Analysing the donor behaviour of a Muslim diaspora in Australia

Diaspora communities are an important source of charitable giving to their original homelands. This study explores a Muslim diaspora's motivations behind donation-giving. A two-year donation dataset of an overseas charity organisation registered in Australia was analysed. Findings show that, overall, donations are significantly related to the prevailing consumer confidence levels (r = 0.4277). However, there was also a strong, inverse correlation (r = - 0.4376) during 2020, suggesting that the plummeting consumer sentiment during COVID-19 did not impact donation revenue. As expected, during periods of religious significance (Ramadan) across both years, donations to the charity increased substantially, with the relative effect of Ramadan calculated as over 800%. This study makes a contribution by providing insights to donor behaviour through the examination of a donation dataset. This study also uses 'causal impact analysis' to calculate the effect of Ramadan on donations. Results have implications for the not-for-profit sector in Australia and other countries with Muslim diaspora communities. Limitations and suggestions for future research are also discussed. © Policy Press 2022.

Social-emotional learning in K-12 schools: Supporting educators in its implementation

The 21st-century learner population is increasingly demonstrating numerous social and emotional trends, including addiction, suicidal ideation, anxiety and stress management, bullying, and crisis management. The team of scholarly practitioners observes these trends in their daily practices by the increase in requests for mental health support, counseling, psychological evaluations, referrals to the Committee on Special Education from families and school personnel, and violations of the school's code of conduct. The COVID-19 pandemic intensified these trends and continues to disrupt students' social, emotional, and academic lives. The impact may be minimal for some children, whereas COVID-19 will represent an adverse childhood experience for others. Exposure to trauma can result in significant long-term negative consequences (Minkos & Gelbar, 2020). Schools continue to address the growing social-emotional needs of students with available resources and funding. However, resources and funding differ across contexts, creating inequities and challenges for districts and schools to provide the necessary support for their student population. Through the examination of K-12 organizations, research suggests one of the most significant challenges schools are currently facing is that many administrators, teachers, and support staff feel they are not adequately equipped to manage these social-emotional behaviors (Superville, 2020). These ideas serve as the focal point for this research and contribute to future consideration of how schools can meet the needs of diverse populations of learners. Systematic implementation of social-emotional learning through teacher professional development may promote positive long-term effects throughout students' educational careers and lives. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Social-emotional learning in K-12 schools: Supporting educators in its implementation

The 21st-century learner population is increasingly demonstrating numerous social and emotional trends, including addiction, suicidal ideation, anxiety and stress management, bullying, and crisis management. The team of scholarly practitioners observes these trends in their daily practices by the increase in requests for mental health support, counseling, psychological evaluations, referrals to the Committee on Special Education from families and school personnel, and violations of the school's code of conduct. The COVID-19 pandemic intensified these trends and continues to disrupt students' social, emotional, and academic lives. The impact may be minimal for some children, whereas COVID-19 will represent an adverse childhood experience for others. Exposure to trauma can result in significant long-term negative consequences (Minkos & Gelbar, 2020). Schools continue to address the growing social-emotional needs of students with available resources and funding. However, resources and funding differ across contexts, creating inequities and challenges for districts and schools to provide the necessary support for their student population. Through the examination of K-12 organizations, research suggests one of the most significant challenges schools are currently facing is that many administrators, teachers, and support staff feel they are not adequately equipped to manage these social-emotional behaviors (Superville, 2020). These ideas serve as the focal point for this research and contribute to future consideration of how schools can meet the needs of diverse populations of learners. Systematic implementation of social-emotional learning through teacher professional development may promote positive long-term effects throughout students' educational careers and lives. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

SARS-CoV-2 infection of airway cells causes intense viral and cell shedding, two spreading mechanisms affected by IL-13.

Muco-obstructive lung diseases are typically associated with high risks of COVID-19 severity; however, allergic asthma showed reduced susceptibility. To investigate viral spread, primary human airway epithelial (HAE) cell cultures were infected with severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), and host­virus interactions were examined via electron microscopy, immunohistochemistry, RNA in situ hybridization, and gene expression analyses. In HAE cell cultures, angiotensin-converting enzyme 2 (ACE2) expression governed cell tropism and viral load and was up-regulated by infection. Electron microscopy identified intense viral egress from infected ciliated cells and severe cytopathogenesis, culminating in the shedding of ciliated cells packed with virions, providing a large viral reservoir for spread and transmission. Intracellular stores of MUC5AC, a major airway mucin involved in asthma, were rapidly depleted, likely to trap viruses. To mimic asthmatic airways, HAE cells were treated with interleukin-13 (IL-13), which reduced viral titers, viral messenger RNA, and cell shedding, and significantly diminished the number of infected cells. Although mucus hyperproduction played a shielding role, IL-13­treated cells maintained a degree of protection despite the removal of mucus. Using Gene Expression Omnibus databases, bulk RNA-sequencing analyses revealed that IL-13 up-regulated genes controlling glycoprotein synthesis, ion transport, and antiviral processes (albeit not the typical interferon-induced genes) and down-regulated genes involved in cilial function and ribosomal processing. More precisely, we showed that IL-13 reduced ACE2 expression, intracellular viral load, and cell-to-cell transmission while increasing the cilial keratan sulfate coating. In conclusion, intense viral and cell shedding caused by SARS-CoV-2 infection was attenuated by IL-13, which affected viral entry, replication, and spread.

Association Between Genetic Predictors for C-Reactive Protein and Venous Thromboembolism With Severe Adverse Coronavirus Disease 2019 Outcomes.

To assess if genetic predictors for C-reactive protein and risk of venous thromboembolism are associated with severe outcomes among individuals who tested positive for severe acute respiratory syndrome coronavirus 2. DESIGN: Retrospective cohort study. SETTING: U.K. Biobank. PATIENTS OR SUBJECTS: U.K. Biobank participants with European ancestry who were recorded to have a positive polymerase chain reaction test result for severe acute respiratory syndrome coronavirus 2 between March 16, 2020, and August 14, 2020. INTERVENTIONS: Not applicable. MEASUREMENTS AND MAIN RESULTS: We constructed separate genetic risk scores for C-reactive protein and venous thromboembolism consisting of 56 and 37 genetic variants that have been significantly associated with venous thromboembolism and C-reactive protein, respectively. Among 1,126 individuals who were diagnosed with coronavirus disease 2019, 48% had a coronavirus disease 2019-related hospitalization, 16% received critical care support, 10% had critical respiratory support, and 21% died from coronavirus disease 2019. Genetic predisposition to high C-reactive protein concentrations was marginally associated with a lower risk of death from coronavirus disease 2019 (odds ratio, 0.85; 95% CI, 0.73-1.00; p = 0.05). No other associations were significant. CONCLUSIONS: Our results do not support associations between polygenic risk for elevated blood C-reactive protein concentrations or venous thromboembolism and severe coronavirus disease 2019 health outcomes. Thus, considering genetic predisposition associated with C-reactive protein concentrations or venous thromboembolism risk is not meaningful for predicting severe coronavirus disease 2019 health outcomes.

Prevalence of Anxiety in University Students during the COVID-19 Pandemic: A Systematic Review.

There is a dearth of evidence synthesis on the prevalence of anxiety among university students even though the risk of psychological disorders among this population is quite high. We conducted a quantitative systematic review to estimate the global prevalence of anxiety among university students during the COVID-19 pandemic. A systematic search for cross-sectional studies on PubMed, Scopus, and PsycINFO, using PRISMA guidelines, was conducted from September 2020 to February 2021. A total of 36 studies were included, using a random-effects model to calculate the pooled proportion of anxiety. A meta-analysis of the prevalence estimate of anxiety yielded a summary prevalence of 41% (95% CI = 0.34-0.49), with statistically significant evidence of between-study heterogeneity (Q = 80801.97, I2 = 100%, p ≤ 0.0001). A subgroup analysis reported anxiety prevalence in Asia as 33% (95% CI:0.25-0.43), the prevalence of anxiety in Europe as 51% (95% CI: 0.44-0.59), and the highest prevalence of anxiety in the USA as 56% (95% CI: 0.44-0.67). A subgroup gender-based analysis reported the prevalence of anxiety in females as 43% (95% CI:0.29-0.58) compared to males with an anxiety prevalence of 39% (95% CI:0.29-0.50). University students seem to have a high prevalence of anxiety, indicating an increased mental health burden during this pandemic.