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Topic Review
Physician Burnout in COVID-19 Period
The main aim of this study was to analyse and summarise the current knowledge on factors/potential factors contributing to burnout amongst healthcare professionals amidst the pandemic . This study also makes a few recommendations on how best to prepare intervention programmes for physicians. Results from our systematic review generally showed that the introduction of COVID-19 has heightened existing challenges that physicians face such as increasing workload, which is directly correlated with increased burnout. However, exposure to COVID-19 does not necessarily correlate with increased burnout and is an area for more research. There is some evidence showing that techniques such as mindfulness may help relieve burnout. However, given the small number of studies focusing on physician burnout amidst a pandemic, conclusions should be taken with caution. More studies are needed to support these findings.
  • 589
  • 09 Nov 2020
Topic Review
European Policy Preventing Internet Addiction
Internet use-related addiction problems are increasingly being recognized on a European scale due to international health organizations considering gaming addiction. In April 2013, the American Psychiatric Association recognized Internet Gaming Disorder in the fifth Diagnostic and Statistical Manual of Mental Disorders, and in April 2018, the World Health Organization included Gaming Disorder in the eleventh International Classification of Diseases. However, findings on these problems within this period are lacking in Europe, and a preventive approach is missing globally. A detailed critical literature review was conducted using PsycINFO and Web of Science in this five-year period. A total of 19 studies were reviewed and problems identified were: generalized Internet addiction and online gaming and gambling addictions across seven European countries (i.e., Spain, Germany, France, Italy, Greece, The Netherlands, and Denmark). The individuals with problematic use were found to be educated adolescents, usually young males with comorbid disorders, and gaming and gambling disorders were implicated in the most severe cases. Cognitive behavioral therapy was the main treatment, sometimes combined with a systemic approach for adolescents. Prevalence, high-risk populations, and factors contributing to these addiction problems are discussed, and a set of policy options are developed for this region. The implications for early detection, diagnosis, treatment, and prevention in Europe are considered.
  • 1.6K
  • 06 Nov 2020
Topic Review
Fyn
Fyn is a non-receptor or cytoplasmatic tyrosine kinase (TK) belonging to the Src family kinases (SFKs) involved in multiple transduction pathways in the central nervous system (CNS) including synaptic transmission, myelination, axon guidance, and oligodendrocyte formation. Almost one hundred years after the original description of Fyn, this protein continues to attract extreme interest because of its multiplicity of actions in the molecular signaling pathways underlying neurodevelopmental as well as neuropathologic events. Fyn is a common factor in healthy and diseased brains that targets different proteins and shapes different transduction signals according to the neurological conditions. In particular, Fyn mediates signaling pathways involved in neuronal differentiation and plasticity that have been subjected to considerable attention lately, opening the fascinating scenario to target Fyn TK for the development of potential therapeutic interventions for the treatment of CNS injuries and certain neurodegenerative disorders like Alzheimer's disease.
  • 991
  • 05 Nov 2020
Topic Review
Intimate Partner Violence
According to the World Health Organization (WHO), Intimate Partner Violence (IPV) includes “any behavior by an intimate partner or ex-partner that causes physical, sexual or psychological harm, including acts of physical aggression, sexual coercion, psychological abuse and controlling behaviors”. 
  • 1.1K
  • 05 Nov 2020
Topic Review
Sterol Regulatory Element-binding Proteins
Sterol regulatory element-binding protein-1c (SREBP-1c) is a key modulatory molecule involved in lipid homeostasis in the central nervous system. However, little is known about the biological effects of SREBP-1c in the brain. Our previous study uncovered that mice deficient in SREBP-1c exhibit schizophrenia-like behaviors. We analyzed the transcriptomes of the hippocampus of SREBP-1c knockout (KO) mice and wild-type mice in order to investigate whether there are novel molecular mechanisms involved in the neurological aberrations caused by SREBP-1c deficiency. This study found seven differentially expressed genes (three up-regulated and four down-regulated genes) in the hippocampus of SREBP-1c KO mice. For further verification, we selected the three most significantly changed genes: glucagon-like peptide 2 receptors (GLP2R) involved in hippocampal neurogenesis and neuroplasticity as well as in cognitive impairments; necdin (NDN) which is related to neuronal death and neurodevelopmental disorders; and Erb-B2 receptor tyrosine kinase 4 (ERBB4) which is a receptor for schizophrenia-linked protein, neuregulin-1. The protein levels of GLP2R and NDN were considerably decreased, but the level of ERBB4 was significantly increased in the hippocampus of SREBP-1c KO mice. We suggest that these data provide novel molecular evidence for the modulatory role of SREBP-1c in the mouse hippocampus.
  • 1.1K
  • 03 Nov 2020
Topic Review
Educational Disadvantage Indicators
The pupil weighting system is the core financial element of the Dutch Educational Disadvantage Policy. This policy departs from the idea that children who grow up in an environment where specific “cultural capital” is lacking, face a grave risk of developing severe educational arrears right from their start in school. To compensate for this “deficit”, primary schools and other educational and welfare institutions receive additional budgets from the Ministry of Education they can use for providing extra help to the policy’s target groups. The amount of extra budget is based on socio-economic and ethnic factors in the children’s home situation. Since its implementation in 1974 the system has been changed several times. These changes are described here. For the 2019/20 school year a new system has been developed. Some points of criticism are presented; the most important is that there is no evidence that the system which has cost some 20 billion euros has been effective. 
  • 1.7K
  • 03 Nov 2020
Topic Review
Islamic Primary Schools in the Netherlands
Because of the constitutional Freedom of education in the Netherlands, everyone can establish a school and is entitled to full state funding. There now are 52 primary Islamic schools, with around 12,500 pupils mostly of Turkish and Moroccan descent. They focus on developing an Islamic religious identity, and high educational quality and pupil achievement. Because most pupils come from socioeconomic disadvantaged backgrounds, the schools receive nearly twice as much budget than schools with a predominantly non-disadvantaged population. The existence of Islamic schools has always been controversial. Their output in terms of academic achievement is relatively high, however. In an absolute sense they achieve below the “average” Dutch school, but when compared with schools with the same disadvantaged pupil population, they achieve better. Lately, there have been problems with secondary Islamic schools in the Netherlands. As a result, several politicians propose to abolish the Freedom of education act.  
  • 3.3K
  • 03 Nov 2020
Topic Review
Denominational School Output Differences
Abstract In many education systems both public and private schools can be discerned. Differences pertain to the way they are governed and are financed, their pupil population, their curriculum and outcomes. Despite a high level of secularization in the Netherlands, most primary schools still are private denominational schools. One explanation for this paradox is that parents choose a denominational school because of its high quality and output in terms of academic achievement. This study aims at answering the question whether this argument holds true. Using large-scale data, a difference is made between gross outcomes (‘raw scores’) and net outcomes (after correcting for the schools’ ’input’ in terms of parental social and ethnic backgrounds). The study finds there to be hardly any net denominational differences. In so far as gross differences exist, these might be explained by the pupils’ social and ethnic backgrounds. In other words, there is a discrepancy between parental perceptions of gross outcomes and the reality of net scores that present a fairer indication of the actual performance of a school.
  • 1.5K
  • 03 Nov 2020
Topic Review
Teacher-Pupil Ethnicity Match and Achievement
In many countries, ethnic minority teachers are strongly underrepresented. It is often assumed that if there were more minority teachers, minority pupils would achieve much better. This assumption has rarely been empirically tested. In search of proof, the present study reviews the literature. 24 relevant studies were found, all pertaining to the US. The findings show that there is little empirical evidence that a stronger degree of ethnic match, be it in the form of a one-to-one coupling of teachers to pupils with the same ethnic background, or a larger share of minority teachers at an ethnically mixed school, leads to predominantly positive results. Insofar positive effects were found, they apply to a greater extent to subjective teacher evaluations than to objective achievement outcome measures.
  • 1.6K
  • 03 Nov 2020
Topic Review
Early Childhood Education
Early Childhood Education (ECE) often is part of a broader educational disadvantage policy and offers institutional compensatory programs to young children who lack specific educational stimulation in the home environment. ECE typically aims at children from deprived socioeconomic backgrounds and those of immigrant origin. Although ECE nowadays is widespread and accepted as perhaps the most important means of preventing and combating educational disadvantage, the controversy surrounding the evidence of effects and thus the justification and foundation of ECE provisions still is not solved. This article focuses on the basis (or lack of it) of ECE in the Netherlands.
  • 1.6K
  • 03 Nov 2020
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