Factors Influencing Clinical Follow-Up for Individuals with a Personal History of Breast and/or Ovarian Cancer and Previous Uninformative <Emphasis Type="Italic">BRCA1</Emphasis> and <Emphasis Type="Italic">BRCA2</Emphasis> Testing

Genetic testing for inherited cancer risk has recently improved through the advent of multi-gene panels and the addition of deletion and duplication analysis of the BRCA genes. The primary aim of this study was to determine which factors influence the intent of individuals with a personal history of breast and/or ovarian cancer and negative or uncertain BRCA1 and BRCA2 testing to return to a hereditary cancer program for additional genetic risk assessment, counseling, and testing. Surveys were sent to 1197 individuals and 257 were returned. Of those participants who were planning to return to clinic, most cited having family members who could benefit from the test result as the primary motivation to return. Many participants who were not planning to return to clinic cited the cost of testing as a barrier to return. Cost of testing and concerns about insurance coverage were the most commonly cited barriers for the group of participants who were undecided about returning to clinic. Results from this study may be used to guide re-contact efforts by clinicians to increase patient uptake to return to clinic for up-to-date genetic risk assessment, counseling, and testing.     

Asymmetries in the production of self-directed behavior by chimpanzees and gorillas during a computerized cognitive test

Self-directed behaviors (SDBs) are a commonly used behavioral indicator of arousal in nonhuman primates. Experimental manipulations, designed to increase arousal and uncertainty, have been used to elicit SDB production in primates. Beyond measuring rates of SDB production, researchers have also recorded their lateralized production by primates, thought to reflect laterality of hemispheric brain control and response to emotion. Although a handful of such studies exist, all have been conducted with chimpanzees. Expanding on this line of inquiry, we tested both chimpanzees (N = 3) and gorillas (N = 3) in a serial learning task presented on a touchscreen interface that incorporated both EASY (two-item list) and HARD (four-item list) versions of the task. Although SDB production by the apes did not differ across the two levels of task complexity, both species produced higher rates of SDB when they made an error, regardless of task difficulty. Furthermore, the apes made more SDB with the left hand—directed to the right side of their body (contralateral SDB) and left side of their body (ipsilateral SDB)—when they made an incorrect response. There was no difference in the rate of SDB produced with the right hand across correct compared to incorrect trials. The apes’ responses reflect previous reports that show humans are quicker at selecting negative emotional stimuli when using their left, compared to their right, hand (the reverse is true for positive stimuli). However, previous work has shown that chimpanzees are more likely to produce (contralateral) SDB with their right hand when aroused and so we discuss our results in relation to these findings and consider how they relate to the ‘right hemisphere’ and ‘valence’ models of emotional processing in apes.     

Identifying the Developmental Strengths of Juvenile Offenders: Assessing Four Life‐Skills Dimensions

The authors describe the development of the Life‐Skills Development Scale Juvenile Form, a brief self‐report instrument for assessing the life‐skills development of juvenile offenders. Reliability and validity findings are presented, implications for treatment planning are provided, and recommendations for further research are discussed.     

Shadow and Spirituality

When we confront the meaning of spirituality in education confusion and conflict can arise as they arise from the confrontation with spirituality in ourselves. This occurs both at the personal and at the collective level, according to writers such as C.G. Jung. Failure to understand that human spirituality includes a shadow side of this kind is precisely what leads many forms of human spiritual expression, including organized religion, into deep splits and schisms. It is unsurprising, therefore, that the willing, but perhaps, nä L ve attempts of contemporary educationalists to understand spirituality within education in a wholly positive light have themselves run into trouble. This paper will attempt to argue that without balancing contemporary educational debate about spirituality against some writers', including C.G. Jung's, deepest insights into the place of shadow in spirituality, children will yet again be sold a misfaction [1] about the nature of that aspect of human being and becoming. This, in turn will merely deepen the chaos, confusion and conflict arising from the earnest and well-intentioned, but perhaps nä L ve, attempt to make spirituality part of the cross-curricular experience of all children in all common schools.[2]     

Connectionist and rule-based representations of expert knowledge

Research in computer science has led to the development of two broad classes of models of knowledge representation: rule-based and connectionist systems. Both techniques solve the same abstract problem, that is, the assignment of cases to classes. Connectionist modeling techniques have been applied to three classification situations in which one would expect rule-based models to be applicable. Two of the situations involved the diagnosis of problems in and operation of a fictitious power plant. The third situation involved the classification of misconceptions held by elementary physics students. Connectionist modeling developed adequate simulations of behavior in all three cases.