97 research outputs found
Parody in the Tradition of Farzand-Nameh-Newisi with Emphasis on Sheikh Al-Maqamerin’s Nasihat-Nameh
No full textFarzand-nameh is one of the most important and ancient genres of didactic literature that parents have written with the aim of teaching science and religious and moral education to their children. Advice is the most important part of this Literary genre. Because the audience of this literary genre is mostly young people - and young nature tends to be rebellious and disobedient- they may not like it. Hence, there are always Rhetorical restrictions in front of them. Hence, authors and composers of these works are looking for rhetorical tools to solve these problems. Parody can be a rhetorical tool that has a deep effect on the audience by breaking the norms of the traditions of Farzand-nameh. In this paper, the contradictory functions of this literary genre are examined by studying the case of the manuscript of the Sheikh al-Maqamerin's advice book. This manuscript is a parody of Qaboos Nameh written by Ibrahim Khorasani for his son. Sheikh al-Maqamerin criticizes the two age-old traditions in Farzand-nameh: Pay attention to the personal benefit and people's judgment. In addition, the author has used parody to describe the turmoil and corruption of his time with his son in order to turn him away from moral vices by turning him upside down
The Animal as Bakhtinian ‘Other’ in Chubak’s Short Stories
No full textThe purpose of this essay is to explain and analyze the function of Bakhtin’s concept of the animal as “the Other” in Sadegh Chubak’s fiction. By proposing the theory of polyphony and advocating for marginalized voices, Mikhail Bakhtin aimed to bring the weak and silenced “Other” to the center, thereby decentralizing power and challenging self-centered authoritarian discourses. Like Bakhtin, Chubak opposed the single-voiced and egocentric discourse of his time by promoting dialogue and recognizing the voice and thought of the Other. A defining feature of Chubak’s work is his literary naturalism, which led him to use animal characters in his narratives as thinking beings representing the Other. Using Bakhtin’s perspective, this article analyzes the role of animals in Chubak’s short stories, focusing on their manifestation as the Other in a descriptive-analytical manner. The study shows that by choosing animals as characters and granting them narrative space, Chubak reminds readers of forgotten virtues and takes a step toward freeing them from self-centered authoritarian discourses. In Chubak’s stories, animals attain a status equal to humans, thereby portraying the paternalistic complex of 20th-century man, overwhelmed by industry and technology.IntroductionBy choosing animals as the protagonists of his stories, Chubak marginalized the power of the center and challenged the monotone, single-minded discourse of his time, much like Bakhtin sought to amplify the voices silenced by such uniformity. Moreover, Chubak uses the oppression of animals as a means to critique 20th-century human self-centeredness, portraying humans as beings equal to others rather than superior.Literature ReviewGiven Sadegh Chubak’s prominent position in modern Iranian fiction, numerous studies have examined his short stories. Among the most relevant to this study are Asghar Babasalar (2006), who analyzed the strengths and weaknesses of Chubak’s works; Abdullah Hassanzadeh Mirali and Maesoumeh Jomea (2013), who explored naturalism and fable in Chubak’s stories, concluding that animals, like humans, are subject to fate; Zeinab Nurouzi and Tahereh Gholami (2019), who studied polyphony in Chubak’s novel Sang Sabur as a dialogic work; Mohammad Reza Rahbari Ahmadian and Yahya Kardgar (2017), who examined ethical attitudes toward animals in the works of Chubak and Sadegh Hedayat; Zahra Parsapour (2016), who considered environmental ethics in the stories of both authors; and Mohammad Reza Rahbarian (2017), who focused on Chubak’s portrayal of animal love in On the Ashes of the Phoenix. However, none of these studies address the role of animals in Chubak’s stories as “the Other” aiming to decentralize human-centered power, challenge human exceptionalism, and promote an ethical view of the ecosystem. The present study seeks to analyze and explore this dimension of animal subjectivity in Chubak’s work.MethodologyIn the upcoming research, we will use a descriptive-analytical method to first examine the position of animals in Chubak’s short stories, and then portray them as “the Other” capable of challenging and moderating power. To achieve this, Bakhtin’s concept of “the Other” and its role in decentralizing power will be explored, demonstrating that Chubak, like Bakhtin, seeks to achieve freedom through animal subjectivity in his stories.DiscussionSince ancient times, poets and writers have often chosen animals as the protagonists of their stories to express their ideas indirectly. Among them, mystics and Sufis have been especially attentive to the voices of animals and nature, feeling deeply moved by the whispers of the natural world. In their worldview, nature possesses intelligence and awareness, which fosters a continuous spiritual connection between the mystic and the natural elements. Mystics and Sufis regard nature as a teacher that imparts lessons in humanity and morality, thereby valuing the voice of the “Other.” However, in the modern era, the expansion of industry and the rise of humanism led to a narrow focus on human superiority, overshadowing other dimensions of life. Bakhtin argues that the dominance of monotony in recent centuries stems from humanism, Christianity, and formal logic (Namvarmotlaq, 2015:82). As human-centered views gained prominence, competition and rivalry intensified, sometimes erupting into hostile conflicts and the suppression of opposing voices. This led to attempts by dominant groups to silence and eliminate the “Other.” Mikhaeil Bakhtin was among the first to resist this elimination by amplifying marginalized voices. Similarly, Iran was not immune to this ideology of a single dominant voice, and with modernization, opposing voices were often suppressed. Sadegh Chubak, unlike many of his contemporaries, did not confront the dominant discourse head-on; instead, he used animals as intermediaries to express his dissent against the authoritative center. As Makaryk (2006:112) notes, “The self/other opposition is based on the assumption that at the heart of personal experience there is a subjective self that alienates everything as other from itself,” often expressed as center/margin or dominant/repressed. This article therefore asks: What is the purpose and motivation behind Chubak’s use of animal subjectivity?ConclusionSadegh Chubak lived and wrote during the reigns of Reza Khan and Mohammad Reza Pahlavi, much like Bakhtin did during the Stalin era. By choosing animals as the “Other,” Chubak challenged the authoritarian and monotonous discourse of his time, making animals the protagonists of his short stories to resist all forms of egocentrism. He portrays animals as living, sentient beings rather than neutral or passive figures. Through depicting their pure and innocent behaviors, Chubak seeks to remind humans of noble qualities. Although some animals in his stories are traditionally seen as symbols of ignorance and foolishness in Eastern culture, Chubak uses their apparent simplicity to convey lessons of non-violence, honesty, truth, and freedom. Moreover, the focus on oppressed animals reflects Chubak’s free-thinking spirit and his opposition to the single, dominating voice that attempts to silence marginalized perspectives. By incorporating carnival concepts into his stories, Chubak also confronts the fear that prevailed in his era, mocking the class system and social hierarchies
A hybrid of clustering and meta-heuristic algorithms to solve a p-mobile hub location–allocation problem with the depreciation cost of hub facilities
No full textHubs act as intermediate points for the transfer of materials in the transportation system. In this study, a novel p-mobile hub location–allocation problem is developed. Hub facilities can be transferred to other hubs for the next period. Implementation of mobile hubs can reduce the costs of opening and closing the hubs, particularly in an environment with rapidly changing demands. On the other hand, the movement of facilities reduces lifespan and adds relevant costs. The depreciation cost and lifespan of hub facilities must be considered and the number of movements of the hub's facilities must be assumed to be limited. Three objective functions are considered to minimize costs, noise pollutions, and the harassment caused by the establishment of a hub for people, a new objective that locates hubs in less populated areas. A multi-objective mixed-integer non-linear programming (MINLP) model is developed. To solve the proposed model, four meta-heuristic algorithms, namely multi-objective particle swarm optimization (MOPSO), a non-dominated sorting genetic algorithm (NSGA-II), a hybrid of k-medoids as a famous clustering algorithm and NSGA-II (KNSGA-II), and a hybrid of K-medoids and MOPSO (KMOPSO) are implemented. The results indicate that KNSGA-II is superior to other algorithms. Also, a case study in Iran is implemented and the related results are analyzed. © 2020 The Author
Efficacy of Cognitive Empowerment Program: Embodiment Approach for Enhancing Pre-Mathematical Skills and Visual-Spatial Working Memory in Preschool Children
No full textThe primary objective of this study was to devise and validate a cognitive empowerment program grounded in the Embodiment approach and to investigate its effectiveness in enhancing pre-mathematical skills and visual-spatial working memory in preschool children. The chosen research methodology was a semiexperimental design consisting of a pre-test/post-test comparison with a control group. The purpose of the research was to address practical concerns, and the data collection method employed a mixed (qualitative-quantitative) approach. The target population consisted of 5 to 7-year-old preschool children residing in Tehran, and a total of 30 participants (15 experimental and 15 control groups) were selected through a multi-stage cluster sampling technique and randomly assigned to either the experimental or control groups. In the subsequent phase of the study, two assessments were administered as a pre-test to the participants: the Basic Mathematics Skills test developed by Kohan Sedgh (1997) and the Visual-Spatial Working Memory tasks, specifically the mazes memory and block recall components, from the Working Memory Test Battery for Children (WMTB-C) by Pickering & Gathercole (2001). To evaluate the proposed hypotheses, the MANCOVA (Multivariate Analysis of Covariance) and ANCOVA (Analysis of Covariance) statistical analyses were implemented using the SPSS 25 software. The findings of the study revealed a significant impact of the cognitive empowerment program with the embodied approach on enhancing pre-mathematical skills in several domains, namely numbers and operations, measurement, basic calculations, and geometry. Additionally, the program was found to have a positive effect on the visual-spatial working memory subtest. Based on these results, it can be surmised that the cognitive empowerment program, grounded in the Embodied Approach, engages multiple systems – including the nervous, sensory, motor, and cognitive systems – simultaneously through direct involvement in physical and movement experiences.Keywords: Cognitive Empowerment Program; Embodiment; Pre-Math Skills; Visual-Spatial Working Memory; Preschool Children. Extended AbstractIntroductionNumerous studies within the realm of preschool education have highlighted that children who receive ample learning experiences during this developmental stage exhibit improved academic performance in elementary school. Therefore, it is imperative to prioritize both the quality of education and the extent of children's access to education during this formative period. Preschool mathematics is particularly recognized for its significant role in fostering cognitive development among young children, with its efficacy proven by various research findings, as pointed out by Linder and Simpson (2017).The Basic Math Skills Training Program is regarded as an effective intervention method for mitigating math difficulties and promoting the mathematical progression of children with disabilities (Ahmadi et al., 2016). For instance, early counting proficiency has been identified as the strongest predictor of future advancements in mathematics (Nguyen et al., 2016). Furthermore, both counting skills and the ability to operate on numbers have been validated as key indicators of mathematical competence in the early years of elementary school (Raudenbush et al., 2017).Additionally, research findings highlight that one of the primary indicators of preschool children's proficiency in mathematics, particularly non-verbal mathematical reasoning, is visual-spatial working memory (Wiest et al., 2020). There exists a significant association between visual-spatial working memory and essential mathematical skills, such as counting and mathematical reasoning (Bull et al., 2008). Studies have also examined the impact of embodied cognition, indicating that connecting embodied movements to cognitive tasks can result in improved working memory and visual-spatial working memory functioning (Schafer, 2019; Van der Stigchel, 2020Embodied cognition is an emerging epistemological paradigm that has sparked creative educational research approaches in the design and analysis of education and learning through Science, Technology, Engineering, and Mathematics (STEM) frameworks. According to the principles of embodied cognition, conceptual learning can emerge from motor experiences, even before explicit representations of targeted concepts are achieved through movement (Abrahamson et al., 2020). A significant discovery of cognitive science is that concepts are formed indirectly through bodily experiences, rather than being abstract ideas conveyed through spoken language alone (Mirzabeygi, 2016). The Cognitive Science of Mathematics delves into how cognitive mechanisms utilized in everyday non-mathematical thinking can foster mathematical comprehension and structure mathematical concepts and ideas.The research findings highlight that mathematics challenges can be anticipated in children even before they receive formal instruction (Seo and Bryant, 2012). Children at the preschool age are highly reliant on sensory-motor experiences, suggesting that education based on embodied experiences would be more impactful during this developmental stage. In light of these considerations, the purpose of this research is to investigate the effectiveness of the Cognitive Empowerment Program, employing an Embodied Approach, in enhancing pre-mathematical skills and visual-spatial active memory among preschool children.Literature ReviewCognitive empowerment pertains to educational instructional methods aimed at enhancing cognitive functions, encompassing skills such as learning, attention, visual-spatial perception, listening comprehension, memory, and executive functions (Robertson, 1999). The concept of embodiment, proposed by phenomenologists, seeks to reject the dualism between body and mind, emphasizing that most cognitive characteristics are shaped by existing physical dimensions and developed through interactions with the environment via the movement system and physical interactions. Overall, the body and environmental stimuli play a pivotal role in cognition (Shapiro and Spalding, 2019).Pre-mathematical skills encompass foundational concepts that serve as the groundwork for grasping more advanced mathematical concepts, involving processes such as sorting, ordering, maintaining numbers mentally, sustaining quantities mentally, geometric understanding, and recognizing similarities and differences (Kohan Sedgh, 1997). Visual-spatial working memory plays a crucial role in the temporary storage of visual and spatial information, such as remembering objects and locations. It encompasses two components: the visual component is responsible for storing visual information, including details about shapes and colors, while the spatial component is accountable for remembering spatial information, like directional information, etc. (Baddeley, 2006).MethodologyThe research design for this study employed a semi-experimental approach, with a pre-test/post-test design accompanied by a control group. This research pursued practical goals, and the data collection method incorporated a mixed approach of qualitative and quantitative research methodologies. The statistical population of the study consisted of all 5-to-7-year-old preschool children in Tehran. A multi-stage cluster sampling technique was employed to randomly select 30 participants, evenly distributed into 15 experimental and 15 control groups. During the ensuing phase of the investigation, two assessments were administered as a pre-test to the participants. Specifically, Basic Mathematical Skill Test by Kohan Sedgh (1997) and Visual-Spatial Working Memory Components of the Working Memory Test Battery for Children (WMTB-C) (Pickering & Gathercole, 2001) were utilized. The Mancova and Ancova statistical analysis methods were deployed to test the hypotheses.A multi-stage selection process was applied, with random assignment of participants. The research included children from four preschools within the 5th educational district of Tehran. This approach was taken to prioritize the selection of children aged 5 to 7 years who appeared lower in learning abilities, based on the teacher's evaluation of their performance relative to the class average.In the subsequent stage of the study, the Basic Math Skills Test by Kohan-Sedgh (1997) was administered to identify children at risk of math problems. This testing led to the selection of participants scoring 40 or below. Additional criteria for inclusion in the study were the absence of physical, visual, and hearing disabilities, as well as an intelligence score higher than 85, as determined using the Brief IQ Scores for the 5th Edition of the Stanford-Binet Intelligence Scales. The participants were excluded from the study if they met any of the following criteria: absence of three or more educational sessions, failure to respond to questions in the pre-test or post-test assessments, unwillingness to participate in the research, or illness that prevented attendance at sessions. These exclusion criteria aimed to maintain the integrity of the findings by ensuring complete participation and adequate data collection.The procedure for implementing the program involved four primary areas and 26 distinct skills, complemented by 32 educational games. Initially, the new students underwent initial screening based on teacher referral, followed by the administration of a short set of the Stanford-Binet Intelligence Scale to evaluate participants. Once the students were identified, they were randomly assigned to either the experimental or control groups, and subsequently tested on their pre-mathematical abilities. In the continuation of the study, the participants underwent assessments for basic mathematical skills (Kohan Sedgh, 1997) and visual-spatial working memory subtests (Mazemen and Recall Block) from the Working Memory Test Battery for Children as part of a 90-minute pre-test session. Subsequently, the children within the experimental group received the cognitive rehabilitation program based on Embodied Approach in groups of five over the span of 15 sessions. Each session lasted 60 minutes and was conducted three times a week.ResultsThe results of univariate covariance analysis indicated that the mean post-test scores of the experimental group in the classification variable was significantly higher than the control group: {F (1,22) = 24/52, P0/03, ŋ2= 0/17}.The mean post-test scores of the experimental group in the variable of mental retention of numbers was significantly higher than the control group: {F (1,22) = 10/70, P<0/003, ŋ2= 0/29}.The mean post-test scores of the experimental group in the geometry variable was significantly higher than the control group: {F (1,22) = 11/58, P<0/002, ŋ2= 0/33}.The average post-test scores of the experimental group in the variable of recognizing differences and similarities was significantly higher than the control group: {F (1,22) = 17/44, P<0/001, ŋ2= 0/39}.The mean post-test scores of the experimental group in visual-spatial active memory variable was significantly higher than the control group: {F (1,22) = 21/33, P<0/001, ŋ2= 0/51}.Based on these findings, it can be concluded that the cognitive empowerment program, based on the embodiment approach, had the most significant impact on visual-spatial working memory, distinguishing between differences and similarities, geometry, and mentally retaining numbers, respectively.DiscussionThe research outcomes consistently indicate that the cognitive empowerment program integrated with the embodiment approach has a significant impact on pre-mathematical skills and visual-spatial working memory among preschool children. This finding aligns with the findings of research conducted by Schaefer (2019), which demonstrated that visual-spatial working memory can be improved by performing embodiment tasks. Moreover, this study further highlights the importance of the body as a powerful learning tool for understanding and absorbing educational subjects through embodied activities. Kruger and Ebersbach (2018), in their research titled “Mental Rotation and the Body," concluded that mental rotation functions better in stimuli that are more anatomically compatible with the human body's anatomy. This is because imagery is primarily predicated on the process of primary sensory-motor, originating from the body's physical structures. This implies that the embodiment approach, which emphasizes the integration of body movement and cognitive processes, might be particularly effective in enhancing mental rotation abilities. Ahmadi et al. (2015) conducted research to explore the impact of executive function and pre-mathematical skills training programs on the cognitive and academic abilities of math students considered at risk. The findings indicated an enhancement in math skills and working memory components, along with an observable improvement in cognitive flexibility. This suggests that focused training in executive function and pre-mathematical skills can have positive effects on the overall cognitive development and academic performance of children.The findings of the present research are compatible with the conclusions drawn by Alexander and Rey (2018) regarding the influence of embodied activities on cognitive processes such as learning, memory, and recall. Embodied approach, by involving more senses and direct interaction with the surrounding environment, increases the clarity and vividness of mental representations of objects and concepts and improves encoding and processing of environmental information. This, in turn, facilitates the learning and recall process. Furthermore, movement, as a cornerstone of embodied approach, can lessen the cognitive burden on the brain, allowing more resources to be allocated to other tasks or cognitive processes. As a consequence, this can lead to an enhancement in overall cognitive performance, particularly within the domain of mathematics. Additionally, in the embodiment approach, visual-spatial working memory gains access to a larger pool of information and data for manipulation and analysis, ultimately leading to an improvement in both visual-spatial working memory functions and other cognitive processes.ConclusionThis study aimed to investigate the efficacy of the Cognitive Empowerment Program, grounded in the Embodied Approach, on the advancement of pre-mathematical skills and visual-spatial working memory among preschool children. The findings indicated that the program indeed contributes to the improvement of pre-mathematical abilities and visual-spatial working memory in preschool-age children. Engaging in physical and movement-based activities, which possess a playful and entertaining nature, can foster greater motivation among children for cooperation and involvement. This increased engagement leads to heightened attention being directed towards information and ideas, ultimately resulting in enhanced learning opportunities. This, in turn, can facilitate the development of fundamental math skills and significantly improve the performance of visual-spatial working memory. The embodiment approach, by involving the integration of body, senses, and cognitive processes in a multi-faceted manner, influences the manner in which information is encoded, stored, and recalled. Our embodiment, through the physical body, plays a crucial role in influencing our experiences, perceptions, and interactions with the world surrounding us. Moreover, the visualization of data and the utilization of visual information and tools lead to increased engagement of the visual-spatial working memory, subsequently strengthening its functioning. It is important to acknowledge that a notable limitation of this research was the implementation on a study sample composed solely of female participants. This could potentially compromise the generalizability of the findings. As such, it is recommended that future studies be conducted on samples comprising male students to enhance the generalizability of the research outcomes. Additionally, the absence of a follow-up group poses a limitation in this research and warrants future exploration with the inclusion of such groups for enhanced reliability and validity. The intensity of the training schedule, spanning 15 sessions of 60 minutes each (with a frequency of three sessions per week for approximately two months), might restrict the findings to this particular timeframe, thereby suggesting further investigations using different program durations.AcknowledgmentsThe author expresses sincere gratitude to all those who supported the conduct of this research, extending heartfelt appreciation to the parents of preschool children and the teaching staff of the schools involved. Their collaboration and support were invaluable and instrumental in the successful completion of the study
Criteria and models for the distribution of casualties in trauma-related mass casualty incidents: a systematic literature review protocol
No full textAbstract Background One of the most critical practices in mass casualty incident management is vacating the victims from scene of the incident and transporting them to proper healthcare facilities. Decision on distribution of casualties needs to be taken on pre-developed policies and structured decision support mechanisms. While many studies tried to present models for the distribution of casualties, no systematic review has yet been conducted to evaluate the existing models on casualty distribution following mass casualty incidents. A systematic review is therefore needed to examine the existing models of patient distribution and to provide a summary of the models. This systematic review protocol is aimed to examine the existing models and extracting rules and principles of mass casualty distribution. Methods This study will comprehensively investigate existing papers with search phrases and terms including “mass casualty incident”, distribution, evacuation, and Mesh terms directly corresponding to search phrases. No limitations on the type of studies, date of publication, or language of the relevant documents will be imposed. PubMed, Web of Science, Scopus, and Google Scholar will be searched to access the relevant documents. Included papers will be critically appraised by two independent reviewers. The data including incidents type, scene characteristics, patient features, pre-hospital resources, and hospital resources will be categorized. Subgroup analysis will be conducted when possible. Discussion To the best of our knowledge, no study has yet addressed the effects and interaction of contributing factors on the decision-making processes for casualty’s distribution. This is the first study that comprehensively assesses and critically appraises the current models of casualty distribution. This study will provide evidences about models and criteria for casualty distribution following mass casualty incidents. Systematic review registration PROSPERO Registration Number: CRD4201604911
Criteria and models for the distribution of casualties in trauma-related mass casualty incidents: a systematic literature review protocol
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Application of Machine Learning and Remote Sensing for Gap-filling Daily Precipitation Data of a Sparsely Gauged Basin in East Africa
No full textAccess to spatiotemporal distribution of precipitation is needed in many hydrological applications. However, gauges often have spatiotemporal gaps. To mitigate this, we considered three main approaches: (i) using remotely sensing and reanalysis precipitation products; (ii) machine learning-based approaches; and (iii) a gap-filling software explicitly developed for filling the gaps of daily precipitation records. This study evaluated all approaches over a sparsely gauged basin in East Africa. Among the examined precipitation products, PERSIANN-CDR outperformed other satellite products in terms of root mean squared error (7.3 mm), and correlation coefficient (0.46) while having a large bias (50%) compared to the available in situ precipitation records. PERSIANN-CDR also demonstrates the highest skill in distinguishing rainy and non-rainy days. On the other hand, Random Forest outperformed all other approaches (including PERSIANN-CDR) with the least relative bias (-2%), root mean squared error (6.9 mm), and highest correlation coefficient (0.53). © 2023, The Author(s).Open access articleThis item from the UA Faculty Publications collection is made available by the University of Arizona with support from the University of Arizona Libraries. If you have questions, please contact us at [email protected]
Characterising acute and chronic care needs: insights from the Global Burden of Disease Study 2019
No full textChronic care manages long-term, progressive conditions, while acute care addresses short-term conditions. Chronic conditions increasingly strain health systems, which are often unprepared for these demands. This study examines the burden of conditions requiring acute versus chronic care, including sequelae. Conditions and sequelae from the Global Burden of Diseases Study 2019 were classified into acute or chronic care categories. Data were analysed by age, sex, and socio-demographic index, presenting total numbers and contributions to burden metrics such as Disability-Adjusted Life Years (DALYs), Years Lived with Disability (YLD), and Years of Life Lost (YLL). Approximately 68% of DALYs were attributed to chronic care, while 27% were due to acute care. Chronic care needs increased with age, representing 86% of YLDs and 71% of YLLs, and accounting for 93% of YLDs from sequelae. These findings highlight that chronic care needs far exceed acute care needs globally, necessitating health systems to adapt accordingly.
© 2025. The Author(s)
Green synthesis of zinc oxide nanoparticles from sida acuta leaf extract for antibacterial and antioxidant applications, and catalytic degradation of dye through the use of convolutional neural network
No full textThis study synthesized zinc oxide nanoparticles (ZnO NPs) using a novel green approach, with Sida acuta leaf extract as a capping and reducing agent to initiate nucleation and structure formation. The innovation of this study lies in demonstrating the originality of utilizing zinc oxide nanoparticles for antibacterial action, antioxidant potential, and catalytic degradation of Congo red dye. This unique approach harnesses eco-friendly methods to initiate nucleation and structure formation. The synthesized nanoparticles' structure and conformation were characterized using UV–vis (λmax = 280 nm), X-ray, atomic force microscopy, SEM, HR-TEM and FTIR. The antibacterial activity of the Nps was tested against Pseudomonas sp, Klebsiella sp, Staphylococcus aureus, and E. coli, demonstrating efficacy. The nanoparticles exhibited unique properties, with a crystallite size of 20 nm (XRD), a surface roughness of 2.5 nm (AFM), and a specific surface area of 60 m2/g (SEM). A Convolutional Neural Network (CNN) was effectively employed to accurately classify and analyze microscopic images of green-synthesized zinc oxide nanoparticles. This research revealed their exceptional antioxidant potential, with an average DPPH scavenging rate of 80% at a concentration of 0.05 mg/mL. Additionally, zeta potential measurements indicated a stable net negative surface charge of approximately −12.2 mV. These quantitative findings highlight the promising applications of green-synthesized ZnO NPs in healthcare, materials science, and environmental remediation. The ZnO nanoparticles exhibited catalytic capabilities for dye degradation, and the degradation rate was determined using UV spectroscopy. Key findings of the study encompass the green synthesis of versatile zinc oxide nanoparticles, demonstrating potent antibacterial action, antioxidant capabilities, and catalytic dye degradation potential. These nanoparticles offer multifaceted solutions with minimal environmental impact, addressing challenges in various fields, from healthcare to environmental remediation
Mapping disparities in education across low- and middle-income countries
No full textEducational attainment is an important social determinant of maternal, newborn, and child health1–3. As a tool for promoting gender equity, it has gained increasing traction in popular media, international aid strategies, and global agenda-setting4–6. The global health agenda is increasingly focused on evidence of precision public health, which illustrates the subnational distribution of disease and illness7,8; however, an agenda focused on future equity must integrate comparable evidence on the distribution of social determinants of health9–11. Here we expand on the available precision SDG evidence by estimating the subnational distribution of educational attainment, including the proportions of individuals who have completed key levels of schooling, across all low- and middle-income countries from 2000 to 2017. Previous analyses have focused on geographical disparities in average attainment across Africa or for specific countries, but—to our knowledge—no analysis has examined the subnational proportions of individuals who completed specific levels of education across all low- and middle-income countries12–14. By geolocating subnational data for more than 184 million person-years across 528 data sources, we precisely identify inequalities across geography as well as within populations. © 2019, The Author(s)
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