Search

Aging is characterized by a progressive inability to maintain homeostasis, self-repair, renewal, performance, and fitness of different tissues throughout the lifespan. Senescence is occurring following enormous intracellular or extracellular stress stimuli. Cellular senescence serves as an antiproliferative process that causes permanent cell cycle arrest and restricts the lifespan. Senescent cells are characterized by terminal cell cycle arrest, enlarged lysosome, and DNA double-strand breaks as well as lipofuscin granularity, senescence-associated heterochromatin foci, and activation of DNA damage response. Curcumin, a hydrophobic polyphenol, is a bioactive chemical constituent of the rhizomes of Curcuma longa Linn (turmeric), which has been extensively used for the alleviation of various human disorders. In addition to its pleiotropic effects, curcumin has been suggested to have antiaging features. In this review, we summarized the therapeutic potential of curcumin in the prevention and delaying of the aging process. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effects of kinder training on preschool children's externalizing behavior in the classroom. This study utilized a single-case design. Two preschool teachers facilitated weekly individual play sessions with two students frequently exhibiting externalizing behavior. The findings provide support for kinder training as an effective play-based teacher-intervention model that can improve children's externalizing behavior. Results demonstrated that both student participants showed improvement in externalizing classroom behavior during the intervention phase. Both teacher participants reported observing positive changes in the student participants' externalizing behavior and teacher-student relationships. [ABSTRACT FROM AUTHOR]

Identification attempts in populations with a low prevalence of problems usually result in a considerable number of false positives. Thus, the aim of the current study was to investigate the false positive rate following nomination of developmental concerns by preschool teachers and the reasons for which teachers raise developmental concerns about children who display non-clinical levels of mental health problems.A total of 1430 children aged 1 to 6 years in Norwegian childcare centers were classified as true positive, false positive, true negative, or false negative by comparing preschool teachers' nomination with their ratings on the Caregiver-Teacher Report Form, resulting in 127 (9%) false positives and 1142 (80%) true negatives.Compared to the true negative group, the false positive group received significantly higher scores on internalizing problems, externalizing problems than true negatives, conflict and significantly lower scores on closeness. Children's internalizing and externalizing problems and age were the main factors that increased the likelihood of teachers raising concerns, while increased closeness in the teacher-child relationship reduced the likelihood of being nominated. Children's gender and conflict level were not significant when adjusting for other factors.These findings suggest that preschool teachers' concerns about children's development should not be discarded as the false positive group did show elevated levels of problem behavior and poorer teacher-child relationship compared to the true negative group. Scrutinizing concerns in collaboration with parents and other mental health professionals may be beneficial to ensure healthy development for children with elevated problem levels. [ABSTRACT FROM AUTHOR]

This study examined trust in educational partnership in the context of early childhood education and care (ECEC) in Finland, from the viewpoint of parents of a child with challenging behaviour. Typically, such children have difficulties in regulating their behaviour and emotions. Semi-structured interviews with 23 parents were content-analysed in a narrative framework. The analysis revealed two critical elements of trust in educational partnership: (1) Child well-being in the day care centre, and (2) a supportive parent–educator relationship and collaboration. Critical factors in the first element of trust were educators' respectful and good-quality relationships with the child and fair and meaningful pedagogical practices. The second element of trust included educators' support of parents as capable mothers and fathers, and encouragement of parents as active partners in the educational partnership. These findings enrich understanding of the development of trust in educational partnership when working with the parents of a child with challenging behaviour [ABSTRACT FROM AUTHOR]

This study investigated cross-lagged associations between parental trust in a child's teacher and children's academic interest across Grades 1–4 in primary school. Parents rated trust in their child's teacher, and 576 children reported their interest in reading and math at each grade. The results showed that high parental trust in a child's teacher predicted the child's high interest in math. In addition, the child's high interest in reading in Grade 2 was related to the father's subsequent trust in the teacher. [ABSTRACT FROM AUTHOR]

There has been a national push for universal psychosocial prevention screening in pediatric primary care. Implementation science highlights the importance of considering patients' perspectives when developing such procedures; however, minimal studies have examined this. The present study employed a mixed-methods design to examine caregivers of pediatric patients' (n = 149) preferences and comfort with psychosocial screening procedures. A subset of participants (n = 20) were interviewed to better understand reasons for responses. Results indicated that caregivers rated screening for physical health, development, emotion and behavior, caregiver adverse childhood experiences (ACEs), and child ACEs within primary care as important or very important. The majority of caregivers were not comfortable completing screenings in the waiting room and preferred the exam room. Caregivers primarily preferred the primary care provider to administer screenings and communicate results and recommendations. Parents also preferred the behavioral health provider to provide recommendations on emotion and behavior, parent ACEs, and child ACEs. Qualitative reasons for responses included relationship quality, knowledge of child, expertise, and desire for direct communication. Findings have implications for developing family-centered, trauma-informed practices within primary care, particularly among those within under-resourced rural communities. [ABSTRACT FROM AUTHOR]

Childhood is the most important and decisive period of human life, and a healthy childhood is crucial for future growth and development. The current study is aimed to investigate the behavioural and emotional problems of secondary high school children. The study also investigated the role of demographic variables in emotional and behavioral problems among secondary school children. The current study used cross-sectional and co-relational research design was used in current study to test the study hypothesis. Following Sloven's formula, a sample of 406 students was taken by using Sloven's formula. The data was taken from four government and four private secondary high schools in the district Peshawar, KPK, with an age range of 13-18 years. The Problem with School Children Scale (PWSCS) Urdu version was used for the purpose of data collection. Multiple regression and independent t-tests were used to analyze the data. The result showed that secondary high school students exhibited higher emotional problems as compared to behavioral problems. The study revealed that private school students face higher levels of emotional and behavioral problems as compared to government school students. This study also revealed that demographic variables such as socioeconomic status and family structure do not significantly positively predict emotional and behavioral problems, while demographic variables (gender, medical illness, and school type) do not significantly negatively predict emotional and behavioral problems among secondary high school students. This study showed that institutions play a crucial role in the development of emotional and behavioral problems in school children. The study further revealed that demographic variables such as socioeconomic status and family structure are positively associated with emotional and behavioral problems. [ABSTRACT FROM AUTHOR]

This study was conducted to examine the effectiveness of Prevent-Teach-Reinforce for Young Children (PTR-YC) using a single-case experimental design. PTR-YC is a manualized intervention designed to address challenging behaviors for children in preschool and childcare settings using the framework of positive behavior support. Participants included three preschool-aged children who were receiving special education services in public preschool classrooms. As hypothesized, the use of PTR-YC resulted in two primary effects, including a decrease in challenging behaviors and an increase in desirable behaviors across all three cases. Secondary data revealed favorable increases in prosocial (or positive) interactions between teacher and child for all three cases. PTR-YC interventions were also associated with high rates of perceived social validity. Implications for the use of PTR-YC in preschool settings are discussed along with considerations for the importance of coaching to increase fidelity and the effect on teacher–child interactions. [ABSTRACT FROM AUTHOR]

Copyright of McGill Journal of Education is the property of McGill Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Early childhood mental health consultation (ECMHC) has been promoted by the federal government as a promising model for reducing early childhood expulsions and suspensions and is now implemented by numerous states. Despite growing ECMHC proliferation, this study is only the second randomized controlled trial of ECMHC, extending the methodologies of the first to include assessment of effects on random peers. Classrooms were assigned randomly to treatment or waitlist-control condition (n = 51 classrooms, 57 preschool teachers, and 190 preschoolers). Evaluation measures were collected at both pretreatment and posttreatment, following approximately six consultation visits. Classroom and teacher outcomes were evaluated with ordinary least squares regressions, while hierarchical linear modeling was used to evaluate child-level outcomes, accounting for the nested study design. Treatment children (both the target children who prompted the referral for ECMHC and random peers) evidenced significant improvements in social and emotional skills. Promising trend findings were noted for child behavior problem reduction and teacher pedagogical approach and locus of control. No significant effects were found on likelihood of expulsion and classroom mental health climate. This is the first ECMHC to demonstrate effects on nontarget peers in a rigorous randomized controlled trial. Programmatic and methodologic limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Background: The US is in the midst of a national Hepatitis C Virus (HCV) epidemic that appears to be driven by new cases among people who inject drugs (PWID). While HCV transmission among PWID is believed to occur mostly through direct sharing of syringes, some infections may be spread via secondary processes and materials involved in injecting. Objectives: Here, we present the prevalence of secondary blood exposures on clothing and nearby surfaces after injection episodes and examine the correlations of these exposures to lifetime HCV infection among a targeted sample of 553 PWID in Los Angeles and San Francisco, California in 2016-18. Results: In multivariate logistic regression models, higher odds of blood on clothing in the last 30 days was significantly (p < 0.05) associated with lifetime positive HCV status, opioids as primary drug, injecting with others, sharing cookers, and receptive syringe sharing. Higher adjusted odds of blood on nearby surfaces in the last 30 days was significantly associated with lifetime positive HCV status, sharing cookers, and receptive syringe sharing. Native American race was associated with significantly lower adjusted odds of both outcome variables. Conclusions/Importance: Results indicate the relevance of physical and social micro-environments to the potential for blood exposures secondary to injection episodes. Individuals with chronic HCV seropositivity are potentially more likely to expose others to blood due to decreases in the blood's ability to clot. This highlights the need for increased HCV testing at harm reduction sites and increased supply of first aid and wound-care materials to help stop potential blood exposures after injection episodes. [ABSTRACT FROM AUTHOR]

Aim: Growth rates of organisms are routinely used to summarize physiological performance, but the consequences of local evolutionary history and ecology are largely missed by analyses on wide biogeographical scales. This broad approach has been commonly applied to other physiological parameters across terrestrial and aquatic environments. Here, we examine growth rates of marine bivalves across all biogeographical realms, latitude, and temperature, with analyses to determine regional effects on growth on global scales. Location: Global: marine ecosystems. Time period: 1930–2018. Major taxa: Bivalves. Methods: We use a comprehensive data set of bivalve growth parameters (n = 966, 243 species) representing all biogeographical realms to calculate overall growth performances. We use these data with environmental temperature to analyse global patterns in growth, accounting for regional primary productivity and phylogeny using general additive mixed and linear models. The Arrhenius relationship and corresponding activation energies are used to quantify the sensitivity to temperature in each biogeographical realm and province. Results: Our analyses show that bivalve growth demonstrates latitudinal asymmetry and exhibits nonlinear relationships with latitude. We find that overall growth performance is affected by temperature and particulate organic carbon, but the form of these relationships differs with phylogeny. Growth is slower and more sensitive to increasing temperature in the Antarctic than it is in the Arctic, and decreases with increasing temperature in some tropical realms, a previously unidentified and fundamental difference in growth and physiological sensitivity. Main conclusions: Our findings provide compelling evidence that the widely used curvilinear relationship between temperature and growth rates in marine ectotherms is an inappropriate descriptor of thermal sensitivity, because it normalizes regional variations in physiological performance. Without a more detailed assessment of global physiological patterns, the responses of species to local variations associated with climate change will be under‐appreciated in global assessments of climate risk, minimizing the effectiveness of management and conservation. [ABSTRACT FROM AUTHOR]

Copyright of Infant Mental Health Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is sparse research on whether different dimensions of perceived support from teachers relate differentially to engagement among male and female students. Accordingly, the current study examined gender differences in links between perceived support from teachers (emotional support, structuring of learning activities, learning process support) and student engagement (behavioral engagement, emotional engagement). In line with hypotheses, females reported higher levels of behavioral engagement than males. Interestingly, though, the association between structuring of learning activities and engagement was stronger for males, whereas the association between learning process support and emotional engagement was stronger for females. These findings suggest different ways by which teachers can facilitate student engagement among males (provision of structure) and females (support for deeper understanding of subject material). [ABSTRACT FROM AUTHOR]

This study examined whether maternal depression, mother–child relationships, and maternal perceived social support mediate the associations between child's exposure to multiple traumatic events and behavioral problems. We recruited a representative sample of 904 Israeli (Jewish and Arab) mothers and their 2- to 6-year-old children. Data collection was conducted through structured face-to-face interviews with the mothers between July and November 2011. All measures were completed by the mothers. We used the child's and mother's exposure to political violence questionnaires, Child Behavior Checklist (CBCL), a short version of the Parental Acceptance–Rejection Questionnaire (PARQ), the Center for Epidemiologic Studies Depression Scale (CES-D), and the Medical Outcomes Study (MOS) Social Support Survey. The research study model was tested using path analysis. The model showed a very good fit to the data, suggesting that maternal rejection, maternal depression, and social support play an important role in child's behavioral problems in the context of multiple traumatic events. Higher levels of maternal rejection were significantly associated with greater children behavior problems. Maternal rejection mediated the associations between maternal depressive symptoms and child's behavioral problems. Maternal perceived social support mediated the associations between child's exposure to multiple traumatic events and child's behavioral problems; child's exposure to multiple traumatic events was associated with lower levels of maternal perceived social support. In turn, lower levels of perceived social support were associated with higher levels of behavioral problems. In conclusion, in accordance with the "social stress framework," social support has a mediation role in the association between exposure to traumatic events and child's behavioral problems. Thus, enhancing social support to mothers to young children in the context of multiple traumatic events is essential for children resiliency. [ABSTRACT FROM AUTHOR]

This study investigated bidirectional links between the quality of teacher–child relationships and children's interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6‐year‐olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre‐academic skills. Cross‐lagged path models indicated that teacher‐perceived conflict predicted lower interest and pre‐academic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed. [ABSTRACT FROM AUTHOR]

This study investigated how teachers' perceptions of their psychological need stisfaction, teacher-student relationships and students' perceptions of well-being relate to students' emotional and behavioral difficulties. One-hundred eighty-three elementary teachers with an average of 23 years of teaching experience, completed the Basic Need Satisfaction at Work Scale, the Student-Teacher Relationships Scale, and the Strengths and Difficulties Questionnaire. Seventy-five students aged 11 years old, completed the Subjective Well-Being measure and the Strengths and Difficulties Questionnaire. SEM analyses revealed that teachers' perceptions of need satisfaction and students' perceptions of well-being were not associated with students' emotional and behavioral difficulties. Rather, teacher-student relationships were robust predictors of these difficulties. Findings and implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Objectives: To better understand and compare effects of aging and education across domains of language and cognition, we investigated whether (a) these domains show different associations with age and education, (b) these domains show similar patterns of age-related change over time, and (c) education moderates the rate of decline in these domains. Method: We analyzed data from 306 older adults aged 55–85 at baseline of whom 116 returned for follow-up 4–8 years later. An exploratory factor analysis identified domains of language and cognition across a range of tasks. A confirmatory factor analysis analyzed cross-sectional associations of age and education with these domains. Subsequently, mixed linear models analyzed longitudinal change as a function of age and moderation by education. Results: We identified 2 language domains, that is, semantic control and semantic memory efficiency, and 2 cognitive domains, that is, working memory and cognitive speed. Older age negatively affected all domains except semantic memory efficiency, and higher education positively affected all domains except cognitive speed at baseline. In language domains, a steeper age-related decline was observed after age 73–74 compared to younger ages, while cognition declined linearly with age. Greater educational attainment did not protect the rate of decline over time in any domain. Discussion: Separate domains show varying effects of age and education at baseline, language versus cognitive domains show dissimilar patterns of age-related change over time, and education does not moderate the rate of decline in these domains. These findings broaden our understanding of age effects on cognitive and language abilities by placing observed age differences in context. [ABSTRACT FROM AUTHOR]

The far‐reaching impacts of the teacher–child relationship, including academic achievement and social/behavioral adjustment, have been well‐documented. At the same time, literature also suggests that teacher perceptions of teacher–child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching related to more positive teacher perceptions. However, limited work has focused on children who are at‐risk for emotional and behavioral disorders (EBDs) or tested the mechanisms that mediate the relation between a mismatch in the race and teacher‐perceived conflict. Thus, the current study used multilevel structural equation modeling to test whether a higher proportion of race mismatch between children in the classroom with problem behavior and teachers was related to teachers' classroom management self‐efficacy and, in turn, teacher‐perceived conflict with children among 148 teachers and 354 preschool‐aged children. Results indicated that among students most at‐risk for EBDs, a higher proportion of race mismatch between teachers and children significantly predicted less teacher classroom management self‐efficacy and, in turn, significantly predicted teachers' greater perceived conflict with children. Furthermore, this mediation pathway was significant. Findings highlight the importance of teacher training and support that focused on increasing self‐efficacy to improve relationships between teachers and children. Practitioner points: When there was more race mismatch between the teacher and children at‐risk for emotional and behavioral disorders (EBD), these teachers also had lower levels of classroom management self‐efficacy (i.e., their belief in their ability to manage behavior, children following classroom expectations, or disruptions).This was significantly associated with greater teacher perceived conflict with those children at‐risk for EBD.Increased teacher–child conflict is associated with poorer long‐term outcomes for these children, this is important to improve teacher self‐efficacy in classroom management. [ABSTRACT FROM AUTHOR]

Despite the wide application of super-resolution (SR) microscopy in biological studies of cells, the technology is rarely used to monitor functional changes in live cells. By combining fast spinning disc-confocal structured illumination microscopy (SD-SIM) with loading of cytosolic fluorescent Ca2+ indicators, we have developed an SR method for visualization of regional Ca2+ dynamics and related cellular organelle morphology and dynamics, termed SR calcium lantern imaging. In COS-7 cells stimulated with ATP, we have identified various calcium macrodomains characterized by different types of Ca2+ release from endoplasmic reticulum (ER) stores. Finally, we demonstrated various roles of mitochondria in mediating calcium signals from different sources; while mitochondria can globally potentiate the Ca2+ entry associated with store release, mitochondria also locally control Ca2+ release from the neighboring ER stores and assist in their refilling processes. [ABSTRACT FROM AUTHOR]

Supporting the social and emotional well-being of early childhood professionals is of great importance for the sake of the workforce as well as the quality of the services they provide. Reflective supervision/consultation (RS/C) is an ongoing professional development practice that helps professionals process the emotional experience of working with young children and families. This qualitative study explores the social and emotional well-being of early childhood professionals engaging in RS/C practices. Ninety-seven reflective supervisors across the nation completed an online survey about their current practice of RS/C. The survey included questions about why they became reflective supervisors, what helped them learn and maintain their RS/C skills, and what effects of RS/C they experienced and perceived in others. Qualitative, inductive analysis of these open-ended questions revealed RS/C skills and experiences that aligned with four social and emotional well-being themes: emotional skills, reflective skills, stress-coping skills, and supportive relationships. Practice or Policy: With the high rates of turnover and job stress encountered by early childhood professionals, new strategies are needed to support their social and emotional well-being. RS/C is a unique professional development practice rapidly increasing in use and holds promise for building early childhood professionals' social and emotional well-being. [ABSTRACT FROM AUTHOR]

This short-term longitudinal study explored the unique role of proximal classroom factors (teachers' student-specific self-efficacy, autonomy-supportive behaviors, and student-teacher relationships) in students' emotional and behavioral engagement, and the moderating role of grade level. Participants were 472 students and 63 teachers (grades 4–6). Path models examined within-time and longitudinal associations between proximal classroom factors and engagement, and multigroup models explored the moderating role of grade level. Results indicated significant within-time associations among all proximal classroom factors and students' engagement. When initial levels of engagement were controlled for, teachers' student-specific self-efficacy predicted positive changes in emotional engagement, and closeness predicted positive changes in behavioral and emotional engagement. The association of closeness with the engagement measures was strongest for students in 6th grade. [ABSTRACT FROM AUTHOR]

Lung injury and inflammation are complex pathological processes. The influence and crosstalk between various cells form a characteristic microenvironment. Extracellular vesicles from different cell sources in the microenvironment carry multiple cargo molecules, which affect the pathological process through different pathways. Here, we mainly discussed the mechanism of crosstalk between alveolar epithelial cells and different immune cells through extracellular vesicles in lung inflammation and reviewed the mechanism of extracellular vesicles released by blood and airways on lung inflammation. Finally, the role of extracellular vesicles in viral infection of the lung was also described. [ABSTRACT FROM AUTHOR]

Although teacher-student relationships are assumed to in part reflect early caregiving quality, their social provisions also undergo notable normative change over the course of primary school, shifting from a secure base for social exploration to an instrumental relationship centered on achieving academic goals. This report leveraged prospective, longitudinal data from the Study of Early Child Care and Youth Development (N = 1,306, 52% male, 77% White/non-Hispanic) to investigate whether the association between early caregiving and subsequent teacher-student relationship quality remains stable or diminishes in magnitude over time. Associations between early maternal sensitivity and teacher-student closeness faded from Kindergarten to Grade 6. In contrast, associations between early caregiving and teacher-student conflict endured and were partially accounted for by child externalizing problems. [ABSTRACT FROM AUTHOR]

There has been a recent push for the incorporation of mental/behavioral health (M/BH) services within primary care (PC). The present study aimed to assess current and desired services and perceived barriers to M/BH care. Participants were 153 parents of pediatric PC patients (age range = 4–15). Parents were primarily female (93.5%), African American (68.8%), and low income (78.4%). Parents desired more M/BH assistance than what they received and were most likely to seek M/BH services if provided in the PC setting. Tangible barriers were most commonly cited. Findings have implications for M/BH service implementation in PC. [ABSTRACT FROM AUTHOR]

The Pediatric Symptom Checklist-17 was originally used in primary care settings with parents to identify their children's behavioral and emotional problems, but there has been some research supporting use of this scale in school settings. This study examined: (a) the factor structure and measurement invariance of the teacher-rated Pediatric Symptom Checklist-17 and (b) complex relationships among demographic characteristics, behavioral and emotional problems, and learning outcomes using structural equation modeling in elementary schools. A sample of 508 children in grades one and two were rated by their teachers with the Pediatric Symptom Checklist-17. Measures of Academic Progress test was utilized to measure participants' learning outcomes in reading and math. The results confirmed a three-factor structure of the Pediatric Symptom Checklist-17 (internalizing problems, externalizing problems, and attention problems) and attested the measurement invariance across different demographic groups (i.e. gender, ethnicity, and grade levels). Boys were more likely to have severe attention problems which were associated with lower learning outcomes as seen by Measures of Academic Progress reading and math scores. Attention problems mediated the relationship between gender and learning outcomes. This study has implications for the use of the Pediatric Symptom Checklist-17 in school-based settings. Additionally, it highlights the potential relationships among gender, attention problems, and learning outcomes. [ABSTRACT FROM AUTHOR]

An efficient, green procedure for the synthesis of 4,4′-(arylmethylene)bis(1H-pyrazol-5-ol) and α-amidoalkyl-β-naphthol's using biodegradable polymeric catalyst chitosan-SO3H (CTSA), is operationally easy to prepare by mixing chitosan and chlorosulfonic acid. This catalyst displays excellent catalytic activity and reusable for five subsequent reactions without significant loss of catalytic activity. This protocol proceeds with short reaction times, at mild temperatures, in a solvent-free reaction, and generally with high yields. We present herein a practical, efficient and simple procedure with a broad substrate scope that allows access to two different reactions 1H-pyrazole-5-ol and α-amidoalkyl-β-naphthol's core unit. [ABSTRACT FROM AUTHOR]

Teachers play a key role in creating effective conditions for students to succeed in school. The quality of student–teacher relationships is consistently associated with social, emotional, behavioural and academic adjustment, and this is even more relevant for students with special educational needs (SEN), considering these students' emotional, social and learning vulnerabilities. This study aimed to examine the associations between students' externalising and internalising behaviour, social skills and academic performance, and teachers' perceptions of conflict and closeness in their relationships with students with and without SEN. Data regarding 360 students in Year 3, Year 5 and Year 7 (169 students with SEN) were collected. Teachers (n = 74) reported on the student–teacher relationship and students' social skills, behaviour problems and academic performance. Special education teachers (n = 38) provided information regarding the diagnosis and profile of functioning of students with SEN. Results showed that teachers' reports of students' social skills and externalising problems were the strongest predictors of closeness and conflict. Internalising problems and SEN status also predicted decreased closeness, despite smaller effects. Taken together, findings support the importance of professional development opportunities focusing on facilitating teachers' relationships with students with perceived challenging behaviour. [ABSTRACT FROM AUTHOR]

A multisystemic model of resilience suggests that the capacity of one system to cope with atypical stress improves the capacity of co-occurring systems. In this paper, we review research demonstrating this relationship, where the more resilient caregivers are, the more likely children are to experience the promotive and protective factors they require for optimal growth and development in both home and school settings. We examine research from the last two decades on school- or family-based resilience promoting interventions, and advocate for a new perspective which adopts a multisystemic view of resilience in order to redirect the focus of the international research agenda, which places emphasis on children rather than systems. The implications of this multisystemic approach to resilience are discussed in relation to the design of programs that promote the well-being of parents and teachers in ways that contribute to more supportive and stable home and school environments for children. [ABSTRACT FROM AUTHOR]

Potassium depletion affects AQP2 expression and the cellular composition of the kidney collecting duct. This, in turn, contributes to the development of a secondary form of nephrogenic diabetes insipidus and hypokalemic nephropathy. Here we show that after 14 days of potassium depletion, the cellular fraction of A-type intercalated cells increases while the fraction of principal cells decreases along the outer medullary collecting duct in rats. The intercalated cells acquired a novel distribution pattern forming rows of cells attached to each other. These morphological changes occur progressively and reverse after 7 days of recovery on normal rat chow diet. The cellular remodeling mainly occurred in the inner stripe of outer medulla similar to the previously seen effect of lithium on the collecting duct cellular profile. The cellular remodeling is associated with the appearance of cells double labelled with both specific markers of principal and type-A intercalated cells. The appearance of this cell type was associated with the downregulation of the Notch signaling via the Hes1 pathways. These results show that the epithelium of the collecting duct has a high degree of plasticity and that Notch signaling likely plays a key role during hypokalemia. [ABSTRACT FROM AUTHOR]

In recent years, there has been an increase in the research on reflective supervision, including the development of tools designed to measure reflective practice in the context of reflective supervision. The Reflective Supervision Self‐Efficacy Scale for Supervisees (RSSESS) is a self‐report measure that has been used in previous evaluations and is designed to assess perceived reflective practice self‐efficacy for Infant Mental Health‐Home Visiting (IMH‐HV) therapists. Properties of the RSSESS including factor structure and reliability are explored in a first study that lays the foundation for the use of the RSSESS in an IMH‐HV evaluation in the State of Michigan. IMH‐HV therapists completed the RSSESS at 4 time points over a 12‐month period and also completed a Clinician Profile Form that included questions about their IMH background and their work experience, including job satisfaction and burnout. Results indicated that the RSSESS is a reliable tool to measure change in reflective practice skills. IMH‐HV therapists demonstrated growth in their use of reflective practice skills with families and their observational skills over the 12‐month period. In addition, results indicated correlations between reflective supervision self‐efficacy and job satisfaction as well as burnout. [ABSTRACT FROM AUTHOR]

Fatty acids (FAs) are stored safely in the form of triacylglycerol (TAG) in lipid droplet (LD) organelles by professional storage cells called adipocytes. These lipids are mobilized during adipocyte lipolysis, the fundamental process of hydrolyzing TAG to FAs for internal or systemic energy use. Our understanding of adipocyte lipolysis has greatly increased over the past 50 years from a basic enzymatic process to a dynamic regulatory one, involving the assembly and disassembly of protein complexes on the surface of LDs. These dynamic interactions are regulated by hormonal signals such as catecholamines and insulin which have opposing effects on lipolysis. Upon stimulation, patatin-like phospholipase domain containing 2 (PNPLA2)/adipocyte triglyceride lipase (ATGL), the rate limiting enzyme for TAG hydrolysis, is activated by the interaction with its co-activator, alpha/beta hydrolase domain-containing protein 5 (ABHD5), which is normally bound to perilipin 1 (PLIN1). Recently identified negative regulators of lipolysis include G0/G1 switch gene 2 (G0S2) and PNPLA3 which interact with PNPLA2 and ABHD5, respectively. This review focuses on the dynamic protein-protein interactions involved in lipolysis and discusses some of the emerging concepts in the control of lipolysis that include allosteric regulation and protein turnover. Furthermore, recent research demonstrates that many of the proteins involved in adipocyte lipolysis are multifunctional enzymes and that lipolysis can mediate homeostatic metabolic signals at both the cellular and whole-body level to promote inter-organ communication. Finally, adipocyte lipolysis is involved in various diseases such as cancer, type 2 diabetes and fatty liver disease, and targeting adipocyte lipolysis is of therapeutic interest. [ABSTRACT FROM AUTHOR]

Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher–child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher–child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher–child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher–child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning. [ABSTRACT FROM AUTHOR]

The prevalence of child maltreatment and its association with future violence makes identifying ways to intervene with victims and prevent subsequent violence increasingly important. Child maltreatment is any form of child abuse or child neglect resulting in actual or potential harm to a child's health, survival, development or dignity. Self-reported data from the National Longitudinal Study of Adolescent Health were used to further understanding of a commonly described cycle of interpersonal violence where the experience of childhood maltreatment predicts victimization and perpetration of youth violence in adolescence and intimate partner violence in adulthood. Using a nationally representative sample, we examine how both gender and the experience of caring relationships with teachers could affect the cycle. Physical abuse was associated with youth violence victimization and perpetration, and neglect was associated with youth violence victimization. Youth violence victimization was related to IPV perpetration and victimization. For males, youth violence perpetration was associated with only IPV victimization, while for females, youth violence perpetration was associated with IPV perpetration and victimization. For males with low perceptions of having a caring teacher, youth violence victimization and perpetration were strongly correlated. Implications are discussed. [ABSTRACT FROM AUTHOR]

Synaptotagmin-1 is a vesicular protein and Ca 2+ sensor for Ca 2+ -dependent exocytosis. Ca 2+ induces synaptotagmin-1 binding to its own vesicle membrane, called the cis-interaction, thus preventing the trans-interaction of synaptotagmin-1 to the plasma membrane. However, the electrostatic regulation of the cis- and trans-membrane interaction of synaptotagmin-1 was poorly understood in different Ca 2+ -buffering conditions. Here we provide an assay to monitor the cis- and trans-membrane interactions of synaptotagmin-1 by using native purified vesicles and the plasma membrane-mimicking liposomes (PM-liposomes). Both ATP and EGTA similarly reverse the cis-membrane interaction of synaptotagmin-1 in free [Ca 2+ ] of 10-100 μM. High PIP 2 concentrations in the PM-liposomes reduce the Hill coefficient of vesicle fusion and synaptotagmin-1 membrane binding; this observation suggests that local PIP 2 concentrations control the Ca 2+ -cooperativity of synaptotagmin-1. Our data provide evidence that Ca 2+ chelators, including EGTA and polyphosphate anions such as ATP, ADP, and AMP, electrostatically reverse the cis-interaction of synaptotagmin-1., (© 2022. The Author(s).)

Taxonomic and ecological recovery from the Cretaceous–Palaeogene (K–Pg) mass extinction 66 million years ago shaped the composition and structure of modern ecosystems. The timing and nature of recovery has been linked to many factors including palaeolatitude, geographical range, the ecology of survivors, incumbency and palaeoenvironmental setting. Using a temporally constrained fossil dataset from one of the most expanded K–Pg successions in the world, integrated with palaeoenvironmental information, we provide the most detailed examination of the patterns and timing of recovery from the K–Pg mass extinction event in the high southern latitudes of Antarctica. The timing of biotic recovery was influenced by global stabilization of the wider Earth system following severe environmental perturbations, apparently regardless of latitude or local environment. Extinction intensity and ecological change were decoupled, with community scale ecological change less distinct compared to other locations, even if the taxonomic severity of the extinction was the same as at lower latitudes. This is consistent with a degree of geographical heterogeneity in the recovery from the K–Pg mass extinction. Recovery in Antarctica was influenced by local factors (such as water depth changes, local volcanism, and possibly incumbency and pre‐adaptation to seasonality of the local benthic molluscan population), and also showed global signals, for example the radiation of the Neogastropoda within the first million years of the Danian, and a shift in dominance between bivalves and gastropods. [ABSTRACT FROM AUTHOR]

This study investigates mothers' expectations of and experiences with parental involvement during the transition to primary school. The participants were 20 mothers of children attending 10 kindergartens in Hong Kong. Individual interviews were conducted 3 months before and 3 months after their children entered their primary schools. As they had expected, after the transition to primary school, mothers needed to increase their involvement in homework supervision, while the time for play decreased. For parent-child reading, although mothers expected to be able to spend the same quantity of time reading with their child, they reported they had less time to do so because of the large number of formal learning tasks. The same mismatched expectation occurred in terms of social emotional guidance: mothers thought they would be able to guide children's social and interpersonal relationships but reported they had no time to do so because they were occupied with academic tasks. In terms of school involvement, mothers were strongly dissatisfied with the unexpected decrease in parent-school communication. Findings suggested the need to provide information about the expected load of home learning tasks to parents, offer resources to support parents' social and emotional coaching, and ensure the availability of effective parent-teacher communication channels. [ABSTRACT FROM AUTHOR]

The mitochondrial oxidative stress theory of aging posits that membrane susceptibility to peroxidation and the organization of the electron transport system (ETS) linked with reactive oxygen species (ROS) generation are two main drivers of lifespan. While a clear correlation has been established from species comparative studies, the significance of these characteristics as potential modulators of lifespan divergences among populations of individual species is still to be tested. The bivalve Arctica islandica , the longest-lived non-colonial animal with a record lifespan of 507 years, possesses a lower mitochondrial peroxidation index (PI) and reduced H2O2 efflux linked to complexes I and III activities than related species. Taking advantage of the wide variation in maximum reported longevities (MRL) among 6 European populations (36–507 years), we examined whether these two mitochondrial properties could explain differences in longevity. We report no relationship between membrane PI and MRL in populations of A. islandica , as well as a lack of intraspecific relationship between ETS complex activities and MRL. Individuals from brackish sites characterized by wide temperature and salinity windows had, however, markedly lower ETS enzyme activities relative to citrate synthase activity. Our results highlight environment-dependent remodeling of mitochondrial phenotypes. [ABSTRACT FROM AUTHOR]

The current study is an examination of contributions of parenting styles and qualities of parent–child relationship (PCR) to Turkish children's externalizing and internalizing behaviours, with a specific focus on the moderating role of PCR (closeness and conflict) on parenting styles (authoritarian and democratic/authoritative) when predicting children's externalizing and internalizing behaviours. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD = 0.88) in a suburban district in Turkey. Mothers reported on their parenting styles and relationships with their children as well as children's externalizing and internalizing behaviours. Results from regression analyses showed that parent–child closeness significantly moderated the association between authoritarian parenting and children's externalizing behaviours. Parent–child conflict significantly moderated the association between authoritarian parenting and children's internalizing behaviours. The parent–child conflict was positively associated with children's externalizing behaviour and authoritarian parenting was positively associated with internalizing behaviour. Limitations and future directions of the current study are discussed. [ABSTRACT FROM AUTHOR]

School transitions require students to adapt to new challenges and situations and can increase the risk of externalizing and internalizing psychological symptoms. The teacher-student relationship seems to be a protective factor for the risk of developing psychological symptoms during school transitions. The aim of the present study is to investigate whether the quality of the teacher-student relationship predicts the decrease of internalizing and externalizing symptoms during three school transitions, namely: from kindergarten to primary school (T1), from primary to middle school (T2), and from middle to high school (T3). We recruited 127 kindergarten students (mean age = 5.40, SD = 0.49), 113 fifth grade primary school students (mean age = 10.64, SD = 0.54), and 240 eighth grade students (mean age = 13.88, SD = 0.37) and their teachers (response rate = 95%). Data were collected from 2016 to 2018. Teachers filled out an anonymous survey, acting as informants for the students, reporting demographic details (age, gender), psychological symptoms, and quality of the teacher-student relationship. The data show that a positive teacher-student relationship quality tends to be associated with a reduction of psychological symptoms. A stable, low-conflict teacher-student relationship was confirmed as a protective factor from increased internalizing and externalizing symptoms during all normative school transitions. Furthermore, we see that an increase in teacher-student conflict during the transitions from primary to middle school, and from middle to high school is linked to an exacerbation in students' externalizing symptoms during the first year of attendance of the new school. Our study confirms the importance of the teacher-student relationship in reducing psychological symptoms associated with school transitions, in every type of transition, favoring an improved psychological adjustment to the new environment. A positive teacher-student relationship represents a protective factor for the development of students. Study limitations are discussed. [ABSTRACT FROM AUTHOR]

The authors examined the associations between observed classroom management and teacher-child relationships with individual children during kindergarten and Grade 1. We used a sample of nonstruggling and struggling readers and their teachers in rural schools in the Southeastern United States to examine whether gender and struggling reader status explained associations between classroom management and conflictual or close teacher-child relationships. After controlling for child- and teacher-level characteristics, results from multilevel model analyses indicated that stronger classroom management was significantly related to less teacher-rated conflict, but was not related to teacher-rated closeness. Gender was a significant moderator, with boys who were in classrooms with lower levels of classroom management having poorer teacher-child relationships as rated by their teachers. Struggling reader status was not a significant moderator of the association between classroom management and teacher-child relationships. [ABSTRACT FROM AUTHOR]

Several factors may lead to students' lack of interest in the process of learning in universities. Poor interest can undermine learning motivation of students, thereby increasing the risk of dropping out. It is essential that the tutors are able to receive the firsthand information, and are responsible for guiding students through the college experience. Tutoring is beneficial in supporting and enhancing students' motivation and academic performance. A good relationship between students and teachers can predict social, behavioral and academic outcomes throughout the learning period. This study analyzed data in the 'Class Tutors and Students' Relationship Questionnaire (CTSRQ)' collected by the Center of Students' Development, and Grade Point Average (GPA) records (4,782) in the Office of Academic Affairs of the case university. We carried out reliability and validity analysis of the questionnaire, basic statistical analysis, correlation, chi-squared test, ANOVA, Post-Hoc test, and regression analysis. The results showed that gender, grade, and college were significant factors affecting the student-teacher relationship in the university. The correlation analysis showed that the score of the student-teacher relationship and the GPA had a positive relation. The stepwise regression analysis indicated that male freshmen needed teacher's initiative for a higher degree of concern and communication, while juniors showed more anxieties about internship opportunities and career. Also, the study indicated that tutors needed attributes like good communication, a higher degree of concern, understanding, and access, and willingness to help in solving students' problems. Findings in the present study may help teachers in improving class management; enhance students' learning performance and satisfaction, thus resulting in higher retention rates in the university. [ABSTRACT FROM AUTHOR]

Understanding conditions at both global and local scales during the greenhouse climate of the Eocene Epoch is critical for making accurate predictions in our rapidly warming world. Despite the wealth of proxy data and modeling studies, fundamental aspects of the climate system still remain uncertain. For example, accurate austral high‐latitude temperatures are necessary to understand the evolution of temperatures during the lead‐up to Antarctic glaciation and determine the meridional temperature gradient during greenhouse warmth, yet records are few and disparate. Here we present seasonally resolved temperature and precipitation data from the latest Lutetian (~42 Ma) from the eastern Antarctic Peninsula. Oxygen isotopes from bivalves indicate a mean temperature of 13.1 °C and a seasonal range of 8.0 °C, slightly (<1 °C) more seasonal than modeled temperatures from high‐obliquity simulations. Carbon isotopes from driftwood suggest that summer accounts for just over half of annual precipitation. When compared with other austral high‐latitude records, the data are consistent with a zonally heterogeneous middle Eocene Southern Ocean. Similar longitudinal variability is observed in the modern boreal high latitudes, where landmasses subdivide the ocean, subjecting basins to their own distinct circulation patterns and coastal processes. With closed Drake and Tasman passages, the middle Eocene Southern Ocean would also have been noncontiguous, resulting in larger variability of sea surface temperatures along individual zonal bands than today. This interpretation resolves inconsistencies among existing high‐austral proxy records and suggests that the large seasonal range of temperatures may be indicative of regional‐scale circulation patterns along the peninsula not captured by low‐resolution climate simulations. Key Points: Middle Eocene coastal waters off the NE Antarctic Peninsula were warm and seasonal, with an equable summer and winter precipitation regimeClimate models underestimate the seasonal range indicating unique coastal circulation patterns similar to modern coastal Argentina (~40°S)Sea surface temperature deviations from zonal means are expected in noncontiguous ocean basins, such as the middle Eocene Southern Ocean [ABSTRACT FROM AUTHOR]

Research Findings: This study examined the contribution of teacher-student conflict at kindergarten to the child's school adjustment in primary school using a Hong Kong sample. It investigated self-regulation as a mediator and parents' positive relations with others as a moderator in that transition. At Time 1 (T1), kindergarten teachers reported their levels of conflict with individual children (N = 324, 168 girls), whereas children's self-regulation was assessed with a Head-Toes-Knees-Shoulders Task. Fathers and mothers also rated their positive relations with others. At Time 2 (T2; 8 months later), when children were enrolled in primary school (N = 247, 126 girls), primary school teachers rated how well they adjusted to the new school. Moderated mediation analyses showed that although the direct effect of T1 teacher-student conflict on T2 school adjustment was not significant, the indirect effect of self-regulation was. T1 teacher-student conflicts were negatively related to children's self-regulation, which in turn predicted subsequent school adjustment. Interestingly, this indirect effect was significant only when parents' positive relations with others were low rather than high. Practice or Policy: The findings highlight the importance of both a warm and caring relationship in the home and self-regulation to successful school transition. [ABSTRACT FROM AUTHOR]

Ca2+ concentrations drop rapidly over a distance of a few tens of nanometers from an open voltage-gated Ca2+ channel (Cav), thereby, generating a spatially steep and temporally short-lived Ca2+ gradient that triggers exocytosis of a neurotransmitter filled synaptic vesicle. These non-steady state conditions make the Ca2+-binding kinetics of the Ca2+ sensors for release and their spatial coupling to the Cavs important parameters of synaptic efficacy. In the mammalian central nervous system, the main release sensors linking action potential mediated Ca2+ influx to synchronous release are Synaptotagmin (Syt) 1 and 2. We review here quantitative work focusing on the Ca2+ kinetics of Syt2-mediated release. At present similar quantitative detail is lacking for Syt1-mediated release. In addition to triggering release, Ca2+ remaining bound to Syt after the first of two successive high-frequency activations was found to be capable of facilitating release during the second activation. More recently, the Ca2+ sensor Syt7 was identified as additional facilitation sensor. We further review how several recent functional studies provided quantitative insights into the spatial topographical relationships between Syts and Cavs and identified mechanisms regulating the sensor-to-channel coupling distances at presynaptic active zones. Most synapses analyzed in matured cortical structures were found to operate at tight, nanodomain coupling. For fast signaling synapses a developmental switch from loose, microdomain to tight, nanodomain coupling was found. The protein Septin5 has been known for some time as a developmentally down-regulated "inhibitor" of tight coupling, while Munc13-3 was found only recently to function as a developmentally up-regulated mediator of tight coupling. On the other hand, a highly plastic synapse was found to operate at loose coupling in the matured hippocampus. Together these findings suggest that the coupling topography and its regulation is a specificity of the type of synapse. However, to definitely draw such conclusion our knowledge of functional active zone topographies of different types of synapses in different areas of the mammalian brain is too incomplete. [ABSTRACT FROM AUTHOR]

The classification of diabetic nephropathy (DN) as a vascular complication of diabetes makes the possible involvement of histamine, an endogenous amine that is well known for its vasoactive properties, an interesting topic for study. The aim of the present review is to provide an extensive overview of the possible involvement of histamine in the onset and progression of DN. The evidence collected on the role of histamine in kidney function together with its well-known pleiotropic action suggest that this amine may act simultaneously on glomerular hyperfiltration, tubular inflammation, fibrosis development and tubular hypertrophy. [ABSTRACT FROM AUTHOR]

A cognitive neuroscience perspective seeks to understand behavior, in this case disruptive behavior disorders (DBD), in terms of dysfunction in cognitive processes underpinned by neural processes. While this type of approach has clear implications for clinical mental health practice, it also has implications for school-based assessment and intervention with children and adolescents who have disruptive behavior and aggression. This review articulates a cognitive neuroscience account of DBD by discussing the neurocognitive dysfunction related to emotional empathy, threat sensitivity, reinforcement-based decision-making, and response inhibition. The potential implications for current and future classroom-based assessments and interventions for students with these deficits are discussed. [ABSTRACT FROM AUTHOR]