Course Of Analysis Research Articles

Gender Distribution of Course Material Authors in a Doctor of Veterinary Medicine Program

The gender distribution of authors in the health sciences literature has been well documented. We explored whether this distribution persists among library course reserves for a Doctor of Veterinary Medicine program, as course reserves are veterinary faculty members’ own teaching materials. Such a bibliometric analysis of course reserves provides a novel method of examining curricular materials. In the Fall of 2022, researchers collected the library's current course reserve metadata, including fields, such as author names and material types. Binary gender was determined based on a variety of sources: traditional naming conventions, gender presentation in photographs, pronouns in signatures, and biographies. Of the 167 exported authors, 162 were included for further analysis in SPSS. Course reserves’ authors were analyzed by collaborators and media type. The dichotomous gender distribution of first authors was 76% male/ 24% female. Female first authors were more likely to have collaborators than male first authors (39% vs 26%). When collaborations did occur, first and second authors had the same gender at a significantly higher rate. Exploring author gender across material type, we found that generally, the first author gender ratio remained 3 males to every female. Contextualizing these results in the framework of contemporary health sciences literature, we found that the gender disparities in course reserves to be unsurprising, while still disappointing.

ASSESSMENT OF LOCATION AND COURSE OF INFERIOR ALVEOLAR CANAL USING CONE BEAM COMPUTED TOMOGRAPHY

Background and Rationale:Forensic radiology is an evolving integral branch of forensic medicine. The most challenging tasks for forensic dentists and anthropologists has been identification and determination of sex of unknown human skeletal remains. Morphological and morphometric analysis of course and relationship with adjacent structures of mandibular canal can be useful in determining gender. CBCT being very useful in forensic contexts offering several advantages for postmortem forensic imaging including good resolution for skeletal imaging, relatively low cost, portability, and simplicity. Aim and objectives:To determine the sexual dimorphism of mandibular canal using cone beam computed tomography (CBCT) images. Materials and Methods:Course of mandibular canal classified into types based on considerable distance between the mandibular canal and the root apexes of premolars and molars, A) Catenary, B) Progressive descending, C) Straight. Location of mandibular canal was evaluated in 4 different points. Comparison of length and width of mandibular canal, prevalence of anterior loop, bifid mandibular canal, accessory mental and mandibular canal among genders. Comparison of continuous variables such as distance, length and width of canal with gender and side was done using unpaired t-test. Comparison of categorical variables with gender and side was performed using Chi-square test. The level of significant was 5%. Results:The prevalence of type of canal was highest in straight canals 53.9% followed by progressive descending and catenary canals 23.7% and 22.4% respectively. Measuring the length of canal showed statically significant result as mean length of IAC was 68.36 ± 5.24, 64.10 ± 3.18 in males and females respectively. Width and distance to adjacent structures had no significant result but dimensions were slightly lesser in females. Prevalence of anterior loop was found to be 57.9%.The most frequently observed type of bifid canal was retromolar42.9% followed by forward 28.6%, dental 19%and buccolingual 9.5%. There was no significant difference of assessing prevalence of anterior loop, accessory mental and mandibular foramen in relation to gender and side. Conclusion:Sex determination becomes one of the first priorities in the process of identification by a forensic investigator in the case of mishaps, chemical and nuclear bomb explosions, natural disasters, crime investigations, and ethnic studies.Advanced cross-sectional imaging modalities especially CBCT is a suitable tool for observing anatomic characteristics of mandibular canal in forensic odontology. In the current study we found significant result on type of course and length of canal for gender determination.

Analysis of Course of Changes in Blood Lactate Concentration in Response to Graded Exercise Test and Modified Wingate Test in Adolescent Road Cyclists.

The purpose of this study was to analyze the course of changes in the blood lactate (BL) concentration in response to the graded exercise test (GXT) and the modified Wingate test (MWT). This study involved 23 male highly trained road cyclists (age: 16.2 ± 1.1 years; experience: 5.0 ± 2.1 years; VO2max 59.0 ± 3.5 mL × kg-1 × min-1). The analysis of BL concentration was conducted using an enzymatic-amperometric electrochemical technique. Our study provided the following information: (i) peak BL concentration in response to GXT (12.86 ± 2.32 mmol × L-1) and MWT (12.85 ± 1.47 mmol × L-1) is expected around the third minute after the completion of the trial; (ii) 60 min is not a sufficient period for BL concentration to return to resting values after GXT; (iii) post-GXT BL removal during the 60 min period is unsteady (3-20 min: -2.6 ± -0.6% × min-1; 20-60 min: -1.6 ± -0.3% × min-1; p-value for comparison < 0.01), whereas post-MWT BL removal during the 12 min period appears to be constant (3-6 min: -2.4 ± -5.6% × min-1, 6-9 min: -2.6 ± -1.8 % × min-1; 9-12 min: -3.1 ± -2.1 % × min-1; p-value for all comparisons < 0.01). When aiming to obtain valuable data regarding the course of changes in BL concentration during the post-exertion period, it is essential to consider the number of measurements and the time points in sample collection for analysis.

A comparative analysis of course keeping and turning circle for a 37000 tdw chemical tanker

The maneuvering characteristics of ships represent complex phenomena, which includes their capacity for both maintaining a steady course and turning ability. There are no simple methods for evaluating a ship's performance in these aspects. Furthermore, the flow patterns connected to these phenomena are complex and frequently coupled with other factors. The purpose of this study is to evaluate the course keeping and turning performance for a 37000 tdw chemical tanker. Course-keeping is evaluated based on stability criteria, while empirical relations and numerical simulations using hydrodynamic derivatives from both empirical and computational fluid dynamics (CFD) methods are employed to analyse the turning circle and then compared with data from actual sea trials.

Can Extractive Industries Make Countries Happy? What Are Potential Implications for the Geoscientist? Overview and Case Study Examples from Papua New Guinea and Worldwide

Geoscientists are involved in both the upstream and downstream side of the extractive industries. As explorationists and field geologists, they are often the first technical people related to extractive industries that communities meet. It is imperative in an increasingly globalized and holistic world that geoscientists gain greater awareness of the socio-economic impact of extractive industries and become a more proactive part of improving outcomes for all with respect to extractive industries. When Jigme Singye Wangchuk, the King of Bhutan, first suggested the concept of ‘Gross National Happiness’ (GNH) in 1972, it was met with widespread cynicism and puzzlement. Was the concept meaningful in a hard, economically competitive world? A series of measures, including the Human Development Index (HDI), the Gini Coefficient (GC), and the now annual World Happiness Report (WHR), are evolutionary responses to the 1972 GNH and are widely accepted as proxy measures of holistic human progress. These measures go beyond the narrow confines of Gross Domestic Product and similar economic proxies, placing economic parameters alongside the social, environmental, spiritual, human rights, health, and holistic societal issues. The broad conclusions of the plethora of metrics are that ‘happiness’ links to issues and ideas such as equity, minimal economic inequality, excellent governance, human rights, individual freedom, and so forth. We ask the question: what is the relationship between extractive industries (EIs) and GNH? We present a wide range of data and analytical diagrams/text examining potential correlations and associations between GNH and EIs. We examine potential relationships using global data and case studies for Papua New Guinea, Mongolia, the DRC, and Jamaica. The conclusions of this analysis of course suggest a complex relationship between EIs and GNH. We acknowledge that in situations of weak governance and institutions, EIs struggle to make any tangible difference with respect to GNH. A counter conclusion that EIs may even be a major cause of weak governance, which in turn suppresses happiness, must be seriously considered. We document examples where EIs have made a definitive positive improvement to GNH. Data suggest that hydrocarbon-rich countries have made better progress with respect to GNH than mineral-rich countries. However, the main conclusion is that the link between EIs and GNH remains a work in progress, and that a narrow focus on profit and shareholder return is an antithetical approach to the GNH paradigm. A key recommendation is that industry must adopt a far more active role (rather than merely a passive role) with respect to translating the many potential benefits of EIs into GNH than has hitherto been the case.

The ADDIE Model in Instructional Design: NUST MISIS Case Study

Theoretical and methodological analysis of research devoted to pedagogical design has revealed a shortage of empirical design model implementation descriptions. The article examines the case of ADDIE model application to design an «English Language» course for master degree students at University of Science and Technology MISIS. New approaches to course design are vital to raise education competitiveness, which in turn is subject to objective contemporary social trends. The first stage of ADDIE model (Analysis) was based on needs assessment conducted among master degree students in the form of questionnaires, as well as 2020-2023 course curricula analysis in terms of competencies indicated by major courses departments for the subject area “English Language” in accordance with the FSES HE 3++ requirements. The article gives insight into course description, structure and principles which reflect the coherent progress of Design, Development and Implementation stages. Evaluation process is demonstrated through post-course questionnaire analysis to assess the dynamics of student satisfaction, as well as the analysis of course examination/completion results in 2020-2021 approbation year, after conceptual and content changes were made. The data show that the program fully complies with the expectations of master degree students of non-linguistics majors from the «English Language» course, allows to ensure positive foreign language acquisition and enhanced course completion. The conclusion drawn is that the application of five-stage-ADDIE framework makes for smooth and clear course design, given 1 semester and mixed-level master degree students of different non-linguistics majors.

Massive Open Online Courses and intercultural competence: analysis of courses fostering soft skills through language learning.

This paper aims to survey language teaching MOOCs that promote intercultural competence (IC). Specifically, the survey aims to identify the keywords most relevant to MOOCs with IC components, the languages taught, the offering countries, and the embedded soft skills. The selection of keywords is important because they can indicate connection between different disciplines. After trialing a broader set of keywords in several rounds of initial search, we identified five keywords that are the most relevant to language education with IC components on MOOCs: culture, intercultural, cross culture, multi culture, and society. Then courses with these five keywords on language learning are selected for further analysis. The results are summarized as follows: (1) Most language teaching MOOCs are found under the keyword "culture," indicating a strong connection between language education and intercultural communication; (2) In terms of the target languages and the offering countries, it is found that English, Chinese, and Spanish are the major languages widely taught in the context of intercultural competence; China, United States, and Ireland are the three countries which offer the highest numbers of MOOCs in this respect; United States, United Kingdom, and Australia are the three countries which offer the highest numbers of MOOCs of different languages. The results indicate that a limited number of languages and offering countries dominate the language learning MOOCs. The study calls for a plurality of languages and cultures to be taught through MOOCs, making more diversified knowledge systems accessible to global audiences. (3) The language teaching MOOCs not only focus on language but also aim to foster five types of soft skills (language learning skills, communication skills, business and entrepreneurship skills, career development skills, and cultural development skills), suggesting that intercultural competence and its related soft skills are usually important components embedded in such MOOCs courses.

Technical specialization in Nuclear Medicine: an analysis of courses in Brazil and a proposal for a basic curriculum

Nuclear Medicine (NM) is a medical specialty that, through non-invasive methods, uses radioactive materials for diagnostic and therapeutic purposes. According to Standard NN 3.05 of the Brazilian National Nuclear Energy Commission (CNEN), a Nuclear Medicine System (NMS) must be composed of, at least, a Holder, a Nuclear Physician, a Radiation Protection Supervisor and higher and mid-level professionals, duly qualified for the performance of their duties, which may be exercised, in this case, by a radiology technician. Thus, in 2009, the National Council of Radiology Technicians (CONTER) granted a period of 5 (five) years for radiology technicians who work in the NM and Radiotherapy specialties to specialize in their areas of expertise, a period that was extended for another 5 (five) years. In this sense, this paper aims to carry out a survey of the Technical Specialization courses in NM offered in Brazil, considering that almost 10 years have passed since the CONTER Resolution No. 17, of 2014, verifying aspects such as structure and workload, based on the requirements of the Ministry of Education (MEC), in order to suggest a core curriculum for courses in NM. It was found that, with the legal requirement of this training, these courses began to be offered, but in a reduced number and only in some regions of Brazil, despite the existence of courses in the distance modality. It is understood, therefore, that an expansion of courses in the area is necessary, in view of the relevance of the service for NM.

189 Network Analysis of Survey Results from a Large Enrollment Course: Investigating Dynamics Among Background, Career Aspirations and Decision-Making of Students Related to Anima Science

Abstract The objective of this study was to investigate how a diverse student cohort was influenced by a general introductory Animal Science course offered to non-majors. To achieve this goal, an online survey was offered to students upon course completion and received 270 responses, from a total of 634 enrolled students. Reponses were coded using deductive coding according to pre-established research interests. A total of 81 different subcodes, grouped into 17 parenting codes were defined to characterize the following overarching themes: 1) Academic and agricultural background; 2) Career aspirations; 3) Course experience; 4) Course influence on future career; and 5) Course influence on consumer decision making. Correlation between codes was evaluated using Pearson Correlation Coefficient and only statistically significant (P ≤ 0.05) correlations were included in the matrices for network analysis. Network analysis maps were generated from the matrices at 3 levels of significance (P ≤ 0.001; P ≤ 0.01 and P ≤ 0.05). Interpretation of generated network analysis map (7 clusters; P ≤ 0.01; Q = 0.713) regarding student academic and agricultural background and career aspirations revealed close relationships between major, background and career aspirations. Similarly, a stronger agricultural background was correlated to majors in agricultural fields. Other interesting findings include the relationship of students classified as Freshmen and agricultural majors, indicating that students in agricultural majors may show an interest in Animal Science earlier in their academic career compared with those in other majors. The interpretation of generated network analysis map (3 clusters; P ≤ 0.05; Q = 0.413) reveals Structure and design and Informative as important positive comments connecting two large clusters relating to overall course experience. These two specific clusters differ mainly by the class of student represented and how they are influenced by the course, with Seniors showing decreased interest in Animal Science, while Freshmen and Sophomores declaring greater interest in the subject after the course. Analysis of course influences on future career and on decision making as consumers of animal products (3 clusters; P ≤ 0.05; Q =0.465) shows a clear separation delineated by the student perception of the course relevance. Each of the three clusters contains either Relevant directly, Relevant indirectly or Irrelevant, categories referring to perception of the students of the course related to their career. Greater behavioral changes toward a more conscious consumption of animal products were observed in the Relevant directly cluster. This cluster also contained careers in the agricultural sector and as a veterinarian, in comparison with the Irrelevant cluster, which contained corporate careers. In conclusion, these data present information regarding student perception of animal science as classified by their major. This may provide a foundational framework for studying how individuals from different backgrounds interact with animal agriculture.

Novel Design of an Austere Medicine Elective

Introduction:Clinicians with knowledge, skills and attitudes required in austere environments better serve their patients regardless of setting. Few opportunities traditionally exist for medical students to learn about wilderness, disaster medicine, or environmental illness. Events related to climate, disasters, and COVID-19 reinforce the need for physicians to develop tools for practice in resource-limited settings. We created a medical student elective which delivered core content related to wilderness medicine, environmental illness and disaster preparedness and response, along with overarching skills including improvisation, teamwork, and resource allocation.Method:Content experts partnered with educational design specialists to create a new student experience. We identified key impact areas using an analysis of courses at peer institutions, informal surveys, and published literature. Learning objectives were informed by relevant skills and content, as well as the cross-cutting goal of teaching students to perform in resource-limited settings.A four-week curriculum was conceptualized, including lectures, workshops and skill sessions, synchronous and asynchronous online experiences, and a five-day backcountry trip focusing on in situ simulation and skills training. The course was offered in May 2021 and May 2022. Students completed post-course surveys regarding the utility of course elements, as well as teaching effectiveness.Results:Overall satisfaction was 3.64/4.00. Self-reported competence increased in the domains of diagnosis and pathophysiology, treatment, teamwork, and resource management and improvisation. Qualitative data suggested that students are generally under-exposed to wilderness, environmental and disaster content. Self-reported helpfulness of learning activities was greatest for small-group outdoor workshops, and least for large teleconference-based sessions.Conclusion:Strengths included interactive coursework reflecting teamwork, open access learning modules, and rubric-based assessment structures. Limitations include pandemic-related restrictions in group activities as well as limited objective measurements of knowledge and skills. Future goals include increasing in-person learning, dissemination of the curriculum to larger groups of learning, and development of reproducible performance measures.

STEM-ОСВІТА НА ВІДКРИТИХ ОСВІТНІХ ПЛАТФОРМАХ

Modern society functions under the influence of technology, thanks to which all areas of its life are developing. This contributed to the emergence of a new direction in education - the STEM direction, which combines natural sciences (Science), technology (Technology), engineering (Engineering) and mathematics (Mathematics). This direction is focused on applied research in solving specific problems and using at the same time interdisciplinary connections, concepts and methods, which today are followed and formed in natural and technical sciences and mathematics and digital technologies. The study of the STEM direction is not yet provided for in the main curriculum of educational institutions but takes place mostly through webinars, advanced training courses, conferences, etc. And with the introduction of distance learning into the educational process, electronic educational platforms for mastering certain knowledge have become relevant. The purpose of the article is the analysis of educational resources regarding the provision of STEM education or the training of teachers for its implementation. The article examines well-known foreign (Coursera, edX, Udemy) and Ukrainian (Prometheus and EdEra) open educational platforms. The choice of these platforms is based on: popularity, a convenient interface with the ability to filter courses, the presence of courses with the word "STEM" in the title, free access. The considered quantitative analysis of STEM courses on the specified platforms showed that there are no STEM courses on Ukrainian platforms. To get an idea of the capacity (content) of STEM-related courses, we took individual courses on the Coursera, edX, Udemy platforms. Namely, the course "Emprendiendo en STEM" (Coursera), "Advancing Learning Through Evidence-Based STEM Teaching" (edX), "Finding the Art in Engineering - STEM to STEAM" (Udemy). Based on the results of the analysis of courses on open educational platforms related to STEM education, it was concluded that Coursera contains the largest number of courses that mention STEM. At the same time, examples of their completion show that the developers do not offer courses specifically for acquiring STEM education.

Reexamining feedback in the context of different rhetorical patterns of writing

Drawing upon research on the ways texts work as communication across different disciplines, this study investigated teacher and student feedback practices on three different patterns of writing: comparison-contrast essays, opinion essays, and cause-and-effect essays. The data were collected through three qualitative techniques: interviews, class observations, and an analysis of course documents and student-marked writing. The results showed that the participants did not always adhere to rhetorical features of different writing patterns when giving and responding to feedback. Rather, practices of feedback were majorly shaped by their beliefs about academic writing, assessment, and cognitive issues with rhetorical patterns. The results suggest a need for raising student and teacher awareness of the values of different patterns of writing for subject-domain studies; building a constructive alignment between writing course objectives, course assessment, and feedback practices; and involving students in the academic acculturation process.

Relational equity: Adapting an elementary mathematics teaching methods course to online contexts

Background. This article describes the redesign, implementation, and students’ experiences with an elementary mathematics teaching methods course in the Pacific Northwest of the United States that was forced online due to COVID-19 restrictions. We share course design principles, changes to reflect online teaching, and students’ experiences of relational equity, “the care and consideration students and teachers must take with each other to establish and maintain a culture of equitable learning.” Methods: This study took place online. 50 out of a cohort of 54 pre-service elementary teacher candidates participated. Our methods included analysis of course documents, analytic memoing, and analysis of students’ responses to online open response surveys. We qualitatively analyzed the responses from the surveys, coding for a priori and emergent themes (Charmaz, 1995; Emerson et al., 2011; Miles et al., 2019). Findings: The results share the ways the instructors modified the course for online instruction and indicate that our participants experienced successes or challenges to enacting relational equity in the following: (i) curriculum and assessments, (ii) instructors, (iii) generic reference to the course, (iv) technology limits, and (v) future teaching. Contribution: This work sheds light on how two mathematics teacher educators redesigned their course for online instruction while centering and modeling relational equity teaching practices.

Pedagogical approaches to comparative public administration and policy: A study of NASPAA programs with a specialization in global/comparative administration

ABSTRACT This paper describes the pedagogical efforts of 67 NASPAA programs offering a specialization in global/comparative administration and policy. A web content analysis of course and concentration titles, course descriptions and syllabi of 67 programs with this specialization showed that across all programs, 52 unique concentrations were offered, and graduate students had access to 279 courses as core and elective offerings. This paper explores the specific pedagogical efforts undertaken to introduce comparative administration and policy concepts to graduate students. Implications of this study for graduate education in public affairs are discussed.

Impacts of Large Classes on Student’s Performance: A Case Study from the University of Guyana

As more persons seek higher education, class sizes continue to increase. The impact of an increase in class size has sparked much debate among policymakers and the education community. While there is no agreed definition of what size constitutes a large class, it is a common view that it exceeds an average of 100 students. Many believe that larger classes will negatively affect the student's performance and lead to a decrease in interaction. This may deter the teaching and learning process resulting in decreased performance. Our study was conducted to determine biology students’ perception of the impact of large classes on their performance at the University of Guyana. Data was collected through an online survey and distributed to 1 st -4 th year students registered in the biology program. Nine-mark (grade) sheets from the department of biology with varying numbers of students were analyzed. We found that students believed that class size does have an impact on their performance. They indicated that their performance is poor in larger classes due to less interaction, limited feedback, and more disruptions. An analysis of courses in the biology department showed higher failure rates in larger classes, however, it cannot be concluded that this is a result of the class size. It is recommended that professional development training be provided to instructors on modes of teaching large classes. Keywords: class size, large class, performance, interaction DOI: 10.7176/JEP/13-13-04 Publication date: May 31 st 2022

Analysis of Courses Affecting Academic Achievement in Higher Education with Association Rules Technique

Improving the quality of education is to develop humanity at its best. Therefore, this research aims at 3 goals. The 1st goal is to study the course structure that affects students' academic achievement, the 2nd goal is to study the relationships of each course that affect students' academic achievement, and the 3rd goal is to assess the patterns of each course's relationship on student achievement. Data collected for research were student data from the B.B.A. (Business Computer) at the University of Phayao from 2001 to 2020, totaling 2,017 students. The research tools are mining association rules with the Apriori algorithm, Support value, Confidence value, LaPlace value, Gain value, PS value, Lift value, and Conviction value. The research results found that it is imperative to accelerate problem-solving of learners' knowledge, skills, and abilities related to Mathematics and English knowledge in improving future curricula with the primary goal of further improving learner quality. The key findings of this research reveal that Thai students still need support and solutions in Mathematics and English for sustainable learning.

The use of computer enhanced education: twenty years of dashed hopes

The purpose of this article is to present conditions implied in the use of Learning Management Systems (LMS), at the University of Borås (UB), Sweden, specifically in 2004, 2009, 2010, and 2018, highlighting patterns that characterize the routines adopted by the teachers. Utilizing quantitative and qualitative approaches, the exploratory research included the analysis of courses in area of STEM (Science, Technology, Engineering, and Mathematics). In addition to a general analysis of the respective courses, a questionnaire was applied to 76 professors and 926 students from the mentioned courses. The pattern of use is analyzed by means of classification of tools in four groups; distribution tools, communication tools, interaction tools, and course management tools. The results confirm that LMS is widely utilized to distribute documents to students, while the tools facilitating interaction and collaboration are used sparingly and this pattern is consistent over time. Despite an increase in the total use of LMS, there is no increase in the use of digital tools for interaction in Higher Education, which indicates the importance of promoting a wide use of collaborative methods and of encouraging interaction.

COVID-19 pandemic in children of Сhernivtsi region: clinical features and annual treatment experience

Background. The pandemic of coronavirus disease (COVID-19) has been going on for more than a year and is a problem for the health care system worldwide. At the same time, there are few studies on the peculiarities of COVID-19 in children, in particular how clinical symptoms have changed during the year with the change of types of coronavirus SARS-CoV-2. Objective was to conduct a retrospective generalized analysis of the clinical course, laboratory markers and features of treatment in pediatric cases of COVID-19 in Chernivtsi region. Materials and methods. Using the retrospective cohort method, 263 clinical cases of COVID-19 in children of the Chernivtsi region hospitalized for the period of March 2020 — March 2021 were analyzed. Results. In this work, a dynamic analysis was performed of the clinical features of COVID-19 course in the population of children of Chernivtsi region, who were hospitalized during March 2020 — March 2021 at inpatient departments with signs of infection caused by SARS-CoV-2. The first group included 65 patients who were treated in the second quarter of 2020, the second group consisted of 90 children who underwent inpatient treatment in the third quarter of 2020, the third group included 87 children who were treated in the fourth quarter of 2020, and the fourth group consisted of 21 children who underwent inpatient treatment in the first quarter of 2021. It was found that the frequency of complaints of malaise was due to infectious-inflammatory, intoxication and catarrhal symptom complexes, although in contrast to the onset of the pandemic, the complaints and signs of intoxication and asthenic syndromes, infectious-inflammatory syndromes, nonspecific neurological symptoms increased with a relatively stable rate of lesions of the upper respiratory tract. In the first quarter of 2021, there was an increase in cases of multisystem inflammatory syndrome (odds ratio = 6.5) and community-acquired pneumonia (odds ratio = 2.7). Conclusions. A dynamic analysis of the course of COVID-19 in children has demonstrated phenotypic deviations of the disease with torpidity to the prescribed treatment for nonspecific symptoms of disorders of the nervous system and gastrointestinal tract with a decrease in duration and severity of fever, increased incidence of pneumonia (odds ratio = 2.7) and multisystem inflammatory syndrome (odds ratio = 6.5).

The limits of exporting the homeland security construct: lessons from the Gulf

ABSTRACT Many conceptualizations of homeland security posit a rigid division between national security, which focuses on global threats and challenges at the systemic level, and homeland or domestic security, which focuses on internal threats and challenges inside a state. Thus, in the United States, Iran is a national security threat, while human trafficking or natural disasters are homeland security threats and challenges. The American conceptualization has come to dominate much of the academic literature and curriculum on homeland security. Analysis of courses in domestic and homeland security in the Middle East shows that an American model of homeland security is a frequent export of American-style education. However, this artificial division is not relevant for small states, even aspiring regional powers, because their security priorities overlap the domestic and international. A case study of the United Arab Emirates demonstrates that its key security priorities are shaped by both domestic and global inputs, and require solutions at both levels. However, many courses on domestic and homeland security in the Emirates do not reflect this reality. In studying and teaching security in non-superpowers, the homeland security concept should be updated to properly fit the strategic context of a small state in theory and practice.

Preparing middle level teachers through a collaborative documentary novel study

This article describes how preservice teachers (and one inservice teacher) gained content knowledge and pedagogical skills through reading a documentary novel, a genre that combines fictional storytelling with historical primary sources. Preservice teachers read the novel as a required text in a site-based undergraduate course focused on children’s and young adult literature, while an inservice teacher conducted a novel study with her fifth-grade class using the same text. Analysis of course documents, observation notes, and individual and focus group interview transcripts highlighted layers of learning for inservice and preservice teachers and their young adolescent students that supported curriculum and instruction characteristics of successful middle school classrooms. Findings revealed that incorporating a documentary novel study in preservice teacher coursework resulted in increased content knowledge and pedagogical skills necessary for engaging middle level students in learning experiences around integrative and challenging texts. Furthermore, purposeful instruction around a documentary novel featuring highly relatable adolescent characters and a plot that integrated world and everyday life events fostered deep thinking and connections for middle grades students around themes of justice within the context of family, friends, and school and in the shadow of a major political crisis.