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Implication of ribosomal protein in abiotic and biotic stress
No full textMain conclusion
This review article explores the intricate role, and regulation of ribosomal protein in response to stress, particularly emphasizing their pivotal role to ameliorate abiotic and biotic stress conditions in crop plants.
Abstract
Plants must coordinate ribosomes production to balance cellular protein synthesis in response to environmental variations and pathogens invasion. Over the past decade, research has revealed ribosome subgroups respond to adverse conditions, suggesting that this tight coordination may be grounded in the induction of ribosome variants resulting in differential translation outcomes. Furthermore, an increasing snumber of studies on plant ribosomes have made it possible to explore the stress-regulated expression pattern of ribosomal protein large subunit (RPL) and ribosomal protein small subunit (RPS) genes. In this perspective, we reviewed the literature linking ribosome heterogeneity to plants’ abiotic and biotic stress responses to offer an overview on the expression and biological function of ribosomal components including specialized translation of individual transcripts and its implications for the regulation and expression of important gene regulatory networks, along with phenotypic analysis in ribosomal gene mutations in physiologic and pathologic processes. We also highlight recent advances in understanding the molecular mechanisms behind the transcriptional regulation of ribosomal genes linked to stress events. This review may serve as the foundation of novel strategies to customize cultivars tolerant to challenging environments without the yield penalty
Characterizing users and intention to use online health information resources: A comprehensive study
Full text linkPrimary school pupils’ ability to detect fake science news following a news media literacy intervention: Exploration of their success rate, evaluation strategies, self-efficacy beliefs, and views of science news
Full text linkWidespread belief in scientific misinformation circulating online is a critical challenge for democracies. While research to date has focused on psychological, sociodemographic, and political antecedents to this phenomenon, fewer studies have explored the role of media literacy educational efforts, especially with children. Recent findings indicate that children are unprepared for critically evaluating scientific information online and that literacy instruction should address this gap. The aim of this study is to examine the ability to detect fake science news and the evaluation strategies employed by pupils after a news media literacy intervention. In addition, we explore the impact of the news media literacy intervention on their self-efficacy beliefs for detecting fake science news, and on their views of science news. A one-group experimental design was employed with a sample of 74 primary school pupils. A few weeks following a 2-hour media literacy intervention, pupils ranked ten Twitter posts on various scientific topics and were invited to justify their ranking in an open-ended question to unveil their evaluation strategies. Participants also completed one pre-test and one post-test designed to elicit their confidence in their ability to detect fake science news and their views of science news. We averaged pupils’ judgement accuracy, categorized student’s evaluation strategies, and compared self-efficacy beliefs before and after the intervention. On average, pupils’ accuracy when asked to detect fake science news was 68%. This performance is higher than success rates reported in previous studies where no news media literacy intervention was tested. Pupils relied mostly on knowledge in news media literacy to detect fake science news, but also in great proportion on prior scientific knowledge and intuitive reasoning. Fake news self-efficacy beliefs increased significantly after the intervention, but views of science news were not impacted by the intervention. Findings indicate that primary school pupils are capable of careful examination of the credibility of scientific news. Children are regularly exposed to misinformation, and knowledge on how to critically engage with scientific information should be taught as soon as this exposure begins. Our findings suggest that news media literacy training can be successfully facilitated with primary school pupils and could be effective in fighting scientific misinformation from a young age
Validation of visual analog scales of mood and anxiety at the workplace
Full text linkThe Hospital Anxiety and Depression Scale (HADS) is commonly used to detect depressive or anxious states, but its 14-item questionnaire is time-consuming. Visual analog scales (VAS) are easy to use and quick to implement. Although the VAS has been validated to assess pain and occupational stress, VAS scores for anxiety and mood have never been evaluated in the workplace. We aimed to validate the use of visual analog scales (VAS) for anxiety and mood compared to HADS in workers. A HADS self-reported questionnaire associated with VAS assessing perceived anxiety and mood on a horizontal line of 100 mm was administered to 182 workers, with a second test (retest) proposed one week later. Sociodemographic, characteristics of work, sleep, well-being, and stress were also assessed. VAS anxiety and mood correlated with the HADS sub-scores (0.70 and 0.65, respectively). The test-retest reliability was good. Optimal VAS cut-offs were ≥ 60/100 for anxiety and ≤ 60/100 for mood, to define at-risk patients. The VAS is quick to perform, easy to use, and reliable for screening depression and anxiety in occupational medicine. We recommend validated questionnaires for at-risk patients. Trial registration
La coopération intergénérationnelle au travail: une analyse de concept
Full text linkRésumé
Cinq générations doivent actuellement cohabiter sur le marché du travail, ce qui peut entraîner plusieurs bénéfices, mais également un risque de tensions et de conflits susceptibles de nuire à la collaboration des équipes de travail et à la santé des personnes vieillissantes. La coopération intergénérationnelle au travail (CIT) a été relevée dans la littérature comme une avenue intéressante pour diminuer le risque de conflits intergénérationnels, mais elle demeure peu concrètement définie. Cette étude vise à proposer une définition opérationnelle du concept de coopération intergénérationnelle au travail à l’aide de la méthode d’analyse de Walker and Avant (2019). Quarante-huit manuscrits ont été répertoriés, permettant d’identifier huit attributs caractérisant la CIT, sept antécédents et six conséquents du concept. Cette étude fait ressortir le rôle des différents acteurs dans la CIT, met en lumière les bénéfices de la CIT et permet de considérer son rôle en prévention des lésions professionnelles.
Abstract
Five generations must currently cohabit in the workplace, which can bring many benefits, but also the risk of tensions and conflicts that can adversely affect the collaboration of work teams and the health of older workers. Intergenerational cooperation at work (ICW) has been identified in the literature as an interesting avenue for reducing the risk of intergenerational conflict, but it remains little defined. This study aims to propose an operational definition of the concept of intergenerational cooperation at work using Walker and Avant’s (2019) method. A total of 48 manuscripts were selected, enabling us to identify 8 attributes characterizing ICW, 7 antecedents and 6 consequents of the concept. This study highlights the role of stakeholders in ICW, highlights its benefits and allows us to consider its role in preventing occupational injuries
Description of managers’ competencies in diversity, equity, and Inclusion: A scoping review
No full textAbstract
Purpose
Organizations are increasingly integrating a diverse workforce, bringing both opportunities and challenges. To harness the benefits of diversity while addressing its complexities, the adoption of diversity, equity, and inclusion (DEI) principles is essential. These principles are particularly important in ensuring optimal accommodation for people returning to work after a period of disability, to take account of their multifaceted realities. Managers are pivotal in implementing and overseeing these initiatives, yet their specific roles and the required competencies remain underexplored. This study aimed to provide a comprehensive overview of the competencies managers need to effectively uphold DEI principles.
Methods
We conducted a scoping review to collect and analyze information from 21 manuscripts, following a systematic five-step process.
Results
The analysis identified seven core competencies and 28 sub-competencies that managers must exhibit to promote DEI in organizations. The seven competencies include the following: (1) communicating effectively with individuals; (2) managing DEI-related conflicts with diligence; (3) identifying and improving personal challenges related to DEI; (4) demonstrating transparency toward individuals; (5) acting as a role model to promote DEI at all levels; (6) facilitating the full potential of individuals; and (7) creating a team dynamic that fosters a sense of belonging for all individuals.
Conclusion
This study underscores the critical role managers play in fostering inclusive environments, not only by promoting diversity but also by implementing fair workplace accommodations that facilitate the return to work of employees following a period of disability. This framework provides a foundation for future research on managerial practices in DEI
Understanding the learning context in shaping the relational experience in online Recovery College courses: A qualitative study
Full text linkAbstract
Purpose
In learning context, interaction among learners is a fundamental mechanism of action that contributes to learning, a principle exemplified by Recovery Colleges (RCs). RCs offers universal access to mental health, well-being and recovery courses that focus on the nature of social interactions as a central mechanism of action. During the pandemic, some RCs had to switch from face-to-face to online courses, which made it more difficult to maintain the quality of social interactions between learners and trainers. This study aims to describe the relationships experienced by learners in online Recovery College (RC) courses and to identify the contextual elements that contribute to connectedness among them.
Design/methodology/approach
A qualitative study was conducted using exploratory focus groups and individual interviews with 26 participants. The data were analyzed using an inductive thematic approach. The elements of the learning context that contribute to connectedness among learners have been schematized.
Findings
The first theme that emerged from the analysis concerns the study participants’ relational experiences describing the relationships experienced in the course, the postures they adopted and the benefits they gained. In addition, the elements of the learning context that contribute to connectedness are the climate, the course format, the trainers’ and learners’ influence and the RC principles and values.
Research limitations/implications
The small sample size constrains the diversity of perspectives captured, and thus, the findings should be interpreted with caution. The study may not fully encompass the range of negative or dissatisfying experiences that learners could encounter. The findings may also be influenced by social desirability bias. Finally, this study would have benefited from the involvement of a broader range of collaborators with diverse types of knowledge throughout the research process.
Practical implications
This study provides practical advice for trainers wishing to implement elements that promote connectivity between learners in online course. Key strategies include clearly outlining RC values and principles from the outset, designing activities that promote discussion and consistently modeling inclusive, supportive, authentic behaviors. The trainers have a central role in cultivating a positive and connected online learning environment.
Social implications
Since the pandemic, many training initiatives, such as RC, have changed their operations and transitioned online. While online courses can be convenient, flexible and accessible, they also present several challenges. These findings can benefit any online training initiative related to mental health and recovery. The elements of the learning context that contribute to connectedness among learners.
Originality/value
To the best of the authors’ knowledge, this is the first published study to focus exclusively on the relationships among learners in online RC courses and the contextual elements that influence these relationships
