Hyperaccumulators for potentially toxic elements: A scientometric analysis
- Zhang, Dongming, Dyck, Miles, Filipović, Lana, Filipović, Vilim, Lv, Jialong, He, Hailong
- Authors: Zhang, Dongming , Dyck, Miles , Filipović, Lana , Filipović, Vilim , Lv, Jialong , He, Hailong
- Date: 2021
- Type: Text , Journal article
- Relation: Agronomy (Basel) Vol. 11, no. 9 (2021), p. 1729
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- Description: Phytoremediation is an effective and low-cost method for the remediation of soil contaminated by potentially toxic elements (metals and metalloids) with hyperaccumulating plants. This study analyzed hyperaccumulator publications using data from the Web of Science Core Collection (WoSCC) (1992–2020). We explored the research status on this topic by creating a series of scientific maps using VOSviewer, HistCite Pro, and CiteSpace. The results showed that the total number of publications in this field shows an upward trend. Dr. Xiaoe Yang is the most productive researcher on hyperaccumulators and has the broadest international collaboration network. The Chinese Academy of Sciences (China), Zhejiang University (China), and the University of Florida (USA) are the top three most productive institutions in the field. China, the USA, and India are the top three most productive countries. The most widely used journals were the International Journal of Phytoremediation, Environmental Science and Pollution Research, and Chemosphere. Co-occurrence and citation analysis were used to identify the most influential publications in this field. In addition, possible knowledge gaps and perspectives for future studies are also presented.
- Authors: Zhang, Dongming , Dyck, Miles , Filipović, Lana , Filipović, Vilim , Lv, Jialong , He, Hailong
- Date: 2021
- Type: Text , Journal article
- Relation: Agronomy (Basel) Vol. 11, no. 9 (2021), p. 1729
- Full Text:
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- Description: Phytoremediation is an effective and low-cost method for the remediation of soil contaminated by potentially toxic elements (metals and metalloids) with hyperaccumulating plants. This study analyzed hyperaccumulator publications using data from the Web of Science Core Collection (WoSCC) (1992–2020). We explored the research status on this topic by creating a series of scientific maps using VOSviewer, HistCite Pro, and CiteSpace. The results showed that the total number of publications in this field shows an upward trend. Dr. Xiaoe Yang is the most productive researcher on hyperaccumulators and has the broadest international collaboration network. The Chinese Academy of Sciences (China), Zhejiang University (China), and the University of Florida (USA) are the top three most productive institutions in the field. China, the USA, and India are the top three most productive countries. The most widely used journals were the International Journal of Phytoremediation, Environmental Science and Pollution Research, and Chemosphere. Co-occurrence and citation analysis were used to identify the most influential publications in this field. In addition, possible knowledge gaps and perspectives for future studies are also presented.
Type D personality, stress, coping and performance on a novel sport task
- Borkoles, Erika, Kaiseler, Mariana, Evans, Andrew, Ski, Chantal, Thompson, David, Polman, Remco
- Authors: Borkoles, Erika , Kaiseler, Mariana , Evans, Andrew , Ski, Chantal , Thompson, David , Polman, Remco
- Date: 2018
- Type: Text , Journal article
- Relation: PLoS One Vol. 13, no. 4 (2018), p. e0196692-e0196692
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- Description: We investigated (1) the relationship between Type D personality, stress intensity appraisal of a self-selected stressor, coping, and perceived coping effectiveness and (2) the relationship between Type D personality and performance. In study one, 482 athletes completed the Type D personality questionnaire (DS14), stress thermometer and MCOPE in relation to a recently experienced sport stressor. Type D was associated with increased levels of perceived stress and selection of coping strategies (more emotion and avoidance coping) as well as perceptions of their effectiveness. In study two, 32 participants completed a rugby league circuit task and were assessed on pre-performance anxiety, post-performance affect and coping. Type D was associated with poorer performance (reduced distance more errors), decreases in pre-performance self-confidence and more use of maladaptive resignation/withdrawal coping. Findings suggest that Type D is associated with maladaptive coping and reduced performance. Type D individuals would benefit from interventions related to mood modification or enhancing interpersonal functioning.
- Authors: Borkoles, Erika , Kaiseler, Mariana , Evans, Andrew , Ski, Chantal , Thompson, David , Polman, Remco
- Date: 2018
- Type: Text , Journal article
- Relation: PLoS One Vol. 13, no. 4 (2018), p. e0196692-e0196692
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- Description: We investigated (1) the relationship between Type D personality, stress intensity appraisal of a self-selected stressor, coping, and perceived coping effectiveness and (2) the relationship between Type D personality and performance. In study one, 482 athletes completed the Type D personality questionnaire (DS14), stress thermometer and MCOPE in relation to a recently experienced sport stressor. Type D was associated with increased levels of perceived stress and selection of coping strategies (more emotion and avoidance coping) as well as perceptions of their effectiveness. In study two, 32 participants completed a rugby league circuit task and were assessed on pre-performance anxiety, post-performance affect and coping. Type D was associated with poorer performance (reduced distance more errors), decreases in pre-performance self-confidence and more use of maladaptive resignation/withdrawal coping. Findings suggest that Type D is associated with maladaptive coping and reduced performance. Type D individuals would benefit from interventions related to mood modification or enhancing interpersonal functioning.
Automated segmentation of mouse OCT volumes (ASiMOV): Validation & clinical study of a light damage model
- Antony, Bhavna, Kim, Byung-Jin, Lang, Andrew, Carass, Aaron, Prince, Jerry, Zack, Donald
- Authors: Antony, Bhavna , Kim, Byung-Jin , Lang, Andrew , Carass, Aaron , Prince, Jerry , Zack, Donald
- Date: 2017
- Type: Text , Journal article
- Relation: PLoS One Vol. 12, no. 8 (2017), p. e0181059-e0181059
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- Description: The use of spectral-domain optical coherence tomography (SD-OCT) is becoming commonplace for the in vivo longitudinal study of murine models of ophthalmic disease. Longitudinal studies, however, generate large quantities of data, the manual analysis of which is very challenging due to the time-consuming nature of generating delineations. Thus, it is of importance that automated algorithms be developed to facilitate accurate and timely analysis of these large datasets. Furthermore, as the models target a variety of diseases, the associated structural changes can also be extremely disparate. For instance, in the light damage (LD) model, which is frequently used to study photoreceptor degeneration, the outer retina appears dramatically different from the normal retina. To address these concerns, we have developed a flexible graph-based algorithm for the automated segmentation of mouse OCT volumes (ASiMOV). This approach incorporates a machine-learning component that can be easily trained for different disease models. To validate ASiMOV, the automated results were compared to manual delineations obtained from three raters on healthy and BALB/cJ mice post LD. It was also used to study a longitudinal LD model, where five control and five LD mice were imaged at four timepoints post LD. The total retinal thickness and the outer retina (comprising the outer nuclear layer, and inner and outer segments of the photoreceptors) were unchanged the day after the LD, but subsequently thinned significantly (p < 0.01). The retinal nerve fiber-ganglion cell complex and the inner plexiform layers, however, remained unchanged for the duration of the study.
- Authors: Antony, Bhavna , Kim, Byung-Jin , Lang, Andrew , Carass, Aaron , Prince, Jerry , Zack, Donald
- Date: 2017
- Type: Text , Journal article
- Relation: PLoS One Vol. 12, no. 8 (2017), p. e0181059-e0181059
- Full Text:
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- Description: The use of spectral-domain optical coherence tomography (SD-OCT) is becoming commonplace for the in vivo longitudinal study of murine models of ophthalmic disease. Longitudinal studies, however, generate large quantities of data, the manual analysis of which is very challenging due to the time-consuming nature of generating delineations. Thus, it is of importance that automated algorithms be developed to facilitate accurate and timely analysis of these large datasets. Furthermore, as the models target a variety of diseases, the associated structural changes can also be extremely disparate. For instance, in the light damage (LD) model, which is frequently used to study photoreceptor degeneration, the outer retina appears dramatically different from the normal retina. To address these concerns, we have developed a flexible graph-based algorithm for the automated segmentation of mouse OCT volumes (ASiMOV). This approach incorporates a machine-learning component that can be easily trained for different disease models. To validate ASiMOV, the automated results were compared to manual delineations obtained from three raters on healthy and BALB/cJ mice post LD. It was also used to study a longitudinal LD model, where five control and five LD mice were imaged at four timepoints post LD. The total retinal thickness and the outer retina (comprising the outer nuclear layer, and inner and outer segments of the photoreceptors) were unchanged the day after the LD, but subsequently thinned significantly (p < 0.01). The retinal nerve fiber-ganglion cell complex and the inner plexiform layers, however, remained unchanged for the duration of the study.
- Ralph, Nicholas, Birks, Melanie, Cant, Robyn, Chun Tie, Ylona, Hillman, Espeth
- Authors: Ralph, Nicholas , Birks, Melanie , Cant, Robyn , Chun Tie, Ylona , Hillman, Espeth
- Date: 2017
- Type: Text , Journal article
- Relation: Collegian Vol. 24, no. 6 (2017), p. 585-591
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- Description: Aims and objectives: To identify how science should be taught to nursing students, and by whom. Background: An understanding of foundational science and its role in supporting safe and effective nursing practice is an important part of student learning. The well documented challenges in teaching this content are compounded by a lack of evidence regarding educational strategies that lead to improved educational outcomes. Design: The study employed a cross-sectional design using online surveys. Methods: Two surveys were conducted in Australia involving (i) academics who teach science in undergraduate nursing programs and (ii) registered nurses (RNs). Participants were asked to respond to a range of questions around how science should be taught to nurses. There were n = 30 and n = 1808 respondents respectively. Results: Findings indicated a need to better integrate science content throughout nursing curricula. Participants were supportive of a discrete science subject in the foundation year and the integration of science content throughout the remainder of the curriculum. Participants across both surveys were ambivalent about whether the depth of science teaching was adequate for nursing practice. Most nurse academics and RNs thought that nurses should teach science, while non-nursing science teachers were less certain. Conclusions: Existing consensus clearly values the delivery of science content as an initial and ongoing priority of learning throughout the undergraduate nursing program. Relevance to practice: Improving the ways in which students learn sciences will impact on nursing practice, with the potential to improve patient care. 2017 Australian College of Nursing Ltd. Published by Elsevier Ltd.
Teaching science content in nursing programs in Australia: a cross-sectional survey of academics
- Birks, Melanie, Ralph, Nicholas, Cant, Robyn, Hillman, Elspeth, Ylona Chun, Tie
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
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- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
- Authors: Birks, Melanie , Ralph, Nicholas , Cant, Robyn , Hillman, Elspeth , Ylona Chun, Tie
- Date: 2015
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 14, no. 1 (2015), p. 1-9
- Full Text:
- Reviewed:
- Description: Background: Professional nursing practice is informed by biological, social and behavioural sciences. In undergraduate pre-registration nursing programs, biological sciences typically include anatomy, physiology, microbiology, chemistry, physics and pharmacology. The current gap in the literature results in a lack of information about the content and depth of biological sciences being taught in nursing curricula. The aim of this study was to establish what priority is given to the teaching of science topics in these programs in order to inform an understanding of the relative importance placed on this subject area in contemporary nursing education. Method: This study employed a cross-sectional survey method. This paper reports on the first phase of a larger project examining science content in nursing programs. An existing questionnaire was modified and delivered online for completion by academics who teach science to nurses in these programs. This paper reports on the relative priority given by respondents to the teaching of 177 topics contained in the questionnaire. Results: Of the relatively small population of academics who teach science to nursing students, thirty (n = 30) completed the survey. Findings indicate strong support for the teaching of science in these programs, with particular priority given to the basic concepts of bioscience and gross system anatomy. Of concern, most science subject areas outside of these domains were ranked as being of moderate or low priority. Conclusion: While the small sample size limited the conclusions able to be drawn from this study, the findings supported previous studies that indicated inadequacies in the teaching of science content in nursing curricula. Nevertheless, these findings have raised questions about the current philosophy that underpins nursing education in Australia and whether existing practices are clearly focused on preparing students for the demands of contemporary nursing practice. Academics responsible for the design and implementation of nursing curricula are encouraged to review the content of current programs in light of the findings of this research.
Fast mode decision in the HEVC Video coding standard by exploiting region with dominated motion and saliency features
- Podder, Pallab, Paul, Manoranjan, Murshed, Manzur
- Authors: Podder, Pallab , Paul, Manoranjan , Murshed, Manzur
- Date: 2012
- Type: Text , Journal article
- Relation: PLoS ONE Vol. Vol.11, no. 3 (2012), p. p.e0150673
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- Description: The emerging High Efficiency Video Coding (HEVC) standard introduces a number of innovative and powerful coding tools to acquire better compression efficiency compared to its predecessor H.264. The encoding time complexities have also increased multiple times that is not suitable for realtime video coding applications. To address this limitation, this paper employs a novel coding strategy to reduce the time complexity in HEVC encoder by efficient selection of appropriate block-partitioning modes based on human visual features (HVF). The HVF in the proposed technique comprise with human visual attention modelling-based saliency feature and phase correlation-based motion features. The features are innovatively combined through a fusion process by developing a content-based adaptive weighted cost function to determine the region with dominated motion/saliency (RDMS)- based binary pattern for the current block. The generated binary pattern is then compared with a codebook of predefined binary pattern templates aligned to the HEVC recommended block-paritioning to estimate a subset of inter-prediction modes. Without exhaustive exploration of all modes available in the HEVC standard, only the selected subset of modes are motion estimated and motion compensated for a particular coding unit. The experimental evaluation reveals that the proposed technique notably down-scales the average computational time of the latest HEVC reference encoder by 34% while providing similar rate-distortion (RD) performance for a wide range of video sequences.
- Authors: Podder, Pallab , Paul, Manoranjan , Murshed, Manzur
- Date: 2012
- Type: Text , Journal article
- Relation: PLoS ONE Vol. Vol.11, no. 3 (2012), p. p.e0150673
- Full Text:
- Reviewed:
- Description: The emerging High Efficiency Video Coding (HEVC) standard introduces a number of innovative and powerful coding tools to acquire better compression efficiency compared to its predecessor H.264. The encoding time complexities have also increased multiple times that is not suitable for realtime video coding applications. To address this limitation, this paper employs a novel coding strategy to reduce the time complexity in HEVC encoder by efficient selection of appropriate block-partitioning modes based on human visual features (HVF). The HVF in the proposed technique comprise with human visual attention modelling-based saliency feature and phase correlation-based motion features. The features are innovatively combined through a fusion process by developing a content-based adaptive weighted cost function to determine the region with dominated motion/saliency (RDMS)- based binary pattern for the current block. The generated binary pattern is then compared with a codebook of predefined binary pattern templates aligned to the HEVC recommended block-paritioning to estimate a subset of inter-prediction modes. Without exhaustive exploration of all modes available in the HEVC standard, only the selected subset of modes are motion estimated and motion compensated for a particular coding unit. The experimental evaluation reveals that the proposed technique notably down-scales the average computational time of the latest HEVC reference encoder by 34% while providing similar rate-distortion (RD) performance for a wide range of video sequences.
Narrative pedagogies in Science, Mathematics and Technology
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
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- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
- Authors: Hobbs, Linda , Davis, Robert
- Date: 2012
- Type: Text , Journal article
- Relation: Research in Science Education Vol. , no. (2012), p. 1-17
- Full Text:
- Reviewed:
- Description: Despite years of research, there remains serious concern regarding the engagement of students in science, mathematics and technology education. In this paper, the authors explore how narrative pedagogies are used in science, mathematics and technology in order to make the subjects meaningful. The paper focuses specifically on the role and aesthetic nature of narrative as a pedagogical approach in these school subjects and between school sectors. Case study methodology was used to compare the findings of two independent studies investigating the role of narrative-based pedagogies in mathematics and science (first author) and technology (second author). Based on this comparison, this paper proposes two perspectives on narrative-based pedagogies that deal with the connection of students with the subject: inward-looking that situated the learner within the story generated around artefact creation, and outward-looking that situated the stories of the content into students' lifeworlds. The use of this comparative lens enabled a higher level of analysis that could not have been achieved by each research programme, generating a broader narrative that provided deeper insight into the teaching and learning experience. © 2012 Springer Science+Business Media B.V.
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