bluuebunny/crossref_metadata_2025_split huggingface dataset:
Development of a Multisite Nursing Simulation Work Group Focusing on the International Nursing Association for Clinical Simulation and Learning Standards
Authors: Kilroy Susan , Kent Denise , VanderZwan Kathryn J. , Jones Krista , Hiller Amy , Reese Cynthia , Woroch Ruth A. , McPherson Sara 
Published: March 2021

Background:
Simulation faculty development refers to the education of faculty in preparation and facilitation of simulation-based experiences. A college of nursing with six campuses implemented a simulation work group to ensure consistent simulation faculty development across six campuses.

Method:
The simulation work group was formed in four stages and used the International Nursing Association for Clinical Simulation and Learning Standards as a framework for standardizing simulation. The work group consisted of 14 faculty from five nursing campuses. Members were recruited via email, telephone call, or a simulation newsletter.

Results:
Challenges were identified and addressed. Work group implementation has provided the simulation program with new initiatives and a unified scheduling system, budget, standardized debriefing, and student evaluation method.

Conclusion:

With the greater dependence on simulation as an educational modality, implementation of a simulation work group may enable collaboration and growth across campuses while decreasing the disparity of simulation experiences.

[
J Nurs Educ
. 2021;60(3):165–168.]
Lucretius on Imagination and Mental Projection
Authors: Sedley David 
Published: March 2021

Lucretius sometimes speaks of the mind ‘projecting’ itself, echoing the Epicurean Greek technical term epibolē. The way in which he and other first-century BCE Epicureans use this concept, however, elevates it beyond anything we can find in Epicurus, and applies it in particular to the kind of superhuman intellectual leap of which the school’s founder was himself considered the master. This has implications for Lucretius’ relation to contemporary Epicureanism.
Sens et fonction de la théologie épicurienne d’après le De rerum natura
Authors: Marchand Stéphane 
Published: March 2021

L’article étudie le discours sur les dieux dans le poème lucrétien en dégageant trois fonctions de la théologie épicurienne : thérapeutique, théorique et éthique. On se demande ensuite dans quelle mesure la théologie épicurienne peut être complètement réduite à ces trois fonctions. En cherchant à dépasser une lecture strictement utilitariste du discours théologique épicurien, l’article défend l’idée de l’existence réelle des dieux dans le système épicurien.
Mirabilia et philosophie. Quelques remarques sur le chant VI du De rerum natura
Authors: Luciani Sabine 
Published: March 2021

Cet article porte sur le chant VI du De rerum natura, dont la teneur et la portée épicuriennes ont été contestées dans un livre récent. Dans cette perspective, on y étudie les liens entre l’épicurisme et la météorologie lucrétienne, en s’interrogeant à la fois sur le statut de l’épicurisme dans la météorologie lucrétienne et sur la place de la météorologie dans le poème. L’objectif est de démontrer que la doctrine du Jardin n’est pas un prétexte au déploiement d’un savoir présenté sous forme d’extraits, mais le principe générique qui donne sens et unité à la diversité des phénomènes. Pour ce faire, on examine successivement les enjeux philosophiques de la météorologie, la structure du chant VI et le statut des mirabilia dans le poème lucrétien.
L’âme, le corps et la maladie : le récit de la peste à la lumière des chants III et IV du De rerum natura
Authors: Scalas Giulia 
Published: March 2021

Cette étude porte sur le récit lucrétien de la peste qui se trouve à la fin du chant VI du De rerum natura (v. 1137-1212). Il s’agit de démontrer que le récit de la peste fonctionne à la fois comme une mise en garde éthique et comme un cas d’étude. Autrement dit, la description des pestiférés peut être lue comme un avertissement parce qu’il montre la fin douloureuse de ceux qui, ignorant les lois de la nature, craignent la mort et la maladie. Cependant la description des pestiférés est aussi un exemple auquel appliquer le paradigme explicatif épicurien de l’être vivant présenté dans les chants précédents. Le poète met donc le lecteur devant le triste spectacle de la peste après lui avoir donné les outils pour la comprendre et éviter de la craindre. Pour justifier cette interprétation, je confronterai d’abord le récit lucrétien avec le récit de Thucydide afin de mettre en lumière les aspects originaux du premier par rapport au second et j’analyserai ensuite la première section du récit de la peste, la section physiologique sur les symptômes de la maladie, à la lumière des chant III et IV qui portent respectivement sur la théorie de l’âme et sur les phénomènes vitaux.
Penser les écrits comme des actions
Authors: Hauchecorne Mathieu , Rabot Cécile , Ribard Dinah , Schapira Nicolas 
Published: March 2021

Dans cet entretien, deux des auteur·e·s d’Écriture et action. xviie-xixe siècle, une enquête collective (Paris, Éditions de l’EHESS, 2016) reviennent sur les objectifs, la démarche et les enjeux d’un ouvrage qui aborde la question de l’action et de ses modèles à partir du fait que les actions du passé nous sont connues par des écrits - un fait d’histoire qui n’est pas toujours pris en compte par les approches pragmatiques. Ils s’attachent ici à définir l’action d’écriture en la distinguant radicalement aussi bien des intentions de l’auteur·e que de l’effet d’un texte sur ses lecteurs·rices, et répondent à différentes questions, sur la sociologie des auteurs·rices des écrits étudiés dans le livre, ou sur l’écart de la démarche adoptée dans le livre avec l’histoire des représentations ou encore l’histoire intellectuelle inspirée par l’École de Cambridge. Ils présentent également quelques-uns des terrains sur lesquels cette démarche, qui consiste à considérer rigoureusement les écrits comme des actions, a été élaborée.
The comparison of obese and non-obese persons in terms of food addiction
Authors: MUTLU Hacer Hicran , HÜSEYİN Hasan 
Published: March 2021

Aim: Although the term 'addiction' was previously used only to describe excessive alcohol and substance abuse, it has recently been realized that some behaviors have a neurobiological basis similar to alcohol and substance addiction. Food addiction is one of these behaviors.
In many studies, it has been suggested that especially obese and overeating people have food addiction (1,2). The aim of our study was to compare the food addiction prevalence among obese and non-obese persons who applied to obesity and family medicine outpatient clinics.
Material-method:
The patients who applied to the Family Medicine outpatient clinic and obesity outpatient clinic between 15.01.2019-30.06.2019 were included in the study. The age, gender, weight, height, and smoking status of the patients were questioned. Yale Food Addiction Scale which was developed by Ashley N. Gearhardt (1) et al and adapted to the Turkish language by Bayraktar (2) et al was conducted on the individuals who volunteer to participate in the study.
Results: 195 patients without obesity and 403 patients with obesity were included in the study. The mean age and body mass index, the distribution of gender, and smoking status of the individuals are shown in Table 1. The food addiction prevalence in the obese group was 33,7% and 14% in the non-obese group. The prevalence of food addiction was significantly higher in obese individuals (p
Does Lymphocyte / CRP Ratio Predict Progression of Disease in Covid-19 Patients With Myocardial Injury?
Authors: KARABULUT Umut , KARABULUT Dilay 
Published: March 2021

Background: This study aims to reveal whether the Lymphocyte-C-reactive protein ratio (LCR), a systemic inflammatory marker, predicts disease progression in COVID-19 patients with myocardial injury.
Methods: A total of 172 patients,18 years and older, hospitalized due to COVID 19 between April 2020 and May 2020 in our hospital were included retrospectively. Hg, leukocyte, lymphocyte, neutrophil, thrombocyte, AST, ALT, creatinine, LDH, albumin, ferritin, triglyceride, procalcitonin, C-reactive protein, fibrinogen, D-dimer, troponin, LCR values of the patients were recorded. LRC ratios were amplified as x100. Patients were divided into two groups as with and without myocardial injury. IBM SPSS Statistics 21.0 program was used for statistical analysis. Statistically, p
Evaluating students’ perceptions of a scenario-situated business communication course
Authors: Lewis Siriol 
Published: March 2021

Research has identified that Business students, who are immersed in theoretical concepts, may not be equipped with the skills required to operate successfully in the global workplace in the English medium (Evans, 2013). Secondly, tasks in Business English textbooks tend not to bear much resemblance to those of a work environment (Bremner, 2010; Evans, 2013). This paper discusses an optional written business communication course open to international postgraduate business school students. Although the course is worth ten credits, it can only be used for a separate award, not part of their degree programme. The course focuses on the use of appropriate register, Business English vocabulary and intertextuality, as these features have been identified as pivotal to successful written business communication (Evans, 2013). A short questionnaire was distributed to the students towards the end of course to elicit their perceptions of the usefulness of the course. Consisting of two closed questions and one open question, data was then coded using constructivist grounded theory (Mills, Birks and Hoare, 2014), from which themes emerged providing valuable and unexpected feedback. The primary finding was that the course appeared to have alerted students to the importance of the business writing genre, resulting in an overwhelming request for more instruction.
Embedding report writing workshops into an undergraduate Environmental Science module through a subject specialist and learning developer partnership
Authors: Blake Robert Martin , Pates Jacqueline 
Published: March 2021

In recent years, there has been an increasing need for all university students to receive help with learning to write. Consequently, there has been a shift away from a pure study skills approach towards embedding the teaching of writing into the mainstream curriculum. Embedded writing courses can be designed and delivered by various combinations of learning developer and subject specialist. Students view delivery by subject lecturers as more valuable, but subject specialist delivery may be challenging for those lecturers who feel it is outside their zone of expertise and consider writing as the province of learning developers. However, it is difficult for learning developers to contextualise such teaching in terms of subject values and expectations, and the shared knowledge of coursework assignments. By working through the different stages of teaching partnership, from cooperation to team teaching, both learning developer and subject specialist become empowered, facilitating the transition from teaching writing as a study skill to a fully embedded model.
From Deficiency to Development: the evolution of academic skills provision at one UK university
Authors: Hill Pat , Tinker Amanda , Catterall Stephen 
Published: March 2021

This article discusses the context in which 'study support' has emerged in higher education in the UK. Within this context the article documents the establishment of a 'devolved model' of academic skills at the University of Huddersfield. Whilst acknowledging that this model is not unique, its formation allows for the exploration of pedagogical and practical issues. It highlights the complexity of providing support which is effective and viable, recognising that the increasing diversity of the student body calls for multiple strategies. An examination of the evolution of the provision at Huddersfield illustrates the journey from a focus on student deficit and retention towards one clearly associated with learning development. This model assumes an integrated, flexible and student centred approach within the subject discipline, rather than one which is extra-curricular and may be perceived as 'remedial'. Originally predicated on the individual student tutorial and standalone workshop, the provision is now focusing on working within the disciplines to embed academic development within the curriculum.
Plagiarism and attribution: an academic literacies approach?
Authors: Magyar Anna Eva 
Published: March 2021

In many Higher Education courses in the UK the ability to write extended academic prose is central to assessment and therefore to student success. One aspect of academic writing which students struggle with is incorporating the work and ideas of others, using appropriate attribution conventions. This can lead them to fall foul of ÃÂ institutionsÃ¢â¬â¢ plagiarism policies. Advice on plagiarism often consists of discussions around what is or is not plagiaristic behaviour while advice on attribution has tended to focus on referencing. This paper explores what an academic literacies approach to plagiarism might look like. It discusses and illustrates how an academic literacies approach was used in the design, analysis and application of a small-scale ethnographic research which set out to explore international postgraduate students' understandings of and questions about plagiarism across the disciplines in one UK university. The intention of the research was to use the findings in developing more culturally and context sensitive explanations of our attribution practices.ÃÂ ÃÂ ÃÂ ÃÂ
Integrating Learning Development into the Student Experience
Authors: Hill Pat , Tinker Amanda 
Published: March 2021

ÃÂ Ã¢â¬ËEmbedding skillsÃ¢â¬â¢ has become an educational buzz word which evokes many different responses. Whilst acknowledging this diversity, this article focuses on the promotion of the integration of skills development into the subject curriculum as theory is put into practice. A range of attitudes towards integrated learning development are discussed and there is an attempt to define the generic principles associated with integration. Different models of embedding are provided through case studies available on a new website developed as part of a University funded Teaching and Learning Project. The journey towards a more strategic level of integration though the course validation process is outlined along with ideas for continuing progress.
Lego Serious Play: a three-dimensional approach to learning development
Authors: James Alison Rosemary 
Published: March 2021

This paper discusses work underway to explore the use of Lego Serious PlayÃÂ (LSP) as an unconventional means of developing student learning. Designed originally as a thinking tool within the corporate sector, the techniques and applications of LSP are not those conventionally used in developing academic capacities within students. However, experiences with LSP at the London College of Fashion and that of users in other settings offer evidence of its value in aligning with other approaches to learning to provide a non-hierarchical and student-centred lens through which to consider personal growth and subject understanding.ÃÂ This paper suggests that LSP has an important role to play in supporting multisensory approaches to reflecting on learning, either in tandem with, or instead of writing. While the use of LSP discussed here focuses on its implementation on creative arts courses, it is a highly transferable methodology which can be applied across the spectrum of disciplines and for multiple purposes.
Em defesa da atividade de professores e crianças: reflexões sobre a iniciação às ciências na educação infantil
Authors: Moraes Tatiana Schneider Vieira de , Lima Elieuza Aparecida de , Carvalho Anna Maria Pessoa de 
Published: March 2021

afirmando o direito da criança em se apropriar do conhecimento produzido pela humanidade desde o começo da vida. Na perspectiva de atingir a este objetivo, esta exposição traz aspectos da formação e trabalho do professor voltado à iniciação às ciências na Educação Infantil, a partir da articulação de princípios da Teoria Histórico-Cultural com autores que se dedicam a pensar a iniciação às ciências como possibilidade de participação ativa de adultos e crianças. Para tanto, foram compiladas ações de pesquisa que sistematizam os dilemas, desafios e especificidades relativos ao trabalho docente na Educação Infantil com argumentações teórico-científicas relativas à apropriação e formação de ferramentas científicas consoantes ao desenvolvimento da inteligência e personalidade de crianças pequenas. No conjunto, tecemos reflexões sobre a necessária instrumentalização teórico-prática do professor na formação inicial em Ciências no curso de Pedagogia a partir da análise de uma Sequência de Ensino Investigativa. O exposto valida a ideia de que a proposição educativa orientada para aprendizagens promotoras de desenvolvimento humano na infância exige a atitude ativa de professores e crianças, potencializando um dialético processo de relações entre a infância e as ciências.
Letramento digital no contexto da educação de jovens e adultos: tecendo redes de conhecimentos para o processo ensino-aprendizagem
Authors: Santos Jocenildes Zacarias , Almeida Márcia Tereza Fonseca , Silva José Humberto , Gaya Sidneya Magaly 
Published: March 2021

O presente texto, nasce de uma pesquisa realizada em um colégio da rede estadual de Salvador, no intuito de compreender as contribuições do letramento digital tem para o processo ensino-aprendizagem da EJA, tendo em vista que as tecnologias estão presentes nos espaços escolares e se constituem em importantes instrumentos de informação, de comunicação e apropriação de saberes para os estudantes que estudam nessa modalidade educacional, uma vez que os mesmos estão inseridos no contexto de uma sociedade tecnológica e, portanto, torna-se necessário pensar práticas pedagógicas que possibilitem por meio da utilização das tecnologias, a autoria e o protagonismo desses estudantes. A pesquisa toma por base a abordagem qualitativa, e no que se refere à sua natureza, trata-se de uma pesquisa aplicada e descritiva. Entre os principais resultados, aponta-se de que as tecnologias podem potencializar o processo ensino-aprendizagem se os sujeitos que fazem parte desse processo forem protagonistas de suas aprendizagens. Palavras-Chave: Tecnologias; Educação de Jovens e Adultos; Ensino-Aprendizagem
How to translate neuro-cognitive and behavioural outcome data in animals exposed to paracetamol to the human perinatal setting?
Authors: Allegaert Karel , van den Anker John 
Published: March 2021

IntroductionThere are epidemiological – not necessary causal – observations that link perinatal paracetamol (acetaminophen) exposure to impaired neuro-cognition and behaviour, but animal models may assist to better understand the mechanisms.Material and methodsTo provide an overview on preclinical data and mechanisms explored, we conducted a structured literature search on animal models and neuro-cognition and behavioural outcome following perinatal paracetamol exposure.ResultsThis search resulted in 20 papers (rat (n = 9), zebrafish larvae (n = 6), mice (n = 5)), published between 2009 and 2020. Eight discussed pregnancy/fetal paracetamol exposure, 6 juvenile, 6 studies combined pregnancy and juvenile exposure. Quality assessment (SYRCLE’s bias risk) showed a hete­rogeneous pattern with blinding issues. Most papers (n = 16) described paracetamol exposure without indication, except for an induced fever and repetitive needle pricking (rat), brain injury (mice), and a zebrafish nociception model. Reported outcomes related to biochemistry (mono-amines, amino acids, protein expression), anatomy (teratogen, morphology, nuclear size) or behaviour (spatial memory, motor, social behaviour and exploration, sexual behaviour). On mechanisms, the cumulative data support an interesting ‘cannabinoid’ hypothesis to link paracetamol to neuro-cognitive and behavioural outcome. Besides limited species diversity, there is relevant within-species paracetamol dosing variability (dose, duration) with undocumented exposure.ConclusionsModels should further integrate clinical indications, as non-exposure is the obvious safest setting in the absence of an indication. Besides pain and fever and related to the cannabinoid hypothesis, this should include perinatal brain injury, as there is animal experimental evidence that cannabinoids are neuroprotective in newborn brain injury or asphyxia, further supported by evidence from non-perinatal models of paracetamol-related neuroprotective effects.
Adipose tissue-derived mesenchymal stem cells have better restorative capacity than bone marrow-derived cells in a cerebellar ataxic rat model
Authors: Att Rasha , Ameen Angie , Korayem Horeya , Abogresha Noha , El-Wazir Yasser 
Published: March 2021

IntroductionRegenerative treatment using stem cells represents a potentially effective therapy for cerebellar ataxia (CA). We compared the therapeutic potential of adipose tissue stem cells (ASCs) and bone marrow mesenchymal stem cells (BM-MSCs) in a rodent monosodium glutamate (MSG)-induced CA cell (BM-MSC) model.Material and methodsFemale Wistar rats (n = 40) were equally divided into a saline-treated control group and 3 MSG-induced CA groups randomly treated with either saline, or 1 × 106 ASCs or BM-MSCs. We assessed the following: 1) cerebellar motor functions in vivo (by Rotarod test, open-field test, and Quantitative gait analysis); 2) cerebellar histological architecture; and 3) cerebellar immunohistochemical examination of the Bax/Bcl-2 ratio as in indicator of apoptosis, and the levels of vascular endothelial growth factor (VEGF) and insulin-like growth factor-1 (IGF-1) as neuroprotective factors.ResultsTreatment with either of the MSCs improved MSG-induced poor motor performance, restored the disrupted Purkinje cell layer, decreased neuronal apoptosis and enhanced cerebellar VEGF and IGF-1 levels observed in CA rats. Adipose tissue stem cells showed superiority over BM-MSCs in the improvement of some motor performance parameters and cerebellar VEGF and IGF-1 levels.ConclusionsIn conclusion, both stem cell types induced structural, physiological, and biochemical improvement, with ASCs being best for treatment of CA.
Ellagic acid inhibited cervical cancer growth via blocking the AKT/mTOR/STAT3 pathway
Authors: Xia Jinyu , Xue Chunyu , Yu Jie 
Published: March 2021

IntroductionEllagic acid (EA) is a kind of herb extract. However, the effects and mechanisms of EA in cervical cancer treatment are unclear.Material and methodsOur present work investigated the effects of EA on HeLa cervical cancer cell biological activities and relative mechanisms. Hela cells were divided into 5 groups as the NC group, Low group, Middle group, High group and 5-Fu group. MTT assay and cell apoptosis assay were performed to evaluate cell proliferation and apoptosis. Wound closure assay was used to assess the effect of EA on HeLa cell migration. We also assessed the anti-tumor effect of EA on a cervical tumor bearing BALB/c mouse model. Furthermore, western blotting and immunohistochemistry assay were performed to evaluate the effect of EA on the activation of AKT/mTOR/STAT3 in vitro and in vivo.ResultsThe cell experiments showed that EA had effects to inhibit Hela cell biological activities including cell apoptosis, migration and invasion dose-dependently and AKT, mTOR, and STAT3 phosphorylation expression levels were significantly depressed after EA supplementation in the in vitro study. In the in vivo study, EA significantly depressed tumor growth with cell apoptosis significantly increasing and the AKT/mTOR/STAT3 pathway was significantly down-regulated in tumor tissues.ConclusionsEA had anti-tumor effects on cervical cancer by depressing the AKT/mTOR/STAT3 pathway in in vitro and in vivo study.