We believe a more comprehensive study of mechanisms underlying the sex differences in the human postabstinence response is warranted.

Typically the number of vertebrae an organism will have post-embryonically is determined during embryogenesis via the development of paired somites. Our research investigates the phenomenon of post-embryonic vertebral addition in salamander tails. We describe body and tail growth, and patterns of postsacral vertebral addition and elongation in context with caudal morphology for four plethodontids (Eurycea), and one ambystomatid. Eurycea nana and A. mexicanum have paedomorphic life cycles; E. cirrigera, E. longicauda and E. quadridigitata are biphasic. Specimens were collected, borrowed and/or purchased, and cleared and stained for bone and cartilage. Data collected include snout-vent length (SVL), tail length (TL), vertebral counts and centrum lengths. Eurycea species with biphasic life cycles had TLs that surpassed SVL following metamorphosis. Tails in paedomorphic species elongated but rarely exceeded body length. Larger TLs were associated with more vertebrae and longer vertebrae in all species. We observed that rates of postsacral vertebral addition varied little amongst species. Regional variation along the tail becomes prominent following metamorphosis in biphasic developers. In all species vertebrae in the posterior one-half of the tail taper towards the tip. We suggest a developmental link might exist between the ability to continually add vertebrae and regeneration in salamanders.

ObjectivesPrevious research has revealed that increased obesity prevalence in the US has occurred in concert with an increase in those in overweight and obese BMI categories perceiving their weight as “about right” since the 1980s. Using biological normalcy as a framework, we assess whether individual weight perception is related to the risk of cardiovascular disease (CVD) when controlling for body fat percentage (BF%).MethodsData from the National Health and Nutrition Examination Survey (1999‐2006) included weight perception, BF%, covariates, and variables to calculate Framingham Risk Score (CVD risk) among 9489 US Americans aged 20‐79 years.ResultsLogistic regression revealed that those perceiving themselves to be “overweight” had a significantly higher cardiovascular risk score compared to those considering their weight to be “about right” (OR = 1.54; 95% CI = 1.12‐2.11, P = .008) after controlling for BF%, age, gender, ethnicity, poverty‐index‐ratio, education, family history of myocardial infarction, smoking status, and physical activity.ConclusionsPerceiving one's own weight as “overweight” was significantly associated with increased 10‐year risk of a cardiovascular event when compared to those perceiving their weight to be “about right,” regardless of body composition. This suggests that recent changes in normative beliefs in response to increased obesity prevalence over the past several decades could play a role in the distribution of CVD risk in the US, whereby perceiving oneself as “about right” rather than “overweight” may result from decreases in internalization of fat stigma.

COVID-19 had a profound impact on teaching and learning at academic institutions across the globe. This study examined the experiences of social work students (n = 884) during the pandemic and their associated level of burnout. Using a mixed methods approach, data from an online survey within a school of social work at a large Midwestern university were examined using stepwise regression and thematic analysis. Student demographics, academic characteristics, and experiences with COVID-19 were examined as predictors of burnout. Resilience was tested as a moderator of the association between COVID-19 experiences and burnout. Regression models accounted for 34.3% to 45.5% of variance across three domains of burnout (i.e., exhaustion, cynicism, and professional/academic efficacy), with COVID-related experiences accounting for most of the variance. Although resilience had a significant main effect, the interactions of resilience and COVID-19 experiences were not significant. Quantitative results were illuminated by thematic analysis of the qualitative data from which emerged four major themes: online teaching pedagogy, impact of COVID-19, transition of teaching and learning, and affective domains of learning. Engaging in humanistic education is discussed as a possible approach to circumvent burnout, bolster student resilience, and encourage academic success.