Search results

The purpose of this study is to establish Loratadine [LRD] quantification in purified and capsule formulations using a precise and specific Reversal Phase with a very high-performance liquid Chromatographic [RP-HPLC] technique. The approach was evaluated in agreement with the principles of the International Conference on Harmonization [ICH]. Arcus EP-C18 Ion Pac column, 5 m, 4.6 mm, 250 mm, mobile phase Methanol: Acetonitrile (60:40) v/v. Dibasic potassium phosphate buffer, pH 7.2, flow rate 1.0 ml/min.

The HPLC system used a 340 nm UV detector for testing. A 10-min run time was used for the analysis. At concentrations ranging from 2 to 10 g/ml, the technique was linear (R² = 0.9998), exact (intra-day and inter-day relative standard deviation [RSD] values 1.0%), accurate (range recovery = 96%–102%), exclusive and strong.

The detecting and quantitation limits were 0.92 g/ml and 2.15 g/ml, respectively.

The findings demonstrated that the proposed method could accurately determine LRD in bulk and pill dose formats quickly and accurately.

Due to the Coronavirus 2019 (COVID-19) pandemic, education has been disrupted right from kindergarten to University. Globally, states are advocating for online learning. The COVID-19 pandemic had led to the closure of universities and it was not clear how long this would last. e-Learning was crucial. Lecturers were asked to complete their syllabuses and continue to teach and administer tests remotely. So far, there is a dearth of information on how Kenya’s higher education responded to the pandemic through online learning. This qualitative study utilized online platforms (zoom and Skype) for interviews. This study employed a constructivist approach to explore the faculty officials’ perception of online learning in Kenya’s institutions of higher education. Approximately 45 faculty officials from public universities were involved in this study. The study was carried out in three public universities in Western Kenya. The participants argued that online education was beneficial and primarily promoted online research and enabled them to connect with other practitioners in the global community. There were challenges associated with online learning for instance unreliable internet. This study’s results are hoped to inform the ministry of education and higher learning policies on making online effective and efficient to both the students and the lecturers. This will also be a fairer spring-ball for Kenya toward the realization of Vision 2030.

This study aims to investigate the association between vitamin D measured in serum 25 hydroxyvitamin D [25(OH)D] and outcomes of COVID-19 patients in Bahrain. This paper hypothesized that lower serum 25(OH)D concentration in COVID 19 patients is associated with longer viral clearance time (VCT) and higher risk of admission to the intensive care unit (ICU).

This study used a retrospective cohort design of patients admitted to Salmaniya Medical Complex, Manama, Kingdom of Bahrain, from February to June 2020. This study included patients with positive, confirmed COVID-19 diagnosis made using reverse transcription-polymerase chain reaction (RT-PCR), World Health Organization diagnosis manual and local diagnostic guidelines. Primary outcome measures were: VCT measured as the time in days between the first positive RT-PCR test result and the first of two consecutive negative RT-PCR results on recovery and admission need to ICU.

A total of 450 patients were analyzed; mean age was 46.4 ± 12.4 years and 349 (78%) were men. Mean 25(OH)D concentration was 41.7 ± 23.7 nmol/L for the entire sample. Severe vitamin D deficiency (<25 nmol/L) was present in 20%, mild-to-moderate deficiency (25–50 nmol/L) in 55%, insufficiency (50 to <75 nmol/L) in 18% and sufficiency (=75 nmol/L) in 7%. The mean VCT was 12.9 ± 8.2 days. Multivariate linear regression analysis showed that severe vitamin D deficiency was associated with longer VCT, with an average of three extra days after correction for age and sex (β = 3.1; p = 0.001). Multinomial regression analysis showed that vitamin D deficiency was associated with an 83% increased risk of admission to ICU after correction for age and sex (odds ratio = 1.8; p = 0.03).

The results showed that severe vitamin D deficiency was associated with longer recovery time from COVID-19. Low serum 25(OH)D is associated with increased need for critical care in an ICU. Large-scale randomized controlled trials are necessary to further investigate the complex association between vitamin D and COVID-19 infection.

The study aims to probe into university instructors' reactions to adopting the remote online learning model brought by the coronavirus disease 2019 (COVID-19) pandemic. The study investigates the instructors' perspectives, in the humanities and science classes, on the effectiveness of the emergency remote teaching (ERT) compared to face-to-face teaching.

The data for the study were compiled from the responses of 127 instructors representing two private universities in middle and northern Jordan. The sample included 66 faculty members in the humanities and 61 in the sciences. The instructors' responses were elicited through a Likert-type questionnaire consisting of 20 items.

The present study's findings have shown that online instruction is becoming more common despite the presence of some major challenges facing instructors. The results showed that the e-learning system seems to better suit the humanities courses compared to the sciences courses. The findings also showed that faculty members in the humanities are more satisfied with the effectiveness of the assessment tools utilized in the online courses than their colleagues in the sciences. In addition, humanities e-courses seem to provide a more interactive learning environment than e-courses in the sciences.

More training for instructors on how to design online course syllabi to ensure effective delivery is needed. Instructors need to develop ways to encourage students to interact in virtual e-classes to the same level as the on-ground classes. Instructors also need to adopt the “blended learning” system as a transitional stage before switching completely to online learning.

Different studies have investigated how COVID-19 has impacted education. The current study brings to light the perspectives of the Jordanian teaching staff on transitioning to ERT during the COVID-19 crisis taking into account the differences between humanities and sciences classes.

This study aims to depict and probe into the building tension, stress and depression to which Jordanian university students have been vulnerable after the compulsory shift to online learning and their prolonged use of digital tools.

The researchers used a five-construct questionnaire, namely, use of digital tools in e-learning, sleeping habits, social interaction, psychological reactions and academic performance, to elicit the responses of university students in Jordan concerning the psychological impact of COVID-19’s e-learning digital tools on their well-being. In total, 775 university-level students representing Jordanian public and private universities were asked to fill in the questionnaire, and their responses were statistically analyzed.

The results showed that the prolonged use of digital tools, lack of face-to-face interaction and heavy load of assignments have led to anxiety, change of sleeping habit, distraction and a stress-building environment, perhaps resulting in depression. This was aggravated by COVID-19’s strict regulatory measures of social distancing, lockdowns, health threats and eroding family income. The prolonged and escalating social, psychological, loss of affection and worsening economic conditions have increased the number of psychological disorders and a drop in students’ academic performance.

This study is useful for educational leaders and policymakers, providing guidance and insights on how higher education institutions can support students’ mental health and psychological well-being, especially in times of crisis. Consequently, the higher education sector should be prepared to function more efficiently and effectively in future emergency situations.

While different studies have investigated the impact of COVID-19 on the education sector globally, little attention has been given to developing countries in the Middle East. By focusing on the Jordanian example, the present study will fill a gap in the research endeavors addressing the prolonged use of e-learning digital tools.

The widespread uptake of digital technology tools for online teaching and learning reached its peak during the nationwide lockdown triggered by the COVID-19 pandemic. It transformed the higher education institutions (HEIs) marketplace both in developed and developing countries. However, in this process of digital transformation, several HEIs, specifically from developing countries, faced major challenges. That threatened to affect their sustainability and performance. In this vein, this study conducts a bibliometric review to map the challenges during the COVID-19 pandemic and suggest strategies for HEIs to cope with post-pandemic situations in the future.

This comprehensive review encompasses 343 papers published between 2020 and 2023, employing a systematic approach that combines bibliometrics and content analysis to thoroughly evaluate the articles.

The investigation revealed a lack of published work addressing the specific challenges faced by the faculty members affecting their well-being. The study underscores the importance of e-learning technology adoption for higher education sustainability by compelling both students and teachers to rely heavily on social media platforms to maintain social presence and facilitate remote learning. The reduced interpersonal interaction during the pandemic has had negative consequences for academic engagement and professional advancement for both educators and students.

This has implications for policymakers and the management of HEIs, as it may prove useful in reenvisioning and redesigning future curricula. The paper concludes by developing a sustainable learning framework using a blended approach. Additionally, we also provide directions for future research to scholars.

This study has implications for policymakers and HEI management to rethink the delivery of future courses with a focus on education and institute sustainability. Finally, the research also proposes a hybrid learning framework for sustainability and forms a robust foundation for scholars in future research.

Examines the cultural and business realities of the Arab world. Presents a framework which incorporates cultural variables and their influence on business, in two similar yet distinct Arab subcultures. Discusses business strategies with cultural dimensions within the context of the framework.

Coronavirus disease-2019 (COVID-19) is becoming a crucial health problem worldwide. Continued and high-speed mutations of this virus result in the appearance of new manifestations, making the control of this disease difficult. It has been shown that well-nourished patients have strong immune systems who mostly have short-term hospitalization compared to others. The purpose of this study is to review the major nutrients involved in the immune system reinforcement and to explain nutritional aspects during the recovery of COVID-19.

In this review paper, the mechanistic role of nutrients in boosting the immune system and the nutritional aspects during the recovery of COVID-19 patients were discussed. Papers indexed in scientific databases were searched using antioxidants, COVID-19, inflammation, immune system, macronutrient, micronutrient and probiotic as keywords from 2000 to 2022.

Because of the adverse effects of drugs like thrombosis, pulmonary embolism and hypercholesterolemia, a balanced diet with enough concentrations of energy and macronutrients could increase the patient's durability. The inflammatory cytokines in a vicious cycle delay patients’ rehabilitation. The main mechanistic roles of micronutrients are attributed to the downregulation of virus replication and are involved in energy homeostasis. Dysbiosis is defined as another disturbance among COVID-19 patients, and supplementation with beneficial strains of probiotics helps to exert anti-inflammatory effects in this regard. Being on a well-planned diet with anti-inflammatory properties could reverse cytokine storms as the major feature of COVID-19. Future studies are needed to determine the safe and effective dose of dietary factors to control the COVID-19 patients.

Being on a well-planned diet with anti-inflammatory properties could reverse cytokine storms as the major feature of COVID-19. Future studies are needed to determine the safe and effective dose of dietary factors to control the COVID-19 patients.

The global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic.

To conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

It was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills.

In the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers.

The current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis.

Students and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments.

The paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments.