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This study synthesizes the current understanding of the hydrological, impact, and adaptation processes underlying drought‐to‐flood events (i.e., consecutive drought and flood events), and how they interact. Based on an analysis of literature and a global assessment of historic cases, we show how drought can affect flood risk and assess under which circumstances drought‐to‐flood interactions can lead to increased or decreased risk. We make a distinction between hydrological, socio‐economic and adaptation processes. Hydrological processes include storage and runoff processes, which both seem to mostly play a role when the drought is a multiyear event and when the flood occurs during the drought. However, which process is dominant when and where, and how this is influenced by human intervention needs further research. Processes related to socio‐economic impacts have been studied less than hydrological processes, but in general, changes in vulnerability seem to play an important role in increasing or decreasing drought‐to‐flood impacts. Additionally, there is evidence of increased water quality problems due to drought‐to‐flood events, when compared to drought or flood events by themselves. Adaptation affects both hydrological (e.g., through groundwater extraction) or socio‐economic (e.g., influencing vulnerability) processes. There are many examples of adaptation, but there is limited evidence of when and where certain processes occur and why. Overall, research on drought‐to‐flood events is scarce. To increase our understanding of drought‐to‐flood events we need more comprehensive studies on the underlying hydrological, socio‐economic, and adaptation processes and their interactions, as well as the circumstances that lead to the dominance of certain processes. This article is categorized under:Science of Water > Hydrological ProcessesScience of Water > Water Extremes [ABSTRACT FROM AUTHOR]

The adult learner - self-directed, self-motivated, and ready to learn for further growth - needs to learn through teaching styles of professors and actual classroom activities which are sensitive to their needs. Guided by Knowles' philosophy of andragogy and Conti's principles of student-centered teaching style, this research describes the teaching-learning environment and the activities conducted in an adult education classroom according to the self-assessment of 180 Graduate School Business Development and Management Program (BDMP) students of a Philippine university. Through the use of the Principles of Adult Learning Scale (PALS), the management graduate students label their adult learning experience through their instructors' teaching style as "somewhat student-centered". The general environment in the BDMP classroom has succeeded to satisfy the principles of adult learning, though graduate school professors can still improve in learnercentered activities and flexibility for personal development factors. Through a list of actual activities that happen in the classroom, student-respondents state that a final written project is almost always required; but case studies, which allow students to apply theory and practical knowledge to a real management problem, are rarely applied. Recommendations are given for the consideration of the BDMP to help enrich the learning experience among its graduate students. [ABSTRACT FROM AUTHOR]

With the aspiration of finding out what schools can do to improve instruction, curriculum, facilities, and support to improve academic programs related to entrepreneurship, this study aims to develop a causal model of entrepreneurial propensity of students in selected colleges and universities in Cagayan de Oro City, Northern Mindanao, Philippines. This study is anchored on the assumption that school factors, personality, intention and motivation may influence entrepreneurial propensity of students. Four-hundred ninety-eight (498) 4th year business-related students were respondents of this study. Using Structural Equation Modelling (SEM), a best fit model for entrepreneurial propensity was found. The model proposed that entrepreneurial propensity is best predicted by intention, school factors, and motivation - which indicates that regardless of personality, students are likely to choose entrepreneurship as a career path in the future when significant others such as family or colleagues approved of that choice and if they have a strong belief that they have control of the situation. The mediating effect of school factors and intention vary positively, which was found to enhance the effect of the respondent's motivation on entrepreneurial propensity. The higher the motivation, the higher the students' propensity to become an entrepreneur. Results point to the strong influence of education, particularly curriculum and school support in developing student's entrepreneurial propensity. With the right combination of curriculum and facilities & support, especially when the academe is geared towards integrating both factors to entrepreneurship as part of their student development, enhances the effect of motivation and entrepreneurial propensity. [ABSTRACT FROM AUTHOR]

Universities provide quality services through its faculty members, who carry multiple roles and responsibilities that require them to be creative, motivated, and dedicated experts leading the university's missions. Two self-concepts that are important for faculty members: core self-evaluations and self-leadership. Healthy core self-evaluations give them self-worth and capacity to control their lives, and a strong self-leadership is the intuitive and strategic approach to selfdevelopment. Through a survey of 150 faculty members assessed their core self-evaluations through the Core Self-Evaluations Scale by Judge, Erez, Bono and Thoreson (2003); self-leadership strategies through the Abbreviated Self- Leadership Questionnaire by Houghton, Dawley and DiLiello (2012); and, self-leadership values (qualities of being) and perspectives (habits of mind) using the components of the self-leadership model of Napolitano and Henderson (1998). Core self-evaluations was found to have a significant positive influence on self-leadership strategies, qualities of being, and habits of mind - as proposed by this study. [ABSTRACT FROM AUTHOR]

Objective: To study the expression of small ubiquitin-like modifier 1 (SUMO-1) in aseptic loosening of prosthesis implants and to investigate its role in regulating the susceptibility of prosthesis-loosening fibroblast-like synoviocytes (FLS) to Fas-induced apoptosis., Methods: Specimens of aseptically loosened tissue were obtained at revision surgery, and the expression of SUMO-1 was analyzed by in situ hybridization. SUMO-1 levels in FLS were determined by quantitative polymerase chain reaction and Western blot analysis. Immunohistochemistry and confocal microscopy were used to study the subcellular localization of SUMO-1. The functional role of SUMO-1 in Fas-induced apoptosis of prosthesis-loosening FLS was investigated by small interfering RNA-mediated knockdown of SUMO-1 and by gene transfer of the nuclear SUMO-specific protease SENP1., Results: SUMO-1 was expressed strongly in aseptically loosened tissue and was found prominently at sites adjacent to bone. Prosthesis-loosening FLS expressed levels of SUMO-1 similar to the levels expressed by rheumatoid arthritis (RA) FLS, with SUMO-1 being found mainly in promyelocytic leukemia protein nuclear bodies. Knockdown of SUMO-1 had no effect on spontaneous apoptosis but significantly increased the susceptibility of prosthesis-loosening FLS to Fas-induced apoptosis. Gene transfer of the nuclear SUMO-specific protease SENP1 reverted the apoptosis-inhibiting effects of SUMO-1., Conclusion: These data suggest that SUMO-1 is involved in the activation of both RA FLS and prosthesis-loosening FLS by preventing these cells from undergoing apoptosis. Modification of nuclear proteins by SUMO-1 contributes to the antiapoptotic effects of SUMO-1 in prosthesis-loosening FLS, providing evidence for the specific activation of sumoylation during their differentiation. Therefore, SUMO-1 may be an interesting target for novel strategies to prevent aseptic prosthesis loosening.

Macro-hormones and macro-enzymes are high molecular weight conjugates of hormones or enzymes, respectively, often with immunoglobulins. These are referred to as macromolecular complexes, and may cause artefactually elevated biochemical tests results. Macro enzymes of the most commonly measured serum enzymes have been identified and are recognised as a source of elevated measurements that may cause diagnostic confusion; macro-creatine kinase and macro-amylase are the two better known macro-enzymes in clinical practice. Literature on macro-hormones is largely restricted to macro-prolactin. We present a case of a clinically euthyroid patient, who had persistently elevated thyroid stimulating hormone (TSH) but free thyroxine within the reference limits. She underwent repeated thyroid investigations and thyroid hormone interference studies, until macro-TSH was identified as the most likely cause of unexplained elevated TSH. Following the identification and characterisation of this biochemical abnormality, she is no longer subject to repeated blood tests for assessment of thyroid function; the patient currently remains clinically euthyroid.