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Abstract Environmental management accounting (EMA) has emerged as a potentially valuable tool for companies seeking to monitor and manage their ecological impacts. However, the connection between EMA and environmental performance (EP) remains unclear, with prior studies yielding mixed results. Moreover, little is known about the mechanisms through which EMA may influence EP. Therefore, this study seeks to examine the link between EMA and EP, with a particular focus on the mediating influence of green innovation (GI) within the context of SMEs situated in least-developed countries, such as Yemen. To this end, data was gathered from 299 manufacturing SMEs in Yemen and analyzed using PLS-SEM technique via SmartPLS software. The results of the statistical analysis revealed a positive and important effect of EMA on EP. Importantly, GI serves as a partial mediator in the EMA-EP relationship. Therefore, the results of this study add significantly to the current body of literature on sustainability and provide important new perspectives.

Desert environments harbor unique microbial communities. This study focuses on Cellulosimicrobium funkei isolate RVMD1, isolated from rock varnish in the Ma’an Desert. Initial identification was achieved using 16S rRNA gene sequencing, followed by whole-genome sequencing (WGS) for comprehensive characterization. The genome comprises 4,264,015 base pairs (857 contigs) with a high G + C content of 74.59%. A total of 4,449 proteins were predicted. Comparative analysis utilizing OrthoANI, ANI, AAI, and dDDH metrics suggests that RVMD1 belongs to the C. cellulans group, with the highest similarity to C. funkei (97.71% ANI). Phylogenomic analysis of 43 Cellulosimicrobium genomes revealed significant heterogeneity within the genus. Our results challenge current systematics, with C. cellulans potentially representing up to 9 distinct genomospecies. Isolate RVMD1 shows genetic adaptations to its desert environment, including genes for denitrification, oxygen and sulfur cycling, and diverse hydrogen metabolism. Pangenomic analysis uncovered a considerable number of unique genes within RVMD1, highlighting its genetic distinctiveness. Gene family expansions suggest evolution in response to stressors like UV radiation and nutrient limitation. This study represents the first whole-genome analysis of a bacterium isolated from Jordanian rock varnish, emphasizing the value of WGS in understanding microbial diversity and adaptation in extreme environments.

Background: Globally, resistance to antimicrobial drugs is a major hazard to public health. Infections that were once easily treatable with antibiotics are becoming harder to control, leading to prolonged illnesses, increased mortality rates, and higher healthcare costs. Aim: This study intended to assess the antimicrobial, specifically the anti- Methicillin-resistant Staphylococcus aureus (MRSA) , and anticancer properties of different extracts obtained from A. herba-alba (AHA). Methods: The antibacterial tests of AHA were performed on two Gram-negative bacterial strains (Escherichia coli and Klebsiella pneumonia), two Gram-positive bacterial strains (Methicillin-resistant Staphylococcus aureus (MRSA) and Staphylococcus aureus). Initial screening for antibacterial activities was conducted using the agar-disc diffusion technique. Subsequently, the minimum inhibitory concentration (MIC) and minimum bactericidal concentration (MBC) were determined through the broth-dilution assay. The anticancer test was carried out in vitro on a human colorectal carcinoma cell line (HCT-116) using 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide, a tetrazole) )MTT( method. Results: Among all extracts, n-hexane extract of AHA was the most effective against S. aureus with the highest inhibition zone (24.67 mm) comparing to standard antibiotic (erythromycin, 24.00 mm) followed by the methanolic extract against MRSA (24.00 mm). The methanol extract of AHA showed the highest antibacterial activity against MRSA. The results of MIC and MBC of the AHA methanol extract against MRSA were 1.17±1.09 mg/mL and 9.375±0.0 mg/mL, respectively demonstrated therapeutically significant antibacterial activity. Ethyl acetate extract has no antibacterial activity against E. coli and K. pneumonia. The findings indicated that the methanol extract of AHA exhibited the highest efficacy against the colorectal carcinoma cell line (HCT-116), with an IC50 value of 126.61±13.35 µg/mL. Conclusion: These findings suggest that methanol extract of AHA could be considered as a potential agent to serve as a source of antibacterial and anticancer compounds. [Open Vet J 2024; 14(4.000): 990-1001]

Cervical cancer is a preventable cancer in the United States. We discuss a case of a 43-year-old woman who presented with signs and symptoms of Cerebrovascular accident (CVA) as well as shortness of breath and chest tightness. Upon investigation, it was concluded that she had developed multiple brain infarcts, pulmonary embolism, and deep venous thrombosis in both lower extremities. However, after her pulmonary symptoms worsened, further investigations revealed an uncommon occurrence of infiltrative lung metastasis. This finding was particularly surprising as she had recently been diagnosed with squamous cell carcinoma of the cervix. It is important to note that patients who have not undergone regular cervical cancer screening can remain without symptoms until the disease has reached an advanced stage, as is the case with this patient. Various screening methods, such as Pap smear cytology, human papillomavirus (HPV) DNA testing, and visual inspection tests, are available to detect and prevent cervical cancer.

In the digital transformation era, environmental, social, and governance (ESG) practices increasingly shape customers’ behavior (CB) toward brands, serving as frameworks that not only correspond with consumer values but also impact their trust, loyalty, and engagement with companies. However, prior studies have not extensively investigated this issue. Hence, this study, based on stakeholder theory, seeks to examine the effect of ESG on CB toward brands under the moderating effect of DT. To this end, data was collected from 306 students from Yemeni universities via an online questionnaire and analyzed using PLS-SEM via SmartPLS software. The results showed a direct relationship between ESG and CB. Specifically, the environmental dimension had the strongest effect on CB, followed by the social dimension and governance dimension. The results also found that DT moderates the relationship between the environmental dimension of ESG and CB, in contrast, the effect of DT on the relationship of the social dimension of ESG or the governance dimension of ESG on CB is not significant.

AbstractUsing two theoretical lenses—knowledge-based view (KBV) and the institutional theory—the current study aims to examine the relationship of environmental management accounting (EMA) to environmental performance (EP), in addition to explore the mediating effect of top management support (TMS) and the moderating effect of institutional pressures (IP). A cross-sectional study using a structured questionnaire was conducted on 299 Yemeni manufacturing SMEs. Partial least square structural equation modeling (PLS-SEM) technique via Smart PLS version 4 software was used for the analysis of quantitative data collected from the respondents. The results indicated that EMA positively and directly affects EP, and indirectly through TMS. Additionally, TMS partially mediates the EMA-EP link. More importantly, IP positively moderates the impact of EMA on EP. Furthermore, EP positively affects FP. The theoretical and practical implications of these results are also discussed.

Abstract Background Gallbladder cancer (GBC) is an aggressive malignancy that is usually diagnosed at a late stage. Prior data showed increasing incidence of GBC in the US. However, little is known about race/ethnic‐specific incidence and mortality trends of GBC per stage at diagnosis. Therefore, we aimed to conduct a time‐trend analysis of GBC incidence and mortality rates categorized by race/ethnicity and stage‐at‐diagnosis. Methods Age‐adjusted GBC incidence and mortality rates were calculated using SEER*Stat software from the United States Cancer Statistics database (covers ~98% of US population between 2001 and 2020) and NCHS (covers ~100% of the US population between 2000 and 2020) databases, respectively. Race/Ethnic groups were Non‐Hispanic‐White (NHW), Non‐Hispanic‐Black (NHB), Hispanic, Non‐Hispanic‐Asian/Pacific‐Islander (NHAPI), and Non‐Hispanic‐American‐Indian/Alaska‐Native (NHAIAN). Stage‐at‐diagnoses were all stages, early, regional, and distant stages. Joinpoint regression was used to generate time‐trends [annual percentage change (APC) and average APC (AAPC)] with parametric estimations and a two‐sided t‐test (p‐value cut‐off 0.05). Results 76,873 patients were diagnosed with GBC with decreasing incidence rates in all races/ethnicities except NHB who experienced an increasing trend between 2001 and 2014 (APC = 2.08, p

Background and Aims: The COVID-19 pandemic brought unprecedented changes to the medical field, including the gastroenterology (GI) fellowship application process. This study aimed to assess the impact of the pandemic on GI fellowship applications, with a focus on applicants’ gender and medical school training type. Methods: Data from the GI match results for 2018–2022 were collected, including the number and percentage of matched applicants per year, categorized by gender, US medical graduates, international medical graduates (IMGs), and Doctors of Osteopathic Medicine (DOs). Statistical analyses were performed to evaluate trends and changes in matching rates, both before and during the pandemic. Results: There was a significant increase in the number of females matching into GI fellowships over the 5-year period. DOs also witnessed a significant increase in matching rates during the COVID-19–impacted years (2021–2022). However, no significant changes were observed for US medical graduates and IMGs. Conclusion: The study highlights positive trends in gender and DO representation in GI fellowships. Despite these improvements, gender disparities persist, necessitating continued efforts to promote diversity and equity in the field. Additionally, challenges for IMGs remain, requiring attention to structural barriers. The long-term effects of the pandemic on fellowship matching and diversity warrant further investigation to inform future policies and practices in GI training programs.

Acute esophageal necrosis (AEN) or black esophagus is a rare cause of mortality in patients with gastrointestinal bleeding. We present a case of a 54-year-old female who presented with diabetic ketoacidosis (DKA) and developed melena eventually attributed to AEN. The esophagogastroduodenoscopy (EGD) identified severe inflammation with black discoloration consistent with acute esophageal necrosis in the middle and lower esophagus. The patient was managed with intravenous pantoprazole and total parenteral nutrition (TPN) until she was able to tolerate an adequate diet. Black esophagus should be added to the differential diagnosis of patients with DKA who develop gastrointestinal bleeding. This need is stressed by the fact that early treatment is essential to reducing complications and mortality associated with the condition.

Macrophage activation syndrome (MAS) can rarely coexist with lupus pancreatitis. We report on a 20-year-old woman with abdominal pain, nausea, and vomiting. Laboratories were notable for pancytopenia, elevated liver enzymes, elevated ferritin, lipase, and triglycerides. Chest and abdominal computerized tomography (CT) scans revealed bilateral axillary lymphadenopathy, patchy lower lobe consolidations, small pleural effusions, ascites, and splenomegaly. Peritoneal fluid cytology showed lymphocytes and histiocytes with hemophagocytic changes. Immunological workup met the criteria for systemic lupus erythematosus (SLE). Pulse-dosed steroids relieved her condition. Given the high mortality rate associated with MAS, early detection of concomitant pancreatitis and MAS in the context of underlying SLE is critical.

Metal halide perovskites have been sought for ionizing radiation detection due to their tunable bandgap, high quantum yield, high absorption coefficient, excellent charge transport properties, flexible chemistry synthesis and cost-effective manufacturing. Among the family of perovskites, bismuth-based halide perovskites have attracted a rapidly growing interest as possible alternatives to lead-based halide perovskites in the development of nontoxic perovskites for opto-electronic devices. Herein, bismuth-based inorganic perovskite Cs3Bi2Br9 single crystals were successfully grown using an innovative dual-diffusion gel growth technique for the first time. Silica gel has been developed as an enabling medium for gel growth of single crystals due to its transparency and easy control of nucleation sites. The UV-vis transmission spectrum was recorded using a light source of deuterium and halogen lamps and a Tauc plot was obtained, which gave an estimate of the bandgap energy, 2.54 eV. Silver electrodes were used on the top surface and the bottom surface of Cs3Bi2Br9 single crystals for material characterization and detector tests. Current-voltage (I-V) measurements gave a room-temperature resistivity of 1.79×1011 Ω•cm. The Cs3Bi2Br9 single crystals were then tested for X-ray response using ON\OFF testing which revealed attractive responsiveness for X-ray photons (rise and fall time: ≈0.3 s ). Using the net current (IXray−Idark), which can be extracted from the X-ray response measurements at varied applied voltages, a modified Hecht fitting was applied to estimate the mobility-lifetime product of electrons, μτ=5.12×10−4 ±6.70×10−5 cm2/V for a Ag/Cs3Bi2Br9/Ag device. This study shows that our innovative crystal growth method, enabled by the unique gel growth process, can be used as an appealing technique to grow functional crystals for opto-electronic devices. Meanwhile, Cs3Bi2Br9 has shown great potential as a promising candidate for X-ray detection applications. The efforts in this work will serve as a metric for growing halide perovskites in the gel for opto-electronic devices.

Complex dynamic systems offer a rich platform for understanding the individual or the person-specific mechanisms. Yet, in learning analytics research and education at large, a complex dynamic system has rarely been framed, developed, or used to understand the individual student where the learning process takes place. Individual (or person-specific) methods can accurately and precisely model the individual person, create person-specific models, and devise unique parameters for each individual. Our study used the latest advances in complex systems dynamics to study the differences between group-based and individual self-regulated learning (SRL) dynamics. The findings show that SRL is a complex, dynamic system where different sub-processes influence each other resulting in the emergence of non-trivial patterns that vary across individuals and time scales, and as such far from the uniform picture commonly theorized. We found that the average SRL process does not reflect the individual SRL processes of different people. Therefore, interventions derived from the group-based SRL insights are unlikely to be effective in personalization. We posit that, if personalized interventions are needed, modelling the person with person-specific methods should be the guiding principle. Our study offered a reliable solution to model the person-specific self-regulation processes which can serve as a ground for understanding and improving individual learning and open the door for precision education.

The marine bacterium Photobacterium damselae subsp. piscicida (Pdp) causes photobacteriosis in fish and important financial losses in aquaculture, but knowledge of its virulence factors is still scarce. We here demonstrate that an unstable plasmid (pPHDPT3) that encodes a type III secretion system (T3SS) is highly prevalent in Pdp strains from different geographical origins and fish host species. We found that pPHDPT3 undergoes curing upon in vitro cultivation, and this instability constitutes a generalized feature of pPHDPT3-like plasmids in Pdp strains. pPHDPT3 markers were detected in tissues of naturally-infected moribund fish and in the Pdp colonies grown directly from the fish tissues but were undetectable in a fraction of the colonies produced upon the first passage of the primeval colonies on agar plates. Notably, cured strains exhibited a marked reduction in virulence for fish, demonstrating that pPHDPT3 is a major virulence factor of Pdp. The attempts to stabilize pPHDPT3 by insertion of antibiotic resistance markers by allelic exchange caused an even greater reduction in virulence. We hypothesize that the existence of a high pressure to shed pPHDPT3 plasmid in vitro caused the selection of clones with off-target mutations and gene rearrangements during the process of genetic modification. Collectively, these results show that pPHDPT3 constitutes a novel, hitherto unreported virulence factor of Pdp that shows a high instability in vitro and warn that the picture of Pdp virulence genes has been historically underestimated, since the loss of the T3SS and other plasmid-borne genes may have occurred systematically in laboratories for decades.

In this article, we focus on the cognitive presence element of the Community of Inquiry (CoI) framework. Cognitive presence consists of four categories: Triggering Event, Exploration, Integration, and Resolution. These categories have been described as phases following an idealized logical sequence, although the phases should not be seen as immutable. Few studies have empirically examined how the four categories develop over time during the inquiry process. This article uses learning analytics methods to study transitions between the categories in K-12 online mathematics tutoring. It was statistically most probable that the tutoring sessions started with Triggering Event (95%) and then transitioned to Exploration (51%). The transitions from Exploration to Integration (18%) and Integration to Resolution (21%) achieved statistical significance but were less likely. In fact, it was more likely that the tutoring sessions transitioned from Integration to Exploration (39%) and Resolution to Exploration (36%). In conclusion, the findings suggest that the idealized logical sequence is evident in the data but that other transitions occur as well; especially Exploration recurs throughout the sessions. It seems challenging for students to reach the Integration and Resolution categories. As the CoI framework is commonly adopted in practice, it is important that tutors and educators understand that the categories of cognitive presence will often not play out in idealized ways, underlining their role in supporting how the inquiry process unfolds. In order to gain an improved understanding of the inquiry process, future research is suggested to investigate how the presences and categories of the CoI framework develop over time in different educational settings. [Note: The page range (252-271) shown on the PDF is incorrect. The correct page range is 252-270.]

Small-scale electrical power generation (2S. Therefore, to efficiently use the biogas from existing decentralized anaerobic digesters for electricity production, higher quality and stable biogas flow must be guaranteed. The installation of a biogas upgrading and buffer system could be considered; however, the cost implication could be high at a small scale as compared to locally available alternatives such as co-digestion and improved digester operation. Therefore, this study initially describes relevant literature related to feedstock pre-treatment, co-digestion and user operational practices of small-scale digesters, which theoretically could lead to major improvements of anaerobic digestion process efficiency. The theoretical preamble is then coupled to the results of a field study, which demonstrated that many locally available resources and user practices constitute frugal innovations with potential to improve biogas quality and digester performance in off-grid settings.

This study investigates the relationship between students' self-efficacy beliefs, goal-setting, and learning tactics in an online business course. Using sequence analysis and process mining techniques, we analyzed log data from 209 students to identify distinct learning tactics and their association with self-efficacy beliefs, inferred from initial goal-setting and final grades. Four learning tactics were identified, with significant differences observed between students with high and low self-efficacy beliefs. High self-efficacy students demonstrated more varied and adaptive tactics, including greater use of quizzes and project-focused activities. In contrast, low self-efficacy students and those who didn't set goals showed less engagement and fewer monitoring activities. The project-focused tactic had the strongest correlation with final grades and goal achievement. Goal-setting at the course's start was linked to more effective learning behaviors and better outcomes. The study reveals how students' online learning behavior changes based on initial goal-setting and subsequent reflection. These findings contribute to research on self-regulated learning in online environments and offer practical implications for designing online courses and learning analytics interventions. Understanding these differences enables the development of targeted interventions to improve learning tactics and self-efficacy beliefs among students, ultimately enhancing their ability to achieve learning goals in online educational settings.

Over the last four decades, studies have investigated the incorporation of Artificial Intelligence (AI) into education. A recent prominent AI-powered technology that has impacted the education sector is ChatGPT. This article provides a systematic review of 14 empirical studies incorporating ChatGPT into various educational settings, published in 2022 and before the 10th of April 2023--the date of conducting the search process. It carefully followed the essential steps outlined in the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) guidelines, as well as Okoli's (Okoli in Commun Assoc Inf Syst, 2015) steps for conducting a rigorous and transparent systematic review. In this review, we aimed to explore how students and teachers have utilized ChatGPT in various educational settings, as well as the primary findings of those studies. By employing Creswell's (Creswell in Educational research: planning, conducting, and evaluating quantitative and qualitative research [Ebook], Pearson Education, London, 2015) coding techniques for data extraction and interpretation, we sought to gain insight into their initial attempts at ChatGPT incorporation into education. This approach also enabled us to extract insights and considerations that can facilitate its effective and responsible use in future educational contexts. The results of this review show that learners have utilized ChatGPT as a virtual intelligent assistant, where it offered instant feedback, on-demand answers, and explanations of complex topics. Additionally, learners have used it to enhance their writing and language skills by generating ideas, composing essays, summarizing, translating, paraphrasing texts, or checking grammar. Moreover, learners turned to it as an aiding tool to facilitate their directed and personalized learning by assisting in understanding concepts and homework, providing structured learning plans, and clarifying assignments and tasks. However, the results of specific studies (n = 3, 21.4%) show that overuse of ChatGPT may negatively impact innovative capacities and collaborative learning competencies among learners. Educators, on the other hand, have utilized ChatGPT to create lesson plans, generate quizzes, and provide additional resources, which helped them enhance their productivity and efficiency and promote different teaching methodologies. Despite these benefits, the majority of the reviewed studies recommend the importance of conducting structured training, support, and clear guidelines for both learners and educators to mitigate the drawbacks. This includes developing critical evaluation skills to assess the accuracy and relevance of information provided by ChatGPT, as well as strategies for integrating human interaction and collaboration into learning activities that involve AI tools. Furthermore, they also recommend ongoing research and proactive dialogue with policymakers, stakeholders, and educational practitioners to refine and enhance the use of AI in learning environments. This review could serve as an insightful resource for practitioners who seek to integrate ChatGPT into education and stimulate further research in the field.