The transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy school, engage with learning, and have a high academic achievement in secondary school when they feel motivated. This is a critical aspect, especially in cases in which global pandemic situations allow only online schooling opportunities. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills; thus, research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of n = 80 sixth and seventh grade students aged 12–14 years old. The results showed that students had a successful transition, especially when they were supported by their parents and teachers. Next, bivariate Pearson correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school, their self-regulated learning, and their motivation were significantly correlated. No gender differences were found among any of the main study variables. Teachers can foster students’ SRL skills by implementing effective teaching methods and by guiding them towards SRL-enhancing techniques.
Adverse immune reactions to implanted devices can seriously hamper the efficacy of implants. Monocyte derived macrophages play a crucial role in both initiation and resolution of the inflammatory response toward foreign bodies. As the surface microtopography is shown to exert significant effects on cell phenotype, it is hypothesized that the presence of micropatterns on implant/medical device surfaces can attenuate the immune response. To this end, enzymatically crosslinked micropatterned gelatin films of varying groove widths (2, 5, 10, 20, and 40 µm) are tested for their effect on incoming monocyte behavior. In order to distinguish the effect of cytokine microenvironment on pattern presence, monocytes are seeded on micropatterned films in normal culture medium or M1/M2 inducing media and their morphology and cytokine secretions are observed for 6 d. The presence of the patterns induces microenvironment‐specific changes on the secretions of the attached cells and also on their size. IL‐1ß, IL‐4, IL‐12, TNF‐α, and CCL‐18 secretions are significantly affected particularly in M1 induction media by pattern presence. It is demonstrated for the first time that micropatterned surfaces can be used to control the initial attachment and cytokine secretion of incoming macrophages if they are linked with a polarization inducing cytokine microenvironment.
Medical imaging is a growing field that has stemmed from the need to conduct noninvasive diagnosis, monitoring, and analysis of biological systems. With the developments and advances in the medical field and the new techniques that are used in the intervention of diseases, very soon the prevalence of implanted biomedical devices will be even more significant. The implanted materials in a biological system are used in diverse fields, which require lengthy evaluation and validation processes. However, currently the evaluation of the toxicity of biomaterials has not been fully automated yet. Moreover, image analysis is an integral part of biomaterial research, but it is not within the core capacities of a significant portion of biomaterial scientists, which results in the use of predominantly ready-made tools. The detailed image analysis can be conducted once all the relevant parameters including the inherent characteristics of image acquisition techniques are considered. Herein, we cover the currently used image analysis-based techniques for assessment of biomaterial/cell interaction with a specific focus on unstained brightfield microscopy acquired mostly in but not limited to microfluidic systems, which serve as multiparametric sensing platforms for noninvasive experimental measurements. We present the major imaging acquisition techniques that enable point-of-care testing when incorporated with microfluidic cells, discuss the constraints enforced by the geometry of the system and the material that is analyzed, and the challenges that rise in the image analysis when unstained cell imaging is employed. Emerging techniques such as utilization of machine learning and cell-specific pattern recognition algorithms and potential future directions are discussed. Automation and optimization of biomaterial assessment can facilitate the discovery of novel biomaterials together with making the validation of biomedical innovations cheaper and faster.
Transition from primary to secondary school is more successful when students’ learning is consistent. Students are also more likely to enjoy the school, engage with learning, and have a high academic achievement in the secondary school when they feel motivated. This is a critical aspect especially in cases when global pandemics situations allow only the online schooling opportunity. Students that are away from school lack the traditional sources of motivation and self-regulated learning skills, thus research is needed to identify other important factors that can be developed in remote settings. The aim of this study was to find out how students perceive their experience with the transition from primary to secondary school and how such a transition influences students’ self-regulated learning (SRL) and motivation. Self-reported data were collected during the COVID-19 breakout from a total of N=80, 6th and 7th grade students aged 12-14 years old. Results showed that students had a successful transition, especially when they are supported by their parents and teachers. Next, Bivariate Pearson Correlation analysis indicated that students’ perceptions about their experience with the transition from primary to secondary school and their self-regulated learning and motivation are significantly correlated. No gender differences were found among all main study variables.
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