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Student teachers commonly report encountering emotional challenges in work placements during teacher education. Even so, the perspective of mentoring teachers has been given little attention regarding the student teachers' emotional challenges. In this study, the authors' aim is to investigate what mentoring teachers perceive to be the emotional challenges student teachers face and what support they think they can offer student teachers. A sample of 25 Swedish mentoring teachers participated in an interview study. According to the findings, the mentoring teachers reported three main emotional challenges that they perceived that student teachers encounter: conflicts with/among pupils, encountering diverse pupil populations and dealing with failure. Mentoring teachers' reports can be understood in the light of their idea of what work placement should be. Their rationales included the need for student teachers to be either exposed to 'reality' or protected from worst-case scenarios.

Work-based learning is an influential period of teacher education, where a mentor teacher is assigned to support the student teacher. Mentoring conversations between the mentor teachers and student teacher seldom cover how student teachers cope with emotional challenges. Therefore, we aimed to investigate mentor teachers' perspectives on student teachers' reports of emotional challenges. The study had a particular focus on actions the mentor teachers described as preferable in reacting to scenarios of emotional challenges reported by student teachers. We conducted a constructivist grounded theory study and interviewed 22 mentor teachers. The findings of the study show that mentor teachers' main concern revolved around student teachers' understanding of challenges as learning opportunities. According to mentor teachers' descriptions, the preferred actions in their role as mentor teachers were to regulate, engage/help, be exemplary, and take charge. Thus, our study shows that mentor teachers intended to aid student teachers in navigating emotional challenges.

ABSTRACTIn today’s industrialized society food consumption has changed immensely toward heightened red meat intake and use of artificial sweeteners instead of grains and vegetables or sugar, respectively. These dietary changes affect public health in general through an increased incidence of metabolic diseases like diabetes and obesity, with a further elevated risk for cardiorenal complications. Research shows that high red meat intake and artificial sweeteners ingestion can alter the microbial composition and further intestinal wall barrier permeability allowing increased transmission of uremic toxins like p-cresyl sulfate, indoxyl sulfate, trimethylamine n-oxide and phenylacetylglutamine into the blood stream causing an array of pathophysiological effects especially as a strain on the kidneys, since they are responsible for clearing out the toxins. In this review, we address how the burden of the Western diet affects the gut microbiome in altering the microbial composition and increasing the gut permeability for uremic toxins and the detrimental effects thereof on early vascular aging, the kidney per se and the blood-brain barrier, in addition to the potential implications for dietary changes/interventions to preserve the health issues related to chronic diseases in future.

Research on the transition from teacher education to beginning to teach have focused on the ability to teach, as well as on classroom practices, and how complicated socialisation processes impede developing skills when starting to teach. The aim of the study was to investigate emotionally challenging situations during teacher education and when starting to teach, with a focus on how the participants' perspectives and coping strategies changed over time. In this study, 20 participants were followed during their final year of teacher education and into their first year of teaching. Data was collected through interviews and written self-reports. A constructivist grounded theory methodology was adopted. We found that new teachers experience three main emotional phases as they move from teacher education and into teaching, namely (1) opposite positions, (2) enthusiasm mingled with fear, and (3) a rollercoaster of emotions. Emotions and coping strategies linked with the phases are illustrated, and practical implications are discussed.

Background: For prospective teachers, the school-based learning component of their teacher education programme is a crucial, and often demanding, part of becoming a teacher. During this time, mentor-teachers work in close collaboration with student teachers, who are often teaching in an actual school setting for the first time. As the relationship between mentor-teacher and student teacher is pivotal to the quality of work-based learning and to supporting the professional development of prospective teachers, more needs to be understood about this complex dynamic. Purpose: Our study aimed to contribute to this area by investigating, from the viewpoint of mentor-teachers, how student teachers respond to the demands of work-based learning. It had a particular focus on mentor-teachers' perceptions of student teachers' emotional challenges associated with teaching and engagement. Methods: Data consisted of interviews with 22 experienced mentor-teachers from five different municipalities. Data were analysed qualitatively, using tools aligned with a constructivist grounded theory approach. Findings: Describing teaching as a complex practice, the mentor-teachers regarded proactive engagement in developing professionalism, and ability to make appropriately differentiated adjustments to their teaching as important criteria in their evaluation of student teacher progression. The mentor-teachers described student teachers' emotional challenges in relation to these and discussed support strategies. Conclusions: The findings of the study highlight the complex dynamic of work-based learning and the key role that mentor-teachers can play in supporting the development of prospective teachers entering the profession, including the navigation of emotionally challenging situations.

The following paper aims to investigate how student teachers relate to the suitability of their student teacher peers after experiencing challenges to their emerging teacher identity, resulting in emotional responses. A constructivist grounded theory study was conducted in which 18 student teachers participated. Data from 14 individual interviews and one focus group were analysed. Findings revealed that encounters between student teachers sometimes resulted in emotional responses. When the student teachers were emotionally challenged by their peers, their emerging teacher identity was challenged. In addition, the student teachers compared themselves with those peers whom they judged as unsuitable and constructed a self-image of being suitable. This comparative process was connected to three suitability norms: (1) being perceived as having the right values (2) being perceived as having social skills and (3) being perceived as committed to in-depth learning as a teacher.

Beginning to teach after teacher education is commonly depicted as an emotionally challenging period. Beginning teachers deploy strategies to cope with the emotionally challenging transition from teacher education and starting a position as a teacher. One way of coping is trying change the origin of the challenges. The aim of the study was to investigate how teachers in their last year as student teachers and their first year as teachers make meaning of a change advocacy strategy to cope with challenging situations as teachers. A qualitative interview study was performed. Twenty-five participants were interviewed while studying in their last year of teacher education, and 20 were interviewed again after having worked as a teacher for a year. In between, 68 self-reports were collected. The material was analysed using constructivist grounded theory tools. The findings show that as student teachers the participants identified two prerequisites to be able to use the change advocacy strategy as beginning teachers: (1) establishing teacher ambiguity and (2) challenging the perceived negative mindset. When utilising a change advocacy strategy as beginning teachers, the participants tried to reform teaching practices and attain a position of competence.

Student teachers recurrently and spontaneously talk about burnout when considering challenges of teaching. The following paper aims to address burnout from the perspectives of student teachers, as well as how they prepare to deal with the threat of burnout. There is a lack of research from a student teacher's perspective concerning burnout. Focus groups and semi-structured interviews were analysed using constructivist grounded theory. The findings reveal that student teachers engaged in a learning process related to (a) making sense of the perceived causes of burnout, and (b) constructing proactive strategies. The perceived causes of burnout were understood as individual work ethics, systemic reasons, collegial negativity and personal deficits. These perceived causes were related to strategies to protect against burnout.

BackgroundDisturbances in magnesium homeostasis are common in patients with chronic kidney disease (CKD) and are associated with increased mortality. The kidney is a key organ in maintaining normal serum magnesium concentrations. To this end, fractional excretion of magnesium (FEMg) increases as renal function declines. Despite recent progress, the hormonal regulation of renal magnesium handling is incompletely understood. Fibroblast Growth Factor 23 (FGF23) is a phosphaturic hormone that has been linked to renal magnesium handling. However, it has not yet been reported whether FGF23 is associated with renal magnesium handling in CKD patients.MethodsThe associations between plasma FGF23 levels, plasma and urine magnesium concentrations and FEMg was investigated in a cross-sectional cohort of 198 non-dialysis CKD patients undergoing renal biopsy.ResultsFGF23 was significantly correlated with FEMg (Pearson’s correlation coefficient = 0.37, p

The aim of the present study was to use the narratives of beginning teachers to investigate the emotionally challenging situations they face, with a focus on how their perspectives and definitions of such situations guided their actions and made coping possible. A short term longitudinal qualitative interview study was adopted. Twenty participants were interviewed at the outset of their last year of teacher education and then followed up with an interview at their first year of teaching. In between self-reports were written in addition to the interviews. The material was analysed using constructivist grounded theory tools. The findings show that new teachers experienced conflicts that were both interpersonal (with students, parents and colleagues) and intrapersonal (being 'good enough'; establishing boundaries related to time and engagement; suppression of emotions) as they started out in teaching. In order to cope with these challenges, the beginning teachers used various strategies including collaboration, conformity, influencing and autonomy.

Background: Ischemia-reperfusion injury (IRI) inevitably occurs during kidney transplantation and extended ischemia is associated with delayed graft function and poor outcomes. Remote ischemic preconditioning (RIPC) is a simple, noninvasive procedure aimed at reducing IRI and improving graft function. Experimental studies have implicated the kynurenine pathway as a protective mechanism behind RIPC. Methods: First, paired biopsies from 11 living kidney donors were analyzed to characterize the acute transcriptomic response to IRI. Second, 16 living kidney donors were subjected to either RIPC (n = 9) or no pretreatment (n = 7) to evaluate the impact of RIPC on the transcriptomic response to IRI. Finally, the effect of RIPC on plasma metabolites was analyzed in 49 healthy subjects. Results: There was a robust immediate response to IRI in the renal transcriptomes of living-donor kidney transplantation, including activation of the mitogen-activated protein kinase (MAPK) and epidermal growth factor receptor (EGFR) pathways. Preconditioning with RIPC did not significantly alter the transcriptomic response to IRI or the concentration of plasma metabolites. Conclusions: The present data validate living-donor kidney transplantation as a suitable model for mechanistic studies of IRI in human kidneys. The failure of RIPC to alter transcriptomic responses or metabolites in the kynurenine pathway raises the question of the robustness of the standard procedure used to induce RIPC, and might explain the mixed results in clinical trials evaluating RIPC as a method to attenuate IRI. [ABSTRACT FROM AUTHOR]

The molecular identity of renal glomerular cells is poorly characterized and rodent glomerulopathy models translate poorly to humans. Here, the authors show molecular signatures of glomerulus-associated cells using single cell RNA sequencing and highlight differences between mouse and human cells.

Student teachers have to cope with distressing emotions during teacher education. Coping is important in relation to both attrition and bridging the gap between being a student teacher and starting work. The data consist of semi-structured interviews with 25 student teachers, which were analysed using a constructivist grounded theory framework. The aim of the current study was to examine student teachers' perspectives on distressing situations during teacher education, as well as how boundaries were established as a way of coping with emotions related to these situations. The findings show that the student teachers' main concern was to make sense of the imbalance between resources and the demands placed by distressing situations. As a coping strategy, student teachers established professional boundaries linked to emotional labour and relationship maintenance.

Abstract Acute graft-versus-host disease (aGvHD), post-allogeneic hematopoietic stem cell transplantation, is associated with high mortality rates in patients not responding to standard line care with steroids. Adoptive mesenchymal stromal cell (MSC) therapy has been established in some countries as a second-line treatment. Limitations in our understanding as to MSC mode of action and what segregates patient responders from non-responders to MSC therapy remain. The principal aim of this study was to evaluate the immune cell profile in gut biopsies of patients diagnosed with aGvHD and establish differences in baseline cellular composition between responders and non-responders to subsequent MSC therapy. Our findings indicate that a pro-inflammatory immune profile within the gut at the point of MSC treatment may impede their therapeutic potential. These findings support the need for further validation in a larger cohort of patients and the development of improved biomarkers in predicting responsiveness to MSC therapy.

Silica nanoparticles found in sugarcane ash have been postulated to be a toxicant contributing to chronic kidney disease (CKD) of unknown etiology. However, although the administration of manufactured silica nanoparticles is known to cause chronic tubulointerstitial disease in rats, the effect of administering sugarcane ash on kidney pathology remains unknown. Here, we investigated whether sugarcane ash can induce CKD in rats. Sugarcane ash was administered for 13 wk into the nares of rats (5 mg/day for 5 days/wk), and blood, urine, and kidney tissues were collected at 13 wk (at the end of ash administration) and in a separate group of rats at 24 wk (11 wk after ash administration was stopped). Kidney histology was evaluated, and inflammation and fibrosis (collagen deposition) were measured. Sugarcane ash exposure led to the accumulation of silica in the kidneys, lungs, liver, and spleen of rats. Mild proteinuria developed, although renal function was largely maintained. However, biopsies showed focal glomeruli with segmental glomerulosclerosis as well as tubulointerstitial inflammation and fibrosis that tended to worsen even after the ash administration had been stopped. Staining for the lysosomal marker lysosomal associated membrane protein-1 showed decreased staining in ash-administered rats consistent with lysosomal activation. In conclusion, sugarcane ash containing silica nanoparticles can cause CKD in rats. [ABSTRACT FROM AUTHOR]

Traditionally, nursing students learn medical subjects and nursing separately, which makes it difficult to develop an integrated understanding. This study aimed to explore nursing students' experiences of participating in a case seminar integrating medical and nursing sciences and if, and how, it contributed to their learning. A case seminar divided into a "laboratory session" and a "follow-up session" was developed. The case seminar was evaluated by group interviews and an open-ended questionnaire. Forty-four third-year nursing students agreed to participate. Themes of motivation, authenticity, professional development, collaboration and integration were identified. The case seminars help nursing students to integrate medical science with nursing science, which supports them in their professional development and role as registered nurses.

The aim of the research reported in this paper was to explore students' "journey" towards conceptual understanding during an undergraduate course. The task that medical students face--to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame--is demanding. Seven students were interviewed in a group, and 17 students gave their reflections in writing. Data was gathered from both groups on five separate occasions. The findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as "knowing the language", "knowing the map", "knowing the catalogue" and "experiencing an integrated whole". Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the "catalogue" or the "integrated whole". The findings point to potential pathways students might take towards gaining deeper understanding.