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Background/Objectives: The purpose of this study is to describe the current status of preschool teachers' attitudes about inclusive education and discuss the factors that influence these attitudes. Methods: A total of 449 preschool teachers who have students with disabilities or special educational needs in their classrooms and 638 teachers without students with disabilities or special educational needs in their classrooms volunteered to complete the online survey. The survey included two components: a Basic Information Questionnaire and the Early Childhood Inclusive Education Attitude Questionnaire (ECIEAQ). Data were analyzed using descriptive statistics, t-tests, and ANOVA. Results: Scores in the two dimensions of Positivity and Promotion were higher than those in the two dimensions of Resistance and Passivity, indicating an overall positive attitude about inclusive education. Attitudes about inclusive education significantly differed by gender, preschool location, inclusive education training opportunities, and receipt of a special education financial allowance. Inclusive class teachers who are female, aged over 30, teach classes with a child-to-teacher ratio of more than 14, and who work in urban areas show higher levels of Promotion or Resistance than general class teachers. Conclusions: Overall, preschool teachers hold a positive attitude about inclusive education. Training opportunities and a special education financial allowance should be provided to foster positive attitudes. Certain groups of inclusive class teachers may need more support and resources to implement inclusive education. [ABSTRACT FROM AUTHOR]

Peptide-protected gold nanoclusters (AuNCs), possessing exceptional biocompatibility and remarkable physicochemical properties, have demonstrated intrinsic pharmaceutical activity in immunomodulation, making them a highly attractive frontier in the field of nanomedicine exploration. Autoimmune hepatitis (AIH) is a serious autoimmune liver disease caused by the disruption of immune balance, for which effective treatment options are still lacking. In this study, we initially identified glutathione (GSH)-protected AuNCs as a promising nanodrug candidate for AIH alleviating in a Concanavalin A (Con A)-induced mice model. However, to enhance treatment efficiency, liver-targeted delivery needs to be improved. Therefore, human serum albumin (HSA)-encapsulated AuNCs were constructed to achieve enhanced liver targeting and more potent mitigation of Con A-induced elevations in plasma aspartate transaminase (AST), alanine transaminase (ALT), and liver injury in mice. In vivo and in vitro mechanism studies indicated that AuNCs could suppress the secretion of IFN-γ by Con A-stimulated T cells and subsequently inhibit the activation of the JAK2/STAT1 pathway and eventual hepatocyte apoptosis induced by IFN-γ. These actions ultimately protect the liver from immune cell infiltration and damage caused by Con A. These findings suggest that bio-protected AuNCs hold promise as nanodrugs for AIH therapy, with their liver targeting capabilities and therapeutic efficiency being further improved via rational surface ligand engineering. [ABSTRACT FROM AUTHOR]

Creative self-efficacy is a type of individual creative self-belief, which is an important predictor of creative activities and achievements. For gifted children who have high creative potential, the influencing factors of their creative self-efficacy need to be further explored. This study aimed to explore the relationship between gender, emotional intelligence, self-esteem, and creative self-efficacy in gifted children, with special attention on the mediating role of self-esteem and the moderating role of gender in the relationship between emotional intelligence and creative self-efficacy. Participants in this study included 226 gifted students aged 10–13 (135 boys and 91 girls) from experimental classrooms designed for gifted students in North China. The creative self-efficacy scale (CSE), the emotional intelligence scale (EIS), and the self-esteem scale (SES) were tested. The statistical results indicate that: (1) emotional intelligence significantly positively predicted creative self-efficacy in gifted children; (2) self-esteem partially mediated the link between emotional intelligence and creative self-efficacy; and (3) gender acted as a moderator for the mediation model, in which self-esteem played a complete mediating role in gifted boys, while the mediating role of self-esteem in gifted girls was not significant. The results of this study reveal the influential mechanism of creative self-efficacy in gifted children of different genders and may provide further implications for promoting the creative potential of gifted children. [ABSTRACT FROM AUTHOR]