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To investigate the application of graph theory with functional connectivity to distinguish left from right temporal lobe epilepsy (TLE).<br /><br /> Alterations in functional connectivity within several brain networks - default mode (DMN), attention (AN), limbic (LN), sensorimotor (SMN) and visual (VN) - were examined using resting-state functional MRI (rs-fMRI). The study accrued 21 left and 14 right TLE as well as 17 nonepileptic control subjects. The local nodal degree, a feature of graph theory, was calculated foreach of the brain networks. Multivariate logistic regression analysis was performed to determine the accuracy of identifying seizure laterality based on significant differences in local nodal degree in the selected networks.<br /><br /> Left and right TLE patients showed dissimilar patterns of alteration in functional connectivity when compared to control subjects. Compared with right TLE, patients with left TLE exhibited greater nodal degree' (i.e. hyperconnectivity) with right superomedial frontal gyrus (in DMN)n presurgical decision-making in cases of TLE.<br /><br /> Temporomandibular disorders (TMD) are diseases of the temporomandibular joint and masticatory muscles, and are often difficult to be diagnosed because they have various symptoms, pathological conditions and causes.<br /><br /> Herein, [https://www.selleckchem.com/products/NVP-AUY922.html Luminespib solubility dmso] report a 78-year-old male referred to our hospital with a diagnosis of TMD and presenting with facial asymmetry, marked deviation to the right side on vertical mandibular movement and complaints of abnormal perception at the right oral and buccal region. Past medical history revealed that he had undergone a right intracranial trigeminal schwannoma resection 9 years prior. Computed tomography (CT) showed disuse atrophy of the right side of 4 masticatory muscles and 2 suprahyoid muscles controlled by the motor component of the mandibular division (V3) of the trigeminal nerve (TGN). #link# Together with the neurosurgeon, we confirmed that there was no recurrence of the tumor and explained to the patient that the oral and maxillofacial symptoms are after-effects of the operation, and we provided oral hygiene instructions and coordinated cleaning of the inside of the oral cavity.<br /><br /> Although it is difficult to compare treatment methods from case to case, we believe that in our case, the patient's understanding of the cause of his discomfort contributed significantly to the improvement of his quality of life.<br /><br /> We experienced a case of masticatory muscle disuse atrophy during long-term follow-up after resection of intracranial trigeminal schwannoma. Further studies are needed to develop the diagnostic and therapeutic protocols for disuse atrophy.<br /><br />We experienced a case of masticatory muscle disuse atrophy during long-term follow-up after resection of intracranial trigeminal schwannoma. Further studies are needed to develop the diagnostic and therapeutic protocols for disuse atrophy.<br /><br /> Although an extensive body of work has shown that family functioning is linked to adolescent outcomes, less is known about how the family affects school outcomes and vice versa. The present longitudinal study tested reciprocal relationships between the family environment and school engagement during the middle school years.<br /><br /> A cross-lagged latent model tested these effects in 378 Turkish youth (53.7% males; M=11.73, SD=0.53) evaluated annually (Waves 1, 2, and 3) in grades 6 through 8.<br /><br /> Findings showed the family environment positively predicted developmental changes in school engagement at each time point (β range=0.18 to 0.24); school engagement also positively predicted developmental changes in the family environment (β range=0.12 to 0.28). Follow-up multigroup tests by age, sex, and family structure showed that the reciprocal links between the family environment and school engagement were invariant.<br /><br /> Study findings supported reciprocal longitudinal links between developmental changes of the family environment and school engagement. They extend previous research by highlighting the continued importance of the home environment on developmental changes in academic performance in adolescents, and thus, inform parents, educators, and policymakers on the relevance of the family in promoting academic engagement and achievement in adolescence.<br /><br />Study findings supported reciprocal longitudinal links between developmental changes of the family environment and school engagement. They extend previous research by highlighting the continued importance of the home environment on developmental changes in academic performance in adolescents, and thus, inform parents, educators, and policymakers on the relevance of the family in promoting academic engagement and achievement in adolescence.<br /><br /> Emotional separation and parental trust are two fundamental components of parent-adolescent relationships across different cultural contexts. Previous research showed that emotional separation hindered adolescents' psychosocial adjustment, while parental trust benefited it. However, research on preadolescence is lacking. Preadolescence is a crucial period, as theories and findings suggest that too early autonomy around puberty had negative consequences for psychosocial adjustment. This study focused on preadolescence and early adolescence and tested two hypotheses that emotional separation would be negatively, and parental trust would be positively, associated with psychosocial adjustment, and that this pattern of associations would be more salient in preadolescence than in early adolescence.<br /><br /> Participants were 856 preadolescent elementary schoolers (49.6% girls; age range 9-12 years, M<br /><br /> =10.79, SD=0.92) and 518 early adolescent junior high schoolers (47.7% girls, age range 12-15 years; M<br /><br /> =13.56, SD=0.98) in Japan, who completed measures of emotional separation, parental trust, and psychosocial adjustment (industry, school adaptation, and daily life behaviors).<br /><br /> Emotional separation was negatively associated with reviewing learning contents and doing homework. Parental trust was positively associated with industry, school adaptation, waking up at regular times, and observing rules at school. These relationships did not differ between age groups.<br /><br /> This study highlights that emotional separation has a negative relationship, and parental trust has a positive relationship, with psychosocial adjustment throughout preadolescence and adolescence.<br /><br />This study highlights that emotional separation has a negative relationship, and parental trust has a positive relationship, with psychosocial adjustment throughout preadolescence and adolescence.