Search

Individual differences in brain functional networks may be related to complex personal identifiers, including health, age, and ability. Dynamic network theory has been used to identify properties of dynamic brain function from fMRI data, but the majority of analyses and findings remain at the level of the group. Here, we apply hypergraph analysis, a method from dynamic network theory, to quantify individual differences in brain functional dynamics. Using a summary metric derived from the hypergraph formalism-hypergraph cardinality-we investigate individual variations in two separate, complementary data sets. The first data set ("multi-task") consists of 77 individuals engaging in four consecutive cognitive tasks. We observe that hypergraph cardinality exhibits variation across individuals while remaining consistent within individuals between tasks; moreover, the analysis of one of the memory tasks revealed a marginally significant correspondence between hypergraph cardinality and age. This finding motivated a similar analysis of the second data set ("age-memory"), in which 95 individuals, aged 18-75, performed a memory task with a similar structure to the multi-task memory task. With the increased age range in the age-memory data set, the correlation between hypergraph cardinality and age correspondence becomes significant. We discuss these results in the context of the well-known finding linking age with network structure, and suggest that hypergraph analysis should serve as a useful tool in furthering our understanding of the dynamic network structure of the brain.

Activity in the human brain moves between diverse functional states to meet the demands of our dynamic environment, but fundamental principles guiding these transitions remain poorly understood. Here, we capitalize on recent advances in network science to analyze patterns of functional interactions between brain regions. We use dynamic network representations to probe the landscape of brain reconfigurations that accompany task performance both within and between four cognitive states: a task-free resting state, an attention-demanding state, and two memory-demanding states. Using the formalism of hypergraphs, we identify the presence of groups of functional interactions that fluctuate coherently in strength over time both within (task-specific) and across (task-general) brain states. In contrast to prior emphases on the complexity of many dyadic (region-to-region) relationships, these results demonstrate that brain adaptability can be described by common processes that drive the dynamic integration of cognitive systems. Moreover, our results establish the hypergraph as an effective measure for understanding functional brain dynamics, which may also prove useful in examining cross-task, cross-age, and cross-cohort functional change.

With the reauthorization of the Violence Against Women Act in 2013, exposés about Title IX investigations (e.g., University of Virginia, Florida State University, and University of North Carolina at Chapel Hill), and the #MeToo campaign, there is renewed media focus on the topic of sexual assault on college campuses and in the wider culture. Scholars and activists in the movement to end interpersonal violence are moving universities forward to change the climate on campuses as well as in communities. In the midst of new products and programs geared toward helping potential victims and reducing their risk of sexual assault, primary prevention advocates are continuing to focus efforts on changing larger cultural norms that underlie all forms of interpersonal violence and developing programming to alter potential perpetrator behavior. The purpose of the current study is to share initial assessment data on one such program, The Red Flag Campaign, at a mid-sized master's comprehensive university in the southeast United States, Appalachian State University, which is located in a college town in a rural county in western North Carolina. The authors share this preliminary programming information and assessment data to promote progress in the field and to relay the challenges of assessing programs that are constantly evolving.

As a response to the growing trend of academic assignments that involve some type of video production, this paper advocates that campuses need to provide instructional as well as technical support for such projects. Universities invest in writing centers to help cultivate writing skills because they understand that providing the latest word processing programs doesn't ensure students become better writers. Similarly, students with flip/cell video cameras and editing software are not likely to produce quality projects without guidance and thus need a similar network of support for these 21st century forms of communication. This paper presents a model for offering documentary services to entire campus communities--including technology, technique, and pedagogical considerations that lead to educational film productions with strong academic content and integrity.

The researcher was a Prison Officer at a Category B remand prison in central London. This is a challenging environment, with a diverse prisoner population which is often changing. Staff have little time or training to accommodate the needs of neurodiverse prisoners, yet often make their best efforts to do so. Officers have been seen writing application forms, giving tours of the wing, ensuring that prisoners too afraid to shower in general association get showers outside of this. Countless lunch times have been given up printing outlines of animals for prisoners to colour in, or pictures of motorbikes to decorate cells with and emailing in-reach with a long list of welfare concerns. Equally, there have been instances of misunderstandings which have escalated into use of force. A prisoner being given an instruction they might not fully understand, disobeying it and being put behind their door (again). Officers learn in training that your duty as a prison officer is to, 'prevent victims by changing lives' and to 'reduce reoffending by rehabilitating the people in our care through education and employment'. Yet the literature discussed in this report reveals that there are many areas in which the Prison Service is failing to give adequate adjustments and support to neurodivergent prisoners. There needs to be systematic changes across the entire prison-estate to ensure equality of experience for the neurodiverse prison population. In local remand prisons, issues of gang violence often take the centre-stage and there is not the same funding and opportunities to look for solutions for problems faced by neurodiverse prisoners. Yet, the remand prison is perhaps one of the most important areas to get this right. It is the first place that neurodiversity could be identified and support can be put in place. The remand prison is also an emotionally taxing part of the prison experience, where prisoners: negotiate prison life, face court and sentencing, learning the norm of emotional restraint which acts as a 'collective coping function'.1 This research looks at some of the key areas of prison life which are directly affected by neurodiversity and in the second part looks at some potential solutions and recommendations. [ABSTRACT FROM AUTHOR]

This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti-intellectual tone that manifests itself in comments about instructors' personality, easiness of workload and entertainment value rather than knowledge attained. (Contains 3 figures, 3 tables, and 5 notes.)

Context: Challenged with a higher incidence of disease, reduced social support, and less access to physical activity facilities and services, rural older adults may find healthy active living a challenge. Despite these challenges, some rural older adults manage to achieve active lifestyles. Purpose: This study investigates the relative importance of 4 extra-individual correlates of physical activity to physical activity achievement in rural seniors. Methods: Data were drawn from mail questionnaires completed by 454 adults age 65 and over in 7 rural North Carolina counties. Findings: Results from an analysis of covariance indicate that respondents who approached CDC/ACSM recommended levels of physical activity were significantly more likely to report that they lived within walking distance to parks, perceived they had transportation to physical activity areas, had a partner with whom to be active, and felt activity facilities were safe. Next, 7 extra-individual correlates of physical activity were entered into a backward logistic regression. The resultant model predicting physical activity achievement among rural older adults included social support for physical activity, a safe environment for physical activity, and reported ability to walk to a local park. Conclusions: Interventions designed to provide social support, heighten safety at activity areas and improve park infrastructure may provide opportunities to increase physical activity among seniors.

There is growing recognition that doctors need to deliver person-centered care. More evidence is needed on how to best equip students in an already busy curriculum. Providing medical students with the opportunity to work as Healthcare Assistants (HCAs) can help them develop the desired skills. This study examined medical students' experiences of working as HCAs and perceived impact on their future practice. Adopting an Interpretative Phenomenological Analysis approach, we analyzed narratives from two focus groups of 13 'Year 0ʹ and 'Year 1ʹ medical students, who had completed an HCA project. This project allowed participants to experience a new dimension of patient care whereby learning by "doing" evolved to a deeper level of "knowing" patients, the HCA role and the wider team. Four major themes were identified: seeing the doctor: gaining new perspectives; building confidence: learning from and about patients; understanding the overall patient experience: providing personal care; finding "the person behind the patient": exploring beyond the diagnosis. This study suggests that working as an HCA enables participants to develop sustainable skills that equip them for their future role as doctors able to deliver person-centered care as part of an interprofessional team. Recommendations for inclusion of this type of intervention into the medical curriculum are discussed. [ABSTRACT FROM AUTHOR]

This article examines the domestic partner benefits (DP benefits) movement in corporate America, among Fortune 500 companies. An unprecedented number of Fortune 500 corporations started to extend equal benefits to their employees in the late 1990s. One-third of Fortune 500 companies now extend DP benefits to their gay employees despite national refusal to legally recognize same-sex unions. We provide a macro analysis of the 2002 Fortune 500 companies to explore the characteristics of the corporations that offer the benefits and the impetus for adopting these new gay friendly policies. Findings are that top ranked Fortune 500 and industry leaders act as benchmarkers for the corporate community. Region of the corporate headquarters and commitment to diversity issues also inform these organizational changes. Isomorphisic processes offer viable explanations for the transformation of the corporate climate that touts DP benefit policies as 'the right thing to do' and considers these policies as good business sense in order to compete for employees. The DP benefits movement reflects corporate America trying to enhance their reputational capital by including gay issues as part of their diversity programs and policies. KEYWORDS. Domestic partnership benefits, organizational behavior, social change, social movement, Isomorphism Organizational Theory, Fortune 500 companies

Acute kidney injury (AKI) is a serious postoperative complication that increases patients' risk for long- and short-term morbidity and mortality. Risk for developing AKI increases following intraoperative hypotension (IOH). This project aimed to describe the rate of and establish IOH as an independent risk factor for AKI among adults undergoing non-cardiac surgery at a large tertiary care medical center. An observational, retrospective, evidence-based practice project was conducted. Records were extracted for adults undergoing general anesthesia for non-cardiac surgery from 2015 to 2019 with available serum creatinine laboratory results. The primary project outcome was postoperative AKI. Among 4,603 cases, 8.9% experienced postoperative AKI. Cases with IOH (MAPs less than 60 mmHg for at least 10 minutes) compared to cases without IOH had increased risks for AKI (RR 1.48, 95% CI [1.19-1.84], P<.001). In a fully adjusted model, IOH was an independent risk factor for AKI (OR 1.50, 95% CI [1.18-1.92], P=.001). Among cases with serum creatinine laboratory results, the rate of AKI was higher than reported literature rates. IOH was confirmed as an independent risk factor. Quantifying the rate of and risk factors for AKI may precipitate heightened attention to prevention strategies and encourage quality improvement initiatives. [ABSTRACT FROM AUTHOR]

Summary: Background: The General Medical Council requires that medical students are taught human values and how to work effectively with colleagues. Health care assistants (HCAs) provide fundamental patient care as part of the wider health care team. Reports suggest that medical students gain valuable insights when working as HCAs. Methods: In 2015, a pilot was developed for medical students to work as and with HCAs. The experience involved 3 days training in preparation for three supervised shifts. The pilot was expanded to involve more students and clinical partners. Results: A total of 131 students completed the HCA project between 2015 and 2018. Students were asked to complete a questionnaire where they scored a set of statements using a 5‐point Likert scale, and gave open comments that were analysed thematically. A total of 119 students completed the questionnaire, of which 91% of students rated the experience as good or excellent and 98% of students agreed or completely agreed that they had met the learning outcomes. Themes centred around: feeling empathy; building confidence; appreciating the HCA team role; and how this experience may influence their future practice as doctors. A total of 87% of students said the experience should be mandatory. Conclusions: Students find the opportunity to work as HCAs meaningful and enjoyable. This brief initiative may help students develop a number of skills and attributes that assist in shaping future doctors. Further to helping medical students understand what values‐based practice actually means and why it matters to patients, it also clarifies HCAs' and other professionals' contribution to the wider health care team. A research study is underway to evidence its impact. [ABSTRACT FROM AUTHOR]

Nearly 50 million people worldwide are living with dementia. Communication difficulties linked to this illness demand that all healthcare professionals are prepared to meet the needs of this group of service users. In response to this, the United Kingdom government is calling for professionals to acquire a basic (Tier 1) Dementia Awareness (DA) qualification. As healthcare students need to engage in interprofessional learning (IPL), this report describes the development, implementation and evaluation of an initiative to link the DA qualification to an existing IPL module delivered to first-year healthcare students (IPL1). A DA learning package was developed by a group of educators from a range of professions to ensure an interprofessional focus. It comprised of a set of practical exercises that students completed during and after IPL1. Sixty students evaluated the DA learning package by completing a post-intervention survey. 57 students rated it helpful or very helpful, in enhancing their knowledge of how to care for a person with dementia, while 3 students rated it as average. Two themes emerged from open-ended questions, which highlighted the importance of: i) learning to work together; and ii) blended learning. Students also suggested some changes for the full roll out, such as moving the Dementia Friends component into IPL1. This is an innovative approach that can be used to meet the challenges linked with the large-scale preparation of our future workforce and to ensure purposeful IPL. [ABSTRACT FROM AUTHOR]