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Energy is often described as the lifeblood of a nation's economy, and the world energy trilemma calls for collaboration and innovative solutions at the national level. This is where Education for Sustainable Development (ESD) plays a crucial role, helping integrate the achievement of the United Nations Sustainable Development Goals (SDGs) while addressing the challenges posed by the energy trilemma. Europe's strong commitment to transitioning to sustainable energy is evident in its response to geopolitical changes and climate targets. Notably, the Baltic States have taken decisive action in response to the war in Ukraine, choosing to completely halt electricity imports from Russia and Belarus. This shift was supported by increased energy imports via interconnectors from Finland, Sweden, and Poland, with electricity imports rising to 13,053 GWh—an increase of 2.6% in 2023 compared to the previous year. Latvia, which holds the highest green energy potential in the Baltic Sea region, has nevertheless lagged behind its Baltic counterparts in terms of implementation. In 2021, Latvia ranked third among European Union (EU) countries for renewable energy share in final energy consumption, with 42.1%, significantly higher than the EU average of 21.8%. However, further progress is needed to meet Latvia's 2030 target of 14% renewable energy use in transport. The Baltic States aim to produce 98–100% of their electricity from renewable sources by 2050. The Baltic States should be regarded as a unified energy system, with a coordinated strategy for achieving sustainable energy development through collaboration and joint planning. This analysis highlights the complexities of managing energy markets amidst global and regional challenges, emphasizing the importance of well-designed public interventions to secure long-term benefits. The study concludes with a call for enhanced interagency cooperation to reform ESD and create a new interdisciplinary sector dedicated to "Sustainable Development". [ABSTRACT FROM AUTHOR]

In Japan, rising demand for waxy barley has led to concerns over bran waste. We investigated the effects of replacing wheat flour with different proportions of the waxy variety 'Kirarimochi' barley bran on the physical properties and health functionality of the bread. We used both the inner bran layer (IBLP) and outer bran layer (OBLP) of waxy barley as replacement sources and tested their effects on the appearance, height, specific volume, β-glucan, antioxidant properties, physical and sensory properties of bread. Bread with a 10% IBLP replacement group showed significantly increased height, specific volume, and softness compared to the control, indicating that IBLP at this level serves as an effective enhancer of bread volume and texture. At higher replacement levels (30–50% IBLP), the breads exhibited increased β-glucan content and enhanced antioxidant properties. Sensory evaluation revealed a stronger aroma, increased moistness, and stickiness of bread with 50% IBLP substitutions. OBLP was not suitable for sensory evaluation. These results show that IBLP can improve the specific volume and texture of bread and enhance its health functional components by adjusting the ratio. It also provides a clue to solving the problem of bran disposal. [ABSTRACT FROM AUTHOR]

Achieving the targets and indicators outlined in Sustainable Development Goal 4 (SDG 4) presents significant global challenges, particularly in countries like Serbia, where diverse socio-economic contexts and policy planning shape educational outcomes. SDG4 focuses on providing inclusive and fair access to quality education for everyone and encourages lifelong learning opportunities for people of all ages. It comprises ten specific targets. This paper focuses on the complexities and challenges associated with measuring five of these targets, which were not analyzed in Serbia's official report on SDGs. By using Serbia as a case study, the paper systematically examines national policies, educational data, and assessment frameworks, identifying persistent barriers that impede progress toward the SDG4 objectives. A comparative analysis was conducted to better understand Serbia's progress in achieving these targets. This analysis compares Serbia's performance with that of neighboring countries in the region as well as with more developed nations. Methodological limitations in data collection and monitoring further complicate efforts to accurately assess SDG 4 indicators. Through specific examples of non-measurable indicators, the paper illustrates these challenges and explores potential strategies for improving measurement accuracy and policy effectiveness. By evaluating Serbia's experience, this study offers insights that are valuable for finding ways to start measuring targets that currently lack data, considering the close deadline for achieving the goals. [ABSTRACT FROM AUTHOR]

Wound healing in adults largely depends on the functional state of multipotent mesenchymal stromal cells (MSCs). Human fetal tissues at the early stages of development are known to heal quickly with a full-quality restoration of the original structure. The differences in the molecular mechanisms that determine the functional activity of mesodermal cells in fetuses and adults remain virtually unknown. Using two independent human induced pluripotent stem cell (iPSC) lines, we examined the effects of the initial WNT and BMP activation on the differentiation of iPSCs via mesodermal progenitors into MSCs and highlighted the functions of these cells that are altered by the proinflammatory microenvironment. The WNT-induced mesoderm commitment of the iPSCs enhanced the expression of paraxial mesoderm (PM)-specific markers, while the BMP4-primed iPSCs exhibited increased levels of lateral mesoderm (LM)-specific genes. The inflammatory status and migration rate of the isogenic iPSC-derived mesoderm cells were assessed via gene expression analysis and scratch assay under the receptor-dependent activation of the proinflammatory IFN-γ or TNF-α signaling pathway. Reduced IDO1 and ICAM1 expression levels were detected in the WNT- and BMP-induced MSC progenitors compared to the isogenic MSCs in response to stimulation with IFN-γ and TNF-α. The WNT- and BMP-induced MSC progenitors exhibited a higher migration rate than isogenic MSCs upon IFN-γ exposure. The established isogenic cellular model will provide new opportunities to elucidate the mechanisms of regeneration and novel therapeutics for wound healing. [ABSTRACT FROM AUTHOR]

The purpose of this research is to examine current alignment of tourism, hospitality, culinary, events, and sports management curriculum with the United Nations Sustainable Development Goals (SDG's) across two departments in Higher Education Institutions in Ireland. To do this, a quantitative approach was adopted utilising a content analysis of programme learning outcomes and surveys with programme specific educators. This permitted an evaluation on the current status of incorporation of SDG's within existing curricula and an insight into the motivations and challenges of Education for Sustainable Development (ESD) integration from the perspective of educators. Findings revealed weak levels of current alignment of learning outcomes to SDG's for tourism, hospitality, culinary, events, and sports management curriculum across two sampled departments while educators emphasised a need to upskill on the subject matter in an effort to ensure more comprehensive ESD integration across modules and programmes. The Results overall highlighted the need to ensure future curriculum review and development takes appropriate cognisance of ESD and through communities of Practice within Higher Education Institutions, educators can better embed and advance ESD within third level curricula. The findings presented in this study may have lessons to be learned for other Higher Education Institutions across Ireland and internationally. [ABSTRACT FROM AUTHOR]

Sustainable development has become the aspiration of many developing countries like Ecuador. The introduction of Bachelor of Tourism studies at the Technical University of Manabí is compatible with this interest and provides a challenge for teachers in the application of integrative and innovative teaching methods, which promote the training of professionals with high scientific, technical and professional rigor in the exercise of different professions. To achieve this, the pedagogical group started from three fundamental principles, which are based on the application of teaching work methods and procedures, based on the establishment of the interaction between the various factors that directly and indirectly influence the training process of professionals in the tourism sector. The results, both in the comprehensive evaluation processes of the academic performance of the teachers and in the level of satisfaction of the students of the course, support the application of these teaching–learning methods and highlight the convenience of extending these experiences and research results to other vocational training centers for tourism activity. [ABSTRACT FROM AUTHOR]

Inhalation anesthesia stands as a pivotal modality within clinical anesthesia practices. Beyond its primary anesthetic effects, inhaled anesthetics have non-anesthetic effects, exerting bidirectional influences on the physiological state of the body and disease progression. These effects encompass impaired cognitive function, inhibition of embryonic development, influence on tumor progression, and so forth. For many years, inhaled anesthetics were viewed as inhibitors of stem cell fate regulation. However, there is now a growing appreciation that inhaled anesthetics promote stem cell biological functions and thus are now regarded as a double-edged sword affecting stem cell fate. In this review, the effects of inhaled anesthetics on self-renewal and differentiation of neural stem cells (NSCs), embryonic stem cells (ESCs), and cancer stem cells (CSCs) were summarized. The mechanisms of inhaled anesthetics involving cell cycle, metabolism, stemness, and niche of stem cells were also discussed. A comprehensive understanding of these effects will enhance our comprehension of how inhaled anesthetics impact the human body, thus promising breakthroughs in the development of novel strategies for innovative stem cell therapy approaches. [ABSTRACT FROM AUTHOR]

This article addresses the integration of Education for Sustainable Development (ESD) in higher education institutions, exploring its effects on academic performance and students' ability to address sustainability challenges. Using the PRISMA 2020 methodology for a systematic literature review, 50 relevant articles were selected from 543 records, providing data on the academic impacts of ESD through bibliometric approaches and surveys. The results revealed that ESD improves academic performance, motivation and engagement, as well as enhances students' ability to solve complex problems sustainably. However, significant barriers, such as a lack of resources and adequate teacher training, hinder effective implementation. Approximately 60% of students in ESD programs show greater motivation and analytical abilities compared to 50% in traditional programs. ESD enriches academic training and equips students with essential practical skills, preparing them to be agents of positive change. Incorporating emerging technologies and participatory learning methods is crucial to enhancing ESD effectiveness. Greater investment in teacher training and standardized educational materials, along with the promotion of international collaboration to share resources and best practices, is required. [ABSTRACT FROM AUTHOR]

The climate crisis is both an environmental and moral issue. The United Nations' (UN) Sustainable Development Goals (SDGs) provide a framework for a global response to systematically challenge the world's reactions to the climate crisis, making sustainable education for all a priority. For such sustainability education to be effective, it should engage children in early childhood in, about, and for the environment, emphasizing the moral ramifications of climate equity and justice. We investigated in what ways 19 United States (US) nature-based early childhood educators focused their sustainability education (ECEfS) in, about, and for the environment. The types of activities that engaged about and for experiences were related to the moral principles of welfare, harm reduction, resource allocation, and equality, as well as teachers' reasoning about these experiences with children. Our findings suggest that educators' curricula and activities reflect potential moral issues related to sustainable development. However, educators did not engage children in moral reasoning about these issues. A possible explanation is US teachers' beliefs about developmental practice and children's capabilities leading them to rarely engage in moral reasoning about sustainability issues instead of scaffolding children to develop personal psychological resources, thereby supporting the SDG for sustainable education. [ABSTRACT FROM AUTHOR]

Simple Summary: Iterative feedback from students using a research-supported, flipped classroom delivery within a foundational veterinary gastrointestinal anatomy and physiology course suggested a strong preference for change from flipped to flexible delivery. Integration of broader course feedback enhanced the student experience in the subsequent flexible delivery iteration. Feedback requested the following: that online teaching materials be made available earlier in the semester rather than progressively; the re-introduction of face-to-face lectures; and full-length lecture videos with a more conversational presentation style in addition to already provided shorter, modularized videos. Once the enhanced flexible learning approach was employed, a substantially improved student experience was reported, with enhanced work/study/life balance, reduced stress levels, and more efficient time use when studying. Our results highlight the importance of considering student perceptions and the student experience when designing and implementing educational interventions. This teaching method offers veterinary educators an innovative and efficient starting point for designing foundational coursework. No single teaching strategy supports all learning styles in veterinary science students. To facilitate more convenient and flexible teaching, learning, and revision, an innovative online digital learning platform—VetCloud—was developed to provide access to modularized programme content across courses to promote active, integrated learning. This study aimed to understand student perceptions regarding the enhancement of the student learning experience in a foundational course in gastrointestinal anatomy and physiology at The University of Queensland across two learning cycles, via applying iterative student feedback in transitioning a flipped classroom approach using VetCloud for the delivery of lecture content in 2022 to a flexible learning approach in 2023. By 2023, the use of VetCloud in the flexible learning approach improved students' work/study/life balance, reduced their stress levels, and enabled a more efficient use of their time when studying, compared to the flipped classroom approach in 2022. Surveying student perceptions was integral to maximizing their learning experience. Data clearly demonstrates that students will mix-and-match how they interact with available options provided via flexible delivery on an individualized basis. This teaching method offers veterinary educators an innovative and efficient approach to veterinary student education in anatomy and physiology while enhancing student well-being. [ABSTRACT FROM AUTHOR]

Teaching satisfaction and resilience play important roles in the education field, but most research focuses on higher education, with few scholars studying their impact on language teaching within the context of middle school education. In this sense, this study employs a mixed-methods research design, selecting 375 Chinese middle school English teachers to investigate the roles of teaching satisfaction and resilience in the relationship between self-efficacy and teachers' well-being. A structural equation modeling approach and NVivo were utilized to analyze quantitative data and qualitative data, respectively. Quantitative results reveal that both teaching satisfaction and resilience mediate the relationship between self-efficacy and teachers' well-being. Qualitative interviews reveal that teaching satisfaction primarily enhances job commitment, reduces job stress, improves student relationships, and increases professional growth. Meanwhile, resilience plays a crucial role in stress management, positive adaptation, and emotional regulation. This research offers insightful implications for improving teachers' well-being and contributes significantly to the broader discourse on foreign language teacher education. [ABSTRACT FROM AUTHOR]

Medical education escape rooms are emerging as a viable technological resource for pedagogy-first, learner-centric educational activities. This work presents the evaluation results of the first flipped classroom implementation in medical education, thus utilizing a mobile-driven augmented reality (AR) escape room. A total of 21 first-year medical students attended a flipped classroom educational activity that aimed to acclimate the students with the workflows of basic life support. Knowledge acquisition and user perceptions were evaluated. Knowledge acquisition was evaluated with an ad hoc relevant instrument at three timepoints: (a) baseline at recruitment, (b) preclass after students had prepared for the episode, and (c) after class. Learner perceptions about the activity and the AR escape room were recorded at the activity's end using a previously designed evaluation instrument. The results demonstrated sufficient knowledge acquisition only after completing the whole educational activity, while learners found the experience interesting, and the AR escape room challenging, thus reflecting an activity that was well formulated in structure and content. The challenges identified were the limited out of class collaboration capacity of the digital application and the highly gamified approach that at points counteracted the educational scope of the activity. Overall, these positive initial results demonstrate the potential of collaborative, escape based, activities for self-directed, learner-centric medical education. [ABSTRACT FROM AUTHOR]

In introductory programming courses (IPCs), students encounter various difficulties that are related to low achievement and high dropout and failure rates. Technology-rich approaches that promote self-directed learning while facilitating competency development and knowledge construction through social collaboration may offer advantages in this context. The current study assesses such an instructional approach by (1) identifying antecedents and process variables related to course achievement in an online flipped classroom IPC and (2) testing for gender differences regarding antecedents, process variables, and course achievement. In the winter semester of 2020/21, a sample of 144 Austrian university students participated in a survey with measurements at different points in time. Multiple linear regression was carried out to explore factors related to course achievement. The results indicate that gender, achievement-avoidance goals, academic self-concept, engagement in asynchronous learning, and course satisfaction were positively related to achievement. In contrast, work avoidance was identified as a barrier to achievement. Additionally, multivariate analysis of variance (MANOVA) was employed to test gender differences. MANOVA revealed significant gender differences regarding learning goals, mathematical self-concept, work avoidance, and engagement in synchronous learning. There were no gender differences regarding course satisfaction or achievement. The study has implications for designing innovative programming courses that could foster course satisfaction and achievement and thus reduce dropout and failure rates. [ABSTRACT FROM AUTHOR]

Education, especially development education (DE), and a number of socially focused disciplines, including corporate social responsibility (CSR) and social marketing (SM), have long been targeted by policy makers for deriving advice on the 'wisdom' of levelling up differences and addressing sources of disadvantages at individual, group and/or regional levels. Additionally, the combined wisdom of such disciplines can also be a great source of advice to effectively address perennial universal problems. This paper is conceptual in nature with a multidisciplinary outlook. It contrasts DE, CSR and SM, with the view to deriving common grounds as well as strengths and areas for further development that can produce more comprehensive explanations and solutions to social problems. Such inclusive, more comprehensive explanations would help advise social-cause-focused workers, including researchers, learners and policy makers, about how each discipline can contribute to the resolution of multifaceted problems, the so-called 'wicked problems', that each discipline may not be fully equipped to address. The method of analysis used is an adjusted version of critical discourse analysis. It is used to explore the disciplines at four levels, namely definitional, philosophical, methodological and performance levels, thus giving a comprehensive view of each discipline's nature, philosophical outlook, methodology and perceived efficacy in achieving its aims. The derived arguments also benefitted from comments provided by seven experienced representatives from the three disciplines. Overall, the outcomes suggest a relative maturity of critical ability in DE but also more effective and efficient methodological and evaluative perspectives in CSR and SM. Although the outcome of the analysis is open for debate, it nevertheless suggests several opportunities for mutual learning at all four levels. The paper suggests a novel integrated 'supra-level' framework that may help workers, in these three areas of knowledge, gain valuable insights from each of the three disciplines and highlight valuable opportunities for capitalising on their respective strengths. [ABSTRACT FROM AUTHOR]

Effective communication is crucial in veterinary clinical practice, as it establishes professionalism, teamwork, and strong relationships with clients. The COVID-19 pandemic has necessitated a shift to online teaching and learning methods, such as blended learning and flipped classrooms, which have been successful in teaching veterinary skills that would typically require face-to-face instruction. Interpersonal and interprofessional communication skills are also emphasized, as veterinarians are seen as having superior knowledge of zoonoses and play a vital role in the human-animal interface. The development of communication competency is essential for safe and successful transition to veterinary practice, and self-assessment of communication skills is increasingly important. Overall, this special issue highlights the importance of communication in veterinary education and practice, and the adoption of various learning theories to enhance communication outcomes. [Extracted from the article]

The main goal of this study was to examine the extent to which the demographic characteristics of pre-service teachers (gender, family management style, family educational status, size of the family) predict their emotional intelligence (EI) scores through achievement motivation (AMO) and Self-Efficacy (SE) scores. The study consisted of 326 pre-service teachers (270 females, 56 males) studying in various departments at faculties of education across three universities located in the Eastern and Southeastern Anatolia regions of Turkiye. The findings indicate that the demographic variables (gender, family management style, family size, family educational status) do not significantly explain the EI levels of pre-service teachers. A moderately positive relationship was found between AMO and EI, but it was observed that AMO is not a significant predictor of EI. A high positive relationship was detected between SE and EI; it was observed that SE explained 63% of the variance in EI. We found that there was no significant difference between the AMO, SE, and EI scores of pre-service teachers studying at different grade/class levels. As we continue to investigate these topics, it becomes evident that teacher education may continue promoting not only cognitive development but also emotional and social development. [ABSTRACT FROM AUTHOR]

This study investigates the impact of applying digital learning through the use of augmented reality technology in university education on student learning outcomes. The research strategy and design were developed with the aim of answering the following research questions: Do different forms of active learning using augmented reality (AR) influence student knowledge?; Is it possible to assess the impact of AR implementation in teaching on the quality of learning outcomes? The main goal of his research is to identify the information objects Situated, Games, and Research within the Active Learning information package and, based on them, examine and determine the existence, relationship, and intensity of connections of the created information construct Knowledge. The research was conducted through the application of an experimental technique with incorporated survey and knowledge test methods on a sample of 270 participants, in 3 groups of 90 students each. Knowledge was examined through initial tests and final tests for each form of the conducted experiment: Situated, Games, and Research. The obtained results were processed using statistical methods of calculating correlation coefficients and factor analysis. The results indicate that students taught through all forms of AR active learning achieve a statistically significantly higher level of knowledge, thus confirming the hypothesis. In conclusion, the obtained research results provide a basis for further research using the described methodology and the further development of educational application solutions based on new AR technologies. [ABSTRACT FROM AUTHOR]

Discussions about sustainability and entrepreneurship are often an "either/or" discourse. Many higher-education institutions offer sustainability education programs with the aim of enabling students to think and act sustainably without concrete tools for change. Similarly, many offerings in entrepreneurship fail to address sustainability issues. This article assumes a qualitative, constructivist, systems thinking approach to theorize and analyze the relationships between entrepreneurship and sustainability competencies and makes three contributions to theory and practice. First, it provides a thematic analysis of two important European competence frameworks—for sustainability (GreenComp) and entrepreneurial competencies (EntreComp)—and delineates their relationships. Second, through a case study of an experiential educational format, it offers three educational tools that integrate sustainability and entrepreneurial competencies. Third, it contributes to the growing field of research that combines sustainability and entrepreneurship education. The results of this paper are relevant for policymakers who want to combine sustainability and entrepreneurship in education, as well as for educators looking for methods to combine both competence frameworks. [ABSTRACT FROM AUTHOR]

This article systematically reviews the studies integrating sustainability into English Language Teaching (ELT), underlining the critical role of education in addressing global environmental challenges through language learning. Through an extensive literature review encompassing empirical studies, theoretical articles, and case studies from 2013 to 2023, we evaluate the methodologies for incorporating sustainability in ELT, identify the challenges faced by educators, and propose practical solutions. Key findings demonstrate various effective approaches, such as interdisciplinary curriculum designs, innovative classroom activities, specialized teacher training, and novel assessment methods, which enhance language proficiency and significantly raise students' language-learning awareness. Despite challenges such as limited resources and alignment issues between sustainability topics and language-learning objectives, strategies like developing open educational resources and professional development programs have shown promise in overcoming these obstacles. The review underscores the importance of embedding sustainability in ELT to foster informed, responsible global citizens and highlights future research directions to further this aim. It calls for continued innovation, research, and policy support to fully realize the potential of ELT in contributing to a more sustainable future. [ABSTRACT FROM AUTHOR]

Students with disabilities are increasingly being educated in general education classrooms. This exploratory study investigates the efficacy of using mixed-reality simulation (MRS) to provide deliberate practice on high-leverage practices (HLPs) for pre-service general education teachers. Results indicate significant shifts in pre-service teacher understanding of and perceived readiness to implement HLPs in favor of the mixed-reality treatment group. Examining the influence of this innovative technology on pre-service teacher lesson planning yielded mixed results. Findings hold implications for the preparation of special and general education teachers across all content areas. [ABSTRACT FROM AUTHOR]

The environmental crisis makes it necessary to reconsider the practices of environmental education (EE) and guide them towards a transformative perspective to promote critical reflection and the ability to make decisions in the face of complex problems, including a perspective of justice. Using the PRISMA systematic review protocol, this article analysed 49 classroom intervention published on international journals to identify the limitations when working on EE in early childhood education, primary education, and pre-service teacher training classrooms from an environmental justice (EJ) perspective. Considering the variables "contents", "depth of the interventions", "actions required of students", and "resources", the results show a predominance of interventions that promote content knowledge from an ecological perspective and demand actions far removed from reflection and participation, using self-made materials. By not encouraging students to reflect on environmental issues in a holistic way to change their behaviour, it was confirmed that they move away from systems thinking, critical literacy, and action competence. Therefore, there is a lack of integration of the EJ perspective in classroom practices. To achieve educational success in terms of social change for environmental protection, it is necessary to promote research work focused on the didactics of EE including a social justice perspective. [ABSTRACT FROM AUTHOR]

TNF-related apoptosis-inducing ligand (TRAIL or Apo2 or TNFSF10) belongs to the TNF superfamily. When bound to its agonistic receptors, TRAIL can induce apoptosis in tumour cells, while sparing healthy cells. Over the last three decades, this tumour selectivity has prompted many studies aiming at evaluating the anti-tumoral potential of TRAIL or its derivatives. Although most of these attempts have failed, so far, novel formulations are still being evaluated. However, emerging evidence indicates that TRAIL can also trigger a non-canonical signal transduction pathway that is likely to be detrimental for its use in oncology. Likewise, an increasing number of studies suggest that in some circumstances TRAIL can induce, via Death receptor 5 (DR5), tumour cell motility, potentially leading to and contributing to tumour metastasis. While the pro-apoptotic signal transduction machinery of TRAIL is well known from a mechanistic point of view, that of the non-canonical pathway is less understood. In this study, we the current state of knowledge of TRAIL non-canonical signalling. [ABSTRACT FROM AUTHOR]

Universities today have increasingly introduced and integrated sustainability elements into their curriculum to nurture students into potential future leaders for sustainability. Although various types of pedagogies have been introduced for the development of sustainability competencies in students, not many studies have investigated engagement in campus sustainability activities as a pedagogical tool. In that respect, this paper attempts to bridge the gap by investigating the potential of engagement as a pedagogical tool and how it can help in developing sustainability competencies in students. The investigation was conducted at three local universities in Malaysia, where purposive sampling was employed for the selection of data. This sampling technique is capable of carefully selecting respondents that are relevant to this investigation given the number of students involved in campus sustainability activities is small in comparison to the total student population. In-depth interviews were conducted with 21 students who have been identified from the purposive sampling and considered as the most active and proactive volunteers in their respective campus sustainability activities. Respondents shared their experiences where 'interpersonal competency' was emphasised as the most developed and essential competency for them throughout their engagement. Another interesting finding is the importance of 'passion'. Having a strong sense of enthusiasm for sustainability not only serves as a push factor that drives these students to put their efforts into achieving the objectives of the campus sustainability activities they are involved in but also acts as an important catalyst to the development of sustainability competencies as a whole. [ABSTRACT FROM AUTHOR]

Physical exercise is known to have beneficial effects on psychosocial well-being and cognitive performance. Children with cerebral palsy (CP) showed lower levels of physical activity (PA) than healthy children; this fact, in addition to the basic clinical condition, increased the sedentary habit with a psychological impact and motor impairment of these children. Furthermore, children and adolescents with CP are less committed to sports activities than typically developing children of the same age. The aim of the present narrative review was to increase the amount of knowledge regarding the effectiveness and importance of specific and individualized sports in children with CP. A comprehensive search of MED-LINE and EMBASE databases was performed, including specific search terms such as "cerebral palsy" combined with "sport", "physical activity", and the names of different sports. No publication date limits were set. We included studies with an age range of 0–18 years. The main results pointed out that most of the sports improved motor function, quality of life, and coordination in children and adolescents with CP. Physicians, therapists, and parents should become aware of the benefits of sports activities for this population of patients. Specific sports activities could be included as a usual indication in clinical practice in addition to rehabilitation treatment. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess student satisfaction levels when implementing the collaborative flipped classroom learning model in sailing-sports-related content. The sample consisted of eighty second-year students (21.9 ± 4 years old) pursuing a degree in Physical Activity and Sports Sciences. To evaluate student satisfaction levels, a validated self-assessment questionnaire was administered following completion of the various workshops. The language used was formal, objective, and clear, without biased or ornamental language. The survey comprised six questions, three of which were in the Likert format and three in the dichotomous format. These questions explored students' viewpoints on participation, usefulness, and satisfaction regarding the implementation of this pedagogical approach. The findings indicate a significant degree of satisfaction and usefulness associated with the employment of this model for teaching sailing sports content. Moreover, students demonstrated a strong sense of engagement with their peers. The implementation of the flipped classroom teaching model among higher education students enhances their satisfaction levels while acquiring knowledge on sailing sports content. [ABSTRACT FROM AUTHOR]

Perhaps the largest lesson in our time is to teach students how to sustain our world's resources while improving well-being for people all over the world. Integrating the Sustainable Development Goals (SDGs) with the curriculum for K-12 education would help middle students understand why the world's resources are important, how the world should be treated and protected, and how they play a vital role in its future. However, there is a lack of curriculum material to put into practice regarding SDGs at K-12 levels. This study set out to address this need through design-based research, leading to the development and evaluation of the application of a learn–think–act approach-based Sustainable Development Goals (SDGs) unit. This unit was implemented over 8 weeks to help enhance middle school students' SDG knowledge. Participants were a group of 20 7th grade students attending an environmental education and climate change elective course at a public school in Turkey. Data on SDG knowledge were collected from students through semi-structured interviews before and after the application of the unit. Transcriptions of the interviews were analyzed with deductive content analysis based on the rubric. The results revealed that a learn–think–act approach-based Sustainable Development Goals unit enhanced middle school students' SDG knowledge. [ABSTRACT FROM AUTHOR]

Telemonitoring and telerehabilitation have shown promise in delivering individualized healthcare remotely. We introduce STASISM, a sensor-based telerehabilitation and telemonitoring system, in this work. This platform has been created to facilitate individualized telerehabilitation and telemonitoring for those who need rehabilitation or ongoing monitoring. To gather and analyze pertinent and validated physiological, kinematic, and environmental data, the system combines a variety of sensors and data analytic methodologies. The platform facilitates customized rehabilitation activities based on individual needs, allows for the remote monitoring of a patient's progress, and offers real-time feedback. To protect the security of patient data and to safeguard patient privacy, STASISM also provides secure data transmission and storage. The platform has the potential to significantly improve the accessibility and efficacy of telerehabilitation and telemonitoring programs, enhancing patients' quality of life and allowing healthcare professionals to provide individualized care outside of traditional clinical settings. [ABSTRACT FROM AUTHOR]

Although the Med-Diet is a healthy diet model, it is affected by current dietary habits. Therefore, new foods with improved nutritional value should be developed to respond to the needs of people following the Med-Diet. This study was focused on developing high-β-glucan flat bread (bazlama) with a relatively lower GI. A bread wheat (cv. Tosunbey) flour was enriched with the flour of a high-β-glucan-content hull-less barley (cv. Chifaa) flour (15, 30, 45 and 60%) to develop a functional bazlama. The nutritional and technological properties of bazlama samples enriched with barley flour were compared with the ones produced from bread wheat. All of the barley flour-enriched bazlama samples had higher yellowness values (b*) than the control (both crumb and crust), which is generally preferred by the consumers. Texture results indicated that bazlama samples became harder with the increase in barley flour supplementation level. The results showed that 3 g of β-glucan can be provided from the barley flour-enriched bazlama samples (at 45 and 60% levels), and this is the limit to carry health claims. The bazlama samples enriched with barley flour were richer in Mg, K, Mn, Fe, and Zn minerals than the control (100% Tosunbey flour). While the glycemic index (GI) of commercial bread wheat and Tosunbey bazlama samples were high (88.60% and 79.20%, respectively), GI values of the bazlama samples enriched with 60% (64.73) and 45% barley flour (68.65) were medium. The lower GI values of barley flour-enriched bazlama samples are probably due to the higher β-glucan contents of the bazlama samples. Additionally, as the barley flour supplementation level of the bazlama samples increased, the phenolics and antioxidant capacities of free and bound extracts increased compared to bread wheat bazlama. The results indicated that hull-less barley (cv. Chifaa) with high β-glucan content may be utilized at relatively higher levels (45 and 60%) to produce bazlama with improved nutritional properties. [ABSTRACT FROM AUTHOR]

From a Psychology of Working Theory (PWT) perspective, this study aims to explore how career adaptability and decent work mediate the effects of career calling on the resilience of rural-oriented pre-service teachers. The Career Calling Scale, Career Adaptability Scale, Decent Work Scale, and Resilience Scale were used to survey 393 rural-oriented pre-service teachers. The results found that career calling positively predicted the resilience of rural-oriented pre-service teachers; career adaptability mediated the relationship between career calling and resilience of rural-oriented pre-service teachers; decent work mediated the relationship between career calling and resilience of rural oriented pre-service teachers; and career adaptability and decent work play a chain mediating role between career calling and career adaptability of rural-oriented pre-service teachers. Therefore, this study concludes that career calling not only directly influences the resilience of rural-oriented pre-service teachers, but also indirectly influences the resilience of rural-oriented pre-service teachers through career adaptability and decent work. [ABSTRACT FROM AUTHOR]

Micro-teaching as a pedagogical approach is practiced in many higher education programmes focused on building knowledge, understanding, skills and attitudes that can be applied in a professional setting. The previous literature attests to the usefulness of micro-teaching experiences in supporting the development of the beginning professional. This paper describes the design and implementation of a micro-teaching programme in one teacher preparation programme with a dual focus on core practices and Approximation of Practice (AoP). AoPs, in this instance, are defined as opportunities to engage in core practices that are proximal to the practices of a particular profession. The paper begins by exploring practice-based education, focusing on core practices and approximations of practice. Micro-teaching as a pedagogical approach is briefly introduced before describing the design and implementation of a specific enactment of pedagogy, a micro-teaching programme using core practices and AoPs. Opportunities and challenges of designing and implementing the micro-teaching programme are discussed and problematised. Finally, some practice considerations are offered to the broader higher education audience regarding the use of AoPs in higher education in the preparation of beginning professionals. [ABSTRACT FROM AUTHOR]

Sustainability has a significant role in the reputation and status of a higher education institution. Universities have a part in "forming the values of society" through educating the present and future generations of decision makers. Universities can help with economic and sustainable development (SD) in several ways, including mediating social conflicts and educating the public on scientific and technological issues. This study aimed to evaluate the students' agreement level (as a latent construct) to examine the causal relationship between predictors (Skills and activities, Behavioral dissemination, Society 5.0 and Industry 4.0), mediating (Education and Community Awareness) and outcome (Sustainable Development) variables, the multivariate statistical method; as a result, Partial Least Square Structural Equation Modeling (PLS-SEM) was performed. In order to characterize potential links, a dependency model in the form of structural equations was built based on the classification of the questions. The correlations between the various parameters were then confirmed using statistical techniques. The authors used SEM structural equations, which enabled them to ascertain the relationships between the overlapping parts in the subsequent step to identify potential connections between the survey's questions. Research has shown that education and sustainable development have a close connection. And it is especially important to stay alert and pick up information throughout the study. This study provides new information on sustainable development in modern Universities 4.0 and Society 5.0. This study adds empirical evidence of factors that influence the sustainability of universities as a driver of innovation and economic growth. This study also provides practical implications for the development of universities' competitiveness. [ABSTRACT FROM AUTHOR]

Simple Summary: Horse sports are popular worldwide, providing spectator enjoyment, benefiting human health, and contributing substantially to national economies. Training and management practices used to care for sporthorses are generally based on tradition rather than science; this combined with the high-risk nature of equestrian activities led to the public questioning if sporthorse health and welfare are being compromised. To understand better how sporthorses are being managed, experts, actively involved with national and international horse sports (dressage, showjumping, and eventing) were consulted across four rounds of a Delphi study. This approach allowed participants to interact to reach a point where everyone agreed on core areas (or domains) that they felt were essential to sporthorse management. Five areas were rated as essential: training management, competition management, young horse management, health status and veterinary management, and the horse–human relationship. Stable and environmental management, and welfare assessment were rated as important but not essential, as most experts felt that these areas were already managed well. Experts called for increased education and research to support riders, trainers, and federations. A welfare charter and evidence-based guidelines to inform management practices were advised to ensure sporthorses have a good life and to safeguard the future of equestrian sports. The public is increasingly questioning equestrianism's social license to operate. While the focus historically centered on horseracing, increased scrutiny is now being placed on how dressage, showjumping, and eventing are addressing equine management and welfare concerns. Nominated equestrian federation and equestrian organization experts (n = 104) directly involved in international and/or national-level horse sports took part in a four-stage, iterative Delphi to obtain consensus on what factors should be considered essential to manage sporthorse health and welfare. Five core domains were agreed as essential: training management, competition management, young horse management, health status and veterinary management, and the horse–human relationship. Two further domains: stable and environmental management, and welfare assessment were rated as important but not essential, as most respondents felt that these areas were already managed well. Participants felt increased education and guidance combined with further policy development and regulation are needed to support stakeholders to optimize sporthorse management. An appetite to engage with research to generate evidence that promotes sporthorse welfare was evident. The development of a sporthorse welfare charter and evidence-based guidelines to inform the management and monitoring of sporthorses' health and welfare are recommended to provide horses with a good life and to safeguard the future of equestrian sports. [ABSTRACT FROM AUTHOR]

Tannic acid (TA) has been recently considered as a new dough additive for improving the bread-making quality of wheat. However, the effects of TA supplementation on the sensory quality parameters (color, crumb grain structure, and sensory properties) of bread have not been studied. Further, the potential of TA supplementation in bread-making quality improvement has not been evaluated by using commercial flour. In the present study, three commercial wheat flours (namely, XL, QZG, and QZZ) with different gluten qualities were used to evaluate the effects of TA supplementation (in concentrations of 0.1% and 0.3%, respectively). TA supplementation did not change the proximate composition of the breads but increased the volumes and specific volumes of XL and QZG breads. TA supplementation enhanced antioxidant activities, with 0.3% TA significantly increasing the antioxidant capacities of bread made from all three flour samples by approximately four-fold (FRAP method)/three-fold (ABTS method). Positive effects of TA on the reduction in crumb hardness, gumminess, and chewiness were observed in the XL bread, as determined by the texture profile analysis. For the analyses on visual and sensory attributes, our results suggest that TA did not affect the crust color, but only slightly reduced the L* (lightness) and b* (yellowness) values of the crumb and increased the a* (redness) value. TA supplementation also increased the porosity, total cell area, and mean cell area. Satisfactorily, the sensory evaluation results demonstrate that TA-supplemented breads did not exhibit negative sensory attributes when compared to the non-TA-added breads; rather, the attributes were even increased. In summary, TA-supplemented breads generally had not only better baking quality attributes and enhanced antioxidant activities, but, more importantly, presented high consumer acceptance in multiple commercial flour samples. Our results support the commercial potential of TA to be used as a dough improver. [ABSTRACT FROM AUTHOR]

In accordance with contemporary educational policy, changes have been made to the requirements of initial teacher education (ITE) with the aim of promoting the development of digital competence among pre-service teachers (PSTs). This paper explores what it means for a primary PST to develop digital competence and posits that programmes of ITE should develop the digital teaching competence of PSTs, alongside positive attitudes toward digital technology use. This is a complex and under-researched process involving multiple actors, including higher education institution tutors, school placement tutors, and cooperating teachers. This research gap is addressed within this paper by examining these actors and unpacking the key issues which may prevent PSTs from developing and enacting digital teaching competence. It appears there is a lack of alignment across these actors, which may negatively impact the digital competence of PSTs. Consequently, we propose that the conceptualization of digital competence across programmes of ITE needs to be brought into alignment. Actions including the establishment of a shared vision of pedagogical use of digital technology, formal induction, and ongoing transformative professional learning for all actors across a programme of ITE are proposed if PSTs are to be enabled to develop the digital competence required by policy. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has increased the number of students with mental health problems: depression, anxiety, stress. Faced with this reality, teachers and schools must be prepared to respond quickly and effectively. Therefore, the objective of this article is to analyze the emotional competences of primary school teachers in the city of Valencia based on the following sociodemographic variables: sex, age, professional experience, type of center and whether they have children. For this purpose, a quantitative methodological approach has been followed, through which the emotional competencies of primary education teachers are analyzed. These results allow us to establish teacher profiles according to sociodemographic variables and help to detect possible training deficiencies. A sample of 371 teachers of primary education in the city of Valencia has been analyzed. The Questionnaire on Teaching Competences of Primary Education Teachers, carried out under the Planned Action Model, has been used, and descriptive, univariate, bivariate and cluster analyses have been carried out. The mean, the standard deviation and the interquartile range (IQR) have been analyzed, as well as non-parametric tests such as the Wilcoxon, Kruskal–Wallis or Z test. The most significant results are that teachers have a greater ability to interpret emotions and to listen to students. On the contrary, it is teachers who most reject prejudice, discrimination and racism. Younger teachers are the ones who implement more inclusive learning environments. Finally, in general, all teachers are very respectful of students and claim to know how to manage classroom conflicts. The results obtained, in general terms, coincide with most of the research on teachers' emotional competencies. Some aspects simply do not coincide with the literature. The teachers who participated in our research perceive themselves as having a greater capacity to observe and interpret students' emotions, to generate learning situations that cater to diversity and to listen to their students. Other studies place these competencies at lower levels. [ABSTRACT FROM AUTHOR]

Scar formation during normal tissue regeneration in adults may result in noticeable cosmetic and functional defects and have a significant impact on the quality of life. In contrast, fetal tissues in the mid-gestation period are known to be capable of complete regeneration with the restitution of the initial architecture, organization, and functional activity. Successful treatments that are targeted to minimize scarring can be realized by understanding the cellular and molecular mechanisms of fetal wound regeneration. However, such experiments are limited by the inaccessibility of fetal material for comparable studies. For this reason, the molecular mechanisms of fetal regeneration remain unknown. Mesenchymal stromal cells (MSCs) are central to tissue repair because the molecules they secrete are involved in the regulation of inflammation, angiogenesis, and remodeling of the extracellular matrix. The mesodermal differentiation of human pluripotent stem cells (hPSCs) recapitulates the sequential steps of embryogenesis in vitro and provides the opportunity to generate the isogenic cell models of MSCs corresponding to different stages of human development. Further investigation of the functional activity of cells from stromal differon in a pro-inflammatory microenvironment will procure the molecular tools to better understand the fundamental mechanisms of fetal tissue regeneration. Herein, we review recent advances in the generation of clonal precursors of primitive mesoderm cells and MSCs from hPSCs and discuss critical factors that determine the functional activity of MSCs-like cells in a pro-inflammatory microenvironment in order to identify therapeutic targets for minimizing scarring. [ABSTRACT FROM AUTHOR]

Simple Summary: Equestrian sport incorporates a number of different disciplines. To optimize equine welfare, a consistent method of ethical decision making is needed. The research presented in this paper was undertaken to test the practical applicability of a previously published theoretical ethical framework for the use of horses in sport. Stakeholders from a range of equestrian disciplines were invited to test the framework through using it both as individuals and in small groups to consider various relevant ethical dilemmas. Stakeholders fed back to the researchers their experiences of using the framework and suggestions for improving it, and the feedback was used to refine the framework across three rounds of engagement. Stakeholders found that the useability of the framework increased with each round, so that the finalised refined framework is a practical decision-making tool which can be used to optimize equine welfare through facilitating consistent, transparent decision making by a wide variety of stakeholders in equestrian sport. In 2021, in response to an acknowledged need for universal, consistent ethics to guide decision making in the horse sport sector, Campbell published a theoretical ethical framework for the use of horses in competitive sport. The research reported here tested the applied usefulness of that theoretical ethical framework through stakeholder engagement in a three-round modified Delphi study and refined it to develop a practical decision-making tool which can be applied consistently across multiple equestrian disciplines. Stakeholders from a broad range of equestrian competitive disciplines participated in the research. Participants were required to apply the ethical framework to a pre-determined ethical dilemma, individually (Rounds 1 and 2) and within a group (Round 3), and at the end of each round to complete a questionnaire designed to gauge opinion and user experience. At the completion of each round of testing, the theoretical framework was refined based on stakeholder feedback. Results showed that participants perceived useability and application of the framework to generally increase with each round. Qualitative content analysis identified key concepts, including cognition (e.g., broadens/deepens thinking) and application (e.g., considers multiple angles from a variety of information sources, needs to be a short/simple process). Results suggested that the refined framework is beneficial for group decision making across a wide variety of ethical issues and equestrian competitive disciplines. The framework thus has the potential to improve equine welfare through facilitating consistent ethical decision making in which the interests of the horse are prioritized. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEIs) are notable promoters of sustainable development (SD). Thus, it is understood that the sustainable development goals 2015–2030 (SDGs) need to be substantially operationalized in these institutions. Based on this idea, the QualEnv (quality and environment) consortium of universities stands out for having as its main objective the increase in contribution to sustainable development (SD) by universities through the implementation of systematic environmental practices and quality processes in line with the SDGs. The objective of this article is to present how the QualEnv consortium of HEIs adopts the SDGs and demonstrates their contribution to SD. For this purpose, a qualitative analysis was performed based on documentary research, a systematic review of the literature, and notes collected from participant observations. The results show that the adoption of the SDGs in the QualEnv consortium was enhanced by the contribution of the social relations within the partnership, which promoted the exchange of experiences and synergy between participants that promoted improvements in the necessary strategies. Along with the highlighted actions and concentration of different axes with dispersed interventions, a potential for central cohesion and focus on evolution in each SDG was noted. The adoption of the same indicators involves the unification of the actions planned for the SD and the common objective of involving communities more consistently, which impacts mainly SDG 04. This article discusses the practical implications in HEIs and the need to integrate the SDGs into their activities, as it demonstrates how universities belonging to the QualEnv consortium have been creating their own strategies to achieve the 2030 agenda and adopt the SDGs. [ABSTRACT FROM AUTHOR]

Although a significant body of research has accumulated on service learning over the past seven decades, to date, no reviews have analyzed the entire multi-disciplinary literature. Thus, scholars lack systematic documentation of the scope of this literature, its thematic structure, and topical foci. This bibliometric review aimed to document these features of the service learning knowledge base. The review analyzed 5615 Scopus-indexed documents on service learning published between 1950 and 2022 through citation, co-citation, and keyword co-occurrence analyses. The analyses uncovered thematic and empirical foci associated with the theory, implementation, and effects of service learning. The review identified engineering education and problem-based learning as related topics of significant interest. In recent years, educators have increasingly experimented with the integration of other active teaching and learning methods into service learning programs. This review suggests that future research examine service learning from the perspectives of public policy, stakeholder engagement, and educating for sustainability. The field would also benefit from additional theorizing on the features that distinguish service learning from other active learning pedagogies. [ABSTRACT FROM AUTHOR]

Lung cancer (LC) represents the second most diagnosed tumor and the malignancy with the highest mortality rate. In recent years, tremendous progress has been made in the treatment of this tumor thanks to the discovery, testing, and clinical approval of novel therapeutic approaches. Firstly, targeted therapies aimed at inhibiting specific mutated tyrosine kinases or downstream factors were approved in clinical practice. Secondly, immunotherapy inducing the reactivation of the immune system to efficiently eliminate LC cells has been approved. This review describes in depth both current and ongoing clinical studies, which allowed the approval of targeted therapies and immune-checkpoint inhibitors as standard of care for LC. Moreover, the present advantages and pitfalls of new therapeutic approaches will be discussed. Finally, the acquired importance of human microbiota as a novel source of LC biomarkers, as well as therapeutic targets to improve the efficacy of available therapies, was analyzed. Therapy against LC is increasingly becoming holistic, taking into consideration not only the genetic landscape of the tumor, but also the immune background and other individual variables, such as patient-specific gut microbial composition. On these bases, in the future, the research milestones reached will allow clinicians to treat LC patients with tailored approaches. [ABSTRACT FROM AUTHOR]

In today's world, global ecological environment problems are increasingly serious, and human beings have gradually realized the importance of protecting the ecological environment. With the continuous deepening of the concept of sustainable development, the concept of green education has also aroused great attention in the education sector; moreover, its concept has gradually been applied to education and teaching. However, there are many problems in the application of green education. For example, the current green education system is not sound, the importance of green education in schools is not obvious, and there is no effective green teacher training program. In order to improve the current application of green education, this paper proposes to integrate the concept of sustainable development into the teaching of green environmental protection education. Through the construction of a sound green education system and green education classrooms, green ecological ideas would thus be infiltrated into many aspects of education and teaching. Due to the uneven distribution of educational resources in many regions, the quality of education in these regions is also uneven. In order to improve this situation, this paper also constructs an educational resource distribution model. Furthermore, this paper also analyzes the educational resource allocation model by using a differential evolution algorithm. From the experimental results, under the algorithm in this paper, the average student–teacher ratio of each county was 4.93, and the average number of books per student was 38.92. The average running time of teacher resources and book resources allocated by the model was found to be 1.47 s and 1.39 s, respectively. Under the traditional algorithm, the average student–teacher ratio in each county was 5.93, and the average number of books per student in each county was 31.8. The average running time of teacher resources and book resources allocated by the model was 2.36 s and 2.58 s, respectively. It can be seen from the above data that the algorithm in this paper can effectively optimize the allocation rationality of the educational resource allocation model and shorten the running time of resource allocation. [ABSTRACT FROM AUTHOR]

At present, multinational and regional educational agencies and researchers have used academic development and global citizenship training to increase globalization. However, owing to the existence of emerging policies, these innovations have raised issues in the educational sector. Therefore, in this paper, EP-SE has been proposed for enhancing the sustainable environment in education and global citizenship. EP-SE seeks to elucidate the educational developments and reveal the part played by non-discursive components in ensuring global citizenship cooperation. The emerging policies for sustainable development emphasize the importance of moral ideals, personal accountability, and engaged global citizenship. Capitalist debate impartially privileges a real economy based on the individual and enhanced income. EP-SE has been developed within the current commodity conditions, critical democracy, and threats to educational development and can serve as a model for sustainable global citizenship development. The experimental results suggest that the proposed model achieves the highest performance compared with the other existing methods. [ABSTRACT FROM AUTHOR]

Flipped learning has a metacognitive effect on learning and knowledge and cultivates students' active and subjective attitudes toward participatory lessons. This pedagogical model is a specific type of blended learning that frees up classroom time for interaction and higher-order activities. Recent research on flipped learning tends to focus on its educational effects and operational methods. However, no studies have considered the types of video lectures that should be developed or how to encourage students' engagement in pre-class activities. If students do not watch the video lecture beforehand, the effects of the flipped learning class may be restricted. Therefore, for flipped learning to be sustainable, instructors should encourage students to watch the video lecture before class. In this study, we aimed to determine whether videos that engage students affect students' motivation more than videos produced by instructors alone. Fifty-two students studying "Basic Hindi I" provided their consent to participate in the study. Questionnaire surveys were conducted before and after midterm exams, using video lecture type and students' grades as parameters. We examined the contributions and educational effects of flipped learning and sustainable language education on motivation. Our study's methodology combines qualitative and quantitative approaches based on a mixed methods sequential explanatory design. We used the Instructional Materials Motivation Survey (IMMS) designed by Keller to investigate how students' motivation is affected by different types of video lecture. Two focus group interviews were conducted to interpret the results of quantitative studies. The results show that a significant difference could not be obtained between the traditional video lecture (TVL) and student-engaged video lecture (SEVL). However, the SEVL made a slight difference in the attention variable regardless of students' grades. [ABSTRACT FROM AUTHOR]

Intending to analyze structural relationships between measured variables and latent constructs, researchers tend to adopt structural equation modeling (SEM) through either "covariance-based SEM" (CB-SEM) or "variance-based SEM" (VB-SEM)/"partial least squares SEM" (PLS-SEM) by using numerous statistical applications. Nevertheless, the reviews on understanding the optimal choice of proprietary statistical software packages in SEM approaches are scarce despite its immense importance in sustaining education. Therefore, a systematic review would be obligated to scrutinize the empirical studies to fill this gap. By employing the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines, a total of 47 publications that met the inclusion criteria were obtained. To extract articles from August 2018 to 2022, Scopus, Web of Science (WoS), and The Education Resources Information Center (ERIC) databases were adopted. The findings imply that six types of proprietary statistical software packages emerged as an optimal choice: Lisrel, Amos, Mplus, SmartPLS, R package (plspm), and WarpPLS. Despite the widespread usage of a variety of statistical applications, SmartPLS and AMOS were rigorously utilized in VB-SEM/PLS-SEM and CB-SEM, respectively. This review is important for practitioners to discover which statistical tools are relevant to use and to identify gaps in order to sustain mathematics education for the future. [ABSTRACT FROM AUTHOR]

The effectiveness of technology-enhanced resources in mathematics in higher education is far from clear, nor is student engagement with such resources. In this review article, we investigate the existing literature in three interrelated areas: student engagement with technology in higher education and mathematics; what works and what does not in technology in education and in mathematics in higher education; evaluating the use of technology in higher education and mathematics; and the use of frameworks and models. Over 300 research articles were identified for this purpose and the results are reported in this review. We found a dearth of studies in undergraduate mathematics education that specifically focus on student engagement with technology. In addition, there is no overarching framework that describes both the pedagogical aspects and the educational context of technology integration in mathematics. [ABSTRACT FROM AUTHOR]

Teachers are considered key drivers of the education for sustainable development (ESD) agenda. They play a critical role in ensuring the attainment of sustainability goals, yet require early opportunities to acquire the necessary knowledge, skills, and attitudes, which will enable them to foster ESD. Therefore, this study documented the development and evaluation of a framework consisting of the core competencies that pre-service teachers need to achieve ESD in Qatar. Framed by complexity theory, the competency framework was developed into a Q-sample, which was then evaluated by multiple education stakeholders, including teacher educators, professional development specialists, ministry specialists, and teachers. The results of the Q-analysis indicated six diverse viewpoints and revealed a lack of overarching consensus statements among the viewpoints. Several statements were also considered controversial as different participants revealed contrasting views in regard to their importance for pre-service teachers. Implications for practice using the competency framework as a dynamic communication and reflection blueprint for implementing ESD are discussed. [ABSTRACT FROM AUTHOR]

University students are expected to develop the skills required for their disciplines, especially those who have learnt English as a foreign language and study at English-medium instruction (EMI) universities. This study investigates the disciplinary literacy needs of students of veterinary medicine. The data were collected using a large-scale survey (n = 122) of students and interviews with five practitioners of veterinary medicine. The findings show that the student vets were trained to carry out highly demanding duties during their clinical placements, such as reading medical case histories, making diagnoses, elaborating on treatment plans for their clients, and composing referrals and medical reports. However, they were exposed to a challenging EMI environment where the requirement to speak and write in English significantly hindered the effectiveness of their learning. A discrepancy in disciplinary tasks between school and the workplace was also revealed. Therefore, it is crucial that researchers and educators at veterinary schools address students' learning challenges to ensure they have the effective English language skills (including reading, writing, and speaking) they need to meet the language demands of their future clinical work and an understanding of the academic genres of veterinary medicine. This study also showcases the types of multi-literacies (i.e., academic genres and communication skills) needed to fulfil certain clinical duties, and the pedagogical implications are discussed. [ABSTRACT FROM AUTHOR]

The enrichment of semolina bread with prebiotic ingredients such as β-glucans may exert health-promoting effects. This work presents the results of a general recipe development aimed at improving the nutritional value of bakery products. In this study, increasing amounts (0%, 2%, 5%, 7%, and 10%) of thin bran or barley flour were added into re-milled durum wheat semolina to prepare breads. The technological quality of doughs and breads was investigated. In general, the Farinograph water absorption of flour and dough stability increased with increasing inclusion levels of barley flour or thin bran (up to 73.23% and 18.75 min, respectively), contrarily to the increase of dough development time only in barley inclusion (4.55 min). At the same time, the softening index decreased for almost all of these, except for 2% of thin bran or barley flour inclusion. At Mixograph, mixing time increased (up to 5.13 min) whilst the peak height decreased. The specific volume and hardness of loaf differently decreased for almost all thesis (ranges 12.6–24.0% and 39.4–45.5%, respectively). The other quality parameters remained unchanged compared with semolina bread. After baking, β-glucan levels increased differently at all the inclusion levels (2.35-fold, on average). The breadcrumb color was deep brown, while the crust became lighter in color. The breads contain β-glucans even at low percentages of barley/bran inclusions while maintaining their technological performance. In conclusion, the results show an interesting potential of barley flour or thin bran as ingredients in breadmaking to increase the β-glucans daily intake, but further investigations are needed to achieve improved quality features. [ABSTRACT FROM AUTHOR]

Rheumatoid arthritis (RA) is an inflammatory disease marked by a massive proliferation of synovial cells in the joints. In this study, we investigated the pro-apoptotic effects of docosahexaenoic acid (DHA) in human fibroblast-like synovial cells from RA patients (RA-FLS). An in vitro study using MH7A cells showed that DHA treatment induced caspase-8-dependent apoptosis in a dose-dependent manner and reduced the TNF-α-mediated induction of MMP-9 and IL-1β. DHA also induced the phosphorylation of eIF2α, the expression of the ER stress markers ATF4 and C/EBP homologous protein (CHOP), and death receptor 5 (DR5). The knockdown of CHOP or DR5 increased cell viability and reduced apoptosis in DHA-treated cells. Furthermore, the knockdown of CHOP reduced DHA-mediated DR5 expression, while the overexpression of CHOP increased DR5 expression. We also found that DHA treatment induced the accumulation of reactive oxygen species (ROS), and pretreatment with the anti-oxidant Tiron effectively abrogated not only the expression of CHOP and DR5, but also DHA-induced apoptosis. Under this condition, cell viability was increased, while PARP-1 cleavage and caspase-8 activation were reduced. All the findings were reproduced in human primary synovial cells obtained from RA patients. These results suggest that the DHA-mediated induction of ROS and CHOP induced apoptosis through the upregulation of DR5 in RA-FLSs, and that CHOP could be used as a therapy for RA. [ABSTRACT FROM AUTHOR]