Feasibility of the C60 Fullerene Antioxidant Properties: Study with Density Functional Theory Computer Modeling

Fullerene C60 compound was recently found to be a potent anti-oxidant, which may be envisioned as a result of alteration of the inner mitohondria membrane electric potential with protons transport boosted by fullerenes. Here we briefly report on the theoretical test of the very possibility of protons to pass through the surface of C60 fullerene to become confined within latter thus possibly decreasing the transmembrane electric field gradient when fullerene crosses the mitochondria membrane. Quantumchemical calculations within Density Functional Theory are employed as a means of checking described scenario

Prioritising public spaces architectural strategies for autistic users

PurposeAccording to architectural research, modifying environmental features has the potential to create an appropriate sensory environment for autistic children. Considering the design of public environments, it is difficult to accommodate the diverse requirements of each autistic child. The main objective of this paper is to find out the most prevalent architectural strategies and to prioritise them for the design of the public spaces addressing autistic children's needs.Design/methodology/approachThis research is designed in two stages: (1) descriptive approach in which architectural strategies are extracted from theories on autism design to determine a theoretical test module; and (2) quantitative approach in which the frequency of gained strategies are studied in two groups of references: general references and key references (i.e. most cited and well-reputed researchers in autism architecture) while universal design strategies and the timeline of each strategy is considered for the conclusion.FindingsThe following strategies were highly significant: (1) acoustical control, (2) visual control, (3) legibility, (4) safety and security, (5) predictable spaces. Acoustic was frequently considered in both control and general groups while it was highlighted in timeline study and universal design strategies.Research limitations/implicationsThe main limitation is that these strategies have been prioritised according to their frequency in some limited articles and a control group including the pioneer of autism design researchers while verifying these strategies may not be strong enough. Likewise, the conclusion related to these data cannot be accurate enough. Establishing a case study survey that provides an opportunity to test all these strategies directly on a majority of autistic children and measure their prevalence is advised. Finally, it should be considered that although the five mentioned strategies are all the most prevalent strategies among autistic children, as each autistic child differs from others, generalising the conclusion for all the public area would be impossible, as though we need to study it for each group of them.Originality/valueSeeking to improve the strategies' prioritisation as determined by previous researchers, this article aims to define the most essential strategies categories in this field to eliminate the confusion of researchers and designers.

Seminar-case learning model improves clinical teaching: a prospective randomized controlled trial

Purpose The purpose of this research was to assess whether the efficacy of the seminar-case learning model is superior to the traditional lecture-based learning model in the gastroenterology curriculum for first-year graduate students. Materials & Methods This research was a prospective randomized controlled trial that enrolled 92 first-year postgraduate students with a rotation internship in the gastroenterology department. The students were randomly divided into 2 groups and then subjected to an identical version of the curriculum for 8 weeks. The experimental group (n = 50) used the seminar-case learning model, while the control group (n = 42) used the traditional lecture-based learning model. Examinations consisted of a theoretical test and a case analysis test, and anonymous questionnaires were used to assess teaching quality. Results All participants completed the examinations and questionnaires. The average theoretical test score of the experimental group was no statistical significance with that of the control group (P = 0.17). The average case analysis test score of the experimental group was significantly higher than that of the control group (P < 0.05). The indicators of the experimental group’s feedback were better than those of the control group, such that there were significantly higher learning interest and motivation, a better understanding of diseases and knowledge, improvements in clinical thinking and summary ability, and an active classroom atmosphere in the experimental group (P < 0.05). However, students in the experimental group felt more burdensome. Conclusion Compared to the traditional method, the seminar-case learning model showed a higher efficacy. The seminar-case learning model effectively improved students’ outcomes and satisfaction, which helped students narrow the gap between theoretical knowledge and clinical practical application.

Situated learning makes easy learning for the biomedical engineering students in blood physiology

Background Blood physiology is difficult to be understood and remembered for biomedical engineering students by traditional teaching method. In this study, we aim to know whether situated learning was helpful for students learning the key points of theoretical knowledge in blood physiology. Methods In the study group (2019), 51 sophomores were randomly divided into two smaller teams. Team A was provided with the script of wisdom tooth extraction, which contains the knowledge of hemostasis and coagulation. Team B was provided with a script of rescue in the intensive care unit, which contains the knowledge of blood type and blood transfusion. In the control group(2018), 52 sophomores participated in traditional lectures given by the teacher with the aid of PowerPoint slides. After class, students from both groups completed the theoretical test, and their test scores were compared. In addition, we designed a questionnaire to get feedback from the study group. Results The theoretical test showed the scores in the study group were higher than those in the control group(2018). The questionnaire analysis showed the positive role of situated learning in learning the key points. Conclusions To sum up, situated learning makes easy learning for undergraduate in blood physiology.

The Application of the Online and Offline Interactive Teaching Method in Clinical Anesthesiology Teaching

Objective. To explore whether better teaching effect can be achieved by applying the online and offline interactive teaching method to clinical anesthesiology teaching. Methods. Sixty-three students in grade three majoring in anesthesiology of Wenzhou Medical University were selected as research objects and randomly divided into 2 groups. The experimental group (32 students) adopted the online and offline interactive teaching method. The control group (31 students) adopted the traditional teaching method. The teaching effect was evaluated by the theoretical test results of the two groups and the survey of students in the experimental group. Results. The score of the theoretical test of students in the experimental group (79.31 ± 4.54) was higher than that of students in the control group (75.61 ± 4.88), and the difference achieved statistical significance p < 0.05 . 81.3% of the students think that the interactive teaching method enhances the interest of learning. 90.6% (29/32) of the students in the experimental group hold positive attitude towards the fact that the overall learning effect can be improved by the online and offline interactive teaching method. Conclusions. The online and offline interactive teaching method can not only improve students’ theoretical test results but also help to improve students’ learning participation. Students have given a high score for the evaluation of the online and offline interactive teaching method; good teaching effect has been achieved.

30 rokov Medzinárodnej biologickej olympiády

International biology olympiad (IBO) – an international competition of secondary grammer school students in biology – was established in 1989 and first competition was organized in 1990 in Czechoslovakia (Olomouc). In the 1st IBO 22 students and 6 countries participated. Winners of the respective national competitions – their skills in trackling biological problems, and dealing with biological experiments are tested. The competition consists two parts – theoretical test and practical tasks, in 50:50 ratio. Coordination centre of IBO located in Prague, International Scientific Advisory Board (ISAB, now AB IBO), national coordinators and since 2008 also steering committee have been responsible for organization of the competition. In the last 30 years number of countries and students participated in the competition evidently increased. In 30th IBO, which was held in Hungary (Szeged) in 2019, 285 students and 72 countries of the world participated. In 2020 IBO was organized in distance/online form only caused by Covid 19 pandemic situation.

Reinterpreting the Budyko Framework

The Budyko framework posits that a catchment's long-term mean evapotranspiration (E) is primarily governed by the availabilities of water and energy, represented by long-term mean precipitation (P) and potential evapotranspiration (E0), respectively. This assertion is supported by the distinctive clustering pattern that catchments take in Budyko space. Several semi-empirical, non-parametric curves have been shown to generally represent this clustering pattern but cannot explain deviations from the central tendency. Parametric Budyko equations attempt to generalize the non-parametric framework, through the introduction of a catchment-specific parameter (n or w). Prevailing interpretations of Budyko curves suggest that the explicit functional forms represent trajectories through Budyko space for individual catchments undergoing changes in aridity index, (E0/P), while n and w values represent catchment biophysical features; however, neither of these interpretations arise from the derivation of the Budyko equations. In this study, we re-examine, reinterpret, and test these two key components of the current Budyko framework both theoretically and empirically. In our theoretical test, we use a biophysical model for E to demonstrate that n and w values can change without invoking changes in landscape biophysical features and that catchments are not required to follow Budyko curve trajectories. Our empirical test uses data from 728 reference catchments in the United Kingdom and United States to illustrate that catchments rarely follow Budyko curve trajectories and that n and w are not transferable between catchments or across time for individual catchments. This non-transferability implies n and w are proxy variables for E/P, rendering the parametric Budyko equations under-determined and lacking of predictive ability. Finally, we show that the parametric Budyko equations are non-unique, suggesting their physical interpretations are unfounded. Overall, we conclude that, while the shape of Budyko curves generally captures the global behavior of multiple catchments, their specific functional forms are arbitrary and not reflective of the dynamic behavior of individual catchments.

School physiotherapy programme: Improving literacy regarding postures adopted at home and in school in adolescents living in the south of Portugal

BACKGROUND: Health literacy consists of an individual’s ability to make informed decisions in various sectors, including school. Most of the health problems and risky behaviours associated with the environment and lifestyle can be minimised or even prevented by increasing health literacy. OBJECTIVES: This study aimed to evaluate the effectiveness of a school physiotherapy programme in improving literacy regarding postures adopted at home and in school in adolescents living in the south of Portugal. METHODS: The sample was comprised of 84 students in the 5th grade, 42 (50%) were boys, aged to 10 and 13 years old (10.35±0.61). The measurement instruments included a theoretical and practical test applied one week before and one week after the school physiotherapy programme. RESULTS: The values obtained on the theoretical test before and after the intervention ranged from 1–13 (7.70±2.47) and 5–13 (10.83±2.27), respectively (p≤0.001) and, on the practical test, before and after ranged from 0–10 (4.14±2.21) and 6–15 (11.8±2.28), respectively (p≤0.001). CONCLUSION: This study found significant improvements in both theoretical and practical knowledge acquisition after participants attended a school physiotherapy programme. Thus, a school physiotherapy programme could be a useful tool to prevent and/or minimise musculoskeletal disorders in adolescents.