bluuebunny/crossref_metadata_2025_split huggingface dataset:
Genetic Testing in Parkinson's Disease
Authors: Pal Gian , Cook Lola , Schulze Jeanine , Verbrugge Jennifer , Alcalay Roy N. , Merello Marcelo , Sue Carolyn M. , Bardien Soraya , Bonifati Vincenzo , Chung Sun Ju , Foroud Tatiana , Gatto Emilia , Hall Anne , Hattori Nobutaka , Lynch Tim , Marder Karen , Mascalzoni Deborah , Novaković Ivana , Thaler Avner , Raymond Deborah , Salari Mehri , Shalash Ali , Suchowersky Oksana , Mencacci Niccolò E. , Simuni Tanya , Saunders‐Pullman Rachel , Klein Christine 
Published: June 2023

AbstractGenetic testing for persons with Parkinson's disease is becoming increasingly common. Significant gains have been made regarding genetic testing methods, and testing is becoming more readily available in clinical, research, and direct‐to‐consumer settings. Although the potential utility of clinical testing is expanding, there are currently no proven gene‐targeted therapies, but clinical trials are underway. Furthermore, genetic testing practices vary widely, as do knowledge and attitudes of relevant stakeholders. The specter of testing mandates financial, ethical, and physician engagement, and there is a need for guidelines to help navigate the myriad of challenges. However, to develop guidelines, gaps and controversies need to be clearly identified and analyzed. To this end, we first reviewed recent literature and subsequently identified gaps and controversies, some of which were partially addressed in the literature, but many of which are not well delineated or researched. Key gaps and controversies include: (1) Is genetic testing appropriate in symptomatic and asymptomatic individuals without medical actionability? (2) How, if at all, should testing vary based on ethnicity? (3) What are the long‐term outcomes of consumer‐ and research‐based genetic testing in presymptomatic PD? (4) What resources are needed for clinical genetic testing, and how is this impacted by models of care and cost‐benefit considerations? Addressing these issues will help facilitate the development of consensus and guidelines regarding the approach and access to genetic testing and counseling. This is also needed to guide a multidisciplinary approach that accounts for cultural, geographic, and socioeconomic factors in developing testing guidelines. © 2023 The Authors. Movement Disorders published by Wiley Periodicals LLC on behalf of International Parkinson and Movement Disorder Society.
Segmentation of pancreatic tumors based on multi‐scale convolution and channel attention mechanism in the encoder‐decoder scheme
Authors: Du Yue , Zuo Xiaoying , Liu Shidong , Cheng Dai , Li Jie , Sun Mingzhu , Zhao Xin , Ding Hui , Hu Yabin 
Published: June 2023

AbstractBackgroundComputer‐aided diagnosis is of great significance to improve the diagnostic accuracy of pancreatic cancer that has an insidious course and does not have obvious symptoms at first. However, segmentation of pancreatic cancer is challenging because the tumors vary in size with the smallest tumor having a size of about 0.5 in diameter, and most of them have irregular shapes and unclear boundaries.PurposeIn this study, we developed a deep learning architecture Multi‐Scale Channel Attention Unet (MSCA‐Unet) for pancreatic tumor segmentation and collected CT images of 419 patients from The Affiliated Hospital of Qingdao University and a public dataset. We embedded the multi‐scale network into the encoder to extract semantic information at different scales and the decoder to provide supplemental information to overcome the loss of information in the upsampling and the drift of the localized tumor due to the upsampling and skip connections.MethodsWe adopted the channel attention unit after the multi‐scale convolution to emphasize the informative channels, which was observed to have the effects of accelerating the positioning process, reducing false positives, and improving the accuracy of outlining very small, irregular pancreatic tumors.ResultsOur results show that our network outperformed the other current mainstream segmentation networks and achieved a Dice index of 68.03%, a Jaccard of 59.31%, and an FPR of 1.36% on the private dataset Task‐01 without data pre‐processing. Compared with the other pancreatic tumor segmentation networks on the public dataset Task‐02, our network produced the best Dice index, 80.12%, with the assistance of the data pre‐processing scheme.ConclusionsThis study strategically utilizes the multi‐scale convolution and channel attention mechanism of the architecture to provide a dedicated network for segmentation of small and irregular pancreatic tumors.
Quantifying the benefits of customized vaccination strategies: A network‐based optimization approach
Authors: Li Su , Aprahamian Hrayer 
Published: June 2023

AbstractWe study the problem of designing vaccine distribution strategies that maximally mitigate the negative impact of an infectious disease outbreak. This is achieved through a multiperiod optimization‐based framework that embeds important subject‐specific risk and contact information into the decision‐making process. By analyzing the structure of the resulting optimization problem, we identify key structural properties which we use to construct a globally convergent solution scheme (suitable for smaller problem instances) and two, more scalable, heuristic schemes. We demonstrate the benefits of the considered framework through a case study on COVID‐19 in Texas. Our results highlight the importance of considering risk and contact information as doing so substantially reduces the total expected number of fatalities over conventional compartmental‐based approaches. These findings indicate that customization can have a significant benefit, particularly for community‐scale planning.
Incidence of adverse mental health outcomes after sleeve gastrectomy compared with gastric bypass and restrictive bariatric procedures: a retrospective cohort study
Authors: Sumithran Priya , Roberts Leo , Caterson Ian D. , Brown Robyn M. , Spittal Matthew J. , Brown Wendy A. 
Published: June 2023

AbstractObjectiveThis study examined rates of suicide and hospitalization with psychiatric diagnoses after sleeve gastrectomy compared with gastric bypass and restrictive procedures (gastric banding/gastroplasty).MethodsThis was a longitudinal retrospective cohort study comprising all patients who underwent primary bariatric surgery in New South Wales or Queensland, Australia, between July 2001 and December 2020. Hospital admission records, death registration, and cause of death records (if applicable) within these dates were extracted and linked. Primary outcome was death by suicide. Secondary outcomes were admissions with self‐harm; substance‐use disorder, schizophrenia, mood, anxiety, behavioral, and personality disorders; any of these; and psychiatric inpatient admission.ResultsA total of 121,203 patients were included, with median follow‐up of 4.5 years per patient. There were 77 suicides, with no evidence of difference in rates by surgery type (rates [95% CI] per 100,000 person years: 9.6 [5.0–18.4] restrictive, 10.8 [8.4–13.9] sleeve gastrectomy, 20.4 [9.7–42.8] gastric bypass; p = 0.18). Rates of admission with self‐harm declined after restrictive and sleeve procedures. Admission with anxiety disorders, any psychiatric diagnosis, and as a psychiatric inpatient increased after sleeve gastrectomy and gastric bypass, but not restrictive procedures. Admissions with substance‐use disorder increased after all surgery types.ConclusionsVariable associations between bariatric surgeries and hospitalization with psychiatric diagnoses might indicate distinct vulnerabilities among patient cohorts or that differing anatomical and/or functional changes may contribute to effects on mental health.
Progress toward resilient and sustainable water management in the Vietnamese Mekong Delta
Authors: Tri Van Pham Dang , Yarina Lizzie , Nguyen Hong Quan , Downes Nigel K. 
Published: June 2023

AbstractSinking and shrinking, the Vietnamese Mekong Delta is a materialization of dynamic river flows, sediment flows, and coastline processes. Past policy aspirations and extensive water infrastructures have shaped the delta into one the most significant food producing landscapes in Southeast Asia. Yet, these changes have also created new environmental risks by transforming the hydrological system. Research has produced a growing and increasingly diverse empirical literature on the delta's environmental context, without necessarily providing water resource managers, policymakers and practitioners with the information needed to galvanize more resilient development. This focus review presents a detailed overview of the recent scientific findings, exploring how the management of water resources is changing, as well as their inter‐relationship with land use, policy, socio‐economic transitions, and global environmental crises. Compound and systemic risks to the delta include climate change, hydrometeorological hazards, upstream developments and an unsustainable development trajectory. We outline scientific knowledge gaps, as well as the pressing need for sharable analysis‐ready data and innovations. Finally, we provide recommended future research avenues for multiscale actions toward a sustainable and resilient delta future.This article is categorized under:
Human Water > Water Governance
Science of Water > Water Extremes
Science of Water > Water and Environmental Change
Undervalued and novel roles of heterogeneous nuclear ribonucleoproteins in autoimmune diseases: Resurgence as potential biomarkers and targets
Authors: Chen Kangzhi , Luo Mengchuan , Lv Yuanzhi , Luo Zhaohui , Yang Huan 
Published: June 2023

AbstractAutoimmune diseases are mainly characterized by the abnormal autoreactivity due to the loss of tolerance to specific autoantigens, though multiple pathways associated with the homeostasis of immune responses are involved in initiating or aggravating the conditions. The heterogeneous nuclear ribonucleoproteins (hnRNPs) are a major category of RNA‐binding proteins ubiquitously expressed in a multitude of cells and have attracted great attentions especially with their distinctive roles in nucleic acid metabolisms and the pathogenesis in diseases like neurodegenerative disorders and cancers. Nevertheless, the interplay between hnRNPs and autoimmune disorders has not been fully elucidated. Virtually various family members of hnRNPs are increasingly identified as immune players and are pertinent to all kinds of immune‐related processes including immune system development and innate or adaptive immune responses. Specifically, hnRNPs have been extensively recognized as autoantigens within and even beyond a myriad of autoimmune diseases, yet their diagnostic and prognostic values are seemingly underestimated. Molecular mimicry, epitope spreading and bystander activation may represent major putative mechanisms underlying the presence of autoantibodies to hnRNPs. Besides, hnRNPs play critical parts in regulating linchpin genes expressions that control genetic susceptibility, disease‐linked functional pathways, or immune responses by interacting with other components particularly like microRNAs and long non‐coding RNAs, thereby contributing to inflammation and autoimmunity as well as specific disease phenotypes. Therefore, comprehensive unraveling of the roles of hnRNPs is conducive to establishing potential biomarkers and developing better intervention strategies by targeting these hnRNPs in the corresponding disorders.This article is categorized under:
RNA in Disease and Development > RNA in Disease
RNA Interactions with Proteins and Other Molecules > Protein‐RNA Interactions: Functional Implications
Secondary Education Teachers’ Effective Teaching Behaviour Across Five Countries: Does it Change Over Time?
Authors: Maulana Ridwan , Bruscato Amanda Maraschin , Helms-Lorenz Michelle , Irnidayanti Yulia , de Jager Thelma , Galindev Ulziisaikhan , Adiyasuren Amarjargal , Shahzad Abid , Fadhilah Nurul , Chun Seyeoung , Lee Okhwa , Coetzee Thys , Moorer Peter 
Published: June 2023

AbstractOver the last decade, a limited number of studies have documented changes in effective teaching behaviour in secondary education over time. However, the studies are rather fragmented and heterogeneous in terms of measurements, contexts, and time intervals.This study aims to investigate changes in secondary school teachers’ teaching behaviour over time, by using a uniform observation instrument in five contrasting national contexts. The study focuses on the examination of inter- and intra-individual differences in teachers’ effective teaching behaviour across Indonesia, Mongolia, Pakistan, South Africa, and the Netherlands. A total of 3158 teachers across the five countries participated in this study. Their classroom lessons were observed by trained observers in the natural classroom setting longitudinally using a uniform observation measure called International Comparative Analysis of Learning and Teaching (ICALT). Results show that, in general, between-schools, between-teachers, and within-teacher differences are visible, with some degree of variations in proportion depending on the country and the type of teaching behaviour. Within-teacher differences are consistently large across countries. This provides evidence regarding the dynamic characteristics (i.e., change) of teaching behaviour cross-nationally. Implications for research and practice are discussed.
Effective and Inspiring Teaching in STEM Classrooms: Evidence from Classroom Observations with Instrument Comparisons
Authors: Ko James 
Published: June 2023

AbstractThis book chapter reports findings in a case study on the video clips of 97 STEM lessons at a local secondary school. The impact of Effective and inspiring teaching on student engagement in classrooms was explored using the same high-inference classroom observation instruments. Cluster analysis indicated that effective teaching dimensions tended to cluster together. However, inspiring teaching dimensions (i.e., Flexibility, Innovative teaching, and Teaching reflective thinking) tended to cluster with Teaching collaborative learning. While there was no subject difference for inspiring teaching practices, Mathematics significantly performed the best and Technology the worst in effective teaching practices. Multiple regression results indicated that both effective and inspiring teaching practices have a significant but moderate impact on learner engagement, but none showed significant effects on student engagement. In contrast, while the effective teaching dimension Professional knowledge and expectations positively affected overall teaching quality perceptions.
The Influence of Science Teachers’ Beliefs and Practices on Students’ Learning Spaces and Processes: Insights from Singapore
Authors: Tan Yuen Sze Michelle , Caleon Imelda Santos 
Published: June 2023

AbstractImplicit within the reform efforts in Science Education is the necessity for teachers to shift from transmissionist approaches to constructivist teaching approaches; the former emphasizes unproblematic transfer of a fixed set of ideas from credible sources to students while the latter puts primacy on students’ role in knowledge construction. Teachers’ beliefs may influence the implementation of reform initiatives; conversely, enactment of reform efforts may affect teachers’ beliefs. Teachers’ beliefs about teaching and learning, and their perceptions of their students, have been the subject of a limited and yet expanding body of research that intends to enhance the likelihood of enacting curriculum reforms that can promote students’ meaningful learning. The focus of this article is to understand how teachers’ beliefs influence classroom decisions that determine students’ learning spaces and processes within the context of implementing school reforms.
Differentiated Instruction as an Approach to Establish Effective Teaching in Inclusive Classrooms
Authors: Gheyssens Esther , Griful-Freixenet Júlia , Struyven Katrien 
Published: June 2023

AbstractDifferentiated Instruction has been promoted as a model to create more inclusive classrooms by addressing individual learning needs and maximizing learning opportunities. Whilst differentiated instruction was originally interpreted as a set of teaching practices, theories now consider differentiated instruction rather a pedagogical model with philosophical and practical components than the simple act of differentiating. However, do teachers also consider differentiated instruction as a model of teaching? This chapter is based on a doctoral thesis that adopted differentiated instruction as an approach to establish effective teaching in inclusive classrooms. The first objective of the dissertation focused on how differentiated instruction is perceived by teachers and resulted in the DI-Quest model. This model, based on a validated questionnaire towards differentiated instruction, pinpoints different factors that explain differences in the adoption of differentiated instruction. The second objective focused on how differentiated instruction is implemented. This research consisted of four empirical studies using two samples of teachers and mixed method. The results of four empirical studies of this dissertation are discussed and put next to other studies and literature about differentiation. The conclusions highlight the importance of teachers’ philosophy when it comes to implementing differentiated instruction, the importance of perceiving and implementing differentiated instruction as a pedagogical model and the importance and complexity of professional development with regard to differentiated instruction.
Adapting Teaching to Students’ Needs: What Does It Require from Teachers?
Authors: van Geel Marieke , Keuning Trynke , Meutstege Kyra , de Vries Jitske , Visscher Adrie , Wolterinck Christel , Schildkamp Kim , Poortman Cindy 
Published: June 2023

AbstractTeachers are increasingly expected to adapt their teaching to students’ needs. This can be done by implementing differentiated instruction (DI) or assessment for learning (AfL). These concepts are regarded as two distinct approaches to identifying students’ needs and adapting instruction accordingly. In the current study, we aim to identify empirical similarities and differences in teacher knowledge and skills required for differentiated instruction and assessment for learning respectively. Based on combined insights from two cognitive task analyses (CTA’s), it appears that – in line with many other aspects of effective teaching – four phases are closely related for the task (either DI or AfL) as a whole: preparing a lesson series, preparing a lesson, enacting a lesson and, after this enactment, evaluating a lesson. The teacher skills required for DI and/or AfL in each of these phases are similar, however, the emphasis given to each skill differs in practice and this can be noted throughout all four interrelated phases. For AfL, the emphasis is on eliciting evidence during the lesson, for DI, the emphasis is on pro-active alignment of instruction and activities, based on students’ needs. Since teachers need the same underlying skills to be able to perform either DI or AfL, we can hypothesize that teachers who are proficient at either DI or AfL, will also be able to develop and implement AfL or DI in practice.
How Do Dutch Teachers Implement Differentiation In Primary Mathematics Education?
Authors: Prast Emilie J. , Hickendorff Marian 
Published: June 2023

AbstractAdapting education to students’ diverse educational needs is widely recognised as an important, but also complex aspect of effective teaching. In this chapter, we provide insight into how Dutch primary school teachers implement differentiation based on students’ current mathematics achievement level. We review evidence from four independent samples in which the same teacher self-assessment questionnaire was administered (N = 907 teachers in total), supplemented with qualitative data from various perspectives: external observers, students, and teachers. Based on these sources of information, we identify the following general patterns. Teachers generally implement achievement-based differentiation at least to some extent. That is, student achievement is monitored, and efforts are taken to adapt instruction or practice to students’ current achievement level. This is often organised using within-class homogeneous achievement groups. While low-achieving students regularly receive additional instruction, specific instruction for high-achieving students is uncommon. Refined, qualitative strategies to diagnose students’ individual educational needs and to adapt education to these individual needs are also used relatively infrequently. These relatively infrequently used strategies point to areas for improvement. Furthermore, the flexibility of within-class achievement groups seems to vary and deserves more attention in future research and practice.
Differences in Perceived Instructional Quality of the Same Classrooms with Two Different Classroom Observation Instruments in China: Lessons Learned from Qualitative Analysis of Four Lessons Using TEACH and ICALT
Authors: Lei Jieyan Celia , Chen Zhijun , Ko James 
Published: June 2023

AbstractResearch accumulated has suggested that narrowing instructional quality gaps can improve educational equity and the well-being of children in social and economic backgrounds. Considering that the disparity of instructional quality may affect educational inequality across different regions in China, this study explored how teaching quality varied in 30 lessons primary English classrooms in an economically disadvantaged province in China. This study adopted a mixed-method strategy with quantitative classroom observation data to select four lessons contrastive in teaching quality for subsequent qualitative analysis to explore classroom processes in-depth. Using two internationally validated classroom observation instruments, ICALT and TEACH, added a further dimension to examine how characteristics of instruments might influence perceived instructional quality. Results revealed that while both high-inference instruments were theoretically comparable in distinguishing teaching quality, only ICALT predicted learner engagement. While quantitative instruments could not provide detailed accounts of classroom processes, qualitative accounts of the four lessons could uncover the deep relationships between teacher-student interactions and differences in instructional quality. These findings suggest that conceptually similar instruments may vary in predictive power and that systematic qualitative analysis is indispensable in complementing high-inference instruments to provide an objective teacher evaluation.