bluuebunny/crossref_metadata_2025_split huggingface dataset:
Dashboard literacy
Authors: Bennett Liz , Folley Sue 
Published: October 2024

Dashboards are the graphical interface that manipulate and present data about students’ learning behaviours (attendance, visits to the library, attainment etc.). Although only a few UK HEIs have developed a dashboard for students, most other UK HEIs have an aspiration to develop their use (Sclater 2014). Hence it is timely and significant to understand the ways that students respond to seeing data presented to them in the form of a dashboard.
This paper discusses and conceptualises the findings from a small scale study, funded by Society for Research in Higher Education. The study involved twenty-four final year undergraduate students in a single faculty in a UK University. The study focussed on the ways that students interpret and respond to seeing data about their learning presented via a dashboard. Sutton’s (2012) three pillars of feedback literacy: knowing, becoming and acting, were employed to understand the potential of dashboards for supporting students’ motivation towards their learning.
The paper suggests that, similar to feedback literacy, there is a type of literacy associated with dashboards that has components of knowing, becoming and acting and that employing these concepts helps us to understand how students’ respond to dashboards. By identifying students' engagement with dashboards as a literacy practice rather than a technical skill or understanding, the paper argues that we need to focus on students' growing identity that is embedded into a sense of being and is individually experienced and constructed. Hence the notion of dashboard literacy suggests that institutions need to work with students to develop their personal and reflective processes to enhance the way that dashboards are interpreted.
The paper provides evidence that students may be motivated by seeing their data presented in a dashboard format and this can lead to changes in behaviour which are likely to lead to improved student outcomes and attainment. It also illustrates how students’ engagement with dashboards is highly individual and dependent on their personal disposition and orientation to learning. Hence their use needs to be treated cautiously recognising the power that these tools have to shape impact on students' well-being alongside their potential.
Becoming jelly
Authors: Bengtsen Søren S. E. , Nørgård Rikke T. 
Published: October 2024

This paper calls for a debate concerning the dominant tropes, which we have assigned the power to define learning processes in higher education today. The argument of the paper takes a critical stand towards the tropes of taxonomy-based and Bildung-oriented understandings of learning processes and student voice in higher education. We argue that learning processes are more than mere phenomena of linear progression capable of being measured based on pre-set criteria for learning outcomes. On the other hand, we do not argue, that it is productive to take the easy way out using an abstract and shadowy vocabulary of Bildung, authenticity and personal growth. Instead we call for a new vocabulary in educational theory, which is capable of addressing the half-formed, premature and idiosyncratic dimensions of learning processes present in the everyday life of higher education. Inspired by the jelly as a metaphor, and drawing on thinkers such as Richard Sennett, Graham Harman and Friedrich Nietzsche, we call for a gelatinous pedagogy, which, in thought and language, match the motley-coloured, mongrel and queer developmental processes and strategies applied by students and teachers in higher education practice. By developing and applying the jelly as a new metaphor for learning processes and student voice in higher education we are able to address critical issues otherwise overlooked. Out of this application three findings and one suggestion for further research emerge: Firstly, vocabularies for understanding learning processes must have the ambition of making visible those queer processes. This must be done in a language and using a vocabulary, which has gelatinous qualities enabling the capability to grasp specific learning experiences in situ. Secondly, such a language should embrace the tentative, uncertain and troublesome character of learning processes – hereby acknowledging that such processes might never reach an end point and therefore not necessarily lead anywhere. Thirdly, an understanding of learning processes, therefore, cannot be adequately understood as a fixed structure or linear layout, but must rather be approached as jelly-like structures of entanglement and swarm. Fourthly, and finally, the challenge for understanding networked learning within higher education in a more nuanced way can be met by developing a gelatinous pedagogy; a pedagogy linguistically and conceptually sensitive to the multifarious dimensions of learning and being whether these be skills, forms of identity, or sheer ambivalence and obscurity in thought.
Servant Leadership as an enhancer of intrinsic motivation in MOOCs
Authors: Bolger Mary 
Published: October 2024

This paper proposes that a servant leadership style of engagement in a MOOC learning environment has the potential, via the implementation of a collaborative engagement model, to enhance learner intrinsic motivation. Servant Leadership is a leadership philosophy based on the premise ‘primus inter pares' or first amongst equals, thus the leader leads from within, sharing power rather than exerting power via controlling influence and the oppression of others. This style of engagement results in personal growth, enhanced identity and strengthening of community.
Traditional concepts of learning, understood in terms of engagement with resources, tutor and others have become complex endeavours, with varying pedagogies emerging over time in alignment with the changes in the resources, context and number of people involved in the teaching and learning process. Nowadays technology is dominating as a mediator between learner and learning with the role of ‘other(s)' in one's learning being somewhat less regulated or even diminished. Technology based tools require, amongst other things, well developed capabilities in self directed learning strategies. Self directed learning implies taking a certain responsibility for one's own learning journey, often depicted in blogs, wikis and e-portfolios. However, many users of technology are not confident users of tools that are implicit in models of self directed learning in virtual contexts like MOOCs. In such instances, the autonomy required to achieve the level of competence in self directed learning strategies is a function of the relatedness of the learner to others in the social context of learning.
These aspects of learning namely, competence, relatedness and autonomy are key elements of motivation and relate to basic psychological needs of the individual. Satisfying these needs allows for optimal growth of the person. As such then, the social context can either serve to enhance or diminish motivation. It is anticipated that the inclusion of an appropriate collaborative engagement model, i.e. one based on servant leadership attributes, has the potential to engage the learner in such a way that enhances intrinsic motivation and consequently the development of the necessary self direction required in MOOC settings.
We envisage that a servant leadership style of engagement mediates the relationship between collaboration and enhanced intrinsic motivation, and further that enhanced motivation will lead to greater learner competence, and autonomy and thus self direction in learning, a key prerequisite for sustenance and survival in a MOOC environment.
Analysing the structuring of knowledge in learning networks
Authors: Carvalho Lucila , Goodyear Peter 
Published: October 2024

Knowledge plays a significant role in networked learning. Epistemic activities, and the structures that support such activities, do not just spring into life when a networked learning resource is created. They exist prior to, and outside of, any specific networked resource. They go on in the world. So epistemic actvities and structures can be seen as part of a broader socio-cultural context. In this paper, we argue that people who design for networked learning benefit from having a richer repertoire of ways of undertsanding relationships between epistemic activities and the structures that support them, and of viewing these in their social contexts. Educational designers need to be aware there are different ways of expressing knowledge, associated with implicit values that underlie knowlegde practices within any social context. These varied ways of expressing knowledge have diverse effects on learners' activities. Understanding such connections is useful when designing new networked learning resources, or when devising ways to improve exisiting learning networks.
Using an approach from the sociology of knowledge, this paper explores the structuring of knowledge in a case study of networked learning drawn from an undergraduate design course about graphics and programming. The course uses a computer-based platform called Peep to extend what would otherwise be a set of timetabled, lab-based learning and teaching activities. Students and teachers can interact using Peep, at any time, from any location. These networked learning activities involve a mixture of lecturer-led tasks and student driven collaborations, including requests for and offers of help, and sharing and discussing code and graphical designs. Our focus in this case study is on variations in the degree to which the knowledge being dealt with is dependent on its context for meaning and condensed. Our analysis reveals that one of the design elements of Peep - the code editor - facilitates a distinctive, important epistemic activity. The code editor enables the "object of discussion" (programming and the visual and animated effects of it) to come to the fore. Instead of students having to describe phenomena, events or processes that happen elsewhere, they each have the object of their discussion in front of them, embedded within all of Peep's spaces for learning. Our analysis explores the relations between this design feature and Peep's support for students' discussions of complex concepts, sharing and exchanging views, and building on each other's ideas and work.
Building a relationship between international doctoral students and their thesis supervisors through an online community of practice
Authors: Crosta Lucilla , Gray Morag 
Published: October 2024

This paper presents an extract from a systematic international literature review research work funded by Laureate Online Education and aimed at detecting best practice in online doctoral students’ supervision. It was carried between March and July 2013 out by the authors of the paper, who have been working as online tutor and thesis supervisors at the University of Liverpool in the Online Professional Doctorate of Education (EdD).
Prof. Morag Gray is also the Thesis Supervisor Manager in the EdD and she has been working recently for the implementation of the Thesis stage of this same programme. The authors initially illustrated the meaning of supervision as mentoring since while doctoral advising is related to accomplishing doctoral requirements, mentoring refers to both career and psychosocial support to students (Lunsford, 2012). The paper focuses on the idea that student-supervisor relationship is pivotal in student’s success and progress in research and on the idea that the use of a community of practice among supervisors and students may help in sustaining doctoral distance students on their journey and to overcome their sense of loneliness while working online.
Some information on the way how the systematic literature review has been carried out is given in the paper namely: the research main aims and objectives, the literature search strategy, the search term used in the work and so on.
This work makes an attempt to create connections with the online environment and on how it might be possible to sustain and to enhance the supervisor-student relationship via the internet when doctoral students and supervisors coming from different parts of the world, and who have never met in person. Particularly Andrew (2012) proposed the use of an online community of practice and of regular e-meetings for supporting online students’ work and relationship, also among doctoral students themselves, whilst Rosset & Marino (2005) shared experience on e-coaching providing some interesting insights on the possible use of technology for distance communication purposes and related effects on the individual’s relationship.
Hence this paper provides some linkages between the Networked Learning practice and the use of the community of practice metaphor for connecting doctoral students and supervisors
ASSESSING IN-HOSPITAL MORTALITY AND PREDICTORS IN PATIENTS WITH CONTRAST-INDUCED NEPHROPATHY FOLLOWING PRIMARY PERCUTANEOUS CORONARY INTERVENTION
Authors: Kumar Rajesh , Mal Kheraj , Urooj Abiha , Lohana Barkha , Rasool Mohammad , Daud Muhammad Yousuf , Rahooja Kubbra , Samad Maryam , Safdar Uroosa , Naseer Ali Bin , Chachar Kalsoom , Ishaq Muhammad , Rehman Zahid Ur , Karim Musa 
Published: October 2024

Background: The contrast-induced nephropathy (CIN) is a common complication of primary percutaneous coronary intervention (PCI) it has been reported to be associated with an increased risk of mortality. The study reported the in-hospital mortality among patients who developed CIN after primary PCI. Methods: This descriptive cross-sectional study was conducted on a sample of consecutive who developed CIN after primary PCI at a tertiary care cardiac hospital in Karachi, Pakistan. The CIN was defined as either a relative increase of 25% or an absolute increase of 0.5 mg/dL in post-procedure serum creatinine within 72 hours. The in-hospital mortality status was recorded and clinical and demographic predictors of in-hospital mortality were identified with the help of binary logistic regression analysis. Results: In the study sample of 402 patients, 74.1% (298) were male and the mean age of the study sample was 59.4±11.5 years. The in-hospital mortality rate was 9.7% (39). On multivariable analysis, an increased risk of mortality was found to be independently associated with inferior wall myocardial infarction (IWMI) with right ventricular (RV) infarction, intra-procedure arrhythmias, and pump failure with an adjusted odds ratio of 3.63 [95% CI: 1.31-10.08; p=0.013], 5.53 [95% CI: 1.39-22.06; p=0.015], and 8.94 [95% CI: 3.99-20.02; p<0.001], respectively. Conclusion: In conclusion, there is a high rate of mortality for patients who develop CIN after primary PCI, and the risk of mortality is further aggravated by the presence of IWMI with RV infarction, intra-procedure arrhythmias, and pump failure.
USE OF RITLECITINIB FOR THE TREATMENT OF ALOPECIA AREATA
Authors: Zahoor Fatima , Tahir Muhammad Waleed 
Published: October 2024

Dear Editor,
Alopecia areata, an autoimmune condition, causes either patchy or complete hair loss from the body1 and occurs because the immune system attacks the hair follicles. It could present in severe forms as either alopecia totalis which is complete hair loss from the scalp or alopecia universalis which is hair loss from the whole body. Alopecia areata affects about 160 million people worldwide as reported by the National Alopecia Areata Foundation. Alopecia areata significantly affects the quality of life of the patients suffering from it as it is reported that the patients with alopecia areata were likely to have 30–38% increased chances of depression.2
A large number of research projects are underway to discover an effective treatment for this disease. In June 2023, the FDA approved Ritlecitinib (LITFULO) for the treatment of alopecia areata. Previously Baricitinib was discovered in June 2022 as a drug for alopecia areata but it was not safe to use in adolescents under 18. The benefit of Ritlecitinib over Baricitinib is that it can be used in young patients of 12 years of age and older. It is a significant discovery as many children suffer from this condition and are not willing to undergo invasive treatment options like intralesional steroids, platelet-rich plasma, and hair transplants.
Ritlecitinib is a JAK3 and TEC inhibitor that acts by blocking the cytokines and T cells that are involved in causing the alopecia areata.3 This is supported by the randomised, double-blind ALLEGRO Phase 2b/3 trial in which patients who were treated with Ritlecitinib in a dose of 50 mg, once daily, for 24 weeks had 80% or more hair coverage of the scalp after six months of treatment compared to the placebo group.4
The most common side effects reported by Ritlecitinib are headache, upper respiratory tract infection, gastrointestinal upset, acne, folliculitis, dizziness, an increase in creatinine phosphokinase, and a decrease in red blood cell count.5
Ritlecitinib is a potential drug for the treatment of alopecia areata for those who are candidates for systemic therapy and has a lower side effect profile as it only blocks JAK3 as compared to other therapies which block JAK1/JAK2/all-JAK. Ritlecitinib would not only ease the treatment strategy for patients but will also help to reduce the chances of the side effects related to the invasive therapy like infection, bleeding, and scarring.
CHARACTERISTICS AND OUTCOMES OF AERODIGESTIVE FOREIGN BODIES IN CHILDREN
Authors: Habib Murad , Arif Khurrum , Chaudhary Muhammad Amjad 
Published: October 2024

Background: Aerodigestive foreign bodies are common in children of pre-school-going age. It is one of the leading cause of morbidity and mortality in the paediatric population and a global health burden. Methods: We present here data of 108 patients who presented to Children hospital’s Emergency with a suspicion of foreign body ingestion/aspiration over 2 years from July 1st 2021 to 30th June 2023. Their descriptive analysis including, socio-demographics, type of foreign body, age of presentation, and mode of presentation were calculated and correlation was done using the Pearson Chi square test. Results: We observed different types & characteristics of foreign bodies, patients were predominantly male with 62.26%. The mean age of presentation was 40.97 months. The majority of patients were of pre-school age, younger than 4 years (44.44%) followed by the infant population (19.44%) p=0.002. Foreign bodies were mainly located in the upper oesophagus for ingested FBs (60.8%). Most of the population presented within the first 5 hours (52.88%) followed by the first 12 hours (11.11%). Coin ingestion was by far the most common (54%) followed by button battery (19%) and the whistle was the most common aspirated object (33%). Conclusion: All patients with a suspicion of foreign body ingestion/inhalation should be evaluated. Early recognition and treatment are imperative because the complications are serious and can be life-threatening and once confirmed should undergo endoscopic removal.
Impact of fertilizer doses on soil properties, vegetative growth, fruit quality and biochemical compounds of strawberry (Fragaria × ananassa Duch)
Authors: NAILI Fatima , MAYACHE Boualem , BEKDOUCHE Farid 
Published: October 2024

Fertilizers are important for plant growth, yield enhancement, and achieving food security, but overdose can have negative effects. This study sought to determine the impact of different fertilizer doses on soil properties, vegetative growth, fruit quality, and biochemical compounds of strawberry (Fragaria × ananassa Duch) cv. ‘Camarosa’. During the years 2022-2023, strawberry seedlings were grown in pots in a greenhouse. Four increasing dosages of fertilizers were applied. The results showed that following treatment, electrical conductivity and soil organic matter rose to maximum values of 176.26 µS. cm-1 and 2.63%, respectively, with d2 treatment. However, the pH was initially high before dropping considerably to 7.34 with d4 dosage. Treatment d1 was highly suggested for enhanced fruit number (5.8) and total yield (729 g. plant-1). The treatment d2 produced the highest fruit weight (24.3 g), volume (27.71 cm3), length (5.55 cm), and width (5.15 cm). The medium dose d3 drastically increased leaf area (2652.76 cm2), total soluble solids (7.4 °Brix), total phenols (1,332.54 mg GAE· L-1) and antioxidant activity (89.53%), but not significantly. The maximum petiole length (12.66 cm), petiole number (29.4), chlorophyll content, runners number (6), roots length (22.33 cm), fresh root and shoot weight (73.11 and 96.41 g), root and shoot dry weight (10.84 and 30.64 g), were recorded at d4 treatment. In control plants, all of these measures were lower, despite having higher fruit pH (3.72), titratable acidity (0.87%), and flowers number (4.40). In conclusion, increasing fertilizer doses may affect soil and strawberry plant qualities, and farmers must use them appropriately.
Avaliação da função motora pela CHOP-INTEND após terapia genética com Onasemnogene abeparvovec para o tratamento da atrofia muscular espinhal: uma revisão integrativa
Authors: Melo Andrezza Tayonara Lins 
Published: October 2024

Introdução: A Atrofia Muscular Espinhal (AME) é uma doenças neuromusculares hereditária, que causa fraqueza muscular proximal e atraso no desenvolvimento, uma forma de avaliar é atravez da Children's Hospital of Philadelphia Infant Test of Neuromuscular Disorders (CHOP-INTEND). O onasemnogene abeparvoc é uma teraía genica inovadora. O objetivo do estudo é analisar a eficácia da escala CHOP-INTEND após a Onasemnogene abeparvovec para determinar melhora no desenvolvimento infantil. Metodologia: Foi realizado uma revisão integrativa da literatura, pelas bases de dados: MEDLINE/Pubmed, (SCIELO) e (Lilacs). Como critérios de inclusão, foram considerados artigos experimentais, publicados na íntegra, nos últimos 5 anos, sem restrição linguística. Excluídos, trabalhos apresentados apenas em forma de resumo/abstract, artigos publicados na íntegra, mas que fossem de relato de caso ou relato de experiência, assim como revisões de literatura sobre este mesmo objeto de pesquisa. Resultados e discussão: Foram encontrados 55 estudos. Após a leitura dos títulos e resumos, restaram 35 estudos, em que foram aplicados os critérios de inclusão e exclusão pela leitura dos textos na íntegra, resultando em um total de 4 artigos incluídos nesta revisão. Foi possível observar que a CHOP-INTEND foi um instrumento sensível para avaliação das crianças, todos os estudos apresentaram ganhos motores importantes após a terapia genica. Considerações finais: A onasemnogene abeparvoc é uma terapia nova que vem sendo utilizada em pacientes com AME e a CHOP-INTEND mostrou-se sensível, pós infusão. No entanto, é necessário estudos para avaliar a melhoria no desenvolvimento a longo prazo nos pacientes com AME.