articles+ search results

Polycystic ovary syndrome (PCOS) is the most common endocrinal disorder, and the greatest cause of infertility in women. Despite availability of individual data on impact of multiple endocrinal, reproductive and even metabolic factors in PCOS individuals, the data on the co-existence of BED and depression in PCOS patients with its relationship on the quality of life in Saudi Arabian females is not found. Hence this study is aimed to elucidate the implication of PCOS on eating behaviour, induction of depression and general health quality in Saudi Arabian population of Riyadh. This is a cross-sectional study carried out in multiple health facilities of Riyadh from January to March 2019. The study samples (494) were recruited by convenience sampling and administered validated questionnaire by trained research participants. The data obtained was analysed by binary logistic regression using SPSS-IBM 25. Of the total 494 women participated in the study, 23.48% (116) were PCOS individuals. The odds of developing abnormal health related quality of (HRQ) in patients with PCOS was significantly (P = 0.000, OR = 3.472) high when compared to non-PCOS participants. The odds of showing high binge eating disorder (BED, P = 0.007, OR = 2.856) and depression (P = 0.000, OR = 2.497) scores in PCOS participants were significantly more than patients who were not having PCOS. Out of the three parameters studied, abnormal health related quality of life possessed a higher influence of PCOS compared to depression and abnormal eating behavior. In conclusion, the present study shows that women with PCOS are at a significant risk for depressive disorders, disorganized eating behavior and impaired quality of life. Therefore, necessary care and screening is required to minimize the impact of PCOS on already burdened individuals. [ABSTRACT FROM AUTHOR]

PLASTIC crystals, SOLID state batteries, LITHIUM cells, ANIONS, ELECTROLYTES, POSITRON annihilation, and SULFONYL compounds

Organic ionic plastic crystals (OIPCs) are increasingly promising as a class of solid-state electrolyte for developing safer lithium batteries. However, their advancement relies on expanding the range of well-characterised cation/anion combinations. Here, we report the synthesis and characterization of OIPCs utilising small ammonium cations tetramethylammonium ([N1111]+), triethylmethylammonium ([N1222]+) and tetraethylammonium ([N2222]+), chosen to encourage significant rotational and translational motion, with the charge-diffuse and electrochemically stable bis(fluorosulfonyl)imide ([FSI]) and bis(trifluoromethanesulfonyl) imide ([NTf2]) anions. To investigate the physico-chemical properties of the OIPCs, the free volume was measured by positron annihilation spectroscopy (PALS) and correlated with the ionic conductivity and thermal analysis (DSC). Solid-state NMR analysis of the salts, is also reported. The salts with the less symmetric cation, [N1222][FSI] and [N1222][NTf2], were identified as the most promising electrolyte materials, and thus the electrochemical properties after mixing with 10 and 90 mol% lithium bis(fluorosulfonyl)imide (LiFSI) or lithium bis(trifluoromethanesulfonyl)imide (LiNTf2), respectively, were investigated. This study demonstrates the efficacy of these OIPC materials as new quasi-solid state electrolytes with advantageous properties such as high conductivity, good thermal and electrochemical properties, the ability to incorporate high lithium salt concentrations and support efficient lithium electrochemistry. [ABSTRACT FROM AUTHOR]

TEACHER educators, COVID-19, ONLINE education, VIDEOCONFERENCING, VIRTUAL classrooms, SELF-contained classrooms, and MOBILE learning

In the COVID-19 shift to online education, many teacher educators have sought out video conference technologies (such as Zoom) aiming to replicate traditional classrooms online. At face value, synchronous video appears to offer more immediate replicability of existing f2f synchronous teaching. However, moving pedagogically from one medium to another is not always a smooth transition. The COVID-19 situation has forced urgent transitions, and without adequate opportunities to design for a new medium, some instructors have struggled. We propose that Bruner's concept of folk pedagogies is a useful theoretical position for understanding pedagogical change in this new environment. We highlight issues and offer possible approaches and implications for teacher educators who deploy video conferencing technologies, using a rejuvenated view on folk pedagogies. [ABSTRACT FROM AUTHOR]

Homme, Human, Hombre, Interaction sociale, Social interaction, Interacción social, Adolescent, Adolescente, Communication médiatisée ordinateur, Computer mediated communication, Communicación mediatizada computador, Comportement rendez vous, Dating behavior, Conducta cita, Messagerie instantanée, Instant messaging, Mensajería instantánea, Trouble du comportement social, Social behavior disorder, Trastorno comportamiento social, Violence, Violencia, Sciences exactes et technologie, Exact sciences and technology, Sciences appliquees, Applied sciences, Informatique, automatique theorique, systemes, Computer science, control theory, systems, Logiciel, Software, Systèmes informatiques et systèmes répartis. Interface utilisateur, Computer systems and distributed systems. User interface, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Etude clinique de l'adulte et de l'adolescent, Adult and adolescent clinical studies, Troubles du comportement social. Comportement criminel. Délinquance, Social behavior disorders. Criminal behavior. Delinquency, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Teen dating violence (TDV) is a serious form of youth violence that youth fairly commonly experience. Although youth extensively use computer-mediated communication (CMC), the epidemiology of CMC-based TDV is largely unknown. This study examined how perpetration of psychological TDV using CMC compares and relates to perpetration using longer-standing modes of communication (LSMC; e.g., face-to-face). Data from the national Growing up with Media study involving adolescents aged 14―19 collected from October 2010 to February 2011 and analyzed May 2012 are reported. Analyses focused on adolescents with a history of dating (n = 615). Forty-six percent of youth daters had perpetrated psychological TDV. Of those who perpetrated in the past 12 months, 58% used only LSMC, 17% used only CMC, and 24% used both. Use of both CMC and LSMC was more likely among perpetrators who used CMC than among perpetrators who used LSMC. In addition, communication mode and type of psychological TDV behavior were separately related to frequency of perpetration. Finally, history of sexual intercourse was the only characteristic that discriminated between youth who perpetrated using different communication modes. Results suggest that perpetration of psychological TDV using CMC is prevalent and is an extension of perpetration using LSMC. Prevention should focus on preventing perpetration of LSMC-based TDV as doing so would prevent LSMC as well as CMC-based TDV.

Activisme, Activism, Féminisme, Feminism, Internet, Mouvement, Movement, Notes de terrain, Fieldnotes, Prostitution, Réseau, Network, Trafic, Traffic, Tráfico, Feminist STS, Internet studies, Network studies, Sex trafficking, Ethnologie, Ethnology, Structure et relations sociales, Social structure and social relations, Relations sociales. Relation interculturelles et interethniques. Identité collective, Social relations. Intercultural and interethnic relations. Collective identity, Amérique, America, Cognition, Social anthropology and ethnology, and Anthropologie sociale et ethnologie

In this essay, we offer field notes from our ongoing ethnographic research on sex trafficking in the United States. Recent efforts to regulate websites such as Craigslist and Backpage have illuminated activist concerns regarding the role of networked technologies in the trafficking of persons and images for the purposes of sexual exploitation. We frame our understanding of trafficking and technology through a network studies approach, by describing anti-trafficking as a counter-network to the sex trafficking it seeks to address. Drawing from the work of Annelise Riles and other scholars of feminist science and technology studies, we read the anti-trafficking network through the production of expert knowledge and the crafting of anti-trafficking techniques. By exploring anti-trafficking activists' understandings of technology, we situate the activities of anti-trafficking experts and law enforcement as efforts toward network stabilization.

Sciences exactes et technologie, Exact sciences and technology, Sciences et techniques communes, Sciences and techniques of general use, Sciences de l'information. Documentation, Information science. Documentation, Sciences de l'information et des bibliothèques. Etude d'ensemble, Library and information science. General aspects, Bibliométrie. Scientométrie. Evaluation, Bibliometrics. Scientometrics. Evaluation, Sciences de l'information et de la communication, Information and communication sciences, Bibliométrie. Scientométrie, Bibliometrics. Scientometrics, Cognition, Documentation, Computer science, and Informatique

When information practices are understood to be shaped by social context, privilege and marginalization alternately affect not only access to, but also use of information resources. In the context of information, privilege, and community, politics of marginalization drive stigmatized groups to develop collective norms for locating, sharing, and hiding information. In this paper, we investigate the information practices of a subcultural community whose activities are both stigmatized and of uncertain legal status: the extreme body modification community. We use the construct of information poverty to analyze the experiences of 18 people who had obtained, were interested in obtaining, or had performed extreme body modification procedures. With a holistic understanding of how members of this community use information, we complicate information poverty by working through concepts of stigma and community norms. Our research contributes to human information behavior scholarship on marginalized groups and to Internet studies research on how communities negotiate collective norms of information sharing online.

Homme, Human, Hombre, Adolescent, Adolescente, Harcèlement moral, Psychological harassment, Acoso moral, Internet, Intimidation, Bullying, intimidación, Méthode mesure, Measurement method, Método medida, Méthodologie, Methodology, Metodología, Technologie information communication, Information communication technology, Nueva tecnología información comunicación, Victimisation, Victimization, Victimización, Cyberbullying, Measurement, Sciences biologiques et medicales, Biological and medical sciences, Sciences medicales, Medical sciences, Psychopathologie. Psychiatrie, Psychopathology. Psychiatry, Techniques et méthodes, Techniques and methods, Méthodologie. Expérimentation, Methodology. Experimentation, Psychologie. Psychanalyse. Psychiatrie, Psychology. Psychoanalysis. Psychiatry, PSYCHOPATHOLOGIE. PSYCHIATRIE, Pediatrics, Pédiatrie, Psychology, psychopathology, psychiatry, and Psychologie, psychopathologie, psychiatrie

Purpose: To inform the scientific debate about bullying, including cyberbullying, measurement. Methods: Two split-form surveys were conducted online among 6―17-year-olds (n = 1,200 each) to inform recommendations for cyberbullying measurement. Results: Measures that use the word bully result in prevalence rates similar to each other, irrespective of whether a definition is included, whereas measures not using the word bully are similar to each other, irrespective of whether a definition is included. A behavioral list of bullying experiences without either a definition or the word bully results in higher prevalence rates and likely measures experiences that are beyond the definition of bullying. Follow-up questions querying differential power, repetition, and bullying over time were used to examine misclassification. The measure using a definition but not the word bully appeared to have the highest rate of false positives and, therefore, the highest rate of misclassification. Across two studies, an average of 25% reported being bullied at least monthly in person compared with an average of 10% bullied online, 7% via telephone (cell or landline), and 8% via text messaging. Conclusions: Measures of bullying among English-speaking individuals in the United States should include the word bully when possible. The definition may be a useful tool for researchers, but results suggest that it does not necessarily yield a more rigorous measure of bullying victimization. Directly measuring aspects of bullying (i.e., differential power, repetition, over time) reduces misclassification. To prevent double counting across domains, we suggest the following distinctions: mode (e.g., online, in-person), type (e.g., verbal, relational), and environment (e.g., school, home). We conceptualize cyberbullying as bullying communicated through the online mode.

TEACHERS, SELF-confidence, MASTER'S degree, DIGITAL technology, and EDUCATIONAL technology

Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching--a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master's degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies. [ABSTRACT FROM AUTHOR]

Réseau social, Social network, Red social, Vie privée, Private life, Vida privada, Vie publique, Sciences exactes et technologie, Exact sciences and technology, Sciences et techniques communes, Sciences and techniques of general use, Sciences de l'information. Documentation, Information science. Documentation, Technologie de la communication et de l'information, Information and communication technologies, Technologies de l'information: supports, équipements, Information technologies: storage media, equipment, Applications (par exemple: numérisation,...), Applications (e.g. Digitizing,...), Ressources internet (portails, blogs, wikis,...), Internet resources (portals, blogs, wikis,...), Sciences de l'information et de la communication, Information and communication sciences, Applications, Ressources internet (portails, blogs, wikis,…), Internet resources (portals, blogs, wikis,…), Sciences de l'information communication, and Documentation

[ point de vue ] Les nouveaux médias numériques ontsensiblementmodifiél'acceptiontraditionnelledes concepts de vie privée et de vie publique. Née du développement des réseaux sociaux, cette rupture a généré de nouvelles « sphères publiques médiatées » au sein desquelles se déploie désormais une part de notre vie quotidienne. Une évolution de l'espace public qui appelle un accompagnement des jeunes, particulièrement présents et investis dans ces réseaux numériques.

Background and Purpose: Stroke is a medical emergency that demands early recognition for time sensitive acute management. Knowledge about stroke in public has not been found satisfactory in most of the studies worldwide. Studies describing the awareness of public about recognition of stroke and its treatment from Saudi Arabia (SA) are deficient. This study aimed to assess the knowledge of general population living in the Eastern Province of SA about stroke in relation to recognition of warning signs, risk factors and available acute treatment.Methods: A prospective, cross sectional study was conducted using a structured questionnaire distributed through an electronic web site over a period of six months. The data was analyzed with SPSS version 22.0.Results: Among a total of 1,213 respondents, 62.4% were women. Three fourth identified the affected organ correctly. Psychological stress was the most commonly identified risk factor (73.5%) followed by hypertension (63.8%). More than half of the respondents (58.5%) were not aware of diabetes mellitus as a risk factor for stroke. Speech difficulty was the most commonly identified stroke warning sign (64.4%) followed by focal weakness (62.4%). More than half (59.9%) did not recognize facial asymmetry as stroke warning sign. Nearly three fourth of the participants were unaware of t-PA (73.7%) and nearest available health care center for acute stroke management (74.9%).Conclusion: Our survey found the stroke literacy in the population of the Eastern Province of SA as non- satisfactory and highlights the importance of taking immediate measure such as mass media campaign and hospital based activities to improve it. [ABSTRACT FROM AUTHOR]

MINDFULNESS, CREATIVE ability, CREATIVE thinking, LITERATURE reviews, MIND-wandering, and DIVERGENT thinking

• This thematic literature review investigates the relationship between mindfulness and creativity • Mindfulness practices improve skills or habits of mind that can support creativity • The mindfulness-creativity relationship is complex, but generally positive • Deliberate/mindful mind-wandering can support creativity • Purposeful inclusion of mindfulness in learning settings can benefit student learning, creativity and wellbeing Mindfulness and creativity have both come to the forefront of educational interest—but a better understanding of their relationship and the implications for education is needed. This article reviews the literature on the intersection of these topics in order to understand where and how these two related but distinctive areas of research connect, and how this pertains to the complexity of education settings. Our goal is to understand findings from the literature and consider the implications for educational practice and research, with an eye to how mindfulness can be supportive to learners' creativity. This thematic review and qualitative analysis of extant literature identifies four themes that speak to the connection between mindfulness and creativity. There is solid evidence to show a generally beneficial and supportive relationship, in that practicing mindfulness can support creativity—but many factors affect this and there are a range of considerations for practice. This article reflects on the key findings of scholarly work on the mindfulness-creativity relationship with interpretative discussion and implications for educational research and practice. [ABSTRACT FROM AUTHOR]