Selective attention to emotional stimuli and emotion recognition in patients with major depression: The role of mineralocorticoid and glutamatergic NMDA receptors

Background: Mineralocorticoid receptors (MR) are highly expressed in limbic brain areas and prefrontal cortex, which are closely related to selective attention to emotional stimuli and emotion recognition. Patients with major depressive disorder (MDD) show alterations in MR functioning and both cognitive processes. MR stimulation improves cognitive processes in MDD and leads to glutamate release that binds upon N-methyl-D-aspartate receptors (NMDA-R). Aims: We examined (1) whether MR stimulation has beneficial effects on selective attention to emotional stimuli and on emotion recognition and (2) whether these advantageous effects can be improved by simultaneous NMDA-R stimulation. Methods: We examined 116 MDD patients and 116 healthy controls matched for age ( M = 34 years), sex (78% women), and education in the following conditions: no pharmacological stimulation (placebo), MR stimulation (0.4 mg fludrocortisone + placebo), NMDA-R stimulation (placebo + 250 mg D-cycloserine (DCS)), MR + NMDA-R stimulation (fludrocortisone + DCS). An emotional dot probe task and a facial emotion recognition task were used to measure selective attention to emotional stimuli and emotion recognition. Results: Patients with MDD and healthy individuals did not differ in task performance. MR stimulation had no effect on both cognitive processes in both groups. Across groups, NMDA-R stimulation had no effect on selective attention but showed a small effect on emotion recognition by increasing accuracy to recognize angry faces. Conclusions: Relatively young unmedicated MDD patients showed no depression-related cognitive deficits compared with healthy controls. Separate MR and simultaneous MR and NMDA-R stimulation revealed no advantageous effects on cognition, but NMDA-R might be involved in emotion recognition.

Rangkayo Syaikhah Rahmah El Yunusiyyah: A Non-formal Education Reformer from West Sumatera

Who has not heard of Rahmah El Yunussiyah, a non-formal education figure from West Sumatra? Rahmah El Yunussiyah felt compelled to rise and break through the barriers set during her time as she witnessed what the women underwent. Women were only responsible for cooking, washing, and doing other household chores. If we look at the nature of Rahmah El-Yunusiah's thoughts on education, it departs from the equality of rights between women and men in obtaining knowledge.  In a family, a woman is by nature the first and foremost teacher for her children. What will happen to future generations if a mother's ability to learn is limited? As a mother or a mother-to-be, it is not only knowledge that every mother must have, but also daily skills such as cooking, sewing, weaving, etc. These skills can be observed from the curriculum used in Diniyah Puteri School, the life of Rafi'ah (the mother of Rahmah El Yunusiyyah), and Rahmah's life and concepts of thought. As a result, the researcher can extract numerous key elements from Rahmah El Yunusiyyah's concept of education thought and movement, including 1) women and education (gender); 2) the role of family education; 3) lifelong education; and 4) autonomy in the management and the curriculum. All these essential points will be explained further in this article.

Advance care planning among older Canadians amid the COVID-19 pandemic: a focus on sexual orientation

Objectives: The COVID-19 pandemic has led to death and hardship around the world, and increased popular discourse about end-of-life circumstances and conditions. The extent to which this discourse and related pandemic experiences have precipitated advance care planning (ACP) activities was the focus of this study with a particular emphasis on sexual orientation. Methods: A large, national online survey was conducted between 10 August and 10 October 2020 in Canada. The final sample of 3923 persons aged 55 and older was recruited using social media, direct email, and Facebook advertising and in conjunction with community groups. Women comprised almost 78% of the sample; just more than 7% of the sample identified as lesbian, gay, and bisexual (LGB). Measures included demographic variables and a series of questions on ACP, including documents and discussions undertaken prior to the pandemic and since its onset. Results: Descriptive analyses revealed few gender or sexual orientation differences on documents and discussions prior to the pandemic; since its onset, LGB persons have completed or initiated wills, powers of attorney, advance directives, representation agreements, and have engaged in ACP discussions in greater proportion than heterosexuals. Logistic regressions reveal the increased likelihood of pre-pandemic ACP engagement by age, gender (women), and education; since the pandemic onset, gender, education, and sexual orientation were predictive of greater ACP engagement. Care discussions were more likely undertaken by women and LGB persons since the pandemic most often with spouses, family, and friends, especially among LGB persons. Discussion: Gender roles and previous pandemic experiences (HIV/AIDS, in particular) are implicated in this pattern of results; opportunities for educational interventions are considered.

Is It Possible to Prevent Radicalism through Women's Participation in STEM (Science, Technology, Engineering, and Mathematics) Education?: Challenges and Opportunities

<p>Women and education as an effort to prevent radicalism are connected. If the international community tries to engage education as part of a strategy to reduce terrorism, it should be necessary to consider the content of education. One of the SDGs mandates in “equality” is the importance of women to be involved in mastering STEM. This study reveals how the challenges and opportunities for women's relationships and participation in STEM education can make it possible to prevent the emergence of radicalism. This was carried out by exploring several kinds of literature related to the level of women's participation and the usefulness of STEM education. The role of women is shown by their participation as learners, educators, and directly involved in the STEM industry as a workforce. As an educator, women's participation occupies a much better position than workforces. STEM content can be integrated with radicalism issues to be resolved in the classroom to practice critical thinking skills. Women as STEM workers face obstacles that have nothing to do with their abilities, such as stereotyping, discrimination, violence, and abuse. Religious education integrated with STEM education provides an opportunity to reduce radicalism values with women taking part in it.</p>