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The influence of one teacher's scaffolding moves on children's performance in free-flowing child-led small-group discussions was investigated. Three moves were examined: prompting for and praising the use of evidence, asking for clarification, and challenging. Lag sequential analysis was applied to a corpus of over 5,300 speaking turns during 30 discussions to identify recurrent turn-by-turn patterns of teacher-child and child-child talk initiated by the teacher's moves. A complex system of influence among discussion participants was documented in which the teacher's moves had delayed effects as well as immediate effects, indirect as well as direct effects, and reciprocal instead of unidirectional effects. Some children appropriated scaffolding moves of the teacher and began to spontaneously employ the moves in later discussions.

This research examined the influence of contrasting instructional approaches on children's decision-making competence. A total of 764 fifth graders, mostly African Americans and Hispanic Americans, from 36 classrooms in eight public schools serving children from low-income families completed a six-week unit on wolf management, using either direct instruction or collaborative groups, or were waited-listed controls. Analysis of children's essays on a topic unrelated to wolves revealed that students who participated in collaborative groups but not students who received direct instruction acquired decision-making strategies and transferred them to the novel task. Students in collaborative group work classrooms wrote essays that were significantly better than essays of students from direct instruction classrooms in each of the three aspects of decision making that were evaluated—considering more than one side of a dilemma, comprehensiveness of reasons, and weighing the importance of reasons. In contrast, direct instruction students performed no better than uninstructed control students.

This microgenetic study examined social influences on children's development of analogical reasoning during peer-led small-group discussions of stories about controversial issues. A total of 277 analogies were identified among 7,215 child turns for speaking during 54 discussions from 18 discussion groups in 6 fourth-grade classrooms (N = 120; age M = 10.0, SD = 0.6). Use of analogy was found to spread among the children in discussion groups and occur at an accelerating rate, primarily because of the increasing use of novel analogies. Relational analogies with shared surface features triggered purely relational analogies during the next 2 speaking turns, showing a trend of relational shift. These results provide distinctive new evidence for the importance of social interaction in an aspect of cognitive development.

Emergent leadership was examined in 12 discussion groups in 4 fourth-grade classrooms. Children's leadership moves were coded from transcripts of 10 free-flowing, open-format discussions of each of the 12 groups. The transcripts encompassed 26,000 turns for speaking, including 22,000 child turns of which 1,700 were judged to serve one of five leadership functions: Turn Management, Argument Development, Planning and Organizing, Topic Control, and Acknowledgment. Comparison of the number and kind of leadership moves made by the children showed that 1 primary child leader emerged in 6 out of the 12 groups and that, in all but 1 of the remaining groups, leadership was shared among several children. Even in groups with a dominant leader, leadership functions were widely distributed among group members. A three-level generalized hierarchical linear model, with multiple discussions nested within students and students nested within groups, showed that the frequency of leadership moves increased with the progression of the discussions, suggesting that the emerging leaders were learning how to lead. Girls who received stratagem instruction, and who were frequently nominated by their peers as having good ideas and seldom nominated as being too quiet, exhibited more leadership than other children.

A total of 90 small-group, free-flowing, peer-led discussions were analyzed to investigate teacher influence on fourth-grade children's argument construction. Teacher-child and child-child interactions were examined for recurrent patterns. A number of teacher-child discussion moves were clustered into three main categories: (a) prompting for and providing reasons, (b) requesting and providing textual evidence, and (c) asking for and providing clarification and explanation. The microgenetic method, lag sequential analysis, and bidirectional dependence analysis were applied to 22,450 turns of discussion to abstract interaction patterns regarding the three sets of discussion moves. Direct and indirect effects as well as immediate and delayed effects were examined. Teacher and children moves which explicitly requested a response from other children were considered to have direct effects, and tended to have an immediate impact. Teacher and child moves that were not direct requests, but triggered children to react, were considered to have indirect effects and continued to have a delayed impact in subsequent turns. Teachers' strongest direct effect of immediate influence was in requests for explanations, followed by requests for reasons and clarification, and finally by requests for evidence. Children's strongest indirect effect of immediate influence on each other was in responding to requests for reasons, followed by responses to requests for clarification and explanation, and finally in responding to requests for evidence. Classrooms were treated as multilayered dynamic systems. Each cluster of discussion moves composed one stream of dynamic interactions within which layers of influence were examined. Four properties of the systems of classroom talk were examined: (a) dependence, (b) stationarity, (c) homogeneity, and (d) reciprocity. All event-sequences of discussion moves were dependent indicating an existing system of interchange between teachers and children and among children themselves. Stationarity and homogeneity assumptions were not met indicating change over time and across groups. Certain discussion moves exhibited not only unidirectional patterns of interaction, but also bidirectional, in which not only teachers affected children, but children affected teachers as well. Children appropriated teachers' discussion moves and started using them independently in later discussions as teachers used the same discussion moves less often.

BackgroundPostprandial lipemia (PPL) has been recognised as a cardiovascular disease risk factor. Appetite and PPL can be influenced by the length of saturated fatty acids (FAs). Thus, this study aims to investigate if different FA chain lengths have different impacts on appetite and PPL in healthy volunteers.MethodsThis is a randomised crossover single-blinded intervention study of 20 healthy adults. Coconut oil and palm oil were consumed in the form of biscuits. Blood serum samples were withdrawn after an overnight fast and 1, 2, 4 and 6 hours after eating the test meals and examined for blood lipid profile (total cholesterol (TC), high-density lipoprotein (HDL) and triglycerides (TG)), while Friedewald’s equation was used to calculate low-density lipoprotein (LDL). Visual analogue scales were used by participants to rate their appetites, and an ad libitum meal was weighed to determine the energy intake.ResultsThe net area under the curve of TG and TC following the coconut oil were significantly lower than following the palm oil (P value ≤0.05). In the mean of the change in TC, LDL and HDL from the baseline, a significant difference was found after 6 hours of eating the biscuits (P value ≤0.05). The perceptions of hunger and fullness did not significantly differ between the two types of FAs. Also, the energy and macronutrient intakes were not significantly different after the two types of oil, neither at the ad libitum meal nor on the day following the treatments.ConclusionThe selection of FA chain length may influence PPL, and thus cardiovascular disease risk in a way that is functionally significant. However, this study detected no influence of FA chain length on appetite up to 40 hours post-treatment.Trial registration number NCT05539742.

Background and Objectives: Functional dyspepsia (FD) is one of the most common functional gastrointestinal disorders; it has a great impact on patient quality of life and is difficult to treat satisfactorily. This study evaluates the efficacy and safety of trimebutine maleate (TM) in patients with FD. Materials and Methods: A multicenter, randomized, double-blind, placebo controlled, prospective study was conducted, including 211 patients with FD. Participants were randomized to receive TM 300 mg twice per day (BID, 108 patients) or placebo BID (103 patients) for 4 weeks. The Glasgow Dyspepsia Severity Score (GDSS) was used to evaluate the relief of dyspepsia symptoms. Moreover, as a pilot secondary endpoint, a substudy (eight participants on TM and eight on placebo) was conducted in to evaluate gastric emptying (GE), estimated using a 99mTc-Tin Colloid Semi Solid Meal Scintigraphy test. Results: Of the 211 patients enrolled, 185 (87.7%) (97 (52.4%) in the TM group and 88 (47.6%) in the placebo group) completed the study and were analyzed. The groups did not differ in their demographic and medical history data. Regarding symptom relief, being the primary endpoint, a statistically significant reduction in GDSS for the TM group was revealed between the first (2-week) and final (4-week) visit (p-value = 0.02). The 99 mTc-Tin Colloid Semi Solid Meal Scintigraphy testing showed that TM significantly accelerated GE obtained at 50 min (median emptying 75.5% in the TM group vs. 66.6% in the placebo group, p = 0.036). Adverse effects of low to moderate severity were reported in 12.3% of the patients on TM. Conclusion: TM monotherapy appears to be an effective and safe approach to treating FD, although the findings presented here warrant further confirmation.

Experience and training in field work are critical components of undergraduate education in ecology, and many university courses incorporate field‐based or experiential components into the curriculum in order to provide students hands‐on experience. Due to the onset of the COVID‐19 pandemic and the sudden shift to remote instruction in the spring of 2020, many instructors of such courses found themselves struggling to identify strategies for developing rigorous field activities that could be completed online, solo, and from a student's backyard. This case study illustrates the process by which one field‐based course, a UC California Naturalist certification course offered at the University of California, Davis, transitioned to fully remote instruction. The transition relied on established, publicly available, online participatory science platforms (e.g., iNaturalist) to which the students contributed data and field observations remotely. Student feedback on the course and voluntary‐continued engagement with the participatory science platforms indicates that the student perspective of the experience was on par with previous traditional offerings of the course. This case study also includes topics and participatory science resources for consideration by faculty facing a similar transition from group field activities to remote, individual field‐based experiences. Experience and training in field work is a critical component of undergraduate education in ecology, and many university courses incorporate field‐based or experiential components into the curriculum in order to provide students hands‐on experience. Due to the onset of the COVID‐19 pandemic and the sudden shift to remote instruction in the spring of 2020, many instructors of such courses found themselves struggling to identify rigorous strategies for developing field activities that could be completed online, solo, and from a student’s backyard. This case study illustrates the process by which one field‐based course transitioned to fully remote instruction by relying on established, publicly available, online participatory science platforms (e.g., iNaturalist).

The different environments that humans experience are likely to impact physiology and disease susceptibility. In order to estimate the magnitude of the impact of environment on transcript abundance, we examined gene expression in peripheral blood leukocyte samples from 46 desert nomadic, mountain agrarian and coastal urban Moroccan Amazigh individuals. Despite great expression heterogeneity in humans, as much as one third of the leukocyte transcriptome was found to be associated with differences among regions. Genome-wide polymorphism analysis indicates that genetic differentiation in the total sample is limited and is unlikely to explain the expression divergence. Methylation profiling of 1,505 CpG sites suggests limited contribution of methylation to the observed differences in gene expression. Genetic network analysis further implies that specific aspects of immune function are strongly affected by regional factors and may influence susceptibility to respiratory and inflammatory disease. Our results show a strong genome-wide gene expression signature of regional population differences that presumably include lifestyle, geography, and biotic factors, implying that these can play at least as great a role as genetic divergence in modulating gene expression variation in humans.

Introduction Lung adenocarcinoma is the leading cause of cancer-related mortality worldwide. Understanding the clinicopathological profiles and genomic drivers of its metastatic patterns is a crucial step for risk stratification. Herein, we investigated the clinicogenomic features of bone metastases in lung adenocarcinoma and their prognostic value. Methods A retrospective cohort study with a total of 4064 patients with various metastatic patterns of lung adenocarcinoma were included, obtaining relevant clinical data and genomic profiles. Patients were categorized based on the presence or absence of bone metastases. A comparative analysis of both groups in terms of demographics, disease status, somatic mutations, and microsatellite instability was carried out. Significantly different variables were tested for their association with bone metastases. Cox regression analyses were utilized to identify independent survival prognostic variables in the bone metastases sub-cohort. Results Gender, concomitant metastases (to adrenal gland, nervous system, lymph nodes, liver, lung, mediastinum, pleura, and skin), and aberrations in TP53, EGFR, KEAP1, and MYC were associated with bone metastases in lung adenocarcinoma. Survival analyses within the bone metastases sub-cohort have illustrated the following variables to possess poor prognostic signature including age > 75, female gender, White ethnicity, distant metastases (adrenal gland, central nervous system, intra-abdominal, and liver), EGFR (wild type), KEAP1 (mutant), MYC (mutant), KRAS (mutant), and SMARCA4 (mutant). Conclusion Key clinical and genomic factors associated with lung adenocarcinoma bone metastases have been highlighted, providing exploratory insights into high-risk individuals. Future studies should be directed to validate these prognostic variables in larger, more diverse cohorts to enhance generalizability.