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Di George syndrome is a disorder well known by pediatricians, caused by deletions in chromosome 22q11.2 and presenting with a wide range of clinical abnormalities, including immunodeficiency. Thymic function is diminished, leading to a decreased output of naive T cells (naïve T-helper cells, naïve T-regulatory cells, naïve cytotoxic T cells) as compared to healthy age matched controls. Immunedysregulation, such as autoimmunity and immunoproliferation are common in these patients, because the lack of a correctly functioning T cell repertoire. treatment of these complication are a challenge in many immunodeficiencies, including Di George syndrome. Gu et al. discuss a case of a patient with 22q11 deletion and lymphoproliferation and treated successfully with Sirolimus. This opinion paper highlights the need to collect information on the treatment of patients with immunoproliferation through sharing of information of individual cases and international cooperation.

The apps for drawing are present in our children's life. Nevertheless, little is known about the impact of mobile technology on the freehand drawing educational activity. There are few works which are contextualised within short periods of time, with teachers who are not theirs and, in some cases, outside the children's classroom. In this paper, we are focussed on the use of technology on freehand drawing activity. Thus, we have compared the graphics produced by 4- and 5-year-old children with paper&crayon in comparison with those with tablet-finger. Children made the drawings during a planned free-drawing activity, in their ordinary classrooms, with their teachers and during five sessions. Assessment of drawings has evidenced tablet feasibility for making graphics. Nevertheless, with the passing of time, quality of graphics (tablet-finger vs paper&crayons), are nearly matched, demonstrating the low impact level technology has on this activity. In addition, if drawings are analysed specifically according to ages, results have shown that both groups have to develop adaptation strategies of visual perceptual skills and fine motor skills for the touch screen in order to obtain the same quality in the drawings made on both support types. [ABSTRACT FROM AUTHOR]

The scientific discourse on vegan diets for children and adolescents primarily involves referencing position statement papers from different scientific and professional organizations, including paediatric associations. Over the past two decades, specialized associations have issued official statements and published position papers about adopting well-designed vegan diets during crucial life stages, including pregnancy and lactation, infancy, and childhood. A subset of these associations firmly supports the notion that a well-designed vegan diet can indeed be healthy and support normal growth and development during particularly delicate life stages, emphasizing careful planning, vitamin B12 supplementation, and regular supervised medical and dietetics oversight. In contrast, specific paediatric associations caution against vegan diets for children and adolescents, citing potential harm and the lack of adequate substantiation. These criticisms in position papers frequently point to lower-quality studies and/or outdated studies. Additionally, concerns extend to comparing vegan and omnivorous diets, considering public health issues such as obesity and early stages of cardiovascular disease as well as the risk of prediabetes and type 2 diabetes. Notably, some scepticism stems from studies where children’s adherence to a well-designed vegan diet is incomplete. Scientific rigor suggests performing a comparable assessment of omnivorous and vegan diets. This narrative review highlights the need for a comprehensive, up-to-date literature review to inform balanced perspectives on vegan diets for children and adolescents. Researchers and decision-makers should aim to actively improve the design and consistent implementation of both diet types.

Influenza virus infection is a major worldwide public health problem. Influenza virus infections are associated with a high hospitalization rate in children between the ages of 5 and 14. The predominant reason for poor influenza prognosis is the lack of any effective means for early diagnosis. Early diagnosis of severe illness is critical to improving patient outcome, and could be especially useful in areas with limited medical resources. Accurate, inexpensive, and easy-to-use diagnostic tools could improve early diagnosis and patient outcome, and reduce overall healthcare costs. We developed an interleukin-6 paper-based test strip that used colloidal gold-conjugated antibodies to detect human interleukin-6 protein. These complexes were captured on a paper-based test strip patterned with perpendicular T lines that were pre-coated with anti-human interleukin-6 antibodies. Applied serum samples interacted with these antibodies and presented as colored bands that could be read using a spectrum-based optical reader. The full-spectrum of the reflected light interleukin-6 protein signal could be obtained from the spectral optics module, and the standard could be used to quantitatively analyze interleukin 6 level in serum. We retrospectively evaluated 10 children (23 serum samples) with severe influenza virus infections, 26 children (26 serum samples) with mild influenza virus infections, and 10 healthy children (10 serum samples). Our system, the combined use of a paper-based test strip and a spectrum-based optical reader, provided both qualitative and quantitative information. When used with the optical reader, the detection limit was improved from a qualitative, naked-eye level of 400 pg/ml to a quantitative, optical reader level of 76.85 pg/ml. After monitoring serum interleukin-6 level via our system, we found a high correlation between our system results and those obtainable using a conventional sandwich enzyme-linked immunosorbent assay method (Rho = 0.706, p < 0.001). The sensitivity and specificity for differentiating between severe and mild influenza using our combined method (test strip coupled with optical reader) were 78.3 and 50.0%, respectively. When interleukin-6 was combined with serum C-reaction protein, the sensitivity and specificity were 85.7 and 95.5%, and the receiver operating characteristic area-under-the-curve was quite high (AUC = 0.911, p < 0.001). The potential advantages of our system, i.e., a paper-based test strip coupled with a spectrum-based optical reader, are as follows: 1) simple user operation; 2) rapid turnaround times–within 20 min; 3) high detection performance; and, 4) low-cost fabrication.

This is a conceptual paper that explores critiquing picturebooks set in Africa. The paper is grounded in BlackCrit (Black Critical Theory) and Racial and Ethnic Socialization (RES). Using pragmatism as a method, we offer a detailed analysis of 3 carefully selected books, on the broad basis of authenticity, accuracy, and respectfulness. A deeper dive into the books looks for hidden messages that dehumanize, oversimplify, exotify, and generally present Africa from a Eurocentric lens. The critique goes beyond the books by looking at how they are shared on YouTube and other forums that offer pedagogical ideas for sharing the books with children. Overall, from the critique we find that books authored by cultural insiders are favorable while the reverse is, in most cases, true with authors who are cultural outsiders. The paper emphasizes the power of accurate, authentic, and respectful pro-Blackness representations as beneficial for all children in developing positive behaviors, attitudes and agency toward pro-Blackness and antiracist rhetoric. We also found that there is an urgent need for more pro-Black books on our educational shelves.

Pekrun and his colleagues highlight the significance and diversity of emotion in education. Their analysis suggests that these emotions can be categorised by their stimuli into those related to the classroom: activities, outcomes, relationships, topics and knowledge processes (epistemic). Most research in this area has focused on achievement emotions, with relatively limited research exploring topic emotions. This paper develops a framework for conceptualising topic emotions. It reports on a design-based study that captured children's expressions of emotion in response to a climate change education programme using picturebooks. The data brought together emotional responses to climate change, to learning about climate change and to climate-related picturebooks. Qualitative analysis of these responses highlights how they differ not only with regard to the emotions expressed, but also the structure of the emotional experience. Emotional responses to the broad topic of climate change were expressed as ongoing analytical judgements, where those related to learning about climate change were immersive and finite. Reading climate-related picturebooks involved exploring how emotion is communicated and evoked. This supported quasi-emotional experiences, where the reader imagines the emotions of the characters. The picturebooks are also shown to create vicarious emotional experiences, involving ethical-based responses to the behaviour and circumstances depicted. Based on this analysis, the paper proposes a framework for disaggregating these differing emotional experiences related to topic.

Purpose: This study aims to explore the daily stressors experienced by adolescents with Type 1 diabetes (T1D) and the perceived impact of those stressors on their self‐management and psychological well‐being. Design and Methods: We conducted semistructured in‐depth telephone interviews using a qualitative descriptive approach with 20 adolescents aged 14–17 years with T1D and analyzed subsequent data using thematic analysis. Results: Participants who were non‐Hispanic white made up 85% of the sample, 75% identified as female and mean age was 15 years. The study identified two key themes: "the everyday stress of living with diabetes" and "managing stress and supporting psychological well‐being." Participants described heightened mental load, the impact of daily activities, stress associated with public diabetes management, and added stress due to COVID‐19. Primary mitigation techniques included family support, peer support networks, activity engagement, and personal acceptance of their condition. Practice Implications: We found that there is a compound effect that occurs with balancing daily disease management with normative activities of daily living. These data will help guide the design of new interventions and tailoring of existing interventions. Future intervention development may include physical exercise, mindfulness training, and stress reducing techniques. [ABSTRACT FROM AUTHOR]

The article investigates whether Intensive Mobility training with Variability and Error (iMOVE) therapy is as effective as conventional therapist-directed (CONV) therapy in enhancing gross motor development in young children with cerebral palsy.

The article examines the effectiveness of intensive child-initiated mobility training with variability and error (iMOVE) compared to conventional therapist-directed training in improving gross motor skills in young children with cerebral palsy.

This systematic review and meta-analysis explores the effectiveness of teacher interventions supporting children with externalizing behaviors based on teacher and child outcomes. A systematic search was conducted using 5 electronic databases. From 5714 papers, 31 papers that included interventions delivered directly to teachers and aimed to benefit either teachers and/or children with externalizing behaviors were included. The review focused on qualified teachers working with children aged 2-13. The results of the current meta-analysis revealed a positive effect of teacher intervention on teacher and child outcomes, including the increased use of teacher-appropriate strategies, as well as significant and moderate improvements in teacher-child closeness, and small reductions in teacher-child conflict. For child outcomes, the interventions reduced externalizing behavior problems and ADHD symptoms and enhanced prosocial behavior. Only one fully blinded analysis for conduct problems was possible and revealed a moderate but significant reduction in favor of intervention. These findings provide evidence to support the role of teacher interventions for both teachers and children with externalizing behaviors. Future research should include more PBLIND measurements so that MPROX findings can be confirmed. More research should be done to evaluate the influence of teacher interventions on teachers' well-being.

Purpose: While most language departments of the university offer service-learning (SL) subjects based on language teaching, such as "Teaching Chinese as a Second Language in Local Schools" and "Serving the Community through Teaching English," this paper aims to argue that teaching students to teach language(s) is yet to be the best strategy to serve the service recipients. Design/methodology/approach: SL is widely understood as an experiential learning pedagogy that integrates academic focus, reflection and community service and is shown to be impactful. In Hong Kong, the first university that has made SL a graduation requirement is the Hong Kong Polytechnic University (the University). Considering this, new SL courses have proliferated over the past decade. Adopting a narrative inquiry approach, this paper examines personal narratives from a new SL subject aiming to raise awareness of refugees in Hong Kong. The data includes students' reflective journals, co-created personal narratives and podcasts and semi-structured interviews. Findings: This paper finds that crafting and recording narratives of shared experiences deepens cultural understanding, cultivates empathy and facilitates language learning in a genuine setting. Social implications: Ultimately, this paper advocates a well-designed SL that combines language, content and technology as a powerful, transformational experience for both college students and service recipients. Originality/value: This paper focuses on a brand new SL course, "Storytelling for Understanding: Refugee Children in Hong Kong," offered in Semester 1, 2022-2023. The subject was developed by the two authors from a language division affiliated to the University. The deliverables were podcast recordings, co-authored and co-edited by the students and the children.