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Concerns have been raised about genomic studies of autism. Most recently, the Spectrum 10 K study was paused due to criticism from the autistic community. This situation raised important questions about how the autistic and autism communities perceive genomic research. The Personal Experiences of Autism and Perceptions of DNA-based-research study was established to address this issue. Twenty parents of nonverbal or minimally verbal autistic children took part in the current study. Data were provided in diverse formats including online interviews, telephone interviews, and writing. This approach was co-produced with autistic experts by experience. Data were analysed using reflexive Thematic Analysis. We found that participants were supportive of autism research, including some genomic research, if it is designed to support autistic people and is ethical and transparent. However, while some believed that polygenic scores, genomic predictors of the statistical probability of being autistic, would be helpful, others argued that this would only be true in an ideal world. Participants felt that they and their children were often excluded from, and unrepresented by, the autistic and autism communities. We conclude that genomic researchers need to work with the autistic and autism communities to design future work, and that it is important to ensure a representative range of voices are heard.

This study explores how capable young children are of thinking about a potential future that uses DNA screening to assess an individual's likelihood of experiencing learning or behaviour difficulties. Puppets and a scenario-based approach were used to ask children aged 4-10 (n = 165) whether they thought DNA screening might be helpful or harmful. A content analysis derived six categories: (1) 'Worried about being -- and being seen as -- different'; (2) 'Beliefs about the origins of learning and behaviour'; (3) 'Testing is harmful'; (4) 'Testing could help'; (5) 'How soon is too soon for testing?'; and (6) 'What's the point?'. Findings indicate young children, as key stakeholders, can make useful contributions to public debate in this important and controversial area.

School closures due to COVID-19 have been predicted to have a large impact on pupils' learning and wellbeing. Systematic evidence about teachers' perceptions of what challenges their pupils have faced, and how they have been addressing these challenges, will be important for post-pandemic planning. We interviewed 24 teachers from English state mainstream primary and secondary schools in June 2020 and asked them to describe the impact of partial school closures on their pupils' learning and wellbeing, and how they had been addressing challenges as individual teachers and at the whole school level. Data were analysed using reflexive thematic analysis. Six themes were identified: (a) "pedagogy and process," (b) "communication with pupils and families," (c) "life at home," (d) "the role of parents," (e) "a COVID-19 curriculum," and (f) "moving forwards and making plans." Teachers reported difficulties in navigating the new form of education and finding the most effective way to teach and engage with the pupils. Pupils' lack of routine and their home environment were seen as influencing their learning and wellbeing. Parents' differing levels of involvement raised concerns about inequality. We discuss the practical implications of how to support pupils' learning and wellbeing both during and after COVID-19.

Examining the changes in teachers' experiences of their job resources, job demands and personal resources can reveal important insights into the profession. Accordingly, semi-structured interviews were conducted with an initial sample of 21 primary and secondary school teachers in England at three time points during COVID-19 (February 2021, July 2021 and July 2022). Four themes were identified in a longitudinal thematic analysis, namely: teachers' perceptions of disconnection with and disrespect from the government; relationships are central to teacher wellbeing and work engagement; teachers' preference for the physical school over the online/hybrid school; and reflections on teachers' increased self-efficacy in using technology and increased resilience to change. Implications for practice and policy are discussed.

Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the COVID-19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers' wellbeing following the onset of the COVID-19 pandemic. Specifically, it explores the extent to which student behaviour was seen as changing during the pandemic, and how this may have had an impact on teachers' wellbeing. Nine participants took part in this study. All the participants were teachers in schools in England (four primary and five secondary; nine female). The data were collected via semi-structured virtual interviews. Using a qualitative approach, the study undertook an in-depth analysis of the interview data using Interpretative Phenomenological Analysis. The findings suggest that the teachers experienced an increase in student conduct problems following the onset of the pandemic and that this negatively affected wellbeing for some. The teachers also reported an increased need for student support and differential needs for different groups of students. It is important that consideration is given as to how teachers can be effectively supported to manage student conduct problems and the potential impact of these on their wellbeing, particularly since the onset of the pandemic.

Given the disruptions the COVID-19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers' perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers' perceptions of how much society, policymakers and the media had valued the teaching profession throughout this time. With an initial sample of 24 primary and secondary teachers in mainstream state schools in England, 54 online interviews took place at three time points: when school buildings were partially reopened for the first time (June 2020), when they were partially closed for the second time (February 2021) and when they were fully reopened for 16 months (July 2022). Three themes were identified in the data using a longitudinal trajectory analysis based on reflexive thematic analysis: 'initial admiration from local communities progressively waned', 'continuous government disrespect towards teachers' and 'initial media vitriol towards teachers was sustained'. Implications for how teachers and other stakeholders in education can most effectively work together for the benefit of the health and effectiveness of the teaching profession and the educational system are considered in the context of the associated risks when teachers have low levels of perceived social appreciation.

Academic underachievement refers to school performance which falls below expectations. Focusing on the pivotal first stage of education, we explored a quantitative measure of underachievement using genomically predicted achievement delta (GPA[delta]), which reflects the difference between observed and expected achievement predicted by genome-wide polygenic scores. We analyzed the relationship between GPA[delta] at age 7 and achievement trajectories from ages 7 to 16, using longitudinal data from 4175 participants in the Twins Early Development Study to assess empirically the extent to which students regress to their genomically predicted levels by age 16. We found that the achievement of underachievers and overachievers who deviated from their genomic predictions at age 7 regressed on average by one-third towards their genomically predicted levels. We also found that GPA[delta] at age 7 was as predictive of achievement trajectories as a traditional ability-based index of underachievement. Targeting GPA[delta] underachievers might prove cost-effective because such interventions seem more likely to succeed by going with the genetic flow rather than swimming upstream, helping GPA[delta] underachievers reach their genetic potential as predicted by their GPS. However, this is a hypothesis that needs to be tested in intervention research investigating whether GPA[delta] underachievers respond better to the intervention than other underachievers. We discuss the practicality of genomic indices in assessing underachievement.

Background Breast cancer remains a leading form of cancer within the United States. Lifesaving surgical procedures such as a mastectomy are necessary but cause unwelcome side effects such as pain and limited range of motion. Proper rehabilitation such as physical therapy can improve quality of life following a mastectomy and allow patients to return to their daily activities, however not all patients receive physical therapy following their surgical procedure. The purpose of this study was to explore the additional benefits associated with physical therapy outside of muscular rehabilitation among breast cancer patients who have undergone a mastectomy. Materials and Methods Participants were included in the study if they received a breast cancer diagnosis within the past 2 years, attended physical therapy sessions, and had internet access to complete the assessments. Eligible participants were asked to complete a survey assessing activities of daily living, depression, and satisfaction with their physical therapy sessions. Short answer questions addressed benefits gained from physical therapy sessions and improvements to be made in the future. Results 16 women completed the assessments in its entirety. The use of qualitative surveys identified three general themes: 1) need for social support (from family, friends, medical professionals) during treatment and physical therapy, 2) improvements needed for breast cancer patients to succeed in their activities of daily living post-mastectomy, and 3) impact of physical therapy on patients following a mastectomy on their physical functioning, reduction in pain, and returning to activities of daily living. Conclusions In conclusion, attending routine physical therapy sessions from a therapist who specializes in oncology will assist women with returning to activities of daily living. There remains an ongoing need for therapists within this specialty to provide proper guidance to improve physical function.

Summary: Mother’s milk contains diverse bacterial communities, although their impact on microbial colonization in very-low-birth-weight (VLBW,

Background and aims Autistic children can experience challenges in making and maintaining friendships, and middle childhood (ages 6–12) may be particularly challenging as social networks become more complex. However, a large proportion of research into these experiences is based on adult reports or focuses on the experiences of adolescents, meaning that the voices of younger children are absent. Due to the exclusion of younger children from research, we have a limited understanding of their first-hand experiences of their friendships and the support they receive, which has implications for friendship support and wellbeing. This study aimed to amplify the voices of younger autistic children to explore their first-hand experiences of friendships and highlight areas of social support which may be most beneficial to primary-aged autistic children. Methods This study used novel creative methods to support interviews with 19 autistic primary school-aged children to explore their experiences of friendship. Parent-led interviews and scrapbooks supported the children in discussing the challenges and strengths of their friendships. Results Children discussed the challenges and strengths of their friendships including the impact of social norms on the need to have friends and their support needs in this area of life. Children also discussed gaps in their current friendships and how they would like to see these filled. It was clear that not all children required or wanted neurotypical-style friendships, with many valuing companionship and gameplay over intimacy. Analysis highlighted the heterogeneity of autistic children's friendships, especially in relation to gender and age, calling for more tailored and individualized support. Conclusion and implications Results from the current study show that autistic children can and do have successful friendships but that these friendships may differ from those of their non-autistic peers. The study further adds to the existing literature by showing that younger autistic children can be included in research by using differentiated, accessible and creative methods, and that they are able to voice their opinions on matters surrounding support. It also calls for a tailored approach to supporting autistic children in school and speaking with children to give them autonomy over the support they want to receive.

Purpose: Young people with developmental language disorder (DLD) have poorer mental health than those without DLD. However, not all young people with DLD are equally affected; some have more mental health difficulties than others. What explains these differences remains unclear. Method: Data from a community cohort study, the Avon Longitudinal Study of Parents and Children, were analyzed to investigate genetic and environmental influences on the development of mental health difficulties at five time points from childhood (7 years) to adolescence (16 years) in 6,387 young people (8.7% with DLD). Regression and latent class models were fitted to the data. Results: Polygenic scores (PGSs), indices of genetic risk, for common psychiatric disorders (major depressive disorder, anxiety disorder, and attention deficit hyperactivity disorder) predicted mental health difficulties in both groups (with and without DLD). The presence of DLD, in some instances, amplified mental health difficulties for those with high genetic risk for common psychiatric disorders. Subgroups of children with similar developmental trajectories of mental health difficulties were identified. Young people with DLD were more likely than those without DLD to follow mental health subgroups characterized by consistently high levels of difficulties during development. PGSs, socioeconomic status, and the early home environment distinguished subgroups with low mental health difficulties from those characterized by high levels of difficulties, but these effects did not differ based on DLD status. Conclusions: These findings suggest that, for the most part, both genetic and environmental risk affect the development of mental health difficulties in a cumulative way for young people with DLD (and those without). Some analysis did, however, suggest that genetic risk for common psychiatric disorders might manifest more strongly in those with DLD compared with those without DLD.

Friendships play a key role in supporting a successful transition to a new school for autistic children and young people. However, little is known about how these relationships have been impacted by restrictions put in place during the COVID-19 pandemic. This study aimed to explore how parents perceived the impact of COVID-19 on their autistic child's friendships during transition to a new school. Semi-structured interviews were carried out with 14 parents of autistic children in the United Kingdom. Data were analysed using reflexive thematic analysis. Parents discussed a variety of experiences, which differed between and within school types and age groups. Several factors influenced children's friendships during transition including support from their new school and others' understanding of their needs. Parents described the differing expectations of what friendship was and how that affected their children's existing and new relationships. For some, COVID-19 negatively impacted on friendships by reducing contact with existing and new friends. Others experienced positive or neutral experiences due to lockdown restrictions. This study highlights the diversity of needs among autistic children and calls for a personalised approach to transition support beyond the pandemic as one way of supporting autistic children to develop positive peer relationships.

Abstract All-polymer solar cells (all-PSCs) offer improved morphological and mechanical stability compared with those containing small-molecule-acceptors (SMAs). They can be processed with a broader range of conditions, making them desirable for printing techniques. In this study, we report a high-performance polymer acceptor design based on bithiazole linker (PY-BTz) that are on par with SMAs. We demonstrate that bithiazole induces a more coplanar and ordered conformation compared to bithiophene due to the synergistic effect of non-covalent backbone planarization and reduced steric encumbrances. As a result, PY-BTz shows a significantly higher efficiency of 16.4% in comparison to the polymer acceptors based on commonly used thiophene-based linkers (i.e., PY-2T, 9.8%). Detailed analyses reveal that this improvement is associated with enhanced conjugation along the backbone and closer interchain π-stacking, resulting in higher charge mobilities, suppressed charge recombination, and reduced energetic disorder. Remarkably, an efficiency of 14.7% is realized for all-PSCs that are solution-sheared in ambient conditions, which is among the highest for devices prepared under conditions relevant to scalable printing techniques. This work uncovers a strategy for promoting backbone conjugation and planarization in emerging polymer acceptors that can lead to superior all-PSCs.

Mycobacterium xenopi, a nontuberculous mycobacterium (NTM), presents a significant diagnostic challenge in clinical practice, particularly in immunocompromised individuals. We report a case of M. xenopi infection in a liver transplant recipient on immunosuppressive medication. A 67-year-old male presented with chronic cough, anemia, and significant weight loss. Imaging studies revealed extensive pulmonary involvement with cavitations. More definitively, an acid-fast bacilli (AFB) bronchoalveolar lavage culture as well as an acid-fast bacilli (AFB) sputum culture confirmed M. xenopi infection. Treatment initiation with multiple antimicrobial agents was guided by susceptibility testing and published recommendations by the Infectious Disease Society of America and the American Thoracic Society guidelines from 2020 (Kurz, et al., 2020). This case emphasizes the importance of considering non-tubercular bacterial infections, particularly M. xenopi, in the differential diagnosis of respiratory symptoms in immunocompromised hosts. In addition to the case report, this paper provides a comprehensive review of the epidemiology, risk factors, clinical manifestations, diagnostic challenges, and treatment strategies for M. xenopi infections.

Background and aims Despite its high potential for affecting sibling relationships, few studies have explored the impact of the COVID-19 pandemic on this important family dynamic. Of these, the reported evidence has been inconsistent across cultures and lacks cross-cultural comparability. For the first time, we investigated cross-cultural variability in the impact of COVID-19, and the restrictions associated with it, on sibling relationships of autistic adolescents from a Western (United Kingdom) and non-Western (Turkey) country. We also explored how British and Turkish parents intervene in negative sibling interactions—that is, sibling bullying—when witnessed. Methods Parents of 164 British and 96 Turkish autistic adolescents, aged 9 to 20 years, were asked how they perceived the effects of COVID-19 on their children's sibling relationships, and how they were most likely to react to instances of sibling bullying. Free response data from parents were analyzed using qualitative content analysis. Results Our findings indicated more cross-cultural similarities than differences between British and Turkish families. The majority of both British and Turkish parents indicated that COVID-19 worsened sibling relationships between their autistic and nonautistic children. An overwhelming majority of British and Turkish parents also said that they would step in directly when witnessing sibling bullying. Despite the high volume of cross-cultural similarities generally, we also found some cross-cultural differences, for instance in relation to the most common negative impact of COVID-19 on sibling relationships and the most preferred parental responses to sibling bullying. Conclusions and implication Implications and suggestions are discussed in more detail, drawing on the Etic approach to cross-cultural psychology.

Abstract The health of coral reef benthic and fish communities is implicitly connected, yet typically studied and managed separately. By developing a coupled reef population model that connects coral populations and reef fish biomass through the habitat complexity that corals build and fish live among, we aim to address this gap by holistically quantifying ecological feedbacks and responses to ecological stressors. We explored the impacts of fishing effort in conjunction with three types of ecological disturbances as they propagated through a coral reef ecosystem: (1) a disturbance that disproportionately affected small, bio‐energetically vulnerable colonies, (2) a disturbance that predominantly affected large, mechanically vulnerable colonies, and (3) a disturbance that affected colonies of all sizes randomly. We found that joint coral and fish population recovery was fastest and most complete under events affecting small colonies, followed by recovery from disturbances affecting random sizes, and lastly large‐colony disturbances. These results suggest that the retention versus loss of large coral colonies with high reproductive potential critically influenced population recovery. Low fishing levels maintained fish and coral populations and allowed for recovery after disturbances, whereas high fishing levels prevented recovery due to greater fish‐dependent coral mortality. Finally, we tested various formulations of the relationship between coral size and habitat complexity (i.e., exponential, linear, logarithmic) that constrain fish carrying capacity. All formulations led to similar population projections in most disturbance scenarios, but there were exceptions where the timing and trajectory of recovery differed, such as faster and greater recovery potential when complexity is logarithmic with respect to coral size. These findings suggest that fishing and habitat complexity mediate the recovery of coral reef populations, emphasizing the importance of describing linkages between coral size distribution and reef habitat structure. Furthermore, our results highlight the utility of the coupled‐model framework for understanding and managing the impact of disturbances at ecosystem scales.

In Part 1 of this UK-based study, across four timepoints between March and October 2020, autistic children and young people showed higher levels of parent-reported depression and anxiety symptoms than those with other special educational needs and disabilities. In this study, we draw on qualitative data from 478 parents/carers of autistic pupils and those with other special educational needs and disabilities to conduct a longitudinal qualitative content analysis examining stability and change in the mental health of these young people, and their parents/carers, during the first 6 months of the COVID-19 pandemic. Worry and psychological distress were dominant categories at all timepoints and we noted that, in line with quantitative findings, worry in autistic pupils stayed stable over time but decreased for those with other special educational needs and disabilities. The third dominant category was wellbeing and we saw evidence that removing demands, especially the demand to attend school, was a driver of wellbeing for a significant minority of pupils, particularly autistic pupils, and their parents/carers. Overall, we observed no differences in mental health experiences between the two groups of parents, also mirroring quantitative findings. [For "A Longitudinal Study of the Mental Health of Autistic Children and Adolescents and Their Parents during COVID-19: Part 1, Quantitative Findings," see EJ1360820.]

Autistic children and adolescents and their parents are likely to have been disproportionally affected during the COVID-19 pandemic. There has been little focus on how the mental health of these vulnerable families developed during the pandemic and how it compared to those with other special educational needs and disabilities. Questionnaires were completed by a maximum of 527 parents/carers about their own and their child's mental health at one or more time points between 23 March 2020 (at the onset of the first lockdown) and 10 October 2020 (when schools fully reopened for face-to-face teaching). Multi-level regression models were fitted to the data. Autistic young people had more depression and anxiety symptoms compared to young people with other special educational needs and disabilities throughout the study period. As lockdown progressed and schools subsequently reopened for face-to-face teaching, anxiety levels decreased for young people with special educational needs and disabilities but not for autistic young people, whose anxiety levels remained stable throughout. Depression symptoms, however, remained stable for both groups during this period as did parents'/carers' psychological distress and well-being. These findings shed new light on the likely disproportionate effect of the COVID-19 pandemic on anxiety levels in autistic young people. [For "A Longitudinal Study of the Mental Health of Autistic Children and Adolescents and Their Parents during COVID-19: Part 2, Qualitative Findings," see EJ1360821.]

Background: Understanding teachers' experiences throughout the school closures and reopenings that have characterized large periods of the COVID-19 pandemic provides us with unique insights into what it means to be a teacher during a global public health crisis. Aim and Method: To investigate teachers' narratives of their experiences, we conducted 95 semi-structured interviews with 24 teachers in England across four time points between April and November 2020. We used a longitudinal qualitative trajectory analysis of participants' stories of their high-, low- and turning-points. Results: We derived four themes that were evident at each time point and developed over time. The themes were: (1) "growing frustration at uncertainties caused by poor government leadership," (2) "expanding concern for pupil learning and well-being," (3) "an increasingly labour-intensive and exhausting job" and (4) "declining pleasure and pride in being a teacher." Conclusions: The findings shed light on the impact of COVID-19 on the professional identity of these teachers and we propose ways in which teachers can be supported now and in the future.

Due to the COVID-19 pandemic, the start of the academic year in September 2020 was a unique time for those transitioning to a new school. This study aimed to explore the experiences of parents who supported autistic children making a range of different school transitions in 2020. Semi-structured interviews were carried out with 13 parents of autistic children in the UK, and data were analyzed with reflexive thematic analysis. For some parents, the COVID-19 pandemic negatively impacted on aspects of school transitions. However, other parents expressed the view that these same circumstances created opportunities to approach the school transition in a unique, improved manner. This article sheds light on the heterogeneity of experiences and perceptions of parents of autistic children, and highlights the need to examine the impact of COVID-19 on school transitions, including practices that it may be advantageous to retain.

Abstract Objective: To determine and compare the intraoperative durability of 4 major surgical glove brands. Design, Setting, and Participants: This study is a randomized open-label clinical trial in which surgical gloves from 4 manufacturers are randomized to 5 surgical subspecialty study groups: (1) orthopedic surgery, (2) neurosurgery, (3) colorectal surgery, (4) trauma or acute general surgery, and (5) cardiac and plastic surgeries. The study was divided into 10 periods, with a cross-over design, and was conducted at a tertiary care academic medical center. Participants were licensed and certified physicians, physicians-in-training, scrub nurses, or technicians working within the sterile field. Interventions: Participants from each study group were randomly assigned to 1 of 4 surgical glove manufacturer types and subsequently rotated through the other 3 glove brands such that each participant acted as their own control in the sequential cross-over design. Main Outcomes and Measures: The primary outcome was to determine and compare the intraoperative failure rate of Biogel® Sterile Surgical undergloves against sterile surgical undergloves from 3 other manufacturers, both as a combined competitor group and individually. Results: There were no differences between brands with respect to the primary outcome of underglove intraoperative failures. Brand 1 wearers were slightly more likely to detect glove failures when they occurred. Conclusion: The durability of surgical gloves intraoperatively is similar across 4 major glove manufacturers. Detection of intraoperative failures is infrequent, though specific glove characteristics may promote enhanced detection. Recognition of glove perforations intraoperatively is important in the maintenance of a maximally sterile field. Trial Registration: ClinicalTrials.gov Identifier: NCT03344354.

During mitosis, kinetochore-attached microtubules form bundles (k-fibers) in which many filaments grow and shorten in near-perfect unison to align and segregate each chromosome. However, individual microtubules grow at intrinsically variable rates, which must be tightly regulated for a k-fiber to behave as a single unit. This exquisite coordination might be achieved biochemically, via selective binding of polymerases and depolymerases, or mechanically, because k-fiber microtubules are coupled through a shared load that influences their growth. Here, we use a novel dual laser trap assay to show that microtubule pairs growing in vitro are coordinated by mechanical coupling. Kinetic analyses show that microtubule growth is interrupted by stochastic, force-dependent pauses and indicate persistent heterogeneity in growth speed during non-pauses. A simple model incorporating both force-dependent pausing and persistent growth speed heterogeneity explains the measured coordination of microtubule pairs without any free fit parameters. Our findings illustrate how microtubule growth may be synchronized during mitosis and provide a basis for modeling k-fiber bundles with three or more microtubules, as found in many eukaryotes.

Background: Teaching and caring for pupils during the COVID-19 pandemic has been a challenge for many teachers, and its impact on teachers' mental health and well-being (MHWB) should be of great national and international concern. Aim and participants: This study examines 24 primary and secondary school teachers' MHWB experiences across three time points (April, July, and November 2020) using longitudinal qualitative trajectory analysis. Method: We used a mixture of inductive and deductive coding, based on the Job Demands-Resources Model, to identify the job demands (aspects of the job that can be physically or psychologically costly) and job resources (aspects of the job that can buffer the effects of job demands and promote achievement and growth) teachers reported experiencing across the three time points. Results: Generally, teachers' MHWB seemed to have declined throughout the pandemic, especially for primary school leaders. Six job demands contributed negatively to teachers' MHWB (i.e., uncertainty, workload, negative perception of the profession, concern for others' well-being, health struggles, and multiple roles) and three job resources contributed positively to their MHWB (i.e., social support, work autonomy, and coping strategies). Conclusions: Policymakers and practitioners can support teachers' MHWB by engaging in more collaborative communication and ensuring greater accessibility to sources of social support. These discussions and provisions will be crucial in supporting teachers, and thereby the educational system, both during and after the pandemic.

Abstract Alterations in the gut microbiome have been linked to a variety of mental illnesses including anxiety and depression. This study utilized advanced bioinformatics tools that integrated both the compositional and community nature of gut microbiota to investigate how gut microbiota influence clinical symptoms in a sample of participants with depression. Gut microbiota of 179 participants with major depressive disorder (MDD) in the Texas Resilience Against Depression (T-RAD) study were analyzed by 16S rRNA gene sequencing of stool samples. Severity of anxiety, depression, and anhedonia symptoms were assessed with General Anxiety Disorder – 7 item scale, Patient Health 9-item Questionnaire, and Dimensional Anhedonia Rating Scale, respectively. Using weighted correlation network analysis, a data-driven approach, three co-occurrence networks of bacterial taxa were identified. One of these co-occurrence networks was significantly associated with clinical features including depression and anxiety. The hub taxa associated with this co-occurrence module –one Ruminococcaceae family taxon, one Clostridiales vadinBB60 group family taxon, and one Christencenellaceae family taxon– were connected to several additional butyrate-producing bacteria suggesting that deficits in butyrate production may contribute to clinical symptoms. Therefore, by considering the community nature of the gut microbiome in a real world clinical sample, this study identified a gut microbial co-occurrence network that was significantly associated with clinical anxiety in a cohort of depressed individuals.

Postsecondary students' well-being is closely linked to success, which has predominantly been viewed from institutional perspectives rather than student experience. Addressing this gap, students and educators at a New Zealand postsecondary institution identified elements of overall success. Two existing measures were integrated with the student/educator feedback to form a 27-item questionnaire that was piloted twice via social media using snowball recruitment (n=225, n=237). There was strong internal consistency, and factor analysis identified five main factors of influence. The survey is found to be a comprehensive measure of perceptions of success and could be useful in identifying learners' levels of success-promoting attitudes and strategies, which may be of particular relevance during the COVID-19 pandemic.

In the pursuit of developing intercultural competence in students studying abroad, effective experiential learning strategies are sought by study abroad educators. This article presents an implementation of one such strategy called "The Drop-Off" (Batchelder, 1993). The Drop-Off involves small groups of students who explore a previously unknown town in order to develop an understanding of the history and culture of that town. The purpose of the Drop-Off is for student groups to discover how to best utilize the targeted skills of observation and conversation by asking appropriate questions, listening and acquiring facts about a town previously unknown. These skills are integral to developing the core components of intercultural competence for appropriate and meaningful interactions across cultures. Implemented over two semesters in Ireland with 35 first-semester college freshmen, this pedagogy, accompanied by extensive preparation and guided reflection, may have contributed to a significant mean change in score from pre- to post-Intercultural Development Inventory (IDI) for the combined semesters. This article details the process in its entirety from preparation to execution to discussion and final assignments.

Microtubule nucleation is spatiotemporally regulated in cells by several known molecules, including the template γ-tubulin and the polymerase XMAP215. The role of XMAP215 in nucleation is under debate, specifically whether it acts independently as a polymerase or acts dependently with γ-tubulin. We first confirm XMAP215 as a classically defined nucleator that reduces the nucleation lag seen in bulk tubulin assembly. Secondly, using deletion constructs, we probe the domain requirements for XMAP215 to promote microtubule nucleation. We show that its ability to nucleate microtubules in purified solutions correlates with its ability to elongate existing microtubules and does not depend on the number of tumor overexpressed gene (TOG) domains. Finally, we show that XMAP215 and γ-tubulin promote αβ-tubulin assembly in an additive, not synergistic, manner. Thus, their modes of action during microtubule nucleation are distinct. These findings suggest there are at least two independent processes in nucleation, one promoted by γ-tubulin and one promoted by XMAP215. We propose that XMAP215 accelerates the addition of subunits to existing nucleation intermediates formed either spontaneously or by oligomers of γ-tubulin. [Media: see text].

BackgroundStaphylococcus aureus and beta-hemolytic streptococci (BHS) diseases disproportionately affect populations in middle/low-income countries. To assess if this disparity is reflected in colonization by these organisms, we compared their colonization frequency among children from different socioeconomic status (SES) communities in a city with high income inequality.MethodsBetween May-August 2014, we collected nasal and throat swabs to investigate S. aureus and BHS colonization among children who attended private and public pediatric clinics. Patients were classified as high SES, middle/low SES, and slum residents. We investigated the antimicrobial resistance profile, the SCCmec types and the presence of PVL genes among methicillin-resistant S. aureus (MRSA). We also examined the antimicrobial resistance profile and serogroups of BHS.ResultsOf 598 children, 221 (37%) were colonized with S. aureus, of which 49 (22%) were MRSA. MRSA colonization was higher in middle/low SES (n = 18; 14%) compared with high SES (n = 17; 6%) and slum (n = 14; 8%) residents (p = 0.01). All MRSA strains were susceptible to clindamycin, nitrofurantoin, and rifampin. The highest non-susceptibility frequency (42.9%) was observed to erythromycin. SCCmec type V was only found in isolates from high SES children; types I and II were found only in middle/low SES children. Ten (20%) MRSA isolates carried PVL genes. Twenty-four (4%) children were BHS carriers. All BHS (n = 8) found in high SES children and six (67%) isolates from slum patients belonged to group A. All group B streptococci were from middle/low SES children, corresponding to five (71%) of the seven BHS isolated in this group. BHS isolates were susceptible to all drugs tested.ConclusionsChildren from different SES communities had distinct bacterial colonization profiles, including MRSA carriage. Public health officials/researchers should consider SES when assessing disease transmission and control measures.

Through a conceptual framework focused on student engagement, this article explores students' perceptions about the impact the design of learning environments has on student engagement. The current mixed-methods study was conducted at two Texas replacement elementary schools where the entire learning community, all teachers, administrators, staff, and students, moved from an old building to a new building. Through the qualitative component of the study, student focus groups, the study explores the attributes of design and spaces that students value and perceive as having an impact on their learning and engagement. Students' perceptions demonstrate that learning environments impact student engagement.

Parents of children with Special Educational Needs and Disabilities in the UK (n = 241) were asked to describe the impact of COVID-19 on their own mental health and that of their child. An inductive content analysis of the data was undertaken. Both parents and children appear to be experiencing loss, worry and changes in mood and behaviour as a result of the rapid social changes that have occurred. Some parents reported feeling overwhelmed and described the impact of child understanding and awareness. Finally, a minority of parents reported that COVID-19 has had little impact on mental health in their family, or has even led to improvements. Implications for how to support these families in the immediate future are discussed.

Introduction Meta-analytical evidence confirms a range of interventions, including mindfulness, physical activity and sleep hygiene, can reduce psychological distress in university students. However, it is unclear which intervention is most effective. Artificial intelligence (AI)-driven adaptive trials may be an efficient method to determine what works best and for whom. The primary purpose of the study is to rank the effectiveness of mindfulness, physical activity, sleep hygiene and an active control on reducing distress, using a multiarm contextual bandit-based AI-adaptive trial method. Furthermore, the study will explore which interventions have the largest effect for students with different levels of baseline distress severity.Methods and analysis The Vibe Up study is a pragmatically oriented, decentralised AI-adaptive group sequential randomised controlled trial comparing the effectiveness of one of three brief, 2-week digital self-guided interventions (mindfulness, physical activity or sleep hygiene) or active control (ecological momentary assessment) in reducing self-reported psychological distress in Australian university students. The adaptive trial methodology involves up to 12 sequential mini-trials that allow for the optimisation of allocation ratios. The primary outcome is change in psychological distress (Depression, Anxiety and Stress Scale, 21-item version, DASS-21 total score) from preintervention to postintervention. Secondary outcomes include change in physical activity, sleep quality and mindfulness from preintervention to postintervention. Planned contrasts will compare the four groups (ie, the three intervention and control) using self-reported psychological distress at prespecified time points for interim analyses. The study aims to determine the best performing intervention, as well as ranking of other interventions.Ethics and dissemination Ethical approval was sought and obtained from the UNSW Sydney Human Research Ethics Committee (HREC A, HC200466). A trial protocol adhering to the requirements of the Guideline for Good Clinical Practice was prepared for and approved by the Sponsor, UNSW Sydney (Protocol number: HC200466_CTP).Trial registration number ACTRN12621001223820.

Background: Many countries around the world imposed nationwide school closures to manage the spread of COVID-19. England closed its schools for most pupils in March 2020 and prepared to reopen schools to certain year groups in June 2020. Understanding teachers' lived experiences at this time of educational disruption is important, shedding light on challenges faced and support needed by schools and teachers in the event of further disruption. Purpose: The research reported here represents the second timepoint in a longitudinal study investigating what it was like being a teacher in England during the pandemic. Our aim was to better understand teachers' experiences at a time of partial reopening of schools in mid-June 2020. Method: We used the framework of Self-Determination Theory to explore challenges to teachers' basic psychological needs for autonomy, competence and relatedness. A total of 24 primary and secondary state school teachers from 20 schools across England were interviewed and asked to tell stories of a low point, a high point and a turning point. A reflexive thematic analysis, using a mix of inductive and deductive coding, was conducted. Findings: Six themes were identified in the data: "uncertainty," "practical concerns," "worry for pupils," "importance of relationships," "teacher identity," and "reflections." Challenging their basic need for autonomy and competence, teachers were anxious about current and future uncertainties while navigating school reopenings. Challenging their basic need for relatedness, teachers described the importance of connecting with pupils and their families, and with colleagues. Lastly, teachers searched for holistic meaning, evaluating what it means to be a teacher and reflecting on how these circumstances have affected their personal and professional lives. Conclusions: Our analysis of teachers' experiences provides insight into how teachers' psychological needs for autonomy, competence and relatedness have been challenged. It highlights the importance of supporting teachers to feel autonomous, competent and connected with colleagues, pupils and their families. Such support is likely to be beneficial to teachers' wellbeing and their commitment to the profession, now and in the future.

Background: On 20 March 2020, in response to COVID-19, UK schools were closed to most pupils. Teachers were required to put remote teaching and learning in place with only two days' notice from the government. Aims: The current study explores teachers' experiences of this abrupt change to their working practices, and during the 5-6 weeks that followed. Sample: Twenty-four teachers from English state schools were interviewed, representing mainstream primary and secondary schools and a range of years of experience and seniority. Methods: Participants were asked to tell stories of three key scenes during the first 5-6 weeks of lockdown: a low point, a high point, and a turning point. A reflexive thematic analysis of their narratives was conducted. Results and Conclusions: Six themes were identified: "uncertainty," "finding a way," "worry for the vulnerable," "importance of relationships," "teacher identity," and "reflections." Teachers' narratives suggest that, after an initial period of uncertainty they settled into the situation and found a way forward, supported by strong relationships. However, they remain extremely worried about the most vulnerable pupils and want more joined-up thinking from the government on how to support them effectively, along with clarity from policymakers to enable planning ahead. Teachers reflected on how to use their learning during this period to improve pupils' experiences of education post-COVID-19, and on how aspects of shared teacher identity have worked as stressors and coping mechanisms. These initial interviews form the baseline for a longitudinal interview study of teachers' experiences of COVID-19 in England.

Tension stabilizes properly attached microtubules to kinetochores during chromosome segregation, and lack of tension leads to release. Here the authors show that tension directly suppresses Aurora B kinase mediated destabilization of reconstituted kinetochore-microtubule attachments, likely ensuring accurate chromosome segregation.

Twin studies find ~20% of the variance in achievement in public examinations taken at age 16 in the United Kingdom can be explained by experiences not shared within families. Nonshared environmental (NSE) influences, including measurement error, explain why monozygotic (MZ) twins differ from each other. Such influences work independently of genetic effects and may represent strong candidates for intervention. This study aimed to generate hypotheses about what these NSE factors might be. Perceptions of within-pair differences were gathered from n = 497 pairs of MZ twins and their parents, and telephone interviews were conducted with n = 56 families reporting different General Certificate of Secondary Education grades. "Environmental" explanations related to teacher quality, teacher-pupil relationships, and ability grouping. Families also explained discordance in terms of effort, interest, ability, and personality.

The COVID-19 pandemic has challenged many assumptions underlying education, including those related to the qualities that are most essential to being an effective teacher. We interviewed 23 state primary and secondary school teachers about what makes a great teacher during a pandemic. Two themes were identified: "caring for pupil wellbeing," and "dealing with uncertainty." Teachers reported that the need to demonstrate these qualities, while always important, has intensified during COVID-19. These findings indicate that teacher education and professional development programmes may benefit from recognising and assisting teachers to develop these qualities.

This paper introduces a literature from outside the field of education research and policy that we argue has potential to enhance both policy and practice. This field, behavioral genetics, has amassed highly replicable findings spanning more than half a century. Although no necessary policy implications follow from the evidence we review here, taking a "genetic lens" may offer education researchers and policy-makers an opportunity to look at existing research in a fresh way; and to ask new questions and design new solutions. Incorporating evidence from behavioral genetics into interpretations of education and policy data can help researchers and decision makers better understand why some education policies have worked while others have not, and inform broader discussions of equality, fairness, and disadvantage in education.

The disassembly of microtubules can generate force and drive intracellular motility. During mitosis, for example, chromosomes remain persistently attached via kinetochores to the tips of disassembling microtubules, which pull the sister chromatids apart. According to the conformational wave hypothesis, such force generation requires that protofilaments curl outward from the disassembling tips to exert pulling force directly on kinetochores. Rigorously testing this idea will require modifying the mechanical and energetic properties of curling protofilaments, but no way to do so has yet been described. Here, by direct measurement of working strokes generated in vitro by curling protofilaments, we show that their mechanical energy output can be increased by adding magnesium, and that yeast microtubules generate larger and more energetic working strokes than bovine microtubules. Both the magnesium and species-dependent increases in work output can be explained by lengthening the protofilament curls, without any change in their bending stiffness or intrinsic curvature. These observations demonstrate how work output from curling protofilaments can be tuned and suggest evolutionary conservation of the amount of curvature strain energy stored in the microtubule lattice.

As genetic research into outcomes beyond health gathers pace, largely through the use of genome-wide association studies, interest from policy-makers has grown. In the last year, two UK reports have explored the policy implications of genomic research, one from the UK Government Office for Science and one from the Early Intervention Foundation. In this article, we explore areas of consensus between these two reports and use them to propose priorities for policy-makers as we prepare for what some have termed a ‘genetic revolution’. Both reports agree on two clear recommendations for science and policy communities. One of these relates to public education and engagement, and the other to ensuring that genomic databases are ancestrally diverse. Both reports agree that—even if it is found to be a viable and ethical idea in the medium-term future—DNA data should not be incorporated into social policy before these two issues have been comprehensively addressed. In the article, we argue that scientists are taking the lead on tackling the diversity deficit but that there is a clear role for policy-makers to play in addressing low genetic literacy in society, and that this is a matter of urgency.

Abstract Our urgent state of “Climate Emergency,” as declared by the UK Government on 1st May 2019, has done little to change our secondary education system or educational leadership. As we collectively begin to move into acceptance of the irreversible nature of a portion of the environmental damage and its long-term consequences, we need to explore the purpose and practice of education and educational leadership in climate emergency. How should we prepare teachers and educators to lead and develop young people in a time of climate crisis and who should be involved in making the decisions? This article reports on the findings of a Green Impact project, an online Educator Climate Assembly that took place on World Environment Day 2021, with West Midlands education stakeholder participants. The following themes are explored: responsibility, process complexity, confidence, sense of scale and communities of practice, with an invitation to readers to adapt this process and use it in their own education settings. Suggested further research includes trialing the process in a range of settings and a longitudinal approach to measuring the impacts.