Journal articles on the topic '3P model of learning'
To see the other types of publications on this topic, follow the link: 3P model of learning.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic '3P model of learning.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
De la Fuente, Jesús, Lucía Zapata Sevillano, Paul Sander, and María Cardelle-Elawar. "THE 3P AND DEDEPRO MODELS AS RESEARCH HEURISTIC." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 155. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.599.
Full textAbstract:
Abstract.There are different heuristics that study the teaching-learning process; in this investigation we will explore the confluence of Biggs’ 3P model and the DEDEPRO model. These two complementary models offer us a framework for the analysis of teaching-learning situations with greater specificity and a better understanding of the structure of the research studies and the variables they study. In this manner, by incorporating both the general processes of teaching and learning, as well as the specific variables that are related to them, more or less analytical studies can be developed. Biggs adopted the 3P model to represent the student’s perspective in the teaching-learning process. The ways students learn are explained through the interaction of three moments in time that become the components for which the model is named: 1) Presage, where we find student characteristics and characteristics of the learning context; 2) Process, referring to the way that learning tasks are undertaken; and 3) Product, which includes learning outcomes. All the components that make up this model (Presage-Process-Product) tend toward equilibrium, and a change in any of them affects the system as a whole. In complementary fashion, the DEDEPRO model has established the need to further specify, within the Biggs model, the moments of Design (planning), Development (execution) and Product (satisfaction and performance), in terms of both teaching and learning. The DEDEPRO model assumes personal self-regulation, and is interactive with regulation in teaching, thereby giving rise to different levels of performance and personal satisfaction. In an overall sense, both models give us the opportunity to organize our variables over the teaching-learning process. We would emphasize the joint structure of the two models in relation to the variables in this study: Personal self-regulation, Stressful context (Presage); Learning approaches, Coping strategies, Self-regulated learning and Regulatory teaching (Process-Development); and Performance and Satisfaction with the learning process (Product).Palabras Clave: Biggs’ 3P Model, DEDEPRO, Teaching-Learning process
2
Kanashiro, Patricia, Edson Sadao Iizuka, Caio Sousa, and Suzi Elen FeRReira Dias. "Sustainability in management education: a Biggs’ 3P model application." International Journal of Sustainability in Higher Education 21, no. 4 (April 13, 2020): 671–84. http://dx.doi.org/10.1108/ijshe-05-2019-0176.
Full textAbstract:
Purpose The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students. Design/methodology/approach The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017. Findings In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products). Research limitations/implications The literature review may have excluded important and relevant work from the sample. Practical implications This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability. Social implications Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems. Originality/value This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.
3
Pane, Katia, Mario Zanfardino, Anna Maria Grimaldi, Gustavo Baldassarre, Marco Salvatore, Mariarosaria Incoronato, and Monica Franzese. "Discovering Common miRNA Signatures Underlying Female-Specific Cancers via a Machine Learning Approach Driven by the Cancer Hallmark ERBB." Biomedicines 10, no. 6 (June 2, 2022): 1306. http://dx.doi.org/10.3390/biomedicines10061306.
Full textAbstract:
Big data processing, using omics data integration and machine learning (ML) methods, drive efforts to discover diagnostic and prognostic biomarkers for clinical decision making. Previously, we used the TCGA database for gene expression profiling of breast, ovary, and endometrial cancers, and identified a top-scoring network centered on the ERBB2 gene, which plays a crucial role in carcinogenesis in the three estrogen-dependent tumors. Here, we focused on microRNA expression signature similarity, asking whether they could target the ERBB family. We applied an ML approach on integrated TCGA miRNA profiling of breast, endometrium, and ovarian cancer to identify common miRNA signatures differentiating tumor and normal conditions. Using the ML-based algorithm and the miRTarBase database, we found 205 features and 158 miRNAs targeting ERBB isoforms, respectively. By merging the results of both databases and ranking each feature according to the weighted Support Vector Machine model, we prioritized 42 features, with accuracy (0.98), AUC (0.93–95% CI 0.917–0.94), sensitivity (0.85), and specificity (0.99), indicating their diagnostic capability to discriminate between the two conditions. In vitro validations by qRT-PCR experiments, using model and parental cell lines for each tumor type showed that five miRNAs (hsa-mir-323a-3p, hsa-mir-323b-3p, hsa-mir-331-3p, hsa-mir-381-3p, and hsa-mir-1301-3p) had expressed trend concordance between breast, ovarian, and endometrium cancer cell lines compared with normal lines, confirming our in silico predictions. This shows that an integrated computational approach combined with biological knowledge, could identify expression signatures as potential diagnostic biomarkers common to multiple tumors.
4
Zhang, Li-Fang. "University Students' Learning Approaches in Three Cultures: An Investigation of Biggs's 3P Model." Journal of Psychology 134, no. 1 (January 2000): 37–55. http://dx.doi.org/10.1080/00223980009600847.
Full text
5
Jae Hoon, Han, Kwon Suk Jin, and Park Jong Sun. ""(Re)Binding the Factors Affecting Student Learning Outcomes in a Cyber University Using the 3P Model: Learning Analytics Approaches." Korean Association for Educational Information and Media 21, no. 2 (June 30, 2015): 309–32. http://dx.doi.org/10.15833/kafeiam.21.2.309.
Full text
6
Choi, Mi-Ran, Hyo-Jeong So, and Young-Ju Joo. "Analysis of learning approach and outcome variables among credit bank-based distance learners: Focusing on the 3P learning system model." Korean Association for Educational Information and Media 23, no. 3 (September 30, 2017): 605–30. http://dx.doi.org/10.15833/kafeiam.23.3.605.
Full text
7
Rao, Zhenhui, and Lin Huang. "Exploring the effects of school context on Chinese students’ use of language learning strategies in English learning." Applied Linguistics Review 10, no. 2 (May 26, 2019): 117–36. http://dx.doi.org/10.1515/applirev-2017-0022.
Full textAbstract:
AbstractThe research reported here investigated the effects of contextual factors on Chinese students’ use of language learning strategies in English learning. The study differed from most of the previous studies on learning strategies in that the data were examined within Biggs (1993. What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology 63. 3–19.) 3P (Presage, Process and Product) model of learning. Using a Strategy Inventory for Language Learning (Oxford, R. L. 1990. Language learning strategies: What every teacher should know. New York: Newbury House Publishers.) and interview, the researchers discovered the disparities in the use of learning strategies in English learning between the students from urban schools and those from rural schools. The former made a more frequent use of the strategies leading to the improvement of communicative competence and active involvement in classroom activities, whereas the latter showed a strong preference for the strategies relevant to the analysis of grammatical rules and linguistic details. An in-depth analysis of the data revealed that the differences in strategy use between the two groups might stem from some social and economic factors and could be linked to three elements in Biggs’ 3P model: value and expectation, teacher competence and teaching facilities. The article concludes by discussing some implications for English as a foreign language (EFL) teaching in Chinese schools and other similar education settings worldwide.
8
Caro Torres, María Catalina, and Diana Angélica Parra Pérez. "Effects of a Blended-Flipped English program on the learning of Academic and Administrative Staff in a Higher Education Institution." International Journal of Applied Linguistics and English Literature 8, no. 3 (May 31, 2019): 118. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.118.
Full textAbstract:
This article presents the results of an exploratory study about the contributions of a blended English as a Foreign Language (EFL) learning program, with a flipped classroom instructional model, to the development of the listening and reading skills of academic and administrative staff of a higher education institution. The research followed a mixed method approach framed on variables such as the development of oral (listening) and written (reading) comprehension activities. The results present some contributions of the blended-flipped instructional model to the EFL teaching and learning processes, as well as to development of professors’ and administrative staff’s communicative competences in English. This study highlights how the combination of blended learning with a flipped classroom approach to proficiency program design opens new possibilities in the language learning instructional design field, and demonstrates the blended-flipped model’s positive effects on language learning. It is also novel in its proof of the effectiveness of creating a program based on the professional development needs of the University’s community of professors and administrative staff from various disciplines.
9
Kember, David, Beverley J. Webster, and Wincy S. C. Chan. "Refocusing the 3P model to incorporate a learning and teaching environment and graduate attributes." Educational Psychology 40, no. 5 (March 4, 2020): 592–607. http://dx.doi.org/10.1080/01443410.2020.1732304.
Full text
10
López-García, Alejandro, Pedro Miralles-Martínez, and Javier Maquilón. "Design, Application and Effectiveness of an Innovative Augmented Reality Teaching Proposal through 3P Model." Applied Sciences 9, no. 24 (December 11, 2019): 5426. http://dx.doi.org/10.3390/app9245426.
Full textAbstract:
Augmented reality (AR) has evolved hand in hand with advances in technology, and today is considered as an emerging technique in its own right. The aim of our study was to analyze students’ perceptions of how useful AR is in the school environment. A non-experimental quantitative design was used in the form of a questionnaire in which 106 primary sixth-grade students from six schools in the Region of Murcia (Spain) participated. During the study, a teaching proposal using AR related to the content of some curricular areas was put forward in the framework of the 3P learning model. The participants’ perceptions of this technique were analyzed according to each variable, both overall and by gender, via a questionnaire of our own making, which had previously been validated by AR experts, analyzing its psychometric qualities. The initial results indicate that this technique is, according to the students, useful for teaching the curriculum. The conclusion is that AR can increase students’ motivation and enthusiasm while enhancing teaching and learning at the same time.
11
Pliakou, Evangelia, Dimitra Ioanna Lampropoulou, Nikolas Dovrolis, Dimosthenis Chrysikos, Dimitrios Filippou, Christos Papadimitriou, Antonios Vezakis, Gerasimos Aravantinos, and Maria Gazouli. "Circulating miRNA Expression Profiles and Machine Learning Models in Association with Response to Irinotecan-Based Treatment in Metastatic Colorectal Cancer." International Journal of Molecular Sciences 24, no. 1 (December 20, 2022): 46. http://dx.doi.org/10.3390/ijms24010046.
Full textAbstract:
Colorectal cancer represents a leading cause of cancer-related morbidity and mortality. Despite improvements, chemotherapy remains the backbone of colorectal cancer treatment. The aim of this study is to investigate the variation of circulating microRNA expression profiles and the response to irinotecan-based treatment in metastatic colorectal cancer and to identify relevant target genes and molecular functions. Serum samples from 95 metastatic colorectal cancer patients were analyzed. The microRNA expression was tested with a NucleoSpin miRNA kit (Machnery-Nagel, Germany), and a machine learning approach was subsequently applied for microRNA profiling. The top 10 upregulated microRNAs in the non-responders group were hsa-miR-181b-5p, hsa-miR-10b-5p, hsa-let-7f-5p, hsa-miR-181a-5p, hsa-miR-181d-5p, hsa-miR-301a-3p, hsa-miR-92a-3p, hsa-miR-155-5p, hsa-miR-30c-5p, and hsa-let-7i-5p. Similarly, the top 10 downregulated microRNAs were hsa-let-7d-5p, hsa-let-7c-5p, hsa-miR-215-5p, hsa-miR-143-3p, hsa-let-7a-5p, hsa-miR-10a-5p, hsa-miR-142-5p, hsa-miR-148a-3p, hsa-miR-122-5p, and hsa-miR-17-5p. The upregulation of microRNAs in the miR-181 family and the downregulation of those in the let-7 family appear to be mostly involved with non-responsiveness to irinotecan-based treatment.
12
KONG-IN, Wapee, and Anamai Damnet. "The Implementation of ISSECI Model for Enhancing Thai EFL Students’ Intercultural Pragmatic Competence: Politeness Strategies." Advances in Language and Literary Studies 9, no. 3 (June 30, 2018): 34. http://dx.doi.org/10.7575/aiac.alls.v.9n.3p.34.
Full textAbstract:
Regarding pedagogical purpose, Thai EFL learners’ communicative English proficiency is obviously restricted by the limited experiences of L2 politeness strategies. The aim of the current study is to investigate the effectiveness of the innovative teaching, ISSECI Model in terms of intercultural pragmatic competence: face threatening ace (FTA) – Do FTA and Don’t do FTA. The twenty Thai EFL undergraduate students from Rajabhat University were selected as participants through simple random sampling. Data were collected using rejoinder-discourse completion task mixed with open time free response construction, and was statistically analyzed in MEAN, standard deviation, and t-test. The findings revealed that the participants’ intercultural pragmatic competence after learning through ISSECI Model is significantly higher than that before the experiment (*p < 0.05). The participants’ perception with regard to ISSECI Model included four domains, i.e., English knowledge gained, cultural awareness, strengths, and weaknesses of the model.
13
Freeth, Della, and Scott Reeves. "Learning to work together: using the presage, process, product (3P) model to highlight decisions and possibilities." Journal of Interprofessional Care 18, no. 1 (February 2004): 43–56. http://dx.doi.org/10.1080/13561820310001608221.
Full text
14
Syarfuni, Nuruddin, and Zainal Rafli. "Learning Method and Teaching Material of Plus Curriculum In The Madrasah Aliyah Darul Ulum, Banda Aceh: An Ethnographic Study." Advances in Language and Literary Studies 10, no. 3 (June 30, 2019): 48. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.48.
Full textAbstract:
This study is to understand the teaching materials, approaches and methods used in the plus curriculum in the teaching English as compulsory subject in the Madrasah Aliyah Darul Ulum Banda Aceh. An ethnography method was purposefully used where four participants were involved for an in-depth interview and classroom observation. The result revealed that the approaches were used namely scientific and communicative approach. The method becomes priority were lecture method, demonstration, discussion, simulation, grammar translation method, direct method, debate, and role play. Whereas the teaching material were sourced from the technical school guiding book, relevant technical books, magazines, visual-based teaching, audio-visual based and multimedia-based learning sources. Therefore, this is one of evidences that the using of teaching material, approaches and method under the plus curriculum can mediate the Madrasah Aliyah students’ English learning outcomes. This may put into account due to the specific educational and cultural issue and practices in those private Madrasah Aliyah. Moreover, it can be recommended to other schools in Banda Aceh to apply such an innovative and combination curriculum contents; local school and national curriculum instruction. A further ethnographic research is needed to investigate how teachers and principals prepare or determine teaching materials and learning model prior to the learning process conducted.
15
Radbourne, Jennifer. "A Values Approach to Business Education in Hong Kong." Industry and Higher Education 20, no. 5 (October 2006): 307–15. http://dx.doi.org/10.5367/000000006778702337.
Full textAbstract:
This paper investigates the learning behaviour, learning environment and learning outcomes of Hong Kong Chinese students enrolled on an Australian university's Bachelor of Business degree course taught by visiting Australian lecturers in Hong Kong. The Chinese students are task-focused and passive learners. They do not demonstrate creative thinking, critical analysis or risk taking in problem solving, and appear to focus on surface-level rote learning. Semi-structured interviews with students and lecturers identified the changes experienced in learning behaviour and teaching strategies. By applying a teaching and learning value chain developed by Radbourne in 2001 and using Biggs's 3P culturally modified model of teaching and learning, new teaching strategies were developed to ensure that the Chinese Hong Kong students graduated with the capabilities required to be effective in the global workplace.
16
Zhang, Zongbiao. "Research on Learning Evaluation of Online General Education Course Based on BP Neural Network." Computational Intelligence and Neuroscience 2021 (December 6, 2021): 1–10. http://dx.doi.org/10.1155/2021/3570273.
Full textAbstract:
Network open curriculum provides a new solution for general education in local colleges and universities, which makes the network curriculum widely popularized and applied in colleges and universities. However, due to the lack of good curriculum learning evaluation, it is inconvenient for learners to choose. Therefore, this paper proposes to use the BP neural network model to evaluate the learning process of network general education course. Based on the course and user data provided by the existing platform, this paper constructs an online course learning evaluation model and studies the structure and effect relationship among learning experience, learning investment, and learning performance of ordinary online courses based on the preaging process product (3P) model and structural analysis method. Our research shows that curriculum quality is a key factor in analyzing and predicting learning results, which has a great impact on learning achievement. Learning experience is a direct factor affecting academic achievement. Learning experience, as an intermediary variable, indirectly affects e-learning performance. At the same time, it puts forward some suggestions to optimize the learning effect of ordinary online courses. On the one hand, the evaluation model provided in this paper can provide a reference for learners to select online courses; on the other hand, it can also be used as a supplement to the existing subjective evaluation model.
17
Ren, Jingxin, Wei Guo, Kaiyan Feng, Tao Huang, and Yudong Cai. "Identifying MicroRNA Markers That Predict COVID-19 Severity Using Machine Learning Methods." Life 12, no. 12 (November 23, 2022): 1964. http://dx.doi.org/10.3390/life12121964.
Full textAbstract:
Individuals with the SARS-CoV-2 infection may experience a wide range of symptoms, from being asymptomatic to having a mild fever and cough to a severe respiratory impairment that results in death. MicroRNA (miRNA), which plays a role in the antiviral effects of SARS-CoV-2 infection, has the potential to be used as a novel marker to distinguish between patients who have various COVID-19 clinical severities. In the current study, the existing blood expression profiles reported in two previous studies were combined for deep analyses. The final profiles contained 1444 miRNAs in 375 patients from six categories, which were as follows: 30 patients with mild COVID-19 symptoms, 81 patients with moderate COVID-19 symptoms, 30 non-COVID-19 patients with mild symptoms, 137 patients with severe COVID-19 symptoms, 31 non-COVID-19 patients with severe symptoms, and 66 healthy controls. An efficient computational framework containing four feature selection methods (LASSO, LightGBM, MCFS, and mRMR) and four classification algorithms (DT, KNN, RF, and SVM) was designed to screen clinical miRNA markers, and a high-precision RF model with a 0.780 weighted F1 was constructed. Some miRNAs, including miR-24-3p, whose differential expression was discovered in patients with acute lung injury complications brought on by severe COVID-19, and miR-148a-3p, differentially expressed against SARS-CoV-2 structural proteins, were identified, thereby suggesting the effectiveness and accuracy of our framework. Meanwhile, we extracted classification rules based on the DT model for the quantitative representation of the role of miRNA expression in differentiating COVID-19 patients with different severities. The search for novel biomarkers that could predict the severity of the disease could aid in the clinical diagnosis of COVID-19 and in exploring the specific mechanisms of the complications caused by SARS-CoV-2 infection. Moreover, new therapeutic targets for the disease may be found.
18
Clinton, Virginia. "The relationship between students’ preferred approaches to learning and behaviors during learning: An examination of the process stage of the 3P model." Instructional Science 42, no. 5 (January 1, 2014): 817–37. http://dx.doi.org/10.1007/s11251-013-9308-z.
Full text
19
Accardi, Giulia, Filippa Bono, Giuseppe Cammarata, Anna Aiello, Maria Trinidad Herrero, Riccardo Alessandro, Giuseppa Augello, et al. "miR-126-3p and miR-21-5p as Hallmarks of Bio-Positive Ageing; Correlation Analysis and Machine Learning Prediction in Young to Ultra-Centenarian Sicilian Population." Cells 11, no. 9 (April 30, 2022): 1505. http://dx.doi.org/10.3390/cells11091505.
Full textAbstract:
Human ageing can be characterized by a profile of circulating microRNAs (miRNAs), which are potentially predictors of biological age. They can be used as a biomarker of risk for age-related inflammatory outcomes, and senescent endothelial cells (ECs) have emerged as a possible source of circulating miRNAs. In this paper, a panel of four circulating miRNAs including miR-146a-5p, miR-126-3p, miR-21-5p, and miR-181a-5p, involved in several pathways related to inflammation, and ECs senescence that seem to be characteristic of the healthy ageing phenotype. The circulating levels of these miRNAs were determined in 78 healthy subjects aged between 22 to 111 years. Contextually, extracellular miR-146a-5p, miR-126-3p, miR-21-5p, and miR-181a-5p levels were measured in human ECs in vitro model, undergoing senescence. We found that the levels of the four miRNAs, using ex vivo and in vitro models, progressively increase with age, apart from ultra-centenarians that showed levels comparable to those measured in young individuals. Our results contribute to the development of knowledge regarding the identification of miRNAs as biomarkers of successful and unsuccessful ageing. Indeed, they might have diagnostic/prognostic relevance for age-related diseases.
20
Mirkov, Snezana. "Learning approaches and studies of effect of environmental factors." Zbornik Instituta za pedagoska istrazivanja 41, no. 1 (2009): 25–44. http://dx.doi.org/10.2298/zipi0901025m.
Full textAbstract:
There is a presentation of 3P model of learning (Presage-Process-Product), which comprises learning approaches placed in a wider context of the set of variables related to personality, environment, process and outcomes of learning. Three approaches to learning - surface, deep and achievement-oriented - consist of motives and the corresponding learning strategies. There is a discussion of the findings and implications of a great deal of research using the instruments based on this model. We analyzed research findings about the effect of instruction on learning approaches acquired by pupils, and especially students. It is shown how based on learning approach employed by pupils it is possible to draw conclusions about the quality of instruction. Testing the instruments on various samples indicates that the model is applicable in different cultures. Cross-cultural research opened up the problem of relation between memorising and understanding. Further research is necessary, both empirical and theoretical, that is, development of conceptualization of these constructs, and especially their role in education. Perspectives for further research also open up in the direction of studying various factors connected with personality and their relations with learning approaches. The role of learning approaches of teachers in developing the learning approaches of pupils is yet to be examined.
21
Hua, Meng, and Lin Wang. "The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods." PLOS ONE 18, no. 1 (January 24, 2023): e0280919. http://dx.doi.org/10.1371/journal.pone.0280919.
Full textAbstract:
The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning preparation (i.e., academic self-concept and course experience) and learning achievement within the Chinese EFL blended teaching context from the perspective of learners. In this study, 942 Chinese university students (male: N = 447; female: N = 495) participated in a survey and completed electronic questionnaires on EFL-related academic self-concept, learning engagement, academic procrastination, and learning achievement. The data were analyzed using AMOS software and a structural equation modeling (SEM) technique. The results showed that both students’ academic self-concept and course experience directly and positively predicted their English learning achievement. Moreover, students’ academic self-concept of learning achievement was partially mediated by learning engagement and academic procrastination, whereas the effect of course experience on learning achievement was fully mediated by learning engagement and academic procrastination. After discussing these findings, suggestions as well as limitations for future studies will be given.
22
Pudova, Elena A., Anastasiya A. Kobelyatskaya, Irina V. Katunina, Anastasiya V. Snezhkina, Maria S. Fedorova, Vladislav S. Pavlov, Ildar R. Bakhtogarimov, et al. "Lymphatic Dissemination in Prostate Cancer: Features of the Transcriptomic Profile and Prognostic Models." International Journal of Molecular Sciences 24, no. 3 (January 26, 2023): 2418. http://dx.doi.org/10.3390/ijms24032418.
Full textAbstract:
Radical prostatectomy is the gold standard treatment for prostate cancer (PCa); however, it does not always completely cure PCa, and patients often experience a recurrence of the disease. In addition, the clinical and pathological parameters used to assess the prognosis and choose further tactics for treating a patient are insufficiently informative and need to be supplemented with new markers. In this study, we performed RNA-Seq of PCa tissue samples, aimed at identifying potential prognostic markers at the level of gene expression and miRNAs associated with one of the key signs of cancer aggressiveness—lymphatic dissemination. The relative expression of candidate markers was validated by quantitative PCR, including an independent sample of patients based on archival material. Statistically significant results, derived from an independent set of samples, were confirmed for miR-148a-3p and miR-615-3p, as well as for the CST2, OCLN, and PCAT4 genes. Considering the obtained validation data, we also analyzed the predictive value of models based on various combinations of identified markers using algorithms based on machine learning. The highest predictive potential was shown for the “CST2 + OCLN + pT” model (AUC = 0.863) based on the CatBoost Classifier algorithm.
23
Lee, Wincy Wing Sze, and Carol Kuai Kuen Chan. "Relationships Among Epistemic Beliefs, Perception of Learning Environment, Study Approaches and Academic Performance: A Longitudinal Exploration with 3P Model." Asia-Pacific Education Researcher 27, no. 4 (May 7, 2018): 267–76. http://dx.doi.org/10.1007/s40299-018-0384-3.
Full text
24
Zapata, Lucía, Jesús De la Fuente, José Manuel Martínez Vicente, Mª Carmen González Torres, and Raquel Artuch. "RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 175. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.601.
Full textAbstract:
Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.
25
Iskandar, Utomo Pratama, and Masanori Kurihara. "Long Short-term Memory (LSTM) Networks for Forecasting Reservoir Performances in Carbon Capture, Utilisation, and Storage (CCUS) Operations." Scientific Contributions Oil and Gas 45, no. 1 (April 1, 2022): 1–18. http://dx.doi.org/10.29017/scog.45.1.943.
Full textAbstract:
Forecasting reservoir performances during the carbon capture, utilization, and storage (CCUS) operations is essential to monitor the amount of incremental oil recovered and CO2 trapped. This paper proposes predictive data-driven models for forecasting oil, CO2, and water production on the existing wells and future infill well utilizing long short-term memory (LSTM) networks, a deep learning variant for time series modeling. Two models are developed based on the number of phases referred to: 3-phases (3P) and 1-phase (1P), one interest phase at a time. The models are trained on the dataset from multiple wells to account for the effect of interference of neighboring wells based on the inverse distance to the target well. The performance of the models is evaluated using walk-forward validation and compared based on quality metrics and length and consistency of the forecasting horizon. The results suggest that the 1P models demonstrate strong generalizability and robustness in capturing multivariate dependencies in the various datasets across eight wells with a long and consistent forecasting horizon. The 3P models have a shorter and comparable forecasting horizon. The 1P models show promising performances in forecasting the fluid production of future infill well when developed from the existing well with similar features to the infill well. The proposed approach offers an alternative to the physics-driven model in reservoir modeling and management and can be used in situations when conventional modeling is prohibitively expensive, slow, and labor-intensive.
26
Aita, Sean. "Shakespeare in Styria." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 2 (July 1, 2013): 79–92. http://dx.doi.org/10.33178/scenario.7.2.6.
Full textAbstract:
This paper offers a professional theatre practitioner’s reflections on directing learners between ages of 16 and 21, and whose first language is not English, in a production of Shakespeare’s Twelfth Night in Murau, Austria, in July 2011. Drawing on links between the theatrical rehearsal and production process and John Biggs’ 3P learning model the author argues in support of performative approaches to L2 study. Suggesting that Shakespeare’s dramaturgy provides uniquely rich and varied pedagogical resources for the L2 learner, the paper presents a case for the use of theatrical performance by students as an element of ESL study.
27
Ganotice, Fraide A., and Lap Ki Chan. "How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model." Computers in Human Behavior 91 (February 2019): 211–19. http://dx.doi.org/10.1016/j.chb.2018.09.029.
Full text
28
Luo, Kuo, Yanguang Zhao, Hong Liu, and Jinhua Mo. "Identification of Critical miRNAs as Novel Diagnostic Markers for Laryngeal Squamous Cell Carcinoma." Disease Markers 2022 (July 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/6858411.
Full textAbstract:
The prognosis of laryngeal squamous cell carcinoma (LSCC) patients remains poor, and early diagnosis can distinctly improve the long-term survival of LSCC patients. MicroRNAs (miRs) are a group of endogenous, noncoding, 18-24 nucleotide length single-strand RNAs and have been demonstrated to regulate the expression of many genes, thus modulating various cellular biological processes. In this study, we aimed to identify critical diagnostic miRNAs based on two machine learning algorithms. The GSE133632 dataset was acquired from the Gene Expression Omnibus (GEO) datasets, comprising LSCC tissular samples (57 specimens) and matched neighboring healthy mucosa tissular samples (57 specimens). Differentially expressed miRNAs (DEMs) were screened between 57 LSCC specimens and 57 normal specimens. The LASSO regression model and SVM-RFE analysis were carried out for the identification of critical miRNAs. ROC assays were applied to evaluate discriminatory ability. We identified 32 DEMs between LSCC specimens and normal specimens. Two machine learning algorithms confirmed that hsa-miR-615-3p, hsa-miR-4652-5p, hsa-miR-450a-5p, hsa-miR-196a-5p, hsa-miR-21-3p, hsa-miR-139-5p, and hsa-miR-424-5p were critical diagnostic factors. According to the ROC assays, seven miRNAs had an AUC value of >0.85 for LSCC. Taken together, our findings identified seven critical miRNAs in LSCC patients which can be used to diagnose LSCC patients with high sensitivity and specificity. These results must be verified by large-scale prospective studies.
29
Gong, Chaofan, Rohit Bhargava, and Chandrajit Bajaj. "Exploring the Study of miR-1301 Inhibiting the Proliferation and Migration of Squamous Cell Carcinoma YD-38 Cells through PI3K/AKT Pathway under Deep Learning Medical Images." Computational Intelligence and Neuroscience 2022 (February 10, 2022): 1–10. http://dx.doi.org/10.1155/2022/5865640.
Full textAbstract:
With the rapid development and application of deep learning medical image recognition, natural language processing, and other fields, at the same time, deep learning has become the most popular research direction in the field of image processing and recognition. Through deep learning medical image recognition technology, it is of great significance to explore the research of miR-1301. The purpose of this article is to use an improved CNN neural network model algorithm combined to contrast the experimental groups and use deep learning medical imaging technology to study the mechanism by which miR-1301 inhibits the proliferation of carcinoma YD-38 cells through the PI3K/AKT pathway. This paper studies the method of image recognition of squamous cell carcinoma YD-38 cells using a convolutional neural network (CNN). First, a CNN classification model for the characteristics of YD-38 cell images is constructed. Then, pretraining and dropout technology are used to improve and optimize the proposed CNN model to improve the robustness of the model. In this paper, the miR mimic group and the miR blank group and the PI3K/AKT pathway inhibitor Wortmannin were selected to jointly treat YD-38 cells. The expression of mRNA in miR-1301 in HGF-1 was determined using RT-PCR (real and real-time fluorescence and YD-38 cells). The blank plasmids and the miR-1301 mimic (miR-1301 mimic) were transfected into YD-38 cells. The experiments were divided into two groups in the miR-1301 blank group and the miR-1301 simulation groups, respectively. The proliferation capacity of YD-38 cells was prepared in 1.5 ml sterile EP tubes and then diluted with medium for the proliferation of the cells. The scratch test and Transwell test were used to detect the effect of miR-1-3p on the migration and invasion of liver cancer cells. In this paper, CCK-8 experiment, clone formation experiment, flow cytometry, scratch experiment, and Transwell chamber experiment are used to analyze the effects of target gene CAAP1 on the proliferation, apoptosis, migration, and invasion of liver cancer cells. This paper uses CCK-8 to detect five kinds of the effect of miRNA on the proliferation ability of liver cancer cells and the effect of miR-1-3p on the proliferation ability of liver cancer cells. Experimental studies have shown that, compared with the miR blank group, the expression of PI3K and p-AKT was significantly downregulated in the miR mimic group after 24, 48, and 72 hours and the phosphorylation level of AKT was also significantly reduced P < 0.05 .
30
Rusiyanti, R. H., Z. Zulkardi, and R. I. I. Putri. "The 3P model with lesson study for learning community (LSLC) in the professional development of mathematics teachers on three-dimensional shape material." Journal of Physics: Conference Series 1663 (October 2020): 012026. http://dx.doi.org/10.1088/1742-6596/1663/1/012026.
Full text
31
ÖZ, Koray, Eylem Ezgi Ahiskali, and Ali Türkel. "Is an Online Creative Drama Lesson Possible? Preschool Prospective Teachers’ Opinions on the Effectiveness of Online Creative Drama Lessons." International Journal of Education and Literacy Studies 10, no. 3 (August 12, 2022): 121–28. http://dx.doi.org/10.7575/aiac.ijels.v.10n.3p.121.
Full textAbstract:
This study aims to determine the opinions of preschool pre-service teachers on the adequacy of online drama lessons throughout the COVID-19 pandemic. A descriptive survey model of the qualitative research methods was used and online drama lessons were run over a 12-week-period. Participants of the research were 64 pre-school prospective teachers who studied as senior students at a Turkish state university. In order to investigate the online applicability and effectiveness of practice-based drama lessons during this critical COVID-19 pandemic time, lesson planning has been avoided, considering that the elements that should be included in formal drama teaching should also be included in online drama. In the process of data collection, prior to online lesson, objectives and outcomes of online drama practices were designated with senior pre-service teachers in the department of pre-school education at a state university. The three researchers administered online lessons devised in accordance with the determined objectives and outcomes to eighty pre-school students. And they focused on the alignment of the dramatic structure constituents with function and the adequacy of the activities in the preparatory stage for the transition to the dramatization stage. Furthermore, activities in the dramatization stage and evaluation stage were examined in terms of adequacy in meeting the outcomes. Lesson plans were structured with the consideration that elements that are present in the formal drama instruction must be included in online drama practices, as well. Regarding the results obtained in the end of the study, it can be concluded that all the said elements were successfully reflected in the lessons. So, teachers can apply drama processes online in their classes and drama researchers can conduct studies regarding the effects of online drama lesson on different learning stages.
32
Sun, Chiyao, Ji’an Liu, Liana Razmerita, Yanru Xu, and Jia Qi. "Higher Education to Support Sustainable Development: The Influence of Information Literacy and Online Learning Process on Chinese Postgraduates’ Innovation Performance." Sustainability 14, no. 13 (June 26, 2022): 7789. http://dx.doi.org/10.3390/su14137789.
Full textAbstract:
Digitalization provides opportunities for sustainable development. Cultivating postgraduates’ digital skills is an important task of higher education to support sustainable development (HESD). As a crucial way of cultivating digital skills, high-quality online learning processes are of great significance to achieve “Quality Education”, in line with the 2030 sustainable development agenda. Based on Biggs’s 3P (Presage-Process-Product) learning model, this study focused on the whole learning process and explored the relationship among postgraduates’ information literacy, online platforms, online knowledge-sharing processes and their innovation performance. The analysis of a questionnaire survey of 501 Chinese postgraduates showed that (1) information literacy has a positively predictive effect on postgraduates’ innovation performance; (2) different online learning processes lead to different learning results. Compared to the quantity-oriented online knowledge sharing process (Qty-KSP), the quality-oriented online knowledge sharing process (Qlty-KSP) is related to better innovation performance, which opens onto this study’s third finding: (3) Qty-KSP and Qlty-KSP play a parallel mediating effect between postgraduates’ information literacy and their innovation performance. Compared to Qty-KSP, Qlty-KSP is a more powerful intermediary variable, which leads to this study’s fourth finding; (4) an efficient online learning environment can contribute to higher-quality online learning process, thus improving postgraduates’ innovative performance. This study suggests that policy makers should develop postgraduates’ digital skills for sustainable development in the digital age. This can be achieved by (1) cultivating postgraduates’ information literacy; (2) encouraging them to practice high-quality online learning processes; and (3) providing an efficient sharing platform for sustainability, resilience, and digitalization in higher education.
33
Hao, Li, Yiming Wu, Jin Xie, and Xinwang Chen. "Electroacupuncture Enhances Cognitive Deficits in a Rat Model of Rapid Eye Movement Sleep Deprivation via Targeting MiR-132." Evidence-Based Complementary and Alternative Medicine 2022 (September 16, 2022): 1–14. http://dx.doi.org/10.1155/2022/7044208.
Full textAbstract:
Deprivation of rapid eye movement sleep (REMSD) reduces the potential for learning and memory. The neuronal foundation of cognitive performance is synapse plasticity. MicroRNA-132 (MiR-132) is an important microRNA related to cognitive and synapse plasticity. Acupuncture is effective at improving cognitive impairment caused by sleep deprivation. Furthermore, its underlying principle is still unclear. Herein, whether electroacupuncture (EA) helps alleviate cognitive impairment in REMSD by targeting miR-132 was assessed. A rat model of REMSD was constructed using the developing multiplatform water environment technique, as well as EA therapy in Baihui (GV20) and Dazhui (GV14) was performed for 15 minutes, once daily for 7 days. Agomir or antagomir of MiR-132 was injected into the hippocampal CA1 areas to assess the EA mechanism in rats with REMSD. Then, the learning and memory abilities were detected by behavioral tests; synapse structure was assessed by transmission electron microscope (TCM); and dendrites branches and length were examined by Golgi staining. MiR-132-3p was assessed by real-time quantitative polymerase chain reaction (qRT-PCR). P250GAP, ras-related C3 botulinum toxin substrate 1 (Rac1), and cell division cycle 42 (Cdc42) expression levels in hippocampal tissues were evaluated by immunohistochemistry and Western blot. According to the research, EA therapy enhanced cognitive in REMSD rats, as evidenced by reduced escape latency; upregulated the performance of platform crossings and prolonged duration in the goal region; and improved spontaneous alternation. EA administration restored synaptic and dendritic structural damage in hippocampal neurons, enhanced miR-132 expression, and reduced p250GAP mRNA and protein levels. Additionally, EA boosted the protein level of Rac1 and Cdc42 associated with synaptic plasticity. MiR-132 agomir enhanced this effect, whereas miR-13 antagomir reversed this action. The current data demonstrate that EA at GV20 and GV14 attenuates cognitive impairment and modulates synaptic plasticity in hippocampal neurons via miR-132 in a sleep-deprived rat model.
34
IKIP PGRI Semarang, Muhdi, Senowarsito IKIP PGRI Semarang, and Listyaning S. "PENDIDIKAN KECAKAPAN HIDUP (LIFE SKILLS) MELALUI CHILD FRIENDLY TEACHING MODEL (CFTM) SEBAGAI DASAR MEMBANGUN KARAKTER SISWA." E-DIMAS 3, no. 1 (March 1, 2012): 37. http://dx.doi.org/10.26877/e-dimas.v3i1.252.
Full textAbstract:
AbstractLife-skills education is an educational model that builds hard skills and soft skills in an integrated way. Strengthening students' soft skills will strengthen the hard skills and vice versa. Characterized person is one who is able to keep upright the soft skills and hard skills as an attitude and a behavior in society. Child Friendly Teaching Model (CFTM) is a model that will build life skills to deal with four pillars of the Child Rights Convention, namely non-discrimination, best interests of the child; the rights to life and development; the right be heard and express its views, by strengthening of 3Ps (Provision , Protection, and Participation). This model endorses children to be met early in the child's rights to live, grow, develop and participate optimally in accordance with human dignity. Life skills education can be done through: 1) habituating in the school and classroom environment, 2) manipulating the content of the materials, 3) correcting and reinforcing behavior, and 4) manipulating the learning activities. Learning activities that have a nurturing effect on building character are collective, interactive, cooperative, and reflective learning with respect to children's rights through the strengthening of 3Ps.Key Words: Life Skills, Hard Skills, Soft Skills, Character Education, CFTMAbstrakLife-skills education adalah model pendidikan yang membangun hard skills dan soft skills secara terintegrasi. Penguatan soft skill siswa akan menguatkan hard skillsnya demikian juga sebaliknya. Orang yang berkarakter adalah orang yang mampu menyeimbangkan soft skill dan hard skills dalam bersikap dan berperilaku dalam masyarakatnya. Child Friendly Teaching Model (CFTM) adalah sebuah model pendidikan yang akan membangun kecakapan hidup siswa dengan meperhatikan empat pilar. Konnvensi Hak Anak yaitu non-diskriminasi; kepentingan terbaik bagi anak ; hak untuk hidup dan berkembang; hak untuk mengemukakan pendapat, melalui penguatan 3P (Provision, Protection, dan Participation). Melalui model ini, anak sejak dini diharapkan akan terpenuhi hak hak anak agar dapat hidup, tumbuh, berkembang dan berpartisipasi secara optimal sesuai dengan harkat dan martabat kemanusiaan. Pendidikan kecakapan hidup dapat dilakukan melalui: 1) pembiasaan di lingkungan sekolah dan kelas; 2) memanipulasi isi materi; 3) penguatan dan koreksi perilaku; dan 4) memanipulasi aktifitas pembelajaran. Aktivitas pembelajaran yang mempunyai nurturing effect terhadap pembentukan karakter adalah aktivitas pembelajaran yang bersifat kolektif, interaktif, kooperatif, dan reflektif dengan memperhatikan hak-hak anak melalui penguatan 3P.Kata Kunci: Life Skills, Hard Skills, Soft Skills, Pendidikan Karakter, CFTM
35
Farr, Ryan J., Christina L. Rootes, Louise C. Rowntree, Thi H. O. Nguyen, Luca Hensen, Lukasz Kedzierski, Allen C. Cheng, et al. "Altered microRNA expression in COVID-19 patients enables identification of SARS-CoV-2 infection." PLOS Pathogens 17, no. 7 (July 28, 2021): e1009759. http://dx.doi.org/10.1371/journal.ppat.1009759.
Full textAbstract:
The host response to SARS-CoV-2 infection provide insights into both viral pathogenesis and patient management. The host-encoded microRNA (miRNA) response to SARS-CoV-2 infection, however, remains poorly defined. Here we profiled circulating miRNAs from ten COVID-19 patients sampled longitudinally and ten age and gender matched healthy donors. We observed 55 miRNAs that were altered in COVID-19 patients during early-stage disease, with the inflammatory miR-31-5p the most strongly upregulated. Supervised machine learning analysis revealed that a three-miRNA signature (miR-423-5p, miR-23a-3p and miR-195-5p) independently classified COVID-19 cases with an accuracy of 99.9%. In a ferret COVID-19 model, the three-miRNA signature again detected SARS-CoV-2 infection with 99.7% accuracy, and distinguished SARS-CoV-2 infection from influenza A (H1N1) infection and healthy controls with 95% accuracy. Distinct miRNA profiles were also observed in COVID-19 patients requiring oxygenation. This study demonstrates that SARS-CoV-2 infection induces a robust host miRNA response that could improve COVID-19 detection and patient management.
36
Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (June 30, 2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.
Full textAbstract:
Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers’ attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers’ grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers’ attitudes/knowledge on their classroom practices.INTRODUCTIONIn recent years, grammar teaching has regained its rightful place in language curricula. Language teaching professionals are now of the belief that grammar cannot be ignored, and that without a good grammatical knowledge, learners’ language development can be severely constrained (Baleghizadeh & Farshchi, 2009). Grammar teaching and learning has attracted significant research attention. For example, many studies examined teachers’ explicit or declarative knowledge about grammar (e.g. Shuib, 2009; Andrews, 1994; Bloor, 1986). These studies showed that learners and teachers had encountered inadequate levels of grammatical knowledge. Other studies focussed on L2 and FL teachers’ beliefs about teaching grammar (Baleghizadeh & Farshchi, 2009; Borg& Burns, 2008). Borg and Burn’s (2008) study indicated that teachers expressed very strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integrating grammar in their practices. Baleghizadeh and Farshchi’s (2009) study revealed that teachers’ beliefs could be traced back to their long experience of teaching textbooks that heavily draw on deductive approaches to teaching grammar. Yet, we have to fully understand whether teachers’ attitudes towards grammar teaching have an influence on their grammatical knowledge. This is important because teachers’ attitudes/beliefs play a major role in influencing what they do in the classroom (Borg, 2006; Borg, 2003). Moreover, Shulman (1987) stressed that in order to teach grammar appropriately teachers need both grammatical knowledge and the skills “pedagogical content knowledge”. Thus, the current study focused on in-service TESOL teachers’ attitudes towards grammar teaching, and their grammatical knowledge to see if there is a correlation between the two and whether other background differences affect their knowledge of and attitudes towards grammar. This might help teacher educators to see the relationship as well as the impact of
37
Macdiarmid, Rachel, Rhona Winnington, and Eamon Merrick. "Exploring case based clinical learning in graduate-entry nursing." Pacific Journal of Technology Enhanced Learning 2, no. 1 (December 18, 2019): 29–30. http://dx.doi.org/10.24135/pjtel.v2i1.57.
Full textAbstract:
The Master of Nursing Science (MNSc) has been developed as a Graduate Entry to Nursing (GEN) programme. It is an accelerated, intensive two-year degree involving the completion of 1100 clinical practice hours to meet New Zealand Nursing Council registration requirements, together with achieving a level of critical thinking that will support excellence in clinical practice. GEN programmes are well known to attract diverse, motivated graduates often with successful careers that want a change of direction (Stacey, Pollock & Crawford, 2016; Pellico, Terrill, White & Rico, 2012).
In 2019 the MNSc was in its first iteration, therefore the three lecturers involved had scope to consider the design and delivery of the learning to best support student understanding and engagement. Together with institutional teaching and learning development mentors we brainstormed different approaches to teaching and learning. There is dearth of evidence regarding the development of clinical reasoning and critical thinking for post-graduate nursing students in Australasia. The aim was to develop teaching approaches that encouraged students to engage with the content and foster the development of critical thinking and clinical reasoning. Meyers and Nulty’s (2009) adoption of Biggs (2003) 3P Model of learning and teaching influenced the development of content across multiple discrete units of study. An evolving case study approach supported with podcasts was developed. The first evolving case study focused on a client with a rural New Zealand address and health status common to his age group and life experience. The podcasts aligned with the weekly development of the case. International content experts participated in topics as varied the management of analgesia, history of consent, and assisted dying and others.
To iteratively explore and understand the effectiveness of this teaching approach the authors concurrently undertook research. Informed by educational design research (EDR) methodology we explore the process of constructing an authentic learning experience for students. Educational design research (EDR) evolved from design-based research and is recognised as being practical and eminently suitable to explore a small teaching and learning project (Jetinikoff, 2015; McKenney & Reeves, 2018). The aims of this research were to 1) explore and describe the process of constructing an authentic learning experience enabled by technology; and 2) understand and reflect on student learning using an evolving case-study with podcasted content. The research team is currently undertaking the reflection, adaption, and evaluation stage of the EDR methodology. The results of this and the theory stage will be resented at SoTEL. In this presentation, the analysis of the teaching teams’ reflections will be explored. Key to our discussion with the audience will be sharing our reflections and in turn seeking their advice to explore how to engage students in technology enhanced delivery in a fast-paced course.
References:
Biggs, J.B. (2003). Teaching for quality learning at university. (2nd ed.). Maidenhead: Open University Press.
Jetnikoff, A. (2015). Design based research methodology for teaching with technology in English. English in Australia, 50(3), 56-60.
McKenney, S., & Reeves, T. (2018). Conducting Educational Design Research (2nd ed.). Routledge: https://ebookcentral.proquest.com/lib
Meyers, N. M., & Nulty, D. D. (2009). How to use (five) curriculum design principles to align authentic learning environments, assessment, students approaches to thinking and learning outcomes. Assessment & Evaluation in Higher Education, 34, (5), 565–577.
Pellico, L.H., Terrill, E., White, P., & Rico, J. (2012). Integrative review of graduate entry programs. Journal of Nursing Education, 51(1), 29-37. http://dx.doi:10.3928/01484834-20111130-01.
Stacey, G. Pollock, K., & Crawford, P. (2016). The rules of the game in graduate entry nursing: A longitudinal study. Nurse Education Today, 36, 184-189. http://dx.doi:10.org/10/1016/j.nedt.2015.09.016
38
Depasquale, C., S. Cunningham, A. Boyter, S. A. Jacob, A. Power, J. Portlock, and B. Addison. "Interprofessional education during experiential learning placements for student pharmacists in Scotland. Exploring current support provision and stakeholder views." International Journal of Pharmacy Practice 30, Supplement_2 (November 30, 2022): ii16—ii17. http://dx.doi.org/10.1093/ijpp/riac089.018.
Full textAbstract:
Abstract Introduction Increasing global awareness that interprofessional team working is essential within modern healthcare systems has led to regulatory bodies mandating the inclusion of interprofessional education (IPE) within undergraduate curricula. The General Pharmaceutical Council specifies in the 2021 initial education and training standards the requirement for an interprofessional learning plan in which “IPE must mirror practice”.1 Pharmacy educators are intensifying their efforts to ensure student pharmacists are presented with opportunities to develop collaborative competencies. Curricular development and implementation initiatives must explore structures and processes to ensure that experiential learning (EL) environments are conducive to supporting student pharmacists’ interprofessional learning. Aim To explore structures and processes needed to support effective planned and unplanned IPE during EL placements for student pharmacists. Methods A mixed methods approach underpinned by the Biggs 3P theoretical framework was adopted.2 This included (1) A document analysis reviewing resources including student pharmacist/EL facilitator university handbooks and NHS Education for Scotland Preparation for Facilitating Experiential Learning (PFEL) training - a mandatory requirement for all EL facilitators hosting student pharmacists on placement in Scotland. (2) A pre-piloted online survey distributed to EL facilitators. Survey development, guided by the Interprofessional Facilitation Scale, aimed to encourage EL facilitators to self-evaluate their own IPE facilitation skills.3 The final survey tool included ten items with responses rated on a 4-point Likert scale (Poor, Fair, Good and Excellent) and a demographic section (3) Online semi-structured focus groups/dyadic interviews conducted with six EL facilitators, four practice educators and two academic staff were recorded and transcribed. Descriptive statistics were employed for quantitative data generated from the survey tool; for qualitative data content analysis was applied to develop emerging themes. Ethical approval was granted (S292) from the School of Pharmacy and Life Sciences Ethics Review Committee at Robert Gordon University. Results (1) The document analysis concluded that although the resources reviewed could not be specifically classed as training to support IPE, data collected provided context to EL placements and the training and pre-activities that student pharmacists and EL facilitators complete. Three main themes emerged: “Lack of specific IPE training focus”, “Varied terminology”, “Lack of IPE pre-learning activities”. (2) The survey was completed by ninety EL facilitators working in various practice settings: hospital 41.1% (n=37); primary care 25.6% (n=23); community 21.1% (n=19); academia 2.2% (n=2); other 8.9% (n=8). Survey responses indicated that 51.1% (n=46) and 42.2% (n=38) of respondents rated their ability to role model positive interactions with other healthcare professionals as good and excellent. However, responses to items relating more specifically to IPE facilitation skills indicated a lower confidence level. (3) Initial themes emerging from focus groups/dyadic interviews include “Profession-related perceptions of IPE”, “Factors influencing IPE delivery and student learning”, “Factors influencing future developments”. Discussion/Conclusion This exploratory study has provided valuable insight into multifactorial aspects affecting IPE during EL placements; this will be used to guide future development of IPE initiatives. One limitation is that student pharmacists were not included in this study; the next phase of this research programme will explore student pharmacists’ perceptions of IPE in EL. References 1. General Pharmaceutical Council. Standards for the initial education and training of pharmacists. [homepage on the Internet]. London: GPhC; 2021. Available from: https://www.pharmacyregulation.org/sites/default/files/document/standards-for-the-initial-education-and-training-of-pharmacists-january-2021.pdf 2. Biggs, J.B. From Theory to Practice: A Cognitive Systems Approach. High Educ Res Dev, 1993, 12(1), 73-85 3. Sargeant J., Hill T., Breau L. Development and testing of a scale to assess interprofessional education (IPE) facilitation skills. J Cont Educ Health Prof, 2010, 30(2), 126-131
39
Shi, Guang. "Textual Enhancement, Input Processing and Presentation-Practice-Production in College English Grammar Teaching in China." International Journal for Innovation Education and Research 5, no. 10 (October 31, 2017): 177–93. http://dx.doi.org/10.31686/ijier.vol5.iss10.839.
Full textAbstract:
Based on the input processing theory and output hypothesis in Second Language Acquisition, and employing quantitative and qualitative methods, this study investigates the effects of Textual Enhancement (TE), Input Processing Instruction (PI) and Presentation-Practice-Production (3P), and tries to compare the initial learning and retention effect on the acquisition of unreal conditionals in Chinese college English classrooms. The research findings are as follows: 1) Both PI and 3P areeffective. TE is effective in initial learning but falls short for retention effect. There is significant difference between the TE, PI and 3P groups. 2) In initial learning, 3P has the best effect based on learners’ mean score, followed by PI and TE, but there is no significant difference between PI and 3P. There is significant difference between 3P and TE, PI and 3P. 3) With regard to the retention effect, 3P and PI work better than TE. And there is no significant difference between 3P and PI. The research findings indicate that explicit explanation about language structures plays an effective and necessary role in English learning in the Chinese context. English teachers are suggested to involve the learners with grammar through meaningful activities such as structured input activities.
40
Wang, Xiulan, Chun Chang, Wenjie Jin, Arun Arun, Sudunabuqi Sudunabuqi, Aodaofu Aodaofu, Xiaowei Liu, Fengjiao Wu, and Hongmei Chen. "Identifying Key MicroRNAs Targeted by Narenmandula in a Rodent Nephropathy Model." Evidence-Based Complementary and Alternative Medicine 2020 (November 24, 2020): 1–9. http://dx.doi.org/10.1155/2020/9196379.
Full textAbstract:
Background. Untreated nephropathy can progress to renal failure. The traditional Mongolian remedy Narenmandula regulates the kidney “yang.” This study aimed to identify key microRNAs (miRNAs) targeted by Narenmandula in a rat model of nephropathy. Methods. Fifteen rats exhibiting normal renal function were randomized to three study arms. Nephropathy was induced in n = 10 rats using doxorubicin hydrochloride, followed by either Narenmandula treatment (treatment group) or no treatment (control group). In n = 5 rats, no doxorubicin was given and renal function remained unchanged (healthy group). Microarray analysis identified miRNAs which were differentially expressed (DE-miRNAs) between groups. Target genes of DE-miRNAs were predicted using miRWalk version 2.0, followed by enrichment analysis using DAVID, and construction of the miRNA coregulatory network using Cytoscape. Results. Nephropathy was successfully induced, with doxorubicin resulting in differential expression of 3645 miRNAs (1324 upregulated and 2321 downregulated). Narenmandula treatment induced differential expression of a total of 159 miRNAs (102 upregulated and 57 downregulated). Upregulated DE-miRNAs (e.g., miR-497-5p, miR-195-5p, miR-181a-5p, miR-181c-5p, and miR-30e-5p) and downregulated DE-miRNAs (e.g., miR-330-3p and miR-214-3p) regulated a high number of target genes. Moreover, the miRNA pairs (e.g., miR-195-5p—miR-497-5p, miR-181a-5p—miR-181c-5p, and miR-30e-5p—miR-30a-5p) coregulated a high number of genes. Enrichment analysis indicated functional synergy between miR-30e-5p—miR-30a-3p, miR-34a-5p—miR-30e-5p, miR-30e-5p—miR-195-3p, and miR-30a-3p—miR-195-3p pairs. Conclusion. Narenmandula may modulate doxorubicin-induced nephropathy via targeting miR-497-5p, miR-195-5p, miR-181a-5p, miR-181c-5p, miR-30e-5p, miR-330-3p, miR-214-3p, miR-34a-5p, miR-30a-3p, and miR-30a-5p.
41
Li, Qifa, Wanwan Peng, and Xiaohua Huang. "MiR-124-3p Reduces Bone Mineral Density in Postmenopausal Osteoporosis Rats Through Regulating Signal Transducer and Activator of Transcription 3 Pathway." Journal of Biomaterials and Tissue Engineering 12, no. 9 (September 1, 2022): 1813–17. http://dx.doi.org/10.1166/jbt.2022.3109.
Full textAbstract:
We aimed to study the effect of miR-124-3p on postmenopausal osteoporosis (POP) rats through regulating the signal transducer and activator of transcription 3 (STAT3) pathway. Rats were randomly divided into normal group, model group and miR-124-3p antagomir group. Enzyme-linked immunosorbent assay (ELISA) was performed to determine the levels of receptor activator of nuclear factor-κB (RANK) and osteoprotegerin (OPG). BMD of femur was significantly lower in model group and miR-124-3p antagomir group than that in normal group at 12 weeks after modeling, while it was significantly higher in miR-124-3p antagomir group than that in model group. Positive expression of BMP2 was obviously higher in miR-124-3p antagomir group than that in model group. Protein expression of p-STAT3 was evidently lower in miR-124-3p antagomir group than that in model group. Besides, POP rats have significantly increased level of miR-124-3p compared with that in normal group. In model group and miR-124-3p antagomir group, the content of OPG was remarkably lower, and the content of RANK was remarkably higher than those in normal group. In miR-124-3p antagomir group, the content of OPG was remarkably higher, and RANK was remarkably lower than those in model group. MiR-124-3p reduces BMD in POP rats through up-regulating the STAT3 pathway.
42
Ye, Rui-Song, Meng Li, Chao-Yun Li, Qi-En Qi, Ting Chen, Xiao Cheng, Song-Bo Wang, et al. "miR-361-3p regulates FSH by targeting FSHB in a porcine anterior pituitary cell model." Reproduction 153, no. 3 (March 2017): 341–49. http://dx.doi.org/10.1530/rep-16-0373.
Full textAbstract:
FSH plays an essential role in processes involved in human reproduction, including spermatogenesis and the ovarian cycle. While the transcriptional regulatory mechanisms underlying its synthesis and secretion have been extensively studied, little is known about its posttranscriptional regulation. A bioinformatics analysis from our group indicated that a microRNA (miRNA; miR-361-3p) could regulate FSH secretion by potentially targeting the FSHB subunit. Herein, we sought to confirm these findings by investigating the miR-361-3p-mediated regulation of FSH production in primary pig anterior pituitary cells. Gonadotropin-releasing hormone (GnRH) treatment resulted in an increase in FSHB synthesis at both the mRNA, protein/hormone level, along with a significant decrease in miR-361-3p and its precursor (pre-miR-361) levels in time- and dose-dependent manner. Using the Dual-Luciferase Assay, we confirmed that miR-361-3p directly targets FSHB. Additionally, overexpression of miR-361-3p using mimics significantly decreased the FSHB production at both the mRNA and protein levels, with a reduction in both protein synthesis and secretion. Conversely, both synthesis and secretion were significantly increased following miR-361-3p blockade. To confirm that miR-361-3p targets FSHB, we designed FSH-targeted siRNAs, and co-transfected anterior pituitary cells with both the siRNA and miR-361-3p inhibitors. Our results indicated that the siRNA blocked the miR-361-3p inhibitor-mediated upregulation of FSH, while no significant effect on non-target expression. Taken together, our results demonstrate that miR-361-3p negatively regulates FSH synthesis and secretion by targeting FSHB, which provides more functional evidence that a miRNA is involved in the direct regulation of FSH.
43
Tao, Tao, Yunkun Zhang, Hui Wei, and Ke Heng. "Downregulation of IRAK3 by miR-33b-3p relieves chondrocyte inflammation and apoptosis in an in vitro osteoarthritis model." Bioscience, Biotechnology, and Biochemistry 85, no. 3 (December 10, 2020): 545–52. http://dx.doi.org/10.1093/bbb/zbaa105.
Full textAbstract:
ABSTRACT Interleukin-1 receptor-associated kinase-3 (IRAK3) has a distinctive role in regulating inflammation. However, the functional role of IRAK3 and regulatory mechanism underlying the pathogenesis of osteoarthritis (OA) remain unclear. Here, we first found that IRAK3 was upregulated, while miR-33b-3p was downregulated in the cartilage of OA patients and IL-1β-induced CHON-001 cells. IRAK3 was confirmed as the direct target of miR-33b-3p and negatively regulated by miR-33b-3p. There was an inverse correlation between IRAK3 mRNA expression and miR-33b-3p expression in OA cartilage tissues. The in vitro functional experiments showed that miR-33b-3p overexpression caused a remarkable increase in viability, a significant decrease in inflammatory mediators (IL-1β and TNF-α), and apoptosis in IL-1β-induced CHON-001 cells. Importantly, IRAK3 knockdown imitated, while overexpression reversed the effects of miR-33b-3p on IL-1β-induced inflammation and apoptosis in CHON-001 cells. Collectively, miR-33b-3p significantly alleviated IL-1β-induced inflammation and apoptosis by downregulating IRAK3, which may serve as a promising target for OA.
44
Guo, Jiayan, Hanbing Mei, Zhen Sheng, Qingyuan Meng, Murielle M. Véniant, and Hong Yin. "Hsa-miRNA-23a-3p promotes atherogenesis in a novel mouse model of atherosclerosis." Journal of Lipid Research 61, no. 12 (October 2, 2020): 1764–75. http://dx.doi.org/10.1194/jlr.ra120001121.
Full textAbstract:
Of the known regulators of atherosclerosis, miRNAs have been demonstrated to play critical roles in lipoprotein homeostasis and plaque formation. Here, we generated a novel animal model of atherosclerosis by knocking in LDLRW483X in C57BL/6 mice, as the W483X mutation in LDLR is considered the most common newly identified pathogenic mutation in Chinese familial hypercholesterolemia (FH) individuals. Using the new in vivo mouse model combined with a well-established atherosclerotic in vitro human cell model, we identified a novel atherosclerosis-related miRNA, miR-23a-3p, by microarray analysis of mouse aortic tissue specimens and human aortic endothelial cells (HAECs). miR-23a-3p was consistently downregulated in both models, which was confirmed by qPCR. Bioinformatics analysis and further validation experiments revealed that the TNFα-induced protein 3 (TNFAIP3) gene was the key target of miR-23a-3p. The miR-23a-3p-related functional pathways were then analyzed in HAECs. Collectively, the present results suggest that miR-23a-3p regulates inflammatory and apoptotic pathways in atherogenesis by targeting TNFAIP3 through the NF-κB and p38/MAPK signaling pathways.
45
Ji, Qiling, Xuemei Wang, Jianxin Cai, Xiangnan Du, Hui Sun, and Nan Zhang. "MiR-22-3p Regulates Amyloid β Deposit in Mice Model of Alzheimer's Disease by Targeting Mitogen-activated Protein Kinase 14." Current Neurovascular Research 16, no. 5 (January 3, 2020): 473–80. http://dx.doi.org/10.2174/1567202616666191111124516.
Full textAbstract:
Propose: To investigate whether miR-22-3p is able to regulate AD development and its molecular mechanism. Methods: Morris water maze test was performed to test the spatial memory. Quantitative polymerase chain reaction (qPCR) was used to assess the expression level of miR-22-3p. The enzymelinked immunosorbent assay (ELISA) was used to assess the levels of Aβ40 and Aβ42. Immunoblotting analysis was performed to detect the protein expression levels of amyloid precursor protein (APP), mitogen-activated protein kinase 14 (MAPK14) and beta-site Amyloid precursor protein Cleaving Enzyme 1 (BACE1). Luciferase assay was used to identify the interaction between miR- 22-3p and MAPK14. The tetrazolium dye (MTT) colorimetric assay was used to test the influence of miR-22-3p overexpression on cell viability. Flow cytometry analysis was performed to evaluate the effect of miR-22-3p overexpression on cell apoptosis. Results: Morris water maze test showed that mice model of AD had impaired spatial memory, which was able to be ameliorated by miR-22-3p overexpression. Immunoblotting analysis revealed that the protein expression levels of APP, MAPK14 and BACE1 were enhanced in AD model, which could be prevented by miR-22-3p overexpression. ELISA showed that Aβ40 and Aβ42 levels were dramatically increased in AD model, which were inhibited by miR-22-3p overexpression. Luciferase assay and immunoblotting analysis indicated that miR-22-3p targeted and regulated MAPK14 expression. Conclusion: MiR-22-3p overexpression reduced Aβ deposit and alleviated AD symptoms by targeting and regulating MAPK14 expression, which ameliorated AD symptoms.
46
Jungen, Martin. "Potential Energy Surfaces for the Na(3p)N2, Na(3p)HCN and Na(3p)C2H2 Complexes:Ab Initio Calculations and Model Considerations." Helvetica Chimica Acta 84, no. 6 (June 13, 2001): 1459–69. http://dx.doi.org/10.1002/1522-2675(20010613)84:6<1459::aid-hlca1459>3.0.co;2-j.
Full text
47
Cheng, Yuan, Qing He, Tao Jin, and Na Li. "miR-214-3p Protects and Restores the Myocardial Tissue of Rat Myocardial Infarction Model by Targeting PTEN." Evidence-Based Complementary and Alternative Medicine 2022 (July 18, 2022): 1–13. http://dx.doi.org/10.1155/2022/1175935.
Full textAbstract:
Myocardial infarction (MI), which results in myocardial cell dysfunction and irreversible loss, is one of the most serious health threats today. This study was started with rats, by which the consequence of miRNA expression dysregulation to the occurrence and progression of cardiovascular diseases was explored. We first conducted miRNA sequencing on the myocardial tissues separately from myocardial infarction treatment and sham operation treatment to clarify those differently expressed miRNAs; then, our experiment of functional verification of those key miRNAs was initiated so as to dig out the molecular mechanism behind the miRNA’s regulation in myocardial infarction. And it turned out that there were 32 upregulated miRNAs and 16 downregulated miRNAs according to our comparison from the myocardial infarction model group to the sham operation group; of all those upregulated, alteration in miR-214-3p expression was the most conspicuous. Overexpression of miR-214-3p greatly alleviated myocardial infarct area and ameliorated myocardial tissue structure, even reducing myocardial fibrosis and the devastation in the tissues. On the molecular level, miR-214-3p overexpression brought down both the apoptosis rate and cleaved caspase 3 expression. Besides that, we verified that PTEN is the target gene of miR-214-3p through a dual-luciferase assay. A cotransfection of miR-214-3p and PTEN brought about an obvious elevation in the myocardial infarct area, tissue damage, and fibrosis, even in the aspect of cellular apoptosis than a mere transfection of miR-214-3p. All the results above verified miR-214-3p′s effects in protecting myocardial tissues and reducing the infarct area, and it was reasonable to assume that those functions of miR-214-3p came into effect by targeting PTEN, which was then justified by the inversion to miR-214-3p′s protection via PTEN overexpression.
48
Khalil, James. "The Three Pathways (3P) Model of Violent Extremism." RUSI Journal 162, no. 4 (July 4, 2017): 40–48. http://dx.doi.org/10.1080/03071847.2017.1365463.
Full text
49
Zhang, Hongqing, Li Jia, and Danzhi Li. "Eldecalcitol Plays a Role in Postmenopausal Osteoporosis through Mir-151a-3p/Socs5 Pathway." Tobacco Regulatory Science 7, no. 5 (September 30, 2021): 3934–41. http://dx.doi.org/10.18001/trs.7.5.1.166.
Full textAbstract:
Objective: This study set out to explore the specific mechanism of Eldecalcitol in postmenopausal osteoporosis (PMOP) and its relationship with miR-151a-3p/SOCS5 pathway. Methods: Forty-five rats were randomly and equally divided into sham operation group (SOG), model control group (MCG) and Eldecalcitol group (EG). miR-151a-3p, SOCS5 and bone mineral density (BMD) levels in each group were detected. MC3T3-E1 cells were modeled and divided into control group (CG), model group (MG) and EG. miR-151a-3p-inhibitor and pcDNA3.1-SOCS were transfected into model cells. miR-151 A-3P, SOCS5, RANKL and OPG levels as well as cell activity of cells in each group were observed. Results: Eldecalcitol intervention in rats can reduce BMD reduction caused by PMOP, reduce the miR-151a-3p level and increase the SOCS5 level. Cell experiments found that Eldecalcitol intervention can improve cell activity, inhibit the miR-151a-3p level and promote the SOCS5 expression, all of which can improve bone resorption of model cells, increase cell activity, inhibit the RANKL level and promote the OPG level. Conclusion: Eldecalcitol plays a role in PMOP by inhibiting miR-151a-3p and promoting the SOCS5 level.
50
Wang, Shaoqiang, Pengfei Yi, Na Wang, Min Song, Wenhui Li, and Yingying Zheng. "LncRNA TUG1/miR-29c-3p/SIRT1 axis regulates endoplasmic reticulum stress-mediated renal epithelial cells injury in diabetic nephropathy model in vitro." PLOS ONE 16, no. 6 (June 7, 2021): e0252761. http://dx.doi.org/10.1371/journal.pone.0252761.
Full textAbstract:
Long non-coding RNAs (lncRNAs) are important regulators in diabetic nephropathy. In this study, we investigated the potential role of lncRNA TUG1 in regulating endoplasmic reticulum stress (ERS)-mediated apoptosis in high glucose induced renal tubular epithelial cells. Human renal tubular epithelial cell line HK-2 was challenged with high glucose following transfection with lncRNA TUG1, miR-29c-3p mimics or inhibitor expression plasmid, either alone or in combination, for different experimental purposes. Potential binding effects between TUG1 and miR-29c-3p, as well as between miR-29c-3p and SIRT1 were verified. High glucose induced apoptosis and ERS in HK-2 cells, and significantly decreased TUG1 expression. Overexpressed TUG1 could prevent high glucose-induced apoptosis and alleviated ERS via negatively regulating miR-29c-3p. In contrast, miR-29c-3p increased HK-2 cells apoptosis and ERS upon high glucose-challenge. SIRT1 was a direct target gene of miR-29c-3p in HK-2 cells, which participated in the effects of miR-29c-3p on HK-2 cells. Mechanistically, TUG1 suppressed the expression of miR-29c-3p, thus counteracting its function in downregulating the level of SIRT1. TUG1 regulates miR-29c-3p/SIRT1 and subsequent ERS to relieve high glucose induced renal epithelial cells injury, and suggests a potential role for TUG1 as a promising diagnostic marker of diabetic nephropathy.