Explore the vast range of titles available.

The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children’s agency, understanding, creativity, and ethical awareness in the age of AI.

Background Oxygen-evolving photoautotrophic organisms, like cyanobacteria, protect their photosynthetic machinery by a number of regulatory mechanisms, including alternative electron transfer pathways. Despite the importance in modulating the electron flux distribution between the photosystems, alternative electron transfer routes may compete with the solar-driven production of CO 2 -derived target chemicals in biotechnological systems under development. This work focused on engineered cyanobacterial Synechocystis sp. PCC 6803 strains, to explore possibilities to rescue excited electrons that would normally be lost to molecular oxygen by an alternative acceptor flavodiiron protein Flv1/3—an enzyme that is natively associated with transfer of electrons from PSI to O 2 , as part of an acclimation strategy towards varying environmental conditions. Results The effects of Flv1/3 inactivation by flv3 deletion were studied in respect to three alternative end-products, sucrose, polyhydroxybutyrate and glycogen, while the photosynthetic gas fluxes were monitored by Membrane Inlet Mass Spectrometry (MIMS) to acquire information on cellular carbon uptake, and the production and consumption of O 2 . The results demonstrated that a significant proportion of the excited electrons derived from photosynthetic water cleavage was lost to molecular oxygen via Flv1/3 in cells grown under high CO 2 , especially under high light intensities. In flv3 deletion strains these electrons could be re-routed to increase the relative metabolic flux towards the monitored target products, but the carbon distribution and the overall efficiency were determined by the light conditions and the genetic composition of the respective pathways. At the same time, the total photosynthetic capacity of the Δ flv3 strains was systematically reduced, and accompanied by upregulation of oxidative glycolytic metabolism in respect to controls with the native Flv1/3 background. Conclusions The observed metabolic changes and respective production profiles were proposedly linked with the lack of Flv1/3-mediated electron transfer, and the associated decrease in the intracellular ATP/NADPH ratio, which is bound to affect the metabolic carbon partitioning in the flv3 -deficient cells. While the deletion of flv3 could offer a strategy for enhancing the photosynthetic production of desired chemicals in cyanobacteria under specified conditions, the engineered target pathways have to be carefully selected to align with the intracellular redox balance of the cells.

Digital presence refers to technologies that provide communities a shared experience and a sense of togetherness, despite geographical distance. Emerging technologies for digital presence provide the church with both theological questions (e.g. related to the validity of sacraments when administered online) and practical opportunities. Think of the pros and cons for online communion in some churches: is digital presence real presence? The digital realm as a thread of the universe leads to rethinking of the church as a social, digital and physical unity. What kind of new possibilities could digital presence in digital realities provide to spiritual experience, individually and within the worship? Contribution Rather than a plain application of the existing technologies to digitise the current functions and events of congregations for online services, technology should expand and reform the church online. This study aims to discuss the transformation from online church to church online. The technical solution for digital presence was inspired by the demands of a Finnish plug-in campus in an African setting, which draws inspiration from African concepts of community and place.

Laparotomy has been the favored approach regarding surgical management of small bowel obstruction (SBO); however, laparoscopy may offer improved outcomes. Patients undergoing laparoscopic lysis of adhesions (LOA) at our institution for SBO will have lower postoperative morbidity and 30-day mortality. Patients undergoing LOA at our institution, from 2000 to 2011, were reviewed. Categorical data were analyzed with χ 2 or Fisher's exact tests. Continuous data were analyzed with Student's t test or Wilcoxon rank sum. One hundred two (38 laparoscopic, 64 open) LOA cases were selected. Perioperative contamination and conservative management were higher in the open group. Open cases had a greater incidence of intensive care unit (ICU) admissions and longer length of stay. Stratified analysis determined a strong association between perioperative contamination and a higher incidence of ICU admission, perioperative contamination and longer LOS, and conservative management and longer LOS. Finally, patient outcome did not differ between those treated by surgeons trained in minimally invasive surgery (MIS) compared with those not trained in MIS. Careful consideration of surgical approach and timing is called for in all patients with SBO; however, whenever possible, laparoscopic preference should be given to most patients in an expeditious fashion irrespective of MIS training.

The occurrence of a surgical site infection (SSI) in our patient would likely have delayed her ability to resume her chemotherapeutic regimen. [...]the need to achieve normal wound healing in this high-risk pa- tient was paramount. Cohen and colleagues have demonstrated a signifi- cant reduction in wound infection for contaminated abdominal wounds closed primarily (48%) as compared with DPC (12%).5 In this prospective, randomized study, the abdominal fascia was closed at the time of surgery and in the DPC group, the skin and sub- cutaneous tissue were packed with sterile saline-soaked gauze, which was left in place until postoperative Day 3.

Although the significance of a positive social classroom climate in face-to-face learning has been established, its role within online and technology-enhanced learning environments is unclear. The central aim of this systematic review was to synthesize the findings of empirical studies which have examined any aspect of the social classroom climate in online and technology-enhanced learning environments in primary and secondary schools. Appropriate search terms were entered into ACM Digital Library, Web of Science, Scopus, and ERIC in November 2021. Articles were included if they were relevant for the aim, reported primary data, sampled primary/secondary school students and/or teachers, and were published in journals, conference proceedings, or book chapters in English. Furthermore, articles were excluded if they focused on the development/testing of measurement tools. The thematic narrative synthesis includes 29 articles, comprising of qualitative, quantitative, and mixed-method studies. A quality assessment checklist was completed for all. The findings encompass examinations of the social classroom climate in online learning before and during the Covid-19 pandemic, in blended learning environments and a comparison between them. Furthermore, associations between the online social classroom climate and academic variables is explored, as is the fostering thereof through synchronous/asynchronous discussion groups and social media. We discuss the theoretical framing of the studies, the impact of a positive classroom climate in online and technology-enhanced learning environments on students, as well as practical approaches and new opportunities in leveraging technologies. Based on the findings and the studies’ limitations we outline implications and future research, such as the need to consider students’ voices and diversity, technology perspectives, a transdiciplinary approach and the reconceptualization of boundaries.

Abstract Objectives This study evaluates changes in centre-level utilization of longer distance donors (LDD) in heart transplantation (HT) before and after the allocation policy change in 2018. Methods Adult HT recipients from 2010 to 2023 were identified from the United Network for Organ Sharing registry. Patients were categorized based on donor centre distance and policy change. The Mann-Kendall trend test was utilized for trend analysis. A propensity-matched analysis was performed. Survival analyses were performed using Kaplan-Meier, restricted mean survival time, and multivariable Cox proportional models. Interaction analysis with Bonferroni correction and sensitivity analysis to test the robustness of primary findings were performed. Results Among 32 036 recipients from 152 centres, 29 410 from ≤500 miles and 2626 from >500 miles. The mean distance increased from 171 miles to 288 (P < .001) and mean cold ischaemia time from 3.20 to 3.60 h (P < .001) after allocation change. The proportion of recipients with LDD increased from 5.50% in 2010 to 14.00% in 2022, P = .021. In the unmatched cohort, unadjusted 30-day, 1-year, and 5-year survival was comparable between LDD and non-LDD recipients (P > .05). However, risk-adjusted survival in the matched cohort was significantly better with LDD: 30-day (0.60, 0.43-0.82, P = .002), 1-year (0.67, 0.55-0.82, P < .001), and 5-y (0.75, 0.65-0.86, P < .001). Similar findings persisted even after restricted mean survival time analysis. There was a weak correlation between distance and ischaemia time in the matched cohort (r = 0.19). Conclusions There has been a substantial increase in the use of LDD following the allocation change. Distance is not a surrogate for ischaemia time. Survival after HT with LDD use is significantly better compared to non-LDD, but further research is warranted. In the United States, the number of adult heart transplants (HT) surpassed 4000 for the first time in history in 2022. Graphical abstract

Most classroom engagements with generative AI focus on prompting pre-trained models, leaving the role of training data and model mechanics opaque. We developed a browser-based tool that allows students to train a small transformer language model entirely on their own device, making the training process visible. In a CS1 course, 162 students completed pre- and post-test explanations of why language models sometimes produce incorrect or strange output. After a brief hands-on training activity, students' explanations shifted significantly from anthropomorphic and misconceived accounts toward data- and model-based reasoning. The results suggest that enabling learners to directly observe training can support conceptual understanding of the data-driven nature of language models and model training, even within a short intervention. For K-12 AI literacy and AI education research, the study findings suggest that enabling students to train - and not only prompt - language models can shift how they think about AI.

Creative software design, where there is no theory, no pre-computer precedent, no set of requirements or even necessarily an objective, challenges all existing software development methods. There can be no assumption that end-users know what they want. Each and every situation is unique, unpredictable and due to feedback is continually changing. However, programming requires a degree of formality, design and specification that cannot co-exist with the most informal pre-theoretical applications which need to be developed by exploratory experimentation to help with problem-solving and sense-making. Instead of programming a finished application from the beginning, there is a need to develop personal, provisional and subjective models and evolve these into public, objective and assured applications. Developing these models “on-line” through interactive experimentation is essential and it is the objective of Empirical Modelling (EM) research to enable the modelling of sense-making artefacts called construals. Whilst existing EM tools are able to support construals there is a need to see how a smooth transition from construals to applications can be made. Such a migration is not one-way as the resulting applications need to remain plastic. The aim of this thesis is to explore and develop ways of enhancing EM principles and tools to better support such migrations from construals to programs. By first identifying key characteristics of construals and associated principles and techniques, along with a critique of the existing EM tool, a new kind of environment for plastic software development is proposed. A major contribution of this thesis is the development of such a prototype environment which is illustrated using a collection of artefacts developed within it. From the prototype, called Cadence, an informal and a formal idealised account was elicited to provide a framework for this kind of development activity. The ideas explored in the thesis have the potential to impact upon the operating systems community and the everyday computer user in radical ways if taken forward. The thesis demonstrates that applications can be developed from construals without a translation step, keeping the resulting applications plastic.

This paper, submitted to the special track on resources for teaching AI in K-12, presents an eXplainable AI (XAI)-based classroom game \"Breakable Machine\" for teaching critical, transformative AI literacy through adversarial play and interrogation of AI systems. Designed for learners aged 10-15, the game invites students to spoof an image classifier by manipulating their appearance or environment in order to trigger high-confidence misclassifications. Rather than focusing on building AI models, this activity centers on breaking them-exposing their brittleness, bias, and vulnerability through hands-on, embodied experimentation. The game includes an XAI view to help students visualize feature saliency, revealing how models attend to specific visual cues. A shared classroom leaderboard fosters collaborative inquiry and comparison of strategies, turning the classroom into a site for collective sensemaking. This approach reframes AI education by treating model failure and misclassification not as problems to be debugged, but as pedagogically rich opportunities to interrogate AI as a sociotechnical system. In doing so, the game supports students in developing data agency, ethical awareness, and a critical stance toward AI systems increasingly embedded in everyday life. The game and its source code are freely available.