Modified latex glove model for simulating a range of supermicrosurgical vessels.

Accessibility of simulated submillimetre vessels for training supermicrosurgeons is limited by cost and access to micro laboratory facilities. Common simulation techniques include in vivo rat mesenteric artery, ex-vivo cryopreserved artery, ex-vivo chicken wing or thigh and synthetic models such as silicone tubing. The lowest cost and most readily accessible of these is the chicken wing model (Hayashi et al.

Assessing serial recall as a measure of artificial grammar learning.

Introduction: Implicit statistical learning is, by definition, learning that occurs without conscious awareness. However, measures that putatively assess implicit statistical learning often require explicit reflection, for example, deciding if a sequence is 'grammatical' or 'ungrammatical'. By contrast, 'processing-based' tasks can measure learning without requiring conscious reflection, by measuring processes that are facilitated by implicit statistical learning.

A Pan-RAS Inhibitor with a Unique Mechanism of Action Blocks Tumor Growth and Induces Antitumor Immunity in Gastrointestinal Cancer.

RAS is a common driver of cancer that was considered undruggable for decades. Recent advances have enabled the development of RAS inhibitors, but the efficacy of these inhibitors remains limited by resistance. Here, we developed a pan-RAS inhibitor, ADT-007, that binds nucleotide-free RAS to block GTP activation of effector interactions and MAPK/AKT signaling, resulting in mitotic arrest and apoptosis.

Evolution: Molting regulation by ecdysone is conserved in Tardigrada.

Molting is a key feature of Ecdysozoa, but little is known about the regulation of this process in most ecdysozoans. A new study demonstrates that molting is regulated by the ecdysteroid hormone in the tardigrade Hypsibius exemplaris.

"No one talks about it": using emotional methodologies to overcome climate silence and inertia in Higher Education.

Higher Education (HE) is, at best, struggling to rise to the challenges of the climate and ecological crises (CEC) and, at worst, actively contributing to them by perpetuating particular ways of knowing, relating, and acting. Calls for HE to radically transform its activities in response to the polycrises abound, yet questions about how this will be achieved are often overlooked. This article proposes that a lack of capacity to express and share emotions about the CEC in universities is at the heart of their relative climate silence and inertia.