bluuebunny/crossref_metadata_2025_split huggingface dataset:
Teacher's Views of Art Education in Primary Schools in Scotland
Authors: Robb Anna 
Published: November 2023

AbstractThe majority of art education research in the United Kingdom originates from England; however, the devolved nations each have responsibility for education resulting in four different curricula working concurrently across Great Britain. It can be argued that in comparison to England, art and design education research in Scotland is an under‐researched area though one that is increasingly garnering interest. This paper contributes to the field by presenting and discussing some of the findings from a survey of teachers focused on art and design education in Scottish primary schools in 2022. A total of 110 teachers participated and the survey examined the value of the subject, the current delivery in schools, the future of the subject and support for teachers. A wealth of data were gathered so this paper focuses particularly on the value of the subject among staff, confidence levels regarding delivery and the role of training and professional learning. The paper concludes that while the value of the subject among staff is strong, confidence levels with regard to teaching the subject are not. Staff felt that training had left them unprepared to teach the subject, and there was limited awareness of professional learning opportunities in their geographical area.
Advanced nurse and midwife practitioners' experience of interprofessional collaboration when implementing evidence‐based practice into routine care: An interpretative phenomenological analysis
Authors: Clarke Vanessa , Lehane Elaine , Cotter Patrick , Mulcahy Helen 
Published: November 2023

AbstractAimTo understand advanced nurse and midwife practitioners' experience of interprofessional collaboration in implementing evidence‐based practice into routine care.DesignA qualitative interpretative phenomenological analysis.MethodsA purposeful sample of 10 Registered Advanced Nurse and Midwife Practitioners from a range of practice settings in the Republic of Ireland participated in semi‐structured interviews over a 10‐month timeframe. Interviews were transcribed verbatim and data were analysed using a multi‐stage approach in line with guidance for interpretative phenomenological analysis.ResultsSix superordinate themes emerged: Understanding of advanced practice; ‘Treated as an equal and as a “nurse”’; Nursing management support; ‘A voice to implement anything new’; Confidence and Emotional intelligence. These factors impacted interprofessional relationships and the extent to which advanced practitioners could implement evidence‐based practice.ConclusionThere is scope to improve advanced practitioners' ability to collaborate with the interprofessional team in implementing evidence‐based practice into routine care.Impact and ImplicationsThe study findings demonstrate that enhancing understanding of the advanced practice role; increasing organizational support for advanced practitioners and augmenting specific practitioner skills and attributes will increase their ability to collaborate effectively and implement evidence‐based practice. Supporting advanced practitioners in this important aspect of their role will positively influence health outcomes for patients.Contribution to the Wider Global Clinical CommunityAs numbers of both nurse and midwife practitioners increase globally, this study provides timely evidence from a range of practice settings to guide the design of education programmes and policies governing advanced practice.Study recommendations have broad applicability to all healthcare professionals who are engaged in implementing evidence‐based practice into routine care.Reporting MethodConsolidated criteria for reporting qualitative research (COREQ).Patient or Public ContributionNo patient or public contribution.
A survey of Indonesian nurses' educational experiences and self‐perceived capability to care for people with intellectual disability and/or autism spectrum disorder
Authors: Tumanggor Roxsana Devi , Pracilio Amy , Siregar Cholina Trisa , Wilson Nathan J. , Cashin Andrew 
Published: November 2023

AbstractAimsTo describe Indonesian nurses' educational experience regarding care for people with intellectual disability and/or autism and to explore if these educational experiences are associated with their self‐perceived confidence, comfort, knowledge and preparedness to care for these cohorts.DesignCross‐sectional descriptive survey.MethodsA descriptive survey tool utilized in a study of Australian registered nurses was replicated and adapted for this study. Following descriptive analysis, chi‐square analyses were undertaken to explore associations between educational experiences, and self‐rated measures of confidence, comfort and knowledge to work with people with intellectual disability and/or autism. Although there was no end‐user involvement in the design of the study, the concepts explored have all been raised by those with lived insights of intellectual disability and/or autism as being critical to their healthcare experiences.ResultsThere were 544 complete responses, and 51.7% were not exposed to any educational or clinical content relevant to caring for people with intellectual disability and/or autism. Moderate to low levels of self‐perceived confidence, comfort, knowledge and preparedness to address healthcare needs of these cohorts were reported. Significant associations were identified between educational and clinical experiences during undergraduate training, and higher levels of self‐perceived confidence, comfort and knowledge.ConclusionMirroring international literature, the findings of this study highlight a large proportion of Indonesian nurses had little educational experience relevant to caring for people with intellectual disability and/or autism, and have relatively low levels of self‐reported capability.ImpactThis study highlights gaps in the educational experiences, and self‐perceived confidence, comfort, knowledge and preparedness of Indonesian nurses regarding caring for people with intellectual disability and/or autism. Given that internationally, people with intellectual disability and/or autism have disproportionately negative health outcomes and experiences, these findings have substantial implications for nursing curriculum, policy and professional development.
Fibroblast growth factor 5 protects against spinal cord injury through activating AMPK pathway
Authors: Chen Feng , Xiong Bing‐Rui , Xian Shu‐Yue , Zhang Jing , Ding Rui‐Wen , Xu Ming , Zhang Zong‐Ze 
Published: November 2023

AbstractExcessive productions of inflammatory cytokines and free radicals are involved in spinal cord injury (SCI). Fibroblast growth factor 5 (FGF5) is associated with inflammatory response and oxidative damage, and we herein intend to determine its function in SCI. Lentivirus was instilled to overexpress or knockdown FGF5 expression in mice. Compound C or H89 2HCl were used to suppress AMP‐activated protein kinase (AMPK) or protein kinase A (PKA), respectively. FGF5 level was significantly decreased during SCI. FGF5 overexpression mitigated, while FGF5 silence further facilitated inflammatory response, oxidative damage and SCI. Mechanically, FGF5 activated AMPK to attenuate SCI in a cAMP/PKA‐dependent manner, while inhibiting AMPK or PKA with pharmacological methods significantly abolished the neuroprotective effects of FGF5 against SCI. More importantly, serum FGF5 level was decreased in SCI patients, and elevated serum FGF5 level often indicate better prognosis. Our study identifies FGF5 as an effective therapeutic and prognostic target for SCI.
Environmental enrichment improves behaviors rather than the growth and physiology of rock bream Oplegnathus fasciatus
Authors: Li Zhe , Zhou Shanshan , He Jingjing , Ying Jie , Xu Kaida 
Published: November 2023

AbstractEnvironmental enrichment has the potential to improve the welfare and post‐release survival of hatchery fish stocked for conservation purposes. However, the effectiveness of environmental enrichment is partly dependent on the fish species, life stage, and specific enrichment structure used. To enhance the effectiveness of environmental enrichment, it is crucial to focus on characteristic differences in enrichment structures, such as type and level. This study investigated how differences in enrichment type and level affected physiological and behavioral aspects of the welfare of pre‐release juvenile rock bream Oplegnathus fasciatus by evaluating growth performance, basal and stressed cortisol levels, antioxidant enzyme activities, and exploratory behaviors regarding anxiety and flexibility. Fish were reared for 4 weeks in different enrichment treatments: barren, low‐level cover structure, high‐level cover structure, low‐level interference structure (LI), and high‐level interference structure (HI). The results revealed that fish reared with the LI treatment showed less anxiety and greater flexibility with respect to exploratory behaviors, without oxidative damage being detected. Despite exhibiting less anxiety as well, fish reared in the HI treatment had oxidative damage, indicated by lower superoxide dismutase activity, compared to those in the barren treatment. In addition, none of these enrichment structures enhanced growth performance or mitigate chronic and acute stress responses. Overall, the low‐level interference structure may be more favorable in promoting the behavioral welfare of the fish. Application of this type and level of enrichment may increase the survival of the hatchery fish after release, which is critical to stocking success.
Post‐acute sequelae of SARS‐CoV‐2 (PASC) in nursing home residents: A retrospective cohort study
Authors: Clark Sophie E. , Bautista Liza , Neeb Karen , Montoya Ana , Gibson Kristen E. , Mantey Julia , Kabeto Mohammed , Min Lillian , Mody Lona 
Published: November 2023

AbstractBackgroundPost‐acute sequelae of SARS‐CoV‐2 (PASC) describes a syndrome of physical and cognitive decline that persists after acute symptoms of infection resolve. Few studies have explored PASC among nursing home (NH) residents.MethodsA retrospective cohort study was conducted at two NHs in Michigan. COVID‐positive patients were identified from March 21, 2020 to October 26, 2021. The comparison group were patients who lived at the same NH but who were never infected during the study period. Minimum Data Set was used to examine trajectories of functional dependence (Activity of Daily Living [ADL] composite score) and cognitive function (Brief Interview for Mental Status [BIMS]). Linear mixed‐effects models were constructed to estimate short‐term change in function and cognition immediately following diagnosis and over time for an additional 12 months, compared to pre‐COVID and non‐COVID trajectories and adjusting for sex, age, and dementia status.ResultsWe identified 171 residents (90 COVID‐19 positive, 81 non‐COVID) with 719 observations for our analyses. Cohort characteristics included: 108 (63%) ≥ 80 yrs.; 121 (71%) female; 160 (94%) non‐Hispanic white; median of 3 comorbidities (IQR 2–4), with no significant differences in characteristics between groups. COVID‐19 infection affected the trajectory of ADL recovery for the first 9 months following infection, characterized by an immediate post‐infection decrease in functional status post‐infection (−0.60 points, p = 0.002) followed by improvement toward the expected functional trajectory sans infection (0.04 points per month following infection, p = 0.271).ConclusionsNH residents experienced a significant functional decline that persisted for 9 months following acute infection. Further research is needed to determine whether increased rehabilitation services after COVID‐19 may help mitigate this decline.
Educational experiences and American young adults' childbearing goals: A research note
Authors: Guzzo Karen Benjamin , Hayford Sarah R. 
Published: November 2023

AbstractObjectiveThis research note describes the relationship between young adults' educational experiences and childbearing goals in the United States.BackgroundIn the United States, education is associated with later childbearing and fewer children, but the relationship between education and fertility desires and intentions is less well‐understood. This article contributes to the research literature by illustrating variation in prospective fertility goals by education, focusing on the early life course in order to understand young adults' goals before they have been shaped by parenting and extensive workforce experiences.MethodThis analysis uses data from the National Surveys of Family Growth (1995–2019), a nationally representative survey, to study fertility desires and intentions among childless US men and women ages 19–24. Predicted probabilities demonstrating differences in fertility goals by educational experiences, from three sets of multivariable analyses (logistic regression predicting fertility desires and intentions, separately, and negative binomial regression predicting intended parity), are shown.ResultsMen and women with a bachelor's degree and those enrolled in college do not have lower fertility goals than those without a degree and not enrolled; if anything, more educated individuals are slightly more likely to desire (for men only) and intend children and to have slightly larger intended family size.ConclusionsEducation gaps in fertility in the United States are not attributable to differences in early‐life fertility goals.
Single implant retained overdentures: Evaluation of effect of implant length and diameter on stress distribution by finite element analysis
Authors: Eraslan Ravza , Yagci Filiz , Esim Emir 
Published: November 2023

AbstractPurposeSingle implant retained mandibular overdenture treatment has been shown to be a minimally invasive, satisfactory, and cost‐effective option for edentulous individuals. However, the impact of implant diameter and length on stress distribution at the implant, bone, and other components in this treatment approach remains unclear. The purpose of this 3D finite element analysis was to evaluate the effect of implant length and diameter on equivalent von Mises stress and strain distribution in single implant retained overdentures at bone, implant, and prosthetic components.Materials and MethodsNine models were constructed according to implant lengths (L) (8, 10, 12 mm) and diameters (D) (3.3, 4.1, 4.8 mm). The implants were positioned axially, in the midline of the mandible. A 3D model of the edentulous mandible was created from a computed tomography image. A single implant, abutment with insert PEEK and a housing, acrylic denture, and Co‐Cr framework were modeled separately. In the ANSYS software program, occlusal loads were applied as 150 N, bilaterally vertical direction, or unilaterally oblique direction to the first molar. Minimum principal stress values were evaluated for bone and equivalent von Mises stress and strain values were evaluated for implant and prosthetic components.ResultsVon Mises stress values for vertical load increased at implant, housing, and insert PEEK for all groups when the length of the implant increased. When oblique load was applied, 3.3 mm diameter implant groups showed maximum von Mises stress values for implants, cortical bone, cancellous bone, and housing among all groups. A minimum stress level for implant was found in D4.1/L8 group. Regarding the insert PEEK, strain values were found to be higher as the diameter of the implant increased both for vertical and oblique loads. Cortical bone showed higher minimum principal stress values as compared to cancellous bone under both loading conditions.ConclusionsThe 3.3 mm diameter implant groups exhibited the highest von Mises stress and strain values for both loading conditions at the implant. The diameter of the implant had a greater impact on stress and strain levels at the implant site compared to length. For vertical loading, stress value increased at implant, housing, and PEEK when the length of the implant increased.
The structure of aggressive personality
Authors: Chester David S. , Crowe Michael L. , Hyatt Courtland S. , Miller Joshua D. 
Published: November 2023

AbstractObjectiveWe sought to factor analyze a broad array of aggression measures to identify a comprehensive, coherent factor structure for this construct.BackgroundMeasures and models of trait aggression have multiplied to the point of incoherence.MethodIn Study 1, a diverse sample of 922 undergraduates completed a battery of items acquired from 42 self‐report aggression questionnaires. In Study 2, we administered a curated item pool to another diverse sample of 1447 undergraduates, alongside criterion measures.ResultsWe curated an initial item pool of 734 items down to 289 items that exhibited sufficient variability, were not redundant with other items, and possessed strong loadings onto a central ‘trait aggression’ factor. These remaining items were best characterized by a six‐factor structure, which captured relational, angry, violent, retaliatory, intimate partner, and alcohol forms of aggression. We estimated their hierarchical structure, correlations with their original aggression scales, Five Factor Model trait dimensions, impulsivity facets, and found them to be robust to gender composition and the inclusion of alcohol‐naive and intimate‐partner‐naive participants.ConclusionsThis factor structure mostly supported widely‐accepted models of aggressive personality that focus on its overt and relational forms and reactive functions, though proactive aggression only loosely emerged as a distinct entity. We retained the final items as the Comprehensive Aggression Scale (CAS).
Raising a star: Black motherhood and the politics of whiteness in the Colombian telenovela, La mamá del 10
Authors: Carosi Marcelo 
Published: November 2023

AbstractThis study explores the representation of Blackness in the telenovela La mamá del 10, revealing it as ambiguous but largely depoliticized. Herein, soccer presents a “sanitized” way of being Black when hard work and high‐performance sports are used to frame nonwhite populations within white values that manage to save a young man from repeating his Black father's mistakes. In addition, the mall is examined in relation to racial democracy. La mamá del 10 emphasizes the importance of the mall as a place where Blackness meets social advancement at the expense of kinship and community.
Exosome‐derived miR‐182‐5p promoted cholangiocarcinoma progression and vasculogenesis by regulating ADK/SEMA5a/PI3K pathway
Authors: Wang Jifei , Jiang Wangjie , Liu Shuochen , Shi Kuangheng , Zhang Yaodong , Chen Yananlan , Shan Jijun , Wang Yuming , Xu Xiao , Li Changxian , Li Xiangcheng 
Published: November 2023

AbstractBackground and AimsIncreasing evidence suggested that miRNAs regulated the expression of pivotal genes involved in oncogenesis and malignant phenotype. In this project, the purpose was to make an inquiry to the effect and mechanism of miR‐182‐5p in the progression of cholangiocarcinoma.MethodsBy analysing TCGA and GEO databases, combined with tissue expression levels, miR‐182‐5p was identified as one of the most valuable miRNAs for research. The function and relationships between miR‐182‐5p and downstream target genes were both verified by in vitro and in vivo experiments. Methylation‐specific PCR and bisulphite sequencing were used to detect the methylation level changes of downstream gene promoter.ResultsWe found that miR‐182‐5p could be taken up by exosomes secreted from cholangiocarcinoma. Moreover, exosomal derived miR‐182‐5p promoted vascular endothelial cell proliferation and migration and induced angiogenesis by targeting ADK/SEMA5a. Subsequently, the PI3K/AKT/mTOR signalling pathway was activated and ultimately caused resistance to gemcitabine and cisplatin.ConclusionsOur findings suggested that the miR‐182‐5p/ADK/SEMA5a axis might serve as a potential therapeutic target for cholangiocarcinoma.
Understanding nutrition students' knowledge, perceived barriers and their views on the future role of nutritionists regarding sustainable diets
Authors: Baungaard Cathrine , Lane Katie E. , Richardson Lucinda 
Published: November 2023

AbstractNutrition professionals are important stakeholders in sustainable food systems with skills to promote the connection between health, food production, environment, culture and economics. Higher education institutions are increasingly recognising the importance of teaching about sustainability, yet there exists a gap in the literature detailing the awareness of sustainability issues by nutrition students. This study aimed to ascertain the level of knowledge of sustainable diets (SDs), the perceived barriers to their adoption in their own diets, students' experience of university‐based teaching about SDs and their views on the future role of the nutrition profession in relation to SD amongst nutrition students on Association for Nutrition (AfN)‐accredited degrees. The study assessed environmental and sustainable food literacy (SFL) through an online questionnaire and explored the issues in more detail in virtual or face‐to‐face interviews in 2019. Quantitative data were analysed using descriptive statistics (Kruskal‐Wallis, Jonckheere‐Terpstra, independent t‐test, Spearman, Pearson Correlations). Qualitative data were analysed using the Braun and Clark (2006) six‐step approach to thematic analysis. The questionnaire responses (n = 51) represented 17 AfN‐accredited undergraduate courses (35% of AfN‐accredited universities in 2019). The majority (76%) of students had received an introduction, partaken in a module or received teaching on SDs throughout their whole degree. Students were predominantly environmentally literate, yet had a fragmented understanding of SDs, focusing on the environmental aspects of SDs. There was no correlation between SFL and reported sustainability content of university courses, highlighting a need for more effective teaching on sustainability topics. Additionally, no relationship between self‐reported diet intake and SFL was found. Students identified a lack of knowledge and education as barriers preventing them from adopting sustainable practices in the present and future. To integrate sustainability into their future practice more consistently and effectively, nutrition students require more structured, holistic sustainability education and knowledge.