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Abstract: Introduction: Short sleep, physical inactivity, and being locked up are risk factors for weight gain. Objective: We evaluated weight gain according to sex, age, hours of sleep and physical activity in university students from 10 Latin American countries during the COVID-19 pandemic. Methods: Cross-sectional and multicenter study (n = 4880). Results: The average age was 22.5 ± 4.4 years. 60.2% were currently locked up. 73.6% were women, 48.2% increased their body weight, 66% reported insufficient sleep hours, and 65.9% were inactive. Women gained more weight than men (73.2%) and younger students gained more weight (85.1%). Those who had insufficient sleep hours gained most weight (67.6%). Inactive participants gained most weight (74.7%). Students who have insufficient sleep are 21% more likely to have changes in body weight compared to students who have optimal sleep. Conclusion: The increase in body weight and its risk factors during confinement should be considered as emerging from public health.

Abstract: Background: Information on neurological and psychiatric adverse events following immunization (AEFIs) with COVID-19 vaccines is limited. Research design & methods: We examined and compared neurological and psychiatric AEFIS reports related to BNT162b2 (Pfizer-BioNTech) and ChAdOx1 (Oxford-AstraZeneca) COVID-19 vaccines and recorded in the United Kingdom Medicines and Healthcare products Regulatory Agency between 9 December 2020 and 30 June 2021. Results: As of 30 June 2021, 46.1 million doses of ChAdOx1 and 30.3 million doses of BNT162b2 had been administered. The most frequently reported AEFI was headache with 1,686 and 575 cases per million doses of ChAdOx1 and BNT162b2, respectively. AEFIs more frequently reported after CHAdOx1 compared with BNT162b2 vaccination were Guillain-Barré syndrome (OR, 95% CI = 2.53, 1.82–3.51), freezing (6.66, 3.12–14.22), cluster headache (1.53, 1.28–1.84), migraine (1.23,1.17–1.30), postural dizziness (1.24,1.13–1.37), tremor (2.86, 2.68–3.05), headache (1.40, 1.38–1.43), paresthesia (1.11, 1.06–1.16), delirium (1.85, 1.45–2.36), hallucination (2.20, 1.82–2.66), poor quality sleep (1.53, 1.26–1.85), and nervousness (1.54, 1.26–1.89) Reactions less frequently reported with ChAdOx1 than with BNT162b2 were Bell’s palsy (0.47, 0.41–0.55), anosmia (0.58, 0.47–0.71), facial paralysis (0.35, 0.29– 0.41), dysgeusia (0.68, 0.62–0.73), presyncope (0.48, 0.42–0.55), syncope (0.63, 0.58–0.67), and anxiety (0.75 (0.67–0.85). Conclusion: Neurological and psychiatric AEFIs were relatively infrequent, but each vaccine was associated with a distinctive toxic profile. Plain Language Summary We examined reports on adverse neurological and psychiatric effects following immunization with BNT162b2 (Pfizer-BioNTech) and ChAdOx1 (Oxford-AstraZeneca) for COVID-19 to the United Kingdom Medicines and Healthcare products Regulatory Agency between 9 December 2020 and 30 June 2021. Adverse effects following immunization (AEFIs) were relatively infrequent. Compared to BNT162b2, Guillain-Barré syndrome, freezing phenomenon, cluster headache, migraine, postural dizziness, tremor, headache, paresthesia, delirium, hallucination, poor quality sleep, and nervousness were more frequently reported for ChAdOx1. Reactions less frequently reported for ChAdOx1 than for BNT162b2 were Bell’s palsy, anosmia, facial paralysis, dysgeusia, presyncope, syncope, and anxiety.

Pariwisata adalah suatu perjalanan yang dilakukan untuk rekreasi atau liburan dan juga persiapan yang dilakukan untuk aktivitas ini. Pariwisata termasuk dalam industri jasa. Kebutuhan wisatawan muslim diyakini memiliki kebutuhan khusus dibandingkan dengan wisatawan pada umumnya. Wisata halal sebagai bagian dari industri halal tidak akan menarik konsumen domestik, tetapi juga konsumen internasional. Wisata halal bukan berarti mengganti suatu kawasan menurut syariat Islam, melainkan destinasi tersebut memiliki fasilitas atau pelayanan yang ramah dan hangat bagi setiap wisatawan muslim yang berkunjung. Destinasi pariwisata andalan kota Banjarmasin ini adalah daerah bantaran sungainya. Pada daerah bantaran sungai di Kota Banjarmasin memiliki beberapa objek wisata halal. Objek wisata tersebut antara lain: Mesjid Sultan Suriansyah di bantaran Sungai Kuin, Mesjid Jami Sungai Jingah di bantaran Sungai Martapura, Mesjid Sabilal Muhtadin, Makam Habib Basirih, Makam Datu Anggah, dan Makam Surgi Mufti di Sungai Jingah. Kota Banjarmasin merupakan salah satu kota yang berpotensi menjadi salah satu destinasi wisata halal perkotaan di Indonesia. Buku ini bertujuan untuk menyajikan hasil identifikasi faktor lingkungan internal dan eksternal untuk pengembangan pariwisata halal pasca pandemi Covid-19 dan menyajikan pembahasan terkait strategi pengembangan pariwisata halal menggunakan Metode SOAR.

One way to mitigate the effect of sociostructural disparity and systemic oppression on historically marginalized students in science classrooms is through culturally responsive science teaching (CRST; Barron et al., 2021), a pedagogical approach based on student empowerment, cultural competence, and sociopolitical consciousness (Ladson-Billings, 1995). Although CRST and other culturally-centered pedagogies have been linked with improved student outcomes as measured through student empowerment, self-efficacy, and ethnic and academic identity (Aronson & Laughter, 2016), more research assessing whether graduate teaching assistants (TAs) in college science are familiar with and prepared to engage in CRST is needed. During the COVID-19 pandemic, we conducted two training sessions for inclusive teaching practices and CRST adapted from Barron and colleagues (2021) during a graduate course focused on teaching and learning in the sciences at UC Merced, a large, research-intensive Minority-Serving Institution. Before and after the relevant training, we collected surveys and written teaching reflections from five graduate teaching assistants who participated in the training and consented to participate in the study. We used inductive, open-coding (Saldaña, 2015) to generate a preliminary picture of how graduate teaching assistants described their experiences with inclusive teaching and CRST. Preliminary themes indicate that prior to the intervention, graduate TAs felt they lacked training in inclusive practices and CRST, but still were intentional in providing their students individualized attention and tried to connect class material with current events. After the intervention, graduate TAs reported using inclusive practices and CRST through encouraging shared student experiences and promoting growth mindsets, while a lack of time and training remained a barrier to implementation. These findings may inform future graduate teaching assistant training which aim to bolster graduate TAs beliefs and behaviors regarding inclusive teaching practices and CRST with the goal of refining science higher education to be equitable for all.Kaylyn McAnally, Graduate Student, UC Merced

Building meaningful connections in online contexts became a necessity in 2020 when the COVID-19 pandemic forced people to rely on virtual means for their interactions. As Zoom Meetings became the common method of participating in work and school, institutions scrambled to create an enriching and meaningful environment for their members. This transition has been challenging, and work organizations have reported increased conflict and ‘zoom-fatigue’ whereas educational institutions have experienced increased disconnectedness and attrition (e.g. Leal Filho 2021 et al; Galanti et al. 2021). In this study, we ask: How can individuals form meaningful connections in the context of fully remote professional environments? In particular, we focus on the processes with which gradual familiarity is created in online contexts. In the physical domain, we take the gradual nature of friendship building for granted; people run into one another in the midst of their daily activities and through repeated opportune encounters they begin to form deeper ties. This is challenging in online environments, where interactions are predominantly intentional and designed. There are few opportunities for people to “bump into each other” and engage in casual conversations in passing. While the importance of making meaningful connections in professional contexts has been effectively linked to several positive outcomes, such as motivation, learning, innovation, sense of belonging and professional identity formation. We examine these processes in the context of first-year STEM (Science, Technology, Engineering, and Math) students within their first and entirely remote year of instruction on a university campus. We examine the mechanisms that enabled students to feel connected to other students, supported by the university, and experience an overall sense of belonging while coping with an unprecedented time in higher education.Taylor Fugere, Graduate Student, UC Merced

Due to the COVID-19 pandemic, many universities moved to emergency remote teaching (ERT). This allowed institutions to continue their instruction despite not being in person, yet inevitably created subsequent impact impeding the student learning. Instructors in UC Merced as a research-intensive and minority-serving institution (MSI) have adopted various pedagogical changes compared with in-person instructions to adapt the ERT. We conducted interviews after ERT to collect such data and anticipated an interesting trend of them becoming more student-centered throughout the period. We aim to analyze the data to study and prove the existence and extent of such perception about the more emerging student-centered learning (SCL) characteristic. We conducted qualitative inductive coding on the interview transcripts then adopted a theoretical framework to build the codes into the constructs. From the constructs, we are able to formulate and quantify the extent of the SCL characteristic of instructors' teaching and discourse practices, the extent of them describing their teaching practices as SCL, and the extent of them enact SCL and its alignment with their enacted practices. The construction and analysis shed light on the SCL pedagogy developments in STEM discipline.Hanbo Hong, Graduate Student, UC Merced

Background: The ongoing COVID-19 pandemic has had an unprecedented impact on the lives of people globally and is expected to have profound effects on mental health. Here we aim to describe the mental health burden experienced in Sweden using baseline data of the Omtanke2020 Study. Method: We analysed self-reported, cross-sectional baseline data collected over a 12-month period (June 9, 2020–June 8, 2021) from the Omtanke2020 Study including 27,950 adults in Sweden. Participants were volunteers or actively recruited through existing cohorts and, after providing informed consent, responded to online questionnaires on socio-demographics, mental and physical health, as well as COVID-19 infection and impact. Poisson regression was fitted to assess the relative risk of demonstrating high level symptoms of depression, anxiety, and COVID-19 related distress. Result: The proportion of persons with high level of symptoms was 15.6 %, 9.5 % and 24.5 % for depression, anxiety, and COVID-19 specific post-traumatic stress disorder (PTSD), respectively. Overall, 43.4 % of the participants had significant, clinically relevant symptoms for at least one of the three mental health outcomes and 7.3 % had significant symptoms for all three outcomes. We also observed differences in the prevalence of these outcomes across strata of sex, age, recruitment type, COVID-19 status, region, and seasonality. Conclusion: While the proportion of persons with high mental health burden remains higher than the ones reported in pre-pandemic publications, our estimates are lower than previously reported levels of depression, anxiety, and PTSD during the pandemic in Sweden and elsewhere. Funding Information: This study was funded with grants from NordForsk (CovidMent, 105668 ), Horizon 2020 (CoMorMent, 847776 ), and the Karolinska Institutet . Funding Information: The Omtanke2020 study is supported by NordForsk (project No. 105668 ) and Karolinska Institute (Strategic Research Area in Epidemiology and Senior Researcher Award). We acknowledge The Swedish Twin Registry for access to contact information to participating twins. The Swedish Twin Registry is managed by Karolinska Institutet and receives funding through the Swedish Research Council under the grant no 2017-00641. The Funding Sources had no direct or indirect impact on the analysis and interpretation of the results. Publisher Copyright: © 2022 The Authors Peer reviewed

Informe elaborat en el context de desconfinament davant l’emergència provocada per la COVID-19. Informe elaborado en el contexto de desconfinamiento ante la emergencia provocada por la COVID-19. Report prepared in the context of deconfinement to the emergency caused by COVID-19.

The paper discusses the issue of disasters in a globalized world and their impact on the most vulnerable members of society. Globalization is one of the central themes of the modern world. Globalization in the context of disasters can be understood as connectedness. Epidemics, earthquakes, volcanic eruptions, economic crises, , world hunger, wars, industrial and environmental disasters and pollution, terrorist acts, threatening climate change tell us about complexity of world and how a catastrophic event can affect members of society. Globalization itself creates risks or new forms of old risks. Attitudes, political decisions and dealing with disaster can be more harmful than primary event. The work was written at the time of the earthquakes and the COVID-19 epidemic, and of all the information gathered, the most fascinating was the repeating history of catastrophic events. Events take place in one spatial and temporal continuum, often characterized by similar consequences and similar impacts on the most vulnerable groups in society, as well as the stages through which society and persons go through to overcome them. The new circumstance of disaster response is social media, information technology, the powerful role of science and technology in dealing with it and fast technological and social development. The ubiquity of the media, the creation of social opinion and immersion in media content gives a special dimension of response to catastrophic events, as well as the perception of who are the victims and what are the potential consequences. The importance of democratic and political decisions speaks not only about the importance of connectedness, but also about the trends in society. Globalization and disasters can be viewed from different perspectives and ideological points of view. Vulnerable people can also be seen through multiple prisms and there is no consensus on who more limited resources should be devoted to. Globalization as well as disasters is catalysts of social change, as such they are a valuable source for research and scientific knowledge. Just as an earthquake reveals the structure of houses, showing all its weaknesses, so the disasters in a globalized world show the vulnerabilities of society, resilience and their capacity for change. Written work usually mirrors the historical context and the circumstances in which it was created. Disasters and historical events of this size give us opportunity to see and analyze world in different state of equilibrium, maybe to help somebody, maybe to gather knowledge for better handling future disaster events. It put us in the state of preparedness and sense that time, material goods and life isn’t limitless, and our quality of life is correlated with life of others. The crisis tells us about importance of social sciences, and their responsibility to act as critic or corrective of inequality and harmful or injustice practice. Globalizacija je jedna od glavnih tema modernog svijeta. Globalizaciju u kontekstu katastrofa možemo shvatiti kao međupovezanost. Epidemije, potresi, erupcije vulkana, ekonomske krize, glad u svijetu, ratovi, industrijske i ekološke katastrofe i zagađenja, teroristički akti „vukova samotnjaka“, prijeteće klimatske promjene govore nam o tome koliko je svijet među povezan i kako katastrofalan događaj može utjecati na naizgled zaboravljene članove društva. Globalizacija i sama stvara rizike ili nove oblike starih rizika. Stavovi, političke odluke i nošenje sa katastrofom mogu predstavljati uvod u „katastrofu poslije katastrofe“. Rad je intenzivno pisan u vrijeme potresa i epidemije COVID-19, te je od svih sakupljenih informacija najfascinantnija bila povijest katastrofalnih događaja. Događaji se odvijaju u jednom prostorno – vremenskom kontinuumu, često ih karakteriziraju slične posljedice i slični utjecaji na najranjivije skupine u društvu, kao i faze kroz koje društvo i osobe prolaze u njihovom prevladavanju. Nova okolnost reagiranja na katastrofe su društveni mediji, informacijska tehnologija, snažna uloga znanosti u nošenju sa problemima i ubrzani tehnološki razvoj. Evidentna je i brza prilagodba društva i pogodovanje ili usporavanje trendova i inicijativa. Sveprisutnost medija, kreiranje društvenog mišljenja, konstrukcija značenja i uronjenost u medijske sadržaje daje posebnu dimenziju odgovora na katastrofalne događaje, kao i percepciju tko su žrtve i koje su moguće posljedice. Važnost demokratskih i političkih odluka te izbora, govori ne samo o važnosti međusobne povezanosti, nego i o trendovima prema kojima se društvo kreće. Globalizacija i katastrofe mogu se promatrati iz različitih perspektiva i ideoloških gledišta, kroz rad se primjećuju ti pristupi i pozicije. Navedene definicije i podaci mogu djelovati naizgled oprečno, te nam govore da se ispod njih nalazili više međusobno poveznih razina. Na kraju i pojam ranjivih osoba može biti viđen kroz više prizmi i ne postoji konsenzus o tome kome treba posvetiti ograničene resurse, ili je on samo formalan. Globalizacija kao i katastrofe katalizatori su društvenih promjena, kao takve vrijedan su izvor za istraživanje i znanstvene spoznaje. Kao što potres otkriva strukturu kuća, pokazujući sve njene slabosti, tako i katastrofe u globaliziranom svijetu pokazuju ranjivosti društva, otpornosti i njihove kapacitete za promjenom. Svako pisano djelo zrcali povijesnu epohu i okolnosti u kojem je nastalo. Krize i katastrofe pozivaju na preuzimanje uloge aktivnih sudionika na izgradnji politike i pomoći najugroženijim članovima društva, tako i studij kojemu sam imao čast prisustvovati i teme kojima sam se imao prilike tokom istog baviti, pokazuju se neophodnima u kreiranju odgovora na posljedice katastrofa i globalizacijska kretanja, te nužnost daljnih istraživanja trenutnih okolnosti kako bi bili pripremljeni na buduće krizne situacije.

Poster:"Past research makes frequent note of educator and faculty resistance or concerns regarding online education platforms. However, because of the pandemic, both educators who champion new learning technologies and those with concerns about the efficacy and value of online learning were suddenly teaching remotely. This provided an opportunity to ask if students' perceptions of educator attitudes toward digital learning environments influence the student’s acceptance of these platforms. This question was addressed via a quantitative correlational survey design to measure the strength of association between educator attitude and student acceptance as a mean across the scale measuring confidence in the platform effectiveness as implemented in two specific instances - their best and worst mandatory online-course experiences. This score was used to compare to the Test of e-Learning Related Attitudes (TeLRA) scale to measure teacher attitudes towards e-learning. The Pearson’s correlation coefficients were computed for the analysis of a total of 205-course evaluations. Considering all evaluations there was a strong positive correlation in the relationship between student acceptance and perceived educator attitude. There were no statistically significant correlations between acceptance, previous online course experience, or age. This suggests that students who report a positive perception of the educator's attitude will also report more positive acceptance levels relating to software platform choices and course design."Melissa Almeida, Graduate Student, UC Merced