bluuebunny/crossref_metadata_2025_split huggingface dataset:
Hypoxia-mediated SUMOylation of FADD exacerbates endothelial cell injury via the RIPK1-RIPK3-MLKL signaling axis
Authors: Yang Liming , Wen Yilin , Yuan Zhiyi , Zhao Dezhang , Weng Ping , Li Yueyue , Chen Qingyang , Zhang Wanping , Hu Hui , Yu Chao 
Published: February 2025

Abstract
Vascular endothelial cells are the predominant cell type in the cardiovascular system, and their dysfunction and death following hypoxic injury contribute to vascular lesions, playing an essential role in cardiovascular disease. Despite its importance, the mechanisms underlying vascular endothelial cell injury under hypoxia and potential therapeutic interventions remain poorly understood. Here, we constructed both an in vivo hypoxia model in C57BL/6 mice and an in vitro hypoxia model in HUVEC cells. Our findings demonstrated that hypoxia induces necroptosis in vascular endothelial cells and exacerbates inflammatory injury in vivo and in vitro, as evidenced by immunofluorescence and western blot. We identified FADD as a critical regulator of hypoxia-mediated necroptosis, with FADD knockdown significantly reversing hypoxia-induced necroptosis. Mechanistically, hypoxia affected protein conformation through SUMOylation of FADD and competitively inhibited its ubiquitination, leading to an increase in protein half-life and protein level of FADD. Furthermore, SUMOylation increased the interaction between FADD and RIPK1 and induced the formation of the FADD-RIPK1-RIPK3 complex, thereby promoting necroptosis in vascular endothelial cells. The SUMOylation inhibitor ginkgolic acid (GA) notably reduced hypoxia-induced vascular endothelial injury and inflammatory responses in male mice. Taken together, our research has uncovered a new process by which SUMOylation of FADD regulates hypoxia-induced necroptosis in endothelial cells, providing potential therapeutic targets for hypoxia-related cardiovascular diseases.
Distorted learning from local metacognition supports transdiagnostic underconfidence
Authors: Katyal Sucharit , Huys Quentin JM , Dolan Raymond J. , Fleming Stephen M. 
Published: February 2025

Abstract
Individuals experiencing symptoms of anxiety and depression have been shown to exhibit persistent underconfidence. The origin of such metacognitive biases presents a puzzle, given that individuals should be able to learn appropriate levels of confidence from observing their own performance. In two large general population samples (N = 230 and N = 278), we measure both 'local' confidence in individual task instances and 'global' confidence as longer-run self-performance estimates while manipulating external feedback. Global confidence is sensitive to both local confidence and feedback valence—more frequent positive (negative) feedback increases (respectively decreases) global confidence, with asymmetries in feedback also leading to shifts in affective self-beliefs. Notably, however, global confidence exhibits reduced sensitivity to instances of higher local confidence in individuals with greater subclinical anxious-depression symptomatology, despite sensitivity to feedback valence remaining intact. Our finding of blunted sensitivity to increases in local confidence offers a mechanistic basis for how persistent underconfidence is maintained in the face of intact performance.
Calcium titanate nanoparticles-induced cytotoxicity, genotoxicity and oxidative stress in human non-small lung cancer cells
Authors: Mohamed Hanan R. H. , Shaheen Shahd E. E. , Ibrahim Esraa H. , Hussein Nesma O. E. , Safwat Gehan 
Published: February 2025

Abstract
Calcium titanate nanoparticles (CaTiO3NPs) have garnered significant attention due to their unique properties and excellent biocompatibility, which have led to their increased use in various fields and consumer products. This rise in application necessitates a better understanding of their biological and toxicological effects. However, there is limited data on the cytotoxicity and genotoxicity of CaTiO3NPs in human normal skin fibroblasts (HSF) and non-small lung cancer (A-549) cells. Consequently, this study aimed to explore the effect of 48-hour exposure to CaTiO3NPs on cell viability, genomic DNA integrity, and oxidative stress induction in human cancer A-549 cells, compared to normal HSF cells. The cytotoxicity and genotoxicity of CaTiO3NPs were assessed using the Sulforhodamine B (SRB) cytotoxicity and Alkaline Comet assays, respectively. To estimate possible oxidative stress induction and variation in apoptotic gene expression, reactive oxygen species (ROS) analysis and quantitative real-time polymerase chain reaction (qRT-PCR) were also performed. Our findings demonstrated that exposure to CaTiO3NPs for 48 h resulted in low toxicity toward both normal HSF and cancer A-549 cells, with cell death observed only at high concentrations (100 and 1000 µg/ml). The IC50 value of CaTiO3NPs in both HSF and A-549 cells was greater than 1000 µg/ml; specifically, the IC50 value in A-549 cells at 48 h was 1670.65 µg /ml. However, treatment with CaTiO3NPs for 48 h at the IC50 concentration of 1670.65 µg /ml resulted in significant genomic DNA damage and excessive ROS generation, along with a notable disturbance in the expression level of apoptotic (p53 and Bax) and anti-apoptotic Bcl2 genes in A-549 cells. In contrast, no significant changes were observed in HSF cells treated for 48 h with the same concentration (1670.65 µg /ml) of CaTiO3NPs. Collectively, these findings indicated that despite short-term exposure to CaTiO3NPs causing low cytotoxicity in both normal HSF and A-549 cells. CaTiO3NPs were selectively genotoxic toward A-549 cells. This genotoxicity was mediated through excessive ROS generation, which disrupted genomic DNA integrity and altered the expression of apoptotic genes, triggering apoptosis in A-549 cells. Further in vitro and in vivo studies are needed to fully understand the toxicological and biological properties of CaTiO3NPs.
Rethinking the words hostspot reservoir and pristine in the environmental dimensions of antimicrobial resistance
Authors: Helliwell Richard , Ewin Isabel , Williams Alexander D. , Levine Diane T. , Singer Andrew C. , Raman Sujatha , Morris Carol , Stekel Dov J. 
Published: February 2025

Abstract
We assess three words commonly used to represent the environmental dimensions of antimicrobial resistance (AMR) – ‘hotspot’, ‘reservoir’ and ‘pristine’ – through two questions: how are these terms used in published research; and how do these terms shape research being conducted? We advocate for the community to reflect on and improve its use of language, and suggest four potentially more productive and precise terms for AMR hazard: presence; transmission; evolution and connectivity.
Adaptive Vibration Control of the Moving Cage in the 4 ×$\times$ 4 Hyperbolic PDE‐ODE Model of the Dual‐Cable Mining Elevator
Authors: Aarabi Elham , Ghadiri‐Modarres Mohammadali , Mojiri Mohsen 
Published: February 2025

ABSTRACTThis paper proposes an adaptive output‐feedback boundary control scheme to stabilize the vibrations of the moving cage in the dual‐cable mining elevator system assuming the damping coefficients of the cage axial and roll motions are unknown. The mathematical formulation of the system in the Riemann coordinates is described by a hyperbolic partial differential equation (PDE) on a time‐varying domain coupled with an ordinary differential equation (ODE) anti‐collocated with the control input. At first, the nominal non‐adaptive output feedback scheme is formulated by composing a state‐feedback controller with the PDE state observer, utilizing the infinite‐dimensional backstepping technique. Specifically, we apply two backstepping transformations to design the nominal state‐feedback controller. This significantly facilitates the adaptive solutions of the backstepping kernel equations, when unknown parameters are replaced by their time‐varying estimates. Then, a Lyapunov‐based approach is followed to design the update laws for the unknown damping coefficients and to prove the closed‐loop stability. It is shown that all states in the closed‐loop system are uniformly bounded and the cage dynamics is asymptotically stable. A numerical simulation is presented to demonstrate the performance of the proposed controller.
A Ge-doped sandwiched ring-core photonic crystal fiber supporting orbital angular momentum modes for broadband dispersion compensation
Authors: Ma Fuxiao , Li Peili 
Published: February 2025

Abstract
In order to solve the limitation of data transmission speed and transmission distances of the communication system due to the accumulated dispersion in orbital angular momentum(OAM) transmission system, a Ge-doped sandwich ring-core photonic crystal fiber(SR-PCF) is proposed for OAM modes’ broadband dispersion compensation. SR-PCF is divided by the Ge-doped sandwich ring-core into two regions of the inner and outer claddings with periodic triangular lattice air holes, which is conducive to negative dispersion. By optimizing the cladding air-hole diameter, air-hole spacing, sandwich ring-core’s thickness and mole fraction of GeO2, the dispersion compensation properties of SR-PCF are improved. The proposed SR-PCF are numerically analyzed by the finite element method. The results show that SR-PCF has broadband negative dispersion values of −57.87 ∼ −65.60 ps/(nm·km) and negative dispersion slope values of the OAM1,1∼3,1 modes in the range of 1530 ∼ 1570 nm. The high negative dispersion values of −63.31, −62.14 and −60.11 ps/(nm·km) at 1550 nm can be used to compensate dispersion with 1:15.8, 1:6.9 and 1:3.8 length ratios in OAM modes fiber optic transmission links. In addition, it has the confinement loss as low as 2.18 × 10−7 dB·km−1, the effective mold field area as high as 123.92 μm2, and the nonlinear coefficient as low as 0.89/W·km. The proposed SR-PCF can be used for low-order of OAM modes’ broadband dispersion compensation in the mode division multiplexing systems and the construction of passive all-optical networks.
School science models of energy and their representation in in-service training
Authors: Tison Estelle , Rollinde Emmanuel 
Published: February 2025

Abstract
Energy is both a concept of everyday life linked with strong societal issues and an abstract scientific concept particularly complex to teach. Teaching energy requires the use of scientific school models and can be facilitated by the use of energy chains. Through guided interviews, models and associated chains proposed by academic trainers (in-service education) have been clarified. These models and their representations are diverse, and only a few are derived from those promoted by research in didactics. In particular, they generally do not take into account the degradation of energy, a property which is nevertheless fundamental to talk about energy in a societal context.
Conceptual approaches to teaching
Authors: Sands David , Kozelková Katarína 
Published: February 2025

Abstract
The nature of concepts and conceptual understanding is discussed in relation to approaches to teaching which enhance conceptual understanding. The role of qualitative relationships, mental models, discussion, team work and the use of different kinds of representations are all considered with reference to their use in scientific reasoning and, by extension, learning to reason in science. Participants in the workshop were given the opportunity to put these ideas into practice by, first, explaining or discussing difficult concepts. Approaches applicable to both higher and secondary education were examined through the use of appropriate examples.
Exploring the impact of answer-until-correct on group discussion of readiness tests
Authors: Irgens Børge 
Published: February 2025

Abstract
This paper explores the use of the answer-until-correct (AUC) format with multiple-choice questions (MCQs) as a tool to enhance student discussions in the context of readiness testing in a Team-Based Learning setting. The study reveals ways AUC can foster productive group discussions, encouraging students to explore new resources and alter group dynamics. However, it also shows limitations in how students use the feedback from the AUC format and other aspects of the discussions that require careful consideration to maximize educational outcomes. The paper further suggests instructional implications and suggests directions for future research into the use of AUC, particularly in readiness testing.
Decision-making by students in lab courses: stimulating students’ reasoning when choosing apparatus in experiments
Authors: Logman Paul , Rog Matthijs , Sedghinejad Nazly 
Published: February 2025

Abstract
Making substantiated decisions is an important critical thinking skill. In this exploratory longitudinal study with limited means we look at students substantiating their choice of apparatus for experiments. In our undergraduate lab we gave students the opportunity to choose from two different sets of equipment in experiments on oscillations and waves. Students’ choices were registered and they were asked about the reasoning behind their choice. Their reasonings were compared to Svenson’s 4 levels of decision making. The results show that when given the chance just under 20% of the students take decisions on the lowest level 1. More than half of the students take decisions on level 2 and about 20% of the students take a decision on level 3: valid (technical) reasons for their preference. This number appears to increase when students are asked not to perform two experiments with their chosen set of equipment but only one. Giving students the opportunity to make their own decisions is therefore recommended for other lab courses.
The construction of PET bottle rockets with water propulsion were means used to develop a Meaningful Learning of Newton’s Third Law in a High School class
Authors: Graziele Ap. Correa Ribeiro , Thais Rafaela Hilger 
Published: February 2025

Abstract
This article highlights the importance of understanding the fundamental laws of physics, focusing on Newton’s Third Law, which establishes the action and reaction relationship between bodies in the physical universe. Recognizing the challenges in teaching this law, especially in translating abstract concepts into tangible experiences, the practical application of the theory is proposed through the construction of rockets made from PET bottles. This innovative approach not only illustrates the law but also aims to stimulate active student engagement, promoting more meaningful learning. The choice of rockets as a pedagogical tool not only overcomes traditional teaching challenges but also makes learning more relevant and enduring. By exploring Newton’s Third Law in a practical and playful manner, the article seeks to provide students with a deeper understanding and a meaningful connection to the fundamental principles of Newtonian physics. Experimenting with PET bottle rockets offers a unique opportunity for students to directly observe forces in action, facilitating the internalization of concepts and contributing to more effective knowledge construction.
To teach or not to teach Quantum Physics? Revisiting goals and practices of instruction in secondary schools
Authors: Onorato Pasquale , Di Mauro Marco , Malgieri Massimiliano 
Published: February 2025

Abstract
We report on the results of a series of interviews conducted with some experts on Quantum Physics (QP) concerning aspects of its teaching at the secondary school level, specifically: the overall appropriateness of this teaching, the historical approach, the needed mathematical background and the topics that should be included. Some foundational and controversial aspects of QP, which concern potentially includable topics, are addressed as well. Utilizing the insights obtained from the interviews, a questionnaire was developed and distributed to an additional 31 experts. The main aim was to investigate the experts’ viewpoints on the inclusion of QP in secondary school curricula and the rationale behind their positions. The secondary objective was to delve deeper into the examination of the fundamental topics that experts consider crucial for secondary level education. Additionally, the questionnaire aimed to explore foundational and contentious aspects of QP relevant to high school curricula, including assessing the consensus among experts on these subjects. However, a notable lack of consensus emerged on these matters.
PhysLab Break – escape games for physics education
Authors: Janiga Ladislav , Haverlíková Viera 
Published: February 2025

Abstract
Increasing popularity of the escape rooms leads to using escape games in educational process. The paper presents educational escape game PhysLab Break and experiences from its developing process. The goal of the game is to develop students’ teamwork skills, problem-solving skills, experimental skills, divergent thinking, logical reasoning and understanding of physical phenomena. Upper secondary or higher education students are the target group of the game. The game development process involved several iteration cycles of testing and modifying of the game. Plans for further research are outlined in the conclusion.
Could Physics teaching and Sustainability challenges be linked?
Authors: Persano Adorno Dominique , Koliakou I. , Bratitsis Tharrenos , Komorek Joanna , Pizzolato Nicola 
Published: February 2025

Abstract
Sustainability is getting mandatory for the continuing human development, where living conditions and resources are used to meet human needs without undermining the integrity and stability of the natural system. Sustainable Development is an interdisciplinary concept, including the Environmental, Health, Energy, Economic, and Socio-Cultural areas. Empowering young learners to create a sustainable future is critical in educating future responsible citizens. Education at Sustainability can also act as a vehicle to inspire the next generation of students to pursue a career in science. Physics plays a key role in the achievement of the SGDs, in particular regarding the sustainability in the Environmental, Health and Energy areas. The Erasmus+ GREEN-EDU project supported the development of new interdisciplinary approaches and teaching practices in science classrooms, enhancing the efficacy of teaching/learning physics by means of novel fields such as sustainable engineering, robotics and green biotechnology. Green education allows connecting abstract physics concepts to real-world technologies that are responding to environmental challenges. Under the umbrella of a green education curriculum, difficult physics concepts can be introduced and explained within a more interesting context, relevant to the everyday (and future) life of the students.
Discussing climate protection measures in physics classroom – Expert ranking on the importance of possible teaching beliefs
Authors: Fasching Matthias , Hopf Martin 
Published: February 2025

Abstract
The new national physics curriculum for lower secondary schools in Austria requires that students in 8th grade should learn how to classify and discuss the implementation of climate protection measures. Physics teachers can have different attitudes about teaching such socio-scientific issues and face multiple challenges. For example, it is unusual for them to link physics content with political and economic dimensions, as it is the case in discussing climate protection measures. According to the Theory of Planned Behavior, the ERTE-model, and the Refined Consensus Model of PCK, addressing salient teaching beliefs in teacher training could foster their willingness and intention to implement educational innovations in their classroom. This contribution is about a preliminary study to an in-service teacher questionnaire, for which we want to reduce a large amount of diverse teaching belief items. Therefore, experts (n=25) ranked 74 belief items regarding the expected importance for teachers and reported unclarities about the items. Accordingly, 18 items will be used in the main study as they were considered “important”. In addition, we justify the inclusion of 16 more items with a lower rating in the final questionnaire due to theoretical reasons or our interest in developing a teacher training program.
Teaching gain: a measure of Physics teachers’ improvements
Authors: Bologna Valentina , Peter Leban Simon , Longo Francesco , Peressi Maria , Sorzio Paolo 
Published: February 2025

Abstract
In Physics Education Research (PER), Hake’s learning gain is widely used to measure students’ improvements. As learning gain tries to emphasise students’ progression in learning, in the same manner, we used teaching gain to measure the trend in changing teaching practices. To define teaching gain, we referred to teachers’ development of new habits of mind and practices when they start to adopt the ISLE approach in their classrooms. We report the results from the analysis of case studies of eight Physics teachers involved in an in-service training program, which guided them to reflect on and change their tasks of teaching.
Supporting physics teachers in the implementation of innovative teaching methods and inspiring learning environments
Authors: Juhásová Antónia , Kireš Marián 
Published: February 2025

Abstract
Education for employment in the information society requires a targeted development of students’ skills and competences. Innovative teaching methods and an appropriate learning environment are essential for the development of skills. Digital technologies make it possible to combine online education with face-to-face teaching. Our aim is to introduce lower and upper secondary school physics teachers to the blended learning method and its practical application in a stimulating future classroom lab (FCL) learning environment. Through an online survey, we mapped the attitudes of STEM teachers towards the teaching methods they use and the current state of the school laboratory in which they teach. In this paper we present the requirements for blended learning activities. We emphasise personalised education, a project-based approach and peer collaboration to develop skills and conceptual understanding. We offer teachers professional collaboration in the design of a flexible learning environment with the involvement of an industrial partner supporting the FCL concept. We highlight the importance of specific learning zones to achieve the stated learning objectives. We present the results of an anonymous survey on the state of physics specialist classrooms as a starting point for school management and teacher initiative in intended changes to the school learning space.
Elixir to Schools - 10 years of continuous support for teachers
Authors: Dvorakova Irena , Proskova Petra 
Published: February 2025

Abstract
Elixir to Schools started 10 years ago as a project aimed at improving physics education in the Czech Republic. Four years later it became an independent non-profit organisation. Nowadays it organizes more than 60 regional centres in the whole country for teachers of mainly physics and chemistry but also from primary schools and kindergartens. Currently, almost 3,000 teachers are involved in Elixir to Schools. Thus Elixir makes continuous and long-lasting in-service teachers’ training. The paper describes support provided to leaders of the centres, annual conferences of Elixir and specific experience from the project as well as teacher feedback gathered through the annual evaluation.