No abstract

During the course of a day human skin is exposed to solar UV radiation that fluctuates in fluence rate within the UVA (290-315 nm) and UVB (315-400 nm) spectrum. Variables affecting the fluence rate reaching skin cells include differences in UVA and UVB penetrating ability, presence or absence of sunscreens, atmospheric conditions, and season and geographical location where the exposure occurs. Our study determined the effect of UVA fluence rate in solar-simulated (SSR) and tanning-bed radiation (TBR) on four indicators of oxidative stress---protein oxidation, glutathione, heme oxygenase-1, and reactive oxygen species--in human dermal fibroblasts after receiving equivalent UVA and UVB doses. Our results show that the higher UVA fluence rate in TBR increases the level of all four indicators of oxidative stress. In sequential exposures when cells are exposed first to SSR, the lower UVA fluence rate in SSR induces a protective response that protects against oxidative stress following a second exposure to a higher UVA fluence rate. Our studies underscore the important role of UVA fluence rate in determining how human skin cells respond to a given dose of radiation containing both UVA and UVB radiation.

This paper describes the implementation of BRISC, a brief evidence-based intervention within an implementation framework; specifically, we provide a 5-year retrospective on the successes and remaining gaps of the approach. Interviews were conducted with 13 clinical team leads from diverse school boards in Ontario. Seven themes emerged from our coding: BRISC being seen as an effective and efficient practice, clinicians’ attitudes and self-efficacy, promoting system readiness, high-quality training, data-informed decision-making, effective clinical supervision, and communities of practice to create ongoing learning and professional development. These themes highlight the importance of considering different levels and systems in developing an implementation plan.

The increasing interest in implementing social‐emotional learning (SEL) interventions within schools calls for more reliable and valid assessment tools to measure the effectiveness of SEL programs. We investigated the factor structure and psychometric properties of the Social Skills Improvement System – Social‐Emotional Learning Edition (SSIS SEL) with a group of ethnically and socio‐economically diverse grade 3 students in Ontario, Canada (n = 427). The SSIS SEL is an age‐normed measure used for the evaluation of interventions and prevention initiatives. Data collected included both teacher‐report and student self‐report measures. The factor structure proposed by the scale developers was not replicated using this smaller single grade sample. However, the study demonstrates evidence of good construct and convergent validity supporting the novel factor structure. Results from this study suggest that more research on the SSIS SEL's application in real‐world intervention research programs is needed.