“There's Only So Much the School Can Change About Itself ...Before You Need to Change Something About Yourself"​:a Qualitative Analysis of the Experiences of Neurodivergent Student Teachers.

Background: In Scotland, to become qualified to teach children in primary schools (aged 4-11 years), student educators must complete degree programmes that include a combination of university and school-based placement learning environments. Previous studies have examined the experiences of neurodivergent students in other professional degree programmes, most notably in healthcare. Yet there is limited research considering the barriers and enablers for neurodivergent students in programmes leading to careers in education.Methods: This study contributes to the evidence base by examining the experiences of neurodivergent student participants from two Education Studies programmes run by one Scottish university: one including required professional placement experience in schools leading to professional teaching qualification status, and the other a theory-based course with flexible community placement options. Nine neurodivergent students, all originally following the professional placement strand, participated in a semi-structured interview. Data analysis was led by a neurodivergent educator, using reflexive thematic analysis. The resultant themes identified were named to reflect the lived experience of participants: Who we are matters; How we are matters; How we know matters and What we need matters.Results: Neurodivergent education students reported risk of withdrawal from and/or challenges within the professional strand programme, particularly emphasised in relation to placements. They felt that they needed to navigate additional systemic barriers to reach the same result as neurotypical peers. Further, they discussed how the accessibility and attitudes of others impacted upon opportunities for disclosure, inclusion, and support. Our findings also suggest the possibility of an attitudinal hierarchy of neurodivergence acceptability occurring within educational environments.Conclusions: Neurodivergent students report a range of challenges when attempting to successfully complete education degree programmes leading to the teaching profession. Our findings identify the need for greater advocacy, support, and inclusion of neurodivergent participation, which attends to the nuanced experienced that education students face

Soviet and Russian Regimes of Spatial Inscription:A Critical Analysis of Indigenous versus Official Place Names on Maps in Siberia, 1920s–2000s

This article discusses Indigenous Evenki place names (hydronyms) on official topographic maps and handwritten sketches in a broader context of Soviet and Russian regimes of spatial inscription and toponymic policies and their legacies. The early Soviet policy of korenizatsia (indigenization) facilitated the incorporation of Indigenous place names into official nomenclature. As a result, a large number of Indigenous toponyms appeared on official maps. The aim of this article is to examine the evolving relationships between Indigenous place names and official place names of Indigenous origin across three historical periods (the 1920s, the 1950s, and the contemporary era) and in two politically distinct settings, the Republic of Sakha (Yakutia) and the Amur region. The data sets for this research were extracted from official maps and Evenki archival sketch maps collected by Glafira Vasilevich in Siberia between the 1920s and the 1960s. Using Quantum GIS in conjunction with ethnographic fieldwork, statistical analysis, and qualitative linguistic assessment, this research further investigates the evolution of Indigenous names on maps, focusing on the most characteristic changes in their inscription over the past century. This article concludes by highlighting the power dynamics between different Indigenous place-naming traditions in Siberia, where various Indigenous communities have historically distinct opportunities to influence toponymic policies

Phosphonodiamidate prodrugs of phosphoantigens (ProPAgens) exhibit potent Vγ9/Vδ2 T cell activation and eradication of cancer cells

The phosphoantigen (E)-4-hydroxy-3-methyl-but-2-enyl pyrophosphate (HMBPP) is an established activator of Vγ9/Vδ2 T cells and stimulates downstream effector functions including cytotoxicity and cytokine production. In order to improve its drug-like properties, we herein report the design, synthesis, serum stability, in vitro metabolism, and biological evaluation of a new class of symmetrical phosphonodiamidate prodrugs of methylene and difluoromethylene monophosphonate derivatives of HMBPP. These prodrugs, termed phosphonodiamidate ProPAgens, were synthesized in good yields, exhibited excellent serum stability (>7 h), and their in vitro metabolism was shown to be initiated by carboxypeptidase Y. These phosphonodiamidate ProPAgens triggered potent activation of Vγ9/Vδ2 T cells, which translated into efficient Vγ9/Vδ2 T cell-mediated eradication of bladder cancer cells in vitro. Together, these findings showcase the potential of these phosphonodiamidate ProPAgens as Vγ9/Vδ2 T cell modulators that could be further developed as novel cancer immunotherapeutic agents

Enhanced chondrogenic potential in GelMA-based 3D cartilage model via Wnt3a surface immobilization

Cartilage tissue engineering aims to develop functional substitutes for treating cartilage defects and osteoarthritis. Traditional two-dimensional (2D) cell culture systems lack the complexity of native cartilage, leading to the development of 3D regenerative cartilage models. In this study, we developed a 3D model using Gelatin Methacryloyl (GelMA)-based hydrogels seeded with Y201 cells, a bone marrow mesenchymal stem cell line. The model investigated chondrogenic differentiation potential in response to Wnt3a stimulation within the GelMA scaffold and validated using known chondrogenic agonists. Y201 cells demonstrated suitability for the model, with increased proteoglycan content and upregulated chondrogenic marker expression under chondrogenic conditions. Wnt3a enhanced cell proliferation, indicating activation of the Wnt/β-catenin pathway, which plays a role in cartilage development. GelMA hydrogels provided an optimal scaffold, supporting cell viability and proliferation. The 3D model exhibited consistent responses to chondrogenic agonists, with TGF-β3 enhancing cartilage-specific extracellular matrix (ECM) production and chondrogenic differentiation. The combination of Wnt3a and TGF-β3 showed synergistic effects, promoting chondrogenic differentiation and ECM production. This study presents a 3D regenerative cartilage model with potential for investigating cartilage biology, disease mechanisms, and drug screening. The model provides insights into complex cartilage regeneration mechanisms and offers a platform for developing therapeutic approaches for cartilage repair and osteoarthritis treatment

Structure and function of the SIT1 proline transporter in complex with the COVID-19 receptor ACE2

Proline is widely known as the only proteogenic amino acid with a secondary amine. In addition to its crucial role in protein structure, the secondary amino acid modulates neurotransmission and regulates the kinetics of signaling proteins. To understand the structural basis of proline import, we solved the structure of the proline transporter SIT1 in complex with the COVID-19 viral receptor ACE2 by cryo-electron microscopy. The structure of pipecolate-bound SIT1 reveals the specific sequence requirements for proline transport in the SLC6 family and how this protein excludes amino acids with extended side chains. By comparing apo and substrate-bound SIT1 states, we also identify the structural changes that link substrate release and opening of the cytoplasmic gate and provide an explanation for how a missense mutation in the transporter causes iminoglycinuria

A Systematic Review for the Toxicological impacts associated with Biomedical Applications of Iron Carbide Nanoparticles in Tumour Theranostics

A systematic review to gain insights on whether iron carbide nanoparticles (ICNPs) are suitable to use in various biomedical applications or if there is a risk for adverse effects and toxicity in physiological environments

Diagnosis and management of selective fetal growth restriction in monochorionic twin pregnancies:A cross‐sectional international survey

Objective: To identify current practices in the management of selective fetal growth restriction (sFGR) in monochorionic diamniotic (MCDA) twin pregnancies. Design: Cross‐sectional survey. Setting: International. Population: Clinicians involved in the management of MCDA twin pregnancies with sFGR. Methods: A structured, self‐administered survey. Main Outcome Measures: Clinical practices and attitudes to diagnostic criteria and management strategies. Results: Overall, 62.8% (113/180) of clinicians completed the survey; of which, 66.4% (75/113) of the respondents reported that they would use an estimated fetal weight (EFW) of 25% for the diagnosis of sFGR. For early‐onset type I sFGR, 79.8% (75/94) of respondents expressed that expectant management would be their routine practice. On the other hand, for early‐onset type II and type III sFGR, 19.3% (17/88) and 35.7% (30/84) of respondents would manage these pregnancies expectantly, whereas 71.6% (63/88) and 57.1% (48/84) would refer these pregnancies to a fetal intervention centre or would offer fetal intervention for type II and type III cases, respectively. Moreover, 39.0% (16/41) of the respondents would consider fetoscopic laser surgery (FLS) for early‐onset type I sFGR, whereas 41.5% (17/41) would offer either FLS or selective feticide, and 12.2% (5/41) would exclusively offer selective feticide. For early‐onset type II and type III sFGR cases, 25.9% (21/81) and 31.4% (22/70) would exclusively offer FLS, respectively, whereas 33.3% (27/81) and 32.9% (23/70) would exclusively offer selective feticide. Conclusions: There is significant variation in clinician practices and attitudes towards the management of early‐onset sFGR in MCDA twin pregnancies, especially for type II and type III cases, highlighting the need for high‐level evidence to guide management

Impact of inclusive electron ion collider data on collinear parton distributions

A study is presented of the impact of updated simulated inclusive electron ion collider deep inelastic scattering data on the determination of the proton and nuclear parton distribution functions (PDFs) at next-to-next-to-leading and next-to-leading order in QCD, respectively. The influence on the proton PDFs is evaluated relative to the HERAPDF2.0 set, which uses inclusive HERA data only, and also relative to the global fitting approach of the MSHT20 PDFs. The impact on nuclear PDFs is assessed relative to the EPPS21 global fit and is presented in terms of nuclear modification ratios. For all cases studied, significant improvements in the PDF uncertainties are observed for several parton species. The most striking impact occurs for the nuclear PDFs in general and for the region of high Bjorken in the proton PDFs, particularly for the valence quark distributions

Can a code-based approach to marking and feedback reduce teachers’ workload? An evaluation of the FLASH marking intervention

Teacher workload is an important policy concern in many education systems around the world, often considered a contributory factor in teacher attrition. One aspect of workload that could be addressed is reducing the amount of written marking and feedback that teachers do. This article reports on the results of an evaluation of FLASH Marking, an intervention aimed at reducing teachers’ marking workload. FLASH Marking is a code-based feedback approach involving peer- and self-assessment, reducing the need to use alphanumeric grading while promoting the use of students’ metacognitive skills. The study involved a single cohort of 18,500 Key Stage 4 pupils (aged 14/15 at the start of the trial) and their English teachers (n = 990) in 103 secondary schools in England. The impact of the intervention was estimated as the difference in before and after measures of teacher workload, comparing teachers in 52 intervention schools and those in 51 control schools. The results suggest that the intervention had the effect of lessening teachers’ workload by reducing their working hours (effect size 0.16), including hours spent on marking and feedback (0.17). The intervention was largely implemented as designed and teachers were generally positive about the potential impact of FLASH on pupils’ learning outcomes.</p

Towards an agglomeration free Ca(OH)2/CaO thermochemical energy storage loop via nanofabricated hollow CaO microspheres with highly porous shells

The Ca(OH)₂/CaO loop offers a promising solution for seasonal thermochemical heat storage, vital for decarbonizing the heating sector thanks to its high energy density and abundant raw materials. However, cyclic hydration/dehydration of limestone-derived CaO (r-CaO) faces challenges like agglomeration and high-volume expansion, limiting its expected performances. This study focuses on fabricating hollow CaO microspheres (h-CaO) with porous shells via a facile one-pot hydrothermal synthesis method, without doping materials. These microspheres exhibit superior cyclic performance compared to r-CaO, with SEM-EDS confirming successful fabrication. Over 30 cycles in the temperature range of 400–550 °C, h-CaO achieves an average storage density of 1755 kJ/kg, peaking at 1835 kJ/kg, with kinetics twice as high as r-CaO. Most importantly, the hollow microstructure reduces dramatically the apparent volumetric expansion from 250 % to as little as 32 %, offering a potential solution to agglomeration at the reactor level and advan44cing the commercial viability of the Ca(OH)2/CaO thermochemical storage technology