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The course of normal development and response to pathology are strongly influenced by biological sex. For instance, female childhood cancer survivors who have undergone cranial radiation therapy (CRT) tend to display more pronounced cognitive deficits than their male counterparts. Sex effects can be the result of sex chromosome complement (XX vs. XY) and/or gonadal hormone influence. The contributions of each can be separated using the four-core genotype mouse model (FCG), where sex chromosome complement and gonadal sex are decoupled. While studies of FCG mice have evaluated brain differences in adulthood, it is still unclear how sex chromosome and sex hormone effects emerge through development in both healthy and pathological contexts. Our study utilizes longitudinal MRI with the FCG model to investigate sex effects in healthy development and after CRT in wildtype and immune-modified Ccl2-knockout mice. Our findings in normally developing mice reveal a relatively prominent chromosome effect prepubertally, compared to sex hormone effects which largely emerge later. Spatially, sex chromosome and hormone influences were independent of one another. After CRT in Ccl2-knockout mice, both male chromosomes and male hormones similarly improved brain outcomes but did so more separately than in combination. Our findings highlight the crucial role of sex chromosomes in early development and identify roles for sex chromosomes and hormones after CRT-induced inflammation, highlighting the influences of biological sex in both normal brain development and pathology. [ABSTRACT FROM AUTHOR]

Objective: To describe and analyze the resonances and dissonances of caring perceived by the student during the teaching-learning process. Method: A qualitative, descriptive study with a phenomenological and dialectical approach. The information was collected utilizing an in-depth interview, using thematic content analysis. Twenty-one nursing students from the ninth and tenth cycles of a private university took part in the study, and the setting was the nursing school in the city of Trujillo. Results: four categories emerged: resonances of care, dissonances, awareness in the practice of human values, and innovative strategies. Conclusion: Teaching-learning with resonances of humanized care is visualized when the teacher is open, attentive, and transmits values, trust, and empathy, generating a sensitive and humane environment. But students also perceive dissonance as teacher neglect generated by negative attitudes. The teaching-learning process requires constant innovation so that nursing care is transmitted in the best way from a humanistic, scientific, ethical, and technological point of view and is experienced by the actors involved: teachers and students. [ABSTRACT FROM AUTHOR]

Genomic mechanisms enhancing risk in males may contribute to sex bias in autism. The ubiquitin protein ligase E3A gene (Ube3a) affects cellular homeostasis via control of protein turnover and by acting as transcriptional coactivator with steroid hormone receptors. Overdosage of Ube3a via duplication or triplication of chromosomal region 15q11-13 causes 1 to 2% of autistic cases. Here, we test the hypothesis that increased dosage of Ube3a may influence autism-relevant phenotypes in a sex-biased manner. We show that mice with extra copies of Ube3a exhibit sex-biasing effects on brain connectomics and autism-relevant behaviors. These effects are associated with transcriptional dysregulation of autism-associated genes, as well as genes differentially expressed in 15q duplication and in autistic people. Increased Ube3a dosage also affects expression of genes on the X chromosome, genes influenced by sex steroid hormone, and genes sex-differentially regulated by transcription factors. These results suggest that Ube3a overdosage can contribute to sex bias in neurodevelopmental conditions via influence on sexdifferential mechanisms. [ABSTRACT FROM AUTHOR]