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Developing appropriate risk messages during challenging situations like public health outbreaks is complicated. The focus of this paper is on how First Nations and Metis people in Manitoba, Canada, responded to the public health management of pandemic H1N1, using a focus group methodology (n = 23 focus groups). Focus group conversations explored participant reactions to messaging regarding the identification of H1N1 virus risk groups, the H1N1 vaccine and how priority groups to receive the vaccine were established. To better contextualize the intentions of public health professionals, key informant interviews (n = 20) were conducted with different health decision makers (e.g., public health officials, people responsible for communications, representatives from some First Nations and Metis self-governing organizations). While risk communication practice has improved, ‘one size’ messaging campaigns do not work effectively, particularly when communicating about who is most ‘at-risk’. Public health agencies need to pay more attention to the specific socio-economic, historical and cultural contexts of First Nations and Metis citizens when planning for, communicating and managing responses associated with pandemic outbreaks to better tailor both the messages and delivery. More attention is needed to directly engage First Nations and Metis communities in the development and dissemination of risk messaging.

1. The effects of the naturally occurring neurosteroid tetrahydrodeoxycorticosterone (THDOC) on GABAA receptor-mediated miniature, spontaneous and evoked IPSCs was tested using patch-clamp techniques in slices of hippocampus and cerebellum from rats at two developmental stages (•10 and •20 days postnatal). The cells studied were hippocampal granule cells and cerebellar Purkinje and granule cells. 2. Most miniature GABAergic currents (mIPSCs) decayed with two exponentials and neurosteroids caused a •4-fold increase in the decay time constant of the second exponential at the highest concentration used (2 ìÒ). Similar effects were seen at high concentrations of THDOC (1-2 ìÒ) in all cell groups tested. No effects were seen on amplitude or rise time of mIPSCs. 3. The effects of THDOC (1 ìÒ) were shown to be stereoselective and rapidly reversible, indicating that the neurosteroid binds to the GABAA receptor, rather than acting genomically. 4. At concentrations of THDOC likely to occur physiologically (50-100 nÒ), the decay time of IPSCs was also enhanced (25-50%) in all cerebellar cell groups tested. In contrast, at 100 nÒ THDOC, seven of 11 hippocampal granule cells were sensitive from the 10 day group but the 20 day hippocampal granule cells showed no significant enhancement in the presence of these lower concentrations of THDOC. 5. The differences in sensitivity of hippocampal and cerebellar cells to THDOC are compared to data reported in the literature on regional development of expression of different receptor subunits in the brain and it is suggested that the progressive relative insensitivity of the 20 day hippocampal cells may depend on increasing expression of the ä subunit of the GABAA receptor and possibly an increase in the á4 subunit.9822

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This paper reports on an initiative that took the strategy of youth consultation in programme planning one step further by putting a research project's design, data collection, analysis and presentation of findings in the hands of young women and men who have experienced education and discontinuity of education in a long-term refugee camp. The participatory action research (PAR) process is described and assessed with attention to how PAR may serve as a practical, credible and ethical methodology for research with refugee youths about refugee youths. This case study reflects that PAR can yield new insights for developing youth-focused initiatives and positive personal experiences for youth participants, including limited forms of empowerment. Ultimately, however, the structural inequalities imposed by refugee status require redress if the goal is the long-term empowerment of youths in camps. IntroductionWhat we don't know about young people in emergencies is critical. While we can count heads in classrooms, what do we know about the young women and young men who are outside of the classrooms? What are they doing? What do they want to be doing? In emergency settings, even those that have endured for years, finding answers to these questions can be extremely challenging. An oft-neglected strategy, given resource concerns and traditional donor-driven models of assistance, is posing the questions to those with the most intimate knowledge and relevant experience, in this case, out-of-school youths.