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University-based boundary organisations provide academics with an environment where they can interact with a wide variety of societal partners to produce knowledge and work on research projects, often of a transdisciplinary nature. This environment, however, implies that their researchers may be confronted with multiple and sometimes conflicting demands coming from various stakeholders. In this study, we focus on one such case, a Real-world Laboratory (RwL), set up by the Karlsruhe Institute of Technology. This RwL focuses on urban sustainable development challenges. Drawing on boundary work literature, we analyse the boundary work strategies employed by the lab's leading researchers to manage such demands as part of a RwL research project. We observe that the managing researchers buffer several types of boundaries in order not to compromise the transdisciplinary nature of the RwL. They appear to utilise four types of boundary devices when managing boundaries: language, people, objects, and spaces. We conclude that, to reduce tensions, the managing researchers should acknowledge the presence of boundaries early on in their RwL research project, that is, during its conception phase.

Over the past two decades Biomedical Engineering has emerged as a major discipline that bridges societal needs of human health care with the development of novel technologies. Every medical institution is now equipped at varying degrees of sophistication with the ability to monitor human health in both non-invasive and invasive modes. The multiple scales at which human physiology can be interrogated provide a profound perspective on health and disease. We are at the nexus of creating avatars (herein defined as an extension of digital twins) of human patho/physiology to serve as paradigms for interrogation and potential intervention. Motivated by the emergence of these new capabilities, the IEEE Engineering in Medicine and Biology Society, the Departments of Biomedical Engineering at Johns Hopkins University and Bioengineering at University of California at San Diego sponsored an interdisciplinary workshop to define the grand challenges that face biomedical engineering and the mechanisms to address these challenges. The Workshop identified five grand challenges with cross-cutting themes and provided a roadmap for new technologies, identified new training needs, and defined the types of interdisciplinary teams needed for addressing these challenges. The themes presented in this paper include: 1) accumedicine through creation of avatars of cells, tissues, organs and whole human; 2) development of smart and responsive devices for human function augmentation; 3) exocortical technologies to understand brain function and treat neuropathologies; 4) the development of approaches to harness the human immune system for health and wellness; and 5) new strategies to engineer genomes and cells.

Background and Context: In order to fully include learners with visual impairments in early programming education, it is necessary to gain insight into specificities regarding their experience of and approach to abstract computational concepts. Objective: In this study, we use the model of the layers of abstraction to explore how learners with visual impairments approach the computational concept of abstraction, working with the Bee-bot and Blue-bot. Method: Six blind and three low vision learners from the elementary school level were observed while completing programming assignments. Findings: The model of the layers of abstraction, can overall be generalized to learners with visual impairments, who engage in patterns that reflect iterative actions of redesigning and debugging. Especially our blind learners use specific tactile and physical behaviors to engage in these actions. Implications: Ultimately, understanding such specificities can contribute to inclusive tailored educational instruction and support.

University-based living labs serve as open innovation platforms that foster collaborative research and experimentation across various disciplines. These labs bring together academics, citizens, community organisations, companies, and other entities to collectively address complex contemporary issues. The labs' managers are expected to adopt flexible, agile management approaches to support the openness of their lab to stakeholders. Flexible management approaches create various challenges, as the labs are often expected also to comply with traditional project management principles of deadlines, project deliverables, budget restrictions, and quality conditions as set by their project sponsors and host organisation. The combination of prescriptive and agile project management approaches in such open innovation settings has been relatively underexplored in higher education research. Drawing on the theoretical literature on boundary work and project management, we analyse how the managers of a Dutch university-based living lab execute flexible project management styles in a setting that is dominated by prescriptive project management traditions. Based on information from 20 interviews and document analysis we identify five areas of tension between agile and prescriptive project management. Living lab managers, supported by researchers, buffer these tensions through boundary work that shapes the openness of the projects in rather unexpected ways.

The study examined what factors determine the use of educational innovations by teachers in higher education. Three sort of factors were compared: teachers' motivation for the enhancement of education, their contact with or exposure to dissemination of educational innovations and institutional factors, that is, support provided by higher education institutions. Further, teachers were classified regarding their use of educational innovations. The study used survey data collected among academic staff at public Norwegian higher education institutions. Results of the multinominal logistic regression models showed that intrinsic motivation was an important factor for teachers' innovation behaviour in this context. Dissemination and institutional factors exerted little or no significant impact. The assumptions currently underlying research on educational innovations and the design of national and institutional support programmes are discussed against the background of these results.

This study examined whether and how moral judgment components (moral reasoning and moral value evaluation) combined with self-serving cognitive distortions are related to peer bullying (including associated participant roles) among adolescents. A total of 522 adolescents (49% males) from grades 1 to 4 of three public secondary schools in Spain (M[subscript age] = 14.6 years, range 12-18 years) completed questionnaires on moral judgment, self-serving cognitive distortions, and bullying. Bullies and bully-victims showed the lowest levels of moral judgment and the highest levels of self-serving cognitive distortions. In contrast, moral judgment was highest and self-serving cognitive distortions lowest for defenders and bystanders. Self-serving cognitive distortions mediated completely the relationship between moral reasoning and bullying, and partially between moral evaluation and bullying. Multigroup analyses indicated that the strength of the relationships between the moral judgment components and self-serving cognitive distortions varied across adolescents' role. Anti-bullying intervention programs should include the facilitation of moral reasoning and valuing as well as the reduction of self-serving cognitive distortions.

The utility of nonsurgical, mechanical compression-based joint injury models to study osteoarthritis pathogenesis and treatments is increasing. Joint injury may be induced via cyclic compression loading or acute overloading to induce anterior cruciate ligament rupture. Models utilizing mechanical testing systems are highly repeatable, require little expertise, and result in a predictable onset of osteoarthritis-like pathology on a rapidly progressing timeline. In this chapter, we describe the procedures and equipment needed to perform mechanical compression-induced initiation of osteoarthritis in mice and rats.

BackgroundHigh throughput sequencing has enabled the interrogation of the transcriptomic landscape of glucagon-secreting alpha cells, insulin-secreting beta cells, and somatostatin-secreting delta cells. These approaches have furthered our understanding of expression patterns that define healthy or diseased islet cell types and helped explicate some of the intricacies between major islet cell crosstalk and glucose regulation. All three endocrine cell types derive from a common pancreatic progenitor, yet alpha and beta cells have partially opposing functions, and delta cells modulate and control insulin and glucagon release. While gene expression signatures that define and maintain cellular identity have been widely explored, the underlying epigenetic components are incompletely characterized and understood. However, chromatin accessibility and remodeling is a dynamic attribute that plays a critical role to determine and maintain cellular identity.ResultsHere, we compare and contrast the chromatin landscape between mouse alpha, beta, and delta cells using ATAC-Seq to evaluate the significant differences in chromatin accessibility. The similarities and differences in chromatin accessibility between these related islet endocrine cells help define their fate in support of their distinct functional roles. We identify patterns that suggest that both alpha and delta cells are poised, but repressed, from becoming beta-like. We also identify patterns in differentially enriched chromatin that have transcription factor motifs preferentially associated with different regions of the genome. Finally, we not only confirm and visualize previously discovered common endocrine- and cell specific- enhancer regions across differentially enriched chromatin, but identify novel regions as well. We compiled our chromatin accessibility data in a freely accessible database of common endocrine- and cell specific-enhancer regions that can be navigated with minimal bioinformatics expertise.ConclusionsBoth alpha and delta cells appear poised, but repressed, from becoming beta cells in murine pancreatic islets. These data broadly support earlier findings on the plasticity in identity of non-beta cells under certain circumstances. Furthermore, differential chromatin accessibility shows preferentially enriched distal-intergenic regions in beta cells, when compared to either alpha or delta cells.

Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students' subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students' self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students' goal orientedness in learning about sex/gender. (3) Students' struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.

Programming education is strongly emerging in elementary and high school. Diversity and inclusion are important topics, however, insights on suited programming materials for younger learners with visual impairments are lacking. A wide range of programming materials for children exists, diverse in both what is being programmed (output) and how this is done (input), yet often relying on visual features. An understanding of the usability and accessibility aspects of these different materials is important to inform educational practice and to increase understanding of what makes programming materials suited for low vision and blind children. The aim of this study is to explore the usability and accessibility of programming materials currently used in education to low vision and blind children in the Netherlands. A focus group was conducted with six teachers or IT experts, all working with the target group in special education. The thematic analysis of the discussion of 25 materials (including unplugged lessons, robots and robotic kits, block-based and text-based languages) showed the potential of several materials, especially unplugged lessons, and the continuing search for suited materials and workforms specifically for the blind children. Furthermore, prioritizing "fun" and close connections to children's daily life as well as careful explorations of usability at the cognitive level came forward as important factors for future research and development in programming materials for low vision and blind children. These insights can contribute to obtaining an inclusive approach to programming for young learners.

An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development economics course in the Global North using as examples topics that are commonly taught and show how gender-aware scholarly articles, classroom activities, and assignments can complement a course based on a standard textbook or set of articles. They engender three main sections of a prototype development economics course: meanings and measures of economic development; strategies for economic development; and salient issues in development; and they add a forward-looking section on creating equitable development.

Objective: This study examined depressive symptomatology (DS) across the academic year in first-year undergraduate students and the influence of DS on anxiety, stress, body esteem, physical activity, and sleep. Participants: Participants were first-year undergraduate students (N= 164). Methods: Participants completed validated self-report measures each quarter. A repeated measures ANCOVA was conducted to examine changes in DS over time. Students were categorized as reporting subclinical (SCD) or clinical (CD) depressive symptoms. A repeated measures MANCOVA was conducted to examine the effect of time and DS groups on primary outcomes. Results: No significant main effects of time were observed for outcomes. Significant between-subjects effects were observed with CD participants reporting significantly higher anxiety and stress and lower sleep than SCD participants. Conclusions: First-year undergraduates with CD may have increased risk for negative markers of psychological and physical health outcomes. Universities should prioritize the psychological and physical health of their first-year students.

Background: Creating a holistic picture of children and youth who suffer from acquired aphasia or another (developmental) language disorders is very difficult due to missing diagnostic instruments covering participation. Szenario-Kids is a new diagnostic instrument to measure multimodal communication abilities in everyday life situations of children and youth aged 6 to 16 years. Aims: We aimed to examine feasibility and psychometric properties of the model-based Szenario-Kids in the healthy population, to build the basis for later test evaluation in the language-impaired patient group. Method: Szenario-Kids was administered to n = 57 children and youth without communication deficits (mean age 9.16 years; German as native language). The diagnostic instrument was presented twice within two weeks, complemented by standardized diagnostic instruments to cover all communication modalities and enable correlation of performance between tests. Results: Data analysis showed good practicability, satisfying parallelism of test versions A and B (p = 0.098-0.845), acceptable to excellent reliability (Cronbach's [alpha] = 0.781-0.920) and high interrater reliability (ICC = 0.733-0.960), very strong test-retest correlation (r = 0.736-0.893) and moderate to strong concurrent validity (r = -0.475-0.611; p [less than or equal to] 0.01). Conclusions: The analysis of feasibility and psychometric properties revealed promising results for the group without communication deficits. Neurolinguistic underpinnings can be explained within our Multimodal Communication Model (MCM). Thus, the evaluation of Szenario-Kids in language-impaired children and youth is a next step.