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Background. Law enforcement officers (LEOs) wear duty belts to hold the specialised equipment required to complete their daily occupational tasks. The aim of this review was to identify, collect, and synthesize research investigating the impacts of duty belts and load placement on LEOs. Methods: A systematic review, registered with the Open Science Framework, was conducted following the Preferred Reporting Items for Systematic Reviews guidelines. Five databases were searched (PubMed, Embase, CINAHL, SPORTDiscus, and Web of Science) with identified studies considered against eligibility criteria. Included studies were critically appraised by two reviewers independently using the Joanna Briggs Institute checklist or the Mixed Method Appraisal Tool. Results: Ten studies (mean appraisal score = 79.8%; Kappa agreement = 0.73) informed the review revealing two main emerging themes; occupational impacts (task performance, vehicle duties, and weapon draw time), and movement impacts (balance, gait, and jump-based movements). Nine studies found duty belts and equipment loads, regardless of placement, negatively impacted LEO occupational tasks and movements in general. There were some differences in the nature of the impacts (e.g., areas of pressure with different systems). One study found no differences in performance between hip versus thigh holsters. Conclusions: The evidence suggests that LEO duty belts, their attachments, and the loads imparted by their equipment have a negative impact on performance of occupational tasks as well as officer movement, increasing injury potential. There were some differences in impacts based on load placement warranting consideration and further research.

An isolated police officer executing an arrest can be placed in a dangerous situation should the subject become non-compliant. Further research is needed to ascertain the position that a subject can be placed in that takes the longest time to rise from the ground. Twenty-four college-aged participants (15 men, 9 women) were recruited for this study. Four prone positions were examined in one session: hands hidden under the chest (PHC); arms perpendicular to the torso and palms of the hand facing up (PPU); arms perpendicular to the torso, palms of the hand facing up, with ankles crossed on the ground (PPUAC); and arms perpendicular to the torso, palms of the hand facing up, with ankles crossed but elevated toward the lower back (PACKB). The order of these positions was randomized amongst participants. Participants were instructed to rise to an athletic position from each position as quickly as possible, with the movements recorded by a video camera. Times were calculated via a frame-by-frame analysis using motion analysis soft - ware from movement initiation until participants were standing. A 2 (sex) x 4 (position) repeated measures ANOVA with Bonferroni post hoc calculated between-position differences. There was a significant ANOVA for position (p = 0.003) but not sex (p = 0.415). The PACKB position was significantly slower than the PHC and PPUAC positions (p ≤ 0.045) and had the slowest movement time to stand (~2.019 s). As reaction time could influence an officer's safety, the PACKB position required the most time for a subject to stand and potentially engage an officer.

Teachers are key to antibullying efforts, and their attitudes toward bullying can influence their intervention responses. There has been a proliferation of this type of research but thus far no review has been performed to coalesce the evidence. Following PRISMA and Cochrane guidelines, we performed a systematic and meta-analytic review. A total of 3990 titles and abstracts identified across 7 databases (PsycINFO, Education Source, ERIC via EBSCOhost, ERIC via ProQuest, Web of Science, ProQuest Dissertations and Theses, Google Scholar) were screened against inclusion and exclusion criteria. After screening, 27 studies were included in the systematic review, 25 of which were included in meta-analyses. The association between antibullying attitudes and intervention responses differed depending on whether (1) measures assessed retrospective reports of intervention responses (i.e., how often teachers used that response) versus intervention intentions (i.e., likelihood they would intervene in hypothetical scenarios) and (2) the specific type of intervention response. Results indicate that teachers' antibullying attitudes were positively related to some responses (disciplining/punishing bullying, victim support, involving parents, involving peer bystanders), negatively related to some responses (advocating avoidance, encouraging independent coping), and unrelated to others (advocating assertion, enlisting other adults, separating students). Results also indicate a positive overall association between antibullying attitudes and intervention likelihood. No moderation by form of bullying was found. Implications for preservice training and in-service teachers' professional development to target bullying attitudes are discussed.

The Forms of Bullying Scale was introduced in 2013 and was normed with a large group of Australian students aged 12 to 15 (Shaw et al., 2013). To date, no researchers have attempted to validate FBS on adolescents in the United States. The purpose of this paper is to provide validation for the Forms of Bullying Scale -- Perpetration (FBS-P; Shaw et al., 2013) in the United States. Despite no language differences, it is possible cross-cultural differences exist that would alter the psychometric properties of the measure when used with an American sample. Four hundred eighty-six adolescents ages 14-18 in the United States took the FBS-P through an online survey program and the shortened version of the Buss-Perry Aggression Questionnaire (AQ; Bryant & Smith, 2001). Results and implications are discussed.

Previous research assessing differences in teachers' perceptions of bullying (e.g., seriousness, empathy, intervention likelihood) have focused primarily on physical, relational, verbal, and cyberbullying forms. Equally important is understanding views of social bullying (e.g., spreading rumors) given the frequency at which youth experience these social attacks. To add to our knowledge about perceptions of this form of bullying, the current study adding social bullying vignettes to the routinely utilized Bullying Attitudes Questionnaire (Craig et al., 2000; Yoon & Kerber, 2003). Preservice teachers (n = 222, 86.5% female, 80.2% White) from a large public university in the southeastern USA participated in the study. Analyses compared differences in perceptions based on the forms of bullying and examined whether patterns differed depending on several key demographic (e.g., gender, prior victimization experience) and training background variables (e.g., practicum experience, year of study). The results showed that preservice teachers viewed physical and cyberbullying as the most serious forms of bullying. Social bullying was perceived to be the least serious form. Significant interaction effects between form of bullying and gender were also found. Compared to male preservice teachers, females were more empathetic toward victims of relational, cyber, and social forms of bullying, more confident to deal with verbal and social forms of bullying, and more likely to intervene in all forms except physical. Additional results with training background variables are presented, and implications for teacher interventions and teacher training are discussed.

Bullying a detrimental behavior associated with costs to individuals, schools, and communities. Essential to our efforts to reduce bullying is understanding why bullying occurs, particularly from the perspective of preservice teachers who will one day engage in antibullying intervention and prevention efforts. However, no such measure capturing the multi-faceted nature of bullying motives exists. The current study addressed this gap by developing and validating the measure "Perceived Motives for School-Based Bullying" (PMSBB) using a sample of preservice teachers (n = 331, 86.5% female) pursing their teaching degrees. Results of the confirmatory factor analysis (CFA) supported a 6-factor solution reflecting the following motives for bullying: (1) desire for social status, (2) peer group reasons, (3) peer influence, (4) recreation, (5) resource control, and (6) retaliation. Implications for the measure's usage as part of larger antibullying efforts are discussed.

Around 60% of individuals with neurodevelopmental disorders (NDD) remain undiagnosed after comprehensive genetic testing, primarily of protein-coding genes1. Large genome-sequenced cohorts are improving our ability to discover new diagnoses in the non-coding genome. Here we identify the non-coding RNA RNU4-2 as a syndromic NDD gene. RNU4-2 encodes the U4 small nuclear RNA (snRNA), which is a critical component of the U4/U6.U5 tri-snRNP complex of the major spliceosome2. We identify an 18 base pair region of RNU4-2 mapping to two structural elements in the U4/U6 snRNA duplex (the T-loop and stem III) that is severely depleted of variation in the general population, but in which we identify heterozygous variants in 115 individuals with NDD. Most individuals (77.4%) have the same highly recurrent single base insertion (n.64_65insT). In 54 individuals in whom it could be determined, the de novo variants were all on the maternal allele. We demonstrate that RNU4-2 is highly expressed in the developing human brain, in contrast to RNU4-1 and other U4 homologues. Using RNA sequencing, we show how 5 splice-site use is systematically disrupted in individuals with RNU4-2 variants, consistent with the known role of this region during spliceosome activation. Finally, we estimate that variants in this 18 base pair region explain 0.4% of individuals with NDD. This work underscores the importance of non-coding genes in rare disorders and will provide a diagnosis to thousands of individuals with NDD worldwide.

Aerosol droplets are unique microcompartments with relevance to areas as diverse as materials and chemical synthesis, atmospheric chemistry, and cloud formation. Observations of highly accelerated and unusual chemistry taking place in such droplets have challenged our understanding of chemical kinetics in these microscopic systems. Due to their large surface-area-to-volume ratios, interfacial processes can play a dominant role in governing chemical reactivity and other processes in droplets. Quantitative knowledge about droplet surface properties is required to explain reaction mechanisms and product yields. However, our understanding of the compositions and properties of these dynamic, microscopic interfaces is poor compared to our understanding of bulk processes. Here, we measure the dynamic surface tensions of 14-25 μm radius (11-65 pL) droplets containing a strong surfactant (either sodium dodecyl sulfate or octyl-β-D-thioglucopyranoside) using a stroboscopic imaging approach, enabling observation of the dynamics of surfactant partitioning to the droplet-air interface on time scales of 10s to 100s of microseconds after droplet generation. The experimental results are interpreted with a state-of-the-art kinetic model accounting for the unique high surface-area-to-volume ratio inherent to aerosol droplets, providing insights into both the surfactant diffusion and adsorption kinetics as well as the time-dependence of the interfacial surfactant concentration. This study demonstrates that microscopic droplet interfaces can take up to many milliseconds to reach equilibrium. Such time scales should be considered when attempting to explain observations of accelerated chemistry in microcompartments.

Smartphone sensors are used increasingly in the assessment of ataxias. To date, there is no specific consensus guidance regarding a priority set of smartphone sensor measurements, or standard assessment criteria that are appropriate for clinical trials. As part of the Ataxia Global Initiative Digital-Motor Biomarkers Working Group (AGI WG4), aimed at evaluating key ataxia clinical domains (gait/posture, upper limb, speech and oculomotor assessments), we provide consensus guidance for use of internal smartphone sensors to assess key domains. Guidance was developed by means of a literature review and a two stage Delphi study conducted by an Expert panel, which surveyed members of AGI WG4, representing clinical, research, industry and patient-led experts, and consensus meetings by the Expert panel to agree on standard criteria and map current literature to these criteria. Seven publications were identified that investigated ataxias using internal smartphone sensors. The Delphi 1 survey ascertained current practice, and systems in use or under development. Wide variations in smartphones sensor use for assessing ataxia were identified. The Delphi 2 survey identified seven measures that were strongly endorsed as priorities in assessing 3/4 domains, namely gait/posture, upper limb, and speech performance. The Expert panel recommended 15 standard criteria to be fulfilled in studies. Evaluation of current literature revealed that none of the studies met all criteria, with most being early-phase validation studies. Our guidance highlights the importance of consensus, identifies priority measures and standard criteria, and will encourage further research into the use of internal smartphone sensors to measure ataxia digital-motor biomarkers.

More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers' "capacity to manage classroom behavior" and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model's potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers' capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.