinning educational management. Each chapter reflects a deep engagement with current research and contextual realities, particularly within African educational settings, while maintaining relevance for global audiences. Chapter 1 establishes the conceptual foundation by examining major theoretical perspectives that inform educational management, emphasizing their application in fostering institutional excellence, equity, and efficiency. Chapter 2 explores diverse leadership styles—from autocratic to transformational—and their implications on school culture, teacher motivation, and student outcomes. Chapter 3 delves into financial planning and budgeting, offering strategic insights into resource allocation, sustainability, and policy influence on funding mechanisms. In Chapter 4, the focus shifts to professional development and teacher supervision, highlighting their interconnectedness in promoting instructional quality and continuous improvement. Chapter 5 addresses strategic planning as a tool for institutional advancement, exploring its role in aligning organizational goals with operational strategies. Chapter 6 critically examines technology integration in education administration, underscoring its transformative potential in enhancing transparency, data-driven decision-making, and service delivery. Chapter 7 presents an incisive analysis of policy formulation and implementation, emphasizing the need for context-sensitive and evidence-based approaches to educational reform. Chapter 8 explores emerging trends in supervision models, offering innovative frameworks for improving instructional leadership and classroom effectiveness. Chapter 9 focuses on ethical leadership and moral decision-making, advocating for principled governance that upholds justice, integrity, and accountability in educational institutions. Chapter 10 investigates the complexities of inclusive leadership, addressing how diversity, equity, and access can be embedded into administrative practices and institutional cultures. Finally, Chapter 11 offers a forward-looking perspective on the future of educational management, integrating global best practices with local realities to prepare institutions for the challenges and opportunities of the 21st century. This book is not merely a collection of academic essays but a call to action for educational leaders to engage deeply with theory, reflect critically on practice, and apply contextually appropriate strategies in their institutions. It advocates for a multifaceted approach to management—one that balances structure with flexibility, accountability with empowerment, and tradition with innovation. We hope this volume serves as a valuable reference for graduate students, researchers, school administrators, and ministry officials seeking to enhance their understanding of the theoretical and practical dimensions of educational leadership and management. In doing so, we aspire to contribute to the global discourse on building resilient, inclusive, and future-ready educational institutions. Finally, we extend our gratitude to the contributors whose expertise has enriched this volume, and we hope this book serves as a catalyst for transformative leadership and meaningful change in education worldwide.

We optimized a protocol for the enrichment of murine capillaries using density gradient centrifugation and follow-on filtration.We offer an approach to analyzing post-collection cerebrovascular fragments and cells with respect to vascular network hierarchy.Assessing arterial and venous markers alongside those associated with the BBB provides a more comprehensive view of material collected.Enhanced insight into isolate composition is critical for a more accurate view of BBB biology relative to larger diameter cerebrovasculature. The recent surge in studies investigating the cerebrovasculature, and the blood-brain barrier (BBB) in particular, has inspired a broad range of approaches to target and observe these specialized blood vessels within murine models. To capture transcriptional and molecular changes during a specific intervention or disease model, techniques have been developed to isolate brain capillary networks and collect their cellular constituents for downstream analysis. Here, we sought to highlight the benefits and cautions of isolating and enriching microvessels from murine brain tissue. Specifically, through rigorous assessment of the output material following application of specific protocols, we presented the benefits of specific approaches to reducing the inclusion of non-vascular cells and non-capillary vessel segments, verified by analysis of vascular-related proteins and transcripts. We also emphasized the levels of larger- caliber vessels (i.e. arteries/arterioles and veins/venules) that are collected alongside cerebral capillaries with each method. Distinguishing these vascular regions with greater precision is critical for attributing specific characteristics exclusively to the BBB where metabolic, ion, and waste exchange occurs. While the addition of larger vessels to molecular / transcriptional analyses or follow-on experiments may not be substantial for a given protocol, it is essential to gauge and report their level of inclusion, as their contributions may be inadvertently assigned to the BBB. Therefore, we present this optimized brain microvessel isolation protocol and associated evaluation methods to underscore the need for increased rigor in characterizing vascular regions that are collected and analyzed within a given study.

Cervical cancer is the second leading cause of cancer deaths among women in Ethiopia. Human papillomavirus (HPV) vaccination is a primary prevention method for cervical cancer and was introduced in Ethiopia in 2018. We conducted a cross-sectional, mixed-methods study to understand the operational context for the HPV vaccination program and the associated costs in three regions of Ethiopia. Operations research provided insights on the frequency and intensity with which HPV vaccination program activities were done, focusing on activities conducted to vaccinate the cohort receiving its first dose in October 2019 and second dose in January 2021. Microcosting was used to estimate the costs to the health system for these activities. Data collection using structured questionnaires was done at 60 health facilities, 17 woredas, and 9 zones/sub-cities that were randomly selected from three purposively selected regions and the national level. Financial costs (monetary outlays) and economic costs (financial costs plus opportunity costs of resource use) were estimated in 2019 US$. Health facilities delivered an average of 411 HPV vaccine doses during the reference period, ranging from a mean of 86 to 606 across the three regions. Aggregated across all levels of the health system, the estimated financial cost per dose across the pooled sample was $2.23, and the economic cost per dose was $7.19, excluding the cost of vaccines and supplies. There were regional variations in these estimates, with mean financial cost per dose ranging from $1.17 to $7.18 and mean economic cost per dose ranging from $5.80 to $18.13 across the three regions. Regional variations exist in the service volume, frequency, and intensity of conducting HPV vaccination activities, as reflected in the estimated costs of delivery. Data generated from this study can be used to inform program planning and budgeting, taking into account regional variations, for effective utilization of resources.

Abstract The purpose of the investigation was to remove the Pb from the artificial liquid using PDAC. Lead is used for cables, roofs, water and gas pipelines, mining activities, the manufacturing of acid batteries, and other structures. The industry recognizes the need for dye-treated sewage treatment because it can cause health problems for humans and animals. In this research, PDAC was explored for its possible consumption as an ecofriendly bio-adsorbent to remove the Pb (II) ions. In this investigation, adsorption-related variables, including initial dye concentration, contact time, absorption rate, temperature effects, and pH were studied. Second-order kinetic model being used for calculate the investigational values. Absorption equilibrium was determined using Longmuir and Friendlich's isothermal models. Current work suggests that PDAC could be employed as a low-cost absorbent to adsorb the lead ion in an artificial liquid solution. Adsorption characteristics were determined by SEM, XRD, and FTIR studies.

Background:Diabetic foot complications are increasingly burdensome for patients, clinicians, and society. Development of innovative therapies to support good quality basic care is a priority among those with an interest in this area. One of these involves scanning and printing tissues to match and conform to a defect (so-called 3D printing).Methods:A single-arm pilot study of ten consecutive patients with a history of a chronic diabetic foot ulcer (DFU), treated with autologous minimally manipulated homologous adipose tissue (AMHAT), dispensed by a specialized 3D bioprinter, Dr. INVIVO, was performed. Patients with nonhealing DFUs present for more than 4 weeks and refractory to standard-of-care therapies were included. Wounds were treated with a single application of AMHAT, and then followed up weekly for up to 12 weeks, or until the wounds healed. The primary outcome measure was complete epithelialization of the wound up to 12 weeks after the treatment. Secondary outcome measures included wound size and/or volume reduction, assessment of ulcer grade, and time to closure.Results:Five wounds were healed by 5 weeks and one at 8 weeks. The mean percent area reduction at 12 weeks was 78.3% (SD: 33.23). Complete closure was achieved in 60% of wounds. The mean time to closure in these wounds was 49.1 days (95% CI, 29.9–68.3). No adverse events were reported.Conclusions:Single treatment of bioprinted AMHAT appears to be a safe and potentially effective treatment modality for patients with chronic DFUs. Further studies are warranted to explore the full potential of 3D bioprinting for tissue repair in this high-risk population.

Myocarditis is responsible for 42% of sudden cardiac death in young adults, yet mechanisms underlying virally induced arrhythmia remain elusive. Adenovirus is a leading etiological agent of myocarditis but species‐specificity has limited development of animal disease models. Normal electrical impulse propagation in the heart is achieved through intercellular coupling via gap junctions, composed primarily of connexin43 (Cx43). Changes in Cx43 expression, localization, and/or function underlie the arrhythmias of sudden cardiac death. Given that gap junctions also propagate innate and adaptive antiviral immune responses, we hypothesized that adenovirus would target Cx43 to facilitate replication. Our prior work has demonstrated that Cx43 expression and function are indeed reduced rapidly during adenoviral infection limiting gap junction communication in human epithelial and cardiac cells. We are now employing a recently described cardiotropic strain of mouse adenovirus, MAdV‐3, to develop our work into whole animal studies and investigate virally‐induced alterations in cardiac electrophysiology and the molecular mechanisms of the resulting arrhythmogenic substrate. Adult mice were inoculated with MAdV‐3 and sampled after 7 days to model acute cardiac infection. We find MAdV‐3 viral genomes are specifically enriched in heart tissue, confirming cardiotropism. No cardiomyopathy was apparent by echocardiography or histopathology, consistent with human acute myocarditis patients. We find reductions in cardiac ion channel and connexin mRNA transcript levels after infection, and at the protein level, Cx43 is phosphorylated at residues known to reduce function. Ex vivo optical mapping experiments illustrate decreased conduction velocity in infected hearts. Turning to primary adult mouse cardiomyocytes, we detect prolonged action potential duration and impaired K+ current in infected cells by patch clamping. Confocal and super‐resolution localization microscopy of infected cardiac tissue and isolated cardiomyocytes reveals remodeling of gap junctions with alterations in complexing with scaffolding proteins and other ion channels at the cell‐cell junction. Finally, employing human iPSC‐derived cardiomyocytes and human adenovirus type‐5, we find increased Cx43 phosphorylation and, using optical mapping, perturbation of intercellular coupling during infection, just as we see with MAdV‐3. Our data demonstrate that reduced cellular coupling and ion channel function during adenoviral infection generates an arrhythmogenic substrate prior to an appreciable immune response or cardiomyopathy development. MAdV‐3 infection therefore provides a novel model of cardiac infection and myocarditis and provides physiologically relevant insight into mechanisms of virally‐induced arrhythmias.

Colleen H. Cotton, MD; Jusleen Ahluwalia, MD; Daniel M. Balkin, MD, PhD; Ilona J. Frieden, MD; Anita N. Haggstrom, MD; Leslie A. Castelo-Soccio, MD, PhD; Carmen Liy-Wong, MD; Elena Pope, MD, MSc; Jack E. Steiner, MD; Dawn H. Siegel, MD; Esteban Fernandez-Faith, MD; Kimberly D. Morel, MD; Christine T. Lauren, MD; Maria C. Garzon, MD; Anthony J. Mancini, MD; Sarah L. Chamlin, MD; Megha M. Tollefson, MD; Marilyn G. Liang, MD; Sophia Delano, MD; Sharon A. Glick, MD; Marcia Hogeling, MD; Victoria R. Barrio, MD; PHACE Retrospective Study Group