Withitness in the ELearning

The purpose of this article is to clearly define and exemplify "withitness," and determine can its value be in the eLearning education setting. The expert on classroom management, Jacob Kounin (8), listed four factors that underlie classroom management success. Foremost and first is “withitness,” which refers to the ability of a teacher to be perceptually and cognitively alert and aware of all parts of their classroom at all times. Withitness is key to classroom management! If you are an effective classroom teacher, how do you apply your classroom skillset of alertness and awareness to eLearning? How you do this in eLearning is the crux of this article. Withitness is awareness (presence), adroitness, clairvoyance, keenness, maximum engagement, perception, planned variety, rhythm learned through teaching, experience, vision, and wisdom. The article answers the question of implementing withitness in elearning by providing ways to attain the aspects of withitness in eLearning

Stereoselective Addition of Grignard Reagents to New P-Chirogenic N-Phosphinoylbenzaldimines: Effect of the Phosphorus Substituents on the Stereoselectivity:

Several phosphinoylimines have been synthesized in five steps by starting from the appropriate phosphane oxide and were then treated with methylmagnesium bromide to give both diastereoisomers in high yields and with promising diastereomeric ratios. Then N‐[(tert‐butyl)(phenyl)phosphinoyl]benzaldimine, which displayed the best results, was subjected to the 1,2‐addition of various Grignard reagents to evaluate the best chiral induction due to the stereogenic phosphorus atom. The corresponding adducts were obtained in excellent yields and with moderate to excellent diastereoisomeric ratios

Relationships between early age at onset of psychotic symptoms and treatment resistant schizophrenia

Aim: Early age at schizophrenia onset (EOS) has been associated with a worse clinical course, although previous studies reported substantial heterogeneity. Despite the relevance of the subject, the relationship between the age of onset and treatment resistant schizophrenia (TRS) is less clear. Methods: We screened 197 non-affective psychotic patients. Of these, 99 suffered from schizophrenia and were putative TRS and were included in a prospective 4-to-8-week trial to assess their response to antipsychotics. According to status (TRS/nonTRS) and age-at-onset (early: ≤18 years, EOS; adult: >18 years, adult onset schizophrenia [AOS]) patients were subdivided in EOS-TRS, EOS-nonTRS, AOS-TRS, AOS-nonTRS. Multiple clinical variables were measured and compared by analysis of covariance (ANCOVA), using age as a covariate. Two-way analysis of variance (ANOVA) was used to assess whether significant differences were attributable to TRS status or age-at-onset. Results: The rate of TRS patients was significantly higher in EOS compared to AOS. At the ANCOVA, EOS-TRS had significantly worse clinical, cognitive, and psychosocial outcomes compared to the other groups. Overall, EOS-TRS were more impaired than EOS-nonTRS, while significant differences with AOS-TRS were less consistent, albeit appreciable. Two-way ANOVA demonstrated that, in the majority of the investigated variables, the significant differences among groups were attributable to the TRS status effect rather than to age-at-onset or combined effects. Conclusions: These results suggest that refractoriness to antipsychotics may be strongly linked to the early onset of psychotic symptoms, possibly as a result of common neurobiology