Management of Chronic Subdural Hematoma: A Systematic Review and Component Network Meta-analysis of 455 Studies With 103 645 Cases.

Background: Chronic subdural hematoma (CSDH) is a common neurosurgical condition with a high risk of recurrence after treatment.

Objective: To assess and compare the risk of recurrence, morbidity, and mortality across various treatments for CSDH.

Methods: A systematic review and meta-analysis was performed.

CD28 blockade controls T cell activation to prevent graft-versus-host disease in primates.

Controlling graft-versus-host disease (GVHD) remains a major unmet need in stem cell transplantation, and new, targeted therapies are being actively developed. CD28-CD80/86 costimulation blockade represents a promising strategy, but targeting CD80/CD86 with CTLA4-Ig may be associated with undesired blockade of coinhibitory pathways. In contrast, targeted blockade of CD28 exclusively inhibits T cell costimulation and may more potently prevent GVHD.

Investigating the Role of an Inquiry-Based Biology Lab Course on Student Attitudes and Views toward Science.

Students' academic experiences can influence their conceptualization of science. In contrast experts hold particular beliefs, perceptions, opinions, and attitudes about science that are often absent in first-year undergraduate students. Shifts toward more expert-like attitudes and views have been linked to improved student engagement, critical-thinking ability, conceptual understanding, and academic performance.

Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI).

We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction.