Connexins: synthesis, post-translational modifications, and trafficking in health and disease

Connexins are tetraspan transmembrane proteins that form gap junctions and facilitate direct intercellular communication, a critical feature for the development, function, and homeostasis of tissues and organs. In addition, a growing number of gap junction-independent functions are being ascribed to these proteins. The connexin gene family is under extensive regulation at the transcriptional and post-transcriptional level, and undergoes numerous modifications at the protein level, including phosphorylation, which ultimately affects their trafficking, stability, and function. Here, we summarize these key regulatory events, with emphasis on how these affect connexin multifunctionality in health and disease

The Development of a Nutrition Screening Tool for Mental Health Settings Prone to Obesity and Cardiometabolic Complications: Study Protocol for the NutriMental Screener

People living with serious mental illness (SMI) experience physical health complications at disproportionate rates to people without an SMI. Unhealthy dietary intake and disordered eating behaviors are key driving factors. There is a lack of valid nutrition-risk screening tools targeted to mental health services, and typically used nutrition-risk screening tools are not suitable for mental health services. This paper details the rationale and study protocol for development and validation of the NutriMental screener, a tool for use in clinical practice to identify service users who are at risk for common nutrition issues experienced by this population group and trigger referral to a specialist clinician. The development process includes five phases. Phase I is the development of nutrition-related domains of interest from screening tools used in mental health services. Phase II involves a literature review and service-user interviews to identify additional domains. Phase III consists of international workshops with relevant clinicians and persons with SMI to gain a consensus on questions to be included in the draft tool. Phase IV involves conducting multinational feasibility and preliminary validation studies. Phase V consists of performing formal validation studies. The development of a nutrition-risk screening tool for mental health services is a necessary step to help rectify the physical-health disparities and life-expectancy gap for people with SMI

Actual Versus Hypothetical WTA Stated Values for Recreational Fishing Licenses: Experimental Evidence of Fish Tales

We compared hypothetical willingness to accept (WTA) values for Massachusetts saltwater recreational fishing licenses with WTA values obtained in an actual (simulated) marketplace. Using a dichotomous choice contingent valuation approach, our results align with past evidence that found WTA values elicited from hypothetical transactions overstate those derived from an actual marketplace. We also provide the first evidence about the effectiveness of an ex-post certainty adjustment technique in a WTA environment. While the adjustment technique has been found to eliminate hypothetical bias in willingness to pay (WTP) settings, we find that when applied in a WTA setting, the approach mitigates but does not eliminate the overstated hypothetical WTA bias. We provide some theoretical conjecture as to the likely reasons why the certainty adjustment approach failed to remove the hypothetical WTA bias in our study and conclude with some practical policy implications

The Impact of Motivation on Continued VFR into IMC: Another Perspective to an On-Going Problem

Continued flight under visual flight rules into instrument meteorological conditions remains the predominant cause for fatal accidents by percentage for general aviation aircraft operations. There are gaps in the research in determining how motivation might influence the decision-making process. Therefore, the purpose of this study was to determine how motivation and meteorological conditions might affect a pilot’s willingness to persist in flight into meteorological conditions. Four hundred and fifty-four general aviation pilots participated in a mixed factorial experiment to assess their willingness to persist in varying weather conditions. Participants were randomly assigned into one of three motivation groups (intrinsic, extrinsic, or no motivation) and were subjected to all three meteorological conditions (visual, marginal, and instrument) that were randomized in order of appearance. They were then asked to indicate their willingness to persist in each condition via a slider scale, scaled from 0 to 100. The results indicated the main effect of meteorological condition has a significant effect on willingness to persist, while the main effect of motivation did not. The interaction between meteorological condition and motivation resulted in a significant effect, particularly in the marginal meteorological condition

An investigation on oxidation/carburisation of 9Cr-1Mo steel heat exchanger tube in an AGR environment

9Cr-1Mo steels have been used extensively in the power generation industry. In this study, a wide range of experimental samples exposed at different times and temperatures in a CO2 environment were analysed to look at the development of the metal and oxides over time. The main objective of this work was to obtain a better understanding of the carburisation and oxidation behaviour of 9Cr 1Mo steels as a function of temperature/time, with special attention paid to the transition from protective to breakaway oxidation. In addition, experiments were also carried out to investigate any links between oxidation transition and carburisation behaviour of these materials

Competency-based assessment of practice-based experiential learning in undergraduate pharmacy programmes.

Objective: To obtain feedback from experiential leaning (EL) leads about how competency-based assessments could be undertaken by EL facilitators, and to scope existing EL assessment structures in undergraduate Masters in Pharmacy (MPharm) programmes across the United Kingdom (UK). Methods: A cross-sectional survey was conducted utilizing a nine-item on-line survey, consisting of five open-ended and four closed-ended question. All UK universities with MPharm programmes (n=30) were invited to participate in the survey. Variables of interest were perceptions on activities and competencies that could be assessed by EL facilitators. The survey utilised a 5-point Likert-type response ranging from strongly disagree to strongly agree. Other variables of interest were tools/methods that could be used to assess competency, and perceived advantages and disadvantages of the proposed methods, the latter two captured via open-ended questions. Results: Of the 21 universities that responded (Response rate: 70%), 17 were included in the final analysis. Fourteen of the 17 (82.4%) offered the 4-year programme, while 3 (17.6%) offered both the 4-year and 5-year integrated programme. Assessments were mainly undertaken by university staff (59%), with minimal amounts undertaken during EL (39%). There was unanimous agreement (100%) that facilitators could assess students’ communication skills and professionalism during EL. No consensus, however, was achieved with regard to the tool(s) or method(s) to be used to assess student’s competencies. There were 13 responses to the open-ended comments. An advantage noted was that EL facilitator assessment of students would allow for more accurate evaluation of students in the practice setting, while acknowledging barriers such as the burden of time and the lack of consistency in marking. To address this lack of consistency, the majority highlighted the need for facilitator training. Conclusion: Minimal assessments are currently undertaken during EL, with students predominantly assessed on return to the university. No consensus could be achieved with regard to the tool(s) or method(s) to be used to assess students’ competencies, suggesting that perhaps there is no one-size-fits-all, and that the tools and methods used should be informed by the competencies being assessed

Pharmacy students’ experience of a novel government-funded experiential learning initiative: a mixed-method study (ACTp Study).

Background: In 2018, the Scottish Government made the Pharmacy Additional Cost of Teaching (ACTp) funding available to support the development of Experiential Learning (EL) in undergraduate pharmacy education. To inform the further expansion of EL in the pharmacy degree evaluation of new EL sites was required. Aim and method: A mixed-methods study was undertaken to determine students' perceptions of four new areas included in an EL pilot: primary care, out-of-hours, specialist sites, and remote and rural. Results: There were 43 survey respondents (response rate 72%). Majority agreed the pilot had developed their clinical (n=28, 74%) and communication skills (n=31, 82%), and prepared them for future practice (n=30, 79%). One third felt the EL did not permit them to interact with patients. Focus group and interview participants were positive about their experience and the opportunity to experience new pharmacy roles in non-traditional settings. Many highlighted the lack of hands-on experience and facilitator feedback. Facilitator training and quality assurance of sites are warranted. Conclusions: Future work should focus on assessment of and feedback for students, and interprofessional opportunities within EL

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.

Interprofessional education can prepare the workforce for collaborative practice in complex health and social care systems. The aim of this study was to examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom. An online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel. It included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, a content analysis approach for qualitative data. Ten schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied, with respondents reporting Kirkpatrick Evaluation Model Levels 1-3 (100%;80%;70%). Two themes were identified: "Variation in Interprofessional Education Approaches and Opportunities" and "Factors Influencing Development and Implementation of Interprofessional Education". Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists' learning potential. Most interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based, the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular developmen