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Aim/Purpose: This paper investigates the influence of university student multitasking on their learning success, defined as students' learning satisfaction and performance. Background: Most research on student multitasking finds student multitasking problematic. However, this research is generally from 2010. Yet, today's students are known to be digital natives and they have a different, more positive, relationship with mobile technologies. Based on the old findings, most instructors ban mobile technology use during instruction, and design their online courses without regard for the mobile technology use that happens regardless of their ban. This study investigates whether today's instructors and learning management system interface designers should take into account multitasking with mobile technologies. Methodology: A quasi-experimental design was used in this study. Data were collected from 117 students across two sections of an introductory Management Information Systems class taught by the first author. We took multiple approaches and steps to control for confounding factors and to increase the internal validity of the study. We used a control group as a comparison group, we used a pre-test, we controlled for selection bias, and we tested for demographic differences between groups. Contribution: With this paper, we explicated the relationship between multitasking and learning success. We defined learning success as learning performance and learning satisfaction. Contrary to the literature, we found that multitasking involving IT texting does not decrease students' learning performance. An explanation of this change is the change in the student population, and the digital nativeness between 2010s and 2020 and beyond. Findings: Our study showed that multitasking involving IT texting does not decrease students' performance in class compared to not multitasking. Secondly, our study showed that, overall, multitasking reduced the students' learning satisfaction despite the literature suggesting otherwise. We found that attitude towards multitasking moderated the relationship between multitasking and learning satisfaction as follows. Individuals who had a positive attitude towards multitasking had high learning satisfaction with multitasking. However, individuals who had positive attitude toward multitasking did not necessarily have higher learning performance. Recommendations for Practitioners: We would recommend both instructors and the designers of learning management systems to take mobile multitasking into consideration while designing courses and course interfaces, rather than banning multitasking, and assuming that the students do not do it. Furthermore, we recommend including multitasking into relevant courses such as Management Information Systems courses to make students aware of their own multitasking behavior and their results. Recommendation for Researchers: We recommend that future studies investigate multitasking with different instruction methods, especially studies that make students aware of their multitasking behavior and its outcomes will be useful for next generations. Impact on Society: This paper investigates the role of mobile multitasking on learning performance. Since mobile technologies are ubiquitous and their use in multitasking is common, their use in multitasking affects societal performance. Future Research: Studies that replicate our research with larger and more diverse samples are needed. Future research could explore research-based experiential teaching methods, similar to this study.

This study explores early career academics' (ECAs) professional learning in a Danish university's Professional Learning (PL) program, based on problem- and project-based learning (PBL) principles. Using a complexity theory lens, professional learning is viewed as a dynamic process involving intrapersonal, behavioral, relational, and contextual sources. Data from 38 written reflections via a questionnaire and six in-depth interviews were analyzed to assess ECAs' learning outcomes and challenges during and after the PL program. The findings indicate that the program advanced participants' PBL and pedagogical knowledge, changed their pedagogical beliefs and teaching practices, and improved their collaborative skills and interactions with students and colleagues. Several challenges ECAs confronted are reported at individual and organizational levels, namely, time management, the learning process, the actual teaching and supervision process, institutional culture, and resource allocation. The study suggests ways for ECAs, program designers and organizers, and university management in promoting more effective professional development processes. [ABSTRACT FROM AUTHOR]

Benzaldehyde (BAld) is one of the most widely distributed volatiles that contributes to flavor and defense in plants. Plants regulate BAld levels through various pathways, including biosynthesis from trans-cinnamic acid (free BAld), release from hydrolysis of glycoside precursors (BAld-H) via multiple enzymatic action steps, and conversion into downstream chemicals. Here, we show that BAld-H content in peach (Prunus persica) fruit is up to 100-fold higher than that of free BAld. By integrating transcriptome, metabolomic, and biochemical approaches, we identified glycoside hydrolase PpGH28BG1 as being involved in the production of BAld-H through the hydrolysis of glycoside precursors. Overexpressing and silencing of PpGH28BG1 significantly altered BAld-H content in peach fruit. Transgenic tomatoes heterologously expressing PpGH28BG1 exhibited a decrease in BAld-H content and an increase in SA accumulation, while maintaining fruit weight, pigmentation, and ethylene production. These transgenic tomato fruits displayed enhanced immunity against Botrytis cinerea compared to wild type (WT). Induced expression of PpGH28BG1 and increased SA content were also observed in peach fruit when exposed to Monilinia fructicola infection. Additionally, elevated expression of PpGH28BG1 promoted fruit softening in transgenic tomatoes, resulting in a significantly increased emission of BAld compared to WT. Most untrained taste panelists preferred the transgenic tomatoes over WT fruit. Our study suggests that it is feasible to enhance aroma and immunity in fruit through metabolic engineering of PpGH28BG1 without causing visible changes in the fruit ripening process. Increased expression of a glycoside hydrolase confers enhanced disease resistance, improved aroma, and consumer preferences in fruit. [ABSTRACT FROM AUTHOR]

Despite an emerging emphasis on the role of engineers in achieving the SDGs, there is still a lack of agreement on which competencies should be prioritised to prepare them to tackle future sustainability challenges. By formulating a theoretical framework of key sustainable competencies based on prior studies, this study investigated engineering students' subjective views on which competencies they considered as the most important to support them in becoming sustainable engineers/designers. Using Q methodology, views were collected from 26 master students in a Sustainable Design programme in a Danish systemic problem- and project-based (PBL) context. Three key competencies were identified: collaboration, interdisciplinarity, and systemic thinking. Competences within the 'doing' and 'being' dimensions were represented the strongest. There is a hierarchy between the competencies, with collaboration being the highest level, as it demonstrates that it is transversal to the others. These results emphasised the role of PBL in developing competencies for sustainability and in reinforcing the value of Education for Sustainable Development. [ABSTRACT FROM AUTHOR]

Introduction: This systematic review aimed to determine the effect of therapeutic drug monitoring (TDM) for tumor necrosis factor-α inhibitors (TNF-αI) in immune-mediated inflammatory diseases (IMIDs) based on real-world evidence, as results from published meta-analyses based on randomized controlled trials (RCTs) may not fully capture the nuances of clinical practice due to strict criteria. Methods: We searched PubMed, Embase, and the Cochrane Library up to 1 August 2023. Cohort studies comparing TDM (proactive and reactive) with empirical management were included. Primary outcome was effectiveness [for IBDs: clinical remission; for rheumatic diseases: clinical remission or low disease activity], with certainty of evidence appraised using the GRADE approach. Secondary outcomes included treatment failure, serious adverse events (SAEs), IMIDs-related surgeries or hospitalizations, and anti-drug antibodies (ADAs) development risk. Results: Twenty-four cohort studies were included and almost all were on infliximab. For IBDs, compared with empirical management, proactive TDM significantly improved clinical remission (RR = 1.15, 95% CI = 1.04-1.28), reduced IBDs-related surgeries (RR = 0.46, 95% CI = 0.26-0.81), hospitalizations (RR = 0.60, 95% CI = 0.43-0.83), SAEs (RR = 0.23, 95% CI = 0.07-0.76), and ADAs development risk (RR = 0.34, 95% CI = 0.19-0.60). Reactive TDM significantly lowered hospitalization rates and might be cost-effective. Proactive TDM outperformed reactive TDM in secondary outcomes. For rheumatic diseases, benefits of TDM were inconclusive due to limited evidence. Conclusions: Real-world evidence supports proactive TDM of TNF-αI (particularly infliximab) in IBDs to improve effectiveness, safety, and immunogenicity. However, benefits of TDM for different TNF-αI in other IMIDs remain uncertain. Protocol registration: PROSPERO identifier is CRD42022370846. [ABSTRACT FROM AUTHOR]

Personality driven by Behavioral Inhibition/Activation Systems (BIS/BAS) can significantly influence self-esteem. Humans form self-esteem during social interactions; thus, social relationships may be a critical mediator. This study aims to systematically explore the role of social relationships in these relations among emerging adults. The essential social relationships of emerging adults, including mother-child, father-child, and peer relationships, were examined. Participants (N = 967, M age = 19.16, 420 females) completed self-reported measures for BIS/BAS, social relationships, and self-esteem. The results demonstrate the mediating effect of social relationships: BIS was negatively related to all social relationships, which were further related to lower self-esteem; BAS was positively related to mother-child and peer relationships, which were further related to higher self-esteem. Moreover, the mother-child relationship emerged as a mediator linking BIS/BAS and father-child and peer relationships in the two models, indicating the unique contribution of mother-child interactions in Chinese emerging adults. [ABSTRACT FROM AUTHOR]