Illness Beliefs and Adherence among Louisiana Adults with Type 2 Diabetes

Type 2 diabetes mellitus (T2DM) is having an enormous impact on the health of the nation. New cases of diabetes are diagnosed yearly across all states. Currently, 9.3% of the population has diabetes (Centers for Disease Control and Prevention {CDC}, 2014). While the prevalence of this disease is nationwide, it is not evenly distributed. Louisiana currently has a rate of 11.5%, with some parishes having rates of 14.5% (CDC, 2014). This rate places increased demands on healthcare and financial systems in Louisiana. Cultural elements and population distribution may be parts of this phenomenon. While many studies explored new medications and treatments, few studies were devoted to the perception of those who have been diagnosed with T2DM. Furthermore, there were limited studies conducted using samples of participants from Southern Louisiana. This exploratory research study focused on the perception of illness held by a sample of persons with T2DM from Southern Louisiana and is reported in two articles for publication. One manuscript (chapter two) focuses on the cultural elements and the history of Southern Louisiana. This manuscript highlights the need for further research using a sample of participants from Southern Louisiana to explore the variables which may impact the current status of T2DM. A second manuscript (chapter three) is a report of the findings regarding perception of illness as a means to determine impact on self-care activities of those diagnosed with T2DM. This study examined the variables of illness representation using the Self-Regulatory Model of Illness as the theoretical framework. Conclusions and recommendations regarding management of persons with diabetes in Louisiana are offered

Cell biology:Collagen secretion explained

Cells package proteins into vesicles for secretion to the extracellular milieu. A study shows that an enzyme modifies the packaging machinery to encapsulate unusually large proteins such as collagen

Dopamine depletion effects on cognitive flexibility as modulated by tDCS of the dlPFC

Background Recent evidence suggests that transcranial direct current stimulation (tDCS) may interact with the dopaminergic system to affect cognitive flexibility. Objective/hypotheses: We examined whether putative reduction of dopamine levels through the acute phenylalanine/tyrosine depletion (APTD) procedure and excitatory anodal tDCS of the dorsolateral prefrontal cortex (dlPFC) are causally related to cognitive flexibility as measured by task switching and reversal learning. Method A double-blind, sham-controlled, randomised trial was conducted to test the effects of combining anodal tDCS and depletion of catecholaminergic precursor tyrosine on cognitive flexibility. Results Anodal tDCS and tyrosine depletion had a significant effect on task switching, but not reversal learning. Whilst perseverative errors were significantly improved by anodal tDCS, the APTD impaired reaction times. Importantly, the combination of APTD and anodal tDCS resulted in cognitive performance which did not statistically differ to that of the control condition. Conclusions Our results suggest that the effects of tDCS on cognitive flexibility are modulated by dopaminergic tone

Integrating Remote Sensing with Ground-based Observations to Quantify the Effects of an Extreme Freeze Event on Black Mangroves (Avicennia germinans) at the Landscape Scale

Climate change is altering the frequency and intensity of extreme weather events. Quantifying ecosystem responses to extreme events at the landscape scale is critical for understanding and responding to climate-driven change but is constrained by limited data availability. Here, we integrated remote sensing with ground-based observations to quantify landscape-scale vegetation damage from an extreme climatic event. We used ground- and satellite-based black mangrove (Avicennia germinans) leaf damage data from the northern Gulf of Mexico (USA and Mexico) to examine the effects of an extreme freeze in a region where black mangroves are expanding their range. The February 2021 event produced coastal temperatures as low as − 10 °C in some areas, exceeding thresholds for A. germinans damage and mortality. We used Sentinel-2 surface reflectance data to assess vegetation greenness before and after the freeze, along with ground-based observations of A. germinans leaf damage. Our results show a negative, nonlinear threshold relationship between A. germinans leaf damage and minimum temperature, with a temperature threshold for leaf damage near − 6 °C. Satellite-based analyses indicate that, at the landscape scale, damage was particularly severe along the central Texas coast, where the freeze event affected \u3e 2000 ha of A. germinans-dominated coastal wetlands. Our analyses highlight the value of pairing remotely sensed data with regional, ground-based observations for quantifying and extrapolating the effects of extreme freeze events on mangroves and other tropical, cold-sensitive plants. The results also demonstrate how extreme freeze events govern the expansion and contraction of mangroves near northern range limits in North America

Towards a model of plant awareness in education: a literature review and framework proposal

This is the final version. Available on open access from Routledge via the DOI in this recordData access statement: This study did not generate any new data.The inattention to plants, known as ‘plant blindness’ or ‘plant awareness disparity’, is an established concern amongst biologists and educational practitioners alike. Many studies have called for a teaching and learning reform in botany, but there has been no thorough or critical examination of the pedagogic literature to date, an issue which this narrative review of studies (1998–2022) seeks to address. We use a framework based on theories of perceptual attention, interest, and attitude formation to derive novel insights about increasing plant awareness in education. Data were extracted using a suite of search terms, characterised using key words and subjected to a thematic content analysis, with 113 studies shortlisted for review. The dominant teaching and learning approaches were identification keys, laboratory investigations and discussion-based approaches. Educational interventions were found to increase plant awareness by providing memorable and meaningful first-hand encounters with plants and generating positive affect. We present a theoretical model based on these findings and discuss the implications for biology education.Economic and Social Research Council (ESRC

Hunting for answers: Linking lectures with the real world using a mobile treasure hunt app

Plants underpin our society providing food, fuel, medicines, clean air and water, positive mental health, and are central to biodiversity conservation. Despite this importance and an increasing need for people with plant-identification skills, many societies are becoming increasingly ignorant to the species with which they interact. To benefit both our undergraduates and the society they will enter, we applied mobile technology to improve plant identification and appreciation , while providing opportunities to practice transferable team work and verbal communication skills. Encouraging 'plant vision' will improve conservation efforts while increasing personal connections with green spaces, leading to mental health improvements for society. Summary • Despite the importance of plants to human civilization, many societies are becoming increasingly ignorant to the plants that inhabit their surrounding environment. A phenomenon known as 'plant blindness'. To address plant blindness in undergraduate students we designed an outdoor activity using a mobile phone app. Our aims were to identify the level of 'plant blindness' in our students; investigate engagement with the app and activity ; determine if we can raise awareness of links between lecture content and real world scenarios; and assess the student experience as a result of the activity in large classes. • The app chosen was ActionBound. Students were asked to find and photograph local examples of four plant families, along with identifying physiological benefits of features covered in lectures. Two different first year classes were exposed to this activity-Plant Science and Life on Earth. • The Plant Science students (60% success rate for three families; 55 students) were less plant blind than Life on Earth students (less than 44% success rate in any of the four families; 200 students). Students engaged well with the activity with all groups submitting sensible attempts at the responses. Most students reported that the activity increased links to lecture material and all but one student reported positive experiences. • Our students found the treasure hunt learning environment is a fun way to engage with the plant topics covered in lectures. In future iterations, we will more explicitly explain the links to potential careers and will address some of the logistical challenges faced in this first cohort. K E Y W O R D S collaborative learning, fun learning, inclusivity, large classes, mobile learning, plant blindness, situational learning, treasure hun

A typology of longitudinal integrated clerkships

Context Longitudinal integrated clerkships (LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time‐limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution‐specific studies. Objectives This study is the first from an international collaborative formed to study the processes and outcomes of LICs across multiple institutions in different countries. It aims to establish a baseline reference typology to inform further research in this field. Methods Data on all LIC and LIC‐like programmes known to the members of the international Consortium of Longitudinal Integrated Clerkships were collected using a survey tool developed through a Delphi process and subsequently analysed. Data were collected from 54 programmes, 44 medical schools, seven countries and over 15 000 student‐years of LIC‐like curricula. Results Wide variation in programme length, student numbers, health care settings and principal supervision was found. Three distinct typological programme clusters were identified and named according to programme length and discipline coverage: Comprehensive LICs; Blended LICs, and LIC‐like Amalgamative Clerkships. Two major approaches emerged in terms of the sizes of communities and types of clinical supervision. These referred to programmes based in smaller communities with mainly family physicians or general practitioners as clinical supervisors, and those in more urban settings in which subspecialists were more prevalent. Conclusions Three distinct LIC clusters are classified. These provide a foundational reference point for future studies on the processes and outcomes of LICs. The study also exemplifies a collaborative approach to medical education research that focuses on typology rather than on individual programme or context