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All Journal Cardiovascular and Cardiometabolic Journal (CCJ) International Journal of Educatio Elementaria and Psychologia
Ahmed, Mohamed
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Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Medicine & Pharmacology Other

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Consequences of Hypervitaminosis D in NZW Rabbit Model: Vitamin D Toxicity Ahmed, Mohamed; Prasad, Kailash; Shoker, Ahmed
Cardiovascular and Cardiometabolic Journal (CCJ) Vol. 6 No. 2 (2025): Cardiovascular and Cardiometabolic Journal
Publisher : Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/ccj.v6i2.2025.83-96

Abstract

Background and Aim: This study examines the effect of hypervitaminosis D on serum lipids and on kidney functions in New Zealand White (NZW) rabbit. It aims to study whether renal insufficiency or failure, due to hypervitaminosis D, is calcium-related or not. As well, it also discusses a possible link between hypervitaminosis D and hypercholesterolemia. Methods: Four Groups of six animals each, were divided into: Group I, received regular diet, Group II received regular diet +10,000/day vitamin D2; Group III, received 0.25% cholesterol diet; as well as Groups IV received 0.25% cholesterol diet plus 10,000 IU. Blood samples were taken at the end of the study and examined for Total Cholesterol (TC), Triglycerides (TG), Low Density Lipoprotein (LDL), High Density Lipoprotein (HDL), Blood Urea Nitrogen (BUN), Creatinine, Alanine Aminotransferase (ALT), Aspartate Aminotransferase (AST), Alkaline Phosphatase (ALP), Calcium and Phosphate. As well, 25- hydroxyvitamin D (25 (OH) D) was measured using tandem LC-MS/MS. Results: The initial (0 time) serum TC, TG, LDL, HDL, Creatinine, Calcium, Phosphate and 25 (OH) D levels were not significantly different among different groups including control. At 1- and 2-month time, values from serum TC, TG, LDL, HDL and TC/HDL-C ration of Groups III and IV were significantly different from controls (p<0.05). As well, values from serum 25 (OH) D of Group II and IV were significantly different from controls (p<0.05) at 1- and 2-month time. However, values from serum Creatinine and Calcium of Group II were significantly different from controls (p<0.05) at 1- and 2-month time. Conclusion: Hypervitaminosis D may aggravate hypercholesterolemia, and it also induces renal insufficiency and/ or failure through a calcium-dependent mechanism. -- Highlights: 1. Excessive vitamin D supplementation, particularly when combined with a hypercholesterolemic diet, aggravated hyperlipidemia and elevated serum calcium levels in NZW rabbits. 2. Hypervitaminosis D was associated with increased serum creatinine and hypercalcemia, suggesting potential renal impairment secondary to excessive vitamin D intake
BEYOND THE TEST: DEVELOPING AND VALIDATING A DIGITAL FORMATIVE ASSESSMENT TOOL FOR MEASURING COLLABORATIVE PROBLEM-SOLVING SKILLS Ali, Ahmed; Ibrahim, Fadumo; Ahmed, Mohamed
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i5.3081

Abstract

In the context of modern education, collaborative problem-solving (CPS) has become a crucial skill for students to develop, as it directly impacts their ability to work in teams and solve real-world problems. However, existing assessment tools often fail to capture the full scope of CPS abilities, particularly in collaborative settings. This study aims to develop and validate a digital formative assessment tool designed to measure collaborative problem-solving skills in students. The tool incorporates both individual and group-based problem-solving tasks, aligning with the principles of authentic learning experiences. A mixed-methods approach was used, combining the development of the assessment tool with a validation process involving expert reviews, pilot testing, and statistical analysis of the tool’s reliability and validity. The results indicated that the tool demonstrated strong validity and reliability, with significant improvements in students' CPS skills being observed after engaging with the digital assessment. This study concludes that a well-designed digital formative assessment tool can effectively measure collaborative problem-solving abilities and provide valuable feedback for students and educators. The findings contribute to the growing body of research on digital assessment tools and offer practical implications for educators seeking to foster collaborative skills in the classroom.
Co-Authors Ali, Ahmed Ibrahim, Fadumo Prasad, Kailash Shoker, Ahmed