Gender Socialization in Chinese Kindergartens: Teachers’ Contributions

Teacher-child interactions and peer exchanges were observed once a week for 10 months in four kindergartens in Hong Kong, China. A total of 206 anecdotes/scenes considered representative of the gender-related experiences of 109 4-year-old Chinese children in these kindergartens were analyzed. Descriptive codes, generated iteratively were clustered, categorized, integrated, recoded and recategorized and led to the identification of two major themes related to the socialization practices of teachers: Gendered Kindergarten Routines and Perpetuation of Gender Stereotypes. Findings indicated that these early years’ educational contexts were not gender neutral. Teachers interacted with boys significantly more than girls. They also subtly conveyed traditional Chinese gender values through their repeated use of gendered routines in the kindergartens and their behaviors reflected gender stereotypes

Clinical outcome measures in dementia with Lewy bodies trials: critique and recommendations

The selection of appropriate outcome measures is fundamental to the design of any successful clinical trial. Although dementia with Lewy bodies (DLB) is one of the most common neurodegenerative conditions, assessment of therapeutic benefit in clinical trials often relies on tools developed for other conditions, such as Alzheimer’s or Parkinson’s disease. These may not be sufficiently valid or sensitive to treatment changes in DLB, decreasing their utility. In this review, we discuss the limitations and strengths of selected available tools used to measure DLB-associated outcomes in clinical trials and highlight the potential roles for more specific objective measures. We emphasize that the existing outcome measures require validation in the DLB population and that DLB-specific outcomes need to be developed. Finally, we highlight how the selection of outcome measures may vary between symptomatic and disease-modifying therapy trials

Correction: Clinical outcome measures in dementia with Lewy bodies trials: critique and recommendations (Translational Neurodegeneration, (2022), 11, 1, (24), 10.1186/s40035-022-00299-w)

Following publication of the original article [1], the authors identified some errors in the Additional files 1–5. The original article [1] has been corrected

Threshold Concepts and Design for Social Change

The transition from ambiguous and unclear areas of academic enquiry towards well-defined knowledge boundaries confronts design for social change. Research relevant to the epistemological dimensions of the related academic discipline is limited. Identification of Threshold Concepts (TCs) unique to this academic area can help define appropriate knowledge boundaries. TCs are essential knowledge portals that, once mastered, can result in a transformed way of developing knowledge. Transformation may be emergent or protracted. This paper identifies a number of TCs and elaborates on their significance. Data were collected through a questionnaire with participants from academic and social design practice. This paper argues that it is of educational value to consider that some TCs in the related Higher Education (HE) curricula have to do with ways of thinking and practice, rather than the mastering of discrete conceptual ideas. This has implications for curriculum development in the area of design for social change