Hemorrhage and absence of internal flow or enhancement are suggestive of ovarian infarction. Pertinent conditions to consider in the differential diagnosis are a ruptured hemorrhagic ovarian cyst, massive ovarian edema, ovarian hyperstimulation, and a degenerating leiomyoma. Online supplemental material is available for this article.©RSNA, 2021.Objective Assess the prevalence, perceptions, sociodemographic/personal factors that influence Juul use among incoming freshmen.Participants Incoming undergraduate students (N = 1,706) attending a public university in the southeastern U.S.Methods Cross-sectional survey administered August 2018. Bivariate relationships assessed using chi-square test of association. Multinomial logistic regression to determine factors associated with Juul use status.Results 41% had ever used Juul, 24% had used within the past month. Among current users, one-third had used 20-30 days. Risk factors for current use heterosexual orientation (relative to other sexual orientation) AOR = 2.16, 95% CI 1.20-3.91), those who planned to join sorority/fraternity (relative to those who did not plan to; AOR = 2.15, 95% CI 1.59-2.90), current smokers (relative to nonsmokers; AOR = 24.39, 95% CI 7.52-76.92), current marijuana users (compared with nonusers of marijuana; AOR = 6.45, 95% CI 3.92-10.64) and alcohol users (compared with nondrinkers; AOR = 7.81, 95% CI 5.75-10.54).Conclusion Prevention and treatment efforts are needed for emerging adults transitioning to college.The persistence of the coronavirus-caused respiratory disease (COVID-19) and the related restrictions to mobility and social interactions are forcing a significant portion of students and workers to reorganize their daily activities to accommodate the needs of distance learning and agile work (smart working). What is the impact of these changes on the bosses/teachers' and workers/students' experience? This article uses recent neuroscience research findings to explore how distance learning and smart working impact the following three pillars that reflect the organization of our brain and are at the core of school and office experiences (a) the learning/work happens in a dedicated physical place; (b) the learning/work is carried out under the supervision of a boss/professor; and (c) the learning/work is distributed between team members/classmates. For each pillar, we discuss its link with the specific cognitive processes involved and the impact that technology has on their functioning. In particular, the use of videoconferencing affects the functioning of Global Positioning System neurons (neurons that code our navigation behavior), mirror neurons, self-attention networks, spindle cells, and interbrain neural oscillations. These effects have a significant impact on many identity and cognitive processes, including social and professional identity, leadership, intuition, mentoring, and creativity. In conclusion, just moving typical office and learning processes inside a videoconferencing platform, as happened in many contexts during the COVID-19 pandemic, can in the long term erode corporate cultures and school communities. In this view, an effective use of technology requires us to reimagine how work and teaching are done virtually, in creative and bold new ways.Purpose. This study contrasts views of university students with very low or high food security scores with respect to obstacles to healthy eating, food pantry use, and managing dietary and educational needs. Method. Comments on open-ended survey questions (n = 1374) were counted, compared, and thematically analyzed to discern differences between the two student groups. Results. Cost concerns were paramount among students with very low food security scores. Students with very low food security experienced significant challenges in reconciling dietary needs and long-term educational goals; this was not problematic among students with high food security. Students from both very low and high food security groups mostly expressed an openness to the campus food pantry, though stigma associated with its use remained a deterrent. Conclusion. While all students face similar challenges to healthy eating, food security status substantially shapes dietary health and the management of dietary and educational needs.
  Persons with high-risk for severe COVID-19 illness require special attention when considering university operations during the novel coronavirus pandemic. The objective of this study was to determine the number of students who fall within a high-risk category according to Centers for Disease Control and Prevention (CDC) guidelines using linked databases. 
  Students enrolled at a large public University and who accessed the student health center between 2016 and 2020. 
  Clinical data were linked with both university student enrollment and disability services databases to provide a comprehensive, de-identified dataset of students at higher medical risk of severe COVID-19 illness. 
  1902 unique students (14% of the student health center population) were identified as having one or more high-risk condition. 
  Utilizing a large and longitudinally linked student database provides universities with valuable information to make critical administrative decisions about how best to accommodate high-risk students tion to make critical administrative decisions about how best to accommodate high-risk students to reduce their medical risk when returning to in-person instruction.
  College students with attention-deficit/hyperactivity disorder (ADHD) and/or a learning disorder (LD) are at higher risk for not attaining a bachelor's degree. The purpose is to identify the predictors of academic success in college for students with ADHD and/or LD using a systematic review of the literature. 
  Academic Search Premier, Education Full Text, Education Source, Education Resources Information Center, Teacher Reference Center, PsycINFO, PsycArticles, and Primary Search and relevant journals were searched using PRISMA guidelines. Studies were screened based on the following inclusion criteria college students with ADHD and/or LD, student characteristics as predictors, and GPA and/or retention as outcomes. 
  Twenty-one studies were included (20 quantitative studies and 1 randomized control trial).  https://www.selleckchem.com/products/uk5099.html  Academic regulation, academic self-efficacy, emotional regulation, ADHD symptoms, and academic and social integration predicted college success. 
  Incorporating these components into interventions with students with ADHD and/or LD may enhance their success in college.