Highlights d A machine learning (ML) workflow is designed to predict drug response in cancer patients d Deep neural networks (DNNs) surpass current ML algorithms in drug response prediction d DNNs predict drug response and survival in various large clinical cohorts d DNNs capture intricate biological interactions linked to specific drug response pathways

The subventricular zone (SVZ) is one of two main niches where neurogenesis persists during adulthood, as it retains neural stem cells (NSCs) with self‐renewal capacity and multi‐lineage potency. Another critical cellular component of the niche is the population of postmitotic multiciliated ependymal cells. Both cell types are derived from radial glial cells that become specified to each lineage during embryogenesis. We show here that GemC1, encoding Geminin coiled‐coil domain‐containing protein 1, is associated with congenital hydrocephalus in humans and mice. Our results show that GemC1 deficiency drives cells toward a NSC phenotype, at the expense of multiciliated ependymal cell generation. The increased number of NSCs is accompanied by increased levels of proliferation and neurogenesis in the postnatal SVZ. Finally, GemC1‐knockout cells display altered chromatin organization at multiple loci, further supporting a NSC identity. Together, these findings suggest that GemC1 regulates the balance between NSC generation and ependymal cell differentiation, with implications for the pathogenesis of human congenital hydrocephalus.

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Based on the results of a large-scale study regarding the role of secondary education teachers, we tried to develop an emancipatory teaching programme within the framework of a critical pedagogy of empathy. This teaching strategy is a three-stage process, during which a constant teacher-student interaction, attentive listening and interchange of roles are emphasised, so as to foster empathy. The first stage includes understanding the students' perspectives and giving value to their experiences. When the channels of communication are open and teachers get into their students' shoes, material relevant to the students' experiences is presented at the second stage, while students are encouraged to question the prevailing status quo and to raise their voices in institutional contexts in which they have traditionally been silenced. Finally, during the third stage, students disseminate self-gained knowledge and thoughts with a view to creating a better future and a different society, as part of the broader mission of informed, democratic, critical, empathetic and active citizens. ARTICLE HISTORY

Evidence points to embodiment being perceived as a lived human experience that bridges the natural and the cultural. Therefore, embodied social identities seem to be related with the way people perceive their body as beautiful/ugly, namely worthy/not worthy. Using data from interviews with employees with disability, this paper explores the process of shaping the body within the postcolonial masculine organizational culture. On these grounds, we argue that the above process involves taking decisions at three levels: first, one must decide what their body is; second, define what their body can be; and third, assume what their body will be. Further, the data revealed how those with “ugly bodies” construct their identities in relation to nondisabled colleagues. Our theoretical and managerial contribution includes a better understanding of how workplace and social life tend to be organized based on the ideal(able) body.