scholarly journals Increasing fetal hemoglobin as a possible key for improvement of hypoxia and saving last breath in COVID-19 patient: “postulating a hypothesis”

2021 ◽  
Vol 15 (1) ◽  
Author(s):  
Muhamed A. Abdelzaher ◽  
Ashraf E. S. Ibrahim ◽  
Essamedin M. Negm
Keyword(s):  
Research Evidence ◽  
Distress Syndrome ◽  
Evidence Synthesis ◽  
Fetal Hemoglobin ◽  
Supporting Evidence ◽  
Critical Stage ◽  
Viral Response ◽  
Study Approach ◽  
Early Viral Response ◽  
Progressive Respiratory Failure

Abstract Background COVID-19 patients normally experience mild cold-like symptoms that progress from the early viral response phase through the lung phase to the hyper-inflammation phase. Acute respiratory distress syndrome (ARDS) characterizes the most critical stage of the illness with progressive respiratory failure. Hypoxemia is the most dangerous and challenging problem. We suggest an inductive study approach to postulate a hypothesis and synthesis of supporting evidence as a trial to resolve hypoxia in patients with COVID-19 by increasing the volume of fetal hemoglobin which has a high affinity for oxygen using methods for hypothesis related research evidence synthesis. Conclusion We recommend involving umbilical cord fetal blood transfusion or the use of hydroxyl urea as a clinical trial on COVID-19 patients and also for all other types of ARDS to determine its efficacy in correction of hypoxemia, controlling progression of the disease, and increasing survival rate.

An Early Viral Response Predicts the Virological Response to Ribavirin in Hepatitis E Virus Organ Transplant Patients

2015 ◽  
Vol 99 (10) ◽  
pp. 2124-2131 ◽  
Author(s):  
Nassim Kamar ◽  
Sebastien Lhomme ◽  
Florence Abravanel ◽  
Olivier Cointault ◽  
Laure Esposito ◽  
...  
Keyword(s):  
Virological Response ◽  
Hepatitis E Virus ◽  
Organ Transplant ◽  
Hepatitis E ◽  
Viral Response ◽  
Transplant Patients ◽  
Early Viral Response

scholarly journals Social Science Teachers' Critical Engagement with Best Evidence Synthesis Research

2021 ◽  
Author(s):  
◽  
Michael Alan Taylor
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Social Science ◽  
Science Teachers ◽  
Teacher Identity ◽  
Research Evidence ◽  
Evidence Synthesis ◽  
Critical Engagement ◽  
The Social ◽  
Best Evidence Synthesis

<p>This thesis draws on qualitative data gathered in focus group discussions, and interviews with ten teachers and three academics to examine social science teachers' critical engagement with Effective Pedagogy in the Social Sciences /Tikanga-a-iwi Best Evidence Synthesis (Aitken & Sinnema, 2008). To assess teachers' critical engagement with the Social Science BES, the thesis develops a modified model designed to encourage critical thinking. The methodological approach involved recording two phases of self-directed teacher discussion before and after the introduction of the modified critical thinking model. The findings suggest that the model supported teachers in the short term, especially those participants for whom critical thinking about research evidence was a novelty. The model had little impact, however, for teachers with more critical thinking skills. A lack of accountability, entrenched teacher identity, and socio-centric dialogue were identified as barriers to the teachers' critical engagement with the Social Sciences BES. Further findings provide insight into how over-assimilation and inattention to the complexity of research evidence risk undermining the integrity of teacher inquiry. The thesis concludes with a discussion about the difficulty of teachers critically engaging with the Social Sciences BES and offers recommendations for different levels of the education system that might help facilitate critical engagement with Social Sciences BES research.</p>

scholarly journals Social Science Teachers' Critical Engagement with Best Evidence Synthesis Research

2021 ◽  
Author(s):  
◽  
Michael Alan Taylor
Keyword(s):  
Social Sciences ◽  
Critical Thinking ◽  
Social Science ◽  
Science Teachers ◽  
Teacher Identity ◽  
Research Evidence ◽  
Evidence Synthesis ◽  
Critical Engagement ◽  
The Social ◽  
Best Evidence Synthesis

<p>This thesis draws on qualitative data gathered in focus group discussions, and interviews with ten teachers and three academics to examine social science teachers' critical engagement with Effective Pedagogy in the Social Sciences /Tikanga-a-iwi Best Evidence Synthesis (Aitken & Sinnema, 2008). To assess teachers' critical engagement with the Social Science BES, the thesis develops a modified model designed to encourage critical thinking. The methodological approach involved recording two phases of self-directed teacher discussion before and after the introduction of the modified critical thinking model. The findings suggest that the model supported teachers in the short term, especially those participants for whom critical thinking about research evidence was a novelty. The model had little impact, however, for teachers with more critical thinking skills. A lack of accountability, entrenched teacher identity, and socio-centric dialogue were identified as barriers to the teachers' critical engagement with the Social Sciences BES. Further findings provide insight into how over-assimilation and inattention to the complexity of research evidence risk undermining the integrity of teacher inquiry. The thesis concludes with a discussion about the difficulty of teachers critically engaging with the Social Sciences BES and offers recommendations for different levels of the education system that might help facilitate critical engagement with Social Sciences BES research.</p>

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