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Synthesis, antioxidant and structural properties of modified ebselen derivatives and conjugates
(Royal Society of Chemistry, 2024-10-08) Doig, Adrian I.; Sands, Kai N.; Boongaling, Bienca; Zhou, Wen; Back, Thomas G.
Ebselen is a drug in clinical trials for several diseases and degenerative conditions where oxidative stress is implicated. A series of novel ebselen analogues was synthesized, including hydroxy-, alkoxy- and aminomethylene derivatives, as well as hybrid species where the ebselen selenium atom is shared with other potent antioxidant structures, such as cyclic selenenyl sulfide, cyclic seleninate ester and spirodioxyselenurane moieties. Conjugates of ebselen with cholesterol, prednisolone and the radical inhibitor BHT were also prepared. The products were tested for antioxidant activity in an NMR-based assay by measuring the rate of consumption of benzyl thiol or the production of dibenzyl disulfide in the presence of hydrogen peroxide when catalyzed by the ebselen analogues. Activities ranged from 12 to 0.12 times that of ebselen. The oxidation of the 2-hydroxymethylene derivative of ebselen was faster than thiolysis in the initial step and the overall rate was further accelerated under basic conditions. The corresponding selenenyl sulfide analogue underwent very slow disproportionation under neutral conditions that was enhanced by the presence of a base catalyst. During investigation of possible fluxional behaviour of a bis-amide analogue, an unusual tetraphenyphosphonium salt of a tricoordinate selenium pincer anion was discovered with exceptionally potent catalytic activity, 130 times that of ebselen. In addition to rate measurements, X-ray crystallography and DFT computational methods were also employed to gain further structural and mechanistic insights.
Beyond Translation: Exploring Child Language Brokering in Alberta's Culturally Diverse Landscape
(2024-09-26) Kassan, Anusha; Palova, Katerina; Silversides, Halley; Henry, Geneca; Pagtalunan, Amielle; Amery, Erica; Amer, Shekoufeh; Katoue, Walaa; Zak, Michelle
“Beyond Translation” represents a seminal work that delves into the intricate world of child language brokering (CLB) within the rich tapestry of newcomer families in Alberta, Canada. With a distinct focus on addressing research gaps, this book showcases a comprehensive understanding of the practice where children act as language and cultural intermediaries for their parents during their settlement and integration into a new country. Through a blend of quantitative analysis and qualitative accounts in multiple languages (i.e., English, French, and Arabic), this research delves deep into the heart of CLB dynamics, offering a nuanced understanding of the challenges, opportunities, and underlying motivations shaping this phenomenon. As an outcome of this comprehensive mixed methods research and resulting workshops, best practices are outlined based on the findings. Central to the project’s significance is its approach to incorporating an ethnoculturally diverse sample of newcomers. This book successfully bridges an extant gap in scholarly literature rooted in the Alberta context. Notably, it diverges from the predominant trend of studies centered on ethnoculturally homogeneous youth samples in the United States, which often lack practical support tailored to address the multifaceted challenges confronted by this population. By contextualizing the research within Alberta’s culturally diverse fabric, the book provides valuable insights into the intricate complexities inherent in CLB. Moreover, by weaving both children’s and parents’ perspectives into the fabric of CLB research, the book adds a fresh dimension to the discourse on the topic, ensuring that key voices and experiences are heard and acknowledged. The insights presented in “Beyond Translation” go further than theory, and in this way, they have direct, practical application. For example, research findings are mobilized through programs that leverage the identified best practices to support newcomer families in their CLB journey. These practical supports reflect the book’s commitment to actionable change and enhancing the well-being of those involved in the CLB process. This book is a valuable resource for scholars, educators, practitioners, and policymakers seeking to comprehend, navigate, and improve the practice of CLB in Alberta’s culturally diverse landscape. “Beyond Translation” transcends language barriers, cultural divides, and generational complexities – offering a holistic vision for enhancing communication, empowerment, emotional wellness, and unity within newcomer families.
Effects of Candidate Genes and Polygenic Risk on the Development of Depression in Youth Experiencing Peer Victimization
(2024-10-16) Kim, Min Jae; Arnold, Paul D.; Bousman, Chad A.; Long, Quan
Background: Peer victimization is a common form of childhood adversity, where children who have experienced victimization have an increased susceptibility to various psychiatric disorders including depression. However, environmental influences have varying degrees of effect between individuals, and therefore our study focused on how genetic predisposition in conjunction with environmental factors interacts to confer risk for depression. Gene by environment (G x E) interaction studies with a focus on candidate genes and polygenic risk scores (PRS-depression) have been conducted in the past for depression, but with inconsistent findings. Testing both candidate genes and PRS, and their interaction with environmental factors, may be a promising approach for understanding the complex aetiology of depression. Methods: Longitudinal data from the McMaster Teen Study have been obtained, where students initially assessed from age 10 (Grade 5) were followed to age 26 (n=875). A computer-based self-reported questionnaire was used to obtain participants’ peer victimization experience and depressive symptoms from age 10 to 26, along with their genotype data. Dopamine transporter gene (DAT1/SLC6A3), monoamine oxidase A gene (MAOA), and the serotonin transporter gene (SLC6A4) were selected for candidate gene analysis. Depression-PRS was calculated using the genome-wide metaanalysis of depression by Howard et al. (2019). Results: Peer victimization was significantly associated with depressive symptoms in adolescence (p < 0.05). Candidate gene polymorphisms and depression-PRS were not significantly associated with depressive symptoms (p > 0.05). Furthermore, there were no significant candidate gene by peer victimization and PRS-depression by peer victimization interactions associated with depressive symptoms. Conclusion: Through our study, findings suggest that exposure to peer victimization experience was independently associated with an increased risk of depressive symptoms in adolescence. Both candidate genetic variants and polygenic risk scores did not have a significant main effect on depression risk. Lastly, neither candidate gene risk nor polygenic risk of study participants were significantly associated with depression following peer victimization experiences. Future studies will greatly enhance our knowledge on how genetic risk plays a potential role in explaining individual differences in the development of depression following adverse environmental exposures, including peer victimization. Keywords: Peer victimization, depression, candidate gene, polygenic risk score, gene by environment interaction, adolescence
Medi, Social Human-Robot Interaction in Pediatric Health
(2024-09-19) Aghel Manesh, Setareh; Sharlin, Ehud; Oehlberg, Lora; Cheatham, Michelle; Elhajj, Reda S.
This research explores how we can help a person – particularly a child – in a real-world stressful situation, such as a medical procedure, cope with pain and anxiety by using an interactive, empathetic robot as a social companion. To demonstrate this, we designed and implemented behaviours for a humanoid robot called Medi through iterative prototyping, testing, and refining. We then tested Medi’s behaviours in situ during a blood draw procedure at Alberta Children’s Hospital: our goal (and thesis) was to see if Medi could help children overcome the stress and pain associated with the blood test and consequently improve their overall experience. Using a Wizard of Oz methodology, we had Medi engage the child in an affectionate conversation using physical and verbal interactions. Between the iterative design process and the testing at the hospital, we ran just under a hundred study sessions with 97 participants. We gathered and analyzed quantitative and qualitative data by collecting questionnaires and videotaping the sessions, where our results generally show that an empathetic interactive social robot such as Medi does indeed help children cope with pain and anxiety and improve their experience.
The Role of the Elementary School Principal: Navigating the Tension Between Instructional and Social Leadership
(2024-09-24) Bauer, Kevin; Friesen, Sharon; Burns, Amy; McGregor, Stephen; Winchester, Ian; Cherkowski, Sabre
From a North American perspective, education as a social system emphasizes the moral and ethical importance of supporting all students’ academic growth and success, as well as ensuring that their basic personal and social needs are met. The role of the school principal has changed significantly over the past 30 years, from primarily fulfilling an administrative function to a multifaceted role involving leading the overall improvement of student achievement, engagement, and well-being, along with ensuring the physiological, social, and emotional needs of students are met. This qualitative exploratory case study explored how five elementary school principals in one large urban school district perceived the tension between the instructional leadership and social leadership expectations of their role as they focused on meeting students' academic and non-academic needs. The research question: How do elementary school principals understand and navigate the tension between instructional leadership and social leadership that is inherent in the principal role? The research is targeted at the tensions that exist to maintain these realms of leadership, not as competitors, but as working mechanisms to support student success. Data were gathered utilizing the following methods: one-on-one semi-structured interviews, reflective principal e-journals, field notes, and site-based artifacts such as school documents and school websites. Data were analyzed using thematic and document analysis. The analysis identified six thematic sections. Time, need, supporting personnel, accountability/responsibility, external supports, and navigating complexities were the themes identified within the principals’ leadership. Eighteen findings were identified. These 18 findings draw attention to the tensions that exist for principals as they address aspects of social and instructional leadership and the ways principals work to effectively and efficiently navigate these tensions to support the students, teachers, staff, and the broader community. One conclusion that can be drawn from this study is that principals draw upon adaptative forms of leadership as they navigate the tensions to meet the needs of students in an equitable and encompassing manner. This study highlights the ways in which principals navigate social and instructional leadership to create inclusive and equitable learning environments for all members of the school community.