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This research focuses on the introduction of yoga into two elementary classes. The yoga sessions were delivered over the course of three months, and included a breathing practice, followed by the reading of a children’s book, and then a yoga practice. Employing a narrative inquiry methodology, data were collected through three methods: student journals and related artifacts, classroom observations, and individual interviews. Using an inductive process and thematic coding, three common salient themes were constructed through the data collection: students’ understanding and experience of yoga, story and yoga, and yoga in the world. Relying upon the lotus flower as a metaphor, a discussion of these results is offered. This discussion focuses, primarily, upon the following six broad topics: mitigating challenges, consistency and routine, body and mind, being versus doing, yoga and story, and yoga in the world. This discussion and subsequent conclusion offer affirming evidence and potential applications related to the introduction of yoga into early elementary classrooms.

PurposeWithin teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context.Design/methodology/approachThe researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together.FindingsThe mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice.Research limitations/implicationsThis research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts.Originality/valueThis research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

Purpose Within teacher education, many experienced in-service teachers routinely mentor pre-service teachers during teaching practicums. Notwithstanding the benefits pre-service teachers are meant to experience from these mentor–protégé relationships and experiences, recent research has demonstrated that mentors, too, may experience some (oftentimes unintended) potential benefits. The purpose of this paper is to further investigate such potential benefits within a Canadian secondary school physical education (PE) context. Design/methodology/approach The researchers employed a qualitative case study methodology. The three primary data sources included field observations/notes, journals and interviews. More specifically, over a ten-week period, the researchers made 26 field visits, observing two mentors’ interactions with five protégés before, during, and after PE class instruction; collected the two mentors’ ten journal entries, all made in response to researcher-provided writing prompts; and interviewed the two mentors, both individually and together. Findings The mentor teachers viewed the mentor–protégé relationship/experience as meaningful professional development, recognizing that it approximated a professional learning community. Relatedly, the mentor teachers experienced professional growth with respect to their own teaching identity and teaching practice. Research limitations/implications This research could inform those who structure and/or coordinate mentoring research within teacher education programs so that they might place a more purposeful focus upon the potential and/or idealized outcomes for mentors (as well as for protégés). Given the single case study methodology, this research may lack generalizability to other educational contexts. Originality/value This research adds to the emerging body of research that investigates how mentoring may provide benefits to mentors. More specifically, this research suggests benefits to mentors relate, especially, to their own teaching identity and practice.

At My Best K–3 is a curriculum-aligned resource intended for elementary teachers to support their instruction of health education in Canadian schools. Developed by Physical and Health Education Canada (PHE Canada), At My Best K–3aims to help students develop emotional awareness while also seeing the connections between healthy eating, physical activity, and emotional well-being. Using drawing-telling (a novel participatory action research method) and qualitative interviews, this study explored student (n = 31) and teacher (n = 4) experiences and perceptions of the At My Best K–3program across three Canadian provinces. Data sources included students’ drawings and recorded discussions (drawing-telling) as well as individual interviews with their teachers. Students’ drawings of learnings from the program reflected aspects of healthy eating and physical activity. Emotional well-being was also reflected through students’ drawings related to personal happiness. Teachers reported positive observations of At My Best K–3, particularly as they relate to student engagement, materials, and impact. Based on the evaluation of At My Best K–3, we offer recommendations for inclusivity and cultural relevance within health education programing. Furthermore, given students’ limited understanding of interdependence between health behaviours, we suggest future emphasis needs to be placed on holistic health and interconnections of health behaviours within health education programming. Overall, At My Best K–3 program supports health education teachers in the delivery of quality health education.

This article describes a qualitative case study that investigated the experiences of four high school students who recently completed a relatively new high school yoga course (Yoga 11). Individual in-depth interviews were conducted so as to enable an understanding of students’ perceived benefits from their participation in this “alternative” physical education course. Students shared stories about yoga and about how it impacted their health, particularly with respect to mental and physical wellbeing. This research might be considered by researchers who similarly engage in inquiry related to the benefits of alternative physical education programs in public schools. It might also be used to inform health intervention possibilities within the context of public education.

The purpose of this research was to investigate the extent to which quality physical education is currently being taught in Atlantic Canada. We used survey methods to generate descriptive data indicating: (a) the backgrounds of those who teach physical education and (b) what is being taught in physical education. Our findings suggest physical education is taught by a group of mostly-white teachers with varying qualifications, interests, and experiences in teaching the subject. Further, sport experiences tend to dominate the subject matter that students engage with, at the expense of dance and gymnastics. Although some physical education programs could arguably be classified as being of a sound quality according to the national subject association, we contend that more needs to be done to present the subject as a diverse enterprise, both in terms of who teaches and what is taught in physical education.

The purpose of this research was to investigate the extent to which quality physical education is currently being taught in Atlantic Canada. We used survey methods to generate descriptive data indicating: (a) the backgrounds of those who teach physical education and (b) what is being taught in physical education. Our findings suggest physical education is taught by a group of mostly-white teachers with varying qualifications, interests, and experiences in teaching the subject. Further, sport experiences tend to dominate the subject matter that students engage with, at the expense of dance and gymnastics. Although some physical education programs could arguably be classified as being of a sound quality according to the national subject association, we contend that more needs to be done to present the subject as a diverse enterprise, both in terms of who teaches and what is taught in physical education.

Patients with radioiodine-refractory differentiated thyroid cancer (DTC) previously treated with vascular endothelial growth factor receptor (VEGFR)-targeted therapy have aggressive disease and no available standard of care. The aim of this study was to evaluate the tyrosine kinase inhibitor cabozantinib in this patient population. In this global, randomised, double-blind, placebo-controlled, phase 3 trial, patients aged 16 years and older with radioiodine-refractory DTC (papillary or follicular and their variants) and an Eastern Cooperative Oncology Group performance status of 0 or 1 were randomly assigned (2:1) to oral cabozantinib (60 mg once daily) or matching placebo, stratified by previous lenvatinib treatment and age. The randomisation scheme used stratified permuted blocks of block size six and an interactive voice–web response system; both patients and investigators were masked to study treatment. Patients must have received previous lenvatinib or sorafenib and progressed during or after treatment with up to two VEGFR tyrosine kinase inhibitors. Patients receiving placebo could cross over to open-label cabozantinib on disease progression confirmed by blinded independent radiology committee (BIRC). The primary endpoints were objective response rate (confirmed response per Response Evaluation Criteria in Solid Tumours [RECIST] version 1.1) in the first 100 randomly assigned patients (objective response rate intention-to-treat [OITT] population) and progression-free survival (time to earlier of disease progression per RECIST version 1.1 or death) in all patients (intention-to-treat [ITT] population), both assessed by BIRC. This report presents the primary objective response rate analysis and a concurrent preplanned interim progression-free survival analysis. The study is registered with ClinicalTrials.gov, NCT03690388, and is no longer enrolling patients. Between Feb 27, 2019, and Aug 18, 2020, 227 patients were assessed for eligibility, of whom 187 were enrolled from 164 clinics in 25 countries and randomly assigned to cabozantinib (n=125) or placebo (n=62). At data cutoff (Aug 19, 2020) for the primary objective response rate and interim progression-free survival analyses, median follow-up was 6·2 months (IQR 3·4–9·2) for the ITT population and 8·9 months (7·1–10·5) for the OITT population. An objective response in the OITT population was achieved in ten (15%; 99% CI 5·8–29·3) of 67 patients in the cabozantinib group versus 0 (0%; 0–14·8) of 33 in the placebo (p=0·028) but did not meet the prespecified significance level (α=0·01). At interim analysis, the primary endpoint of progression-free survival was met in the ITT population; cabozantinib showed significant improvement in progression-free survival over placebo: median not reached (96% CI 5·7–not estimable [NE]) versus 1·9 months (1·8–3·6); hazard ratio 0·22 (96% CI 0·13–0·36; p<0·0001). Grade 3 or 4 adverse events occurred in 71 (57%) of 125 patients receiving cabozantinib and 16 (26%) of 62 receiving placebo, the most frequent of which were palmar–plantar erythrodysaesthesia (13 [10%] vs 0), hypertension (11 [9%] vs 2 [3%]), and fatigue (ten [8%] vs 0). Serious treatment-related adverse events occurred in 20 (16%) of 125 patients in the cabozantinib group and one (2%) of 62 in the placebo group. There were no treatment-related deaths. Our results show that cabozantinib significantly prolongs progression-free survival and might provide a new treatment option for patients with radioiodine-refractory DTC who have no available standard of care. Exelixis.

Medullary thyroid cancer often develops in patients with somatic or germline mutations in RET . Selpercatinib is a novel RET inhibitor. In a phase 1–2 trial, a response to selpercatinib occurred in 38 of 55 previously treated patients (69%) and in 64 of 88 previously untreated patients (73%). Toxic effects were mainly low grade.

During the current pandemic, the vast majority of COVID-19 patients experienced mild symptoms, but some had a potentially fatal aberrant hyperinflammatory immune reaction characterized by high levels of IL-6 and other cytokines. Modulation of this immune reaction has proven to be the only method of reducing mortality in severe and critical COVID-19. The anti-inflammatory drug baricitinib (Olumiant) has recently been strongly recommended by the WHO for use in COVID-19 patients because it reduces the risk of progressive disease and death. It is a Janus Kinase (JAK) 1/2 inhibitor approved for rheumatoid arthritis which was suggested in early 2020 as a treatment for COVID-19. In this review the AI-assisted identification of baricitinib, its antiviral and anti-inflammatory properties, and efficacy in clinical trials are discussed and compared with those of other immune modulators including glucocorticoids, IL-6 and IL-1 receptor blockers and other JAK inhibitors. Baricitinib inhibits both virus infection and cytokine signalling and is not only important for COVID-19 management but is “non-immunological”, and so should remain effective if new SARS-CoV-2 variants escape immune control. The repurposing of baricitinib is an example of how advanced artificial intelligence (AI) can quickly identify new drug candidates that have clinical benefit in previously unsuspected therapeutic areas.