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We present the case of a newborn diagnosed with perinatal asphyxia and secondary renal injuries, transposition of the great vessels and low systemic blood flow, treated with Prostaglandin, atrioseptostomy, followed by arterial switch surgery After the cardiac surgery the patient is oliguric and requires hemodiafiltration for 12 days, after which renal function is restored. In evolution, however, AVB (atrioventricular block) grade III occurs, followed by implanta-tion of permanent pacemaker, but another postoperative complication – chylothorax – leads to stopping electrical stimulation followed by severe cardiac dysfunction and, consequently, recurrent renal injury and anuria. Re-estab-lishing hemodiafiltration for another 7 days without recovery of renal function. Perinatal asphyxia, cardiac heart disease with low systemic blood flow, prostaglandin, atrioseptostomy, cardiac rhythms disturbances, chylothorax, sepsis, cardiac arrest are intriguing factors that bring renal injury. Their association greatly decreases the chance of survival even if the patient benefits from supportive treatment and early hemodiafiltration.

Prezentăm cazul unui nou-născut diagnosticat cu suferintă perinatală și injurie renală secundară, transpoziție de vase mari și debit sistemic scăzut, tratat cu prostaglandină, atrioseptostomie, urmate de operația de switch arterial. Postoperator, pacientul este oliguric și necesită hemodiafiltrare pentru 12 zile, după care funcția renală este restabilită. În evoluție, apare bloc atrioventricular (BAV) grad III, urmat de implantare de stimulator cardiac permanent, dar o altă complicație postoperatorie – chilotorax – duce la oprirea stimulării electrice, urmată de disfuncție cardiacă severă și, consecutiv, injurie renală recurentă și anurie. Se reinstituie hemodiafiltrarea pentru încă 7 zile, fără recuperarea funcției renale. Asfixia perinatală, malformația cardiacă cu debit sistemic scăzut, prostaglandina, atrioseptostomia, circulația extracoroporeală, tulburările de ritm, chilotoraxul, sepsisul, stopul cardiac sunt factori intricaţi care aduc injurie renală importantă. Asocierea lor scade major șansele de supraviețuire chiar dacă pacientul beneficiază de tratament suportiv și hemodiafiltrare precoce.

Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student’s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated. Keywords: online class, pandemic emergency, STEM, structural equation modelling, student academic progress, in-service teachers

The use of technological devices has become natural, which is why technology seems to become a natural learning environment. Many studies show that technologically-rich learning environments improve learning outcomes. It has been shown that technological integration helps to create more authentic learning environments, in which students are more motivated to participate. Digital world has greater opportunities for communication, collaboration, and problem-solving and have more opportunities to expand and even amplify thinking, thus changing the role of students by building knowledge rather than reproducing information. Given the possible disadvantages of using digital devices permanently, it is important to find a good balance between constructively using digital technology and keeping it to avoid distraction and concentration. However, some research shows that electronic learning does not differ in effectiveness or efficiency from traditional learning. This chapter presents an in-depth and reasoned analysis of cognitive learning of university students using Web 2.0 tools.

In-service teachers have various emotional and motivational experiences that can influence their continuance intention towards online-only instruction during the COVID-19 pandemic, as a significant stress factor for their workplace. Derived from the Self-Determination Theory (SDT), Job Demands&ndash, Resources Model (JD&ndash, R), and Technology Acceptance Model (TAM), the present research model includes technological pedagogical knowledge (TPK) self-efficacy (SE), intrinsic (IM) and extrinsic (EM) work motivation, and occupational stress (OS) (i.e., burnout and technostress which have been examined in tandem) as key dimensions to explain the better continuance intention among in-service teachers to use online-only instruction (CI). Data for the research model were collected from 980 in-service teachers during the COVID-19 outbreak between April and May 2020. Overall, the structural model explained 70% of the variance in teachers&rsquo, CI. Motivational practices were directly and indirectly linked through OS with CI. The findings showed that IM has the most directly significant effect on teachers&rsquo, CI, followed by TPK-SE, and OS as significant, but lower predictors. IM was positively associated with TPK-SE and negatively associated with EM. The results offered valuable insights into how motivation constructs were related to OS and to a better understanding online instruction in an unstable work context, in order to support teachers in coping during working remotely.

The aim of this study is to identify the possible correlations between the strengths that are taught in school and those which are necessary for reaching personal success. In order to test the extent to which these strengths correlate, we applied a psychological-assessment tool composed of 24 strengths with a Likert-type response scale. The subjects selected for this research were 100 teachers from Romania, both male and female. The results were processed in SPSS Statistics, where we also calculated Pearson's correlation coefficient. After analyzing the descriptive statistics and the correlation coefficient we noticed that the "Vitality" strength showed a statistically significant negative correlation between the two groups, therefore it is not taught in school but it is considered important for achieving personal success. The "Citizenship" strength showed a statistically significant positive correlation, being concurrently promoted in school and important in achieving success.The neuro-linguistic reprogramming of a young individual will need a considerable effort, first of all as regards being aware of the values which render his well-being, and secondly as regards his orientation towards these values, which as it seems he was not at all oriented to. The new student profile of today’s society, also known as the digital native, needs to assimilate a full set of positive psychology values in order to create a complete model of success for nowadays’ world.

The purpose of this study is to identify the level of life satisfaction and the differences regarding life satisfaction among the students from the University of Bucharest. In order to measure the level of satisfaction we applied an instrument designed for psychological testing – Multidimensional Studentsʼ Life Satisfaction Scale (MSLSS). The participants selected for this research were 140 students from the University of Bucharest, both male and female. The research results were processed in SPSS. After applying the descriptive statistics and the T-test for identifying the studentsʼ differences by gender, it was noticed a higher level of satisfaction at the male students. Furthermore, there were also noticed considerable differences on the five domains of the questionnaire: family, friends, school, living environment and self. Findings of the study showed significant differences in terms of satisfaction level for the two categories of subjects, so the training and development of self-image is influenced by the four areas of the life of every individual.

The aim of this study is to identify the possible correlations between the strengths that are taught in school and those which are necessary for reaching personal success. In order to test the extent to which these strengths correlate, we applied a psychological-assessment tool composed of 24 strengths with a Likert-type response scale. The subjects selected for this research were 100 teachers from Romania, both male and female. The results were processed in SPSS Statistics, where we also calculated Pearson's correlation coefficient. After analyzing the descriptive statistics and the correlation coefficient we noticed that the "Vitality" strength showed a statistically significant negative correlation between the two groups, therefore it is not taught in school but it is considered important for achieving personal success. The "Citizenship" strength showed a statistically significant positive correlation, being concurrently promoted in school and important in achieving success. The neuro-linguistic reprogramming of a young individual will need a considerable effort, first of all as regards being aware of the values which render his well-being, and secondly as regards his orientation towards these values, which as it seems he was not at all oriented to. The new student profile of today’s society, also known as the digital native, needs to assimilate a full set of positive psychology values in order to create a complete model of success for nowadays’ world., http://www.edusoft.ro/brain/index.php/brain/article/view/648/720