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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 COVID-19 pandemic has had a significant impact on higher education institutions globally, together with the wellbeing, social life, and study experiences of students (Goldstone & Zhang, 2022; Hordosy & McLean, 2022; Maslimova et al., 2022), and academic staff (Gilbertson, 2020; LUSA, 2020). This chapter describes a review of the Masters program in Educational Leadership and Management at the Faculty of Education, University of Malta. While acknowledging the need to better understand the impact of the pandemic – personally and professionally – the focus was to develop a program that helped staff and mature students develop, through a different learning and lived experience, by cultivating the values that are central to the program, namely community, agency, sharing, collaboration, collegiality, voice, reflection, and inquiry. Ultimately, the scope of this chapter is to highlight how the pandemic has helped to renew the graduate program in a way that forged the wellbeing of the academic staff, the leaders of the various educational institutions, and students.

One of the achievements of the fourth industrial revolution is smart manufacturing, a manufacturing system based on Industry 4.0 technologies that will increase systems' reliability, efficiency and productivity. Despite the many benefits, some barriers obstruct the implementation of this manufacturing system. This study aims to analyze these barriers.

One of the measures that must be taken is to identify and try to remove these barriers, which involves identifying the stakeholders and components of technology associated with each barrier. As such, the primary purpose of this paper is to present a systematic literature review in the field of smart manufacturing with a focus on barriers to implementation related to the stakeholders and components of technology.

This research conducted a systematic literature review in Scopus and Web of Science databases and considered the studies published until 2021 were examined. The central question of this paper is answered based on this literature review, in which 133 related studies and 15 barriers were identified.

The significant gap observed in the literature review is that no research has been conducted to determine the stakeholders and components of technology related to the barriers, making it a potentially worthwhile subject for future research. In addition, the results of this study may help managers to implement smart manufacturing.

This study provides two main originalities. The former is helpful information for managers to make effective decisions when they face smart manufacturing barriers. The latter is related to identifying critical research gaps through systematic literature review.

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.

Amid the Israel-Hamas conflict in October 2023, social media platforms such as Instagram, have emerged as crucial platforms for millions seeking real-time insights, as well as those disseminating information about the conflict. Trending search terms on Instagram, such as “graphic Israel footage”, “live stream in Israel right now,” or #FreePalestine and #SaveSheikhJarrah, revealed a collective thirst for unfiltered frontline perspectives by users. Interestingly, individuals actively posting about the conflict experienced shifts in follower engagement, exemplified by the suspension of activist, Shaun King, whose 6-million followership Instagram account was disabled in December 2023.¹ Digital platforms play critical roles in escalating tensions, exposing governmental cruelty, and rallying international support (Burum, 2016; David, 2014). The case of Palestine and Israel underscores online media’s role in constructing narratives and mobilizing resistance. This study seeks to illuminate the connection between visual storytelling, youth activism, and social media dynamics during conflict (Abushbak et al., 2020; Burum, 2016; David, 2014; Pruchnic, & Ceraso, 2020). This chapter examines textual and visual content by applying Textual-Visual Thematic Analysis to content posted on Instagram. This is done to understand Instagram users’ discourse in October 2023 on Instagram. It analyzes how content shapes narratives and seeks to identify any patterns in the narratives shared by selected Instagram users. As such, this study aims to offer insights into the role that social media, particularly Instagram, plays in influencing narratives, fostering youth activism, and shaping public discourse during conflict.

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.