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Engagement through the use of technology requires a level of vulnerability and trust amongst teachers and learners. The emotional and social aspects of engagement can be significantly affected by the nuances of the learning setting. The study goal was to explore learner needs related to uploaded lecture-captured recordings and examine how the use of a commenting feature might enhance learning experiences. Building on self-determination theory, we postulated that affording commenting opportunities would increase engagement (relatedness), with learners choosing to engage in the potential learning value from comment over the vulnerability that could come with making public comments (autonomy), and improved learning outcomes (competence). Using a pre/post survey design, 100% (N = 190) of second year undergraduate medical and dental learners participated in this study. Pre-survey results demonstrated that 65% (n = 94) perceived value in seeing what others asked; 59% (n = 94) of participants wanted to view the responses of others. Post-survey results demonstrated that 6% (n = 12) indicated that commenting made them feel vulnerable. Twenty-nine percent (n = 55) preferred anonymous commenting. Engagement was impacted by technical issues with the new system, learners not perceiving significant 'value-add' due to alternative mechanisms in receiving answers to questions, and the timing of our technology change. Learners still perceived value in creating opportunities to ask questions and seek responses, though it must be balanced with ensuring that the learning environment allows vulnerability. Meaningful connections can be found in various ways throughout the learning environment in both the formal and parallel curricula.

Distinguishing easily confusable categories requires learners to detect their predictive differences. Interleaved sequences -- switching between categories -- help learners to detect such differences. Nonetheless, learners prefer to block -- switching within a category -- to detect commonalities. Across two 2 × 2-factorial experiments, we investigated why learners scarcely engage in interleaving when learning confusable categories. In Experiment 1 (N = 190), we investigated the role of the utility value of being able to distinguish confusable mushroom doubles on their spontaneous study sequence choices and of the conditional knowledge component that for distinguishing, the detection of differences (between the doubles) matters. In Experiment 2 (N = 134), we again investigated the role of the latter and additionally of the conditional knowledge component that interleaving highlights differences. Results showed that combining two factors -- increasing the utility value of distinguishing and informing learners that for distinguishing, the detection of differences matters -- fostered learners' use of interleaving. In conclusion, learners are more aware that interleaving highlights differences than previously thought. Nonetheless, learners prefer blocking because they do not recognize the utility value of distinguishing, and they lack the conditional knowledge that distinguishing requires finding predictive differences. Their blocked study sequence choices reflect a deliberate investment of effort to find commonalities rather than just avoiding effort. To make learners shift their effort allocation from finding commonalities to finding differences and engage them in spontaneous interleaving, we recommend highlighting the utility value of distinguishing and informing learners about the importance of finding differences for distinguishing.

To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students' view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students' tendencies, raise awareness, encourage them, and help them develop solutions for current socioscientific problems.

Abstract Background and aim Migraine is a common disabling conditions which, globally, affects 15.2% of the population. It is the second cause of health loss in terms of years lived with disability, the first among women. Despite being so common, it is poorly recognised and too often undertreated. Specialty centres and neurologists with specific expertise on headache disorders have the knowledge to provide specific care: however, those who do not regularly treat patients with migraine will benefit from a synopsis on the most relevant and updated information about this condition. This paper presents a comprehensive view on the hallmarks of migraine, from genetics and diagnostic markers, up to treatments and societal impact, and reports the elements that identify migraine specific features. Main results The most relevant hallmark of migraine is that it has common and individual features together. Besides the known clinical manifestations, migraine presentation is heterogeneous with regard to frequency of attacks, presence of aura, response to therapy, associated comorbidities or other symptoms, which likely reflect migraine heterogeneous genetic and molecular basis. The amount of therapies for acute and for prophylactic treatment is really wide, and one of the difficulties is with finding the best treatment for the single patient. In addition to this, patients carry out different daily life activities, and might show lifestyle habits which are not entirely adequate to manage migraine day by day. Education will be more and more important as a strategy of brain health promotion, because this will enable reducing the amount of subjects needing specialty care, thus leaving it to those who require it in reason of refractory condition or presence of comorbidities. Conclusions Recognizing the hallmarks of migraine and the features of single patients enables prescribing specific pharmacological and non-pharmacological treatments. Medical research on headaches today particularly suffers from the syndrome of single-disease approach, but it is important to have a cross-sectional and joint vision with other close specialties, in order to treat our patients with a comprehensive approach that a heterogeneous condition like migraine requires.

Abstract Artificial intelligence (AI) is revolutionizing the field of biomedical research and treatment, leveraging machine learning (ML) and advanced algorithms to analyze extensive health and medical data more efficiently. In headache disorders, particularly migraine, AI has shown promising potential in various applications, such as understanding disease mechanisms and predicting patient responses to therapies. Implementing next-generation AI in headache research and treatment could transform the field by providing precision treatments and augmenting clinical practice, thereby improving patient and public health outcomes and reducing clinician workload. AI-powered tools, such as large language models, could facilitate automated clinical notes and faster identification of effective drug combinations in headache patients, reducing cognitive burdens and physician burnout. AI diagnostic models also could enhance diagnostic accuracy for non-headache specialists, making headache management more accessible in general medical practice. Furthermore, virtual health assistants, digital applications, and wearable devices are pivotal in migraine management, enabling symptom tracking, trigger identification, and preventive measures. AI tools also could offer stress management and pain relief solutions to headache patients through digital applications. However, considerations such as technology literacy, compatibility, privacy, and regulatory standards must be adequately addressed. Overall, AI-driven advancements in headache management hold significant potential for enhancing patient care, clinical practice and research, which should encourage the headache community to adopt AI innovations. Graphical Abstract

During category learning, students struggle to create an optimal study order: They often study one category at a time (i.e., blocked practice) instead of alternating between different categories (i.e., interleaved practice). Several interventions to improve self-study of categorical learning have been proposed, but these interventions have only been tested in learning tasks where students "did not" create the study order themselves. Instead, they decided which type of study order to follow. This pre-registered experiment examined whether an intervention that combines refutations and metacognitive prompts can enhance students' engagement in interleaved practice, specifically when they organize the learning materials themselves. Ninety-one undergraduate students were randomized into the intervention and control condition and learned visual categories. Prior to the intervention, students used more blocked practice. After the intervention, the use of interleaved practice significantly increased in both immediate and delayed-transfer tasks. More interleaved practice was associated with better classification performance. Our findings indicate that refutations and metacognitive prompts form a strong intervention that corrects students' erroneous beliefs and increases their engagement in interleaved practice.

Abstract Global warming is a major challenge to the sustainable and humane production of food because of the increased risk of livestock to heat stress. Here, the example of the prolactin receptor (PRLR) gene is used to demonstrate how gene editing can increase the resistance of cattle to heat stress by the introduction of mutations conferring thermotolerance. Several cattle populations in South and Central America possess natural mutations in PRLR that result in affected animals having short hair and being thermotolerant. CRISPR/Cas9 technology was used to introduce variants of PRLR in two thermosensitive breeds of cattle – Angus and Jersey. Gene‐edited animals exhibited superior ability to regulate vaginal temperature (heifers) and rectal temperature (bulls) compared to animals that were not gene‐edited. Moreover, gene‐edited animals exhibited superior growth characteristics and had larger scrotal circumference. There was no evidence for deleterious effects of the mutation on carcass characteristics or male reproductive function. These results indicate the potential for reducing heat stress in relevant environments to enhance cattle productivity.

Abstract Background The assessment of in vitro wound healing images is critical for determining the efficacy of the therapy-of-interest that may influence the wound healing process. Existing methods suffer significant limitations, such as user dependency, time-consuming nature, and lack of sensitivity, thus paving the way for automated analysis approaches. Methods Hereby, three structurally different variations of U-net architectures based on convolutional neural networks (CNN) were implemented for the segmentation of in vitro wound healing microscopy images. The developed models were fed using two independent datasets after applying a novel augmentation method aimed at the more sensitive analysis of edges after the preprocessing. Then, predicted masks were utilized for the accurate calculation of wound areas. Eventually, the therapy efficacy-indicator wound areas were thoroughly compared with current well-known tools such as ImageJ and TScratch. Results The average dice similarity coefficient (DSC) scores were obtained as 0.958 $$\sim$$ ∼ 0.968 for U-net-based deep learning models. The averaged absolute percentage errors (PE) of predicted wound areas to ground truth were 6.41%, 3.70%, and 3.73%, respectively for U-net, U-net++, and Attention U-net, while ImageJ and TScratch had considerable averaged error rates of 22.59% and 33.88%, respectively. Conclusions Comparative analyses revealed that the developed models outperformed the conventional approaches in terms of analysis time and segmentation sensitivity. The developed models also hold great promise for the prediction of the in vitro wound area, regardless of the therapy-of-interest, cell line, magnification of the microscope, or other application-dependent parameters.

Students tend to avoid effective but effortful study strategies. One potential explanation could be that high-effort experiences may not give students an immediate feeling of learning, which may affect their perceptions of the strategy's effectiveness and their willingness to use it. In two experiments, we investigated the role of mental effort in students' considerations about a typically effortful and effective strategy (interleaved study) versus a typically less effortful and less effective strategy (blocked study), and investigated the effect of individual feedback about students' study experiences and learning outcomes on their considerations. Participants learned painting styles using both blocked and interleaved studying (within-subjects, Experiment 1, N = 150) or either blocked or interleaved studying (between-subjects, Experiment 2, N = 299), and reported their study experiences and considerations before, during, and after studying. Both experiments confirmed prior research that students reported higher effort investment and made lower judgments of learning during interleaved than during blocked studying. Furthermore, effort was negatively related to students' judgments of learning and (via these judgments) to the perceived effectiveness of the strategy and their willingness to use it. Interestingly, these relations were stronger in Experiment 1 than in Experiment 2, suggesting that effort might become a more influential cue when students can directly compare experiences with two strategies. Feedback positively affected students' considerations about interleaved studying, yet not to the extent that they considered it more effective and desirable than blocked studying. Our results provide evidence that students use effort as a cue for their study strategy decisions.

The aim of this study is to explain the case that preservice teachers will enable alternative experiences to today's visual arts education by using alternative ceramic firing techniques. In this study, qualitative research was carried out using a single-case study during the 2018-2019 academic year. Six preservice teachers were chosen using the criteria of having the necessary knowledge and skills for ceramic training and teaching, and for being educated in the Fine Arts Education Department. In the collecting data part of the research, the techniques of alternative firing such as; fumed firing, raku firing, saggar firing, and obvara firing techniques were practised in the context of this study. The main research data were based on the observation data collected through the process of the practices which were conducted by the artist- researcher. In addition to observations, a data set was gathered to understand and describe the case such as; lesson instruction materials, diaries, self-evaluation forms, and product evaluation forms. The data was analysed using a descriptive framework based on art education and teacher training literature. The findings of the study represent seven themes; "Adaptation of learning to school conditions", "Organising practise steps", "Motivation for creative experiences", "Suggestions for professional practices", "Suggestions for problems", "Adaptability to teaching" and "interaction during the teaching process". According to the findings, it can be stated that the alternative firing techniques transformed into alternative ways for teaching processes in visual arts education through this case. Consequently, the discussion topics are as follows: "Alternatives motivate creative experience"; "Adapting the alternatives to school conditions"; "Organising steps for alternative practises"; Transferring alternative experiences to professional lives".

This study investigates how knowledge breadth and depth impact innovation within the service industry, drawing from the Knowledge-Based View. Using quantitative methods, it explores the relationship among knowledge breadth, depth, and absorptive capacity in driving innovation performance, especially in small and medium-sized enterprises (SMEs). With active involvement from 237 SME owners and managers, the results reveal significant effects in the pathways from absorptive capacity to innovation performance and from knowledge breadth to absorptive capacity, highlighting their significant influence. Similarly, the path from knowledge breadth to innovation performance demonstrates a notable impact, emphasizing the importance of having a wide range of knowledge. Upon examining the paths from knowledge depth to absorptive capacity and from knowledge depth to innovation performance, the significant effects are confirmed. This study stresses the critical role of both knowledge breadth and depth in shaping organizational absorptive capacity and innovation performance, offering practical insights for businesses. It also emphasizes the pivotal role of absorptive capacity and the advantages of utilizing external knowledge.The practical recommendations advocate for tailored strategies that balance precision to achieve favorable innovation outcomes. While providing valuable contributions, the study acknowledges certain limitations and suggests potential directions for future research.

Desirable difficulties are learning conditions that are often experienced as effortful, but have a positive effect on learning results and transfer of knowledge and skills (Bjork & Bjork, 2011; Bjork, 1994). Learners often do not appreciate the beneficial effects of desirable difficulties, and the negative experiences of high effort and perceived low learning make them resistant to engage in desirable difficulties (Biwer et al., 2020a). This ultimately limits learning outcomes and academic achievement. With the increasing emphasis on self-regulation in education, characterized by higher learner agency and abundant choices in what, when, and how to study, the field of educational psychology is in need of theoretical and empirically testable assumptions that improve self-regulation in desirably difficult learning conditions with the aim to foster self-regulation abilities, learning outcomes, and academic achievement. Here, we present a framework that describes how to support self-regulation of effort when engaging in desirable difficulties: the "Start and Stick to Desirable Difficulties (S2D2)" framework. The framework builds on the Effort Monitoring and Regulation model (de Bruin et al., 2020). The aim of this framework is (1) to describe evidence for the central role of perceived effort and perceived learning in (dis)engagement in desirable difficulties, and (2) to review evidence on, and provide an agenda for research to improve learners' self-regulated use of desirable difficulties to help them start and persist when learning feels tough, but is actually effective.

Bacteriological studies of well water mainly focus on aerobic and facultative aerobic coliform bacteria. However, the presence of obligate anaerobic bacteria in well water, especially sulfate-reducing bacteria (SRB), possible causative agents of some diseases, is often ignored. In this study, the presence of SRB and coexisting anaerobic bacteria with SRB in sulfate-reducing enrichment cultures obtained from 10 well water samples in Istanbul was investigated. A nested polymerase chain reaction-denaturing gradient gel electrophoresis strategy was performed to characterize the bacterial community structure of the enrichments. The most probable number method was used to determine SRB number. Out of 10, SRB growth was observed in only one (10%) enrichment culture and the SRB number was low (

Ortaöğretim Türk Dili ve Edebiyatı ders kitaplarındaki metinlerde kullanılan uzak bağdaştırmaların (metaforların) metin türlerine ve sınıf düzeylerine göre dağılım oranlarını tespit etmek amacıyla yapılan bu çalışmada, betimsel tarama yöntemi kullanılmıştır. Bu araştırmanın inceleme nesnesini Millî Eğitim Bakanlığı Yayınları Ortaöğretim (9, 10, 11 ve 12. sınıf) Türk Dili ve Edebiyatı ders kitaplarındaki 145 metin oluşturmaktadır. Giriş ünitelerinde ve etkinlik içerisinde yer alan metinler çalışmaya dâhil edilmemiştir. Bu kapsamda 4 sınıf düzeyinde 145 metin incelenmiş ve 383 uzak bağdaştırma tespit edilmiştir. En çok uzak bağdaştırma 12. sınıf ders kitabında tespit edilirken bunu sırasıyla 9, 11 ve 10. sınıf ders kitapları izlemiştir. Uzak bağdaştırmanın sayıca en çok olduğu türler sırasıyla şiir, hikâye, roman ve tiyatro olmuştur. Metin sayısından bağımsız olarak metin türlerinde kullanılan uzak bağdaştırma oranını tespit etmek amacıyla bir metin türündeki toplam uzak bağdaştırma sayısının metin sayısına bölünmesi ile elde edilen, “metin başına düşen uzak bağdaştırma sayısı” en yüksek olan metin türlerinin 4,25 ile masal/fabl olduğu görülmüştür. Bunu ikinci sırada metin başına 4 oranıyla hikâye türü, üçüncü sırada metin başına 3,66 oranıyla mülakat/röportaj ve biyografi/otobiyografi türleri izlemiştir. En düşük oranda uzak bağdaştırma içeren metin türleri haber metni, mektup/e-posta ve gezi yazısı olmuştur.

This study aims to investigate the effect of the synthesis text writing training on the success of 7th grade students to create synthesis text and to evaluate the effectiveness of the training given through student opinions on the training process. The research was conducted with 51 students studying in the 7th grade of a public school in Turkey. The research was modeled according to the embedded design. As for the quantitative dimension of the research, there was a training application based on a quasi-experimental design with pretest-posttest control group. In the qualitative dimension of the study, semi-structured interviews were used. According to the results, it can be said that the training organized to improve the synthesis text writing skill has a positive effect on the success of synthesis text writing. It was also concluded that the qualitative data collected through the interviews also supported the quantitative results and some changes and developments in the students were reflected in the interviews.