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In this paper we report on the inaugural meetings of the Musical Care International Network held online in 2022. The term “musical care” is defined by Spiro and Sanfilippo (2022) as “the role of music—music listening as well as music-making—in supporting any aspect of people's developmental or health needs” (pp. 2–3). Musical care takes varied forms in different cultural contexts and involves people from different disciplines and areas of expertise. Therefore, the Musical Care International Network takes an interdisciplinary and international approach and aims to better reflect the disciplinary, geographic, and cultural diversity relevant to musical care. Forty-two delegates participated in 5 inaugural meetings over 2 days, representing 24 countries and numerous disciplines and areas of practice. Based on the meetings, the aims of this paper are to (1) better understand the diverse practices, applications, contexts, and impacts of musical care around the globe and (2) introduce the Musical Care International Network. Transcriptions of the recordings, alongside notes taken by the hosts, were used to summarise the conversations. The discussions developed ideas in three areas: (a) musical care as context-dependent and social, (b) musical care's position within the broader research and practice context, and (c) debates about the impact of and evidence for musical care. We can conclude that musical care refers to context-dependent and social phenomena. The term musical care was seen as useful in talking across boundaries while not minimizing individual disciplinary and professional expertise. The use of the term was seen to help balance the importance and place of multiple disciplines, with a role to play in the development of a collective identity. This collective identity was seen as important in advocacy and in helping to shape policy. The paper closes with proposed future directions for the network and its emerging mission statement.

Background: The South African government has developed many policies for the prevention and control of non-communicable diseases. However, non-communicable diseases remain among the major causes of morbidity and mortality in South Africa. Although these diseases are linked to interaction of multiple risk factors, many of which are modifiable, they continue to cause much suffering particularly among the marginalised and people from the lower socio-economic status. Objectives: The objective of this research was to explore and present the inclusion of social determinants of health in the policies meant for the prevention and control of non-communicable diseases in South Africa. Method: The qualitative document analysis approach was used to conduct policy analysis of purposefully selected policies for prevention and control of cancers, obesity and mental and behavioural disorders in South Africa. Results: The analysis revealed that policies for prevention and control of cancers, obesity and mental and behavioural disorders included policy intervention activities that focused on five social determinants of health: (1) governance, (2) social policies, (3) public policies, (4) material circumstances and (5) health system. Conclusion: Excluding most of the important social determinants of health in the policies for prevention and control of non-communicable diseases means that these policies would continue to fail in preventing these diseases from the root causes. Contribution: This article points out weaknesses in the policies meant for prevention and control of obesity, cancers and mental and behavioural disorders. This article further suggests policy improvement strategies that may be considered to effectively address these diseases.

Researchers have argued that traditional elicited-response false-belief tasks involve considerable processing demands and hence underestimate children's false-belief understanding. Consistent with this claim, Setoh et al. (2016) recently found that when processing demands were sufficiently reduced, children could succeed in an elicited-response task as early as 2.5 years of age. Here we examined whether 2.5-year-olds could also succeed in a low-demand elicited-response task involving false beliefs about identity, which have been argued to provide a critical test of whether children truly represent beliefs, while also clarifying how the practice trials in Setoh et al.'s task facilitated children's elicited-response performance. 2.5-year-olds were tested in a version of Setoh et al.'s elicited-response task in which they heard a location or identity false-belief story. We varied whether the practice trials had the same type of wh-question as the test trial. Children who heard the same type of wh-question on all trials succeeded regardless of which story they heard (location or identity) and performance did not differ across belief type. This replicates Setoh et al.'s positive results and demonstrates that when processing demands are sufficiently reduced, children can succeed in elicited-response tasks involving false beliefs about object location or identity. This suggests that children are capable of attributing genuine false beliefs prior to 4 years of age. However, children performed at chance if the practice trials involved a different type of wh-question than the test trials, suggesting that at this age practice with the wh-question used in the test trial is essential to children's success.

On behalf of the journal, AGU, and the scientific community, the editors would like to sincerely thank those who reviewed the manuscripts for Geophysical Research Letters in 2019. The hours reading and commenting on manuscripts not only improve the manuscripts but also increase the scientific rigor of future research in the field. We particularly appreciate the timely reviews in light of the demands imposed by the rapid review process at Geophysical Research Letters. With the revival of the “major revisions” decisions, we appreciate the reviewers' efforts on multiple versions of some manuscripts. With the advent of AGU's data policy, many reviewers have helped immensely to evaluate the accessibility and availability of data associated with the papers they have reviewed, and many have provided insightful comments that helped to improve the data presentation and quality. We greatly appreciate the assistance of the reviewers in advancing open science, which is a key objective of AGU's data policy. Many of those listed below went beyond and reviewed three or more manuscripts for our journal, and those are indicated in italics.

Tropical urban estuaries are severely understudied. Little is known about the basic biogeochemical cycles and dominant ecosystem processes in these waterbodies, which are often low-lying and heavily modified. The San Juan Bay Estuary (SJBE) in San Juan, Puerto Rico is an example of such a system. Over the past 80 years, a portion of the estuary has filled in, changing the hydrodynamics and negatively affecting water quality. Here we sought to document these changes using ecological and biogeochemical measurements of surface sediments and bivalves. Measurements of sediment physical characteristics, organic matter content, and stable isotope ratios (δ13C, δ15N, δ34S) illustrated the effects of the closure of the Caño Martín Peña (CMP) on the hydrology and water quality of the enclosed and semienclosed parts of the estuary. The nitrogen stable isotope (δ15N) values were lowest in the CMP, the stretch of the SJBE that is characterized by waters with low dissolved oxygen and high fecal coliform concentrations. Despite this, the results of this study indicate that nitrogen (N) contributions from N-fixing, sulfate-reducing microbes may meet or even exceed contributions from urban runoff and sewage. While the importance of sulfate reducers in contributing N to mangrove ecosystems is well documented, this is the first indication that such processes could be dominant in an intensely urban system. It also underscores just how little we know about tropical coastal ecosystems in densely populated areas throughout the globe.

Humans make frequent and powerful use of external symbolsto express number exactly, leading some to question whetherexact number concepts are only available through the acqui-sition of symbolic number systems. Although prior work hasaddressed this longstanding debate on the relationship betweenlanguage and thought in innumerate populations and semi-numerate children, it has frequently produced conflicting re-sults, leaving the origin of exact number concepts unclear.Here, we return to this question by replicating methods pre-viously used to assess exact number knowledge in innumer-ate groups, such as the Pirah ̃a, with a large sample of semi-numerate US toddlers. We replicate previous findings fromboth innumerate cultures and developmental studies showingthat numeracy is linked to the concept of exact number. How-ever, we also find evidence that this knowledge is surprisinglyfragile even amongst numerate children, suggesting that nu-meracy alone does not guarantee a full understanding of exact-ness.

Children use syntax to learn verbs, in a process known as syntactic bootstrapping. The structure-mapping account proposes that syntactic bootstrapping begins with a universal bias to map each noun phrase in a sentence onto a participant role in a structured conceptual representation of an event. Equipped with this bias, children interpret the number of noun phrases accompanying a new verb as evidence about the semantic predicate-argument structure of the sentence, and therefore about the meaning of the verb. In this paper, we first review evidence for the structure-mapping account, and then discuss challenges to the account arising from the existence of languages that allow verbs' arguments to be omitted, such as Korean. These challenges prompt us to (a) refine our notion of the distributional learning mechanisms that create representations of sentence structure, and (b) propose that an expectation of discourse continuity allows children to gather linguistic evidence for each verb's arguments across sentences in a coherent discourse. Taken together, the proposed learning mechanisms and biases sketch a route whereby simple aspects of sentence structure guide verb learning from the start of multi-word sentence comprehension, and do so even if some of the new verb's arguments are omitted due to discourse redundancy.

Abstract Transdiagnostic approaches to psychiatry have significant potential in overcoming the limitations of conventional diagnostic paradigms. However, while frameworks such as the Research Domain Criteria have garnered significant enthusiasm among researchers and clinicians from a theoretical angle, examples of how such an approach might translate in practice to understand the biological mechanisms underlying complex patterns of behaviors in realistic and heterogeneous populations have been sparse. In a richly phenotyped clinical sample (n = 186) specifically designed to capture the complex nature of heterogeneity and comorbidity within- and between stress- and neurodevelopmental disorders, we use exploratory factor analysis on a wide range of clinical questionnaires to identify four stable functional domains that transcend diagnosis and relate to negative valence, cognition, social functioning and inhibition/arousal before replicating them in an independent dataset (n = 188). We then use connectopic mapping to map inter-individual variation in fine-grained topographical organization of functional connectivity in the striatum—a central hub in motor, cognitive, affective and reward-related brain circuits—and use multivariate machine learning (canonical correlation analysis) to show that these individualized topographic representations predict transdiagnostic functional domains out of sample (r = 0.20, p = 0.026). We propose that investigating psychiatric symptoms across disorders is a promising path to linking them to underlying biology, and can help bridge the gap between neuroscience and clinical psychiatry.

Background: The ability to question global structures and analyze one's own positionality in relation to economic, political, and social forces is essential for college graduates. Although study abroad programs claim to develop students into global citizens, most studies do not critically examine student learning about global inequalities. Purpose: This study analyzed the process of critical consciousness raising about economic inequalities through experiential and emotional learning. Methodology/Approach: It employed ethnographic observations, in-depth interviews, and written journals of 27 U.S. college students who participated in a Ghana study abroad program in years 2016-2018. Data were analyzed using an inductive thematic approach. Findings/Conclusions: Witnessing and being emotionally affected by unjust global realities allowed students to question their actions and assumptions. Even though they seemed to have become more self-aware of their privilege and positionality, few of them questioned the global structures underlying economic injustice. Despite the limited analysis, they demonstrated inspiration to learn and do more. Implications: Moving beyond education's traditional focus on students' cognitive domain is crucial for critical consciousness raising about social injustice and global interconnections of oppression. Higher education should ensure a critical analysis of economic inequalities both abroad and in their own country.

To be identified as a bellwether among community colleges is no small feat, but that is precisely why the Community College Futures Assembly continues to draw high-performing teams annually to [...]

Although most U. S. children can accurately count sets by 4 years of age, many fail to understand the structural analogy between counting and number -- that adding 1 to a set corresponds to counting up 1 word in the count list. While children are theorized to establish this Structure Mapping coincident with learning how counting is used to generate sets, they initially have an item-based understanding of this relationship, and can infer that, e.g, adding 1 to "five" is "six", while failing to infer that, e.g., adding 1 to "twenty-five" is "twenty-six" despite being able to recite these numbers when counting aloud. The item-specific nature of children's successes in reasoning about the relationship between changes in cardinality and the count list raises the possibility that such a Structure Mapping emerges later in development, and that this ability does not initially depend on learning to count. We test this hypothesis in two experiments and find evidence that children can perform item-based addition operations before they become competent counters. Even after children learn to count, we find that their ability to perform addition operations remains item-based and restricted to very small numbers, rather than drawing on generalized knowledge of how the count list represents number. We discuss how these early item-based associations between number words and sets might play a role in constructing a generalized Structure Mapping between counting and quantity.

In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, "Bildung," and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today.

This article introduces the topic of the special issue, 'Public education at the crossroads', by pointing to some of the debates and controversies surrounding the topic of public education and by framing the theme, while explaining the context and some components of the educational systems of the countries under examination -- namely the USA and Germany. In both countries, control of public education is seen as the states' responsibility within the respective nation states. Despite different developments, both countries are experiencing similar challenges to public education; for example, highly diverse classroom settings, pressure from neoliberal politics, or debates about citizenship education in a world that is increasingly globalized on the one hand, and facing growing nationalism on the other. Finally, this introduction presents articles in this special issue that further discuss the competing factors bringing public education to a new crossroads.

Experiences from patients living with a long-term indwelling urinary catheter (IUC) at home among men attending urology clinics have not been reported. Evidence-based information on such experiences is important for improving nursing care in low- and middle-income countries such as Tanzania. Using a descriptive phenomenological qualitative research design, we observed two main themes: “Adjustments to positive living with a catheter at home”, denoting that social interaction and psychological and spiritual support are important to positively live with the catheter, and “The home environment influences negative or positive living”, considering intimacy and altered body image to significantly influence the ability to practice sex, leading to wives’ self-sacrifice. Respondents experienced difficulties in living with a long-term IUC at home due to a lack of information from healthcare professionals on how to manage their catheters and urine bags. In adjusting to positive or negative living with a catheter at home, respondents had to figure out strategies to minimize psychological and emotional trauma and hasten the adjustment process. A clear guideline or checklist is needed to ensure that all important information is provided by health professionals at the time of discharge and during subsequent visits to patients on how to care for the catheter insertion sites and help them adjust to living with a long-term IUC.

Objectives It is important to be able to detect symptoms of common mental disorders (CMDs) in pregnant women. However, the expression of these disorders can differ across cultures and depend on the specific scale used. This study aimed to (a) compare Gambian pregnant women’s responses to the Edinburgh Postnatal Depression Scale (EPDS) and Self-reporting Questionnaire (SRQ-20) and (b) compare responses to the EPDS in pregnant women in The Gambia and UK.Design This cross-sectional comparison study investigates Gambian EPDS and SRQ-20 scores through correlation between the two scales, score distributions, proportion of women with high levels of symptoms, and descriptive item analysis. Comparisons between the UK and Gambian EPDS scores were made by investigating score distributions, proportion of women with high levels of symptoms, and descriptive item analysis.Setting This study took place in The Gambia, West Africa and London, UK.Participants 221 pregnant women from The Gambia completed both the SRQ-20 and the EPDS; 368 pregnant women from the UK completed the EPDS.Results Gambian participants’ EPDS and SRQ-20 scores were significantly moderately correlated (rs=0.6, p

BackgroundEquine pain scoring may be affected by the residual effect of anesthetic drugs.ObjectivesTo compare pain scores in the hours immediately following anesthetic recovery to baseline pre-anesthetic scores in equine patients undergoing surgical and non-surgical procedures.Study designClinical observational study.MethodsFifty adult horses undergoing anesthesia for surgical or non-surgical procedures were enrolled. Horses underwent pain scoring using the Composite Pain Score (CPS) and Equine Utrecht University Scale for Facial Assessment of Pain (EQUUS-FAP) prior to anesthesia (T0) and following anesthetic recovery to standing, every hour for 5 h (T1-T5). Data were analyzed using a generalized linear mixed effects model. A post-hoc Dunnett's test for multiple comparisons was performed for variables where an effect was detected.ResultsMean (95% confidence interval) CPS scores for T0-T5 were 1.6 (1.2–2.0), 6.8 (6.0–7.6), 5.1 (4.3–5.9), 4.3 (3.4–5.2), 3.7 (2.8–4.6), and 2.8 (2.0–3.6) and EQUUS-FAP scores were 0.6 (0.3–0.9), 3.0 (2.5–3.5), 1.9 (1.6–2.2), 1.1 (0.8–1.4), 0.6 (0.4–0.8), and 0.7 (0.4–1.0), respectively. For the CPS, scores greater than 5, and for the EQUUS-FAP scores greater than 3, are consistent with minor pain. There was no effect of type of procedure (surgical vs non-surgical) on CPS or EQUUS-FAP scores. There was an effect of time with CPS scores significantly greater than baseline at T1-T5 and EQUUS-FAP scores significantly greater than baseline at T1 and T2.Main limitationsDiscomfort caused by hoisting was not quantified and it was difficult to ascertain if this affected the results.ConclusionsPost-anesthetic pain scores may be influenced by the residual effect of anesthetic agents for as long as 5 h and 2 h for the CPS and EQUUS-FAP, respectively.

In line with the Research Domain Criteria (RDoC) , we set out to investigate the brain basis of psychopathology within a transdiagnostic, dimensional framework. We performed an integrative structural-functional linked independent component analysis to study the relationship between brain measures and a broad set of biobehavioral measures in a sample (n = 295) with both mentally healthy participants and patients with diverse non-psychotic psychiatric disorders (i.e. mood, anxiety, addiction, and neurodevelopmental disorders). To get a more complete understanding of the underlying brain mechanisms, we used gray and white matter measures for brain structure and both resting-state and stress scans for brain function. The results emphasize the importance of the executive control network (ECN) during the functional scans for the understanding of transdiagnostic symptom dimensions. The connectivity between the ECN and the frontoparietal network in the aftermath of stress was correlated with symptom dimensions across both the cognitive and negative valence domains, and also with various other health-related biological and behavioral measures. Finally, we identified a multimodal component that was specifically associated with the diagnosis of autism spectrum disorder (ASD). The involvement of the default mode network, precentral gyrus, and thalamus across the different modalities of this component may reflect the broad functional domains that may be affected in ASD, like theory of mind, motor problems, and sensitivity to sensory stimuli, respectively. Taken together, the findings from our extensive, exploratory analyses emphasize the importance of a dimensional and more integrative approach for getting a better understanding of the brain basis of psychopathology.

PurposeDifferentiated thyroid cancer (DTC) responds to VEGF receptor inhibitors. VEGF signals through RAS/RAF/MEK signaling. We evaluated the safety and efficacy of the VEGF receptor inhibitor pazopanib and MEK inhibitor trametinib in advanced solid tumors and DTC.Patients and methodsPatients with advanced solid tumors were enrolled in a phase I, multicenter trial with a DTC expansion cohort. Patients received pazopanib 400-800 mg and trametinib 1-2 mg daily. Efficacy in the expansion cohort was assessed with objective response (OR) at 6 months of treatment.ResultsTwenty-six patients were enrolled in five dose levels. MTD was not reached; the recommended phase II dose was pazopanib 800 mg orally and trametinib 2 mg orally every day. There was one dose-limiting toxicity on dose level 1 with grade 3 fatigue and muscle weakness. Common grade 3 adverse events were elevated transaminases (19%), diarrhea (15%), hypertension (12%), and fatigue (8%). Thirteen patients were enrolled in the DTC cohort; OR was 33% (95% confidence interval, 9.9, 65.1%) and median progression-free survival was 10.7 months. The cohort was terminated after planned interim analysis suggested insufficiently increased activity against the historical control of pazopanib alone. Reduction in tumor diameter negatively correlated with p-ERK change in tumor (Spearman ρ = -0.71; P = 0.05). NRAS mutation was associated with response (Fisher exact P = 0.008).ConclusionsPazopanib + trametinib was tolerable at full single-agent doses with clinical activity in DTC but did not achieve the prespecified response rate target.

Learning a language is both an academic and an emotional process of coming to terms with oneself and building relationships with others. This study aimed to determine the extent of affective strategies in lowering anxiety, encouraging oneself, and taking emotional temperature in teaching and learning English as a Second Language (ESL) among language students and teachers of Northern Negros State College of Science and Technology, a state college in the Philippines. This descriptive-comparative study employed validated survey questionnaires to determine the extent of affective strategies for English language teachers and students. The results showed that language teachers and students use affective strategies to lower anxiety, encourage oneself, and take emotional temperature in teaching and learning ESL. Moreover, females use affective strategies more to lower their anxiety and take emotional temperature than males, who had an average outcome. Interestingly, all year levels indicate a great extent in all three areas. Furthermore, sex and year level are significant in the use of affective strategies specifically in lowering anxiety and encouraging oneself. No significant difference was found in the extent of use of affective strategies among teachers and students. This study recommends the use of affective strategies in teaching ESL, integrated in the materials and methods to further enhance the language learning process of the students.

Pregnant individuals infected with SARS-CoV-2 are at high risk of morbidity and mortality, in addition to adverse pregnancy outcomes, yet little is known regarding trimester-specific immunity and maternal protection from COVID-19 vaccine platforms. Authors utilise a systems serology approach to characterise the material antibody response and the transplacental antibody transfer, dependent on vaccine platform and trimester of vaccination.