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te cardiac injury, and mandates a higher level of care.Nevertheless, when appropriate treatments are available, the cardiac function rapidly reverted to normal in most cases, and it was associated with a favourable outcome in general. Of concern, medium and long-term prognosis remains to be elucidated.Identification of reinforcers is critical to the effectiveness of behavioral interventions. Stimulus preference assessments (SPA) are a frequently used method to identify putative reinforcers. Given the fluctuating nature of individual preferences, there is need for efficient training of providers that may regularly implement SPAs. The present study evaluated the utility of a web-delivered training with virtual role play to train SPA implementation. This study builds upon previous literature by utilizing a larger sample and incorporating role-play, a component often omitted from other efficient methods of training. Study 1 trained 40 undergraduate students to implement an SPA via web or in vivo. click here Results suggest both trainings were equivalently effective, and the web-delivered training reduced trainer time by approximately 25 min. Live role-play and feedback was still necessary with web-delivered training, consistent with suggestions that rehearsal and feedback is a vital component of training. Results also suggest web-delivered training may identify areas of weakness following training. A follow-up clinical pilot showed that the web-delivered training was also effective at training eight novice providers to competently implement the SPA with children with ASD in a special education school. This study demonstrates that web-delivered training with virtual role-play is likely another efficient training method for implementation of behavioral procedures.Individuals with autism spectrum disorder (ASD) often have communication support needs and many rely on augmentative and alternative communication (AAC) systems to communicate. Previous research suggests that AAC use does not preclude the acquisition of spoken language and, in some cases, may facilitate improvements in spoken communication in children with ASD. This study systematically applied echoic prompting and manipulated reinforcer magnitude in an effort to increase the spoken requests of 3 children with ASD, ages 10-12 years, who used iPad-based speech generating devices (SGDs). The spoken language (vocal requests) of all 3 participants increased in frequency and 1 participant began using spoken language exclusively, even when the SGD was an option. Implications for practitioners and directions for future research in this area are discussed.In this work we report the structure-activity relationships, binding properties, and metabolic stability studies of a series of benzo[d]thiazol-2(3H)one as sigma receptors (σRs) ligands. Specifically, to improve the metabolic stability of the cyclic amine fragment of our lead compound (SN56), the metabolically unstable azepane ring was replaced with a 1-adatamantamine moiety. Within the synthesized analogs, compound 12 had low nanomolar affinity for the σ1R (Ki = 7.2 nM) and moderate preference (61-fold) over the σ2R. In vitro metabolic stability studies showed a slight improvement of the metabolic stability for 7-12, even though an extensive metabolism in rat liver microsomes is being observed. Furthermore, metabolic soft spot identification of 12 suggested that the N-methyl group of the adamantyl moiety is a major site of metabolism.Modification of endogenous proteins by drugs and drug metabolites are thought to be a cause of idiosyncratic adverse drug reactions (IADRs). Trimethoprim (TMP) is a commonly prescribed antibiotic that has been implicated in IADRs; however, there is no known mechanism by which this drug or its metabolites modify proteins. This study describes the results of screening trimethoprim and its primary metabolites for the ability to covalently modify human serum albumin (HSA). The first step of the screen was in vitro reactions of the compounds with HSA followed by western blotting with antisera specific to drug-modified proteins. Compounds with positive signal in the western blot were then screened using an untargeted peptide profiling method to discover modified peptides. This strategy identified two sites in HSA that are modified by incubation with a TMP metabolite, α-hydroxy trimethoprim (Cα-OH-TMP).Psychosocial emergency care personnel provide voluntary psychological support directly after potentially traumatic events. During emergency responses, they experience challenging situations. However, previous quantitative studies suggest that the psychological burden of psychosocial emergency care personnel does not exceed that of the general population. This study aimed to obtain an in-depth analysis of the volunteers’ psychological reactions and resources regarding emergency responses. link2 36 psychosocial emergency care volunteers (12 pre-training, 12 post-training, 12 experienced) were invited to participate in semi-structured interviews. The volunteers were selected from previous cross-sectional and longitudinal studies on secondary traumatization in psychosocial emergency care volunteers. A qualitative content analysis of the transcribed interviews was performed following the principles of summary and inductive category development. We identified 845 codes which we summarized in three overarching categories (I) reactions to emergency responses, (II) psychosocial emergency care work related resources and (III) experiences and changes in life perspective related to working in psychosocial emergency care. The volunteers described both emotional and physical reactions to emergency responses. While they perceived social support as a key coping resource and reported a greater appreciation of their own lives and their families due to their work, many volunteers also felt increased concern that something could happen to them. The volunteers’ reactions and symptoms are reasonable responses to stress and not indicative of serious impairment. Nevertheless, emergency responses are both emotionally and physically challenging. Volunteers should be carefully selected, receive regular supervision and determine the frequency of emergency responses.The prevalence of digital play devices, including tablets and smartphones, has led to overuse among some young children. The purpose of this research is to examine the overuse cases among young children. Participants of this qualitative case study were five children aged five to seven years, their parents, and a psychiatrist. The data were mainly obtained through semi-structured interviews. Interviews were further supported by close observations, a collection of digital play diaries, as well as an interview with a psychiatrist who specializes in childhood gaming addiction. Then data analyzed using content analysis techniques. The results are presented in five themes practices, reasons, feelings about overuse, restricting playtime, and content. The first three themes described the nature of the overuse, while the last two themes described the parents’ efforts to restrict their children’s digital play. Findings revealed that the joint effects of different factors triggered children’s overuse, that parents and children felt a range of emotions from happiness to aggression, and that parents’ restrictive mediation strategies were mostly infective.Victimology concerns victims of various traumas from accidents, disasters, assaults to wars. Survivors of trauma are also an area in clinical psychology since it is interested in the assessment and diagnosis of psychopathology and psychotherapy. Stress and mental health are intertwined; increased stress results in difficulties in feeling, thinking and behaving. The stress symptoms are an intrusion, avoidance, negative cognitions and mood, and arousal and reactivity. A trauma survivor might develop post-traumatic stress disorder. Healing trauma is so comprehensive that many professionals work from different aspects. From attorneys to mental health workers, many professionals deal with the aftereffects of trauma. Engaging with details of the trauma endangers not only the victims but also the professionals working with the victims. These professionals end up having psychological effects such as secondary trauma, vicarious trauma, compassion fatigue, countertransference and occupational burnout. Trauma has serious effects on its victims but not all effects are negative and paralyzing. Trauma victims might change their priorities in a way that they report more personal control over their life. This phenomenon is called posttraumatic growth. The paper aims to collaborate victimology with clinical psychology by highlighting psychopathology and psychological assessment.In an age of ready access to people, online spaces and information, canonized formal knowledge acquisition is being disrupted. The emergence of socially constructed knowledge based on connected learning is democratising education and re-framing how formal and informal learning is considered. What we currently understand connected learning to be is limited to a combination of individual interests, networked and interdependent relationships with interconnected experiences that transcend temporal, spatial and cultural boundaries. Connected learning does not reduce learning to a phenomenon that takes place exclusively in the restricted spaces of formal education, neither does it focus exclusively on the online learning phenomenon. As such our conceptualisation of connected learning needs to deepen to effectively be able to rationalise how people learn in a digital age. This paper begins to unlock concepts and ideas associated with connected learning using current examples, setting out to build a theoretical model which begins to frame the complexities of conceptualized self-driven global learning interactions.This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. link3 The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.The Every Student Succeeds Act supports personalized learning (PL) to close achievement gaps of diverse K-12 learners in the United States. Implementing PL into a classroom entails a paradigm change of the educational system. However, it is demanding to transform traditional practice into a personalized one under the pressure of the annual standardized testing while it is unclear which PL approaches are more likely to result in better academic outcomes than others. Using national survey data of ELA teachers in identified learner-centered schools, this study compared high and low-performing learner-centered schools (determined by their standardized test results) in terms of their use of five PL features (personalized learning plan, competency-based student progress, criterion-referenced assessment, project- or problem-based learning, and multi-year mentoring) and their use of technology for the four functions of planning, learning, assessment, and recordkeeping. Generally, teachers in high-performing schools implemented PL more thoroughly and utilized technology for more functions than those in low-performing schools.