mdpi-ai/citelens huggingface dataset:
Health-related quality of life after Gamma Knife radiosurgery in patients with 1–10 brain metastases
Field: ONCOLOGY

Purpose: Increasingly more patients with multiple (> 4) brain metastases (BM) are being treated with stereotactic radiosurgery (SRS). Preserving patients’ health-related quality of life (HRQoL) is an important treatment goal. The aim of this study was to assess (individual) changes in HRQoL in patients with 1–10 BM over time.Methods: A total of 92 patients were assessed before (n = 92) and at 3 (n = 66), 6 (n = 53), and 9 (n = 41) months after Gamma Knife radiosurgery (GKRS), using the Functional Assessment of Cancer Therapy-Brain (FACT-Br). The course of HRQoL was analyzed using linear mixed models. Clinical minimally important differences were used to evaluate individual changes.Results: At group level, patients’ physical well-being worsened, whereas emotional well-being improved over 9 months. Scores on other HRQoL subscales did not change significantly. Number (1–3 versus 4–10) and volume (small, medium, and large) of BM did not influence HRQoL over time, except for the subscale additional concerns; medium intracranial tumor volume was associated with less additional concerns. On the individual level as well, physical well-being declined while emotional well-being improved in most patients over 9 months after GKRS. At patient level, however, most patients had both declines as well as improvements in the different HRQoL aspects.Conclusion: Our results indicate that even in patients with up to 10 BM, both at group and individual subscale level, aspects of HRQoL remained stable over nine months after GKRS, except for an improvement in emotional well-being and a decline in physical well-being. Nevertheless, HRQoL scores varied considerably at the individual patient level.Trail registration number: ClinicalTrials.gov Identifier: NCT02953756, November 3, 2016.
Development of Chinese Junior High School Students’ Creative Potential: Within-Person and Between-Person Effects of Student–Student Support and Need for Cognition
Field: PSYCHOLOGY

A longitudinal study was conducted to examine the developmental trend of creative potential in Chinese junior high school students and the within-person and between-person effects of student–student support and need for cognition. Two hundred and fourteen Chinese junior high school students participated in the present study (mean age = 13.29 years, SD = 0.49 years, 116 boys). Student–student support, need for cognition, and creative potential were measured once per year for 3 years. Longitudinal multilevel models indicated that (1) Chinese junior high school students’ creative potential showed a downward trend from grades 7 to 9; (2) at the within-person level, time-varying student–student support positively predicted time-varying creative potential; (3) at the within-person level, time-varying need for cognition moderated the positive link between time-varying student–student support and time-varying creative potential; and (4) at the between-person level, no support was found for the links between student–student support, need for cognition, and creative potential. Specifically, average levels of student–student support neither significantly predicted initial levels and developmental rates of creative potential nor moderated the links between average levels of student–student and initial levels and developmental rates of creative potential. The findings highlight that at the within-person and between-person levels, student–student support and need for cognition have differential influences on Chinese junior school students’ creative potential.
Measuring Gratitude in Germany: Validation Study of the German Version of the Gratitude Questionnaire-Six Item Form (GQ-6-G) and the Multi-Component Gratitude Measure (MCGM-G)
Field: PSYCHOLOGY

The Gratitude Questionnaire-Six Item Form (GQ-6; McCullough et al., 2002) is a well-established instrument for measuring gratitude. Recently, the Multi-Component Gratitude Measure (MCGM) was developed as a more holistic approach (Morgan et al., 2017). While the GQ-6 mainly focuses on the emotional component of gratitude, the MCGM encompasses conceptual, attitudinal, and behavioral aspects. As of today, there is no validated German measure for gratitude. In order to close that research gap, the present study focused on validating the German versions of the GQ-6 (GQ-6-G) and of the MCGM (MCGM-G). In addition, multi-group comparisons were conducted to test for cultural measurement invariance. Construct validity was tested similar to original validation studies of the two scales focusing on affect, well-being, empathy, anxiety and depression. The online survey was completed in random order by 508 participants. The one-factor model of the GQ-6-G and the hierarchical structure of the MCGM-G could be replicated. However, the model fit of the Gratitude Questionnaire was significantly better after eliminating one item (GQ-5-G). Multi-group comparisons revealed cultural measurement invariance was established for the GQ-5-G and partial measurement invariance for five of six factors of the MCGM-G, respectively. Reliability analyses revealed good internal consistency for both instruments, and measures for criterion-related and discriminant validity have shown hypothesized relationships. Thus, the GQ-5-G and the MCGM-G are two instruments with good reliability and validity for measuring gratitude in Germany.
Undergraduates’ awareness of White and male privilege in STEM
Field: EDUCATION

Background: It is well-documented that experiences in STEM courses for women and students of color are different from the experiences of White men. As part of a larger interview study, 183 college seniors from diverse gender and race backgrounds were asked their thoughts on whether the experience of being a STEM major was different for people of different races and genders. We use a framework of “science as White property”, derived from critical race theory, to frame this study and results.Results: White men were largely unaware of any impact of race or gender. In contrast, women of color overwhelmingly report, consistent with results from a large body of prior research, that both race and gender impact their experiences as STEM majors. Students who acknowledged race and gender impacts did not always attribute these impacts to cultural or systemic factors (i.e., some reported women are underrepresented because they are less interested in STEM rather than a structural reason). Impacts identified that were attributable to systemic factors included impacts related to being a demographic minority (i.e., intimidation, feeling out of place, feeling pressure to work harder) and/or discrimination (i.e., job discrimination, bias against women or people of color and cultural assumptions implying the superiority of White people and men). A small number of students (mostly White women) stated that women or people of color benefit from their underrepresented status, often attributing this benefit to a perception of extra encouragement and opportunities. A common theme across categorizations was that women and students of color work harder than men and White people either because they are perceived to be harder workers or as a response to the sexism and racism they encounter.Conclusions: We found that White men are largely unaware of the impacts of race or gender on the pursuit of a STEM degree. Additionally, with the exception of women of color, students are less likely to perceive race as having an impact on the experiences of students than gender. We conclude with a discussion of implications for future work related to gender and race representation in STEM.
Convergent and Discriminant Validities of SCBE-30 Questionnaire Using Correlated Trait–Correlated Method Minus One
Field: PSYCHOLOGY

Correlated trait–correlated method minus one was used to evaluate convergent and discriminant validity of Social Competence Behavior Evaluation questionnaire (Social Competence, Anger-Aggression, Anxiety-Withdrawal) between multiple raters. A total of 369 children (173 boys and 196 girls; Mage = 55.85, SDage = 11.54) were rated by their mothers, fathers, and teachers. Results showed more convergence between parents than parent-teacher ratings. Mother-teacher share a common view of child behavior that is not shared with father. Parents had more difficulty distinguishing internalizing and externalizing behaviors (especially fathers). Measurement invariance across child sex was explored, results imply that differences between boys and girls were not due to measure. Girls (compare to boys) were described as more social competent by their fathers and teachers, while boys as more aggressive by mothers and teachers.
Conditional knockdown of integrin beta-3 reveals its involvement in osteolytic and soft tissue lesions of breast cancer skeletal metastasis
Field: ONCOLOGY

Integrin β3 (ITGB3) is probably related to skeletal metastasis, which is the most frequent complication in breast cancer progression. We aimed to define its role and suitability as target for anti-metastatic therapy. We generated two MDA-MB-231 cell clones with conditional miRNA-mediated ITGB3 knockdown for analyzing the resulting effects in vitro regarding mRNA expression, proliferation and migration, as well the impact on skeletal metastasis in a nude rat model. Furthermore, ITGB3 levels were analyzed in exosomes from plasma of rats with skeletal metastases, and from MDA-MB-231 cells incubated with these vesicles, as well as from exosomes secreted by cells with conditional ITGB3 knockdown. This inhibition of ITGB3 expression decreased cellular proliferation and more distinctly inhibited cellular migration. Reduction and even complete remissions of respective soft tissue and osteolytic lesions were detected after ITGB3 knockdown in vivo. Furthermore, ITGB3 levels were increased in exosomes isolated from plasma of rats harboring MDA-MB-231 lesions as well as in respective cells incubated with these vesicles in vitro. ITGB3 was distinctly decreased in exosomes from cells with ITGB3 knockdown. The observed in vitro and in vivo anti-ITGB3 effects can be explained by downregulation of specific genes, which have roles in angiogenesis (NPTN, RRM2), tumor growth (NPTN), energy metabolism (ISCA1), cytokinesis (SEPT11), migration (RRM2, STX6), cell proliferation, invasiveness, senescence, tumorigenesis (RRM2) and vesicle trafficking (SEPT11, STX6). ITGB3 has a role in breast cancer skeletal metastasis via gene expression modulation, as mirrored for ITGB3 in exosomes, thus it could serve as target for anti-metastatic therapy.
Evaluation of Polygenic Risk Scores for Prediction of Prostate Cancer in Korean Men
Field: ONCOLOGY

Aims The purpose of this study is to evaluate an aggregate influence of prostate cancer (PCa) susceptibility variants on the development of PCa in Korean men by using the polygenic risk score (PRS) approach. Methods An analysis of 1,001 cases of PCa and 2,641 controls was performed to: (i) identify potential PCa-related risk loci in Koreans and (ii) validate the cumulative association between these loci and PCa using the PRS. Subgroup analyses based on risk stratification were conducted to better characterize the potential correlation to key PCa-related clinical outcomes (e.g., Gleason score, prostate-specific antigen levels). The results were replicated using 514 cases of PCa and 548 controls from an independent cohort. Results Genome-wide association analysis from our discovery cohort revealed 11 candidate single-nucleotide polymorphisms (SNPs) associated with PCa showing statistical significance of p < 5.0 x 10(-5). Seven variants were located at 8q24.21 (rs1016343, rs16901979, and rs13252298 in PRNCR1; rs4242384, rs7837688, and rs1447295 in CASC8; and rs1512268 in NKX3). Two variants located within HNF1B (rs7501939 and rs4430796) had a significant negative association with PCa risk [odds ratio (OR) = 0.717 and 0.747, p = 6.42 x 10(-7) and 3.67 x 10(-6), respectively]. Of the six independent SNPs that remained after linkage disequilibrium (LD) pruning, the top four SNPs best predicted PCa risk with an area under the receiver operating characteristic curve (AUC) of 0.637 (95% CI: 0.582-0.692). Those with top 25% polygenic risk had a 4.2-fold increased risk of developing PCa compared with those with low risk. Conclusion Eleven PCa risk variants in Korean men were identified; PRSs of a subset of these variants could help predict PCa susceptibility.
Penile cancer: a Brazilian consensus statement for low- and middle-income countries
Field: ONCOLOGY

Purpose: Penile cancer is highly prevalent in low- and middle-income countries, with significant morbidity and mortality rates. The first Brazilian consensus provides support to improve penile cancer patients’ outcomes, based on expert’s opinion and evidence from medical literature. Methods: Fifty-one Brazilian experts (clinical oncologists, radiation oncologists, urologists, and pathologists) assembled and voted 104 multiple-choice questions, confronted the results with the literature, and ranked the levels of evidence. Results: Healthcare professionals need to deliver more effective communication about the risk factors for penile cancer. Staging and follow-up of patients include physical examination, computed tomography, and magnetic resonance imaging. Close monitoring is crucial, because most recurrences occur in the first 2–5 years. Lymph-node involvement is the most important predictive factor for survival, and management depends on the location (inguinal or pelvic) and the number of lymph nodes involved. Conservative treatment may be helpful in selected patients without compromising oncological outcomes; however, surgery yields the lowest rate of local recurrence. Conclusion: This consensus provides an essential decision-making orientation regarding this challenging disease.
Transforming education with community-developed teaching materials: evidence from direct observations of STEM college classrooms
Field: EDUCATION

The Classroom Observation Project employs direct observations of geoscience teaching across the USA using the Reformed Teaching Observation Protocol (RTOP) to quantify the use of reformed teaching practices. We report on 345 RTOP observations used to evaluate the extent of teaching reform when curricular materials developed as part of the InTeGrate Project (ITG) were used. The InTeGrate Project has published 40 modules of curricular materials that teach geoscience in the context of societal issues and support instructors through guided use of student-centered instructional practices. All ITG materials were developed by teams of instructors, follow a consistent structure, and were evaluated against a project rubric. RTOP scores for classes observed when ITG materials were used (ITG; n = 50, M = 54.0) are significantly higher than RTOP scores for classes observed when ITG materials were not used (non-ITG; n = 295; M = 39.8; p < .0001). ITG observations all have RTOP scores in the student-centered (≥ 50) or transitional (31–49) instructional categories, and none in the teacher-centered instructional category (≤ 30), demonstrating that ITG materials support more student-centered teaching in class sessions where they are used. In 33 paired observations of the same instructor teaching with and without ITG materials, mean RTOP scores when teaching with ITG are greater than mean RTOP scores when teaching without ITG (M = 54 and M = 47.1, respectively). RTOP observations reveal that more student-centered instructional practices occur in class sessions in which ITG materials are used. There is a small range of RTOP scores when individual ITG activities are used by multiple instructors, suggesting that using ITG materials results in a consistent quality of instruction. The complete absence of teacher-centered instruction when using ITG materials means the materials are a useful resource for practicing reformed teaching methods. The model of the ITG Project in the creation and broad dissemination of ready-made curricula for use in large numbers of classrooms can be replicated to transform teaching and learning in other disciplinary communities.
Secondary School Leaving Examinations: The Impact of Expectancies, Values, and Dimensional Comparisons on Male and Female Students’ Science-Oriented Choices
Field: EDUCATION

In Germany, secondary school students have to choose at least one STEM subject (mathematics, biology, chemistry, and physics) for their Secondary School Leaving Examinations. In a representative sample of students in grade 13 in one federal state in Germany, we explore male and female students’ subject choices in an expectancy-value as well as dimensional comparison framework by considering prior performance, ability self-concept, and values in the chosen subject. We extend previous research by including dimensional comparisons that students make between the varying subjects they have to choose from. We discriminate between two opposing groups. One group shows a science-avoidance choice pattern by selecting only one science subject: biology (n = 439). The other group shows a science-oriented choice pattern by selecting either physics or chemistry or two STEM subjects of which one is physics or chemistry (n = 248). We measured achievement test scores, relative and absolute midterm grades, ability self-concepts, as well as attainment and utility values in chosen and non-chosen subjects and calculated logistic regressions as well as multigroup models. Our results showed that science-oriented final exam choices depended on two mechanisms. Within the expectancy-value framework, a science-oriented choice pattern was predicted by ability self-concept in mathematics for male and female students. However, attainment and utility values appeared to be irrelevant for this specific choice. Within the dimensional comparison framework, the relative mathematics-English midterm grade was relevant, but only for male students. Our findings raise the question whether male and female students should be encouraged differently in order to stay in the STEM pipeline and how structural conditions may shape pathways into or out of this pipeline.
EEG Correlates of Learning From Speech Presented in Environmental Noise
Field: PSYCHOLOGY

How the human brain retains relevant vocal information while suppressing irrelevant sounds is one of the ongoing challenges in cognitive neuroscience. Knowledge of the underlying mechanisms of this ability can be used to identify whether a person is distracted during listening to a target speech, especially in a learning context. This paper investigates the neural correlates of learning from the speech presented in a noisy environment using an ecologically valid learning context and electroencephalography (EEG). To this end, the following listening tasks were performed while 64-channel EEG signals were recorded: (1) attentive listening to the lectures in background sound, (2) attentive listening to the background sound presented alone, and (3) inattentive listening to the background sound. For the first task, 13 lectures of 5 min in length embedded in different types of realistic background noise were presented to participants who were asked to focus on the lectures. As background noise, multi-talker babble, continuous highway, and fluctuating traffic sounds were used. After the second task, a written exam was taken to quantify the amount of information that participants have acquired and retained from the lectures. In addition to various power spectrum-based EEG features in different frequency bands, the peak frequency and long-range temporal correlations (LRTC) of alpha-band activity were estimated. To reduce these dimensions, a principal component analysis (PCA) was applied to the different listening conditions resulting in the feature combinations that discriminate most between listening conditions and persons. Linear mixed-effect modeling was used to explain the origin of extracted principal components, showing their dependence on listening condition and type of background sound. Following this unsupervised step, a supervised analysis was performed to explain the link between the exam results and the EEG principal component scores using both linear fixed and mixed-effect modeling. Results suggest that the ability to learn from the speech presented in environmental noise can be predicted by the several components over the specific brain regions better than by knowing the background noise type. These components were linked to deterioration in attention, speech envelope following, decreased focusing during listening, cognitive prediction error, and specific inhibition mechanisms.
How to foster the formation of STEM identity: studying diversity in an authentic learning environment
Field: EDUCATION

Background: STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about.Methods: We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task.Results: Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills.Conclusions: Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.