Modification of endogenous proteins by drugs and drug metabolites are thought to be a cause of idiosyncratic adverse drug reactions (IADRs). Trimethoprim (TMP) is a commonly prescribed antibiotic that has been implicated in IADRs; however, there is no known mechanism by which this drug or its metabolites modify proteins. This study describes the results of screening trimethoprim and its primary metabolites for the ability to covalently modify human serum albumin (HSA). The first step of the screen was in vitro reactions of the compounds with HSA followed by western blotting with antisera specific to drug-modified proteins. Compounds with positive signal in the western blot were then screened using an untargeted peptide profiling method to discover modified peptides. find more This strategy identified two sites in HSA that are modified by incubation with a TMP metabolite, α-hydroxy trimethoprim (Cα-OH-TMP).Psychosocial emergency care personnel provide voluntary psychological support directly after potentially traumatic events. During emergency responses, they experience challenging situations. However, previous quantitative studies suggest that the psychological burden of psychosocial emergency care personnel does not exceed that of the general population. This study aimed to obtain an in-depth analysis of the volunteers’ psychological reactions and resources regarding emergency responses. 36 psychosocial emergency care volunteers (12 pre-training, 12 post-training, 12 experienced) were invited to participate in semi-structured interviews. The volunteers were selected from previous cross-sectional and longitudinal studies on secondary traumatization in psychosocial emergency care volunteers. A qualitative content analysis of the transcribed interviews was performed following the principles of summary and inductive category development. We identified 845 codes which we summarized in three overarching categories (I) reactions to emergency responses, (II) psychosocial emergency care work related resources and (III) experiences and changes in life perspective related to working in psychosocial emergency care. The volunteers described both emotional and physical reactions to emergency responses. While they perceived social support as a key coping resource and reported a greater appreciation of their own lives and their families due to their work, many volunteers also felt increased concern that something could happen to them. The volunteers’ reactions and symptoms are reasonable responses to stress and not indicative of serious impairment. Nevertheless, emergency responses are both emotionally and physically challenging. Volunteers should be carefully selected, receive regular supervision and determine the frequency of emergency responses.The prevalence of digital play devices, including tablets and smartphones, has led to overuse among some young children. The purpose of this research is to examine the overuse cases among young children. Participants of this qualitative case study were five children aged five to seven years, their parents, and a psychiatrist. The data were mainly obtained through semi-structured interviews. Interviews were further supported by close observations, a collection of digital play diaries, as well as an interview with a psychiatrist who specializes in childhood gaming addiction. Then data analyzed using content analysis techniques. The results are presented in five themes practices, reasons, feelings about overuse, restricting playtime, and content. The first three themes described the nature of the overuse, while the last two themes described the parents’ efforts to restrict their children’s digital play. Findings revealed that the joint effects of different factors triggered children’s overuse, that parents and children felt a range of emotions from happiness to aggression, and that parents’ restrictive mediation strategies were mostly infective.Victimology concerns victims of various traumas from accidents, disasters, assaults to wars. Survivors of trauma are also an area in clinical psychology since it is interested in the assessment and diagnosis of psychopathology and psychotherapy. Stress and mental health are intertwined; increased stress results in difficulties in feeling, thinking and behaving. The stress symptoms are an intrusion, avoidance, negative cognitions and mood, and arousal and reactivity. A trauma survivor might develop post-traumatic stress disorder. Healing trauma is so comprehensive that many professionals work from different aspects. From attorneys to mental health workers, many professionals deal with the aftereffects of trauma. Engaging with details of the trauma endangers not only the victims but also the professionals working with the victims. These professionals end up having psychological effects such as secondary trauma, vicarious trauma, compassion fatigue, countertransference and occupational burnout. Trauma has serious effects on its victims but not all effects are negative and paralyzing. Trauma victims might change their priorities in a way that they report more personal control over their life. This phenomenon is called posttraumatic growth. The paper aims to collaborate victimology with clinical psychology by highlighting psychopathology and psychological assessment.In an age of ready access to people, online spaces and information, canonized formal knowledge acquisition is being disrupted. The emergence of socially constructed knowledge based on connected learning is democratising education and re-framing how formal and informal learning is considered. What we currently understand connected learning to be is limited to a combination of individual interests, networked and interdependent relationships with interconnected experiences that transcend temporal, spatial and cultural boundaries. Connected learning does not reduce learning to a phenomenon that takes place exclusively in the restricted spaces of formal education, neither does it focus exclusively on the online learning phenomenon. As such our conceptualisation of connected learning needs to deepen to effectively be able to rationalise how people learn in a digital age. This paper begins to unlock concepts and ideas associated with connected learning using current examples, setting out to build a theoretical model which begins to frame the complexities of conceptualized self-driven global learning interactions.