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Biology as an integral part of science learning continues to be maximized by integrating technology into its learning design. The definite manifestation of this integration process is to achieve meaningfulness, activeness, and effectiveness of the learning carried out. The flipped classroom (FC) is gaining popularity as a pedagogical model that uses the important benefits of technology in its learning environment. FC is proven to be an effective teaching mode that empowers students' 21st-century skills, stimulates students' self-learning, and improves academic performance. The potential of the FC is interesting to explore to what extent biology welcomes the FC. The aimed of this systematic literature review is to review and analyze articles published by Scopus indexed journals. We used the keywords "Flipped classroom and biology" in the search menu in the Scopus database and succeeded in finding 72 articles. There were 21 articles that met the criteria for further analysis. The inclusion and exclusion model used is PRISMA. The findings obtained are the trend of FC publications in biology learning over the last ten years. The approaches used in this research include quantitative, mixed method, case study and qualitative. Key words that are often used by writers are student, human, biology. The biology keyword has a branch, namely active learning. There are 9 countries of origin of authors who publish articles. The United States is a country that is active in publishing. Articles published on each continent are not evenly distributed. The dominant articles are published in collaboration with one country and rarely are articles published by one author. We have succeeded in formulating a picture of the existence of the FC in biology learning over the last ten years. These findings can be a consideration or reference for researchers to explore and study more deeply research related to the FC in biology learning based on their respective urgency.

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates teachers' perceived use of four types of AV input (video only, video with subtitles, video with captions and video with enhanced captions) and factors influencing teachers' perspectives on these types of input for in-class and out-of-class learning. Questionnaire data were collected from 193 L2 teachers across the globe about their perceived use of AV input. Teachers reported that they use video and captioned video most frequently in both classroom and out-of-class contexts. Logistic regression analyses revealed that teachers' perceived importance and comfort using specific AV input types were the two most important factors explaining teachers' reported use. Complementarily, open-ended responses were analyzed qualitatively to identify teachers' additional reasons for (non)use of such input.

Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

The current stage of society development is very closely related to the digitalization of all spheres of public life without exception. Education in this regard should become the starting point or the basis for the competent and conscious application of Artificial Intelligence (AI) technologies, neural networks, and other cyber-physical systems based on AI, as well as robots and robotics objects. Digitalization in education is promoted by economic, social and structural prerequisites. The introduction of these technologies provides new opportunities to improve the educational process, but at the same time the application of these technologies faces some risks, the identification of negative consequences of which is delayed. The aim of the article is to provide the ways for the development of legal regulation of AI, robots and robotics objects in education. The study considers the experience of different countries in the implementation of AI technologies in the educational process, provides the opinions of international UNESCO experts, Russian and foreign researchers. According to the results of the research, three main directions of the relationship between the development of AI technologies and education are identified: 1) training with the help of AI technologies; 2) scientific and practical research of AI and its technologies; 3) training qualified specialists to work with AI in the process of obtaining secondary and higher education. The factors that hinder the implementation of these technologies, as well as the risks of negative consequences of their use in the form of violations of the students' rights are revealed. Findings and proposals for each of the identified areas are formulated.

Preparing students for the real challenges in life is one of the most important goals in education. Constructivism is an approach that uses real-life experiences to construct knowledge. Problem-Based Learning (PBL), for almost five decades now, has been the most innovative constructivist pedagogy used worldwide. However, with the rising popularity, there is a need to revisit empirical studies regarding PBL to serve as a guide and basis for designing new studies, making institutional policies, and evaluating educational curricula. This need has led the researchers to do a meta-analysis to analyse the effectiveness of PBL on secondary students' achievement in different scientific disciplines. Following the set of inclusion and exclusion criteria, 11 studies in Eurasia, Africa, and America conducted from 2016 to 2020 have qualified for this study. Six of which focused on JHS (n = 1047) and five on SHS (n = 375). Studies were obtained from various meta-search engines including Google, ERIC, and JSTOR. Further, the researchers used Harzing's Publish and Perish software to exhaust the search process. Sample size, mean, and standard deviation were analysed using the Comprehensive Meta-Analysis version 3 to determine the effect sizes (Hedge's g) and the results of moderator analysis, forest plot, funnel plot, and Begg-Mazumdar test. Findings have shown that PBL, as an approach to teaching science, had a large and positive effect (ES = 0.871) on the achievement of secondary students. However, grade levels and various scientific disciplines did not influence students' learning achievement. The conduct of more studies on the different factors affecting PBL implementation and specific effects of PBL on various student domains is recommended to facilitate comparative educational research in the future.

School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers' attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers' views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.

The advantages of higher education have received significant attention over time. However, recent research seems to challenge this assumption. It highlights that returns to education may be subject to inflation, may vary in relation to skills, and may not be equally distributed, thus posing new questions about the role of formal education. Against this background, the growing popularity of new forms of online education and training such as MOOCs (Massive Open Online Courses) have emerged. Investigating the way different learners use MOOCs may contribute to a deeper understanding of the evolution of the labour market outcomes of both traditional and technologically-mediated educational qualifications. Based on 43 semi-structured interviews conducted with MOOC users in the USA and in Europe, this article explores the potential of MOOCs on the labour market. The positional competition approach can help frame the results, inasmuch as MOOCs emerge as 'soft credentials'. These accessible and flexible educational tools seem to provide applicants in the job queue with additional resources, although their labour market value remains modest and ancillary to formal educational qualifications. From a long-term perspective, however, increasing reliance on this type of training may contribute to further shifting of responsibilities from collective actors to individual workers.

Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens' well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India's top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.

Background: The high support needs of persons with profound intellectual and multiple disabilities hamper their possibilities for self-determination. To support their self-determination understanding of what this means for this group is necessary. Method: A three-round Delphi procedure with international experts was undertaken to operationalise self-determination for persons with profound intellectual and multiple disabilities. The quantitative output of Likert scales guided us in finding consensus or differences in the qualitative data. First round qualitative data were analysed thematically. Results: The analysis revealed four topics: (1) statements regarding the characteristics of the person with profound intellectual and multiple disabilities, (2) statements regarding characteristics of the social environment, (3) statements regarding the concept of self-determination, and (4) statements regarding the definition and operationalisation of concepts. Conclusion: Consensus was found on the assumption that persons with profound intellectual and multiple disabilities can live a self-determined life and on the importance of the interplay between persons with profound intellectual and multiple disabilities and the environment in order to experience self-determination.

With the increasing industrial relevance of new quantum technologies, a well-educated quantum workforce becomes increasingly crucial. The foreseeable lack of workforce raises important questions. What are the expectations regarding the future relevance of second-generation quantum technologies? What are the requirements for the workforce in the coming quantum industry? Which competences, knowledge, and skills should future employees have? In this paper, we report the results of our study that were aimed at mapping requirements and forecasts for the future quantum workforce. Our study consisted of three consecutive survey rounds. In total, we gathered 188 responses from industry and academic experts across Europe. Our study results served as an input for the development of the European Competence Framework for Quantum Technologies, delivered by the project QTEdu CSA for the European Quantum Flagship. In addition, we will discuss predictions from experts related to the future quantum workforce, including the expected industrial relevance of the main areas of quantum technologies, the need for educational efforts, and the expected influence of quantum technologies on everyday life.

Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.

Purpose: Using smart mobile devices, called mobile health (mHealth), facilitates providing health services, speeds up the process and reduces the costs and complications of direct services. Also, mHealth has many capabilities and applications in epidemic and pandemic outbreaks. This study aimed to systematically review the mHealth adoption researches in epidemic/pandemic outbreaks and provide some suggestions for future research for tackling for COVID-19. Design/methodology/approach: The results produced in this study are based on the literature analysis of 36 articles on mHealth adoption. To find the relevant studies; searches were done in PubMed, Google, Web of Science and Scopus by related keywords during 2020-2022. After selecting the studies based on the inclusion and exclusion criteria, data were collected by using PRIZMA methods for systematically reviewing the literature. Findings: Of the 727 retrieved studies, 36 studies related to mHealth services during the pandemic situation were included. This has been performed by collecting data including demographic details, methodological details, limitations and significance of relationships between the constructs from the available articles based on the mHealth services. All studies emphasized the positive effect of mHealth for usage in epidemic/pandemic outbreaks. Research limitations/implications: The main applications of mHealth for epidemic/pandemic outbreaks included public health aspects, data management, educational programs, diagnosis as well as treatment. mHealth is an appropriate method for encountering epidemic/pandemic outbreaks due to its extensive applications. In the pandemic outbreak of COVID-19, mHealth is one of the best choices to use in the patient-physician relationship as Tele-visits, using in fever coach, providing real-time information for healthcare providers, population monitoring and detecting the diseases based on data obtained from different locations. These findings will help the mHealth providers to design their services accordingly. Originality/value: This study contributes to the researchers and academicians by providing relevant information regarding the mHealth during the COVID-19 pandemic. This is the first time initiative to explore the research questions and future research direction for the researchers during the COVID-19 outbreak. Based on this, we present a comprehensive and actionable research agenda and practical implications.

The article has carried out a meta-analysis of the research concerning practice and innovations of inclusive education at school. Investigation of the practice of inclusive education at schools has been intensified since the 1990s, after identifying the need to implement inclusion strategies and concepts at the international level. The first studies of inclusive education (until the 2000s) concerned beliefs and values as a factor, influencing the effectiveness of inclusion, strategies of inclusive education. Investigations after the 2000s have been aimed at more focused subject matter of the research at the local level in different countries: principals' beliefs, teachers' self-efficacy, the role of parental support, school ideology, models of inclusion at private schools, the severity of disability as a factor determining teachers' beliefs concerning inclusion. Various inclusive models have been formed as a practice result of implementing inclusion. Two key effective approaches to integration of inclusion have been highlighted: integrated and differentiated. An integrated approach involves the introduction of innovations in inclusive education in the following elements of the educational system, namely: the concept (strategy) that defines the model, external preconditions and stages of inclusion; a school that defines the internal prerequisites for inclusion; a community. A differentiated approach is used in combination with the integrated one in order to identify the internal prerequisites for inclusion: values, beliefs and attitudes of teachers, the competence of educators.

This international study examined how to support equity and inclusion for 18 mothers in academia ("motherscholars"). Applying Acker's theory of gendered organizations as a framework for the study, we recruited participants from Facebook groups for women and mothers in higher education across disciplines and nine countries. To attend to the needs of participants, we employed principles of "rigid flexibility," such as adjusting data collection to allow for texting as a form of interviewing. Thematic analysis coupled with researcher arts-based sketches led to identifying critical supports and obstacles for motherscholars, including mentoring and financial opportunities, institutional resources for families, open communication about families, and experiences of bias and isolation. Recommendations for practice, policy, and further research are included.

Plagiarism and other transgressions of the norms of academic integrity appear to be a persistent problem among upper secondary students. Numerous surveys have revealed high levels of infringement of what appear to be clearly stated rules. Less attention has been given to students' understanding of academic integrity, and to the potential misconceptions and false beliefs that may make it difficult for them to comply with existing rules and handle complex real-life situations. In this paper we report findings from a survey of European upper secondary students' views on issues relating to academic integrity. We relate these findings to the students' training about academic integrity, self-reported level of questionable behavior and country of study. A total of 1654 students at 51 institutions located in 6 European countries participated in the study. The participants generally believed they had a good understanding of the rules applying to them and knew how to behave in compliance with norms of academic integrity. The results indicate, however, that often, in practice, this belief was mistaken. Many students had an inadequate understanding of core elements of academic integrity. They were uncertain about how to act, and they struggled in the handling of complex situations that require context-sensitive judgment. While some differences between countries were identified, they were modest and exhibited no clear pattern. Our results also suggest that reducing students' level of uncertainty and, to a lesser degree, improving their level of knowledge could lead them to engage less in certain types of questionable behaviours. Surprisingly, the effect of academic training is modest and ambiguous. The study also confirms that perception of peer behaviour has the strongest association with student engagement in questionable behaviours. Thus, academic integrity at the upper secondary level cannot be explained simply in terms of individual ethics or knowledge.

Purpose: To provide novel empirical evidence on the role of advice in technological and non-technological innovation uptake decision-making processes from the perspective of European farmers, we develop the microAKIS (farmer microscale knowledge and innovation systems) framework. Design/methodology/approach: The MicroAKIS framework is expanded to gather empirical evidence built on quantitative data from a sample of 675 European farmers. Findings: Different types of innovation lead to different microAKIS, and farmers' involvement with innovation introduces new dynamics in advice supply. MicroAKIS supporting innovations tend to be small in size and diversity, suggesting the anticipated pluralism of advice resulting from advisory services privatisation across Europe did not work as expected, i.e. not translating into pluralistic microAKIS. Practical implications: Pluralism in advice for innovation is needed and could be enhanced by integrating different sources of advice: professional and non-professional, formal and informal, agricultural and cross-sectorial. Theoretical implications: We advance the scope of the AKIS concept by accounting for the temporal dynamics of innovation uptake decision-making and adopting multi-level analysis that combines micro (farm) and meso (region) scales. Originality/value: Empirical evidence at the European level, gathered from the common farmer's perspective on the dynamics of farm-level microAKIS and the role played by farm advisory, accounting for diversity of innovations and regional contexts.

This paper provides a comparative analysis of the drivers of English Language Competence (ELC) in a representative sample of European adolescents. School factors -- such as English instruction time and English onset -- are found to play an important role, especially in countries whose official languages are more distant from English. However, schools do not fully compensate for disparities in ELC. Gender, parental education and parental socioeconomic status are strongly associated with students' ELC. Particularly, girls and children from more privileged social backgrounds show systematically higher ELC, even net of school factors and reading ability in their own country language. The role of family background is stronger in countries with languages that are more distant from English, suggesting that family resources are needed more when the skills are more difficult to acquire elsewhere. Finally, informal English exposure through media and cultural products is strongly and positively associated with ELC. This holds true in countries with both high and low linguistic distance from English, suggesting that schools should promote more informal English learning to increase overall ELC and reduce social disparities.

Background: Knowledge about the quality of assessment methods used in the support of people with profound intellectual and multiple disabilities (PIMD) is scarce. This study aimed to provide an overview of the assessment methods used in practice and to examine whether these instruments were studied for their psychometric properties for people with PIMD. Method: Professionals (N = 148) from three European countries completed a survey on assessment practices. We performed a literature search to find information about the psychometric properties of the instruments that were identified in the survey. Results: Of the participants, 78.1% used assessments that were not developed for people with PIMD. Documentation on psychometric properties was found for 8 out of 116 instruments. Conclusions: Most of the instruments in use were not designed for people with PIMD, and information about their quality is lacking. Guidelines are needed regarding the use and development of assessment methods for people with PIMD.

The COVID-19 pandemic disrupted chemistry teaching practices globally as many courses were forced online, necessitating adaptation to the digital platform. The biggest impact was to the practical component of the chemistry curriculum--the so-called wet lab. Naively, it would be thought that computer-based teaching laboratories would have little problem in making the move. However, this is not the case as there are many unrecognized differences between delivering computer-based teaching in-person and virtually: software issues, technology, and classroom management. Consequently, relatively few "hands-on" computational chemistry teaching laboratories are delivered online. In this paper, we describe these issues in more detail and how they can be addressed, drawing on our experience in delivering a third-year computational chemistry course as well as remote hands-on workshops for the Virtual Winter School on Computational Chemistry and the European BIG-MAP project.

The message of physical education (PE) has been one of a 'contested ground' with regular debate around its purpose, alongside conceptual confusions. A major channel of communication that strongly influences public perceptions is through mainstream media, yet how media platforms have reported on the PE profession has received a scarcity of research attention. The aim of this research was to investigate international media reporting of PE over a five-year period. To generate key concepts and themes emerging from the international PE media (English speaking), researchers conducted a Leximancer text mining analysis of media articles published via the Google News function between January 2013 and March 2018. A PE for health discourse was evident from across the international media reporting of PE with regular concepts and themes focused upon the 'physical' including activity, health, obesity, physical activity and exercise. It was also evident that there were clear links between the concept of 'physical education' with regulatory concepts such as 'requirements, reporting and law'. Notable thematic absences related to how PE goals can be met through teaching, learning and programming. Unpacking conceptual and thematic insight into how the PE profession has been reported into the public sphere sheds light on key trends, discourses and influences that are being communicated to the public across global contexts.

Given the increasing number of research on social media for educational purposes, few studies have examined the scientific literature in this field of interest. However, reviews that comprehensively mapped this research landscape in a broader view remain very limited. It is on this premise that the current study identifies the growth trajectory, distribution, and topical foci of scientific literature on social media in education published between 2007 and 2019. A total of 2,215 documents from Scopus-indexed journals were analysed. Using a bibliometric approach, the findings show a steady growth of scientific output and citations and the expansion of the topical foci in the past decade. Of the 15 examined social media platforms, Facebook, Twitter, and YouTube have attracted the greatest attention, while the rest remained underexplored or unexplored. The popularity of certain platforms among scholars was attributed to three factors: the number of active users, the pedagogical affordances, and the geographical scope. Implications for future studies are discussed.

Purpose: To assess the real-world prevalence of microsatellite instability (MSI)/mismatch repair (MMR) testing and related tumor status in recurrent/advanced endometrial cancer patients in Europe. Methods: Data were from two multi-center, retrospective patient chart review studies conducted in the United Kingdom, Germany, Italy, France and Spain: The Endometrial Cancer Health Outcomes-Europe-First-Line (ECHO-EU-1L) study and the ECHO-EU-Second-Line (ECHO-EU-2L) study. ECHO-EU-1L included recurrent/advanced endometrial cancer patients who received first-line systemic therapy between 1/JUN/2016 and 31/MAR/2020 after recurrent/advanced diagnosis. ECHO-EU-2L included patients with recurrent/advanced endometrial cancer who progressed between 1/JUN/2016 and 30/JUN/2019 following prior first-line systemic therapy. Data collected included patient demographics, MSI/MMR tumor testing and results, and clinical/treatment characteristics. Results: ECHO-EU-1L included 242 first-line patients and ECHO-EU-2L included 475 s-line patients. For all patients, median age at recurrent/advanced diagnosis was 69 years, roughly half had endometrioid carcinoma histology and over 75% had Stage IIIB-IV disease at initial diagnosis. The prevalence of MSI/MMR testing in the first-line and second-line cohorts was similar (36.4 and 34.9%, respectively). Among those tested, a majority had non-MSI-high/MMR proficient tumors (80.7 and 74.7% among first- and second-line patients, respectively). About 15% had MSI-high/MMR deficient tumors in both cohorts, and a few patients had discordant results (3.4 and 10.8% among first- and second-line patients, respectively). Conclusion: Prior to the approvals of biomarker-directed therapies for recurrent/advanced endometrial cancer patients in Europe, there were low MSI/MMR testing rates for these patients of just over one-third. Given the availability of biomarker-directed therapies, increased MSI/MMR testing may help inform treatment decisions for recurrent/advanced endometrial cancer patients in Europe. [ABSTRACT FROM AUTHOR]

Cardiovascular diseases (CVDs) and neoplasms have been considered as public health concerns worldwide. This study aimed to estimate the epidemiological patterns of death burden on CVDs and neoplasms and its attributable risk factors in Western Europe from 1990 to 2019 to discuss the potential causes of the disparities. We collected data on CVDs and neoplasms deaths in 24 Western European countries from the Global Burden of Disease Study. We analyzed patterns by age, sex, country, and associated risk factors. The results include percentages of total deaths, age-standardized death rates per 100,000 population, and uncertainty intervals (UIs). Time trends were assessed using annual percent change. In 2019, CVDs and neoplasms accounted for 33.54% and 30.15% of Western Europe's total deaths, with age-standardized death rates of 128.05 (95% UI: 135.37, 113.02) and 137.51 (95% UI: 142.54, 128.01) per 100,000. Over 1990–2019, CVDs rates decreased by 54.97%, and neoplasms rates decreased by 19.54%. Top CVDs subtypes were ischemic heart disease and stroke; top cancers for neoplasms were lung and colorectal. Highest CVD death burdens were in Finland, Greece, Austria; neoplasm burdens in Monaco, San Marino, Andorra. The major risk factors were metabolic (CVDs) and behavioral (neoplasms). Gender differences revealed higher CVDs death burden in males, while neoplasms burden varied by risk factors and age groups. In 2019, CVDs and neoplasms posed significant health risks in Western Europe, with variations in death burdens and risk factors across genders, age groups, and countries. Future interventions should target vulnerable groups to lessen the impact of CVDs and neoplasms in the region. [ABSTRACT FROM AUTHOR]

Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.

The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people's intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers' intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers' intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed.

The use of video has become commonplace in education today. Educators are engaging students with video communication technology more frequently than ever before, given COVID-19. However, questions remain on how instructors use video as a communication and teaching tool in online and blended courses. The purpose of this literature review was to synthesize research on the use of video as a teaching tool in online and blended courses. A systematic approach was used to identify 64 peer-reviewed studies published from 2010 to 2020. A qualitative synthesis of the studies resulted in four themes: delivering video lectures, fostering discussions with video, using video assessments and feedback, and creating video check-ins. Each theme and related research are discussed in the article. Gaps in the literature are identified and recommendations are made for future research.

ABSTRACT Aim Location Time Period Major Taxa Studied Methods Results Main Conclusions To determine which riverine invertebrate traits respond consistently to anthropogenic impacts across multiple biogeographic regions.Europe.1981–2021.Riverine invertebrates.We compiled a database of riverine invertebrate community time series for 673 sites across six European countries spanning six freshwater ecoregions. We compared trait responses to anthropogenic impacts (quantified as changes in ‘ecological quality’) among regions for seven ‘ecological’ traits, which reflect habitat preferences, and nine ‘biological’ traits (e.g., morphology or life history), which represent taxon‐specific attributes that can influence ecosystem processes.Four ecological traits (current, microhabitat, salinity and trophic preferences) and one biological trait (dispersal mode) responded consistently across regions. These responses were primarily driven by spatial differences among poorer to better quality sites. Responses to temporal changes in quality were comparable but less pronounced.Consistent responses to anthropogenic impacts across multiple ecological traits indicate these traits may improve broader scale measurements, comparisons and predictions of community responses. However, we could not use ecological traits to identify the actions of specific stressors because multiple traits always responded as a group. Inconsistent responses across almost all biological traits indicated that these traits may be less predictive of impacts across regions. Predictions of how biological traits, and associated ecosystem processes, respond to anthropogenic impacts may be most effective at regional scales where responses are more consistent. [ABSTRACT FROM AUTHOR]

Background: Surgical care significantly contributes to healthcare-associated greenhouse gas emissions (GHG). Surgeon attitudes about mitigation of the impact of surgical practice on environmental sustainability remains poorly understood. To better understand surgeon perspectives globally, the Society of American Gastrointestinal and Endoscopic Surgeons and the European Association for Endoscopic Surgery established a joint Sustainability in Surgical Practice (SSP) Task Force and distributed a survey on sustainability. Methods: Our survey asked about (1) surgeon attitudes toward sustainability, (2) ability to estimate the carbon footprint of surgical procedures and supplies, (3) concerns about the negative impacts of sustainable interventions, (4) willingness to change specific practices, and (5) preferred educational topics and modalities. Questions were primarily written in Likert-scale format. A clustering analysis was performed to determine whether survey respondents could be grouped into distinct subsets to inform future outreach and education efforts. Results: We received 1024 responses, predominantly from North America and Europe. The study revealed that while 63% of respondents were motivated to enhance the sustainability of their practice, less than 10% could accurately estimate the carbon footprint of surgical activities. Most were not concerned that sustainability efforts would negatively impact their practice and showed readiness to adopt proposed sustainable practices. Online webinars and modules were the preferred educational methods. A clustering analysis identified a group particularly concerned yet willing to adopt sustainable changes. Conclusion: Surgeons believe that operating room waste is a critical issue and are willing to change practice to improve it. However, there exists a gap in understanding the environmental impact of surgical procedures and supplies, and a sizable minority have some degree of concern about potential adverse consequences of implementing sustainable policies. This study uniquely provides an international, multidisciplinary snapshot of surgeons' attitudes, knowledge, concerns, willingness, and preferred educational modalities related to mitigating the environmental impact of surgical practice. [ABSTRACT FROM AUTHOR]

Artificial intelligence systems (AISs) gain relevance in dentistry, encompassing diagnostics, treatment planning, patient management, and therapy. However, questions about the generalizability, fairness, and transparency of these systems remain. Regulatory and governance bodies worldwide are aiming to address these questions using various frameworks. On March 13, 2024, members of the European Parliament approved the Artificial Intelligence Act (AIA), which emphasizes trustworthiness and human-centeredness as relevant aspects to regulate AISs beyond safety and efficacy. This review presents the AIA and similar regulatory and governance efforts in other jurisdictions and lays out that regulations such as the AIA are part of a complex ecosystem of interdependent and interwoven legal requirements and standards. Current efforts to regulate dental AISs require active input from the dental community, with participation of dental research, education, providers, and patients being relevant to shape the future of dental AISs. [ABSTRACT FROM AUTHOR]

Background Access to health care remains suboptimal in low- and middle-income countries (LMICs) and continues to hinder survival in early childhood. We systematically assessed the association between problems accessing health care (PAHC) and under-five mortality (U5M). Methods Child mortality data on 724 335 livebirths came from the latest Demographic and Health Surveys of 50 LMICs (2013–2021). Reasons for PAHC were classified into three domains: 'money needed for treatment' (economic), 'distance to health facility' (physical), 'getting permission' or 'not wanting to go alone' (socio-cultural). Multivariable logistic regression was used to estimate the association between PAHC (any and by each type) and U5M. Results In our pooled sample, 47.3 children per 1000 livebirths died before age of 5, and 57.1% reported having experienced PAHC (ranging from 45.3% in Europe & Central Asia to 72.7% in Latin America & Caribbean). Children with any PAHC had higher odds of U5M (OR: 1.05, 95% CI: 1.02, 1.09), and this association was especially significant in sub-Saharan Africa. Of different domains of PAHC, socio-cultural PAHC was found to be most significant. Conclusions Access to health care in LMICs needs to be improved by expanding health care coverage, building health facilities, and focusing more on context-specific socio-cultural barriers. [ABSTRACT FROM AUTHOR]

High-growth firms (HGFs) are important for job creation and productivity growth. We investigate the relationship between product and labour market regulations, as well as the quality of regional governments that implement these regulations, and the development of HGFs across European regions. Using data from Eurostat, the Organisation for Economic Co-operation and Development (OECD), World Economic Forum (WEF), and Gothenburg University, we show that both regulatory stringency and the quality of the regional government relate to the regional shares of HGFs. In particular, we find that the effect of labour and product market regulations is moderated by the quality of regional government. Depending on the quality of regional governments, regulations may have a 'good, bad or ugly' influence on the development of HGFs. Our findings contribute to the debate on the effects of regulations and offer important building blocks to develop tailored policy measures that may influence the development of HGFs in a region. [ABSTRACT FROM AUTHOR]

Neoliberal theories--whether the new public management, principal-agent theory, or performance management--have provided the rationale for sweeping reforms in the governance and operation of higher education. This paper expands our understanding of neoliberal theory and practice by examining a leading neoliberal reform: performance-based funding (PBF) for higher education in the USA, Europe, Canada, Australia, and elsewhere. Our analysis of PBF examines not only its impacts but also its origins and implementation. Neoliberal theory has been used not only "prospectively" to design and argue for certain public policies but also "retrospectively" to analyse the origins and implementation of neoliberal policy. Hence, this paper examines this retrospective neoliberal analysis in order to determine how well neoliberal theory helps us understand the origins and implementation of neoliberal policy: in this case, the socio-political forces that gave rise to PBF; and the political and organizational features of the processes by which PBF was implemented.

This article discusses the tension between quality assurance and quality enhancement in engineering education at a programme level. It acknowledges that accreditation has evolved for many years, but does not agilely support innovation or implement changes in educational programmes. Existing quality assurance systems, institutional collaboration networks, as well as new innovative quality enhancement models and processes are described, contrasted and synthesised. Quality enhancement is analysed based on its function as a source of inspiration and dissemination of good practice. The article reflects on a novel and more collaborative approach to quality enhancement, built on the foundations of specific pedagogical standards and rubrics (e.g. CDIO). One solution leading to real continuous quality enhancement could be flexible and agile evaluation processes. These are founded on measurement and rating frameworks and complemented with quality assurance for engineering education. Incremental enhancement is based on relevant needs identified collaboratively between programmes.

In this paper the authors examine the role the Dutch gymnasium continues to play in the institutional maintenance of educational inequality. To that end they examine the relational and spatial features of state-sponsored elite education in the Dutch system: the unique identity the gymnasium seeks to cultivate; its value to its consumers; its geographic significance; and its market position amidst a growing array of other selective forms of schooling. They argue that there is a strong correlation between a higher social class background and the concern to transmit one's cultural habitus. They further speculate on the moral implications of state-sponsored elite education, both as it concerns the specific role of the gymnasium in the reproduction of social inequality as well as the curious tendency among its supporters to rationalise the necessity of its existence.

Organizations are increasingly recognizing the important role employee inclusion perceptions play in promoting positive employee attitudes and behaviors. Although social networks are frequently cited as being a driver of perceived inclusion, little empirical work has examined the social network conditions that give rise to it. We address this gap by examining how both network position (indegree centrality) and network structure (network closure) relate to perceived workplace inclusion. We test our hypotheses with a sample of 364 professionals in a multinational pharmaceutical firm. We find that both indegree centrality and network closure are positively related to perceived workplace inclusion. The relationship between network centrality and perceived workplace inclusion is strengthened by a high level of network closure. In addition, the relationship between network closure and perceived workplace inclusion is strengthened by a high level of need for affiliation. Our results, therefore, suggest that both network centrality and closure play an important role in employee perceptions of inclusion and demonstrate the importance of considering need for affiliation as a boundary condition. We conclude by discussing the implications of these findings for theory and practice. [ABSTRACT FROM AUTHOR]

The study aims to explore the environmental factors which activate accumulation abilities of Plantago lanceolata in the research area under strong anthropopressure resulting from the long-term pollution originating from copper mining-metallurgical activities in Southeastern Europe. Sampling was performed at the most endangered sites regarding its proximity to the major and/or secondary pollution sources, as well at the control site. The content of toxic elements (Al, Cu, Fe, Mn, Ni, Pb and Zn) was determined in the roots, leaves, stalks and flowers of P. lanceolata. The anthropogenic origin of environmental contamination was denoted through the high concentrations of Cu, Pb and Zn in the leaves of P. lanceolata , reaching toxic levels, combined with the enrichment of plant parts (Enrichment factor >2), especially with Cu (as well as with Al, Fe, Ni and Zn) in samples from the immediate proximity to the copper smelter or at the prevailing wind directions. Biomonitoring potential, assessed through the correlations between toxic element content, as well as the values of Enrichment factor, was indicated for roots (in the case of Cu), all the aboveground plant parts (Fe) and stalks (Zn). The results have shown that the contents of toxic elements in plant parts as well as phytoremediation of P. lanceolata were dependent on soil element content, soil physico-chemical properties and soil enzyme activities, which were regarded as the main environmental drivers affecting phytoremediation ability. The analysis of biological factors (bioconcentration, translocation and bioaccumulation factor) indicated exclusion strategy and possible usage of P. lanceolata in phytostabilization of Zn. The results indicated that the study area is 'environmental hotspot' with potential threat to human health due to the high levels of bioaccumulation of the investigated toxic elements in P. lanceolata parts. [Display omitted] [ABSTRACT FROM AUTHOR]

Background: Phototherapy is used to treat atopic dermatitis (AD). Evidence for its efficacy, impact on quality of life, cost‐effectiveness and short‐ and long‐term safety with real‐life usage is weak. Objectives: We established a taskforce to examine how phototherapy is currently being used as a treatment for AD across the United Kingdom and Europe to inform our understanding and guide future research into management of patients with AD using UV‐based phototherapies. Methods: An anonymous electronic multiple‐response survey exploring phototherapy prescribing practices and experience of phototherapy modalities was developed by the study authors and sent to members of phototherapy networks from the United Kingdom and Europe. Responses were received between February and July 2021. Results: About 144 respondents from 27 European countries completed the survey. NBUVB was the most widely used [n = 138 (96%)]. Home‐based NBUVB was available in 8/27 countries (25/144 respondents, 17%). Oral psoralen‐UVA (PUVA) was more widely available than bath PUVA (n = 106, 74% vs. n = 60, 42%) and used mainly in adult patients. 49/144 (34%) of respondents had access to UVA1. Phototherapy would be considered instead of systemic treatment in 96% of adults and 82% of children for NBUVB, versus 40% of adults and 3% of children for PUVA. Starting doses, standard dosing increments, length of treatment courses, lifetime limits for treatments and thresholds for performing annual skin assessments varied between responders. Conclusions: NBUVB was the most widely used phototherapy for AD in adult and paediatric patients, while PUVA and UVA1 were less used. Prescribing practices varied considerably, highlighting the lack of consensus practice in many different aspects of phototherapy for the treatment of AD in children and adults. This indicates that further studies are required to determine optimal phototherapeutic regimens for AD and informs our understanding of parameters that should be included in future high‐quality randomized controlled trials (RCT) of phototherapy. [ABSTRACT FROM AUTHOR]

Late-spring frost (LSF) is a critical factor influencing the functioning of temperate forest ecosystems. Frost damage in the form of canopy defoliation impedes the ability of trees to effectively photosynthesize, thereby reducing tree productivity. In recent decades, LSF frequency has increased across Europe, likely intensified by the effects of climate change. With increasing warming, many deciduous tree species have shifted towards earlier budburst and leaf development. The earlier start of the growing season not only facilitates forest productivity but also lengthens the period during which trees are most susceptible to LSF. Moreover, recent forest transformation efforts in Europe intended to increase forest resilience to climate change have focused on increasing the share of deciduous species in forests. To assess the ability of forests to remain productive under climate change, dynamic vegetation models (DVMs) have proven to be useful tools. Currently, however, most state-of-the-art DVMs do not model processes related to LSF and the associated impacts. Here, we present a novel LSF module for integration with the dynamic vegetation model Lund–Potsdam–Jena General Ecosystem Simulator (LPJ-GUESS). This new model implementation, termed LPJ-GUESS-FROST, provides the ability to directly attribute simulated impacts on forest productivity dynamics to LSF. We use the example of European beech, one of the dominant deciduous species in central Europe, to demonstrate the functioning of our novel LSF module. Using a network of tree-ring observations from past frost events, we show that LPJ-GUESS-FROST can reproduce productivity reductions caused by LSF. Further, to exemplify the effects of including LSF dynamics in DVMs, we run LPJ-GUESS-FROST for a study region in southern Germany for which high-resolution climate observations are available. Here, we show that modeled LSF plays a substantial role in regulating regional net primary production (NPP) and biomass dynamics, emphasizing the need for LSF to be more widely accounted for in DVMs. [ABSTRACT FROM AUTHOR]

Research on sex-related differences in Autism Spectrum Disorder (ASD) has been impeded by small samples. We pooled 28 datasets from 18 sites across nine European countries to examine sex differences in the ASD phenotype on the ADI-R (376 females, 1763 males) and ADOS (233 females, 1187 males). On the ADI-R, early childhood restricted and repetitive behaviours were lower in females than males, alongside comparable levels of social interaction and communication difficulties in females and males. Current ADI-R and ADOS scores showed no sex differences for ASD severity. There were lower socio-communicative symptoms in older compared to younger individuals. This large European ASD sample adds to the literature on sex and age variations of ASD symptomatology.

Transitioning to a new school is often challenging for students with autism spectrum disorder. Few studies have examined the transition needs of students with autism spectrum disorder or the benefits of specific supports. This review synthesizes research findings on the "difficulties" that school transitions pose for students with autism spectrum disorder and their parents and teachers, and the "strategies" used to support students and parents during school transition. The review included 27 studies (10 examining the transition to primary school, 17 the transition to secondary school), with data from 443 students with autism spectrum disorder, 453 parents, and 546 teachers, across four continents (North America, Europe, Africa, and Australia). Studies reported that children with autism spectrum disorder struggled with anxiety and increased social pressure, their parents felt overwhelmed with complex placement decisions and worried about the well-being of their children, and teachers strove to provide appropriate supports to their students with autism spectrum disorder, often with inadequate resources. Findings indicated that the most useful strategies involved helping the student adjust to the new school setting, individualizing transition supports, clarifying the transition process for parents, and fostering communication both between the sending and receiving schools, and school and home.

Background: As the population ages, more older adults are presenting for surgery. Age-related declines in physiological reserve and functional capacity can result in frailty and poor outcomes after surgery. Hence, optimizing perioperative care in older patients is imperative. Enhanced Recovery After Surgery (ERAS) pathways and Minimally Invasive Surgery (MIS) may influence surgical outcomes, but current use and impact on older adults patients is unknown. The aim of this study was to provide evidence-based recommendations on perioperative care of older adults undergoing major abdominal surgery. Methods: Expert consensus determined working definitions for key terms and metrics related to perioperative care. A systematic literature review and meta-analysis was performed using the PubMed, Embase, Cochrane Library, and Clinicaltrials.gov databases for 24 pre-defined key questions in the topic areas of prehabilitation, MIS, and ERAS in major abdominal surgery (colorectal, upper gastrointestinal (UGI), Hernia, and hepatopancreatic biliary (HPB)) to generate evidence-based recommendations following the GRADE methodology. Result: Older adults were defined as 65 years and older. Over 20,000 articles were initially retrieved from search parameters. Evidence synthesis was performed across the three topic areas from 172 studies, with meta-analyses conducted for MIS and ERAS topics. The use of MIS and ERAS was recommended for older adult patients particularly when undergoing colorectal surgery. Expert opinion recommended prehabilitation, cessation of smoking and alcohol, and correction of anemia in all colorectal, UGI, Hernia, and HPB procedures in older adults. All recommendations were conditional, with low to very low certainty of evidence, with the exception of ERAS program in colorectal surgery. Conclusions: MIS and ERAS are recommended in older adults undergoing major abdominal surgery, with evidence supporting use in colorectal surgery. Though expert opinion supported prehabilitation, there is insufficient evidence supporting use. This work has identified evidence gaps for further studies to optimize older adults undergoing major abdominal surgery. [ABSTRACT FROM AUTHOR]

Plenodomus lingam (Leptosphaeria maculans) and P. biglobosus (L. biglobosa) are fungi causing Phoma leaf spot/stem canker, an international damaging disease of oilseed rape (Brassica napus) and other brassicas. In Europe, fungicides used for disease management are mainly sterol 14α‐demethylase (CYP51) inhibitors (DMIs/azoles); quinone‐outside inhibitors (QoIs) and succinate dehydrogenase inhibitors (SDHIs) are also used. Decreased DMI sensitivity has emerged in Australian and eastern European P. lingam populations and is mediated by CYP51 promoter inserts resulting in target site overexpression. In this study using in vitro sensitivity testing, we report decreased DMI (prothioconazole‐desthio, mefentrifluconazole) sensitivity in modern western European P. lingam isolates (collected 2022–2023) compared to older baseline (1992–2005) isolates. Around 85% of modern western European P. lingam isolates collected, for which the CYP51 promoter region was sequenced, carried a promoter insert, but target site alterations were not detected. Six different CYP51 promoter inserts were identified, most commonly a 237 bp fragment of the Sahana transposable element. Inserts were associated with an approximately 3‐ to 10‐fold decrease in sensitivity to the DMIs tested. In contrast to P. lingam, PCR screening revealed CYP51 promoter inserts were absent in modern western European P. biglobosus isolates (2021–2023). Combined data indicate P. lingam isolates lacking an insert were similarly (or slightly more) sensitive to the DMIs tested for P. biglobosus, whereas those carrying an insert were slightly less sensitive than P. biglobosus. No evidence for substantive sensitivity shifts to the QoI (pyraclostrobin) or SDHI (boscalid) fungicides tested was obtained for either Plenodomus species. [ABSTRACT FROM AUTHOR]

Background Objectives Methods Results Conclusions There has been a global rise in cases of dermatophytosis and, in particular, recalcitrant and recurrent cases on tinea of the glabrous skin. This phenomenon, particularly prevalent in India, has been linked to the concerning rise of antifungal resistance. The challenge is amplified by a dearth of comprehensive, international data to understand the global scope and characteristics of such cases.This study aims to collate international insights, focusing on areas outside Europe (as this was previously published), to map the extent and characteristics of clinical and, where possible, laboratory confirmed tinea of the glabrous skin through an online survey administered to dermatologists globally.An online survey was distributed from February 2022 to July 2023 and captured data on respondents' experience of recalcitrant and recurrent tinea of the glabrous skin over the preceding 3 years.A total of 260 responses were received spreads across 36 countries, excluding Europe. In total, 91.7% reported seeing cases of recalcitrant or recurrent tinea of the glabrous skin over the preceding 3 years. Common anatomical sites affected were the trunk and groin. T. mentagrophytes and T. rubrum were the predominant species implicated, and there were low rates of laboratory confirmed dermatophyte resistance.The high rates of reported recalcitrant and recurrent tinea of the glabrous skin underscore an urgent need for global collaborative efforts and enhanced diagnostic measures. The findings advocate for the establishment of a standardized global disease registry, regulation of over‐the‐counter antifungal and steroid combinations, correlation of clinical suspicion with laboratory confirmed drug resistance and exploration of alternative therapeutic strategies to mitigate the burgeoning challenge of dermatophyte resistance. [ABSTRACT FROM AUTHOR]

Since the discovery of the first Gastrotricha at the end of the eighteenth century, the study of this taxon has proven to be notoriously difficult due to the fragility of the body and its diminutive size. Consequently, this microinvertebrates group is considered part of the less-known metazoan taxa and its biodiversity knowledge is still far from being understood. To bring light to the past, present, and future understanding of Gastrotricha biodiversity literature, we conducted the first study aimed to quantitatively and qualitatively evaluating the global research productivity on this clade by carrying out a bibliographic survey in Web of Science and Scopus databases using bibliometric tools. We found 523 studies published between 1904 and 2022 and detected i) a high prevalence of "new species" as a keyword in the literature, indicating the youth of our knowledge on biodiversity of this phylum; ii) the formation of clusters of interacting researchers around well-established veterans' researchers in Europe; but also, iii) the formation of new research centers training new researchers in recent decades around the world. However, we also found that there are gaps in the accessibility of past literature in the main search tools. We believe that it is time to explore new facets of Gastrotricha research and we hope that our study can provide a guide for future research development to shape more effective policies for biodiversity discovery and conservation initiatives. [ABSTRACT FROM AUTHOR]

Summary: Cardiovascular complications after major surgery are associated with increases in morbidity and mortality. There is confusion over definitions of cardiac injury or complications, and variability in the assessment and management of patients. This international prospective cohort study aimed to define the incidence and timing of these complications and to investigate their impact on 30‐day all‐cause mortality. We performed a prospective, international cohort study between January 2022 and May 2022. Data were collected on consecutive patients undergoing major abdominal surgery in 446 hospitals from 28 countries across Europe. The primary outcome measure was cardiovascular complications as defined by the Standardised Endpoints for Perioperative Medicine‐Core Outcome Measures for Perioperative and Anaesthetic Care initiative up to 30 days after surgery. The secondary outcome was 30‐day postoperative mortality. This study included 24,203 patients, of whom 611 (2.5%) developed cardiovascular complications. In total, 458 (1.9%) patients died within 30 days of surgery, of which 123 (26.9%) deaths were judged to be cardiac‐related. Mortality rates were higher in patients who developed postoperative cardiovascular complications than in those who did not (19.8% vs. 1.4%), which persisted after risk adjustment (hazard ratio (95%CI) 4.15 (3.14–5.48)). We estimated an absolute risk reduction (95%CI) of 0.4 (0.3–0.5) in mortality in the absence of all cardiovascular complications. This would confer a relative risk reduction in mortality of 21.1% if all cardiovascular complications were prevented. Postoperative cardiovascular complications are relatively common and occur early after major abdominal surgery. However, over 1 in 5 postoperative deaths were attributable to these complications, highlighting an important area for future randomised trials. [ABSTRACT FROM AUTHOR]

Freshwater macroinvertebrates are a diverse group and play key ecological roles, including accelerating nutrient cycling, filtering water, controlling primary producers, and providing food for predators. Their differences in tolerances and short generation times manifest in rapid community responses to change. Macroinvertebrate community composition is an indicator of water quality. In Europe, efforts to improve water quality following environmental legislation, primarily starting in the 1980s, may have driven a recovery of macroinvertebrate communities. Towards understanding temporal and spatial variation of these organisms, we compiled the TREAM dataset (Time seRies of European freshwAter Macroinvertebrates), consisting of macroinvertebrate community time series from 1,816 river and stream sites (mean length of 19.2 years and 14.9 sampling years) of 22 European countries sampled between 1968 and 2020. In total, the data include >93 million sampled individuals of 2,648 taxa from 959 genera and 212 families. These data can be used to test questions ranging from identifying drivers of the population dynamics of specific taxa to assessing the success of legislative and management restoration efforts. [ABSTRACT FROM AUTHOR]