Creating year 7 bubbles to support primary to secondary school transition: a positive pandemic outcome?

In this paper, we explore the benefits of new forms of in-school grouping for children moving from primary to secondary school during the COVID-19 pandemic in England. Our three-phase study with over 400 students and teachers found that protective measures to limit COVID-19 though year group ‘bubbles’ generated an environment more aligned to children’s previous primary school experience. This natural experiment smoothed the process of transition by providing a better correspondence with students’ developmental needs, especially for those on the cusp of adolescence. We recommend that physical, administrative and pedagogical school structures are reimagined for this age group to this end

Moving Up: Secondary school transition processes during the COVID-19 pandemic

The COVID-19 global pandemic of 2020 onwards has revealed, and continues to reveal, a great deal about many of the social structures and processes that we take for granted. One of these is the everyday practice of sending children to school. It has been disrupted in a manner unprecedented outside wartime, with consequences that are not likely to become fully apparent for a long time. This study, funded by the UCL Office of the Vice-Provost (Advancement) and the Wellcome Trust, looks at the particular case of Year 6 children in England (aged 10-11 during the school year 2020-2021) who were undergoing transition from primary to secondary school during the initial phases of the pandemic. We chose this group of children as they were on the cusp of adolescence, and working through challenging educational experiences, the effects of which have been magnified by the pandemic. Our study is interested in how these exaggerated effects have shaped their future educational progress, social relationships, and mental health. Our review of the research literature suggests that a smooth transition to secondary school plays an important part in the general development of young people as they move towards adulthood. It also indicates that a successful transition is often the result of positive home and primary school experiences. Several additional factors are key to this. The first is carefully managing children’s expectations of secondary school. Ensuring suitable continuity of learning, as well as minimising any missed learning opportunities, are also important. All of these were heavily compromised by the pandemic. To investigate this, we used a combination of surveys and semi-structured interviews to engage with 196 children and 64 teachers in different regions and social circumstances across England via two fieldwork phases. The first took place in summer 2020 and the second in autumn 2020. We asked children and teachers about the different ways children’s educational experiences had diverged during the pandemic, whether there was likely to be any lack of learning opportunity or consequences for mental health and asked them to suggest changes that could be made to secondary school transition processes in general, in order to improve things in the future. A number of key themes emerged as a result of the research. Our participants reported that there had been increased fragmentation of learning, with some children making greater progress than usual, while other children missed out. This was sometimes, but not always, linked to deprivation. There were many problems with technology which had created barriers to learning, including deficits in national broadband infrastructure and tariffs, as well as hardware availability in some schools and homes. There was a general picture of uncertainty, compounded by the cancellation of Standard Assessment Tests (SATs) scheduled for the end of Year 6, which meant that teachers were unable to report formally on progress in the ways they were used to. Many children reported feeling more anxious than before about their education, as well as their peer relationships at school. In our findings, there were some positive outcomes of the pandemic for schooling, however. The teaching profession was forced into a programme of rapid modernisation and investment in terms of developing high level remote teaching skills. Additionally, those children attending school during the pandemic, because of Free School Meals (deprivation) status, or parental key worker status, sometimes made accelerated progress as a result of small group attention. Other children were able to explore their learning interests and hobbies in more depth than usual. We conclude that both positive and negative aspects of these children’s experiences during the pandemic provide opportunities for reflection around, and improvement of, secondary school transition processes generally. We make two specific recommendations, namely working further towards a distinct Year 7 phase in secondary school, and improving training in, and use of, educational technology by children and their teachers

Sense of competence, autonomy and relatedness during primary-secondary transition: children express their own experiences

This paper contributes a greater understanding of the importance of a sense of competence, autonomy and relatedness to children experiencing the primarysecondary schooling transition, drawing on the perspectives of the young people themselves. We address how the perspectives of transitioning children can further substantiate and illuminate Ryan and Deci’s Self Determination Theory (SDT; Ryan and Deci, 2019). SDT claims that satisfaction of a person’s needs for competence (attainment and confidence), autonomy (self-direction and capacity to critique) and relatedness (feeling affectively bonded to others) allows them to achieve ‘positiveexperience and wellness outcomes’ (p.219). We draw on data from two research projects, one a survey study of 288 transitioning children; and one a life-history study of 23 transitioning children. Our findings illustrated the potential benefits of policymakers giving priority to a wider range of conceptions of competence beyond attainment in mathematics/English, in order to support transitioning children’s sense of competence including their self-confidence. Findings also highlighted the need to nurture children’s capacity to recognise and direct their own schooling trajectories more autonomously, directing their energies into engagement with learning and relationships rather than into riling against controls or seeking to avoid humiliation and punishment. Most positively, our data manifested children’s high levels of relatedness to both peers and teachers as they transitioned to new secondary schools. And above all, our data emphasised and exemplified the need for relatedness to accompany children’s strong sense of competence and autonomy during transition

<i>In vitro</i> Characterization of Phenylacetate Decarboxylase, a Novel Enzyme Catalyzing Toluene Biosynthesis in an Anaerobic Microbial Community

Anaerobic bacterial biosynthesis of toluene from phenylacetate was reported more than two decades ago, but the biochemistry underlying this novel metabolism has never been elucidated. Here we report results of in vitro characterization studies of a novel phenylacetate decarboxylase from an anaerobic, sewage-derived enrichment culture that quantitatively produces toluene from phenylacetate; complementary metagenomic and metaproteomic analyses are also presented. Among the noteworthy findings is that this enzyme is not the well-characterized clostridial p-hydroxyphenylacetate decarboxylase (CsdBC). However, the toluene synthase under study appears to be able to catalyze both phenylacetate and p-hydroxyphenylacetate decarboxylation. Observations suggesting that phenylacetate and p-hydroxyphenylacetate decarboxylation in complex cell-free extracts were catalyzed by the same enzyme include the following: (i) the specific activity for both substrates was comparable in cell-free extracts, (ii) the two activities displayed identical behavior during chromatographic separation of cell-free extracts, (iii) both activities were irreversibly inactivated upon exposure to O2, and (iv) both activities were similarly inhibited by an amide analog of p-hydroxyphenylacetate. Based upon these and other data, we hypothesize that the toluene synthase reaction involves a glycyl radical decarboxylase. This first-time study of the phenylacetate decarboxylase reaction constitutes an important step in understanding and ultimately harnessing it for making bio-based toluene

Interteaching: Discussion group size and course performance

Researchers have yet to examine whether discussion group size affects student performance in an interteaching-based course. In the current study, we addressed this question by manipulating discussion group size (smaller groups of 2 students vs. larger groups of 4 students) across 2 sections of an undergraduate psychology course. We found no significant differences between the sections on 6 unit exams, on a cumulative final exam, and in the total number of points earned across the semester

Validity and reliability of the Patient-Reported Arthralgia Inventory; validation of a newly-developed survey instrument to measure arthralgia

BACKGROUND: There is a need for a survey instrument to measure arthralgia (joint pain) that has been psychometrically validated in the context of existing reference instruments. We developed the 16-item Patient-Reported Arthralgia Inventory (PRAI) to measure arthralgia severity in 16 joints, in the context of a longitudinal cohort study to assess aromatase inhibitor-associated arthralgia in breast cancer survivors and arthralgia in postmenopausal women without breast cancer. We sought to evaluate the reliability and validity of the PRAI instrument in these populations, as well as to examine the relationship of patient-reported morning stiffness and arthralgia. METHODS: We administered the PRAI on paper in 294 women (94 initiating aromatase inhibitor therapy and 200 postmenopausal women without breast cancer) at weeks 0, 2, 4, 6, 8, 12, 16, and 52, as well as once in 36 women who had taken but were no longer taking aromatase inhibitor therapy. RESULTS: Cronbach’s alpha was 0.9 for internal consistency of the PRAI. Intraclass correlation coefficients of test-retest reliability were in the range of 0.87–0.96 over repeated PRAI administrations; arthralgia severity was higher in the non-cancer group at baseline than at subsequent assessments. Women with joint comorbidities tended to have higher PRAI scores than those without (estimated difference in mean scores: −0.3, 95% confidence interval [CI] −0.5, −0.2; P<0.001). The PRAI was highly correlated with the Functional Assessment of Cancer Therapy-Endocrine Subscale item “I have pain in my joints” (reference instrument; Spearman r range: 0.76–0.82). Greater arthralgia severity on the PRAI was also related to decreased physical function (r=−0.47, 95% CI −0.55, −0.37; P<0.001), higher pain interference (r=0.65, 95% CI 0.57–0.72; P<0.001), less active performance status (estimated difference in location (−0.6, 95% CI −0.9, −0.4; P<0.001), and increased morning stiffness duration (r=0.62, 95% CI 0.54–0.69; P<0.0001). CONCLUSION: We conclude that the psychometric properties of the PRAI are satisfactory for measuring arthralgia severity

The Identification of Potential Therapeutic Targets for Cutaneous Squamous Cell Carcinoma

We performed a small interfering RNA screen to identify targets for cutaneous squamous cell carcinoma (cSCC) therapy in the ubiquitin/ubiquitin-like system. We provide evidence for selective anti-cSCC activity of knockdown of the E3 ubiquitin ligase MARCH4, the ATPase p97/VCP, the deubiquitinating enzyme USP8, the cullin-RING ligase (CRL) 4 substrate receptor CDT2/DTL, and components of the anaphase-promoting complex/cyclosome (APC/C). Specifically attenuating CRL4CDT2 by CDT2 knockdown can be more potent in killing cSCC cells than targeting CRLs or CRL4s in general by RBX1 or DDB1 depletion. Suppression of the APC/C or forced APC/C activation by targeting its repressor EMI1 are both potential therapeutic approaches. We observed that cSCC cells can be selectively killed by small-molecule inhibitors of USP8 (DUBs-IN-3/compound 22c) and the NEDD8 E1 activating enzyme/CRLs (MLN4924/pevonedistat). A substantial proportion of cSCC cell lines are very highly MLN4924-sensitive. Pathways that respond to defects in proteostasis are involved in the anti-cSCC activity of p97 suppression. Targeting USP8 can reduce the expression of growth factor receptors that participate in cSCC development. EMI1 and CDT2 depletion can selectively cause DNA re-replication and DNA damage in cSCC cells

Examining the Overlap Between ADHD and Autism Spectrum Disorder (ASD) Using Candidate Endophenotypes of ADHD

Objective: Recent discussions of aetiological overlap between ADHD and Autism Spectrum Disorder (ASD) require comparative studying of these disorders. Method: We examined performance of ASD patients with (ASD+) and without (ASD-) comorbid ADHD, ADHD patients, and controls for selected putative endophenotypes of ADHD: Intrasubject Variability (ISV) of reaction times, working memory (WM), inhibition, and temporal processing. Results: We found that patients with ADHD or ASD+, but not ASD-, had elevated ISV across the entire task battery and temporal processing deficits, and that none of the groups were impaired in WM or inhibition. High levels of ISV and generally poor performance in ASD+ patients were only partially due to additive effects of the pure disorders. Conclusion: Overall, we conclude that, within our limited but heterogeneous task battery, ISV and temporal processing deficits are most sensitive to ADHD symptomatology and that controlling for ADHD comorbidity is mandatory when assessing ISV in autism