Search

Background: Teachers are important role players in improving literacy; however, they lack the expertise to explicitly teach reading comprehension strategies. Studies have showed that when teachers are motivated to explicitly teach reading comprehension strategies in their classrooms, learners' comprehension is improved. Objective: The aim of the study was to investigate what motivates teachers to explicitly teach reading comprehension strategies in their classrooms after a workshop. Method: Purposive sampling was used and 20 teachers took part in this study. The research followed a qualitative approach, and the data were obtained from teachers' responses to an open-ended questionnaire. Thematic analysis using concepts from Shulman's 'Pedagogical Content Knowledge', Vygotsky's 'Social Constructivism', Bundura's 'Self-efficacy' and Chalmers and Gardiner's 'Academic Professional Development Effectiveness Framework' was conducted. Results: One key finding was that teachers developed competence through effective pedagogical practices used by facilitators of the workshop; this boosted their confidence. Conclusion: The findings suggest that professional development training plays an important role in making teachers aware of reading comprehension strategies, equipping them with skills that will enable them to guide learners to become proficient readers. Contribution: The uniqueness of this study is that it hinged on collecting empirical evidence, within a South African context, on what motivates teachers to explicitly teach reading comprehension in their professional practice after being exposed to a repertoire of reading comprehension strategies during a workshop.

Abstract Global warming is a leading environmental stress that reduces plant productivity worldwide. Several beneficial microorganisms reduce stress; however, the mechanism by which plant–microbe interactions occur and reduce stress remains to be fully elucidated. The aim of the present study was to elucidate the mutualistic interaction between the plant growth-promoting rhizobacterial strain SH-19 and soybeans of the Pungsannamul variety. The results showed that SH-19 possessed several plant growth-promoting traits, such as the production of indole-3-acetic acid, siderophore, and exopolysaccharide, and had the capacity for phosphate solubilisation. The heat tolerance assay showed that SH-19 could withstand temperatures up to 45 °C. The strain SH-19 was identified as P. megaterium using the 16S ribosomal DNA gene sequence technique. Inoculation of soybeans with SH-19 improved seedling characteristics under high-temperature stress. This may be due to an increase in the endogenous salicylic acid level and a decrease in the abscisic acid level compared with the negative control group. The strain of SH-19 increased the activity of the endogenous antioxidant defense system, resulting in the upregulation of GSH (44.8%), SOD (23.1%), APX (11%), and CAT (52.6%). Furthermore, this study involved the transcription factors GmHSP, GmbZIP1, and GmNCED3. The findings showed upregulation of the two transcription factors GmbZIP1 (17%), GmNCED3 (15%) involved in ABA biosynthesis and induced stomatal regulation, similarly, a downregulation of the expression pattern of GmHSP by 25% was observed. Overall, the results of this study indicate that the strain SH-19 promotes plant growth, reduces high-temperature stress, and improves physiological parameters by regulating endogenous phytohormones, the antioxidant defense system, and genetic expression. The isolated strain (SH-19) could be commercialized as a biofertilizer.

The scoping review objectives were to: 1) investigate the caries preventive potential of professionally deliverable fluoride (F)-containing agents with incorporated arginine (Arg); and 2) identify the future scope of research on Arg-F interventions for caries prevention. Of 150 identified records, 7 articles (6 in vitro investigations and 1 scoping review) were included for a complete review; with no clinical studies with/without appraisal. Arginine variants (L-Arg/Arg.HCl at 1% to 10% w/v.) were examined for a potential professional application aimed at caries prevention, as reported with in vitro studies. Of the included articles, four in vitro studies explored L-Arg enriched 5% NaF varnish (Duraphat®) as a promising caries preventive agent, while only one considered incorporating L-Arg in MI varnish®/nanohydroxyapatite and one investigated glass ionomer cement for primary/secondary and tertiary caries prevention. The scoping review highlighted the scope for incorporating Arg to professionally deliverable F-containing agents. No clinical data are available to make conclusive recommendations about the caries preventive potential of professionally deliverable F-containing agents with incorporated Arg. With Arg-F varnish being investigated predominantly through in vitro studies, the data so far suggest that Arg was incorporated exclusively in Duraphat®, while the potential of Arg to prevent caries in other F-containing varnishes remains unexplored.

Abstract Extracorporeal cardiopulmonary resuscitation (ECPR) is emerging as a feasible and effective rescue strategy for prolonged cardiac arrest (CA). However, prolonged total body ischemia and reperfusion can cause microvascular occlusion that prevents organ reperfusion and recovery of function. One hypothesized mechanism of microvascular “no-reflow” is leukocyte adhesion and formation of neutrophil extracellular traps. In this study we tested the hypothesis that a leukocyte filter (LF) or leukocyte modulation device (L-MOD) could reduce NETosis and improve recovery of heart and brain function in a swine model of prolonged cardiac arrest treated with ECPR. Thirty-six swine (45.5 ± 2.5 kg, evenly distributed sex) underwent 8 min of untreated ventricular fibrillation CA followed by 30 min of mechanical CPR with subsequent 8 h of ECPR. Two females were later excluded from analysis due to CPR complications. Swine were randomized to standard care (Control group), LF, or L-MOD at the onset of CPR. NET formation was quantified by serum dsDNA and citrullinated histone as well as immunofluorescence staining of the heart and brain for citrullinated histone in the microvasculature. Primary outcomes included recovery of cardiac function based on cardiac resuscitability score (CRS) and recovery of neurologic function based on the somatosensory evoked potential (SSEP) N20 cortical response. In this model of prolonged CA treated with ECPR we observed significant increases in serum biomarkers of NETosis and immunohistochemical evidence of microvascular NET formation in the heart and brain that were not reduced by LF or L-MOD therapy. Correspondingly, there were no significant differences in CRS and SSEP recovery between Control, LF, and L-MOD groups 8 h after ECPR onset (CRS = 3.1 ± 2.7, 3.7 ± 2.6, and 2.6 ± 2.6 respectively; p = 0.606; and SSEP = 27.9 ± 13.0%, 36.7 ± 10.5%, and 31.2 ± 9.8% respectively, p = 0.194). In this model of prolonged CA treated with ECPR, the use of LF or L-MOD therapy during ECPR did not reduce microvascular NETosis or improve recovery of myocardial or brain function. The causal relationship between microvascular NETosis, no-reflow, and recovery of organ function after prolonged cardiac arrest treated with ECPR requires further investigation.

Background: Reading comprehension is one of the most important skills a learner needs for academic achievement and is something which many South African learners lack. Studies suggest that explicit teaching of comprehension strategies has the potential to improve literacy. Aim: The aim of this article is to determine the role of explicit teaching of reading comprehension strategies to an English as a second language (ESL) learner. Setting: This study was conducted at a dual-medium quintile 5 primary school in the Western Cape. Quintile 5 are affluent schools (fee-paying schools) which receive less funding from the government. This is a single case study with a Grade 4 ESL learner. The medium of instruction was English. Methods: This is a qualitative interpretive study in which the researcher used an observation and interview schedules to collect data. Pre- and post-tests were conducted before and after the intervention programme (IP). Results: It was evident from the findings that the explicit teaching of three reading comprehension strategies and one-on-one interactions and guidance from the teacher enabled the learner, who is in Grade 4, to acquire critical thinking skills. The learner's literacy improved, which boosted her self-confidence. Conclusion: As the three reading comprehension strategies were constantly and explicitly taught throughout the IP, these collaborative, multitiered approaches began to develop the learner's habit of thinking in a higher-order manner. She began to develop a mindset of critical thinking, even in her second language.

The significance of the current research lies in studying the impact of the Guidance Technique (Stopping Negative Thinking) to reduce psychological reluctance in swimming lessons among female students of Physical Education and Sports Sciences highlighting the concept of psychological reluctance and how to confront it in the swimming lessons. The research provides a comprehensive and integrated theoretical framework that benefits the guiding process, contributing to the development of guiding programs that help reduce or eliminate psychological reluctance. Additionally, this research offers a psychological reluctance scale, aiding in the evaluation and diagnosis of students for the purpose of guiding them. The research addressed an important segment represented by female students of the College of Physical Education and Sports Sciences, so the aim of the current research is to identify the impact of the guidance program according to the method (stopping negative thinking) to reduce psychological reluctance in the swimming lesson among female students of Physical Education and Sports Sciences, and achieving the research goal required the construction of two tools, namely: Firstly, a psychological reluctance scale in swimming lessons for female students of Physical Education and Sports Sciences. Secondly, a guiding program using the (Stopping Negative Thinking) method, consisting of 12 guiding sessions for female students of the College of Physical Education and Sports Sciences at the University of Baghdad, who exhibited high scores on the psychological reluctance scale in swimming lessons. To achieve this objective, the researchers employed the descriptive survey approach in developing the psychological reluctance scale and used the experimental method, with a pre-test and post-test design, for both the experimental and control groups, aligning with the research problem. The results indicated that the guiding method (Stopping Negative Thinking) had a significant effect in reducing psychological reluctance among female students of Physical Education and Sports Sciences, with a statistically significant difference compared to the control group.

This study investigated sex and age differences in autistic behaviours in children with neurofibromatosis type 1 (NF1) who scored within the clinical range on the Social Responsiveness Scale - Second Edition (T score [greater than or equal to] 60). Thirty-four males and 28 females (3-16 years) were assessed with the Autism Diagnostic Observation Schedule - Second Edition and Autism Diagnostic Interview - Revised. Across both measures, males exhibited greater social communication deficits relative to females. Age-related abatement of social communication difficulties was observed for males but not females. Conversely, no sex differences were found for restricted/repetitive behaviours, which were stable over time for both males and females. The findings are discussed within the context of broader neurodevelopmental considerations that are common in NF1.

هدفت الدراسة إلى: تقييم فعالية طرق التدريس المختلفة في تحسين أداء المهاري في تدريس كرة القدم ، مقارنة فاعلية طريقة التدريس التقليدية وطريقة التدريس الحديثة في تحسين أداء المهاري لدى لاعبي كرة القدم ، يتكون مجتمع الدراسة من جميع لاعبي كرة القدم في المرحلة الأولى عينة الدراسة تم اختيارها بطريقة عشوائية، وبلغت 30 طالب من ممارسي كرة القدم في كلية التربية البدنية المرحلة الأولى و تم استخدام المنهج التجريبي وقسمت العينة مجموعتين متكافئتين، وتم تدريس المجموعة الأولى بطريقة التدريس التقليدية، بينما تم تدريس المجموعة الثانية بطريقة التدريس الحديثة. حيث أظهرت المجموعة الذين تدربوا باستخدام طريقة التدريس الحديثة تحسناً أكبر في أداء مهارة الاستلام والسيطرة على الكرة مقارنة باللاعبين الذين تدربوا باستخدام طريقة التدريس التقليدية. بناءً على نتائج الدراسة، اما التوصيات استخدام طرق التدريس الحديثة، مثل: طريقة التدريس بالأهداف، وطريقة التدريس بالاكتشاف، واستراتيجية التدريس باللعب، في تدريس كرة القدم.

Here, we report a rare case of a 22-year-old female presenting with recurrent chest pain mimicking inferior ST-elevation myocardial infarction (STEMI) but ultimately attributed to an aortic aneurysm. Despite facing initial challenges in diagnosis, such as normal troponin levels and temporary electrocardiogram (ECG) changes, advanced imaging showed a large mass in the chest pressing on the right coronary artery. Prompt multidisciplinary intervention, including surgical resection of the aneurysm, led to successful management and improved outcomes. This case highlights the importance of considering unusual etiologies in atypical presentations of myocardial infarction, necessitating comprehensive evaluation and collaboration among various specialties for optimal patient care.

Objetivou-se analisar a percepção de professoras iniciantes acerca da participação em um programa de mentoria buscando entender quais os desdobramentos para a atividade docente. Foram analisadas 18 respostas abertas de um questionário misto. Na organização e análise dos dados, elaboraram-se as seguintes categorias: expectativas iniciais sobre o programa de mentoria; percepções acerca do Programa Híbrido de Mentoria para a atuação docente; processos reflexivos. De modo geral, as análises revelaram que o programa se configurou como um cenário propício para a promoção do desenvolvimento profissional das professoras iniciantes. As percepções das iniciantes sugerem que a participação dialogada e formativa, construída de forma colaborativa com as mentoras, promoveu, aos poucos, autonomia para pensarem nas suas práticas pedagógicas, refletirem mais criticamente sobre sua atuação, construírem conhecimentos específicos sobre a profissão, além de exercitarem seu autoconhecimento, sugerindo seu reconhecimento e pertencimento na profissão.

Summary: Background: There is an elevated co-occurrence of autism in trans individuals, with recent meta-analyses suggesting that 11% of trans individuals are autistic. The presence of autism in trans young people can create clinical challenges by adding complexity to the presentation, assessment and management of those presenting to gender clinics. Although many trans young people display traits of autism, how these traits relate to the nature of their gender diversity is unclear. Methods: This study compared gender identity, gender expression and gender dysphoria (GD) in trans young people with and without autistic traits. Baseline data from a cohort study of trans children and adolescents who first attended the Royal Children's Hospital Gender Service (Victoria, Australia) between February 2017 and January 2020 were analysed cross-sectionally. Autistic traits were assessed via the Social Responsiveness Scale-2. Gender was assessed using tools that measure gender identity, social transition, GD, body dissatisfaction, voice dysphoria, and chest dysphoria. Findings: 522 participants were included, of whom 239 (45.8%) exhibited autistic traits (SRS total T-score ≥60). Those with and without autistic traits were similar in their age (mean (SD) age 14.0 (2.9) and 13.1 (3.6) years respectively) and gender identity: the majority (73.7% (n = 174) and 70.5% (n = 198) respectively) identified in a binary way. Higher rates of social transition (specifically, changing pronouns) were noted in those with autistic traits (Difference in proportion 11.7, 95% confidence interval [CI] 2.4–21.1, p = 0.014). GD was high in both groups with ∼95% displaying clinically relevant levels of GD. Chest dysphoria was similar between groups, while voice dysphoria was higher in those with autistic traits (standardised mean difference [SMD] = 0.3, 95% confidence interval [CI]: 0.1–0.5 p = 0.00087). Dissatisfaction with secondary gendered characteristics (SMD = 0.3, CI: 0.1–0.5 p = 0.0011) and hormonally unresponsive body characteristics (SMD = 0.2, CI: 0.1–0.4 p = 0.016) was higher in trans young people with autistic traits. Interpretation: The similarly high severity of GD in those with and without autistic traits reinforces the importance of trans young people with and without autistic traits being availed the same opportunities to access gender-affirming care. Subtle differences identified between the groups in other areas of gender diversity suggest trans young people with autistic traits may have distinct needs and that gender-affirming care may need to be tailored accordingly. Funding: The Royal Children's Hospital Foundation, Hugh D.T. Williamson Foundation; Australian National Health and Medical Research Council—Clinical Trials and Cohort Studies scheme (GNT 2006529).

Newly qualified teachers (NQTs) not in all cases use the available technology in most constructive and effective ways to achieve better learning outcomes. This study explores how and why NQTs integrate technology during curriculum delivery. A qualitative method was used within an interpretive paradigm: six NQTs were observed and interviewed. The TPACK model formed the framework and data were deductively analyzed. Findings revealed that NQTs embraced technology and used it in varying ways and frequencies. The majority used videos to capture learners' interest during lessons and teach difficult concepts, to use PowerPoint to consolidate lesson, to use technology to facilitate collaborative learning; and to boost learners' self-esteem. Some of the NQTs in schools that lacked resources did not teach constructively with technology, they did not blend technology, pedagogy and content knowledge as required for effective teaching with technology. It is recommended that Western Cape Department of Education (WCED) and Departments of Education in other countries bridge the digital gap by prioritizing, in their planning schedules, the need to have one furnished computer laboratory capable of accommodating an entire class with the necessary technological resources in schools that lack resources.

DBSCAN (Density-Based Spatial Clustering of Applications with Noise) is an unsupervised clustering algorithm designed to identify clusters of various shapes and sizes in noisy datasets by pinpointing core points. The primary challenges associated with the DBSCAN algorithm involve the recognition of meaningful clusters within varying densities datasets and its sensitivity to parameter values of Epsilon distance and minimum number of neighbor points. These two issues may result in merging small clusters into larger clusters or splitting valid clusters into smaller clusters. A new Semi-Supervised DBSCAN (SS-DBSCAN) algorithm is introduced to improve the recognition of meaningful clusters. DBSCAN requires core points to be within, at most, Epsilon distance from their minimum neighboring points. The SS-DBSCAN algorithm, a modified version of the original DBSCAN, adds a pre-specified condition or constraint to identify core points further. This extra constraint is related to the clustering objective of a given dataset. To evaluate the effectiveness of SS-DBSCAN, we utilize three datasets: letter recognition, wireless localization, and Modern Standard Arabic (MSA) combined with Iraqi words language modeling. V-measure is used to evaluate the clustering efficiency for the letters recognition and wireless localization datasets. The perplexity (pp) of the class-based language model, built on the produced clusters, is the metric used for the Iraqi-MSA dataset clustering effectiveness. Experimental results showed the significant effectiveness of SS-DBSCAN. It outperforms DBSCAN when applied to letters and Iraqi-MSA datasets with improvements of 65% and 14.5%, respectively. A comparable performance was achieved when clustering the wireless localization dataset. Additionally, to assess the effectiveness of SS-DBSCAN, its performance has been compared to various modified versions of DBSCAN using four metrics: V-measure, PP, Adjusted Rand Index (ARI), and the Silhouette score. Based on these metrics, the results showed that SS-DBSCAN outperformed most DBSCAN versions in three case studies. Consequently, the proposed SS-DBSCAN algorithm is particularly suitable for high-density datasets. The SS-DBSCAN python code is available at https://github.com/TibaZaki/SS_DBSCAN.