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This article reviews research findings on the needs of beginning teachers in selected European countries. It focuses on the countries involved in the Erasmus+ project 'Digital academy in teaching practice for a seamless transition from pre-service to in-service' (2023-2025): Belgium, the Czech Republic, Spain, Ireland, and Poland. Research on the needs of teachers is conducted systematically in Belgium, Ireland, and the Czech Republic. As a result, the current data from these countries allows for the conclusion that the professional needs of teachers are similar across these contexts. The specific differences mainly concern issues such as job security, including the mode and conditions of employment, bureaucratic workload, and the evaluation of teachers' work. Polish and Spanish project partners studied the needs of teachers with up to 5 years of professional experience before designing the mentoring platform (in 2023). The data from this study is still being analysed. [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]

Flipped classrooms invert the traditional (lecture-based) classroom such that students review materials before class, and then participate in active learning techniques during class. While flipped classrooms have generally been shown to be beneficial, recent research indicates that there are numerous moderators that make an impact on learning outcomes. This research examines learning style as a moderator. Learning style refers to the consistent way in which a learner responds to or interacts with stimuli in the learning context. A quasi-experiment was conducted involving 140 undergraduate students in Introduction to Marketing classes during two consecutive fall semesters. Results indicate that students high in the abstract conceptualization (AC) learning style performed significantly better on the exam in the flipped (vs. traditional) classroom. Students low in the concrete experience (CE) learning style scored better on the exam in the flipped (vs. traditional) classroom. Across both flipped and traditional classes, students high (vs. low) in AC reported greater satisfaction with the class, greater motivation to learn, and more positive perceptions of learning outcomes. Implications for designing flipped classroom content are discussed. [ABSTRACT FROM AUTHOR]

This study aims to develop a valid and reliable measurement instrument to identify university students' attitudes towards flipped learning model. The research sample was composed of 487 pre-service teachers who attended a university. Relevant literature was reviewed a pool of items was formed and content and construct validity analyses as well as item reliability analysis were done in the process of developing the scale. The literature was reviewed, and the participants were reviewed to form the pool of items. A 35-item draft scale was prepared in the light of data coming from the literature review and from the interviews with the participants. Both the exploratory factor analysis (AFA) and the confirmatory factor analysis (CFA) were done so as to determine the factor structure of the scale of attitudes towards flipped learning model (SATFLM). Following the EFA, it was found that the Kaiser–Meyer–Olkin value was 0.936, that the Cronbach's Alpha coefficient was 0.910 and that the scale had 3 factors. Factor one explained 33.852% of the total variance while factor two explained 41.268% and factor three explained 47.856% of the total variance. The factor structure was confirmed with confirmatory factor analysis (CFA). According to the results of the CFA, the GFI was found as 0.911, CFI as 0.932, TLI as 0.924, RMSEA as 0.048 and X2/df as 2.12. It was concluded on the basis of the data that the scale was valid and reliable in identifying attitudes towards flipped learning. [ABSTRACT FROM AUTHOR]

In light of the terrorist attacks on September 11, 2001, which eliminated all crew and passengers of four airliners and produced mass casualties on the ground, OM professionals must re-examine their crisis management programs to ensure that they are in the best possible shape. This article discusses the logistical components of such programs and stresses training, psychological debriefing and defusing, and reintegration of First Responders.

Demonstrating RNA catalysis within prebiotically relevant models of primordial cells (protocells) remains a challenge in origins of life research. Fatty acid vesicles encapsulating genomic and catalytic RNAs (ribozymes) are attractive models for protocells; however, RNA catalysis has largely been incompatible with fatty acid vesicles due to their instability in the presence of Mg 2+ at the concentrations required for ribozyme function. Here, we report a ribozyme that catalyzes template-directed RNA ligation at low Mg 2+ concentrations and thus remains active within stable vesicles. Ribose and adenine, both prebiotically relevant molecules, were found to greatly reduce Mg 2+ -induced RNA leakage from vesicles. When we co-encapsulated the ribozyme, substrate, and template within fatty acid vesicles, we observed efficient RNA-catalyzed RNA ligation upon subsequent addition of Mg 2+ . Our work shows that RNA-catalyzed RNA assembly can occur efficiently within prebiotically plausible fatty acid vesicles and represents a step toward the replication of primordial genomes within self-replicating protocells., (© 2023 The Authors. Chemistry - A European Journal published by Wiley-VCH GmbH.)

Coded ribosomal peptide synthesis could not have evolved unless its sequence and amino acid-specific aminoacylated tRNA substrates already existed. We therefore wondered whether aminoacylated RNAs might have served some primordial function prior to their role in protein synthesis. Here, we show that specific RNA sequences can be nonenzymatically aminoacylated and ligated to produce amino acid-bridged stem-loop RNAs. We used deep sequencing to identify RNAs that undergo highly efficient glycine aminoacylation followed by loop-closing ligation. The crystal structure of one such glycine-bridged RNA hairpin reveals a compact internally stabilized structure with the same eponymous T-loop architecture that is found in many noncoding RNAs, including the modern tRNA. We demonstrate that the T-loop-assisted amino acid bridging of RNA oligonucleotides enables the rapid template-free assembly of a chimeric version of an aminoacyl-RNA synthetase ribozyme. We suggest that the primordial assembly of amino acid-bridged chimeric ribozymes provides a direct and facile route for the covalent incorporation of amino acids into RNA. A greater functionality of covalently incorporated amino acids could contribute to enhanced ribozyme catalysis, providing a driving force for the evolution of sequence and amino acid-specific aminoacyl-RNA synthetase ribozymes in the RNA World. The synthesis of specifically aminoacylated RNAs, an unlikely prospect for nonenzymatic reactions but a likely one for ribozymes, could have set the stage for the subsequent evolution of coded protein synthesis. [ABSTRACT FROM AUTHOR]

In recent years, programming education has gained recognition at various educational levels due to its increasing importance. As the need for problem-solving skills becomes more vital, researchers have emphasized the significance of developing algorithmic thinking (AT) skills to help students in program development and error debugging. Despite the development of various text-based and block-based programming tools aimed at improving students' AT, emerging evidence in the literature indicates insufficient AT skills among students. This study was conducted to understand the growth trajectory of students' AT skills in different programming environments. The study utilized a multigroup experiment involving 240 programming students randomly assigned to three groups: a text-and-block-based group, a block-based-only group, and a text-based-only group. Students in the text-and-block-based group were exposed to Alice and Python; those in the block-based-only group were exposed to Alice; and those in the text-based-only group were exposed to Python. We found that participants' growth trajectory in AT skills is linear, with a significant growth rate. Although between-person variability exists across groups, we observed a compensatory effect in the text-and-block-based and block-based-only groups. Additionally, we found significant differences in AT skills across the groups, with no evidence of a gender effect. Our findings suggest that combining text-based and block-based programming environments can lead to improved and sustained intra-individual problem-solving skills, particularly in the field of programming. [ABSTRACT FROM AUTHOR]

Introduction: The 2030 Sustainable Development Goals (SDGs) were adopted by the United Nations in 2015, emphasizing the importance of achieving peace, prosperity, and well-being for all people. With the outbreak of the COVID-19 pandemic, sustainable health has become an important issue. Teachers were forced to adopt distance teaching, necessitating rapid upgrading of their ICT skills and integration into e-learning, which caused tangible and intangible pressures on teachers and impacted their well-being. This study examined the effects of ICT competence on teachers' workplace anxiety, emotional exhaustion, and well-being during the pandemic from the perspective of Social Cognitive Theory (SCT). Methods: A quantitative research methodology and a questionnaire survey with a total of 21 questions were used as the primary research design. The snowball method was employed as a sampling method for online questionnaires from September to October 2021. A total of 216 questionnaires were collected, of which four incomplete questionnaires were excluded, leaving 212 valid questionnaires, with a valid questionnaire recovery rate of 98.1%. The valid questionnaires were analyzed using Smart Pls 4.0 Partial Least Square Method Structural Equation Modeling (PLS-SEM). Results: The study found that teachers' ICT competence could significantly reduce emotional exhaustion and enhance teachers' well-being. However, there was no significant effect on workplace anxiety. Additionally, well-being was not directly affected by workplace anxiety, and teachers' well-being needs to be mediated by emotional exhaustion to be indirectly affected. Emotional exhaustion plays an important mediating role between teachers' ICT competence and workplace stress, both of which are important mediators of well-being. Discussion: From a practical point of view, to achieve the Sustainable Development Goals (SDGs) 2030, it is ideal to have good health and well-being for the whole person. This study facilitates the development of strategies to improve the wellbeing of teachers, which provides an empirical basis for the enhancement of mental health and well-being of educators. [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]

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The 2018 African swine fever (ASF) outbreak highlighted the importance of biosecurity in food production systems. Despite the significant economic impacts, the sociopsychological consequences on decision-making have been overlooked. Previous studies have focused on algebraic models and simulation-based models without considering the complex psychological and social factors that influence farmers' biosecurity behaviors and decision-making processes. This study aims to classify livestock producers into distinct subgroups based on their attitudes towards biosecurity. We conducted a survey presenting producers with three scenarios to assess their willingness to report suspected ASF cases, trust in government agencies, risk perception, biosecurity knowledge, willingness to purchase livestock insurance, motivation to invest in biosecurity, readiness to report suspected infections, and intention to contact a veterinarian. Using latent class analysis, we identified three distinct classes: Biosecurity Sceptics, Biosecurity Compliant, and Biosecurity Ultra-Compliant. Our results show that producer characteristics significantly influence biosecurity attitudes and class membership, with small-scale producers less likely to adopt ultra-compliant biosecurity practices. Attending at least one eradication program encouraged biosecurity compliance. This research informs the design of targeted food policy and risk communication strategies that account for attitudes of livestock producers to encourage biosecurity adoption and reduce the likelihood of Tier 1 disease incursion. [ABSTRACT FROM AUTHOR]

Immunometabolism has been an emerging hotspot in the fields of tumors, obesity, and atherosclerosis in recent decades, yet few studies have investigated its connection with rheumatoid arthritis (RA). In principle, intracellular metabolic pathways upstream regulated by nutrients and growth factors control the effector functions of immune cells. Dynamic communication and hypermetabolic lesions of immune cells within the inflammatory synovial microenvironment contributes to the development and progression of RA. Hence, targeting metabolic pathways within immune subpopulations and pathological cells may represent novel therapeutic strategies for RA. Natural products constitute a great potential treasury for the research and development of novel drugs targeting RA. Here, we aimed to delineate an atlas of glycolysis, lipid metabolism, amino acid biosynthesis, and nucleotide metabolism in the synovial microenvironment of RA that affect the pathological processes of synovial cells. Meanwhile, therapeutic potentials and pharmacological mechanisms of natural products that are demonstrated to inhibit related key enzymes in the metabolic pathways or reverse the metabolic microenvironment and communication signals were discussed and highlighted. [ABSTRACT FROM AUTHOR]

Blended instruction integrating online and face-to-face teaching is increasingly adopted in Chinese higher education. However, research on implications for advancing student-centered pedagogy is limited. This study aims to develop a blended instruction framework tailored for grammar acquisition. The design aligns online explicit grammar modules with face-to-face integrated reading, writing, listening, and speaking sessions. Online components provide holistic instructions, explanations, and practice while in-person activities enable skill transfer through meaningful communicative tasks. The model provides educators with a structured approach to developing blended curricula that leverage online and offline affordances. Blended designs following this framework promise to increase learner engagement, motivation, and outcomes. [ABSTRACT FROM AUTHOR]

The extant literature indicates that blended learning leads to better outcomes compared to traditional lectures in management education. However, the working memory, which processes all incoming information, can be assumed to already work at capacity in traditional lectures. As blended environments cannot extend this capacity, they can only improve learning effectiveness if they can influence the mechanics underlying the working memory. Drawing on cognitive load theory from educational psychology, we posit that blended learning, by using technology as a differentiator, provides instructional designers with additional options and tools. When utilized effectively, these choices can reduce learners' cognitive load related to the design and increase cognitive load related to learning. Our assumptions are based on a case study with two different learning formats, including a blended environment that actively integrates technologies into the curriculum. Empirical evidence supports our hypotheses. We contribute to educational technology research in management education by explicitly considering the mechanics of the cognitive system and the effects of instructional design, curriculum choice, and related technology use. Our results suggest that blended environments can improve learning effectiveness if technologies are well integrated into curricula. Educational technologies, thus, provide entirely new opportunities for management educators but also require faculty development. [ABSTRACT FROM AUTHOR]

Background: Student knowledge acquisition and retention are essential in nursing training. This study examined differences in content knowledge acquisition and retention between traditional and flipped classroom (FC) formats. Method: A pretest-posttest quasiexperimental design with a follow-up test was used for this study of associate degree nursing students in a Hong Kong community college. The control group (n = 141) included nursing students in a traditional classroom (TC) setting before COVID-19 compared with nursing students in an FC (n = 130) setting during the pandemic. The effects were evaluated before the course, postcourse, and 3 months after the course. Results: Content knowledge scores for both groups improved after the course. Students in the FC performed better in the short-term (posttest immediately after the course) and long-term (follow-up-test 3 months later) than students in the TC. Conclusion: Implementing the FC method effectively promoted students' knowledge acquisition and retention. [J Nurs Educ. 2024;63(8):501–506.] [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]

Background: International student education has become an important part of higher education and an important symbol to measure the level of higher education. To change the traditional teaching model, here we introduced a combination of Case-Based Learning (CBL)and Flipped Classroom (FC) into the pathophysiology course for international students. This study aimed to explore whether the active learning ability and critical thinking ability of international students can be improved, based on this new teaching model, improving the innovation ability of teachers' team and students' attitude to the reform. Methods: The two chapters of Cardiac Insufficiency and Apoptosis in Pathophysiology are designed as a CBL + FC teaching method. Distribute the Self-assessment Scale on Active Learning and Critical Thinking (SSACT) and satisfaction questionnaire to international students to evaluate teaching reform based on CBL + FC. Results: Compared with the traditional classroom, the online flipped classroom based on CBL has significantly improved the learning enthusiasm, as these students are required to independently complete literature review, actively participate in classroom teaching, learn to use multiple learning strategies, and collaborate with other students to complete PowerPoint (PPT)production. At the same time, the students' ability to raise problems and solve problems has been greatly improved by analyzing clinical cases; By consulting the literature, the theoretical knowledge learned can be better applied to clinical analysis. The results of the satisfaction survey also show that international students are more likely to accept the flipped classroom teaching mode. Conclusions: This teaching mode will stimulate the learning motivation of international students, enhance teaching attraction and increase teaching interaction; At the same time, the CBL + FC teaching method can strengthen the evaluation of international students' in and out of class and online learning, enhance students' active learning ability and critical thinking ability, promote the development of personalized learning, and integrate with international medical education. [ABSTRACT FROM AUTHOR]