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Farnesol takes away diethyl nitrosamine induced inflammation as well as safeguards experimental rat hepatocellular carcinoma.
Background Previous systematic review indicated the prevalence of prenatal anxiety as 14-54%. Pregnant women are a high-risk population for COVID-19. However, the prevalence of anxiety symptoms and related factors is unknown in Chinese pregnant women during COVID-19 outbreak. Objective To investigate the prevalence of anxiety symptoms and the related factors in Chinese pregnant women who were attending crisis intervention during the COVID-19 pandemic. Methods The data of this cross-sectional study were collected in about 2 months (February 28 to April 26, 2020). Data analysis was performed from April to May 2020. Participants completed a set of questionnaires via the Wechat Mini-program before starting the online self-help crisis intervention for COVID-19 epidemic. A total of 2,120 Chinese pregnant women who were attending a self-help crisis intervention participated in this study. A survey was developed to address possible stress-related factors in pregnant women during the COVID-19 outbreak, including demogpidemic, especially those with higher perceived stress, less everyday life support, or vaginal bleeding. Interactions among these related medical, social and psychological factors need to be investigated in future studies.Human motor skills are exceptional compared to other species, no less than their cognitive skills. In this perspective paper, we suggest that "movement matters!," implying that motor development is a crucial driving force of cognitive development, much more impactful than previously acknowledged. Thus, we argue that to fully understand and explain developmental changes, it is necessary to consider the interaction of motor and cognitive skills. We exemplify this argument by introducing the concept of "embodied planning," which takes an embodied cognition perspective on planning development throughout childhood. From this integrated, comprehensive framework, we present a novel climbing paradigm as the ideal testbed to explore the development of embodied planning in childhood and across the lifespan. Finally, we outline future research directions and discuss practical applications of the work on developmental embodied planning for robotics, sports, and education.Despite the emphasis placed by most curricula in the development of social and emotional competencies in education, there seems to be a general lack of knowledge of methods that integrate strategies for assessing these competencies into existing educational practices. Previous research has shown that the development of social and emotional competencies in children has multiple benefits, as they seem to contribute to better physical and mental health, an increase in academic motivation, and the well-being and healthy social progress of children. This study aims at assessing the possible changes in children's self-esteem, socio-emotional competencies, and school-related variables after participating in the Learning to Be project (L2B) project. Methods This quasi-experimental study included an intervention group (L2B) and a control group. The participants were 221 students in primary education (55.2% girls) between the ages of eight and 11 (M = 9.31; SD = 0.89). The L2B intervention program took place over a period of 5 months. The assessment was carried out twice, before and after the intervention through three main evaluation instruments the Rosenberg's Self-Esteem questionnaire, the Socio-Emotional competence questionnaire (SEQ), and self-report scales for measuring school difficulties, school engagement, opinions about school, and school absence. Ten schools from different Spanish provinces participated. Results The results indicate that those participants in the experimental group show higher self-esteem, better responsible decisions, and higher self-awareness than those in the control group. There were no other statistical differences between groups. Conclusions The results of this work suggest that the implementation of the L2B program did not improve social and emotional competencies in primary school students. Further research related to how include formative assessment in SEL programs is needed.Psychological stress reactions to the COVID-19 pandemic are complex and multifaceted. Research provides evidence of a COVID Stress Syndrome (CSS), consisting of (1) worry about the dangerousness of getting infected with SARSCoV2 and coming into contact with infected surfaces, (2) worry concerning the personal socioeconomic consequences of COVID-19, (3) xenophobic fears that SARSCOV2 is being spread by foreigners, (4) COVID-19-related traumatic stress symptoms (e.g., nightmares), and (5) compulsive checking and reassurance-seeking about COVID-19. Little is known about how these symptoms are related to vulnerability and protective personality factors. Based on data from 1,976 US and Canadian adults, we conducted a prospective network analysis in which personality factors were initially assessed at Time 1 and then symptoms of the CSS were assessed at Time 2, 2.5 months later. Results indicated that trait optimism and trait resilience were negatively associated with negative emotionality, suggesting a modulatory (inhibitory) influence. Negative emotionality was positively linked to the narrower traits of intolerance of uncertainty and health anxiety proneness. These narrower traits, in turn, were prospectively linked to symptoms of the CSS. Results suggest that the effects of broad personality traits (e.g., negative emotionality, trait resilience) on symptoms of the CSS were mediated by narrower traits such as the intolerance of uncertainty. Treatment implications are discussed.According to the schema model of self-control, individuals' self-control efforts activate the fatigue/decreased vitality schema. A precondition for this schema activation is that the cognitive concepts of self-control effort and decreased vitality are associated in individuals' minds. In the present two studies, the existence of such a cognitive association was tested. In Study 1, 133 school students from Switzerland read two similar stories in a random order. In one story, a fictitious individual engaged in effortful self-control, while in the other story, he/she did not. In Study 2, 251 online workers from the United States, per random assignment, received either a story describing an individual exerting self-control or a similar story describing an individual not exerting self-control. selleck products In both studies, the participants rated how vital the fictitious individuals felt at the time the story ended. As expected, in both studies, the fictitious individual exerting self-control was rated as feeling less vital compared to the one not exerting self-control.
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