Mcmahonlanghoff6334

In this context, clinical examination still reigns supreme.Background Light provides the energy for photosynthesis and determines plant morphogenesis and development. Low light compromises photosynthetic efficiency and leads to crop yield loss. It remains unknown how rice responds to low light stress at a proteomic level. SU11248 molecular weight Results In this study, the quantitative proteomic analysis with isobaric tags for relative and absolute quantitation (iTRAQ) was used and 1221 differentially expressed proteins (DEPs) were identified from wild type rice plants grown in control or low light condition (17% light intensity of control), respectively. Bioinformatic analysis of DEPs indicated low light remarkably affects the abundance of chloroplastic proteins. Specifically, the proteins involved in carbon fixation (Calvin cycle), electron transport, and ATPase complex are severely downregulated under low light. Furthermore, overexpression of the downregulated gene encoding rice β subunit of glyceraldehyde-3-phosphate dehydrogenase (OsGAPB), an enzyme in Calvin cycle, significantly increased the CO2 assimilation rate, chlorophyll content and fresh weight under low light conditions but have no obvious effect on rice growth and development under control light. Conclusion Our results revealed that low light stress on vegetative stage of rice inhibits photosynthesis possibly by decreasing the photosynthetic proteins and OsGAPB gene is a good candidate for manipulating rice tolerance to low light stress.Despite the many sexual concerns experienced by new parents, and their reported desire for more information on this topic, both parents and healthcare providers remain reticent to broach the subject. The goal of this project was to disseminate evidence-based knowledge from our prior research in a way that was accessible, engaging, and would spark further interest and communication for both new parents and healthcare providers. We convened a multidisciplinary advisory group that also involved community parents who provided feedback at all phases of this project. We developed five brief YouTube videos, each featuring a core research finding. link2 Following an empirically supported strategic knowledge translation plan, we disseminated the videos to our target audiences (i.e., expectant and new parents, healthcare providers, educators, and other stakeholders) using social media from February 2018 to November 2019. Data were collected using YouTube analytics and an online survey (convenience sample N = 225 parents; N = 161 healthcare providers). From the date of the launch, the videos had a reach of 91,766 views from 14 countries, with viewers watching an average of 90% of a video. Overall, quantitative and qualitative survey results suggested that the videos were acceptable and appropriate, and respondents were more confident and comfortable discussing sexual issues (with their partner/with their patients) and would like more information about postpartum sexuality after watching the videos. link3 YouTube videos are an acceptable and effective way to disseminate evidence aimed at raising awareness of factors affecting sexuality in the transition to parenthood.Provoked Vestibulodynia (PVD) is a type of localized vulvodynia (or pain in the vulva). The estimated prevalence of this condition is about 12% of the general population and approximately 20% of women under the age of 19. Many women who live with PVD suffer in silence for years before receiving a diagnosis. Whereas cognitive behavioral therapy (CBT) was already known to be effective for managing symptoms of PVD, there has recently been a published head-to-head comparison of CBT versus mindfulness-based therapy for the primary outcome of pain intensity with penetration. The trial revealed that both treatments were effective and led to statistically and clinically meaningful improvements in sexual function, quality of life, and reduced genital pain, with improvements retained at both 6- and 12-month follow-ups. We then undertook an end-of-grant knowledge translation (KT) campaign focused on the use of social media to disseminate an infographic video depicting the findings. Social media was strategically chosen as the primary mode of dissemination for the video as it has broad reach of audience, the public can access information on social media for free, and it presented an opportunity to provide social support to the population of women with PVD who are characterized as suffering in silence by starting a sensitive and empowering dialogue on a public platform. In this paper, we summarize the social media reach of our campaign, describe how and why we partnered with social media influencers, and share lessons learned that might steer future KT efforts in this field.The maintenance of information in visual working memory has been shown to bias the concurrent processing in favor of matching visual input. The present study aimed to examine whether this bias can act at an early stage of processing to enhance target feature perception in single-item displays. Participants were sequentially presented with two distinct colored stimuli as memory samples and a retro-cue indicating which of the two samples should be maintained for subsequent memory test. During the retention interval, they had to discriminate the gap orientation of a Landolt target presented through a single visual stimulus that could match one or neither of the two samples. Across two experiments, we consistently found that discrimination performance was more accurate when the Landolt target was situated within a stimulus that matched the sample being retained in visual working memory, as compared with when the target was not. This effect cannot be attributed to the mechanism of passive priming, because we failed to observe priming effects when the stimulus containing the target matched the sample that was retro-cued to be irrelevant to the working memory task, as compared to when the stimulus matched neither sample. Given the fact that target stimuli were presented in single-item displays wherein external noise was precluded, the present findings demonstrate that the working memory bias of visual attention operating in the absence of stimulus competition facilitates early perceptual processing at the attended location via signal enhancement.When motivated, people can keep nonrecent items in a list active during the presentation of new items, facilitating fast and accurate recall of the earlier items. It has been proposed that this occurs by flexibly orienting attention to a single prioritized list item, thus increasing the amount of attention-based maintenance directed toward this item at the expense of other items. This is manipulated experimentally by associating a single distinct feature with a higher reward value, such as a single red item in a list of black items. These findings may be more parsimoniously explained under a distinctiveness of encoding framework rather than a flexible attention allocation framework. The retrieval advantage for the prioritized list position may be because the incongruent feature stands out in the list perceptually and causes it to become better encoded. Across three visual working memory experiments, we contrast a flexible attention theory against a distinctiveness of encoding theory by manipulating the reward value associated with the incongruent feature. Findings from all three experiments show strong support in favor of the flexible attention theory and no support for the distinctiveness of encoding theory. We also evaluate and find no evidence that strategy use, motivation, or tiredness/fatigue associated with reward value can adequately explain flexible prioritization of attention. Flexible attentional prioritization effects may be best understood under the context of an online attentional refreshing mechanism.In higher education (HE), distance learning (DL) has increased worldwide. Many educational establishments have embraced online distance learning (ODL), with online courses being delivered by a great number of institutions, ranging from community colleges to major universities world-wide. Distance learning (DL) is not a new concept (Keegan D. Theoretical principles of distance education, London, Routledge, 1993), it dates as far back as the eighteenth century as a means of providing access to those who would otherwise not be able to participate in face-to-face educational courses. Traditional DL courses lacked interactivity and the emergence of computers and the internet provided the opportunity for learners to undertake online distance learning (ODL). Many ODL students are biomedical professionals juggling work and family commitments, and therefore the ability to study at a time and place that suits them allows them to engage in learning that they otherwise would not be able to do without relocating. However, interact with fellow students and their tutor of their own accords, this chapter looks at how presence and belonging can be supported in ODL as well as supporting staff and students to transition to ODL.Clinical education has changed dramatically over the last 30 years. The increasing use of imaging and visualisation technologies within medical, dental and other healthcare sciences education curricula is taken for granted, with little consideration given to the agenda behind the colonisation of the basic sciences curricula with these technologies or their ultimate utility with regards to patient care. Sufficient critique is rarely given prior to the incorporation of imaging modalities into teaching and learning, and the hidden curriculum remains deeply buried under the impetus to 'move with the times'. Coupled with increasingly easily accessible but unregulated streamed digital teaching resources widely utilised in healthcare professions' curricula, there remains a danger that future generations of clinicians may be exposed to erroneous information that could ultimately impact on the safety of their patients. Educators must develop a reflective approach, and together with institutions develop a collective responsibility to integrate and map evidence-based and clinically-relevant approaches within the respective curricula, rather than bombard undergraduates with the latest technology and never-ending (and sometimes unreliable and unregulated) information without awareness of the potential dangers lurking within their preferred teaching methods and ideologies. Healthcare professionals must subject teaching resources utilised within their curricula to the same scrutiny that textbooks undergo, with content accuracy and endorsement via reputable sources, preferably peer reviewed and traceable, taking precedence.Storyboards are a series of thumbnail images that act as a planning document for your overall animation project. Each thumbnail image is part of what is known as a shot, and shots are strung together to create scenes, which in turn create a whole animation. Medical animations, compared to film or animated movies, have rigid and specific requirements; however, by utilizing storyboards as a planning document we can infuse our medical animations with emotion, life, and beauty. This chapter will review common storyboarding fundamentals, like camera moves and editing techniques, and how they may be applied to the medical world. Camera moves are important to string shots together and can help add emphasis to specific sections. Zooms and pans are used extensively within medical animation and it is important to note which circumstance might call for either one. Zooms are great for moving to a drastically different microscopic magnification. Pans create visual interest for a stepwise reaction. Techniques such as lighting, depth, and insets and labels create a more balanced composition and save time in the production phase.