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[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]

Arsenic exposure during embryogenesis can lead to improper neurodevelopment and changes in locomotor activity. Additionally, in vitro studies have shown that arsenic inhibits the differentiation of sensory neurons and skeletal muscle. In the current study, human-induced pluripotent stem (iPS) cells were differentiated into motor neurons over 28 days, while being exposed to up to 0.5 μM arsenic. On day 6, neuroepithelial progenitor cells (NEPs) exposed to arsenic had reduced transcript levels of the neural progenitor/stem cell marker nestin (NES) and neuroepithelial progenitor marker SOX1, while levels of these transcripts were increased in motor neuron progenitors (MNPs) at day 12. In day 18 early motor neurons (MNs), choline acetyltransferase (CHAT) expression was reduced two-fold in cells exposed to 0.5 μM arsenic. RNA sequencing demonstrated that the cholinergic synapse pathway was impaired following exposure to 0.5 μM arsenic, and that transcript levels of genes involved in acetylcholine synthesis (CHAT), transport (solute carriers, SLC18A3 and SLC5A7) and degradation (acetylcholinesterase, ACHE) were all downregulated in day 18 early MNs. In day 28 mature motor neurons, arsenic significantly downregulated protein expression of microtubule-associated protein 2 (MAP2) and ChAT by 2.8- and 2.1-fold, respectively, concomitantly with a reduction in neurite length. These results show that exposure to environmentally relevant arsenic concentrations dysregulates the differentiation of human iPS cells into motor neurons and impairs the cholinergic synapse pathway, suggesting that exposure impairs cholinergic function in motor neurons. [ABSTRACT FROM AUTHOR]

Copyright of Computer & Education is the property of Tokyo CIEC 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.)

To mitigate the impact of the COVID-19 pandemic on teaching and learning, the School Recovery Plan (SRP) was implemented by the Department of Basic Education in South Africa. In this study, we explore the impact of the SRP on teachers' conceptualisation of new and different assessment practices. Data were obtained from 1098 teachers using an online survey and analysed using Cultural Historical Activity Theory. The findings revealed that the reduced emphasis on formal assessments and the enhanced emphasis on formative assessment had a positive impact on teachers' teaching practices. These findings point to a conducive environment for transforming teachers' assessment practices and for developing new patterns of learning that could potentially challenge prevailing accountability and performativity cultures. Additional research is required to determine whether the intent of the SRP can lead to sustained change in teachers' assessment practices across fee and no-fee schools, and its impact of on learners' learning. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic impacted libraries tremendously and changed the way services were offered to patrons. Dahlgren Memorial Library was no exception and the library strived to find ways to keep their student assistants employed. This article will discuss how the library trained its student assistants to cover the chat system and work on projects for the Resources Department. [ABSTRACT FROM AUTHOR]

Aims and rationale: Within the profession of educational psychology (EP), debates on the extent of EP research activity in the UK continue. Indeed, there may be a disconnection between the spectrum of EP research activity, its publication and its acknowledgement in academic and policy output. However, the focus of this article is not to elaborate upon this further but rather to consider the educational psychologist’s research identity. Cultural-Historical Activity Theory (CHAT) as an analytical and theoretical framework has been explored in EP practice (Leadbetter, 2017) but is instead presented here for the enrichment of EP research identity and skills, and to develop a more nuanced understanding of collaborative research. Findings: The complexity of the nature of enquiry that underpins EP practice and systemic change processes is complimentary to the socio-cultural and historical factors in national EP practice. Conclusions: Furthermore, to bridge disconnects between academic and practitioner research, it is proposed that EP research identity can also be enhanced by locating this in the academic discourse of inter-disciplinary and collaborative research. [ABSTRACT FROM AUTHOR]

Teacher Leadership Teams (TLTs) are cross-functional teams, and thus knowledge integration is central to their teaming. Importantly, the existing literature maintains that cross-functional teams apply the traverse or transcend approach differently to integrate divergent knowledge, but few studies have directly focused on it within the context of TLTs. Studies on leadership teams in schools have highlighted political and/or cultural perspectives and mainly stressed team/organizational conditions that might influence the TLT process of using two knowledge integration approaches. Therefore, our research analyzed how one TLT employed two knowledge integration approaches in consideration of team/organizational conditions. More specifically, we conducted qualitative research using the Cultural-Historical Activity Theory as an analytic lens. We identified that the TLT used traverse, transcend, and mixed approaches, and that its context influenced the team’s hybrid use by determining when the team utilized each approach. We believe that our findings contribute to revealing TLTs’ actual knowledge integration process by empirically examining one TLT’s use of knowledge integration approaches. Our findings also contribute to developing a more comprehensive framework to understand TLT knowledge integration by addressing existing research from political and cultural perspectives and suggesting further areas of focus (i.e., functional conditions) for future research. [ABSTRACT FROM AUTHOR]

The popularity of short-messaging formats, like text and chat, is on the rise in the workplace with many employees preferring this style over long-form options like email. While many businesses expect employees to communicate using short messages, students may be ill-equipped to effectively use these methods due to a lack of formal training. This study sets out to understand students’ experience, confidence, and education related to professional short messaging. Results indicate a correlation between confidence and experience levels in writing text and chat messages. Further, the participants who indicated they had training on writing short messages, indicated they learned it in a business communication class. Thus, this study highlights a need for education on short messaging in the business communication classroom to increase student experience, and thus, their confidence in writing these messages.

Genome-wide association studies (GWAS) have identified that single-nucleotide polymorphisms (SNPs) rs1258267 in CHAT and rs3753841 in COL11A1 are associated with primary angle-closure glaucoma (PACG). The purpose of the study was to evaluate the association of CHAT rs1258267 and COL11A1 rs3753841 with PACG. A comprehensive electronic database search was performed to include eligible studies, published from October 2010 to March 2022. By calculating summary odds ratios (ORs) and 95% confidence intervals (CI) under five genetic models, the risk of PACG related to these two SNPs could be estimated. Heterogeneity was measured with a Chi-square-based Q statistic test and the I2 statistic. By the Z test, we analyzed the overall effect of OR. We used funnel plots and Begg's funnel plots to evaluate the publication bias of included studies. The meta-analysis was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist. There were eighteen studies associating CHAT rs1258267 with PACG indicating evidently decreased PACG risk in five genetic models. Thirty studies were included to demonstrate a notable increase in the risk of PACG-carrying COL11A1 rs3753841 genotypes. Subgroup analyses showed that the association of CHAT rs1258267 and COL11A1 rs3753841 with PACG was obvious in Asians, while no evidence was found to confirm this connection in Caucasians. This meta-analysis suggests that CHAT rs1258267 G/A polymorphisms could bring about a decreased risk of PACG susceptibility and COL11A1 rs3753841 G/A polymorphisms could cause an increased risk. These effects mainly manifest in Asians.

Brokers are individuals who facilitate transfer of knowledge and resources, and coordinate efforts across boundaries of organizations. They are defined by their role rather than their organizational position. Brokers might be imperative for the formation and maintenance of inter-institutional relationship as they have the responsibility and the necessary structural position to connect otherwise separate groups. In the context of this study, brokers had the role to cultivate an inter-institutional community around open educational resources (OER) by connecting groups of teachers across higher education institutes. OER provide higher education institutes with an aid to face the challenges of improving teaching and learning. Yet most OER users encounter challenges that relate to finding resources that are relevant, up-to-date, and of good quality. Communities could minimize this issue, but many OER initiatives fizzle out as expanding their impact is an arduous task. This qualitative descriptive study draws upon cultural-historical activity theory to understand the complexities associated with the role of brokers in creating sustainable collaboration on OER across 15 higher education institutes in the Netherlands. Data was collected from project documents, process reports, reflections reports, and a retrospective focus group. The findings show that brokers engaged in a wide variety of actions but that a small-scale, personal, and content-oriented approach to encourage teachers to engage with the OER repository and the online community was perceived as the most valuable. Brokers also experienced conflicts due to the demanding context they were operating in, the ambiguity of their role, and the organizational constraints they were confronted with. Practical implications refer to supporting higher education institutes that wish to initiate sustainable collaboration across institutes. [ABSTRACT FROM AUTHOR]

With decreasing enrollment trends for German classes at US colleges, programs have to find ways to motivate students to select German as their foreign language and to interest them in continuing with the language beyond a language requirement. One possible way to increase students' interest in German is to integrate telecollaboration as early as the first semester of German. Through telecollaboration students get to interact with German native speakers and learn first-hand about the target culture which can have a strong impact on their curiosity about the language and culture. This article summarizes the projects that were incorporated in first-semester German over the last ten years at Yale University, a private college in the US. These include traditional e-mail exchanges between US learners of German and learners of English in Germany, a photo exchange using the mobile app Cluster, and tandem chat exchanges including both voice chat and text chat. The article outlines strengths and weaknesses of the different exchanges for first-semester classes. Student feedback on the exchanges will also be incorporated to shed light on learner preferences for different types of telecollaborative communication tools. [ABSTRACT FROM AUTHOR]

Introduction: Calcium-sensitive receptor (CaSR) is expressed in the enteric nervous system of gastrointestinal tract. However, its role in the regulation of gastrointestinal motility has not yet been fully elucidated. We aimed to investigate the effect of the CaSR agonist – R568 on gastric motility and its potential mechanism. Methods: In vivo, R568 was given by gavage to explore gastric emptying with or without capsaicin which specifically blocks the function of vagal afferents; neurotransmitters synthetized in the myenteric plexus of the gastric corpus and antrum were analysed by ELISA and immunofluorescence staining; gastric muscle strips contraction recording and intracellular single unit firing recording were used to study the effect of R568 on muscle strips and myenteric interstitial cells of Cajal (ICCs) ex vitro. Results: Gastric emptying was inhibited by R568 in Kunming male mice, and capsaicin weakened this effect. The expression of c-fos-positive neurons increased in the nucleus tractus solitarius when R568 was treated. R568 decreased the expression of cholinergic neurons and reduced the synthesis of acetylcholine. Conversely, R568 increased the expression of nitrogenic neurons and enhanced the synthesis of nitric oxide in the myenteric plexus. Ex vitro results showed that R568 inhibited the contraction of the gastric antral muscle strip and suppressed the spontaneous firing activity of pacemaker ICCs. Conclusion: Activation of the gastrointestinal CaSR inhibited gastric motility in vivo and ex vitro. Transmitting nutrient signals to the brain through the vagal afferent nerve, modulating the cholinergic and nitrergic system in the enteric nervous system, and inhibiting activity of pacemaker ICCs in the myenteric plexus are involved in the mechanism of CaSR in gastric motility suppression. [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.)

Purpose. Based on a comparative analysis of the two popular DBMS MongoDB and Redis, determine the best one for expanding the functionality of the existing applied information system. Create a new service to provide real-time communication via a websocket connection for the HELSI medical information system. When creating a database, take into account the possibility of high load and the need to add data aggregation in subsequent iterations of the functionality. Methodology. The functionality was implemented using the C# 10.0 language, the ASP.NET Core 6.0 framework, and the MongoDB database. Findings. An analytical study and comparison of the MongoDB and Redis DBMSs was carried out in terms of performance, security, type of data storage system and type of internal language. It is proposed to use a combination of the SignalR Core library for the .NET 6 platform together with the MongoDB DBMS to provide management of connections using the Websocket protocol in a highly loaded medical information system during an online chat between a patient and a doctor. A new service has been developed to provide real-time communication through a websocket connection for the medical information system HELSI. Originality. Theoretical and methodological approaches to the comparative assessment of the characteristics of modern NoSQL DBMS and the application of hybrid approaches to the combination of technologies, which are used in the development of application software in the construction of software systems, have been developed. Practical value. Using the C# 10.0 programming language and the .NET 6 platform and the MongoDB database, the functionality of the existing applied medical information system HELSI has been expanded with the possibility of a chat between the doctor and the patient during online appointments. A database has been designed to store information related to this functionality. Accompanying documentation for the development of the interface for the created functionality has been prepared. [ABSTRACT FROM AUTHOR]

This study analyzes how second language and first language speakers of Norwegian recruit assistance with linguistic items in a video-mediated setting by engaging the chat function. Using the method longitudinal conversation analysis to track one dyad, the findings illustrate how the recruitment methods become more conventionalized and fine-tuned over time. The recruiting turns become more specific regarding the repair method, the chat-based activity is less foreshadowed by verbal talk, and accordingly the participants recognize this activity without it being explicated. The study shows how a social practice emerges and develops as part of the participants’ context-specific interactional competence in a video-mediated setting.

Im Beitrag werden Überlegungen zum kommunikativen Potenzial der chinesischen Messaging-Applikation WeChat angesichts aktueller Tendenzen von Messenger-Kommunikation angestellt. Es werden die wesentlichen funktionalen Änderungen/Ergänzungen gegenüber der ersten Beschreibung im germanistisch-linguistischen Kontext (Szurawitzki 2019b) in den Blick genommen. Nach der Einführung folgt ein Abschnitt zum Forschungsstand, in dem sich auf einschlägige Arbeiten zu WeChat fokussiert wird. In Ergänzung von Szurawitzki (2019b) werden nachfolgend Bemerkungen zu neueren Funktionalitäten von WeChat getätigt, die so bisher in der Germanistischen Linguistik noch nicht beschrieben worden sind, aber mit Blick auf die Fragestellung und das kommunikative Potenzial der Applikation Beachtung finden (müssen). Im Anschluss daran plädiere ich für terminologische Neuerungen im Bereich der Erforschung von Chat- und Messengerkommunikation, da die sich ändernde mediale Umgebung mit noch mehr multimodalen Möglichkeiten existierende Termini zwar nicht obsolet macht, diese Termini aber meines Erachtens die kommunikativen Konstellationen in ihrer Komplexität nicht mehr abdecken. Auf der Basis des bis dahin Gesagten schließt der Beitrag mit einem Abschnitt ab, in dem die Zukunft von WeChat und Messengerkommunikation vor dem Hintergrund von Trends anderer populärer Applikationen wie z. B. Discord, das ursprünglich ein Tool für Gamer:innen war, auch interkulturell reflektiert wird.

This paper presents how a dialogical educational proposal, inspired by Freire’s perspective, was introduced and adapted to the digital educational environment in distance teaching-learning. From Freire’s pedagogy perspective, dialogue is one of the main assumptions for the teaching-learning activity. Therefore, we developed an online environment introducing a dialogical pedagogy, considering students’ problems during the pandemic. Based on this proposition, we created a remote educational environment through the Discord platform. This platform has excellent potential to base an educational environment enabling students and teachers to engage in a dialogical activity. We investigated how the Discord platform contributes to enhancing dialogical pedagogy. Then, we introduced a dialogic activity in an initial training course for physics teachers in a discipline called “Non-Formal Education”. Nineteen students participated in the activity developed throughout the discipline. We gathered data during the classes by recording student interactions on the platform system. The analysis was based on Activity Theory to identify the situations where their agency emerged and changed the activity and what role Discord played in this through the students’ dialogue. The study explores Discord facilities to introduce the dialogical teaching methodology previously developed in the face-to-face format. Finally, we could identify that the students’ voices emerged in the interactions, given the opportunity to express their ideas on their own terms and, fundamentally, be heard and considered by others. At last, students developed agency in the remote school activity, engaging productively in the required tasks and creating a community through the platform.

Genome-wide association studies (GWAS) have identified that single-nucleotide polymorphisms (SNPs) rs1258267 in CHAT and rs3753841 in COL11A1 are associated with primary angle-closure glaucoma (PACG). The purpose of the study was to evaluate the association of CHAT rs1258267 and COL11A1 rs3753841 with PACG. A comprehensive electronic database search was performed to include eligible studies, published from October 2010 to March 2022. By calculating summary odds ratios (ORs) and 95% confidence intervals (CI) under five genetic models, the risk of PACG related to these two SNPs could be estimated. Heterogeneity was measured with a Chi-square-based Q statistic test and the I2 statistic. By the Z test, we analyzed the overall effect of OR. We used funnel plots and Begg's funnel plots to evaluate the publication bias of included studies. The meta-analysis was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 checklist. There were eighteen studies associating CHAT rs1258267 with PACG indicating evidently decreased PACG risk in five genetic models. Thirty studies were included to demonstrate a notable increase in the risk of PACG-carrying COL11A1 rs3753841 genotypes. Subgroup analyses showed that the association of CHAT rs1258267 and COL11A1 rs3753841 with PACG was obvious in Asians, while no evidence was found to confirm this connection in Caucasians. This meta-analysis suggests that CHAT rs1258267 G/A polymorphisms could bring about a decreased risk of PACG susceptibility and COL11A1 rs3753841 G/A polymorphisms could cause an increased risk. These effects mainly manifest in Asians. [ABSTRACT FROM AUTHOR]

Cortical neuronal networks control cognitive output, but their composition and modulation remain elusive. Here, we studied the morphological and transcriptional diversity of cortical cholinergic VIP/ChAT interneurons (VChIs), a sparse population with a largely unknown function. We focused on VChIs from the whole barrel cortex and developed a high‐throughput automated reconstruction framework, termed PopRec, to characterize hundreds of VChIs from each mouse in an unbiased manner, while preserving 3D cortical coordinates in multiple cleared mouse brains, accumulating thousands of cells. We identified two fundamentally distinct morphological types of VChIs, bipolar and multipolar that differ in their cortical distribution and general morphological features. Following mild unilateral whisker deprivation on postnatal day seven, we found after three weeks both ipsi‐ and contralateral dendritic arborization differences and modified cortical depth and distribution patterns in the barrel fields alone. To seek the transcriptomic drivers, we developed NuNeX, a method for isolating nuclei from fixed tissues, to explore sorted VChIs. This highlighted differentially expressed neuronal structural transcripts, altered exitatory innervation pathways and established Elmo1 as a key regulator of morphology following deprivation. Synopsis: A novel pipeline enables integrated analysis of neuronal morphology, spatial distribution, and transcriptomic profile with a particular focus on cholinergic VIP/ChAT interneurons in the mouse barrel cortex. 3D morphometric profiling and reconstruction following 3D image normalization show two structurally distinct populations of bipolar and multipolar VChIs.Juvenile whisker‐deprived mice show alterations three weeks postsensory‐deprived deprivation in both barrel and global morphometric dendritic and cortical distributions of VChIs.Global transcriptome analysis of isolated VChIs from formalin‐fixed tissues highlights altered glutamatergic pathway and differential expression of Elmo1, Arpp21, and Sema5b in whisker‐deprived adult mice.Knockdown of ELMO1 perturbed dendrite morphology in human neuroblastoma and primary cultures of murine cortical neurons. [ABSTRACT FROM AUTHOR]

This paper describes the experience of a peer chat service for young people that was launched in 2019 in Italian-speaking Switzerland and is still ongoing. It is a type of counselling where young people help other young people during a specific time. The peer chats are avatar-based, so this type of counselling is confidential, digital and written. In this preliminary evaluation, we wanted to take into account both the experiences of those who have used this service and the characteristics of the peer chats. The results show that satisfaction with the service and certain dimensions of life skills assessment such as self-knowledge, problem solving, empathy and many others were good. The conclusions explore both the limitations and the possibilities of this new way of providing digital support to young people by young people. [ABSTRACT FROM AUTHOR]

New media creates opportunities to directly measure how adolescents respond to aggressive situations. In this study, we report on SIMA, a simulator of digital chats, created to mimic online aggressive interactions within a conflict situation. Adolescents were invited to be part of a digital chat where all interactions were pre-programmed, except for the participants' interventions, to discuss controversial topics (e.g., animal maltreatment). Two chat members engaged in a conflict programmed to escalate quickly through aggressive insults. Sixth and seventh-grade students (mostly aged 12 to 14; n = 287) from one public school (low SES) and one private school (high SES) participated in the study. Responses to open questions after finishing the chat suggest that the great majority considered that they were taking part in a real online interaction. Aggressive offenses towards other members of the chat were very common. SIMA opens many options for further research about bystander behavior in aggressive online interactions. [ABSTRACT FROM AUTHOR]

This paper analyzes two datasets of virtual reference interactions via a library chat service at the University of Mississippi: one from the COVID-19 pandemic period 2020-2022, and another from the pre-pandemic period of 2017–2019. By comparing the chats' length, distribution across days, weeks, and months, as well as word frequency analysis, it concludes that the pre-pandemic and pandemic chats appear to be fundamentally similar aside from a 16% drop in chat usage between the period from 2017–19 to the period from 2020–22. [ABSTRACT FROM AUTHOR]

Introduction. The available literature provides relatively little information on the morphology of the autonomic head ganglia in rodents including their neurochemical codding. Material and methods. Morphological investigations of the otic ganglion of the chinchilla were performed using the modified acetylcholinesterase method. The cellular structure was investigated with histological techniques and neurochemical properties were studied with the double-labelling immunofluorescence method. Results. Macromorphological investigations allowed the otic ganglion to be identified as a compact, oval agglomeration of neurons and nerve fibers. Multidimensional cross-sections revealed densely arranged neuronal perikarya and two populations of nerve cells differing in size were distinguished. The large cells (40–50 μm) accounted for about 80% of the neurons in the cross-sections. Moreover, a small number of intraganglionic nerve fibers was observed. Immunohistochemical staining revealed that over 85% of the neuronal cell bodies in the otic ganglion contained immunoreactivity to VAChT or ChAT. VIP-immunoreactive perikarya comprised approximately 10% of the ganglionic cells. Double staining revealed the presence of VAChT+ and NOS+ neurons which amounted to about 45% of the nerve cells in the otic ganglion. NOS+ only perikarya comprised approx. 15% of all the neurons. Immunoreactivity to enkephalins, substance P, somatostatin, and galanin was expressed in single nerve cell bodies and nerve fibers except numerous substance P+ intraganglionic nerve fibers. Some of them were stained also for CGRP. Single neurons stained for tyroxine hydroxylase. Conclusions. Our results, compared with findings in other rodent species suggest the existence of interspecies differences in the morphology, cellular structure, and immunohistochemical properties of the head autonomic ganglia in mammals. [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.)

Chiffon is the sole Drosophila ortholog of Dbf4, the regulatory subunit for the cell‐cycle kinase Cdc7 that initiates DNA replication. In Drosophila, the chiffon gene encodes two polypeptides with independent activities. Chiffon‐A contains the conserved Dbf4 motifs and interacts with Cdc7 to form the Dbf4‐dependent Kinase (DDK) complex, which is essential for a specialized form of DNA replication. In contrast, Chiffon‐B binds the histone acetyltransferase Gcn5 to form the Chiffon histone acetyltransferase (CHAT) complex, which is necessary for histone H3 acetylation and viability. Previous studies have shown that the Chiffon‐B region is only present within insects. However, it was unclear how widely the interaction between Chiffon‐B and Gcn5 was conserved among insect species. To examine this, we performed yeast two‐hybrid assays using Chiffon‐B and Gcn5 from a variety of insect species and found that Chiffon‐B and Gcn5 interact in Diptera species such as Australian sheep blowfly and yellow fever mosquito. Protein domain analysis identified that Chiffon‐B has features of acidic transcriptional activators such as Gal4 or VP16. We propose that the CHAT complex plays a critical role in a biological process that is unique to Dipterans and could therefore be a potential target for pest control strategies. [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.)

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.)

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.)

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The classical renin-angiotensin system (RAS) has an important role in the cardiovascular system and water homeostasis in the body. Recently, the existence of RAS with all of its components has been shown in the mammalian brain. RAS participates in many brain activities, including memory acquisition and consolidation. Since the cholinergic neurotransmission in the hippocampus is crucial for these functions, this study aims to evaluate the hippocampal angiotensin receptors (ATs) and choline acetyltransferase (ChAT) mRNA in the renovascular hypertensive rats in captopril- and losartan-treated hypertensive rats.

This article shines light on a long term online exchange experience, with an endurance runner who lives in a camping-car, in the mountains. This paper shows the potential of instant messaging, like Facebook Messenger. It develops a way of thinking in relation to the use of social network in the collection of datas, in the fields of human and social sciences. The article compares advantages and limitations of this method with the application of the traditional method of interview, from a sociological point of view. It shows how this experience builds an other relationship with the respondent.

In assisting students’ transformation, classes provide activities with face validity. This paper aims to provide readers with cultural-historical activity theory (CHAT) analysis of Educational Psychology class at a private university in Yogyakarta. Activity Theory is a theoretical framework for the study and interpretation of human interaction through the use of instruments and objects. It provides a holistic and contextual discovery approach that can be used to help qualitative and interpretive research. Activity Theory is especially important in circumstances that have a large historical and cultural context and where participants, their goals and their tools are in a state of rapid and continuous change. Few studies explored the use of CHAT framework to reveal the challenges in providing a fully online class in a higher education. Therefore, this study intended to explore the practical importance of CHAT theory use for the delivery of a class in a fully online learning environment. The results revealed the units of analysis (UoA) of the CHAT framework. In addition, the students shared some challenges they faced in relation to those units of analysis. The implication of this study is to utilize the CHAT framework as a tool to evaluate the learning process.

The National School Feeding Program (PNAE—Programa Nacional de Alimentação Escolar) is a Brazilian policy that attends to 44 billion students per year, distributed in 5,568 municipalities, providing school meals to public school students. Law No. 11,947 establishes a minimum percentage of 30% to purchase foodstuffs directly from family farming. In addition to the general rules, it is possible to create specific rules for the operationalization of the program; therefore, this paper aims to characterize the dynamic process of the relationships and actions of social agents involved through the Activity System generated by Law No. 11,947 of 2009 in the municipality of Porto Velho in the state of Rondônia, located in the western Amazon. As a theoretical framework, cultural-historical activity theory (CHAT) and mediated action theory (MAT) were used. To achieve the objective, qualitative research and abductive reasoning were adopted, using a unique and incorporated case study as a strategy. In all, 49 interviews were conducted and analyzed using content analysis. The extent of the influenced community and the different realities to which the actors are exposed were verified.

This study is based on data from a national survey of generalist student teachers specialising in music in the new five-year primary and lower secondary school teacher education programme in Norway. The study aims to map students’ backgrounds, experiences of the educational programme and visions for their future practice as generalist music teachers in schools. The theoretical perspective is cultural-historical activity theory (CHAT). The findings suggest that generalist teacher education music programmes reproduce patterns of inequality. These patterns should be addressed in the future development of the programmes; however, the current lack of diversity may inhibit conditions for transformation and change.

Diversos estudos sobre a língua inglesa têm verificado, na comunicação informal por ambiente digital, estratégias de redução ou simplificação sintática, entre as quais se atesta a não expressão do sujeito de 1.ª pessoa do singular. Este artigo focaliza um gênero discursivo digital com o objetivo de verificar se a língua usada no ambiente digital se diferencia dos usos observados na fala e na escrita convencionais, ao incorporar diferentes frequências de variantes morfossintáticas. São analisados dados das variáveis realização do sujeito pronominal de 1.ª pessoa do singular e do objeto direto anafórico de 3.ª pessoa do português brasileiro. Os dados foram coletados de interações por chat (ou mensagens instantâneas), tipicamente informais. Os resultados indicam a predominância das variantes nulas para ambas as variáveis, reproduzindo taxas atestadas para a realização do sujeito na escrita e para a realização do objeto direto anafórico na fala. Dessa forma, constitui-se um padrão específico do gênero discursivo digital analisado. A partir da abordagem dos Modelos baseados no Uso, buscamos argumentar que os padrões observados nos gêneros discursivos, incluindo os digitais, também integram o conhecimento linguístico do falante.

This article examines the leadership of school principals who, based on the narrative case of the Blueberry School, discuss how they as principals would have responded to a similar problematic situation regarding a school change process. The study is grounded in the context of the Norwegian National School Leadership Programme. Theoretically, the study is informed by cultural–historical activity theory. The findings exemplify how the principals' responses encompass various viewpoints and arguments through which tensions inherent in the context of the change process are provoked and displayed. This study has three implications for school leadership and change. First, when principals experience problematic change processes at their school, they should take time to identify the tensions, discuss how to understand them and think through their implications for leadership. Second, leading these types of tension-laden change processes in schools requires analytic and reflective skills and training; thus, steps to strengthen these skills should be included in leadership programmes. Finally, there is a need for research focussing on how to conduct informed analysis to reveal tensions when problematic situations occur in school change processes. This is because informed analysis may lay the groundwork for how school leaders can utilise tensions as productive driving forces in change processes. [ABSTRACT FROM AUTHOR]

This article examines tensions that professionals in healthcare settings in low-to-middle income countries (LMICs) face in the evolving field around surveillance of antimicrobial resistance (AMR). Few public health problems are of greater global importance today than AMR, that poses a threat to our ability to treat infections. In this context, the microbiology laboratory occupies a prominent place and the knowledge field of microbiology is expanding. In this study, we interviewed twenty-three (n = 23) professionals with expertise on AMR and public health systems to synthesise knowledge on strengthening AMR surveillance in LMICs. By drawing on a practice approach [Schatzki, T. R. 2001. "Practice Ttheory." In The Practice Turn in Contemporary Theory (1–14), edited by T. R. Schatzki, K. Knorr-Cetima, and E. von Savigny. New York: Routledge.] combined with socio-cultural and cultural-historical theories (CHAT) [Engeström, Y. 1987. Learning by Expanding: An Activity-Theoretical Approach to Developmental Research. Helsinki: Orienta-Konsultit] the analysis reveals seven tensions between elements of the systems and discusses how such tensions serve to frame implications for implementing a capacity strengthening programme. The analysis shows that the novelty of the AMR as well as being a multi-disease and multisectoral by nature challenges existing forms of professional practice in healthcare settings. It also suggests that AMR requires to be dealt with through inter-professional and inter-sectoral approaches, while maintaining a focus across the local, national, and global systems, which is essential for initiatives that are set to address challenges to global health. [ABSTRACT FROM AUTHOR]

In anonymous online text-based counselling provided by social services, counsellors face specific communicative and professional challenges. Among other things, they need to ensure that they have understood the chat users correctly in order to provide relevant information and advice. The paper studies how counsellors check their understanding of users' situations by using formulations, namely, summarising and rephrasing users' initial problem descriptions. The data consists of chat logs from 56 web-based counselling sessions provided by social services in Sweden. Conversational analysis is used to examine the functions of chat counsellors' formulations. Analyses show that counsellors reformulate users' initial requests to establish a joint understanding of the users' situations and help requested. Three distinct functions of the initial formulations are identified: recasting requests in the institutional terms of social services, clarifying ambiguity in the user's initial posts and affiliating with the user. [ABSTRACT FROM AUTHOR]

In early childhood, young children frequently engage in object-oriented play. According to cultural-historical activity theory, object-oriented play provides children with opportunities to learn about the characteristics and cultural applications of objects and materials. These characteristics are referred to as rules or affordances of objects and materials. To date, what kind of rules children explore and follow, and how they do so, has not been extensively studied, even though the understanding of children's learning in object-oriented play is important for early childhood education. In the current explorative study, we analysed how six children aged between two and four years explore, follow, and impose rules during a 10-minute play activity in which they were presented with a fixed set of objects (e.g. oddly shaped blocks, boxes, abstract shaped puppets, etc.). Thematic analysis of video-observations revealed two themes: (1) children explore, follow and impose different types of rules using different strategies, increasing in complexity with age, and (2) children explore, follow or impose rules by various forms of repetition, with older children showing longer and more complex forms of repetition. In the discussion, these themes were interpreted using CHAT. [ABSTRACT FROM AUTHOR]