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Moodle allows communication between students through the chat window, where you can send text messages and emoticons. A study carried out on 45 students identified which method they prefer to use to send attachments—which seems to them to be the most effective and easy to use. The challenges we started with in this implementation of the solution were the non-existence of this way of transmitting files within the Moodle platform and the need to introduce this new method, which has an impact on the communication process that is beneficial to users. When a requirement arises from users such as sending files through the chat window, a feature that does not exist now, the IT administrator has the possibility to create a new method by implementing a plugin that may be imported into the Moodle platform settings. By writing the necessary parameters, arguments, and command lines in the developed plugin, it was possible to create a new way to send files. This paper presents a new solution that contributes the possibility of transmitting files through the chat window, with various extensions such as.pdf,.zip,.docx,.jpg,.xls,.mp4, and other types and sizes of files that can be sent at any time and as many as desired, not limited by the number of uploads related to the transmission. [ABSTRACT FROM AUTHOR]

Neologism, a term used in linguistics, refers to the creation and definition of new lexical items with new meanings. It is frequently employed in specialized contexts, necessitating the development of new language forms. This study aims to investigate neologisms emerging from gaming language and identify the types that predominantly occur during gameplay. Given that online gaming became a popular pastime during the pandemic, observing the new language arising from in-game chat boxes is particularly intriguing. The study includes conversations from three participants playing three different online games, collected over one day of gameplay. The findings reveal that abbreviations, acronyms, and repurposed standard English terms are prevalent forms of neologisms in gaming language. Abbreviations like "CC" and standard English terms such as "skin" and "clean" are among the most frequently mentioned by players. Interestingly, despite the conversations being in three different languages, the neologisms primarily appear in English.

Background: The learning assistant (LA) model supports student success in undergraduate science courses; however, variation in outcomes has led to a call for more work investigating how the LA model is implemented. In this research, we used cultural historical activity theory (CHAT) to characterize how three different instructors set up LA-facilitated classrooms and how LAs' understanding and development of their practices was shaped by the classroom activity. CHAT is a sociocultural framework that provides a structured approach to studying complex activity systems directed toward specific objects. It conceptualizes change within these systems as expansive learning, in which experiencing a contradiction leads to internalization and critical self-reflection, and then externalization and a search for solutions and change. Results: Through analyzing two semi-structured retrospective interviews from three professors and eleven LAs, we found that how the LA model was implemented differed based on STEM instructors' pedagogical practices and goals. Each instructor leveraged LA-facilitated interactions to further learning and tasked LAs with emotionally supporting students to grapple with content and confusions in a safe environment; however, all three had different rules and divisions of labor that were influenced by their perspectives on learning and their objects for the class. For LAs, we found that they had multiple, sometimes conflicting, motives that can be described as either practical, what they described as their day-to-day job, or sense-making, how they made sense of the reason for their work. How these motives were integrated/separated or aligned/misaligned with the collective course object influenced LAs' learning in practice through either a mechanism of consonance or contradiction. We found that each LA developed unique practices that reciprocally shaped and were shaped by the activity system in which they worked. Conclusions: This study helps bridge the bodies of research that focus on outcomes from the LA model and LA learning and development by describing how LA learning mechanisms are shaped by their context. We also show that variation in the LA model can be described both by classroom objects and by LAs' development in dialogue with those objects. This work can be used to start to develop a deeper understanding of how students, instructors, and LAs experience the LA model. [ABSTRACT FROM AUTHOR]

To describe and analyze how Extension nutrition educators in one state system transitioned from primarily face-to-face to virtual nutrition education programming. This exploratory case study gathered data through nutrition educator interviews, virtual program delivery guides, and nutrition educators' program impact statements. Southeastern State Extension system in late 2022. The sample included 15 participant interviews, multiple virtual program delivery guides, and 43 program impact summaries. The use of Cultural Historical Activity Theory as a framework to explore educators' learning process with virtual program delivery and how this learning influenced community nutrition program delivery choices. Qualitative data was analyzed with ATLAS.ti using a priori coding. Two key findings emerged from the data: educators were more likely to deliver programs in a virtual setting when the programs aligned with their values and skills, and educators preferred flexible program curricula and delivery guides because it allowed them to address their community's specific needs. Educators plan to continue to deliver certain community nutrition programs virtually. Future research is needed to explore additional perspectives on virtual delivery, such as program participants and state program managers. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Cholinergic cells have been proposed to innervate simultaneously those cortical areas that are mutually interconnected with each other. To test this hypothesis, we investigated the cholinergic innervation of functionally linked amygdala and prefrontal cortical regions. First, using tracing experiments, we determined that cholinergic cells located in distinct basal forebrain (BF) areas projected to the different nuclei of the basolateral amygdala (BLA). Specifically, cholinergic cells in the ventral pallidum/substantia innominata (VP/SI) innervated the basal nucleus (BA), while the horizontal limb of the diagonal band of Broca (HDB) projected to its basomedial nucleus (BMA). In addition, cholinergic neurons in these two BF areas gave rise to overlapping innervation in the medial prefrontal cortex (mPFC), yet their axons segregated in the dorsal and ventral regions of the PFC. Using retrograde-anterograde viral tracing, we demonstrated that a portion of mPFC-projecting cholinergic neurons also innervated the BLA, especially the BA. By injecting retrograde tracers into the mPFC and BA, we found that 28% of retrogradely labeled cholinergic cells were double labeled, which typically located in the VP/SI. In addition, we found that vesicular glutamate transporter type 3 (VGLUT3)-expressing neurons within the VP/SI were also cholinergic and projected to the mPFC and BA, implicating that a part of the cholinergic afferents may release glutamate. In contrast, we uncovered that GABA is unlikely to be a co-transmitter molecule in HDB and VP/SI cholinergic neurons in adult mice. The dual innervation strategy, i.e., the existence of cholinergic cell populations with single as well as simultaneous projections to the BLA and mPFC, provides the possibility for both synchronous and independent control of the operation in these cortical areas, a structural arrangement that may maximize computational support for functionally linked regions. The presence of VGLUT3 in a portion of cholinergic afferents suggests more complex functional effects of cholinergic system in cortical structures. [ABSTRACT FROM AUTHOR]

Choline acetyltransferase (ChAT)-positive neurons in neural stem cell (NSC) niches can evoke adult neurogenesis (AN) and restore impaired brain function after injury, such as acute ischemic stroke (AIS). However, the relevant mechanism by which ChAT+ neurons develop in NSC niches is poorly understood. Our RNA-seq analysis revealed that dimethylarginine dimethylaminohydrolase 1 (DDAH1), a hydrolase for asymmetric NG,NG-dimethylarginine (ADMA), regulated genes responsible for the synthesis and transportation of acetylcholine (ACh) (Chat, Slc5a7 and Slc18a3) after stroke insult. The dual-luciferase reporter assay further suggested that DDAH1 controlled the activity of ChAT, possibly through hypoxia-inducible factor 1α (HIF-1α). KC7F2, an inhibitor of HIF-1α, abolished DDAH1-induced ChAT expression and suppressed neurogenesis. As expected, DDAH1 was clinically elevated in the blood of AIS patients and was positively correlated with AIS severity. By comparing the results among Ddah1 general knockout (KO) mice, transgenic (TG) mice and wild-type (WT) mice, we discovered that DDAH1 upregulated the proliferation and neural differentiation of NSCs in the subgranular zone (SGZ) under ischemic insult. As a result, DDAH1 may promote cognitive and motor function recovery against stroke impairment, while these neuroprotective effects are dramatically suppressed by NSC conditional knockout of Ddah1 in mice.

Field training is the backbone of the teacher-preparation process. Its importance stems from the goals that colleges of education aim to achieve, which include bridging the gap between theory and practice and aligning with contemporary educational trends during teacher training. Currently, trainee students attendance in field training is recorded manually through signatures on attendance sheets. However, this method is prone to impersonation, time wastage, and misplacement. Additionally, traditional methods of evaluating trainee students are often susceptible to human errors during the evaluation and scoring processes. Field training also lacks modern technology that the supervisor can use in case of his absence from school to monitor the trainee students' implementation of the required activities and tasks. These shortcomings do not meet the needs of the digital era that universities are currently experiencing. As a result, this paper presents a smart management system for field training based on Internet of Things (IoT) and mobile technology. It includes three subsystems: attendance, monitoring, and evaluation. The attendance subsystem uses an R307 fingerprint sensor to record trainee students' attendance. The Arduino Nano microcontroller transmits attendance data to the proposed Android application via an ESP-12F Wi-Fi module, which then forwards it to the Firebase database for storage. The monitoring subsystem utilizes Global Positioning System (GPS) technology to continually track trainee students' locations, ensuring they remain at the school during training. It also enables remote communication between trainee students and supervisors via audio, video, or text by integrating video call and chat technologies. The evaluation subsystem is based on three items: an online exam, attendance, and implementation of required activities and tasks. Experimental results have demonstrated the accuracy and efficiency of the proposed management system in recording attendance, as well as in monitoring and evaluating trainee students during field traiing. [ABSTRACT FROM AUTHOR]

Background: Screening is the first important step in the diagnostic process. There is strong evidence that early diagnosis and management of autism spectrum disorder (ASD) can lead to a better prognosis. The purpose of this study was to develop an Arabic version of the Chinese Checklist for Autism in Toddlers-23 (CHAT-23) to distinguish children with ASD in the Egyptian community. Methods: The Arabic CHAT-23 checklist was applied to 100 Egyptian children with mental age 18-24 months including 30 autistic and 70 typically-developing children. Results and conclusion: Arabic CHAT-23 checklist is a valid and reliable tool for early identification of ASD in Egyptian children with high sensitivity (93.3%) and specificity (97%). Children failing any 15 of all 23 questions of the parental questionnaire should be observed with observational items. Failing any 3 of the 4 observational items would suggest ASD. [ABSTRACT FROM AUTHOR]

Choline acetyltransferase (ChAT)-positive neurons in neural stem cell (NSC) niches can evoke adult neurogenesis (AN) and restore impaired brain function after injury, such as acute ischemic stroke (AIS). However, the relevant mechanism by which ChAT+ neurons develop in NSC niches is poorly understood. Our RNA-seq analysis revealed that dimethylarginine dimethylaminohydrolase 1 (DDAH1), a hydrolase for asymmetric N G, N G-dimethylarginine (ADMA), regulated genes responsible for the synthesis and transportation of acetylcholine (ACh) (Chat , Slc5a7 and Slc18a3) after stroke insult. The dual-luciferase reporter assay further suggested that DDAH1 controlled the activity of ChAT, possibly through hypoxia-inducible factor 1 α (HIF-1 α). KC7F2, an inhibitor of HIF-1 α , abolished DDAH1-induced ChAT expression and suppressed neurogenesis. As expected, DDAH1 was clinically elevated in the blood of AIS patients and was positively correlated with AIS severity. By comparing the results among Ddah1 general knockout (KO) mice, transgenic (TG) mice and wild-type (WT) mice, we discovered that DDAH1 upregulated the proliferation and neural differentiation of NSCs in the subgranular zone (SGZ) under ischemic insult. As a result, DDAH1 may promote cognitive and motor function recovery against stroke impairment, while these neuroprotective effects are dramatically suppressed by NSC conditional knockout of Ddah1 in mice. In the hippocampus, DDAH1 regulates the genes for the synthesis of ACh (Chat , Slc5a7 and Slc18a3) possibly through transcription factor HIF-1 α which promotes neurogenesis and neural repair post-stroke. [Display omitted] [ABSTRACT FROM AUTHOR]

Teacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students of primarily Chinese and Arabic origin in 9 freshman English as a second language (ESL) writing courses. Chats occurred after a draft of an essay assignment had been returned with written teacher feedback, in order to provide opportunities for students to receive individualized input. Findings show that chats are structured to serve three functions: opening and closing social moves (greetings, conversational pleasantries) meant to establish rapport; management moves that serve to structure and orient the chat; and instructional moves in which the teachers and students confer and additional feedback is provided. However, chats were not as effective at engaging participants as they could be due to a lack of intentionality and reciprocity. With prior research showing chats are a useful addition to other forms of teacher electronic feedback, we offer suggestions for improving the use of instructional chats in freshman ESL writing classes, in order to better engage students. [ABSTRACT FROM AUTHOR]

Facial nerve injury can cause significant functional impairment, impacting both the peripheral and central nervous systems. The present study evaluated changes in facial motor function, numbers of cholinergic neurons and microglia, and nNOS levels in the facial nucleus of the central nervous system (CNS) following peripheral facial nerve injury. Facial nerve function, as determined by eyeblink and whisker-movement reflexes, was evaluated at baseline and 1, 2, 3, 4, 8, and 12 weeks after inducing facial nerve injury through compression or axotomy. The expression of choline acetyltransferase (ChAT), ionized calcium-binding adaptor molecule 1 (Iba-1), and neuronal nitric oxide synthase (nNOS) in the facial nucleus of the CNS was analyzed 2, 4, and 12 weeks after peripheral facial nerve injury. Compression-induced facial nerve injury was found to lead to temporary facial motor impairment, whereas axotomy resulted in persistent impairment. Moreover, both compression and axotomy reduced ChAT expression and increased Iba-1 and nNOS expression in the facial nucleus, indicating upregulation of an inflammatory response and neurodegeneration. These results indicate that, compared with compression-induced injury, axotomy-induced facial nerve injury results in greater facial motor dysfunction and more persistent microglial and nitric oxide activation in the facial nucleus of the CNS. [ABSTRACT FROM AUTHOR]

Currently, the public security sector is faced with an increasing administrative burden that limits the ability of police officers to focus on core security tasks. This paper focuses on the possibility of using large-scale language models (LSMs) as an innovative tool to address this challenge. Based on a careful literature review and analysis of current trends in artificial intelligence, the author team develops a concept for integrating GPTs into police practice, with an emphasis on the potential for reducing administrative burden and supporting efficient processing of relevant information. As part of this research, we have identified key areas of policing where AI could bring significant value, including data analysis and document production assistance. However, it should be emphasized that this technology is still in its early stages of development and its implementation would require a carefully considered approach involving interdisciplinary collaboration and further research to test the theoretical assumptions presented in this study. Thus, this paper contributes to a deeper understanding of the potential benefits and challenges of integrating GPT into policing practice and outlines a path towards future innovative solutions in the field of public safety. [ABSTRACT FROM AUTHOR]

Cholinergic cells have been proposed to innervate simultaneously those cortical areas that are mutually interconnected with each other. To test this hypothesis, we investigated the cholinergic innervation of functionally linked amygdala and prefrontal cortical regions. First, using tracing experiments, we determined that cholinergic cells located in distinct basal forebrain (BF) areas projected to the different nuclei of the basolateral amygdala (BLA). Specifically, cholinergic cells in the ventral pallidum/substantia innominata (VP/SI) innervated the basal nucleus (BA), while the horizontal limb of the diagonal band of Broca (HDB) projected to its basomedial nucleus (BMA). In addition, cholinergic neurons in these two BF areas gave rise to overlapping innervation in the medial prefrontal cortex (mPFC), yet their axons segregated in the dorsal and ventral regions of the PFC. Using retrograde-anterograde viral tracing, we demonstrated that a portion of mPFC-projecting cholinergic neurons also innervated the BLA, especially the BA. By injecting retrograde tracers into the mPFC and BA, we found that 28% of retrogradely labeled cholinergic cells were double labeled, which typically located in the VP/SI. In addition, we found that vesicular glutamate transporter type 3 (VGLUT3)-expressing neurons within the VP/SI were also cholinergic and projected to the mPFC and BA, implicating that a part of the cholinergic afferents may release glutamate. In contrast, we uncovered that GABA is unlikely to be a co-transmitter molecule in HDB and VP/SI cholinergic neurons in adult mice. The dual innervation strategy, i.e., the existence of cholinergic cell populations with single as well as simultaneous projections to the BLA and mPFC, provides the possibility for both synchronous and independent control of the operation in these cortical areas, a structural arrangement that may maximize computational support for functionally linked regions. The presence of VGLUT3 in a portion of cholinergic afferents suggests more complex functional effects of cholinergic system in cortical structures.

Moodle allows communication between students through the chat window, where you can send text messages and emoticons. A study carried out on 45 students identified which method they prefer to use to send attachments—which seems to them to be the most effective and easy to use. The challenges we started with in this implementation of the solution were the non-existence of this way of transmitting files within the Moodle platform and the need to introduce this new method, which has an impact on the communication process that is beneficial to users. When a requirement arises from users such as sending files through the chat window, a feature that does not exist now, the IT administrator has the possibility to create a new method by implementing a plugin that may be imported into the Moodle platform settings. By writing the necessary parameters, arguments, and command lines in the developed plugin, it was possible to create a new way to send files. This paper presents a new solution that contributes the possibility of transmitting files through the chat window, with various extensions such as .pdf, .zip, .docx, .jpg, .xls, .mp4, and other types and sizes of files that can be sent at any time and as many as desired, not limited by the number of uploads related to the transmission.

There has been a movement toward pedagogies that employ student-centered learning (SCL) to increase student engagement and motivation. Our experience transitioning to remote teaching due to the COVID-19 pandemic provided an opportunity for us to observe how students used the chat function to take ownership of their learning. We used qualitative content analysis to analyze data from 53 graduate students' chats over the course of the 2020-2021 academic year. Findings revealed students used the chat for motivation, encouragement, and active learning. [ABSTRACT FROM AUTHOR]

Copyright of XVIIe Siècle is the property of Presses Universitaires de France and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Given the complexities of communication within health systems, we investigated how the implementation of secure messaging in addition to traditional paging would impact hospital communication. This study was implemented at Grady Health System (GHS), a large safety net academic hospital system in metro Atlanta that includes inpatient and ambulatory settings. GHS uses Epic Electronic Health Record (EHR), and secure messaging was performed using Epic Haiku Platform. To assess states of communication, we implemented pre- and post-surveys. The secure messaging data tracked from 2018 to 2022 demonstrated a rise in usage from 9,378 chats per month when it went live in August 2018 to greater than 200,000 monthly messages during the pandemic when social distancing measures were enacted. Monthly usage peaked in March 2022 with 378,932 messages. Pre-and-post survey questions using a Likert scale (1–4) showed increased agreement in the ability to reach all team members through secure chat amongst healthcare workers. Within our unit staff, communication improved by being more rapid and reliable, as the Likert scale means increased from 2.18 pre-survey to 2.63 post survey. Pre-and-post survey analysis indicates improved satisfaction across GHS stakeholders with the implementation of secure chat in addition to the existing direct-paging system. Next steps could include exchanging digital media through secure messaging to facilitate faster diagnosis and treatment of certain medical conditions. Secure messaging integrated within the EHR (including mobile devices) enhances communication between healthcare team members in a HIPAA-compliant way reducing the number of pages and phone calls. [ABSTRACT FROM AUTHOR]

Introduction: Since the COVID-19 pandemic, there has been increasing use ofchat-based telemedicine, including for patients with neuropathy complaints. It is imperative to learn how to effectively use telemedicine. This study describes the characteristics of patients with neuropathy complaints in chat-based telemedicine services in Indonesia and their influence on treatment decisions and referrals. Methods: This is a retrospective cross-sectional study during the COVID-19 pandemic era (March 2020 to December 2021) using anonymous secondary data from patient chat databases on Indonesian application-based telemedicine services (Halodoc, Alodokter, Good Doctor, and Milvik). We applied bivariate and multivariate analysis. Results: We obtained 1051 patients with suspected peripheral nerve complaints (4 per 10,000) from a total of 2,199,527 user consultations, with the majority being 40–64 years old females and diabetes mellitus was the leading comorbid (90.7%). Most patients received treatment (90.7%) and only 11.4% patients were referred. Multivariate analysis showed that treatment was more likely to be given by a neurologist (p

Background: The use of proton pump inhibitors in the acute phase of cerebral infarction may lead to adverse long-term outcomes, this study aims to explore the potential of electroacupuncture (EA) in replacing omeprazole in exerting post-stroke gastrointestinal protection. Methods: A permanent middle cerebral artery infarction model was established using the modified Longa thread occlusion technique. Gastrointestinal motility, gastrointestinal mucosal damage, cerebral infarct volume, and alterations in choline acetyltransferase (ChAT)-positive neurons within the dorsal motor nucleus of the vagus nerve (DMV) were assessed after 7 days of EA at Zusanli (ST36) or omeprazole intervention. To evaluate the role of the vagal nerve in mitigating post-stroke gastrointestinal dysfunction, we employed subdiaphragmatic vagotomy and the ChAT-specific inhibitor α-NETA. Additionally, we utilized methyllycaconitine (MLA), a selective inhibitor of the α7-type nicotinic acetylcholine receptor (α7nAChR), and PNU282987, an agonist, to identify the target of EA. Results: EA restored ChAT neurons lost in the DMV, activated the vagus nerve and conferred cerebroprotection while ameliorating gastrointestinal mucosal injury and gastrointestinal motility disorders. In addition, following the administration of the α7nAChR antagonist, the attenuation of gastric mucosal injury and inflammatory factors induced by EA was hindered, although gastrointestinal motility still exhibited improvement. Conclusion: EA at ST36 promotes the restoration of cholinergic signaling in the DMV of stroke-afflicted rats, and its excitation of the vagal nerve inhibits gastrointestinal inflammation after stroke via α7nAChR, while improvement in gastrointestinal motility could be mediated by other acetylcholine receptors.

Internet communication and its genres are one of the most relevant issues of modern linguistics. Genres of Internet communication are in constant development. Internet chats started as a platform of phatic communication that provided leisure activities. These days, group chats serve a lot of purposes. For instance, commercial group chats are aimed at online buying and selling. This research focused on two Viber commercial chats that united women-customers and sellers from the city of Saratov (2021–2023). The discursive analysis revealed conflict-free environment, which is not typical of phatic chats, where anonymity usually contributes to the violation of communication and ethical standards. The authors identified the means of harmonizing communication that communicants resorted to for effective interaction. The participants created a benevolent atmosphere by using hypocoristic proper names, emoticons, complementarity, etc. Etiquette genres of greetings, gratitude, compliments, congratulations, and wishes resulted in a balanced communication. Tactics of conflict prevention included solidarity, mitigation, e.g., diminutives, reminders, concern for the addressee, assessment, courtesy, humor, etc. The resulting communicative attraction contributed to effective communication between sellers and buyers. The positive communication experience in such chats may improve the real communication.

Purpose – Professional development schools (PDSs) advocate links between schools and teacher education programs, but how do mentor teachers in schools experience their role in this? Therefore, this research focuses on mentor teachers to investigate the change brought about by the implementation of a complex-wide PDS. Design/methodology/approach – This qualitative single case study in a newly formed complex-wide PDS is based on surveys and individual interviews with mentor teachers from one school complex area. Activity systems analysis provided the framework to analyze mentor teachers interactions, their role and activities. Findings – Mentor teachers expressed a sense of purpose in educating the next generation of teachers, experienced continuous learning in the collaboration with the teacher candidates and recognized opportunities for professional development offered by teacher education programs. Practical implications – Schools and teacher education institutes rely on mentor teachers in their support to educate the next generation of teachers. Knowing what activities and values mentor teachers place on their mentoring can guide school administrations and teacher education institutes in their support and recruitment for mentor teachers. Originality/value – This research contributes to the development of teacher education in the State of Hawaii and has identified helpful structures for meaningful teacher education.

E-learninng Spaces for Teaching German as a Foreign Language. This contribution, which takes into account the online didactic affordances in a German Language and Translation course for university students, is divided into two parts: the former focuses on the potential of the chat as a didactic tool; the latter shows the activities performed on an e-learning platform during a German Language and Translation course. Specifically, attention will focus on examples of chat interaction, error correction and concrete teaching activities – supplemented by targeted use of corpora and digital lexicographic resources – involving forms of fixation and memorization, while leaving room for reasoned, creative and conscious forms of autonomy.

Congenital myasthenic syndrome with episodic apnea is associated with pathogenic variants in the CHAT gene. While respiratory disorders and oculomotor findings are commonly reported in affected individuals, a subset of patients only present with muscle weakness and/or ptosis but not apneic crises. In this case series, we describe five individuals with exercise intolerance caused by single nucleotide variants in the CHAT gene. The age of onset ranged from 1 to 2.5 years, and all patients exhibited a fluctuating course of congenital myasthenic syndrome without disease progression over several years. Notably, these patients maintained a normal neurological status, except for the presence of abnormal fatigability in their leg muscles following prolonged physical activity. We conducted a modified protocol of repetitive nerve stimulation on the peroneal nerve, revealing an increased decrement in amplitude and area of compound muscle action potentials of the tibialis anterior muscle after 15–20 min of exercise. Treatment with 3,4-diaminopyridine showed clear improvement in two children, while one patient experienced severe adverse effects and is currently receiving a combination of Salbutamol Syrup and pyridostigmine with slight positive effects. Based on our findings and previous cases of early childhood onset with muscle fatigability as the sole manifestation, we propose the existence of a mild phenotype characterized by the absence of apneic episodes.

The acknowledged hypothesis of the cause of arterial hypertension is the emerging disbalance in sympathetic and parasympathetic regulations of the cardiovascular system. This disbalance manifests in a disorder of sustainability of endogenous autonomic and sensory neural substances including calcitonin gene‐related peptide (CGRP). This study aimed to examine neurochemical alterations of intrinsic cardiac ganglionated nerve plexus (GP) triggered by arterial hypertension during ageing in spontaneously hypertensive rats of juvenile (prehypertensive, 8–9 weeks), adult (early hypertensive, 12–18 weeks) and elderly (persistent hypertensive, 46–60 weeks) age in comparison with the age‐matched Wistar–Kyoto rats as controls. Parasympathetic, sympathetic and sensory neural structures of GP were analysed and evaluated morphometrically in tissue sections and whole‐mount cardiac preparations. Both the elevated blood pressure and the evident ultrasonic signs of heart failure were identified for spontaneously hypertensive rats and in part for the aged control rats. The amount of adrenergic and immunoreactive to CGRP neural structures was increased in the adult group of spontaneously hypertensive rats along with the significant alterations that occurred during ageing. In conclusion, the revealed chemical alterations of GP support the hypothesis about the possible disbalance of efferent and afferent heart innervation and may be considered as the basis for the emergence and progression of arterial hypertension and perhaps even as a consequence of hypertension in the aged spontaneously hypertensive rats. The determined anatomical changes in the ageing Wistar–Kyoto rats suggest this breed being as inappropriate for its use as control animals for hypertension studies in older animal age. [ABSTRACT FROM AUTHOR]

Copyright of Nouveau Praticien Vétérinaire Canine & Féline is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nouveau Praticien Vétérinaire Canine & Féline is the property of EDP Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background/Context: Culturally relevant education (CRE) is a powerful tool for improving students' educational experiences and outcomes. Yet CRE is not the norm in U.S. public education systems (Achinstein & Ogawa, 2011, 2012; Borrero et al., 2016; Coffey & Farinde-Wu, 2016), perhaps because teachers are socialized into systems that reproduce and uphold white-normed practice (Leonardo & Manning, 2017). The organizational contexts and conditions surrounding teachers' practice could be a tool for leaders and policy makers to promote the use of CRE in schools. Purpose: The purpose of this study was to explore how three organizational factors—administrative support, school culture, and curricula—may contribute to teachers' knowledge and enactment of CRE. We framed our analysis using cultural historical activity theory (CHAT) (Cole & Engeström, 1993), a tool for examining how learning is situated in contexts and conditions, and how these contexts and conditions mediate teaching practice (Foot, 2014). Research Design: Guided by the tenets of quantitative critical inquiry (Stage, 2007; Stage & Wells, 2014), we used survey data from 534 teachers in 33 schools in the 2019 school year to explore how three organizational factors (i.e., administrative support, school culture, and curricula) contribute to teachers' knowledge and enactment of CRE. We collected data in spring 2019 in a high-poverty urban district in the southeastern United States serving predominantly students of color. We used confirmatory factor analysis to test each scale's dimensionality, accounting for clustering by school, and then used structural equation modeling (SEM) to model relationships among the organizational factors and teachers' self-reported CRE knowledge and practice. Conclusions/Recommendations: Our analysis indicated that curricular resources for CRE and collective expectations for CRE—an element of school culture—were both positively associated with teachers' self-reported CRE knowledge. CRE knowledge, curricular resources for CRE, and administrative support were positively associated with teachers' self-reported CRE practice. Finally, CRE knowledge partially mediated the relationship between curricular resources for CRE and CRE practice. Notably, general curricular resources were negatively associated with CRE practice. Findings suggest that norms and curricula focused on the use of CRE are crucial for enhancing teachers' knowledge and use of CRE practice; general curricular resources may not foster teachers' work in providing CRE in their classrooms. Finally, findings suggest that administrators may be uniquely positioned to help teachers transform their practice. We discuss implications for research and practice, in light of present efforts to curtail teachers' use of CRE in seeking to provide students with meaningful educational opportunities. [ABSTRACT FROM AUTHOR]

The article deals with the study of everyday virtual business communication. The digital age has a huge impact on individuals, signifi cantly changing their lives, and the life of society is increasingly immersed in the virtual space. The material of the study is Internet communication, specifi cally group communication of citizens, residents of Saratov, in one of the commercial chats: the speech of women’s clothing sellers and buyers. The purpose of the study is to show the development of the chat genre and its functioning in business communication. The methods applied are those of participant observation and of discursive analysis. The specifi c features of the chat were manifested in a steadily followed topic of communication (no changes of topic occur). This refl ects one of the important communication practices in people’s daily lives – the one related to the purchase / sale of goods. The business sphere leaves its mark on the choice of the type of communication: a mixed type of communication (semi-offi cial) is being implemented. The dominant communicative strategy is the strategy of cooperative speech interaction, including courtesy tactics (tactics representing initial and fi nal contact, gratitude expression tactics, compliment tactics, etc.). These developments represent the process whereby a culture of virtual business communication based on the principle of mutual respect is being formed. The article also studies linguistic features of the chat. In the speech of the communicants, the vocabulary of the thematic group “Clothes and hats” is mainly used: blouse,turtleneck, jeans, jumper, bonnet, etc. Another word group constitutes foreign vocabulary related to the world of fashion which has not yet been fixed in the Russian language (jeggings, snood, skinny, moms, etc.). Conversational signals used in the chat include diminutives (blouse, skirt, novelty), communicatives (for example, the conjunction A used in the initial position in interrogative constructions). The chat contains manifestations of the offi cial business style in the fi eld of trade – professional speech stereotypes: available, new arrival, etc. Attention is drawn to the use of emoticons: their set is limited and chat-specifi c. Chat communication can be defi ned as eff ective communication that improves the life of citizens.

Facial nerve injury can cause significant functional impairment, impacting both the peripheral and central nervous systems. The present study evaluated changes in facial motor function, numbers of cholinergic neurons and microglia, and nNOS levels in the facial nucleus of the central nervous system (CNS) following peripheral facial nerve injury. Facial nerve function, as determined by eyeblink and whisker-movement reflexes, was evaluated at baseline and 1, 2, 3, 4, 8, and 12 weeks after inducing facial nerve injury through compression or axotomy. The expression of choline acetyltransferase (ChAT), ionized calcium-binding adaptor molecule 1 (Iba-1), and neuronal nitric oxide synthase (nNOS) in the facial nucleus of the CNS was analyzed 2, 4, and 12 weeks after peripheral facial nerve injury. Compression-induced facial nerve injury was found to lead to temporary facial motor impairment, whereas axotomy resulted in persistent impairment. Moreover, both compression and axotomy reduced ChAT expression and increased Iba-1 and nNOS expression in the facial nucleus, indicating upregulation of an inflammatory response and neurodegeneration. These results indicate that, compared with compression-induced injury, axotomy-induced facial nerve injury results in greater facial motor dysfunction and more persistent microglial and nitric oxide activation in the facial nucleus of the CNS.

[DK] Denne artikel fokuserer på Change Laboratory (CL) som interventions- og forskningsmetode. Et CL kan som forskningsmetode give indblik i, hvordan det pædagogiske personale håndterer problemer, der kan opstå, når fx nye pædagogiske metoder skal implementeres i praksis. CL er teoretisk bundet op på Culture Historical Activity Theory (CHAT). Interventionen søger at fremme ekspansive læreprocesser, der gør det muligt for det pædagogiske personale at analysere og reflektere over deres arbejdspraksis i fællesskab. Det konkluderes, at CL, med afsæt i det virksomhedsteoretiske perspektiv, kan være med til at belyse og skabe viden om forandringsprocesser relateret til det pædagogiske felt. Det, at det pædagogiske personale igennem CL arbejdede kollektivt med at forandre deres praksis, sås af det pædagogiske personale som værende værdifuldt i arbejdet med at implementerer nye metoder. [UK] Developing social educators’ practices through the Change Laboratory This article focuses on the Change Laboratory (CL) as an intervention- and research method. Using CL, researchers can gain insight into how pedagogical staff deals with problems that may arise when implementing new pedagogical methods. CL is based on Culture Historical Activity Theory (CHAT). The intervention fosters expansive learning processes that enable pedagogical staff to analyze and reflect on their working practices. Through these collective reflections and processes, pedagogical staff can work through problems, develop their pedagogical practice, and create transformative agency where actions become integral to their work. It is concluded that CL, from a theoretical perspective based on CHAT, can help to produce knowledge about how change occurs in the pedagogy field. CL allows pedagogical staff to work collectively to change their practice.

Islet‐1 (Isl1) is one of the most conserved transcription factors in the evolution of vertebrates, due to its continuing involvement in such important functions as the differentiation of motoneurons, among other essential roles in cell fate in the forebrain. Although its functions are thought to be similar in all vertebrates, the knowledge about the conservation of its expression pattern in the central nervous system goes as far as teleosts, leaving the basal groups of actinopterygian fishes overlooked, despite their important phylogenetic position. In order to assess the extent of its conservation among vertebrates, we studied its expression pattern in the central nervous system of selected nonteleost actinopterygian fishes. By means of immunohistochemical techniques, we analyzed the Isl1 expression in the brain, spinal cord, and sensory ganglia of the cranial nerves of young adult specimens of the cladistian species Polypterus senegalus and Erpetoichthys calabaricus, the chondrostean Acipenser ruthenus, and the holostean Lepisosteus oculatus. We also detected the presence of the transcription factor Orthopedia and the enzymes tyrosine hydroxylase (TH) and choline acetyltransferase (ChAT) to better locate all the immunoreactive structures in the different brain areas and to reveal the possible coexpression with Isl1. Numerous conserved features in the expression pattern of Isl1 were observed in these groups of fishes, such as populations of cells in the subpallial nuclei, preoptic area, subparaventricular and tuberal hypothalamic regions, prethalamus, epiphysis, cranial motor nuclei and sensory ganglia of the cranial nerves, and the ventral horn of the spinal cord. Double labeling of TH and Isl1 was observed in cells of the preoptic area, the subparaventricular and tuberal hypothalamic regions, and the prethalamus, while virtually all motoneurons in the hindbrain and the spinal cord coexpressed ChAT and Isl1. Altogether, these results show the high degree of conservation of the expression pattern of the transcription factor Isl1, not only among fish, but in the subsequent evolution of vertebrates. [ABSTRACT FROM AUTHOR]

Digital technology has significantly changed the face of education by, among other things, creating many communication channels between the participants in the process. This study reveals the role of parent chat rooms in supporting the learning process. The pandemic experience has shown that parent chat rooms can serve a controlling and regulatory function, noting problems and inconsistencies in the learning system. The chats contain background routine messages related to informing and "events", that is, messages of bewilderment, resistance, elation, and other emotional reactions. A total of 143 chats were analyzed, and 326 communication events were identified. During the regular period, the basic topics, including chat rules and regulations (22%), homework (20%), school activities and holidays (24%), and behavioral problems (24%), were evenly distributed, while during the distance learning period, the assignment problems (36%) and technical problems (28%) came to the fore. In the traditional offline period, parents are not direct participants in the educational process, so the information in the chats sometimes comes in a one-sided or distorted form; however, parental activity can serve to improve the educational system and monitor the processes taking place. [ABSTRACT FROM AUTHOR]