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Introduction: Seizures are a common presenting complaint and account for approximately 1% of total emergency department (ED) visits. Seizures are especially common in children less than five years old as they have a lower seizure threshold as compared to adults. One potentially dangerous etiology that is far less common, especially in children, is thyroid storm, the extreme manifestationof hyperthyroidism.Case Report: We describe the case of a 3-year-old girl who presented to the ED with an afebrile seizure but was found to be in thyroid storm. This case should serve as a reminder for emergency physicians to consider thyroid disease when evaluating patients presenting with seizures.Conclusion: Although most pediatric seizures are self-limited and frequently benign, it is imperative that the emergency physician evaluate for and rule out any potentially associated dangerous conditions such as thyroid storm.

Language comprehension involves integrating low-level sensory inputs into a hierarchy of increasingly high-level features. Prior work studied brain representations of different levels of the language hierarchy, but has not determined whether these brain representations are shared between written and spoken language. To address this issue, we analyze fMRI BOLD data that were recorded while participants read and listened to the same narratives in each modality. Levels of the language hierarchy are operationalized as timescales, where each timescale refers to a set of spectral components of a language stimulus. Voxelwise encoding models are used to determine where different timescales are represented across the cerebral cortex, for each modality separately. These models reveal that between the two modalities timescale representations are organized similarly across the cortical surface. Our results suggest that, after low-level sensory processing, language integration proceeds similarly regardless of stimulus modality.

The study concerns itself with the consequences of the view that liberal democracy is the conclusion to government form – as hypothesized by Francis Fukuyama in "The End of History?" Through examining the phenomenon of metarecognition, the ideological victory of democracy, that was seemingly evident in 1990, is sought to be explained as to how its totality was reversed. This reversal is a product of the reflective spirit interfering with the sought after effect of arguing for a specific government form. Recognition, as a previously desired symptom of undertaking an ideological identity, transitions into it's primary purpose. This shift in the nature of identity has seen authoritative and collective movements reemerge following the hypothesized conclusive paradigmatical shift to liberal democracy from the fall of the Soviet Union. The paper analyzes how liberal democracy has returned to equal footing with collective government systems in terms of satisfying the desire of recognition in an effort to understand the nature of future political development. The previous uniqueness of liberal democracy has become negated in its interaction with the human subconscious. Further political change must only then satisfy the condition of being modern in the sense of forcing a reflective spirit upon the individual.

Policymakers must make management decisions despite incomplete knowledge and conflicting model projections. Little guidance exists for the rapid, representative, and unbiased collection of policy-relevant scientific input from independent modeling teams. Integrating approaches from decision analysis, expert judgment, and model aggregation, we convened multiple modeling teams to evaluate COVID-19 reopening strategies for a mid-sized United States county early in the pandemic. Projections from seventeen distinct models were inconsistent in magnitude but highly consistent in ranking interventions. The 6-mo-ahead aggregate projections were well in line with observed outbreaks in mid-sized US counties. The aggregate results showed that up to half the population could be infected with full workplace reopening, while workplace restrictions reduced median cumulative infections by 82%. Rankings of interventions were consistent across public health objectives, but there was a strong trade-off between public health outcomes and duration of workplace closures, and no win-win intermediate reopening strategies were identified. Between-model variation was high; the aggregate results thus provide valuable risk quantification for decision making. This approach can be applied to the evaluation of management interventions in any setting where models are used to inform decision making. This case study demonstrated the utility of our approach and was one of several multimodel efforts that laid the groundwork for the COVID-19 Scenario Modeling Hub, which has provided multiple rounds of real-time scenario projections for situational awareness and decision making to the Centers for Disease Control and Prevention since December 2020.

As a consequence of the COVID-19 pandemic and measures to secure public health, many processes have moved to the online space. The educational process is not an exception. Our main goal, which is presented in this article, was to re-design the educational process from face-to-face to distance learning in the Mathematics 1 course at the Technical University of Košice. This article describes our approach to teaching, observations, and experience. This case study examines three factors: Firstly, the impact of distance education on overall assessments of students. Using descriptive statistics, the results of student evaluations were compared from the overall assessments for the last six academic years. It was found that distance learning does not affect excellent students and eliminates the number of students who do not pass. Secondly, the participation of students during online lessons, and thirdly, the use of electronic materials. The questionnaire survey and the data from the learning management system Moodle were used to examine the second and third factors. Descriptive statistics were used to describe the questionnaire survey data (frequencies, percentages and averages). An exploratory factor analysis was performed in order to assess the underlying key concepts regarding student evaluation of the teaching process. The exploratory factor analysis confirmed that this questionnaire followed the four key concepts.

Students from a lower socioeconomic background have a higher risk of dropping out of higher education. The underlying mechanisms of this association between socioeconomic background and higher education dropout are not well understood. Previous research in higher education has followed Tinto's model of academic and social integration to explain dropout but has largely neglected social inequality therein. In contrast, social stratification research draws on rational choice theory to explain social inequality in educational attainment but has rarely been applied to explain dropout from higher education. In our paper, we combine these two strands of research. Utilizing data from the National Educational Panel Study (NEPS), we draw on a largescale, representative sample of students in Germany to quantify the relative contribution of each theoretical approach for explaining social inequality in dropout from higher education. Binary logistic regression models reveal that both students' integration and costs-benefit considerations are associated with their dropout risk net of each other. While academic and social integration appears to better predict dropout, rational choice theory accounts for a larger proportion of social inequality therein. We conclude that combining Tinto's model and rational choice theory provides a more comprehensive perspective of dropouts from higher education and social inequality therein.

It starts with the asafsuf, the 'riffraff,' but soon it spreads throughout the people of Israel: a 'gluttonous craving' for meat in the desert. Feeling overwhelmed by their demands, Moses [...]

Teacher candidates benefit from PDS through clinically rich practices embedded in education courses. Each year, the PDS Consortium of a college in western New York invites undergraduate students to become PDS representatives. These representatives attend meetings and assist with professional development opportunities. They serve while learning information, gaining experiences, and developing into educators. However, there is a paucity of research documenting the impact of opportunities concerning the undergraduate self-confidence. The purpose of this research is to document the experiences of PDS representatives concerning confidence. Participants are current PDS representatives interviewed in the beginning of the Fall 2017 semester. Researcher created structures were implemented throughout the semester. Participants participated in a brief survey and interview at the end of the semester to measure if any impact in self-confidence. Preliminary findings indicate categories of self-confidence with public speaking skills, organizational skills, and collaboration skills emerged using a constant comparative contrast approach.

I suggest that two features of Adam Smith's talk of justice and liberty reflect a priority on instilling duties, as opposed to instilling rights. The first feature has to do [...]

COVID-19 presents significant social, economic, and medical challenges. Because COVID-19 has already begun to precipitate huge increases in mental health problems, clinical psychological science must assert a leadership role in guiding a national response to this secondary crisis. In this article, COVID-19 is conceptualized as a unique, compounding, multidimensional stressor that will create a vast need for intervention and necessitate new paradigms for mental health service delivery and training. Urgent challenge areas across developmental periods are discussed, followed by a review of psychological symptoms that likely will increase in prevalence and require innovative solutions in both science and practice. Implications for new research directions, clinical approaches, and policy issues are discussed to highlight the opportunities for clinical psychological science to emerge as an updated, contemporary field capable of addressing the burden of mental illness and distress in the wake of COVID-19 and beyond. (PsycInfo Database Record (c) 2021 APA, all rights reserved).