Duration of unassisted swimming activity for spotted dolphin (Stenella attenuata) calves: implications for mother-calf separation during tuna purse-seine sets

Size-related differences in power production and swim speed duration may contribute to the observed deficit of nursing calves in relation to lactating females killed in sets by tuna purse-seiners in the eastern tropical Pacific Ocean (ETP). Power production and swim-speed duration were estimated for northeastern spotted dolphins (Stenella attenuata), the species (neonate through adult) most often captured by the fishery. Power required by neonates to swim unassisted was 3.6 times that required of an adult to swim the same speed. Estimated unassisted burst speed for neonates is only about 3 m/s compared to about 6 m/s for adults. Estimated long-term sustainable speed is about 1 m/s for neonates compared to about 2.5 m/s for adults. Weight-specific power requirements decrease as dolphin calves increase in size, but power estimates for 2-year-old spotted dolphin calves are still about 40% higher than power estimates for adults, to maintain the same speed. These estimated differences between calves and adults are conservative because the calculations do not include accommodation for reduced aerobic capacity in dolphin calves compared to adults. Discrepancies in power production are probably ameliorated under normal circumstances by calves drafting next to their mothers, and by employing burst-coast or leap-burst-coast swimming, but the relatively high speeds associated with evasion behaviors during and after tuna sets likely diminish use of these energy-saving strategies by calves

#StandWithCongo

On Monday 24th October, I attended the London premiere of the documentary When Elephants Fight at the LSE.[1] What I watched left me both stunned and appalled. I would urge you all to find an opportunity to watch the documentary and join in on the debate. #StandWithCong

Talking with their feet : student absenteeism and compulsory schooling

Universal access to elementary schooling is a goal that was largely achieved in western democracies by the mid twentieth century. Yet, at the beginning of the twenty-first century, students’ access to schooling appears to be back on the agenda; this time, students themselves rather than our social systems are regulating their access to school. Increasingly, schools throughout Australia and in several other OECD countries are recording a worrying decline in student attendance in the compulsory years, prompting a certain amount of societal ‘fear’, ‘anxiety’ and ‘moral panic’. This paper reviews the literature on student attendance and absenteeism as a feature of contemporary schooling. It begins with an account of how this literature variously defines absenteeism – its discursive categories – and where it locates the ‘problem’. The ‘solutions’ that flow from these accounts are also explicated, specifically in relation to their regulatory effects on students and on the education they are offered. The paper’s critical reading of these problems of and solutions for student absenteeism seeks to highlight the institutional authoring of such student behaviour and of students as ‘other’. It also uncovers the silences in the literature, particularly in relation to cultural difference, student subjectivity and teacher pedagogy – what teachers are doing (and not doing) to/with students. The paper concludes that issues of low socio-economic status do not feature very loudly in the literature (and, we suspect, in practice), despite being strongly associated with students who respond to the demands and relevance of schooling by ‘talking with their feet’

Phosphorylation of androgen receptors at serine 515 is a potential prognostic marker for triple negative breast cancer

1.7 million cases of breast cancer are diagnosed every year with 522,000 deaths. Molecular classifications of breast cancer have resulted in improved treatments. However, treatments for triple negative breast cancer (TNBC) are lacking. Analysis of molecular targets for TNBC is a priority. One potential candidate is androgen receptor (AR) phosphorylation. This study assessed the role of AR phosphorylation at ser81/ser515 and their two upstream effectors, cyclin-dependent kinase 1 (pCDK1) and extracellular-regulated kinase 1/2 (pERK1/2) in 332 ductal breast cancer patients by immunohistochemistry. pERK1/2 combined with AR-515 associated with improved cancer-specific survival (CSS, p = 0.038), decreased size (p = 0.001), invasive grade (p < 0.001), necrosis (p = 0.003), b-lymphocytes (p = 0.020), molecular subtype (p < 0.001) and estrogen receptor (ER)/progesterone receptor (PR)-status (p < 0.001). The cohort was therefore stratified into ER+ve and ER-ve patients. In ER+ve tumours, pERK1/2 combined with AR-515 associated with improved CSS (p = 0.038), smaller size (p = 0.004), invasive grade (p = 0.001), decreased b-lymphocytes (p = 0.013) and increased plasma cells (p = 0.048). In contrast, in TNBC patients, phosphorylation of AR-515 associated with poorer CSS (p = 0.007). pERK1/2 combined with AR-515 associated with decreased inflammation (p = 0.003), increased tumour stroma (p = 0.003) and tumour budding (p = 0.011), with trends towards decrease CSS (p = 0.065) and macrophage levels (p = 0.093). In Conclusions, AR-515 may be an important regulator of inflammation in breast cancer potential via ERK1/2 phosphorylation. AR-515 is a potential prognostic marker and therapeutic target for TNBC

Twelve tips for teaching brief motivational interviewing to medical students

Background: Shifting from paternalistic to patient-centred doctor-patient relationships has seen a growing number of medical programs incorporate brief motivational interviewing training in their curriculum. Some medical educators, however, are unsure of precisely what, when, and how to incorporate such training. Aims: This article provides educators with 12 tips for teaching brief motivational interviewing to medical students, premised on evidence-based pedagogy. Methods: Tips were drawn from the literature and authors’ own experiences. Results: The 12 tips are: (1) Set clear learning objectives, (2) Select experienced educators, (3) Provide theoretical perspectives, (4) Share the evidence base, (5) Outline the “spirit”, principles, and sequence, (6) Show students what it looks like, (7) Give students a scaffold to follow, (8) Provide opportunities for skill practice, (9) Involve clinical students in teaching, (10) Use varied formative and summative assessments, (11) Integrate and maintain, and (12) Reflect and evaluate. Conclusions: We describe what to include and why, and outline when and how to teach the essential components of brief motivational interviewing knowledge and skills in a medical curriculum

Study of Supportive Housing in Illinois: First Interim Report

In particular, the study focuses on the change in service use and the cost of services used by Illinois supportive housing residents 2 years before entering supportive housing and 2 years after. This study will inform policymakers, funders, and others about the importance and cost effectiveness of supportive housing in Illinois

Building skills, knowledge and confidence in eating and exercise behavior change: Brief motivational interviewing training for healthcare providers

Objective: Obesity related health problems affect individuals, families, communities and the broader health care system, however few healthcare providers (e.g., doctors, nurses, social workers, psychologists, counselors) receive formal training in obesity prevention interventions. We examined the effectiveness of training healthcare providers in brief motivational interviewing (brief MI) targeting eating and exercise behavior change. Methods: 163 healthcare providers participated. 128 participants completed a one-day experiential brief MI training workshop followed by electronic peer-support and a further 35 matched controls did not receive the training. Results: Participant's knowledge of brief MI and confidence in their ability to counsel patients using brief MI significantly improved following training (p< 0.05) and remained at 3 and 6-month follow-up (p< 0.05). Brief MI skills assessed during the simulated patient interactions indicated a significant improvement across two practical training blocks (p< 0.05). Conclusion: Healthcare providers can learn brief MI skills and knowledge quickly and confidence in their counseling abilities improves and is sustained. Practice implications: Healthcare providers may consider brief MI as an obesity prevention intervention

Handmade memories : The robustness of the gestural misinformaton effect in children's eyewitness interviews

This is an Accepted Manuscript. The final publication is available at Springer via https://doi.org/10.1007/s10919-015-0210-z.An interviewer’s gestures can convey misleading information and subsequently cause inaccuracies in the reporting of an event by both adults and children. We investigated the robustness of the gestural misinformation effect, examining the extent to which an interviewer’s gestures mislead children under conditions that would normally buffer them against verbal suggestibility (strength of memory trace, age, and verbal ability). Children (a younger sample aged 2–4 years, n = 30; and an older sample aged 7–9 years, n = 26) were exposed to a videotaped event and questioned immediately, having been allocated randomly to either an accurate gesture condition (gestures consistent with observed events, e.g., “What was the lady wearing?” plus a ‘hat’ gesture) or a misleading gesture condition (“What was the lady wearing?” plus a ‘gloves’ gesture). Children were susceptible to the gestural misinformation effect even when questioned immediately after witnessing the event, regardless of age and verbal ability. These findings reveal new insights into the robustness of the gestural misinformation effect in children’s eyewitness interviews.Peer reviewedFinal Accepted Versio