Successful Course Research Articles

Is history of abuse predictive of eating disorders with binge-eating episodes through an effect mediated by impulsivity? A French longitudinal study.

In recent years, many studies have explored the associations among impulsivity, history of abuse, the emergence of eating disorders with episodes of binge eating (EDBE) and their severity. Nevertheless, factors associated with successful clinical outcomes of EDBE are still unknown. Our study aimed to test the hypothesis that a history of abuse is associated with unsuccessful clinical outcomes of EDBE through an effect mediated by impulsivity. We assessed patients older than 15 years, 3 months with EDBE at inclusion and at 1 year. Recovery was defined as the absence of eating disorders at 1 year. A mediation analysis was performed by means of structural equation modelling. We included 186 patients in our analyses (54% bulimia nervosa, 29% anorexia nervosa binge eating/purging type and 17% binge-eating disorder); 179 (96%) were female. One-third (n = 63) of patients reported a history of abuse, and recovery was observed for 20% of the sample (n = 38). Contrary to our assumption, a history of abuse was not associated with the absence of recovery of EDBE at 1 year. Factors unfavourable for achieving recovery were anxiety disorders (odds ratio [OR] 0.41), vomiting (OR 0.39), physical hyperactivity (OR 0.29), negative urgency and a lack of perseverance (OR 0.85 for both). Only positive urgency was positively associated with recovery (OR 1.25). We excluded 219 patients lost to the 1-year follow-up. Our findings may help to deconstruct the empirical belief that traumatic events may interfere with the successful course of treatment for eating disorders. A high level of positive urgency may be associated with more receptivity to care.

Assessment of a COVID-induced shift in the evolution of a beef cattle production course.

This study investigated student (n = 272) exam grades and group project peer evaluations in a senior-level beef cattle management course during semesters of COVID-imposed transitional instructional delivery methods across the Fall 2019 to Spring 2021 semesters. Each semester identical format exams were administered, and students were assigned to groups of 4 or 5 balanced for previous cattle experience to work on a semester-long on a scenario-based ranch management project. Prior to COVID, exams were administered as closed-note with 1-h time limit, but were made open-note with 12 to 14 h time limit beginning in March 2020. Similar exam grades existed (P > 0.05) across these five semesters with the exception that Exam 3 deviated 3.7% (P = 0.020) from lowest to highest mean score; similar relative variation in exam scores based on CV and SD were seen across these semesters. For the group project, students scored all group members on a 0 (inferior) to 10 (superior) scale at the end of each semester that weighted the project grade by 20%. Remote vs. face-to-face (F2F) status did not influence (P > 0.05) group peer evaluation scores regarding "Overall level of participation" or "Willingness to work for success of your group" when group number or individual student was included in models. Fall 2020 and Spring 2021 semesters had both remote and F2F students and were investigated for online page view and engagement. Across these two semesters, students (n = 125) were 72% females, 36.8% rated themselves as having no or little previous cattle experience, and 34.4% rated themselves as experienced or very experienced with cattle. No metric for online activity was correlated with exam grades, except the number of page views and Exam 3 scores (r = 0.28, P = 0.002). Neither gender (P > 0.05) nor previous cattle experience (P > 0.05) affected online activity metrics, peer evaluation points received on group projects, or exam grades. However, strong correlations (r = 0.33 to 0.45, P < 0.001) were seen between student peer points received and all four exam grades. Additionally, project group accounted for 28% to 37% of the differences in exam grades. Overall, no differences in exam grades (P < 0.05 except Exam 3) or group peer evaluations (P < 0.05) were detected when the course had different delivery styles. These results indicate that attributes of individual students are a major driver of successful course outcomes in this class, no matter what course delivery method is utilized.

Uncommon Petaloid Form of Seborrheic Dermatitis Seen in Fitzpatrick Skin Types V-VI.

Seborrheic dermatitis (SD) is an inflammatory disease that has a papulosquamous morphology in areas rich in sebaceous glands such as the scalp, face, and body folds. Petaloid SD is an uncommon presentation found in patients with dark skin (Fitzpatrick Skin type V-VI). This form of SD can appear as pink or hypopigmented polycyclic coalescing rings or scaly macules and patches in the typical areas SD appears, which can mimic other conditions including lupus erythematosus. There is significant disproportion in the representation of darker skin types in dermatological textbooks and scarce literature on petaloid SD. This case demonstrates the presentation of the petaloid SD in an African American patient to contribute to the limited literature on dermatological conditions within this population. A 25-year-old African American female with a history of mild hidradenitis suppurativa and asthma who presented with asymptomatic hypopigmented rashes throughout her face, scalp, and chest. She was diagnosed with the petaloid form SD and treated with ketoconazole shampoo once weekly, ketoconazole cream 1-2x daily, and hydrocortisone 2.5% ointment twice daily as needed. At six-week post-treatment follow-up, the patient's rashes significantly improved. The petaloid form of SD is commonly experienced in dark-skinned patients. While common treatments for SD are effective in this form of SD, special consideration of skin types, skincare habits, and haircare in the African American population should be explored. This case report demonstrates how this uncommon skin condition presents in patients of Fitzpatrick skin type V-VI and a successful treatment course.

The hidden cost of dalbavancin: OPAT RN time required in coordination for persons who use drugs.

Serious infections in persons who use drugs (PWUD) are rising. Dalbavancin, due to its extended half-life, offers an alternative treatment for patients in whom standard of care antibiotics are not feasible or practical, allowing for reduced hospital days and the avoidance of central line placement or the use of complex oral regimens. We aim to describe the time and effort required for coordination of dalbavancin courses by outpatient registered nurses (RNs) and other outpatient parenteral antimicrobial therapy (OPAT) staff. We conducted a retrospective review of adult patients with documented substance use who received at least one dose of dalbavancin and quantified the number of interventions required by our OPAT RNs and other OPAT staff for coordination of dalbavancin courses. Additionally, detailed data on time spent per intervention were prospectively collected for a 1-month period. A total of 52 patients with 53 dalbavancin courses were included. Most substance use was intravenous. Infectious diagnoses included bone and joint infections (61%) and endocarditis (7%), in addition to skin and soft tissue infections (19%). Infections were most commonly caused by Staphylococcus aureus (62%). RN intervention was required in the coordination of 60% of all courses and in 77% of courses in which at least one outpatient dose was needed. Adverse reactions occurred in one patient (2%) and 90-day readmissions due to infectious complications occurred in two patients (4%). Detailed time analysis was performed for seven consecutive patients, with a total of 179 min spent by OPAT RNs on coordination. The ease of dalbavancin administration does not eliminate the need for extensive RN coordination for successful administration of doses in the outpatient setting for PWUD. This need should be accounted for in program staffing to help increase successful dalbavancin course completion.

Removal of Insertable Cardiac Monitor for Cryptogenic Stroke: A Technical Note.

Insertable cardiac monitors (ICM) allow continuous long-term electrocardiogram monitoring and the detection of paroxysmal atrial fibrillation (PAF) in patients with cryptogenic stroke (CS). Several years have passed since ICM was indicated for CS, and many stroke neurologists will experience cases in which ICM removal is required. As a standard protocol, reincision of the wound at the time of implantation has been proposed by ICM brands. However, it may be difficult due to adhesions of subcutaneous tissue, migration of the device from its original position, and the capsule formed around the device. Our objective is to describe simple alternative techniques for successful ICM removal. From December 2016 to September 2021, 37 patients with CS underwent ICM removal at our institution. The device was removed through an incision directly above the proximal end of the device, perpendicular to the wound at the time of ICM implantation. The subcutaneous tissue was removed bluntly using forceps along the edges of the proximal end of the device. When a capsule was attached to the device, we cut the capsule with the blade to release the device. Once the device was visible, the proximal end of the device was grasped with forceps, and the device was pulled from the pocket with gentle traction. All patients undergoing ICM removal received a systematic check for wound dehiscence, wound infection, bleeding, and tissue ischemia at an outpatient examination of 1 week. The 37 patients who underwent removal of ICM were retrospectively reviewed in the medical record and analyzed for procedural success, intraoperative complications, and wound course at one week. All patients achieved procedural success. There were no intraoperative complications, wound dehiscence, bleeding, or skin ischemia at one week postoperatively. The reasons for removal were battery depletion in 65%, early removal before battery life after PAF detection in 32%, and exposure to the body surface in 3%. The devices removed were 62% Reveal LINQ (Medtronic, Minneapolis), 30% Confirm Rx (Abbott, Illinois), and 8% BioMonitor 2 (BIOTRONIK, Berlin), indicating that our method is effective regardless of model. We describe a simple technique for ICM removal for CS that is safe, reliable, and potentially effective in wound healing.

Learners’ Satisfaction with Adaptive Learning Systems

To enhance diverse students’ learning experiences, tertiary educational institutions are increasingly adopting adaptive technologies. Although there are views that adaptive learning platforms contribute to learning within higher education, efficacy research of such systems yields mixed results. This is an indication that more could be studied concerning how adaptive learning can be efficacious within higher education contexts particularly when cognate studies have mostly discussed how cognitive measures differ between learners who engaged and those who did not engage with an adaptive learning system. Beyond cognitive measures such as achievement scores provided by adaptive learning systems, this brief paper proposes that learner satisfaction towards such systems - as an imperative factor due to its direct and significant relationship between users and the system - needs to be examined, in part to evaluate the efficacy of adaptive learning systems. Given the complexity of learner satisfaction as a construct, such investigations have the potential to illuminate important factors of system optimizations, developments, and interventions that provide crucial guidelines for higher education institutions to implement successful adaptive learning courses that meet students’ satisfaction.

Institutional Profiling for Educational Development: Identifying Which Conditions for Student Success to Address in a Given Educational Setting—A Case Study

Thanks to a wealth of research on college student retention, we have today a good understanding of the factors that facilitate student success. However, actions taken to promote student success are far from always effective. The teaching–learning environments differ between institutions and provide, to a greater or lesser extent, the conditions that contribute to student success. The purpose of this case study is to test a method, based on a questionnaire and the use of effect sizes, to establish a “profile” of a particular university department to identify to what extent five conditions for student success (institutional commitment, expectations, support, feedback, and student involvement) contributed to student success in courses given at this department. The practical implications of the profiling method used in the study are discussed.

More than just charts and graphs: What to teach in a data visualization course

AbstractBased on our experience developing and delivering a highly successful data visualization course within a Master of Science in Business Analytics program, we present a taxonomy for data visualization courses and recommend content and pedagogical features for each type of data visualization course therein. We also discuss the interdependence between data visualization and business communication as a critical consideration in course design.

Enhancing the organisation and the management of built environment higher education courses

PurposePersistent critical issues in built environment higher education (BEHE) curricula may need to be addressed by improving course organisation and management. In addition to the implications of the COVID pandemic, issues such as inadequate communication and lack of contemporary and innovative practices integrated with course delivery have resulted in a gap for Course organisation and management. The purpose of this study is to recommend a set of drivers that can assist academics and academic institutions in improving course development, organisation and management in the BEHE context. Thus, the study focused on three themes: course organisation and administration, timetabling and course communication.Design/methodology/approachA systematic approach was taken to obtain data, where a documental analysis and a close-ended questionnaire were adopted as data collection instruments. The documental analysis considered 334 mid module reviews (MMRs) generating data from architecture, construction management, civil engineering, surveying and real estate students. Content analysis was used to identify critical themes within the MMRs and develop a closed-ended questionnaire. Twenty academics from each discipline completed the questionnaire. Eight drivers were developed from the data obtained from both MMRs and questionnaires. Content analysis and interpretive structural modelling were applied to identify the relationship between the drivers. Finally, these drivers were categorised by their level of influence and reliance to highlight how they contributed to improving course organisation and management.FindingsThe study revealed eight drivers that can improve course organisation and management in the BEHE context. The study found that using virtual learning environments and communication are fundamental in course organisation and management.Practical implicationsThis research paper suggests drivers to improve how academics and academic institutions organise and manage courses. The study recommends eight drivers that could be used as a guideline and a best practice as per the level partitioning diagram developed to enhance the course organisation and management in BEHE.Originality/valueThe study proposes a set of drivers to improve course organisation and management in BEHE curricula. Furthermore, insight into how these drivers influence and rely on each driver and their relation with the national student survey theme are novel contributions to the current body of knowledge. The paper further clarifies how they should be implemented for successful course organisation and management, thus, improving the quality of courses in higher education curricula.

Laparoscopic resection of an intra-abdominal esophageal duplication cyst in the ileum: a case report.

Esophageal duplication cyst (EDC) is a type of gastrointestinal duplication cyst that involves congenital malformations of the gastrointestinal tract. EDCs are frequently found in the mediastinum and thoracoabdominal region, but rarely occur in the abdominal cavity. However, intra-abdominal EDCs are frequently found in the upper abdomen near the abdominal esophagus. Here, we report, for the first time, a case of intra-abdominal EDC that occurred in the ileum. A 14-year-old female patient presented to our hospital with complaints of epigastric pain and vomiting. Abdominal computed tomography (CT) revealed a cystic tumor in the pelvis, suspected of ovarian origin. She was admitted to our gynecology department and underwent emergency surgery. The laparoscopic examination revealed that both ovaries were intact and that a primary tumor had developed from the ileal mesentery. Since the patient's condition was not urgent at the time of the gynecological surgery, the procedure was completed by only performing exploratory laparotomy; the patient was admitted to our department after the surgery. Pelvic magnetic resonance imaging performed on the next day revealed a cystic mass measuring 90 × 65mm with a smooth margin and homogeneous signal intensity, arising posterior to the uterus. The mass was suspected as an intestinal duplication cyst. On another day, after the examinations were completed, we resected the portion of the small intestine containing the tumor by laparoscopy. The patient had a successful postoperative course and was discharged on the 5th postoperative day. Histological examination showed that the cyst was lined by stratified squamous epithelium, contained esophageal glands, and had a two-layer muscularis propria. Therefore, a diagnosis of intra-abdominal EDC was performed. An intra-abdominal EDC cyst is relatively rare; this is the first case reported at the distal ileum.

Rejuvenating the HELM Workbooks as Online STACK Quizzes in 2020

HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh.&#x0D; HELM (Helping Engineers Learn Mathematics) was a three-year project undertaken by a consortium of five English universities between 2002 and 2005. HELM released a range of workbooks and online resources, designed to enhance the mathematical education of engineering undergraduates, which were well received, and widely used. All that remained in 2020 from HELM were PDFs of “student workbooks” which could not be edited. Since 2018, the University of Edinburgh has developed and taught fully online courses for university mathematics in which all materials form part of coherently organised digital exercises and expositions. The work reported in this paper combines the two approaches: we take a similar approach to the existing successful Edinburgh course and rejuvenate the static HELM materials by creating online resources designed to support the mathematical education of engineering undergraduates. The paper describes the rationale, educational design, practical execution and preliminary analysis of the workbooks’ usage at the University of Edinburgh.

Maintaining informatics training learning outcomes with a COVID-19 era shift to a fully online flipped course

The emergence of the coronavirus disease 2019 pandemic forced us to adapt our recently developed informatics training serving a variety of students as well as faculty and staff. The successful flipped classroom course series (a hybrid-format with both asynchronous online learning and in-person synchronous components) was shifted to a fully online format with the synchronous portion now held via web-based video conference. We repeated our participant survey at the end of each of the 3 one-credit courses to compare student satisfaction and learning outcomes achievement to the original offering. The responses were overall very positive again with a slight response distribution improvement in some measures of satisfaction. Likewise, students reported similar achievement of the learning outcomes across all courses with some Unixcourse objectives receiving higher competency agreement in the new, fully online version. Overall, the fully online version of the course series was equally successful, if not more so, than the original version with a physical classroom session each week. Given that participants also had strong agreement with a new question that they would prefer online class meetings instead of in a classroom, even if there wasn’t a global pandemic (citing a variety of logistical reasons such as “convenience of screen sharing,” parking issues, and job-related time constraints), the fully online version of the informatics training will be retained.

(Guilty) Viewing Pleasures and Reality TV: Queer Viewers Decoding the Greek Version of The Bachelor

Despite their relatively long and successful course in the history of Greek private television, reality shows are generally cast under negative light. Given their engagement with topics pertaining more strictly to the private domain, TV realities have at different times been criticised as vulgar, superficial, and ‘low’ quality products (Deery, 2015; Hill, 2005; Lumby, 2003; Weber, 2014). Inspired by the feminist research tradition’s interest in audience studies and queer critical approaches to affect and minor aesthetic categories (Reid, 2022), this article explores how five queer women make sense of the Greek version of the popular reality show, The Bachelor (ALPHA, 2021-2022). Drawing on Sara Ahmed’s theory of (dis)orientation (2006), the article highlights the female viewers’ sense of empowerment, escapist fantasy, (dis)pleasures and frustrations as they relate with the text. Through disidentification (Muñoz, 1999), namely, these instances during which queer women viewers identify partially, conditionally and contingently—with dominant identities, discourses and ideologies endemic within the reality show, the paper unravels the complex dynamic of media consumption as well as guilty pleasure’s association with criticality and skepticism, tethered to the viewers’ taste, life experiences, and values.&#x0D;

Time-Series Reconstruction of CBC Profile of Pediatric Cancer Patients for Two Years after Hematopoietic Stem Cell Transplantation Using Language Programming

In this single center and retrospective study, we analyzed every single patient totaling 249 patients who was admitted and undergone hematopoietic stem cell transplantation (HSCT) at our institution from year 2013 to 2019. Twenty three patients were excluded mainly due to returning home country after HSCT without further follow up at our institution. We re-analyzed the remaining 226 patients (169 alive patients and 57 expired patients) and re-constructed time-series laboratory data of white blood cell (WBC) count (Figure 1), hemoglobin, platelet, absolute neutrophil count (ANC), monocytes number, blood urea nitrogen, creatinine, aspartate aminotransferase (AST), alanine aminotransferase (ALT), total bilirubin, lactate dehydrogenase (LDH), cyclosporine level, and/or tacrolimus level for up to two years since their last HSCT. These large sets of data were visualized by custom-written codes using language programming. We performed subgroup analysis of these patients' laboratory data according to the tumor type, which was grouped into acute lymphoblastic leukemia (ALL), acute myeloid leukemia (AML), other types of leukemia not aforementioned, lymphoma, solid tumor, aplastic anemia and other diseases including neurologic disease or immunodeficiency. We also compared these patients' laboratory data according to immunosuppressant used (cyclosporine versus tacrolimus), and hematopoietic stem cell transplantation procedures employed (allogeneic peripheral blood stem cell transplantation (PBSCT), autologous PBSCT or bone-marrow transplantation). In all patients analyzed who remain alive after HSCT (male 100 patients (59%), female 69 patients (41%), the median WBC engraftment time was 13 days with interquartile range (IQR) of 11-15 days). Both WBC and ANC steadily increased after engraftment up to 400 days since HSCT and reached plateau level at 7,000cells/uL for WBC and 3,000cells/uL for ANC. Hemoglobin and platelet showed faster recovery time since HSCT as hemoglobin level of 12 g/dL and platelet count of 200x10^9/L both reached at 300 days since HSCT. Patients underwent HSCT due to the occurrence of solid tumor generally showed shorter WBC engraftment time of 11 days with IQR of 10-12 days while those with hematologic malignancy showed relatively longer WBC engraftment time of 14 days with IQR of 12-16 days. In subgroup analysis of hematologic malignancy categorized into ALL, AML, other leukemia not aforementioned and lymphoma, no significant differences in engraftment time or general trend over two-year time-course of WBC, ANC, hemoglobin and platelet. In sharp contrast, 57 patients who have expired since HSCT showed WBC recovery after engraftment - the median WBC engraftment time was 13 days with IQR of 11-16 days - up to 3,000cells/uL but the WBC count did not increase thereafter in the following two years. The hemoglobin and platelet plateau for these expired patients were markedly lower than those alive as hemoglobin level was maintained around 9 g/dL (Figure 2) and platelet count ranged from 50 to 90x10^9/L since HSCT. HSCT is not the end but the beginning of return to normal daily activities for many patients and vigilant long-term care of these patients is crucial not only for the patients but also for their families. As analogous to Fenton growth chart being used for premature babies and their parents to visually aid their growth progression at outpatient clinic, we aimed at constructing time-series laboratory data of HSCT patients since transplantation to serve as reference curves for HSCT patients at our institution with hope that these reference curves as a visual aid may better assist and assure those patients and their families with successful recovery and for those without successful course, early intervention and further treatment may be better understood and accepted by the patients and their families. Figure 1. Time course of white blood cell count for each patient after HSCT. Each line is color-coded differently and represents a single patient. Red curve is the median of all patients with error bars denoting interquartile range. Shaded area also represents interquartile range. Figure 2. Time course of hemoglobin trend for two years after HSCT. Median average of 169 alive patients' data (red) was compared with that of 57 expired patients (blue). Error bars represent interquartile ranges. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

Aligning Leadership Education: Linking Interpersonal Skills Development to Business Needs

A disconnect has long existed between what is typically taught in management education programs and what real-world organizations seek in their leadership candidates, particularly regarding interpersonal skills. Primary complaints from the business community revolve around issues of curriculum relevance and delivery methodologies that do not facilitate the transfer of skills learned in the classroom to the workplace. A review of the literature yields very few examples of business programs that have added courses, or topics within existing courses, that address interpersonal skills. We describe a graduate-level course designed to intentionally develop interpersonal skills to meet the needs of local hiring managers, maximize organizational outcomes, and enhance leaders’ career opportunities. The course is delivered via active, experiential instructional methodologies to facilitate the transfer of new knowledge and skills to the workplace. A pre- and post-test comparison of students’ results on a competency-based behavioral model of emotional intelligence showed an increase in students’ scores, indicating that the course has been effective in developing students’ practical interpersonal skills. This article describes the fundamental design and delivery elements of this successful leadership course that can be replicated and implemented at other universities to more effectively align what students learn with what organizations need.

Predictors of Massive Open Online Courses (MOOC) Learning Satisfaction: A Recipe for Success

Massive Open Online Courses (MOOCs) have recently gained great attention. However, the biggest challenge to the success of MOOCs is their low completion rate. During the lockdown of the COVID-19 pandemic, MOOCs were in high demand by many higher education institutions to replace their face-to-face lessons. MOOCs have great potential to grow and reinvent the way of learning in the 21st century. This study uses the Virtual Learning Environment (VLE) effectiveness model to understand how the five key factors (learner, instructor, course, technology system, and interactivity) influence student learning satisfaction from a holistic approach and determine the best predictor of student learning satisfaction in the MOOC learning environment. A set of online data based on a 5-point Likert scale was collected from 333 undergraduate students from the top five public universities in Malaysia whose students are actively using MOOCs in their learning. The Partial Least Squares Structural Equation Modelling (PLS-SEM) technique was used to analyse the data. The empirical results revealed that all factors significantly influence student learning satisfaction positively. Learner and interactivity factors were the strongest predictors in determining student learning satisfaction in MOOCs. These findings provide an empirically justified framework for developing successful online courses such as MOOCs in higher education.

The New Cold War as a Geopolitical and civilizational Reality

In contrast to the previous optimistic forecasts of the ruling elite in the late USSR and in the new Russia about how our country's relations with the West will develop positively after the collapse of the Soviet Union and the socialist system in Eastern Europe, Russia's successful entry into the Western community; after the triumphalist sentiments in the West itself regarding the "collapse of communism", the after the victory in the cold war and the role of Russia, which has lost its role as a superpower, subordinate to the interests of the Western community, the real reality of international relations turned out to be completely different. At the turn of the century, as a result of NATO's aggression against Yugoslavia, the approach of troops and weapons of this bloc to our borders, open support in the West for separatist movements and wars on the territory of the Russian Federation, the process of disillusionment with previous illusions began. It sharply intensified after Vladimir Putin's Munich speech in 2007, Russia's recognition of the independence of South Ossetia and Abkhazia, and especially the conflict in Ukraine and the reunification of Crimea, which actually led to the beginning of a new cold war. Gradually, the ruling elites of Russia and the West began to realize that the decisive reason for the former "cold war" of 1946-1989 was not so much the notorious "communism" in the USSR and in Eastern European countries, but above all the fundamental civilizational and geopolitical differences between the West and Russia, dating back centuries, stable Russophobic sentiments of public opinion in the West. As the experience of history and modernity shows, Russia's successful domestic and international position is possible only if it preserves and strengthens the status of a great Eurasian power based on a sovereign domestic and foreign policy, a successful socio-economic course approved by the people and a wise state ideology.

Reflecting on the Brink: At-Risk Student Experiences with Emergency Online Learning amid COVID-19

During the COVID-19 pandemic, there was perhaps no group of students better prepared to make the switch to online learning than Gen Z. Research supports the fact that Gen Z adapts quickly to and enjoys technology integration in educational spaces (Barber, 2020; Mellman, 2020; Pavao, 2020; Strawser, 2020), yet no research has explored how at-risk students experience online learning and how these students uniquely adopt persistence strategies to succeed. As a result, this content analysis investigates the online discussion board posts from a credit-bearing student success course for at-risk Gen Z students on warning or probationary financial aid status (GPA &amp;#x3c; 2.00 or below a 67% completed over attempted credit hours ratio) to learn how these students reflected on their online learning experiences and their precarious status at their institution. Findings echoed prior studies where students felt their biggest challenges were distractions and their own procrastination. Moreover, students reported feeling like a burden, students could not learn and socialize effectively in online settings, and students did not have knowledge of institutional support that could have helped them persist during the pandemic. However, students unearthed unique persistence strategies, such as blending tactile learning strategies into their online learning environment and strategically segmenting their technology use during class sessions. Implications for research, policy, and practice are addressed.

Opinions of Parents in Rural Areas on Homework: A Case Study

One of families' roles and responsibilities for their children is participation in their education. Family participation in the educational processes of their children can sometimes be helping the children with their homework. The purpose of this study is to determine the opinions of parents living in rural areas about their children's homework.This research is a case study, one of the qualitative research designs. The data have been collected from 27 parents living in rural areas of Konya in May 2021. The data, collected through the semi-structured interview form, have been analysed using the descriptive analysis method. According to the findings, parents believe that homework reinforces learning, encourages study, and ensures that knowledge is retained.They also think that homework is useful because it increases student success in courses, and reinforces learning. While the majority of parents state that their children do not spend more time on homework than necessary, a significant number of parents are of the opposite opinion. Most of the parents stated that they check their children's homework. While some parents stated that they did not have problems with their children as far as their homework was concerned, some parents stated that they had problems with their children about the homework. According to parents, children are bored and reluctant because they do not like homework, they think it is unnecessary and excessive.

Case report on the interaction between furosemide and digoxin that caused digoxin toxicity

Toxicity from digitalis is a typical clinical issue. In this case, the interaction of digoxin and furosemide is becoming more widely recognised as a major cause of digitalis toxicity. We present an abnormal ECG that demonstrates digoxin-induced cardiotoxicity. We report a case of a Digoxin toxicity in a 79-year-old male patient admitted with complains of nausea, increase frequency of micturition, decrease appetite, increase nocturia, shortness of breathing. The patient is taking furosemide and digoxin as past medication for Heart block and Chronic kidney disease treatment. In patient, Serum digoxin level is high due to hypokalemia because of digoxin and furosemide drug interaction. The Electrocardiogram interpretation shows sinus bradycardia, ST segment depression, and T wave inversion which mainly due to digoxin toxicity. So for the management digoxin is omitted from the current treatment. The patient needs to be constantly monitored since digitalis poisoning is deadly. A digoxin-binding antibody is the only treatment for digoxin overdose that can reverse its effects by its antidote but it’s not available. So, the most successful course of treatment is symptomatic or efficient methods of extracorporeal drug removal.&#x0D; Keywords: Digoxin toxicity, furosemide, hypokalemia, cardiotoxicity, complete heart block, ST segment depression.