bluuebunny/crossref_metadata_2025_split huggingface dataset:
Clinicopathological features and prognosis of colonic and rectal gastrointestinal stromal tumors: A propensity score matching analysis
Authors: Li Chen , Lu Yunwei , Zhang Meng-meng , Wu Hao , Li Han , Ye Ying-Jiang , Jiang Kewei 
Published: October 2022

BackgroundColonic gastrointestinal stromal tumor (cGIST) and rectal gastrointestinal stromal tumor (rGIST) are two rare subtypes of gastrointestinal stromal tumor (GIST). The view that colonic and rectal carcinoma are different is generally accepted; however, whether there is a difference between cGIST and rGIST is still unknown. Here, we aimed to provide evidence for future clinical management and research by comparing the differences between the two types of GIST in the above-mentioned aspects.MethodsPatients were enrolled from three medical centers in China and published literature was collected following the inclusion and exclusion criteria. Propensity score matching was used to eliminate differences between cohorts.ResultsBetween cGIST and rGIST patients, significant differences were observed in age, tumor size, mitotic index, NIH risk category, growth pattern, and symptoms. Adjuvant therapy is used in a high proportion of cGIST patients, and neoadjuvant therapy is used in a high proportion of rGIST patients. Although local resection is the main surgical method in both cohorts, the proportion is higher in cGIST patients. The overall survival of rGIST patients was better than that of the cGIST patients before propensity score matching (PSM). Interestingly, no significant differences in prognosis were observed after PSM.ConclusionsAlthough there were significant differences between cGIST and rGIST patients in baseline characteristics, clinicopathological features, treatment choice, and overall survival rate before PSM, no significant differences in long-term survival were observed between the two groups after PSM. In our study, there may be no differences in the tumor entity between cGIST and rGIST.
Continuous Supply of Non-Combustible Gas Mixture for Safe Autotrophic Culture to Produce Polyhydroxyalkanoate by Hydrogen-Oxidizing Bacteria
Authors: Miyahara Yuki , Wang Chih-Ting , Ishii-Hyakutake Manami , Tsuge Takeharu 
Published: October 2022

Polyhydroxyalkanoates (PHAs) are eco-friendly plastics that are thermoplastic and biodegradable in nature. The hydrogen-oxidizing bacterium Ralstonia eutropha can biosynthesize poly[(R)-3-hydroxybutyrate] [P(3HB)], the most common PHA, from carbon dioxide using hydrogen and oxygen as energy sources. In conventional autotrophic cultivation using R. eutropha, a gas mixture containing 75–80 vol% hydrogen is supplied; however, a gas mixture with such a high hydrogen content has a risk of explosion due to gas leakage. In this study, we aimed to develop an efficient cell culture system with a continuous supply of a non-combustible gas mixture (H2: O2: CO2: N2 = 3.8: 7.3: 13.0: 75.9) for safe autotrophic culture to produce P(3HB) by hydrogen-oxidizing bacteria, with a controlled hydrogen concentration under a lower explosive limit concentration. When the gas mixture was continuously supplied to the jar fermentor, the cell growth of R. eutropha H16 significantly improved compared to that in previous studies using flask cultures. Furthermore, an increased gas flow rate and agitation speed enhanced both cell growth and P(3HB) production. Nitrogen source deficiency promoted P(3HB) production, achieving up to 2.94 g/L P(3HB) and 89 wt% P(3HB) content in the cells after 144 h cultivation. R. eutropha NCIMB 11599, recombinant R. eutropha PHB-4, and Azohydromonas lata grew in a low-hydrogen-content gas mixture. R. eutropha H16 and recombinant R. eutropha PHB-4 expressing PHA synthase from Bacillus cereus YB-4 synthesized P(3HB) with a high weight-average molecular weight of 13.5–16.9 × 105. Thus, this autotrophic culture system is highly beneficial for PHA production from carbon dioxide using hydrogen-oxidizing bacteria as the risk of explosion is eliminated.
The nature and prevalence of threats to medical student placement capacity in primary care: a survey of East of England GP practices
Authors: Darnton Richard , Amey Sam , Brimicombe James 
Published: October 2022

BackgroundGP practices deliver vital medical student teaching in the face of increasingly challenging circumstances.AimTo understand the nature and scale of threats to medical student teaching capacity in primary care.Design & settingAn electronic survey of a predefined population of 120 East of England GP practices that host medical student placements.MethodThe survey was completed on behalf of the practice by the GP lead for medical student teaching. They were asked to pick (from a list of 16) the four main challenges they faced delivering medical student teaching placements, then explain their selection and suggest solutions. Thematic analysis of free-text responses was undertaken from an activity theory perspective.ResultsResponses were received from 114 of the 120 practices in the study population (95% response rate). The most commonly selected challenges to delivering placements were clinical/practice workload (picked by 92 practices), and lack of space in the practice (picked by 63 practices). Thematic analysis produced a model whereby a practice’s decision to continue hosting students was influenced by level of motivation and burden of teaching, but only if a certain level of resource enablement is present. Analysis of free-text responses suggested that space pressures were perceived as being exacerbated by the need to accommodate more clinicians, especially advanced practitioners employed by primary care networks (PCNs) under the additional roles reimbursement scheme (ARRS).ConclusionThis study provides much-needed quantitative evidence to support the view that lack of space in GP premises is a major threat to the future of undergraduate general practice.
Haptic Technology in Digital Music Learning Context: A State-of-the-Art Analysis
Authors: Dörr Bianka , Norouzinia Farzaneh , Altmeyer Kristin , Werth Dirk 
Published: October 2022

Abstract: Digital media have become increasingly established in learning contexts in recent decades, and it seems impossible to imagine education without them, especially in recent years. Various technological advances can be observed, such as developments in virtual reality and augmented reality. To give learners a realistic impression of the virtual world, as many sensory impressions as possible should be addressed. However, current developments have mainly addressed the visual and auditory modalities, which make up two of the five human senses. Research and developments for the use of the other senses are being made but at this stage they are not yet ready for mass use. Especially the sense of touch based on skin as the largest human sensory organ or tactile and haptic perception seem to be of interest. Particularly in manual or medical areas where motor skills are required, haptic technologies are declared to be supportive and beneficial. One area that has hardly focused on digital learning so far is the music sector. Learning a musical instrument in this context seems to be an interesting field of research, as it not only promotes motor skills, but also cognitive development in both children and adults.
To give an update on the technical developments in the field of digital teaching and learning in music, and especially to highlight the use of haptic technologies, we will briefly review the state of the art in this paper. It begins with a brief overview of the basics of digital learning and haptics, as well as previous work in this field. Using the method of a scoping review, the topic of haptic technologies in the field of music education will be researched, analysed, and summarised according to defined criteria to give a condensed overview of it. The selected database and appropriate search strings will be used to achieve the aim of the paper. The results help to shed light on current research gaps and give indications for future developments of haptic technology in the music learning context.
Analysis of Individual Conversational Volatility in Tandem Telecollaboration for Second Language Learning
Authors: Smeaton Alan , Dey-Plissonneau Aparajita , Lee Hyowon , Liu Mingming , Scriney Michael 
Published: October 2022

Second language (L2) learning can be enabled by tandem collaboration where students are grouped in video conference calls while learning the native language of other student(s) on the calls. This places students in an online environment where the more outgoing can actively contribute and engage in dialogue while those more shy and unsure of their second language language skills can sit back and coast through the calls. We have built and deployed the L2L system which records timings of conversational utterances from all participants in a call. We generate visualisations including participation rates and timelines for each student in each call and present these on a dashboard. Students can self-reflect and perhaps target improving their levels of engagement for subsequent calls. We have recently developed a measure called personal conversational volatility for how dynamic has been each student’s contribution to the dialogue in each call. This measures whether a student’s contribution was interactive with a mixture of interjections perhaps interrupting and agreeing with others combined with longer contributions, or whether it consisted of regular duration contributions with not much mixing. We present an analysis of conversational volatility measures of a sample of 19 individual English-speaking students from our University at lower intermediate-intermediate level (B1/B2) in their target language which was French, in each of 86 tandem telecollaboration calls over one teaching semester. Our analysis shows that students varied considerably in how their individual levels of engagement changed as their telecollaboration meetings progressed. Some students got more involved in the dialogue from one meeting to the next while others did not change their interaction levels at all. The reasons for this are not clear from the data we have and point to a need for further investigation into the nature of online tandem telecollaboration meetings. In particular there is a need to look into the nature of the interactions and see if the choices of discussion topics were too difficult for some lower intermediate students and that may have influenced their engagement in some way.
From flipped to remote to hybrid: transformation of a game-based flipped classroom during the Covid-19 pandemic
Authors: Algayres Muriel , Timcenko Olga , Triantafyllou Evangelia 
Published: October 2022

Purpose – This research examines how students’ learning was affected by the transition from a flipped classroom model to remote learning during the Covid19 lockdown and hybrid learning after return to class.
Methodology – This study features quantitative analysis of undergraduate students’ online interactions with the course material over two semesters with the same instructor, one completely online, the other in the form of hybrid learning imposed by Covid19 restrictions. Participation in the game-based quizzes before class, in-class multiplayer game sessions, and presence in the classroom or online during the lectures were measured, as well as the students’ score to the final exam. Students also took a survey at the end of each semester to provide feedback on the course. Finally, interviews were made with some of the students to document their detailed impression of the learning challenges of the period.
Findings – Results from this study identified four groups of students with different attitudes regarding learning and challenges during and after Covid19 restrictions. Some came back immediately in the physical class while others remained online or did both. Average scores correlate increased face-to-face time and regular online preparation before class with better results in the final exam. Qualitative data from students’ interviews confirm these changing attitudes to learning due to Covid19.
Practical implication – This study allows us to reflect on best practices for hybrid learning and opportunities to improve on the flipped classroom model under changing modes of delivery. Furthermore, it underlines strategic importance to engage different profiles and challenges for students with less time and opportunity to engage in face-to-face learning.
Interest – While research on flipped and hybrid classrooms is prevalent, little has been done in comparing the two models and their impact on students’ learning attitudes Furthermore, research on classroom adaption and adjustment during Covid19 is still at early stages. This study presents opportunities and challenges for the hybrid classroom moving forward.
A Personalized Approach to Learning Across Time and Space
Authors: Fitzgerald Rachel , Rossiter Eliza , Thompson T.J. 
Published: October 2022

In a higher education environment massively disrupted by the pandemic, the importance of exploring the efficacy of purposeful, flexible, online learning is essential. Research shows that blended approaches to learning can be active, flexible, and student-centred. However, this research suggests that without human intervention or a bespoke context, there can also be very poor engagement. As such, this study presents the successes and challenges of introducing a personalised mobile-learning resource in a supported, personalized environment. The resource was designed and developed in 2019 and integrated in 2020 and 2021 into a large (n=200+) communication design class at an Australian university. This paper evaluates the effectiveness of the app using measures drawn from Abdullah & Ward’s (2016) take on the Technology Acceptance Model. Their model, GETAMEL (general extended technology acceptance model for e-learning) measures technology acceptance factors in eLearning such as enthusiasm, self-efficacy, and student enjoyment of technology in relation to contextual purpose. This paper also considers the value of self-directed learning and co-curricular activities in the context of additional learning to support core curriculum. This paper presents an evaluation of student experience drawn from a class-wide survey and analysis of usage data. We conclude that the use of a personalised app fosters an autonomously supportive experience that leads to intrinsic motivation and improves overall learning (Baker & Goodboy, 2018). The app provides additional support for students unable to attend tutorials and enabled students to remain engaged and abreast of the general topics each week and provided some additional prompts about self-directed learning activities they could engage in, that they wouldn’t have otherwise had. Enjoyment, as one of the key factors of the GETAMEL model, was explicitly mentioned by students. While a personalised tool is labour intensive and expensive in cost and time, this study concludes that the rewards regarding student experience make it worthwhile.
inDICEs: a MOOC on Developing Digital Transition Strategies for Cultural Heritage Institutions
Authors: Pireddu Roberta , Truyen Frederik , Taes Sofie , Bocyte Rasa 
Published: October 2022

In the Horizon 2020 project inDICEs, a consortium of 14 interdisciplinary partners from research and industry set out to develop an approach on how to understand and measure the impact of digital cultural heritage. Synthesising the results of three years of research, the consortium produced a MOOC on the KULeuvenX edX platform, focused on the development of digital transition strategies for both non-profit business models in heritage institutions as well as broader cultural and creative industries. Built on KU Leuven’s experience in developing MOOCs derived from Horizon research, this particular online course is part of a specific segment of the university’s MOOC offerings targeting primarily a professional audience. It is the third MOOC in a series intended for current and future professionals in the GLAM sector. In this paper, we discuss the choices behind the development of such a MOOC, and the strategic role such MOOCs play in the business model of the university, particularly with regards to micro-credentials. It also highlights the opportunities that networking with industry stakeholders opens for higher education and research organisations, as a not-for-profit valorisation effort. The MOOC brings insights on data monitoring and trend watching, copyright and digital asset management and development of digital strategies. Most importantly, it positions these topics within the context of new digital value chains for heritage institutions fostered by open access and participatory engagement models. As such, this paper will be of interest both to communities of MOOC developers - to understand how stakeholder communities and professional networks can steer choices, formats and approaches - as well as university MOOC business plan developers. Furthermore, as this MOOC embodies the growing interest of teachers and scholars in digital collections, it will also provide insights into opportunities such formats provided to the education and research sectors. Finally, it will speak to anyone working on MOOCs on the topic of cultural production and heritage.
Technology in the Pandemic: Rupturing the Aura of Higher Education
Authors: Lean Graham , Barber Wendy 
Published: October 2022

Framed by Benjamin’s (2008) concepts of aura, technological reproduction, and miniaturization, this paper argues that technology provides students with greater opportunities to take control of their learning in ways that were not possible when education took place largely on-campus, in the higher education classroom. Post pandemic, digital technology has influenced, and will further impact, the way in which we teach and communicate with our students. Educators emerging from pandemic pedagogies need a deeper understanding, and more judicious and effective use of technologies for learning. By understanding and using technology in these ways, educators can help students become more empowered, collaborative, and critically reflective. A lack of readiness for emergency online learning has been replaced with a sense of acceptance that educators must incorporate digital tools into their practice for both educational and communicative purposes. This means that our intellectual and social attachment to the physical classroom as a place for learning and communicating is not as strong as before. Far from being a eulogy for the physical classroom, this paper aims to interrogate the proliferation of technology, and the broad implications for higher education. It argues that the use of technology may help diminish the historical power and aura of higher education and intellectual pursuits, thus undermining the traditional overt and covert control of the institution as an ideological state apparatus. Nevertheless, this shifting educational landscape brings new challenges and questions about the historical aura of higher education, and the concomitant evolution of teacher student relationships and power structures through technology implementation. While maintaining optimism about educational technology, this paper urges educators to consider the broader context of our educational settings, and argues for prioritising critical engagement with technology that aims to utilise its potential for collaboration, empowerment and critically reflective inquiry.
Post- COVID-19 Pandemic Education: The Student Perspective
Authors: Vold Tone , Lervik Monica , Holen Stig 
Published: October 2022

The COVID-19 pandemic can be considered to be a long-term crisis and the outcome of such a crisis is depending on the decisions made during the crisis. As a Higher Education Institution, we are now at a crossroad regarding how to utilize experiences learned during the pandemic. Before the COVID-19 pandemic, there were only a few online study programmes at the Inland Norway University of Applied Sciences, Rena, Norway. During the pandemic, all of the education provided was online. There are now discussions amongst faculty staff regarding a return to the "ordinary" physical lectures or to embark on a hybrid way of educating students. However, equally important is what the students' perceptions of hybrid versus physical lectures are. We have therefor, through qualitative interviews, investigated what would suit the students’ needs. We have asked the students if they prefer digital teaching, physical teaching or a hybrid which combines both digital and physical teaching. In this paper we present the results from these investigations. The students feedback indicated clearly that they prefer physical teaching, but also that they would like to have access to digital recordings and lectures. We believe that his feedback is an important input to the further discussions on the New Normal in Higher Education Institutions.
Upaya Peningkatan Pengetahuan Ibu Hamil Melalui Edukasi Mengenai Teknik Perawatan Payudara dan Manfaat Asi
Authors: Retnaningtyas Erma , Suhita Byba Melda , Febriani Nely , Martiana  , Serianti  , Noviyanti  , Selviana  
Published: October 2022

Air Susu Ibu (ASI) merupakan asupan penting terhadap tumbuh kembang dan kesehatan bayi. Salah satu cara untuk meningkatkan produksi ASI yaitu dengan melakukan perawatan payudara. Perawatan payudara bermanfaat untuk melancarkan refleks pengeluaran dan meningkatkan volume ASI. Tujuan pengabdian masyarakat ini adalah untuk mningkatkan pengetahuan ibu hamil tentang teknik perawatan payudara dan manfaat ASI. Kegiatan ini dilakukan dengan memberikan penyuluhan dengan leaflet kepada ibu hamil tentang teknik perawatan payudara dan manfaat ASI dengan memberikan pre tes sebelum penyuluhan dan post tes sesudah penyuluhan. Penyuluhan ini dilaksanakan di aula Kelurahan Kampung Dalem Kota Kediri yang diikuti oleh 8 ibu hamil dengan menjalankan protokol kesehatan Covid 19. Sebelum diberikan penyuluhan sebanyak 2 ibu hamil (25%) memiliki pengetahuan baik dan setelah penyuluhan terdapat peningkatan pengetahuan baik menjadi 6 ibu hamil (75%). Kegiatan penyuluhan selanjutnya difokuskan tentang pentingnya ASI ekslusif untuk tmbuh kembang bayi.
Budaya Organisasi, Motivasi dan Kepuasan Kerja terhadap Kinerja Pegawai Puskesmas Kecamatan Tambora Jakarta Barat
Authors: Martiwi Rini , Suardita Nyoman , Widyaningrum Enggar , Suharyadi Dedi 
Published: October 2022

Tujuan penelitian ini adalah untuk mengetahui pengaruh dan seberapa besar pengaruh budaya organisasi, motivasi dan kepuasan kerja terhadap kinerja pegawai pada Puskesmas Kecamatan Tambora Jakarta Barat. Metode penelitian menggunakan analisis deskriptif kuantitatif. teknik pengambilan sampel menggunakan sampel jenuh dengan jumlah sampel sebanyak 70 orang dengan menyebarkan kuesioner. Teknik yang digunakan untuk menganalisis data ini menggunakan uji t, uji F, uji determinasi dan persamaan regresi berganda dengan menggunakan SPSS versi 22. Hasil penelitian ini didapatkan bahwa berdasarkan nilai t hitung untuk variabel budaya organisasi (X1) adalah 3,187, dengan nilai sig 0,116, variabel Motivasi (X2) adalah 3,145 dengan nilai sig 0,025, variabel Kepuasan Kerja (X3) adalah 0,215 dengan nilai sig 0,817, diartikan bahwa variabel budaya organisasi, motivasi, dan kepuasan kerja berpengaruh positif dan signifikan secara parsial terhadap variabel kinerja pegawai. Hasil uji F dinyatakan secara bersamaan Budaya Organisasi (X1), Motivasi (X2), dan Kepuasan Kerja (X3) berpengaruh positif dan signifikan terhadap kinerja pegawai. Hasil uji persamaan regresi sebesar 0,764 dan 0,318 yang berarti bahwa hubungan budaya organisasi, dan motivasi dengan kinerja pegawai positif dan signifikan, serta 0,028 pada variabel kepuasan kerja yang berarti terdapat pengaruh positif namun tidak signifikan .Sedangkan hasil uji koefesien determinasi yaitu kinerja pegawai sebesar 0,675 atau 67,5% dipengaruhi oleh faktor budaya organiasasi, motivasi dan kepuasan kerja sedangkan sisanya dipengaruhi faktor lain. Hasil pada penelitian ini menunjukan bahwa terdapat pengaruh yang cukup kuat antara budaya organisasi, motivasi dan kepuasan kerja terhadap kinerja pegawai pada Puskesmas Kecamatan Tambora Jakarta Barat.