bluuebunny/crossref_metadata_2025_split huggingface dataset:
Effects of whole grain intake on glucagon-like peptide 1 and glucose-dependent insulinotropic peptide: a systematic review and meta-analysis
Authors: Hassanzadeh-Rostami Zahra , Ghobadi Saeed , Faghih Shiva 
Published: August 2022

AbstractContextWhole grain intake may control help glycemia and reduce food intake by affecting the secretion of glucagon-like peptide 1 (GLP-1) and glucose-dependent insulinotropic peptide (GIP).ObjectiveThis systematic review and meta-analysis aimed to assess the postprandial and long-term effects of whole grains on GLP-1 and GIP levels.Data SourcesPubMed, Web of Science, and Scopus online databases were searched systematically to identify relevant randomized clinical trials (RCTs) published up to April 2021.Study SelectionRCTs that evaluated the effects of whole grains, compared with refined grains, on the postprandial area under the curve (AUC) value, the postprandial serum concentration of incretins from 0 to 180 minutes, or the fasting level of incretins after at least 14 days of intervention were included.ResultsNineteen studies were included in the meta-analysis. The results showed that acute intake of whole grains could not significantly change the AUC value of GLP-1 or GIP. However, the AUC value of GIP was reduced more significantly in (1) unhealthy participants (standard mean difference [SMD] −1.08; 95%CI, −2.07 to −0.10; I2 = 75.9%) compared with healthy participants, and (2) those with a baseline fasting blood glucose of ≥99 mg/dL (SMD −0.71; 95%CI, −1.30 to −0.11; I2 = 74.4%) compared with those with a baseline value of &lt; 99 mg/dL. On the other hand, the results of time-response evaluation during 0 to 180 minutes after the intake of test meals showed that serum concentrations of GIP decreased significantly from 0 to 30 minutes (coefficient = −44.72; P = 0.005), but increased from 60 to 180 minutes (coefficient = 27.03; P = 0.005). However, long-term studies found no significant effects of whole grains on fasting concentrations of GLP-1 or GIP.ConclusionWhole grain intake did not affect postprandial levels of GLP-1 but enhanced postprandial levels of GIP from 60 to 180 minutes. Further high-quality trials are required to assess the long-term effects of whole grain intake on serum levels of incretins.Systematic Review RegistrationPROSPERO registration no. CRD42021256695.
Curriculum Design
Authors: American Association for the Advancement of Science  
Published: August 2022

Abstract
Now let us consider the idea of curriculum design. As indicated by the definitions at the beginning of this book, the term “design” is used as a verb to designate a process (as in “designing a curriculum”), or as a noun to denote a particular plan resulting from a design process (as in “a curriculum design”). Never mind that a curriculum is not a garden or a bridge or a traffic pattern; our purpose in this chapter is to see how things play out when we apply the design practices of architects and engineers to the creation of new curricula. And, for the moment, let us put aside the question of precisely what a curriculum is (a matter to be taken up at the beginning of the next chapter), since the process of curriculum design can be explored without first having agreement on a precise definition of curriculum. The purpose of this chapter is to explore ideas, not to provide detailed step-by-step instructions on how to create an actual curriculum design, let alone an actual curriculum. It is as though, by way of analogy, the chapter deals with how general design principles may seem to apply to designing any kind of buildings, but not to how to produce detailed engineering plans for use in constructing actual buildings. To make the argument easy to follow, the chapter parallels the Prologue section by section. This time, instead of the backyard garden of the Prologue, our desired end is an effective K–12 curriculum. Our approach need not be altogether orderly, but we would surely do these things: • We would become gradually clearer on why we want a new curriculum. To have students—some students? all students?—learn more than they learn now? How much more? Learn different things? And which things? To respond to national standards or international comparisons? To raise SAT scores? How far? To increase attendance and the graduation rates? To have more graduates enter college? Certain colleges? To respond to criticism from teachers? Students? Parents? The community? State authorities? All such criticisms, or only some? Which? What if some of our intentions conflict with others?
Design by Assembly
Authors: American Association for the Advancement of Science  
Published: August 2022

Abstract
One can argue that making a series of small improvements in existing curricula will eventually add up to new curricula that accomplish what is desired of them, including producing graduates who are literate in science. That seems an excessively optimistic view. Decades of making incremental adjustments in K–12 curricula have not resulted in much advance toward universal science literacy. If incrementalism has not worked, what will? Surely not instant revolution, since the record of radical curricular reform is no more impressive than that of gradual curricular evolution. The central issue is not speed, but how to get a broadly beneficial transformation to occur at all, however long it takes. The traditional way we go about curriculum change is simply not up to the job. Present curriculum design fails to focus on the attainment of specific learning goals, is piecemeal, expects teachers to design curriculum materials, pays little attention to validating learning, and is technologically archaic. Typically, what is done in the name of curriculum design is to modify slightly the large elements that are already there—by adding units and topics to existing courses (sometimes subtracting, but not often), changing teaching materials and teaching methods, and altering the rules governing the paths that students take through the curriculum. Thought of as adjustments made to improve a curriculum, such changes may make good sense individually, but they still leave unattended the need to create a basic configuration of subjects and courses in the first place. There must be alternatives to the piecemeal approach. The one presented in this chapter is to design curriculum by selecting and configuring large curriculum components called blocks, almost necessarily with the aid of computer software. Imagine there exists a large and diverse inventory of “curriculum building blocks” and a database describing each of these blocks in detail. Given explicit learning goals and constraints and a conception of what the curriculum as a whole should be like, a school district could create its curriculum by choosing and configuring sets of appropriate blocks chosen from the inventory.
Curriculum Blocks
Authors: American Association for the Advancement of Science  
Published: August 2022

Abstract
For millennia, designers of plazas, walls, arches, bridges, and domes have used bricks as their basic construction units. Identical bricks can be arranged in a surprising number of different patterns, and many times more patterns can be created using only a few different kinds of brick. Some aspects of the patterns are essential to the purpose of the structure, whereas other aspects may be merely pleasing. To suit one purpose or another, the bricks can be different in material composition (marble, stone, glass, concrete, metal, plastic, clay, wood), structural properties (size, shape, strength, resilience, durability, response to temperature), appearance (color, transparency, surface texture), and inevitably cost (bare minimum to extravagant). How well the structure will do its basic job depends more on some of these properties than others, but any property may be important in motivating and selling the design. Obviously a designer needs to know what the properties of bricks really are and what features the final design must have. In the 20th century, sad to report, curriculum designers have not been so well blessed. For most of the century, they have had only a few kinds of “bricks” available to them, and those in only two “shapes”—one period, five days a week for one semester and one period, five days a week for one year. To make matters worse, there simply is no agreed-upon set of basic properties to use to describe or talk about curriculum components. For this and other reasons, “honesty in packaging” is rare in the descriptive materials provided by publishers. This chapter supposes that in creating the curriculum equivalent of a brick structure, educators will have access to a large variety of accurate descriptions of bricks in the form of an easily accessible database. After defining what a curriculum block is, the chapter presents a template for describing blocks, some thoughts on how and by whom suitable blocks can be developed, and a brief list of some possible curriculum blocks.
Increasing Curriculum Coherence
Authors: American Association for the Advancement of Science  
Published: August 2022

Abstract
In many school districts, the subjects making up a curriculum in any one year rarely have much to do with one another in practice, even if they do in some abstract description of the curriculum. The treatment of a subject in a given year has little to do with its treatment the prior year or with what its treatment will be the following year. Some topics appear year after year at about the same cognitive level and in the same context, whereas some important topics may never show up in any year at all. Perhaps this lack of intellectual and developmental coherence is not surprising since few K-12 curricula have been designed on the basis of a comprehensive, interconnected set of learning goals—not even within subject areas and certainly not across the entire array of subjects. This chapter begins by looking at the idea of curriculum coherence and then goes on to discuss ways in which developmental and intellectual coherence of existing K-12 curricula can be improved. Throughout, the context is science literacy and the examples are mostly taken from the work of Project 2061, but there is no reason to believe that the ideas and procedures would not apply more generally. In the context of this chapter, a coherent curriculum is one that focuses on the relatedness of particular knowledge and skills needed for science literacy, takes developmental considerations into account in deciding on the grade placement of specific learning goals in science, mathematics, and technology, and provides occasions for exploring thematic connections between science-related subjects and other fields. These three aspects of curriculum coherence—literacy goals, developmental sequence, and thematic connections—are discussed below. It is probably true that in every field there is more we would like students to learn than there is time for them to learn—even in the thirteen years from the start of kindergarten to the completion of high school. Surely this is the case with regard to science, mathematics, and technology. Hence great care must be taken to identify a limited set of essential, mutually supportive science-literacy goals to serve as the basis for making curriculum-content decisions.
LONG-TERM PERFORMANCE OF AN OPTICALLY STIMULATED LUMINESCENT SYSTEM FOR DOSE EQUIVALENT HP(10) MEASUREMENT
Authors: Njiki Calvin Didier , Tella Thierry Christian , Ben Bolie Germain H , Beyala Ateba Jean Félix , Simo Augustin , Ebele Yigbedeck Yolande Huguette , Bokwa Ngombo Diane Elsa 
Published: August 2022

Abstract
The performance of an optically stimulated luminescent (OSL) passive dosimetry system named MicroStar reader manufactured by Landauer Inc and acquired in 2011 is assessed in this study. The assessment carried out is based on the results of the intercomparison (IC) exercises organised by the International Atomic Energy Agency in 2013 and 2021. The IC results show that this OSL reader can maintain good performance after long-term usage provided adequate maintenance and calibration operations are carried out. Moreover, this assessment also reveals the importance of using a higher number of measurements per data point for the non-linearity test of the IEC 62387 standard.
Between a Rock and a Hard Place: a Human Rights Assessment of the Fate of Excluded Asylum-seekers and Criminal Refugees in Australia
Authors: Zomignani Barboza Júlia 
Published: August 2022

Abstract
Migrants fearing harm in their own country may benefit from the protection of refugee law. This protection, however, is not extended to those considered undeserving of it, for example, because they committed atrocities in the past, and may be removed from those who become a threat to the host State’s national security. In practice, States need to find solutions for such migrants, who are often failed asylum-seekers or criminal refugees who lost their protection status. In this regard, Australia is infamous for its extensive use of immigration detention, which is frequently applied to such migrants. The country’s practices have stirred much academic debate and gave rise to a multitude of legal cases and legislation changes. This contribution provides a human rights assessment of Australia’s practices towards failed asylum-seekers and criminal refugees, showing that when faced with such migrants, States may adopt measures that violate their international human rights obligations, such as returning them to harm or placing them in indefinite detention. As States are increasingly adopting similar practices, especially regarding the use of immigration detention, this analysis of the Australian context can inform the assessment of these practices anywhere they may be applied.
Hyper-elite network building in Madagascar: amplification or compensatory strategy?
Authors: Rua Linda , Razafindrakoto Mireille , Roubaud François 
Published: August 2022

AbstractResearch has proved that social networks are unevenly distributed. Qualitative and theoretical work on elite networks raises the question: do they amplify or compensate for inequalities in the powerful other resources? We test these hypotheses using a unique dataset of hyper-elites in Madagascar. We identify three network dimensions: extent, quality and effectiveness. We find that elite groups disadvantaged in terms of social position are generally disadvantaged in terms of social networks. In particular, the caste system is still key to network building at the top. Homophily is the dominant bonding dynamic among elites. However, some compensatory mechanisms are in play. Socially disadvantaged elites tend to make more use of their networks. They also have more upwardly heterophilous potential and mobilized networks. The predominance of the elite network’s amplifying role explains the prevalence of the elite reproduction dynamic. Newcomers, who represent a minority, are excluded from the highest decision-making bodies.
Social Workers’ Views of Ways to Engage Communities in Refugee Resettlement
Authors: Dubus Nicole 
Published: August 2022

AbstractThe refugee crisis has been keenly felt by communities as they perceive the new arrivals as threats to the community’s resources. Preparing the community for future arrivals can help, as can involving the community in the welcoming of refugees. This study explores how social workers engage communities to support refugee resettlement programs. Social workers are on the frontlines of providing services to refugees while also managing the fears and needs of the community members. A community that was once welcoming can become reactionary and xenophobic. This is a qualitative study using the content analysis of 32 social workers in four countries: the United States, Iceland, Switzerland, and Germany. Key factors influenced social workers’ facilitation of community integration among new arrivals and community members: prior experiences with displaced populations, social workers’ expectations, and strengths within the community. Social workers need training and support to include communities in resettlement services. Training and policy implications are discussed. Communities can be a partner in the resettlement process if care is given to work with the community before the arrival of new refugees.
Predicting Ripe Rot of Grape, Caused by Colletotrichum fioriniae, with Leaf Wetness, Temperature, and the Crop Growth Stage
Authors: Cosseboom Scott D. , Hu Mengjun 
Published: August 2022

The role of wetness duration (LWD) and temperature in the development of ripe rot was evaluated with greenhouse grape clusters and detached berries inoculated with Colletotrichum fioriniae. Five classification methods (decision tree, logistic regression, neural network, random forest, and support vector machine) were used to develop environmental risk models for predicting ripe rot from these variables. Additionally, a phenological stage susceptibility model was derived from results of previously published trials. The environmental risk output multiplied by the phenological risk output resulted in the ripe rot disease risk. The models were then tested for their ability to accurately predict the severity of 45 past ripe rot epidemics and were implemented in virtual fungicide application-triggering ripe rot warning systems. In the greenhouse and detached fruit trials, between 27 and 32°C and longer LWD resulted in the highest incidences of ripe rot. The 27°C and 24-h LWD treatment resulted in 100% ripe rot incidence in both greenhouse trials. Four candidate models were proposed for future field efficacy evaluations due to their ability to accurately predict the severity of past ripe rot epidemics while virtually triggering few, an average 2.5 to 3.0, fungicide applications per season. These models could be used to predict ripe rot infection events and inform management decisions for better control with reduced fungicide inputs. [Formula: see text] Copyright © 2023 The Author(s). This is an open access article distributed under the CC BY-NC-ND 4.0 International license .
VNN1 contributes to the acute kidney injury–chronic kidney disease transition by promoting cellular senescence via affecting RB1 expression
Authors: Chen Jia , Lu Hongxiang , Wang Xiaoyue , Yang Jie , Luo Jia , Wang Limin , Yi Xiangling , He Yani , Chen Kehong 
Published: August 2022

AbstractThe mechanisms underlying acute kidney injury (AKI) and chronic kidney disease (CKD) progression include interstitial inflammation, cellular senescence, and oxidative stress (OS). Although vanin‐1 (VNN1) plays an important role in OS, its contribution to the AKI‐CKD transition remains unknown. Here, we explored the roles and mechanisms of VNN1 in the progression of the AKI‐CKD transition. We observed that VNN1 expression was upregulated after ischemia/reperfusion (I/R) injury and high VNN1 expression levels were associated with poor renal repair after I/R injury. In VNN1 knockout (KO) mice, recovery of serum creatinine and blood urea nitrogen levels after I/R injury was accelerated and renal fibrosis was inhibited after severe I/R injury. Furthermore, in VNN1 KO mice, senescence of renal tubular cells was inhibited after severe I/R injury, as assessed by P16 expression and SA‐β‐Gal assays. However, our results also revealed that VNN1 KO renal tubular cells did not resist senescence when OS was blocked. To elucidate the mechanism underlying VNN1‐mediated regulation of senescence during the AKI‐CKD transition, retinoblastoma 1 (RB1) was identified as a potential target. Our results suggest that the reduced senescence in VNN1 KO renal tubular cells was caused by suppressed RB1 expression and phosphorylation. Collectively, our results unveil a novel molecular mechanism by which VNN1 promotes AKI‐CKD transition via inducing senescence of renal tubular cells by activating RB1 expression and phosphorylation after severe renal injury. The present study proposes a new strategy for designing therapies wherein VNN1 can be targeted to obstruct the AKI‐CKD transition.
Economic Evaluation of a Global Reconstructive Surgery Visiting Educator Program
Authors: Luan Anna , Meyers Natalie , Le Thua Trung Hau , Dang Hoang Thom , Phu Quoc Viet , Auten Brieanne , Chang James 
Published: August 2022

Objective:
The objective of this study was to quantify the cost-effectiveness and economic value of a reconstructive surgery visiting educator trip program in a resource-constrained setting.

Background:
Reconstructive surgical capacity remains inadequate in low- and middle-income countries, resulting in chronic disability and a significant economic toll. Education and training of the local surgical workforce to sustainably expand capacity have been increasingly encouraged, but economic analyses of these interventions are lacking.

Methods:
Data were analyzed from 12 visiting educator trips and independently-performed surgical procedures at 3 Vietnamese hospitals between 2014 and 2019. A cost-effectiveness analysis was performed using standardized methodology and thresholds to determine cost-effectiveness. Sensitivity analyses were performed with disability weights, discounting, and costs from different perspectives. Economic benefit was estimated using both the human capital method and the value of a statistical life method, and a benefit-cost ratio was computed.

Results:
In the base case analysis, the visiting educator program was very cost-effective at $581 per disability-adjusted life year (DALY) averted. Economic benefit was between $21·6 million and $29·3 million, corresponding to a 12- to 16-fold return on investment. Furthermore, when considering only costs to the organization, the cost decreased to $61 per DALY averted, with a 113- to 153-fold return on investment for the organization.

Conclusions:
Visiting educator programs, which build local reconstructive surgical capacity in limited-resource environments, can be very cost-effective with significant economic benefit and return on investment. These findings may help guide organizations, donors, and policymakers in resource allocation in global surgery.