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Abstract Background Postural control is dependent on the central nervous system’s accurate interpretation of sensory information to formulate and execute adequate motor actions. Research has shown that cognitive functions are associated with both postural control and fall risk, but specific associations are not established. The aim of this study was to explore how specific components of everyday postural control tasks are associated with both general and specific cognitive functions. Methods Forty-six community-dwelling older adults reported their age, sex, physical activity level, falls and fall-related concerns. The following cognitive aspects were assessed: global cognition, executive functions, processing speed and intraindividual variability. Postural control was quantified by measuring postural sway in quiet stance, walking at a self-selected pace, and walking while performing a concurrent arithmetical task. Separate orthogonal projections of latent structures models were generated for each postural control outcome using descriptive and cognitive variables as explanatory variables. Results Longer step length and faster gait speed were related to faster processing speed and less intraindividual variability in the choice reaction test. Moreover, longer step length was also related to less fall-related concerns and less severe fall-related injuries, while faster gait speed was also related to female sex and poorer global cognition. Lower dual-task cost for gait speed was explained by the executive function inhibition and faster processing speed. Postural sway in quiet stance was not explained by cognitive functions. Conclusions Cognitive functions explained gait speed and step length during normal walking, as well as the decrease of gait speed while performing a concurrent cognitive task. The results suggest that different cognitive processes are important for different postural control aspects. Postural sway in quiet stance, step time and gait variability seem to depend more on physical and automatic processes rather than higher cognitive functions among physically active older people. The relationships between cognitive functions and postural control likely vary depending on the specific tasks and the characteristics of different populations.

In Swedish school health services, local initiatives have been taken to use physical activity on prescription (PAP) to encourage physically inactive children to become more active. Previous research shows that interprofessional collaboration plays a crucial role in promoting physical activity in children, as well as in promoting health in schools. However, there is a lack of knowledge about PAP for children in the school setting, including how medical and educational staff can work together to encourage children who have been recommended PAP. Therefore, this study aims to explore the perceived facilitators and barriers concerning interprofessional collaboration regarding physical activity on prescription in the school setting, as viewed from the professionals’ perspectives. Semi-structured interviews were conducted with 21 professionals who work with the method in school settings. The data were analyzed using Reflexive Thematic Analysis. The results reveal both barriers and facilitators for interprofessional collaboration on PAP in the school setting, as perceived by professionals. Organizational and structural obstacles within school institutions hinder collaboration, while a shared commitment to PAP, characterized by consensus-building, acts as a facilitating factor. PAP for children in a school setting is still an unexplored area and further research is required.

School nurses are in a key position to promote children's physical activity. They engage all children in health dialogues and use different approaches to inform children about physical activity and motivate them to change their physical activity level. In a school context, it is important to explore and problematize school nurses’ views of children's physical activity and the influence of these views on their professional practice in the school health service. Identifying and problematizing school nurses' views of physical activity would enable them to create improved guidelines and equivalent ways of working in the future. Therefore, this study aims to discursively explore Swedish school nurses' views on school children's physical activity and its promotion and elucidate them through a discursive framework based on sensitizing concepts. This study uses a qualitative research design with a constructivist grounded theory approach. Semi-structured interviews were conducted with 24 school nurses. The analysis resulted in a core category describing how school nurses use intertwined views to lead children from sedentarity to physical activity. Furthermore, the school nurses' practices were identified in three categories: fostering everyday movement as a tool for health, battling children's sedentarity under difficult conditions, and promoting everyday movement and compensating for unequal access. The results indicate that school nurses lack common and clear guidelines for their mission to promote physical activity to children, which may lead to inequality in access to physical activity for children and young people.

In this study we aim to explore healthcare and social work students’ experiences with VR simulation as a means of preparing for professional practice, and how these experiences contribute to their readiness for future professional roles. We collected data through focus group interviews with 28 students from bachelor’s programs in nursing, social education, social work, and occupational therapy, which we subsequently transcribed and analyzed using thematic analysis. Our findings highlight VR simulation’s potential as a valuable tool for professional practice training. VR simulation can be especially helpful for students who benefit less from ordinary clinical placements due to their need for more time and experience to become more confident in their professional role. By incorporating relevant aspects of the workplace and providing opportunities for repeated training, VR simulation can contribute to preparing students for the demands of professional practice.

Paper pulp is a lignocellulosic fibrous material used in the industrial production of paper and board products. In addition to cellulose and hemicellulose, paper pulp contains 1 to 20% lignin, depending on the raw materials and pulping process used. Lignin is a heterogenous aromatic polymer that is hydrophobic and more resistant to microbial degradation compared to the easily biodegradable cellulose and hemicellulose. In this study, the biodegradation of paper pulps containing varying amounts of lignin was examined in soil and marine environments using ISO testing methods. Lignin significantly reduced the mineralization of paper pulps to CO2 in both environmental conditions, and a strong inverse correlation between lignin content and the mineralization to CO2 was observed. A similar impact was observed with natural materials containing lignin, such as birch sawdust. Since the calculation of biodegradability in most ISO and EN standards is based solely on the concept of mineralization to CO2, materials containing lignin can receive poor values in these tests. The implications of this for standardized requirements of biodegradability and possible options to overcome testing deficiencies are discussed.

Abstract We show that invertible transformations of dynamical variables can change the number of dynamical degrees of freedom. Moreover, even in cases when the number of dynamical degrees of freedom remains unchanged, the resulting dynamics can be essentially different from the one of the system prior to transformation. After giving concrete examples in point particle cases, we discuss changes in dynamics due to invertible disformal transformations of the metric in gravitational theories.

Med bakgrunn i politiske og faglige føringer for styrket tverrfaglig samarbeid i skolen, var studiens hensikt å utforske læreres erfaringer forankret i et konkret endringsprosjekt hvor alle barne- og ungdomsskoler i en mellomstor norsk kommune utforsket samskapende prosesser for tverrfaglig samarbeid. Studiens mixed-methods-design omfattet nettskjema med kvantitative og kvalitative spørsmål knyttet til samarbeid om elevers faglige og sosiale mestring. Studiens resultat gir implikasjoner for videreutvikling av det nasjonale prosjektet Et lag rundt læreren. Resultatene synliggjør bredde i læreres samarbeidsrelasjoner, samt variasjon knyttet til fag- og kontaktlærers rolle og skolers varighet i prosjektet. Studiens resultat viser at økt tilstedeværelse og støtte fra pedagogisk-psykologisk tjeneste (PPT) og helsesykepleier i lærers skolehverdag og etablering av skolevise, tverrfaglige lag bidrar til praksisfellesskap med mer relevant støtte til elevers faglige og sosiale mestring. Studiens resultat drøftes i lys av systemteoretiske perspektiv. Tverrfaglig samarbeid utforskes som sosial støtte i læreres praksisfellesskap og som samskaping på systemnivå. Konklusjonen peker på utfordringer ved ulik tverrfaglig samarbeidspraksis mellom skoler og læreres meningsforhandlinger av prosjektets kunnskapsgrunnlag, noe som utfordrer ledelse av utviklingsarbeidet i prosjektet. English abstract Expanding teachers’ community of practice? Exploring teachers’ experiences of interdisciplinary collaboration in Norway Based on political and professional guidelines to strengthened interdisciplinary collaboration in schools, the purpose of the study was to explore teachers’ experiences with practices of interdisciplinarity in an ongoing project including all primary and secondary schools in a medium-sized Norwegian municipality. Research methods included online forms with quantitative and qualitative questions related to exploring teachers’ experiences. The results of the study give implications to development in the national project A team around the teacher. The results highlight the multitude of teachers’ collaborative relationships, as well as the variation related to teachers’ role and duration in the project. The results of the study show that increased presence and support from the educational psychological service (PPT) and public health nurses in teachers’ everyday work, as well as the establishment of school-wise, interdisciplinary teams (lag), contribute developing communities of practice with more relevant support for academic and social coping for individual pupils. The results of the study are discussed using systems theories. Interdisciplinary collaboration is explored as social support in the teachers’ community of practice and as co-creation at system level. The conclusion points to challenges linked to different interdisciplinary collaborative practices between schools and teachers’ negotiation of the project’s knowledge base, which challenges the management of the development work in the project.

Background: Increased local angiogenesis is important for the growth and dissemination of cancer. The myeloproliferative neoplasm essential thrombocythemia (ET) is known to involve increased bone marrow angiogenesis. Blood levels of several angiogenesis-related proteins are increased in different types of cancer. The aim of this study was to investigate whether a subset of such proteins was elevated in treatment-naïve ET patients. Methods: Blood plasma from 41 ET patients and 43 healthy aged-matched controls was analyzed for eight different angiogenesis-related proteins. Results: The ET cohort displayed a more homogenous expression pattern of these proteins compared with controls. Five of the eight proteins were significantly increased in ET patients. Conclusion: Increased plasma levels of matrix metallopeptidase 9 (MMP9) and endostatin have not previously been reported in ET. In our patients, MMP9 levels correlated positively with Janus kinase 2 (JAK2) V617F allele burden and leukocyte count.

Large quantities of lignin are produced as by-streams via chemical pulping and emerging biorefinery processes. These lignins are typically water-insoluble; however, they can be converted into a water-soluble form by chemical modifications. A novel LigniOx technology solubilizes lignin using alkali-O2 oxidation. The product can be used for bio-based dispersants. This study evaluated the biodegradability of alkali-O2 oxidized kraft, organosolv, and hydrolysis lignin. The oxidized lignins exhibited higher biodegradation in soil and in aquatic environments in comparison to a commercial kraft lignin and a commercial lignosulfonate. In soil, the biodegradabilities of oxidized lignins were 19 to 44%, whereas the reference lignins exhibited only 5 to 12% conversion to CO2. Biodegradation of the oxidized lignins and references in the aquatic environment increased in a similar order as in the soil environment, although the degradation in each sample was slightly smaller than in the soil. The improved biodegradability of the oxidized lignins was due to the altered chemical structure of lignin. Compared to the untreated lignin, the oxidized lignin contained structures formed in aromatic ring opening reactions, making the lignin more accessible to microbial degradation. In addition, the oxidized lignin contained carbon originating from small organic compounds, which are easily biodegradable.

BackgroundVirtual reality is used to an increasing extent in various fields and is now making inroads into health and social education. Virtual reality simulation can provide a safe and controlled environment for students to practice and master skills that are transferable to real-world situations without putting patients, clients, or themselves at risk of any harm. Virtual reality simulation using 360° videos represents a novel approach to simulation in health care and social work education, and this inspired our interest in exploring students’ experiences with such a learning activity. ObjectiveThe aim of this study was to explore occupational therapy, social education, nursing, and social work students’ experiences with virtual reality simulation as a learning activity in an interdisciplinary subject. MethodsThe data were collected through 6 semistructured focus groups with 28 students. We conducted the focus groups after the students from the 4 education programs had participated in the virtual reality simulation at 3 campuses at a specialized university in Norway. Each focus group interview was facilitated by 1 moderator and 1 facilitator, a combination of experienced researchers and novices. We followed a qualitative design using the 6-step thematic analysis described by Braun and Clarke. ResultsThe analysis revealed 3 overall themes for students’ experiences with the virtual reality simulation. The first theme, 360° videos provide observations for individual learning, illustrates how learning can take place through the students’ experiences with sensory inputs and observations from the 360° videos. Students experienced that the video enabled them to individually reflect and achieve learning from what was considered a clinically relevant video. The second theme, 360° videos activate emotional learning, demonstrates how the students experienced emotional engagement when watching the 360° videos. The degree of realism provided in the video was considered as important for the students’ learning. The last theme, Debrief sessions enhance comprehensive learning, pinpoints how the students experienced learning through reflective discussions with other students after watching the 360° videos. Students claimed this process to be a vital part of the learning activity. ConclusionsVirtual reality simulation represents a promising learning activity to enhance the professional learning of health care and social work students. It offers opportunities for individualized learning through observations, and it also engages students emotionally in the learning process. The combination of 360° videos and group discussions in virtual reality appears promising to enhance professional learning outcomes and competence, which may contribute to improved health care and social work services.

Abstract Printed, flexible, and hybrid electronic technologies are advancing rapidly leading to remarkable developments in smart wearables, intelligent textiles, and health monitoring systems. Flexible electronics are typically fabricated on petroleum‐derived polymeric substrates. However, in the light of global environmental concerns regarding fossil raw materials, there is a need to drive the production of flexible electronics devices based on sustainable materials. Additionally, there is a need to reduce the quantity of electronic waste by developing material recovery and recycling technologies. Here, a fully biobased and biodegradable substrate tailored for printed flexible electronic applications is developed. Based on a nanocomposite of cellulose nanofibril (CNF) and hydroxyethyl cellulose (HEC), the substrate shows excellent mechanical and optical properties for printed flexible electronics applications. High‐resolution screen printing of conductive ink and typical electronics assembly processes are possible to realize on the substrate. An electrocardiograph (ECG) device is fabricated on the cellulosic substrate as a technology demonstrator and its performance is confirmed on human volunteers. Last, end‐of‐life scenarios are studied for printed electronic devices where device degradation and subsequent material recovery concepts are presented. This work demonstrates that sustainable plant‐derived materials can play a big role toward a green transition in the electronics industry.

Abstract Background As a strategy to maintain postural control, the stiffening strategy (agonist-antagonist co-contractions) is often considered dysfunctional and associated with poor physical capacity. The aim was to investigate whether increased stiffening is associated with unsuccessful postural control during an unpredictable surface perturbation, and which sensory and motor variables that explain postural stiffening. Methods A sample of 34 older adults, 75.8 ± 3.8 years, was subjected to an unpredicted surface perturbation with the postural task to keep a feet-in-place strategy. The participants also completed a thorough sensory- and motor test protocol. During the surface perturbation, electromyography was measured from tibialis anterior and gastrocnemius to further calculate a co-contraction index during the feed-forward and feedback period. A binary logistic regression was done with the nominal variable, if the participant succeeded in the postural task or not, set as dependent variable and the co-contraction indexes set as independent variables. Further, the variables from the sensory and motor testing were set as independent variables in two separate Orthogonal Projections of Latent Structures (OPLS)-models, one with the feed-forward- and the other with the feedback co-contraction index as dependent variable. Results Higher levels of ankle joint stiffening during the feedback, but not the feed-forward period was associated with postural task failure. Feedback stiffening was explained by having slow non-postural reaction times, poor leg muscle strength and being female whereas feed-forward stiffening was not explained by sensory and motor variables. Conclusions When subjected to an unpredicted surface perturbation, individuals with higher feedback stiffening had poorer postural control outcome, which was explained by poorer physical capacity. The level of feed-forward stiffening prior the perturbation was not associated with postural control outcome nor the investigated sensory and motor variables. The intricate causal relationships between physical capacity, stiffening and postural task success remains subject for future research.

BackgroundVirtual reality has been gaining ground in health professions education and may offer students a platform to experience and master situations without endangering patients or themselves. When implemented effectively, virtual reality technologies may enable highly engaging learning activities and interactive simulations. However, implementation processes present challenges, and the key to successful implementation is identifying barriers and facilitators as well as finding strategies to address them. ObjectiveThis scoping review aimed to identify the literature on virtual reality implementation in health professions education, identify barriers to and facilitators of implementation, and highlight gaps in the literature in this area. MethodsThe scoping review was conducted based on the Joanna Briggs Institute Evidence Synthesis methodologies. Electronic searches were conducted in the Academic Search Elite, Education Source, and CINAHL databases on January 5, 2022, in Google Scholar on February 2 and November 18, 2022, and in PubMed database on November 18, 2022. We conducted hand searches of key items, reference tracking, and citation tracking and searches on government webpages on February 2, 2022. At least 2 reviewers screened the identified literature. Eligible studies were considered based on predefined inclusion criteria. The results of the identified items were analyzed and synthesized using qualitative content analysis. ResultsWe included 7 papers and identified 7 categories related to facilitators of and barriers to implementation—collaborative participation, availability, expenses, guidelines, technology, careful design and evaluation, and training—and developed a model that links the categories to the 4 constructs from Carl May’s general theory of implementation. All the included reports provided recommendations for implementation, including recommendations for careful design and evaluation, training of faculty and students, and faculty presence during use. ConclusionsVirtual reality implementation in health professions education appears to be a new and underexplored research field. This scoping review has several limitations, including definitions and search words, language, and that we did not assess the included papers’ quality. Important implications from our findings are that ensuring faculty’s and students’ competence in using virtual reality technology is necessary for the implementation processes. Collaborative participation by including end users in the development process is another factor that may ensure successful implementation in higher education contexts. To ensure stakeholders’ motivation and potential to use virtual reality, faculty and students could be invited to participate in the development process to ensure that the educational content is valued. Moreover, technological challenges and usability issues should be resolved before implementation to ensure that pedagogical content is the focus. This accentuates the importance of piloting, sufficient time resources, basic testing, and sharing of experiences before implementation. International Registered Report Identifier (IRRID)RR2-10.2196/37222

BackgroundThe use of virtual reality in higher education show great potential to promote novel and innovative learning experiences. Until recently, virtual reality has mostly been used in technical higher education, but lately medical education programs have begun using virtual reality. Virtual reality for health professional education improves the knowledge and skills of health professionals compared with traditional or other digital education initiatives. However, the implementation of technology in higher education is slow because of barriers to technology use and innovative and successful practices are not shared. It is, therefore, of great interest to explore how virtual reality is implemented in higher health professional and continuing education. ObjectiveThe aim of this scoping review is to identify studies that reported implementation of virtual reality in higher health professional education, to identify barriers and facilitators for implementation, and to highlight research gaps in this area. MethodsThe scoping review will be conducted according to JBI Evidence Synthesis methodologies. CINAHL, the Academic Search Elite and Education Source electronic databases, and Google Scholar will be searched for studies published between 2017 and 2022. In addition, manual searching of key items, reference tracking, and citation tracking will be performed. Searches for white papers will also be manually conducted. All authors will independently extract data from full-text papers. We will use qualitative content analysis to abstract the findings. ResultsThe literature searches were conducted in January and February 2022. The review is expected to be completed by fall 2022, after which time it will be submitted for publication. ConclusionsWe anticipate that, from the review, we will be able to coordinate recommendations for and present the challenges of virtual reality initiatives in health professional education programs. We will present recommendations for future research. International Registered Report Identifier (IRRID)DERR1-10.2196/37222

Osteoporosis is a systemic metabolic skeletal disease characterized by low bone mass and strength associated with fragility fractures. Oxidative stress, which results from elevated intracellular reactive oxygen species (ROS) and arises in the aging organism, is considered one of the critical factors contributing to osteoporosis. Mitochondrial (mt)ROS, as the superoxide anion (O2−) generated during mitochondrial respiration, are eliminated in the young organism by antioxidant defense mechanisms, including superoxide dismutase 2 (SOD2), the expression and activity of which are decreased in aging mesenchymal progenitor cells, accompanied by increased mtROS production. Using a mouse model of osteoblast lineage cells with Sod2 deficiency, we observed significant bone loss in trabecular and cortical bones accompanied by decreased osteoblast activity, increased adipocyte accumulation in the bone marrow and augmented osteoclast activity, suggestive of altered mesenchymal progenitor cell differentiation and osteoclastogenesis. Furthermore, osteoblast senescence was increased. To date, there are only a few studies suggesting a causal association between mtROS and cellular senescence in tissue in vivo. Targeting SOD2 to improve redox homeostasis could represent a potential therapeutic strategy for maintaining bone health during aging.