Effect of Psychological Factors on the Learning Outcomes of Saudi University Students According to the Application of Online Learning During the Corona Pandemic

The study aimed to investigate some psychological factors such as the attitudes towards e-learning and coping strategies considering the continuing Corona pandemic on the cognitive learning outcomes of Saudi university students. The study relied on the descriptive correlative approach to verify the objectives of the study. An available sample of university students was used, with sample size was 128 male students. The fear of corona, attitude towards corona, and coping strategies scales were used, and the study prepared a cognitive learning outcomes scale. EFA and CFA techniques performed the structural validity of the scales. Then, structural equation modeling was performed to test the relationships between study variables. The results revealed positive causal pathways from the coping strategies and attitudes towards e-learning to the cognitive learning outcomes. In addition, a negative causal pathway from fear of corona to cognitive learning outcomes. The study suffers from some limitations, which conducted on males without females. The study recommends improving the learners attitudes towards e-learning and thus improving the technological self-efficacy of the academically poor, in addition to enhance the coping strategy based on problem-solving rather than focusing on those strategies based on actions

Idiomatic Knowledge and Attitudes toward Idiom Learning: A Case of Kuwaiti EFL College Students

The study attempts to determine if idiomatic knowledge has an influence on students’ attitudes toward learning English idioms. Primarily, the study seeks to uncover if idiomatic knowledge affects Kuwaiti EFL undergraduate college students’ attitudes toward (1) the importance of idiom learning, (2) the difficulties of idiom learning and (3) learning strategies for idioms. Results showed that students had positive attitudes toward English idiom learning. Significant differences in the results were obtained for students’ knowledge of idioms. Keywords: Idiom learning, EFL students’ attitudes, idiomatic knowledge DOI: 10.7176/JEP/12-27-09 Publication date:September 30th 202

Revolucionando la educación especial del inglés como lengua extranjera: cómo ChatGPT está transformando la forma en que los profesores abordan el aprendizaje de idiomas

This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy.Este estudio de métodos mixtos exploró las actitudes de 199 profesores de educación especial de inglés como lengua extranjera (EFL) hacia el uso de ChatGPT para el aprendizaje del idioma. El cuestionario de encuesta, compuesto por 21 ítems, examinó las actitudes, la efectividad, las barreras y el uso futuro de ChatGPT. Los resultados revelaron que los participantes tenían actitudes moderadas, percibiendo a ChatGPT como moderadamente efectivo con barreras moderadas. Si bien no se encontraron diferencias significativas entre los profesores hombres y mujeres en cuanto a actitudes y efectividad, surgieron diferencias de género significativas en el uso futuro de ChatGPT, siendo las profesoras mujeres las que mostraron una mayor disposición a adoptarlo. Entrevistas de seguimiento por correo electrónico con cinco participantes proporcionaron información valiosa sobre estrategias, efectividad, desafíos e inclusión al usar ChatGPT en la enseñanza del idioma para estudiantes de educación especial. Estos hallazgos contribuyen a implementar y desarrollar ChatGPT como herramienta de aprendizaje de idiomas para estudiantes de educación especial de EFL, enfatizando la importancia de enfoques inclusivos de género y consideraciones prácticas para mejorar su eficacia

Precision dosing of venlafaxine during pregnancy: a pharmacokinetics modelling approach

Objectives: Venlafaxine exposure through gestation is affected by the longitudinal changes in maternal physiology. Confounding treatment is also the impact of CYP2D6 polymorphisms affecting plasma concentrations of venlafaxine. Methods: A pharmacokinetic modelling approach was employed to assess variations in maternal and foetal cord venlafaxine levels throughout gestation and to identify appropriate doses to maintain venlafaxine levels within the therapeutic range. Key findings: Throughout gestation, there was a significant decrease in simulated venlafaxine trough plasma concentrations in both extensive metaboliser (EM) and ultra-rapid metaboliser (UM) phenotypes. Approximately 70%–87% of EM and UM phenotypes exhibited trough venlafaxine plasma concentrations below the therapeutic level (<25 ng/ml), which increased to 96% at week 30. While for poor metabolizer (PM) phenotypes, the percentage was approximately 4%. Conclusion: The standard daily dose of 75 mg required adjustment for all phenotypes examined during gestation. A daily dose of 37.5–112.5 mg is appropriate for PM throughout pregnancy. For EM, a dose of 225 mg daily in the first trimester, 262.5 mg daily in the second trimester, and 375 mg daily in the third trimester is suggested to be optimal. For UM, a dose of 375 mg daily throughout gestation is suggested to be optimal

Overview of the Parents’ Knowledge, Attitude and Practice of Children Vaccinations: A Systematic Review

Background: It is the parents' responsibility to vaccinate their children. As a result, parents' attitudes, knowledge, and beliefs about vaccination are critical because they influence their activities toward timely and full immunization.  Objectives: This systematic review comprehensively investigated the recently published literature on parents’ knowledge regarding children’s vaccination.  Methods: PubMed, SCOPUS, Web of Science, Science Direct, and Google Scholar were systematically searched to include the relevant literature. Rayyan QRCI was used throughout this systematic approach. Results &amp; interpretation: This review included twenty-four studies with a total of 13082 parents, and 70.9% were mothers. Knowledge level about children’s vaccination among parents was significantly related to their fathers' age, education level, women's employment status, and family type. Younger mothers were found to have a higher level of expertise. Good knowledge levels and positive attitudes towards the seasonal influenza vaccine were reported. Good knowledge with caution was reported among parents regarding COVID-19 vaccination. The knowledge about HPV infection and vaccination: All of them reported low vaccination rates and willingness to vaccinate their children. The findings of our study highlight the significance of parental understanding of vaccinations and immunization. Health officials should make additional efforts to promote the benefits of vaccination while emphasizing the risks of non- or late pediatric immunization

The relationship between 2d knee valgus angle during single leg squat (sls), single leg landing (sll), and forward running

BACKGROUND: Two-dimensional (2D) analysis of knee valgus during common athletic screening tasks such as SLS has been purported to identify individuals who may be at a high-risk of ACL injury. There is limited literature exploring the relationships between joint motion during SLS and other athletic tasks associated with knee joint injuries, in order to evaluate the effectiveness of the SLS to identify athletes with hazardous knee motion in a range of athletic tasks. OBJECTIVE: To assess the relationship between the 2D knee valgus angle among three tasks (SLS, SLL, and Running). DESIGN: A correlational study. SETTING: Undertaken in the Human Performance Laboratory at the University of Salford. PARTICIPANTS: 15 recreational athletes, 7 males and 8 females, were recruited (age 25.25.1 years; height 1.67.38 m; and mass 67.610.93 kg). INTERVENTION: Participants performed a series of SLS, SLL from a 31-cm step, and forward running at percieved maximum speed whilst being videotaped with a 2D digital camera. MAIN OUTCOME MEASUREMENTS: Maximum right knee valgus angle was quantified by measuring the frontal plane projection angle (FPPA) using Quintic Biomechanics v21 software package. RESULTS: A moderate correlation was shown between FPPA during SLS and SLL when the whole participant group was analysed (r=0.35). When split by gender female statistics showed good correlations between the majority of tasks; SLS and SLL (r=0.87), SLS and Run (r=0.59) but weaker between SLL and Run (0.26). CONCLUSIONS: In females the FPPA during SLS correlates with FPPA during SLL and running. This indicates that if a female patient has increased FPPA during SLS they are likely to have increased FPPA across all the tasks. This could potentially reduce the time and tasks required for screening, as only one task would need to be assessed. In males there is little correlation between tasks so the same would not apply in male subjects

Revolutionizing EFL special education: how ChatGPT is transforming the way teachers approach language learning

This mixed-methods study explored the attitudes of 199 English as a Foreign Language (EFL) special education teachers towards using ChatGPT for language learning. The survey questionnaire, consisting of 21 items, examined attitudes, effectiveness, barriers, and the future use of ChatGPT. The results revealed that participants held moderate attitudes, perceiving ChatGPT as moderately effective with moderate barriers. While no significant differences were found between male and female teachers in attitudes and effectiveness, significant gender differences emerged in the future use of ChatGPT, with female teachers exhibiting a greater willingness to embrace it. Follow-up email interviews with five participants provided valuable insights into strategies, effectiveness, challenges, and inclusivity when using ChatGPT in language instruction for special education students. These findings contribute to implementing and developing ChatGPT as a language learning tool for EFL special education students, emphasizing the importance of gender-inclusive approaches and practical considerations to enhance its efficacy