Development of the selection and manipulation of self-generated thoughts in adolescence

The ability to select and manipulate self-generated (stimulus-independent, SI), as opposed to stimulus-oriented (SO), information, in a controlled and flexible way has previously only been studied in adults. This ability is thought to rely in part on the rostrolateral prefrontal cortex (RLPFC), which continues to mature anatomically during adolescence. We investigated (1) the development of this ability behaviorally, (2) the associated functional brain development, and (3) the link between functional and structural maturation. Participants classified according to their shape letters either presented visually (SO phases) or that they generated in their head by continuing the alphabet sequence (SI phases). SI phases were performed in the presence or absence of distracting letters. A total of 179 participants (7–27 years old) took part in a behavioral study. Resistance to visual distractors exhibited small improvements with age. SI thoughts manipulation and switching between SI and SO thoughts showed steeper performance improvements extending into late adolescence. Thirty-seven participants (11–30 years old) took part in a functional MRI (fMRI) study. SI thought manipulation and switching between SO and SI thought were each associated with brain regions consistently recruited across age. A single frontal brain region in each contrast exhibited decreased activity with age: left inferior frontal gyrus/anterior insula for SI thought manipulation, and right superior RLPFC for switching between SO and SI thoughts. By integrating structural and functional data, we demonstrated that the observed functional changes with age were not purely consequences of structural maturation and thus may reflect the maturation of neurocognitive strategies

Where do hands go? An audit of sequential hand-touch events on a hospital ward

Reservoirs of pathogens could establish themselves at forgotten sites on a ward, posing a continued risk for transmission to patients via unwashed hands. To track potential spread of organisms between surfaces and patients, and to gaina greater understanding into transmission pathways of pathogens during patient care. Hand-touch activities were audited covertly for 40 30 min sessions during summer and winter, and included hand hygiene on entry; contact with near-patient sites; patient contact; contact with clinical equipment; hand hygiene on exit; and contact with sites outside the room. There were 104 entries overall: 77 clinical staff (59 nurses; 18 doctors), 21 domestic staff, one pharmacist and five relatives. Hand-hygiene compliance among clinical staff before and after entry was 25% (38/154), with higher compliance during 20 summer periods [47%; 95% confidence interval (CI): 35.6e58.8] than during 20 winter periods (7%; 95% CI: 3.2e14.4; P < 0.0001). More than half of the staff (58%; 45/77) touched the patient. Staff were more likely to clean their hands prior to contact with a patient [odds ratio (OR): 3.44; 95% CI: 0.94e16.0); P ¼ 0.059] and sites beside the patient (OR: 6.76; 95% CI: 1.40e65.77; P ¼ 0.0067). Nearly half (48%; 37/77) handled patient notes and 25% touched the bed. Most frequently handled equipment inside the room were intravenous drip (30%) and blood pressure stand (13%), and computer (26%), notes trolley (23%) and telephone (21%) outside the room. Hand-hygiene compliance remains poor during covert observation; understanding the most frequent interactions between hands and surfaces could target sites for cleaning

Aberdeen's 'Toun College': Marischal College, 1593-1623

While debate has arisen in the past two decades regarding the foundation of Edinburgh University, by contrast the foundation and early development of Marischal College, Aberdeen, has received little attention. This is particularly surprising when one considers it is perhaps the closest Scottish parallel to the Edinburgh foundation. Founded in April 1593 by George Keith, fifth Earl Marischal in the burgh of New Aberdeen ‘to do the utmost good to the Church, the Country and the Commonwealth’,1 like Edinburgh Marischal was a new type of institution that had more in common with the Protestant ‘arts colleges’ springing up across the continent than with the papally sanctioned Scottish universities of St Andrews, Glasgow and King's College in Old Aberdeen.2 James Kirk is the most recent in a long line of historians to argue that the impetus for founding ‘ane college of theologe’ in Edinburgh in 1579 was carried forward by the radical presbyterian James Lawson, which led to the eventual opening on 14 October 1583 of a liberal arts college in the burgh, as part of an educational reform programme devised and rolled out across the Scottish universities by the divine and educational reformer, Andrew Melville.