Characteristics of inflammatory and infectious diseases of the pituitary gland in patients undergoing transsphenoidal surgery.

PURPOSE: Inflammatory and infectious diseases of the pituitary gland (IIPD) are rare lesions often misdiagnosed preoperatively. Immediate surgery is indicated especially in cases of neurological impairment. However, (chronic) inflammatory processes can mimic other pituitary tumors, such as adenomas, and data on the preoperative diagnostic criteria for IIPD are sparse. METHODS: We retrospectively reviewed medical records of 1317 patients who underwent transsphenoidal surgery at our institution between March 2003 and January 2023. A total of 26 cases of histologically confirmed IIPD were identified. Patient records, laboratory parameters, and postoperative course were analyzed and compared with an age, sex, and tumor volume-matched control group of nonfunctioning pituitary adenomas. RESULTS: Pathology confirmed septic infection in ten cases, most commonly caused by bacteria (3/10) and fungi (2/10). In the aseptic group, lymphocytic hypophysitis (8/26) and granulomatous inflammation (3/26) were most frequently observed. Patients with IIPD commonly presented with endocrine and/or neurological dysfunction. No surgical mortality occurred. Preoperative radiographic findings (cystic/solid tumor mass, contrast enhancement) did not significantly differ between IIPD and adenomas. At follow-up, 13 patients required permanent hormone substitution. CONCLUSION: In conclusion, correct preoperative diagnosis of IIPD remains challenging, as neither radiographic findings nor preoperative laboratory workup unequivocally identify these lesions. Surgical treatment facilitates decompression of supra- and parasellar structures. Furthermore, this low-morbidity procedure enables the identification of pathogens or inflammatory diseases requiring targeted medical treatment, which is crucial for these patients. Establishing a correct diagnosis through surgery and histopathological confirmation thus remains of utmost importance.

Animals as performers or exhibits: A study of their relevance to Portuguese, Spanish, and Greek pre-service teachers.

This study involves Portuguese, Spanish and Greek pre-service primary teachers (n = 210) and pre-service kindergarten teachers (n = 195) and identifies through a questionnaire a) their personal opinions and b) perception of the didactic value of eight performances with live animals. The results were compared by course among countries and between courses in the same country. Globally, the pre-service teachers neither showed a great personal interest, nor recognized great didactic relevance in these shows. Pre-kindergarten teachers from Portugal and Spain tend to value them more positively as a way to bring children closer to animals. Shows with aquatic mammals received the greatest appreciation in both dimensions, especially in the Greek sample; birds of prey shows were valued more by the Iberian participants. Violent shows, such as fighting animals and bullfighting, were very negatively viewed. Shows with pets and birds of prey were viewed frequently as more detrimental to animals than they are. The results show that a better understanding of the impact of each show on animals is needed, if pre-service teachers are to make informed decisions in their professional future.

Children's conceptions of coronavirus.

The present study aimed to examine children's conceptions of coronavirus as denoted in their verbal descriptions and drawings and whether these vary as a function of children's age and the mode of expression. Data were collected in Greece during spring 2020 and 344 children aged 4 to 10 years were first asked to verbally describe coronavirus and then to produce a drawing of it. Content analysis of data revealed the following main themes: (a) Coronavirus, (b) Medical, (c) Psychological, and (d) Social. Results showed that children from an early age present a remarkable level of understanding of coronavirus and the COVID-19 disease as a multidimensional construct, which can be designated not only through characteristics of the Sars-Cov-2 but also through its medical, social, and psychological consequences on people's lives. Moreover, children were found to emphasize different aspects of this construct depending on their age and the mode of expression.

Development and validation of a framework for the assessment of school curricula on the presence of evolutionary concepts (FACE).

Evolution is a key concept of biology, fundamental to understand the world and address important societal problems, but research studies show that it is still not widely understood and accepted. Several factors are known to influence evolution acceptance and understanding, but little information is available regarding the impacts of the curriculum on these aspects. Very few curricula have been examined to assess the coverage of biological evolution. The available studies do not allow comparative analyses, due to the different methodologies employed by the authors. However, such an analysis would be useful for research purposes and for the development of appropriate educational policies to address the problem of a lack of evolution acceptance in some countries. In this paper we describe the steps through which we developed a valid and reliable instrument for curricula analysis known as FACE: "Framework to Assess the Coverage of biological Evolution by school curricula." This framework was developed based on the "Understanding Evolution Conceptual Framework" (UECF). After an initial pilot study, our framework was reformulated based on identified issues and experts' opinions. To generate validity and reliability evidence in support of the framework, it was applied to four European countries' curricula. For each country, a team of a minimum of two national and two foreign coders worked independently to assess the curriculum using this framework for content analysis. Reliability evidence was estimated using Krippendorf's alpha and resulted in appropriate values for coding the examined curricula. Some issues that coders faced during the analysis were discussed and, to ensure better reliability for future researchers, additional guidelines and one extra category were included in the framework. The final version of the framework includes six categories and 34 subcategories. FACE is a useful tool for the analysis and the comparison of curricula and school textbooks regarding the coverage of evolution, and such results can guide curricula development.