Notochord-derived Sonic Hedgehog (Shh) is essential for dorsoventral patterning of the overlying neural tube. Increasing concentration and duration of Shh signal induces progenitors to acquire progressively more ventral fates. We show that Notch signalling augments the response of neuroepithelial cells to Shh, leading to the induction of higher expression levels of the Shh target gene Ptch1 and subsequently induction of more ventral cell fates. Furthermore, we demonstrate that activated Notch1 leads to pronounced accumulation of Smoothened (Smo) within primary cilia and elevated levels of full-length Gli3. Finally, we show that Notch activity promotes longer primary cilia both in vitro and in vivo. Strikingly, these Notch-regulated effects are Shh independent. These data identify Notch signalling as a novel modulator of Shh signalling that acts mechanistically via regulation of ciliary localisation of key components of its transduction machinery.

Half of the world's population live in the urban environment. Lifestyle changes in the 20th century have led to spending more time indoors and less in nature. Due to safety concerns, longer hours in formal education, as well as lack of suitable outdoor environments, children in particular have been found to spend very little time outdoors. We have an opportunity, both timely and unique to have our children (re)connect with nature. Nature connection is a subjective state and trait that encompasses affective, cognitive, and experiential aspects in addition to being positively associated with wellbeing, and strong predictor of pro-environmental attitudes and behaviors. This minireview brings together recent studies that report on interventions to increase nature connection in children. Fourteen studies were identified through electronic searches of Web of Science, Scopus, PsychInfo, ERIC, and Google Scholar. The review aims to offer an overview of the interventions identified, provide a snapshot of the current state of the literature, briefly present themes and trends in the studies identified in relation to nature connection in young people, and propose potential guidelines for future work.

There have been calls to reconnect children with nature, both for their own wellbeing, as well as for ecological sustainability. This has driven the growth of outdoor and nature-schools for all ages, but especially in the early childhood education sector. However, to date, there has not been a quantitative study that looks at whether these settings actually promote nature connection. This paper aims to examine the role of nature nurseries in the promotion of connection to nature, when compared to traditional nurseries. Data were collected on the nature connection, using the Connection to Nature Index for Parents of Preschool Children, of 216 children aged 1–8 years, 132 of whom attended nature nurseries while the rest attended traditional nurseries. Duration and frequency of attendance, sex, and parental nature connection were also reported. Statistical analyses were conducted for overall nature connection scores, individual dimension sub-scores and, for the children who attended nature nursery, against predictors. Results indicate that attending a nature nursery is associated with higher nature connection. Predictors for children’s connection to nature were parental nature connection, and total time spent in attendance of an outdoor nursery. This suggests a dose-response style relationship between attendance and nature connection. Implications for real-life applications are put forward and further research directions are explored.

No abstract

Access to knowledge has never been easier in the internet age, and so it is important that students develop skills to discriminate undependable information from reliably investigated research. We have created an exercise that teaches good research practice by exploring the history, ethics, and design of clinical trials. Students apply their understanding of these principles through an assessed systematic review and meta-analysis (SRMA) exercise. Here, a clinically themed hypothesis is tested using a structured literature search in conjunction with an eligibility matrix to map study design, ethics, subject selection, randomization and blinding, methodological standards, study power, and other potential sources of interstudy heterogeneity. Data extracted from selected studies are used to produce a forest plot with an aggregated effect size, confidence range, and measure of interstudy heterogeneity. A funnel plot is then used in conjunction with the eligibility matrix to evaluate study bias tendency, and, in this way, students reflect on the factors that promote disparate conclusion-making among studies with a common research focus. This exercise produced a normally distributed grade-profile across three academic-year cohorts, and comparison of individual exercise grade with year-long aggregated average suggested students who performed less well on conventional assignments engaged successfully with the systematic nature of this assessment. Those opting to use this format for their final-year capstone project also performed above their grade point average from the preceding year. We suggest that SRMA offers a readily applied method for students to quantitatively explore how differences in experimental research practices influence study dependability.