Preparing education for the crises of tomorrow: A framework for adaptability.

The COVID-19 crisis has disrupted learning globally, exacerbating regional and global disparities that predated the pandemic. This rupture presents a unique opportunity to reimagine our educational system in times of both calm and crisis. Drawing on the work of political scientist Kathleen Thelen and economist and philosopher Amartya Sen, this article introduces a Framework for adaptability that outlines examples of flexible and equitable adaptation to change. The authors define adaptability as the ability of educational systems to respond to rapidly changing circumstances while maintaining stability, promoting equality, and expanding substantive freedoms and well-being. The key components of educational adaptability are: (1) cooperation, (2) inclusion, and (3) flexibility. This article describes how adaptability in education might be facilitated at individual, community, state and global levels. The authors call attention to a critical need to collectivise our approach to risk at the level of national governance. They suggest that this can be achieved by coordinating various professional, scientific, corporate, community and governmental stakeholders in order to ensure continuity in educational service provision, promoting lifelong learning and overall workforce participation.

Préparer l'éducation aux crises de demain : un cadre d'adaptabilité ­ La crise de la COVID-19 a perturbé l'apprentissage partout dans le monde, exacerbant les disparités régionales et mondiales antérieures à la pandémie. Cette rupture offre une occasion unique de réinventer notre système d'éducation tant en période de calme que de crise. S'inspirant des travaux de la politologue Kathleen Thelen et de l'économiste et philosophe Amartya Sen, cet article présente un cadre d'adaptabilité qui esquisse quelques exemples d'adaptation flexible et équitable au changement. Les auteurs définissent l'adaptabilité comme la capacité des systèmes d'éducation à répondre à des situations qui évoluent rapidement et en même temps à maintenir la stabilité, à promouvoir l'égalité et à accroître des libertés et un bien-être essentiels. Les éléments clés de l'adaptabilité éducative sont : (1) la coopération, (2) l'inclusion et (3) la flexibilité. Cet article décrit comment l'adaptabilité pourrait être facilitée dans l'éducation aux niveaux des individus, de la communauté, de l'État et du monde. Ses auteurs attirent l'attention sur le besoin crucial de collectiviser notre approche du risque à l'échelle de la gouvernance nationale. Ils indiquent que l'on peut y parvenir en coordonnant différents acteurs professionnels, scientifiques, entrepreneuriaux, communautaires et gouvernementaux afin d'assurer la continuité de l'offre des services éducatifs, de la promotion de l'apprentissage tout au long de la vie et de la participation générale de la main-d'œuvre.

Lifelong educational practices and resources in enabling health literacy among older adults.

OBJECTIVE: The goal of this study is to examine the role of lifelong educational and learning practices and resources in enabling health literacy. METHOD: A subsample of older adults (n = 2,979) derived from the 2003 seven country IALSS (Canadian survey) was used. An expanded Andersen-Newman model that included lifelong learning enabling factors was used to develop predictors of health literacy. RESULTS: The formal education, lifelong and lifewide learning enabling factors exhibited the most robust associations with health literacy. These included education level; self-study in the form of reading manuals, reference books and journals; computer/Internet use, use of the library; leisure reading of books; reading letters, notes and e-mails; and volunteerism. DISCUSSION: Findings are discussed in relation to the development and maintenance of health literacy over the life course. Programs and policies that encourage lifelong and lifewide educational resources and practices by older persons are needed.

Biochemistry and physiology of the natriuretic peptide receptor guanylyl cyclases.

Guanylyl cyclases (GC) exist as soluble and particulate, membrane-associated enzymes which catalyse the conversion of GTP to cGMP, an intracellular signalling molecule. Several membrane forms of the enzyme have been identified up to now. Some of them serve as receptors for the natriuretic peptides, a family of peptides which includes atrial natriuretic peptide (ANP), brain natriuretic peptide (BNP) and C-type natriuretic peptide (CNP), three peptides known to play important roles in renal and cardiovascular physiology. These are transmembrane proteins composed of a single transmembrane domain, a variable extracellular natriuretic peptide-binding domain, and a more conserved intracellular kinase homology domain (KHD) and catalytic domain. GC-A, the receptor for ANP and BNP, also named natriuretic peptide receptor-A or -1 (NPR-A or NPR- 1), has been studied widely. Its mode of activation by peptide ligands and mechanisms of regulation serve as prototypes for understanding the function of other particulate GC. Activation of this enzyme by its ligand is a complex process requiring oligomerization, ligand binding, KHD phosphorylation and ATP binding. Gene knockout and genetic segregation studies have provided strong evidence for the importance of GC-A in the regulation of blood pressure and heart and renal functions. GC-B is the main receptor for CNP, the latter having a more paracrine role at the vascular and venous levels. The structure and regulation of GC-B is similar to that of GC-A. This chapter reviews the structure and roles of GC-A and GC-B in blood pressure regulation and cardiac and renal pathophysiology.