ObjectivesTo systematically review the literature pertaining to the prevalence of depression and anxiety in patients with ovarian cancer as a function of treatment stage.DesignSystematic review and meta-analysis.Participants3623 patients with ovarian cancer from primary research investigations.Primary outcome measureThe prevalence of depression and anxiety in patients with ovarian cancer as a function of treatment stage.ResultsWe identified 24 full journal articles that met the inclusion criteria for entry into the meta-analysis resulting in a pooled sample size of 3623 patients. The meta-analysis of prevalence rates identified pretreatment, on-treatment and post-treatment depression prevalences of 25.34% (CI 22.79% to 28.07%), 22.99% (CI 19.85% to 26.46%) and 12.71% (CI 10.14% to 15.79%), respectively. Pretreatment, on-treatment and post-treatment anxiety prevalences were 19.12% (CI 17.11% to 21.30%), 26.23% (CI 22.30% to 30.56%) and 27.09% (CI 23.10% to 31.49%).ConclusionsOur findings suggest that the prevalence of depression and anxiety in women with ovarian cancer, across the treatment spectrum, is significantly greater than in the healthy female population. With the growing emphasis on improving the management of survivorship and quality of life, we conclude that further research is warranted to ensure psychological distress in ovarian cancer is not underdiagnosed and undertreated.

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The books we’ve read, the films we’ve seen, the stories we’ve heard - and just as importantly the ones we haven’t – form an integral part of our identity. Recognising a reference to a text can result in feelings of pleasure, expertise and even smugness; being lost as to a reference’s possible significance can lead to alienation from a text or conversation. Intertextuality in Practice offers readers a cognitively-grounded framework for hands-on analysis of intertextuality, both in written texts and spoken discourse. The book offers a historical overview of existing research, highlighting that most of this work focuses on what intertextuality ‘is’ conceptually, rather than how it can be identified, described and analysed. Drawing on research from literary criticism, neuroscience, linguistics and sociology, this book proposes a cognitive stylistic approach, presenting the ‘narrative interrelation framework’ as a way of operationalising the concept of intertextuality to enable close practical analysis.

This article explores reading in the English classroom through a cognitive linguistic lens. In particular, we consider how students' ability to engage with a text, which we term authentic reading, can be facilitated or restricted. We draw on two case studies featuring Year 7 students working with the novel

The multi-protein β-barrel assembly machine (BAM) of Escherichia coli is responsible for the folding and insertion of β-barrel containing integral outer membrane proteins (OMPs) into the bacterial outer membrane. An essential component of this complex is the BamA protein, which binds unfolded β-barrel precursors via the five polypeptide transport-associated (POTRA) domains in its N-terminus. The C-terminus of BamA contains a β-barrel domain, which tethers BamA to the outer membrane and is also thought to be involved in OMP insertion. Here we mutagenize BamA using linker scanning mutagenesis and demonstrate that all five POTRA domains are essential for BamA protein function in our experimental system. Furthermore, we generate a homology based model of the BamA β-barrel and test our model using insertion mutagenesis, deletion analysis and immunofluorescence to identify β-strands, periplasmic turns and extracellular loops. We show that the surface-exposed loops of the BamA β-barrel are essential.