Search

Purpose. This study aimed to evaluate the expression of microRNAs (miRNAs) and inflammasomes in diabetes‐induced retinal cells and to determine their role in the pathogenesis of diabetic retinopathy (DR). Methods. To establish diabetes‐induced cell models, ARPE‐19 cells were treated with high glucose. The expression levels of five miRNAs (miR‐185, miR‐17, miR‐20a, miR‐15a, and miR‐15b) were measured in high glucose‐treated ARPE‐19 cells using real‐time quantitative polymerase chain reaction. Western blotting was performed to measure inflammasome expression in cellular models. miR‐17 was selected as the target miRNA, and inflammasome expression was measured following the transfection of an miR‐17 mimic into high glucose‐treated ARPE‐19 cells. Results. In high glucose‐treated ARPE‐19 cells, miRNA expression was substantially downregulated, whereas that of inflammasome components was significantly increased. Following the transfection of the miR‐17 mimic into high glucose‐treated ARPE‐19 cells, the levels of inflammasome components were significantly decreased. Conclusions. This study investigated the relationship between miRNAs and inflammasomes in diabetes‐induced cells using high glucose‐treated ARPE‐19 cells. These findings suggested that miR‐17 suppresses inflammasomes, thereby reducing the subsequent inflammatory response and indicating that miRNAs and inflammasomes could serve as new therapeutic targets for DR. [ABSTRACT FROM AUTHOR]

This study examines college students' global competence acquisition at a US and Korean university and assesses the effect of cross- and inter-cultural online projects implemented simultaneously at both universities. The data were collected through a pre- and post-survey of the participating students. The findings were as follows: (1) overall, the projects significantly increased students' intercultural communication skills and knowledge of the other country, (2) among three antecedents, the global mass media had mixed effects on the global competence and the effect of the projects, (3) mass migration was identified as a significant influence on students' global competence and the effect of the projects, and (4) language barriers, technology, and time differences were found to be the main challenges of the project.

The COVID-19 pandemic has exposed the vulnerability of our ecosystem and demonstrated a crucial need to address sustainability across the fashion supply chain, including the end-use consumer. As consumers become more conscious and demand sustainable fashion, the question of whether the pandemic has shaped such behaviors for long-term transitions remains unanswered. This qualitative study aimed to understand whether the COVID-19 pandemic has created a societal shift in individual attitudes toward sustainable fashion, whether it can help to motivate long-term sustainable consumption practices, and whether positive psychology plays a role in this context. With online survey data collected from 154 US consumers, summative content analysis and thematic analysis results revealed that as consumers continued to be puzzled by what constitutes sustainability, their pro-sustainability attitudes and behaviors did not evolve as claimed by prior literature. However, not only positive emotions associated with care and concern motivated consumers' pro-sustainability, but indeed post-purchase positive feelings of contentment and altruism were revealed, affirming the need for marketing messages to incorporate positive psychology perspectives to motivate long-term sustainable fashion consumption practices. [ABSTRACT FROM AUTHOR]

The US apparel and textiles industry operates within an interdependent global system, necessitating workforces competent for day-to-day operations. The US workforce lacks preparedness in working globally; this study tests an infusion method of curriculum internationalisation to enhance students' global understanding. Four cognitive and experiential instructional modules focused on China were developed and infused into four existing courses at a US university. Pre- and post-test assessment of students' understanding in each module revealed that the number of correct answers was increased nearly fifteen percent across modules after implementation. The developed modules and implementation were assessed very favourably by the participants. (Contains 2 tables.)