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Occupational gender stereotypes develop from early age and contribute to occupational gender imbalance. Previous research used questionnaires or interviews to investigate children's explicit stereotypes and where drawings have been used, mostly men‐dominated occupations have been considered. This study used drawings and interviews to assess implicit stereotypes of both men and women‐dominated occupations and whether children's sex, age and cultural background predicted these stereotypes. Two hundred and forty‐three 6‐to‐7‐year‐olds and 10‐to‐11‐year‐olds in Britain and Argentina‐encompassing both Global South and Global North perspectives‐ drew five human figures: (i) person of their choice, (ii) dancer, (iii) nanny (iv) firefighter and (v) pilot. In interviews, children confirmed and justified their gender choices for each drawing. Results indicate gender stereotypes in children from both countries, especially towards women‐dominated occupations. Girls exhibited more rigid gender views than boys. These findings suggest widespread and culturally consistent occupational gender stereotypes, potentially limiting children's future job choices. [ABSTRACT FROM AUTHOR]

Test anxiety is prevalent among adolescents. Some potentially successful mindfulness-based coloring interventions have been identified in previous research, however, conclusions have been based on self-report measures only. In the current study, 150 17- to 18-years-olds taking final school exam completed measures of state anxiety (STAI) and Mindfulness (SMS) prior to and directly after completing 12 min of either (1) free drawing, (2) mandala coloring, (3) mandala coloring paired with pre-recorded mindfulness instructions. Heart rate (HR) was recorded prior to and directly after the 12-min coloring intervention.

The process of drawing is a creative endeavor, often beginning with ideas of what to draw. This exploratory study aimed to explore these creative intentions of pupils from mainstream schools (tending to focus on observational, imaginative, and expressive drawing), and from Steiner schools (tending to focus on imagination and expression). Fifty-seven children (age 6-16 years) drew a single drawing at the request of the researcher. Before and after drawing, children completed a semi-structured interview about the content of their drawing. This interview was first analyzed qualitatively using thematic analysis to describe where children got the ideas for their drawings from. Four key themes were identified: (a) content from immediate surroundings, (b) content from memory, (c) representational content with element of imagination added, and (d) intention to express a mood or message. Content analysis was then used to quantify the interview responses and compare them between the school types. This indicated no difference in the frequency that mainstream and Steiner pupils referred to ideas based on real-world referents or imagination. However, Steiner pupils talked more about expressive ideas. The results suggest that children use a wide range of sources when generating ideas of what to draw, including their educational experiences.

Background: Lifelong management of phenylketonuria (PKU) centers on medical nutrition therapy, including dietary phenylalanine (Phe) restriction in addition to Phe-free or low-Phe medical foods/protein substitutes. Studies have reported low bone mineral density (BMD) in mixed-age PKU populations, possibly related to long-term Phe restriction. Therefore, a meta-analysis investigating BMD specifically in adults with PKU was conducted. Methods: Studies reporting BMD-related outcomes were identified from a systematic literature review evaluating somatic comorbidities experienced by adults with PKU on a Phe-restricted diet (searched February 1, 2022, updated November 1, 2023). Risk of study bias was assessed (Scottish Intercollegiate Guidelines Network checklists). The primary outcome of the meta-analysis was pooled mean BMD Z-scores of different bones. Secondary outcomes were the prevalence of low BMD Z-scores at pre-specified thresholds. Subgroup analyses of mean BMD Z-scores (decade of study publication, controlled versus uncontrolled blood Phe levels, gender) were conducted. Results: BMD-related data from 4097 individuals across 10 studies rated as at least acceptable quality were included. Mean BMD Z-scores were statistically significantly lower compared with an age-matched control or reference (non-PKU) population, across bones, but still within the expected range for age (> -2.0): lumbar spine (seven studies, n = 304), -0.63 (95% confidence interval (CI): -0.74, -0.52); femoral neck (four studies, n = 170), -0.74 (95% CI: -1.25, -0.22); radius (three studies, n = 114), -0.77 (95% CI: -1.21, -0.32); total body (four studies, n = 157), -0.61 (95% CI: -0.77, -0.45). The small number of observations in the subgroup analyses resulted in a high degree of uncertainty, limiting interpretation. Estimated prevalence of BMD Z-scores ≤ -2.0 was 8% (95% CI: 5%, 13%; four studies, n = 221) and < -1.0 was 42% (95% CI: 35%, 51%; five studies, n = 144). Conclusions: Adults with PKU had lower BMD Z-scores than the reference (non-PKU) population but < 1 in 10 were below the expected range for age. The low number of studies prevents identification of which population characteristics are most impacting BMD. This meta-analysis was supported by BioMarin Pharmaceutical Inc., Novato, CA and is registered with the Research Registry (reviewregistry1476). [ABSTRACT FROM AUTHOR]

Teachers frequently use humour, but it is unclear how this affects the academic experiences and psychosocial development of students. There is sparsity in the literature regarding the impact of teachers’ humour on adolescent students. Teachers and the use of humour in the classroom have the potential to foster healthy development of social and academic skills during this key formative stage of maturation, but equally may be detrimental. This scoping review aimed to determine how and why teachers used humour in the classrooms of students aged 11-18, and the effect humour may have on students’ educational experiences. The Joanna Briggs methodological framework and PRISMA extension for Scoping Reviews checklist were used. The narrative synthesis generated six themes from 43 empirical papers. Many studies have considered humour as a single construct, reporting improved classroom management and students’ learning processes. However, other reports have suggested that humour use could lead to a loss of class control and for important information to be lost. Studies considering specific humour styles have identified affiliative humour as increasing engagement in deeper thinking. However, aggressive and course-related humour have reported mixed effects on educational experiences. This review identifies the humour styles and sub-styles reported in the sparse literature. It also highlights the lack of a comprehensive humour styles measure that adequately captures humour use and perceptions in teachers of adolescents and, importantly, how teachers’ humour is perceived by this population. Such a tool is vital to enable understanding of how teaching humour styles may directly affect adolescents’ educational experiences. [ABSTRACT FROM AUTHOR]

Background: Phenylketonuria (PKU) is an inborn error of phenylalanine (Phe) metabolism that, if untreated, causes Phe accumulation in the brain leading to neurophysiologic alterations and poor outcomes. Lifelong management centers on dietary Phe restriction, yet long-term complete metabolic control is unachievable for many adults. High blood Phe levels or chronic Phe and intact protein restriction in the diet may lead to somatic comorbidities. A systematic literature review was conducted to evaluate somatic comorbidities experienced by adults with PKU. Methods: Clinical and observational studies reporting somatic comorbidities experienced by individuals with PKU aged ≥ 16 years (or classified as adults) evaluating a Phe-restricted diet with or without pharmacologic therapy versus no therapeutic intervention (including healthy controls), or pharmacologic therapy versus a Phe-restricted diet alone, were identified. PubMed® was searched (February 1, 2022 and updated November 1, 2023), using a pre-defined search strategy, followed by two-stage screening and data extraction. Included studies were grouped by PKU population comparison. Results: 1185 records were screened; 51 studies across 12,602 individuals were extracted. Bone-related abnormalities were the most reported outcome (n = 21); several outcome measures were used. Original study groupings included: Phe-restricted diet versus healthy controls or reference values (n = 40); treatment-adherent versus those non-adherent (n = 12). Additional groups added as part of a protocol amendment included: different Phe-restricted diets (n = 4); severe versus less severe disease (n = 5). Vote counting indicated a higher burden of ≥ 1 comorbidity (or outcome measure) for the Phe-restricted diet group by 37 of 38 studies included in the analysis of Phe-restricted diet versus healthy controls; higher burden in healthy controls was reported in 12 studies. Vote counting was similar between those treatment adherent (n = 7) versus non-adherent (n = 10). Conclusions: Adults with PKU have a higher comorbidity burden than a non-PKU population. More robust studies are needed to better understand the relationship between effective metabolic control and comorbidity burden, using consistent outcome measures. This SLR was supported by BioMarin Pharmaceutical Inc., Novato, CA, and is registered with the Research Registry (reviewregistry1476). [ABSTRACT FROM AUTHOR]

AbstractEngaging with feedback has been widely shown to support learning, but levels of engagement with feedback among individual students varies considerably. This study assessed educational identities to understand this variation, while also seeking to confirm the distinct but related role of perceptions of feedback. One hundred and seventy undergraduate students in the UK completed an online questionnaire to assess their perceptions of feedback, engagement with feedback, learner identity, consumer identity, and discipline identity, as well as provide age, gender, ethnicity, and level of study. As predicted, perceptions of feedback was significantly positively correlated with engagement with feedback, and learner identity and discipline identity were also significantly positively correlated with perceptions of feedback and engagement with feedback. Data were subsequently analysed to test various hypotheses about the interactions among these variables. Critically, we found support for the proposed mediating effect of perceptions of feedback on the relation between learner identity and engagement with feedback, however, consumer identity did not moderate this effect. These findings suggest that students who demonstrate the greatest engagement with feedback are those with a strong learner identity, thus, interventions to promote learner identity may increase students’ engagement with feedback and ultimately improve their outcomes. [ABSTRACT FROM AUTHOR]

Higher education students' perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators' attention. However, predictors of students' perception and engagement have yet to be identified. To address this, a survey measuring students' views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language), the learning environment (student living on or off campus) and course-related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students' perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course, thus identifying a key predictor while ruling out numerous potential predictors. As the only significant predictor of students' relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

Abstract Background Creutzfeldt–Jakob disease is a rare and rapidly fatal neurodegenerative disease. Since clinicians may see only very few cases during their professional career, it is important to be familiar with the clinical presentation and progression, to perform appropriate investigations, and allow for quick diagnosis. Case presentation A 73-year-old British Caucasian woman presented with acute confusion of 2 weeks’ duration on a background of low mood following a recent bereavement. Her symptoms included behavioral change, visual hallucinations, vertigo, and recent falls. She was mildly confused, with left-sided hyperreflexia, a wide-based gait, and intention tremor in her left upper limb. Initial blood tests, computed tomography, and magnetic resonance imaging of her brain showed no significant abnormality. Following admission, she had rapid cognitive decline and developed florid and progressive neurological signs; a diagnosis of prion disease was suspected. A lumbar puncture was performed; cerebrospinal fluid was positive for 14–3-3 protein, real-time quaking-induced conversion, and raised levels of s-100b proteins were detected. An electroencephalogram showed bilateral periodic triphasic waves on a slow background. The diagnosis of probable Creutzfeldt–Jakob disease was made. Conclusions This case report highlights key features in the initial presentation and clinical development of a rare but invariably rapidly progressive and fatal disease. It emphasizes the importance of considering a unifying diagnosis for multifaceted clinical presentations. Although it is very rare, Creutzfeldt–Jakob disease should be considered a diagnosis for a mixed neuropsychiatric presentation, particularly with rapid progressive cognitive decline and development of neurological signs. However, to avoid overlooking early signal change on magnetic resonance imaging, it is important to take diffusion-weighted magnetic resonance imaging for all patients with neuropsychological symptoms. Importantly, early diagnosis also ensures the arrangement of suitable contamination control measures to minimize the risk of infection to health care professionals and other patients.

Simple Summary: Patients with oncogene-addicted lung cancers that have developed resistance to oral targeted therapy have limited treatment options. Several studies have shown conflicting results in this setting, but those using Bevacizumab and Paclitaxel in combination with immunotherapy (ABCP) have consistently shown activity. Spread to the brain is common, but it is not known how many patients with brain metastases are amenable to chemo-immunotherapy, and its effect in this patient group has not been reported to date. We present here our retrospective real-life experience in patients treated with ABCP. Our results in 34 patients underlined that spread to the brain occurred in 19 patients (56%), 17 of them without previous brain radiotherapy. In these 19 patients, chemo-immunotherapy triggered frequent and quick responses inside and outside the brain and showed similar outcomes to those shown in patients with smoking-related lung cancer and previously untreated brain metastases. Contrary to Pemetrexed-containing chemo-immunotherapy studies, Atezolizumab, Bevacizumab, Carboplatin, and Paclitaxel (ABCP) treatment has consistently shown clinical benefit in prospective studies in patients with lung cancer and actionable mutations, where intracranial metastases are common. Here, we aimed to describe the real-life population of patients fit to receive ABCP after targeted therapy and quantify its clinical effect in patients with brain metastases. Patients treated in Cheshire and Merseyside between 2019 and 2022 were identified. Data were collected retrospectively. A total of 34 patients with actionable EGFR or ALK alterations had treatment with a median age of 59 years (range 32–77). The disease control rate was 100% in patients with PDL1 ≥ 1% (n = 10). In total, 19 patients (56%) had brain metastases before starting ABCP, 17 (50%) had untreated CNS disease, and 4 (22%) had PDL1 ≥ 1%. The median time to symptom improvement was 12.5 days (range 4–21 days), with 74% intracranial disease control rates and 89.5% synchronous intracranial (IC) and extracranial (EC) responses. IC median Progression Free Survival (mPFS) was 6.48 months, EC mPFS was 10.75 months, and median Overall Survival 11.47 months. ABCP in real-life patients with brain metastases (treated or untreated) was feasible and showed similar efficacy to that described in patients without actionable mutations treated with upfront chemo-immunotherapy. [ABSTRACT FROM AUTHOR]

Background: Within the same school class, it is usual to find children who differ in age by almost a full calendar year. Although associations between being relatively young and poor academic outcomes are well documented, and relatively consistent, the associations between being relatively young and psychosocial outcomes are less clearly documented. Aims: To review research which presents data relating to associations between a child's relative age and their psychosocial development. Methods: A systematic review was conducted and reported in accordance with PRISMA guidelines. Results: Fifty‐nine papers met the inclusion criteria. The outcomes of the narrative synthesis and three meta‐analyses found consistent, but very small, associations with relative age indicating that those who are relatively young are more likely to have more negative behaviour, mental well‐being, and social experiences. Conclusions: Although being relatively young is associated with more negative psychosocial outcomes, the magnitude of these associations is consistently small. Furthermore, many of the outcome measures used are likely to be the result of multiple influences, not limited to the effects of relative age. Therefore, the findings are reassuring as they suggest that relative age itself is unlikely to substantially increase an individual's risk of poor psychosocial development. [ABSTRACT FROM AUTHOR]

Background: Increased activity across corticostriatal glutamatergic synapses may contribute to L-DOPA-induced dyskinesia in Parkinson's disease. Given the weak efficacy and side-effect profile of amantadine, alternative strategies to reduce glutamate transmission are being investigated. Metabotropic glutamate receptor 4 (mGlu4) is a promising target since its activation would reduce glutamate release. Objective: We hypothesized that two mGlu4 positive allosteric modulators, Lu AF21934 ((1 S,2 R)-N1-(3,4-dichlorophenyl)cyclohexane-1,2-dicarboxamide) and ADX88178 (5-Methyl-N-(4-methylpyrimidin-2-yl)-4-(1H-pyrazol-4-yl)thiazol-2-amine), would provide relief in rat and primate models of L-DOPA-induced dyskinesia. Methods: The ability of Lu AF21934 or ADX88178 to reverse pre-established dyskinesia was examined in L-DOPA-primed 6-hydroxydopamine-lesioned rats expressing abnormal involuntary movements (AIMs) or in 1-methyl-4-phenyl,1,2,3,6-tetrahydropyridine (MPTP)-treated common marmosets expressing L-DOPA-induced dyskinesia. Additionally, the ability of Lu AF21934 to prevent the development of de novo L-DOPA-induced AIMs was explored in the 6-hydroxydopamine-lesioned rats. Results: Neither Lu AF21934 (10 or 30 mg/kg p.o.) nor ADX88178 (10 or 30 mg/kg p.o.) reduced pre-established AIMs in 6-hydroxydopamine-lesioned rats. Similarly, in L-DOPA-primed common marmosets, no reduction in established dyskinesia was observed with Lu AF21934 (3 or 10 mg/kg p.o.). Conversely, amantadine significantly reduced (>40%) the expression of dyskinesia in both models. Lu AF21934 also failed to suppress the development of AIMs in 6-hydroxydopamine-lesioned rats. Conclusions: This study found no benefit of mGlu4 positive allosteric modulators in tackling L-DOPA-induced dyskinesia. These findings are concordant with the recent failure of foliglurax in phase II clinical trials supporting the predictive validity of these pre-clinical dyskinesia models, while raising further doubt on the anti-dyskinetic potential of mGlu4 positive allosteric modulators. [ABSTRACT FROM AUTHOR]

The New Bedford Whaling Museum's High School Apprenticeship Program assists economically disadvantaged New Bedford-area high school students to achieve success in high school and post-secondary education. The museum developed the program as a direct response to low high school graduation rates in New Bedford, one of Massachusetts' poorest cities. Throughout their three years at the museum, the 18 high school apprentices develop organizational, team-building, public speaking and problem-solving skills through project-based learning activities. The museum provides apprentices with academic tutoring, standardized test preparation, and assistance with completing financial aid and college application forms. Program participants visit a wide range of area universities, attend college fairs, complete career-related seminars and workshops and benefit from a full suite of services arranged through coordinated efforts with social service agencies and local colleges and university partners. The program has a successful track record of apprentices graduating from high school and being admitted to post-secondary school. Program staff is now focused on initiatives to encourage college retention among program alumni so that they earn a degree. Many obstacles stand in the way of college graduation for low-income students, but this museum--university partnership model helps students achieve the goals of timely graduation from college and the ability to earn a living wage.

In the wake of workmen's compensation law, the modern category of disability began to be represented in even more highly negative ways than in the late nineteenth century, linking inability to work and blame for one's impairment, thanks to the efforts of industrial surgeons, safety engineers, and other applied scientists. While safety work had begun before workmen's compensation laws passed, safety engineering (and safety inspection work in general) kicked into high gear once compensation was legally required for workplace injuries: safety engineering burgeoned as a parallel force helping to define disability. In effect, applicants deemed to have disabilities, especially visible ones, were pushed out of the mainstream, industrial labor market and some small businesses and farms. Those injured on the job were increasingly held responsible. But workers were well aware of the hazards and outcomes of dangerous working conditions both prior to and after lawmakers started passing workmen's compensation laws. [ABSTRACT FROM AUTHOR]

Disability has been a central—if unacknowledged—force in the history of science, as in the scientific disciplines. Across historical epistemology and laboratory research, disability has been "good to think with": an object of investigation made to yield generalizable truths. Yet disability is rarely imagined to be the source of expertise, especially the kind of expertise that produces scientific knowledge. The introduction to this volume of Osiris announces a disability history of science, placing disability history and the history of science in conversation to foreground disability epistemologies, disabled scientists, and disability sciencing (engagement with scientific tools and processes). Looking beyond the paradigms of medicalization and industrialization, we further propose a scientific management model of disability to account for the shaping of disabled lives and relations by the applied sciences, from the ancient world to the present. [ABSTRACT FROM AUTHOR]

Undergraduate students' perception of feedback and level of engagement with the feedback they receive have gained increasing attention in the educational literature recently to identify areas which require educators' attention. However, research in this area has generally been based on limited self-selecting samples, and has not considered how students' relationship with feedback may alter depending on their year of study. To address this, a survey measuring students' views and practices regarding feedback was completed at a higher education institution by 447 first-, second- and third-year psychology students, representing 77% of the cohort. Findings revealed that third years responded more negatively in both areas than their first- and second-year counterparts, whose ratings on these aspects themselves were far from optimal. These findings highlight the need for early interventions to improve students' perception of and engagement with feedback in the earlier years, and to prevent the recorded deterioration later on in the degree course.

Concept: Few empirical studies have investigated the influence of teachers, parents and children on children's drawing experience. The current study aims to examine the attitudes and practices of these three key players that shape children's drawing experience. Method: A survey methodology was used, as typically found in previous research in this area. Participants were 270 5-14 year old children, 44 of their teachers of the National Curriculum for Art and Design, and 146 of their parents. The teachers and children participated in individual interviews and the parents completed a postal survey. Responses to most interview questions were transcribed and content analysis used to identify salient themes. The other questions involved responses on five-point scales, these were analysed by reporting percentages. Results: The findings are discussed in five sections. First, the positive perceptions of children's drawing behaviour and attitudes. Second, the perceived importance and principal aims of the National Curriculum for Art and Design Education. Third, the numerous sources of encouragement and support for drawing development. Fourth, the differing perceptions of what constitutes a good and bad drawing. Fifth, issues surrounding an age-related decline in children's drawing activity. Conclusions: The findings are related to theories of drawing education, and implications for children's drawings and drawing pedagogy are discussed.