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Porphyromonas gingivalis-lipopolysaccharide and amyloid-β: A dangerous liaison for impairing memory?
No full textAlzheimer's disease is characterized by declining memory and the presence of insoluble amyloid-β (Aβ) plaques and neurofibrillary tangles in the brain. Gui et al.1 studied the effects of low levels of Porphyromonas gingivalis-lipopolysaccharide (P. gingivalis-LPS) and soluble Aβ on synaptic proteins, synapsin1 (SYN1) and post-synaptic density protein-95 (PSD-95). Their study revealed increased proinflammatory cytokine production in microglial cells (MG6) treated with P. gingivalis-LPS and Aβ, while neuronal cells, N2a, exposed to MG6-conditioned medium showed SYN1 and PSD-95 loss. This suggests that excessive neuroinflammation may contribute to synaptic protein and memory loss, offering mechanistic insights into P. gingivalis-LPS-mediated inflammatory pathways in periodontitis
Research Ethics and Integrity During Pandemics Developing the PREPARED Code
Get PDFThis open-access book is an essential read for anyone interested in pandemic preparedness, research governance, and the ethical oversight of research. It examines the development of a pioneering research ethics framework designed for use during pandemics, guiding readers through the careful development of the PREPARED Code, while highlighting the key steps and lessons learned. The book also underscores the importance of supportive measures, such as user-friendly ethics training, to ensure effective implementation. Drawing from these insights, it offers recommendations for others seeking to develop their own clear, engaging, and accessible ethics code
GLP-1 receptor agonists in the management of COVID-19 and long COVID for patients with underlying metabolic disorders
Get PDFThe impact of forensic delay: facilitating facial composite construction using an early-recall retrieval technique
No full textMemory for facial features deteriorates over time, diminishing one's ability to construct an accurate visual likeness of a face (i.e., a facial composite). In Experiment 1, we investigated how delay affects composite construction. Participants recalled an unfamiliar face during a Cognitive Interview (CI) and constructed a feature composite across four post-encoding retention intervals. Correct composite naming declined sharply after a 3–4 hour retention interval, remained stable at two days, and dropped to floor-level after one week. Experiments 2–4 examined how composite effectiveness was influenced by the incorporation of two factors: (a) a novel, self-administered written face-recall attempt, conducted 3-4 hours after encoding, and (b) a standard or modified holistic recall elicited immediately before construction. Participant-witnesses created more identifiable likenesses when early recall was invited, suggesting that this intervention consolidated and enhanced access to facial-feature information. The addition of a character-based interview further improved both feature and holistic composites
African Americans on the (Post) Reconstruction Stage
No full textWhile African American theater of the 1880s to the 1900s generally has been regarded as emphasizing musicals and light comedy, financed by white producers, and characterized by extravaganzas such as Sam T Jack’s The Creole Show (1890), and musicals, such as John Isham’s Octoroons (1895) and Oriental America (1896), African American writers and performers explored drama in many different genres in this period. Evidence exists of African American productions of a variety of dramatic types; from productions of Shakespeare by such companies as the Astor Place Company of Colored Tragedians; to new plays, often authored by featured Black performers, such as Pauline Hopkins’ Peculiar Sam (1879), Powhatan Beatty’s Delmar; Or Scenes in Southland (1881), and Henrietta Vinton Davis and John Edward Bruce’s Old Kentucky Home (1898), many of which used theatrical forms to retell stories of black history and heroism; to outdoor pageants and extravaganzas, such as Billy McClain’s Black America (1895). Additionally, many of the black performers we discuss here wrote, selected or starred in vehicles that consciously instructed or reflected on black history. Finally, notable theater collaborations of the era resulted in the better-known musical show endeavors of John W. Isham and Will Marion Cook.In the article that follows we explore these performers, genres, and select performances, and we note particular challenges that face theater historians researching black theatrical and performative artistry in this period. Categories such as “amateur” and “professional” are not only meaningless at this time; they obscure both the material conditions of black artists’ lives, and lead to a potential devaluing or complete erasure of the theater work black artists undertook, often while employed for most of their lives in other occupations. For example, much black theater grew out of “amateur” troupes, such as “Our Boys Dramatic Club” which was active in Baltimore 1888; and as we will note, even accomplished playwrights and performers were employed in other activities, such as Pauline Hopkins who supported herself for much of her life as a stenographer. Furthermore, the venues in which much black theater was staged often were outside the limits of conventional theatrical spaces; located in parks, churches, concert venues and even private homes, as well as theaters. Moreover, the period 1880-1900 is marked by institutionalized segregation, particularly as a result of the 1883 Supreme Court decision that stipulated the 1875 Civil Rights Act was not enforceable for private persons or corporations, further consolidated by the 1896 “separate but Equal” Supreme Court decision in Plessy V Ferguson. Therefore, we note that audiences of 1880-1900 were almost exclusively segregated, so performances were often directed at two distinct spaces within the theater setting
Understanding the Drivers and Cost Impact of Traditional Medicine Use for Stroke Rehabilitation in India: Insights from the ATTEND Trial
No full textBackground: Traditional medicines are used to meet a variety of health needs by people across India but few data exist for their use by those affected by stroke. We aimed to the prevalence, costs and determinants of traditional medicines used by patients with stroke, and in relation to defined socio-demographic characteristics. Methods: This study presents a post-hoc analysis of the Family-led Rehabilitation after Stroke in India (ATTEND), a multicentre, prospective, randomised, open blinded endpoint (PROBE) trial conduced at 14 hospitals in India. Data were obtained on the use of non-modern medical treatments and associated financial implications. Multivariable logistic regression was used to identify the predictors of traditional medicine use and reported as odds ratio (aOR) and 95% confidence intervals (CI). Financial impacts and their 95% uncertainty intervals were estimated for all new stroke cases in 2022 (80 INR= 1 USD). Results: Of 1,250 randomised participants, 968 had sufficient data for analysis [Age 57.7(13.6) years]. The overall prevalence of traditional medicine use was 21.1%. Lower use of traditional medicine was associated with high school/college education (aOR 0.55, 95% CI 0.30,0.98) and mild neurological severity (National Institutes of Health Stroke Scale [NIHSS] score <5; aOR 0.32, 95% CI 0.14, 0.72). There was no significant association with age (aOR 1.76, 95% CI 0.85, 3.64), unemployment (aOR 2.16, 95% CI 0.99, 4.74), pre-stroke dependency (aOR 1.96, 95% CI 0.46, 8.36) and living accommodation (aOR 1.13, 95% CI 0.53, 2.41). We calculated that traditional medicine costs US 36 million) compared to women (US$ 31 million; 80 INR= 1 USD). Conclusions: Our study indicates that one in five patients used traditional medicine following acute stroke in India, with significant financial bearings on individuals and their families. There is greater use in those with more severe strokes and with lower education. More evidence is required on the efficacy of traditional medicines and their role in the health care system
THE IMPORTANCE OF KEY PRE-REQUISITE MATHEMATICAL SKILLS FOR ENGINEERING SUBJECTS WITH HIGH TECHNICAL CONTENT
No full textIn the United Kingdom, the Teaching Excellence Framework (TEF) was introduced with the aims to enhance the quality of undergraduate teaching in UK higher education sector by assessing institutions on teaching standards, learning environments, and student outcomes. The emphasis is on student satisfaction and evaluation as to whether the educational experience provides value for money. As part of promoting teaching excellence, a shift is occurring from traditional teacher-centred learning to a more student-centred approach and this trend is set to continue. A student-centred approach to learning requires students to be active participants and encourages them to take more responsibility for their learning. Previous research explored the challenges facing educators required to teach subjects with high technical content in adopting a more student-centred approach rather than the traditional teacher-centred approach. Educators within the Engineering disciplines and other science-based areas were surveyed to ascertain their views on the potential challenges of using student-centred learning approaches in their teaching delivery. One of the key finding from this research that a significant number of students entering higher education programmes in Engineering do not have the required key pre-requisite mathematical skills to cope with the material content within their programmes. A consequence of the lack of these key skills results in valuable time lost in class having to revise topics again, moving onto more advance topics requiring these skills and making use of more innovative student-centre learning approaches. This paper considers the impact of having and not having the required pre-requisite mathematical skills for a module with very high technical content. The student feedback results indicate that it is crucial to have this key pre-requisite knowledge for the necessary self-confidence and better understanding of the new material being presented
Navigating education and training in forensic psychology: strengths and challenges for learners with ADHD
No full textPurpose
Neurodiversity within education and the workplace has attracted interest as part of the wider Equality, Diversity and Inclusion movement. Attention Deficit Hyperactivity Disorder (ADHD) is one aspect of neurodiversity, traits of which can feature as both barriers and strengths within education and training. There is a worldwide paucity of research about Higher Education Institution (HEI) students with ADHD, including in the UK. In addition, there is no research exploring the HEI ADHD student experiences in Forensic Psychology. The purpose of this paper is to explore how the UK training route for Forensic Psychology provides barriers and opportunities for people with ADHD.
Design/methodology/approach
This study adopted a qualitative research methodology. Interviews with n = 15 learners with ADHD who were currently undertaking or had completed either Stages 1 or 2 Forensic Psychology Training were conducted via MS Teams.
Findings
Data was analysed using thematic analysis. Forensic Psychology learners with ADHD shared many similarities with other HEI ADHD student experiences and were also considered to have traits which provided a positive fit to forensic workplace environments and working with forensic clients. However, distinct challenges were noted both in terms of the route to qualification for Forensic Psychology learners with ADHD and the stigma associated with ADHD in forensic settings.
Practical implications
Practical ways in which the route to training in Forensic Psychology could be made more inclusive for learners with ADHD are made including ways in which education, training and supervision could be improved to attract and retain a population of learners who could bring value to the profession.
Originality/value
Research exploring neurodiversity has gained momentum as part of the wider Equality, Diversity and Inclusion movement, particularly within the arenas of education and employment. To the best of the authors’ knowledge, this is the first study to explore how the UK training route for Forensic Psychology provides barriers and opportunities for people with ADHD
Identification and assessment of perceptual-cognitive skills in academy soccer
No full textPerceptual-cognitive skills (PCS) are fundamental for high performance in professional soccer, and thus youth academy players must develop these skills to enhance their chances of progressing to senior soccer and securing professional contracts. Consequently, it is important that stakeholders involved in talent identification and development processes (i.e. coaches/scouts) can identify and assess these skills to inform identification, (de)selection and development processes. However, little is known about the identification and assessment process of PCS by these stakeholders. The aim of this study was to critically examine how coaches working in professional soccer academies in the UK identify and assess PCS. Semi-structured interviews were conducted with 20 academy coaches working in category one to three academies in the UK. Reflexive thematic analysis generated five higher-order themes: (1) education, knowledge and understanding; (2) experience; (3) challenges; (4) club-specific context; and (5) biases, along with various secondary and tertiary themes. Findings highlighted inconsistencies and a lack of standardised methodologies for identifying and assessing PCS in talent development environments. Participants’ understanding of PCS was shaped by informal learning and limited education in this area. Future research should, therefore, consider developing assessment tools and frameworks that can support coaches with the identification and assessment of PCS
“I literally played seven minutes and then got scouted for England”: player experiences of talent identification and development in women’s blind football.
No full textThe international development of women's blind football is in its infancy, yet blind football has featured at the Paralympic Games as an event only for men since 2004. The last few years has seen nations establish women’s representative sides, the inaugural Women’s Blind Football World Championships, and the International Blind Sports Federation (IBSA) lobby for the addition of women’s blind football to the Paralympic Games programme. This paper adopts an intra-categorical approach to intersectionality to analyse the performance trajectories of female players in England. Through six semi-structured online interviews and one in-person focus group, data were generated with seven players, all of whom have been involved in England development squads over the last three years. Collaborative abductive thematic analysis generated the following key themes: 1) Entry points – a game of chance; 2) Rapid development trajectories - too much, too soon?; and 3) A whole new ball game? Whilst players revelled in the opportunity to represent their nation, they encountered numerous challenges along the way. These findings have significant implications for key stakeholders striving to grow the game in an equitable manner while supporting the needs of diverse players