mdpi-ai/citelens huggingface dataset:
A meta-analytic investigation of the impact of middle school STEM education: where are all the students of color?
Field: EDUCATION

Background: Integrated science, technology, engineering, and mathematics (STEM) education initiatives are becoming an increasingly popular approach to narrow the opportunity gap among underrepresented minority (i.e., Black, Hispanic, and first-generation) students. However, there are limited studies on the impact of exposure to integrated STEM education on academic achievement and an even lesser amount on performance among underrepresented minority (URM) groups. Students exposed to STEM programming in middle school are more likely to pursue a STEM field in college or a STEM-related career. However, despite increases in middle school STEM programming initiatives, STEM college graduation rates have declined, particularly among URM populations. This meta-analysis aims to determine the effectiveness of STEM education in middle school, focusing on URM students. Results: A total of 20 studies containing 45 independent samples met the study criteria. The studies included were published from January 1, 2011 to May 1, 2022, and identified from the following academic databases: ERIC, Google Scholar, ProQuest Dissertations and Theses, and SCOPUS. Integrated STEM programming was most impactful when: engineering was incorporated into science courses and at full STEM integration, occurring over one academic year (d = 0.89) and occurring in 8th grade (d = 1.55). Overall, the effect size estimate demonstrated heterogeneity, with a large positive significant effect across the studies (d = 0.558, 95% CI [0.514–0.603], p < 0.001), indicating a significant impact on student achievement. The most notable finding was the lack of empirical studies involving URM groups, with only one effect size estimate reported for Black students and other minority groups and 40 effect size estimates for non-minority groups revealing a non-significant difference in effect size estimates. Conclusions: Students benefit from STEM program participation, with the average STEM student outperforming approximately 70% of their same-age, same-grade peers not participating in STEM programming. In particular, URM students benefit even more from quality integrated STEM education initiatives, given one caveat—students must be given the opportunity. We conclude that the issue is not that URM students are not academically benefiting from middle school integrated STEM education programs, based on the available research—they are merely not participating. We highlight the need and suggest interventions for providing collaborative and focused attention on the societal and cultural factors impacting URM student participation and retention in integrated STEM education programs.
Relationship between the Health Literacy and Self-Medication Behavior of Primary Health Care Clientele in the Hail Region, Saudi Arabia: Implications for Public Health
Field: PSYCHOLOGY

Background and aim: Because they are unaware of the potential adverse effects of medications, people frequently self-medicate as a form of self-care. This study aimed to investigate the factors associated with health literacy and the propensity to self-medicate among the primary healthcare clientele of the city of Hail, Saudi Arabia. Methods: This research employed a cross-sectional approach with the participation of 383 primary health center clientele of the Hail Region of Saudi Arabia. Participation was enacted via convenience sampling from December 2022 to February 2023. The data were collected using a self-administered questionnaire. The investigation utilized descriptive statistics as well as multiple linear regression and correlation for the data analysis. Results: Participants who were aged 30 years and above, single, had a college degree, were non-Saudi, had a white-collar occupation and received information from the internet/Google/YouTube had a significant relationship (p < 0.05) with health literacy. On the self-medication scale (SMS), there were significant relationships with age, marital status, educational level and occupation (p < 0.05). The nationality and source of information factors related to health had a positively significant effect on health literacy (p < 0.01), while middle age (24–29 years) had a positive effect on the self-medication scores (p < 0.01). There was a significant positive correlation between the health literacy screening scale (BRIEF) and the self-medication scale (SMS) scores (r = 421, p < 0.001). Conclusion: Age of 30 years old or above, single status, a college degree, non-Saudi status, white-collar occupation and receiving information from the internet/Google/YouTube were all significant for health literacy. There were also significant relationships with the SMS scores for age, marital status, educational level and occupation. The factors affecting health literacy were older participant age, nationality and the source of information regarding health. Conversely, among the participants, being in the middle-aged group (24–29 years) was a factor that affected their self-medication scores. There was a significant positive correlation between the health literacy screening scale (BRIEF) and the self-medication scale (SMS).
“It’s Easy to Put Oneself in the Shoes of Others.” Results of a School Study in Geography Lessons on Working with Authentic Personal Narratives in Comparison to Factual Texts
Field: PSYCHOLOGY

Texts represent the most frequently used medium in geography teaching, although they do not belong to leading subject-specific media. Despite their undisputed didactic importance, they have not yet been sufficiently researched. In this article, we consider the use of authentic and personal narratives in geography lessons. We first show their theoretical potential for realistic, multi-perspective and motivating teaching. Then, we present a school study in which the use of authentic, personal narratives was investigated in comparison to a factual text. The areas of investigation were the students’ understanding of the content of a geographical topic, their memory performance and their motivation to work. The results show that authentic, personal narratives are better suited than factual texts to convey a topic to pupils in a multi-perspective and differentiated way. They also confirm their potential to empathise better with other people and to understand their actions through changes in perspective. Regarding recall performance, however, the results show no difference between the two groups. Finally, the results of the school study are considered in the context of forming suggestions for the use of authentic, personal narratives in geography lessons.
LIN28B and Let-7 in Diffuse Midline Glioma: A Review
Field: ONCOLOGY

Diffuse midline glioma (DMG) is the most lethal of all childhood cancers. DMGs are driven by histone-tail-mutation-mediated epigenetic dysregulation and partner mutations in genes controlling proliferation and migration. One result of this epigenetic and genetic landscape is the overexpression of LIN28B RNA binding protein. In other systems, LIN28B has been shown to prevent let-7 microRNA biogenesis; however, let-7, when available, faithfully suppresses tumorigenic pathways and induces cellular maturation by preventing the translation of numerous oncogenes. Here, we review the current literature on LIN28A/B and the let-7 family and describe their role in gliomagenesis. Future research is then recommended, with a focus on the mechanisms of LIN28B overexpression and localization in DMG.
Value of Care: An Exploratory Qualitative Study with Doctors and Patients
Field: PSYCHOLOGY

The concept of value in healthcare is mainly based on economic and financial aspects. However, the literature has emphasised the need to investigate value from other perspectives. The present study aimed to explore the views of physicians and patients on the value of healthcare, and to examine in depth the psychosocial and organisational elements that have emerged but that need to be investigated more. Therefore, two qualitative studies were performed, in which 69 physicians and 111 patients participated. The data were analysed using content analysis and text mining using t-lab software. The results revealed common elements between the two healthcare actors that constitute value in healthcare, including competence, professionalism, and soft skills like communication and empathy. Furthermore, the importance of functioning health services and effective organisational culture in local healthcare and investment emerged. These findings can guide healthcare organisations to consider the potential psychosocial factors related to value in healthcare, which affect organisation in terms of costs and healthcare relationships. In addition, these findings are a first step in filling the gap found in the literature regarding the consideration of value from a non-economic perspective and the difficulty of defining and measuring it.
Recent Advances in Deep Learning and Medical Imaging for Head and Neck Cancer Treatment: MRI, CT, and PET Scans
Field: ONCOLOGY

Deep learning techniques have been developed for analyzing head and neck cancer imaging. This review covers deep learning applications in cancer imaging, emphasizing tumor detection, segmentation, classification, and response prediction. In particular, advanced deep learning techniques, such as convolutional autoencoders, generative adversarial networks (GANs), and transformer models, as well as the limitations of traditional imaging and the complementary roles of deep learning and traditional techniques in cancer management are discussed. Integration of radiomics, radiogenomics, and deep learning enables predictive models that aid in clinical decision-making. Challenges include standardization, algorithm interpretability, and clinical validation. Key gaps and controversies involve model generalizability across different imaging modalities and tumor types and the role of human expertise in the AI era. This review seeks to encourage advancements in deep learning applications for head and neck cancer management, ultimately enhancing patient care and outcomes.
The different clonal origins of metachronous and synchronous metastases
Field: ONCOLOGY

Background Metastases are the leading cause of mortality in cancer patients. Linear and parallel are the two prominent models of metastatic progression. Metastases can be detected synchronously along with the primary tumor or metachronously, following treatment of localized disease. The aim of the study was to determine whether synchronous metastases (SM) and metachronous metastases (MM) differ only in lead-time or stem from different biological processes. Materials and methods We retrospectively studied the chest CTs of 791 patients inflicted by eleven malignancy types that were treated in our institution in the years 2010–2020. Patient’s population included 396 with SM and 395 with MM. The diameter of 15,427 lung metastases was measured. Clonal origin was deduced from the linear/parallel ratio (LPR)-a computerized analysis of metastases diameters. LPR of 1 suggests pure linear dissemination and − 1 pure parallel. Results Patients with MM were significantly older (average of 62.9 vs 60.7 years, p = 0.02), and higher percentage of them were males (58.7% vs 51.1%, p = 0.03). Median overall survival of patients with MM and SM was remarkably similar (23 months and 26 months respectively, p = 0.774) when calculated from the time of metastases diagnosis. Parallel dissemination (LPR ≤ 0) was found in 35.4% of patients with MM compared to only 19.8% of the patients with SM (p < 0.00001). Conclusion Patients with SM and MM differ in demography and in clonal origin. Different therapeutic approaches may be considered in these two conditions.
The 3 × 2 Achievement Goals in the Education, Sport, and Occupation Literatures: A Systematic Review with Meta-Analysis
Field: PSYCHOLOGY

Achievement goal theory has been a dominant motivation framework since the 1980s. The 3 × 2 achievement goal framework emerged in the literature in 2011. We aimed to conduct a systematic review with meta-analysis following the PRISMA guidelines of the 3 × 2 achievement goal research in education, sport, and occupation settings. We retrieved articles from searching EBSCOhost and Google Scholar platforms. Eligible articles contained the 3 × 2 achievement goal in education, sport, or occupation, were published in a peer-reviewed journal, and provided mean data or correlate data. We tested hypotheses concerned with (1) the overall pattern of achievement goal endorsement, (2) achievement goal differences by domain (education, sport) and compulsory nature of the domains or sub-domains, and (3) achievement goal relationships with correlates (e.g., learning strategies, motivations, performance). After screening, 56 articles met all inclusion criteria, providing 58 samples across education (n = 44), sport (n = 10), and occupation (n = 4) settings with 35,031 unique participants from 15 countries. Participants endorsed the task- and self-approach goals more than the counterpart avoidance goals, other-avoidance goals more than other-approach goals, and the intercorrelations and reliability coefficients were acceptable. Minimal impact results from examining within and across study bias statistics. Of importance, the domain (i.e., education, sport) and the compulsory nature of the domain or sub-domains (i.e., primary-secondary education, sport) moderated goal endorsement (group mixed-effects p < 0.05, g values medium to very large). These groupings also moderated the other goal differences. Concerning our correlates analyses, most meta-analyzed correlations among the achievement goals and correlates were small in meaningfulness with the largest correlations (0.30–0.42) between the approach goals merged and the task- and self-approach goals and facilitative learning strategies and desired motivations. In conclusion, the 3 × 2 achievement goals literature is diverse. Furthering the study and application of this model requires overcoming inherent limitations (i.e., consistent response scale sets), teasing out differences between the task- and self-goals, measuring performance outcomes, and cross-cultural collaborations.
How well-intentioned white male physicists maintain ignorance of inequity and justify inaction
Field: EDUCATION

Background: We present an analysis of interviews with 27 self-identified progressive white-male physics faculty and graduate students discussing race and gender in physics. White cis men dominate most STEM fields and are particularly overrepresented in positions of status and influence (i.e., full professors, chairs, deans, etc.), positioning them as a potentially powerful demographic for enacting systemic reform. Despite their proclaimed outrage at and interest in addressing inequity, they frequently engage in patterns of belief, speech and (in)action that ultimately support the status quo of white male privilege in opposition to their intentions. Results: The white male physicists we interviewed used numerous discourses which support racist and sexist norms and position them as powerless to disrupt their own privilege. We present and discuss three overarching themes, seen in our data, demonstrating how highly educated, well-intentioned people of privilege maintain their power and privilege despite their own intentions: (1) denying inequity is physically near them; (2) locating causes of inequity in large societal systems over which they have little influence; and (3) justifying inaction. Conclusions: Despite being progressively minded and highly educated, these men are frequently complicit in racism and sexism. We end with recommendations for helping cis men engage the power they hold to better work with marginalized people to disrupt inequity.
The Gender Gap in STEM Careers: An Inter-Regional and Transgenerational Experimental Study to Identify the Low Presence of Women
Field: EDUCATION

Currently, the number of job offers in STEM careers (Science, Technology, Engineering and Mathematics) is growing up, but by contrast, the number of graduates in these fields is decreasing, particularly women graduates. Consequently, if we do not promote the training of women in STEM careers, the gender gap, far from narrowing, will continue to widen. This paper presents the research carried out in the ALAS project (Accompanying girLs towArds STEM careers), which consists of an experimental analysis based on a multi-model study to discover the possible causes of this low participation of women in STEM fields. The models used are the (1) expectancy–value theory of motivation, (2) social role theory, and (3) gender stereotypes theory. Additionally, participatory workshops have been carried out, with the aim of capturing the students’ reactions when they are introduced to STEM practices. The surveyed target groups range from primary education groups up to university graduates and enterprise employees, including both students and teachers. The obtained results show that there are still social patterns that make young people differentiate certain types of activities based on gender, especially at secondary school age. Nevertheless, the findings reveal that beyond the three studied models, a key factor in young people’s decision to be enrolled in STEM careers is their educational environment.
‘A Different Voice’ in Peer Feedback: Gender Specificity in Students’ Willingness to Provide Peer Feedback
Field: EDUCATION

In the context of the efforts to reach equity in the classroom, peer feedback (PFB) is used, among other participative learning methods, as it is considered to minimize gender differences. Yet, recent studies have reported gender discrepancies in students’ willingness to provide feedback to their peers. Building on Gilligan’s theory of moral development, we tried to refine the source of this difference. We conducted a semi-experimental study during which education students of both genders performing a PFB activity in a face-to-face course were asked to fill out a questionnaire. This allowed us to estimate the link between, on the one hand, the comfort in providing PFB and the willingness to provide PFB, and on the other hand, personal characteristics like self-esteem, self-efficacy, and empathic concern, and intellectual characteristics like self-efficacy in the learned discipline and the proficiency to write and understand feedback. The linear regression analysis of 57 students’ answers to the questionnaire did not reveal gender differences in comfort in providing PFB and willingness to do so, but showed that the comfort in providing PFB was linked to cognitive proficiency in students of both genders, whereas the willingness to provide PFB was independent of any other variables in men and linked to self-esteem, empathic concern, and comfort in providing feedback in women. This result indicates a differential sensitivity to social factors in male and female students, aligning with Gilligan’s model of women’s ‘ethics of care’. Possible applications in education would be the use of PFB to train women in self-esteem or, inversely, the improvement of psychological safety in PFB exercises in groups including female students.
A Hybrid Deep Learning Method to Extract Multi-features from Reviews and User–Item Relations for Rating Prediction
Field: AI

Currently, the Internet is widely used for shopping. Online reviews have become a crucial factor in helping people to make purchasing decisions. However, the large amount of data overwhelms most users, leading to the problem of information overload. To address this issue, researchers have proposed recommender systems as a solution. The most commonly used method is the collaborative filtering method, which analyzes users’ purchase history or behavior to make recommendations. In addition to user ratings, by analyzing users’ comments and the relationships between users and items more precise preferences can be obtained. In this study, the aspect-based rating prediction with a hybrid deep learning method (ARPH) is proposed. It consists of five parts: aspect detection, sentiment and semantic analysis, user preference analysis, graph attention network analysis, and rating prediction. It initially extracts the implicit aspect features and aspects’ sentiment–semantic features from user and item reviews. The convolutional neural network and matrix factorization methods are then used to generate the predicted ratings of items. Additionally, a graph attention network was built to calculate the predicted ratings based on the relationships between users and items. Finally, a multilayer perceptron was used to automatically adjust the weights for integrating these two predicted ratings. Our method utilizes user–item relationships to predict ratings when there are fewer user reviews. Conversely, the features derived from textual reviews were employed for rating prediction. The experimental results showed that extracting different features is useful in representing user and product preferences. The proposed method effectively improved the accuracy of the rating predictions.
Pathways of opportunity in STEM: comparative investigation of degree attainment across different demographic groups at a large research institution
Field: EDUCATION

Background: We used an opportunity gap framework to analyze the pathways through which students enter into and depart from science, technology, engineering, and mathematics (STEM) degrees in an R1 higher education institution and to better understand the demographic disparities in STEM degree attainment. Results: We found disparities in 6-year STEM graduation rates on the basis of gender, race/ethnicity, and parental education level. Using mediation analysis, we showed that the gender disparity in STEM degree attainment was explained by disparities in aspiration: a gender disparity in students’ intent to pursue STEM at the beginning of college; women were less likely to graduate with STEM degrees because they were less likely to intend to pursue STEM degrees. However, disparities in STEM degree attainment across race/ethnicities and parental education level were largely explained by disparities in attrition: persons excluded because of their ethnicity or race (PEERs) and first generation students were less likely to graduate with STEM degrees due to fewer academic opportunities provided prior to college (estimated using college entrance exams scores) and more academic challenges during college as captured by first year GPAs. Conclusions: Our results reinforce the idea that patterns of departure from STEM pathways differ among marginalized groups. To promote and retain students in STEM, it is critical that we understand these differing patterns and consider structural efforts to support students at different stages in their education.