The Coronavirus disease (COVID-19) emerged in Wuhan city, China in December 2019 and rapidly spread as a global health pandemic. The primary presentation is respiratory and cardiac symptoms, but neurological features are also being reported. A single-centered, cross-sectional study on 168 patients with COVID-19 was conducted in Al-Mawani teaching hospital, Basra, Iraq to assess the neurological manifestations of COVID-19 and their relationship with the disease severity. 60.7% of the patients involved in the study were documented to have neurological manifestations. The most common reported symptom is the headache (39%) followed by the dizziness(lightheadedness) (28.6%). The more severe neurological manifestations as the acute confusion, cranial nerve palsies, hemiplegia are more seen among those with sever desaturation, higher lung involvement as well as those with cytokine storm syndrome and mainly distributed among older age, males and in patients with comorbidities.The acute cerebrovascular accident(stroke)present in 14.3% of patient, mainly in whom are complain from sever desaturation and aggressive lung involvement.
Scarce studies have been conducted to understand Teachers' spiritual intelligence, their teaching autonomy exhibited by English as foreign language (EFL) teachers.This study was conducted to fill this gap by exploringthe relationship between Iraqi EFL teachers’ spiritual intelligence, their teaching autonomy. The research was conducted in Al-Diwanieh, Iraq.A total of 60 (35 males and 25 females) Iraqi EFL teachersteachingin Al-Diwanieh, Iraq participated in this study. The subjects’ age will range from 23 to 50 years old (their participation criterion is 2 years of teaching experience). Their academic degree ranged from BA to M.A.Data included two questionnaires and a written interview:Spiritual Intelligence Self-Report Inventory SISRI-24 developed by King (2008) was used to measure sampled teacher’s SI. SISRI was a 24-item (Cronbach's alpha = .92) self-report measure of SI. It was consisted of four main constituents including: Critical Existential Thinking, Personal Meaning Production, Transcendental Awareness, and Conscious State Expansion. King (2008) reported Cronbach's alpha of .78 for the first (critical existential thinking) and second (personal meaning production) component, Cronbach's alpha of .87 for the third component (transcendental awareness), and Cronbach's alpha of .91 for the last component (conscious state expansion).The Teacher Autonomy Scale (TAS) developed by Çolak (2016) was utilized to measure sampled EFL teachers’ autonomy. The scale consists of 18 Likert- type items. There was no inversely scored item in the scale. A total score can be taken from the scale. Increasing scores taken from the scale means increasing autonomy behaviors of teachers. TAS had four sub-dimensions which were teaching autonomy, curriculum autonomy, professional development autonomy, and communication autonomy.The results showed that there no was a significant relationship between spiritual intelligence and teaching autonomy. There was no significant relationship between spiritual intelligence /teaching autonomyand gender.
This study aims to explore the effectiveness of online learning during the Covid-19 pandemic at Universitas Negeri Makassar, Indonesia. There were 95 students participated in this study. The students were from Indonesian Language and Literature Study Program at Faculty of Languages and Literature State University of Makassar in 2020/2021 academic year. The study therefore concludes that 1) Students are very active in communicating ideas, thoughts, and feelings in online classrooms in the outbreak of Covid-19 pandemic, 2) The flexibility of online classes is more important to students, 3) The participation rate of participants in online classes is higher than traditional classes (face to face), 4) Online classes are no problem especially those related to internet networks, 5) Students do not experience difficulties in online classes. © 2021, Caddo Gap Press. All rights reserved.
I think that was really important, just to think of the angle. You’re not learning all this information for nothing, it’s for these kids. I think that was really beneficial and important. Furthermore, another PT described how, “looking back, the tutoring experience was beneficial, and I equate it more to what I’m doing now than those other experiences [such as the 10-hour classroom observations or 30-hour field experience].” PTs communicated that the tutoring experience was essentially an “application of cultural competency theories that were at least attempted to be taught in some of our later classes.” These data support the results of a recent study by Bodur (2003), who found that teacher preparation programs that combine fieldwork and coursework impact prospective teachers’ multicultural beliefs and attitudes positively. In our study, several PTs also touched on longitudinal application of their experiential learning from a curriculum and instruction perspective. One PT commented on how he was able to make real connections to his tutoring experiences during subsequent coursework. Another PT noted that in the course on cultural competency, prospective teachers would bring up the child with whom they had worked in their tutoring experiences. As one PT reiterated, “having that chance to build those relationships and having that safe environment where you’re actually interacting and learning to notice and respect and honor someone else’s culture and having it be a two-way street” was instrumental in growth toward cultural competency. Hawkins (2008) called these experiences that later can be referred back to and contribute to overall sustained learning micromoments “based on the notion that
The purpose of this grounded research study was to discover the significant supports that help teachers remain in teaching. The researchers surveyed 60 teachers and interviewed 10 teachers who received significant support in the first years of their teaching experience. The researchers were interested in knowing if the level of assistance and support enhanced the teachers’ perceived instructional performance and their longevity in teaching. Additionally, did the research-based instructional techniques and strategies these teachers were introduced to in the early years of service remain pivotal in their later years of teaching?
