How to Create this Gynecological Task Trainer

This document contains instructions for how to create a gynecological task trainer with a 3D-printed uterus and silicone cervix.https://digitalcommons.unmc.edu/com_obgyn_pres/1000/thumbnail.jp

Backward Masked Snakes and Guns Modulate Spatial Attention

Fearful faces are important social cues that alert others of potential threat. Even backward masked fearful faces facilitate spatial attention. However, visual stimuli other than fearful faces can signal potential threat. Indeed, unmasked snakes and spiders modulate spatial attention. Yet, it is unclear if the rapid threat-related facilitation of spatial attention to backward masked stimuli is elicited by non-face threat cues. Evolutionary theories claim that phylogenetic threats (i.e. snakes and spiders) should preferentially elicit an automatic fear response, but it is untested as to whether this response extends to enhancements in spatial attention under restricted processing conditions. Thirty individuals completed a backward masking dot-probe task with both evolutionary relevant and irrelevant threat cues. The results suggest that backward masked visual fear stimuli modulate spatial attention. Both evolutionary relevant (snake) and irrelevant (gun) threat cues facilitated spatial attention

Emotional Faces Capture Spatial Attention in 5-Year-Old Children

Emotional facial expressions are important social cues that convey salient affective information. Infants, younger children, and adults all appear to orient spatial attention to emotional faces with a particularly strong bias to fearful faces. Yet in young children it is unclear whether or not both happy and fearful faces extract attention. Given that the processing of emotional faces is believed by some to serve an evolutionarily adaptive purpose, attentional biases to both fearful and happy expressions would be expected in younger children. However, the extent to which this ability is present in young children and whether or not this ability is genetically mediated is untested. Therefore, the aims of the current study were to assess the spatial-attentional properties of emotional faces in young children, with a preliminary test of whether this effect was influenced by genetics. Five-year-old twin pairs performed a dot-probe task. The results suggest that children preferentially direct spatial attention to emotional faces, particularly right visual field faces. The results provide support for the notion that the direction of spatial attention to emotional faces serves an evolutionarily adaptive function and may be mediated by genetic mechanisms

Backward masked fearful faces enhance contralateral occipital cortical activity for visual targets within the spotlight of attention

Spatial attention has been argued to be adaptive by enhancing the processing of visual stimuli within the ‘spotlight of attention’. We previously reported that crude threat cues (backward masked fearful faces) facilitate spatial attention through a network of brain regions consisting of the amygdala, anterior cingulate and contralateral visual cortex. However, results from previous functional magnetic resonance imaging (fMRI) dot-probe studies have been inconclusive regarding a fearful face-elicited contralateral modulation of visual targets. Here, we tested the hypothesis that the capture of spatial attention by crude threat cues would facilitate processing of subsequently presented visual stimuli within the masked fearful face-elicited ‘spotlight of attention’ in the contralateral visual cortex. Participants performed a backward masked fearful face dot-probe task while brain activity was measured with fMRI. Masked fearful face left visual field trials enhanced activity for spatially congruent targets in the right superior occipital gyrus, fusiform gyrus and lateral occipital complex, while masked fearful face right visual field trials enhanced activity in the left middle occipital gyrus. These data indicate that crude threat elicited spatial attention enhances the processing of subsequent visual stimuli in contralateral occipital cortex, which may occur by lowering neural activation thresholds in this retinotopic location

To what extent can headteachers be held to account in the practice of social justice leadership?

Internationally, leadership for social justice is gaining prominence as a global travelling theme. This article draws from the Scottish contribution to the International School Leadership Development Network (ISLDN) social justice strand and presents a case study of a relatively small education system similar in size to that of New Zealand, to explore one system's policy expectations and the practice realities of headteachers (principals) seeking to address issues around social justice. Scottish policy rhetoric places responsibility with headteachers to ensure socially just practices within their schools. However, those headteachers are working in schools located within unjust local, national and international contexts. The article explores briefly the emerging theoretical analyses of social justice and leadership. It then identifies the policy expectations, including those within the revised professional standards for headteachers in Scotland. The main focus is on the headteachers' perspectives of factors that help and hinder their practice of leadership for social justice. Macro systems-level data is used to contextualize equity and outcomes issues that headteachers are working to address. In the analysis of the dislocation between policy and reality, the article asks, 'to what extent can headteachers be held to account in the practice of social justice leadership?