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BACKGROUND AND OBJECTIVES: There have been numerous reports of neurologic manifestations identified in hospitalized patients infected with SARS-CoV-2, the virus that causes COVID-19. Here, we identify the spectrum of associated neurologic symptoms and diagnoses, define the time course of their development, and examine readmission rates and mortality risk posthospitalization in a multiethnic urban cohort. METHODS: We identify the occurrence of new neurologic diagnoses among patients with laboratory-confirmed SARS-CoV-2 infection in New York City. A retrospective cohort study was performed on 532 cases (hospitalized patients with new neurologic diagnoses within 6 weeks of positive SARS-CoV-2 laboratory results between March 1, 2020, and August 31, 2020). We compare demographic and clinical features of the 532 cases with 532 controls (hospitalized COVID-19 patients without neurologic diagnoses) in a case-control study with one-to-one matching and examine hospital-related data and outcomes of death and readmission up to 6 months after acute hospitalization in a secondary case-only analysis. RESULTS: Among the 532 cases, the most common new neurologic diagnoses included encephalopathy (478, 89.8%), stroke (66, 12.4%), and seizures (38, 7.1%). In the case-control study, cases were more likely than controls to be male (58.6% vs 52.8%, p = 0.05), had baseline neurologic comorbidities (36.3% vs 13.0%, p < 0.0001), and were to be treated in an intensive care unit (62.0% vs 9.6%, p < 0.0001). Of the 394 (74.1%) cases who survived acute hospitalization, more than half (220 of 394, 55.8%) were readmitted within 6 months, with a mortality rate of 23.2% during readmission. DISCUSSION: Hospitalized patients with SARS-CoV-2 and new neurologic diagnoses have significant morbidity and mortality postdischarge. Further research is needed to define the effect of neurologic diagnoses during acute hospitalization on longitudinal post-COVID-19-related symptoms including neurocognitive impairment.

In this paper we explore methodological considerations for recruiting stigmatised populations online. Advertising for research participants via social networking sites (SNS) has increasingly become a tool of choice for both quantitative and qualitative researchers. However, such recruitment practices pose a range of challenges for researchers, especially in handling negative commentary such as trolling and its potential negative impact on prospective research participants. Using a case study involving a project on the health and well-being of older lesbian, gay, bisexual, transgender and intersex (LGBTI) people in Australia, we outline the types of commentary we received on our advertising campaign, as well as our strategies for managing such commentary. We seek to offer ways in which researchers working with stigmatised populations, as well as controversial issues that may attract hostile attention, can effectively manage participant recruitment as researchers increasingly utilise online technologies for recruitment advertising.

For most students, revision is viewed as a punishment for not writing well enough. However, what if students' negative perceptions of revision shifted to view revision as an opportunity to better develop the meaning and message of texts. Revision, like all processes in writing, is complex, cognitively demanding, and requires students to be able to detect, identify, and correctly change specific errors made during the initial writing process. The real question becomes, how can teachers modify teaching strategies to reshape students' perceptions of revising while also making students more effective and independent at revising writing? This research analysis focuses on answering this question by first examining the literature on how the misconceptions about revision were shaped and reinforced and then by examining research-based strategies that help to reframe students' perceptions of revision while shaping them into independent and effective revisers.

Simulation is an experiential instructional method that teachers create to imitate or replicate actual events, problems, procedures, or skills to achieve the desired instructional results. Students experience the situation and apply learned skills and knowledge, think critically, and gather meaning from the practice. Simulation as a teaching strategy aligns well with the principles of constructivist teaching and learning theory and can be designed for social and physical learning experiences to fit the needs of all learners. This paper supports and explores simulation through the cognitivist's belief that people learn in whole conditions, not by isolated incidences, and considers the human factor that may influence a given situation.

An unprecedented pandemic caused higher education and P-12 educators reimagining their definition of a classroom, however, it did not change the definition of "Good Teaching". Undoubtedly, moving a course that was designed for face to face and hybrid delivery to a fully online "remote teaching" environment posed certain challenges. Higher education and P-12 educators were posed with questions such as how to clearly communicate to students on how they are expected to interact with new course materials or new modes of communication, instruction, and delivery. Some aspects of face-to face and hybrid courses may have remained unchanged; however, others had to be adjusted to accommodate the new ways in which students interacted with the instructor, the course materials, and with each other. The researchers investigated, examined, and implemented good practices in remote teaching and learning, and time-tested strategies. Successful remote teaching depends heavily on instructional design that orchestrates compelling, authentic learning experiences using an intentional selection of technology platforms and applications. Although there are inherent challenges to remote learning, educators can use the pandemic's unprecedented scenario as an opportunity to learn how to use tools to develop students' autonomy, build relevant 21st century skills, promote professional learning communities (PLCs), and to foster student creativity with technology. Even though it might not be possible to fully replicate the face-to-face and hybrid learning experiences, with a strategic plan in place, we can continue to create a structured, engaging, rigorous, community-oriented learning experience when teaching remotely using specific strategies and resources.

Diabetes stigma is the social burden of living with diabetes. People with diabetes may experience or perceive an adverse social judgment, prejudice, or stereotype about living with diabetes at work, school, in healthcare settings, popular culture, or relationships. This review describes the methods that have been used to assess diabetes stigma, and explores the prevalence of diabetes stigma, associated sociodemographic and socioeconomic factors, cultural factors, and how diabetes stigma is associated with clinical outcomes, including HbA1c levels, diabetic ketoacidosis, severe hypoglycemia, and chronic complications, in addition to psychosocial complications in youth, adolescents, and adults with type 1 diabetes (T1D) and type 2 diabetes (T2D). The prevalence of diabetes stigma has been reported as high as 78% in adults with T1D, 70% in adults with T2D, 98% in youth and adolescents with T1D, and is unknown in youth and adolescents with T2D. Diabetes stigma has been associated with lower psychosocial functioning, decreased self-care behaviors, higher HbA1c levels, and higher frequency of diabetes complications in adults with T1D and T2D. In adolescents and young adults with T1D, diabetes stigma is associated with lower psychosocial functioning, higher HbA1c levels, and higher frequency of diabetic ketoacidosis and severe hypoglycemia episodes in addition to chronic complications. In youth and adolescents with T2D, one study demonstrated an association of diabetes stigma with lower psychosocial functioning, higher HbA1c levels, and presence of retinopathy. Gaps exist in our understanding of the mechanisms of diabetes stigma, particularly in youth and adolescents with T2D. [ABSTRACT FROM AUTHOR]

OBJECTIVE: To examine the association between diabetes stigma, socioeconomic status, psychosocial variables, and substance use in adolescents and young adults (AYAs) with type 1 or type 2 diabetes. RESEARCH DESIGN AND METHODS: This is a cross-sectional analysis of AYAs from the SEARCH for Diabetes in Youth study who completed a survey on diabetes-related stigma, generating a total diabetes stigma score. Using multivariable modeling, stratified by diabetes type, we examined the relationship of diabetes stigma with variables of interest. RESULTS: Of the 1,608 AYAs who completed the diabetes-related stigma survey, 78% had type 1 diabetes, and the mean age was 21.7 years. Higher diabetes stigma scores were associated with food insecurity (P = 0.001), disordered eating (P < 0.0001), depressive symptoms (P < 0.0001), and decreased health-related (P < 0.0001) and diabetes-specific quality of life (P < 0.0001). CONCLUSIONS: Diabetes stigma is associated with food insecurity, disordered eating, and lower psychosocial well-being. [ABSTRACT FROM AUTHOR]