A School-Based Intervention for Third Grade Students Experiencing Test Anxiety

With the advent of the No Child Left Behind Act (NCLB, 2001), students are regularly faced with high stakes tests and classroom-based assessments to determine if they are meeting grade level educational standards. Estimates suggest that up to 40% of children may experience significant anxiety surrounding evaluations (e.g., McDonald, 2001; Turner, Beidel, Hughes, & Turner, 1993) and research shows that this test anxiety can negatively impact school performance (e.g., Abu-Rabia, 2004; Putwain, 2008) and mental health (e.g., Barksdale-Ladd & Thomas, Weems et al., 2010). As a result, test anxiety has become a topic of concern for researchers, educators, and mental health practitioners. The construct of test anxiety can be defined as the experience of marked psychological distress when faced with evaluative situations (McDonald, 2001). While researchers have discussed effective methods used to reduce test anxiety symptoms, much of this literature has focused on intervention within clinic settings rather than within the school environment (Gregor, 2005). Research in this area also tends to concentrate on older children and adults instead of elementary-aged students (Gregor, 2005; Weems et al., 2010). To address these gaps within the intervention literature, the purpose of the current pilot study was to develop, implement, and evaluate a school-based small group intervention designed to reduce test anxiety and increase coping skills in third grade students. The intervention was hypothesized to increase students’ awareness and use of stress management strategies, improve cognitive flexibility and inhibition of automatic anxious thoughts, decrease symptoms of anxiety, and increase confidence in their ability to face evaluative situations. Results of paired-sample t tests indicated that students reported significantly increased knowledge of test anxiety reduction strategies and a greater willingness to implement these strategies. Trend level gains in cognitive flexibility were discovered, though results were not statistically significant. Despite growth in student knowledge and cognitive flexibility, anxiety was not significantly reduced. Quantitative and qualitative findings suggested that the intervention was implemented with integrity and was acceptable to participants and facilitators. Results are discussed and implications for future directions in research and practice are suggested

Athletic Performance and Recovery-Stress Factors in Cycling: An Ever Changing Balance

We sought to examine whether the relationship between recovery-stress factors and performance would differ at the beginning (Stage 1) and the end (Final Stage) of a multi-stage cycling competition. Sixty-seven cyclists with a mean age of 21.90 years (SD = 1.60) and extensive international experience participated in the study. The cyclists responded to the Recovery-Stress Questionnaire for Athletes (RESTQ-Sport) and rated their performance (1 = extremely poor to 10 = excellent) in respect to the first and last stage. Two step-down multiple regression models were used to estimate the relationship among recovery (nine factors; e.g., Physical Recovery, Sleep Quality) and stress factors (10 factors; e.g., Lack of Energy, Physical Complaints), as assessed by the RESTQ and in relation to performance. Model-1 pertained to Stage 1, whereas Model-2 used data from the Final Stage. The final Model-1 revealed that Physical Recovery (β = .46, p = .01), Injury (β = -.31, p = .01) and General Well-being (β = -.26, p = .04) predicted performance in Stage 1 (R2 = .21). The final Model-2 revealed a different relationship between recovery-stress factors and performance. Specifically, being a climber (β = .28, p = .01), Conflicts/Pressure (β = .33, p = .01), and Lack of Energy (β = -.37, p = .01) were associated with performance at the Final Stage (R2 = .19). Collectively, these results suggest that the relationship among recovery and stress factors changes greatly over a relatively short period of time, and dynamically influences performance in multi-stage competitions

Polar Invasion and Translocation of Neisseria meningitidis and Streptococcus suis in a Novel Human Model of the Blood-Cerebrospinal Fluid Barrier

Acute bacterial meningitis is a life-threatening disease in humans. Discussed as entry sites for pathogens into the brain are the blood-brain and the blood-cerebrospinal fluid barrier (BCSFB). Although human brain microvascular endothelial cells (HBMEC) constitute a well established human in vitro model for the blood-brain barrier, until now no reliable human system presenting the BCSFB has been developed. Here, we describe for the first time a functional human BCSFB model based on human choroid plexus papilloma cells (HIBCPP), which display typical hallmarks of a BCSFB as the expression of junctional proteins and formation of tight junctions, a high electrical resistance and minimal levels of macromolecular flux when grown on transwell filters. Importantly, when challenged with the zoonotic pathogen Streptococcus suis or the human pathogenic bacterium Neisseria meningitidis the HIBCPP show polar bacterial invasion only from the physiologically relevant basolateral side. Meningococcal invasion is attenuated by the presence of a capsule and translocated N. meningitidis form microcolonies on the apical side of HIBCPP opposite of sites of entry. As a functionally relevant human model of the BCSFB the HIBCPP offer a wide range of options for analysis of disease-related mechanisms at the choroid plexus epithelium, especially involving human pathogens

The TESS Objects of Interest Catalog from the TESS Prime Mission

We present 2241 exoplanet candidates identified with data from the Transiting Exoplanet Survey Satellite (TESS) during its 2 yr Prime Mission. We list these candidates in the TESS Objects of Interest (TOI) Catalog, which includes both new planet candidates found by TESS and previously known planets recovered by TESS observations. We describe the process used to identify TOIs, investigate the characteristics of the new planet candidates, and discuss some notable TESS planet discoveries. The TOI catalog includes an unprecedented number of small planet candidates around nearby bright stars, which are well suited for detailed follow-up observations. The TESS data products for the Prime Mission (sectors 1-26), including the TOI catalog, light curves, full-frame images, and target pixel files, are publicly available at the Mikulski Archive for Space Telescopes

Online Developmental Science to Foster Innovation, Access, and Impact

© 2020 The Authors We propose that developmental cognitive science should invest in an online CRADLE, a Collaboration for Reproducible and Distributed Large-Scale Experiments that crowdsources data from families participating on the internet. Here, we discuss how the field can work together to further expand and unify current prototypes for the benefit of researchers, science, and society

'We need to know what's going on': Views of family members toward the sexual expression of people with dementia in residential aged care

This paper reports on a study which explored the views and attitudes of family members towards the sexual expression of residents with dementia in residential aged care facilities in two states in Australia. Recruitment was challenging and only seven family members agreed to an interview on this topic. Data were analysed using a constant comparative method. Family were generally supportive of residents’ rights to sexual expression, but only some types of behaviours were approved of. There was an acknowledgement that responding to residents’ sexuality was difficult for staff and many families believed that they should be kept informed of their relative’s sexual behaviours and moreover be involved in decision making about it. Findings suggest the need for family education and a larger study to better understand the views and motivations of family carers and how these might impact on the sexual expression of the older person with dementia living in residential aged care