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Identifying persons with HIV (PWH) at increased risk for Alzheimer’s disease (AD) is complicated because memory deficits are common in HIV-associated neurocognitive disorders (HAND) and a defining feature of amnestic mild cognitive impairment (aMCI; a precursor to AD). Recognition memory deficits may be useful in differentiating these etiologies. Therefore, neuroimaging correlates of different memory deficits (i.e., recall, recognition) and their longitudinal trajectories in PWH were examined.
Design:
We examined 92 PWH from the CHARTER Program, ages 45–68, without severe comorbid conditions, who received baseline structural MRI and baseline and longitudinal neuropsychological testing. Linear and logistic regression examined neuroanatomical correlates (i.e., cortical thickness and volumes of regions associated with HAND and/or AD) of memory performance at baseline and multilevel modeling examined neuroanatomical correlates of memory decline (average follow-up = 6.5 years).
Results:
At baseline, thinner pars opercularis cortex was associated with impaired recognition (p = 0.012; p = 0.060 after correcting for multiple comparisons). Worse delayed recall was associated with thinner pars opercularis (p = 0.001) and thinner rostral middle frontal cortex (p = 0.006) cross sectionally even after correcting for multiple comparisons. Delayed recall and recognition were not associated with medial temporal lobe (MTL), basal ganglia, or other prefrontal structures. Recognition impairment was variable over time, and there was little decline in delayed recall. Baseline MTL and prefrontal structures were not associated with delayed recall.
Conclusions:
Episodic memory was associated with prefrontal structures, and MTL and prefrontal structures did not predict memory decline. There was relative stability in memory over time. Findings suggest that episodic memory is more related to frontal structures, rather than encroaching AD pathology, in middle-aged PWH. Additional research should clarify if recognition is useful clinically to differentiate aMCI and HAND.
Caribbean health research has overwhelmingly employed measures developed elsewhere and rarely includes evaluation of psychometric properties. Established measures are important for research and practice. Particularly, measures of stress and coping are needed. Stressors experienced by Caribbean people are multifactorial, as emerging climate threats interact with existing complex and vulnerable socioeconomic environments. In the early COVID-19 pandemic, our team developed an online survey to assess the well-being of health professions students across university campuses in four Caribbean countries. This survey included the Perceived Stress Scale, 10-item version (PSS-10) and the Brief Resilient Coping Scale (BRCS). The participants were 1,519 health professions students (1,144 females, 372 males). We evaluated the psychometric qualities of the measures, including internal consistency, concurrent validity by correlating both measures, and configural invariance using confirmatory factor analysis (CFA). Both scales had good internal consistency, with omega values of 0.91 for the PSS-10 and 0.81 for the BRCS. CFA suggested a two-factor structure of the PSS-10 and unidimensional structure of the BRCS. These findings support further use of these measures in Caribbean populations. However, the sampling strategy limits generalizability. Further research evaluating these and other measures in the Caribbean is desirable.
Plant names carry a significant amount of information without providing a lengthy description. This is an efficient shorthand for scientists and stakeholders to communicate about a plant, but only when the name is based on a common understanding. It is standard to think of each plant having just two names, a common name and a scientific name, yet both names can be a source of confusion. There are often many common names that refer to the same plant, or a single common name that refers to multiple different species, and some plants have no common name at all. Scientific names are based upon international standards; however, when the taxonomy is not agreed upon, two scientific names may be used to describe the same species. Weed scientists and practitioners can easily memorize multiple plant names and know that they refer to the same species, but when we consider global communication and far-reaching databases, it becomes very relevant to consider two sides of this shift: (1) a need for greater standardization (due to database management and risk of lost data from dropped cross-referencing); and (2) the loss of local heritage, which provides useful meaning through various common names. In addition, weed scientists can be resistant to changing names that they learned or frequently use. The developments in online databases and reclassification of plant taxonomy by phylogenetic relationships have changed the accessibility and role of the list of standardized plant names compiled by the Weed Science Society of America (WSSA). As part of an attempt to reconcile WSSA and USDA common names for weedy plants, the WSSA Standardized Plant Names Committee recently concluded an extensive review of the Composite List of Weeds common names and had small changes approved to about 10% of the list of more than 2,800 distinct species.
Diagnosis of acute ischemia typically relies on evidence of ischemic lesions on magnetic resonance imaging (MRI), a limited diagnostic resource. We aimed to determine associations of clinical variables and acute infarcts on MRI in patients with suspected low-risk transient ischemic attack (TIA) and minor stroke and to assess their predictive ability.
Methods:
We conducted a post-hoc analysis of the Diagnosis of Uncertain-Origin Benign Transient Neurological Symptoms (DOUBT) study, a prospective, multicenter cohort study investigating the frequency of acute infarcts in patients with low-risk neurological symptoms. Primary outcome parameter was defined as diffusion-weighted imaging (DWI)-positive lesions on MRI. Logistic regression analysis was performed to evaluate associations of clinical characteristics with MRI-DWI-positivity. Model performance was evaluated by Harrel’s c-statistic.
Results:
In 1028 patients, age (Odds Ratio (OR) 1.03, 95% Confidence Interval (CI) 1.01–1.05), motor (OR 2.18, 95%CI 1.27–3.65) or speech symptoms (OR 2.53, 95%CI 1.28–4.80), and no previous identical event (OR 1.75, 95%CI 1.07–2.99) were positively associated with MRI-DWI-positivity. Female sex (OR 0.47, 95%CI 0.32–0.68), dizziness and gait instability (OR 0.34, 95%CI 0.14–0.69), normal exam (OR 0.55, 95%CI 0.35–0.85) and resolved symptoms (OR 0.49, 95%CI 0.30–0.78) were negatively associated. Symptom duration and any additional symptoms/symptom combinations were not associated. Predictive ability of the model was moderate (c-statistic 0.72, 95%CI 0.69–0.77).
Conclusion:
Detailed clinical information is helpful in assessing the risk of ischemia in patients with low-risk neurological events, but a predictive model had only moderate discriminative ability. Patients with clinically suspected low-risk TIA or minor stroke require MRI to confirm the diagnosis of cerebral ischemia.
Chapter 12 provides insight into the large amount of science learning that can occur through informal experiences. Informal experiences relate to those that happen outside formal educational settings, such as family settings, museums, zoos and natural locations. As learning in these environments is free choice, children tend to be more motivated and interested in learning than in formal educational settings. This chapter describes the importance of informal experiences in the learning of science, the funds of knowledge that families share with their children, the rich and diverse cultural and linguistic science experiences that children bring to their educational settings, and the importance of the EC professional acknowledging and using children’s and families’ funds of knowledge in developing science learning experiences.
Chapter 15 highlights the role of an intentional, purposeful EC professional. It provides ideas and examples of how they can plan for and teach children through their individual and collective learning experiences. The chapter highlights the important place of verbal scaffolding and lesson planning. The components of a lesson plan are described and illustrated.
Chapter 1 starts with examples of typical child-instigated explorations in science, highlighting the importance of EC education as a whole and of developmental and cognitive psychology. This chapter describes children’s wonder and curiosity towards the world as it outlines what science looks like in the early years. As part of the definition of science, the chapter introduces conceptual, procedural and attitudinal science knowledge, and looks at how these relate to young children’s learning of science.
Finally, Chapter 17 refers to an important aspect of the role of any EC professional – ongoing professional learning. This chapter discusses reflective practice and critical reflection as a means of ensuring that EC professionals review and monitor their own practice and understand how this practice affects children’s learning outcomes. Tools such as reflective journals and professional portfolios are discussed. The theoretical aspects of EC professionals’ pedagogical content knowledge, content knowledge and pedagogical knowledge are explored.