Academic attainment and special educational needs in extremely preterm children at 11 years of age : the EPICure Study

Aim: To assess academic attainment and special educational needs (SEN) in extremely preterm (EP) children in middle childhood. Methods: Of 307 EP (=25 weeks) survivors born in the UK and Ireland in 1995, 219 (71%) were re-assessed at 11 years, with a comparison group of 153 classmates born at term, using standardised tests of cognitive ability and academic attainment and teacher reports of school performance and special educational needs (SEN). Multiple imputation was used to correct for selective dropout. Results: EP children had significantly lower scores than classmates for cognitive ability (-20 points; 95%CI: -23,-17), reading (-18 points; -22,-15) and mathematics (-27 points; -31,-23). Twenty-nine (13%) EP children attended special school. In mainstream schools, 105 (57%) EP children had SEN (OR: 10; 6, 18) and 103 (55%) required SEN resource provision (OR: 10; 5, 18). Teachers rated 50% of EP children with attainment below the average range compared with 5% of classmates (OR: 18; CI: 8, 41). EP children who are entered for mainstream education an academic year early due to preterm birth had similar academic attainment but required more SEN support (OR: 2; 1.1,3.8). Conclusions: EP survivors remain at high risk for learning impairments and poor academic attainment in middle childhood. A significant proportion require full-time specialist education and over half of those attending mainstream schools require additional health or educational resources in order to access the national curriculum. The prevalence and impact of SEN is likely to increase as these children approach the transition to secondary school. -------------------------------------------------------------------------------

Chewing gum modifies state-anxiety and alertness under conditions of social stress

Objectives: The finding that chewing gum can moderate state-anxiety under conditions of acute stress¹ has proved difficult to replicate.2,4 The present study examines the extent to which chewing gum can moderate state-anxiety under conditions of acute social stress. Method: In a between-participants design, 36 participants completed a task comprising a mock job interview (a variation on the Trier Social Stress Task3, which included a mental arithmetic component) whilst either chewing gum or without gum. Self-rated measures of mood and anxiety were taken at baseline, after a 10-minute presentation preparation stage, after the 10-minute presentation, and following a 5-minute recovery stage. Results: Post-presentation measures reflected increased state-anxiety and decrease self-rated calmness and contentedness. Chewing gum attenuated the rise in state-anxiety whilst increasing self-rated alertness. Chewing gum did not affect contentedness or calmness. Conclusions: The findings indicate that chewing gum can act to reduce anxiety under conditions of acute social stress: a finding consistent with Scholey et al.1 Furthermore, the data add to the growing body of literature demonstrating that chewing gum can increase alertness.1,2,4,

Where does the time go? An experimental test of what social media displaces and displaced activities’ associations with affective well-being and quality of day

Drawing from media displacement theory, this article explores which activities are displaced when individuals spend time on social media. Community and undergraduate participants (N = 135) were randomly assigned to five conditions: no change in social media use, or abstinence from social media for 1 week, 2 weeks, 3 weeks, or 4 weeks. Participants completed a daily diary measuring how they spent time each day, affective well-being, and quality of day for 28 days. The results indicate that abstinence from social media increased time spent engaged in seven activities, primarily browsing the Internet, working, childcare, and cooking/cleaning. In addition, associations among psychosocial outcomes and the displaced activities were examined. Time spent working, sleeping, and cooking/cleaning were negatively associated with affective well-being and quality of day. On days participants used social media, minutes of use were negatively associated with quality of day. The results suggest that social media primarily displaces unpleasant or neutral activities

Deletion of \u3cem\u3eULS1\u3c/em\u3e Confers Damage Tolerance in \u3c/em\u3esgs1\u3c/em\u3e Mutants Through a Top3-dependent D-loop Mediated Fork Restart Pathway

Homologous recombination (HR)-based repair during DNA replication can apparently utilize several partially overlapping repair pathways in response to any given lesion. A key player in HR repair is the Sgs1-Top3-Rmi1 (STR) complex, which is critical for resolving X-shaped recombination intermediates formed following bypass of methyl methanesulfonate (MMS)-induced damage. STR mutants are also sensitive to the ribonucleotide reductase inhibitor, hydroxyurea (HU), but unlike MMS treatment, HU treatment is not accompanied by X-structure accumulation, and it is thus unclear how STR functions in this context. Here we provide evidence that HU-induced fork stalling enlists Top3 prior to recombination intermediate formation. The resistance of sgs1Δ mutants to HU is enhanced by the absence of the putative SUMO (Small Ubiquitin MOdifier)-targeted ubiquitin ligase, Uls1, and we demonstrate that Top3 is required for this enhanced resistance and for coordinated breaks and subsequent d-loop formation at forks stalled at the ribosomal DNA (rDNA) replication fork block (RFB). We also find that HU resistance depends on the catalytic activity of the E3 SUMO ligase, Mms21, and includes a rapid Rad51-dependent restart mechanism that is different from the slow Rad51-independent HR fork restart mechanism operative in sgs1Δ ULS1+ mutants. These data support a model in which repair of HU-induced damage in sgs1Δ mutants involves an error-prone break-induced replication pathway but, in the absence of Uls1, shifts to one that is higher-fidelity and involves the formation of Rad51-dependent d-loops

Basic psychological needs, socioeconomic status, and well-being of undergraduate honors and non-honors students

Abstract Basic psychological needs, socioeconomic status and involvement in honors programs may impact well-being of undergraduate students. This exploratory study examines these factors and uses Self-Determination Theory as a lens to interpret the effect on well-being of undergraduate honors and non-honors students. Self-Determination Theory is a macro theory of motivation and personality development that relates to individuals’ need for autonomy, competence, and relatedness, and addresses the social-emotional and cognitive components needed to ensure individuals’ well-being. In this study, researchers examined the relationship among basic psychological needs, socioeconomic status, honors participation, and well-being of 252 undergraduates. Results of a regression analysis indicated that well-being is primarily predicted by autonomy, competence, and relatedness. We discuss the implications of our findings for educators and researchers. Keywords: basic psychological needs, self-determination theory, well-being, gifted, honors, postsecondary, undergraduate, motivatio

Knowledge and Awareness Among Patients with Chronic Kidney Disease Stage 3

Knowledge is a prerequisite for changing behavior, and is useful for improving outcomes and reducing mortality rates in patients diagnosed with chronic kidney disease (CKD). The purpose of this article is to describe baseline CKD knowledge and awareness obtained as part of a larger study testing the feasibility of a self-management intervention. Thirty patients were recruited who had CKD Stage 3 with coexisting diabetes and hypertension. Fifty-four percent of the sample were unaware of their CKD diagnosis. Participants had a moderate amount of CKD knowledge. This study suggests the need to increase knowledge in patients with CKD Stage 3 to aid in slowing disease progression