Factors influencing levels of antenatal depression in the Kingdom of Jordan during the COVID-19 pandemic

Dataset relating to the above study that used online questionnaire in three parts: (1) sociodemographical, obstetrical nd gynaecological history; (2) 10-item Edinburgh Postnatal Depression Scale; (3) scales of knowledge, attitude and practices in regard to COVID-19, adapted from Zhong et al (2020) and American College of Obstetricians and Gynaecologists Coronavirus (COVID-19) Pregnancy and breastfeeding, a message for patients. Zhong BL, Luo W, Li HM, Zhang QQ, Liu XG, Li WT, et al. Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: a quick online cross-sectional survey. Int J Biol Sci. 2020;16(10):1745-52 ACOG. Coronavirus (COVID-19), Pregnancy, and Breastfeeding: A Message for Patients, 2021. Available from: https://www.acog.org/patient-resources/faqs/pregnancy/coronavirus-pregnancy-and-breastfeeding. [accessed 17-Aug-2021

The relationship between working memory and gait performance

The purpose of this study was to establish how performance in cognitive (i.e., working memory) and motor (i.e., gait) tasks vary when the tasks are performed in isolation and concurrently. Sixteen collegiate students, three males and 13 females, comprised the sample. The hypothesis was gait performance would decline when performed with a working memory task (dual-task condition) compared to when gait performance was performed alone (single task condition). I expected that an increase in working memory requirements during the dual tasks would lead to a corresponding decrement in gait performance by shifting gait toward maladaptive behavior. The results did not support my hypothesis. A MANOVA was used to determine if task condition influenced performance in any of the gait performance metrics (stride interval standard mean, standard deviation, or DFA α) or cognitive performance metrics (absolute score, partial score, speed error, accuracy error, or math error). No differences were observed in any of the gait or cognitive metrics as a function of the task condition. It is possible that differences were not found in gait performance metrics because the cognitive task and gait task were not drawing from the same resources. It is also conceivable that the cognitive task used in this study did not significantly tax memory to cause a decrement in gait performance

Content Analysis of English for Palestine Textbooks of the Grades (1-10) in Terms of Political Values

The present study aimed at content analysis of political values existing in English for Palestine textbooks of the grades (1-10). The sample of the study consisted of the English textbooks in grades 1, 3, 7 and 10, and each falls into two parts: A and B. To achieve the aim of the study, the researchers adopted the analytical descriptive approach. The researchers used a checklist adapted from Al-Jallad (2010). The analytical unit was a word, or a sentence in all encompassed reading, writing, listening and speaking exercises of the sample. The researchers calculated frequencies and percentages of the political values to answer the question of the study and to present the results. Findings revealed a focus on the values: community relations, belonging to homeland, and equality. On the other hand, there was negligence in the inclusion of consultation, national events, and public representation values

Crisis in Myanmar and Bangladesh: Sociocultural Underpinnings and Political Barriers to the 2016-2018 Rohingya Ethnic Cleansing

2018 University Libraries Undergraduate Research Award Winner---On October 9, 2016, armed residents of Rakhine, Myanmar ambushed three Border Guard posts, triggering a massive military backlash against the local Rohingya population. United Nations human rights chief Zeid Ra‘ad al-Hussein has described the military's actions as a "textbook example of ethnic cleansing," and nearly 1.04 million Rohingya have sought refuge in neighboring Bangladesh since the crisis erupted. This scope of violence and displacement begs the following questions: are there underlying social causes to the 2016-2018 Rohingya ethnic cleansing crisis beyond the October 9, 2016 ambush, and if so, how can these underlying social causes inform appropriate solutions moving forward? Further, what political barriers stand in the way of resolution? Utilizing a qualitative research analysis this project identified which social causes have contributed to the current crisis’s emergence: 1) periods of political turnover from 1784 to 1826, 2) the historical tension between Buddhist and Muslim communities in Rakhine, and 3) the military’s functional defense of the Burmese-Buddhist identity. Using these findings, this project then evaluates the 2017 bilateral repatriation agreement between Myanmar and Bangladesh, concluding that the agreement is insufficient to address underlying social causes to the crisis, and argues that future relief efforts rather should prioritize local, aid-based solutions and humanitarian concerns in Bangladesh

"Quare" Fiction: Symbiosis in Lucy Furman's Settlement School Novels

Lucy Furman, 1870-1958, wrote five novels based on experiences of herself and her colleagues at the Hindman Settlement School in the rural Appalachian Mountains of eastern Kentucky. Furman's writing presents characters in a way that enables readers to identify with Appalachian culture, a contrast to many of her contemporaries who likened the area to not "of American". This paper firstly examines Furman's writing in an historical context, before moving on to the look at author's position in Appalachian Studies and Literature. Finally, there is a close reading of Furman's first settlement school novel, "Mothering on Perilous", first published in 1913

Stakeholder perspectives of early childhood inclusion: a phenomenological study of parents of children without disabilities

Decades of extensive research promoting the value of the inclusion of children with disabilities in classrooms and programs with typically developing children or children without identified disabilities supports inclusion as a best practice in early childhood education (Bailey, McWilliam, Buysse, & Wesley, 1998; DEC/NAEYC, 2009, Odom, Buysse, & Soukakou, 2011; Stahmer & Carter, 2005). Previous research confirms the value of parents participating in inclusive early childhood programs as stakeholders in programs enacting inclusion (Deiner, 2013; Soodak et al., 2002). As the majority of preschool-aged children with disabilities are educated in separate settings (U.S. Department of Education, 2013), continued examination of stakeholder perspectives remains a priority. The purpose of this qualitative phenomenological study was to gain insight into the current perspectives of parents of young children without disabilities related to their experiences as participants in inclusive early childhood programs. Open-ended exploratory interviews were conducted with nine parents of children without disabilities enrolled in one of three private and community-based early childhood programs that include children with disabilities in preschool classrooms. Analysis of interview data provided descriptions of the participants’ perspectives about inclusion and the children included in classrooms with their children without disabilities. The experiences reported by participants in these programs and themes emerging from these accounts, provide insight into avenues and barriers towards full inclusion in early childhood classrooms. Following the results of these interviews, this study addresses future directions for research and implications for professionals in the field of early childhood education

Depression and goal disengagement: the mediating role of goal attainability perceptions

Research has found that individuals with depression have a tendency to pull away from their goals prematurely (i.e., disengagement). However, the nature of this relationship is unclear, and there is limited research on the mechanisms linking these constructs. This study examined the mediating role of changing perceptions of goal attainability in explaining the relationship between depression and premature disengagement. Additionally, the influential role of goal importance and goal failures were explored and differential measures of disengagement were examined. Results did not suggest sufficient evidence to conclude that changes in goal attainability perceptions mediate the relationship between depression and premature behavioral disengagement. However, attainability changes negatively predicted subsequent disengagement, discrete attainability predicted subsequent effort and depression predicted initial perceptions of attainability. Moderation models were not supported. This seems to suggest that cognitive factors, such as attainability perceptions, are to some degree relevant in explaining disengagement in the context of depression, which may be helpful in building upon clinically relevant work. Limitations and future directions are discussed