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Women's sports participation in Malaysia remains disproportionately low despite increasing national emphasis on sports gender equity. Limited empirical literature examining the subject using an integrated sociocultural and psychological perspective in the Malaysian cultural context. This study aimed to assess women resilience in sports in terms of self-perceived efficacy, emotions, self-rated problem-solving, self-assessed leadership and barriers to continuous sports participation. A mixed-methods approach which consists of an online survey and focus groups interviews targeted Malaysian women was employed. Quantitative data were collected from 191 participants using the Resilience Scale, Leadership/Teamwork Self-Efficacy Scale, Positive and Negative Affect Schedule, Shortened Problem-Solving Skills and Leadership Self-Assessment, whilst qualitative data were collected from two separate focus groups comprising women who were active (n = 6), and inactive (n = 7) in sports. Survey data analysis demonstrated Leadership and Teamwork Self-Efficacy, Positive Affect and Problem-Solving Skills significantly accounted for variance in Resilience. Thematic analysis revealed five key themes: (1) barriers to sustained sports participation, (2) gender influences and societal expectations, (3) community, motivation, and leadership, (4) the role of social media in empowerment, and (5) policy awareness and institutional support. These findings provide insights for future longitudinal or interventions studies targeting factors account for variance in building resilience as an internal resource for women in sports, while highlighting systemic and sociocultural barriers hindering women's sports participation that should be addressed to further gender equity in the Malaysian sports environment.

Preschool children with sickle cell disease (SCD) are at high risk for early and progressive neurocognitive deficits that negatively affect academic outcomes. Preschoolers with SCD are more likely to display deficits in school readiness skills such as early literacy, numeracy, and self-regulation. Previous behavioral interventions for children with SCD have displayed highly variable feasibility and adherence. The goal of this study was to formally adapt an evidence-based school readiness intervention for children with SCD. The Intervention Mapping for Adaptation (IM Adapt) methodology was used to adapt an intervention for patients with SCD and their families. IM Adapt is a systematic and iterative problem-solving approach to adapt health promotion interventions for specific populations. The evidence-based school readiness intervention Kids in Transition to School (KITS) was identified through the IM Adapt strategy. This intervention showed preliminary fit with the needs of children with SCD. A planning group composed of providers, subject matter experts, and caregivers of patients with SCD was established to complete the adaptation of KITS for this population. We added content to KITS describing how to respond to a child's pain episode, the impact of sleep disruptions on school performance, medical accommodations offered to children with SCD in the school setting, and how to establish school services. SCD-related content included discussion questions to facilitate group problem-solving and peer support. We converted the core child-directed content into animated videos for the children and their caregivers to watch at home together. We also provided a school readiness workbook to all families to cover early literacy and numeracy topics. We updated the parent- and child-directed intervention materials to improve cultural representation and include books that promote cultural pride for African American populations. By working with families and community stakeholders, we adapted an evidence-based interventions that may address barriers and health inequities. IM Adapt provides a formal process in which to document and evaluate these adaptations. https://www.ClinicalTrials.gov, identifier NCT06367192, 4-11-2024.

Background: This research sought to determine the math proficiency of pharmacy technicians and the potential causes for the technicians' feelings of deficiency when attending continuing pharmacy education activity (CPE) and performing pharmaceutical calculations. Methods: To investigate these questions, the following questionnaire and test methods were utilized. Pharmacy technicians attending a 2-hour CPE activity completed a pre-activity survey assessing demographics, attitudes toward solving math problems, and sample calculation problems. Subsequently, the post-activity evaluation included additional calculation problems for comparison. Results: Our research found that most participants were nationally certified (82% of participants), but that most had not completed or were unsure if they had completed a formalized training program (58% of participants). Pre-survey data revealed participants perceiving low confidence in their pharmaceutical mathematical capability, as well as their over-reliance on rote memorization as their biggest barriers to solving pharmacy calculations. Baseline performance on calculation problems averaged 32% correct, with technicians finding the greatest difficulty in percentage strength, pediatric dosing, and alligation problems. Post-activity scores improved to an average of 66% correct across these areas. Conclusion: This in-person CPE activity improved pharmacy technicians' calculation skills. Although many pharmacy technicians struggle with pharmaceutical math problems, the reasons for these issues can be attributed to low confidence and lack of training rather than inability. Future CPE activities can continue to be focused on improving knowledge of underlying math concepts.

The transition to the first clinical placement is a psychologically demanding phase for nursing students, requiring adaptation to patient care responsibilities, academic expectations, and unfamiliar clinical settings. Stress during this period may be influenced by academic, clinical, environmental, and relational stressors, which can affect students' psychological well-being and coping behaviors. This study aimed to assess the levels and sources of perceived stress and examine the relationship between coping behaviors and environmental-relational stressors among first-year nursing students during their initial clinical placement. Design: Cross-sectional descriptive correlational study. A total of 467 first-year undergraduate nursing students undergoing initial clinical training in seven governmental hospitals participated. Data were collected using the Perceived Stress Scale for Nursing Students and the Coping Behavioral Inventory. The Perceived Stress Scale included domains related to the clinical environment and interactions with teaching and nursing staff, which were used to explore perceived environmental and relational stressors. Descriptive statistics, Pearson correlations, and multiple linear regression were used to examine associations between stress domains and coping behaviors. Students reported high overall perceived stress (M&#x202f;=&#x202f;62.99, SD&#x202f;=&#x202f;9.76). The most prominent stressors were practical assignments and workload, patient care, examinations of personal competence, and environmental and staff-related factors, while stress related to lack of professional knowledge/skills and daily life was comparatively lower. Regarding coping behaviors, problem-solving and optimistic coping showed significant negative associations with total perceived stress (r&#x202f;=&#x202f;-0.75 and r&#x202f;=&#x202f;-0.36, respectively; p&#x202f;<&#x202f;0.001) and were significant negative predictors in regression analysis (&#x3b2;&#x202f;=&#x202f;-0.76 and &#x3b2;&#x202f;=&#x202f;-0.32; p&#x202f;<&#x202f;0.001). First-year nursing students experienced high stress during initial clinical placement, mainly related to workload, patient care, evaluation, and environmental factors. Coping strategies showed associations with stress levels, where problem-solving and optimism were linked to lower perceived stress, while avoidance and transference showed weaker associations. These findings highlight the potential importance of structured orientation, mentorship, stress-management support, and supportive clinical training conditions during early clinical exposure.

We previously performed a phase II clinical trial involving the intravenous infusion of autologous cord blood mononuclear cells (ACBMNCs) to prevent bronchopulmonary dysplasia in premature infants. We reported the outcomes before discharge and at 2-year follow-up of the enrolled infants. We have reported the developmental outcomes at the 5-year follow-up visit. We evaluated the 5-year long-term outcomes of ACBMNCs infusion, including growth, respiratory, and neurodevelopmental outcomes, by interviewing the parents. Children's development was assessed using scores on the Chinese version of the Ages & Stages Questionnaires (ASQ), third edition (ASQ-3), completed by the parents or guardians. The primary outcome was the neurodevelopmental outcome. The secondary outcomes were growth and respiratory outcomes. In terms of the primary endpoint, intravenously infused ACBMNCs significantly improved the scores of the fine motor and personal-social domains in the ASQ (P&#x2009;=&#x2009;.044 and P&#x2009;=&#x2009;.048, respectively). This study also showed high consistency between the motor index in the Bayley score at a 2-year follow-up with both gross and fine motor domain scores, as well as the language index with communication, problem-solving, and personal-social domain scores. Although pneumonia-related hospitalizations were similar between the two groups, the intervention group showed a lower possibility of nocturnal cough. Infants who received intravenous ACBMNC infusion had better fine motor and personal-social abilities at 5&#x2009;years than those in the control group. In addition to providing reassuring safety data, the study suggested longer-term neurodevelopmental benefits of ACBMNC intervention early in the NICU course. Further randomized placebo-controlled trials are essential to confirm these findings. The trial was prospectively registered at ClinicalTrials.gov (NCT02999373), registered on December 21, 2016.

The proliferation of deep learning applications has intensified the demand for electronic hardware with low energy consumption and fast computing speed. Neuromorphic photonics have emerged as a viable alternative to process high-throughput information at the physical space. However, the simultaneous attainment of high linear and nonlinear expressivity poses a considerable challenge due to the power efficiency and impaired manipulability in conventional nonlinear materials and optoelectronic conversion. Here, we introduce a parallel nonlinear neuromorphic processor that enables arbitrary superposition of information states in multidimensional channels, only by leveraging the temporal encoding of spatiotemporal metasurfaces. We experimentally demonstrated the concept based on distributed spatiotemporal metasurfaces, showcasing robust performance in multilabel recognition and multitask parallelism with asynchronous modulation. Our nonlinear processor demonstrates dynamic memory capability in real-time responsiveness to canonical maze-solving problem. Our work opens up a flexible avenue for a variety of temporally modulated neuromorphic processors tailored for complex scenarios.

Multimodal data processing is becoming increasingly important in neuroscience and perception science because children's emotional and social experiences are rarely expressed through a single observable channel. In parent-child interaction, children may verbally comply with parental expectations while simultaneously showing subtle affective, behavioral, physiological, or neural signs of internal distress. This review examines parental psychological control as a hidden but developmentally significant context for multimodal assessment. Unlike behavioral control, which regulates children's external behavior through rules and supervision, psychological control intrudes into children's inner emotional world through guilt induction, love withdrawal, and intrusive parenting. This review first summarizes how parental psychological control may create hidden emotional pressure and undermine children's socio-emotional development. Guilt induction may increase self-blame and emotional over-responsibility, thereby weakening emotional autonomy. Love withdrawal may make children associate affection with obedience, increasing rejection fear and distorting empathic expression. Intrusive parenting may restrict independent decision-making and social problem-solving, thereby impairing social adaptation. These mechanisms suggest that children exposed to psychological control may appear outwardly calm, obedient, or well-adjusted while internally experiencing emotional inhibition, relational anxiety, and reduced agency. To address this hidden discrepancy, this review highlights the value of multimodal data processing for detecting implicit emotional burden in parent-child interaction. Potential indicators include facial micro-expressions, vocal changes, gaze avoidance, body movement, language patterns, physiological arousal, and neural signals related to emotional reactivity and regulatory effort. By integrating behavioral observation, affective computing, physiological sensing, and neurodevelopmental evidence, multimodal approaches may provide a more sensitive framework for understanding how psychologically controlling parenting shapes children's emotional autonomy, empathy, and social adaptation.

Upper elementary students face increasing social-emotional challenges during early adolescence, yet traditional lecture-based emotion education may provide limited opportunities for situated emotional practice. Although game-based learning has been widely used to enhance motivation and cognitive outcomes, the effects of educational escape games (EEGs) on emotion regulation strategies and achievement emotions remain insufficiently understood. This study used a quasi-experimental mixed-methods design to examine the effects of integrating EEGs into an emotion education curriculum on fifth-grade students' learning achievement, self-reported emotion regulation strategies, and self-reported achievement emotions. Participants were 56 fifth-grade students from two intact classes at an elementary school in southern Taiwan. One class received a 6-week emotion education curriculum integrated with EEGs, whereas the other received teacher-guided questioning and explanation based on the same curriculum content. Quantitative data were collected through pretests and posttests and analyzed using paired-samples t-tests and ANCOVA. Qualitative data, including classroom observations and a focus group interview with seven students from the experimental group, were analyzed using framework analysis to contextualize the quantitative findings. After controlling for pretest scores, the experimental group demonstrated significantly higher curriculum-based learning achievement than the control group. However, no significant short-term changes were found in students' self-reported cognitive reappraisal or expressive suppression. Regarding achievement emotions, the experimental group reported higher anxiety and lower enjoyment after the intervention. Qualitative findings suggested that students' anxiety was mainly related to time pressure, puzzle difficulty, and uncertainty, and was often accompanied by continued participation, peer discussion, and problem-solving attempts rather than withdrawal. These findings should be interpreted cautiously because a shortened achievement emotions measure was used and the anxiety subscale showed low internal consistency. Overall, EEGs may provide a high-challenge, highly engaging context for emotion education, but game-based learning does not necessarily increase enjoyment.

People with dementia and their caregivers experience significant psychological distress, which may increase their vulnerability to trauma across the dementia diagnostic and caregiving trajectory. Specialist dementia helplines offer immediate emotional support, information, and signposting; however, little empirical evidence exists about how call handlers account for potential trauma in their responses. This study aimed to examine the extent to which call handlers' responses on the United Kingdom's only 24-hour dementia helpline reflected trauma-informed (TI) principles of safety, trust, choice, collaboration, and empowerment and to describe caller characteristics and reasons for contact during the COVID-19 pandemic. No participants were actively recruited. Instead, the study analyzed 198 anonymized, routinely collected helpline call logs (out of 200 randomly selected) drawn from 7357 calls received by Alzheimer Scotland's 24-hour helpline between April 2020 and April 2021. A retrospective deductive framework analysis mapped narrative summaries to 5 TI principles (safety, trustworthiness and transparency, choice, collaboration, and empowerment). Double&#x2011;coding and calibration were undertaken in line with established guidance on intercoder reliability for qualitative research. Descriptive statistics summarized caller characteristics and theme frequencies; no inferential testing was conducted due to the exploratory nature of the analysis, sample properties, and the subjective nature of theme ratings. Most calls were made during daytime hours (159/198, 79.5%) and were made by carers, family members, or friends (n=179, 89.5%). Emotional support was the most frequently recorded reason for contact (91 instances), followed by carer stress (66 instances) and information on caring (51 instances). Across call handlers' responses, collaboration (126/179, 70.4%) and empowerment (108/179, 60.3%) were the most frequently observed TI principles, followed by safety (105/179, 58.7%), choice (66/179, 37.4%), and trust (56/179, 31.3%). Safety-focused responses were more prevalent in nighttime calls than daytime calls (76.9% vs 56%). Illustrative call log excerpts demonstrated empathetic listening, validation, shared problem-solving, and signposting practices aligned with TI principles. In this exploratory retrospective evaluation, responses from a national dementia helpline commonly reflected TI principles, despite call handlers receiving primarily awareness-level TI content within their wider role preparation. Findings should be interpreted as descriptive and hypothesis-generating because they are based on call log summaries rather than recorded interactions and were obtained within the unique context of the COVID-19 pandemic. The results suggest that TI principles may be feasible and relevant in dementia helpline services and highlight the potential value of more structured approaches to TI workforce development. Future prospective research incorporating richer data sources such as recorded calls and call-reported outcomes is warranted to support service development and evaluation.

Arthroscopy has grown from a frontier of surgeon-led problem solving into a mature technological field shaped by surgical innovation, industry partnerships, patent attorneys, and corporate strategy. This maturation of the field should be celebrated, and surely it should not be mistaken for stagnation. Although modern patent processes can be expensive and difficult for individual surgeons to navigate, the source of innovation has not changed: surgeons identifying practical problems and imagining better solutions. The future of arthroscopy will not be defined by patent volume alone but by whether those patents translate into better tools, procedures, and outcomes for patients.

Knowledge translation tools are lacking for pediatric clinicians to address highly prevalent mental health concerns with behavioural interventions. Teaching Tools for pediatric residents fill this gap, for clinical use with School Age children (age 6 to 12 years) and their caregivers (parents). Evidence-informed pearls integrate older "consequence/rewards behavioural" strategies with up-to-date "relational care/skill-building" strategies to support development and optimal health outcomes. Tips are provided for how to provide safe, stable, nurturing relationships and coach children to learn regulation, task initiation, sustained attention, problem-solving, and perspective taking. These core life skills decrease concerning behaviours during typical child development and provide prevention and behavioural treatment of anxiety, ADHD, and depression, the most common childhood mental health disorders. Parenting Pearls and Tips for Children handouts are provided, to solidify understanding and follow-through. For image description, please refer to the figure legend and surrounding text.

Students at two-year community and technical colleges need access to research opportunities that build scientific and interpersonal skills, and foster a scientific identity to successfully transfer to four-year institutions or the science, technology, engineering, and mathematics (STEM) workforce. Tiny Earth, a course-based undergraduate research experience (CURE) that advances antimicrobial discovery from soil bacteria, serves as the foundation for the Tiny Earth Summer Research Course (TESRC), a cohort-based, full-time summer research experience for undergraduates from historically underrepresented groups at two-year colleges to conduct research at a university after completing a Tiny Earth course at their enrolled institution. After completing TESRC, students reported gains in research and workforce skills, including understanding antimicrobial discovery, practicing the scientific method, communicating research findings, working collaboratively with peers and mentors, and solving problems independently. They also reported that participation in TESRC fostered a greater sense of belonging in a scientific community. After completing TESRC, students continued educational and career pursuits in scientific fields.

Morris Moscovitch's five-decade career has reshaped scientists' understanding of how the brain stores and retrieves memories. His Multiple Trace Theory challenged the view that the hippocampus serves only as temporary storage, showing instead that richly detailed episodic memories remain dependent on the hippocampus indefinitely. Moscovitch demonstrated that the hippocampus contributes not just to remembering but to imagination, problem-solving, and social cognition. His recent work reveals that people detect episodic richness in others' memories and use this signal to guide social preferences. Through collaborative research spanning hemispheric specialization and face recognition, Moscovitch has revealed memory as central to human cognition.

Optimal contribution selection (OCS) is a selective breeding method that manages the conversion of genetic variation into genetic gain to facilitate short-term competitiveness and long-term sustainability of breeding programmes. Traditional approaches to OCS and truncation selection (TS) rely on estimates of breeding values and do not explicitly account for uncertainty in these estimates. Here, we use concepts from robust optimization to formulate a robust optimal contribution selection problem (ROCS) and develop two solutions based on conic optimization and sequential quadratic programming. We implemented these methods in the robustocs Python package, which leverages the Gurobi and HiGHS solvers. Our results show favourable performance when solving the ROCS problem using sequential quadratic programming with the HiGHS solver. We show that classical TS and OCS arise as special cases of the robust selection formulations (RTS and ROCS). We demonstrate the package with a small example, comparing outcomes of TS, RTS, OCS, and ROCS. Compared to TS and OCS, RTS and ROCS find contributions that reduce the uncertainty of genetic gain and group coancestry at the expense of reduced genetic gain. robustocs is implemented in Python and released, with documentation, on GitHub under the MIT license at https://github.com/Foggalong/RobustOCS . No supplementary information is available.