Boredom is a negative emotion that most people experience on occasion. However, boredom is also present on a trait level. People high in trait boredom experience boredom more frequently or have difficulty tolerating it. Individuals high in trait boredom are more likely to experience depression or anxiety or engage in risk behaviors. Little is known about the development of trait boredom. We propose a bioecological model of the development of trait boredom in which it originates from early individual differences in temperament and executive control. Trait boredom is shaped over time through interactions between the child and their developmental context, such as parents, teachers, and neighborhoods. Boredom can also spur creativity. Capitalizing on the creative side of boredom may help promote low levels of trait boredom and healthy coping. We provide a roadmap to study the development of trait boredom to advance our understanding of how it emerges and develops.

Human evolutionary demography is an emerging field blending natural science with social science. This edited volume provides a much-needed, interdisciplinary introduction to the field and highlights cutting-edge research for interested readers and researchers in demography, the evolutionary behavioural sciences, biology, and related disciplines. By bridging the boundaries between social and biological sciences, the volume stresses the importance of a unified understanding of both in order to grasp past and current demographic patterns. Demographic traits, and traits related to demographic outcomes, including fertility and mortality rates, marriage, parental care, menopause, and cooperative behavior are subject to evolutionary processes. Bringing an understanding of evolution into demography therefore incorporates valuable insights into this field; just as knowledge of demography is key to understanding evolutionary processes. By asking questions about old patterns from a new perspective, the volume—composed of contributions from established and early-career academics—demonstrates that a combination of social science research and evolutionary theory offers holistic understandings and approaches that benefit both fields. Human Evolutionary Demography introduces an emerging field in an accessible style. It is suitable for graduate courses in demography, as well as upper-level undergraduates. Its range of research is sure to be of interest to academics working on demographic topics (anthropologists, sociologists, demographers), natural scientists working on evolutionary processes, and disciplines which cross-cut natural and social science, such as evolutionary psychology, human behavioral ecology, cultural evolution, and evolutionary medicine. As an accessible introduction, it should interest readers whether or not they are currently familiar with human evolutionary demography.

Human evolutionary demography combines research in evolutionary biology with the study of human demographic patterns and behaviors. Evolutionary biology and demography share many conceptual features that give rise to a natural complementarity, such as a focus on the population as a unit of study and emphasis on aggregate processes that have implications for individuals. They also have distinct strengths that further this natural partnership. Evolutionary approaches are often top-down and theory driven, while demographic ones are more often bottom-up and driven by data and robust estimation procedures. We suggest that human evolutionary demography reflects these areas of overlap and complementary strengths while emphasizing at least two main objectives: understanding the role of evolutionary processes in shaping population-level demographic patterns (e.g., the evolution of age-specific patterns of mortality or fertility), and using an evolutionary approach to understand contemporary variation between individuals in demographic patterns (e.g., how and why does fertility respond to environmental influences, and vary between and within populations?). Evolutionary demography is also inherently interdisciplinary. Interdisciplinary approaches are vital to furthering our understanding of the complex processes underlying demographic patterns, in part because such approaches can be a disruptive force challenging researchers to question assumptions and see the world differently. The papers in this volume demonstrate that integration of demography and evolutionary sciences strengthens both. This recognition by an ever-growing number of researchers has resulted in such a successful body of research that we are now able to showcase this field with this collection of papers, illustrating the vibrancy and diversity of research in human evolutionary demography.

A complete understanding of demographic patterns and behaviours is not possible without including the role of evolutionary processes. Many challenges in the social sciences, and in demography in particular, can be more readily met if they include the rich collection of perspectives, models, tools, and theories that evolutionary sciences can provide. Perhaps unexpectedly, the benefits of this inclusion can be indirect, as many benefits of an evolutionary perspective may take the form of a new way of approaching an old problem that leads to insights independent of any goal related to isolating the role of natural selection or adaptation. In other cases, the role of adaptation may have been under-appreciated and can lead to a different understanding of the mechanisms involved. To help human evolutionary demography improve going forward, we offer two general recommendations. One is improving the integration of contemporary developments in evolutionary thought about the role of culture and environment, such as dual-inheritance theory, epigenetics, and the role of social learning and cultural transmission. Many of these developments reflect an increasingly sophisticated understanding of cultural processes in and understanding of core concepts like fitness and heritability. The role of culture may be a productive point of contact between the social sciences and evolutionary social sciences given shared interests in this area. Second is a call to re-invigorate evolutionary demography with some of the classical ideas that come from life history theory and population ecology, such as the use of energy and resource budgets to structure tradeoffs, a focus on the role of ecological factors like density and resources, and the use of formal mathematical models.

This protocol was used to analysis glucosylceramide and glucosylsphingosine levels in mouse brain and liver. It was also described in previous publication (Mol Cell Neurosci.2020 Jan:102:103451,doi: 10.1016)

Abstract Some patients with autism and severe intellectual disability may experience uncontrolled aggression, causing serious injury or harm to others, and the therapeutic ineffectiveness of traditional pharmacological and behavioral treatment may aggravate symptoms. Deep brain stimulation (DBS) has been tested in patients with little evidence in children and adolescents. Therefore, we analyzed the efficacy and safety of DBS in refractory aggression in pediatric subjects with autism (ASD) and severe intelligence deficit (ID). Methods: A meta-analytic review of Web of Science (WOS) and Scopus articles, following Prisma criteria. A total of 555 articles were identified, but after applying the inclusion criteria, only 18 were analyzed. The review of the registries and the extraction of information was performed by 2 independent groups, to reduce the evaluator's bias. For the description of the results, pediatric patients with ASD or ID present in each registry, with an application of specialized scales (Overt aggression scale, OAS, and THE modified version of the OAS, MOAS) pre and post-DBS, with a clinical follow-up of at least 12 months, were considered valid. Clinical improvement was calculated using tests of aggressiveness. In each registry with available data and then pooling the means of all patients in the OAS and MOAS, the effect size of DBS (overall and per study) was estimated. Finally, the adapted NOS scale was applied to rate the studies' quality and level of bias. Results: In the studies analyzed, 65/100 were pediatric patients, with a mean age of 16.8 years. Most of the studies were conducted in South America and Europe. In all teams, aggressive behavior was intractable, but only 9 groups (53/65) applied specialized scales to measure aggressiveness, and of these, only 51 subjects had a follow-up of at least 12 months. Thus, in 48/51 a clinical improvement of patients was estimated (94.2%), with a considerable overall effect size (OAS: d=4.32; MOAS: d=1.46). However, adverse effects and complications were found in 13/65 subjects undergoing DBS. The brain target with the most evidence and the fewest side effects was the posteromedial hypothalamic nuclei (pHypN). Finally, applying the adapted NOS scale, quality, and bias, only 9 studies show the best indicators. Conclusion: An optimal level of efficacy was found in only half of the publications. This is mainly due to design errors and irrelevant information in the reports. We believe that DBS in intractable aggressiveness in children and adolescents with ASD and severe ID can be safe and effective if working groups apply rigorous criteria for patient selection, interdisciplinary assessments, objective scales for aggressiveness, and known surgical targets.

La mononucleosis infecciosa, también conocida como la Enfermedad del Beso, es producida por el herpes virus de Epstein Barr; el cual es transmitido entre seres humanos por medio de las secreciones bucales, se caracteriza clínicamente por faringitis, fiebre, y linfadenopatía; serológicamente hay aparición de anticuerpos heterófilos y hematológicamente por la presencia de leucocitos mononucleares con monocitos atípicos. La incidencia en menores de 10 años y mayores de 30 años es menor que 1 caso por 1000 personas/año y la mayoría de las infecciones leves en niños frecuentemente son subdiagnosticadas. El diagnóstico es estrictamente serológico: se dispone de técnicas que detectan una especie particular de anticuerpos heterófilos, cuya aparición es común en el transcurso de la enfermedad, y de otras que ponen de manifiesto la presencia de anticuerpos específicos frente a determinadas proteínas del virus. Paciente de 9 años acude junto a familiar (madre) por referir desde hace 5 días cefalea generaliza intensa Eva 8/10, acompañada de alza térmica no cuantificada, náuseas, escalofríos y tos seca.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N=889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.