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Stress has been implicated in the incidence and severity of psychiatric and gastrointestinal disorders. The immune system is capable of modulating the activity and composition of the gut following stress and vice versa. In this study we sought to examine the sequential relationship between immune signaling and microbiome composition occurring in male and female mice over time using a variable stress paradigm. Tissue was collected prior to, during, and after the stress paradigm from the same mice. Cytokines from plasma and brain were quantified using a multiplexed cytokine assay. Fecal samples were collected at the same timepoints and 16S rRNA amplicon sequencing was performed to determine the relative abundance of microbiota residing in the guts of stressed and control mice. We found sex differences in the response of the gut microbiota to stress following 28 days of chronic variable stress but not 6 days of sub-chronic variable stress. Immune activation was quantified in the nucleus accumbens immediately following Sub-chronic variable when alterations of gut composition had not yet occurred. In both sexes, 28 days of stress induced significant changes in the proportion of Erysipelotrichaceae and Lactobacillaceae, but in opposite directions for male and female mice. Alterations to the gut microbiome in both sexes were associated with changes in cytokines related to eosinophilic immune activity. Our use of an animal stress model reveals the immune mechanisms that may underly changes in gut microbiome composition during and after stress. This study reveals potential drug targets and microbiota of interest for the intervention of stress related conditions.

Brian W Allwood,1,2 Elizna Maasdorp,3 Grace J Kim,4,5 Christopher B Cooper,6 Jonathan Goldin,4 Richard N van Zyl-Smit,2 Eric D Bateman,2 Rodney Dawson2 1Division of Pulmonology, Department of Medicine, Stellenbosch University, Cape Town, South Africa; 2University of Cape Town Lung Institute, and Division of Pulmonology, Department of Medicine, University of Cape Town, Cape Town, South Africa; 3DST/NRF Centre of Excellence for Biomedical Tuberculosis Research; South African Medical Research Council Centre for Tuberculosis Research; Division of Molecular Biology and Human Genetics, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; 4Center for Computer Visions and Imaging Biomarkers, Department of Radiology, David Geffen School of Medicine, University of California, Los Angeles, CA, USA; 5Department of Biostatistics, Fielding School of Public Health, University of California, Los Angeles, CA, USA; 6Departments of Medicine and Physiology, David Geffen School of Medicine, University of California, Los Angeles, CA, USACorrespondence: Brian W AllwoodDivision of Pulmonology, Department of Medicine, Stellenbosch University, Rm 3013 3rd Floor; Clinical Building; Francie Van Zijl Drive; Medical School, Tygerberg 7505, South AfricaEmail brianallwood@gmail.comBackground: Pulmonary tuberculosis (PTB) is associated with many forms of chronic lung disease including the development of chronic airflow obstruction (AFO). However, the nature, evolution and mechanisms responsible for the AFO after PTB are poorly understood. The aim of this study was to examine the progression of changes in lung physiology in patients treated for PTB.Methods: Immunocompetent, previously healthy, adult patients receiving ambulatory treatment for a first episode of tuberculosis were prospectively followed up with serial lung physiology and quantitative computed tomography (CT) lung scans performed at diagnosis of tuberculosis, 2, 6, 12 and 18 months during and after the completion of treatment.Results: Forty-nine patients (median age 26 years; 37.2% males) were included, and 43 were studied. During treatment, lung volumes improved and CT fibrosis scores decreased, but features of AFO and gas trapping emerged, while reduced diffusing capacity (DLco) seen in a majority of patients persisted. Significant increases in total lung capacity (TLC) by plethysmography were seen in the year following treatment completion (median change 5.9% pred., P< 0.01) and were driven by large increases in residual volume (RV) (median change +19%pred., P< 0.01) but not inspiratory capacity (IC; P=0.41). The change in RV/TLC correlated with significant progression of radiological gas trapping after treatment (P=0.04) but not with emphysema scores. One year after completing treatment, 18.6% of patients had residual restriction (total lung capacity, TLC < 80%pred), 16.3% had AFO, 32.6% had gas trapping (RV/TLC> 45%), and 78.6% had reduced DLco.Conclusion: Simple spirometry alone does not fully reveal the residual respiratory impairments resulting after a first episode of PTB. Changes in physiology evolve after treatment completion, and these findings when taken together, suggest emergence of gas trapping after treatment likely caused by progression of small airway pathology during the healing process.Keywords: tuberculosis, post-tuberculosis, chronic obstructive pulmonary disease, lung function, computed tomography, airflow obstruction

We live in times of multiple crises. Climate change, degradation of soils, loss of biodiversity, COVID-19, and the war in Ukraine, to name but a few. School leaders are challenged in many ways to tackle the consequences of these crises, to prepare students for a future that will foreseeably be full of crises too, and to just do their “normal” daily work: to make sure that the school is running successfully in order to help students learn how to read, write, calculate, etc. Education for sustainable development (ESD) is a concept that aims at empowering learners with the knowledge, skills, values, and attitudes to address the interconnected global challenges we are facing. This article reports on a study that seeks to investigate what principals in Germany, China, and the United States do to integrate sustainability and ESD in their schools. It specifically addresses the issue of COVID-19 and its impact on the establishment of ESD.

Education for Sustainable Development (ESD) is an initiative of the United Nations' Sustainable Development Goals (SDGs). ESD contributes to a sustainable community by teaching students about their personal impact on their community to help them make resourceful decisions. The researchers are interested in principals' role when implementing ESD within their schools. This was a qualitative study, which included six school principal interviews. The findings included the following themes: math and reading were a priority, social and emotional needs were prioritized, ESD was seen as extracurricular, and current events and students' interests influence learning content and activities.

Effective school leadership is crucial to a school's success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals' responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.

To meet the challenge of recruiting and retaining principals, this study examined school principal's perspectives of factors that might influence their decisions to remain in their positions as well as barriers that would have discouraged them to become principals. The sample consisted of 119 school principals in South Korea, 117 school principals in Germany and 123 school principals in the United States. Differences between their current and expected job satisfactions uncovered important findings regarding salary, recognition, principal authority, resources, balance between work and life, and school safety. Implications for school district policy and school leadership are discussed.

This mixed methods study investigates the effect of a multimodal reading intervention on EFL reading achievement and intercultural awareness of students (n = 20) at a Japanese university. A cross-culturally themed graphic novel was employed to overcome language barriers and cultural mores and promote higher-order literacy. Asynchronous discourse on the e-learning platform (Edmodo) was analyzed for evidence of higher-order literacy and intercultural awareness development. Wilcoxon signed ranks tests of triggering question responses and peer-to-peer responses on online forums at the beginning and end of term were analyzed for cognitive density. Thematic analysis of an open-ended survey was conducted to gather student perceptions of the graphic novel. Results revealed a significant effect on reading achievement but no significant improvement of intercultural awareness (at [alpha] = 0.05). Survey analysis indicated a high degree of student satisfaction with the multimodal literacy instruction and asynchronous computer-mediated discourse (ACMC), as well as other emergent themes. These findings suggest reading instructors of low-level EFL university students should consider employing non-traditional reading and learning modalities, especially for students with high cognitive maturity and low reading proficiency.

We present a statistical analysis of the first 300 stars observed by the Gemini Planet Imager Exoplanet Survey. This subsample includes six detected planets and three brown dwarfs; from these detections and our contrast curves we infer the underlying distributions of substellar companions with respect to their mass, semimajor axis, and host stellar mass. We uncover a strong correlation between planet occurrence rate and host star mass, with stars M ∗ >1.5 M o more likely to host planets with masses between 2 and 13M Jup and semimajor axes of 3-100 au at 99.92% confidence. We fit a double power-law model in planet mass (m) and semimajor axis (a) for planet populations around high-mass stars (M ∗ >1.5 M o) of the form , finding α = -2.4 +0.8 and β = -2.0 +0.5, and an integrated occurrence rate of % between 5-13M Jup and 10-100 au. A significantly lower occurrence rate is obtained for brown dwarfs around all stars, with % of stars hosting a brown dwarf companion between 13-80M Jup and 10-100 au. Brown dwarfs also appear to be distributed differently in mass and semimajor axis compared to giant planets; whereas giant planets follow a bottom-heavy mass distribution and favor smaller semimajor axes, brown dwarfs exhibit just the opposite behaviors. Comparing to studies of short-period giant planets from the radial velocity method, our results are consistent with a peak in occurrence of giant planets between ∼1 and 10 au. We discuss how these trends, including the preference of giant planets for high-mass host stars, point to formation of giant planets by core/pebble accretion, and formation of brown dwarfs by gravitational instability.

BackgroundChest radiographs are used for diagnosis and severity assessment in tuberculosis (TB). The extent of disease as determined by smear grade and cavitation as a binary measure can predict 2-month smear results, but little has been done to determine whether radiological severity reflects the bacterial burden at diagnosis.MethodsPre-treatment chest x-rays from 1837 participants with smear-positive pulmonary TB enrolled into the REMoxTB trial (Gillespie et al., N Engl J Med 371:1577-87, 2014) were retrospectively reviewed. Two clinicians blinded to clinical details using the Ralph scoring system performed separate readings. An independent reader reviewed discrepant results for quality assessment and cavity presence. Cavitation presence was plotted against time to positivity (TTP) of sputum liquid cultures (MGIT 960). The Wilcoxon rank sum test was performed to calculate the difference in average TTP for these groups. The average lung field affected was compared to log 10 TTP by linear regression. Baseline markers of disease severity and patient characteristics were added in univariable regression analysis against radiological severity and a multivariable regression model was created to explore their relationship.ResultsFor 1354 participants, the median TTP was 117 h (4.88 days), being 26 h longer (95% CI 16-30, p

How do researchers understand the complex and nuanced lives of children and adolescents? Though researchers have many methods from which to choose, we present the case for utilizing an established research method that allows researchers to uniquely explore the intricate realities of children and adolescent populations: case study research. In this conceptual manuscript, we explore what case study research is, what it is not, and how counseling researchers can apply case study research methods within the profession to explore research in schools, partnership research, and program evaluation. Finally, we conclude with case study research steps and a case example so that counseling researchers are equipped to begin applying case study research to their own research agendas. [ABSTRACT FROM AUTHOR]

The school principal impacts student achievement at a level second only to that of the classroom teacher. The USA and Germany are experiencing challenges in recruiting and retaining individuals for the principalship and the shortage is expected to intensify. Previous research has shown that increasing paperwork and responsibilities serve as inhibitors to entering the profession and that school principals are increasingly stressed by a wide range of responsibilities and a shrinking pool of resources. This stress causes physiological and professional difficulties that have a detrimental impact on school function and culture. The present study seeks to identify the major causes of stress, strategies for mitigating stress, and limitations of stress management among principals in the USA and Germany.

Education in the arts continues to struggle for inclusion in PreK-12 classrooms as public schools face increasing challenges from high stakes testing, Common Core politics, and endless budget cuts. Advocates point to the growing body of research linking art education to academic achievement as justification for arts' continued inclusion in the curriculum. In its 2005 report, the National Association of State Boards of Education highlighted this research trend and called for stronger emphasis on arts in educational curricula (Meyer in "Arts Educ Policy Rev" 106(3):35-40, 2005). Yet despite the evidence, school districts across the nation have been slow to include more arts programming within the classroom. This study, however, examines one school district that did. In a collaborative project between a large urban school district and a local arts and science council, an arts integration program called "Wolf Trap" was implemented in economically disadvantaged pre-Kindergarten and first-grade classrooms at selected schools across the district. Objectives of the program were to: (a) improve school readiness skills among participants; (b) increase capacity of classroom teachers to learn and implement effective arts-based teaching strategies; and (c) increase the capacity of teaching artists to acquire and model effective arts-based teaching strategies. This study evaluates the effectiveness of the program using data from the teaching artists, classroom teachers, and the external evaluators. We discuss the program in detail and explain the methodology used in our evaluation. Finally, we present evidence that indicates the program's success and we offer recommendations for program stakeholders.

Attracting and retaining highly qualified school leaders is becoming increasingly important in our nation. The purpose of this study was to identify factors that motivate or inhibit practicing teachers from seeking administrative positions. Using exploratory factor analysis, survey responses of 329 students enrolled in Master of School Administration programs were analyzed. The findings indicated that factors such as "Challenge, Altruism, Personal/Professional Benefit/Gain", and "Leadership Influence" motivate teachers to transition into administration, whereas factors such as "Insufficient Gain/Personal Benefit, Personal Needs/Issues", and "Increased Risk" inhibit teachers from becoming administrators. Conclusions and implications of these findings were examined. (Contains 3 tables and 2 figures.)

This article discusses gender-associated differences in the treatment of atrial fibrillation (AF) through heart surgery. The study analyzed data from 1000 patients who underwent AF ablation surgery and found that women had lower success rates compared to men. Women also had higher rates of preoperative thyroid dysfunction, which further reduced the treatment success. The study suggests that a sole left atrial AF ablation may be insufficient for successful treatment in women. [Extracted from the article]