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In recent years, the field of education has challenged researchers and practitioners to incorporate computing as an essential focus of K-12 STEM education. Integrating computing within K-12 STEM supports learners of all ages in codeveloping and using computational thinking in existing curricular contexts alongside practices essential for developing mathematical and scientific expertise. In this paper, we present findings from a design-based, microgenetic study in which an agent-based programming and computational modeling platform—ViMAP—was integrated with existing elementary science and math curricula through lessons co-designed and taught by the classroom teacher across a period of seven months. We present a dialogical re-positioning of coding, where disciplinarily grounded meanings of code emerge through the construction of computational utterances––i.e., computer models as well as complementary conversations and physical models that serve as mathematical and scientific explanations––through the use of socio-mathematical norms .

Background Nutrition plans are crucial for kidney transplantation, addressing issues like anemia, bone problems, and malnutrition. During surgery and recovery, evaluating malnutrition, reducing risks, and aiding recovery are essential. Objectives The purpose of this review is to provide a comprehensive overview of nutritional management during the entire kidney transplantation process. It includes pretransplant challenges, posttransplant issues, acute phase nutrition, and nutritional support during the maintenance phase. Additionally, the study covers the challenges and restrictions associated with nutrition following transplant, such as interactions with immunosuppressive drugs, metabolic problems, and nutrition during graft rejection. Methodology With an emphasis on the difficulties and solutions for the best nutrition in each stage of the transplant procedure, a thorough search of numerous internet databases was conducted to find pertinent research and papers and was analyzed and synthesized to give a thorough sketch of the nutritional management of kidney transplant recipients. Results Nutrition interventions are crucial for pretransplant, peri- transplant, and long-term maintenance of kidney transplant recipients, controlling graft rejection and improving outcomes through targeted therapies. Conclusion The review’s goal is to draw attention to the hitches to good nutrition at each stage and suggested solutions, as well as the interactions between nutrition and other elements such as immunosuppressive drugs and metabolic problems. The analysis identifies many crucial tactics that can enhance outcomes and quality of life of transplant recipients.

This article attempts to examine the dynamic interrelationships among foreign direct investment (FDI) inflows, information and communication technology (ICT) expansion and economic growth empirically in the Asia-Pacific developing countries over the period of 2001–2017. Besides the significant economic effects of FDI inflows, several existing evidence also documents that progress of ICT plays a crucial role in promoting the productivity and efficiency particularly in developing economies during the present period, implying that ICT should be incorporated in a wide discussed FDI and economic growth relationship as per current necessitate. Moreover, different theories and empirics refer that FDI and ICT are also interrelated in various ways. In this context, 30 developing countries are chosen from the Asia-Pacific region to conduct some advanced panel data econometric exercises using the World Bank (2018) and World Telecommunication Indicators (2018) databases. Empirical estimations applying the panel fully modified ordinary least square, dynamic ordinary least square, pooled mean group estimator, mean group estimator and dynamic fixed effect methods reveal that both FDI and ICT have positive and significant effects on economic growth, and ICT expansion also positively influences FDI inflows in those countries. So, the ICT should be improved more as an infrastructure to receive more FDI inflows and also to experience better economic growth.

With resurgence of multidrug resistance (MDR) bacteria and no new novel broadspectrum antibiotic in research pipeline, usage of older generation antibiotics, once discarded due to their toxicity profile are becoming popular again. Often these drugs are the only option left in managing MDR bacteria-related sepsis. Colistin is one of such antibiotic which is often used in recent times after decades of its avoidance due to its diverse toxicity profile. In this case report, we present a rare myasthenic syndrome like neuromuscular complication developed in a patient after receiving colistin for treatment of MDR Klebsiella-related urosepsis

Hepatitis E is a common, mainly water-borne hepatotropic virus prevalent mainly in Southeast Asia, Africa, the Middle East, and Central America. In the eastern part of India epidemics of acute hepatitis E are well reported. Hepatitis E commonly presents as self-limiting acute viral hepatitis among young adults, except for some critical clinical complications during pregnancy. In epidemiological research, subclinical acute hepatitis E infection is also reported from different parts of the world, including developed nations such as the USA (predominantly in the population aged >60 years). Though primarily hepatotropic, in the literature there are reports of rare extrahepatic manifestation of acute hepatitis E. Here we present an elderly lady with acute hepatitis E who primarily presented with acute myocarditis.

Computational thinking (CT) draws on concepts and practices that are fundamental to computing and computer science. It includes epistemic and representational practices, such as problem representation, abstraction, decomposition, simulation, verification, and prediction. However, these practices are also central to the development of expertise in scientific and mathematical disciplines. Recently, arguments have been made in favour of integrating CT and programming into the K-12 STEM curricula. In this paper, we first present a theoretical investigation of key issues that need to be considered for integrating CT into K-12 science topics by identifying the synergies between CT and scientific expertise using a particular genre of computation: agent-based computation. We then present a critical review of the literature in educational computing, and propose a set of guidelines for designing learning environments on science topics that can jointly foster the development of computational thinking with scientific expertise. This is followed by the description of a learning environment that supports CT through modeling and simulation to help middle school students learn physics and biology. We demonstrate the effectiveness of our system by discussing the results of a small study conducted in a middle school science classroom. Finally, we discuss the implications of our work for future research on developing CT-based science learning environments.

Electricity is regarded as one of the most challenging topics for students of all ages. Several researchers have suggested that naïve misconceptions about electricity stem from a deep incommensurability (Slotta and Chi 2006 ; Chi 2005 ) or incompatibility (Chi et al . 1994 ) between naïve and expert knowledge structures. In this paper we argue that adopting an emergent levels-based perspective as proposed by Wilensky and Resnick ( 1999 ), allows us to reconceive commonly noted misconceptions in electricity as behavioral evidences of “slippage between levels,” i.e., these misconceptions appear when otherwise productive knowledge elements are sometimes activated inappropriately due to certain macro-level phenomenological cues only. We then introduce NIELS (NetLogo Investigations In Electromagnetism), a curriculum of emergent multi-agent-based computational models. NIELS models represent phenomena such as electric current and resistance as emergent from simple, body-syntonic interactions between electrons and other charges in a circuit. We discuss results from a pilot implementation of NIELS in an undergraduate physics course, that highlight the ability of an emergent levels-based approach to provide students with a deep, expert-like understanding of the relevant phenomena by bootstrapping , rather than discarding their existing repertoire of intuitive knowledge.

In this article, we argue that when complex sociopolitical issues such as ethnocentrism and racial segregation are represented as complex, emergent systems using agent-based computational models (in short agent-based models or ABMs), discourse about these representations can disrupt social studies teacher candidates’ dispositions of teaching social studies without engaging in critical conversations about race and power. Our study extends the literature on agent-based computing to the domain of social studies education, and demonstrates how preservice teachers’ participation in agent-based modeling activities can help them adopt a more critical stance toward designing learning activities for their future classrooms.

Studies of scientific practice demonstrate that the development of scientific models is an enactive and emergent process (e.g., Pickering 1995; Chandrasekharan and Nersessian 2017). Scientists make meaning through processes such as perspective taking, finding patterns, and following intuitions. In this paper, we focus on how a group of fourth grade learners and their teacher engaged in interpretation in ways that align with core ideas and practices in kinematics and computing. Cycles of measuring and modeling––including computer programming––helped to support classroom interactions that highlighted the interpretive nature of modeling and participation in model construction as a knowledge-building process. We draw on literature from the history and philosophy of science in order to analyze the students’ interpretive actions as forms of epistemic and representational agency, constituting a construct we term disciplined interpretation. We demonstrate how students’ disciplined interpretative moves help to position them as owners of their own design decisions and their rights to interpret the phenomena they were modeling, data collected from those phenomena, and the scientific and computational models themselves. We present four extended episodes that characterize the nature of activity in the classroom and the development of students’ disciplined interpretations in terms of learning to recognize scientific patterns amid complex perceptual fields, and to represent them in ways that support sensemaking.

How does deep conceptual change occur when students play well-designed educational games? To answer this question, we present a case study in the form of a microgenetic analysis of a student's processes of knowledge construction as he played a conceptually-integrated digital game (SURGE Next) designed to support learning about Newtonian mechanics. Grounded in the Knowledge In Pieces framework of conceptual change (A. diSessa, 1993), we analyze the processes through which the student, Jamal, developed an expert-like understanding of deflections, a phenomenon that has been previously identified as challenging to understand for novice physics learners. We also explore the key characteristics of SURGE Next supporting these conceptual change processes. Our analysis shows that Jamal's learning involved iterative refinement of his conceptual understanding through distributed encoding (A. diSessa, 1993). That is, as Jamal advanced through the game levels in SURGE Next, he developed a progressively more distributed sense of mechanism (A. diSessa, 1993) and was able to identify and operationalize the roles of the direction and magnitude of an object's initial (or previous) velocity in determining the velocity resulting from the application of a new impulse. We also discuss the methodological and design implications of our findings for future research on digital games for learning.