Search Results (462)

Addressing global challenges such as climate change and inequality requires convergence competencies that enable learners to devise sustainable solutions. Such competencies have been emphasized in Science, Technology, Engineering, Mathematics (STEM) fields, but empirical research and assessment tools tailored to Humanities, Arts, and Social Sciences (HASS) remain scarce. This study aimed to develop and validate a self-assessment tool to measure convergence competencies among HASS learners. A three-round Delphi survey with domain experts was conducted to evaluate and refine an initial pool of items. Items with insufficient content validity were revised or deleted, and all retained items achieved a Content Validity Ratio (CVR) of ≥0.800, with most scoring 1.000. The validated instrument was administered to 455 undergraduates participating in a convergence education program. Exploratory factor analysis identified five key dimensions: Convergent Commitment, Future Problem Awareness, Future Efficacy, Convergent Learning, and Multidisciplinary Inclusiveness, explaining 69.72% of the variance. Confirmatory factor analysis supported the model’s goodness-of-fit (χ² (160) = 378.786, RMSEA = 0.054, CFI = 0.952), and the instrument demonstrated high internal consistency (Cronbach’s α = 0.919). The results confirm that the tool is both reliable and valid for diagnosing convergence competencies in HASS contexts, providing a practical framework for interdisciplinary learning and reflective engagement toward sustainable futures. Full article

T-cell-engaging antibodies are a promising new type of treatment for patients with refractory or relapsed (R/R) diffuse large B-cell lymphoma, which has changed the prognosis and evolution of these patients in clinical trials. Bispecific antibodies (BsAbs) bind to two different targets (B and T lymphocytes) at the same time and in this way mimic the action of CAR (chimeric antigen receptor) T-cells. They are the T-cell-engaging antibodies most used in practice and are a solution for patients who do not respond to second- or later-line therapies, including chemoimmunotherapy, followed by salvage chemotherapy and hematopoietic stem cell transplantation. They are a therapeutic option for patients who are ineligible for CAR T-cell therapy and are also active in those with prior exposure to CAR T-cell treatment. A remarkable advantage of BsAbs is their rapid availability, even if the disease progresses rapidly, unlike CAR T-cell treatment, and they avoid the practical and financial challenges raised by autologous CAR T-cell therapies. CAR-T has been proven to have better efficacy compared to BsAbs, but cytokine release syndrome and neurotoxicity have appeared significantly more frequently in patients treated with CAR T-cells. The possibility of combining BsAbs with chemotherapy and their administration for relapses or as a frontline therapy is being studied to increase their efficacy. BsAbs are a life-saving therapy for many patients with diffuse large B-cell malignant non-Hodgkin’s lymphoma (NHL) who have a poor prognosis with classical therapies, but are not without adverse effects and require careful monitoring. Full article

Glioblastoma (GBM) is a highly aggressive and heterogeneous brain tumor. Glioma stem-like cells (GSCs) play a central role in tumor progression, therapeutic resistance, and recurrence. Although immune cells are known to shape the GBM microenvironment, the impact of antigen-presenting-cell (APC) signature genes on tumor-intrinsic phenotypes remains underexplored. We analyzed both bulk- and single-cell RNA sequencing datasets of GBM to investigate the association between APC gene expression and tumor-cell states, including stemness and metabolic reprogramming. Signature scores were computed using curated gene sets related to APC activity, KEGG metabolic pathways, and cancer hallmark pathways. Protein–protein interaction (PPI) networks were constructed to examine the links between immune regulators and metabolic programs. The high expression of APC-related genes, such as HLA-DRA, CD74, CD80, CD86, and CIITA, was associated with lower stemness signatures and enhanced inflammatory signaling. These APC-high states (mean difference = –0.43, adjusted p < 0.001) also showed a shift in metabolic activity, with decreased oxidative phosphorylation and increased lipid and steroid metabolism. This pattern suggests coordinated changes in immune activity and metabolic status. Furthermore, TNF-α and other inflammatory markers were more highly expressed in the less stem-like tumor cells, indicating a possible role of inflammation in promoting differentiation. Our findings revealed that elevated APC gene signatures are associated with more differentiated and metabolically specialized GBM cell states. These transcriptional features may also reflect greater immunogenicity and inflammation sensitivity. The APC metabolic signature may serve as a useful biomarker to identify GBM subpopulations with reduced stemness and increased immune engagement, offering potential therapeutic implications. Full article

This paper offers a Christian ethical evaluation of transhumanism. It employs a two-part framework. First, the paper contextualizes transhumanism within the evolutionary cosmology of Pierre Teilhard de Chardin and thereby suggests a theological openness to technologically influenced development as part of an ongoing cosmogenesis towards greater consciousness, or the Omega Point. Second, the paper critically evaluates transhumanist values against five key principles of Catholic Social Teaching (CST): natural law, human dignity, human flourishing, the common good, and care for creation. While the Teilhardian lens does indeed allow us to interpret certain transhumanist goals as potentially conducive to humans, the CST assessment reveals serious ethical concerns that must be addressed. These concerns include threats to inherent dignity through the reductionism of the human person, the potential unchecked exacerbation of current social inequality, and significant conflicts with the care of creation stemming from an unchecked technocratic paradigm as described in Laudato Si’. This paper concludes that while engagement with transhumanism is necessary, a Christian perspective should strive to ensure that technological advancement remains subordinate to the universal dignity of all persons, the common good, and authentic flourishing in communion with God. Full article

Over the past two decades, the treatment landscape of Philadelphia chromosome-positive acute lymphoblastic leukemia (Ph+ ALL) has undergone a profound transformation. Once considered the subtype with the worst prognosis, Ph+ ALL is now associated with the possibility of long-term survival in a significant proportion of patients. This dramatic improvement has been driven by the advent of tyrosine kinase inhibitors (TKIs) and, more recently, by the incorporation of blinatumomab, a bispecific T-cell engager antibody, into frontline therapeutic strategies. In this evolving context, two major areas have become the focus of clinical investigation: on the one hand, the identification of high-risk patients who truly benefit from allogeneic hematopoietic stem cell transplantation (allo-HSCT); on the other, the characterization of patients who can achieve durable responses without transplantation and who may be candidates for treatment discontinuation of TKIs. This review aims to summarize the current evidence supporting the concept of treatment-free remission (TFR) in Ph+ ALL. Full article

In alignment with global educational trends, Australia has adopted a pluralistic approach to initial teacher education (ITE), encompassing traditional university-based programs, employment-integrated models and vocational training routes. This diversification of pathways has emerged as a strategic response to persistent workforce challenges, including chronic shortages, uneven distribution of qualified educators, and limited demographic diversity within the profession. Rather than supplanting conventional ITE models, these alternative pathways serve as complementary options, broadening access and enhancing system responsiveness to evolving societal and educational needs. The rise in non-traditional routes represents a deliberate response to the well-documented global teacher shortage, frequently examined in comparative educational research. Central to their design is a restructuring of traditional program elements, particularly duration and delivery methods, to facilitate more flexible and context-sensitive forms of teacher preparation. Such approaches often create opportunities for individuals who may be excluded from conventional pathways due to socioeconomic constraints, geographic isolation, or non-linear career trajectories. Significantly, the diversity introduced by alternative entry candidates has the potential to enrich school learning environments. These educators often bring a wide range of prior experiences, disciplinary knowledge, and cultural perspectives, contributing to more inclusive and representative teaching practices. The implications for student learning are substantial, particularly in disadvantaged communities where culturally and professionally diverse teachers may enhance engagement and academic outcomes. From a policy perspective, the development of flexible, multifaceted teacher education pathways constitutes a critical component of a sustainable workforce strategy. As demand for qualified teachers intensifies, especially in STEM disciplines and in rural, regional and remote areas, the role of alternative pathways is likely to become increasingly pivotal in achieving broader goals of equity, quality and innovation in teacher preparation. Full article

This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation, centred on student attainment data across two academic years, revealed statistically significant improvements among students who engaged with GPL, particularly those who completed ILPA activities. Participation was associated with higher mean grades, increased proportions of high achievers, and reduced failure rates. These findings demonstrate the GPL model’s effectiveness in supporting learner autonomy, formative assessment, and targeted feedback, while offering a scalable strategy for integrating personalised learning into mainstream STEM curricula. Full article

The ability to model the earliest stages of human embryonic development in vitro using pluripotent stem cells offers researchers new ways to understand and interrogate the intricacies of implantation. It also raises important ethical and regulatory considerations, both those common to research involving human embryos, as well as those unique to stem cell-based embryo and endometrial models. This review examines the underpinning scientific discoveries that have led to the development of this rapidly expanding area of research, and how three-dimensional embryo models could be employed in advancing assisted reproductive technologies and understanding implantation failure. Importantly, we also discuss the ethical and legal implications and explore various governance models that have been proposed to foster responsibility and innovation in this area of research. Given the heightened interest in the scientific community on this topic, we finish on the question of how and when to involve the public in the development of this technology and its regulation. Full article

Current structural barriers experienced by First Nations in Canada shape access and engagement for testing and treatment of hepatitis C virus (HCV) infections. This non-systematic informative review considers transdisciplinary perspectives, regional data, and published literature connecting context to the disproportionate HCV burden experienced by First Nations populations in the prairie provinces of Canada, and offers examples of participatory and community-led initiatives working toward the elimination of HCV as a public health threat. First Nations in Canada are disproportionately impacted by chronic HCV infection, with a reported rate of newly diagnosed HCV cases in First Nations communities five times the respective rate in the general Canadian population in 2022. This review explores the reasons underlying the disproportionate burden of HCV infection. Significant over-representation of First Nations in the Canadian Prairies is seen in the major risk categories for HCV acquisition, and the impact of these risk factors is aggravated by barriers to accessing healthcare services and medication coverage. These barriers stem from the legacy of colonialism, discrimination, disenfranchisement, and are exacerbated by stigmatization, victimization, and racism in the justice and healthcare systems. Other contributory factors that impede access to care include inadequate healthcare clinic staffing and infrastructure in First Nations communities, and significant geographical distances between First Nations reserves and laboratories, pharmacies, and treating/prescribing healthcare providers. Recent recognition of historical harms and early steps towards nation-to-nation reconciliation, along with support for culturally connected, holistic, and First Nations-led wellness programs, instill hope that elimination strategies to eradicate HCV infection in First Nations populations will be successful in Canada. Full article

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

Sport can serve as a powerful tool for community building, fostering inclusion, challenging intolerance, and advancing social justice. It also supports positive youth development and active citizenship. When embedded in local life and accessible beyond athletics, sport creates unique conditions for community development and inclusive action. Sport and equity-focused community development are about relationships. The perspectives and behaviors stemming from youth participation in sport—what they learn about human relationships, relationship building, and life skills—carry forward through time in all phases and facets of their lives. The Gaelic Athletic Association (GAA), Ireland’s largest amateur sporting and cultural organization, exemplifies this potential. More than a sports organization, the GAA plays a central role in Irish society, offering opportunities for people of all ages to engage in sport, fitness, and well-being, while actively contributing to community life. GAA clubs often function as local social hubs, creating spaces for connection across generations. This article uses the GAA as a case study to explore how sport can be a unifying and inclusive structure for community building. Specifically, we will (1) examine the link between sport, youth, and active citizenship; (2) explore connections between sport, community, inclusion, and social justice; (3) offer a historical and cultural overview of the GAA; and (4) consider how organizations like the GAA can support efforts around inclusion, tolerance, and sustainability. The discussion will highlight implications for future community programming and policy. Full article

This study used an equity ethic framework and a STEM identity model to contextualize and understand Latine students’ perceptions of STEM identity development. The purpose of this study was to investigate how Latine undergraduate students who engaged in STEM coursework perceived their learning experiences and stories of resilience through an equity ethic framework. Data were collected through interviews with 19 Latine college students attending a Hispanic-Serving Institution. Findings revealed the following themes related to Latine students’ STEM identity development and lived experiences in STEM coursework: implicit biases, imposter syndrome, self-efficacy, and support system and resources. Findings highlight the need for institutions of higher education to promote Latine students’ self-efficacy to positively influence STEM identity development while addressing systemic issues, such as implicit biases and imposter syndrome to create safe, growth-enhancing educational climates for students with minoritized identities. We provided implications to cultivate Latine students’ STEM identity development through inclusive teaching and learning practices that foster equitable learning environments as well as institutional resources that support students’ mental health and resilience. Implications of this study can be modeled at HSIs to positively influence STEM identity development and increase Latine students’ persistence in STEM fields. Full article

This paper explores the potential of the Ozobot EVO mobile robot as an educational tool for teaching Python programming. While the robot is currently designed for younger students through color and block programming, it is not yet widely utilized for teaching text-based coding. The Ozobot’s compatibility with Python presents a valuable opportunity for students to visualize their programming concepts through the robot’s actions, offering a more engaging alternative to console-based learning. The increasing use of the Raspberry Pi, a single-board computer programmed in Python, has necessitated the inclusion of Python in the curriculum. However, students often find learning Python challenging and demotivating. To enhance STEM education and student motivation, this paper proposes sample Python code for the Ozobot EVO, aiming to encourage educators to integrate the robot into their teaching. I suggest some Python code examples for the Ozobot EVO. This is to help educators see how they can use the robot in their lessons. Specifically, code examples for controlling motion, sound, light, and combinations of these functionalities are presented. When students see the robot react immediately to their code, they can understand programming ideas much better than just seeing text in the Python console. The Ozobot EVO mobile robot offers a solid foundation for learning Python programming. Full article

Climate scientists, systems theorists, and policymakers increasingly suggest that global sustainability challenges stem from dysfunctional worldviews and values that drive individual and collective behaviors, undermining both human flourishing and planetary health. Recognizing that paradigmatic shifts in values and worldviews can arise from transformative experiences, this study employed Integral Inquiry in a mixed-methods design to examine the nature of the relationship between such experiences and engagement with sustainability. A sample of 145 adults was recruited based on self-identification of having undergone a life-changing experience and demonstrated evidence of transformative growth and integration. In the qualitative phase, 73 participants completed an open-text survey detailing their perspectives on sustainability and their related practices and behaviors. Ten individuals from this subset were interviewed to explore the depth and dimensions of their engagement with sustainability. Using Constructivist Grounded Theory analysis, three tentative themes emerged: intraconnection, personal equilibrium, and defining social change. Whilst the study was exploratory in nature, the analysis indicated that transformative experiences seemed to foster a profound felt sense of intraconnection—a deep awareness of interconnectedness with all life. This awareness appeared to naturally clarify participants’ values and beliefs, aligning their actions toward sustainability. Moreover, participants emphasized the importance of cultivating personal equilibrium—a state of inner balance and congruence in daily choices—as a foundation for meaningful social and environmental change. This study tentatively highlights the role transformative experiences can play in bringing about more pro-ecological behavior, and it underscores the need for further research into how such experiences can be more readily integrated to support global sustainability efforts. Full article

Background/Objectives: There is still no clear consensus regarding the efficacy of exercise interventions in maintaining or improving cognitive function among independent older adults, as well as individuals with mild cognitive impairment (MCI) or dementia. This review explores the potential mechanisms underlying cognitive decline prevention and dementia mitigation from the perspective of motor learning theory, with a particular focus on aerobic-oriented open-skill exercise (OSE) and electronic sports (e-sports). Methods: Comprehensive literature searches were conducted using databases such as PubMed, Scopus, Web of Science, CiNii, and J-Stage (all available years) to identify studies examining the relationship between OSE, e-sports, and cognitive function. Results: Although various intervention studies have investigated aerobic exercise, resistance training, and other multifactorial exercise programs, a unified conclusion has not been reached regarding their effectiveness in enhancing cognitive function in the general elderly population or in patients with MCI or dementia. However, sports involving dynamic interaction with opponents (OSE) have shown a positive association with the maintenance and enhancement of cognitive abilities. Furthermore, e-sports present an accessible exercise modality, unrestricted by age, gender, time, or location, and are expected to support cognitive health in older adults. Conclusions: Aerobic-oriented OSE appears more effective than closed-skill exercise in preventing age-related cognitive decline and dementia. Additionally, e-sports may offer a comprehensive approach to brain health by integrating cognitive stimulation, physical engagement, social interaction, and stress reduction, though caution is advised regarding potential mental health concerns stemming from excessive use. Full article