bluuebunny/crossref_metadata_2025_split huggingface dataset:
Factors associated with the improvement of body image dissatisfaction of female patients with overweight and obesity during cognitive behavioral therapy
Authors: Yokoyama Hiroaki , Nozaki Takehiro , Nishihara Tomoe , Sawamoto Ryoko , Komaki Gen , Sudo Nobuyuki 
Published: October 2022

BackgroundCognitive behavioral therapy (CBT) has become one of the most commonly used psychotherapeutic treatments for obesity. It stems from CBT for bulimia nervosa and binge eating disorder, which focuses on amelioration of the eating behavior and body image dissatisfaction (BID), but usually does not focus on weight loss. In contrast, CBT for obesity focuses on weight loss, as well as eating behavior and BID. It is at present unclear whether the improvement of BID during CBT for obesity is associated with improvement of factors other than weight loss.ObjectiveThe purpose of this study was to determine whether improvement of BID during CBT for obesity was associated with improvement of factors other than weight loss.MethodsOne hundred and sixty-five women (BMI 31.8 ± 5.2 kg/m2, age 49.3 ± 10.5 years) with overweight or obesity completed a 7-month CBT-based weight loss intervention. BID, depression, anxiety, binge eating, and perfectionism were assessed at both baseline and the end of the intervention through the use of psychological questionnaires.ResultsPercent total weight loss, baseline BID, baseline binge eating disorder (BED), change in depression (Δdepression), Δstate anxiety, Δtrait anxiety, Δbinge eating, and Δperfectionism were significantly correlated with ΔBID. Multiple regression analysis showed that baseline BID, baseline BED, percent total weight loss, Δbinge eating, and Δdepression were independently associated with ΔBID.ConclusionImprovement of binge eating, and improvement of depression, as well as weight loss, were independently associated with amelioration of BID.Clinical trial registration[https://center6.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R000008052], identifier [UMIN000006803] and [https://center6.umin.ac.jp/cgi-open-bin/ctr_e/ctr_view.cgi?recptno=R0000 55850], identifier [UMIN000049041].
A modified tracheal transection approach for cervical esophageal lesion treatment: A report of 13 cases
Authors: Liu Yang , Huang Nan , Xu Wei , Liu Jie , An Changming , Zhu Yiming , Liu Shaoyan , Zhang Zongmin 
Published: October 2022

BackgroundSurgical interventions for tumors in the cervical esophageal region are complicated and laryngeal function is frequently sacrificed. Therefore, we attempted the tracheal transection approach to resect the tumor while preserving laryngeal function.MethodsThree patients with papillary thyroid cancer (PTC), six with cervical esophageal cancer (CEC), and four with CEC mixed with thoracic esophageal cancer (TEC) were enrolled. The esophagus was exposed after the trachea was transected between the second and third tracheal rings. CEC/TEC: Resection of the esophagus or/and a portion of the hypopharynx with acceptable safety margins and repair with free jejunum or tubular stomach. PTC: Suture the small esophageal incision immediately after removing the tumor. The tracheal dissection was repaired with interrupted sutures throughout the entire layer after the esophageal lesion was resected. The status of the recurrent laryngeal nerve (RLN) determined whether a tracheotomy was necessary.ResultsAll 13 patients had effective esophageal lesion excision, with six of them requiring intraoperative tracheotomy. Postoperative complications included a tracheoesophageal fistula (one case, 7.7%), postoperative RLN paralysis (two cases, 15.4%), and aspiration (three cases, 23.1%). Except for two patients with distant metastases, there was no recurrence in the remaining patients after 5–92 months of follow-up.ConclusionThe tracheal transection approach, as a new surgical technique, can retain laryngeal function while ensuring appropriate exposure and satisfactory surgical resection. Before surgery, the feasibility of this approach must be carefully assessed. The RLN should be protected during the procedure. The operation is both safe and effective, with a wide range of applications.
Clinicopathologic factors linked to oncologic outcomes for renal cell carcinoma with sarcomatoid dedifferentiation: A PRISMA-compliant systematic review and meta-analysis
Authors: Shan Lisong , Shao Xue , Gu Liangyou , Wu Minhong , Lin Pengxiu , Yu Zhiling , Chen Qingsheng , Zhu Daqing 
Published: October 2022

BackgroundThere are still differences in the prognostic factors of renal cell carcinoma with sarcomatoid dedifferentiation (sRCC). The aim of this study was to evaluate important predictors of survival in patients with sRCC.Patients and methodsA comprehensive search of PubMed, Embase, and Cochrane Library was conducted to identify eligible studies. The endpoints embraced overall survival (OS), cancer-specific survival (CSS), and progression-free survival (PFS). Hazard ratios (HRs) and related 95% confidence intervals (CIs) were extracted.ResultsA total of 13 studies were included for analyses. The pooled results showed that high European Cooperative Oncology Group performance score (HR 2.39, 95% CI 1.32–4.30; P = 0.004), high T stage (HR 2.18, 95% CI 1.66–2.86; P &lt; 0.001), positive lymph node (HR 1.54, 95% CI 1.40–1.69; P &lt; 0.001), distant metastasis (HR 2.52, 95% CI 1.99–3.21; P &lt; 0.001), lung metastases (HR 1.45, 95% CI 1.16–1.80; P &lt; 0.001), liver metastases (HR 1.71, 95% CI 1.30–2.25; P &lt; 0.001), tumor necrosis (HR 1.78, 95% CI 1.14–2.80; P = 0.010), and percentage sarcomatoid ≥50% (HR 2.35, 95% CI 1.57–3.52; P &lt; 0.001) were associated with unfavorable OS. Positive lymph node (HR 1.57, 95% CI 1.33–1.85; P &lt; 0.001) and high neutrophil to lymphocyte ratio (HR 1.16, 95% CI 1.04–1.29; P = 0.008) were associated with unfavorable CSS. High T stage (HR 1.93 95% CI 1.44–2.58; P &lt; 0.001) was associated with unfavorable progression-free survival.ConclusionsA meta-analysis of available data identified important prognostic factors for CSS, OS, and PFS of sRCC, which should be systematically evaluated for patient counseling, risk stratification, and treatment selection.Systematic Review Registrationhttps://www.crd.york.ac.uk/PROSPERO/display_record.php?RecordID=249449.
Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials
Authors: Paleczek Lisa , Ender Daniela , Kogler Andrea , Seifert Susanne 
Published: October 2022

The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile <15) and high reading skills (29 students, percentile > 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.
The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.
The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.
Relationship Between Computer Gambling and Academic Performance of High School Students
Authors: Javorcik Tomas , Durian Cenek 
Published: October 2022

While some sources say that playing video games has potential benefits whether in medicine or science, other sources take a different view and say that it can have various negative impacts. Video games are becoming more attractive thanks to their social, intellectual and emotional possibilities compared to television, movies or radio.
The issue of gaming is increasingly discussed today mainly due to the large number of available platforms on which to play. Games are becoming more and more realistic both in terms of graphics and artificial intelligence. It is relatively difficult to avoid the influence of games with ever-improving mobile games or games on social networks. Playing games is no longer a home affair but it has become ubiquitous. All of these aspects can have a negative impact on pupils’ welfare across all age groups and may pose a risk of possible addiction.
The aim of this paper is to describe the impact of computer gambling on school performance. The subject of this study was a group of 138 high school students studying to be computer science teachers. In addition, the authors also examined the latest gaming trends of the current generation of high school students and possible manifestations of addiction to playing video games in this group of individuals. The research was carried out using a questionnaire survey, projective methods (word association experiment and incomplete sentence test) and analysis of school documents. The aim of the questionnaire survey was to determine the player preferences of the examined individuals and their subjective perception of their own playing of games. Projective methods were used to determine the affective responses of individuals to stimuli related to playing games. School documentation was a source of records of a particular student.
The study’s findings suggest a potential relationship between playing video games and academic performance of the individuals and the obvious signs of addiction in some of the individuals involved.
Designing a curriculum for digital competencies towards teaching and learning
Authors: Fessl Angela , Maitz Katharina , Paleczek Lisa , Köhler Thomas , Irnleitner Selina , Divitini Monica 
Published: October 2022

The COVID-19 pandemic initiated a fundamental change in learning and teaching in (higher-) education [HE]. On short notice, traditional teaching in HE suddenly had to be transformed into online teaching. This shift into the digital world posed a great challenge to in-service teachers at schools and universities, and pre-service teachers, as the acquisition of digital competences was no longer an option but a real necessity. The previously rather hidden or even neglected importance of teachers’ digital competences for successful teaching and learning became manifest and clearly visible.
In this work, we investigate necessary digital competences to ensure high quality teaching and learning in and beyond the current COVID-19 pandemic. Based upon the European DigComp 2.1 (Carretero et al., 2017), DigCompEdu (Redecker, 2017) frameworks, the Austrian Digi.kompP framework (Virtuelle PH, 2021), and the recommendations given by German Education authorities (KMK 2017; KMK 2021; HRK 2022), we developed a curriculum consisting of 5 modules: 2 for individual digital media competence, and 3 for media didactic competence. For each module, competence-oriented learning goals and corresponding micro-learning contents were defined to meet the needs of teachers while considering their time constraints.
Based on three online workshops, the curriculum and the corresponding learning goals were discussed with university teachers, pre-service teachers, and policymakers. The content of the curriculum was perceived as highly relevant for these target groups; however, some adaptations were required. From the university teachers’ perspective, we got feedback that they were overwhelmed with the situation and urgently needed digital competences. Policymakers suggested that further education regarding digital competences needs to offer a systematic exchange of experiences with peers. From the perspective of in-service teachers, it was stated that teacher education should focus more on digital competences and tools.
In this paper, we will present the result of the workshop series that informed the design process of the DIGIVID curriculum for teaching professionals.
Analysis of Approaches to the use of ICT in the Teaching of Mathematics
Authors: Jancarikova Katerina , Jancarik Antonin , Havelkova Veronika 
Published: October 2022

Information and communication technologies (ICT) play an increasingly important role in learning and teaching. The way they are used in specific lessons is influenced by a number of factors, one of the most important of which is the teacher's beliefs about the use of ICT in education. The way teachers think about modern technologies is very important and greatly influences how they use ICT in their teaching. Our paper presents a partial output of research focusing on the influence of teachers' beliefs on the use of ICT in teaching.
Within the presented research, lessons of several mathematics teachers were recorded longitudinally. The recordings from classes were subsequently coded by a team of researchers and analysed in detail on the basis of Grounded theory. Several different aspects of teaching were observed in the analysis:
Forms of instruction, Teacher-pupil communication, Pupil activities at the blackboard, Pupil activity on PC or laptop, ICT involvement, Teacher activities, Phenomena in teaching using ICT, Used programs and applications and Testing. The results of this analysis were then compared with how teachers think about the use of ICT and how they characterize their own use of ICT in teaching.
Even though all the monitored teachers characterized themselves as experienced users of ICT, the way they used technologies in their teaching was very different and often differed greatly from the positions they declared. As part of the paper, we present a comparison of the teaching styles of individual teachers and a comparison of their beliefs and proclamations with the reality that was observed in the lessons. Attention will also be paid to the impact of the actual use of ICT on the overall course of the lesson and the activity of the pupils. The results of the research show that the way in which the teacher's beliefs affect teaching is really crucial.
The Global Case Study Challenge: A Virtual Exchange Developing Global Work Competencies
Authors: Knappitsch Eithne , Buko Svetlana , Zinenko Anna , Covarrubias Venegas Barbara 
Published: October 2022

The Global Case Study Challenge (GCSC) is a virtual exchange program designed for Bachelor and Master level students from interdisciplinary programs. The program focuses on the development of key Global Work (GloW) competencies, defined as: intercultural, digital communication and sustainability competencies. This paper discusses how the GCSC, as a new virtual model of teaching and learning, in a real-world context, supports the development of future-oriented work competencies. These competencies are crucial for effective global virtual teamwork and New Work scenarios in remote contexts. To date, 1450 students and 50 educators from 30 universities across 20 different countries have worked together in some 380 Global Virtual Teams on real-life business cases.
The learning design of this virtual exchange project is rooted in the knowledge that future-oriented global work competencies such as intercultural competence, digital communication competence and sustainability competence can only be developed through transformative learner-centred experiential learning. In the 2021 iteration of the GCSC, over the 8-weeks of the program, 86 groups of interdisciplinary Global Virtual Teams (GVTs) worked together: Establishing team-building dynamics while working in self-directed GVTs of 5-7 students, reflecting on (corporate) sustainability, collaborating on real-life business cases, and presenting their solutions and recommendations to a major global corporate partner at a virtual conference. The impact of the program on students’ competency development was measured using a longitudinal study design. The intercultural, digital communication, and sustainability competencies of the participants were measured pre-exchange (n=263) and post-exchange (n=274). The findings demonstrate a consistent increase of competencies over time among the program participants in almost all categories (knowledge, skills, attitudes), providing clear evidence of the overall positive impact of the GCSC on participants' competency development over the two-month program. Ultimately, the GCSC contributes towards students becoming highly effective members and leaders of high-performing Global Virtual Teams.
Impact of Emergency Online Learning and Teaching on Mature Part-Time Students
Authors: Lourens Ann , CONNELLY RUTH , PLAATJES RONELLE , MAPALING CURWYN 
Published: October 2022

During the COVID-19 pandemic, most institutions of higher education in South Africa, following an international trend, embarked on a mission to save the academic project by resorting to emergency online teaching and learning (EOLTL). The pandemic resulted in mature, part-time, working students being even further marginalised by removing them from university life and the accompanying support services geared to facilitate social, academic and mental well-being. We assumed that the cohort of mature, part-time students (MPTS) would encounter technological and personal challenges that could limit their academic progress.
Against this backdrop, the dual aim of this study explored the impact of EOLTL on MPTS during the COVID-19 pandemic; and the redesign or readjustment of the curriculum to accommodate and support this cohort of students. A previous, pre-pandemic study, revealed that this group of students experienced significant challenges with balancing work-and-home life in addition to the stress of studying part-time. Subsequently, a questionnaire was designed and piloted with a group of senior students from this cohort to explore the impact of EOLTL. As an ongoing study, this research will report on the findings from the pilot study and compare them to the results of the data obtained from the pre-pandemic study.
A significant finding of the study indicated that the majority of the students from this cohort coped well with EOLTL and indicated a preference for a more hybrid approach for the future and the remainder of their studies. These findings now challenge universities to find ways to adapt, capitalise on and apply the lessons learnt from the COVID-19 pandemic to benefit MPTS.
Based on lessons learnt and experiences during the pandemic, this research has the potential to provide insight into how higher education institutions could improve the provision of support, as well as the learning and teaching experiences of this unique student cohort of mature employed students studying part-time (and others), to ensure retention and academic success.
Redefining Quality Assessment in Canadian K-12 Schools With Empathy, Critical Consciousness and Metacognition
Authors: Marchione Michael , Barber Wendy , Van Oosveen Roland , Stokes Joe 
Published: October 2022

Over the past decades, educational pedagogies have been shaped by many theorists and frameworks. For the purpose of this paper, the researchers define educational pedagogy through a lens that is influenced by Paulo Freire. For instance, educational pedagogy can be defined as seeking a balance within the tension between freedom and authority, while navigating the challenging structures that shape educational institutions (Freire, 2005, 2020). These structures include the impact of lived experiences and realities, the role of curricula, and the changing interactions within society that influence the pedagogical frameworks in education (Freire, 2020). This paper begins to consider a new framework for assessment and evaluation in Ontario, Canada’s K-12 schools, where educational pedagogy, empathy, metacognition, and critical consciousness may be posited as potential components moving forward. This paper deeply examines these three key elements of effective and authentic assessment: empathy, critical consciousness and metacognition. Each of these terms is defined and situated in a 21C digital learning context, and the authors suggest that new directions in assessment and evaluation must consider these three significant as fundamental to any redesign of assessment practices. Consideration may be given to the perspectives and experiences of educational leaders, educators, students, and their communities, and how these perspectives can shape the values and how we meet the challenges in education. Pedagogy in practice can often reflect the strategies and beliefs that influence educators’ values and choices, and the resulting impact on learning. Part of these pedagogical considerations may include the development of empathy, critical consciousness and metacognition throughout the assessment and evaluation process. Using a Canadian context, the authors argue that post-pandemic learners require a different set of tools to learn, and post-pandemic teachers need to reconfigure the ways in which that learning is measured, assessed and evaluated.
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Woman in Manoj Kurur's work
Authors: A Precilla 
Published: October 2022

Human population who were straggling in the forest, started living as a society. This society of people disclosed their ascent identities such as lifestyle, Culture, rituals, belief, work, food habits, dress, language, arts, worship and etc. when we look over the Pazhanthamizh community, Sangham literature plays a major role in them. The Biological aspects of early people have been established through poets, Royal poets, Feminine poets and etc., when we see on the cultural aspects, women’s have separate place in their land in which they haved shaped their lifestyles for generations. In the changing environmental community, there are many changes in Political, Economical and Cultural elements. In order to reveal them creators have established their analysis through voices to the human community. However, until the gender difference of male and female is taught, just like the two sides of a win struggles for women’s rights and feminist voices will not rest up. In the life of women who were taught about virtuosity, the code of life in the sangham period have been desalted and imposed their morals. By Manoj Kurur’s creations we can come to know about the young generations of oppressed sangham women’s who broke their social customs and restrictions. This article examine’s the control x restraint in the opposition of the Novel in Malayalam “Nilam Poothu Malarntha Nall” in which a femine voice is brought through a male voice.