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Importance: In Myanmar, amid political and civil unrest, droves of Burmese are displaced to neighboring countries including Thailand. Since the COVID-19 pandemic, little is known about the available healthcare services and health and well-being among refugees and migrant workers within resettlement areas along the Myanmar-Thailand border. Objective: To explore the unmet needs of migrants along the Thailand-Myanmar border during the COVID-19 pandemic and their reasons for leaving Myanmar. Design: A qualitative study that used focus groups with migrant schoolteachers and school masters was undertaken. An interpretative analysis approach was used to analyze the data from the focus group sessions. The study followed the COREQ (COnsolidated criteria for REporting Qualitative) checklist. Setting: In July 2022, community stakeholders from migrant schools located in the vicinity of Mae Sot, Thailand were referred to the study team. Participants: A purposive sample of 17 adult participants was recruited from 4 migrant schools. The participants were schoolteachers and schoolmasters who had traveled from Myanmar to Thailand 1 to 20 years ago. Main Outcome(s) and Measure(s): Thematic analysis was used to scrutinize qualitative data for the outcomes of health and well-being, barriers, and reasons for migration. Results: Three main themes were identified: “issues related to the pandemic”, “teenage marriage and pregnancies” and ''migration decisions''. The issues related to the pandemic included behavior changes in children, a diminished quality of education, and barriers to receiving COVID-19 vaccines and accessing other health care. There were more dropouts due to teenage pregnancy/marriage during the shelter in place mandate. Migration decisions were affected by concerns over health, civil unrest, and military harassment. Conclusions and Relevance: This study presented the difficulties experienced by Myanmar migrants currently living along the Thailand-Myanmar border. The reasons for leaving Myanmar included health and safety. Suspending education during the pandemic caused more school dropouts due to teenage pregnancy/marriage. Additionally, behavioral changes in children, a diminished quality of education, barriers to receiving COVID-19 vaccines and access to other health care services were reported. Future studies should focus on how migration stress and access to mental health care impact the migrant population.

Summary: We present a detailed protocol to identify and validate IGF2BP1 target genes in pluripotent human embryonic carcinoma cells (NTERA-2). We first identify the target genes through RNA-immunoprecipitation (RIP) sequencing. We then validate the identified targets through the use of RIP-qPCR assays, determine the m6A status of target genes by m6A-IP, and perform functional validation by quantifying changes in mRNA or protein expression levels upon knockdown of IGF2BP1 or methyltransferases in NTERA-2.For complete details on the use and execution of this protocol, please refer to Myint et al. (2022).1 : Publisher’s note: Undertaking any experimental protocol requires adherence to local institutional guidelines for laboratory safety and ethics.

In the current study, the conjugate of 3-oxo-lithocholic acid with N-methylpiperazine and paraform was synthesized using the Mannich reaction and evaluated for antiviral activity. This modification resulted in a dramatic increase of antiviral activity combined with a two-fold decrease of toxicity. Together, these effects led to a strong increase of selectivity of compound (SI = 40 vs. 3 for 3 and 2, correspondingly).

Summary: We reported earlier that IQGAP3 is an important stem cell factor in rapidly proliferating isthmus stem cells in the stomach and that IQGAP3 expression is robustly induced in terminally differentiated chief cells and de-differentiated cells following tissue damage. The elevated IQGAP3 expression in cancer and its association with metastasis suggest a fundamental role for IQGAP3 in proliferating cancer stem cells. What causes IQGAP3 upregulation in cancer is unclear. Here, we show that IGF2BP1 and IQGAP3 expression levels are highest in the blastocyst, with both decreasing during adulthood. This suggests that IQGAP3, like IGF2BP1, is an early developmental gene that is aberrantly upregulated upon re-expression of IGF2BP1 during carcinogenesis. IGF2BP1 binds and stabilizes m6A-modified IQGAP3 transcripts. Downstream targets of IGF2BP1, namely SRF and FOXM1, also upregulate IQGAP3 expression. These multiple layers of IQGAP3 regulation, which may safeguard against inappropriate stem cell proliferation, present additional drug targets to inhibit IQGAP3-driven malignant growth.

Although enacted and internalized stigma is a continuing problem for people living with HIV (PLWH) in Southeast Asia, there is little understanding of how PLWH cope with discrimination, exclusion, and other negative outcomes caused by HIV-related stigmatization. This article aims to bridge this gap by analyzing the lived experiences of HIV-related stigmatization and coping strategies among 30 people with HIV in Myanmar, a country heavily influenced by religion, especially Buddhism. Among the 30 study participants, 20 were female and 10 were male, with ages ranging from 18 to 50 years. Through the lens of Bourdieu's concepts of habitus, field, and capital, this article first elucidates the various forms of stigmatization in family, work, social, and other settings as symbolic violence on people with HIV. The present article shows that spirituality serves as a perceptual and action framework for people with HIV to generate reflexivity toward their HIV infection and related stigmatization and to further engage in agentic responses. More importantly, this article demonstrates how people with HIV draw on spirituality to support peers in reclaiming control over their lives and how they are perceived by society. The findings indicate that the local context, especially cultural and religious resources, should be considered when developing interventions to mitigate HIV-related stigmatization in Southeast Asia.

ImportanceIn Myanmar, amid political and civil unrest, droves of Burmese are displaced to neighboring countries including Thailand. Since the COVID-19 pandemic, little is known about the available healthcare services and health and well-being among refugees and migrant workers within resettlement areas along the Myanmar-Thailand border.ObjectiveTo explore the unmet needs of migrants along the Thailand-Myanmar border during the COVID-19 pandemic and their reasons for leaving Myanmar.DesignA qualitative study that used focus groups with migrant schoolteachers and school masters was undertaken. An interpretative analysis approach was used to analyze the data from the focus group sessions. The study followed the COREQ (COnsolidated criteria for REporting Qualitative) checklist.SettingIn July 2022, community stakeholders from migrant schools located in the vicinity of Mae Sot, Thailand were referred to the study team.ParticipantsA purposive sample of 17 adult participants was recruited from 4 migrant schools. The participants were schoolteachers and schoolmasters who had traveled from Myanmar to Thailand 1 to 20 years ago.Main outcomes and measuresThematic analysis was used to scrutinize qualitative data for the outcomes of health and well-being, barriers, and reasons for migration.ResultsThree main themes were identified: "issues related to the pandemic", "teenage marriage and pregnancies" and "migration decisions". The issues related to the pandemic included behavior changes in children, a diminished quality of education, and barriers to receiving COVID-19 vaccines and accessing other health care. There were more dropouts due to teenage pregnancy/marriage during the shelter in place mandate. Migration decisions were affected by concerns over health, civil unrest, and military harassment.Conclusions and relevanceThis study presented the difficulties experienced by Myanmar migrants currently living along the Thailand-Myanmar border. The reasons for leaving Myanmar included health and safety. Suspending education during the pandemic caused more school dropouts due to teenage pregnancy/marriage. Additionally, behavioral changes in children, a diminished quality of education, barriers to receiving COVID-19 vaccines and access to other health care services were reported. Future studies should focus on how migration stress and access to mental health care impact the migrant population.

Students become more actively involved in their studies when teachers integrate ICT into their lessons. Since computer self-efficacy is positively related to the integration of technology in education, improving pre-service teachers' computer self-efficacy could increase their intention to use technology. The present study explores the association between computer self-efficacy (basic technology skills, advanced technology skills, and technology for pedagogy) and pre-service teachers' intentions to use technology (traditional use of technology and constructivist use of technology). Data collected from 267 Bahrain Teachers College students were used to validate the questionnaires using confirmatory factor analysis. The Structural equation modeling approach was used to explore the hypothesized relationships. Mediation analysis was also performed, and the results indicated that basic technology skills and advanced technology skills mediated the relationship between technology for pedagogy and the traditional use of technology. Advanced technology skills did not mediate the relationship between technology for pedagogy and constructivist use of technology.

The platinum-based anticancer drug oxaliplatin is important clinically in cancer treatment. However, the role of multidrug resistance-associated protein 2 (MRP2) in controlling oxaliplatin membrane transport, in vivo handling, toxicity and therapeutic responses is unclear. In the current study, preparations of MRP2-expressing and control membrane vesicles, containing inside-out orientated vesicles, were used to directly characterise the membrane transport of oxaliplatin-derived platinum measured by inductively coupled plasma mass spectrometry. Oxaliplatin inhibited the ATP-dependent accumulation of the model MRP2 fluorescent probe, 5(6)-carboxy-2,'7'-dichlorofluorescein, in MRP2-expressing membrane vesicles. MRP2-expressing membrane vesicles accumulated up to 19-fold more platinum during their incubation with oxaliplatin and ATP as compared to control membrane vesicles and in the absence of ATP. The rate of ATP-dependent MRP2-mediated active transport of oxaliplatin-derived platinum increased non-linearly with increasing oxaliplatin exposure concentration, approaching a plateau value (Vmax) of 2680 pmol Pt/mg protein/10 minutes (95%CI, 2010 to 3360 pmol Pt/mg protein/10 minutes), with the half-maximal platinum accumulation rate (Km) at an oxaliplatin exposure concentration of 301 μM (95% CI, 163 to 438 μM), in accordance with Michaelis-Menten kinetics (r2 = 0.954). MRP2 inhibitors (myricetin and MK571) reduced the ATP-dependent accumulation of oxaliplatin-derived platinum in MRP2-expressing membrane vesicles in a concentration-dependent manner. To identify whether oxaliplatin, or perhaps a degradation product, was the likely substrate for this active transport, HPLC studies were undertaken showing that oxaliplatin degraded slowly in membrane vesicle incubation buffer containing chloride ions and glutathione, with approximately 95% remaining intact after a 10 minute incubation time and a degradation half-life of 2.24 hours (95%CI, 2.08 to 2.43 hours). In conclusion, MRP2 mediates the ATP-dependent active membrane transport of oxaliplatin-derived platinum. Intact oxaliplatin and its anionic monochloro oxalate ring-opened intermediate appear likely candidates as substrates for MRP2-mediated transport.

In this study, we examined relationships between learning environment characteristics (disciplinary climate, teacher support, and teacher feedback) and student outcomes (enjoyment of reading, and reading achievement) among 12,058 students from China who took part in the 2018 Programme for International Student Assessment. The results of structural equation modeling analyses revealed that teacher feedback and enjoyment of reading each had a statistically significant association with reading achievement. Additionally, enjoyment of reading mediated the association between teacher feedback and reading achievement.

Purpose: This study examined the conceptions of assessment and its relationship to self-regulation and self-confidence among pre-service teachers. Design/methodology/approach: Participants were 278 pre-service students attending a teacher's college in Bahrain. This study employed the structural equation modeling (SEM) approach to investigate the relationships among the observed variables. Findings: The results revealed that the conceptions of assessment had positively impacted the academic achievements of students who were accountable. In addition, the conceptions that made schools accountable had a positive relationship with academic achievement, whereas students who ignored the assessment, received a negative effect on self-regulation. Research limitations/implications: The generalization of the results to other populations in Bahrain should be made with caution since this study involved a relatively small number of students from Bahrain. Policymakers might be encouraged to consider students' appropriate response to their conceptions of assessment when assessments are being developed. Originality/value: This study might encourage educators and policymakers in Bahrain to develop strategies to further improve students' self-confidence, self-regulation, and academic achievement.

Textbooks are primary teaching aids, sources from which students obtain knowledge of science domain. Due to this fact, curriculum developers in the field emphasize the crucial role of analysing the contents of science textbooks in improving science education. Scientific domain knowledge relies on graphical representations for the manifestation of itself. Content analysis of the representations therefore entails the necessity of the systematic reading and categorizing of a body of visual representations, including diagrams, drawings, photos, and text that appeared in these science teaching and learning materials. This paper examined ten UAE primary science textbooks and practical books using an author-improved graphical analysis grid. From the descriptive analysis, it was found that general science was the illustrated topic area for fundamental level of science. The most frequently used graphical type is the iconic. Female images outnumber the male images. Results also showed that indigenous graphics were dominant over foreign graphics. The study also found the majority of visual representations in the textbooks were designed to convey static information and they are in close relationship with the textual representations. Yet most of the graphical images were indexed and captioned that served specific cognitive functions. The results also suggest graphic representations need to be treated as an important visual tool that textbook authors should use them wisely to have the domain knowledge conveyed in various topic areas.

Relationships between students' perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students' perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.

This study examined the psychometric properties of the Original Grit Scale using Rasch analysis in a sample of 777 adolescents hailing from a collectivistic society, one of the Arab states of the Persian Gulf. Results of the Rasch analysis provided support for the appropriateness of the Original Grit Scale as a measure of one of the noncognitive skills, grit, among adolescents in the Arab Gulf State. Implications of the findings are briefly discussed.

We investigated the relationships between global self-esteem, academic self-efficacy and academic performance among a sample of 255 college students in the United Arab Emirates. The widely used Rosenberg's Self-Esteem Scale (RSES; Rosenberg, 1965) and an academic self-efficacy scale, modified from (Jinks and Morgan, 1999) were used to assess student's self-esteem and their academic self-efficacy. Each student's average grade for the mid-semester and final semester was used as the performance measure. Confirmatory factor analyses using Analysis of Moment Structures (AMOS) version 18 performed on the scores of the RSES revealed two factors (positive and negative self-esteem) as hypothesized. Correlated results indicated significant relationships between global self-esteem and academic self-efficacy. Also academic achievement was associated with having high academic self-efficacy.

We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country.

When designing Educational Computer Games, designers usually consider target age, interactivity, interface and other related issues. They rarely explore the genres which should employ into one type of educational game. Recently, some digital game-based researchers made attempt to combine game genre with learning theory. Different researchers use different pedagogy conceptions. The purpose of this paper is to investigate the appropriate computer genre in designing effective educational computer games that can be used as learning tools in Thai undergraduate classrooms by integrating the learning conceptions from the previous work of those researcher's. The following steps are used to conduct this study: summarize the survey of Thai students' opinions toward game genre; analyse the characteristics of genre of computer game; match those characteristics of genre with learning theories; and propose the conceptual model from the comparison. The results of this analysis can be used as a guideline for Educational computer game designers in considering appropriate genres of game for education purpose.

One of the major shifts in education today under the influence of information and communication technologies is that there is an increased tendency toward the use of computers and Internet. The process of ICT integration in schools reaches a considerable level of maturity and teachers and students are optimizing the learning opportunities with the use of ICT. However it is imperative that the teachers must know how to judge the quality and suitability of information before they can introduce to the students. Some evaluation criteria indicated in the literature are, authority, accuracy, objectivity, currency, coverage and intended audience. This paper describes ways to evaluate suitability of educational websites based on the well defined set of criteria.

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach--teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students' achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.