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Courses: This activity can be used in writing-based (communication) courses across various disciplines including, but not limited to, introduction to writing and rhetoric, business communication, and communication research methods. Objectives: On completion of this activity, students will develop critical reading, thinking, and writing skills as they both write their own summary and then compare it to AI-generated summaries on the same reading. Students will practice making decisions about the practical and ethical use of AI tools for communication, especially regarding inclusion in an academic research project and citation.

BACKGROUND: Aortic stenosis (AS) is a prevalent valvular disorder necessitating timely intervention, particularly when symptomatic. Aortic valve replacement (AVR) is the recommended treatment, but delays in access to AVR are common and linked to adverse outcomes and increased health care costs. This study aims to assess the health care cost burden associated with delaying transcatheter AVR (TAVR) in Medicare Advantage beneficiaries with clinically significant AS. METHODS AND RESULTS: This retrospective database study utilized the Optum de-identified U.S. claims database, encompassing Medicare Advantage enrollees. Patients aged 65 years or older were identified as having AS based on medical billing codes and were required to have a record of syncope, dyspnea, fatigue, chest pain/angina, or heart failure prior to, on or within 30 days of their incident AS diagnosis. Total health care costs were analyzed over a 2-year period, regressed against the delay in receiving TAVR, and adjusted for covariates. In the 4105 patients meeting study inclusion criteria, delays in TAVR were associated with a significant increase in health care costs, translating to those waiting 12 months for TAVR incurring an additional cost of $10,080 compared to those receiving TAVR promptly. Non-TAVR related costs largely drove this increase. CONCLUSIONS: Delaying TAVR in clinically significant AS patients is associated with higher health care costs, emphasizing the need for timely interventions. Addressing delays in TAVR access and optimizing pre-TAVR workup can potentially improve patient outcomes and reduce health care expenditure.

Understanding how subjects perceive sensory stimuli in their environment and use this information to guide appropriate actions is a major challenge in neuroscience. To study perceptual decision-making in animals, researchers use tasks that either probe spontaneous responses to stimuli (often described as "naturalistic") or train animals to associate stimuli with experimenter-defined responses. Spontaneous decisions rely on animals' pre-existing knowledge, while trained tasks offer greater versatility, albeit often at the cost of extensive training. Here, we review emerging approaches to investigate perceptual decision-making using both spontaneous and trained behaviors, highlighting their strengths and limitations. Additionally, we propose how trained decision-making tasks could be improved to achieve faster learning and a more generalizable understanding of task rules.

Frogs are an ecologically diverse and phylogenetically ancient group of anuran amphibians that include important vertebrate cell and developmental model systems, notably the genus Xenopus. Here we report a high-quality reference genome sequence for the western clawed frog, Xenopus tropicalis, along with draft chromosome-scale sequences of three distantly related emerging model frog species, Eleutherodactylus coqui, Engystomops pustulosus, and Hymenochirus boettgeri. Frog chromosomes have remained remarkably stable since the Mesozoic Era, with limited Robertsonian (i.e., arm-preserving) translocations and end-to-end fusions found among the smaller chromosomes. Conservation of synteny includes conservation of centromere locations, marked by centromeric tandem repeats associated with Cenp-a binding surrounded by pericentromeric LINE/L1 elements. This work explores the structure of chromosomes across frogs, using a dense meiotic linkage map for X. tropicalis and chromatin conformation capture (Hi-C) data for all species. Abundant satellite repeats occupy the unusually long (~20 megabase) terminal regions of each chromosome that coincide with high rates of recombination. Both embryonic and differentiated cells show reproducible associations of centromeric chromatin and of telomeres, reflecting a Rabl-like configuration. Our comparative analyses reveal 13 conserved ancestral anuran chromosomes from which contemporary frog genomes were constructed.

The 2019 novel Coronavirus disease (COVID-19) has increased the mental health challenges and decreased the quality of life among students and the general adult population. However, adult learners and non-traditional students who are currently at their quarter and midlife during the pandemic, remain underrepresented in well-being research. Moreover, the unique sociocultural and historical contexts specific to generational cohorts may have an impact on the way they experience and cope with the challenges brought about by the pandemic. This study sought to determine the relationships among generational identity, mental well-being and life satisfaction among Millennial and Generation X Filipino adult learners. A total of 543 adult learners participated in this online cross-sectional study. Findings suggest that young millennials reported lower levels of mental well-being and life satisfaction compared to old millennials and Gen Xers. Moreover, mental well-being was found to be a predictor of life satisfaction among Filipino adult learners, regardless of their generational identity. Schools must implement initiatives to monitor and address mental health issues among adult learners, contextualized to quarter and midlife contexts.

Bacteria of the genus Brucella are facultative intracellular parasites that cause brucellosis, a severe animal and human disease. Recently, a group of taxonomists merged the brucellae with the primarily free-living, phylogenetically related Ochrobactrum spp. in the genus Brucella. This change, founded only on global genomic analysis and the fortuitous isolation of some opportunistic Ochrobactrum spp. from medically compromised patients, has been automatically included in culture collections and databases. We argue that clinical and environmental microbiologists should not accept this nomenclature, and we advise against its use because (i) it was presented without in-depth phylogenetic analyses and did not consider alternative taxonomic solutions; (ii) it was launched without the input of experts in brucellosis or Ochrobactrum; (iii) it applies a non-consensus genus concept that disregards taxonomically relevant differences in structure, physiology, population structure, core-pangenome assemblies, genome structure, genomic traits, clinical features, treatment, prevention, diagnosis, genus description rules, and, above all, pathogenicity; and (iv) placing these two bacterial groups in the same genus creates risks for veterinarians, medical doctors, clinical laboratories, health authorities, and legislators who deal with brucellosis, a disease that is particularly relevant in low- and middle-income countries. Based on all this information, we urge microbiologists, bacterial collections, genomic databases, journals, and public health boards to keep the Brucella and Ochrobactrum genera separate to avoid further bewilderment and harm.

Background: Traditional face-to-face instruction swiftly transitioned into online learning during the global COVID-19 outbreak. Students' experiences and academic performance in this new learning platform need evaluation. Purpose: The purpose of this research was to determine the undergraduate nursing students' stress, satisfaction, and academic performance during online learning. Methods: This research was considered a cross-sectional and descriptive-correlational study. The research participants were the second-year undergraduate nursing students from one nursing school in the Philippines. The data were collected using a web-based survey questionnaire and then analyzed using descriptive statistics and Spearman's rho correlation. Results: The results revealed that the undergraduate nursing students considered having online learning during the COVID-19 outbreak to be stressful (44.4%) and very stressful (47.2%). Moreover, the undergraduate nursing students had low satisfaction (37%) and moderate satisfaction (46.3%) having the online learning during the COVID-19 outbreak. The undergraduate nursing students' academic performance were affected by the COVID-19 pandemic and resulted in poor (37%) to fair (50%) academic performance and were considerably (43.6%) and greatly (30.6%) affected by the pandemic. Online learning stress had a significant and inverse correlation with online learning satisfaction (p=0.000) and academic performance (p=0.012). Conclusion: Stress negatively impacts the undergraduate nursing students' satisfaction and academic performance. This research suggests that certain measures should be performed to reduce stress and improve the online teaching-learning processes during the COVID-19 outbreak.

Most private sector employees have access to defined contribution retirement plans while public sector employees often may choose defined benefit or defined contribution plans. This research utilized a survey of faculty to analyze retirement plan satisfaction. Advice from a financial planner was positively associated with satisfaction with portability. Retirement plan knowledge was negatively associated with satisfaction with the decision period. Selection of a defined benefit plan was positively related to four aspects of satisfaction and negatively related to regret. Financial planners assisting individuals who face such choices should acknowledge the decision's challenges and evaluate the client's level of retirement planning knowledge. Focusing on long-term goals and the client's investment and mobility risk tolerance may be helpful, especially after market corrections.

The unexpected occurrence of the COVID-19 outbreak has undeniably disrupted the normalcy of life. Stress has become an important concern in education since the COVID-19 outbreak. This descriptive-correlational online survey administered in August 2020 utilized the COVID-19 Perceived Stress Scale (COVID-19 PSS-10) to assess the COVID-19 perceived stress among employed Filipino teachers. Whitney U and Kruskal-Wallis tested for differences while Spearman's rho was used to analyze the correlation between variables. Results demonstrated that more than half of teachers experienced moderate COVID-19 stress. Females experienced significantly higher COVID-19 stress compared to males. A negative correlation was noted between self-rated health and COVID-19 stress while a positive correlation was found between the perceive risk of getting COVID-19 infection and COVID-19 stress. This study highlights that steps must be undertaken to help teachers deal with the stress of the COVID-19 crisis as well as they must be provided or taught with stress management interventions during this pandemic. This study could be used as a baseline for future research to assess the impact of COVID-19 stress among professional teachers.

The COVID-19 pandemic is putting new and unforeseen pressures and has resulted in substantial disruption in the lives of the people across the globe. Although there is a budding body of literature on the impact of COVID-19 on mental health and psychological well-being, little research has been published among Filipino graduate students in the context of a pandemic. This descriptive-correlational, cross-sectional research examined the relationship of resilience on COVID-19 perceived stress, anxiety, and fear. Two-hundred and three graduate students participated in the online survey conducted in the last week of August 2020. Four self-reported questionnaires were used to gather the data. Descriptive statistics and correlational analysis were performed. Results indicated that the composite scores of the COVID-19 stress, anxiety, and fear were 2.81 (SD=0.605), 3.94 (SD=0.686), and 3.03 (SD=1.004) respectively. The composite score on the resilience scale was 3.33 (SD=0.496). COVID-19 stress and fear had a significant inverse correlation with resilience. Resilience has a protective influence on COVID-19 fear and is pivotal to cope with COVID-19 stress. Educational institutions may need to cultivate and harness the resilient trait of graduate students in the midst of pandemic and other stressful events to help combat negative mental states and undesirable psychological consequences.

Primary mitochondrial diseases are a group of genetically and clinically heterogeneous disorders resulting from oxidative phosphorylation (OXPHOS) defects. COX11 encodes a copper chaperone that participates in the assembly of complex IV and has not been previously linked to human disease. In a previous study, we identified that COX11 knockdown decreased cellular adenosine triphosphate (ATP) derived from respiration, and that ATP levels could be restored with coenzyme Q10 (CoQ10 ) supplementation. This finding is surprising since COX11 has no known role in CoQ10 biosynthesis. Here, we report a novel gene-disease association by identifying biallelic pathogenic variants in COX11 associated with infantile-onset mitochondrial encephalopathies in two unrelated families using trio genome and exome sequencing. Functional studies showed that mutant COX11 fibroblasts had decreased ATP levels which could be rescued by CoQ10 . These results not only suggest that COX11 variants cause defects in energy production but reveal a potential metabolic therapeutic strategy for patients with COX11 variants.

This paper presents a collective self-study that examines what student teachers and a teacher educator learned from our collective work during the initial Covid-19 shutdown. Using a theory of collaborative inquiry grounded in Brené Brown's work on resiliency and vulnerability, we examined our work during this time of great struggle. We learned how severe challenges prompted us to enhance our practices and reimagine typical roles while thinking critically and creatively about teaching and learning.

Chronic kidney disease is an important clinical condition beset with racial and ethnic disparities that are associated with social inequities. Many medical schools and health centres across the USA have raised concerns about the use of race - a socio-political construct that mediates the effect of structural racism - as a fixed, measurable biological variable in the assessment of kidney disease. We discuss the role of race and racism in medicine and outline many of the concerns that have been raised by the medical and social justice communities regarding the use of race in estimated glomerular filtration rate equations, including its relationship with structural racism and racial inequities. Although race can be used to identify populations who experience racism and subsequent differential treatment, ignoring the biological and social heterogeneity within any racial group and inferring innate individual-level attributes is methodologically flawed. Therefore, although more accurate measures for estimating kidney function are under investigation, we support the use of biomarkers for determining estimated glomerular filtration rate without adjustments for race. Clinicians have a duty to recognize and elucidate the nuances of racism and its effects on health and disease. Otherwise, we risk perpetuating historical racist concepts in medicine that exacerbate health inequities and impact marginalized patient populations.

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

Background: Studies have shown that various factors influence students' success in nursing school and the Nurse Licensure Examination (NLE). Such factors should be studied as foundations of the nursing programs. Problems with proficiency in the language used by the instructor to teach curricular courses may be considered a barrier to effective learning and academic success. Purpose: This study ascertained the influence of English language proficiency on the academic performance of students in professional nursing courses and the NLE. Methods: This study employed a retrospective descriptive correlational study design. Secondary analysis of existing research data sets of 141 nursing students in one nursing school in the Philippines was performed. Pearson's r was used to determine the correlation between variables. Results: Findings showed that there were significant correlations between academic performance and the Verbal Ability subscale of the Nursing Aptitude Test (p=0.003) and the three English courses included in the nursing curriculum (p=0.000). There were also significant correlations between the NLE ratings and Verbal Ability (p=0.000) and the three English courses (p=0.000). Conclusion: English language proficiency is an important factor in determining the academic and licensure success of nursing students. Nursing schools must ensure that approaches in improving students' English language proficiency must be well integrated into the undergraduate nursing program.

In nursing education, it is expected that theory underlies practice. However, studies have indicated nursing students still experience theory and practice gap. This study attempted to determine the relationship between theoretical classroom instruction and Related Learning Experienc es (RLE) of nursing students. Using existing data set of nursing graduates in a Philippine Nursing University for a five-year cohort (N=653), this study employed a descriptive correlational research design. Pearson's correlation and simple linear regression were used to analyze the data. Results indicated that a significant relationship existed between theoretical classroom instruction and RLE performance of nursing students. Theoretical classroom instruction explained 64% of the variance in RLE. This study highlights the importance of good theoretical instruction in predicting the performance of nursing students in the practicum or RLE component of nursing education and training. Success in the didactic portion significantly contributes to the success of the practical part of the nursing curriculum. Nursing academic institutions must continually strive to promote the transfer of learning from classroom to actual care setting to help bridge the gap between theory and practice.

Introduction: Gen Z has started to enter the portals of nursing classrooms. They are technology and socially-savvy consumers who grew up in the world of internet and smartphones. However, little is known about this generation, particularly among nursing students and how they use Facebook for academic purposes. The purpose of this study was to determine nursing students' usage, perception, and satisfaction with Facebook for educational purposes. Methods: A descriptive, cross-sectional research design was used. A total of 113 conveniently chosen nursing students in a Nursing College in the Philippines participated in the survey. Data were collected using an adopted questionnaire administered via online survey. Descriptive and inferential statistical tools were used to analyze the data. Results: Results indicated that majority of nursing students moderately (M=3.58) use Facebook for educational purposes to communicate, collaborate, and share academic or learning materials. They generally had a good perception of (M=4.36) and were highly satisfied (Mean=3.95) with using Facebook for educational purposes. The main challenge reported by 81.42% of nursing students in the use of Facebook was distraction from other Facebook contents. There was a significant positive relationship between usage and perception (p=0.000) likewise between satisfaction and recommendation in the use of Facebook for educational purposes (p=0.000). Conclusions: While Facebook showcases promising potential as a learning tool, challenges associated with its use in nursing education must be properly addressed. Careful consideration and thoughtful planning are necessary for nursing schools to maximize the advantages of Facebook as a supplemental tool for learning.