This descriptive quantitative research investigated the extent to which secondary public-school teachers in Quezon City analyzed how selected demographic variables influence these practices. Employing a structured and validated questionnaire, the study measured the integration of gender sensitivity across six key pedagogical dimensions: (1) attitudes and values, (2) classroom interaction and atmosphere, (3) equal opportunities and participation, (4) language and materials used, (5) curriculum and instructional design, and (6) handling of gender-related issues. A stratified random sample of 362 respondents was drawn from a total population of 5,934 teachers, with the sample size determined using Cochran’s formula and adjusted for finite population. The majority of participants were female, held entry- to mid-level teaching positions, and reported limited hours of Gender and Development (GAD) training. Findings indicated generally high levels of gender-sensitive practices, particularly in fostering respectful classroom environments and using inclusive instructional materials. However, areas such as reflective self-assessment and consistent application of gender-fair language presented opportunities for improvement. Statistical analyses revealed no significant differences in gender-sensitive teaching practices when respondents were grouped according to sex, civil status, teaching experience, or professional rank. However, age and extent of GAD training exposure emerged as significant factors influencing specific dimensions of gender-sensitive pedagogy. Notably, older teachers demonstrated greater proficiency in addressing gender issues in the classroom, suggesting a possible link between professional maturity and gender responsiveness. Additionally, increased exposure to GAD training correlated with higher levels of gender sensitivity in multiple domains, although post hoc analyses did not yield significant pairwise differences. These findings underscore the critical role of sustained professional development and targeted GAD interventions in enhancing teachers’ gender-responsive competencies. The study recommends the implementation of differentiated and evidence-based training programs tailored to the developmental and experiential profiles of teachers to advance inclusive and equitable educational practices in the public secondary school system.

BackgroundPositive expectancies of cannabis use effects, which are the beliefs about the anticipated positive effects of cannabis, are robust cognitive precursors of adolescent cannabis initiation and escalation. However, little is known about how sociodemographic, familial, and psychopathological factors predict positive expectancies of cannabis use effects or how these expectancies evolve across early adolescence.ObjectiveThis study aimed to identify distinct developmental trajectories of positive expectancies of cannabis use effects among early adolescents, as well as the longitudinal effects of familial factors on positive expectancies of cannabis use effects over time.MethodsThis study used latent class growth analysis with 3 waves of longitudinal data from the Adolescent Brain Cognitive Development Study (ABCD Study) to identify distinct trajectories of positive expectancies of cannabis use effects among a large, demographically diverse cohort of early adolescents (aged 10‐13 years). Multinomial logistic regression was used to examine whether baseline sociodemographic and policy-level factors were associated with class membership. Time-varying effects of familial factors (ie, parental monitoring, family cannabis use rules, and family conflict) and adolescents’ psychopathology were examined within and across trajectory classes using class-specific and common effects models.ResultsFour distinct trajectories of positive expectancies of cannabis use effects emerged with different profiles: moderate-increasing (3118/7409, 42.1%), high-increasing (2111/7409, 28.5%), low-increasing (1496/7409, 20.2%), and high-decreasing (684/7409, 9.2%) trajectories. Parental monitoring and strict family cannabis use rules consistently predicted lower positive expectancies of cannabis use effects, particularly in the moderate- and high-increasing groups, while family conflict emerged as a robust risk factor. Psychopathological symptoms became increasingly predictive of positive expectancies of cannabis use effects at later ages, suggesting a developmental shift in vulnerability.ConclusionsThe development of positive expectancies of cannabis use effects in early adolescence is heterogeneous and shaped by the interplay among sociodemographic, familial, and psychopathological factors. These findings highlight the critical window for early, family-based prevention and underscore the importance of tailoring intervention strategies to specific developmental and risk profiles.

ABSTRACT Little is known about how parental spatial language input relates to children’s spatial cognition or mathematics performance or how children’s own spatial language develops. The current study examined spatial language at 24 months (N = 187 families; 105 boys) and 48 months (N = 115 families; 66 boys), and spatial cognition and number performance at 48 months. Child spatial language was predominantly from the categories of “deictics,” “location and direction,” “continuous amount” and “spatial dimensions” at both timepoints. The diversity of parents’ spatial language (spatial language quality) at 24 months was longitudinally associated with child numeracy at 48 months. Findings are discussed in relation to existing literature.

Maternal perinatal stress is a well-documented risk factor for adverse child outcomes, but limited evidence is available from Latin America. This study investigated associations between maternal psychosocial stress during pregnancy and postpartum and infant socioaffective development at 3 months of age in Argentina. The sample included 198 mother-infant dyads recruited from two public health centers. Mothers completed standardized assessments of anxiety, depression, perceived stress, and pregnancy-specific distress during the second and third trimesters and 3 months postpartum. Infant socioemotional development and temperament were assessed at 3 months using parent-report instruments. Latent profile analysis identified three socioaffective profiles (Reactive, Moderate, Adapted). Multinomial logistic regressions showed that maternal stress-particularly during the second trimester-predicted profile membership. Higher prenatal and cumulative stress levels increased the odds of classification into the Reactive profile and decreased the likelihood of classification into the Adapted profile. These findings underscore the developmental impact of maternal stress and highlight the importance of early detection and intervention in prenatal care, especially in low- and middle-income contexts.

Differential toxic phenotypes and liver injury induced by Atractylenolides (I, II, and III): Insights from zebrafish (Danio rerio) models and network toxicology.

Auxin is one of the major driving forces of plant development and requires careful regulation of transporter proteins to establish polar auxin transport. The PIN-FORMED (PIN) family plays a pivotal role in plant development by establishing auxin gradients that govern vascular patterning and organogenesis. However, the PIN family remains severely underexplored in Setaria viridis, a well-established model for C4 monocots. In this study, we identified and characterized 13 PIN genes in the S. viridis genome. Phylogenetic and collinearity analyses revealed duplication events in the SvPIN1, SvPIN5 and SvPIN10 subfamilies. Structural analysis uncovered unique features, including potential pseudogenization of SvPIN5a. Expression profiling across five developmental stages unveiled the potential developmental roles of SvPINs, with SvPIN1 and SvPIN10 paralogues predominantly expressed in shoots and panicles, SvPIN2 and SvPIN9 in roots, while SvPIN5b showed leaf-enriched expression, suggesting potential involvement in leaf vascular development. Hormonal treatments in callus cultures revealed auxin-mediated upregulation of SvPIN1b, SvPIN2, SvPIN5d, SvPIN8 and SvPIN10a. Our findings provide significant insights into the role of PIN genes in S. viridis and other C4 monocots, establishing a foundation for future functional studies and offering potential targets for crop improvement through auxin transport manipulation.

Background: Children with Down syndrome (DS) experience developmental delays that complicate their transition from home to school. In South Africa, under-resourced schools, early intervention remains inconsistently implemented despite its potential to enhance developmental and educational outcomes. Aim: This study explores how early intervention influences the school transition experiences of children with DS in a South African special needs school, focusing on relational, emotional and pedagogical dimensions of this process. Setting: A qualitative study consisting of N = 7 participants was conducted at a special needs school in Gauteng, South Africa, serving children with diverse developmental profiles. Methods: A qualitative case study within an interpretivist paradigm was employed. Data were gathered through semi-structured and narrative interviews with parents, teachers and school management, alongside document analysis of inclusive education policies. Ubuntu Philosophy and Resilience Theory framed the analysis, which used thematic methods to identify key patterns. Results: Four core themes emerged: (1) collaborative communication strengthens transitions, (2) individualised support enables learner adjustment, (3) emotional strain during transition requires sensitive intervention and (4) learning through play and demonstration enhances inclusion. The findings affirm that successful transitions depend on relational care, personalised strategies, community support, not just early diagnosis. Conclusion: Early intervention supports successful school transitions when embedded in emotionally responsive, culturally grounded, collaborative practices. Ubuntu’s ethic of shared humanity and the relational focus of Resilience Theory provide a valuable framework for understanding inclusion in South African early childhood contexts. Contribution: This study contributes an African-centred model of early intervention that emphasises culturally relevant, community-based support for children with DS and their families.

BACKGROUND AND OBJECTIVES Traditional standardized cognitive assessment requires lengthy face-to-face evaluations. The Developmental Profile, Fourth Edition (DP-4) is one of few caregiver-reported standardized measures of cognition. While existing data support the convergent validity between the DP-4 Cognitive scale and developmental tests used for very young children, similar data do not exist for traditional intelligence tests in preschool and school-aged children. The goal of this study was to produce initial psychometric data relevant to clinical and research use of the DP-4 in preschool-to-school-age children. METHODS In this exploratory analysis from an observational longitudinal study of children with or without developmental disability, N=46 children (n=26 male) aged 3–7 years (M±SD=5 years, 4 months±1 year, 2 months) were contemporaneously assessed with the DP-4 interview and the age-appropriate Wechsler form. Concordance was evaluated using mixed effects models. Classification statistics were evaluated for cutoffs of standard scores at 70 and 85. RESULTS Mean scores on the DP-4 Cognitive (M±SD = 99.17±18.24) and Wechsler FSIQ (M±SD = 100.76±18.62) were in the average range. A concordance correlation coefficient of 0.75 [95% CI: 0.53, 0.86] indicated acceptable agreement. Perfect accuracy was observed using a threshold of 70 on both instruments, but sensitivity of the DP-4 (67%) was lower for a threshold of 85. CONCLUSIONS These results support the convergent validity for research use of the DP-4 Cognitive Scale and provide initial support for the use of the DP-4 interview as a screening tool for developmental delay. However, more data from the clinical setting are needed.

Neuronal function is intimately tied to axodendritic polarity. Neurotransmitter release, for example, is usually the role of the axon. There are widespread exceptions to this rule, however, including many mammalian neuronal types that can release neurotransmitter from their dendrites. In the mouse olfactory bulb, closely related subclasses of dopaminergic interneuron differ markedly in their polarity, with one subtype lacking an axon entirely. These axon-bearing and anaxonic dopaminergic subclasses have distinct developmental profiles and sensory responses, but how their fundamental polarity differences translate to functional outputs remains entirely unknown. Here, we provide anatomical evidence for distinct neurotransmitter release strategies among these closely related dopaminergic subtypes: anaxonic cells release from their dendrites, while axon-bearing neurons release exclusively from their intermittently myelinated axon. These structural differences are linked to a clear functional distinction: anaxonic, but not axon-bearing, dopaminergic neurons are capable of self-inhibition. Our findings suggest that variations in polarity can produce striking distinctions in neuronal outputs, and that even closely related neuronal subclasses may play entirely separate roles in sensory information processing.

Neuronal function is intimately tied to axodendritic polarity. Neurotransmitter release, for example, is usually the role of the axon. There are widespread exceptions to this rule, however, including many mammalian neuronal types that can release neurotransmitter from their dendrites. In the mouse olfactory bulb, closely related subclasses of dopaminergic interneuron differ markedly in their polarity, with one subtype lacking an axon entirely. These axon-bearing and anaxonic dopaminergic subclasses have distinct developmental profiles and sensory responses, but how their fundamental polarity differences translate to functional outputs remains entirely unknown. Here, we provide anatomical evidence for distinct neurotransmitter release strategies among these closely related dopaminergic subtypes: anaxonic cells release from their dendrites, while axon-bearing neurons release exclusively from their intermittently myelinated axon. These structural differences are linked to a clear functional distinction: anaxonic, but not axon-bearing, dopaminergic neurons are capable of self-inhibition. Our findings suggest that variations in polarity can produce striking distinctions in neuronal outputs, and that even closely related neuronal subclasses may play entirely separate roles in sensory information processing.

Auditory hypersensitivity is a prominent symptom in Fragile X syndrome (FXS), the most prevalent monogenic cause of autism and intellectual disability. FXS arises through the loss of the protein encoded by the FMR1 (Fragile X Messenger Ribonucleoprotein 1) gene, FMRP, required for normal neural circuit excitability. In the brainstem, FMRP is necessary for normal development of acoustic reactivity, and its loss has been implicated in audiogenic seizures (AGS) in Fmr1 knockout (KO) mice, modeling auditory hypersensitivity and seizures in FXS patients. The present study investigated the correlation between auditory brainstem function and behavioral expression of AGS at the early (postnatal day P20, infancy) and late (P32, juvenile) stages of auditory development in Fmr1 KO mice compared with wildtype (WT) mice, and in both females and males. We tested responsiveness to pure tones of select auditory pathway elements through auditory brainstem responses, and neural synchronization to amplitude envelopes of modulated acoustic stimuli through auditory steady-state responses. AGS behavior was categorized for severity during 5-min exposure to loud sound. Expression of the immediate early gene cFos was quantified as a marker for neuronal activity in the inferior colliculus. During infancy, more severe AGS expression in Fmr1 KO mice compared with WT mice was accompanied by increased responsiveness to acoustic stimuli at the level of the superior olivary complex and inferior colliculus, and stronger neural synchronicity in subcortical auditory neurons. Fmr1 KO mice also had higher cFos positive cell counts in the inferior colliculus after exposure to loud sound. With age, both AGS susceptibility and exaggerated acoustic stimulus-evoked activity in the Fmr1 KO mice subsided. Intriguingly, Fmr1 KO mice displayed an altered developmental profile in both the threshold and amplitude of auditory brainstem response. Our findings support evidence that AGS activity relies upon hyperexcitability in the auditory system, including in the lower brainstem, possibly due to disturbed auditory maturation. Hyper-synchronization to modulated sounds in subcortical auditory neurons seemed to predict AGS severity. The developmental trajectory of the auditory hyperresponsiveness and hypersynchrony suggests a transient processing alteration underlying heightened AGS susceptibility in Fmr1 KO mice. A better understanding of FXS-related circuit and behavioral symptoms of auditory processing across development provides the potential to identify therapeutic strategies to achieve auditory function recovery in FXS.

This work evaluates use of the TELE-ASD-PEDS-Preschool (TAP-P), a telemedicine-based autism assessment tool for the preschool age range. The TAP-P is a play-based instrument with varied administration and scoring procedures based on a child's language level. This study compared tele-assessment using the TAP-P to in-person autism assessment. Participants were 116 children (aged 36-71months) referred for autism evaluation. Participants first completed in-home tele-assessment (administration of the TAP-P, clinical interview, and Developmental Profile 4). All participants then completed in-person assessment with a different psychological provider, including cognitive or developmental assessment, adaptive behavior assessment, and autism-focused assessment (ADOS-2). Caregivers completed questionnaires after each appointment assessing their perceptions. When asked to make a binary decision about presence or absence of autism, tele-assessment and in-person clinicians agreed for 82% of participants (n = 95). In most instances of diagnostic disagreement (n = 17), tele-assessment clinicians indicated the absence of autism and in-person clinicians indicated the presence of autism. When given the option to select "unsure," tele-assessment clinicians reported uncertainty for 28% of participants assessed using Form 1 of the TAP-P (designed for children with less verbal language, defined as two-word phrases or less) and 52% of children assessed using Form 2 (for children with more verbal language). Families reported broad satisfaction with tele-assessment procedures. This work highlights potential utility of tele-assessment for identification of autism in preschool-aged children with less verbal language, while emphasizing the critical need for additional research related to use of tele-assessment for children using more complex and flexible verbal language.

ABSTRACT This study investigates how English-major students from two different programmes: English Studies and English Teacher Education develop intercultural sensitivity across affective and behavioural dimensions. A comparative mixed-methods approach was utilized, with a survey administered to 120 participants and interviews conducted with eight participants. The study was motivated by concerns that differing curricular emphases may shape students’ developmental profiles for intercultural communication. Results indicate that English Studies students have higher interaction confidence compared to their peers in the English Teacher Education programme. This difference suggests that programme orientation can significantly affect students’ ability to engage confidently and adaptively in cross-cultural interactions.

Exposure to mixed metals/metalloids in early childhood: a cross-sectional cohort study in children from Sevilla, Southern Spain.

A stepwise approach to designing and delivering the SCHeLTI trial community-family-mother-child obesity prevention intervention.

From inert to active: Charge-compensated metallacarboranes with high toxicity and anticancer potential.

ObjectiveThe Communication and Symbolic Behaviour Scales Developmental Profile Infant–Toddler Checklist (CSBS DP ITC) is a screening tool designed to identify early deficits in social communication, expressive speech/language and symbolic functioning in children aged 6–24 months. This study aimed to translate and content validate the CSBS DP ITC into Modern Standard Arabic.DesignMethodological study involving translation and content validation.SettingThe study was conducted in the United Arab Emirates.ParticipantsThe translation process involved five bilingual translators and one monolingual Arabic language expert. Ten experts participated in the content validation phase, and 10 parents of young children participated in the face validity assessment.Outcome measuresContent Validity Indices (CVIs), including the Item-level CVI (I-CVI), the Scale-level CVI by Average (S-CVI/Ave) and the S-CVI by Universal Agreement (S-CVI/UA), along with modified kappa statistics, were calculated to assess item-level and scale-level clarity, relevance and comprehensiveness.ResultsExpert panel ratings showed high clarity (I-CVI: 0.8–1, S-CVI/Ave: 0.98, S-CVI/UA: 0.88) and similar relevance scores. Face validity assessments yielded clarity I-CVI scores of 0.9–1, with S-CVI/Ave at 0.98 and S-CVI/UA at 0.8. The modified kappa statistic ranged from 0.89 to 1, indicating strong agreement among parents.ConclusionsThe CSBS DP ITC was effectively translated and content validated into Modern Standard Arabic. The calculated CVI values ranged from excellent to acceptable. This step establishes a foundation before proceeding to full psychometric testing of the instrument, paving the way for a reliable and culturally appropriate tool to identify early communication delays for use across the Arab-speaking population.

Abstract: In the coming years, India’s developmental narrative is poised for a fundamental shift— from a traditional Gross Domestic Product (GDP)-driven model toward a more inclusive and empowerment-based framework of progress. This emerging paradigm is increasingly reflected in national policy discourse and statements by the Prime Minister, who emphasizes the need for a development approach centered on the Gross Empowerment of People (GEP) rather than solely on economic output. The concept of GEP underscores a multidimensional understanding of development that includes economic, social, political, digital, and cultural empowerment, moving beyond conventional growth metrics to focus on the real capabilities, freedoms, and dignity of individuals. This research paper investigates the theoretical foundations and practical significance of the GEP model as a guiding principle in India’s evolving development strategy. Recognizing the complexity of measuring empowerment, the study proposes a comprehensive and context-sensitive GEP Index, designed to capture the multidimensional nature of empowerment within India’s unique socio-political landscape. The research applies this proposed GEP Index to a detailed case study of the state of Haryana. Haryana presents a compelling case for analysis due to its paradoxical developmental profile: the state boasts one of the highest per capita incomes and robust industrial growth rates nationally, yet it continues to grapple with persistent social challenges, including gender disparities, high dropout rates in education, and significant rural-urban inequalities. These contradictions make Haryana an ideal laboratory to test the efficacy of the GEP Index in revealing the nuanced dimensions of empowerment that traditional economic indicators may obscure. Using a composite methodology that integrates quantitative data from government reports, surveys, and indices, alongside qualitative assessments of policy impacts, the study evaluates Haryana’s performance across five key dimensions of the GEP Index—economic empowerment, social empowerment, political participation, digital inclusion, and psychological and cultural empowerment. The findings highlight areas of strength, such as economic and digital empowerment, alongside critical gaps in social and cultural dimensions, particularly related to gender equality and educational access. The study concludes by discussing the implications of adopting a GEP-centric development framework for policymakers, emphasizing how such an approach can help bridge the gap between economic growth and genuine human development. It argues that the GEP Index offers a more holistic and equitable alternative to GDP, enabling governments to design targeted interventions that foster inclusive empowerment. Ultimately, this research contributes to the growing global and Indian discourse on redefining progress by offering a practical, measurable, and policy-relevant empowerment framework. It demonstrates that while Haryana exemplifies some of India’s economic successes, true development must be measured by the extent to which its people are empowered to participate fully in society and shape their own futures.

IntroductionThe brainstem is a critical hub connecting the cerebrum and spinal cord. However, the gene regulatory dynamics during fetal brainstem development remain incompletely characterized.MethodsThis study employed RNA-seq to map transcriptomes across 107 tissue blocks from 18 human fetal brainstems (gestational weeks 9–33). Weighted gene co-expression network analysis (WGCNA) identified 22 functionally annotated modules. We quantitatively assessed their spatiotemporal activity gradients and systematically classified genes exhibiting significant temporal trajectories based on phase-specific signatures.ResultsOur integrated approach constructed a developmental transcriptomic profile, revealing stage-specific regulatory networks and dynamic transcriptional trajectories governing ontogeny. Crucially, we validated the expression of neurodevelopmental disorder-associated genes within fetal brainstem tissues.DiscussionThis work advances our understanding of brainstem development and provides a foundational resource for research into neurological disorders.

The actin-binding protein synaptopodin (Synpo) regulates the cytoskeleton and intracellular Ca 2+ and is important for long-term potentiation (LTP) and learning. The inconsistent onset age for LTP in mice makes their Synpo knockout (KO) a suboptimal developmental model. Hence, we generated Synpo KO rats using CRISPR-Cas9. Synpo KO rats are viable with reduced body weight and bone length after postnatal days (P)35-P45. Their basal kidney function is normal. 3D reconstruction from electron microscopy reveals the absence of the Synpo-dependent dendritic spine apparatus and cisternal organelles in the axon initial segment (AIS), which may contribute to reduced LTP in the KO rat. Inhibitory synapses in the wild-type AIS appear preferentially clustered near cisternal organelles-a pattern disrupted in the KO, where synapses appear more uniformly distributed. The consistent developmental profile of LTP in the rat makes this KO a robust model to assess Synpo function in development, synaptic plasticity, and behavior.