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Emerging research suggests that first-generation queer and trans (QT) students experience disproportionate discrimination in schooling leading to disengagement early on in their educational trajectories. Although labeled as "at risk", first-generation QT students are actually more cognitively engaged in academics than their cisgender and heterosexual peers. Administrators, teachers, counselors, and guardians (validating agents) have an ethical responsibility to foster inclusive schooling contexts for first-generation QT students. This study examines how validating agents impact first-generation QT students' school engagement, high school GPA, and postsecondary enrollment. We posit a queer theorizing of the ecological validation model of student success and through principles of QuantCrit, we examine the High School Longitudinal Study of 2009 through a path analysis. Our results reveal that both talking to parents about college and high school GPA had a positive association with college enrollment for first-generation QT students. We provide recommendations for future research and practice that demand further exploration of first-generation QT students. [ABSTRACT FROM AUTHOR]

The purpose of this research is to explore the differences in perceived opportunities and potential barriers leading to inequality in our higher education system. To do this, we examine differences in satisfaction and expectations that exist among college students based on three key heterogeneous characteristics – gender identity (male vs. female), major declaration (decided vs. undecided) and generation (first generation vs. non‐first generation). Six hundred twenty‐five students completed a survey about the level of importance and satisfaction with educational services at their institutions. A mixed method design including analysis of variance (ANOVA) was used to test differences between students. At a time where universities are working arduously to increase enrolment numbers, adjusting the strategy to cater to the unique needs of students may prove to be part of the solution and more importantly, help remove barriers to lessen the current inequalities and improve access to education for all types of students. [ABSTRACT FROM AUTHOR]

Applications of plasmas in agriculture are fascinating researchers because of its potentiality. Plasmas are applied either for seed treatment or as foliar application of plasma-activated water (PAW) for studying agricultural yield. No work has been done so far to study the effects on growth parameters, enzymatic activities, nutritional parameters, and yield of potato (Solanum tubersum L.) grown from the second-generation seeds (G2) (seeds collected from the potato plants where foliar spray of PAW was applied). Two-fold plasma treatments were applied in this experiment: (a) potato seeds were treated in water with plasma and (b) foliar spray of PAW was applied to potato plants. Effects of plasma treatments were characterized by enzymatic activities, sugar and protein concentrations, potato plant growth and yield characters. The findings show that the plant length, stem diameter, fresh weight, and the concentrations of total chlorophyll and carotene are increased in the plants where G2 treated seeds along with foliar spray of PAWs were provided. Further, the concentrations of total soluble sugar, protein and minerals were increased. Besides, the yield of potato was enhanced by , and , respectively, in the plants where combined plasma treatments were used compared to controls of first-generation (G1) plasma treated and untreated seeds along with PAW foliar spray. [ABSTRACT FROM AUTHOR]

Objectives: Among graduate public health students, Black, Indigenous, and other people of color (BIPOC; including Latinx, Asian, Middle Eastern and North African, Native Hawaiian and Pacific Islander, and multiracial) experience educational and personal challenges that require institutional support and reform. The objective of this study was to evaluate the effects of an antiracist mentorship program on the sense of belonging and overall experience among BIPOC and first-generation students at Columbia University Mailman School of Public Health in New York City. Methods: We used 2 data sources to retrospectively evaluate experiences of BIPOC and first-generation graduate students: the 2021 Mentoring of Students and Igniting Community (MOSAIC) Student Survey (n = 39), which collected data on experiences of students who participated in the MOSAIC program, and the 2016-2020 Graduate Exit Surveys (n = 1222), which collected data on graduating students' experiences, satisfaction, and perspectives on diversity, equity, and inclusion. A difference-in-difference analysis compared overall experience, public health career preparedness, quality of life, and department satisfaction among all students before (2016-2018) and after (2019-2020) implementation of the MOSAIC program. Results: Satisfaction among graduate students attributable to the MOSAIC program introduced in 2019 increased by about 25%. Compared with students who had not been exposed to MOSAIC, students exposed to MOSAIC had a 25% positive difference (P =.003) in overall graduate school experience, a 28% difference (P <.001) in quality of life, and a 10% difference (P =.001) in satisfaction with their departments. Conclusion: Mentorship for BIPOC and first-generation public health graduate students offers an effective strategy to improve student experiences and satisfaction with graduate departments and, ultimately, may help students meet educational and professional goals. [ABSTRACT FROM AUTHOR]

This paper reports on the results of a study of 6,654 unique students on the type of research-related activities (e.g., undergraduate research and internships) they participated in while at California State Polytechnic University, Pomona (Cal Poly Pomona). Results indicate that the odds of graduating for students who participated in research-related activities were almost twice those of students who did not participate in research-related activities. These results differ from and complement studies on the impact of undergraduate research at liberal arts colleges and research-intensive universities. Study results indicate that non-first-generation students, non-low-income students, and non-underrepresented minority (non-URM) students were more likely to participate in research. Participation in internships with industry and with a professional were most predictive of graduation. Students who participated in multiple research-related activities were also more likely to graduate than those who participated in fewer activities; results indicate research participation is equally beneficial across groups with different demographic characteristics including major, sex, first generation and URM status. [ABSTRACT FROM AUTHOR]

While the number of Hispanic undergraduate students enrolled in higher education has more than doubled in the past 15 years, graduation rates for this population continues to be well below that of white students. Understanding the unique life experiences of bicultural Hispanic undergraduate students becomes vital for higher education professionals to better support this unique population. The purpose of this study was to explore life experiences of undergraduate Mexican Americans through a phenomenology design specifically to highlight how biculturalism is reflected in their lives, how they navigate two cultures, and the way they construct their bicultural identity. By using rich qualitative data including interviews, photo elicitation, and document analysis, this study paints a descriptive picture of biculturalism within eight Mexican American college students. Results indicate that bicultural individuals organize and respond to their culture in terms of behavior and cognition independently from the feelings they experience while engaging in cultural frame switching. Even when participants were able to organize their dual cultures and compartmentalize them in their life, they still struggled with conflicting feelings. When cultures and ideologies of the participants clash and at times feel contradictory, these students still manage to respond and function in both cultures. [ABSTRACT FROM AUTHOR]

AbstractFaculty have a responsibility in how they set up and manage their classroom environment, positioning them to successfully aid in student persistence and retention. But they are often not included in university initiatives or conversations about the effect their pedagogy has on retention. They may also not see retention as part of their primary or secondary job responsibilities, assuming this is the role of student services or university administration. Good pedagogy requires faculty to create an inviting space where students can come together as a community to learn, and recognizes the unique characteristics of students in the classroom. This study examined differences between first-generation students and continuing-generation students regarding college classroom environments from data collected in late fall 2016. Implications and recommendations for practice are discussed using pedagogical content knowledge and asset-minded teaching strategies as frameworks for student success. [ABSTRACT FROM AUTHOR]

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The first generation of the oriental armyworm, Mythimna separata (Walker), arrives every year in northern Japan in mainly late May to early June. Analyses of weather maps suggested that this moth's immigration source could be eastern China, but the accuracy of those analyses was very limited due to the lack of a current standard trajectory analysis. The management of migratory insect pests such as M. separata benefits from the identification of the migration source(s) and pathway(s) of the pests. The present study provides a trajectory analysis for M. separata. Backward trajectories from trap sites in northern Japan were calculated with the HYSPLIT System developed by the U.S. National Oceanic and Atmospheric Administration, taking the flight speed of M. separata and the limitation of low ambient temperature at flight height into account. The ending times of the moth's short and long trajectories were set at dusk on the day before and two days before the possible arrival date, respectively. The results suggested two types of possible migration pathway: a multi-step pathway from Northeast China, the Korean Peninsula, and eastern Russia, which are destination areas of the first-generation's migration, and a direct pathway from seasonal main emigration areas in eastern China such as Jiangsu and Shandong provinces. These findings contribute to our understanding of the migration ecology of M. separata and can be used for the development of methods to predict the migration of this insect.

The demand for higher education has been increasing in Jamaica as in many other Caribbean countries. Those who respond to such demands, pursuing further studies in higher education, will need to navigate many obligations and challenges. Additionally, some individuals may be First Generation (FG) adult learners and may lack the tacit knowledge and emotional sustenance to help them succeed. Consequently, adult learners pursuing postgraduate studies will need support in understanding themselves as learners and how to succeed. This study reports findings on challenges that non-traditional adult learners in a Jamaican higher education context face in pursuing postgraduate studies. Using the photovoice research method, qualitative data were collected from 10 adult learners through photographed representations of prompts, photovoice focus group discussions, and participants’ reflections. The main findings revealed that the adult learners experienced multiple conflicting emotions as they engaged in their postgraduate programmes of study; experienced challenges balancing their multiple roles and responsibilities, some of which were linked to their status as FG adult learners; and characterised the COVID-19 pandemic as having a dualistic nature, one that exacerbated challenges whilst also offering them opportunities to focus on their studies as well as themselves. The article makes recommendations for supporting these adult learners at the institutional and personal levels as they pursue their studies. [ABSTRACT FROM AUTHOR]

Objectives: Depression and anxiety contribute to the burden of disease among college students. The current study determined if depressive and anxiety symptoms were more prevalent in first generation students and if social and emotional support moderated this relationship. Methods: Depressive and anxiety symptoms were measured in 432 U.S. college students via an online survey. Single items determined student generation status and available social support. The CES-D10 and GAD-7 measured depression and anxiety, respectively. Structural equation modeling was used to identify significant effects. Results: First generation status was associated with increased cognitive-emotional (p = 0.036) and somatic (p = 0.013) anxiety symptoms, but not depression. High social and emotional support appeared to suppress somatic anxiety symptoms experienced by first generation students (p = 0.004). Conclusions: Greater anxiety symptoms in first generation students may be due to increased general and acculturative stress, although more research is needed. Large national surveys of college students should consider adding a question about first generation status. [ABSTRACT FROM AUTHOR]

One challenge sociology departments face is conveying to undergraduates the relevance of a sociology degree for future careers. This challenge is more notable for first-generation and working-class students who research shows have more limited access to mentors. Here we present a department-level mentoring initiative designed to address systemic gaps first-generation students face in accessing mentorship, especially in relationship to career readiness. The mentoring module we examine here is the first of four delivered across our curriculum and focuses on introducing what sociologists do in "the real world," advancing the idea of career transferability, and providing information on university resources helpful to developing student personal and professional identities. We discuss the context, implementation, and analysis of student reflections and conclude with lessons learned and strategies departments can draw on to improve mentoring of first-generation sociology students. [ABSTRACT FROM AUTHOR]

Abstract Background Early-life exposure to exogenous estrogens such as phytoestrogens (plant-derived estrogens) could affect later health through epigenetic modifications. Foeniculum vulgare (fennel) and Linum usitatissimum (flax) are two common medicinal plants with high phytoestrogen content. Considering the developmental epigenetic programming effect of phytoestrogens, the main goal of the present study was to evaluate the perinatal exposure with life-long exposure to hydroalcoholic extracts of both plants on offspring’s ovarian epigenetic changes and estrogen receptors (ESRs) expression level as signaling cascades triggers of phytoestrogens. Methods Pregnant mice were randomly divided into control (CTL) that received no treatment and extract-treated groups that received 500 mg/kg/day of fennel (FV) and flaxseed (FX) alone or in combination (FV + FX) during gestation and lactation. At weaning, female offspring exposed to extracts prenatally remained on the maternal-doses diets until puberty. Then, the ovaries were collected for morphometric studies and quantitative real-time PCR analysis. Results A reduction in mRNA transcripts of the epigenetic modifying enzymes DNMTs and HDACs as well as estrogen receptors was observed in the FV and FX groups compared to the CTL group. Interestingly, an increase in ESRα/ESRβ ratio along with HDAC2 overexpression was observed in the FV + FX group. Conclusion Our findings clearly show a positive relationship between pre and postnatal exposure to fennel and flaxseed extracts, ovarian epigenetic changes, and estrogen receptors expression, which may affect the estrogen signaling pathway. However, due to the high phytoestrogen contents of these extracts, the use of these plants in humans requires more detailed investigations.

The definition of such terms as ―generation of revolution‖, ―generation of revolutionary change‖ used in the literature includes people born after the 1890s., whose social formation and political activity occurred at the time of the revolution and civil war. At the same time, even narrower social groups can be seen within this generation, among which the author singles out the generation of the first Komsomol members as a specific social group that unites people of the same age and common opportunities. The participants in the revolutionary transformations, who were born in the 1890s, were already formed personalities: they grew up in a traditional environment, with its traditional values. Boys and girls who joined the communist union in 1919-1920 were for the most part born at the beginning of the 20th century. For them principles, values, rules, traditions, that remained unshakable and traditional for their parents, in the difficult conditions of a changing reality lost their exclusivity and absoluteness. The capability to have a different worldview, andbehavior, accordingly, was at a certain stage reinforced by certain forces that used it for their own purposes. At the same time, as it often happens in times of social change, social lifts began to work, giving teenagers real opportunities to break out of the reality that was predicted for them by their original existence and available opportunities. The formation of the ―generation of Komsomol members‖ in various regions of the country, with a common trend, took place under the influence of local subjective factors. Here, Orenburg region is taken as a region, the Orenburg province - the southeastern outskirts of the European part of the country. The source base is built on the sources of personal origin of the region in question.

The topic of this narrative review is mood stabilizers. First, the author's definition of mood-stabilizing drugs is provided. Second, mood-stabilizing drugs meeting this definition that have been employed until now are described. They can be classified into two generations based on the chronology of their introduction into the psychiatric armamentarium. First-generation mood stabilizers (FGMSs), such as lithium, valproates, and carbamazepine, were introduced in the 1960s and 1970s. Second-generation mood stabilizers (SGMSs) started in 1995, with a discovery of the mood-stabilizing properties of clozapine. The SGMSs include atypical antipsychotics, such as clozapine, olanzapine, quetiapine, aripiprazole, and risperidone, as well as a new anticonvulsant drug, lamotrigine. Recently, as a candidate for SGMSs, a novel antipsychotic, lurasidone, has been suggested. Several other atypical antipsychotics, anticonvulsants, and memantine showed some usefulness in the treatment and prophylaxis of bipolar disorder; however, they do not fully meet the author's criteria for mood stabilizers. The article presents clinical experiences with mood stabilizers of the first and second generations and with "insufficient" ones. Further, current suggestions for their use in preventing recurrences of bipolar mood disorder are provided. [ABSTRACT FROM AUTHOR]

Historically, U.S. underserved college students have lower college retention and completion rates. One explanation is a perceived gap between the student experience and college settings. Two main approaches used to address that gap are: colleges created programs to help students adapt to settings, and colleges have made changes in their settings to better serve and support the students. In both cases, colleges served as the agencies defining, designing, and guiding the change. While both approaches contribute to improved completion, a third approach may add another solution, student-initiated retention programming (SIRP). SIRPs are student organized, operated, and sustained efforts to persistence to graduation. Through a SIRP, underserved students can use cultural experiences to frame and deliver retention efforts. Drawing on a case study of Tigers First, a University of Memphis SIRP, this article will identify and describe the conditions and processes leading to the creation of a productive underserved student SIRP. [ABSTRACT FROM AUTHOR]

First-year writing pedagogies prioritize encouraging students to forge an academic identity by conceptualizing and intervening in scholarly conversations. Student writers from institutionally underprepared backgrounds often find this process both limiting and empowering because specific practices associated with classroom expectations and the university experience remain unfamiliar to them. In this article, I reveal a need for “how-to” exercises within the first-year writing classroom that aim to dismantle the hidden curriculum—a term that denotes the resources, norms, and values that are inaccessible to students who have not received guidance on these aspects of university academics. These interventions, which range from instruction on modes of classroom participation to methods of preparing for office hours, already complement the standard first-year writing curriculum and promise to promote success among underprepared students by rendering possibilities for class engagement explicit.

Since their first application in psychiatry seventy years ago, antipsychotic drugs, besides schizophrenia, have been widely used in the treatment of mood disorders. Such an application of antipsychotics is the subject of this narrative review. Antipsychotic drugs can be arbitrarily classified into three generations. First-generation antipsychotics (FGAs), such as phenothiazines and haloperidol, were mainly applied for the treatment of acute mania, as well as psychotic depression when combined with antidepressants. The second-generation, so-called atypical antipsychotics (SGAs), such as clozapine, risperidone, olanzapine, and quetiapine, have antimanic activity and are also effective for the maintenance treatment of bipolar disorder. Additionally, quetiapine exerts therapeutic action in bipolar depression. Third-generation antipsychotics (TGAs) started with aripiprazole, a partial dopamine D2 receptor agonist, followed by brexpiprazole, lurasidone, cariprazine, and lumateperone. Out of these drugs, aripiprazole and cariprazine have antimanic activity, lurasidone, cariprazine, and lumateperone exert a significant antidepressant effect on bipolar depression, while there is evidence for the efficacy of aripiprazole and lurasidone in the prevention of recurrence in bipolar disorder. Therefore, successive generations of antipsychotic drugs present a diverse spectrum for application in mood disorders. Such a pharmacological overlap in the treatment of schizophrenia and bipolar illness stands in contrast to the dichotomous Kraepelinian division of schizophrenia and mood disorders. [ABSTRACT FROM AUTHOR]

Background: Early-life exposure to exogenous estrogens such as phytoestrogens (plant-derived estrogens) could affect later health through epigenetic modifications. Foeniculum vulgare (fennel) and Linum usitatissimum (flax) are two common medicinal plants with high phytoestrogen content. Considering the developmental epigenetic programming effect of phytoestrogens, the main goal of the present study was to evaluate the perinatal exposure with life-long exposure to hydroalcoholic extracts of both plants on offspring's ovarian epigenetic changes and estrogen receptors (ESRs) expression level as signaling cascades triggers of phytoestrogens. Methods: Pregnant mice were randomly divided into control (CTL) that received no treatment and extract-treated groups that received 500 mg/kg/day of fennel (FV) and flaxseed (FX) alone or in combination (FV + FX) during gestation and lactation. At weaning, female offspring exposed to extracts prenatally remained on the maternal-doses diets until puberty. Then, the ovaries were collected for morphometric studies and quantitative real-time PCR analysis. Results: A reduction in mRNA transcripts of the epigenetic modifying enzymes DNMTs and HDACs as well as estrogen receptors was observed in the FV and FX groups compared to the CTL group. Interestingly, an increase in ESRα/ESRβ ratio along with HDAC2 overexpression was observed in the FV + FX group. Conclusion: Our findings clearly show a positive relationship between pre and postnatal exposure to fennel and flaxseed extracts, ovarian epigenetic changes, and estrogen receptors expression, which may affect the estrogen signaling pathway. However, due to the high phytoestrogen contents of these extracts, the use of these plants in humans requires more detailed investigations. [ABSTRACT FROM AUTHOR]

Being a First Generation (First Gen) college graduate is an important intersectionality which impacts the lens through which First Gen students learn to become physicians. In this Perspective, we define the First Gen identity and review some of the salient First Gen literature as it applies to the medical school experience. We discuss the conception, design and execution of First Gen initiatives and program development at our medical school as a call to action and model for other institutions to create communities for their First Gen populations, focusing on inclusion and tailored support. We describe the framework through which we envisioned our programming for First Gen medical students, trainees, staff, and faculty at the David Geffen School of Medicine at UCLA. [ABSTRACT FROM AUTHOR]

The first generation self-assembling dendron (4Bp-3,4)nG1CO2CH3 where Bp is biphenyl, n is an achiral linear, n-dodecyl, or branched chiral alkyl group, (S)-3,7-dimethyl-octyl (dm8*) undergoes helical self-organization in bulk state and in solution. The supramolecular columns assembled from this dendron are helical, regardless, if the alkyl groups on its periphery are achiral or chiral. This demonstrates self-organization of helical columns both from achiral and chiral dendrons and reveals that the role of the stereocenter is to select the helical sense of an already helical column. This very simple self-assembling dendron can be subjected to a large diversity of chemical modifications and functionalization, all expecting to maintain the helical function in bulk and in solution in the range of temperature of interest to investigate helical self-organization and supramolecular polymerization.

Being a First Generation (First Gen) college graduate is an important intersectionality which impacts the lens through which First Gen students learn to become physicians. In this Perspective, we define the First Gen identity and review some of the salient First Gen literature as it applies to the medical school experience. We discuss the conception, design and execution of First Gen initiatives and program development at our medical school as a call to action and model for other institutions to create communities for their First Gen populations, focusing on inclusion and tailored support. We describe the framework through which we envisioned our programming for First Gen medical students, trainees, staff, and faculty at the David Geffen School of Medicine at UCLA.

This qualitative single case study explored the lived experience of a first-generation Latino college student in a four-year higher education setting, who despite obstacles, persisted in college. The study revealed the need for a supportive system, both in and out of school, with an understanding and respect for the culture. Moreover, the findings revealed the need to "burst the bubble" leaving the comfort zone, to grow academically and personally. The results of this study offer a valuable perspective to the experiences of a Latino students. [ABSTRACT FROM AUTHOR]

ObjectivesImportant differences exist between closed-system and open-system e-cigarettes, but it is unknown whether online companies are marketing these devices differently and whether consumer reasons for using e-cigarettes vary by device type. This paper compares Internet-based advertising claims of closed- versus open-system products, and evaluates US consumers' reasons for using closed- versus open-system e-cigarettes.MethodsInternet sites selling exclusively closed (N = 130) or open (N = 129) e-cigarettes in December 2013-January 2014 were coded for advertising claims. Current users (≥18 years old) of exclusively closed or open e-cigarettes (N = 860) in a nationally representative online survey in February-March 2014 provided their main reason for using e-cigarettes.ResultsInternet sites that exclusively sold closed-system e-cigarettes were more likely to make cigarette-related claims such as e-cigarettes being healthier and cheaper than cigarettes (ps < .0001) compared to sites selling open systems. Many sites implied their products could help smokers quit. Exclusive users of both systems endorsed cessation as their top reason. Closed-system users were more likely to report their reason as "use where smoking is banned."ConclusionsAlthough promotion of e-cigarettes as cessation aids is prohibited, consumers of both systems endorsed smoking cessation as their top reason for using e-cigarettes.

The intergenerational impact of engineered nanomaterials in plants is a key knowledge gap in the literature. A soil microcosm study was performed to assess the effects of multi-generational exposure of wheat (Triticum aestivum L.) to cerium oxide nanoparticles (CeO2-NPs). Seeds from plants that were exposed to 0, 125, and 500 mg CeO2-NPs/kg soil (Ce-0, Ce-125 or Ce-500, respectively) in first generation (S1) were cultivated in factorial combinations of Ce-0, Ce-125 or Ce-500 to produce second generation (S2) plants. The factorial combinations for first/second generation treatments in Ce-125 were S1-Ce-0/S2-Ce-0, S1-Ce-0/S2-Ce-125, S1-Ce-125/S2-Ce-0 and S1-Ce-125/S2-Ce-125, and in Ce-500 were S1-Ce-0/S2-Ce-0, S1-Ce-0/S2-Ce-500, S1-Ce-500/S2-Ce-0 and S1-Ce-500/S2-Ce-500. Agronomic, elemental, isotopic, and synchrotron X-ray fluorescence (XRF) and X-ray absorption near-edge spectroscopy (XANES) data were collected on second generation plants. Results showed that plants treated during the first generation only with either Ce-125 or Ce-500 (e.g. S1-Ce-125/S2-Ce-0 or S1-Ce-500/S2-Ce-0) had reduced accumulation of Ce (61 or 50%), Fe (49 or 58%) and Mn (34 or 41%) in roots, and δ15N (11 or 8%) in grains compared to the plants not treated in both generations (i.e. S1-Ce-0/S2-Ce-0). Plants treated in both generations with Ce-125 (i.e. S1-Ce-125/S2-Ce-125) produced grains that had lower Mn, Ca, K, Mg and P relative to plants treated in the second generation only (i.e. S1-Ce-0/S2-Ce-125). In addition, synchrotron XRF elemental chemistry maps of soil/plant thin-sections revealed limited transformation of CeO2-NPs with no evidence of plant uptake or accumulation. The findings demonstrated that first generation exposure of wheat to CeO2-NPs affects the physiology and nutrient profile of the second generation plants. However, the lack of concentration-dependent responses indicate that complex physiological processes are involved which alter uptake and metabolism of CeO2-NPs in wheat.

The topic of this narrative review is mood stabilizers. First, the author’s definition of mood-stabilizing drugs is provided. Second, mood-stabilizing drugs meeting this definition that have been employed until now are described. They can be classified into two generations based on the chronology of their introduction into the psychiatric armamentarium. First-generation mood stabilizers (FGMSs), such as lithium, valproates, and carbamazepine, were introduced in the 1960s and 1970s. Second-generation mood stabilizers (SGMSs) started in 1995, with a discovery of the mood-stabilizing properties of clozapine. The SGMSs include atypical antipsychotics, such as clozapine, olanzapine, quetiapine, aripiprazole, and risperidone, as well as a new anticonvulsant drug, lamotrigine. Recently, as a candidate for SGMSs, a novel antipsychotic, lurasidone, has been suggested. Several other atypical antipsychotics, anticonvulsants, and memantine showed some usefulness in the treatment and prophylaxis of bipolar disorder; however, they do not fully meet the author’s criteria for mood stabilizers. The article presents clinical experiences with mood stabilizers of the first and second generations and with “insufficient” ones. Further, current suggestions for their use in preventing recurrences of bipolar mood disorder are provided.

The main objective of the research is to analyze the factors which influence the intention to start an intergenerational family business in a developing economy, highlighting the measures that can be implemented by decision-makers to stimulate these initiatives. PLS-SEM was used to analyze the data issued from 200 valid questionnaires. The survey was applied to 950 individuals from Romania. We focused on four variables: the closeness to family members, the financial support expected from family, the independence of individuals regarding the intention to start their own business and the intention to form partnerships with family members. All the hypotheses were validated, according to the final results. Thus, closeness to family members has a direct and positive impact on both the financial support expected from the family and the intention to form intergenerational family businesses. There is also a direct correlation between the financial support received from family and the intention to have partnerships with family members. Individuals who are closer to their families are not interested in developing independent businesses. There are several studies on family businesses in Romania, but there is no research analyzing the impact of closeness to family on the intention to develop an intergenerational family business. The study is useful for the decision-makers who can create national strategies in order to stimulate families to develop their own businesses. [ABSTRACT FROM AUTHOR]

A shortage of skilled graduates with science degrees in natural resources fields exists in the USA due to retirement and climate change challenges. A next generation of natural resources scientists is needed and, due to changing demographics, the majority of them will be people of color. Yet, due to a legacy of racial and ethnic exclusion in STEM fields, higher education institutions have failed to prepare students of color to enter natural resources careers. To address this gap, the Northern New Mexico Climate Change Corps (CCC) bridges community college students to a 4-year university to foster STEM degree completion and job placement of students, who are predominantly Hispanic or Native American, in natural resources fields. The CCC provides student supports at the community college which, like many 2-year colleges in the USA, mostly serves students who are low-income, first generation, and/or students of color. Built upon institutional support and external funding, the five pillars comprising the CCC program model are recruitment and retention, experiential learning, academic and career pathways, strategic partnerships, and cultural connections. A 5-year, mixed methods case study identified specific supports within each pillar that students, faculty, partnering employers, and/or university administrators identified as critical to student success: internships, academic advising, mentoring, professional development, academic stipends, research experiences, degree completion plans, math support, peer support, and field trips. Learning accrued through the CCC's development and implementation can inform other community colleges, universities, and employers to foster the next generation of natural resources scientists. [ABSTRACT FROM AUTHOR]

In recent years, interesterified fat (IF) has largely replaced trans fat in industrialized food. Studies of our research group showed that IF consumption may not be safe for central nervous system (CNS) functions. Our current aim was to evaluate IF maternal consumption before conception on cognitive performance of adult rat offspring. Female Wistar rats were fed with standard chow plus 20% soybean and fish oil mix (control group) or plus 20% IF from weaning until adulthood (before mating), when the diets were replaced by standard chow only. Following the gestation and pups' development, locomotion and memory performance followed by neurotrophin immunocontent and fatty acids (FA) profile in the hippocampus of the adulthood male offspring were quantified. Maternal IF consumption before conception decreased hippocampal palmitoleic acid incorporation, proBDNF and BDNF levels, decreasing both exploratory activity and memory performance in adult offspring. Considering that, the adult male offspring did not consume IF directly, further studies are needed to understand the molecular mechanisms and if the IF maternal preconception consumption could induce the epigenetic changes observed here. Our outcomes reinforce an immediate necessity to monitor and / or question the replacement of trans fat by IF with further studies involving CNS functions. [Display omitted] • IF maternal consumption before conception alter the brain fatty acids composition. • IF before conception impairs memory performance in adulthood. • IF before conception decreases exploratory activity in adult male offspring. • Maternal IF before conception decreases BDNF levels in hippocampus in adulthood. • Maternal IF before conception reduces hippocampal proBDNF immunoreactivity. [ABSTRACT FROM AUTHOR]

The official annual data on pupils of immigrant origin published by the Portuguese Directorate-General of Education and Science Statistics primarily focus on the citizenship of pupils, excluding those with Portuguese citizenship of immigrant origin or host country citizenship (descendants of immigrants). To address this limitation, this article employs microdata from Directorate-General of Education and Science Statistics of the Ministry of Education and Science (DGEEC/MEC), incorporating information on the pupils' and parents' countries of birth to identify descendants of immigrants. The study covers all pupils in Portugal enrolled in basic (primary and lower secondary) and secondary (upper secondary) education during the 2018–19 academic year in state schools of continental Portugal, aiming to explore the impact of different social categories on the academic performance gap among native, immigrant and pupils of immigrant origin. The analysis includes categories based on citizenship status and birthplace of pupils and parents, along with subcategories related to generational status and type of ancestry. The findings reveal previously unknown differences in academic performance among pupils with an immigrant background in Portugal, challenging traditional understandings. Notably, considering only the citizenship of the pupil underestimates the representation of pupils of immigrant origin, second-generation pupils often exhibit comparable or superior academic paths and pupils with parentage of mixed origin, especially those with a native parent, demonstrate a significant advantage in academic performance. [ABSTRACT FROM AUTHOR]

Social adjustment to college can be challenging, and social networking sites (SNSs) may ease the process. SNSs as an adjustment tool may be particularly useful for those who have relatively limited social support in their proximal environments, such as first-generation college students. This study explored how first-generation and continuing students used Facebook and Instagram, and how their usage was related to college social adjustment. Survey data from 251 undergraduates (M age = 19.55; 33% first generation) showed that first-generation students engaged in less Facebook interaction with on-campus friends than continuing students. For both groups, SNS interaction with on-campus friends was related to better social adjustment. Continuing students' Instagram interaction with family was also related to better adjustment. In contrast, first-generation students' Instagram interaction with off-campus friends and Instagram broadcasting were both related to poor adjustment. In conclusion, the two groups used SNSs in similar manners, but the implications of SNS use for college adjustment varied by students' first-generation status. [ABSTRACT FROM AUTHOR]

Improving non-traditional students' access to higher education has been an aim of United Kingdom (UK) governments since 1997. However, less is known about what enables non-traditional British Asian female students to consider different career options on completion of their studies, and if/how their degree course has enabled them to reconfigure their possible future professional selves. In this paper, we draw on interviews to examine the experiences of working-class British Asian women undertaking an undergraduate degree in Greater London. We highlight the support provided by the participants' families to enable their aspirations for higher education. We also examine the importance of work placements in enabling a reimagination of their future possible professional selves. Our data leads us to argue that reconfiguring did occur, and work placements and the confidence gained through placements enabled our participants to construct professional future selves that would otherwise be unthinkable. [ABSTRACT FROM AUTHOR]

Psychotherapists working with TGNB (transgender and nonbinary) emerging adults can play a supportive role in helping these clients navigate options around sharing their gender identities with family members. The authors draw from clinical experience, research on the impact of family support/rejection on TGNB individuals, and critiques of prescriptive "coming out" narratives based on white, cisgender expectations to underscore considerations for therapists working with clients who plan to talk to their parent/s or other family members. In addition, the authors present fictional case vignettes in order to apply these considerations and explore the importance of clients' cultural contexts. Finally, the authors discuss resources that may be of use to both clients and their families. [ABSTRACT FROM AUTHOR]

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