bluuebunny/crossref_metadata_2025_split huggingface dataset:
Human Follicle-Stimulating Hormone ß Subunit Expression Depends on FOXL2 and SMAD4
Authors: Ongaro Luisina , Schang Gauthier , Zhou Ziyue , Kumar T Rajendra , Treier Mathias , Deng Chu-Xia , Boehm Ulrich , Bernard Daniel J 
Published: March 2020

AbstractFollicle-stimulating hormone (FSH), an essential regulator of mammalian fertility, is synthesized by pituitary gonadotrope cells in response to activins. In mice, activins signal via SMAD3, SMAD4, and FOXL2 to regulate transcription of the FSHβ subunit (Fshb) gene. Gonadotrope-specific deletion of Foxl2, alone or in combination with Smad4, renders mice FSH-deficient. Whether human FSHB expression is similarly regulated is not known. Here, we used a combination of transgenic and conditional knockout mouse strains to assess the roles of activins, FOXL2, and SMAD4 in regulation of the human FSHB gene. First, we cultured pituitaries from mice harboring a human FSHB transgene (hFSHB mice) and measured both murine Fshb and human FSHB messenger ribonucleic acid (mRNA) expression in response to exogenous activins or two antagonists of endogenous activin-like signaling (follistatin-288 and SB431542). Both murine Fshb and human FSHB expression were stimulated by activins and reduced by the inhibitors. Next, we analyzed human FSHB expression in hFSHB mice carrying floxed Foxl2 and Smad4 alleles. Cre-mediated ablation of FOXL2 and SMAD4 strongly reduced basal and activin-stimulated murine Fshb and human FSHB expression in cultured pituitaries. Finally, the hFSHB transgene was previously shown to rescue FSH production and fertility in Fshb knockout mice. However, gonadotrope-specific Foxl2/Smad4 knockout females carrying the hFSHB transgene have significantly reduced murine Fshb and human FSHB pituitary mRNA levels and are hypogonadal. Collectively, these data suggest that similar to Fshb regulation in mice, FOXL2 and SMAD4 play essential roles in human FSHB expression.
Delineating the role of membrane blebs in a hybrid mode of cancer cell invasion in three-dimensional environments
Authors: Guzman Asja , Avard Rachel C. , Devanny Alexander J. , Kweon Oh Sang , Kaufman Laura J. 
Published: March 2020

ABSTRACT
The study of cancer cell invasion in 3D environments in vitro has revealed a variety of invasive modes, including amoeboid migration, characterized by primarily round cells that invade in a protease- and adhesion-independent manner. Here, we delineate a contractility-dependent migratory mode of primarily round breast cancer cells that is associated with extensive integrin-mediated extracellular matrix (ECM) reorganization that occurs at membrane blebs, with bleb necks sites of integrin clustering and integrin-dependent ECM alignment. We show that the spatiotemporal distribution of blebs and their utilization for ECM reorganization is mediated by functional β1 integrin receptors and other components of focal adhesions. Taken together, the work presented here characterizes a migratory mode of primarily round cancer cells in complex 3D environments and reveals a fundamentally new function for membrane blebs in cancer cell invasion.
Induction of ligand promiscuity of αVβ3 integrin by mechanical force
Authors: Bachmann Michael , Schäfer Markus , Mykuliak Vasyl V. , Ripamonti Marta , Heiser Lia , Weißenbruch Kai , Krübel Sarah , Franz Clemens M. , Hytönen Vesa P. , Wehrle-Haller Bernhard , Bastmeyer Martin 
Published: March 2020

ABSTRACT
αVβ3 integrin can bind to multiple extracellular matrix proteins, including vitronectin (Vn) and fibronectin (Fn), which are often presented to cells in culture as homogenous substrates. However, in tissues, cells experience highly complex and changing environments. To better understand integrin ligand selection in such complex environments, we employed binary-choice substrates of Fn and Vn to dissect αVβ3 integrin-mediated binding to different ligands on the subcellular scale. Super-resolution imaging revealed that αVβ3 integrin preferred binding to Vn under various conditions. In contrast, binding to Fn required higher mechanical load on αVβ3 integrin. Integrin mutations, structural analysis and chemical inhibition experiments indicated that the degree of hybrid domain swing-out is relevant for the selection between Fn and Vn; only a force-mediated, full hybrid domain swing-out facilitated αVβ3-Fn binding. Thus, force-dependent conformational changes in αVβ3 integrin increased the diversity of available ligands for binding and therefore enhanced the ligand promiscuity of this integrin.
This article has an associated First Person interview with the first author of the paper.
Interactive Clustered Heat Map Builder: An easy web-based tool for creating sophisticated clustered heat maps
Authors: Ryan Michael C. , Stucky Mark , Wakefield Chris , Melott James M. , Akbani Rehan , Weinstein John N. , Broom Bradley M. 
Published: March 2020

Clustered heat maps are the most frequently used graphics for visualization and interpretation of genome-scale molecular profiling data in biology. Construction of a heat map generally requires the assistance of a biostatistician or bioinformatics analyst capable of working in R or a similar programming language to transform the study data, perform hierarchical clustering, and generate the heat map. Our web-based Interactive Heat Map Builder can be used by investigators with no bioinformatics experience to generate high-caliber, publication quality maps. Preparation of the data and construction of a heat map is rarely a simple linear process. Our tool allows a user to move back and forth iteratively through the various stages of map generation to try different options and approaches. Finally, the heat map the builder creates is available in several forms, including an interactive Next-Generation Clustered Heat Map that can be explored dynamically to investigate the results more fully.
Patient Preferences for Physician Attire: A Multicenter Study in Japan
Authors: Kamata Kazuhiro , Kuriyama Akira , Chopra Vineet , Saint Sanjay , Houchens Nathan , Petrilli Christopher M , Kuhn Latoya , Snyder Ashley , Ishimaru Naoto , Takahashi Hiromizu , Tokuda Yasuharu 
Published: March 2020

BACKGROUNDPrevious studies have shown that patients have specific expectations regarding physician dress. Japan has a cultural background that is in many ways distinct from western countries. Thus, physician attire may have a different impact in Japan.METHODSWe conducted a multicenter, cross‐sectional study to examine patients' preferences for and perceptions of physician attire in Japan. The questionnaire was developed using photographs of either a male or female physician dressed in seven different forms of attire, and it was randomly distributed to inpatients and outpatients. Respondents were asked to rate the provider pictured; they were also asked to provide preferences for different forms of attire in varied clinical settings. Preference was evaluated for five domains (knowledgeable, trustworthy, caring, approachable, and comfortable). We also assessed variation in preferences for attire by respondent characteristics.RESULTSA total of 1,233 (61%) patients indicated that physician dress was important, and 950 (47%) patients agreed that it influenced their satisfaction with care. Compared with all forms, casual attire with a white coat was the most preferred dress. Older patients more often preferred formal attire with a white coat in primary care and hospital settings. In addition, physician attire had a greater impact on older respondents' satisfaction and experience.CONCLUSIONThe majority of Japanese patients indicated that physician attire is important and influenced their satisfaction with care. Geography, settings of care, and patient age appear to play a role in patient preferences.
Social Disadvantage, Access to Care, and Disparities in Physical Functioning Among Children Hospitalized with Respiratory Illness
Authors: Desai Arti D , Zhou Chuan , Haaland Wren , Johnson Jakobi , Lion K Casey , Lopez Michelle A , MD Derek J Williams , Kenyon Chén C , Mangione‐Smith Rita , Johnson David P 
Published: March 2020

BACKGROUND AND OBJECTIVESUnderstanding disparities in child health‐related quality of life (HRQoL) may reveal opportunities for targeted improvement. This study examined associations between social disadvantage, access to care, and child physical functioning before and after hospitalization for acute respiratory illness.METHODSFrom July 1, 2014, to June 30, 2016, children ages 8‐16 years and/or caregivers of children 2 weeks to 16 years admitted to five tertiary care children's hospitals for three common respiratory illnesses completed a survey on admission and within 2 to 8 weeks after discharge. Survey items assessed social disadvantage (minority race/ethnicity, limited English proficiency, low education, and low income), difficulty/delays accessing care, and baseline and follow‐up HRQoL physical functioning using the Pediatric Quality of Life Inventory (PedsQL, range 0‐100). We examined associations between these three variables at baseline and follow‐up using multivariable, mixed‐effects linear regression models with multiple imputation sensitivity analyses for missing data.RESULTSA total of 1,325 patients and/or their caregivers completed both PedsQL assessments. Adjusted mean baseline PedsQL scores were significantly lower for patients with social disadvantage markers, compared with those of patients with none (78.7 for >3 markers versus 85.5 for no markers, difference ‐6.1 points (95% CI: ‐8.7, ‐3.5). The number of social disadvantage markers was not associated with mean follow‐up PedsQL scores. Difficulty/delays accessing care were associated with lower PedsQL scores at both time points, but it was not a significant effect modifier between social disadvantage and PedsQL scores.CONCLUSIONSHaving social disadvantage markers or difficulty/delays accessing care was associated with lower baseline physical functioning; however, differences were reduced after hospital discharge.
Factors Associated with Differential Readmission Diagnoses Following Acute Exacerbations of Chronic Obstructive Pulmonary Disease
Authors: Buhr Russell G , Jackson Nicholas J , Dubinett Steven M , Kominski Gerald F , Mangione Carol M , Ong Michael K 
Published: March 2020

BACKGROUNDReadmissions after exacerbations of chronic obstructive pulmonary disease (COPD) are penalized under the Hospital Readmissions Reduction Program (HRRP). Understanding attributable diagnoses at readmission would improve readmission reduction strategies.OBJECTIVESDetermine factors that portend 30‐day readmissions attributable to COPD versus non‐COPD diagnoses among patients discharged following COPD exacerbations.DESIGN, SETTING, AND PARTICIPANTSWe analyzed COPD discharges in the Nationwide Readmissions Database from 2010 to 2016 using inclusion and readmission definitions in HRRP.MAIN OUTCOMES AND MEASURESWe evaluated readmission odds for COPD versus non‐COPD returns using a multilevel, multinomial logistic regression model. Patient‐level covariates included age, sex, community characteristics, payer, discharge disposition, and Elixhauser Comorbidity Index. Hospital‐level covariates included hospital ownership, teaching status, volume of annual discharges, and proportion of Medicaid patients.RESULTSOf 1,622,983 (a weighted effective sample of 3,743,164) eligible COPD hospitalizations, 17.25% were readmitted within 30 days (7.69% for COPD and 9.56% for other diagnoses). Sepsis, heart failure, and respiratory infections were the most common non‐COPD return diagnoses. Patients readmitted for COPD were younger with fewer comorbidities than patients readmitted for non‐COPD. COPD returns were more prevalent the first two days after discharge than non‐COPD returns. Comorbidity was a stronger driver for non‐COPD (odds ratio [OR] 1.19) than COPD (OR 1.04) readmissions.CONCLUSIONThirty‐day readmissions following COPD exacerbations are common, and 55% of them are attributable to non‐COPD diagnoses at the time of return. Higher burden of comorbidity is observed among non‐COPD than COPD rehospitalizations. Readmission reduction efforts should focus intensively on factors beyond COPD disease management to reduce readmissions considerably by aggressively attempting to mitigate comorbid conditions.
Bringing Technology to Students’ Proximity: A Sociocultural Account of Technology-Based Learning Projects
Authors: Mukama Evode 
Published: March 2020

This paper depicts a study carried out in Rwanda concerning university students who participated in a contest to produce short documentary films. The purpose of this research is to conceptualize these kinds of technology-based learning projects (TBLPs) through a sociocultural perspective. The methodology included focus-group discussions and field notes to collect empirical data. The findings reveal that the more educational technologies capture objects of learning positioned in the students’ sociocultural proximity, the more focused the learners’ attention is on these objects. The study shows also that a change in learning projects may depend to a large extent on whether the technology relates to the students’ sociocultural proximity, that is, taking into consideration students’ physical, cultural, and contextual real world. The study recommends a community of learning/inquiry embedded in a collaborative, problem-solving dynamic involving cognitive support from peers, teachers, external specialists, and the wider community.
Critical Practice Study of Nursing Evaluated by Teachers
Authors: Shearer Jessica B , Lasonen Johanna 
Published: March 2020

Purpose: Competent nursing care is essential to positive patient outcomes and quality patient care. Graduate nurses begin practice as novices in knowledge and experience often entering an environment where patients have several disease processes complicating their care. A strong foundation of educational competencies prior to entering practice is vital for the development and growth of graduate nurses into the role of RN. The purpose of this study was to examine the use of the Nurse Competence Scale among nursing faculty.Method: Nursing faculty were surveyed to determine which competencies were a priority in nursing practice. The Nurse Competence Scale was used to identify and categorize nurse competences. Brenner’s novice to expert theoretical framework was used to apply findings to curricular programs. IRB approval was granted from each educational institution. SPSS statistical analysis was used to analyze survey results.Results: Among the categories of the Nurse Competence Scale, nursing faculty identified Acting appropriately in life-threatening situations in the Managing Situations section as most important to practice. In the category of Helping, Planning patient care according to individual needs was identified as most important. Additionally the nursing faculty surveyed rated Contributing to further development of multidisciplinary clinical paths in the Therapeutic Interventions category as the lowest.Conclusion: This study contributes to the discussion on nursing competence. Priorities for nursing faculty aligned with register nurses in practice. This study helps pair nursing education with practice in several ways including aligning current practice with education. Nurse Educators may use these findings to help join curricular outcomes with practice. Evaluating each item on the Nurse Competence Scale using the critical to practice scale provides insight to the necessary skills and knowledge needed to be competent in nursing. In addition the results may be compared to current practice guidelines to ensure best practice. Further research linking education and practice using nursing competence is needed.
What students who perform in “secondary roles” can learn from scenario training in vocational education
Authors: Sjöberg David , Karp Staffan , Rantatalo Oscar 
Published: March 2020

Context: Learning through scenario training and live simulation in vocational education is generally regarded as an effective tool for developing professional knowledge. However, previous research has largely overlooked the learning of students in secondary roles in scenario training. The objective of this study is to explore learning for students who act in secondary roles during scenario training in vocational educational settings.
Method: The studied case entails scenario training for police students in a Swedish police education programme. A case study design, which included both participant observation and a questionnaire, was used. The analytic lens applied was inspired by practice theory and focused on how structural and situational arrangements of the training activity affect learning.
Results: Our findings show that students who act in secondary roles learn from their scenario training experiences, but this learning often is overlooked in the design of training activities. Due to the structural arrangements of training activities, learning emerged as students in secondary roles were tasked to support the primary participants in relation to their learning objectives. In addition, it emerged in how students in secondary roles used previous scenario training experiences in relation to the current scenario and its learning objectives. Examples of learning from situational arrangements emerged as students in secondary roles formulated and provided feedback to primary participants and through informal discussions and reflection processes. Learning also emerged as students in secondary roles embodied the “other” during scenario training, something that provided the students with new perspectives on police encounters.
Conclusions: We theorize and extract three dimensions for how learning emerges in this case for secondary participants. It emerges through embodying the “other”, in students’ sensory experiences, and through reconstruction of knowledge through repetition. However, our findings also show that learning for students in secondary roles can be improved through mindful set-up and design. Based on the findings, our article provides a discussion and suggestions on how scenario training can be planned and set-up to develop professional knowledge for students in secondary roles.
Exploring visual languages across vocational professions
Authors: Coppi Alessia Eletta , Cattaneo Alberto , Gurtner Jean-Luc 
Published: March 2020

Context: Discovering visual languages across professions is a complex task since it entails discovering a communication system composed of information in image or textual form called representations and also including various kinds of annotations such as notes. Such a task has been previously scarcely considered within research, and basically only investigating in white collar professions (e.g., doctors). This leaves us wondering about all the possible shapes of these vocational visual languages and the potential of using these images to foster learning. For this reason, the current research aims to investigate commonalities and differences of visual languages across vocational professions with the goal of using the outcomes to design educational activities for vocational education and training (VET).
Approach: 55 semi-structured interviews have been conducted within eleven professions from the areas of Craftsmanship, Industry, Health and Services such a plumber and fashion designers. The interviews were audio-recorded and analyzed with NVivo through a coding scheme which served as the main reference for the analysis.
Findings: Results showed that, in terms of visual representations, professionals use different types of drawings such as technical drawings (e.g., woodworkers), evaluation forms (e.g., dental assistants) and illustrations (e.g., gardeners). For sketches, participants indicate the practice of creating sketches depicting objects to produce (e.g. goldsmiths). For photos, they portrayed things to remember or pay attention to (e.g., chemical technologists). Participants across professions use annotations such as notes to specify details of their job. On the other side, they also report profession-specific annotations such as mathematical symbols like the surface roughness (e.g., polymechanics) and diagrammatic elements like different type of lines to indicate the status of the bones and muscles (e.g., massage therapists) or where to cut textiles (e.g., fashion designers). In terms of communalities, participants within technical professions indicated a shared use of both representations and annotations. Conversely, other professions had very specific visual languages hardly shareable across professions.
Conclusion: These results helped in discovering the visual languages of different professions and this knowledge will be used to implement educational activities based on specific skills needed in different professions such as observation skills with the use of VET-specific educational technologies.
Identifying teachers’ competencies in Finnish vocational education
Authors: Tapani Annukka , Salonen Arto O. 
Published: March 2020

Context: In Finland, vocational education has been competence-based and learner-orientated since the beginning of 2018. Teachers’ work has changed because there is a need to pay more attention to students and their specific personal needs. Learning processes are planned individually and more learning options are offered in the workplace.Approach: In this article we ask the following: What kind of teachers’ competencies can be identified in Finland? The metadata comprises twelve recent pieces of research on teachers’ competencies in the field of Vocational Education and Training (VET) in Finland. We apply data-driven content analysis.Findings: According to our results, the work of vocational teachers included 53 separate skills comprising seven categories of competencies and three main categories of scholarships as follows: Scholarship in teaching and learning relating to pedagogy, guidance and counselling, and interaction, Scholarship in authentic learning and development referring to pedagogical leadership, partnership and innovator competency, and Scholarship in evaluation and monitoring associated with assessment. Conclusion: The work of vocational teachers in Finland has become fragmented. The fragmented work of a vocational teacher may influence the teacher’s identity. The fragmented nature of the work of vocational teachers also raises the need to share expertise in educational institutions. The main challenge for teachers in vocational education in Finland is to adopt ways of authentic learning and development.