bluuebunny/crossref_metadata_2025_split huggingface dataset:
Differential Requirements for Tcf1 Long Isoforms in CD8+ and CD4+ T Cell Responses to Acute Viral Infection
Authors: Gullicksrud Jodi A. , Li Fengyin , Xing Shaojun , Zeng Zhouhao , Peng Weiqun , Badovinac Vladimir P. , Harty John T. , Xue Hai-Hui 
Published: June 2017

Abstract
In response to acute viral infection, activated naive T cells give rise to effector T cells that clear the pathogen and memory T cells that persist long-term and provide heightened protection. T cell factor 1 (Tcf1) is essential for several of these differentiation processes. Tcf1 is expressed in multiple isoforms, with all isoforms sharing the same HDAC and DNA-binding domains and the long isoforms containing a unique N-terminal β-catenin–interacting domain. In this study, we specifically ablated Tcf1 long isoforms in mice, while retaining expression of Tcf1 short isoforms. During CD8+ T cell responses, Tcf1 long isoforms were dispensable for generating cytotoxic CD8+ effector T cells and maintaining memory CD8+ T cell pool size, but they contributed to optimal maturation of central memory CD8+ T cells and their optimal secondary expansion in a recall response. In contrast, Tcf1 long isoforms were required for differentiation of T follicular helper (TFH) cells, but not TH1 effectors, elicited by viral infection. Although Tcf1 short isoforms adequately supported Bcl6 and ICOS expression in TFH cells, Tcf1 long isoforms remained important for suppressing the expression of Blimp1 and TH1-associated genes and for positively regulating Id3 to restrain germinal center TFH cell differentiation. Furthermore, formation of memory TH1 and memory TFH cells strongly depended on Tcf1 long isoforms. These data reveal that Tcf1 long and short isoforms have distinct, yet complementary, functions and may represent an evolutionarily conserved means to ensure proper programming of CD8+ and CD4+ T cell responses to viral infection.
The Unisa KZN Students’ Perspectives of Student Success
Authors: Phewa Nombulelo Molly Cynthia 
Published: June 2017

This paper aims to present what students refer to as ‘student success’ based on their own lived experiences and perceptions. It also aims at presenting a proposal towards developing an integrated model for learner support whose objective is to identify students' academic and career needs at the point of entry; refer them to appropriate learning and career development programmes; and thereafter enrol them in a job readiness training and placement programme (JRTP) in preparation for work-integrated learning (WIL) placements. A mixed methods study was conducted, involving a diagnostic academic literacies assessment, student questionnaires as well as focus group discussions. Participants were the KwaZulu-Natal (KZN)-based Unisa students who had been placed in WIL programmes with and/or without the career development and JRTP experience, and those that had been placed in other jobs not directly related to their qualifications and/or career needs through the JRTP programme. It was found that most senior students view student success as obtaining a qualification, and being able to use such qualification in gainful employment, whereas junior students placed most emphasis on obtaining a qualification. It was also found that most of the JRTP students perceived the programme as having been helpful in them landing and retaining jobs.
Satisfaction and Getting a Career Employment Expectations of Undergraduate Students and their use of Support Services
Authors: James MacEachern Melissa 
Published: June 2017

The purpose of this paper is to explore the factors that affect higher education student satisfaction and future employment and their use of career and other support services while attending an institution. The descriptive results of this study suggest that while student satisfaction may be relatively similar for all academic programs, students utilize career and other support services very little. Most notably, the results also indicate students’ expectations for employment was not related to their experience issuing these services. On the contrary, they were mostly satisfied with their academic and personal development. In essence, students felt prepared for the workplace based on their academic experiences rather than through other supports offered by the institution. This paper suggests that institutions efforts are best placed on the academic and learning experience available to their students versus career and support services.
Testing the Trust Game with undergraduates: An experiment with wealth heterogeneity
Authors: Rodrigo-González Amalia , Caballer-Tarazona Maria , García-Gallego Aurora 
Published: June 2017

Trust, reciprocity and a fair distribution of resources are cruzial in the sustainabhility of any economic system. As a matter of fact, those are values that should be promoted among the new generations, especially among university students enroled indegrees tha are related to economics.Under this context, we are interested in enhancing criticism and active reflectionamong undergraduates with respect to social values. With such a goal in mind, we design a two step classroom task that includes playing the Trust Game (TG) in the first place and, second, a discussion activity.This paper is an ext5ension of Caballer-Tarazona et al. (2016) with a novelty: A new treatment is introduced in which subjects have information about the cumulated wealth of their partners.As a complement of the educational propose of the task, data collected during the experiment has been used to test the three hypotheses on trust and reciprocity among students.Two main result emerge: First, information has no effect on trust and reciprocity decisions. And second, in median, a gender effect in such decision is found.
Innovative Learning Analytics Research at a data-driven HEI
Authors: Azcona David , Corrigan Owen , Scanlon Philip , Smeaton Alan F 
Published: June 2017

A university campus is comprised of Schools and Faculties attended by students whose primary intention is to learn and ultimately graduate with their desired qualification. From the moment students apply to a university and thereafter gain acceptance and attend the campus they create a unique digital footprint of themselves within the university IT systems. Students’ digital footprints are a source of data that is of interest to groups including teachers, analysts, administrators and policy makers in the education, sociology, and pedagogy domains. Learning analytics can offer tools to mine such data producing actionable knowledge for purposes of improving student retention, curriculum enhancement, student progress and feedback, and administrative evolution. In this paper, we summarise three ongoing Learning Analytics projects from an Irish university, demonstrating the potential that exists to enhance Higher Education pedagogical approaches. First year students often struggle with making the transition into University as they adapt to life and study at a Higher Education Institution. The research projects in the area of Learning Analytics at our institution focus on: improving test performance using analytics from a general-purpose VLE like Moodle, identifying studying groups and the performance peer effect using on-campus geolocation data, and detecting lower-performing or at-risk students on programming modules.
Researcher, PI and CEO - Managing a Large Scale Environmental Restoration Project in New York City; Creating Expectations, Establishing Structure, Protocols and Realistic Outcomes
Authors: Birney Lauren Beth , Diamantakos George 
Published: June 2017

Abstract Research consistently shows that children who have opportunities to actively investigate natural settings and engage in problem-based learning greatly benefit from the experiences? This project developed a model of curriculum and community enterprise to address that issue within the nation's largest urban school system. Middle school students will study New York Harbor and the extensive watershed that empties into it, as they conducted field research in support of restoring native oyster habitats. The project builds on the existing Billion Oyster Project, and was implemented by a broad partnership of institutions and community resources, including Pace University, the New York City Department of Education, the Columbia University Lamont-Doherty Earth Observatory, the New York Academy of Sciences, the New York Harbor Foundation, the New York Aquarium, and others. The project model includes five interrelated components: A teacher education curriculum, a digital platform for project resources, museum exhibits, and an afterschool STEM mentoring program. It targets middle-school students in low-income neighborhoods with high populations of English language learners and students from groups underrepresented in STEM fields and education pathways. This paper explores the management of this large-scale project and provides insight with regard to the governance of the various project components. Key words (project-based learning, environmental restoration, educational technology)
Objective versus subjective methods to assess discipline-specific knowledge: a case for Extended Matching Questions (EMQs)
Authors: Slattery Robyn Maree 
Published: June 2017

Background: Extended matching questions (EMQs) were introduced as an objective assessment tool into third year immunology undergraduate units at Monash University, Australia. Aim: The performance of students examined objectively by multiple choice questions (MCQs) was compared to their performance assessed by EMQs; there was a high correlation coefficient between the two methods. EMQs were then introduced and the correlation of student performance between related units was measured as a function of percentage objective assessment. The correlation of student performance between units increased proportionally with objective assessment. Student performance in tasks assessed objectively and subjectively was then compared. The findings indicate marker bias contributes to the poor correlation between marks awarded objectively and subjectively. Conclusion: EMQs are a valid method to objectively assess students and their increased inclusion in the assessment process increases the consistency of student marks. The subjective assessment of science communication skills introduces marker bias, indicating a need to identify, validate and implement, more objective methods for their assessment. Keywords: Extended matching question (EMQ); Objective assessment (OA); SA (SA); Marker bias; Discipline-specific assessment; Science communication assessment
“Walking a tight rope”- a risky narrative of transition to University
Authors: Prevett Pauline Suzanne 
Published: June 2017

The study of the transition of young people to university necessarily confronts the semi-dependency of the lives of contemporary youth: on the one hand they remain largely economically dependent and on the other they are becoming socially independent. We therefore seek to illuminate engagement with learning as situated in the midst of semi-dependency typical of adolescence, at a time in the life-cycle when typically young people experience a strong “pull” to socialise with peers, but have not yet become fully economically and socially adult. The paper examines the consequences of this contradiction on students’ transition to university, from the subjective experience of students as they transition to university. We suggest disengagement and even drop out from studies can arise from a contradiction between the students’ social and study (economic) domains. The dependency is not only economic, but is culturally mediated and may therefore be experienced by some students in more acute forms. Cultural aspirations and family expectations and ties can provide the impetus to succeed and so overcome the emotional challenges encountered, and these ties may help them walk a tight rope to success. Finally, we explore the consequences for policy and practice.
CLÍNICA AGRÍCOLA E PECUÁRIA DA UEMS NA FEIRA DO PRODUTOR DE CASSILÂNDIA-MS
Authors: Barcelos Michelle Nunes 
Published: June 2017

O trabalho de pequenos produtores rurais inseridos na agricultura familiar, são importantes para abastecer o comércio local com produtos diversificados do segmento agrícola e pecuário, mas carecem de conhecimentos da cadeia produtiva a partir de técnicas desde o manejo até a venda ao consumidor. Desse modo, o objetivo do projeto de extensão foi esclarecer as dúvidas e auxiliar os pequenos produtores de Cassilândia - MS, com conhecimentos científicos da área da Agronomia através de consulta de material didático, e o auxílio dos docentes da Unidade, atuando durante o funcionamento da Feira do Produtor de Cassilândia. Para o desenvolvimento das atividades foram realizadas perguntas aos produtores, sobre os principais problemas relacionados aos seus produtos e práticas comerciais, tais como ocorrência de pragas e doenças nas culturas cultivadas. Todo o procedimento foi realizado a partir de um questionário manuscrito inicial feito com os produtores, sendo minuciosamente lido e revisado para analisar sobre as causas de problemas, e solucioná-los o mais rápido possível com retorno ao produtor ou em sua área de produção agrícola com visitas ocorridas tanto em propriedades rurais como em quintais na zona urbana, com coleta de material para análises em laboratório e fotografias dos problemas encontrados, sendo também, orientados por docentes da Universidade (UEMS) e revisão de bibliografias. Durante esse procedimento de coleta de informações, assistindo aos problemas diretamente com os produtores, ocorreu pela presença tanto na venda quanto na produção de onde esses produtores obtém sua renda familiar.Após o esclarecimento aos produtores sobre as dificuldades por eles defrontadas, foi divulgada a melhor forma para solucionar o problema e garantir melhores resultados nas atividades de manejo, e assim chegar à meta pretendida, ou seja, obter a produtividade desejada.
The impact of 12-hour shifts on nurses’ health, wellbeing, and job satisfaction: A systematic review
Authors: Banakhar Maram 
Published: June 2017

Objective: This review was conducted to investigate the impact of applying 12-hour shifts in comparison to 8-hour shifts on nurses’ health wellbeing and job satisfaction.Methods: MEDLINE, CINHALE, PsycINFO, EMBASE, Web of Science, and SCOPUS databases were searched, covering the period between 1980 to 2017. Studies were included if they concerned nurses working for 12-hour shifts in comparison to 8-hour shifts in hospital settings, based on observational/surveys studies.Results: In the yielded 12 studies, 3 studies reported that 12-hour shifts had an impact on nurses’ health and wellbeing, such as cognitive anxiety, musculo-skeletal disorders, sleep disturbance, and role stress; however, there was no significant difference between 12- and 8-hour shifts with digestive and cardiovascular disorders, psychological ill health, and somatic anxiety. Of the 4 studies measuring the impact of 12-hour shifts on fatigue, three studies showed that the nurses experienced more fatigue in the 12-hour shifts in comparison to 8-hour shifts; nevertheless, one study did not find a significant difference in fatigue and critical thinking performances between 12- and 8-hour shifts. Nine of the 12 studies measured job satisfaction in 12- and 8-hour shifts, 5 studies showed a greater dissatisfaction regarding 12-hour shifts, while 3 studies found that the nurses were more satisfied with 12-hour shifts than with 8-hour shifts; but one study pointed out that there was a difference between the two shifts considering pay and professional status.Conclusions: The findings of the review suggest that 12-hour shifts resulted in negative health concerns and job dissatisfaction; however, there is a need for more empirical evidence to support this.
Highlights From the American Diabetes Association's 2017 Standards of Medical Care in Diabetes for Osteopathic Physicians
Authors: Johnson Eric L. , Pfotenhauer Kim , Bradley Sarah , Kalyani Rita R. , Shubrook Jay H. 
Published: June 2017

Abstract
The American Diabetes Association (ADA) updates its Standards of Medical Care (SOMC) in Diabetes annually. These ADA standards make up a comprehensive document that serves as an excellent resource for clinical care. The current article comes from the ADA's Primary Care Advisory Group. This article highlights key aspects of the SOMC that are relevant to the day-to-day practice of osteopathic primary care physicians. It is not intended to replace the full SOMC but will refer to the master document for further explanation and evidence-based support.
Cardiovascular Disease Risk Factors After an Employer-Based Risk Reduction Program: An Observational Cohort Study
Authors: Holben David H. , Rambo Chelsea , Howe Cheryl , Murray Deborah H. , Shubrook Jay H. 
Published: June 2017

Abstract

Context
The burden of cardiovascular disease (CVD) continues to be a public health concern. Workplace interventions that focus on modifying lifestyle habits may reduce CVD risk factors in people at risk.

Objective
To determine the effectiveness of a comprehensive lifestyle intervention program that integrated dietary modification, physical activity, stress management, and behavior modification counseling to reduce the risk of CVD in at-risk adults.

Methods
Twelve 1-year cohorts who participated in a comprehensive employer-sponsored lifestyle intervention program targeting diet, exercise, behavior modification, and stress management between 2006 and 2010 at a rural university in Appalachian Ohio were studied. Body composition, fasting glucose and lipid levels, and maximal oxygen consumption were measured at baseline, after 100 days, and at 1 year. Repeated-measures analyses of variance were conducted to compare measures at baseline with measures at 100 days and at 1 year.

Results
Seventy-four participants (57 women [77.1%], 17 men [22.9%]) of 97 completed the program (76.3% completion rate). Body weight (P<.001); percentage of body fat (P<.001); fat mass (P<.001); body mass index (P<.001); waist circumference (P<.001); blood levels of high-density lipoprotein (P=.035), low-density lipoprotein (P=.011), and glucose (P=.008); serum triglyceride levels (P=.019); blood pressure (systolic P=.028; diastolic, P=.001); and maximal oxygen consumption (P<.001) improved from baseline to 1 year after the intervention. Lean body mass (P=.111) and total cholesterol (P=.053) did not improve.

Conclusions
This employer-based lifestyle intervention program was effective in reducing CVD risk factors after 1 year of treatment. Future studies should examine the effects of the intervention at 2 and 5 years to further assess long-term adoption of the lifestyle changes and maintenance of health promoted by this program.
Effect of Latitude on Vitamin D Levels
Authors: Leary Patrick F. , Zamfirova Ina , Au Johnathan , McCracken Ward H. 
Published: June 2017

AbstractContextVitamin D levels have been linked to bone health and to numerous diseases; however, an element that lacks substantial direct data and limits the evidence basis regarding whom to screen for vitamin D deficiency is the effect of latitude on vitamin D levels.ObjectivesTo determine whether latitude influences vitamin D levels and to investigate the influence of other factors that may affect vitamin D levels, including sex, race, skin type, and body mass index.MethodsOsteopathic medical students were recruited from campuses in Bradenton, Florida, and Erie, Pennsylvania. Surveys were administered to obtain demographic information, and blood samples were drawn to measure total vitamin D levels. Two-samplettests, Fisher exact test, and logistic regression was used to assess differences in total vitamin D levels between the 2 locations.ResultsA total of 359 medical students (aged 22-57 years) were included in the study, 194 at the Bradenton campus and 214 at the Erie campus. The mean (SD) vitamin D level was 34.5 (11.8) ng/mL among participants in Bradenton and 28.1 (12.4) ng/mL among participants in Erie. Logistic regression models revealed an adjusted OR of 3.3 (95% CI, 1.73-6.4) for deficient total vitamin D among Erie students. Non-white race, male sex, and high body mass index were also statistically significant risk factors for vitamin D deficiency in regression models (P<.05).ConclusionLatitude was found to be a statistically significant risk factor for vitamin D deficiency. Additionally, the findings suggest that persons with darker skin tone and, to a lesser degree, men and persons who are overweight or obese are also at increased risk for vitamin D deficiency. Physicians should be cognizant of these risk factors when deciding whom to screen.
Integrating Point-of-Care Ultrasonography Into the Osteopathic Medical School Curriculum
Authors: Russ Brian A. , Evans Danika , Morrad Daniel , Champney Codee , Woodworth Ashley M. , Thaut Lane , Thiessen Molly 
Published: June 2017

Abstract
Point-of-care ultrasonography has been shown to have pervasive clinical and educational utility in medicine. The need to provide medical students with training in point-of-care ultrasonography has been recognized by an increasing number of osteopathic and allopathic medical schools. A 4-year integrated ultrasonography curriculum was implemented at Rocky Vista University College of Osteopathic Medicine in 2015. A review of the curriculum design, content, educational methods, and student feedback are described. Barriers to curriculum implementation and lessons learned, unique to integrating point-of-care ultrasonography into the osteopathic curriculum, are also discussed.
Effects of sodium-glucose co-transporter 2 (SGLT2) inhibition on renal function and albuminuria in patients with type 2 diabetes: a systematic review and meta-analysis
Authors: Xu Lubin , Li Yang , Lang Jiaxin , Xia Peng , Zhao Xinyu , Wang Li , Yu Yang , Chen Limeng 
Published: June 2017

Aim
To evaluate the effects of sodium-glucose co-transporter 2 (SGLT2) inhibition on renal function and albuminuria in patients with type 2 diabetes.

Methods
We conducted systematic searches of PubMed, Embase and Cochrane Central Register of Controlled Trials up to June 2016 and included randomized controlled trials of SGLT2 inhibitors in adult type 2 diabetic patients reporting estimated glomerular filtration rate (eGFR) and/or urine albumin/creatinine ratio (ACR) changes. Data were synthesized using the random-effects model.

Results
Forty-seven studies with 22,843 participants were included. SGLT2 inhibition was not associated with a significant change in eGFR in general (weighted mean difference (WMD), −0.33 ml/min per 1.73 m2, 95% CI [−0.90 to 0.23]) or in patients with chronic kidney disease (CKD) (WMD −0.78 ml/min per 1.73 m2, 95% CI [−2.52 to 0.97]). SGLT2 inhibition was associated with eGFR reduction in short-term trials (WMD −0.98 ml/min per 1.73 m2, 95% CI [−1.42 to −0.54]), and with eGFR preservation in long-term trials (WMD 2.01 ml/min per 1.73 m2, 95% CI [0.86 to 3.16]). Urine ACR reduction after SGLT2 inhibition was not statistically significant in type 2 diabetic patients in general (WMD −7.24 mg/g, 95% CI [−15.54 to 1.06]), but was significant in patients with CKD (WMD −107.35 mg/g, 95% CI [−192.53 to −22.18]).

Conclusions
SGLT2 inhibition was not associated with significant changes in eGFR in patients with type 2 diabetes, likely resulting from a mixture of an initial reduction of eGFR and long-term renal function preservation. SGLT2 inhibition was associated with statistically significant albuminuria reduction in type 2 diabetic patients with CKD.