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This article reflects on one aspect of the rapidly growing body of research on just transitions that we think has not been robustly enough explored: the difference that more explicitly reparative approaches to historical injustice rooted in racial capitalism might make to how these transitions are conceptualized and enacted. To advance this argument, we turn to recent scholarship on reparations, and particularly reparations for slavery, colonization and Indigenous genocide, to draw out critical insights that might helpfully expand and redirect just transitions work to more fully address the ongoing legacies of what Olufemi Taiwo has recently called, 'global racial empire.' Specifically, we examine the reparative demands embedded in the Cochabamba People's Declaration in Bolivia (2010) and the Black Hive's Black Climate Mandate in the US (2022). Through close analysis of these two documents, we draw out and expand four principles that we see as critical to the development of more reparative policy options for just transitions at both national and international scales. Specifically, we draw attention to the need for just transitions work to 1) draw on broader temporalities that foreground the long afterlives of colonial genocide and slavery; 2) more thoroughly recognize geographical interconnectedness across nation-state boundaries, including the powerful persistence of neo-colonial relationships of exploitation and expropriation; 3) redirect processes of highly racialized global (mal)distribution; and 4) attend to more 'pluriversal' possibilities for rectifying these inequalities. [ABSTRACT FROM AUTHOR]

Summary A deficit in the theorisation of psychological elements of agency and empowerment in development literature exists. To address, I present the results of an empirical study using exploratory mixed methods examining central factors contributing to initiatives people undertake to improve personal and collective well-being in a neighborhood on the urban fringe of Bamako. Informants articulated that the psychological concepts of dusu (internal motivation) and ka da I yèrè la (self-belief) were most important to their purposeful agency. The psychological constructs had an intrinsic and instrumental value to respondents from differing socio-economic characteristics which contributed to social change in the neighborhood. [ABSTRACT FROM AUTHOR]

Patients with a bipolar disorder need to cope with the problems they encounter, the consequences of their disease, and unpleasant events to stay well. This study was undertaken to gain greater insight into the coping styles of outpatients with a bipolar disorder when confronted with problems and unpleasant events. The participants (N = 157) completed the Utrecht Coping List and a questionnaire addressing various demographic and clinical characteristics. The results showed outpatients with a bipolar disorder to have a less active reaction pattern and a more avoidant coping style compared with people from the general population. [Copyright &y& Elsevier]

This qualitative study was undertaken to gain insight into the daily practice activities of community psychiatric nurses (CPNs) involved in the nursing of outpatients with bipolar disorders in the Netherlands. Semistructured interviews were undertaken with 23 CPNs, and additional focus group interviews were conducted. Information was gained on the problems encountered by the patients with a bipolar disorder, desired outcomes, interventions used, and the role of the CPNs in the treatment of these outpatients. One of the main conclusions is that a systematic approach to the nursing process is simply lacking. Recommendations for improvement are therefore presented in closing. [Copyright &y& Elsevier]

Fractions are known to be difficult for children and adults. Behavioral studies suggest that magnitude processing of fractions can be improved via number line estimation (NLE) trainings, but little is known about the neural correlates of fraction learning. To examine the neuro-cognitive foundations of fraction learning, behavioral performance and neural correlates were measured before and after a five-day NLE training. In all evaluation tasks behavioral performance increased after training. We observed a fronto-parietal network associated with number magnitude processing to be recruited in all tasks as indicated by a numerical distance effect. For symbolic fractions, the distance effect on intraparietal activation was only observed after training. The absence of a distance effect of symbolic fractions before the training could indicate an initially less automatic access to their overall magnitude. NLE training facilitates processing of overall fraction magnitude as indicated by the distance effect in neural activation. [ABSTRACT FROM AUTHOR]

Changes in number line estimation (NLE) performance are frequently used as an indicator for the development of the number magnitude representation. For this purpose, two different task versions have been applied: a traditional bounded and a relatively new unbounded NLE task. Previous studies mainly assessed primary school children or adults showing that these tasks differ in terms of i) estimation accuracy and solution strategies employed as well as ii) with respect to their relation to other basic numerical/arithmetic skills. So far, data from secondary school children are scarce for bounded NLE, and even no data is available for unbounded NLE. Thus, we assessed bounded and unbounded NLE in grade levels 5–7 to evaluate a) developmental as well as strategic influences, and b) the relation of bounded and unbounded NLE performance with basic arithmetic skills. Our results show that children employed the use of different solution strategies for bounded (i.e., proportion-judgement) and unbounded (i.e., magnitude-estimation based) NLE. Moreover, only for bounded NLE, estimation accuracy increased with age. Furthermore, estimation performance for bounded but not unbounded NLE was strongly associated with basic arithmetic (addition, subtraction, multiplication, and division). Our findings indicate that the differential results for bounded and unbounded NLE obtained in primary school children seem to generalize to older secondary school children. Presented results substantially contribute to the knowledge about the (consecutive) development of skills pertaining to bounded and unbounded number line estimation. [ABSTRACT FROM AUTHOR]

Highlights • Intraparietal cortex is a key area for number magnitude processing. • Parietal cortex also associated with rather domain-general processes. • Joint neural correlate for different proportion notations beyond overall magnitude. • Part-whole processing involves domain-general and -specific neural mechanisms. • Structure of proportion (part-whole vs. base-10) determines neural process. Abstract Previous studies on the processing of fractions and proportions focused mainly on the processing of their overall magnitude information in the intraparietal sulcus (IPS). However, the IPS is also associated with domain-general cognitive functions beyond processing overall magnitude, which may nevertheless be involved in operating on magnitude information of proportions. To pursue this issue, the present study aimed at investigating whether there is a shared neural correlate for proportion processing in the intraparietal cortex beyond overall magnitude processing and how part-whole relations are processed on the neural level. Across four presentation formats (i.e., fractions, decimals, dot patterns, and pie charts) we observed a shared neural substrate in bilateral inferior parietal cortex, slightly anterior and inferior to IPS areas recently found for overall magnitude proportion processing. Nevertheless, when evaluating the neural correlates of part-whole processing (i.e., contrasting fractions, dot patterns, and pie charts vs. decimals), we found wide-spread activation in fronto-parietal brain areas. These results indicate involvement of domain-general cognitive processes in part-whole processing beyond processing the overall magnitude of proportions. The dissociation between proportions involving part-whole relations and decimals was further substantiated by a representational similarity analysis, which revealed common neural processing for fractions, pie charts, and dot patterns, possibly representing their bipartite part-whole structure. In contrast, decimals seemed to be processed differently on the neural level, possibly reflecting missing processes of actual proportion calculation in decimals. [ABSTRACT FROM AUTHOR]

Abstract: Introduction: Many women with a bipolar disorder are of reproductive age and will need to continue lithium treatment during pregnancy. The teratogenic and perinatal effects of lithium are known, but not the long-term effects of lithium on neurodevelopment of the children. This study investigates growth, neurological, cognitive and behavioral development of children exposed to lithium in utero. Method: In an observational retrospective cohort study 15 children who were exposed to lithium in utero were investigated at 3–15years of age. Neurological development was tested using the Hempel or Touwen examination. Cognitive development was assessed with the Bayley Scales of Infant Development III, Wechsler Preschool and Primary Scale of Intelligence or the Wechsler Intelligence Scale for Children. Parents completed the Child Behavior Checklist to assess behavioral development and a standard questionnaire about general development of the child since birth. Results: One child had signs of a minor neurological dysfunction, but without further clinical implications. The results of the cognitive tests were within normal limits, although most children had lower scores on the performance IQ subtest. Growth, behavior and general development were within the normal range. Conclusions: Continuing lithium therapy during pregnancy did not cause adverse effects on growth, neurological, cognitive and behavioral development of exposed children. [Copyright &y& Elsevier]

It is often argued that game-based learning is particularly effective because of the emotionally engaging nature of games. We employed both automatic facial emotion detection as well as subjective ratings to evaluate emotional engagement of adult participants completing either a game-based numerical task or a non-game-based equivalent. Using a machine learning approach on facial emotion detection data we were able to predict whether individual participants were engaged in the game-based or non-game-based task with classification accuracy significantly above chance level. Moreover, facial emotion detection as well as subjective ratings consistently indicated increased positive as well as negative emotions during game-based learning. These results substantiate that the emotionally engaging nature of games facilitates learning. • A game-based learning task and its non-game-based equivalent was developed. • Increased emotional engagement was identified in game-based learning. • Automatic facial emotion detection results were in line with subjective ratings. • Results have implications for explaining mechanisms of game-based learning. [ABSTRACT FROM AUTHOR]