Addressing Kidney Transplant Shortage: The Potential of Kidney Paired Exchanges in Jordan.

Jordan performed the Middle East's first living-donor kidney transplant in 1972. In 1977, the country became one of the first Arab countries to regulate organ donation and transplantation. Despite these early advances in living donor transplantation, Jordan's organ donation after brain death program remains inactive, making it challenging to meet organ demand and placing many patients on long transplant waiting lists. As of 2020, only 14.2% of the patients with end-stage kidney disease have access to a living donor. The scarcity of compatible living donors exacerbates Jordan's organ shortage, leaving patients with extended waits and uncertain transplant prospects. Due to the lack of living donors and the inactive brain death donation program, additional options are needed to meet organ demand. Kidney paired exchange (KPE), emerges as a potential solution to the problem of donor shortage and donor-recipient incompatibility. By allowing living donors to direct their donated organs to different compatible recipients, KPE offers the promise of expanding transplant opportunities for patients without suitable living donors. However, the current Jordanian law restricting living kidney donation to fifth-degree relatives further limits the pool of potential donors, aggravating the organ shortage situation. This article explores the feasibility of implementing KPE in Jordan and proposes an approach to implementing KPE in Jordan, considering ethical and legal aspects to substantially increase kidney transplants.

The Relationship between Emotional Intelligence and Educators' Performance in Higher Education Sector.

The significance of emotions in the classroom has been thoroughly explored, but discussions on educators' abilities to recognize, regulate, and manage their emotions are still ongoing. This paper aims to look at the concept of emotional intelligence (EI) and how professors in higher education can use it to achieve better results in the form of emotional intelligence competencies (EIC). A total of 312 educators from 25 higher education institutes in the United Arab Emirates (UAE) participated in this study. In sampling the Emotional Intelligence Competencies for this study, we adopted Costa and Faria's (2015) EQ test, administered to the respondent. The Reuven Bar-On emotional intelligence scale was created and standardized to gather data. Using structural equation modeling, the validity and utility of a proposed model for EI-based teaching competencies and their relationship to critical strengths were evaluated (SEM). The findings show that EIC significantly impacts educator behavior, which in turn improves student success. In order to ensure successful instruction and remarkable performance, the study provides valuable recommendations to higher education institutes about the importance of recruiting new instructors with high skills in EI and providing training sessions for existing educators to improve their EI skills.