Anaesthesia in transoral odontoidectomy: a first case report in Zambia

Transoral odontoidectomy is one of advanced neurosurgical technique used for management of C1-C2 dislocation causing ventral compression of the cord. This surgery requires mutual cooperation between surgical and anesthetic team to reduce in-hospital morbidity/mortality rate and ensure a positive outcome of the procedure. There are limited amounts of publication the world literature regarding anesthetic management during the surgery and not at all in Sub-Saharan region. We report a first case report of this surgery in the Republic of Zambia in order to encourage further research in neuroanesthesia and share our experience with other medical professionals.

Heroin Adulterated with the Novel Synthetic Cannabinoid, 5F-MDMB-PINACA: A Case Series

Introduction: Heroin can be adulterated with various substances that may or may not have pharmacological effects. Here we report a case series of 8 patients who presented to the emergency department after overdose with intravenous heroin preparation adulterated with the synthetic cannabinoid methyl 2-(1-(5-fluoropentyl)-1H-indazole-3-carboxamido)-3,3-dimethylbutanoate (5F-MDMB-PINACA).Case Series: Except for one patient, all of them presented with a typical initial opioid toxidrome consisting of central nervous system and respiratory depression along with pinpoint pupils. Naloxone was given to them, triggering severe agitation and combative behavior along with overlapping features of anticholinergic and sympathomimetic toxidrome. All patients required multiple doses of benzodiazepines. Three were successfully treated with physostigmine.Discussion: 5F-MDMB-PINACA is a synthetic cannabinoid that was added to heroin in samples obtained from patients reported in this case series. Patients demonstrated significant agitation after receiving naloxone for opioid toxidrome, presumably because of the removal of the depressant effect of opioids, which unmasked the excitatory effects of the synthetic cannabinoids. Three patients required physostigmine along with the benzodiazepines for control of their agitation, urine retention and abnormal vitals, suggesting the possibility of an anticholinergic toxidrome to have developed in these patients.Conclusion: Heroin contaminated with 5F-MDMB-PINACA exhibits variable severities of anticholinergic effects, some on presentation and others only after opiate antagonism

New record of parasitic isopod (Isopoda: Bopyridae) infecting the branchial chamber of blue swimming crab Portunus pelagicus (Linnaeus, 1758) (Decapoda: Portunidae) in the Philippines

A parasitic disease causing swollen carapace in commercially important blue swimming crab (Portunus pelagicus L.) has not received considerable attention; neither its causative agent is identified nor its seasonality is recorded. This study aimed to identify the parasite in P. pelagicus inhabiting the Manila Bay. Parasite found in the branchial chamber were isolated, preserved in ethanol and examined. A total of 292 crab specimens were examined and ten were found to be infected (3.42% prevalence with 0–2 parasites per host). Infections were only observed in November 2014 and between January and June 2015. The highest prevalence of infection (10.34%) was recorded in January 2015 whereas the greatest intensity of infection (up to two parasites per infected crab individual) was recorded from February to April 2015. The parasite, based on morphology, was identified as Allokepon monodi. This study presents the third record of female and second record of male A. monodi infecting a crab species. It also represents the first record of male A. monodi in P. pelagicus and in the Philippines. We recommend further studies on the impacts and economic implications of the disease

Benefits of Green Seaweed as Protein Source for Broiler: A Review

Poultry production contributes significantly to the agricultural economy. Nutrition is one important factor in having competent poultry production. Currently, there is a lot of research about natural alternatives or feed additives that are low in cost and can help increase the overall performance and improve poultry health conditions without any adverse effects. Macroalgae such as green seaweeds can meet these parameters. It is easily available and is considered a rich source of proteins, polysaccharides, carbohydrates, vitamins, minerals, pigments, and antioxidants. Most often, seaweeds are used as feed additives for broiler chickens as they can induce a beneficial impact on production parameters (body weight (BW), average daily gain (ADG), feed consumption (FC), and feed conversion ratio (FCR) and meat quality. However, there are several challenges in using green seaweed as a protein alternative for broiler chickens such as its toxic and antinutritional components, as well as varying available supply due to seasonal effects, diseases, location, and environmental pollution. Furthermore, the main objective of this review is to evaluate the different research conducted on green seaweed as a potential protein source in broilers

Silent and oral reading methods on improving English reading comprehension among generation alpha pupils

Reading comprehension enables each child to make meaning of the world. Therefore, it is important to develop this during the child’s primary years in school. Using ex post facto design, this study investigated the effects of reading methods on English reading comprehension of randomly selected 75 Grade 2 pupils in a private school in the Philippines. The scores of pupils who read two comparable narrative passages in oral and silent were compared. Paired t-test results revealed a significant difference between oral reading and silent reading. Silent reading had a greater positive effect on the comprehension of the pupils. Likewise, it was the most preferred reading method among the respondents. Focus group discussion with English teachers' results suggested that silent reading was preferred specifically because it helps in understanding the story better, remembering words, and concentrating given its quiet and peaceful nature. It is recommended that teachers employ sustained silent reading classroom practices such as Silent Reading Activity (SRA) Reading Laboratory, Genuine Love for Reading activities through the Four-pronged approach, and Drop Everything and Read time. These methods will help to support the reading needs and preference of the generation alpha pupils and to further strengthen the positive effects of silent reading on improving their reading comprehension

Magnetic Phase Diagrams of Multiferroic Hexagonal RMnO3 (R=Er, Yb, Tm, and Ho)

The magnetic phase diagrams of RMnO3 (R = Er, Yb, Tm, Ho) are investigated up to 14 Tesla via magnetic and dielectric measurements. The stability range of the AFM order below the Neel temperature of the studied RMnO3 extends to far higher magnetic fields than previously assumed. Magnetic irreversibility indicating the presence of a spontaneous magnetic moment is found near 50 K for R=Er, Yb, and Tm. At very low temperatures and low magnetic fields the phase boundary defined by the ordering of the rare earth moments is resolved. The sizable dielectric anomalies observed along all phase boundaries are evidence for strong spin-lattice coupling in the hexagonal RMnO3. In HoMnO3 the strong magnetoelastic distortions are investigated in more detail via magnetostriction experiments up to 14 Tesla. The results are discussed based on existing data on magnetic symmetries and the interactions between the Mn-spins, the rare earth moments, and the lattice.Comment: 23 pages, 16 figures, to be published in JMR's Aug. focus issue on multiferroic

Strong spin-lattice coupling in multiferroic HoMnO3_{3}: Thermal expansion anomalies and pressure effect

Evidence for a strong spin-lattice coupling in multiferroic HoMnO_3 is derived from thermal expansion measurements along a- and c-axis. The magnetoelastic effect results in sizable anomalies of the thermal expansivities at the antiferromagnetic (T_N) and the spin rotation (T_{SR}) transition temperatures as well as in a negative c-axis expansivity below room temperature. The coupling between magnetic orders and dielectric properties below T_N is explained by the lattice strain induced by the magnetoelastic effect. At T_{SR} various physical quantities show discontinuities that are thermodynamically consistent with a first order phase transition

TESOL beyond Plights and Flights: A Book-Review

An adage tells us that there is nothing permanent in this world except the idea of change. This was proven to be true even in the education sector. The drastic changes in the education paradigm called for resilient and innovative solutions. The book titled TESOL Teacher Education in a Transnational World was crafted based on the collective insights and experiences of the highly recognized language professors, researchers, and TESOL practitioners in which Osman Z. Barnawi and Anwar Ahmed served as primary editors.  The book investigates modern TESOL teacher education theories and practices to provide new and relevant insights on the nexus of language teacher education as well as transnationalism. It stresses the study of language instructors' global movement and exhibits crucial studies from many contexts. The discussions in the book aim to fill a significant research hole by delving deeper into the theories and teacher education field at a transitioning period when national identities and inter-country mobilities push scholarly arguments. The book is broken into four parts. Part 1 focuses on international origins, constructs, struggles in TESOL teacher education. Part 2 examines how transnational activities in TESOL teacher education are grounded in space. Part 3 consists of four chapters that engage readers in lively debates about how transnationalism is enacted in online TESOL teacher education. Within the broader field of TESOL teacher education, Part 4 investigates how practices in the transnational level are mistakenly represented in policy and professional learning curriculum. For part 1 taking into consideration the international origins, constructs, struggles in transnationalism concerning TESOL teacher education, the authors clarified that TESOL has mostly operated within the monolingual worldview, despite taking place in multilingual and global environments. TESOL teachers' identity and epistemology have been formed by this ideology, which relates to their ideas about English teaching, as well as their knowledge on content and pedagogy. These are found to be essential for teaching English either as a second or a foreign language. Furthermore, they indicate that while English becomes a Lingua Franca as a result of globalization if it is thought and practiced in a transnational framework, it has the ability to overcome cultural divides. In this context, English must be viewed as a field practice, pertaining to the various strategies employed by practitioners worldwide. The highlight in transnationalism denotes that, in addition to Standard English, English users will communicate with a variety of languages and even dialects. The English language is a complex construct with a colonial and nationalist past. As a language teacher, through this chapter, I gained insights into the origin of TESOL. This knowledge helps me to reflect on the fact that TESOL is present not only in English native speaking countries but also around the globe. Hence, because of the transnational construct concerning TESOL, I reflected that English language teachers like me should also promote the varieties of world English to my students. As regards part 2 which focused on the specific transnational practices in the field of TESOL teacher education, in this part of the book, the authors noted that as our world becomes more globalized, we are witnessing extraordinary increases in human mobility as well as an insatiable need to learn English. This chapter discusses teaching-abroad experiences and how they have evolved in response to changing TESOL ITE roles, needs, and expectations. These experiences can help future TESOL teachers as a tool to their in-campus practice teaching, offering a conducive space for learners to become more adaptable and critically reflective during the development of their abilities to interact with other people. To work effectively in an increasingly complicated global context, TESOL professionals must possess these abilities (Johnson & Golombek, 2018). To attain these things, however, the tasks should be prepared methodically with specified academic goals in mind. In part 2 of this book, I appreciate how the authors shared the transnational practices of TESOL teachers that include their experiences in adapting to challenges, changes, and needs of the students’ considering globalization. Part 3 of the book focused on current English Language teachers’ critical challenges in the practice of ESL. Teachers must be ready for the transnational, technology-mediated and plurilingual ELT practice and play a very important duties as facilitators of intercultural relations, improving digital literacies and strategies for lifelong learning. As discussed by the author, this offered framework is a beginning mark for TESOL programs to aid mentors proactively solve these issues, turning these stumbling blocks into possible solutions and useful strategies. Reviewing part 3 of the book, I realized that learning through a crucial reflective lens can benefit teachers inculcate learner-centered teaching, meticulously evaluating technologies, and teaching strategies to facilitate meaningful learning in the community. Today, in fact, employing ELT approach that is based in transnationalism can be a tool for students and teachers. This could help them reiterate student and teacher identity and agency in view of transnationalim. This could benefit both teachers and students embrace their cultural and linguistic resources. With the integration of an interactive, intercultural approaches based on by technology and pedagogical competence can aid teachers realize needs of English language students globally. Moving to Part 4, which zeroed on TESOL policy, curricula, professional learning, and development, it can be depicted that transnational students, because of the impact of transnational mobility, brought schema from their home and cultures to their classes where they can be used in teaching and learning process. The diversity of learners invites culturally sensitive teaching strategies that address to the significant effects of transnational mobility. As a reviewer and educator, I advocate translanguaging in view of culturally-responsive teaching. However, a limitation to this transnationalism may be the fact that some teacher may raise concerns that there is no space in their respective syllabi to integrate transnationalism modules as offered in part 4 of the book. The answer for this would be to offer the modules in short courses. Others could propose different topics for modules that could appeal to wider audiences in the transnationalism. To conclude this review, it can be emphasized that language as well as language education has always served a critical role in the progress of different nations. In my view, teaching English to non-native English speakers has been an integral component of the economic global movement. Teachers and students alike are migrating across national borders in search of work and educational possibilities. They generate and pay a lot of money. While many do it independently, others are controlled directly or indirectly by global organizations, including recruitment agencies. Today, TESOL is a truly global organization, with offerings ranging from worldwide language testing regimes to textbooks and online resources. These and other factors must be taken into account when considering transnationalism and TESOL teacher education. Instances have created an entirely new and vital space for reflection and debate. It will spur additional research that will have a significant impact on policy and practice