Biventricular thrombus in hypereosinophilic syndrome presenting with shortness of breath.

A 48 years old male presented to clinic with 12 months of low grade fever with shortness of breath which has progressively worsened with no associated weight loss, night sweats or loss of appetite. There was no prior history of chronic illness before the current illness. Laboratory workup revealed a high white blood cell count with predominant eosinophils. Chest X-ray was normal. Transthoracic echocardiography and Cardiac Magnetic Resonance showed biventricular thrombi. On further extensive workup the findings were consistent with hypereosinophilic syndrome. The patient was started on oral steroids, hydroxyurea, imatanib mesylate and oral anticoagulation. The patient responded to the treatment with complete resolution of his symptoms over the course of few months. The repeat Echocardiogram after a year showed normal left ventricular systolic and diastolic function with complete resolution of biventricular thrombi

Interactive Learning Media Using Articulate Storyline 3 in Minang Kabau Culture Cours in Informastic And Computer Engineering Education IAIN Bukit Tinggi

This research is motivated by learning Minangkabau Culture which in general the material is only in the form of delivering papers with the lecture method. In its delivery, lecturers use minimal learning media in class and the use of adequate technological facilities is still underutilized by lecturers so that boring learning methods have an impact on student interest in learning to be low. This study uses the Research And Development (R&D) method using the 4D version approach, namely Define, Design, Develop, and Disseminate. using Luther Sutopo's multimedia development model which consists of 6 stages, namely concept, design, collecting material, assembly, testing and distribution. The product test used in this study is the validity test using the Aiken's "v" formula, the practicality test using the Moment Kappa formula, and the effectiveness test using the Gain Score formula. Based on the three tests, it was found that the product was valid with a value of 0.88, practical with a value of 0.94 and effective with a value of 0.87. This product can make it easier for students to understand and repeat the material that has been conveyed by the lecturer and make it easier for the lecturer to deliver learning material so that the lecture process becomes valid, practical and effective

The Study of Pashto Theosophy and Mysticism in the Mogul Age

The Moguls conquered Khorasan and ruled there for many years. In this situation, enlightened people (Olama), spirituals, mystics, and Sufis recognized that war causes destruction and damage. Therefore, they turned to seclusion. This event increased the aspect of mystical and theosophical literature and created more and more mystical and theosophical phenomena. With respect to the Pashtu language, Theosophy and mysticism were added to its literature in the 7th century and remained till the 12th century. The Indian king, Babur, was well represented in Pashto theosophy and mysticism during the Mogul period. At the time, theosophy and mysticism had social, even religious, aspects that any ordinary person looking for a better sheikh or guru could easily identify. At this time, mysticism found its way and acceptability among Pashtuns, which caused them to create more mystic poems. Among the Cheshtia, Qadiria, Naqshbandia, Kebroia, and Roshania sects, there were considerable gurus (sheikhs) of Pashtuns who rewarded the valuable pieces of mysticism that contained distinct introspection and special attention to the inside of discipleship. Having a sheikh (guru) and using poetic language for declaring sensations and telling stories, standing against cruelty, humanitarianism, and pure and real love, mystics are very popular in Pashtu literature

How Teacher’s Gender Influence Student’s Gender Identity in Early Childhood

The development of gender identity in early childhood will influence how they accept their gender. Someone who confuses about their gender would be at risk to experience gender dysphoria. This study aimed to determine differences in gender identity among early childhood based on the presence of male and female teachers. The study used a quantitative approach with a cross-sectional study design. Data was collected using gender identity questionnaires from April until August 2023.  The sample was 200 students (95 male; 105 female) in 23 preschool institutions (5.83 years old; SD: 0.50) in 5 regencies in East Java. Data from the two groups sample showed a difference in average scores (9.15 for children who had two gender teachers and 7.57 who only had one gender teacher). The results of statistical analysis using the Mann-Whitney U-Test showed a significance value of 0.00. The result shows significant differences in gender identity between the two groups. It shows the importance of the existence of male and female teachers in early childhood education because both have important complementary roles, especially for the children's gender identity. Researchers suggest schools, the government, or other policymakers provide regulations for the presence of male teachers in early childhood education institutions. Keywords: early childhood; gender identity; teacher gender References: Al Baqi, S. (2021). Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD [Strengthening Gender Identity in Male Students Through the Presence of Male Teachers at the Early Childhood Education Level]. Martabat: Jurnal Perempuan Dan Anak, 5(2), 289–309. https://doi.org/10.21274/martabat.2021.5.2.289-309 Arikunto, S. (1983). Prosedur penelitian: Suatu pendekatan praktik [Research procedure: A practical approach]. PT. Bina Aksara, Jakarta. https://books.google.co.id/books?id=6PKbAQAACAAJ Azizah, N. (2014). Pengenalan Identitas Gender pada Anak (Studi pada Taman Pendidikan Anak atau Day Care) [Introduction to Gender Identity in Children (Studies in Children's Education Parks or Day Care)]. Yin Yang, 9(1), 47–58. Beek, T. F., Cohen-Kettenis, P. T., & Kreukels, B. P. C. (2015). Gender incongruence/gender dysphoria and its classification history. International Review of Psychiatry, 28(1), 5–12. https://doi.org/10.3109/09540261.2015.1091293 Boddington, Ellen. (2016). A qualitative exploration of gender identity in young people who identify as neither male nor female—ProQuest. May, 134. Bryan, N., & Milton Williams, T. (2017). We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education. Journal of Early Childhood Teacher Education, 38(3), 209–222. https://doi.org/10.1080/10901027.2017.1346529 Bussey, K. (2010). Gender Identity Development. In Handbook of Identity Theory and Research. Springer US. Cervantes, J. C. (2018). Gender Identity in Early Childhood. KnE Life Sciences, 2018, 189–198. https://doi.org/10.18502/kls.v4i8.3276 Coxon, J., & Seal, L. (2021). Medical Management to Support Trans Men In A Gender Identity Clinic. In Men’s Health (pp. 260–265). CRC Press. https://doi.org/10.1201/9780429347238-32 Farquhar, S. (1997). Are Male Teachers Really Necessary? (9 Seiten). Gianesini, G. (2016). Gender Identity. Encyclopedia of Family Studies, 5(10), 1–6. https://doi.org/10.1002/9781119085621.wbefs465 Koch, S., & Farquhar, B. (2015). Breaking through the glass doors: Men working in early childhood education and care with particular reference to research and experience in Austria and New Zealand. European Early Childhood Education Research Journal, 23(3), 380–391. https://doi.org/10.1080/1350293X.2015.1043812 Martin, R. (2017). Gender and Emotion Stereotypes in Children’s Television. Journal of Broadcasting and Electronic Media, 61(3), 499–517. https://doi.org/10.1080/08838151.2017.1344667 Maulana, R. A., Kurniati, E., Yulindrasari, H., No, J. S., Kec, I., Kota, S., & Barat, J. (2020). Apa yang Menyebabkan Rendahnya Keberadaan Guru Laki-laki di PAUD? [ What Causes the Low Presence of Male Teachers in ECE] 15(1), 23–32. Patacchini, E. (2019). Mothers, Peers and Gender-Role Identity Claudia Olivetti, Eleonora Patacchini and Yves Zenou. 1295. Pujisatuti, T. (2014). Peran Orang Tua Dalam Pembentukan Identitas Gender Anak [The Role of Parents in Forming Children's Gender Identity]. Syi’ar, 14(1), 53–61. Qosyasih, N. N. S., & Adriany, V. (2021). Constructing Gender Identity in Young Children. Proceedings of the 5th International Conference on Early Childhood Education (ICECE 2020), 538(Icece 2020), 177–179. https://doi.org/10.2991/assehr.k.210322.038 Salim, R. M. A., & Safitri, S. (2020). Parents as Teachers: The Influence of Internal and External Factors on Parenting Style Differences. Jurnal Psikologi Teori Dan Terapan, 10(2), 95. https://doi.org/10.26740/jptt.v10n2.p95-104 Santrock, J. W. (2011). Life-span Development (13th ed.). McGraw-Hill. Smith, K. E. (1981). Male Teachers in Early Childhood Education: Sex-Role Perceptions. The Humanist Educator, 20(2), 58–64. https://doi.org/10.1002/j.2164-6163.1981.tb00078.x Sovitriana, R. (2020). Kajian Gender Dalam Tinjauan Psikologi [Gender Studies in Psychological Review]. In Angewandte Chemie International Edition, 6(11), 951–952. (Vol. 13, Issue April). Steensma, T. D., Kreukels, B. P. C., de Vries, A. L. C., & Cohen-Kettenis, P. T. (2013). Gender identity development in adolescence. Hormones and Behavior, 64(2), 288–297. https://doi.org/10.1016/j.yhbeh.2013.02.020 Sum, T. A., Tamo, A., & Talu, I. (2003). Faktor penyebab kurangnya minat laki-laki untuk menjadi guru paud di kabupaten manggarai [Factors causing men's lack of interest in becoming early childhood teachers in Manggarai district]. Missio, 10, 192–203. VandenBos, G. R. (2015). APA Second Edition Dictionary of Psychology. American Psychological Association. https://doi.org/10.1515/9783111704227.1 Zucker, K. J., Bradley, S. J., Sullivan, C. B. L., Kuksis, M., Birkenfeld-Adams, A., & Mitchell, J. N. (1993). A Gender Identity Interview for Children. Journal of Personality Assessment, 61(3), 443–456. https://doi.org/10.1207/s15327752jpa6103_2   &nbsp

Penguatan Identitas Gender pada Siswa Laki-laki Melalui Kehadiran Guru Laki-laki di Tingkat PAUD

Abstract: Gender identity typically aware at the age of two and will strengthen until about five years old. It is important for parents and teacher of early childhood education to provide knowledge and strengthen children's gender identity so that their gender identity develops according to their gender. Teachers in schools play an important role in strengthening gender identity. Unfortunately, today's society is not much aware of the importance of it and teachers of early childhood education are still considered as women's professions. This article aims to explain the importance of the presence of male teachers on the strengthen of gender identity in early childhood students. This study used a literature review method with thematic analysis techniques. The results of the research analysis showed that society still gives a stigma that early childhood teachers must be women because they have more patience and so on. It creates a sense of prestige and shame for men to become early childhood teachers. On the other hand, male teachers are very much needed at the early childhood education level because male teachers have a role that cannot be replaced by female teachers, especially in the formation and strengthening of gender identity for male students, including providing challenging games for male students, giving examples of assertive behavior, and other attributes that show male gender roles in front of male students. Keywords: Early childhood education, gender identity, male student, male teacher. Abstrak: Identitas gender mulai terbentuk pada usia dua tahun dan akan menguat sampai sekitar usia lima tahun. Penting bagi orang tua dan guru Pendidikan Anak Usia Dini (PAUD) untuk memberikan pengetahuan dan penguatan tentang identitas gender anak agar identititas gendernya berkembang sesuai dengan jenis kelamin yang dimiliki. Guru di sekolah memberikan pengaruh penting bagi penguatan identitas gender. Namun sayangnya masyarakat saat ini belum banyak yang menyadari pentingnya hal itu dan guru PAUD masih di anggap sebagai profesi perempuan. Artikel ini bertujuan untuk memaparkan pentingnya keberadaan guru laki-laki terhadap pembentukan identitas gender pada siswa PAUD. Penelitian ini menggunakan metode literature review atau studi pustaka dengan teknik analisis tematik. Hasil analisis penelitian menunjukkan bahwa masyarakat masih memberikan stigma bahwa guru PAUD haruslah perempuan karena memiliki kesabaran lebih dan lain-lain. Hal ini memunculkan rasa gengsi dan malu bagi laki-laki untuk menjadi guru PAUD. Di sisi lain, guru laki-laki sangatlah diperlukan di tingkat pendidikan anak usia dini karena guru laki-laki memiliki peran yang tidak bisa digantikan oleh guru perempuan khususnya dalam pembentukan dan penguatan identitas gender bagi siswa laki-laki, diantaranya pemberian permainan yang menantang bagi anak laki-laki, pemberian contoh perilaku tegas, serta atribut lain yang menunjukkan peran gender laki-laki dihadapan siswa laki-laki. Kata kunci: Identitas gender, guru laki-laki, PAUD, siswa laki-laki

PENGARUH STRES KERJA DAN KOMPENSASI TERHADAP KEPUASAN KERJA PADA PT. TRI MEGAH MAKMUR

ABSTRACT FIKRI HAIKAL BAQI, 2016; The influence of job stress and compensation to job satisfaction at PT. Tri Megah Makmur.Thesis, jakarta: concentration management human resources, course of study management, of management, the faculty of economics, Universitas Negeri Jakarta. The purpose of this research are: 1 ) To know description and how picture level job stress, compensation and employees job satisfaction at PT Tri Megah Makmur. 2) To know the influence of job stress to job satisfaction at PT Tri Megah Makmur. 3) To know the influence of compensation to job satisfaction at PT Tri Megah Makmur. 4) To know empirically the influence of job stress and compensation to job satisfaction at PT Tri Megah Makmur. 5) To know how far the contribution of job stress and compensation to job satisfaction at PT Tri Megah Makmur. This research is using descriptive and explanatory survey analysis. This research is taken to 70 sales employees at PT Tri Megah Makmur, While the data collection technique was carried out by spreading kuisioner, which are then processed using SPSS versi 21.00. The analysis shows that: 1) level of compensation and job satisfaction are on a lower level, while the job stress are high. 2) Job stress have negative effects and significantly on job satisfaction. 3) compensation have positive effect and significantly on job satisfaction. 4) job stress and compensation significantly influence on job satisfaction. Kata kunci: Job Stress, Compensation, Job Satisfactio

Pericardiocentesis indications and complications: A retrospective observational study in a tertiary care hospital in Karachi, Pakistan

Introduction: Pericardiocentesis is crucial for the diagnosis and management of diseases responsible for significant pericardial effusions. Pericardiocentesis was performed the first time by Riolanus for cardiac tamponade. He described the process of trephination of the sternum to remove the abnormally accumulated fluid from the pericardial space. However, with the advancement of expertise in echocardiography assisted procedures, echocardiography-guided diagnostic and therapeutic pericardiocentesis is now considered standard clinical practice in the treatment of pericardial effusions.Objectives: We aim to study different causes of pericardial effusion and indications of pericardiocentesis as well as complications associated with it in our population.Methods: This is a retrospective observational study done at Aga Khan University Hospital, Karachi. We reviewed hospital record files of 66 patients admitted to Aga Khan University Hospital from January 2010 to December 2019 who underwent pericardiocentesis.Results: Out of 66 patients, 43 (65.2%) were male. The mean age of the study population was 48.59±18.9 years and 41 (62.1%) of them had underlying active malignancy with hematological malignancies being most common followed by lung carcinoma. In the majority of patients (71.2%), pericardiocentesis was performed at the bedside, and the rest of them (28.8%) underwent pericardiocentesis in the cardiac catheterization laboratory. Of all the patients, 46 (69.7%) underwent pericardiocentesis under echocardiography guidance and 18 (27.3%) required fluoroscopy. Successful pericardiocentesis was performed in 65 (98.5%) of the patients, two (3%) patients developed access site infection and only one (1.5%) patient became hemodynamically unstable while undergoing pericardiocentesis.Conclusion: Malignancy, predominantly lymphoma, is the most common cause of pericardial effusion requiring pericardiocentesis. Dyspnea is the most common symptom of presentation with cardiac tamponade. Echocardiography is the commonly used imaging modality for pericardiocentesis. Bedside setting is the most common setting used for pericardiocentesis. Imaging guided pericardiocentesis has a very high success and low complication rate

IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL

This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension. The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS3. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test. The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill. It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR

From Foes to Friends: The Normalization of the United Emirates Arab and Israel Relations

Abstract   This article aims to explain the reason the United Arab Emirates (UAE) normalized ties within Israel through Abraham Accord. The normalization of the UAE-Israel ties contra with the position of UAE as a part of the members of Gulf Cooperation Council (GCC) and Arab League that have long been conflicting within Israel, due to Israel's annexation over Palestinians. Utilize explanative type and constructivism paradigm based on identity as a tool of analysis, and supported with the secondary data. This article found the difference in religious identity, not automatic interfere step of UAE and Israel normalization process. The normalization of the UAE and Israel drive by the threat of Iran in the region. The threat shape collective identity between UAE and Israel as friends and Iran as a common enemy. The collective identity was also constructed via systemic processes in the form of interdependency and proximity with the United States of America. The collective identity was also constructed through strategic practice by both leaders. Furthermore, amongst UAE and Israel gathered through a type of identity Abraham's religion. Keyword: Normalization, UAE, Israel, Identity, Iran, and Constructivism   Abstrak   Artikel ini bertujuan untuk menjelaskan alasan Uni Emirat Arab (UAE) menjalin normalisasi hubungan dengan Israel melalui perjanjian Abraham Accord. Normalisasi hubungan UAE dengan Israel kontras dengan posisi UAE sebagai negara teluk (GCC) dan Liga Arab yang telah lama berkonflik dengan Israel atas aksi aneksasi Israel di wilayah Palestina. Menggunakan jenis penelitian eksplanatif dengan paradigma konstruktivisme berbasis identitas sebagai pisau analisis, serta didukung oleh data sekunder. Artikel ini menemukan bahwa perbedaan identitas agama tidak lantas menyurutkan langkah UAE dan Israel melakukan normalisasi hubungan. Israel-UAE normalization didorong oleh konteks ancaman regional berupa agresivitas Iran di kawasan. Konteks ancaman Iran membentuk collective identity antara UAE dan Israel sebagai sahabat dan Iran sebagai musuh bersama. Collective identity juga tercipta melalui proses sistemik berupa interdependensi UAE dan Israel dan kedekatan keduanya dengan Amerika Serikat. Collective identity juga terbentuk lewat praktik strategis kedekatan pemimpin kedua negara. Selain itu, antara UAE dan Israel juga disatukan lewat identitas tipe agama Abraham. Kata kunci: Normalisasi, UAE, Israel, Identitas, Iran, dan Konstruktivisme&nbsp