Asdaq, Syed Mohammed Basheeruddin, Jomah, Shahamah, Hasan, Reem, Al-Baroudi, Danah, Alharbi, Mai, Alsubaie, Sarah, Buhamad, Maryam Hassan, Alyahya, Bdoor, and Al-Yamani, Mohammed Jaber
Saudi Journal of Biological Sciences; Dec2020, Vol. 27 Issue 12, p3342-3347, 6p
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]
Yunis, Ruhamah, Al-Masri, Danah, Hollenkamp, Anthony F., Doherty, Cara M., Haijin Zhu, and Pringle, Jennifer M.
Journal of the Electrochemical Society; May2020, Vol. 167 Issue 7, p1-13, 13p
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]
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]
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]
Abstract Escape behaviour is a critical component of invertebrate life history but is poorly studied. Flight initiation distance (FID) indexes escape propensity, and is well-studied in vertebrates but is entirely unstudied in Lepidopterans, despite their obvious escape behaviour. Here we test two general principles regarding FID as derived from studies of vertebrates to examine if they apply to Sri Lankan butterflies: 1) that FID is a species-specific trait and 2) that FID increases with Starting Distance, the distance at which the experimenter begins an approach. We collected 295 FIDs from 17 species and find that 1) FIDs are a tractable way of indexing butterfly escape and 2) both the general principles tested apply to butterfly escape. We also present FIDs of these species to encourage further data collection and comparative analysis of butterfly escape. Graphical abstract Unlabelled Image Highlights • Flight-initiation distance (FID) indexes escape propensity. • We test two general principles regarding FID in Sri Lankan butterflies. • We collected 295 FIDs from 17 species. • FIDs varied between species. • FIDs were longer with longer start distances of experimental approaches [ABSTRACT FROM AUTHOR]
Kansal, Vinay, Han, Sangsu, Farmer, James, and Albreiki, Danah
Canadian Journal of Ophthalmology; Feb2018, Vol. 53 Issue 1, p39-44, 6p
Copyright of Canadian Journal of Ophthalmology is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
International Journal of Surgery Case Reports; 2019, Vol. 54, p60-62, 3p
Highlights • Allergic fungal rhinosinusitis nature in children is more aggressive when compared to adults. • Endoscopic sinus surgery is an important therapeutic step in the treatment of allergic fungal rhinosinusits. • The reason for this contralateral development of AFRS not clear, but it may be part of the natural disease process. • Involvement of the contralateral sinuses in children is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. Abstract Objectives to report the alternating nature of allergic fungal rhinosinusitis in children in the Eastern part of Saudi Arabia and to review the experience of King Fahad Specialist Hospital in the diagnosis and management of alternating allergic fungal rhinosinusitis in children. An 8 years old Saudi girl with alternating allergic fungal rhinosinusitis was diagnosed and managed. The patient was diagnosed to have unilateral left allergic fungal rhinosinusitis and underwent endoscopic sinus surgery and cleaning of the left sinuses from polyps, mud and mucin. One year postoperatively the patient developed AFRS in the contralateral right side. Conclusion involvement of the contralateral sinuses in children with AFRS is uncommon. The normal uninvolved sinus should be involved in the routine endoscopic examination and the post-operative treatment in order to minimize the risk of disease recurrence. [ABSTRACT FROM AUTHOR]
DESIGN thinking, CREATIVE ability, CURRICULUM planning, ACADEMIC motivation, and SCHOOL environment
The problems educators face in professional practice are complex, varied, and difficult to address. These issues range across teaching and learning topics, to social or community issues, classroom climate issues and countless others. Such problems are multifaceted, cross-disciplinary, human-centered, and rarely solved through simple or linear solutions. Grappling with them requires educators to think creatively about educational problems of practice. But given the challenges and expectations facing teachers, creativity is often seen as leisure in teaching practice. While creativity is considered a core 21st century thinking skill, many people are hesitant to self-identify as “creative,” or are uncomfortable with intellectual risk-taking and open-endedness. We suggest that design thinking may provide an accessible structure for teachers and teacher educators to think creatively in dealing with educational problems of practice. We examine a qualitative study of a graduate teaching course framed around using design thinking to creatively approach educational problems of practice. We discuss thematic takeaways that teachers experienced in learning about and using design thinking skills to approach educational problems of practice. Implications suggest that design thinking skills may provide habits of mind that benefit teachers in creative problem navigating. [ABSTRACT FROM AUTHOR]
AbstractOn June 28, 2013, the Food Safety and Inspection Service (FSIS) was notified by the Centers for Disease Control and Prevention (CDC) of an investigation of a multistate cluster of illnesses of Salmonella entericaserovar Heidelberg. Since case-patients in the cluster reported consumption of a variety of chicken products, FSIS used a simple likelihood-based approach using traceback information to focus on intensified sampling efforts. This article describes the multiphased product sampling approach taken by FSIS when epidemiologic evidence implicated chicken products from multiple establishments operating under one corporation. The objectives of sampling were to (1) assess process control of chicken slaughter and further processing and (2) determine whether outbreak strains were present in products from these implicated establishments. As part of the sample collection process, data collected by FSIS personnel to characterize product included category (whole chicken and type of chicken parts), brand, organic or conventional product, injection with salt solutions or flavorings, and whether product was skinless or skin-on. From the period September 9, 2013, through October 31, 2014, 3164 samples were taken as part of this effort. Salmonellapercent positive declined from 19.7% to 5.3% during this timeframe as a result of regulatory and company efforts. The results of intensified sampling for this outbreak investigation informed an FSIS regulatory response and corrective actions taken by the implicated establishments. The company noted that a multihurdle approach to reduce Salmonellain products was taken, including on-farm efforts such as environmental testing, depopulation of affected flocks, disinfection of affected houses, vaccination, and use of various interventions within the establishments over the course of several months.
Schultz, Tristan, Abdulla, Danah, Ansari, Ahmed, Canlı, Ece, Keshavarz, Mahmoud, Kiem, Matthew, Martins, Luiza Prado de O., and J.S. Vieira de Oliveira, Pedro
Design and Culture; January 2018, Vol. 10 Issue: 1 p81-101, 21p
AbstractThis roundtable was conducted by the eight founding members of Decolonising Design Group in October 2017, using an online messaging platform. Each member approached design and decoloniality from different yet interrelating viewpoints, by threading their individual arguments with the preceding ones. The piece thus offers and travels through a variety of subject matter including politics of design, artificiality, modernity, Eurocentrism, capitalism, Indigenous Knowledge, pluriversality, continental philosophy, pedagogy, materiality, mobility, language, gender oppression, sexuality, and intersectionality.
CREATIVE teaching, PSYCHOLOGY of teachers, THOUGHT & thinking, BELIEF & doubt, and DIVERGENT thinking
Although discussions of thinking skills often revolve around students and learners, it is equally important to consider habits of mind and thinking skills for successful and creative teachers. Teachers are primary mediators of thinking and learning for their students, and understanding how excellent teachers function and use thinking skills is an important, albeit often underserved, area of research. Amid the expansion of research and discussion around thinking skills in general, one approach that has garnered interest in recent years is the idea of “transdisciplinary” thinking—which entails effective approaches to thinking and working, that cut across disciplinary boundaries. Existing research has shown that the most successful creative thinkers in the sciences tend to use a set of meta-level cognitive “transdisciplinary” skills. While others have suggested this transdisciplinary skill set as a framework for teaching, it has not yet been formally studied with regard to teachers, particularly those deemed as “effective” or “creative”. This article discusses a qualitative study that investigated the use of seven transdisciplinary thinking skills among highly accomplished and nationally award winning teachers. National teacher of the year award winners and finalists were interviewed with regard to their use of transdisciplinary thinking skills in their teaching beliefs and practices. Results exemplify how such skills are used by such effective, creative teachers in a diverse range of ways, with broader implications for future study and practice. [ABSTRACT FROM AUTHOR]
Art Education; Mar2016, Vol. 69 Issue 2, p5-11, 7p
ARTS education, FAILURE (Psychology), ARTISTIC creation, RISK-taking behavior, TEACHER education, CLASSROOM environment, and GRADING of students
The article discusses the role of failure in creativity, particularly in arts education. Topics include the importance of risk taking, the role of failure in classroom environments as addressed by a teacher education course, and the role of ambiguity in arts education. The relation of failure to grading processes is addressed.
Camara-Lemarroy, Carlos R., Abo Al Samh, Danah, Boyko, Matthew, Jenkins, Jessica, Krett, Jonathan D., and Yeung, Michael
Canadian Journal of Neurological Sciences; Sep2019, Vol. 46 Issue 5, p623-624, 2p
HICCUPS, NEUROLOGICAL disorders, and CENTRAL nervous system
The first cases of intractable hiccups associated with demyelinating diseases were reported in 1979. Three cases of patients with multiple sclerosis (MS) presenting with hiccups were described, and the symptom was thought to reflect disinhibition of a primitive gastrointestinal reflex by demyelinating lesions. In one such study, 8 out of 47 cases of relapsing NMOSD had intractable hiccups, compared to none in 130 cases of MS. In 75% of patients with intractable hiccups, MRI detected linear medullary lesions involving the pericanal region, the AP, and the NTS. [Extracted from the article]
WEARABLE video devices in police work, WEARABLE cameras, WEARABLE technology, SECURITY systems, and SECURITY systems industry
The article focuses on the adoption of police-worn body cameras as instruments that will facilitate accountability and improve police-community as a whole. It cites concerns from civil rights groups on how body-worn cameras may violate privacy as the intimacy of body-worn cameras' presence can be exploited with the application of technologies like facial recognition. It notes that body-worn cameras have been at the center of protracted disputes over interpretation and authoritativeness.
CREATIVE ability, JOB skills, SCHOLARLY method, TEACHER education, and PROFESSIONAL education
Creativity is increasingly viewed as an important 21st century skill that should be taught in schools. This emphasis on creativity is often reflected by having students engage in openended, project based activities and assignments. A key challenge faced by educators is how such assignments are to be evaluated. An in-depth review of existing tests of creativity indicates a relative lack of instruments or rubrics for evaluating creative artifacts. We address this gap by a two-step process. First, we provide a definition of creativity based on current research and scholarship as being something that is NEW, i.e. novel, effective, and whole. Next, we utilize this definition to develop a rubric that seeks to evaluate creative artifacts along these three dimensions. We also provide examples of how this rubric has been used to evaluate student created artifacts in a master's level seminar devoted to creativity in teaching and learning. We provide not just the rubric but also examples of projects that score low to high along these three dimensions. We argue that this line of work, though in its initial stages, has much to offer educators as they seek to evaluate student generated creative artifacts. We end with suggestions for future research in this area as well as its implications for teacher education and teacher professional development. [ABSTRACT FROM AUTHOR]