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Music education is a subject that is generally thought to have much physical activity involved. However, virtual learning has been mandatary applied to most schools worldwide due to the COVID-19 pandemic. The landscape of music learning has had to be switched to online distance learning (ODL), where students learn music virtually using technological tools. Gifted students are among those affected by the implementation of music ODL throughout 2020. Thus, the purpose of this study is to identify the effectiveness of music ODL on gifted students' motivation. The researchers framed this quantitative study by involving 81 secondary gifted students, aged 13 years, from 13 states in Malaysia. The sample was selected through random sampling, and a preexperimental design was applied to conduct the study. Respondents had been exposed to the music ODL intervention for a month. Data were collected through an adapted questionnaire, namely, the MUSIC Inventory, with a five-point scale. Data were further analysed by descriptive and inferential statistics, integrating two-way MANOVA, using SPSS Statistics version 23. Results reveal that an ODL approach to music classes is significantly effective to enhance gifted students' motivation domains of empowerment, usefulness, success, interest, and caring. Yet, no significant difference was found in gifted students' genders and locations on the four domains. Different approaches in music teaching could be further explored for music ODL to gifted students in future studies.

This paper presents how a Malaysian centre associated with the ministry of higher education developed a framework for assessing leadership abilities in higher education. A qualitative approach is used in this study and the primary focus was on group discussions involving human resource professionals and well-known academics from higher education. The result of this study shows that the Behavioral Event Interview (BEI) instrument is used to quantify each of the five clusters that make up the higher education leadership competencies framework. These five clusters are: impact and influence, achievement and action, leading, cognitive and personal effectiveness. The leaders are then classified into five position levels ranging from Level 1 to Level 5. Level 1 is individual contributor which is coded as 'Reviewable' whilst Level 5: is leading the whole organization coded as 'Significantly Exceeds'. The study's findings provide an instrument for determining whether the potential leaders in high education institutions are ready to take on the responsibility of leading. In order to improve a leader's abilities as a part of succession planning, the findings could assist the center. This study provides some considerations for alternatives to the prevalent frameworks for evaluating leadership skills in the interest of sustaining a high-quality organizational culture.

This paper presents the development process of talent management in higher education institutions. Specifically, this study aims to identify clusters that best fit the leadership competency framework for those institutions. This study utilizes the qualitative approach via focus group discussion with the Leadership Competency and Instrument Committee in AKEPT, and also by interviews with academics in the public universities. The findings from the focus group discussion and interview demonstrate five clusters of leadership competency skills framework: personnel effectiveness, cognition, leading, impact and influence, and achievement and action. Within these clusters, issues were identified that need to be taken into consideration when selecting future leaders in higher education institutions. Based on the findings, a set of attributes were listed that can be adopted in the future to allow leaders of higher institutional education to enhance their sustainability performance. This paper provides an understanding to interested parties on the attributes of good leaders for higher education institutions.

Purpose: Music class should function as a class that triggers joy and a platform for students to express their feelings. Based on observation, there are music teachers who teach singing and the playing of musical instruments based traditionally on a teacher-centered approach. This has caused music classes to become passive and dull, with unexcited students that would cause them to lose focus in the class. The purpose of this research is to investigate the application of rhythmic movements, using one of the components from Dalcroze's Eurhythmics as an activity to develop active and fun music classes, hence to improve students' music performance skills. Methodology: The study was carried out within the framework of a ten-week action-research design involving 35 primary school students at Putrajaya, Malaysia. Data collection was through group observation on students' musical behaviours. Researchers also conducted an in-depth interview with rhythmic movement experts. Findings: Result shows that there is a significant change of musical behaviours among primary students from week 8 to week 10. Experts agree that rhythmic movement can create a meaningful music class with the active participation of students. Three rhythmic procedures have been recommended by the experts to strengthen a music class pedagogy. Significance: Learning music through movements has turned music classes into active and fun places. Rhythmic movement activity has made music lessons to become more meaningful. This study has helped students to explore music through movements, creating an environment in which they have the chance to play, communicate with each other, learn through observation and express their creativity in their own way. This intervention helps students to grasp almost all the music concepts while doing activities. This study has also provided ideas for teachers to integrate rhythmic movements into the music instructional process.

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta'dil, c) dam takhyir and takdir, d) dam takhyir and ta'dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

BACKGROUND: Hormonal changes during the menstrual cycle play a key role in shaping immunity in the cervicovaginal tract. Cervicovaginal fluid contains cytokines, chemokines, immunoglobulins, and other immune mediators. Many studies have shown that the concentrations of these immune mediators change throughout the menstrual cycle, but the studies have often shown inconsistent results. Our understanding of immunological correlates of the menstrual cycle remains limited and could be improved by meta-analysis of the available evidence. METHODS: We performed a systematic review and meta-analysis of cervicovaginal immune mediator concentrations throughout the menstrual cycle using individual participant data. Study eligibility included strict definitions of the cycle phase (by progesterone or days since the last menstrual period) and no use of hormonal contraception or intrauterine devices. We performed random-effects meta-analyses using inverse-variance pooling to estimate concentration differences between the follicular and luteal phases. In addition, we performed a new laboratory study, measuring select immune mediators in cervicovaginal lavage samples. RESULTS: We screened 1570 abstracts and identified 71 eligible studies. We analyzed data from 31 studies, encompassing 39,589 concentration measurements of 77 immune mediators made on 2112 samples from 871 participants. Meta-analyses were performed on 53 immune mediators. Antibodies, CC-type chemokines, MMPs, IL-6, IL-16, IL-1RA, G-CSF, GNLY, and ICAM1 were lower in the luteal phase than the follicular phase. Only IL-1α, HBD-2, and HBD-3 were elevated in the luteal phase. There was minimal change between the phases for CXCL8, 9, and 10, interferons, TNF, SLPI, elafin, lysozyme, lactoferrin, and interleukins 1β, 2, 10, 12, 13, and 17A. The GRADE strength of evidence was moderate to high for all immune mediators listed here. CONCLUSIONS: Despite the variability of cervicovaginal immune mediator measurements, our meta-analyses show clear and consistent changes during the menstrual cycle. Many immune mediators were lower in the luteal phase, including chemokines, antibodies, matrix metalloproteinases, and several interleukins. Only interleukin-1α and beta-defensins were higher in the luteal phase. These cyclical differences may have consequences for immunity, susceptibility to infection, and fertility. Our study emphasizes the need to control for the effect of the menstrual cycle on immune mediators in future studies.

Mobility restrictions during the COVID-19 pandemic raised mental health consequences. This paper examines the triangulation of Digital Literacy (DL), psychological well-being, and effectiveness of remote teaching and learning during the pandemic. Survey responses collected from 518 schoolteachers in Sri Lanka are analyzed with Partial Least Squares -- Structural Equation Modeling (PLS-SEM) method. Results indicate that Remote Education (RE) has twisted a stressful life for educators. DL negatively affects the psychological well-being of the teacher. The effectiveness of teaching and learning and teacher engagement depends upon their DL level. Educators' stress and depression status mediate the outcome of remote teaching and learning mode. Moreover, digital skills count more than the accumulated teaching experience. We emphasize the "adaptive role" of the teacher for sustainable digital education. The results indicate that augmented education success could be obtained by investing in digital competence. It suggests that upgrading DL is an urgent role and alarms the policymakers and education managers to mitigate the potential mental health and social capital crisis.

While dissent is recognized as a necessary component of scientific knowledge production, in school settings, it is a double-edged sword that can disrupt and undermine social cohesion just as it can promote thinking and creativity. This pilot study explores patterns of dissent in a science education context. It uses a mixed-methods approach to analyze the discourse of five post-secondary student groups at a US university engaged in a collaborative, problem-based science activity. The authors track the ways in which dissent contributed to the development of group ideas, as well as the roles played by individuals. In particular, this study shows that a single student appeared to account for a disproportionate amount of each group's dissenting statements. The authors contend that dissent, while potentially detrimental to group cohesion, is vital for a group's intellectual advancement, and they investigate in detail how the manifestations of dissent are related to the idea progression of the different groups. Finally, implications for science pedagogy and student group work are discussed.

The prevalence of unfounded beliefs (e.g., supernatural or conspiracy beliefs) remains an important issue due to their negative consequences in various domains. Interventions were shown to reduce supernatural beliefs only when addressing pseudoscientific ones. Based on these findings, we designed a single session intervention aiming to teach participants the epistemological distinction between science and pseudoscience. We then assessed the effectiveness of this intervention. Secondary school teachers (N = 130) were assigned to one of two groups focusing on critical thinking with or without the intervention content related to pseudoscience. Supernatural beliefs, conspiracy mentality, and pattern perception were measured using computerized surveys pre- and one moth post-intervention. Mixed-model analyses revealed the expected decrease in conspiracy mentality, d = 0.60, supernatural beliefs, d = 1.01 and illusory pattern perception, d = 0.34 among teachers in the pseudoscience-focused group. Our intervention constitutes a novel cost-effective tool for critical thinking promotion among education professionals.

Reverse Potts shunt (RPS) and lung or heart–lung transplantation are life-extending surgical interventions for pediatric patients with severe pulmonary arterial hypertension (PAH). Robust criteria for identifying patients who will benefit from these procedures remain elusive. Based on 30 years of experience, we sought to refine the surgical indications. This single-center retrospective cohort study included 61 consecutive pediatric patients with PAH managed by RPS (2004-2020) or transplantation (1988-2020). Their mid-term outcomes were assessed. Compared with the 20 patients managed by RPS, the 41 transplant waitlist patients, of whom 28 were transplanted, were older (14.9 vs 8.0 years, P =.0001), had worse right ventricular impairment (tricuspid annular plane systolic excursion, 12.5 mm vs 18.0 mm, P =.03), and were managed later in the evolution of the disease (6.0 vs 1.7 years, P =.002). After implementation of a high-priority allocation program in 2007, waitlist mortality decreased from 52.6% to 13.6% (P =.02) and 5-year survival increased from 57.1% to 74.7% after RPS and 55.6% to 77.2% after transplantation. At a median follow-up of 8.6 years after RPS and 5.9 years after transplantation, functional capacity had improved significantly, and PAH-specific drug requirements had diminished markedly in the RPS group. Two patients successfully underwent double-lung transplant 6 and 9 years after RPS. In selected children with suprasystemic PAH, RPS is associated with functional capacity improvements and decreased pharmacotherapy needs over the midterm. RPS deserves consideration earlier in the course of pediatric PAH, with transplantation being performed in the event of refractory RV failure. [ABSTRACT FROM AUTHOR]

High-fat diet (HFD) feeding induces rapid reprogramming of systemic metabolism. Here, we demonstrate that HFD feeding of mice downregulates glucose transporter (GLUT)-1 expression in blood-brain barrier (BBB) vascular endothelial cells (BECs) and reduces brain glucose uptake. Upon prolonged HFD feeding, GLUT1 expression is restored, which is paralleled by increased expression of vascular endothelial growth factor (VEGF) in macrophages at the BBB. In turn, inducible reduction of GLUT1 expression specifically in BECs reduces brain glucose uptake and increases VEGF serum concentrations in lean mice. Conversely, myeloid-cell-specific deletion of VEGF in VEGF(Δmyel) mice impairs BBB-GLUT1 expression, brain glucose uptake, and memory formation in obese, but not in lean mice. Moreover, obese VEGF(Δmyel) mice exhibit exaggerated progression of cognitive decline and neuroinflammation on an Alzheimer's disease background. These experiments reveal that transient, HFD-elicited reduction of brain glucose uptake initiates a compensatory increase of VEGF production and assign obesity-associated macrophage activation a homeostatic role to restore cerebral glucose metabolism, preserve cognitive function, and limit neurodegeneration in obesity.