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Background: Deficient causality perception and attribution may underlie key symptoms of schizophrenia spectrum disorder (SSD), such as delusions and ideas of reference. Although transcranial direct current stimulation (tDCS) can increase the influence of spatial information on perceptual causality judgments among healthy participants, its effect among patients with SSD remains unknown. We sought to determine whether tDCS modulates the contribution of stimulus characteristics to perceptual causality judgments among patients with SSD; we predicted that right parietal tDCS would increase the influence of spatial stimulus characteristics on patients' causality perception. Methods: Patients with SSD received frontal, parietal, frontoparietal and sham tDCS in 4 separate sessions. Pre- and post-tDCS, patients viewed video clips of ball A colliding with ball B. Spatial linearity (ball B's angle of egress) and temporal contiguity (delay between collision and ball B's movement) varied parametrically. After each launching event, patients rated perceived causality. Results: Among 19 patients with SSD, we found a brain region-dependent effect of tDCS regarding sensitivity to violations of spatial linearity. After right parietal anodal tDCS, the influence of angle variations on patients' perceptual causality judgments increased, reflected by a higher probability of perceived causality for stimuli with small angles and a lower probability of perceived causality for stimuli with high angles. Conclusion: Transcranial direct current stimulation increased the influence of spatial stimulus characteristics on causality perception among patients with SSD. Future research should explore potential links between tDCS-induced changes in basic perceptual processes and clinical symptoms, such as delusions and ideas of reference., Introduction The perception of causality is a fundamental feature of human cognition that allows us to make sense of the environment and our place in the world. Investigating launching events, [...]

Background: Many school-based physical activity statutes and regulations have been enacted, with the expectation that schools will comply. However, policy alone does not equate to implementation, and many policies fail for a variety of reasons. The purpose of the study was to determine whether the strength of reported state, district, and school-level physical activity policies were associated with reported recess, physical education, and other school-based physical activity practices at elementary schools in Arizona. Methods: A modified Comprehensive School Physical Activity Program (CSPAP) Questionnaire was administered to staff at elementary schools across Arizona (N = 171). Summative indices of the number of school physical activity policies and best practices at the state, district, and school levels were created. Relationships between policy strength and best practices were examined using linear regression analyses stratified by recess, physical education, and other school-based physical activity practices. Results: Stronger physical activity-related policies were associated with a greater number of recess (F1,142 = 9.87, P <.05), physical education (F4,148 = 4.58, P <.05, Adj. R2 =.09), and other school-based physical activity (F4,148 = 4.04, P <.05, Adj. R2 =.07) best practices at all levels while controlling for school-level demographic factors. Conclusions: The strength of policies may improve opportunities for comprehensive physical activity for children in schools. Strengthening policy language (eg, specifying duration and frequency) may contribute to better physical activity practices in schools, improving children's health at the population level. [ABSTRACT FROM AUTHOR]

OBJECTIVES/GOALS: Regardless of their career choices, today’s biomedical researchers need to blend great science with core skills ininnovation and entrepreneurship (I&E). The objective of this NIH-funded education program was to develop and test a pragmatic training program to teach relevant I&E skills. METHODS/STUDY POPULATION: We used a modified Delphi approach to identify 15 relevant competencies for I&E and the essential topics to include in the program. Learner interviews identified preferences for online training programs (short, high-quality audio-visual content, ability to self-navigate, peer and instructor interactions). The inaugural program included 7 short, online courses that addressed how to identify and validate opportunities for innovation, sell your innovation to diverse audiences, assess its ethical consequences, work in teams, and develop resilience as an innovator. It also included mentor support, a team-based capstone project, and an optional in-person boot camp. RESULTS/ANTICIPATED RESULTS: 51 students enrolled and 41 participants from 9 institutions completed the program, including pre- and post-doctoral students and junior faculty. They organized into 10 teams to complete the capstone project, with 6 teams pitching their innovation to fellow students and mentors at the boot camp. Students rated satisfaction with courses highly overall, with 79% stating they would be disappointed if the program was no longer available. Preliminary results suggest participants increased their knowledge about and ability to perform tasks taught throughout the program. Suggestions for improvement included providing more practical advice and real-world examples to complement educational videos. DISCUSSION/SIGNIFICANCE OF IMPACT: The inaugural E4B program was well received and effective in increasing I&E skills. Improvements will include increased opportunity for mentor interactions and for advanced entrepreneurial training. The program is open for biomedical research trainees from all institutions with a CTSA award.

In addressing the challenges faced by E-type (evening-type) students, researchers have pointed to the need for school schedules that reflect chronotypic concerns and the recognition of the importance of sleep for academic achievement and well-being. One approach to dealing with this issue for adolescent students has been to move the start of the school day later. In college, however, schedules become more varied and the social context in which these challenges occur differs requiring more individualized approaches to scheduling. In spite of this, morningness-eveningness is rarely considered by college administrators, advisors, or individuals involved in student services. It is important that faculty and staff who work with students be aware of chronotypical influences on classroom performance and other aspects of student life so that they can help them succeed in college and beyond.

This paper showcases the current stage of implementation of various selected digital transformation initiatives at the top five European airports in this regard. Applying a recent theoretical framework (technology adoption framework for airports [TAFA]), the overall current level of technology adoption projects in various stages of implementation at these airports is analysed. The study's approach is based on qualitative data which was collected through interviews with airport representatives and industry experts as well as from publicly available sources. The study shows that the targeted airports understand digital transformation as the process of enhancing their passenger experience and their cost base via improved service quality and operational efficiency. The findings reveal that Europe's top five airports currently share the characteristics of Airport 3.0 and that they are progressively beginning solutions based on Industry 4.0 technologies. The outlook on current trial and pre-trial technologies shows a common trend of transformation towards Airport 4.0. There is, however, no common approach applied to this that would be coordinated either by ACI, ICAO or even IATA, leaving a patchwork of isolated technology solutions with widely divergent user experiences to be expected. In the nearer future, airports are likely to remain technological islands with no common approach to a seamless integration between them and, ideally, also between airlines and other transport providers to improve travellers' physical and digital journey. The study can serve as a guideline for airport managers and will support their decision-making processes by providing information on the strategies taken by the top five European airports. [ABSTRACT FROM AUTHOR]

Los profesionales de la salud están expuestos a diversas manifestaciones de estrés, que, si se mantienen, pueden dar lugar a Síndrome de Burnout, fenómeno psicosocial que consta de tres dimensiones: agotamiento emocional, despersonalización y bajos logros profesionales. El estudio tuvo como objetivo evaluar el Síndrome de Burnout y su asociación con variables sociodemográficas, académicos, psicosociales y malestar/ dolor en 101 estudiantes de fisioterapia. Como los motores de búsqueda se utilizaron los SS -MBI (Maslach Burnout Inventory - Student Survey), la escala de Corleto y un cuestionario para identificar las variables demográficas, académicas y psicosociales. Los resultados identificaron tasa media de cansancio emocional, bajo nivel de incredulidad y de alto índice de eficiencia de la ocupación, indicando la posibilidad del riesgo de desarrollar el síndrome. También hay correlación entre el tamaño de Burnout y variables académicas, psicosociales y del dolor, en el que se presentó una relación directa con el síndrome. Los resultados sugieren la necesidad de una intervención al final del curso para los estudiantes, con el fin de evitar el síndrome de Burnout en el ejercicio de capacitación