Search

Background: Most studies of fear of childbirth (FOC) are conducted on heterosexual cisgender pregnant populations of birth-giving parents. Among lesbian and bisexual women, as well as transgender and queer people (LBTQ), minority stress can add an extra layer to FOC. Gender binary and cisnormative assumptions leave it to the patient to educate and navigate healthcare providers, which can increase mental health problems. Objective: The aim of this study is to compare FOC and mental illness among expecting birth-giving parents and their partners in an LBTQ population. Materials and methods: This cross-sectional study recruited 80 self-identified pregnant LBTQ persons and their 54 non-pregnant partners at a LBTQ specialized antenatal clinic in a large Swedish city of over one million inhabitants. The survey included socio-demographic characteristics, sexual and gender orientation, obstetric history, previous mental health, previous trauma exposure and measures of FOC and mental health. Results: Levels of FOC were significantly higher for the pregnant participants (median W-DEQ 67.5) than for partners (median W-DEQ 60.0). The proportion of severe FOC was higher for pregnant participants (20.3%) than for partners (9.4%), although this difference was not statistically significant. Mental illness was significantly associated with FOC. Conclusion: The results add valuable information to our understanding of the specific needs of pregnant LBTQ people and their partners and may help us to develop healthcare in the future.

Abstract Background The clinical significance of tertiary lymphoid structures (TLSs) is not well-documented in early oral tongue squamous cell carcinoma (OTSCC). Methods A total of 310 cases of early (cT1-2N0) OTSCC were included in this multicenter study. Assessment of TLSs was conducted on hematoxylin and eosin-stained sections. TLSs were assessed both in the central part of the tumor and at the invasive front area. Results The presence of TLSs associated with improved survival of early OTSCC as presented by Kaplan–Meier survival analyses for disease-specific survival (P = 0.01) and overall survival (P = 0.006). In multivariable analyses, which included conventional prognostic factors, the absence of TLSs associated with worse disease-specific survival with a hazard ratio (HR) of 1.96 (95% CI 1.09–3.54; P = 0.025) and poor overall survival (HR 1.66, 95% CI 1.11–2.48; P = 0.014). Conclusion Histological evaluation of TLSs predicts survival in early OTSCC. TLSs showed superior prognostic power independent of routine WHO grading and TNM staging system.

Despite a large number of studies, out of all drivers of radiative forcing, the effect of aerosols has the largest uncertainty in global climate model radiative forcing estimates. There have been studies of aerosol optical properties in climate models, but the effects of particle number size distribution need a more thorough inspection. We investigated the trends and seasonality of particle number concentrations in nucleation, Aitken, and accumulation modes at 21 measurement sites in Europe and the Arctic. For 13 of those sites, with longer measurement time series, we compared the field observations with the results from five climate models, namely EC-Earth3, ECHAM-M7, ECHAM-SALSA, NorESM1.2, and UKESM1. This is the first extensive comparison of detailed aerosol size distribution trends between in situ observations from Europe and five earth system models (ESMs). We found that the trends of particle number concentrations were mostly consistent and decreasing in both measurements and models. However, for many sites, climate models showed weaker decreasing trends than the measurements. Seasonal variability in measured number concentrations, quantified by the ratio between maximum and minimum monthly number concentration, was typically stronger at northern measurement sites compared to other locations. Models had large differences in their seasonal representation, and they can be roughly divided into two categories: for EC-Earth and NorESM, the seasonal cycle was relatively similar for all sites, and for other models the pattern of seasonality varied between northern and southern sites. In addition, the variability in concentrations across sites varied between models, some having relatively similar concentrations for all sites, whereas others showed clear differences in concentrations between remote and urban sites. To conclude, although all of the model simulations had identical input data to describe anthropogenic mass emissions, trends in differently sized particles vary among the models due to assumptions in emission sizes and differences in how models treat size-dependent aerosol processes. The inter-model variability was largest in the accumulation mode, i.e. sizes which have implications for aerosol–cloud interactions. Our analysis also indicates that between models there is a large variation in efficiency of long-range transportation of aerosols to remote locations. The differences in model results are most likely due to the more complex effect of different processes instead of one specific feature (e.g. the representation of aerosol or emission size distributions). Hence, a more detailed characterization of microphysical processes and deposition processes affecting the long-range transport is needed to understand the model variability.

BackgroundIn recent years, advances in technology have led to an influx of mental health apps, in particular the development of mental health and well-being chatbots, which have already shown promise in terms of their efficacy, availability, and accessibility. The ChatPal chatbot was developed to promote positive mental well-being among citizens living in rural areas. ChatPal is a multilingual chatbot, available in English, Scottish Gaelic, Swedish, and Finnish, containing psychoeducational content and exercises such as mindfulness and breathing, mood logging, gratitude, and thought diaries. ObjectiveThe primary objective of this study is to evaluate a multilingual mental health and well-being chatbot (ChatPal) to establish if it has an effect on mental well-being. Secondary objectives include investigating the characteristics of individuals that showed improvements in well-being along with those with worsening well-being and applying thematic analysis to user feedback. MethodsA pre-post intervention study was conducted where participants were recruited to use the intervention (ChatPal) for a 12-week period. Recruitment took place across 5 regions: Northern Ireland, Scotland, the Republic of Ireland, Sweden, and Finland. Outcome measures included the Short Warwick-Edinburgh Mental Well-Being Scale, the World Health Organization-Five Well-Being Index, and the Satisfaction with Life Scale, which were evaluated at baseline, midpoint, and end point. Written feedback was collected from participants and subjected to qualitative analysis to identify themes. ResultsA total of 348 people were recruited to the study (n=254, 73% female; n=94, 27% male) aged between 18 and 73 (mean 30) years. The well-being scores of participants improved from baseline to midpoint and from baseline to end point; however, improvement in scores was not statistically significant on the Short Warwick-Edinburgh Mental Well-Being Scale (P=.42), the World Health Organization-Five Well-Being Index (P=.52), or the Satisfaction With Life Scale (P=.81). Individuals that had improved well-being scores (n=16) interacted more with the chatbot and were significantly younger compared to those whose well-being declined over the study (P=.03). Three themes were identified from user feedback, including “positive experiences,” “mixed or neutral experiences,” and “negative experiences.” Positive experiences included enjoying exercises provided by the chatbot, while most of the mixed, neutral, or negative experiences mentioned liking the chatbot overall, but there were some barriers, such as technical or performance errors, that needed to be overcome. ConclusionsMarginal improvements in mental well-being were seen in those who used ChatPal, albeit nonsignificant. We propose that the chatbot could be used along with other service offerings to complement different digital or face-to-face services, although further research should be carried out to confirm the effectiveness of this approach. Nonetheless, this paper highlights the need for blended service offerings in mental health care.

Summary: The ability to feed on a sugar-containing diet depends on a gene regulatory network controlled by the intracellular sugar sensor Mondo/ChREBP-Mlx, which remains insufficiently characterized. Here, we present a genome-wide temporal clustering of sugar-responsive gene expression in Drosophila larvae. We identify gene expression programs responding to sugar feeding, including downregulation of ribosome biogenesis genes, known targets of Myc. Clockwork orange (CWO), a component of the circadian clock, is found to be a mediator of this repressive response and to be necessary for survival on a high-sugar diet. CWO expression is directly activated by Mondo-Mlx, and it counteracts Myc through repression of its gene expression and through binding to overlapping genomic regions. CWO mouse ortholog BHLHE41 has a conserved role in repressing ribosome biogenesis genes in primary hepatocytes. Collectively, our data uncover a cross-talk between conserved gene regulatory circuits balancing the activities of anabolic pathways to maintain homeostasis during sugar feeding.

Legumes have been recognised as healthy and environmentally friendly protein sources. Knowledge about the vitamin B contents in legume ingredients and extrudates is scarce. In this study, we investigated thiamin, riboflavin, niacin, and folate in various faba bean, lupin, and pea ingredients. Further, the retention of B vitamins in high moisture extrusion was studied. Prior to liquid chromatographic determinations of thiamin, riboflavin, niacin, and folate, vitamins were extracted by acid hydrolysis (niacin), enzymatic treatment (folate), or their combination (thiamin and riboflavin). The contents (on a dry matter basis) varied greatly among different ingredients: the thiamin content was 0.2–14.2 µg/g; riboflavin, 0.3–5.9 µg/g; niacin, 8.8–35.5 µg/g, and folate, 45–1453 ng/g. Generally, the highest levels were in flours and protein concentrates, whereas low levels were observed in isolates. The retention of B vitamins was excellent in high moisture extrusion, except for folate in faba bean, where the folate contents were 42–67% lower in the extrudates than in the respective ingredient mixtures. In terms of both vitamin B contents and their retention, extrudates containing substantial amounts of flour or protein concentrate are promising plant-based sources of thiamin, riboflavin, niacin, and folate.

Voice and speech are educational tools and a medium of pedagogy for teachers. Teachers tend to modify their voice and speech to support learning. This study aimed to investigate whether pre-service teachers modify their speech and voice in teaching compared to peer learning speech and whether the changes can promote learning and be beneficial for the speakers. Nine pre-service physics teachers’ voices were recorded in three learning situations and in one teaching session with similar external circumstances. Duration of speech turns, pausing, speech rate, fundamental frequency (F0) and its variation, sound pressure level (SPL) and its range, and voice quality were analyzed. Results showed that the participants had longer speech turns, decreased speech rate, and increased pausing when teaching compared to speech in peer learning situations. F0 and SPL were higher in teaching, indicating that the teaching situation was more stressful than the peer learning situation. For F0, this was confirmed by correlation analysis. From the learning point, increased pausing and slower speech rate may be beneficial, but increased F0 and SPL may, on the other hand, be harmful to future teachers as they can increase the risk of vocal overloading. Voice training for future teachers is strongly recommended.

Engagement strategies are central to the success of community and citizen science (CCS) initiatives; however, relatively little has been written on approaches that support project growth. Here, we assess the four components of the Mountain Rain or Snow engagement strategy (recruitment, training, activation, and retention) as the project transitioned from one region to four to increase participation in documenting precipitation phase. To scale up, we replicated the structure from our single-region effort in new regions while using place-based text messaging with observers across broad geographic areas and a localized approach to building partnerships. We use two sources of data—a participant feedback survey of 443 respondents and participant analytics of 877 new sign-ups and 13,017 observations submitted during the study—to evaluate success relative to project goals established at the outset of the expansion process. The Mountain Rain or Snow engagement strategy met project-wide goals for growing our observer network, for data collection, and for maintaining observer satisfaction with communication tools. We did not meet region-level goals for recruitment and activation in one location. Diverse partnerships and approaches to amplification supported recruitment success for this project. Survey data show that 85% of respondents found our novel approach to training helpful, and 82% found activation text messages helpful to understand when and how to participate. Feedback on communication preferences show that there was unmet demand for text messaging. Our evaluation found that a consistent structure across regions coupled with place-based messaging enhanced engagement while scaling up.

Abstract Quantitative MR relaxation parameters vary in the sensitivity to the orientation of the tissue in the magnetic field. In this study, the orientation dependence of multiple relaxation parameters was assessed in various tissues. Ex vivo samples of each tissue type were prepared either from bovine knee (tendon, cartilage) or mouse (brain, spinal cord, heart, kidney), and imaged at 9.4 T MRI with T1, T2, continuous wave (CW-) T1ρ, adiabatic T1ρ and T2ρ, and Relaxation along fictitious field (RAFF2-4) sequences at five different orientations with respect to the main magnetic field. Relaxation anisotropy of the measured parameters was quantified and compared. The highly ordered collagenous tissues, i.e. cartilage and tendon, presented the highest relaxation anisotropy for T2, CW-T1ρ with spin-lock power

The purpose of this study is to investigate how teachers use different types of discourse to support dialogic argumentation. Dialogic argumentation is a collaborative process in which students construct arguments together and examine arguments presented by their peers. Science teachers can use argumentation as a vehicle to help students gain a working understanding of science content and the nature of science and its practices. Whole-class closing discussions from video-recorded lessons are analyzed to study the discourse used to support argumentation by two physics teachers in lower secondary schools. Analysis of discourse includes coding of communicative approach at the episode level and coding of teacher roles of questioning at the level of speaking turns. Student argumentation is also assessed on the basis of dialogicity and complexity of arguments. Findings characterize different ways of orchestrating argumentative discussions. Authoritative episodes were characterized by the presence of the dispenser role, with teachers retaining ownership over ideas and classroom activities to emphasize the correctness of a justification. Dialogic episodes of classroom interaction showed openness to student perspectives, but teachers’ use of questioning roles revealed different ways of orchestrating argumentative discussions. The moderator role granted ownership of ideas to students to either pursue a single student’s argument in more depth or to directly contrast opposing justifications. Less commonly used were the roles of coach and participant, which teachers used to elicit student justifications in more depth or support students in examining the arguments of their peers. Examination of discourse using multiple frameworks revealed differences in teachers’ values and the impact of the use of teacher questioning roles on student contributions to argumentative discussions.

The chemical industry needs new methods for sourcing carbon-containing feedstocks from renewable sources to decrease CO2 emissions and reduce reliance on fossil fuels. Ethylene, a crucial base chemical used for making polymers and ethylene oxide, is primarily produced through steam cracking of fossil feedstocks. However, an evolving technology is the electrochemical reduction of CO2 or CO to produce ethylene. The study assesses the environmental, economic and energetic performance of a new biomass-based process that produces ethylene based on the electrochemical reduction of CO. The results are based on mass and energy balances from process simulation. The CO is produced by either gasification of biomass or combustion of biomass with CO2 capture and CO2 electrolysis. Besides ethylene, the process produces acetic acid, ethanol, oxygen and hydrogen as by-products which are purified and sold. The annual output varies between 36 and 68 kt ethylene with a biomass input of 157 kt. The levelized cost of ethylene ranges from 3,920 to 7,163 €/t with the gasification routes being the most cost-effective. The ethylene price is heavily dependent on electricity price, current density, operating voltage, and by-product prices. The carbon efficiency of the gasification-based routes is lower (64%) than the combustion-based routes (85%–86%). However, the energy efficiency is higher for the gasification-based routes (42%) compared to the combustion-based routes (28%). Conversion of ethanol to ethylene increases the ethylene yield with minimal impacts on the ethylene price. In terms of CO2 emissions, the gasification-based routes show lower emissions. Scenarios using wind power show a significant emission reduction potential compared to fossil products.

Computational requirements for data processing at different stages of the radiology value chain are increasing. Cone beam computed tomography (CBCT) is a diagnostic imaging technique used in dental and extremity imaging, involving a highly demanding image reconstruction task. In turn, artificial intelligence (AI) assisted diagnostics are becoming increasingly popular, thus increasing the use of computation resources. Furthermore, the need for fully independent imaging units outside radiology departments and with remotely performed diagnostics emphasize the need for wireless connectivity between the imaging unit and hospital infrastructure. In this feasibility study, we propose an approach based on a distributed edge-cloud computing platform, consisting of small-scale local edge nodes, edge servers with traditional cloud resources to perform data processing tasks in radiology. We are interested in the use of local computing resources with Graphics Processing Units (GPUs), in our case Jetson Xavier NX, for hosting the algorithms for two use-cases, namely image reconstruction in cone beam computed tomography and AI-assisted cancer detection from mammographic images. Particularly, we wanted to determine the technical requirements for local edge computing platform for these two tasks and whether CBCT image reconstruction and breast cancer detection tasks are possible in a diagnostically acceptable time frame. We validated the use-cases and the proposed edge computing platform in two stages. First, the algorithms were validated use-case-wise by comparing the computing performance of the edge nodes against a reference setup (regular workstation). Second, we performed qualitative evaluation on the edge computing platform by running the algorithms as nanoservices. Our results, obtained through real-life prototyping, indicate that it is possible and technically feasible to run both reconstruction and AI-assisted image analysis functions in a diagnostically acceptable computing time. Furthermore, based on the qualitative evaluation, we confirmed that the local edge computing capacity can be scaled up and down during runtime by adding or removing edge devices without the need for manual reconfigurations. We also found all previously implemented software components to be transferable as such. Overall, the results are promising and help in developing future applications, e.g., in mobile imaging scenarios, where such a platform is beneficial.

Students are often unsure of how to select the right study path at a higher educational institution. They either lack knowledge of a proposed study path or they do not manage to learn more before making their selection. Universities often apply various approaches, such as printed or online course curricula, to facilitate the selection process. Yet these approaches are often inefficient because they do not attract students' attention, or they provide ambiguous descriptions. Moreover, these descriptions are not provided to students through the right channels. The study reveals that students use different digital channels in various contexts to perform their educational activities. The study reveals that the use of social media applications in an educational context results in social bonding among students. The results of the study can help educators select appropriate channels that match students' expectations of a reliable and trustworthy interaction medium.

Student self-assessment is commonly promoted as a formative assessment practice that boosts learning and self-regulation. On the other hand, it is suggested that self-assessment fosters students' reflexivity and empowerment. Despite both arguments, student self-assessment plays a rather minor role in modern educational systems that value test results over critical reflection. amidst the neoliberal context of education, self-assessment might even discipline rather than 'empower': the high achieving, self-regulated learner reflects the values of individualisation, competition and marketisation. How could self-assessment be used to resist the prevalent structures of power? In this study, self-assessment, is reconceptualised as a form of resistance. This endeavour is guided by four frameworks for power and resistance: sovereign, epistemological, disciplinary, and biopower. The concept of transformative self-assessment is formulated in order to reframe self-assessment as a socio-political practice. This study considers the role of self-assessment not as a tool to foster performance, but as a disruptive practice that promises to reveal and resist the structures of power in assessment.

Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models. The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of self-efficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning self-assessment with future-driven pedagogical purposes is possible.

This case study examined teachers' on-the-fly formative assessment conversations, that is, how teachers collect information from students' thinking and use that information to support their learning during teacher-student interactions. Previous studies have typically analysed whole-class discussions on the level of speaking turns, and have identified means of collecting information (eliciting) and using information (feedback). This study used episode-based analysis to identify both forms and functions of on-the-fly formative assessment conversations during all phases of the inquiry lessons. We video-recorded two teachers' physics lessons for 7th graders (13-14 years). When analysing the forms of on-the-fly formative assessment conversations, we found five types of collecting information, including questioning and other means, and four ways of using the information. We also studied the functions of on-the-fly formative assessment and found four main functions and their sub-functions. The main functions differed according to the purpose of guiding in relation to the flow of student inquiry. Teachers: (1) checked or examined students' thinking; (2) corrected or developed students' present thinking; (3) redirected students' thinking; and (4) reviewed students' thinking. The analysis of forms and functions enabled us to recognise differences in two physics inquiry lessons on the same topic.

Peer assessment has been shown to advance learning, for example, by improving one's work, but the variance of learning benefits within or between studies has not been explained. The purpose of this case study was to examine what kinds of pathways students have through peer assessment and to study which factors affect them when peer assessment is implemented in the early stage of physics studies in the context of conducting and reporting inquiry. Data sources used include field notes, audio recordings of lessons, student lab reports, written peer feedback, and student interviews. We examined peer assessment from the perspective of individual students and found 3 profiles of peer assessment: (1) students that improved their lab report after peer assessment and expressed other benefits, (2) students that did not improve their lab report but expressed other benefits, and (3) students that did not experience any benefits. Three factors were found to explain these differences in students' pathways: (1) students' engagement in conducting and reporting inquiry, (2) the quality of received feedback, and (3) students' understanding of formative assessment. Most students experienced some benefits of peer assessment, even if they did not put effort into their own work or receive constructive feedback. Nevertheless, in this case study, both improving one's work and experiencing other benefits of peer assessment required sufficient accomplishment of all 3 factors.

This study is a literature review, drawing mainly on the nine significant and good quality studies (i.e. published in peer-reviewed journals) that make up the evidence base for mindful awareness practices in early childhood. Mindful awareness practices in this context means an individual's awareness of her own body and her inner emotions or tensions. Increased awareness can decrease if individuals tend to impulsiveness or excessive stress. Self-regulation and mindful awareness skills are associated not only with stress regulation but also peer relationships and social skills. This systematic review attempts to look at the research of mindful awareness activities, programmes or interventions used as routine everyday activities. The second aim of this review is to examine the research design that has been used. The third aim of this study is to analyse the main themes and methods of these pieces of research.

This article describes a complex CRIS (current research information system) implementation project involving the migration of around 120,000 legacy publication records from three different systems. The project, undertaken by Tampere University, encountered several challenges in data diversity, data quality, and resource allocation. To handle the extensive and heterogenous dataset, innovative approaches such as machine learning techniques and various data wrangling tools were used to process data, correct errors, and merge information from different sources. Despite significant delays and unforeseen obstacles, the project was ultimately successful in achieving its goals. The project served as a valuable learning experience, highlighting the importance of data quality and standardized practices, and the need for dedicated resources in handling complex data migration projects in research organizations. This study stands out for its comprehensive documentation of the data wrangling and migration process, which has been less explored in the context of CRIS literature.