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SUMMARY Background Cervical cancer (CC) is a significant global public health concern, particularly in developing countries such as Colombia. The main risk factor involves high-risk HPV types (HR-HPV) infection, coupled with population-specific variables. The Caribbean region in Colombia lacks research on HR-HPV-type frequencies. Therefore, this study aims to establish the prevalence of type-specific HR-HPV and its association with sociodemographic factors among women undergoing cervical cytology screening. Methods A cross-sectional study involving voluntary women who provided informed consent and completed a questionnaire capturing sociodemographic, clinical, and sexual behavior information was conducted. All participants underwent cervical cytology and molecular analysis. Generic HPV detection employed three simultaneous PCRs (GP5+/6+, MY09/11, and PU1R/2 M), and positive samples were genotyped using the Optiplex HPV Genotyping kit. The analysis encompassed the 12 types of high-risk HPV (HR-HPV-16,-18,-31,-33,-35,-39,-45,-51,-52,-56,-58, and − 59). Frequencies were reported based on geographic subregions within the Córdoba department, and disparities were made between single and multiple infections. Sociodemographic and clinical variables were subjected to ordinal logistic regression, with statistical significance at a p-value

Colleges around the country have adopted technology tools to simplify planning and registration processes and provide interventions to support students' timely completion. However, there is little evidence of these tools' efficacy in improving student progression and completion (c.f., Rossman et al., 2021; Velasco et al., 2020). The minimal impact of advising and planning technologies on student success is amplified among institutions supporting the students who make up the new majority of postsecondary learners-- those who are Black, Latine, Indigenous, and/or low- income (BLI/LI). One possible reason for this is that such tools were not designed with the needs of this population in mind. Using process map and focus group data from students at two broad- access universities, coupled with interview data from institutional stakeholders, this study interrogates the ways that BLI/LI students engage in academic planning. We find that this process is more cognitively complex and nuanced than is typically acknowledged; program planning tools do not include the information BLI/LI students require; and low- income college students are particularly disadvantaged by these tools. As such, we find support for the hypothesis that current tools' efficacy is muted because they do not center the needs of BLI/LI students in their design.

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students.

When higher education institutions (HEIs) have the potential to collect large amounts of learner data, it is important to consider the spectrum of stakeholders involved with and impacted by the use of learning analytics. This qualitative research study aims to understand the degree of concern with issues of bias and equity in the uses of learner data as perceived by students, diversity and inclusion leaders, and senior administrative leaders in HEIs. An interview study was designed to investigate stakeholder voices that generate, collect, and utilize learning analytics from eight HEIs in the United States. A phased inductive coding analysis revealed similarities and differences in the three stakeholder groups regarding concerns about bias and equity in the uses of learner data. The study findings suggest that stakeholders have varying degrees of data literacy, thus creating conditions of inequality and bias in learning data. By centring the values of these critical stakeholder groups and acknowledging that intersections and hierarchies of power are critical to authentic inclusion, this study provides additional insight into proactive measures that institutions could take to improve equity, transparency, and accountability in their responsible learning analytics efforts.

In higher education, international research collaboration functions as a visible mechanism of cooperation and competition, serving as a proxy for quality and academic excellence. Open universities use revolutionary education models but are not often associated with quality or academic excellence. To investigate the impact of international research collaboration by active researchers affiliated with open institutions, a bibliometrics analysis was conducted of three open universities and nine traditional, comparative universities between 2000 and 2022. The results indicate that research outputs that are open access, sponsored and funded, and developed with international coauthors have positive and statistically significant effects on citation counts. Moreover, international research collaboration significantly affects all universities, not just open institutions. The results conclude that researchers affiliated with open universities are only 4.3% less cited than their comparative peers, which is attributed to publication factors, research disciplines and subject areas, and journal characteristics. Findings are discussed and imply a strategic shift in the institutional functions and outputs of open universities as collaborative conduits of knowledge production and dissemination.

A delayed recovery of the reproductive tract from natural inflammatory processes associated with postpartum involution will compromise further reproductive function. Following a literature review, we selected serum amyloid A (SAA) and α1-acid glycoprotein (α1-AGP) to assess as potential circulating markers of acute uterine inflammation, as concentrations of these 2 acute phase proteins were reported to be elevated early postpartum in dairy cows with active uterine infection. Convenience serum samples from an induced model of uterine infection were used to measure concentrations of these markers. Infection was induced by infusing either 107 or 109 cfu of Trueperella pyogenes (n = 9 cows each; bacteria group n = 18) or saline as a control (n = 18) into the uterus at 48 d postpartum. Although infection stimulated an increase in uterine polymorphonuclear neutrophils, SAA and α1-AGP concentrations in serum were not different between infusion groups. Cows were subsequently classified into uterine health groups based on the presence of endometritis, with or without the presence of T. pyogenes in uterine culture in response to uterine infusion. Mean SAA concentrations were greater in cows that were either endometritis negative–infection positive (n = 9), endometritis positive–infection negative (n = 5), or endometritis positive–infection positive, compared with the endometritis negative–infection negative (n = 11) cows. There was no difference between uterine health groups for α1-AGP concentrations.

Time seems to be moving at lightning speed with busyness unsustainably being "celebrated" and not allowing for sufficiently deep interaction with learning content, others, and the experience of which we are part, including our interactions in videoconferencing sessions. One benefit of videoconferencing is that it can address time and distance boundaries. With this advantage also comes a challenge - the pressures of time and time not being used purposefully often negatively impact the online learning experience and the digital wellness of its participants. Considering that, the reported study inquired: what are the videoconferencing guidelines in relation to temporal space to support digital wellness in online learning in higher education? Drawing on a systematic review of the relevant literature of the last decade, temporal guidelines have been distilled to promote the design of videoconferencing-based learning that is conducive to successful learning while maintaining digital well-being. The article organizes the literature review findings according to the categories identified through the secondary data analysis of its three preceding studies. Based upon 42 articles that met the inclusion and exclusion criteria in the first phase of the research design, we negotiated and determined thirteen temporal guideline themes described as time management, essentialism, purposefulness, agility, social presence, attention, inclusion, cooperation, respect, technology preparedness, creativity, evaluation, and safety. Further research is recommended to explore the various aspects of design in more depth and tackle the less frequently addressed themes of creativity, evaluation, and safety, focusing on pedagogy and human-centred approaches.

For cystic fibrosis patients, a lung-targeted gene therapy would significantly alleviate pulmonary complications associated with morbidity and mortality. However, mucus in the airways and cell entry pose huge delivery barriers for local gene therapy. Here, we used phage display technology to select for and identify mucus- and cell-penetrating peptides against primary human bronchial epithelial cells from cystic fibrosis patients cultured at the air-liquid interface. At the air-liquid interface, primary human bronchial epithelial cells produce mucus and reflect cystic fibrosis disease pathology, making it a clinically relevant model. Using this model, we discovered a lead candidate peptide and incorporated it into lipid nanoparticles to deliver mRNA to primary human bronchial epithelia in vitro and mouse lungs in vivo. Compared to lipid nanoparticles without our peptide, peptide-lipid nanoparticles demonstrated up to 7.8-fold and 3.4-fold higher reporter luciferase bioactivity in vitro and in vivo, respectively. Importantly, these peptides facilitated higher specific uptake of nanoparticles into lung epithelia relative to other cell types. Since gene delivery to primary human bronchial epithelia is a significant challenge, we are encouraged by these results and anticipate that our peptide could be used to successfully deliver cystic fibrosis gene therapies in future work.

Institutions of higher education are asked to consider how their work can advance equity in institutional outcomes. Assessment, too, has been asked to consider the ways in which traditional student assessment "privileges and validates certain types of learning and evidence of learning over others" (Montenegro and Jankowski 2017, p. 5). As part of the Grand Challenges in Assessment project (Singer-Freeman and Robinson 2020), the authors have begun to identify ways to foster more equitable assessment nationally and at individual institutions (Heiser and Milligan 2021). Professional development for faculty, assessment professionals, administrators, and graduate students opens the doors to more equitable work in this area by providing context, concrete resources, applications, and case studies of practice. The Grand Challenges Equity Implementation Team is currently curating a list of professional development options related to collecting and using assessment findings to increase equity. They are organizing the resources around core components of the assessment process: program design theory, program outcomes, assessment design, data collection, data analysis, use of results, and documentation of findings. In this article, the authors share a summary of the resources and share recommendations for how to leverage these resources at an institution.

Breast cancer is a leading cause of global cancer-related deaths, and metastasis is the overwhelming culprit of poor patient prognosis. The most nefarious aspect of metastasis is dormancy, a prolonged period between primary tumor resection and relapse. Current therapies are insufficient at killing dormant cells; thus, they can remain quiescent in the body for decades until eventually undergoing a phenotypic switch, resulting in metastases that are more adaptable and drug resistant. Unfortunately, dormancy has few in vitro models, largely because lab-derived cell lines are highly proliferative. Existing models address tumor dormancy, not cellular dormancy, because tracking individual cells is technically challenging. To combat this problem, a live cell lineage approach to find and track individual dormant cells, distinguishing them from proliferative and dying cells over multiple days, is adapted. This approach is applied across a range of different in vitro microenvironments. This approach reveals that the proportion of cells that exhibit long-term quiescence is regulated by both cell intrinsic and extrinsic factors, with the most dormant cells found in 3D collagen gels. This paper envisions that this approach will prove useful to biologists and bioengineers in the dormancy community to identify, quantify, and study dormant tumor cells.

Identifying effective therapeutic treatment strategies is a major challenge to improving outcomes for patients with breast cancer. To gain a comprehensive understanding of how clinically relevant anti-cancer agents modulate cell cycle progression, here we use genetically engineered breast cancer cell lines to track drug-induced changes in cell number and cell cycle phase to reveal drug-specific cell cycle effects that vary across time. We use a linear chain trick (LCT) computational model, which faithfully captures drug-induced dynamic responses, correctly infers drug effects, and reproduces influences on specific cell cycle phases. We use the LCT model to predict the effects of unseen drug combinations and confirm these in independent validation experiments. Our integrated experimental and modeling approach opens avenues to assess drug responses, predict effective drug combinations, and identify optimal drug sequencing strategies.

Astrocytes and brain endothelial cells are components of the neurovascular unit that comprises the blood-brain barrier (BBB) and their dysfunction contributes to pathogenesis in Huntington's disease (HD). Defining the contribution of these cells to disease can inform cell-type-specific effects and uncover new disease-modifying therapeutic targets. These cells express integrin (ITG) adhesion receptors that anchor the cells to the extracellular matrix (ECM) to maintain the integrity of the BBB. We used HD patient-derived induced pluripotent stem cell (iPSC) modeling to study the ECM-ITG interface in astrocytes and brain microvascular endothelial cells and found ECM-ITG dysregulation in human iPSC-derived cells that may contribute to the dysfunction of the BBB in HD. This disruption has functional consequences since reducing ITG expression in glia in an HD Drosophila model suppressed disease-associated CNS dysfunction. Since ITGs can be targeted therapeutically and manipulating ITG signaling prevents neurodegeneration in other diseases, defining the role of ITGs in HD may provide a novel strategy of intervention to slow CNS pathophysiology to treat HD.