Craigdowns1872

This work describes select narratives pertaining to undergraduate teaching and mentorship at UCLA Chemistry and Biochemistry by Alex Spokoyny and his junior colleagues. Specifically, we discuss how individual undergraduate researchers contributed and jump-started multiple research themes since the conception of our research laboratory. This work also describes several recent innovations in the inorganic and general chemistry courses taught by Spokoyny at UCLA with a focus of nurturing appreciation for research and creative process in sciences including the use of social media platforms.Investigations of the heart rate variability (HRV) in an 11-year-old boy with multisystemic inflammation syndrome in children (MIS-C) and a 16-year-old girl with postural orthostatic tachycardia syndrome (POTS) after SARS-CoV‑2 infections are presented. Results The MIS‑C is characterized by a maximum suppression of the HRV during ECG monitoring on the pediatric intensive care unit. After intravenous administration of immunoglobulins HRV supppression is rapidly reversible. The POTS is characterized by a heart rate increase of more than 40 bpm and the complete collapse of the HRV in the active standing test that can probably explain some chronic problems after SARS-CoV‑2 infections. In the MIS‑C patient we found autoantibodies against receptors of the autonomic nervous system. Summary The examination of HRV in patients with COVID-19 are initial descriptions,which can enrich our knowledge of the pathophysiology of this new disease.High school equivalency (HSE) is a recognised alternative to a high school diploma in the United States. It offers an opportunity to a range of disadvantaged adult learners such as school dropouts, refugees etc. to attain an educational certificate enabling them to move on in their life. This article presents an autoethnographic case study of a non-profit HSE programme in Philadelphia during the COVID-19 pandemic. The four authors of this article, all of them instructors on the front line of the youth crisis in adult education, explore the broader context of non-governmental organisation (NGO) management and privatised HSE exams. In their research and their reflections, they found that the pandemic exacerbated existing economic and social inequalities, with both pre-pandemic and current delivery of their HSE programme failing to address the survival needs of a population which has long been living in crisis. selleck chemicals llc Juxtaposing relevant youth-in-crisis literature with narratives both from before the pandemic and whilst living through it, the authors of this article discuss the funding and institutional constraints around the environment in which they teach. Their case study sheds light on competing priorities within the non-profit education landscape, highlighting both pitfalls and successes in HSE curriculum and administration. The authors conclude that rapid adaptation to online teaching tools, platforms and products is not the panacea that many outcomes generators would like it to be.Like most education systems all over the world, Egypt's schools and universities turned to online teaching at the end of March 2020, after face-to-face classes had been brought to a halt by the outbreak of the COVID-19 pandemic. While few teachers were prepared for delivering their lessons online and for dealing with the stress and anxiety of the situation, this article showcases a group of teachers who had just acquired collaboration skills in peer communities of learners (PCLs), which proved to be an immediate source of support in this time of crisis. The authors present the results of a rapid study they conducted in June 2020 on a sample of 49 teachers from 17 schools in Egypt who had participated in a school-university partnership for reform. This included a continuous professional development (CPD) project which ran from February 2017 to March 2020. Within the project, these teachers had already successfully created PCLs in 43 schools partnering with faculties of education (FOEs) in three large Egyptian universities. The reform partnership, an ERASMUS+ initiative funded by the European Union (EU), was the "School University Partnership for Peer Communities of Learners" (SUP4PCL). By March 2020, the participating teachers had already significantly changed their teaching styles, school culture, identities and attitude towards their profession, and they continued to communicate with their peers in the PCLs they had created during the project. Prompted by the emergency situation of the pandemic and inspired by the work of Etienne Wenger and others on communities of practice, the authors' study investigates the sustainability, viability and effectiveness of the project PCLs, their relationship to lifelong learning and their value in offering psychosocial support. The article concludes with a consideration of the usefulness of PCLs for reforms to ensure quality learning in crisis situations and more generally.The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring "social" (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers' attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013-2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author's findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author's findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.