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From Popular to Insurgent Intellectuals explains how a group of Catholic lay catechists educated in liberation theology came to take up arms and participate on the side of the rebel FMLN during El Salvador's revolutionary war (1980-92). In the process they became transformed from popular intellectuals to insurgent intellectuals who put their organizational and cognitive skills at the service of a collective effort to create a more egalitarian and democratic society. The book highlights the key roles that peasant catechists in northern Morazán played in disseminating liberation theology before the war and supporting the FMLN during it—as quartermasters, political activists, and musicians, among other roles. Throughout, From Popular to Insurgent Intellectuals highlights the dialectical nature of relations between Catholic priests and urban revolutionaries, among others, in which the latter learned from the former and vice-versa. Peasant catechists proved capable at making independent decisions based on assessment of their needs and did not simply follow the dictates of those with superior authority, and played an important role for the duration of the twelve-year military conflict.

To identify demographic factors associated with delaying or not receiving a second dose of the 2-dose primary mRNA COVID-19 vaccine series, we matched 323 million single Pfizer-BioNTech (https://www.pfizer.com) and Moderna (https://www.modernatx.com) COVID-19 vaccine administration records from 2021 and determined whether second doses were delayed or missed. We used 2 sets of logistic regression models to examine associated factors. Overall, 87.3% of recipients received a timely second dose (≤42 days between first and second dose), 3.4% received a delayed second dose (>42 days between first and second dose), and 9.4% missed the second dose. Persons more likely to have delayed or missed the second dose belonged to several racial/ethnic minority groups, were 18-39 years of age, lived in more socially vulnerable areas, and lived in regions other than the northeastern United States. Logistic regression models identified specific subgroups for providing outreach and encouragement to receive subsequent doses on time.

Teaching senior secondary mathematics presents a number of challenges, such as provision of a prescribed curriculum, homework expectations and preparing students for externally imposed high-stakes assessment tasks. In order to address these challenges, an increasing number of senior secondary mathematics teachers are incorporating a flipped classroom approach into their teaching. While enactments of the approach vary, it typically involves delegating the more routine instructional mathematical content as homework videos, allowing for more targeted in-class teaching. Traditionally in the domain of tertiary teaching, it is becoming more common in secondary school settings and seems to address students’ needs for competence, autonomy and relatedness, which comprise self-determination theory (SDT). This paper looks at a case study undertaken with an Australian grade 12 class where the teacher utilised a flipped classroom approach to teach mathematics 2. Data were collected through an online survey, interviews and classroom observations. The results showed that SDT was an appropriate lens to analyse participants’ experiences of the approach, with the teacher being a particularly strong influence on students’ motivation for engaging with the approach. The study adds to the limited literature on examining enactments of the flipped classroom in senior secondary mathematics contexts and has implications for practice in terms of identifying the practices and factors which influence students’ motivations for engaging in mathematics classes.

Background: Adherence to nutritional recommendations in groups of adolescents practicing various sports, including esthetic disciplines, is insufficient. Hence, the authors of this study attempted to design, implement and evaluate a nutritional education program for girls aged 10–12 attending a ballet school and artistic gymnastics classes. Methods: The study was conducted with 60 female students at the state ballet school and artistic gymnastics classes (professionally practicing ballet and artistic gymnastics). The nutritional education program was implemented by all students for a period of 4 weeks. The program consisted of three parts: group sharing and discussing the educational brochure, group nutritional workshops, and providing and discussing individual nutritional recommendations. Information provided to students during the nutritional education program concerned the principles of proper nutrition contained in the Pyramid of Healthy Nutrition and Physical Activity for Children and Youth, the most important sources of nutrients in the diet and their role, and the principles of nutrition of people practicing sports/training. Before starting the nutritional education program and 3 months after its completion, the level of nutritional knowledge was assessed in the group of ballerinas and artistic gymnasts to evaluate the program. Results: The proposed nutritional education program had a significant impact on the level of nutritional knowledge of students aged 10–12 attending the ballet school and artistic gymnastics classes. Conclusions: The presented nutritional education program may be used as a source of information for specialists for the preparation of educational and repair programs in the group of ballet dancers or artistic gymnasts aged 10–12.

Aim This study aimed to determine the prevalence of disability domains among Egyptian children in the age group of 6–12 years as well as assess their socio-demographic, epidemiological, and perinatal predictors. Methods A national population-based cross-sectional household survey targeting 20,324 children from eight governorates was conducted. The screening questionnaire was derived from the WHO ten-question survey tool validated for the identification of disabilities. Results The prevalence of children with at least one type of disability was 9.2%. Learning/ comprehension was the most prevalent type (4.2%), followed by speech/communication (3.7%), physical/ mobility and seizures (2.2% for each), intellectual impairment (1.5%), visual (0.7%), and hearing (0.4%). The commonest predictors for disabilities were children who suffered from convulsions or cyanosis after birth and maternal history of any health problem during pregnancy. However, preterm and low birth weight (LBW) babies or being admitted to incubators for more than two days were strong predictors for all disabilities except hearing disability. A history of jaundice after birth significantly carried nearly twice the odds for seizures (AOR = 2.2, 95% CI:1.5–3.4). History of difficult labor was a predictor of intellectual impairment (AOR = 1.5, 95% CI:1.1–2.0). A disabled mother was a strong predictor for all disabilities except seizures, while a disabled father was a predictor for visual and learning/ comprehension disabilities (AOR = 3.9, 95% CI:2.2–7.1 & AOR = 1.6, 95% CI:1.1–2.4 respectively). Meanwhile, both higher maternal and paternal education decreased significantly the odds to have, physical/ mobility and Learning/ comprehension by at least 30%. Conclusion The study found a high prevalence of disability among Egyptian children aged 6–12 years. It spotted many modifiable determinants of disability domains. The practice of early screening for disability is encouraged to provide early interventions.

Reported here is the case of a severely disabled young girl who developed Fanconi syndrome secondary to long-term valproic acid administration, ultimately leading to hypophosphatemic rickets. Although nephrocalcinosis is not a common feature in patients with proximal tubulopathy, the patient presented also with this condition, and the concomitant use of another anticonvulsant might have potentiated this condition. The purpose of this report is to increase awareness among healthcare providers of such rare but significant complications associated with anticonvulsants.

Isolated primary diaphragmatic hydatid disease (HD) occurs in approximately 1% of adult cases. However, this unique presentation of a pediatric diaphragmatic cystic mass has not been previously described in the literature. This study reports a rare case of a 12-year-old girl who was diagnosed with a diaphragmatic hydatid cyst. Surgical exploration via subcostal incision revealed an isolated cyst, free from the thoracic and abdominal viscera. Cystotomy, removal of daughter cysts, and excision of the pericyst cavity were performed, followed by diaphragmatic repair. Histopathological examination confirmed the diagnosis. The postoperative course was uneventful, and the patient completed an 8-week mebendazole regimen with no recurrence at 3 months’ follow-up. This paper recommends including HD in the differential diagnosis for pediatric patients presenting with diaphragmatic lesions, particularly in regions endemic for echinococcosis.

Studies in adults with mental disorders suggest that the experience of early and chronic trauma is associated with changes in reward expectancy and processing. In addition, severe childhood trauma has been shown to contribute to the development of mental disorders in general. Data on effects of early childhood trauma on reward expectancy and processing in middle childhood currently appear insufficient. The present study aims to fill this research gap by examining the effects of developmental trauma disorder (DTD) on reward expectancy and processing in children aged eight to twelve years, testing the hypothesis that children with multiple complex traumas exhibit altered reward processing as a result of prior disappointing reward experiences. One main feature of developmental trauma disorder is early experiences of multiple separation from important and close relationships alongside other experiences of emotional or physical harm. In the sequel children often show affect regulation disorders. To investigate this, we have developed an adapted version of the Monetary Incentive Delay (MID) Task, which examines children's expectation of reward or frustration. In this first study, behavioral data will be collected from N=40 children (n=20 experimental group and n=20 healthy controls) using this adapted version of the MID Task. Children in the experimental group will be recruited from youth welfare centers in Frankfurt a.M., Germany. Healthy control subjects will be recruited from after-school-care facilities. A brief trauma screening will be conducted for both groups, experimental and control. If children show signs of trauma, the presence of a developmental trauma disorder will be further delineated by a German translation of the Developmental Trauma Disorder Structured Interview for Children (DTDSI-C) which was translated the first time in German by our research group. We hypothesize that children in the experimental group will be less accurate in performing the Monetary Incentive Delay Task because of their impaired emotion regulation skills due to emotional avoidance following developmental trauma. If the results of our initial behavioral study are promising, the MID task will be used in a future study to elucidate the relationship between trauma developmental disorder, reward expectancy and processing, and neurobiological processes in middle childhood.

Over recent years there has been a strong emphasis on year 12 completion as an indicator of success in remote First Nations education. The research reported in this article explores what students, school staff and community members say leads to secondary school retention and, ultimately, completion. The research was conducted in the Northern Territory and Western Australia during 2023 by a team of researchers from Batchelor Institute of Indigenous Tertiary Education, Curtin University and University of Notre Dame. The research focused on remote and very remote independent and Catholic schools. The findings suggest several factors encourage retention, including the supportive role of families (although questions remain on how families might also be supported to encourage their children), the quality of teachers and their teaching, specific school programs and initiatives, post-school pathways, and boarding schools. Student aspirations and motivation are also critical for retention. The findings have implications for schools, school systems, state and federal policies, and associated funding priorities.

Background: Understanding physical fitness (PF) trajectories during childhood is essential because they reflect developmental differences and indicate whether early fitness levels predict later outcomes. Clarifying PF tracking is important for school monitoring, early identification of at-risk children, and planning targeted interventions. Objective: To synthesize evidence on change of PF among children aged 5–12 years and, secondarily, to descriptively analyze stability (tracking) of PF components. Methods: Searches were conducted in PubMed, Scopus, PsycINFO, and Web of Science covering the last decade (to May 2025). Longitudinal studies assessing at least one PF component in children aged 5–12 years were included. Data extraction included study/sample characteristics, PF components, assessment tools, statistical methods, and outcomes. Methodological quality was assessed with the NIH Quality Assessment Tool for Observational Cohort Studies. Results: From 33,995 records, 18 studies met the criteria, with sample sizes from 147 to 1148 children and follow-up from 12 to 48 months. Most studies reported improvements in aerobic, musculoskeletal, and motor fitness, while flexibility showed mixed results. Boys generally outperformed girls in aerobic, motor, and musculoskeletal fitness, whereas girls performed better in flexibility. Stability coefficients, analyzed in a set of four studies, varied across PF components, and results should be interpreted with caution. Conclusions: PF generally improves during childhood, with sex-specific patterns and low-to-moderate stability, particularly for motor fitness.