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Poor numeracy skills among remedial pupils remained a critical issue for Malaysia to achieve educational goals. This systematic literature review identified research trends and evidence-based practices on teaching aids to enhance remedial mathematics instruction. The review followed PRISMA model through four phases, searching WoS and Scopus databases to analyze 29 studies from 2014 to 2023 that met the inclusion criteria. The predominant focus was on Indonesia, Taiwan, Malaysia and the United States. Mainly quantitative and qualitative research designs were utilized. Findings revealed diverse teaching aids were proposed, including digital technologies such as systems, smartphone apps, games, multimedia, augmented reality, virtual reality, as well as manipulatives, number lines and instructional modules. Both digital and handson manipulative teaching aids have been applied in remedial mathematics interventions with promising results. Key findings indicate the effectiveness of teaching aids depends on alignment with pupils' individual needs and suitable pedagogical approaches based on local context. Implications emerge for developing new teaching aids and teacher training tailored to local remedial mathematics learners. Rigorous research is needed, particularly in the Malaysian context, to evaluate the usability of teaching aids over time. Investing in specialized teaching aids and aligned instruction will help provide quality remedial mathematics education. This review highlights promising teaching aids and gaps to build essential numeracy skills among remedial pupils in Malaysia for equitable math outcomes.

Education systems worldwide have been significantly disrupted due to the COVID-19 pandemic, creating an immediate need for a revamp of conventional teaching and learning techniques. To explore how this has affected the educational landscape, a scoping review was conducted. This scoping review aimed to examine the changes that occurred in the education field and to explore how it has transformed the educational landscape review. Using Arksey and O'Malley's methodology, 51 articles were selected for analysis from two leading databases: Scopus and Web of Science. All chosen articles were then subjected to thematic analysis. Three main aspects impacted by this global event were uncovered, which are technological advancements and digital transformation, changes in pedagogy and teaching methods, and mental health and well-being issues. This scoping review provides valuable insights into one of the most critical sectors affected by COVID-19, which can assist with planning future strategies for similar crises.

Student learning outside the formal classroom is inextricably linked to informal learning environments. In many countries, most activities that employ informal learning prioritize the integration of science, technology, engineering, and mathematics (STEM) disciplines and have shown a positive impact on increasing students' interest, self-efficacy, and awareness of the STEM field. Thus, this study aims to systematically review the activities reported in the relevant studies focusing on informal STEM learning for K-12. High-index journals published under SCOPUS and Web of Science databases were utilized using a predetermined search strategy and retrieved two research team members' screened articles. Only empirical studies containing the terms "STEM education", "summer camp", and "informal learning" in the title, abstract, and keyword were included. Data were coded and organized into a matrix that was qualitatively assessed and categorized into themes. Based on the 25 studies reviewed, it was found that the integration of STEM disciplines in informal learning is notably varied. The characteristics of the STEM activities can be organized into seven themes: inquiry, focus on problems, design, cooperative learning, student-centred, hands-on, and 21st-century skills. Practice recommendations include a quality curriculum that aligns with informal STEM learning needs.

The rapid development in the world of technology and communication has contributed directly to the teaching and learning process in schools. Therefore, a paradigm shift towards learning methods in the education system needs to be implemented to meet the educational aims of the 21st century. This is due to the current methods of delivery in teaching and learning are still conventional. Therefore, this study aims to develop Trig-GO apps for mathematics in secondary schools by focusing on the topic of trigonometry. The development process of this application is guided by the model of Dick, Carey and Carey. This paper describes the design and development of Trig-GO apps prototype based on Design and Development Research (DDR) methods and approaches.The findings of the study indicated that a prototype of the Trig-GO application has been developed. The results of the development of the application prototype were evaluated through qualitative methods. The data was obtained from five experienced teachers and six students via observations, interviews and document analysis. Therefore, the results of the analysis showed that the Trig-GO application prototype developed need improvement. Thus, this also will give impact to the quality and production of the application prototype. It is expected to assist students in solving trigonometry questions at the highest level. The development of this prototype application is intended to assist teachers in providing teaching aids that can be used in the teaching of trigonometry through a digital approach.

Mathematics teachers play the most pivotal role in reflecting students' abilities and interests, providing a conceptual understanding through high PCK. However, research that comprehensively analyses the available literature relating to factors that could affect mathematics teachers' PCK is still lacking. There is a compelling demand to strengthen our present mathematics teachers in order to close this gap to boost their competence and raise their PCK level. As a result, the purpose of this research is to investigate the aspects that influence the PCK of mathematics teachers, with a focus on primary and secondary mathematics teachers. To perform the systematic review successfully, The Preferred Reporting Items for Systematic Review and MetaAnalyses (guidelines), Web of Science and Scopus (databases) were used to access the evaluated publications in this research from January 2018 to January 2022. The findings revealed that mathematics teachers' PCK is influenced by three types of factors: individual, professional, and organizational. Professional development and teaching experience are the two factors with the highest frequency and dominance. The outcomes of this research may be employed as a maneuverer for researchers in the field of mathematics education who are embarking on PCK studies. This article also makes recommendations for further research on mathematics teachers' PCK.

In order to compete worldwide, the school system must be transformed by raising educational standards by implementing the science, technology, engineering, and mathematics (STEM) education approach. The purpose of the primary school curriculum is closely aligned with the teaching goals of STEM education, which is to develop each child's full potential, foster an interest in learning and promote children to develop skills in life. Training qualified science and mathematics primary teachers through professional development (PD) programs is necessary to raise young children who are knowledgeable and skilled in STEM. Therefore, a systematic literature review examined the significance and implementation of STEM PD programs for science and mathematics primary school teachers. The Scopus and Web of Science databases were utilized to find articles written and published between 2018 and 2022. This review gathered 22 articles and produced 14 subthemes under the main themes: Significance and the implementation of STEM PD for primary school teachers. Recommendations for further research are stated at the end of this paper.

Research on teaching anxiety has increased dramatically during the previous two decades. Teachers who experience significant anxiety in the classroom are also more likely to lack confidence in their abilities. How teachers evaluate their pedagogical abilities in areas like TPACK and ICT literacy may potentially play a role in the development of teaching anxiety. We have 458 pre-service teachers in Indonesia and Malaysia who are immersed in a specific training program. To choose our samples, we relied on a criteria sampling strategy. Structural equation modeling (SEM) is a powerful statistical analysis method for theory creation because it allows researchers to test ideas about connections between observable and latent variables while also analyzing those associations. The result of the study state that pre-service teachers' levels of ICT literacy is influenced by the beliefs teachers hold about the relationship between TPACK and ICT literacy, as revealed by the structural equation model designed to examine this relationship. The author agrees that more research is always needed in this field but believes that the results of this study could be valuable to other researchers interested in beginning new studies or expanding existing studies linked to the ICT literacy paradigm.

Abstract Background Microbrachytherapy enables high local tumor doses sparing surrounding tissues by intratumoral injection of radioactive holmium-166 microspheres (166Ho-MS). Magnetic resonance imaging (MRI) cannot properly detect high local Ho-MS concentrations and single-photon emission computed tomography has insufficient resolution. Computed tomography (CT) is quicker and cheaper with high resolution and previously enabled Ho quantification. We aimed to optimize Ho quantification on CT and to implement corresponding dosimetry. Methods Two scanners were calibrated for Ho detection using phantoms and multiple settings. Quantification was evaluated in five phantoms and seven canine patients using subtraction and thresholding including influences of the target tissue, injected amounts, acquisition parameters, and quantification volumes. Radiation-absorbed dose estimation was implemented using a three-dimensional 166Ho specific dose point kernel generated with Monte Carlo simulations. Results CT calibration showed a near-perfect linear relation between radiodensity (HU) and Ho concentrations for all conditions, with differences between scanners. Ho detection during calibration was higher using lower tube voltages, soft-tissue kernels, and without a scanner detection limit. The most accurate Ho recovery in phantoms was 102 ± 11% using a threshold of mean tissue HU + (2 × standard deviation) and in patients 98 ± 31% using a 100 HU threshold. Thresholding allowed better recovery with less variation and dependency on the volume of interest compared to the subtraction of a single HU reference value. Corresponding doses and histograms were successfully generated. Conclusion CT quantification and dosimetry of 166Ho should be considered for further clinical application with on-site validation using radioactive measurements and intra-operative Ho-MS and dose visualizations. Relevance statement Image-guided holmium-166 microbrachytherapy currently lacks reliable quantification and dosimetry on CT to ensure treatment safety and efficacy, while it is the only imaging modality capable of quantifying high in vivo holmium concentrations. Key Points Local injection of 166Ho-MS enables high local tumor doses while sparing surrounding tissue. CT enables imaging-based quantification and radiation-absorbed dose estimation of concentrated Ho in vivo, essential for treatment safety and efficacy. Two different CT scanners and multiple acquisition and reconstruction parameters showed near-perfect linearity between radiodensity and Ho concentration. The most accurate Ho recoveries on CT were 102 ± 11% in five phantoms and 98 ± 31% in seven canine patients using thresholding methods. Dose estimations and volume histograms were successfully implemented for clinical application using a dose point kernel based on Monte Carlo simulations. Graphical Abstract

Abstract Several multivariate prognostic models have been published to predict outcomes in patients with first episode psychosis (FEP), but it remains unclear whether those predictions generalize to independent populations. Using a subset of demographic and clinical baseline predictors, we aimed to develop and externally validate different models predicting functional outcome after a FEP in the context of a schizophrenia-spectrum disorder (FES), based on a previously published cross-validation and machine learning pipeline. A crossover validation approach was adopted in two large, international cohorts (EUFEST, n = 338, and the PSYSCAN FES cohort, n = 226). Scores on the Global Assessment of Functioning scale (GAF) at 12 month follow-up were dichotomized to differentiate between poor (GAF current

Societal Impact Statement Agricultural techniques are inherently connected to social organization. Under colonialism, broadly understood as foreign powers suppressing (parts of) a local population, escape agriculture offers a way to avoid despotism by producing food and other produce in independent and sustainable ways. Crop diversity plays an important role in escape agriculture, demonstrated here by the variation of rice varieties on Maroon farms in Suriname. Histories of Maroon agricultural practices, and similarly marginalized groups in (formerly) colonized regions, are informative for current interventions in agriculture. Agronomic support to marginalized groups will only be successful when addressing historically grown social disengagement. Summary Rationale: Food is essential for successful marronage and produced by means of escape agriculture. Today, communities in the interior of Suriname continue to farm by following practices of escape agriculture. Our study traces the historical development of these farming practices, in particular the extensive cultivation of rice. Our aim is to show that the diversity of rice varieties used in their fields reveals the sophisticated farming techniques and social significance of escape agriculture. Methods: We visited about 60 farm plots upstream the main rivers of Suriname where we interviewed the person in charge about the rice varieties grown in their fields. We asked about origin, names, and characteristics of each rice variety. We also screened historical sources, primary and secondary, as well as anthropological accounts of these communities for historical evidence of rice cultivation and varietal diversity. Results: Plots were farmed primarily by women and contained a broad range of different rice varieties. Naming and origin stories show a clear reference to the escape from plantations and the leading role of women in farming and food security. In some fields, a small patch was reserved for a rice type with very dark grains, used mostly for ritual purposes. Results also show adoption of more recently introduced rice varieties. Conclusion: Rice plays a key role in escape agriculture as practiced by Maroon communities in Suriname. Rice varieties are used as agricultural markers of difference.

Summary: Introduction: Reconstruction of full thickness chest wall defects is challenging and is associated with a considerable risk of complications. Therefore, the aim of this study was to investigate the surgical outcomes and their associations with patient and treatment characteristics following full thickness chest wall reconstruction. Patients and methods: A retrospective observational study was performed by including patients who underwent reconstruction of full thickness chest wall defect at the Erasmus MC between January 2014 and December 2020. The type of reconstruction was categorized into skeletal and soft tissue reconstructions. For skeletal reconstruction, only non-rigid prosthetic materials were used. Patient and surgical characteristics were retrieved and analyzed for associations with postoperative complications. Results: Thirty-two women and 10 men with a mean age of 60 years were included. In 26 patients (61.9%), the reconstruction was performed using prosthetic material and a soft tissue flap, in nine cases (21.4%) only a soft tissue flap was used, and in seven other patients (16.7%) only the prosthetic material was used. Pedicled musculocutaneous latissimus dorsi flaps were used most often (n=17), followed by pectoralis major flaps (n=8) and free flaps (n=8). Twenty-two patients (52.4%) developed at least one postoperative complication. Wounds (21.4%) and pulmonary (19.0%) complications occurred most frequently. Five (11.9%) patients required reoperation. There were no associations between patient and treatment characteristics and the occurrence of major complications. There was no mortality. Conclusions: Reconstruction of full thickness chest wall defects using only non-rigid prosthetic material for skeletal reconstruction appears safe with an acceptable reoperation rate and low mortality, questioning the need for rigid fixation techniques.

Abstract Individuals with psychotic disorders often lead sedentary lives, heightening the risk of developing forward head posture. Forward head posture affects upper cervical vertebrae, raising the likelihood of daily discomforts like skeletal misalignment, neck pain, and reduced cardiorespiratory fitness. Improving cardiorespiratory fitness in psychotic disorders is relevant, given its proven benefits in enhancing physical and mental health. This study investigates forward head posture by measuring craniovertebral angles in psychotic disorders and the relationship with reduced cardiorespiratory fitness. To determine whether forward head posture is specific to psychotic disorders, we also included individuals with autism spectrum disorder and healthy controls. Among 85 participants (32 psychotic disorders, 26 autism spectrum disorder, 27 healthy controls), photogrammetric quantification revealed a significantly lower mean craniocervical angle in psychotic disorders compared to autism spectrum disorder (p =

We introduce the Open Force Field (OpenFF) 2.0.0 small molecule force field for drug-like molecules, code-named Sage, which builds upon our previous iteration, Parsley. OpenFF force fields are based on direct chemical perception, which generalizes easily to highly diverse sets of chemistries based on substructure queries. Like the previous OpenFF iterations, the Sage generation of OpenFF force fields was validated in protein-ligand simulations to be compatible with AMBER biopolymer force fields. In this work, we detail the methodology used to develop this force field, as well as the innovations and improvements introduced since the release of Parsley 1.0.0. One particularly significant feature of Sage is a set of improved Lennard-Jones (LJ) parameters retrained against condensed phase mixture data, the first refit of LJ parameters in the OpenFF small molecule force field line. Sage also includes valence parameters refit to a larger database of quantum chemical calculations than previous versions, as well as improvements in how this fitting is performed. Force field benchmarks show improvements in general metrics of performance against quantum chemistry reference data such as root-mean-square deviations (RMSD) of optimized conformer geometries, torsion fingerprint deviations (TFD), and improved relative conformer energetics (ΔΔE). We present a variety of benchmarks for these metrics against our previous force fields as well as in some cases other small molecule force fields. Sage also demonstrates improved performance in estimating physical properties, including comparison against experimental data from various thermodynamic databases for small molecule properties such as ΔHmix, ρ(x), ΔGsolv, and ΔGtrans. Additionally, we benchmarked against protein-ligand binding free energies (ΔGbind), where Sage yields results statistically similar to previous force fields. All the data is made publicly available along with complete details on how to reproduce the training results at https://github.com/openforcefield/openff-sage.

As a research area, computational thinking (CT) has gotten increased attention in mathematics education in the last decade. A study identifying patterns in CT research would be essential in understanding the technique for developing CT in mathematics and guiding future research attempts. As a result, the goal of this systematic literature review is to look at the learning methods promoting CT in mathematics lessons. The Preferred Reporting Items for Systematic Review and Meta-Analyses standards were utilised to guarantee that this study was done systematically. The result shows that even though there are various types of learning tools that are most commonly used, the coding programming tool and robotic activities tool are the most user-friendly methods for encouraging CT in mathematics education. This literature review is intended to provide educators with a better understanding of learning tools in order to enhance CT, which may help transform education into something more creative and meaningful.

Game-based learning has received increasing attention in recent years as it could help improve pupils' motivation, self-efficacy, and achievement. Technological innovations like learning analytics (LA) and GBL offer pedagogical support for teachers. GBL could significantly support pupils' learning as a learning approach compared to conventional approaches. Therefore, there is a need to elevate " teachers' level of knowledge on the impact of GBL. In the meantime, LA could be used to collect, analyze, and report data on the impact of GBL on pupils' learning performance. In this light, GBL applications have been developed to facilitate the use of LA for teaching and learning. This paper describes the design of GBL with LA integration for teaching mathematics in primary schools. It documents the construction of the GBL and AL app, which is grounded on the Dick, Carey, and Carey Model and the theory of constructivism. In addition, the cognitive load theory was applied to ensure that the application accommodates pupils' cognitive load. This study also validated the design of the GBL, and it was found to be relevant and engaging.

An effective professional program can enhance the integrated knowledge and skills of Science, Technology, Engineering, and Mathematics (STEM) among mathematics teachers. Nevertheless, the strategies for STEM integration in teaching and learning taught in many professional programs have proven impractical for many teachers. Thus, a systematic literature review is presented to investigate the characteristics of successfully implemented professional programs for STEM education for mathematics teachers. Twenty research articles published from 2017 to 2021 were obtained from the Scopus and Web of Science databases. The results show that of six interdisciplinary concepts, the integration of mathematics and science content was the one most employed in professional programs. In addition, the workshop design type was found to be popular for STEM professional programs, and it impacted teachers' teaching practices in the classroom, student learning outcomes, and knowledge and skills. The results suggest that the self-efficacy of mathematics teachers and their commitment to the programs were significant factors contributing to the effectiveness of the programs. When planning STEM professional development programs, organizers need to think about the needs of teachers and students, the length of the programs, practical activities, STEM concepts, follow-up actions, and so on in order to meet the goals of these programs.

The boom of the 4.0 industrial revolution and the Covid-19 pandemic have changed the teaching and learning process, where digital learning environments have become increasingly necessary and convenient. The application of game-based learning (GBL) provides many benefits, such as helping to improve the quality of the mathematics teaching and learning process. This paper describes digital GBL with the application of Learning Analytics (LA) in a primary school and how the LA approach can enhance learning with GBL. GBL allows students to have more practice in their learning, while LA allows the data on teaching and learning materials to be recorded. The recorded data allows the teachers to systematically analyze them to keep track of students' learning performance. The use of LA is also useful to researchers and game designers. This paper has also proven the importance of the cognitive load theory and its application in GBL. It allows the use of GBL-based application to present learning information to cater to students' cognitive needs. This study involved sixty-four students from a rural primary school who participated in a 10-week GBL-based intervention. The results show that digital GBL helped increase the students' achievement in mathematics. Moreover, the LA process could be used as a mathematics achievement prediction model. In this regard, data on login frequency, duration of use, and the score to predict could be used to predict the intervention's impact on mathematics achievements. The study concludes by discussing the findings and their implications towards GBL and LA-based research and practice in mathematics teaching and learning.

Creative teaching is an important skill needed by teachers to carry out the teaching and learning process. Teachers have the most important role in nurturing students' interest and creative thinking ability by implementing creative teaching. However, there are still insufficient studies that systematically review the existing literature related to what factors could affect teachers' creative teaching. This highlights the value of this study that is aimed to conduct a systematic literature review on the factors influencing teachers' creative teaching. This study selected articles using two leading databases, namely Scopus and Web of Science. To ensure that this study was conducted systematically, guidelines by Preferred Reporting Items for Systematic review and Meta-Analyses were used. This study found that three groups of factors influence teachers' creative teaching, namely demographic factor, individual factor and organisational factor. There are two factors that have the highest frequency and dominant, namely self-efficacy and environment support.

This study aims to develop a mathematics learning application, namely Android-based mobile learning to increase students' High Order Thinking Skills (HOTs). The result of mathematics learning media is a valid and practical mobile learning application product. "Mastering Math" is the name of a mathematics e-learning application designed as a mobile or smartphone application, with specifications for the OS Android. The procedure for the development of virtual mathematical media used the development of the 4D model of Thiagarajan: (1) define; (2) design; (3) develop, and (4) disseminate. The trials conducted included five expert judgments and a small group. The research instruments used were a validation sheet, a practical assessment sheet by the teacher, a practical assessment sheet by students, and a media effectiveness test instrument. Data analysis was performed using Cochran's Q test for similarity of expert validation and qualitative analysis. The teaching materials used are junior high school teaching materials with validity and practicality in the good category to increase students' HOTs. This research implies that the learning of mathematics is more effective and efficient, students' divergent thinking develops, and their learning motivation for mathematics increases.

The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.

Despite the functional impact of cognitive deficit in people with psychosis, objective cognitive assessment is not typically part of routine clinical care. This is partly due to the length of traditional assessments and the need for a highly trained administrator. Brief, automated computerised assessments could help to address this issue. We present data from an evaluation of PsyCog, a computerised, non-verbal, mini battery of cognitive tests. Healthy Control (HC) (N = 135), Clinical High Risk (CHR) (N = 233), and First Episode Psychosis (FEP) (N = 301) participants from a multi-centre prospective study were assessed at baseline, 6 months, and 12 months. PsyCog was used to assess cognitive performance at baseline and at up to two follow-up timepoints. Mean total testing time was 35.95 min (SD = 2.87). Relative to HCs, effect sizes of performance impairments were medium to large in FEP patients (composite score G = 1.21, subtest range = 0.52–0.88) and small to medium in CHR patients (composite score G = 0.59, subtest range = 0.18–0.49). Site effects were minimal, and test-retest reliability of the PsyCog composite was good (ICC = 0.82–0.89), though some practice effects and differences in data completion between groups were found. The present implementation of PsyCog shows it to be a useful tool for assessing cognitive function in people with psychosis. Computerised cognitive assessments have the potential to facilitate the evaluation of cognition in psychosis in both research and in clinical care, though caution should still be taken in terms of implementation and study design.

Abstract Background Health is increasingly affected by multiple types of crises. Community engagement is recognised as being a critical element in successful crisis response, and a number of conceptual frameworks and global guideline documents have been produced. However, little is known about the usefulness of such documents and whether they contain sufficient information to guide effective community engagement in crisis response. We undertake a scoping review to examine the usefulness of conceptual literature and official guidelines on community engagement in crisis response using a realist-informed analysis [exploring contexts, mechanisms, and outcomes(CMOs)]. Specifically, we assess the extent to which sufficient detail is provided on specific health crisis contexts, the range of mechanisms (actions) that are developed and employed to engage communities in crisis response and the outcomes achieved. We also consider the extent of analysis of interactions between the mechanisms and contexts which can explain whether successful outcomes are achieved or not. Scope and findings We retained 30 documents from a total of 10,780 initially identified. Our analysis found that available evidence on context, mechanism and outcomes on community engagement in crisis response, or some of their elements, was promising, but few documents provided details on all three and even fewer were able to show evidence of the interactions between these categories, thus leaving gaps in understanding how to successfully engage communities in crisis response to secure impactful outcomes. There is evidence that involving community members in all the steps of response increases community resilience and helps to build trust. Consistent communication with the communities in time of crisis is the key for effective responses and helps to improve health indicators by avoiding preventable deaths. Conclusions Our analysis confirms the complexity of successful community engagement and the need for strategies that help to deal with this complexity to achieve good health outcomes. Further primary research is needed to answer questions of how and why specific mechanisms, in particular contexts, can lead to positive outcomes, including what works and what does not work and how to measure these processes.

Mathematical achievements affect students in determining their future careers and the economy of a country. However, mathematical achievement in Association of Southeast Asian Nations (ASEAN) countries has not reached the target, except in Singapore. However, no systematic studies have examined this problem yet. Thus, this study was conducted to identify the factors that influence mathematical achievement in ASEAN countries. Using the guidance of the Preferred Reporting Items for Systematic Review and Meta-Analyses statement's review methodology, systematic reviews using the Scopus and Web of Science databases identified 40 studies related to mathematics achievement in ASEAN countries. The results show that the factors of students, families, teachers, schools and policymakers influence mathematical achievements in ASEAN countries. Thus, mathematical achievement in ASEAN countries is not influenced by students alone. Suggestions in the future should pay serious attention to all factors in order to improve mathematical achievement in ASEAN countries. [Note: The page range (371-388) shown on the first page of the PDF is incorrect. The correct page range is 371-389.]

Targeted drug delivery to disease-associated activated neutrophils can provide novel therapeutic opportunities while avoiding systemic effects on immune functions. We created a nanomedicine platform that uniquely utilizes an α1-antitrypsin-derived peptide to confer binding specificity to neutrophil elastase on activated neutrophils. Surface decoration with this peptide enabled specific anchorage of nanoparticles to activated neutrophils and platelet-neutrophil aggregates, in vitro and in vivo. Nanoparticle delivery of a model drug, hydroxychloroquine, demonstrated significant reduction of neutrophil activities in vitro and a therapeutic effect on murine venous thrombosis in vivo. This innovative approach of cell-specific and activation-state-specific targeting can be applied to several neutrophil-driven pathologies.

Abstract The fibrin network is one of the main components of thrombi. Altered fibrin network properties are known to influence the development and progression of thrombotic disorders, at least partly through effects on the mechanical stability of fibrin. Most studies investigating the role of fibrin in thrombus properties prepare clots under static conditions, missing the influence of blood flow which is present in vivo. In this study, plasma clots in the presence and absence of flow were prepared inside a Chandler loop. Recitrated plasma from healthy donors were spun at 0 and 30 RPM. The clot structure was characterized using scanning electron microscopy and confocal microscopy and correlated with the stiffness measured by unconfined compression testing. We quantified fibrin fiber density, pore size, and fiber thickness and bulk stiffness at low and high strain values. Clots formed under flow had thinner fibrin fibers, smaller pores, and a denser fibrin network with higher stiffness values compared to clots formed in absence of flow. Our findings indicate that fluid flow is an essential factor to consider when developing physiologically relevant in vitro thrombus models used in researching thrombectomy outcomes or risk of embolization. Graphical Abstract

This study tried to explain the effect of digital marketing, supply chain integration, and innovation capabilities in increasing competitiveness and creative industries performance. There were three creative industry business sectors as units of analysis, namely culinary, craft and fashion sectors. A quantitative approach was used through a survey of 163 creative industries located in five regions i.e.: Makassar City, ParePare City, Wajo Regency, Tana Toraja Regency and North Toraja Regency. While respondents were business owners, managers, and supervisors. Descriptive statistics, and structural equation modelling as a method of analysis. Results showed that digital marketing and integrated supply chain significantly influences competitiveness as well as creative industry performance. Meanwhile, innovation capability significantly influences competitiveness, but not significantly on creative industry performance. This study also proved that competitiveness significantly affected creative industry performance. In addition, this study also confirmed that competitiveness mediated partially on effect digital marketing and integrated supply chain toward business performance and mediated fully on effect innovation capability toward business performance, primarily in the context of creative industry development.

BackgroundMulti-phenotype analysis of genetically correlated phenotypes can increase the statistical power to detect loci associated with multiple traits, leading to the discovery of novel loci. This is the first study to date to comprehensively analyze the shared genetic effects within different hemostatic traits, and between these and their associated disease outcomes.ObjectivesTo discover novel genetic associations by combining summary data of correlated hemostatic traits and disease events.MethodsSummary statistics from genome wide-association studies (GWAS) from seven hemostatic traits (factor VII [FVII], factor VIII [FVIII], von Willebrand factor [VWF] factor XI [FXI], fibrinogen, tissue plasminogen activator [tPA], plasminogen activator inhibitor 1 [PAI-1]) and three major cardiovascular (CV) events (venous thromboembolism [VTE], coronary artery disease [CAD], ischemic stroke [IS]), were combined in 27 multi-trait combinations using metaUSAT. Genetic correlations between phenotypes were calculated using Linkage Disequilibrium Score Regression (LDSC). Newly associated loci were investigated for colocalization. We considered a significance threshold of 1.85 × 10-9 obtained after applying Bonferroni correction for the number of multi-trait combinations performed (n = 27).ResultsAcross the 27 multi-trait analyses, we found 4 novel pleiotropic loci (XXYLT1, KNG1, SUGP1/MAU2, TBL2/MLXIPL) that were not significant in the original individual datasets, were not described in previous GWAS for the individual traits, and that presented a common associated variant between the studied phenotypes.ConclusionsThe discovery of four novel loci contributes to the understanding of the relationship between hemostasis and CV events and elucidate common genetic factors between these traits.

This study conducted to determine the mathematics teacher's self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher's self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher's self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson's correlation coefficient was used to determine the relationship between the mathematics teacher's self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher's self-efficacy and TPACK. However, mathematics teacher's self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher's self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

The positive impact of Science, Technology, Engineering, and Mathematics (STEM) programs on student achievement, attitude, interest, communication skills and problem-solving has alerted the education community to reform instructional approaches in STEM subjects. This meta-analysis study aims to analyze previous studies' results of STEM program impacting students' mathematics achievement. The criteria for inclusion of literature in the meta-analysis were: published between 1998 and 2017, employed experimental research design, and reported data necessary for computing effect sizes. Based on the Hedges-g effect size values, three of the studies were categorized into the large effect category (n=3), two studies were classified under the medium effect group (n=2), and twelve studies were considered to be small effect sizes (n=12). The overall weighted average effect size was 0.242 with a corresponding p-value of 0.023 demonstrating that STEM had an impact on student mathematics achievement. However, no evidence was found concerning the impact of STEM program on students' mathematics achievement based on the three moderator variables: education level, publication source, and length of intervention. Limitations and implications of the study were discussed.

The human brain vasculature is of great medical importance: its dysfunction causes disability and death1, and the specialized structure it forms-the blood-brain barrier-impedes the treatment of nearly all brain disorders2,3. Yet so far, we have no molecular map of the human brain vasculature. Here we develop vessel isolation and nuclei extraction for sequencing (VINE-seq) to profile the major vascular and perivascular cell types of the human brain through 143,793 single-nucleus transcriptomes from 25 hippocampus and cortex samples of 9 individuals with Alzheimer's disease and 8 individuals with no cognitive impairment. We identify brain-region- and species-enriched genes and pathways. We reveal molecular principles of human arteriovenous organization, recapitulating a gradual endothelial and punctuated mural cell continuum. We discover two subtypes of human pericytes, marked by solute transport and extracellular matrix (ECM) organization; and define perivascular versus meningeal fibroblast specialization. In Alzheimer's disease, we observe selective vulnerability of ECM-maintaining pericytes and gene expression patterns that implicate dysregulated blood flow. With an expanded survey of brain cell types, we find that 30 of the top 45 genes that have been linked to Alzheimer's disease risk by genome-wide association studies (GWASs) are expressed in the human brain vasculature, and we confirm this by immunostaining. Vascular GWAS genes map to endothelial protein transport, adaptive immune and ECM pathways. Many are microglia-specific in mice, suggesting a partial evolutionary transfer of Alzheimer's disease risk. Our work uncovers the molecular basis of the human brain vasculature, which will inform our understanding of overall brain health, disease and therapy.

Proof of geometry is a topic that involves mathematical reasoning abilities and relates to perseverance involving hard work, the spirit of achievement, and self-confidence. The current important problem that occurs at this time is that students who are future teachers of mathematics still experience difficulties in compiling proofs, especially those who are not challenged to work hard. This qualitative research explores mathematics teacher candidates' reasoning abilities and perseverance in proving geometric theorems. Therefore, the research design used a case study. There were three participants in this study, and they were student prospective mathematics teachers' s taking geometry courses. Data were collected through working documents, open questionnaires, and semi-structured interviews and were analyzed using iterative techniques consisting of data condensation, data exposure, and verification. The study's results showed that students' prospective teachers did not prioritize proof in solving geometry problems, even though they worked hard to solve the problems independently until they were finished. The students' perseverance also impacts their mathematical reasoning in proving geometric theorems. Students with more hard work values tend to have more reasoning values. The results of this study have implications that there needs to be an effort from the teacher to get used to giving proof questions to support students' perseverance and mathematical reasoning abilities.