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Maleic acid (MA) induces renal tubular cell dysfunction directed to acute kidney injury (AKI). AKI is an increasing global health burden due to its association with mortality and morbidity. However, targeted therapy for AKI is lacking. Previously, we determined mitochondrial-associated proteins are MA-induced AKI affinity proteins. We hypothesized that mitochondrial dysfunction in tubular epithelial cells plays a critical role in AKI. In vivo and in vitro systems have been used to test this hypothesis. For the in vivo model, C57BL/6 mice were intraperitoneally injected with 400 mg/kg body weight MA. For the in vitro model, HK-2 human proximal tubular epithelial cells were treated with 2 mM or 5 mM MA for 24 h. AKI can be induced by administration of MA. In the mice injected with MA, the levels of blood urea nitrogen (BUN) and creatinine in the sera were significantly increased (p

In traditional mathematics education, students have typically been asked to solve lots of tedious and uninteresting exercises for developing the arithmetic skills of addition and subtraction. The paper provides an account of learning arithmetic skills in a more interesting way through the collaborative playing of a puzzle game. 83 students in three classes in Grade 4 were asked to solve arithmetic problems with three different methods: via playing an adapted "cross number puzzle" game on Group Scribbles (GS) collaboratively, via playing the same game on GS individually, and via the traditional method of teaching and learning, i.e. with no games at all. Analysis of the pre and post learning achievement data reveals that the two classes who played the game performed better than the control class, with the collaborative class students achieving better than the individual class students. By playing the game, low-ability students, in particular, made the most significant progress in arithmetic capability and in building up their confidence in doing arithmetic calculations. (Contains 14 tables and 11 figures.)

In traditional learning, students passively absorb the materials provided by their teachers or textbooks. Thus, their learning autonomy is insufficient, and this affects learning motivation. Students find it difficult to absorb the knowledge taught in a classroom and apply it to real life. We combined situated learning and learning through drama to help realize students' autonomy and ownership. A situational learning system using a comic play was devised to help students learn through scriptwriting in groups. When learning through drama, the visual aids on stage can provide students with a sense of immersion, which strengthens their knowledge application. This method was applied during English-language courses of fifth-grade students at an elementary school in Taiwan. Students' questionnaire responses demonstrated that using this system helped their autonomous learning. The students' sense of identification with their own work and their learning impressions were substantially improved. Examination results of the students from the experimental group were significantly higher from those from a control group taught using traditional teaching methods.

Poststroke spasticity (PSS) is a common complication that affects function and daily self-care. Conservative PSS treatments include traditional rehabilitation, botulinum toxin injection, and extracorporeal shock wave therapy. Currently, the Modified Ashworth Scale and Modified Tardieu Scale are widely used tools to clinically evaluate spasticity, but the best tool for PSS assessment remained controversial. Ultrasound elastography (UE), including shear wave and strain image as the emerging method to evaluate soft tissue elasticity, became popular in clinical applications. Spastic biceps and gastrocnemius muscles were reported to be significantly stiffer compared to nonparetic muscles or healthy control using shear wave or strain elastography. More studies investigated the utility, reliability, and validity of UE in patients with PSS, but the contemporary consensus for the utility of UE in the measurement and therapeutic follow-up of PSS remained lacking. Therefore, this narrative review aimed to appraise the literature on the shear wave and strain elastography on PSS and summarize the roles of UE in assessing the therapeutic efficacy of different PSS interventions. [ABSTRACT FROM AUTHOR]

While addition and subtraction is a key mathematical skill for young children, a typical activity for them in classrooms involves doing repetitive arithmetic calculation exercises. In this study, we explore a collaborative way for students to learn these skills in a technology-enabled way with wireless computers. Two classes, comprising a total of 52 students in Grade 4 (ages 10 or 11) participated in the study. They used the Group Scribbles software to run an adapted version of the "Cross Number Puzzle" that was designed with the "feedback" mechanism to assist students' problem solving. In one class, students played the game individually and in the other class, students played the game collaboratively. The low-ability students in the collaborative class were found to have made the most significant progress in arithmetic skills through playing this game. Three dominant interactive collaboration patterns, one contributing to productive interactions and two to less productive interactions, were also identified in the students' collaboration. (Contains 8 tables and 22 figures.)