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This bronze plaque, found in 1879, contains two monetary deposits made by an individual named Zeuxias at the sanctuary of Olympia in the second half of the fifth century BC. It constitutes one of the few preserved documents of this type, making it a valuable testimony of banking activities at Panhellenic sanctuaries. Due to the fragmentary status of the text, a comparison with other analogous inscriptions and literary testimonies is here offered, with the aim of casting some light on the reason behind the deposit, and the formulaic language used.

Edward A Ross,1 Madelyn H Miller,2 Allison Pacheco,2 Alicia R Willenberg,1 Justine T Tigno-Aranjuez,2 Kaitlyn E Crawford3 1Department of Internal Medicine, College of Medicine, University of Central Florida, Orlando, FL, USA; 2Immunity and Pathogenesis Division, Burnett School of Biomedical Sciences, University of Central Florida, Orlando, FL, USA; 3Department of Materials Science and Engineering, College of Engineering and Computer Sciences, University of Central Florida, Orlando, FL, USACorrespondence: Edward A RossDepartment of Medicine, College of Medicine, University of Central Florida, 6850 Lake Nona Blvd, Orlando, FL, 32827, USAEmail Edward.ross@ucf.eduBackground: The pathophysiology of inflammatory bowel diseases remains poorly understood and treatment remains suboptimal for many patients. We hypothesize that the inflammatory milieu secondarily prolongs the injury and attenuates healing. We propose primary or adjuvant therapy with biocompatible adhesives to restore a barrier to protect submucosal structures, particularly stem cells.Methods: We used the well-described mouse dextran sodium sulfate (DSS) model of colitis resembling human ulcerative colitis to test the therapeutic efficacy of intrarectal administration of the tamarind plant-derived xyloglucan (TXG) polymer adhesive which underwent extensive analytic characterization. Mice in control, DSS-only, TXG-only, and DSS + TXG groups were studied for gross (weight, blood in stool, length of colon) and multiple histologic parameters.Results: Compared to DSS-only mice, TXG prevented the weight loss, occurrence of blood in the stool and colon shortening, with all those parameters not being statistically different from treatment naïve animals. Histologically, there was dramatic and highly statistically significant reduction in the total inflammatory index and protection from goblet cell loss, cellular infiltration, crypt abscess formation, epithelial erosion, granulation tissue, epithelial hyperplasia crypt irregularity and crypt loss. The TXG purity and characterization were established by nuclear magnetic resonance, infrared spectroscopy, differential scanning calorimetry, and texture analysis.Conclusion: The striking attenuation of disease severity by intrarectal TXG use warrants future investigations of natural bioadhesives with well-established high safety profiles, and which could potentially be derivatized to include therapeutically active moieties for local drug delivery.Keywords: ulcerative colitis, dextran sodium sulfate, DSS, xyloglucan, tamarind, inflammatory bowel disease

INTRODUCTION: The radial nerve danger zone (RNDZ) is an important anatomic consideration to anticipate or prevent injury in trauma assessment or surgical fixation. No published estimate currently exists for Filipinos. In this study, we sought to provide a local estimate and explore potential predictors of this anatomic region in Filipino adult cadavers. MATERIALS AND METHODS: Posterior dissection to expose and measure the radial nerve, from the lateral epicondyle to the lateral intermuscular septum, was performed in 60 upper limbs from 30 formalin-preserved cadavers in the laboratory of the Department of Anatomy, College of Medicine, University of the Philippines Manila. Univariate and multivariate linear regression modelling was performed with RNDZ as the dependent variable and age, sex, height and humeral length as potential independent variables individually and in combinations. RESULTS: The mean radial nerve length from the lateral epicondyle to the lateral intermuscular septum was estimated at 10.6 cm (95% confidence interval: 10.3 cm, 10.9cm). Height and humeral length were statistically significant univariate predictors in female cadavers, while only height was significant in male cadavers. In addition, all multivariate regression models were statistically significant and accounted for more than 57% of the variability in female RNDZ estimates. In comparison, only models that included height and age were statistically significant predictors of RNDZ and accounted for at most 22% of the variability of the estimate in males. CONCLUSION: The estimated length of the radial nerve danger zone generated in this study should be strongly considered over other published estimates in surgical fixation procedures performed in adult Filipinos.

This article aims to explore the impacts of power dynamics arising from the use of the WhatsApp instant messaging application on the work routines of civil servants within a public educational institution. Utilizing the Foucauldian genealogy of power as a theoretical framework, we endeavor to conduct a critical historical analysis of the mechanics behind socially constituted power relations. Employing a qualitative case study approach, we juxtapose the analytics of power (drawing categories from the Foucauldian genealogy) with the investigative model of technological paradoxes, focusing on 'Control vs. Chaos' and 'Autonomy vs. Addiction', against data collected from interviews to uncover the power effects within this virtual space. Key findings include the observation that managers leverage a 'system of differentiations' to categorize and control subordinates through WhatsApp in a sophisticated and efficient manner. Moreover, the supposed enhancement of productivity through hyperconnectivity leads to compulsive smartphone use among employees, a phenomenon we interpret, following Foucault, as an institutionalized process of worker subjugation. Nonetheless, practices of resistance emerge, contesting these subjugation processes that affect the subject-workers. The institutional 'battle' for increased autonomy and healthier work routines emerges as one of the most potent forms of resistance against the overreach of power effects associated with WhatsApp use in the examined work contexts.

This study investigates the impact of game-based learning (GBL), an increasingly popular educational approach, on the development of self-directed learning (SDL) skills in complex scenarios, particularly in undergraduate logistics education. A key component of the three year study is LOST (Logistics Education Simulator), a serious game platform, deployed in an undergraduate engineering course in Mexico. An extensive literature review was carried out using Scopus to examine recent works published between 2019 and 2024, providing a state-of-the-art overview of the field. Subsequently, a survey based on the scale created by Fisher, King, and Tague (2001), known for its extensively evaluated internal consistency, revealed five distinct factors of self-directed learning. The findings underscore that the LOST platform significantly enhances self-directed learning, promoting the development of Self-management Skills, Openness to Learning Opportunities, Initiative and Independence in Learning, Self-concept as an Effective Learner, and Love of Learning. The students demonstrated a significant increase in their perception of these skills over the course of the study, highlighting the effectiveness of GBL in promoting such learning skills. These findings highlight the multidimensional nature of learning skills that can be fostered through GBL. The study concludes by discussing the vital role of GBL in complex scenarios, particularly in enhancing the development of self-directed learning skills in undergraduate logistics education.

Viewing teacher vulnerability as a pedagogical tool, this comparative case study examined two secondary literacy teachers' use of vulnerability in relation to various instructional goals. Through the analysis of eight video-recorded lessons, we found that teachers demonstrated vulnerability through multiple ways within their literacy instruction through modeling ways of connecting personal experiences to texts, and establishing classroom norms that welcome difficult emotions and experiences. However, we also found that teacher vulnerability can sometimes lead to uncertainty, and even constrain student participation. We argue that teacher vulnerability helps establish a "humanizing pedagogy," and offer possible strategies for teachers who are vulnerable within literacy instruction. We conclude with a discussion of different levels of appropriating vulnerability as a pedagogical tool.

As linguistic diversity continues to increase in the United States public school system, schools are expected to meet the needs of their ever-changing student body. While much attention within education research has understandably focused on multilingual learners' (MLs) English language acquisition, an emergent body of work points to science as an important subject for attention among elementary MLs. We suggest that understanding what "science and language inputs" are afforded to MLs in schools can contribute to understanding the needs and opportunities for enhancing MLs' science learning. This study leveraged nationally representative data from the Early Childhood Longitudinal Study of 2010-2011 to explore the science and language inputs available to MLs in elementary school. Using descriptive statistics, our analysis of science and language inputs provides evidence on what MLs have, or do not have, access to inside of their schools. Science inputs appear to be relatively evenly distributed across classrooms serving non-MLs, MLs, and subgroups therein. In comparison, language inputs are differentially distributed across ML subgroups, but they are distributed in ways that may align with student needs. However, while the science inputs do not necessarily vary across subgroups, the language inputs do, and this may affect how students can engage with science inputs. In understanding what science and language inputs MLs are afforded, this study provides a foundation for how to improve formal learning environments for them, especially regarding science learning.

The more-than-human turn in early childhood education has highlighted the relevance of children's intra-actions with their environment, as well as the multiple ways in which worlds and literacies emerge in them. The rejection of representationalism as the single source of knowledge leads to the consideration of affect, embodiment, memories, sound and movement as ways of knowing. The ways in which they manifest in a school context deserve close attention to the tiny details of literacy events. Our research presents a diffractive reading of an event in a school classroom, aiming to understand human and more-than-human intra-actions in this context, the re-configurations of time, space and matter, and the ways in which children articulate entanglements with texts and bodies. We focus on the intra-actions of a seven-year old child with a photo of his favourite videogame and the ways in which affect and memory emerge. The child's sounds and movements, the researcher, the photo and the space become entangled to re-configure time, space and matter. Our analysis provides an insight into an event often occurring in schools. We offer some clues to understand it as part of the language and literacy practices of children, and pose the necessity of reconsidering the usual concept of literacy in school.

This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method's superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.

Angola is one of the countries at the bottom of the ranking in achieving the Sustainable Development Goals (SDGs). Creating sustainable businesses can accelerate the achievement of the SDGs. The present study analyses the antecedents of sustainability-oriented entrepreneurial intention (SOEI) among Angolan higher education students. It starts from the relationships established by the Theory of Planned Behavior (TPB) that were adapted to the sustainable strand. New possible behavioural antecedents of SOEI were added. The Partial Least Square method was applied to a sample of 308 Angolan higher education students. The results show that the TPB dimensions can be adapted and used as antecedents of SOEI and that the TPB can be extended, comprising new antecedents of SOEI also related to individuals' behaviours such as risk-taking propensity, internal locus of control, creativity and proactivity. These unknown antecedents can be taught, learned and stimulated, with universities, policymakers and organisations playing a pivotal role.

Significant research has delved into the methodologies and practices teachers use to foster interculturality in the high school and college foreign language curriculum. Yet, little is known about the intercultural teaching practices teachers use in non-elite communities where inequity, lack of access, and inclusion have prevailed, especially during COVID-19. This case study describes how three teachers in three Colombian state schools, where economic divides are notorious, teach for interculturality in distance and virtual learning educational environments during the outbreak of COVID-19. Findings indicate that teachers' approach to interculturality could be categorized into four intercultural teaching practices: 1) moving from the known to the unknown, 2) going beyond factual information, 3) challenging existing sources, and 4) contextualizing through authenticity. These practices offer guidance and instructional moves about how to teach for interculturality locally and worldwide.

Tuberculosis (TB) is a leading cause of death globally (1). However, TB-related mortality rate estimates usually do not account for posttreatment deaths (1). TB survivors are at increased risk for [...]