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Neurological Mechanisms of Long COVID
Get PDFLong COVID, also known as post-acute sequelae of SARS-CoV-2 infection, refers to a condition where individuals continue to experience a range of symptoms weeks to months after the acute phase of COVID-19 has resolved. While respiratory symptoms are commonly associated with COVID-19, emerging evidence suggests that neurological manifestations play a significant role in the long-term effects of the disease. This article explores the neurological basis of long COVID, delving into the various symptoms, pathophysiological mechanisms, impact on cognitive function, neuroimaging findings, current treatment approaches, long-term prognosis, and future research directions in understanding and managing the neurological sequelae of long COVID
E-Cigarettes in Children and Adolescents: The Snake in the Grass
Get PDFE-cigarettes, once touted as a safer alternative to traditional cigarettes for adult smokers, have rapidly gained popularity among a younger demographic - children and adolescents. The allure of sleek designs, enticing flavors, and perceived social acceptance has made these electronic devices like a snake in the grass, silently creeping into the hands of youth across the globe. However, this burgeoning trend comes with a host of concerning implications, from the potential health risks associated with vaping at a young age to the insidious marketing tactics employed to target this vulnerable population
The Effect of Artificial Intelligence-Assisted Personalized Learning on Student Learning Outcomes: A Meta-Analysis Based on 31 Empirical Research Papers
Get PDFThe application of artificial intelligence in education has garnered more attention in academia, and its role in promoting student personalized learning has sparked a lot of discussion. Many researchers have emphasized the positive effect of intelligent technology in supporting student personalized learning; however, there is a lack of systematic data evidence in this regard. This article seeks to evaluate the effects of artificial intelligence-assisted personalized learning on student learning outcomes based on a meta-analysis of 36 experimental and quasi-experimental studies from 31 published papers. The analysis results show that artificial intelligence-assisted personalized learning has moderately positive effects on student learning outcomes in terms of knowledge, competence, and emotional development. Variables such as the type of Edutech applications, learning scenario, and duration of application can moderate the relationship between artificial intelligence-assisted personalized learning and student learning outcomes, whereas the education phase and disciplinary domain do not exhibit significant moderating effects on this relationship. The purpose of this study is to provide implications and references for further research and practical explorations of artificial intelligence application in education
Problem-Based Learning: An Effective Teaching Method for Science Competence Development
Get PDFModern society places exceptionally high premiums on science education. To make science classes more productive, researchers and educators have experimented with a plurality of non-traditional instructional approaches that are expected to be effective in fueling students’ interest in science subjects and fostering their scientific reasoning ability and creativity. Among them, problem-based learning has been well received by teachers. Its adoption in science classrooms was first recommended by certain researchers in the 20th century (Gallagher et al., 1995). Problem-based learning enables the student to develop knowledge through analyzing and solving problems, rather than through memorizing a wealth of existing information and theories. It can help the student transition from a passive receptacle of knowledge to an active learner and a problem solver (Akınoğlu & Tandoğan, 2007). Despite there being no conclusive definition of this teaching method, the three features summarized by Akcay (2009) are deemed basic elements of problem-based learning: (i) engaging students as stakeholders in a problem situation; (ii) organizing the curriculum around this holistic problem, enabling student learning in relevant and connected ways; (iii) creating a learning environment in which teachers coach student thinking and guide student inquiry, facilitating deeper levels of understanding
Does Enhanced Immersion Improve Learning Outcomes: The Impact of Immersive Experience on Learning Outcomes and Its Mechanism
Get PDFImmersive experience can affect the learner’s sense of presence, cognitive load, and emotions, which may facilitate or impede learning. Based on the existing literature on the application of immersive technology, this study conducted experimental research on the impact of immersion levels (immersive virtual reality or desk-top VR video) in fire safety education on learning outcomes, cognitive load, emotion valence and arousal, user presence, and learning motivation among college students. These variables were measured by relevant knowledge tests and scales
Education for a Sustainable Future: Transition from Environmental Education to Sustainability Education
Get PDFThe mid-20th century witnessed an accelerated economic development in industrialized countries as a product of the scientific and technological advances. In the meantime, environmental deterioration intensified in the process of development. The ongoing emergence of environmental issues and public hazards awakened people to the fact that the improper exploitation of the environment and ecology is threatening human existence and development. The increased needs to protect and ameliorate the environment have instigated a plurality of environmental education programs
The Opinions of Prospective Teachers about Biology and Nature-Related Activities for Mentally Disabled Students
Get PDFThe aim of this study is to examine the opinions of prospective teachers about biology and nature-related activities for mentally disabled students. The survey method was used in this quantitative study. Attitude scale towards biology and nature-related activities for mentally disabled students was used as a data collection tool. The scale was applied to a total of 258 (183 females, 75 males) prospective teachers studying at the education faculty of a state university and taking special education courses. According to the findings, prospective teachers expressed their positive opinions about all the activities specified in the scale. However, a few prospective teachers stated that some of the activities, especially interaction with animals, were not applicable for their mentally disabled students. However, when the findings are evaluated in general, it is concluded that biology and nature-related activities are very valuable for mentally disabled students
Left-behind Children in Chinese Urban Areas
Get PDF“Left-behind children” are a pronounced social issue in China. Colossal attention has been paid to left-behind children in Chinese rural areas. However, as its economy advanced, the issue also surfaced in urban areas. Compared with their rural counterparts, urban left-behind children face more complicated psychological challenges and social pressures, which have the potential to negatively affect their physical and mental growth as well as their future social integration. This article focuses on delineating the special characteristics of urban left-behind children and looking into the issues confronting them and the factors contributing to their predicament
Re-Framing Long COVID as Central Nervous System Dysfunction
Get PDFFour years after the emergence of long COVID, science is little closer to understanding its cause, pathogenesis, prevention or treatment than it was at its outset. This is due in part to the lack of an explanatory hypothesis that fits the scattergram of data emerging from basic, clinical and epidemiological research. We propose a unifying hypothesis that connects a triggering viral infection to the pathogenesis and the plethora of 200 symptoms: that long COVID is a central nervous system disorder of biologic origin, provisionally named “Post-COVID CNS dysfunction (PCCD)”. As neuroscience develops, it has become increasingly evident that much of mental illness and cognitive impairment has its basis in brain structure, chemistry and function. Applying this to long COVID, we propose that its symptoms are mediated through virus-induced biological mechanisms acting on or within the CNS. Both past and future research should be combined to test the PCCD hypothesis. This can open the pathway to significant progress in prevention, care and therapeutics. A multi-sector collaborative platform—with the leadership of the federal government’s Office of Long COVID Research and Practice—could, for example, assist in testing, improving, and implementing this hypothesis
Is It Possible to Precisely Monitor Thyroid Function as It Transitions from Hashimoto’s to Grave’s Diseases?
Get PDFThyroid function needs to be carefully assessed during the shift from Hashimoto’s to Graves’ disease, using important markers such as thyroid stimulating hormone (TSH) levels, thyroid antibodies, and ultrasound imaging. TSH levels play a crucial role in the diagnosis and treatment of thyroid disorders, since increased levels indicate an underactive thyroid (Hashimoto’s) and decreased levels indicate an overactive thyroid (Graves’). Furthermore, the identification of certain antibodies such as anti-thyroglobulin and anti-thyroperoxidase can aid in distinguishing between the two autoimmune disorders. Ultrasound imaging provides further information by visually representing the dimensions and composition of the thyroid gland, aiding in the early identification of nodules or enlargement linked to both pathological conditions. Consistent surveillance and cooperation among healthcare practitioners are essential for efficiently handling the shift from Hashimoto’s to Graves’ disease, guaranteeing the best possible results for patients