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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.

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.

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.

The time delay between multiple images of strongly lensed quasars is a powerful tool for measuring the Hubble constant (H 0). To achieve H 0 measurements with higher precision and accuracy using the time delay, it is crucial to expand the sample of lensed quasars. We conduct a search for strongly lensed quasars in the Dark Energy Spectroscopic Instrument (DESI) Legacy Imaging Surveys. The DESI Legacy Surveys comprise 19,000 deg2 of the extragalactic sky observed in three optical bands (g, r, and z), making it well suited for the discovery of new strongly lensed quasars. We apply an autocorrelation algorithm to ∼5 million objects classified as quasars in the DESI Quasar Sample. These systems are visually inspected and ranked. Here, we present 436 new multiply lensed and binary quasar candidates, 65 of which have redshifts from Sloan Digital Sky Survey Data Release 16. We provide redshifts for an additional 18 candidates from the SuperNova Integral Field Spectrograph.

Abstract Fragile X syndrome (FXS) is a neurodevelopmental disorder caused by hypermethylation of expanded CGG repeats (>200) in the FMR1 gene leading to gene silencing and loss of Fragile X Messenger Ribonucleoprotein (FMRP) expression. FMRP plays important roles in neuronal function, and loss of FMRP in mouse and human FXS cell models leads to aberrant synaptic signaling and hyperexcitability. Multiple drug candidates have advanced into clinical trials for FXS, but no efficacious treatment has been identified to date, possibly as a consequence of poor translation from pre-clinical animal models to human. Here, we use a high resolution all-optical electrophysiology platform applied to multiple FXS patient-derived and CRISPR/Cas9-generated isogenic neuronal cell lines to develop a multi-parametric FXS disease phenotype. This neurophysiological phenotype was optimized and validated into a high throughput assay based on the amount of FMRP re-expression and the number of healthy neurons in a mosaic network necessary for functional rescue. The resulting highly sensitive and multiparameter functional assay can now be applied as a discovery platform to explore new therapeutic approaches for the treatment of FXS.

Abstract Spastic paraplegia 47 (SPG47) is a neurological disorder caused by mutations in the adaptor protein complex 4 β1 subunit (AP4B1) gene leading to AP-4 complex deficiency. SPG47 is characterised by progressive spastic paraplegia, global developmental delay, intellectual disability and epilepsy. Gene therapy aimed at restoring functional AP4B1 protein levels is a rational therapeutic strategy to ameliorate the disease phenotype. Here we report that a single delivery of adeno-associated virus serotype 9 expressing hAP4B1 (AAV9/hAP4B1) into the cisterna magna leads to widespread gene transfer and restoration of various hallmarks of disease, including AP-4 cargo (ATG9A) mislocalisation, calbindin-positive spheroids in the deep cerebellar nuclei, anatomical brain defects and motor dysfunction, in an SPG47 mouse model. Furthermore, AAV9/hAP4B1-based gene therapy demonstrated a restoration of plasma neurofilament light (NfL) levels of treated mice. Encouraged by these preclinical proof-of-concept data, we conducted IND-enabling studies, including immunogenicity and GLP non-human primate (NHP) toxicology studies. Importantly, NHP safety and biodistribution study revealed no significant adverse events associated with the therapeutic intervention. These findings provide evidence of both therapeutic efficacy and safety, establishing a robust basis for the pursuit of an IND application for clinical trials targeting SPG47 patients.

The integrated and indivisible nature of the SDGs is facing implementation challenges due to the silo approaches. We present the three interconnected foci (SDG interactions, modeling, and tools) at the science-policy interface to address these challenges. Accounting for them will support accelerated SDG progress, operationalizing the integration and indivisibility principles.

Summary: Background & Aims: Chewing difficulties are associated with poor physical and mental well-being in elderly populations. Little is known about these relationships in other age groups. Pain and biopsychosocial domains of eating (physical – anatomical, physical – functional, sensory, cognitive, behavioural, social/cultural, and emotional), as defined by the Altered Eating Framework (AEF) (23) have also not been considered as influential factors when exploring the impact of chewing difficulty on well-being. This study aimed to a) investigate relationships between chewing difficulty, pain, AEF domains, and well-being, and b) explore pain as a potential mediator between chewing difficulty and well-being. Method: One-hundred and seventy-nine participants, aged 19–82 years (mean = 43.39 yrs, SD = 15.46 yrs) completed an online survey comprising 8 measures, including chewing difficulty, pain and health, altered eating, and well-being. Data were collected April to November 2023. Results: Chewing difficulty was a significant positive predictor of depression, anxiety, and stress. Pain positively predicted depression and partially mediated the relationship between chewing difficulty and depression. The emotional AEF domain positively predicted depression and stress. Conclusion: Chewing difficulty was associated with poor well-being across a wide age range, findings highlight the importance of considering the impact of pain when exploring such relationships. The emotional AEF domain was most strongly associated with poor well-being, suggesting a possible hierarchical relationship between AEF domains. Future work is needed using prospective designs, and to develop a validated altered eating scale to capture eating experiences and impacts on well-being in real-time.

Abstract Background Motor competence (MC) is a key component reflecting one’s ability to execute motor tasks and is an important predictor of physical fitness. For adolescents, understanding the factors affecting MC is pertinent to their development of more sophisticated sporting skills. Previous studies considered the influence of poor proprioceptive ability on MC, however, the relationship between lower limb joint position sense, kinematic control, and MC is not well understood. Therefore, the aim of this study was to determine the relation between joint position sense and kinematic control with MC in adolescents during a lower limb movement reproduction task. Methods This study was a cross-sectional design. Young people (n = 427, 196 girls and 231 boys) aged 13 to 14 years were recruited. A movement reproduction task was used to assess joint position sense and kinematic control, while the Movement Assessment Battery for Children (mABC-2) was used to assess MC. In this study, participants were categorized into the Typically Developed (TD, n = 231) and Probable Developmental Coordination Disorder (DCD, n = 80) groups for further analysis of joint position sense, kinematic control, and MC between groups. Results Kinematic data, specifically normalized jerk, showed a significant correlation with MC. There was no correlation between knee joint position sense and MC, and no group differences between DCD and TD were found. Conclusions Joint position sense should not be used as a measure to distinguish TD and DCD. Rather than joint position sense, control of kinematic movement has a greater influence on the coordination of the lower limbs in adolescents. Movement control training should be implemented in the clinical setting to target kinematic control, rather than focus on joint position sense practice, to improve motor competency. Trial Registration Identifier NCT03150784. Registered 12 May 2017, https://clinicaltrials.gov/study/NCT03150784 .

Multiple endocrine neoplasia type 2 (MEN2) is a hereditary cancer syndrome caused by germline-activating pathogenic variants in the RET proto-oncogene. MEN2A is the most common subtype, with a risk for medullary thyroid cancer (MTC), pheochromocytoma (PHEO), and primary hyperparathyroidism (PHPT), whereas MEN2B is less common and associated with MTC and PHEO along with mucosal neuromas. Little is known about the specific RET germline heterozygous variant K666N. This variant has been described in very few families, and in most cases, patients were diagnosed with a very indolent MTC as the only feature. There is one case of MTC and bilateral PHEO. The RET K666N variant is not stratified yet by the American Thyroid Association, and data are limited on pathogenicity; therefore, appropriate screening and treatment of asymptomatic RET K666N carriers are unclear. Here, we report a family with a heterozygous germline RET K666N variant. The proband was identified when she experienced cardiogenic shock and multi-organ failure after an elective hysterectomy and subsequently was found to have PHEO, with genetic testing revealing the RET K666N germline variant. Patient consent was obtained through IRB protocol COMIRB #15-0516.

This paper describes an approach to working with secondary preservice mathematics and science (M&S) teachers to develop their ability to design for active learning. It presents the design of a studio-style intervention that augments existing teacher education. It describes the way that these studios can be organised, with specific suggestions that a specialised learning designer, a subject matter expert, and administrative support be included to aid in the design for learning--on the justification that this can both improve the learning design as well as advance teacher learning. It describes a study in which 10 secondary M&S preservice teachers experienced this style of studio, through iterations of learning design sessions and teaching practice. The studio differs from existing models (such as the 'clinical model') through its focus on learning design, the structure of the learning network, and the way that it augments (rather than replaces) existing teacher education. The paper presents results from the study in terms of teacher self-efficacy and self-reported perceptions. It discusses a set of design principles that emerged through the process of developing and testing this model and proposes considerations for researchers or teacher educators looking to use a similar approach in future by focusing on the roles, tasks, and activities for members within the network.

Background: Poor peer relationships and peer victimization can enhance anxiety and diminish adolescents' school experiences, whereas positive peer relationships and self-confidence can enhance school satisfaction. These experiences may be particularly relevant in physical education (PE) settings; yet, little is known about the roles that peers in PE play in students' adjustment (e.g. self-confidence, anxiety, school satisfaction). Purpose: The purpose of the study was to examine whether and to what extent (1) student perceived peer-relatedness support, and frequency of peer victimization (i.e. witnessing, victimization, and perpetration) explain social anxiety in PE, and (2) student perceived peer-relatedness support, and self-confidence in PE explain student perception of school satisfaction. Design: This is a descriptive-analytic study utilizing multi-stage random sampling methods for recruitment. Participants included American high school students (N = 224; grades 9-12; female = 53.2% male = 36.8%) aged 14-18 years (M[subscript age] = 15.25, SD = 0.97) who completed an electronic survey containing five total instruments to measure peer-relatedness support, frequency of peer victimization, social anxiety in PE, self-confidence in PE, and perception of school satisfaction. Results: Results from hierarchical multiple regression revealed that peer-relatedness in PE was important regarding social anxiety experienced in PE ([beta] = -0.24; p = -0.29) explaining 7.3% of the variance, and even contributed towards overall school satisfaction ([beta] = 0.26; p = 0.34) explaining 11.1% of the variance. Higher levels of peer-relatedness were associated with lower levels of social anxiety and higher levels of school satisfaction. Further, self-confidence in PE was positively associated with overall school satisfaction ([beta] = 0.18; p = 0.30) explaining 1.9% of the variance. Students' victimization experience in PE, whether as a perpetrator, victim, or witness, was not significantly related to social anxiety ([beta] = 0.07, p = 0.14; [beta] = -0.90, p = -0.16; [beta] = -0.10 p = 0.06, respectively). Conclusion: Students experiencing positive peer-relatedness and self-confidence in PE tend to be more satisfied with school and less socially anxious in PE. However, predictor variables only explained a small percentage of variance in the outcomes of interest, particularly for social anxiety, suggesting that additional research is needed to elucidate additional factors associated with school satisfaction and social anxiety given their key role in students' overall adjustment. Nonetheless, this study suggests that the peer context within PE classrooms should be considered in future research and teachers' classroom practices.

Engineering identity has been repeatedly linked to the retention and success of engineering students, however, the current methods for understanding identity may not capture the holistic engineering identity journey. This study reviewed the method of utilising journey maps as a new approach to capture student engineering identity experiences. Interviews were conducted with 30 engineering students and early career engineers in which the participants responded to semi-structured, open-ended questions through the creation of their individual journey map. These maps were then thematically analysed to identify the key influences of engineering identity and the stage of their university journey when these influences occur. We determined that participants who strongly identify as engineers more often discussed and valued social identity experiences in the mid-year and final years of their degree, in contrast to participants who did not feel like engineers. We found that utilising journey maps as a tool for understanding identity allowed for a retrospective correlation between experience and impact, provided the participants space for authentic reflection and honoured the individuality of identity development. This method of journey mapping could be used to inform engineering education research in the further exploration and understanding of student identity development, reflective experiences and narrative storytelling.

Laboratory learning forms a significant and integral part of engineering education, wherein students develop technical, collaborative, enquiry, and observation skills that go beyond theoretical studies. Engineering is inherently a practice-based profession, and consequently, laboratory work has been inseparable for engineering curricula. However, there is evidence suggesting that students encounter cognitive or information overload during modern laboratory classes, leading to reduced likelihoods of effectively achieving intended learning outcomes, as specified by the cognitive load theory. This article investigates how pre-lab online learning resources can be utilised to effectively manage cognitive load of engineering students, in the context of thermodynamics education. Qualitative and quantitative data have been collected from students as well as teaching staff on a range of parameters such as student preparedness, confidence levels, degree of engagement, and understanding. The findings of the study indicate that efficient student preparedness through pre-lab online resources can be utilised to effectively manage cognitive load of engineering students, leading to increased levels of understanding, preparedness, and confidence. It can be observed that there are influences from factors such as the quality of pre-lab resources and degree of engagement.

In the realm of psychology and related fields, like school psychology, obtaining informed consent from clients or participants who are 18 years old or older is mandatory for researchers. However, if the individuals are below 18 years old or under a conservatorship, their assent is crucial even if their parent or legal guardian has provided formal consent. Despite the widespread recognition of the importance of assent during research, there is a lack of research and guidelines on how to obtain it effectively. To bridge this gap, we conducted a review and created a summary of research published in school psychology journals on gaining assent during research studies. The articles were categorized based on the experimental design, population, and level of assent described. Our findings offer a comprehensive overview of the current state of research on gaining assent in school psychology, which will enhance transparency in research methods.

Summary: Background: Symptom fluctuations within and between individuals with long COVID are widely reported, but the extent to which severity varies following different types of activity and levels of exertion, and the timing of symptoms and recovery, have not previously been quantified. We aimed to characterise timing, severity, and nature of symptom fluctuations in response to effortful physical, social and cognitive activities, using Ecological Momentary Assessments. Methods: We recorded activity, effort, and severity of 8 core symptoms every 3 h for up to 24 days, in cohorts from both clinic and community settings. Symptom severities were jointly modelled using autoregressive and moving average processes. Findings: Consent was received from 376 participants providing ≥1 week's measurements (273 clinic-based, 103 community-based). Severity of all symptoms was elevated 30 min after all categories of activity. Increased effort was associated with increased symptom severity. Fatigue severity scores increased by 1.8/10 (95% CI: 1.6–1.9) following the highest physical exertions and by 1.5 (1.4–1.7) following cognitive efforts. There was evidence of only mild delayed fatigue 3 h (0.3, 0.2–0.5) or one day later (0.2, 0.0– 0.5). Fatigue severity increased as the day progressed (1.4, 1.0–1.7), and cognitive dysfunction was 0.2 lower at weekends (0.1–0.3). Interpretation: Cognitive, social, self-care and physical activities all triggered increased severity across every symptom, consistent with associated common pathways as potential therapeutic targets. Clear patterns of symptom fluctuations emerged that support more targeted self-management. Funding: National Institute for Health and Care Research.