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This study aimed to explore undergraduates' perceptions of relevance in conjunction with two associated constructs, personal interest, and task value. To unearth these perceptions, American (n = 104) and Dutch (n = 79) students completed the Conceptualization of Relevance Task (CoRT). This task required them to: (a) select a graphic that best represented their view of the interplay of relevance, personal interest, and task value; (b) justify their selection and exemplify it with a personal experience (c) define each of these terms. We scored the quality and consistency between students' graphic selection and their justification and exemplification of that selection using a 0-2 rubric. The definitions students wrote for each term were subjected to content analysis. Among the major contributions of this study was its demonstration of the merit of examining laypersons' views of relevance; the finding that students conceived of relevance as multidimensional and both externally and internally influenced; and the noting of parallels between the views of these non-experts and those of experts in the field of motivation regarding the nature of relevance. Implications for future research and practice are forwarded.

In this meta-analysis, we examined the effects on students' motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students' beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students' attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students' beliefs, values, and attitudes compared to students' reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation.

Critical thinking (CT) is widely regarded as an important competence to obtain in education. Students' exposure to problems and collaboration have been proven helpful in promoting CT processes. These elements are present in student-centered instructional environments such as problem-based and project-based learning (P(j)BL). Next to CT, also higher-order thinking (HOT) and critical-analytic thinking (CAT) contain elements that are present in and fostered by P(j)BL. However, HOT, CT, and CAT definitions are often ill-defined and overlap. The present systematic review, therefore, investigated how HOT, CT, and CAT were conceptualized in P(j)BL environments. Another aim of this study was to review the evidence on the effectiveness of P(j)BL environments in fostering HOT, CT, or CAT. Results demonstrated an absence of CAT in P(j)BL research and a stronger focus on CT processes than CT dispositions (i.e., trait-like tendency or willingness to engage in CT). Further, while we found positive effects of P(j)BL on HOT and CT, there was a lack of clarity and consistency in how researchers conceptualized and measured these forms of thinking. Also, essential components of P(j)BL were often overlooked. Finally, we identified various design issues in effect studies, such as the lack of control groups, that bring the reported outcomes of those investigations into question.

In 2023, a second wave of the global mpox epidemic, which is mainly affecting men who have sex with men (MSM), was observed in some countries. Herein, we benefited from a large viral sequence sampling (76/121; 63%) and vast epidemiological data to characterise the re-emergence and circulation of the Monkeypox virus (MPXV) in Portugal during 2023. We also modelled transmission and forecasted public health scenarios through a compartmental susceptible-exposed-infectious-recovered (SEIR) model. Our results suggest that the 2023 mpox wave in Portugal resulted from limited introduction(s) of MPXV belonging to C.1.1 sublineage, hypothetically from Asia, followed by sustained viral transmission and potential exportation to other countries. We estimated that the contribution of the MSM high sexual activity group to mpox transmission was 120 (95% CrI: 30–3553) times higher than that of the low sexual activity group. However, among the high sexual activity group, vaccinated individuals likely contributed approximately eight times less [0.123 (95% CrI: 0.068–0.208)] than the unvaccinated ones. Vaccination was also linked to potential reduced disease severity, with a Mpox Severity Score of 6.0 in the vaccinated group compared to 7.0 in unvaccinated individuals. Scenario analysis indicated that transmission is highly sensitive to sexual behaviour, projecting that a slight increase in the MSM sub-population with high sexual activity can trigger new mpox waves. This study strongly supports that continued vaccination, targeted awareness among risk groups and routine genomic epidemiology is needed to anticipate and respond to novel MPXV threats (e.g. global dissemination of clade I viruses).

Student-teacher relationships in higher education take place in two embedded social contexts: the in-class environment and the educational institute in which the in-class environment is situated. The interplay between the two contexts and their association with students' motivation was studied in the current study. In a broad sample (N=597), perceptions of student-staff relationship quality, need-supportive teaching in class, and autonomous and controlled motivation were measured. Perceptions of in-class teacher involvement were associated with autonomous motivation, while perceptions of in-class teacher structure were associated with controlled motivation. The association of perceptions of in-class teacher involvement and autonomy support with autonomous motivation seemed to be suppressed by perceptions of trust in benevolence. This indicates that students can get a 'just tell me what to do'-attitude when trust in benevolence makes them shift from being supported to depending on support. Studying both embedded contexts in one analysis, resulted in a more fine-grained insight.

In the present study, we compared the mindset of preuniversity students and (primary and secondary) vocational students. Participants comprised of 173 students attending preuniversity education and 101 students attending vocational education. All participants completed a mindset questionnaire. We expected, based on previous educational experiences, that preuniversity students would show on average a higher score (i.e., more of a growth mindset) than vocational students. Results indicated, however, that there was hardly any difference in mindset between vocational and preuniversity students. The mindset of adolescents is therefore not influenced by the level of education.

Supportive relationships between students and their educational faculty and staff can foster positive outcomes such as students' involvement and development. However, research investigating how students perceive the quality of their relationships with educational faculty/staff (i.e., relationship quality) so far remains scarce. This study's aim was to gain more insight into the construct of relationship quality in higher education using a qualitative approach. Students' descriptions of their positive (n = 294) and negative relationship experiences (n = 395) were collected using a critical incident technique (final sample N = 513 critical incidents) followed by a template analysis with a priori themes (i.e., relationship quality dimensions: trust in honesty, trust in benevolence, satisfaction, affective commitment, affective conflict). Results indicated that students most often mentioned trust in honesty and trust in benevolence. Affective conflict was not always explicitly mentioned in negative experiences, nor satisfaction in positive experiences. Descriptions of trust in benevolence (n = 355) were equally distributed over positive and negative incidents. However, trust in honesty was more often referred to in negative (n = 145) than in positive incidents (n = 51). The results indicated that students considered timely response to assignments and emails important, and teachers showing interest and attention. The study's findings provide a new view of how students might positively and negatively perceive the quality of their relationship with educational faculty and staff. This study adds to the theoretical and practical implications of relationship quality research in higher education and how relational aspects are important for students.

This observational study explored the early-life challenges of intra-uterine growth restricted (IUGR), low birth body weight (LBW), and normal birth body weight (NBW) piglets. The aim was to understand the impact of birth weight and intra-uterine growth restriction phenotype on neonatal survival and behavior. Based on weight and phenotype, piglets were classified as IUGR (n = 32), LBW (n = 34), and NBW (n = 29) immediately after birth. The piglets were litter- and sex-matched. Vitality scores were assigned based on motor activity and breathing and complemented with an assessment of umbilical cord condition, rectal temperature, crown–rump length (CRL), time to reach the udder, time to suckle, colostrum intake, and weight gain over 24 h. Beyond the lower birth weight, reduced CRL, and higher mortality rate, IUGR piglets faced several other challenges compared with LBW and NBW piglets. Growth-impaired piglets often struggled to engage in early feeding behaviors and displayed consistently lower rectal temperatures at 1, 3 and 24 h after birth. IUGR piglets showed inadequate colostrum intake and weight loss, which were also observed for LBW counterparts. In contrast, no significant differences were observed in vitality scores and umbilical cord conditions across the groups. In conclusion, our findings underscore the impact of intra-uterine growth restriction on neonatal piglets, emphasizing the need for specialized care strategies to improve survival and health outcomes in IUGR.

Background: To date, studies that have investigated the bonds between students and their institution have emphasized the importance of student-staff relationships. Measuring the quality of those relationships (i.e., relationship quality) appears to help with investigating the relational ties students have with their higher education institutions. Growing interest has arisen in further investigating relationship quality in higher education, as it might predict students' involvement with the institution (e.g., student engagement and student loyalty). So far, most studies have used a cross-sectional design, so that causality could not be determined. Aims: The aim of this longitudinal study was twofold. First, we investigated the temporal ordering of the relation between the relationship quality dimensions of trust (in benevolence and honesty) and affect (satisfaction, affective commitment, and affective conflict). Second, we examined the ordering of the paths between relationship quality, student engagement, and student loyalty. Our objectives were to gain a deeper understanding of the relationship quality construct in higher education and its later outcomes. Sample: Participants (N = 1649) were students from three Dutch higher education institutions who were studying in a technology economics or social sciences program. Methods: Longitudinal data from two time points were used to evaluate two types of cross-lagged panel models. In the first analysis, we could not assume measurement invariance for affective conflict over time. Therefore, we tested an alternative model without affective conflict, using the latent variables of trust and affect, the student engagement dimensions and student loyalty. In the second type of model, we investigated the manifest variables of relationship quality, student engagement, and student loyalty. The hypotheses were tested by evaluating simultaneous comparisons between estimates. Results: Results indicated that the relation between relationship quality at Time 1 with student engagement and loyalty at Time 2 was stronger than the reverse ordering in the first model. In the second model, results indicated that cross-lagged relations between trust in benevolence and trust in honesty at Time 1 and affective commitment, affective conflict, and satisfaction at Time 2 were more likely than the reverse ordering. Furthermore, cross-lagged relations from relationship quality at Time 1 to student engagement and student loyalty at Time 2 also supported our hypothesis. Conclusions: This study contributes to the existing higher education literature, indicating that students' trust in the quality of their relationship with faculty/staff is essential for developing students' affective commitment and satisfaction and for avoiding conflict over time. Second, relationship quality factors positively influence students' engagement in their studies and their loyalty towards the institution. A relational approach to establishing (long-lasting) bonds with students appears to be fruitful as an approach for educational psychologists and for practitioners' guidance and strategies. Recommendations are made for future research to further examine relationship quality in higher education in Europe and beyond.

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Formative assessment can be seen as an integral part of teaching and learning, as formative assessment affects students' learning and vice versa. Students' motivation can theoretically be placed at the centre of this reciprocal relationship, as formative assessment is assumed to affect students' need satisfaction of autonomy, competence and relatedness, and consequently their autonomous motivation. In the current study, two assumptions were tested empirically: formative assessment contributes to students' autonomous motivation and students' need satisfaction functions as a mediator in this relationship. The results provided support for those assumptions and indicated that more perceived use of formative assessment is associated with more feelings of autonomy and competence, and more autonomous motivation. The current study demonstrated the benefits of studying formative assessment as practice and provides encouragement for teachers to start applying formative assessment in their classroom. The theoretical model provides teachers with guidelines for an optimal implementation of formative assessment and provides researchers with a framework to study the phenomenon of 'formative assessment as practice' in more depth.

Background and Purpose: Nonalcoholic fatty liver disease refers to liver pathologies, ranging from steatosis to steatohepatitis, with fibrosis ultimately leading to cirrhosis and hepatocellular carcinoma. Although several mechanisms have been suggested, including insulin resistance, oxidative stress, and inflammation, its pathophysiology remains imperfectly understood. Over the last decade, a dysfunctional unfolded protein response (UPR) triggered by endoplasmic reticulum (ER) stress emerged as one of the multiple driving factors. In parallel, growing evidence suggests that insulin‐degrading enzyme (IDE), a highly conserved and ubiquitously expressed metallo‐endopeptidase originally discovered for its role in insulin decay, may regulate ER stress and UPR. Experimental Approach: We investigated, by genetic and pharmacological approaches, in vitro and in vivo, whether IDE modulates ER stress‐induced UPR and lipid accumulation in the liver. Key Results: We found that IDE‐deficient mice display higher hepatic triglyceride content along with higher inositol‐requiring enzyme 1 (IRE1) pathway activation. Upon induction of ER stress by tunicamycin or palmitate in vitro or in vivo, pharmacological inhibition of IDE, using its inhibitor BDM44768, mainly exacerbated ER stress‐induced IRE1 activation and promoted lipid accumulation in hepatocytes, effects that were abolished by the IRE1 inhibitors 4μ8c and KIRA6. Finally, we identified that IDE knockout promotes lipolysis in adipose tissue and increases hepatic CD36 expression, which may contribute to steatosis. Conclusion and Implications: These results unravel a novel role for IDE in the regulation of ER stress and development of hepatic steatosis. These findings pave the way to innovative strategies modulating IDE to treat metabolic diseases. [ABSTRACT FROM AUTHOR]

Simple Summary: Our study examined the challenges newborn piglets face, comparing those born with growth restriction, those born with low body weight, and those of normal body weight. We aim to understand if their start in life is related to their physical characteristics and whether this affects their chances of survival. We categorized newborn piglets based on their size and physical characteristics immediately after birth. Over three hours, we assigned vitality scores, measured body temperature, and described behaviors such as seeking sow's milk. We found that piglets with growth restrictions had more difficulty keeping warm and feeding than their counterparts with a low and normal body weight at birth. Consequently, they faced a higher mortality rate within the first 24 h after birth. This suggests they need special care to improve their survival and health. Our research highlights the importance of recognizing and addressing the needs of specifically intra-uterine growth-restricted piglets early on to improve the welfare of these growth-restricted piglets. This observational study explored the early-life challenges of intra-uterine growth restricted (IUGR), low birth body weight (LBW), and normal birth body weight (NBW) piglets. The aim was to understand the impact of birth weight and intra-uterine growth restriction phenotype on neonatal survival and behavior. Based on weight and phenotype, piglets were classified as IUGR (n = 32), LBW (n = 34), and NBW (n = 29) immediately after birth. The piglets were litter- and sex-matched. Vitality scores were assigned based on motor activity and breathing and complemented with an assessment of umbilical cord condition, rectal temperature, crown–rump length (CRL), time to reach the udder, time to suckle, colostrum intake, and weight gain over 24 h. Beyond the lower birth weight, reduced CRL, and higher mortality rate, IUGR piglets faced several other challenges compared with LBW and NBW piglets. Growth-impaired piglets often struggled to engage in early feeding behaviors and displayed consistently lower rectal temperatures at 1, 3 and 24 h after birth. IUGR piglets showed inadequate colostrum intake and weight loss, which were also observed for LBW counterparts. In contrast, no significant differences were observed in vitality scores and umbilical cord conditions across the groups. In conclusion, our findings underscore the impact of intra-uterine growth restriction on neonatal piglets, emphasizing the need for specialized care strategies to improve survival and health outcomes in IUGR. [ABSTRACT FROM AUTHOR]

Mindset plays a pivotal role in academic achievement. In particular, a growth mindset is related to academic success. This study explored the role of mindset in Secondary Vocational Education and Training (VET). Participants were 1005 VET students attending eight different vocational programmes on three qualification levels in the rural southwest of the Netherlands. They filled out an online questionnaire that was combined with the school administration system for demographical information and school results. Results showed that 13.9% of the participants had a fixed mindset, 47.3% a growth mindset, and 38.8% a mixed mindset. Our findings indicate that VET students' mean mindset does not substantially differ from the mindset of students in other forms of education. However, the majority of VET students does not have a growth mindset and mindset and academic achievement seem to be unrelated.

The present study investigates the effects of different kinds of praise on 108 students in vocational education, using a similar design as the original mindset studies. Students worked on a set of Raven's Standard Progressive Matrices and either received praise for effort, received praise for intelligence, or were in the control group. Results were not in line with mindset theory. We expected differences in goal choice and performance after experiencing setbacks between students who were praised for effort or who were praised for intelligence, but both groups reacted in the same way. Our results are in line with previous studies that also did not succeed in finding a relation between mindset and academic performance. This study shows that even when the original procedure used in Mueller and Dweck's experiments was followed, vocational education students were not influenced by the type of praise (i.e. mindset) to which they were exposed.

The effectiveness of a mindset intervention in secondary vocational education and training was investigated. Students (n = 55) enrolled in a mathematics course participated in an online mindset intervention for a period of 10 weeks. Both pretest and posttest scores on mindset and mathematics results were compared with students who did not get a mindset intervention. We expected that students in the intervention group will show a growth in mindset and therefore have better results on the mathematics test at the end of the course compared to students in the control group. This effect will be stronger for lower performing students and students with a fixed mindset. Results showed that at the end of this period, the scores on the mathematics test were higher for both groups, but that there were no significant differences between groups. Furthermore, there was no effect of the intervention on the mindset of the students and there was no significant relation between mindset and scores on mathematics. Overall, our findings are in line with an increasing body of studies that did not find a relation between mindset and academic achievement.

IntroductionCoronavirus disease 2019 (COVID-19) is a respiratory disease triggered by immunopathological mechanisms that cause excessive inflammation and leukocyte dysfunction. Neutrophils play a critical role in the innate immunity and are able to produce neutrophil extracellular traps (NETs: NETosis process) to combat infections. Some NETs markers are increased in patients who died from COVID-19. Recently, the neutrophil fluorescence variable (NEU-SFL), available on certain automated complete blood count (CBC) analyzers, has been correlated with NET formation and may reflect NETosis in patients. Here we evaluate whether NEU-SFL measured after admission of COVID-19 patients is associated with in-hospital survival or death.Patients and methods1,852 patients admitted for severe COVID-19 at Nîmes University Hospital in 2021 were retrospectively included in the study: 1,564 who survived the hospital stay and 288 who did not. The NEU-SFL was obtained on the Sysmex™ XN-10® analyzer and values for survivors and non-survivors were compared. The intra-patient NEU-SFL variations between the hospital entry and the last day of hospitalization were also analyzed (IRB 22.06.01, NCT 05413824).ResultsNon-survivors presented higher NEU-SFL values. NEU-SFL values above the 4th quartile were independently associated with a 2.88-fold risk of death. Furthermore, the difference of NEU-SFL values between the first and the last available data during hospitalization revealed that a decrease in NEU-SFL was associated to survivors and vice versa.ConclusionOur study reinforces the role of neutrophils and NETosis in the pathophysiology and prognosis of COVID-19. Further studies combining NEU-SFL with other NETosis markers could improve the management of COVID-19 patients.

Summary: A growing body of literature suggests that over the past 30 years, policies aimed at tackling harassment in academia have had little discernable effect. How can this impasse be overcome to make the higher education sector a safe space for everyone? We combine the areas of harassment and inequality, intersectionality, policy-practice gaps, gender sensitive medicine, as well as corruption and whistleblower processes to identify lacunae and offer recommendations for how to apply our recommendations in practice. We have been searching the most influential, relevant, and recent literature on harassment and inequality in our respective fields of expertise. By studying conceptual overlaps between the different fields, we were able to create insights that go beyond the insights of the most recent reviews. Our synthesis results in three concrete recommendations. First, harassment and inequality are mutually reinforcing. Failure to adequately tackle harassment contributes to perpetuating and reproducing inequality. Further, the intersectional nature of inequality has to be acknowledged and acted upon. Second, enforcing anti-harassment policies should be a top priority for universities, funders, and policymakers. Third, sexual harassment should be treated as institutional-level integrity failure. The higher education sector should now focus on enforcing existing anti-harassment policies by holding universities accountable for their effective implementation - or risk being complicit in maintaining and reproducing inequality. Funding: We have received no funding for this research.

Alumni can be of enormous value for higher education institutions because of the time and money they can spend on their former institution. Going beyond prior research that has as yet mostly considered alumni giving, this study focuses on exploring drivers for non-monetary alumni behavior (i.e., alumni loyalty). Modeling analysis was conducted on 152 alumni responses from two Dutch universities of applied sciences. Based on social exchange theory, a structural equation model was tested in which relationship quality dimensions were associated with student engagement, which in turn were related to alumni loyalty. Findings showed that the relationship quality dimensions of trust in benevolence and affective commitment had a statistically significant positive association with the student engagement dimensions absorption, dedication and vigor, and with alumni loyalty. The findings of this study support the importance of relationship quality dimensions in higher education for initiating long-lasting relationships with students even after their graduation, and for establishing non-monetary contributions in terms of alumni loyalty.

Visceral leishmaniasis (VL) is characterized by an uncontrolled infection of internal organs such as the spleen, liver and bone marrow (BM) and can be lethal when left untreated. No effective vaccination is currently available for humans. The importance of B cells in infection and VL protective immunity has been controversial, with both detrimental and protective effects described. VL infection was found in this study to increase not only all analyzed B cell subsets in the spleen but also the B cell progenitors in the BM. The enhanced B lymphopoiesis aligns with the clinical manifestation of polyclonal hypergammaglobulinemia and the occurrence of autoantibodies. In line with earlier reports, flow cytometric and microscopic examination identified parasite attachment to B cells of the BM and spleen without internalization, and transformation of promastigotes into amastigote morphotypes. The interaction appears independent of IgM expression and is associated with an increased detection of activated lysosomes. Furthermore, the extracellularly attached amastigotes could be efficiently transferred to infect macrophages. The observed interaction underscores the potentially crucial role of B cells during VL infection. Additionally, using immunization against a fluorescent heterologous antigen, it was shown that the infection does not impair immune memory, which is reassuring for vaccination campaigns in VL endemic areas. [ABSTRACT FROM AUTHOR]

We investigated the effects of active workstations on cognitive control functions in individuals diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). In a fully counterbalanced randomized control design, we examined the effects of cycling on a desk bike on phonological working memory (WM) in 18 adolescents with ADHD. Adolescents performed a phonological WM test across two separate sessions during which they either cycled or not. It was hypothesized that participants would perform better on the WM task while cycling as compared to seated-rest. Results showed that total WM performance was not affected by desk-bike cycling. Exploratory analyses suggested that cycling during more difficult trials (i.e., high WM demands) is beneficial for WM performance. More research is needed to shed light on how task difficulty moderates the potential compensatory effect of desk-bike cycling on WM performance in adolescent ADHD participants.

Abstract Insoluble intracellular aggregation of tau proteins into filaments and neurodegeneration are histopathological hallmarks of Alzheimer disease (AD) and other tauopathies. Recently, prefibrillar, soluble, oligomeric tau intermediates have emerged as relevant pathological tau species; however, the molecular mechanisms of neuronal responses to tau oligomers are not fully understood. Here, we show that hippocampal neurons in six-month-old transgenic mouse model of tauopathy, THY-Tau22, are enriched with oligomeric tau, contain elongated mitochondria, and display cellular stress, but no overt cytotoxicity compared to the control mice. The levels of several key mitochondrial proteins were markedly different between the THY-Tau22 and control mice hippocampi including the mitochondrial SIRT3, PINK1, ANT1 and the fission protein DRP1. DNA base excision repair (BER) is the primary defense system against oxidative DNA damage and it was elevated in six-month-old transgenic mice. DNA polymerase β, the key BER DNA polymerase, was enriched in the cytoplasm of hippocampal neurons in six-month-old transgenic mice and localized with and within mitochondria. Polβ also co-localized with mitochondria in human AD brains in neurons containing oligomeric tau. Most of these altered mitochondrial and DNA repair events were specific to the transgenic mice at 6 months of age and were not different from control mice at 12 months of age when tau pathology reaches its maximum and oligomeric forms of tau are no longer detectable. In summary, our data suggests that we have identified key cellular stress responses at early stages of tau pathology to preserve neuronal integrity and to promote survival. To our knowledge, this work provides the first description of multiple stress responses involving mitochondrial homeostasis and BER early during the progression of tau pathology, and represents an important advance in the etiopathogenesis of tauopathies.

This article provides an in-depth case study analysis of a pilot project organized by the section "Strategic Analysis" of the Belgian Federal Police. Using the Delphi method, which is a judgmental forecasting technique, a panel of experts was questioned about future developments of crime, based on their expertise in criminal or social trends. The results demonstrate how police authorities could implement judgmental forecasting methods like Delphi methodology for the anticipation of future criminal trends, and how this technique, applied under specific conditions, can complement current crime analysis techniques. This article will not focus on criminal trends that were forecasted in the pilot project, but on the preconditions for using the Delphi method in criminal justice policy. Hence, this article could contribute to future applications of judgmental forecasting techniques by practitioners in both criminal justice systems and other policy domains. (Contains 4 tables and 1 footnote.)