4 research outputs found
Neuroscience & counselling (excerpt from Choices: Interviewing and Counselling Skills for Canadians)
No full textBob Shebib, Faculty Emeritus at Douglas College, New Westminster, British Columbia, Canada, is an educator and counsellor with broad experience in child welfare, corrections, mental health, and addictions.Final article publishe
Choices: Interviewing and counselling skills for Canadians
No full text"Choices: Interview and Counselling Skills for Canadians (7th Canadian edition)" is a practical guide that helps Canadian professionals develop the knowledge, abilities, and attitudes required for effective interviewing and counselling. It strives to help students gain a wide range of skills based on supported theory and evidence-based best practices. Readable, student-friendly, and jargon-free, "Choices" is appropriate for students from numerous disciplines including social work, youth justice, child and youth care counselling, addictions, psychology, teaching, general nursing, and psychiatric nursing. --From publisher description
The Integration of AI and ICT in the Learning Environment: Education Leaders’ Perception
No full textThis research paper investigates the perspectives of education leaders regarding the introduction and integration of technology in the learning environment. The COVID-19 pandemic’s ramifications to the traditional, in-person learning environment was considered as key impetus for the study. The research used an exploratory approach to survey education leaders (n = 70) in Dubai drawn from 8 private schools from secondary down to elementary school. The total student population of these schools was approximately 29,000. Through an author-designed self-administered 61-item, 5-point Likert scale survey instrument, the research collected primary evidence of the perspectives of education leaders regarding the impact of introduction and integration of AI and ICT in the learning environment. The research found that, integration of AI and ICT in the learning environment had a positive impact on learning and teaching. The availability of AI and ICT capabilities played a significant role in transforming the learning paradigm from teacher-centered to student-centered. Generally, education leaders were persuaded that AI and ICT would help in shaping future learning directions and bring about a new generation of students identifiable as ‘digital natives’ with horizontal classroom participation using ICT and AI tools as opposed to the traditional learning approach. The current paper therefore, proposes the need for integration of AI and ICT into the learning environment at the current backdrop of a global pandemic to shape the forthcoming horizontal, teaching and learning paradigm that will prepare students for a competitive and increasingly pluralistic world
Maraviroc for previously treated patients with R5 HIV-1 infection
No full textBackground CC chemokine receptor 5 antagonists are a new class of antiretroviral agents.Methods We conducted two double- blind, placebo- controlled, phase 3 studies - Maraviroc versus Optimized Therapy in Viremic Antiretroviral Treatment- Experienced Patients ( MOTIVATE) 1 and MOTIVATE 2 - with patients who had R5 human immunodeficiency virus type 1 ( HIV- 1) only. They had been treated with or had resistance to three antiretroviral- drug classes and had HIV- 1 RNA levels of more than 5000 copies per milliliter. The patients were randomly assigned to one of three antiretroviral regimens consisting of maraviroc once daily, maraviroc twice daily, or placebo, each of which included optimized background therapy ( OBT) based on treatment history and drug- resistance testing. Safety and efficacy were assessed after 48 weeks.Results A total of 1049 patients received the randomly assigned study drug; the mean baseline HIV- 1 RNA level was 72,400 copies per milliliter, and the median CD4 cell count was 169 per cubic millimeter. At 48 weeks, in both studies, the mean change in HIV- 1 RNA from baseline was greater with maraviroc than with placebo: - 1.66 and - 1.82 log(10) copies per milliliter with the once- daily and twice- daily regimens, respectively, versus - 0.80 with placebo in MOTIVATE 1, and - 1.72 and - 1.87 log(10) copies per milliliter, respectively, versus - 0.76 with placebo in MOTIVATE 2. More patients receiving maraviroc once or twice daily had HIV- 1 RNA levels of less than 50 copies per milliliter ( 42% and 47%, respectively, vs. 16% in the placebo group in MOTIVATE 1; 45% in both maraviroc groups vs. 18% in MOTIVATE 2; P< 0.001 for both comparisons in each study). The change from baseline in CD4 counts was also greater with maraviroc once or twice daily than with placebo ( increases of 113 and 122 per cubic millimeter, respectively, vs. 54 in MOTIVATE 1; increases of 122 and 128 per cubic millimeter, respectively, vs. 69 in MOTIVATE 2; P< 0.001 for both comparisons in each study). Frequencies of adverse events were similar among the groups.Conclusions Maraviroc, as compared with placebo, resulted in significantly greater suppression of HIV- 1 and greater increases in CD4 cell counts at 48 weeks in previously treated patients with R5 HIV- 1 who were receiving OBT. (ClinicalTrials. gov numbers, NCT00098306 and NCT00098722.)
