Search Results (81)

Non-celiac villous atrophy (NCVA) is a multifaceted and under-recognized clinical entity with an etiology beyond celiac disease. This review critically examines the diverse pathophysiological mechanisms underlying NCVA, including autoimmune enteropathies, immune deficiency-related disorders, infectious processes, drug-induced trauma, and metabolic or environmental influences. A comprehensive synthesis of peer-reviewed literature, clinical studies, and case reports was conducted, adopting a multidisciplinary perspective that integrates immunologic, infectious, metabolic, and pharmacologic insights. The literature search was performed in three phases: identification of relevant studies, critical assessment of selected publications, and synthesis of key findings. Searches were carried out in PubMed, Scopus, Web of Science, and Google Scholar databases. The final search, completed in June 2025, included international, English-language articles, electronic books, and online reports. Studies were included if they addressed NCVA in the context of pathophysiology, clinical manifestations, or management strategies, with priority given to publications from the last ten years (2015–2025). The search strategy used the primary term “non-celiac villous atrophy” combined with supplementary keywords such as autoimmune enteropathy, common variable immunodeficiency, tropical sprue, drug-related enteropathy, pathophysiology, immunological mechanisms, chronic inflammation, genetic factors, environmental influences, and clinical management. Histopathological evaluations reveal that NCVA often manifests with varying degrees of villous blunting, crypt hypertrophy, and intraepithelial lymphocytosis, albeit without the gliadin-specific immune response seen in celiac disease. Various immune pathways are involved, such as autoimmune deregulation and chronic inflammatory responses, while drug-induced and environmental factors further complicate its clinical picture. These findings highlight significant diagnostic challenges and underscore the need to adapt diagnostic algorithms that combine clinical history, serologic evaluations, and histopathologic analysis. In conclusion, an in-depth understanding of the heterogeneous etiology of NCVA is critical to improving diagnostic accuracy and optimizing therapeutic strategies. Future research should prioritize the identification of specific biomarkers and the development of targeted interventions to address the unique mechanisms underlying NCVA, thereby improving patient management and outcomes. Full article

Music, movies, books, pictures, and other media can change a user’s emotions, which are important factors in recommending appropriate items. As users’ emotions change over time, the content they select may vary accordingly. Existing emotion-based content recommendation methods primarily recommend content based on the user’s current emotional state. In this study, we propose a continuous music recommendation method that adapts to a user’s changing emotions. Based on Thayer’s emotion model, emotions were classified into four areas, and music and user emotion vectors were created by analyzing the relationships between valence, arousal, and each emotion using a multiple regression model. Based on the user’s emotional history data, a personalized mental model (PMM) was created using a Markov chain. The PMM was used to predict future emotions and generate user emotion vectors for each period. A recommendation list was created by calculating the similarity between music emotion vectors and user emotion vectors. To prove the effectiveness of the proposed method, the accuracy of the music emotion analysis, user emotion prediction, and music recommendation results were evaluated. To evaluate the experiments, the PMM and the modified mental model (MMM) were used to predict user emotions and generate recommendation lists. The accuracy of the content emotion analysis was 87.26%, and the accuracy of user emotion prediction was 86.72%, an improvement of 13.68% compared with the MMM. Additionally, the balanced accuracy of the content recommendation was 79.31%, an improvement of 26.88% compared with the MMM. The proposed method can recommend content that is suitable for users. Full article

In this article, we document our experiences as teacher educators as we designed and implemented two courses that scaffold primary preservice teachers to engage critically with postmodern picture books and to explore a range of pedagogical practices for using postmodern picture books in classrooms with young children. Initially, our preservice teachers told us they did not have many experiences with postmodern picture books. Postmodern picture books are a special form of children’s literature that showcase some unique characteristics such as breaking boundaries, excess, indeterminacy and parody. In this article, our research investigation includes two case studies which draw on Schon’s classical approach to exploring the epistemology of our own practice through a reflective lens that brings together academic theory and professional practice. Firstly, we each recount our preservice teachers’ most adverse reactions to postmodern picture books. In response, we use the multiliteracies framework of the New London Group, that of situated practice, overt instruction, critical framing and transformed practice, to describe how we designed the learning activities and assessment tasks at two different universities in Australia. We do not attempt to generalise from our findings; rather, we explore the pedagogical framework that takes our preservice teachers from places of not knowing, resistance, and critique to one where they can articulate their understandings of postmodern picture books as social and cultural commentary and demonstrate a range of effective pedagogical applications. Full article

The liturgical reforms of the mid-twentieth century had major impacts on not only the forms of liturgies in the Western church but also on liturgical theology. The 1979 Book of Common Prayer of the Episcopal Church, the Anglican province in the United States, along with several dioceses across the world, represents the culmination of these developments in that jurisdiction. Among its revolutionary suggestions is the reservation of Holy Baptism for certain occasions: the Easter Vigil, Pentecost, All Saints’ Day or the Sunday following, the Feast of the Baptism of Our Lord, and the visitation of a bishop. Many liturgical guides emphasize the advantages of observing these so-called “baptismal feasts,” but none treat them in any lengthy manner. Do the different occasions for baptism have something specific to say about what baptism is? How do the appointed lectionary readings shed light on baptism, and vice versa? In this article, I will explore these feasts and especially their assigned lessons in the Revised Common Lectionary. I will show that when read with a liturgical hermeneutics, the appointed scriptures and, therefore, the baptismal feasts themselves paint a comprehensive picture of a contemporary baptismal theology. Full article

Cross-sectional research suggests associations between enrichment and cognitive skills in toddlerhood. There are no prospectively designed longitudinal studies that investigate the link between early home literacy activities and subsequent mechanisms that explain the putative cognitive benefits. This study tests long-term associations between toddler literacy enrichment and later student engagement across key academic transitions, from kindergarten to the end of high school. Using the Quebec Longitudinal Study of Child Development (QLSCD) population-based birth cohort data, we examined whether parent-reported experiences of shared reading, looking at picture books or illustrated stories, and pretend writing at age 2 years predict later teacher- and self-reported student engagement at ages 6, 12, and 17 years. The results from multiple regression models, stratified by sex and adjusted for pre-existing and concurrent child and family characteristics, revealed significant associations between early literacy enrichment and later engagement. For boys and girls, literacy enrichment in toddlerhood predicted increases in classroom engagement from kindergarten to the end of high school. These findings highlight the lasting influence of early literacy exposure on subsequent learning-related behaviors, both in and beyond the classroom. They underscore the importance of promoting enrichment in early childhood as a family strategy toward individual readiness to learn, a cornerstone of crystalized intelligence. Full article

Current policy recommendations for initial teacher education encourage teaching code-related literacy (phonics, phonological awareness, and phonemic awareness) over pedagogical knowledge, and engaging practice in learning to read. To enhance early childhood pre-service teacher (PST) practices, this mixed-methods pilot study investigated a tool to support PSTs studying birth-to-eight years teaching, pedagogical practice, and knowledge to teach code-related literacy and supplementary vocabulary in conjunction with quality children’s literature. The Non-Scripted Intentional Teaching (N-SIT) tool was developed and then trialled with early childhood PSTs (n = 24) in Queensland, Australia. The participants planned phonics learning experiences using the N-SIT and picture books (e.g., Pig the Pug; Snail and the Whale). Survey data gathered participants’ code-related literacy knowledge before and after the N-SIT training. The data revealed most PSTs felt well-to-somewhat prepared to teach beginning reading and vocabulary and less-to-somewhat prepared to teach phonics. The data further revealed that all participants could define phonics but reported mixed conceptual understandings of phonological and phonemic awareness. The PSTs’ knowledge of phonological awareness, phonemic awareness, and planning for phonics-focused teaching through children’s literature improved post-N-SIT activity. Planned direct systematic phonics instruction strategies through the intentional shared reading of children’s literature and the potential benefits of the N-SIT tool in early childhood initial teacher education are discussed. Full article

Typically developing peers are the key factor for children with disabilities to participate in inclusive settings. Good peer relationships can improve the social communication and language expression of children with disabilities, and typically developing children play a role as “gatekeepers” in the social activities of children with disabilities in the schools. In this study, 36 primary school students from grades 1 to 3 received online picture book teaching for 3 weeks, 6 units, 12 class hours, and 40 min per class hour with six volumes of disability picture books (including physical disability, deaf and hard of hearing, visual impairment, intellectual disability, learning disability and autism spectrum disorder) selected by experts in summer vocation. The attitudes of typically developing children toward peers with disabilities of participants were tested before and after attending the online picture book course. The teaching of disability-themed picture books online has significantly improved the attitudes of typically developing children in lower grades toward peers with disabilities. Specifically, there are significant differences in the sub-dimensions of emotion and positive behavior and negative behavior before and after the intervention. The results showed that online picture book teaching activities with disability themes can effectively improve the attitudes of typically developing children in primary schools toward children with disabilities in terms of cognition, emotion, and behavior, and they can be used in schools to create an inclusive climate for students with disabilities. Full article

Background/Objectives: Coeliac disease, a chronic and lifelong health condition, is one of the most common autoimmune diseases. However, it is also one of the most under-recognised conditions, and emotionally and cognitively appropriate materials are especially lacking for young children and their families who are coping with this disease. Effective health communication is essential for educating and supporting children living with coeliac disease as well as their families and communities. Picture books can serve as useful and accessible educational and health promotion tools, promoting adaptive coping strategies for dealing with a potentially traumatic condition. Methods: This study aimed to fill a critical gap in the literature by examining a range of picture books (n = 9) aimed at children three to eight years of age diagnosed with coeliac disease. Reflective thematic and structural narrative analyses were applied to explore strategies and themes used in these books and how they align with the current literature on developing coping through children’s narratives. Results: Four themes were developed and measured against an existing model of coping narratives to find a more specific model that recognises the specific concerns of coeliac disease. The four themes found were Information Provision; Promotion of CD Management; Anxiety and Hypervigilance Reduction, with two subthemes of Validating Feelings and Reducing Concerns; and Community and Connection. Conclusions: The findings have likely implications for the following applications: incorporation into clinician training (as a therapeutic and health promotion intervention), support within schools, authors of similar books for children coping with chronic illness, and coping approaches for individuals/families to promote health literacy/support regarding living with coeliac disease. Full article

Postmodern picture books offer valuable opportunities for children to engage with multiple perspectives and develop critical thinking skills. When used in pedagogical practices that prioritize children’s rights, agency, and voices, these books can effectively challenge dominant social norms and promote justice and equity. Within the framework of the SMOOTH project (Educational Common Spaces, Passing through Enclosures and Reversing Inequalities, Horizon 2020, EU), this qualitative study explores how children aged six to eight attending a public primary school in Lisbon, Portugal, make sense of gender through postmodern picture books. Grounded in the Educational Studies and Sociology of Childhood, the research analyses children’s understandings of gender and the meanings they construct concerning it. A six-month intervention program, consisting of read-aloud sessions, was conducted with children from diverse linguistic and socioeconomic backgrounds. Data were collected through focus groups and observation. Qualitative content analysis highlights how picture books can stimulate critical discussions on the social construction of gender, providing children with opportunities to reflect on differences, power relations, and social change. These findings indicate that embedding a care perspective further strengthens the recognition of children’s lived experiences and enriches educational practices by fostering inclusiveness and deeper understanding. Full article

Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, mathematics education, and the history of mathematics lend themselves to a broader range of assessment techniques that have been reported to provide a more balanced picture of students’ abilities. In 2020, an online environment for the teaching and learning of mathematics was imposed on the academic world globally as a result of the COVID-19 pandemic. In an effort to teach and assess remotely while maintaining institutional academic standards, the majority of lecturers were in a situation where closed-book, proctored assessments were not an option. As a result, other methods were adopted. This paper reports on an investigation into how mathematics lecturers worldwide assessed mathematics before the pandemic, during the initial lockdown restrictions, and in the immediate aftermath, while some restrictions were still in place, to see if any changes were sustained. There was a statistically significant difference in the proportion of respondents who used many of the assessment types investigated across the three time periods, including open-book timed, open-book untimed, closed-book, multiple-choice questions, online proctored, in-person proctored, presentations, projects, and assignments. The majority of those who favoured closed-book proctored examinations prior to the pandemic moved to timed open-book assessments. Differences between the weightings of final examinations versus continuous assessments were also statistically significant, with greater weight given to continuous assessment once the pandemic began. Respondents’ satisfaction levels with their assessments were significantly different also, with the highest satisfaction levels prior to the pandemic and the lowest during the initial lockdown restrictions. Academic integrity was a key concern of the majority of respondents when assessing the learning outcomes of their modules and played a role in the vehicle of assessment they chose. Full article

This essay explores the journey of co-authoring the children’s book Beauty With A Birthmark (2022) inspired by my experiences as a Black mother and those of my Black daughter, the main character in the book. Our book examines themes of beauty and self-acceptance, challenging traditional beauty standards and promoting the need for continually creating space for Black main characters in children’s books. Our essay further highlights the underrepresentation of Black protagonists in childhood picture books, acknowledging the pivotal role of gatekeepers in the publishing industry. We also address the impact of inclusive literature in classrooms and school libraries as it relates to Black children’s self-esteem, appreciation of and exposure to diversity, and academic achievement. Through this lens, Beauty With A Birthmark fosters belonging and confidence among young Black readers, illustrating the far-reaching influence that representation in children’s literature embodies. Full article

Growing awareness of inclusivity for people with disabilities has led the National Taiwan Library to promote digital and interactive approaches for improved communication between sign language users and the hearing community. The “Interactive System of Digital Sign Language Picture Books”, developed with augmented reality (AR) and artificial intelligence (AI), enhances inclusive learning experiences. In this study, 82 participants with hearing disabilities aged 31–60 used the system and completed a technology acceptance model questionnaire. Results indicate that ease of use positively influences perceived usefulness, attitude toward use, and intention to use, supporting enriched learning and fostering social communication. Full article

Book banning and laws against discussing so-called “divisive concepts” in the United States are limiting what is read to children in schools, even in places without specific legislation. Books by Black and LGBTQIA+ authors and/or about Black or LGBTQIA+ characters are specific targets of the book banning and censorship efforts. The research reported in this article used a case study approach to explore two teacher candidates’ responses to inclusive children’s picture books and their discussions of the books with students in their classrooms during their practicum. The results indicated that the teacher candidates strongly believed in the value of sharing inclusive children’s literature and effectively utilized open-ended questions to spark critical thinking. However, they found it challenging to follow their students’ leads and build on comments in ways that could have resulted in deeper thinking and understanding. More practice, feedback and reflective opportunities are needed during teacher preparation in actual classrooms to improve teacher candidates’ abilities to conduct interactive read-alouds about topics that feel risky. The findings also highlight the need for schools and mentor teachers to model discussions about inclusive children’s books. Full article

Digital picture-book (DPB) with animated elements can enhance children’s engagement, but irrelevant animations may interfere with their comprehension. To determine the effect of the relevance of animated elements on preschoolers’ comprehension, an experimental study was conducted. Thirtythree preschoolers between the aged 4-5 years engaged with DPB in three conditions: high- and lowrelevant animations and a static control while listening to the story; their eye movements were recorded simultaneously. The study found that preschoolers had lower comprehension when exposed to low-relevant animation, but had comparable scores to the static condition with high-relevant animation. The results of eye-movement analysis showed that children who focused less on highrelevant or more on low-relevant elements had poorer comprehension. Those exposed to low-relevant animations looked less at high-relevant elements and more at low-relevant elements than those in the static and high-relevant conditions. These results suggested that low-relevant animations in DPB interfered with children’s comprehension by directing their visual attention away from crucial, highrelevant elements and more to less relevant elements. Therefore, designers creating DPBs, as well as parents and caregivers selecting DPBs for children, should consider the importance of the relevance of animated elements. And the corresponding mechanism of animation effect in DPB comprehension was discussed. Full article

Aconitine is a highly poisonous C₁₉-diterpenoid alkaloid identified and isolated from the species of the genus Aconitum. Aconitine is indicated in the treatment of cardiovascular diseases (CVDs) and, due to its neurotoxic effects, is a very effective drug in pain release. A total of 101 relevant scientific papers were manually searched on the Web of Science, Scopus, Science Direct, Google Scholar, PubMed and Dovepress databases and in the books available in the library of the Department of Natural Sciences, the National University of Science and Technology POLITEHNICA Bucharest, Pitesti University Centre, Romania. In combination treatments, aconitine shows antiarrhythmic and anti-inflammatory activity, a synergistic antiproliferative effect and decreased reactive oxygen species (ROS) generation, an improved biodistribution and bioavailability. Additionally, the entrapment of aconitine in engineered nanoparticles represents a promising method for reducing the toxicity of this alkaloid. This review provides, for the first time, a comprehensive picture of the knowledge and research on the synergistic, additive and antagonistic effects of aconitine in combination treatments applied in vivo or in vitro. The summarized studies represent important clues in addressing the multitude of knowledge, which can find their utility in practical and clinical applications. Full article