Knowledge Gaps Research Articles

Ecological Response of Forest Vegetation Communities to Snow Damage: A Meta-Analysis

Damage caused by snowfall can result in broken crowns and trunks and even lead to the uprooting of forest trees. Damage or death of forest trees creates forest gaps and alters overall forest demographics, but predicting the exact nature and influence of this damage remains challenging. In general, the effects of various biotic and abiotic factors on snow damage remain understudied. To address this gap in knowledge, we conducted a meta-analysis of existing literature, ultimately screening 38 manuscripts that describe 142 plant species. Our findings indicate that snow damage significantly reduced annual litterfall, Leaf Area Index, canopy density, abundance, and area at breast height when considering plant communities. However, snow damage also tended to significantly increase Shannon’s Diversity Index, Simpson’s Diversity Index, Pielou’s Evenness Index, and diameter at breast height. In addition, at the population level, snow damage was found to significantly reduce density, abundance, and annual litterfall while significantly increasing diameter at breast height. Further, the response of different forest vegetation community characteristics to snow damage is significantly influenced by factors such as forest type, elevation, slope, and aspect.

Assistive Technology to Support Dementia Management: Protocol for a Scoping Review of Reviews

Background In Canada, more than 60% of persons living with dementia reside in their own homes, and over 25% rely heavily on their care partners (ie, family members or friends) for assistance with daily activities such as personal hygiene, eating, and walking. Assistive technology (AT) is a key dementia management strategy, helping to maintain health and social support in home and community settings. AT comprises assistive products and services required for safe and effective use. Persons living with dementia and their care partners often require multiple types of AT to maintain their needs, dignity, and autonomy. AT for dementia management is rapidly developing with abundant scientific literature, which can present a challenge to efficiently navigate and extract insights for policy and personal decision-making. Objective This scoping review aims to synthesize review-level evidence from published scientific literature on AT to support dementia management for persons living with dementia and their care partners in their homes and communities. Research gaps in knowledge and areas for further investigation into the use and access of AT will be identified. This review will provide an overview of AT types and characteristics and chart the outcomes and conclusions in review-level evidence. Methods This review will follow the Joanna Briggs Institute’s framework for conducting scoping reviews and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. In total, 6 electronic databases will be searched. Articles will be screened according to the “Population-Concept-Context (PCC)” framework for eligible studies. Population includes persons living with dementia, their care partners, and health care professionals (eg, therapists or others who recommend AT). Concept includes AT and self-help devices of many types. Context includes homes and communities. A data charting template will guide data extraction, charting, and summarization. A descriptive numerical summary and an overview of the findings will be presented. Data, such as (1) article information (eg, author and year), (2) article characteristics (eg, review type), (3) AT types and characteristics, (4) setting and population characteristics, and (5) key review outcomes and conclusions, will be extracted. Results A total of 10,978 unique citations were identified across the 6 electronic databases. This review is in the full-text screening stage, which is expected to be completed by October 2024. Conclusions This review will provide a comprehensive understanding and documentation of the published scientific literature on AT to support dementia management. Findings from this review are expected to provide evidence-based insights on the complexities of AT types, uses, availability, and access. The author group’s diverse national and international perspectives may contribute to knowledge exchange and influence standards to improve the daily function, safety, and well-being of persons living with dementia. Trial Registration Open Science Framework DKSM9; https://osf.io/dksm9 International Registered Report Identifier (IRRID) PRR1-10.2196/57036

Israeli dentists’ knowledge, attitudes, and practices regarding smoking cessation care

Abstract Background The 5A’s model for brief smoking cessation care (SCC) is recommended for dentists to reduce the negative impacts of smoking on oral health. This study investigates Israeli dentists' adherence to the 5A’s guidelines and explores factors influencing their knowledge, attitudes, and practices. Methods An online cross-sectional survey was conducted among Israeli dentists during June–August 2020. The questionnaire included sociodemographic, smoking, and professional characteristics; knowledge (10 true/false statements); attitudes regarding SCC [based on the Theoretical Domains Framework (TDF)] using 13 statements (1–5 Likert scale), for a composite mean attitude score; and 5A’s performance (1–5 Likert scale, never to always). Two primary outcomes were analysed: (1) performing all of the 5A’s ‘often or always’; and (2) performing ‘always’ the first two steps (“Ask” and “Advise”). Multivariable logistic regression explored the association between the various characteristics and the primary outcomes. Results Overall, n = 410 responded. Mean knowledge score was 2.58 (SD = 1.51). Mean attitude score was 2.65 (SD = 0.60). Performance of all 5A’s was low with 14.1% (n = 57) reporting completing all 5A’s ‘often or always’, while 34.1% (n = 139) reported ‘always’ performing ‘Ask’ and ‘Advise’. Specialists had better odds of ‘often or always’ performing the 5A’s (adjusted OR = 2.01, p = .022) and ‘always’ performing ‘Ask and Advise’ (adjusted OR = 1.71, p = .022). Conclusions This study highlights the insufficient performance of SCC among Israeli dentists, revealing gaps in knowledge and attitudes related to SCC. Various measures, such as training, automatic referral systems, and integrating SCC as quality measures, may improve SCC provision among Israeli dentists.

Artificial Intelligent Branching Simulations (AIBS) in Critical Care Neonatal Nursing

Roleplaying, simulations and branching scenarios are among the most authentic, critical and effective educational experiences, though have seen limited adoption due to the expense of creating, staffing, adapting and sustaining them over time (Davies, 2013). The new generation of large language models have made possible new affordances that enable delivering scenario based roleplaying experiences more sustainably. This Pecha Kucha charts the development process, frontier technology and the positive outcomes of an artificial, intelligent branching simulation (AIBS) a in critical care neonatal nursing simulation. Critical care disciplines and nursing have a tradition of using expensive in-person simulations and labor-intensive, high-stress scenarios to prepare students for the workplace (Jefferies, 2020). After such training, nurses undergo rigorous, high pressure in-person evaluations, such as the ANSAT (Ossenberg, Mitchell & Henderson, 2020), which they must pass in order to practice. Foundational reading about nursing practices and reviewing practice manuals is a step towards passing such evaluations, but these more theoretical learning practices don’t constructively align with the situational, authentic skills that are demanded in practice. With few learning experiences that can scaffold towards critical in-person evaluation, students often report high levels of anxiety and that they feel inadequately prepared for in-person evaluation, sometimes failing and leaving their studies and aspirations entirely (Cornine, 2020). Mindful also of an industry wide shortage of critical care nurses, there is a clear need to find bridging solutions that can affordably and effectively prepare trainee nurses for demanding in-person workplace evaluations. This Pecha Kucha charts the development of AIBS that was designed to bridge a learning gap between more theoretical training methods and high stress in-person training evaluations. The increasing popularity of conversational agents powered by large language models on web-based platforms like Character.ai (Sarkar, 2024), suggests that students might find a chatbot an approachable, engaging and an increasingly familiar experience. Initial tests directly prompting ChatGPT and Claude.ai both showed promise, but also raised some issues around reliability which mandated more direct and qualified oversight of teaching staff. A technical solution was required as an intermediary between the students and the LLMs that enabled ‘human-in-the-middle’ (Mollick, 2024) oversight. After an extensive review, the educator created tool ‘Cogniti’ was selected due to it’s ability to provide a seamless, pretrained scenario chat experience, while also enabling student account integration, data governance, supervisor oversight and privacy controls. The prompts used to instruct the Cogniti AI agent were developed using the RTRI prompting framework (Lui 2023, Hardman, 2023). By separating parts of the scenario into sequential chunks, each with a series of ‘expected responses’ it became possible to create and align an improvisational prompting script that resembled a sequence from a typical hospital procedures manual and that aligned to the prescribed ANSAT placement evaluation framework (Ossenberg, Mitchell & Henderson, 2020). Allocating specific roles to the AI agent and to the trainee nurse within a framework of expected responses enabled the narrative to resemble an authentic interaction, but within a safe environment. Prompting the AI agent to progress the narrative under specific conditions and to provide structured feedback to students, enabled a cohesive educational experience that was able to address specific gaps in student knowledge of neonatal practice and procedure. Staff and student feedback demonstrated positive results in terms of engagement, satisfaction, academic performance and student well-being.

Harnessing AI

Integrating digital tools in education is essential for innovative teaching and learning (Msafiri et al., 2023). However, their mere availability does not ensure effective implementation. This presentation explores the development of an AI-powered chatbot designed to assist academics and learning designers in effectively using digital tools. Guided by the Technological Pedagogical Content Knowledge (TPACK) model and the Teaching Enhanced Learning Accreditation Standards (TELAS) framework, this project aims to bridge the gap between tool availability and effective usage. Effective implementation of digital tools begins with human factors, precisely the vision and expertise of educators. To achieve this, the TPACK model highlights three critical domains: technological knowledge, content knowledge, and pedagogical knowledge (Mishra & Koehler, 2006). These domains are critical to the effective and successful implementation of digital tools in the teaching-learning ecosystem. Our AI-powered chatbot leverages the TPACK model to connect educators’ pedagogical and content knowledge by conducting a needs assessment based on user-provided inputs and recommending suitable tools for enhanced teaching and learning. The chatbot interacts with users through precise, conversational inquiries, gathering detailed information on course titles, learning objectives, students' expectations, delivery methods, interaction types, desired tool functionalities, and accessibility considerations. This comprehensive approach ensures the chatbot provides well-informed, contextually relevant responses and resources to the users, thereby enhancing instructional effectiveness. By offering continuous support through our self-enrolled teaching support Canvas site, the chatbot ensures educators have access to assistance when needed, making it particularly beneficial for busy academics and learner designers. This then breaks the traditional barriers of time and place and offers users flexibility and real-time quality digital tool solutions. The chatbot knowledge base is built from a comprehensive tool document that maps each available tool at the [university name] to the TELAS framework. This framework sets rigorous standards and criteria for evaluating the quality of online environments, making it ideal for assessing tools across critical domains, including the online learning environment, learner support, learning and assessment tasks, and learning resources. By configuring this quality resource, the chatbot empowers educators to develop a deeper understanding of effectively integrating technology into their teaching practices for a successful learning experience Additionally, the chatbot provides real-time solutions on available tools, supporting continuous professional development and helping educators stay updated with the latest digital tools for their teaching needs. It offers use cases and knowledge base articles, addressing fragmented knowledge, time constraints, and technical expertise gaps, making it a valuable resource for newly recruited learning designers or academics to easily familiarise and induct themselves in the digital tool space. It offers quality assurance in tool usage by employing the TELAS framework. Moreover, the user data collection can provide insight for organising tailored training and support for academics. In conclusion, this presentation demonstrates the practical application and benefits of our AI-powered chatbot to improve digital tool integration in education. Using the TPACK and TELAS frameworks, the chatbot provides personalised support, helping educators seamlessly incorporate technology into their teaching and offering real-time recommendations to address digital tool challenges. It helps both new and experienced educators enhance their teaching, combining technology, pedagogy, and content knowledge for effective learning.

Coastal lake sediments from Arctic Svalbard suggest colder summers are stormier

Abstract The Arctic is rapidly losing its sea ice cover while the region warms faster than anywhere else on Earth. As larger areas become ice-free for longer, winds strengthen and interact more with open waters. Ensuing higher waves also increase coastal erosion and flooding, threatening communities and releasing permafrost carbon. However, the future trajectory of these changes remains poorly understood as instrumental observations and geological archives remain rare and short. Here, we address this critical knowledge gap by presenting a continuous Holocene-length reconstruction of Arctic eolian activity using coastal lake sediments from Svalbard. Exposed to both polar Easterlies and Westerly storm tracks, sheltered by a bedrock barrier, and subjected to little post-glacial uplift, our study site provides a stable baseline to assess Holocene changes in the dominant wind systems of the Barents Sea region. To do so with high precision, we rely on multiple independent lines of proxy evidence for wind-blown sediment input. Our reconstructions reveal quasi-cyclic summer wind maxima during regional cold periods, and challenge the view that a warmer and less icy future Arctic will be stormier.

A Framework for Using GenAI to Support Student Engagement in Interdisciplinary Learning from Self-determination Theory

Artificial intelligence (AI) is an interdisciplinary field, including mathematics, sciences, psychology, linguistics, sociology, and engineering (Bisconti et al., 2023; Chen, 2020; Zhuang et al., 2020). The development of its technologies requires experts from various disciplines. In education, generative AI (GenAI) tools such as ChatGPT and Dall-E facilitate interdisciplinary learning by breaking down barriers between disciplines and enabling students to see connections across different disciplines, resulting in a more holistic understanding of complex concepts. The tools enable students from different disciplines to collaborate on projects by combining their diverse knowledge and skills (Chiu, 2023, 2024; Chiu et al., 2023). For example, in STEAM education, students who are weak at coding can develop simple applications by asking GitHub Copilot, which generates specific code suggestions including variables, classes, and methods based on their situations. Those who are poor in art designs, can ask t Dall-E to generate visuals, fostering an interdisciplinary approach. Therefore, students can use the tools to complement the knowledge gaps they have because they have instant access to information and resources related to other disciplines (Kusters et al., 2020; Peters et al., 2023). Students become more adaptable, open, flexible, and innovative in their thinking. These enhance critical thinking skills, creativity, and problem-solving skills in students. This interdisciplinary learning using AI also fosters a sense of curiosity and a willingness to explore new ideas, which are essential skills for success in the AI era, better preparing students to address real-world problems and excel in a variety of disciplines. Most related current studies focus on how GenAI affects assessment and essay-based assignments (Chiu, 2024; Xia et al., 2024). However, student engagement in using GenAI tools in completing interdisciplinary learning remains unclear. Student engagement is a multi-dimensional concept generally considered to include behavioral, emotional, cognitive, and agentic components (Chiu, 2021; Fredricks, 2011), which can be explained by self-determination theory (SDT) through needs satisfaction (autonomy: feel having choices; competence: feel capable; relatedness: feel relevant) (Chiu, 2021; Ryan and Deci, 2020). This mixed-methods study investigated how GenAI tools engage students in interdisciplinary learning from SDT perspectives. The two main research questions are: RQ1: How is needs satisfaction related to student engagement in interdisciplinary learning? RQ2: How do GenAI tools satisfy students three SDT needs?. The participants were 310 university students from various academic major backgrounds (sciences: 72; engineering: 78; social sciences: 79; art: 76; others: five). All of them attended a 3-hour workshop on how to use GenAI in completing a project under the topic of sustainability. The participants tried different GenAI tools, and discussed how they completed the project. A questionnaire with validated itemswas used to examine how GenAI tools satisfy their needs for competency in a sustainability project (RQ1) (Chiu, 2024). Three iterative cycles of group interviews were conducted with randomly selected 30 participants to understand the roles and affordances of GenAI in interdisciplinary learning (RQ2). The quantitative findings suggested that during interdisciplinary learning, GenAI can satisfy student needs by fostering classification and generalization skills (grouping knowledge), encouraging unpacking model and solution skills (revising thinking), and providing alternative intelligence (inspiring with new ideas). The qualitative findings from this study were used to propose a framework for using GenAI to support interdisciplinary learning. The framework also visualizes the roles and affordances of GenAI in the learning.

EPCO-02. HIGH CELLULAR PLASTICITY STATE OF HUMAN MEDULLOBLASTOMA LOCAL RECURRENCE AND DISTANT DISSEMINATION

Abstract Medulloblastoma (MB) is a heterogeneous pediatric brain tumor with variable clinical outcomes. Since current treatments facing limitations due to tumor resistance, less than 10% of relapsed patients survive beyond five years, with poorly understood recurrence mechanisms. To obtain cellular diversity and genetic characters in primary and recurrent MB, we conducted comprehensive analyses utilizing the single-cell/nucleus RNA sequencing (sc/snRNA-seq), snATAC-seq and spatial transcriptomics, complemented with bulk RNA sequencing and matched primary-recurrent whole exon profiles. SHH and Group_3 subgroups revealed distinct cellular subsets, including cycling, differentiated and quiescent tumor cells. Recurrent or disseminated MB displayed a dramatically different cellular ecosystem compared to primary tumors, with varying proportions of shared cell types. Local recurrence exhibited a higher enrichment of cycling tumor cells, while differentiated subset was notably present in disseminated lesions, indicating that local recurrences harbored the stronger proliferative capacity, whereas disseminations relatively well differentiated. Additionally, chromosomal alterations were assessed, reflecting distinct genetic subclones, such as chr7q gain and chr11 loss in Group_3 disseminations. Notably, the emergence of a subpopulation termed “high cellular plasticity (HCP)” during MB progression was noted, characterized by dynamic adaptability and stemness properties. As validated, HCP state was associated with increased chromatin accessibility, contributing to tumor recurrence and immune microenvironment remodeling. Functionally, inhibiting markers associated with HCP cells, such as PTPRZ1, efficiently suppressed MB metastasis in preclinical models. In conclusion, our findings fill the critical knowledge gaps in understanding the cellular diversity, chromosomal alterations and biological dynamics in MB recurrence and dissemination, offering potential therapeutic interventions.

Microbial consortia driving (ligno)cellulose transformation in agricultural woodchip bioreactors

ABSTRACT Freshwater ecosystems can be largely affected by neighboring agriculture fields where potential fertilizer nitrate run-off may leach into surrounding water bodies. To counteract this eutrophic driver, farmers in certain areas are utilizing denitrifying woodchip bioreactors (WBRs) in which a consortium of microorganisms convert the nitrate into nitrogen gases in anoxia, fueled by the degradation of lignocellulose. Polysaccharide-degrading strategies have been well described for various aerobic and anaerobic systems, including the use of carbohydrate-active enzymes, utilization of lytic polysaccharide monooxygenases (LPMOs) and other redox enzymes, as well as the use of cellulosomes and polysaccharide utilization loci (PULs). However, for denitrifying microorganisms, the lignocellulose-degrading strategies remain largely unknown. Here, we have applied a combination of enrichment techniques, gas measurements, multi-omics approaches, and amplicon sequencing of fungal ITS and procaryotic 16S rRNA genes to identify microbial drivers for lignocellulose transformation in woodchip bioreactors and their active enzymes. Our findings highlight a microbial community enriched for (ligno)cellulose-degrading denitrifiers with key players from the taxa Giesbergeria , Cellulomonas , Azonexus, and UBA5070 ( Fibrobacterota ). A wide substrate specificity is observed among the many expressed carbohydrate-active enzymes (CAZymes) including PULs from Bacteroidetes. This suggests a broad degradation of lignocellulose subfractions, including enzymes with auxiliary activities whose functionality is still puzzling under strict anaerobic conditions. IMPORTANCE Freshwater ecosystems face significant threats from agricultural runoff, which can lead to eutrophication and subsequent degradation of water quality. One solution to mitigate this issue is using denitrifying woodchip bioreactors (WBRs), where microorganisms convert nitrate into nitrogen gases utilizing lignocellulose as a carbon source. Despite the well-documented polysaccharide-degrading strategies in various systems, the mechanisms employed by denitrifying microorganisms in WBRs remain largely unexplored. This study fills a critical knowledge gap by revealing the degrading strategies of denitrifying microbial communities in WBRs. By integrating state-of-the-art techniques, we have identified key microbial drivers including Giesbergeria , Cellulomonas , Azonexus , and UBA5070 ( Fibrobacterota ) playing significant roles in lignocellulose transformation and showcasing a broad substrate specificity and complex metabolic capability. Our findings advance the understanding of microbial ecology in WBRs and by revealing the enzymatic activities, this research may inform efforts to improve water quality, protect aquatic ecosystems, and reduce greenhouse gas emissions from WBRs.

TMOD-19. GERMLINEELP1 DEFICIENCY SENSITIZES CEREBELLAR GRANULE NEURON PROGENITORS TO SHH MEDULLOBLASTOMA

Abstract Germline loss-of-function (LOF) variants in Elongator complex protein 1 (ELP1) are the most prevalent predisposing genetic events observed in medulloblastoma (MB), accounting for 30% of the Sonic Hedgehog 3 subtype (SHH-3). Molecularly, ELP1-associated SHH-MBs acquire somatic PTCH1 mutations in >80% of cases, and universal loss-of-heterozygosity of the wild-type ELP1 and PTCH1 alleles through loss of chromosome-arm 9q, resulting in their biallelic inactivation. Notably, germline ELP1 LOF occurs mutually exclusive with somatic/germline TP53 mutations in the SHH-3 subtype, suggesting that genetic perturbation of either ELP1 or TP53 may promote similar downstream oncogenic consequences in cerebellar granule neuron progenitors (GNPs), the accepted cellular origin of SHH-MB. Despite these findings, the molecular, biochemical, and cellular mechanism(s) by which ELP1-deficiency provokes malignant pathogenesis remain unknown. In this study, we sought to close this knowledge gap and functionally determine why children harboring pathogenic ELP1 germline variants are at an increased risk of developing SHH-MB. Mice were genetically engineered to mimic heterozygous Elp1 LOF (Elp1HET). We studied the effect of loss of ELP1 in GNPs using a combination of molecular profiling, immunophenotyping, and cellular assays. GNPs from Elp1HET exhibited a spectrum of molecular and biochemical hallmarks of malignant transformation including increased DNA replication stress, DNA damage, accelerated cell cycle progression, and stalled differentiation. Orthotopic transplantation of Elp1HET GNPs engineered to harbor somatic Ptch1 inactivation yielded SHH-MB-like tumors with compromised p53 signaling, providing an explanation for the specificity of ELP1-associated tumors in SHH-3, and their exclusivity with TP53-mutant tumors. Treatment of ELP1-mutant patient-derived xenografts with an FDA-approved MDM2 inhibitor reactivated p53-dependent apoptosis and extended survival. Collectively, our findings functionally substantiate the role of ELP1 deficiency in predisposition to SHH-3 MB and nominate therapeutic strategies to overcome p53 inhibition as a rational treatment option.

Participation in eHealth Communication Interventions Among Patients Undergoing Hemodialysis: Scoping Review

Background eHealth communication interventions have been shown to offer individuals with chronic kidney disease the opportunity to embrace dialysis therapies with greater confidence, the potential to obtain better clinical outcomes, and an increased quality of life. eHealth is an emerging field that offers diverse, flexible designs and delivery options. However, existing evidence on eHealth communication among patients undergoing hemodialysis is sparse and scattered and lacks systematization. Objective This scoping review aims to identify and map the current evidence on patient participation in eHealth communication interventions. We aimed to map the associations between interventions and electronic health records, the participative role of individuals living with chronic kidney disease and undergoing hemodialysis, and the barriers to and facilitators of patient involvement in eHealth communication with health care professionals. Methods This study used the Joanna Briggs Institute methodology for conducting a scoping review. Studies eligible for inclusion were those that included adult patients (aged >18 y) undergoing all types of hemodialysis, including prescheduled in-center hemodialysis and conventional home-based hemodialysis. Systematic searches were completed in Ovid MEDLINE, Ovid Embase, EBSCOhost CINAHL with Full Text, Scopus, and ProQuest Dissertations and Theses. Extracted data from the included studies were presented in figures and tables along with descriptions that responded to the research questions. This review was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. Results In total, 9 peer-reviewed studies were included. The main result was a low participative patient role and a vaguely described link to electronic health records. The key participative facilitators were availability of and access to the intervention; security, trust, and confidence; patient knowledge of their health situation and use of self-care; and patient preparedness for an uncertain future health situation and the ability to relate to family and friends about it. The key participative barriers were lack of availability of and access to information, mistrust and lack of safety, lack of knowledge of health situation and self-care, and relational issues. All barriers and facilitators were related to health literacy. Conclusions This scoping review summarizes 4 specific and 3 nonspecific eHealth communication interventions developed and evaluated in various studies involving patients receiving hemodialysis. A knowledge gap exists between low levels of patient participation in eHealth communication and patients’ limited access to electronic health records. eHealth communication interventions should implement patient participation and focus on the fact that different modalities of eHealth communication can complement face-to-face communication. International Registered Report Identifier (IRRID) RR2-10.2196/38615

Enhancing smart readiness of buildings: bridging the knowledge gap to European citizens

Enhancing smart readiness of buildings: bridging the knowledge gap to European citizens

Effectiveness of a movement and music programme on activity, sedentary, and sleep behaviours and motor and musical skills in young children: protocol for the MoviMusi cluster randomised controlled trial

The early childhood education and care (ECEC) environment is an important setting for providing children with daily opportunities for movement and music, supporting holistic child development in the early years. To date, there are no studies evaluating the implementation of a holistic programme in the ECEC context in the areas of movement behaviour and motor and musical skills. The main aim is to examine the effectiveness of a holistic movement and music programme on physical activity (PA), sedentary behaviour and sleep, motor skills and musical skills in young children (1–3 years). The secondary aims are to examine the impact of the movement and music programme on the perceptions of the educational community, as well as the barriers and facilitators they perceive in the process of baseline assessment, construction, and implementation of the movement and music programme in their own ECEC community. This cluster-randomised controlled trial (intervention and control groups) with public ECEC centres will be performed over a 24-month period. Baseline measurements will be taken in the first year of the project, and assessments to examine the effectiveness of the programme will take place 12 months after the baseline assessment. For young children the main outcome variables will be: (a) PA, sedentary time, and sleep time; (b) gross and fine motor skills; and (c) musical skills. The secondary outcomes will be: (a) PA and sedentary time during outdoor play and structured PA sessions; (b) play patterns during outdoor free play; and (c) movement and music behaviours after ECEC hours. For families, secondary outcomes will be: (a) perceived barriers and facilitators to PA in young children; (b) perceived barriers and facilitators to the inclusion of music at home; and (c) the means of transport to ECEC settings and barriers to active commuting. For ECEC educators, the secondary will be: (a) perceived barriers and facilitators for the inclusion of movement and music as curricular practices in the ECEC institution; (b) perceived impact of the implementation of the movement and music programme. This research project aims to fill a knowledge gap during a period of childhood that has rarely been explored, either nationally or internationally (1–3 years), and to position movement and music teaching practices as key contexts in the curriculum development of infant and toddler education.

Shedding light on biodiversity: reviewing existing knowledge and exploring hypothesised impacts of agrophotovoltaics

ABSTRACTThe growing demand for energy and the shift towards green energy solutions have led to the conversion of open spaces and agricultural fields into photovoltaic (PV) power plants, exacerbating the “food–energy–environment” trilemma. Agrophotovoltaics (APVs), a dual‐use system combining agriculture and energy production on the same land, presents a potential solution to this challenge. While the environmental impacts of ground‐mounted utility‐scale PV (USPV) power plants and the effects of APV systems on agricultural yields have been extensively studied and reviewed, the implications for wildlife and biodiversity remain largely unexplored. This knowledge gap is pressing, given the accelerated global adoption of APV systems and the urgency of understanding their broader ecological consequences. In this concise review, we synthesise existing literature on the impacts of USPV installations on biodiversity and the effects of APV on crop production. Building on these foundations, we propose novel hypotheses concerning the potential pathways and mechanisms through which APV systems may influence biodiversity. We explore the complex interactions between agroecosystems and natural ecosystems, examining both direct and indirect effects. Our review culminates in a set of key research questions designed to guide future studies on the biodiversity outcomes of APV deployment. Future research should comprehensively address factors such as habitat type, climate, spatial scale, technology, and agricultural practices, as well as the overarching impacts of climate change. By highlighting the importance of these variables, we aim to facilitate a nuanced understanding of how APV systems can either support or undermine biodiversity. This work not only underscores the critical need for empirical studies in this emerging field but also sets the stage for more informed and sustainable implementation of APV technologies.

Challenges for being self-directed in content and language integrated learning with instructional videos

Self-directed skills are crucial for video-based learning as learners often need to manage their pace, set goals, and engage with content independently. While much research focuses on the effectiveness of design and design principles in facilitating self-directed learning (SDL) in multimedia environments, boundary conditions arise due to the highly individualized and unique nature of each learning trajectory. This paper reports the findings of a case study involving five university students who speak English as an additional language (EAL). It explores the difficulties they faced while learning mathematics with instructional videos and the approaches they used to address these challenges in the context of Content and Language Integrated Learning (CLIL). Findings from video-stimulated recall (VSR) and semi-structured interviews reveal that language issues influenced and drove many decisions in their self-directed learning paths. Notably, the challenges of grasping academic language and terminology led participants to spend considerable time and effort on navigating video designs to aid language comprehension and on seeking extra resources to better understand the lectures. However, the lack of timely feedback and expert guidance posed further challenges for these EAL learners in identifying their knowledge gaps, thereby complicating the search for resources appropriate to their language and academic levels.

Exploring Edible Insects: From Sustainable Nutrition to Pasta and Noodle Applications—A Critical Review

Edible insects provide an alternative source of high-quality proteins, essential lipids, minerals, and vitamins. However, they lack the acceptability and consumption rates of more common staple foods. In contrast, pasta and noodles are globally appreciated foods that are consumed across various cultures. These products contribute greatly to the population’s energy intake but generally lack essential nutrients. Recently, edible insects have gained in popularity due to their numerous benefits, both environmental and nutritional. Current research indicates that incorporating edible insect ingredients into pasta and noodle formulations enhances their nutritional quality by increasing protein and fiber content and reducing carbohydrates. However, adding new ingredients to enrich common foods often carries technological and sensory challenges, such as changes in processing parameters, texture, flavor, and appearance. Technology assessment, scientific research, information campaigns, and public policies can help overcome these issues. This review aims to summarize the benefits of entomophagy (the consumption of insects as food) for sustainability, nutrition, and health; highlight the potential of pasta and noodles as carriers of nutritious and bioactive ingredients, including insects; and critically address the advancements in insect-enriched pasta and noodle technology, identifying current challenges, knowledge gaps, and opportunities.

Challenges and opportunities in using ChatGPT as a team member to promote code review education and self-regulated learning

In this study, we examine the use of ChatGPT as a team member to enhance code review education and promote self-regulated learning among programmers of varying experience levels. A case-study approach was used to answer three research questions about code quality, perceived benefits, and challenges. Participants reported diverse perspectives on the quality and utility of ChatGPT-generated code, with novice programmers gaining a deeper understanding of code interactions and experienced programmers refining their code through iterative prompt optimisation. Despite the benefits, challenges emerged, such as concerns about the potential negative impact of generative AI on learning experiences and the difficulties posed by foundational knowledge gaps in effectively interacting with ChatGPT. The findings suggest that ChatGPT is a promising tool for supporting code review education, especially for novice programmers, and for fostering self-regulated learning strategies like elaboration and metacognition. Future research should validate these results with larger sample sizes and address the identified challenges to better integrate generative AI tools in educational contexts.

Can Novel Biomarkers Effectively Predict Acute Kidney Injury in Liver or Kidney Transplant Recipients?

Acute kidney injury (AKI) constitutes a common complication associated with liver or kidney transplantation, which may significantly impact the graft condition and perioperative mortality. Current AKI diagnostic criteria based on serum creatinine (sCr) and urine output alterations are widely utilized in routine clinical practice. However, the diagnostic value of sCr may be limited by various confounding factors, including age, sex, reduced or increased muscle mass, and pre-existing chronic kidney disease (CKD). Furthermore, sCr is rather a late indicator of AKI, as its concentration tends to increase only when the severity of the injury is enough to decrease the estimated glomerular filtration rate (eGFR). Recent expertise highlights the need for novel biomarkers in post-transplantation AKI diagnosis, prediction of event-associated mortality, or evaluation of indications for renal replacement treatment (RRT). Over the last decade, the diagnostic performance of various AKI biomarkers has been assessed, among which some showed the potential to outperform sCr in AKI diagnosis. Identifying susceptible individuals, early diagnosis, and prompt intervention are crucial for successful transplantation, undisturbed graft function in long-term follow-up, and decreased mortality. However, the research on AKI biomarkers in transplantation still needs to be explored. The field lacks consistent results, rigorous study designs, and external validation. Considering the rapidly growing prevalence of CKD and cirrhosis that are associated with the transplantation at their end-stage, as well as the existing knowledge gap, the aim of this article was to provide the most up-to-date review of the studies on novel biomarkers in the diagnosis of post-transplantation AKI.

Preparing students for success

With increased demand for skilled professionals in science and technology, universities are broadening entry requirements resulting in students entering these specialised degrees with potential knowledge gaps. This presents an opportunity to uplift student capability through personalised learning journeys, enhancing their university readiness. This report details the Monash College's new maths uplift program, which uses skills analysis tools and self-assessment processes to determine “where students are” on their learning journey, both at entry to the Monash College and through to their first year of university. Mapped to the maths requirements of their chosen degree, this program comprises three key components: (1) a comprehensive Teaching and Learning progression that maps the learning trajectory via six core domains of mathematics, (2) a set of skills analysis tests aimed at different entry and exit points in mathematics, and (3) a large set of self-paced online learning modules recommended to students based on the outcomes of their individual skills analysis tests. The three key components work together to provide a tailored educational experience supporting students towards their destination degrees. This paper reports on the development of this uplift program and presents preliminary findings indicating positive impacts on student preparedness and engagement.

A review of migratory Alosidae marine ecology in the northwest Atlantic

AbstractMigratory animals play a crucial role in connecting distinct habitats by transferring matter and energy across ecosystem boundaries. In the North Atlantic, anadromous species exemplify this through their movement between freshwater and marine environments. Alosids, including species such as alewife (Alosa pseudoharengus), blueback herring (Alosa aestivalis), and American shad (Alosa sapidissima), exhibit this migratory behavior to maximize growth and fecundity and are, therefore, vital components of Atlantic coastal ecosystems. Despite their ecological importance, these species have experienced considerable population declines. Due to a research focus on dams and the freshwater phase of their ecology, the marine ecology of Alosids remains much less understood, potentially hindering effective management. This paper synthesizes current knowledge on the marine ecology of anadromous alewife, blueback herring, and American shad in the northwest Atlantic, focusing on life‐history aspects, migratory patterns, and foraging behavior at sea. The paper also outlines current fisheries management and the anthropogenic threats these species face during their marine phase. We identified knowledge gaps regarding marine distribution, migration routes, impacts of climate change on movement and behavior, population dynamics, and the identification of gaspereau. By identifying gaps in the literature, we highlight research needs, emphasizing the role of telemetry studies in tracking marine movements and the impact of climate change on habitat use. Addressing these gaps through targeted research on marine ecology and movement patterns is essential for developing informed management strategies aimed at increasing Alosid populations.