Effect of An Educational Program on Cognitive Functions Among Elderly People Attending Outpatient Clinics At Assiut University Hospital

Factors Contributing to Time-Wasting Activities among Palestinian Nurses: A Cross-Sectional Study

“…Time-wasting activities, as reported by nurses in this and previous studies, include spending too much time on lowpriority tasks; treating everything as urgent; inability to say "no" to extra work; and excessive interruptions by people and colleagues [34]. Meetings that are inefective, with no clear purpose, agenda, or follow-ups are a waste of time as well as arriving at meetings late.…”

“…Meetings that are inefective, with no clear purpose, agenda, or follow-ups are a waste of time as well as arriving at meetings late. Other time-wasters include excessive socializing, phone calls, and phone interruptions; inefcient and unclear communications with patients and colleagues; insufciently detailed policies and procedures; reluctance to delegate tasks; and an overload of paperwork [34].…”

Synthesis, Characterization and Antimicrobial Activity of a Series of Methyl Benzyloxy Pyrazoline Derivatives Using Alkali as Catalytic Agents

“…The The formulas of the selected compounds were confirmed by the elemental analysis and their structures were determined by IR, [1] H-NMR, and mass spectral data.…”

“…Pyrazoline derivative [1][2][3][4][5][6] have been found to possess wide range of therapeutic activity such as antidiabetic [7] , antiimplantation [8] , antiallergic [9] , anticonvulsant [10][11] , antineoplastic [12] , anti-inflammatory [13] , antitumor [14] , analgesic [15][16] antimicrobial [17] , bactericidal [18][19] etc. The structure of synthesized compounds were assigned based on Elemental analysis, I.R.…”

How Does Participation in Formal Education or Learning for Older People Affect Wellbeing and Cognition? A Systematic Literature Review and Meta-Analysis

“…From 32 studies, 10 studies were initially selected for meta-analysis based on MMSE scores and participation in formal education and learning programs for older adults. Measure effects were retrieved for all studies, and a pooled meta-analysis was performed on five studies (Fahmy et al, 2016;Jo et al, 2018;Li et al, 2019;López-Higes et al, 2018;Spector et al, 2003); note that two of the constituent studies (Jo et al, 2018;López-Higes et al, 2018) had two population samples, both of which were included, resulting in seven studies included in the pooled analysis. Meta-analysis of 4,239 older adults (with or without dementia) revealed a significant pooled mean difference in MMSE score, before and after intervention with formal education and learning programs (Figure 2).…”