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Smart classroom setting is an effective technology-enhanced pedagogy when an instructor capitalises on the key drivers underlying its success. The objectives of the study are twofold. First, to investigate the factors that impact learners' academic performance in the smart classroom setting. Second, to determine whether learners' performance varies based on their gender and prior experience in the smart classroom. Three schools were selected and sampled from a pool of public advanced level (A' Level) STEM secondary schools with smart classrooms in Rwanda because they were among the first to set up smart classrooms. Data were randomly obtained from 389 learners, majoring in six different combinations. Exploratory factor analysis (EFA) was used to assess the validity and reliability of the measurement scale. A valid and thought-provoking learners' academic performance model, to enhance their learning outcomes, is presented. The model was validated using Structural equation modelling (SEM). The results indicated that technology self-efficacy, perceived ease of use, and learning satisfaction were all predictors of learners' performance. Learners' perceived ease of use and satisfaction were direct predictors of their performance. Besides, learners' perceived ease of use and usefulness were directly affected by technology self-efficacy. On the other hand, technology self-efficacy indirectly impacts learners' performance. The invariance analysis across gender groups revealed that male learners perceive smart classroom technology to be easier to use than females. Meanwhile, no evidence of metric invariance estimation of experience was found. We argue that effective pedagogical approaches can mitigate gender disparities in perceived usability of smart classroom technologies.

The aim of this paper is to evaluate the usefulness of educational software among teachers in Italy (N = 559). The evaluation of usefulness was conducted on the latest and most popular web-based software used by European teachers, namely: Quizizz, Mentimeter, Wakelet, Padlet, Canva, Emaze, Answergarden, Jamboard, Coggle, Createley, Wordwall, LearningApps, Prezi, Kahoot, Plickers, Trimino, Dobble, Genial.ly, ClassDojo, Explain Everything, KhanAcademy, and Easelly. Based on data collected in the first half of 2022 using an online survey, it was noted that: 1) The majority of teachers are not able to evaluate modern software because they do not use such teaching resources as those listed; 2) About 9.3% of teachers rate the listed software highly; 3) Most commonly teachers use and also rate highly: Canva, Wordwall, Padlet, LearningApps, Kahoot, Coggle, Jamboard, and Prezi; 4) Seniority and workplace does not always differentiate the evaluation of educational software.

Microglia, the macrophages of the brain parenchyma, are key players in neurodegenerative diseases such as Alzheimer's disease. These cells adopt distinct transcriptional subtypes known as states. Understanding state function, especially in human microglia, has been elusive owing to a lack of tools to model and manipulate these cells. Here, we developed a platform for modeling human microglia transcriptional states in vitro. We found that exposure of human stem-cell-differentiated microglia to synaptosomes, myelin debris, apoptotic neurons or synthetic amyloid-beta fibrils generated transcriptional diversity that mapped to gene signatures identified in human brain microglia, including disease-associated microglia, a state enriched in neurodegenerative diseases. Using a new lentiviral approach, we demonstrated that the transcription factor MITF drives a disease-associated transcriptional signature and a highly phagocytic state. Together, these tools enable the manipulation and functional interrogation of human microglial states in both homeostatic and disease-relevant contexts.

The measure of daily physical activity (PA) is one of the most important topics in the field of health promotion. In addition, self-efficacy and enjoyment are significant factors that can foster adherence to physical activity during a person’s lifetime. The present study aims to assess the validity and reliability of Physical Activity Questionnaire for Older Children-Italian version (PAQ-C-It) in a sample of normal weight, overweight, and obese children. Three studies were conducted to assess the (1) general characteristics of PAQ-C-It, (2) model fit and construct validity between PA, self-efficacy, and enjoyment, and (3) reliability and construct validity of PAQ-C-It in normal weight, overweight, and obese children. The sample involved a total of 914, 500, and 600 children (male = 466, female = 448) attending first grade of secondary school (age = 11–13 years), in the first, second and third study, respectively. Children were asked to respond to three scales: Physical Activity Questionnaire for Older Children (PAQ-C-It), the Perceived Physical Ability Scale (PPAS), and Physical Activity Enjoyment Scale (PACES). Then, explorative and confirmatory factor analyses were conducted to assess the validity and reliability of the PAQ-C-It by relating results with those of the other scales. The analysis showed acceptable value and internal consistency of items for the subscales (α > 0.7), as well as the average variance extracted (>0.5) in both normal weight, overweight, and obese children. The results of the present study show that PAQ-C-It can be applied in the field of physical activity to measure adherence to physical activity and healthy behaviors. Moreover, self-efficacy and enjoyment are significant factors that can best promote adherence to PA. The present study can extend our knowledge about PAQ-C-It and open up new research avenues for driving interventions aimed at reducing sedentary behavior and improving PA in overweight and obese children.

Motor competence assessment represents one of the most important topics in the field of motor development and physical education. The present cross-sectional study aims to assess basic motor competence, self-perception and enjoyment during PA in a sample of normal weight and overweight-obese children post covid-19 pandemic. The sample (N= 107, age= 8-9 years old) was recruited from an experimental project in Lecce (Apulia). Motor competence assessment was conducted with MOBAK 3-4 protocol, and self-perception and enjoyment were evaluated with two validates questionnaires. Multivariate analysis of variance (MANOVA) has been performed to assess effect of gender and BMI on considered variables. Results from MANOVA showed significant main effect for gender [F(10,93) = 2.353, p= .013, η²= 0,218] and BMI cutoff [F(10,93) = 2.351, p= .013, η²= 0,218]. However, interaction effect was no significant. Moreover, independent t-test highlighted significant differences in catching, dribbling, balancing and object movement according to gender (p< .05), and in balancing, rolling and self-movement according to BMI cutoff (p< .05). Self-efficacy differed significantly between male and female. No effect was found for enjoyment. Further studies should investigate the effect of BMI and factors related to physical activity on motor competence development.

The COVID-19 pandemic has significantly impacted the well-being of university students, particularly those in healthcare and medical programs. Psychological interventions rooted in positive psychology have proven effective in enhancing mental health, with online and digital delivery methods proving to be equally viable. This study aims to enhance mental health among Italian university students through digital interventions, including virtual reality, utilizing a stepped care approach. Specific objectives include implementing online positive interventions for students experiencing mild distress (DigiWell_Step 1), evaluating a Virtual-Reality intervention for moderate distress (DigiWell_Step 2), and identifying students experiencing high distress or optimal well-being. Cluster analyses and linear models will assess intervention outcomes. It is anticipated that students undergoing these steps will experience significant improvements in well-being and distress reduction, with sustained benefits at a three-month follow-up. This research contributes to understanding the efficacy of mental health interventions for university students, leveraging digital technologies to enhance accessibility and user engagement. The integration of digital technologies enhances the cost-effectiveness and engagement of interventions delivered through a stepped care approach tailored to the targeted population.

The aim of this research was to compare the level of digital competence of future pedagogical staff (students of pedagogical faculties) in Italy and Poland. The research was conducted using original measurement tools and knowledge tests. The triangulation of techniques and research tools made possible the determination of the level of knowledge of the positive and negative features of the development of the information society, as well as the proficiency and frequency of use of the most popular websites and software. The research was conducted in the first half of 2022 using stratified sampling in both countries (N = 1209, IT = 604, PL = 605). Based on the data collected, it was noted that: (1) Pre-service teachers most often use software such as word processors and presentation creation tools; (2) This group very rarely uses software to create web pages, create visual material, or edit video; (3) The least problematic software that students use are word processors and multimedia presentations; (4) Among the typical ICT mediated activities that cause problems are: searching for and installing freeware (PL), installing and configuring parental control software (PL, IT), creating websites (PL, IT), searching for freely licensed images, and identifying plagiarism (PL); (5) Polish students have more theoretical knowledge about e-risks and the possibilities of the digital world than their Italian counterparts; (6) In most domains, the Italian future teachers rate their competences higher; (7) 53.81% of the respondents in IT and 38.68% in PL received lower results in competence tests, and handling ICT in selected areas causes problems for these students; (8) Both in PL and IT the frequency of ICT use and its seamless integration are predictors for assessing the effectiveness of ICT use in education.

Abstract Environmental pollutants from different chemical families may reach the gut microbiome, where they can be metabolized and transformed. However, how our gut symbionts respond to the exposure to environmental pollution is still underexplored. In this observational, cohort study, we aim to investigate the influence of environmental pollution on the gut microbiome composition and potential activity by shotgun metagenomics. We select as a case study a population living in a highly polluted area in Campania region (Southern Italy), proposed as an ideal field for exposomic studies and we compare the fecal microbiome of 359 subjects living in areas with high, medium and low environmental pollution. We highlight changes in gut microbiome composition and functionality that were driven by pollution exposure. Subjects from highly polluted areas show higher blood concentrations of dioxin and heavy metals, as well as an increase in microbial genes related to degradation and/or resistance to these molecules. Here we demonstrate the dramatic effect that environmental xenobiotics have on gut microbial communities, shaping their composition and boosting the selection of strains with degrading capacity. The gut microbiome can be considered as a pivotal player in the environment-health interaction that may contribute to detoxifying toxic compounds and should be taken into account when developing risk assessment models. The study was registered at ClinicalTrials.gov with the identifier NCT05976126.

Abstract Background The capacity to change attention from one area to another depending on the many environmental circumstances present is a crucial aspect of selective attention and is strictly correlated to reaction time. The cholinergic system of the basal forebrain is crucial for attentive abilities. Several inputs, particularly orexin neurons, whose cell bodies are found in the postero-lateral hypothalamus, can activate the cholinergic system. The aim of this study was to investigate if high frequencies rTMS at dorsolateral prefrontal cortex (DLPFC) in highly trained volleyball players can change Orexin-A levels, attention and reaction time. This study was a double-blinded (participant and evaluator) matched-pair experimental design. Twenty right-handed female volleyball players were recruited for the study (age 24.6 ± 2.7 years; height 177.0 ± 5.5 cm; body mass 67.5 ± 6.5 kg; BMI 21.5 ± 1.2). Results The main finding of this study was that 10 Hz rTMS to the DLPFC seems to increase Orexin-A salivary levels and the percentage of correct answers, while decreasing RT. After rTMS, the athletes show an increase in the percentage of correct answers immediately after the end of stimulation, and also after 15 and 30 min. Moreover, the athletes show decreases in reaction time after the end of stimulation and after 15 and 30 min to the end of stimulation, while no differences were found at the end of stimulation. Finally, the athletes show significant increases in Orexin-A salivary levels after stimulation with a peak after 30’ of the end. Conclusion The results of our study seem to indicate that there is a relationship between salivary Orexin-A levels and RT. These results could provide useful tools for modulating sports training; in fact, if confirmed, they could lead coaches to offer their athletes rTMS sessions appropriately integrated with training. In fact, alternating attention is a mental flexibility that enables people to change their point of focus and switch between tasks requiring various levels of cognition.

The ketogenic diet (KD) is marked by a substantial decrease in carbohydrate intake and an elevated consumption of fats and proteins, leading to a metabolic state referred to as “ketosis,” where fats become the primary source of energy. Recent research has underscored the potential advantages of the KD in mitigating the risk of various illnesses, including type 2 diabetes, hyperlipidemia, heart disease, and cancer. The macronutrient distribution in the KD typically entails high lipid intake, moderate protein consumption, and low carbohydrate intake. Restricting carbohydrates to below 50 g/day induces a catabolic state, prompting metabolic alterations such as gluconeogenesis and ketogenesis. Ketogenesis diminishes fat and glucose accumulation as energy reserves, stimulating the production of fatty acids. Neurodegenerative diseases, encompassing Alzheimer’s disease, Parkinson’s disease are hallmarked by persistent neuroinflammation. Evolving evidence indicates that immune activation and neuroinflammation play a significant role in the pathogenesis of these diseases. The protective effects of the KD are linked to the generation of ketone bodies (KB), which play a pivotal role in this dietary protocol. Considering these findings, this narrative review seeks to delve into the potential effects of the KD in neuroinflammation by modulating the immune response. Grasping the immunomodulatory effects of the KD on the central nervous system could offer valuable insights into innovative therapeutic approaches for these incapacitating conditions.

IntroductionThe study presents the development and validation of the Teaching Approach Scale (TAS), a tool aimed at assessing teaching approaches in educational settings. Literature emphasizes the significance of collaboration and a student-centered approach in enhancing learning environments. However, the translation of these approaches into daily practices faces challenges due to entrenched traditions and individual perspectives. The TAS addresses this gap by assessing educators’ perspectives on teaching approaches.MethodExploratory and confirmatory factor analyses carried on a sample of 642 teachers revealed four dimensions defining learning approaches: (a) Development of students’ autonomy, (b) Comparison and synergy in the teacher’s group, (c) Development of the student as a person, and (d) Standardization of teaching.Results and discussionThe TAS serves as a valuable instrument for capturing teachers’ perspectives on teaching, thereby offering valuable insights for enhancing teaching practices and fostering professional development. Further studies need to face TAS validity and reliability, nevertheless, this study underscores the importance of considering teacher learning cultures in improving educational procedures, highlighting the role of individual perspectives in shaping teaching practices and learning environments.

This article presents data collected through Computer-Assisted Web Interviewing (CAWI), conducted in Italy with the aim of exploring the Italian population's reaction to the Russian invasion of Ukraine in February 2022 and monitoring this reaction for the first six months of the attack through a six-round survey. Each round involved a representative sample of approximately 1010 (1007–1015) Italian adult citizens. Participants were asked questions about emotional reactions to the Russian invasion, coping strategies used, solidarity behaviour toward Ukrainian refugees, perceptions of refugees as a threat to the country, trust in national and international authorities to manage the international situation, and prospects for the future. Demographic data on the respondents were also collected. The survey design was developed by a research group from two universities (the University of Salento and the University of Foggia) and a European research centre, EICAP (European Institute of Cultural Analysis for Policy). The data provided in this article is a resource for researchers, public authorities, and other parties interested in surveying and studying public opinion. This dataset can be used to explore a wide range of topics, including prosocial behaviour and attitudes towards refugees in humanitarian emergencies.

In this paper, we report the scientific experience of HELMeTO 2020, the second edition of the International Workshop on Higher Education Learning Methodologies and Technologies Online, held virtually in Bari (Italy) in September 2020 because of the COVID-19 pandemic. The call received 59 proposals from nine countries, 39 papers were accepted to the virtual workshop and 26 full papers were finally selected to be published in the proceedings. The workshop illustrated a fast-developing scenario in which the epidemic emergency accelerated the dissemination and consolidation of online learning in higher education. A specific focus of the workshop can be identified as students' learning experience, with studies on tutoring and active learning approaches, personalized solutions supported by data analysis, virtual reality and an in-depth analysis of human-computer interactions.

In the relationship between teachers and distance learning in the context of COIVD-19, a series of unprecedented dynamics have emerged relating to a process of open-air experimentation that is going on in the world of school. The main constructs investigated in this paper concern the professional perceptions of teachers in terms of their skills and resistances towards digital technologies. To investigate this topic, a questionnaire on distance learning was administered to a sample of 658 teachers. From a methodological point of view, factor and reliability analyses and correlation and regression analyses were conducted. From the analysis of the results, it emerged that the questionnaire measures the resistance of teachers to distance learning and focuses on three main dimensions (two positive and one negative) that link teachers' perceptions to the resistance to distance learning. In conclusion, the theme of the acceptance of technologies in the practice of teachers is still a subject full of meaning for professional perception and vision. A second issue concerns precisely the relationship between digital technologies and users, which must no longer focus only on the relationship with students but also on the perspective of the other training actors, including teachers.

Study purpose. At the end of the twentieth century, the development of highly reliable and painless non-invasive transcranial brain stimulation techniques and devices has aroused great scientific and clinical interest in numerous fields. In neuroscience, since the introduction of innovative and non-invasive devices such as the brain stimulator, the investigation of cortical processes and their neural basis has played a fundamental role. Furthermore, neuroscientists are attracted to therapeutic applications for the treatment of food craving. This narrative review is aimed to explain the growing and constant interest of neuroscientific experimentation in the field of non-invasive transcranial stimulation. Material and methods. After an introduction explaining the historical evolution of NIBS, we will try to provide an overview of the two stimulation techniques (TMS and tDCS); we will describe the different types of stimulation that can be performed using these techniques, the excitatory/inhibitory effects, and the various mechanisms of action at the level of brain activity. Results. We will also provide some elucidations regarding the implications of the facilitative/inhibitory effects, and how these stimulation methods can be used to advance knowledge of the neurofunctional organization of the brain. Conclusion. The results of the study showed the effect of brain neuromodulation on sports and nutrition.

The last years have witnessed significant developments in image acquisition systems and in algorithms for extracting information from them. Nevertheless, in many scenarios, several factors can hinder the recovery of useful data from images. This is especially true and important in forensic applications, where images are often accidentally captured by an imaging system not engineered for that specific acquisition (for example, the surveillance system designed to monitor the entrance of a bank may accidentally capture the license plate of a vehicle passing outside the bank). Therefore, the acquired images often need to be processed to facilitate extracting information from them. When facing a combination of several impairment factors, such as blur and perspective distortion, several image restoration algorithms must be applied. Then, it is necessary to choose a restoration order, which means the order by which single restoration algorithms are chained together to obtain the enhanced image. This study aims to understand whether such an order may impact the final result. Of course, there exists a wide variety of image impairments; in this study, we focus on the case of an image affected by a combination of optical/motion blur, perspective distortion, and additive noise, which are all widespread artifacts in forensic image applications. To answer the question about the importance of choosing one restoration workflow over another, we first model each considered defect and its restoration operator and then analyze and compare the effects of the composition of such operators on the restored output. Such a comparison is made from both a mathematical and experimental point of view, using both images with synthetically generated impairments and pictures with real degradations. The results show that the restoration order can affect significantly the results, especially when the defects are severe.

Artificial Intelligence (AI) tools are currently designed and tested in many fields to improve humans’ ability to make decisions. One of these fields is higher education. For example, AI-based chatbots (“conversational pedagogical agents”) could engage in conversations with students in order to provide timely feedback and responses to questions while the learning process is taking place and to collect data to personalize the delivery of course materials. However, many existent tools are able to perform tasks that human professionals (educators, tutors, professors) could perform, just in a timelier manner. While discussing the possible implementation of AI-based tools in our university’s educational programs, we reviewed the current literature and identified a number of capabilities that future AI solutions may feature, in order to improve higher education processes, with a focus on distance higher education. Specifically, we suggest that innovative tools could influence the methodologies by which students approach learning; facilitate connections and information attainment beyond course materials; support the communication with the professor; and, draw from motivation theories to foster learning engagement, in a personalized manner. Future research should explore high-level opportunities represented by AI for higher education, including their effects on learning outcomes and the quality of the learning experience as a whole.

Abstract Studies indicate EGFL7 as an important gene in controlling angiogenesis and cancer growth, including in colorectal cancer (CRC). Anti-EGFL7 agents are being explored, yet without promising results. Therefore, the role of EGFL7 in CRC carcinogenesis should be investigated. This study aimed to evaluate the prognostic value of EGFL7 expression in CRC and the signaling pathways influenced by this gene. EGFL7 expression was evaluated through immunohistochemistry in 463 patients diagnosed with CRC and further associated with clinicopathological data, angiogenesis markers and survival. In silico analyzes were performed with colon adenocarcinoma data from The Cancer Genome Atlas. Analysis of enriched gene ontology and pathways were performed using the differentially expressed genes. 77.7% of patients presented low EGFL7 expression, which was associated with higher lymph node spread and invasion of lymphatic vessels, with no impact on survival. Additionally, low EGFL7 expression was associated with high VEGFR2 expression. Finally, we found in silico that EGFL7 expression was associated with cell growth, angiogenesis, and important pathways such as VEGF, Rap-1, MAPK and PI3K/Akt. Expression of EGFL7 in tumor cells may be associated with important pathways that can alter functions related to tumor invasive processes, preventing recurrence and metastatic process.

The objective of this study was to examine the effect of a training program utilizing action perception technology (PAD) tools on improving the motor reaction times and neuromuscular capabilities of the upper and lower limbs compared to a traditional training program. Twenty-four female volleyball players competing in the Italian national championship were randomized into two groups of 12 athletes each: an experimental group (EG) and a control group (CG). A preliminary analysis confirmed the absence of significant differences in age and anthropometric characteristics between the groups. All the players underwent an initial battery of tests (pre-test), including Reaction Time simple Upper and Lower Limb (RTsUL and RTsLL) and Tapping Upper and Lower Limb (TUL and TLL). During a 6-week training program, the experimental group used exercises with a technological system of illuminated disks, while the control group followed the traditional training methods without advanced technology. At the end of the program, both groups were subjected to final tests (post-test). The main results show that after 6 weeks, both groups improved their performance compared to the initial tests. However, EG achieved significantly better results than CG in every test, with significant reductions in average times (ip%) of −14.9% in RTsUL (DX = −0.072 s, t = 23.2, p < 0.05, d = 6.7), −14.9% in RTsLL (DX = −0.091 s, t = 44.0, p < 0.05, d = 12.7), −10.6% in TUL (DX = −0.622 s, t = 42.0, p < 0.05, d = 12.1), and −10.7% in TLL (DX = −0.983 s, t = 43.1, p < 0.05, d = 12.4). The use of light-based perception–action technology devices in volleyball training has shown potential for significantly improving movement speed and reaction time. However, further research is needed to determine whether these improvements actually translate into enhanced overall performance in competitive contexts compared to the traditional training methods.

The prevalence of obesity has become a global health concern, with significant impacts on quality of life and mortality rates. Recent research has highlighted the role of ultra-processed foods (UPFs) in driving the obesity epidemic. UPFs undergo extensive processing, often containing high levels of sugars, fats, and additives, while lacking essential nutrients. Studies have linked UPF consumption to obesity and cardiometabolic diseases, underscoring the importance of dietary patterns rich in whole foods. Thus, the aim of this narrative review is to elucidate the correlation between ultra-processed foods and the increased trend of obesity and its related complications. These foods, prevalent in modern diets, contribute to nutritional deficiencies and excessive caloric intake, exacerbating obesity rates. Lifestyle factors such as busy schedules and quick meal management further drive UPF consumption, disrupting hunger regulation and promoting overeating. UPF consumption correlates with adverse health outcomes, including dyslipidemia, hypertension, and insulin resistance. Promoting whole, minimally processed foods and implementing school-based nutrition education programs are crucial steps. Also, numerous challenges exist, including unequal access to healthy foods, the industry’s influence, and behavioral barriers to dietary change. Future research should explore innovative approaches, such as nutrigenomics and digital health technologies, to personalize interventions and evaluate policy effectiveness. Collaboration across disciplines and sectors will be vital to develop comprehensive solutions and improve public health outcomes globally.

Attention deficit hyperactivity disorder (ADHD) is among the most prevalent disorders in children and is frequently linked with motor difficulties that can impact both daily motor tasks and overall developmental trajectories. The objective of this study was to analyse the association between gross motor skills and ADHD symptoms. Using a cross-sectional research design, data were collected from a sample of primary school children (N = 2677; mean age = 8.58 years, SD = 1.49 years). The Gross Motor Development-3 Test (TGMD-3) was employed to assess participants’ gross motor skills, whereas the ADHD Rating Scale (SDAI), completed by teachers, evaluated ADHD symptoms through two subscales: inattention and impulsivity/hyperactivity. The results revealed an association between motor development and ADHD symptoms, with greater proficiency in gross motor skills correlating with lower symptoms reported on the SDAI. Logistic regression analyses indicated that the TGMD-3 was significantly associated with the risk of ADHD in matched samples of at-risk children and controls. The evaluation of gross motor development proves to be a useful tool for monitoring global development, paying attention to any critical issues, particularly in relation to the variables of inattention and hyperactivity.

This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M[subscript Age] = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher's Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers' Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers' hedonic-oriented motivation.

Background. In recent years, the study of the teacher-student relationship in the teaching-learning processes in physical education has had great emphasis. Previous studies have shown that the use of the Spectrum of Teaching Styles can enhance intrinsic motivation, enjoyment, adherence to physical activity and physical activity levels in children and adolescents. Study purpose. The present study aims to assess if a physical education (PE) intervention based on the variations in teaching styles, with reference to productive ones, can also have positive effects on physical fitness. Materials and methods. The sample involved 4 primary school classes (n = 124 children, mean age = 8–10 years) recruited from the SBAM (Health, Wellness, Food Education and Movement at School) Project in Apulia, Southern Italy. The classes were randomly assigned to the Experimental Group (EG) and the Control Group (CG). The EG followed a 5-month experimental intervention based on the variation of teaching styles, while the CG performed regular PE lessons. Physical fitness was assessed with Standing Long Jump (SLJ), 1kg Medicine Ball Throw (MBT), and 20 m sprint (20 m)tests, while two validated questionnaires were used to evaluate physical self-perception (PSP) and enjoyment. A 2x2 (intervention group x time) ANOVA was carried out to assess significant difference and interaction effect pre (t0) and post (t1) intervention protocol. Results. Data analysis showed a significant improvement of physical fitness in both EG and CG, while PSP and enjoyment increased only in EG. Moreover, significant (p < .05) interaction effects were found for 20m sprint, PSP and Enjoyment with low effect size (η2 ~ .20). Conclusions. The results of the present study highlight the effectiveness of a PE intervention based on the variation of teaching styles in improving physical fitness, self-perception, and enjoyment. Moreover, the use of productive teaching styles significantly impacts self-perception and enjoyment that are important mediating factors for guaranteeing better adherence to physical activity.

Abstract Introduction It is widely demonstrated that high frequency (HF) repetitive transcranial magnetic stimulation (rTMS) has facilitative effects and is therefore capable to inducing changes in motor responses. One of the most investigated areas is the dorsolateral prefrontal cortex (DLPFC) as it plays a special executive attention role in actively preserving access to stimulus representations and objectives in environments with plenty of distraction such as those of team sports. Volleyball is a team sport in which the attention and coordination components are essential for achieving performance. Thus, the aim of this study was to investigate if HF rTMS at DLPFC in volleyball players can improve homolateral motor coordination and cortical excitability. Results This study was a double-blinded (participant and evaluator) matched-pair experimental design. Twenty right-handed female volleyball players were recruited for the study and were randomly assigned either the active rTMS (n = 10) or the sham stimulation group (n = 10). The stimulation was performed in one session with 10 Hz, 80% of the resting motor threshold (RMT) of the right first dorsal interosseous muscle, 5 s of stimulation, and 15 s of rest, for a total of 1500 pulses. Before and after stimulation, the coordination and the cortical excitability were evaluated. The significant finding of this paper was that HF-rTMS of the DLPFC improved performance in terms of the homolateral interlimb coordination, with a significantly decreased in resting motor threshold and MEP latency of the ipsilateral motor cortex. It seem that HF-rTMS could increase coordination performances when the velocity of the execution is higher (120 bpm and 180 bpm). Conclusion Moreover, in active rTMS group significant differences emerged after stimulation in RMT and in MEP latency, while no differences emerged after stimulation in MEP amplitude. In conclusion we believe that these results may be of great interest to the scientific community and may also have practical implications in the future.

The neurobiological effects of transcranial direct current stimulation (tDCS) have still not been unequivocally clarified. Some studies have suggested that the application of tDCS over the inferior frontal gyrus (IFG) enhances different aspects of cognition in healthy and neurological individuals, exerting neural changes over the target area and its neural surroundings. In this systematic review, randomized sham-controlled trials in healthy and neurological adults were selected through a database search to explore whether tDCS over the IFG combined with cognitive training modulates functional connectivity or neural changes. Twenty studies were finally included, among which twelve measured tDCS effects through functional magnetic resonance (fMRI), two through functional near-infrared spectroscopy (fNIRS), and six through electroencephalography (EEG). Due to the high heterogeneity observed across studies, data were qualitatively described and compared to assess reliability. Overall, studies that combined fMRI and tDCS showed widespread changes in functional connectivity at both local and distant brain regions. The findings also suggested that tDCS may also modulate electrophysiological changes underlying the targeted area. However, these outcomes were not always accompanied by corresponding significant behavioral results. This work raises the question concerning the general efficacy of tDCS, the implications of which extend to the steadily increasing tDCS literature.

Non-invasive brain stimulation (NIBS) approaches have seen a rise in utilization in both clinical and basic neuroscience in recent years. Here, we concentrate on the two methods that have received the greatest research: transcranial direct current stimulation (tDCS) and repetitive transcranial magnetic stimulation (rTMS). Both approaches have yielded pertinent data regarding the cortical excitability in subjects in good health as well as pertinent advancements in the management of various clinical disorders. NIBS is a helpful method for comprehending the cortical control of the ANS. Previous research has shown that there are notable changes in muscular sympathetic nerve activity when the motor cortex is modulated. Furthermore, in NIBS investigations, the ANS has been employed more frequently as an outcome measure to comprehend the overall impacts of these methods, including their safety profile. Though there is ample proof that brain stimulation has autonomic effects on animals, new research on the connection between NIBS and the ANS has produced contradictory findings. In order to better understand NIBS processes and ANS function, it is crucial to take into account the reciprocal relationship that exists between central modulation and ANS function.

Bovine and bubaline brucellosis is still present in some regions of Italy. Although control and eradication measures have been implemented for several years, the brucellosis situation remains problematic in the Campania region. The infection is present in the provinces of Salerno and Caserta, with the latter experiencing a drastic increase in the prevalence and incidence of infection in buffalo species (Bubalus bubalis) in recent years. The brucellosis eradication plan in Italy is subject to the European co-financing system, and failure to achieve the objectives of the plan has resulted in economic cuts for the Campania Region for years. This study aimed to evaluate the possible risk factors associated with the spread and persistence of brucellosis infection on buffalo farms in the Province of Caserta. The results of official controls carried out from 2015 to 2020 on the buffalo farms of the Province were analyzed. Statistical analysis was performed by means of the R software (version 4.1.0) on a final dataset consisting of 4583 observations. The possible association between covariates and outcome (presence/absence of infection) was evaluated (T-Fisher and Wilcoxon). A logistic regression model with mixed effects was carried out. The study shows that the risk of infection is statistically associated with the density of farms per square km and previous notifications of abortions on the same farms. Furthermore, animal movements constitute a risk factor for the permanence of infection over time (OR > 1), and herds already infected prior to 2015 were seen to have an almost three-fold higher risk of developing the disease (OR = 3.35).

This study assesses the efficacy of e-learning content that has been adapted to cognitive styles in a sample of older adults. Since the personalisation of learning content has been generally associated with learning processes, it was hypothesised that intrinsic motivation, metacognition and self-regulated learning and learning strategies would interact in affecting learning outcomes. A sample of 106 older adults attending the University of the Third Age was divided into two groups on the basis of the learning approach (face-to-face vs. online). Participants were asked to fill out questionnaires that assessed cognitive styles, learning processes and learning outcomes. A factorial ANOVA and path analysis were used. Findings confirmed the efficacy of adapting e-learning content to older adults' cognitive styles, as well as the role played by intrinsic motivation, metacognition and self-regulated learning, and learning strategies in determining learning outcomes. Consequently, this research supports the benefits of e-learning environments in facilitating learning processes and in encouraging older adults to engage in learning activities.

With the increasing popularity and accessibility of video games, the public concern about their effects – positive and negative – has also increased. In this regard, this systematic review sought to identify and thematically analyze recent studies (in the last five years) and report on video games' epidemiological characteristics and outcomes. A systematic database search was done on ScienceDirect, APA PsycINFO, Emerald, and Scopus databases for articles published from January 1, 2017, to April 1, 2022. The Meta XL software – an add-in for Microsoft Excel – was used to calculate the pooled prevalence level of video game addiction. The database search yielded a total of 693 non-duplicate articles. After applying the inclusion and exclusion criteria, 27 articles were selected to be included in the systematic review. Along with this, 12 articles were considered for the final meta-analysis. The pooled prevalence level of gaming addiction was 5.0 % (95 % CI, 2.1–8.8 %). The I2 value was 99.297 with a p-value of 0.000. The factors that accompanied addictive video gaming were psychological, social, and personal. An addictive gaming behavior was characterized by spending an above-average time on gaming, doing most of the gaming online, and gaming activities interfering with sleep patterns. Some predictors of addictive gaming were emotional dependence, social detachment, increased gaming time, preference for playing online than offline, and increased emotional and psychological stress. Engaging in addictive gaming led to adverse outcomes such as lower academic scores, depression, and anxiety, as well as decreased self-esteem, life satisfaction, and social support. From the collected findings it could be concluded that extreme playing of video games can be classified as addictive. Following the identification of risk factors, appropriate corrective or interventional measures should be developed and applied coherently to newer statistical data.

Interpersonal physiological synchrony and collaboration in educational contexts have been identified as key aspects of the learning environment to foster critical thinking, decision-making, problem-solving, and shared knowledge construction and learning of students. In addition to this, teachers’ support and interaction with students result in a protective factor for students’ well-being and academic outcomes. The main aim of this systematic review was to explore if and how teachers’ support and relationship with students can affect their use of Socially Shared Regulatory Strategies for Learning (SSRL). Studies were identified in six electronic databases (Web of Science, Scopus, PubMed, Embase, and Cochrane CENTRAL and ERIC) following PRISMA guidelines. The initial search yielded a total of 110 records. Fifty-nine studies were fully reviewed, and 16 studies met all inclusion criteria and formed the basis for the review. Studies were analyzed and teachers’ support strategies to enhance SSRL were identified and recorded. This review identifies a range of teachers’ strategies that may foster students’ SSRL, such as prompting and moving from one group to another, helping and checking the groups’ progress, especially in primary and secondary school; flipped classrooms at university level. The results of this systematic review may inform teachers, educational practitioners, the general public and the design of individualized educational interventions aimed at improving teacher-child relationships, their well-being and academic performance.

Summary: In the brain, the complement system plays a crucial role in the immune response and in synaptic elimination during normal development and disease. Here, we sought to identify pathways that modulate the production of complement component 4 (C4), recently associated with an increased risk of schizophrenia. To design a disease-relevant assay, we first developed a rapid and robust 3D protocol capable of producing large numbers of astrocytes from pluripotent cells. Transcriptional profiling of these astrocytes confirmed the homogeneity of this population of dorsal fetal-like astrocytes. Using a novel ELISA-based small-molecule screen, we identified epigenetic regulators, as well as inhibitors of intracellular signaling pathways, able to modulate C4 secretion from astrocytes. We then built a connectivity map to predict and validate additional key regulatory pathways, including one involving c-Jun-kinase. This work provides a foundation for developing therapies for CNS diseases involving the complement cascade.

The paper aims to deepen the characteristics, training needs and critical issues related to the initial training of the support teachers in the era of the Covid-19 pandemic. The first part offers a synthetic theoretical framework about the problem. The second part presents the results, still in the initial phase of elaboration, of an exploratory survey conducted among some students attending the active training internship (TFA, fifth cycle) at the University of Foggia. An initial analysis of the results reveals the profile of a rather motivated aspiring support teacher, eager to acquire new skills, with a good level of confidence in technology. The article proposes, in the final part, paths for reflection and action that can be used by training designers and academic decision makers in order to optimize future specialization training for support teachers, at multiple levels.

Abstract Background Proximal humeral fractures are commonly observed in elderly patients. Management of these injuries is controversial. Literature comparing locking plate fixation, arthroplasty, and conservative treatments show no clear advantages for any of these management strategies. Thus far, no study has considered anatomically reduced fractures obtained after locking plate treatment. To clarify the best surgical procedure in middle-aged patients, we considered outcomes and major complications leading to surgical revision following an anatomically reduced fracture fixed with locking plate and reverse shoulder arthroplasty (RSA) in the treatment of type B/C fractures in patients between 50 and 75 years of age. Methods This is a retrospective study including 59 patients between 50 and 75 years of age with type B/C proximal humeral fracture treated with RSA or with locking plate fixation (resulting in an anatomical reduction) between January 2010 and December 2018. Preoperative radiographs and computed tomography (CT) were evaluated in all patients. Clinical and radiologic follow-up was performed using range of motion (ROM), the Constant–Murley Score (CMS), the Oxford Shoulder Score (OSS), the Simple Shoulder Test (SST), the Subjective Shoulder Value (SSV), and visual analog scale (VAS). Major complications were considered. Results In the plate fixation group, ROM, CMS, SST, and VAS were higher than in the RSA group. Lower complication rates compared with the literature were observed in both groups. Anatomically reduced fracture fixed with plate and screw could outperform RSA in terms of outcome. In second-level centers where traumatology is performed by surgeons with great expertise in upper limb trauma, the choice between plate fixation and reverse arthroplasty should be made during surgery. Conclusion Anatomically reduced fractures showed better outcomes compared with RSA in type B/C fractures. Surgeons should always try to perform a reduction of the fracture in order to understand if a plate fixation could be feasible. If it is impossible to perform an anatomical reduction, we suggest to consider RSA. This is a retrospective observational study.

The professional vision of today’s educator must be strongly anchored in accredited pedagogical models. Dewey’s activism has already proposed a model of education adhering to contextual reality while mediated using technology; this model is embodied in the didactic practice of the workshop, as a natural evolution of pragmatism. The purpose of this contribution is to associate the reflection on the professionalism of the educator with these two theoretical models, both fundamental in the panorama of pedagogical studies, and provide evidence-based operational teaching proposals. In particular, a survey was carried out with school teachers of all levels in order to assess the impact of online teaching on the stress and motivation of teachers. The methodology used was correlational research, and the survey was conducted through the administration of three different scales (Online teaching learning, Perceived stress scale, The teacher motivation scale) to a total sample of 1400 teachers.

IntroductionSelf-determination construct is a motivation theory used in professional and educational context to foster special needs teachers’ development of metacognition, and psychological wellbeing. The Learning Climate Questionnaire (LCQ) is a validate questionnaire used to underly teachers’ professional and personal competence, and improving social, emotional and career outcomes. The present paper aims to evaluate the degree of reliability (R1) and the adherence of construct validity to the construct of self-determination (R2) of the Italian adaptation of the LCQ.MethodsA confirmatory factorial analysis was conducted to evaluate the factorial structure of the LCQ in a sample of Italian special needs teachers (N = 953). Teachers was asked to complete an online version of the LCQ. Construct validity was conducted by relating the learning climate with the basic psychological needs satisfaction, measured with PBNSF, and with academic motivation scale, measured with AMS.ResultsThe analysis showed a good reliability (R1) and construct validity of the Italian adaptation of the questionnaire, with a high internal consistency compared to those obtained in other studies (R2).DiscussionTeachers’ autonomy support and teacher-student relation can positively impact the students’ psychological factors and enhance students’ learning motivation and academic achievement. Findings reveal that higher levels of learning climate could also be a key factor in reducing teachers’ negative stress and mental health consequences.ConclusionThis study may facilitate further research about the autonomy-supportive learning climate in educational settings in Italy.

Obesity, a complex disorder with rising global prevalence, is a chronic, inflammatory, and multifactorial disease and it is characterized by excessive adipose tissue accumulation and associated comorbidities. Adipose tissue (AT) is an extremely diverse organ. The composition, structure, and functionality of AT are significantly influenced by characteristics specific to everyone, in addition to the variability connected to various tissue types and its location-related heterogeneity. Recent investigation has shed light on the intricate relationship between bone marrow stem cells and obesity, revealing potential mechanisms that contribute to the development and consequences of this condition. Mesenchymal stem cells within the bone marrow, known for their multipotent differentiation capabilities, play a pivotal role in adipogenesis, the process of fat cell formation. In the context of obesity, alterations in the bone marrow microenvironment may influence the differentiation of mesenchymal stem cells towards adipocytes, impacting overall fat storage and metabolic balance. Moreover, bone marrow’s role as a crucial component of the immune system adds another layer of complexity to the obesity–bone marrow interplay. This narrative review summarizes the current research findings on the connection between bone marrow stem cells and obesity, highlighting the multifaceted roles of bone marrow in adipogenesis and inflammation.

In this article we introduce an extension of the Akash distribution. We use the slash methodology to make the kurtosis of the Akash distribution more flexible. We study the general probability density function of this new model, some properties, moments, skewness and kurtosis coefficients. Statistical inference is performed using the methods of moments and maximum likelihood via the EM algorithm. A simulation study is carried out to observe the behavior of the maximum likelihood estimator. An application to a real data set with high kurtosis is considered, where it is shown that the new distribution fits better than other extensions of the Akash distribution.

Abstract Background Genomic surveillance of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) is the only approach to rapidly monitor and tackle emerging variants of concern (VOC) of the COVID-19 pandemic. Such scrutiny is crucial to limit the spread of VOC that might escape the immune protection conferred by vaccination strategies or previous virus exposure. It is also becoming clear now that efficient genomic surveillance would require monitoring of the host gene expression to identify prognostic biomarkers of treatment efficacy and disease progression. Here we propose an integrative workflow to both generate thousands of SARS-CoV-2 genome sequences per week and analyze host gene expression upon infection. Methods In this study we applied an integrated workflow for RNA extracted from nasal swabs to obtain in parallel the full genome of SARS-CoV-2 and transcriptome of host respiratory epithelium. The RNA extracted from each sample was reverse transcribed and the viral genome was specifically enriched through an amplicon-based approach. The very same RNA was then used for patient transcriptome analysis. Samples were collected in the Campania region, Italy, for viral genome sequencing. Patient transcriptome analysis was performed on about 700 samples divided into two cohorts of patients, depending on the viral variant detected (B.1 or delta). Results We sequenced over 20,000 viral genomes since the beginning of the pandemic, producing the highest number of sequences in Italy. We thus reconstructed the pandemic dynamics in the regional territory from March 2020 to December 2021. In addition, we have matured and applied novel proof-of-principle approaches to prioritize possible gain-of-function mutations by leveraging patients’ metadata and isolated patient-specific signatures of SARS-CoV-2 infection. This allowed us to (i) identify three new viral variants that specifically originated in the Campania region, (ii) map SARS-CoV-2 intrahost variability during long-term infections and in one case identify an increase in the number of mutations in the viral genome, and (iii) identify host gene expression signatures correlated with viral load in upper respiratory ways. Conclusion In conclusion, we have successfully generated an optimized and cost-effective strategy to monitor SARS-CoV-2 genetic variability, without the need of automation. Thus, our approach is suitable for any lab with a benchtop sequencer and a limited budget, allowing an integrated genomic surveillance on premises. Finally, we have also identified a gene expression signature defining SARS-CoV-2 infection in real-world patients’ upper respiratory ways.

Taking care of teachers’ competencies is essential to determine a satisfactory level of quality in teaching, with a crucial impact on the proper functioning of educational services. In order to be effective, this training must consider the most recent developments in the field of technology-enhanced learning, such as Digital Game-Based Learning (DGBL). Although research in the educational field has shown that DGBL enhances learning processes, promoting learning by doing and cooperative learning as well, with all their positive effects, there is still a paucity of studies on the subject; hence, the intrinsic reason for the present investigation. This review aims to fill this gap, analyzing studies that explore DGBL for teacher training and/or teacher attitude toward using DGBL in their professional activity. We searched the following bibliographic databases: Scopus, ERIC, and Web of Science. After an accurate screening, 20 papers have been selected and included. Main results returned a clear framework of what the current literature presents as effective DGBL training for teachers and pre-service teachers and of facilitators and barriers that impact teachers’ attitudes toward the use of DGBL at school.

IntroductionSpecial needs teachers deliver crucial care to their students by showing a particular attitude toward them. However, they usually face stressful situations that negatively impact their capacity to support their students, often reporting higher levels of burnout compared to teachers from mainstream education. Self-compassion has been seen to function as a protective factor against teacher stress, enhancing their resilience and coping abilities.MethodsThe current study aimed to evaluate the factorial structure, reliability, and validity of the Self-compassion Scale (SCS) in a sample of Italian special needs teachers (R1). In addition, it was investigated whether the satisfactory internal reliability of the SCS is confirmed (R2). Finally, the validity of the SCS criterion was assessed, assuming that each of its subscales would be related to anxiety, measured with GAD-7, and with resilience, measured with the BRS (R3). A sample of 629 teachers was enrolled in this study and completed an online questionnaire.ResultsOverall, the confirmatory factor analysis showed good or acceptable indices of fit to the data supporting the use of SCS to measure self-compassion in Italian special needs teachers.DiscussionThe tool could be helpful for future research to start exploring the self-compassion dimension at school as a protective factor that may foster teachers’ and, consequently, students’ well-being.