A Family Focused Intervention Influences Hippocampal-Prefrontal Connectivity Through Gains in Self-Regulation     

Jamie L. Hanson  Alysha D. Gillmore  Tianyi Yu  Christopher J. Holmes  Emily S. Hallowell  Allen W. Barton  Steven R.H. Beach  Adrianna Galván  James MacKillop  Michael Windle  Edith Chen  Gregory E. Miller  Lawrence H. Sweet  Gene H. Brody 《Child development》2019,90(4):1389-1401

The stressors associated with poverty increase the risks for externalizing psychopathology; however, specific patterns of neurobiology and higher self-regulation may buffer against these effects. This study leveraged a randomized control trial, aimed at increasing self-regulation at ~11 years of age. As adults, these same individuals completed functional MRI scanning (M_age = 24.88 years; intervention n = 44; control n = 49). Functional connectivity between the hippocampus and ventromedial prefrontal cortex was examined in relation to the intervention, gains in self-regulation, and present-day externalizing symptoms. Increased connectivity between these brain areas was noted in the intervention group compared to controls. Furthermore, individual gains in self-regulation, instilled by the intervention, statistically explained this brain difference. These results begin to connect neurobiological and psychosocial markers of risk and resiliency.  相似文献   

Theatre of the Commons: a theatrical inquiry into the democratic engagement of former refugee families in Canadian public high school communities     

J. Alysha Sloane  Dawn Wallin 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):454-472

Background: This paper describes the creation of a theatrical commons that aimed to broaden and deepen democratic engagement between diverse citizens in one public school community in Manitoba, Canada.Purpose and method: The researchers considered how Forum and Image Theatre provided former refugee youth, guardians, parents and the general public with the opportunity to name and invent different possibilities to address complex school community challenges at an individual and at a policy level. The study utilised critical participatory action research that drew heavily on the theatrical imaginations of Augusto Boal and David Diamond.Main arguments and conclusions: Three recommendations were derived from the findings as they related to the research questions and literature: (1) that Image and Forum Theatre can be used to connect public education to the pursuit of transformative democracy; (2) that Image and Forum Theatre would be a useful means of informing system planning and reflection, and; (3) that a theatrical commons has value for creating space for marginalised voices to influence decision-making.  相似文献   

Serial composition of human milk in preterm and term mothers     

A. P. S. Narang  H. S. Bains  Shivani Kansal  D. Singh 《Indian journal of clinical biochemistry : IJCB》2006,21(1):89-94

Human milk samples were collected from 86 mothers induced in the study on days 3, 7, 14 and 28 of lactation. The mothers were divided into three groups on the basis of gestation viz. group 1: 37–41 weeks (n=41), group II: 33–36 (n=23) and group III: <33 weeks gestation (n=22). All the samples were analysed for the estimation of fat, lactose and protein. The results obtained from the investigations were statistically analysed. The analysis of the results revealed a lower amount of fat and lactose in preterm milk as compared to term milk (p<0.01). These were found to increase in amount with increasing postnatal age (p<0.05). The protein levels were observed to be significantly higher in preterm than term milk (p<0.01). These were observed to decrease significantly with increase in postnatal age (p<0.01).  相似文献   

The non-formal arts learning sector,youth provision,and paradox in the learning city     

Stuart R. Poyntz  Rebecca Coles  Heather Fitzsimmons-Frey  Alysha Bains  Julian Sefton-Green  Michael Hoechsmann 《牛津教育评论》2019,45(2):258-278

ABSTRACT

The ‘learning city’ contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved communities. Yet, for all of this attention, the non-formal learning sector has remained an opaque object, defined by hazy boundaries, diverse programme structures, and a presence in cities that is difficult to grasp. In this paper we develop an account of the non-formal arts learning sector for socially disadvantaged youth by treating it as a ‘socio-technical assemblage’ of the learning city. We draw on data from the Youthsites research project and examine the history, priorities, and tensions in the sector between 1995 and 2015, a period when the youth arts sector has become a significant feature of urban space. We trace the emergence of the sector in three global cities, analyse a series of paradoxes linked to income and property, the labelling of youth, and organisation aims, and show how these paradoxes shape the sector’s broader relationship with the state, labour and consumer markets, and related institutions that allocate support for young people.  相似文献