Search

Children and adults benefit from a new word's phonological neighbors during explicit vocabulary instruction, suggesting that related prior knowledge can support new learning. This study examined the influence of lexical neighborhood structure during incidental word learning-limiting opportunities for strategically engaging prior knowledge-and tested the hypothesis that prior knowledge would provide additional support during subsequent consolidation. Children aged 8-10 years (Experiment 1) and adults (Experiment 2) were presented with 15 pseudowords embedded in a spoken story with illustrations, and were then tested on their recognition and recall of the new word-forms immediately, the next day, and one week later. The pseudowords had either no, one, or many English phonological neighbors, varying the potential connections to existing knowledge. After encountering the pseudowords in this incidental training paradigm, neither children nor adults benefited from phonological neighbors in recall, and children were better at recognizing items without neighbors. The neighbor influence did not change with opportunities for consolidation in either experiment, nor did it relate to learners' existing vocabulary ability. Exploratory analyses revealed that children experienced bigger benefits from offline consolidation overall, with adults outperforming children only for many-neighbor items one week after exposure. We discuss how the neighbor benefit in word learning may be constrained by learning context, and how the enhanced benefits of offline consolidation in childhood extend to vocabulary learning in more naturalistic contexts. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Precision-cut lung slices (PCLS) are a novel tool to study cells of the lower airways. As PCLS retain the integrity and architecture of the lung, they constitute a robust model for studying the cells of the lower respiratory tract. Use of PCLS for imaging has been previously documented; however, other applications and techniques can also be applied to PCLS to increase their use and therefore decrease the number of animals needed for each experiment. We present a detailed protocol for generating PCLS from the murine lung. We show that cultured PCLS remain viable up to at least 8 days of culture, that RNA can be isolated from the tissue, and that flow cytometry can be carried out on the cells obtained from the PCLS. Furthermore, we demonstrate that cytokines and chemokines can be detected in the culture supernatants of PCLS exposed to viruses. Overall, these protocols expand the use of PCLS, especially for infection studies. © 2022 The Authors. Current Protocols published by Wiley Periodicals LLC. Basic Protocol 1: Precision-cut lung slices (PCLS) Basic Protocol 2: PCLS culture and viability Basic Protocol 3: RNA isolation from PCLS, cDNA conversion, and RT-qPCR Basic Protocol 4: Staining of cells from PCLS for flow cytometry Basic Protocol 5: In vivo RSV administration and ex vivo PCLS RSV exposure.

This paper develops understandings of how being publicly identified and consequently labelled as ‘looked after’ can have damaging consequences for young people, particularly in how they are perceived by their peers in the context of schooling. Based on qualitative research in northern England utilising participatory approaches with young people and interviews with support staff, we explore barriers that inhibit young people’s sense of belonging. We highlight how the very processes and practices set up to support the young people can often have unintended consequences by routinely positioning them as Other, before considering the implications for education and schooling in particular.

The rapid response of neutrophils throughout the body to a systemic challenge is a critical first step in resolution of bacterial infection such as Escherichia coli (E. coli). Here we delineated the dynamics of this response, revealing novel insights into the molecular mechanisms using lung and spleen intravital microscopy and 3D ex vivo culture of living precision cut splenic slices in combination with fluorescent labelling of endogenous leukocytes. Within seconds after challenge, intravascular marginated neutrophils and lung endothelial cells (ECs) work cooperatively to capture pathogens. Neutrophils retained on lung ECs slow their velocity and aggregate in clusters that enlarge as circulating neutrophils carrying E. coli stop within the microvasculature. The absolute number of splenic neutrophils does not change following challenge; however, neutrophils increase their velocity, migrate to the marginal zone (MZ) and form clusters. Irrespective of their location all neutrophils capturing heat-inactivated E. coli take on an activated phenotype showing increasing surface CD11b. At a molecular level we show that neutralization of ICAM-1 results in splenic neutrophil redistribution to the MZ under homeostasis. Following challenge, splenic levels of CXCL12 and ICAM-1 are reduced allowing neutrophils to migrate to the MZ in a CD29-integrin dependent manner, where the enlargement of splenic neutrophil clusters is CXCR2-CXCL2 dependent. We show directly molecular mechanisms that allow tissue resident neutrophils to provide the first lines of antimicrobial defense by capturing circulating E. coli and forming clusters both in the microvessels of the lung and in the parenchyma of the spleen.

Background Bag-valve-mask (BVM) ventilation is a vital skill in the management of the collapsed patient; however, the quality of BVM ventilation is a cause for concern. Modified techniques, designed to be easier for the novice practitioner, offer an opportunity to improve quality. One such modification is the 'LASOO' (Lift, Apply, Slide, Oppose, Observe) approach, which offers theoretical benefits over the traditionally taught 'CE' (finger shapes) technique. We conducted a randomised controlled trial (RCT) to determine whether LASOO was superior to CE in terms of tidal volume, when taught to novices in the skills-lab setting. We conducted a randomised controlled trial (RCT) to determine whether LASOO was superior to CE in terms of tidal volume, when taught to novices in the skills-lab setting METHODS: A total of 76 undergraduate health care students received a manikin-based teaching session on LASOO or CE. They then delivered 20 breaths (10 with each hand) to a modified airway manikin. The primary outcome was mean tidal volume; secondary outcomes were the proportion of breaths that achieved 150-mL and 400-mL threshold volumes. Subgroup analyses and statistical modelling were conducted for time-point, hand dominance and hand size. Results The mean tidal volume was 320 mL for CE and 304 mL for LASOO. The median percentage of attempts that exceeded 150 mL was 85 for CE and 82.5 for LASOO. The median percentage of attempts that exceeded 400 mL was 20 for CE and 20 for LASOO. The differences recorded between the techniques were not statistically significant. There was a small, statistically significant increase in tidal volume across both techniques with time-point and holding the mask with the non-dominant hand. Discussion LASOO is a viable alternative to CE. Educators may opt to teach either or both techniques, allowing students to choose the technique that they prefer.

College athletes develop many strengths and skills during their athletic career, such as dedication, ability to work across cultures, leadership, and community building. Social workers need many of these same skills. This study explores the potential transfer of skills from athletics to social work among 15 former college athlete MSW students. Qualitative interviews asked about transferability of skills developed as college athletes to social work practice. Participants identified both interpersonal and intrapersonal skills gained in their athletic career that were of use in social work practice. Implications for both athletic career development and social work recruitment and education are discussed.

Athletes are a population group with unique vulnerabilities whose social work-related needs are often not met. Because of the perception that they are young and healthy, athletes are seen as free from mental health challenges and social problems. Yet athletes are at high risk for distress due to pressures to perform, avoid showing pain, hide physical injuries and substance abuse problems, eating disorders and burnout. At the same time, they may have false support systems that are interested in the athlete for social or monetary status. Social workers are broad systems practitioners who can focus on how the environment and other influences affect an athlete's mental health and well-being. Because social workers are strengths-based, they can assist athletes in achieving their highest level of functioning on and off the playing field.

The paper reflects on how photography was used during a small piece of mixed methods qualitative research with some young Travellers and their families. The context for the study was ‘Every Child Matters’ and the accompanying push aimed to include groups considered as marginalised, such as young Travellers, in mainstream educational provision, as well as to listen to children and involve them in decision-making about service provision and its evaluation. Photography was used experimentally as a kind of participatory methodology to engage young Travellers in the formative evaluation of a Children's Fund project that aimed to increase their participation in formal and informal learning activities. The account discusses some of the outcomes of using the image-based methodology, as well as some of the limitations and dilemmas that emerged.

Previously, human genetic studies have shown association between polymorphisms within the gene encoding plant homeodomain zinc finger protein 11 (PHF11) and asthma-related phenotypes. Initial functional studies have suggested that PHF11 may be involved in the immune response through regulation of T cell activities. In order to study further the gene’s functions, we have investigated the mouse Phf11 locus. We have established and characterised a mouse line harbouring a point mutation in the PHD domain of Phf11. Full-length mouse cDNA for Phf11 was obtained by applying rapid amplification of cDNA ends (RACE). All five exons encoding the PHD domain of Phf11 were directly sequenced in 3840 mouse DNA samples from the UK MRC Harwell ENU (N-ethyl-N-nitrosourea)-mutagenised DNA archive. Mice harbouring a valine to alanine substitution, predicted to have a significant functional impact on the PHD zinc finger domain, were re-derived. These Phf11 mutant mice were outcrossed to C3H mice and then backcrossed for ten generations in order to establish a congenic line harbouring the single point mutation in Phf11. Macroscopic examination, haematology and histological examination of lung structure revealed no significant differences between mutant and wild-type mice. After administration of lipopolysaccharide, the level of expression of Il2, NF-kB and Setdb2 were significantly increased in Phf11 mutant homozygous lungs compared to control littermates. Our results provide evidence that Phf11 can operate as a Th1 cell regulator in immune responses. Moreover, our data indicate that these mice may provide a useful model for future studies on Phf11. Electronic supplementary material The online version of this article (doi:10.1007/s00335-014-9535-x) contains supplementary material, which is available to authorised users.

This article presents a policy analysis of the UK Government's Academies programme and explores the impact that this might have on young people who have become disengaged from the mainstream education system and are thus educated in 'alternative provision' (AP) settings. It argues that the academisation proposals curtail some of the 'freedom to learn' which is currently experienced by young people in innovative alternative provision environments. These proposals potentially limit access to genuinely individualised, needs-led alternative educational provision in England. The article concludes by arguing that the Government is pursuing a top down reorganisation of AP that has no basis in evidence and that as a result, has silenced and further marginalised young people who are already disengaged from the mainstream education system.

This report explores the challenges faced by the governing bodies of schools which serve disadvantaged areas. There are some 350,000 places on school governing bodies in England. Governors are charged with ensuring that local stakeholders have a voice in how schools are run, and in many places do so effectively. However, this study focused on areas of disadvantage, where the challenges are often severe. It found that governing bodies often lack the capacity to be effective and face confusion about the real purpose of their work. The report suggests that successive waves of school reform have taken place without real consideration of the implications for governance. It therefore proposes options for the reform of governance and argues that a national debate on this issue is needed, linked to questions about the nature of democracy in disadvantaged areas. The report will be of interest to school governors, head teachers, local and national decision makers in education, and anyone concerned with local democracy in the governance of public services.