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presentations</title> <meta name="description" content="Search results for: presentations"> <meta name="keywords" content="presentations"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="presentations"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 199</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: presentations</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">199</span> Effectiveness of Powerpoint Presentations in Teaching Anatomy: A Student's Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vrinda%20Hari%20Ankolekar">Vrinda Hari Ankolekar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: The advancement of various audio-visual aids in the present era has led to progressive changes in education. Use of powerpoint presentations play a key role in anatomy to learn and understand a particular topic. As the subject of anatomy involves more of illustrations and demonstrations, powerpoint presentations become essential in conveying the necessary information. Objectives: To assess the students’ perspective about the use of powerpoint presentations in teaching anatomy.Method: A questionnaire was constructed and 55 students were asked to put forth their preferences for the powerpoint presentations or blackboard that would help them to understand the subject better. Results and conclusion: 30 voted PPT as better and effective tool to explain the subject efficiently. 35 chose PPT as more creative than Blackboard to create interest in the subject. 20 wanted to retain chalk and talk for teaching their subject instead of replacing it with PowerPoint. 36 felt chalk and talk as more useful and appropriate tool for teaching than PowerPoint. Only 25 felt chalk and talk relatively more boring than PowerPoint. 23 experienced more involvement and active participation in the class when chalk and talk is used as the teaching tool. 26 stated that chalk and talk has most of the features needed for teaching.One of the limitations of this study is that the sample size is drawn from one institution only and deals with the experience of one particular group of individuals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chalk%20and%20board" title="chalk and board">chalk and board</a>, <a href="https://publications.waset.org/abstracts/search?q=powerpoint%20presentation" title=" powerpoint presentation"> powerpoint presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20skills" title=" presentation skills"> presentation skills</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20technologies" title=" teaching technologies"> teaching technologies</a> </p> <a href="https://publications.waset.org/abstracts/35050/effectiveness-of-powerpoint-presentations-in-teaching-anatomy-a-students-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35050.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">410</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">198</span> Students’ Awareness of the Use of Poster, Power Point and Animated Video Presentations: A Case Study of Third Year Students of the Department of English of Batna University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bahloul%20Amel">Bahloul Amel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study debates students’ perceptions of the use of technology in learning English as a Foreign Language. Its aim is to explore and understand students’ preparation and presentation of Posters, PowerPoint and Animated Videos by drawing attention to visual and oral elements. The data is collected through observations and semi-structured interviews and analyzed through phenomenological data analysis steps. The themes emerged from the data, visual learning satisfaction in using information and communication technology, providing structure to oral presentation, learning from peers’ presentations, draw attention to using Posters, PowerPoint and Animated Videos as each supports visual learning and organization of thoughts in oral presentations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=posters" title=" posters"> posters</a>, <a href="https://publications.waset.org/abstracts/search?q=PowerPoint%20presentations" title=" PowerPoint presentations"> PowerPoint presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=Animated%20Videos" title=" Animated Videos"> Animated Videos</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20learning" title=" visual learning"> visual learning</a> </p> <a href="https://publications.waset.org/abstracts/16255/students-awareness-of-the-use-of-poster-power-point-and-animated-video-presentations-a-case-study-of-third-year-students-of-the-department-of-english-of-batna-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/16255.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">197</span> “Moves” for Guiding Presentations in French</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuchanat%20Handumrongkul">Nuchanat Handumrongkul</a>, <a href="https://publications.waset.org/abstracts/search?q=Suwaree%20Yordchim"> Suwaree Yordchim</a>, <a href="https://publications.waset.org/abstracts/search?q=Anantachai%20Aeka"> Anantachai Aeka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite four years of study in the tourism industry, the Bachelor’s graduates cannot perform their jobs as experienced tour guides. This research aimed to develop French teaching and studying for Tourism with two main purposes: to analyze ‘Moves’ used in oral presentations at tourist attractions; and to study content in guiding presentations or 'Guide Speak'. The study employed audio recording of these presentations as an interview method in authentic situations, having four tour guides as respondents and information providers. The data was analyzed via moves and content analysis. The results found that there were eight moves used; namely: welcoming, introducing oneself, drawing someone’s attention, giving information, explaining, highlighting, persuading, and saying goodbye. In terms of content, the information being presented covered the outstanding characteristics of the places and well-integrated with other related content. The findings were used as guidelines for curriculum development; in particular, the core content and the presentation forming the basis for students to meet the standard requirements of the labor-market and professional schemes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=moves" title="moves">moves</a>, <a href="https://publications.waset.org/abstracts/search?q=guiding%20presentation" title=" guiding presentation"> guiding presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=french" title=" french"> french</a>, <a href="https://publications.waset.org/abstracts/search?q=tourism" title=" tourism"> tourism</a> </p> <a href="https://publications.waset.org/abstracts/12404/moves-for-guiding-presentations-in-french" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12404.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">232</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">196</span> Investigation of Verbal Feedback and Learning Process for Oral Presentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Oral presentation has been used mostly in business communication. The business presentation is carrying out through an audio and visual presentation material such as statistical documents, projectors, etc. Common examples of business presentation are intra-organization and sales presentations. The study aims at investigating functions, strategies and contents of assessors’ verbal feedback on presenters’ oral presentations and exploring presenters’ learning process and specific views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. This study is designed as a descriptive qualitative research; four master students and one teacher in English for Business and Industry Presentation Techniques class of public university will be selected. The researcher hopes that any understanding how assessors’ verbal feedback on oral presentations and learning process may illuminate issues for other people. The data from this research may help to expand and facilitate the readers’ understanding of assessors’ verbal feedback on oral presentations and learning process in their own situations. The research instruments include an audio recorder, video recorder and an interview. The students will be interviewing in order to ask for their views and expectations concerning assessors’ verbal feedback related to the delivery of the oral presentation. After finishing data collection, the data will be analyzed and transcribed. The findings of this study are significant because it can provide presenters knowledge to enhance their learning process and provide teachers knowledge about providing verbal feedback on student’s oral presentations on a business context. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=business%20context" title="business context">business context</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20process" title=" learning process"> learning process</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20presentation" title=" oral presentation"> oral presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=verbal%20feedback" title=" verbal feedback"> verbal feedback</a> </p> <a href="https://publications.waset.org/abstracts/96943/investigation-of-verbal-feedback-and-learning-process-for-oral-presentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96943.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">195</span> Intervention of Self-Limiting L1 Inner Speech during L2 Presentations: A Study of Bangla-English Bilinguals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Wahid">Abdul Wahid</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Inner speech, also known as verbal thinking, self-talk or private speech, is characterized by the subjective language experience in the absence of overt or audible speech. It is a psychological form of verbal activity which is being rehearsed without the articulation of any sound wave. In Psychology, self-limiting speech means the type of speech which contains information that inhibits the development of the self. People, in most cases, experience inner speech in their first language. It is very frequent in Bangladesh where the Bangla (L1) speaking students lose track of speech during their presentations in English (L2). This paper investigates into the long pauses (more than 0.4 seconds long) in English (L2) presentations by Bangla speaking students (18-21 year old) and finds the intervention of Bangla (L1) inner speech as one of its causes. The overt speeches of the presenters are placed on Audacity Audio Editing software where the length of pauses are measured in milliseconds. Varieties of inner speech questionnaire (VISQ) have been conducted randomly amongst the participants out of whom 20 were selected who have similar phenomenology of inner speech. They have been interviewed to describe the type and content of the voices that went on in their head during the long pauses. The qualitative interview data are then codified and converted into quantitative data. It was observed that in more than 80% cases students experience self-limiting inner speech/self-talk during their unwanted pauses in L2 presentations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bangla-English%20Bilinguals" title="Bangla-English Bilinguals">Bangla-English Bilinguals</a>, <a href="https://publications.waset.org/abstracts/search?q=inner%20speech" title=" inner speech"> inner speech</a>, <a href="https://publications.waset.org/abstracts/search?q=L1%20intervention%20in%20bilingualism" title=" L1 intervention in bilingualism"> L1 intervention in bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=motor%20schema" title=" motor schema"> motor schema</a>, <a href="https://publications.waset.org/abstracts/search?q=pauses" title=" pauses"> pauses</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20loop" title=" phonological loop"> phonological loop</a>, <a href="https://publications.waset.org/abstracts/search?q=phonological%20store" title=" phonological store"> phonological store</a>, <a href="https://publications.waset.org/abstracts/search?q=working%20memory" title=" working memory"> working memory</a> </p> <a href="https://publications.waset.org/abstracts/128980/intervention-of-self-limiting-l1-inner-speech-during-l2-presentations-a-study-of-bangla-english-bilinguals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128980.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">194</span> A Comparative, Epidemiological Study of Acute Renal Colic Presentations to Major Academic Emergency Departments in Doha, Qatar and Melbourne, Australia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sameer%20A.%20Pathan">Sameer A. Pathan</a>, <a href="https://publications.waset.org/abstracts/search?q=Biswadev%20Mitra"> Biswadev Mitra</a>, <a href="https://publications.waset.org/abstracts/search?q=Zain%20A.%20Bhutta"> Zain A. Bhutta</a>, <a href="https://publications.waset.org/abstracts/search?q=Isma%20Qureshi"> Isma Qureshi</a>, <a href="https://publications.waset.org/abstracts/search?q=Elle%20Spencer"> Elle Spencer</a>, <a href="https://publications.waset.org/abstracts/search?q=Asmaa%20A.%20Hameed"> Asmaa A. Hameed</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Nadeem"> Sana Nadeem</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramsha%20Tahir"> Ramsha Tahir</a>, <a href="https://publications.waset.org/abstracts/search?q=Shahzad%20Anjum"> Shahzad Anjum</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20A.%20Cameron"> Peter A. Cameron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: This study aimed to compare epidemiology, clinical presentations, management and outcomes of renal colic presentations in two major academic centers and discuss potential implications of these results for the applicability of current evidence in the management of renal colic. Methods: We undertook a retrospective cohort study of patients with renal colic who presented to the Hamad General Hospital Emergency Department (HGH-ED), Qatar, and The Alfred ED, Melbourne, Australia, during a period of one year from August 1, 2012, to July 3, 2013. Cases were identified using ICD-9-CM codes, and an electronic template was used to record the data on predefined clinical variables. Results: A total of 12,223 from the HGH-ED and 384 from The Alfred ED were identified as renal colic presentations during the study period. The rate of renal colic presentations at the HGH-ED was 27.9 per 1000 ED visits compared to 6.7 per 1000 ED visits at The Alfred ED. Patients presenting to the HGH-ED were significantly younger [34.9 years (29.0- 43.4) than The Alfred ED [48 years (37-60); P < 0.001]. The median stone size was larger in the HGH-ED group [6 (4-8) mm] versus The Alfred ED group [4 (3-6) mm, P < 0.001]. The intervention rate in the stone-positive population was significantly higher in the HGH-ED group as opposed to The Alfred ED group (38.7% versus 11.9%, p<0.001). At the time of discharge, The Alfred ED group received less analgesic prescriptions (55.8% versus 83.5%, P < 0.001) and more tamsulosin prescriptions (25.3% versus 11.7%, P < 0.001). Conclusions: Renal colic presentations to the HGH-ED, Qatar, were younger, with larger stone size, compared to The Alfred ED, whereas, medical expulsion therapy use was higher at the Alfred ED. Differences in epidemiology should be considered while tailoring strategies for effective management of patients with renal colic in the given setting. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=kidney%20stones" title="kidney stones">kidney stones</a>, <a href="https://publications.waset.org/abstracts/search?q=urolithiasis" title=" urolithiasis"> urolithiasis</a>, <a href="https://publications.waset.org/abstracts/search?q=nephrolithiasis" title=" nephrolithiasis"> nephrolithiasis</a>, <a href="https://publications.waset.org/abstracts/search?q=renal%20colic" title=" renal colic"> renal colic</a>, <a href="https://publications.waset.org/abstracts/search?q=epidemiology" title=" epidemiology"> epidemiology</a> </p> <a href="https://publications.waset.org/abstracts/78021/a-comparative-epidemiological-study-of-acute-renal-colic-presentations-to-major-academic-emergency-departments-in-doha-qatar-and-melbourne-australia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">193</span> Design, Development and Evaluation of a Portable Recording System to Capture Dynamic Presentations using the Teacher´s Tablet PC</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Enrique%20Barra">Enrique Barra</a>, <a href="https://publications.waset.org/abstracts/search?q=Abel%20Carril"> Abel Carril</a>, <a href="https://publications.waset.org/abstracts/search?q=Aldo%20Gordillo"> Aldo Gordillo</a>, <a href="https://publications.waset.org/abstracts/search?q=Joaquin%20Salvachua"> Joaquin Salvachua</a>, <a href="https://publications.waset.org/abstracts/search?q=Juan%20Quemada"> Juan Quemada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computers and multimedia equipment have improved a lot in the last years. They have reduced costs and size while at the same time has increased their capabilities. These improvements allowed us to design and implement a portable recording system that also integrates the teacher´s tablet PC to capture what he/she writes on the slides and all that happens in it. This paper explains this system in detail and the validation of the recordings that we did after using it to record all the lectures of a course in our university called “Communications Software”. The results show that pupils used the recordings for different purposes and consider them useful for a variety of things, especially after missing a lecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=recording%20system" title="recording system">recording system</a>, <a href="https://publications.waset.org/abstracts/search?q=capture%20dynamic%20presentations" title=" capture dynamic presentations"> capture dynamic presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=lecture%20recording" title=" lecture recording"> lecture recording</a> </p> <a href="https://publications.waset.org/abstracts/2693/design-development-and-evaluation-of-a-portable-recording-system-to-capture-dynamic-presentations-using-the-teachers-tablet-pc" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">192</span> Efficacy of Computer Mediated Power Point Presentations on Students' Learning Outcomes in Basic Science in Oyo State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sunmaila%20Oyetunji%20Raimi">Sunmaila Oyetunji Raimi</a>, <a href="https://publications.waset.org/abstracts/search?q=Olufemi%20Akinloye%20Bolaji"> Olufemi Akinloye Bolaji</a>, <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina"> Abiodun Ezekiel Adesina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The lingering poor performance of students in basic science spells doom for a vibrant scientific and technological development which pivoted the economic, social and physical upliftment of any nation. This calls for identifying appropriate strategies for imparting basic science knowledge and attitudes to the teaming youths in secondary schools. This study, therefore, determined the impact of computer mediated power point presentations on students’ achievement in basic science in Oyo State, Nigeria. A pre-test, posttest, control group quazi-experimental design adopted for the study. Two hundred and five junior secondary two students selected using stratified random sampling technique participated in the study. Three research questions and three hypotheses guided the study. Two evaluative instruments – Students’ Basic Science Attitudes Scale (SBSAS, r = 0.91); Students’ Knowledge of Basic Science Test (SKBST, r = 0.82) were used for data collection. Descriptive statistics of mean, standard deviation and inferential statistics of ANCOVA, scheffe post-hoc test were used to analyse the data. The results indicated significant main effect of treatment on students cognitive (F(1,200)= 171.680; p < 0.05) and attitudinal (F(1,200)= 34.466; p < 0.05) achievement in Basic science with the experimental group having higher mean gain than the control group. Gender has significant main effect (F(1,200)= 23.382; p < 0.05) on students cognitive outcomes but not significant for attitudinal achievement in Basic science. The study therefore recommended among others that computer mediated power point presentations should be incorporated into curriculum methodology of Basic science in secondary schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20science" title="basic science">basic science</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20mediated%20power%20point%20presentations" title=" computer mediated power point presentations"> computer mediated power point presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20achievement" title=" students’ achievement"> students’ achievement</a> </p> <a href="https://publications.waset.org/abstracts/27999/efficacy-of-computer-mediated-power-point-presentations-on-students-learning-outcomes-in-basic-science-in-oyo-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27999.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">191</span> ICT-based Methodologies and Students’ Academic Performance and Retention in Physics: A Case with Newton Laws of Motion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Ocheleka%20Aniedi%20A.%20Udo">Gabriel Ocheleka Aniedi A. Udo</a>, <a href="https://publications.waset.org/abstracts/search?q=Patum%20Wasinda"> Patum Wasinda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was carried out to appraise the impact of ICT-based teaching methodologies (video-taped instructions and Power Point presentations) on academic performance and retention of secondary school students in Physics, with particular interest in Newton Laws of Motion. The study was conducted in Cross River State, Nigeria, with a quasi-experimental research design using non-randomised pre-test and post-test control group. The sample for the study consisted of 176 SS2 students drawn from four intact classes of four secondary schools within the study area. Physics Achievement Test (PAT), with a reliability coefficient of 0.85, was used for data collection. Mean and Analysis of Covariance (ANCOVA) was used in the treatment of the obtained data. The results of the study showed that there was a significant difference in the academic performance and retention of students taught using video-taped instructions and those taught using power point presentations. Findings of the study showed that students taught using video-taped instructions had a higher academic performance and retention than those taught using power point presentations. The study concludes that the use of blended ICT-based teaching methods can improve learner’s academic performance and retention. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video%20taped%20instruction%20%28VTI%29" title="video taped instruction (VTI)">video taped instruction (VTI)</a>, <a href="https://publications.waset.org/abstracts/search?q=power%20point%20presentation%20%28PPT%29" title=" power point presentation (PPT)"> power point presentation (PPT)</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20performance" title="academic performance">academic performance</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=physics" title=" physics"> physics</a> </p> <a href="https://publications.waset.org/abstracts/169747/ict-based-methodologies-and-students-academic-performance-and-retention-in-physics-a-case-with-newton-laws-of-motion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169747.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">190</span> Understanding the Heterogeneity of Polycystic Ovarian Syndrome: The Influence of Ethnicity and Body Mass</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamza%20Ikhlaq">Hamza Ikhlaq</a>, <a href="https://publications.waset.org/abstracts/search?q=Stephen%20Franks"> Stephen Franks</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Polycystic ovarian syndrome (PCOS) is one of the most common endocrine disorders affecting women of reproductive age. The aetiology behind PCOS is poorly understood but influencing ethnic, environmental, and genetic factors have been recognised. However, literature examining the impact of ethnicity is scarce. We hypothesised Body Mass Index (BMI) and ethnicity influence the clinical, metabolic, and biochemical presentations of PCOS, with an interaction between these factors. Methods: A database of 1081 women with PCOS and a control group of 72 women were analysed. BMIs were grouped using the World Health Organisation classification into normal weight, overweight and obese groups. Ethnicities were classified into European, South Asian, and Afro-Caribbean groups. Biochemical and clinical presentations were compared amongst these groups, and statistical analyses were performed to assess significance. Results: This study revealed ethnicity significantly influences biochemical and clinical presentations of PCOS. A greater proportion of South Asian women are impacted by menstrual cycle disturbances and hirsutism than European and Afro-Caribbean women. South Asian and Afro-Caribbean women show greater measures of insulin resistance and weight gain when compared to their European peers. Women with increased BMI are shown to have an increased prevalence of PCOS phenotypes alongside increased levels of insulin resistance and testosterone. Furthermore, significantly different relationships between the waist-hip ratio and measures of insulin and glucose control for Afro-Caribbean women were identified compared to other ethnic groups. Conclusions: The findings of this study show ethnicity significantly influence the phenotypic and biochemical presentations of PCOS, with an interaction between body habitus and ethnicity found. Furthermore, we provide further data on the influences of BMI on the manifestations of PCOS. Therefore, we highlight the need to consider these factors when reviewing diagnostic criteria and delivering clinical care for these groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PCOS" title="PCOS">PCOS</a>, <a href="https://publications.waset.org/abstracts/search?q=ethnicity" title=" ethnicity"> ethnicity</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical" title=" clinical"> clinical</a> </p> <a href="https://publications.waset.org/abstracts/159119/understanding-the-heterogeneity-of-polycystic-ovarian-syndrome-the-influence-of-ethnicity-and-body-mass" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159119.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">189</span> Exploring Teacher Verbal Feedback on Postgraduate Students' Performances in Presentations in English </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nattawadee%20Sinpattanawong">Nattawadee Sinpattanawong</a>, <a href="https://publications.waset.org/abstracts/search?q=Yaowaret%20Tharawoot"> Yaowaret Tharawoot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This is an analytic and descriptive classroom-centered research, the purpose of which is to explore teacher verbal feedback on postgraduate students’ performances in presentations in English in an English for Specific Purposes (ESP) postgraduate classroom. The participants are a Thai female teacher, two Thai female postgraduate students, and two foreign male postgraduate students. The current study draws on both classroom observation and interview data. The class focused on the students’ presentations and the teacher’s providing verbal feedback on them was observed nine times with audio recording and taking notes. For the interviews, the teacher was interviewed about linkages between her verbal feedback and each student’s presentation skills in English. For the data analysis, the audio files from the observations were transcribed and analyzed both quantitatively and qualitatively. The quantitative approach addressed the frequencies and percentages of content of the teacher’s verbal feedback for each student’s performances based on eight presentation factors (content, structure, grammar, coherence, vocabulary, speaking skills, involving the audience, and self-presentation). Based on the quantitative data including the interview data, a qualitative analysis of the transcripts was made to describe the occurrences of several content of verbal feedback for each student’s presentation performances. The study’s findings may help teachers to reflect on their providing verbal feedback based on various students’ performances in presentation in English. They also help students who have similar characteristics to the students in the present study when giving a presentation in English improve their presentation performances by applying the teacher’s verbal feedback content. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20verbal%20feedback" title="teacher verbal feedback">teacher verbal feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20factors" title=" presentation factors"> presentation factors</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20in%20English" title=" presentation in English"> presentation in English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation%20performances" title=" presentation performances"> presentation performances</a> </p> <a href="https://publications.waset.org/abstracts/105396/exploring-teacher-verbal-feedback-on-postgraduate-students-performances-in-presentations-in-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/105396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">188</span> Psychiatric Risk Assessment in the Emergency Department: The Impact of NEAT on the Management of Mental Health Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Euan%20Donley">Euan Donley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emergency Departments (EDs) are heavily burdened as presentation rates continue to rise. To improve patient flow National Emergency Access Targets (NEAT) were introduced. NEAT implements timelines for ED presentations, such as discharging patients within four hours of arrival. Mental health patients use EDs more than the general population and are generally more complex in their presentations. The aim of this study is to examine the impact of NEAT on psychiatric risk assessment of mental health patients in the ED. Seventy-eight mental health clinicians from 7 Victoria, Australia, hospital EDs participated in a mixed method analysis via anonymous online survey. NEAT was considered helpful as mental health patients were seen quicker, were less likely to abscond, could improve teamwork amongst ED staff, and in some cases administrative processes were better streamlined. However, clinicians felt that NEAT was also responsible for less time with patients and relatives’, resulted in rushed assessments, placed undue pressure on mental health clinicians, was not conducive to training, and the emphasis on time was the wrong focus for patient treatment. The profile of a patient typically likely to be treated within NEAT timelines showed a perfect storm of luck and compliance. If a patient was sober, medically stable, referred early, did not require much collateral information and did not have distressed relatives, NEAT was more likely to be met. Organisationally participants reported no organisational change or training to meet NEAT. Poor mental health staffing, multiple ED presentations and a shortage of mental health beds also hamper meeting NEAT. Findings suggest participants were supportive of NEAT in principle, but a demanding workload and organisational barriers meant NEAT had an overall negative effect on psychiatric risk assessment of mental health patients in ED. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency" title=" emergency"> emergency</a>, <a href="https://publications.waset.org/abstracts/search?q=risk" title=" risk"> risk</a>, <a href="https://publications.waset.org/abstracts/search?q=psychiatric" title=" psychiatric"> psychiatric</a> </p> <a href="https://publications.waset.org/abstracts/20250/psychiatric-risk-assessment-in-the-emergency-department-the-impact-of-neat-on-the-management-of-mental-health-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20250.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">516</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">187</span> The Guide Presentation: The Grand Palace</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nuchanat%20Handumrongkul%20Danaya%20Darnsawasdi">Nuchanat Handumrongkul Danaya Darnsawasdi</a>, <a href="https://publications.waset.org/abstracts/search?q=Anantachai%20Aeka"> Anantachai Aeka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To be a model for performing oral presentations by the tour guides, this research has been conducted. In order to develop French language teaching and studying for tourism, its purpose is to analyze the content used by tour guides. The study employed audio recordings of these presentations as an interview method in authentic situations, having four guides as respondents and information providers. The data was analyzed through content analysis. The results found that the tour guides described eight important items by giving more importance to details at Wat Phra Kaew or the Temple of the Emerald Buddha than at the palaces. They preferred the buildings upon the upper terrace, Buddhist cosmology, the decoration techniques, the royal chapel, the mural paintings, Thai offerings to Buddha images, palaces with architectural features and functions including royal ceremonies and others. This information represents the Thai characteristics of each building and other related content. The findings were used as a manual for guides for how to describe a tourist attraction, especially the temple and other related cultural topics of interest. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=guide" title="guide">guide</a>, <a href="https://publications.waset.org/abstracts/search?q=guide%20presentation" title=" guide presentation"> guide presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=Grand%20Palace" title=" Grand Palace"> Grand Palace</a>, <a href="https://publications.waset.org/abstracts/search?q=Buddhist%20cosmology" title=" Buddhist cosmology"> Buddhist cosmology</a> </p> <a href="https://publications.waset.org/abstracts/19332/the-guide-presentation-the-grand-palace" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19332.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">186</span> The Increasing Trend in Research Among Orthopedic Residency Applicants is Significant to Matching: A Retrospective Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nickolas%20A.%20Stewart">Nickolas A. Stewart</a>, <a href="https://publications.waset.org/abstracts/search?q=Donald%20C.%20Hefelfinger"> Donald C. Hefelfinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Garrett%20V.%20Brittain"> Garrett V. Brittain</a>, <a href="https://publications.waset.org/abstracts/search?q=Timothy%20C.%20Frommeyer"> Timothy C. Frommeyer</a>, <a href="https://publications.waset.org/abstracts/search?q=Adrienne%20Stolfi"> Adrienne Stolfi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Orthopedic surgery is currently considered one of the most competitive specialties that medical students can apply to for residency training. As evidenced by increasing United States Medical Licensing Examination (USMLE) scores, overall grades, and publication, presentation, and abstract numbers, this specialty is getting increasingly competitive. The recent change of USMLE Step 1 scores to pass/fail has resulted in additional challenges for medical students planning to apply for orthopedic residency. Until now, these scores have been a tool used by residency programs to screen applicants as an initial factor to determine the strength of their application. With USMLE STEP 1 converting to a pass/fail grading criterion, the question remains as to what will take its place on the ERAS application. The primary objective of this study is to determine the trends in the number of research projects, abstracts, presentations, and publications among orthopedic residency applicants. Secondly, this study seeks to determine if there is a relationship between the number of research projects, abstracts, presentations, and publications, and match rates. The researchers utilized the National Resident Matching Program's Charting Outcomes in the Match between 2007 and 2022 to identify mean publications and research project numbers by allopathic and osteopathic US orthopedic surgery senior applicants. A paired t test was performed between the mean number of publications and research projects by matched and unmatched applicants. Additionally, simple linear regressions within matched and unmatched applicants were used to determine the association between year and number of abstracts, presentations, and publications, and a number of research projects. For determining whether the increase in the number of abstracts, presentations, and publications, and a number of research projects is significantly different between matched and unmatched applicants, an analysis of covariance is used with an interaction term added to the model, which represents the test for the difference between the slopes of each group. The data shows that from 2007 to 2022, the average number of research publications increased from 3 to 16.5 for matched orthopedic surgery applicants. The paired t-test had a significant p-value of 0.006 for the number of research publications between matched and unmatched applicants. In conclusion, the average number of publications for orthopedic surgery applicants has significantly increased for matched and unmatched applicants from 2007 to 2022. Moreover, this increase has accelerated in recent years, as evidenced by an increase of only 1.5 publications from 2007 to 2001 versus 5.0 publications from 2018 to 2022. The number of abstracts, presentations, and publications is a significant factor regarding an applicant's likelihood to successfully match into an orthopedic residency program. With USMLE Step 1 being converted to pass/fail, the researchers expect students and program directors will place increased importance on additional factors that can help them stand out. This study demonstrates that research will be a primary component in stratifying future orthopedic surgery applicants. In addition, this suggests the average number of research publications will continue to accelerate. Further study is required to determine whether this growth is sustainable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=publications" title="publications">publications</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopedic%20surgery" title=" orthopedic surgery"> orthopedic surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=residency%20applications" title=" residency applications"> residency applications</a> </p> <a href="https://publications.waset.org/abstracts/157239/the-increasing-trend-in-research-among-orthopedic-residency-applicants-is-significant-to-matching-a-retrospective-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157239.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">131</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">185</span> Using Presentation as a Means to Develop Communication Skills of Engineering Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Urvashi%20Kaushal">Urvashi Kaushal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> With the entry of multinationals in India, engineering students of Indian universities have opportunity to work with the best and the most innovative industries in the world, but in order to compete in the global job market, they require an added competence of communication skills in English. With work places turning global, competence in English can provide the Indian student the added advantage to begin his/her career in the international market. The present method of teaching English in any engineering college across Gujarat mostly concentrates on developing writing, and reading skills. Developing speech becomes a secondary topic owing to the old trend of lecturing in the class room and the huge strength of the class. This paper aims to highlight the importance of improving speaking skills of engineering students. It also insists that presentations can be used as a viable method to enhance the communication skills of these students. Presentations force students to plan, prepare, practice and perfect their communication skills which will enable them to get a foothold in the industry. The paper also discusses one such experiment carried out at the author’s institute and the response it received. Further, such experimental language learning approach is bound to have some limitations and obstacles. The paper suggests ways to overcome such limitations and strives to develop an interesting means of developing communication skills of the engineering students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=engineering" title="engineering">engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=presentation" title=" presentation"> presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20skills" title=" communication skills"> communication skills</a> </p> <a href="https://publications.waset.org/abstracts/9043/using-presentation-as-a-means-to-develop-communication-skills-of-engineering-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">441</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">184</span> A Closed Loop Audit of Pre-operative Transfusion Samples in Orthopaedic Patients at a Major Trauma Centre</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tony%20Feng">Tony Feng</a>, <a href="https://publications.waset.org/abstracts/search?q=Rea%20Thomson"> Rea Thomson</a>, <a href="https://publications.waset.org/abstracts/search?q=Kathryn%20Greenslade"> Kathryn Greenslade</a>, <a href="https://publications.waset.org/abstracts/search?q=Ross%20Medine"> Ross Medine</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Easterbrook"> Jennifer Easterbrook</a>, <a href="https://publications.waset.org/abstracts/search?q=Calum%20Arthur"> Calum Arthur</a>, <a href="https://publications.waset.org/abstracts/search?q=Matilda%20Powell-bowns"> Matilda Powell-bowns</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are clear guidelines on taking group and screen samples (G&S) for elective arthroplasty and major trauma. However, there is limited guidance on blood grouping for other trauma patients. The purpose of this study was to review the level of blood grouping at a major trauma centre and validate a protocol that limits the expensive processing of G&S samples. After reviewing the national guidance on transfusion samples in orthopaedic patients, data was prospectively collected for all orthopaedic admissions in the Royal Infirmary of Edinburgh between January to February 2023. The cause of admission, number of G&S samples processed on arrival and need for red cells was collected using the hospital blood bank. A new protocol was devised based on a multidisciplinary meeting which limited the requirement for G&S samples only to presentations in “category X”, including neck-of-femur fractures (NOFs), pelvic fractures and major trauma. A re-audit was completed between April and May after departmental education and institution of this protocol. 759 patients were admitted under orthopaedics in the major trauma centre across two separate months. 47% of patients were admitted with presentations falling in category X (354/759) and patients in this category accounted for 88% (92/104) of those requiring post-operative red cell transfusions. Of these, 51% were attributed to NOFs (47/92). In the initial audit, 50% of trauma patients outwith category X had samples sent (116/230), estimated to cost £3800. Of these 230 patients, 3% required post-operative transfusions (7/230). In the re-audit, 23% of patients outwith category X had samples sent (40/173), estimated to cost £1400, of which 3% (5/173) required transfusions. None of the transfusions in these patients in either audit were related to their operation and the protocol achieved an estimated cost saving of £2400 over one month. This study highlights the importance of sending samples for patients with certain categories of orthopaedic trauma (category X) due to the high demand for post-operative transfusions. However, the absence of transfusion requirements in other presentations suggests over-testing. While implementation of the new protocol has markedly reduced over-testing, additional interventions are required to reduce this further. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20transfusion" title="blood transfusion">blood transfusion</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20improvement" title=" quality improvement"> quality improvement</a>, <a href="https://publications.waset.org/abstracts/search?q=orthopaedics" title=" orthopaedics"> orthopaedics</a>, <a href="https://publications.waset.org/abstracts/search?q=trauma" title=" trauma"> trauma</a> </p> <a href="https://publications.waset.org/abstracts/168569/a-closed-loop-audit-of-pre-operative-transfusion-samples-in-orthopaedic-patients-at-a-major-trauma-centre" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">183</span> Probing Language Models for Multiple Linguistic Information</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bowen%20Ding">Bowen Ding</a>, <a href="https://publications.waset.org/abstracts/search?q=Yihao%20Kuang"> Yihao Kuang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, large-scale pre-trained language models have achieved state-of-the-art performance on a variety of natural language processing tasks. The word vectors produced by these language models can be viewed as dense encoded presentations of natural language that in text form. However, it is unknown how much linguistic information is encoded and how. In this paper, we construct several corresponding probing tasks for multiple linguistic information to clarify the encoding capabilities of different language models and performed a visual display. We firstly obtain word presentations in vector form from different language models, including BERT, ELMo, RoBERTa and GPT. Classifiers with a small scale of parameters and unsupervised tasks are then applied on these word vectors to discriminate their capability to encode corresponding linguistic information. The constructed probe tasks contain both semantic and syntactic aspects. The semantic aspect includes the ability of the model to understand semantic entities such as numbers, time, and characters, and the grammatical aspect includes the ability of the language model to understand grammatical structures such as dependency relationships and reference relationships. We also compare encoding capabilities of different layers in the same language model to infer how linguistic information is encoded in the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20models" title="language models">language models</a>, <a href="https://publications.waset.org/abstracts/search?q=probing%20task" title=" probing task"> probing task</a>, <a href="https://publications.waset.org/abstracts/search?q=text%20presentation" title=" text presentation"> text presentation</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20information" title=" linguistic information"> linguistic information</a> </p> <a href="https://publications.waset.org/abstracts/168840/probing-language-models-for-multiple-linguistic-information" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">182</span> Peripheral Facial Nerve Palsy after Lip Augmentation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sana%20Ilyas">Sana Ilyas</a>, <a href="https://publications.waset.org/abstracts/search?q=Kishalaya%20Mukherjee"> Kishalaya Mukherjee</a>, <a href="https://publications.waset.org/abstracts/search?q=Suresh%20Shetty"> Suresh Shetty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lip Augmentation has become more common in recent years. Patients do not expect to experience facial palsy after having lip augmentation. This poster will present the findings of such a presentation and will discuss the possible pathophysiology and management. (This poster has been published as a paper in the dental update, June 2022) Aim: The aim of the study was to explore the link between facial nerve palsy and lip fillers, to explore the literature surrounding facial nerve palsy, and to discuss the case of a patient who presented with facial nerve palsy with seemingly unknown cause. Methodology: There was a thorough assessment of the current literature surrounding the topic. This included published papers in journals through PubMed database searches and printed books on the topic. A case presentation was discussed in detail of a patient presenting with peripheral facial nerve palsy and associating it with lip augmentation that she had a day prior. Results and Conclusion: Even though the pathophysiology may not be clear for this presentation, it is important to highlight uncommon presentations or complications that may occur after treatment. This can help with understanding and managing similar cases, should they arise.It is also important to differentiate cause and association in order to make an accurate diagnosis. This may be difficult if there is little scientific literature. Therefore, further research can help to improve the understanding of the pathophysiology of similar presentations. This poster has been published as a paper in dental update, June 2022, and therefore shares a similar conclusiom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=facial%20palsy" title="facial palsy">facial palsy</a>, <a href="https://publications.waset.org/abstracts/search?q=lip%20augmentation" title=" lip augmentation"> lip augmentation</a>, <a href="https://publications.waset.org/abstracts/search?q=causation%20and%20correlation" title=" causation and correlation"> causation and correlation</a>, <a href="https://publications.waset.org/abstracts/search?q=dental%20cosmetics" title=" dental cosmetics"> dental cosmetics</a> </p> <a href="https://publications.waset.org/abstracts/158439/peripheral-facial-nerve-palsy-after-lip-augmentation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158439.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">181</span> Navigating Rapids And Collecting Medical Insights: A Data Collection Of Athletes Presenting To The Medical Team At The International Canoe Federation Canoe Slalom World Championships 2023</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Grace%20Scaplehorn">Grace Scaplehorn</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Adeel%20Akhtar"> Muhammad Adeel Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jane%20Gibson"> Jane Gibson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Canoe Slalom entails the skilful navigation of a carbon composite canoe or kayak through a series of 18-25 hanging gates, strategically positioned along the course, either upstream or downstream, amidst currents of whitewater rapids in natural and man-made river settings. Athletes compete individually in timed trials, competing for the fastest course time, typically around 80 to 120 seconds. In the new discipline of Kayak Cross, descents of the course are initiated by groups of four athletes freefalling simultaneously from a starting platform situated 3m above the river. Kayak Cross athletes, in contrast to Canoe Slalom, can make physical contact with suspended gates without incurring time penalties and are required to perform a kayak roll half way down the course. The Canoe Slalom World Championships were held at Lee Valley Whitewater Centre, London, from 19th to 24th September 2023. The event comprised 299 international athletes competing for 10 World Championship titles in Canoe/Kayak Slalom events (Olympic Debut Munich 1972), and the new Kayak Cross discipline (Olympic Debut Paris 2024). The inaugural appearance of Kayak Cross at the World Championships occurred in 2017, in Pau, France. There is limited literature surrounding Kayak Cross and the incidence of athlete injuries compared to traditional Canoe Slalom, hence it was felt important to undertake this review to address the perception that the event is dangerous. Aim: The study aimed to quantify and collate data collected from athletes presenting to the event medical centre. Methods: Athletes’ details were collected at initial assessments from the start of the practice period (16th–18th September) and throughout the event. Demographics such as age, sex and nationality were recorded along with presenting complaints, treatment, medication administered and outcome. Specifically, injuries were then sub-classified into body regions. The data does not include athletes who sought medical attention from their own governing body’s medical team. Results: During the 8-day period, there were 11 individual presentations to the medical centre, 3.7% of the athlete population (n=299). The mean age was 23.9 years (n=7), 6 were male (n=10). The most common presentation was minor injury (n=9), with 6 being musculoskeletal and 3 comprising skin damage, followed by insect sting/allergy (n=1) and pain relief requests (n=1). Five presentations were event-related, all being musculoskeletal injuries; 2 shoulder/arm, 1 head/neck, 1 hand/wrist and 1 other (data was not recorded). Of these injuries, the only intervention was 2 cases of 400mg Ibuprofen, which was given to both shoulder/arm injuries. Four of the 11 presentations were pre-existing injuries, which had been exacerbated due to increased intensity of practice. Two patients were advised to return for review, with 100% compliance. There were no unplanned re-presentations, and no emergency transfers to secondary care. Both the Kayak Cross and Canoe Slalom competitions resulted in 1 new event-related athlete presentation each. Conclusion: The event resulted in a negligible incidence of presentations at the medical centre, for both Kayak Cross and Canoe Slalom. This data holds significance in informing risk assessments and medical protocols necessary for the organisation of canoe slalom events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=canoe%20slalom" title="canoe slalom">canoe slalom</a>, <a href="https://publications.waset.org/abstracts/search?q=kayak%20cross" title=" kayak cross"> kayak cross</a>, <a href="https://publications.waset.org/abstracts/search?q=athlete%20injuries" title=" athlete injuries"> athlete injuries</a>, <a href="https://publications.waset.org/abstracts/search?q=event%20injuries" title=" event injuries"> event injuries</a> </p> <a href="https://publications.waset.org/abstracts/179201/navigating-rapids-and-collecting-medical-insights-a-data-collection-of-athletes-presenting-to-the-medical-team-at-the-international-canoe-federation-canoe-slalom-world-championships-2023" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/179201.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">56</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">180</span> Computer Network Applications, Practical Implementations and Structural Control System Representations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=El%20Miloudi%20Djelloul">El Miloudi Djelloul</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The computer network play an important position for practical implementations of the differently system. To implement a system into network above all is needed to know all the configurations, which is responsible to be a part of the system, and to give adequate information and solution in realtime. So if want to implement this system for example in the school or relevant institutions, the first step is to analyze the types of model which is needed to be configured and another important step is to organize the works in the context of devices, as a part of the general system. Often before configuration, as important point is descriptions and documentations from all the works into the respective process, and then to organize in the aspect of problem-solving. The computer network as critic infrastructure is very specific so the paper present the effectiveness solutions in the structured aspect viewed from one side, and another side is, than the paper reflect the positive aspect in the context of modeling and block schema presentations as an better alternative to solve the specific problem because of continually distortions of the system from the line of devices, programs and signals or packed collisions, which are in movement from one computer node to another nodes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=local%20area%20networks" title="local area networks">local area networks</a>, <a href="https://publications.waset.org/abstracts/search?q=LANs" title=" LANs"> LANs</a>, <a href="https://publications.waset.org/abstracts/search?q=block%20schema%20presentations" title=" block schema presentations"> block schema presentations</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20network%20system" title=" computer network system"> computer network system</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20node" title=" computer node"> computer node</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20infrastructure%20packed%20collisions" title=" critical infrastructure packed collisions"> critical infrastructure packed collisions</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20control%20system%20representations" title=" structural control system representations"> structural control system representations</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20network" title=" computer network"> computer network</a>, <a href="https://publications.waset.org/abstracts/search?q=implementations" title=" implementations"> implementations</a>, <a href="https://publications.waset.org/abstracts/search?q=modeling%20structural%20representations" title=" modeling structural representations"> modeling structural representations</a>, <a href="https://publications.waset.org/abstracts/search?q=companies" title=" companies"> companies</a>, <a href="https://publications.waset.org/abstracts/search?q=computers" title=" computers"> computers</a>, <a href="https://publications.waset.org/abstracts/search?q=context" title=" context"> context</a>, <a href="https://publications.waset.org/abstracts/search?q=control%20systems" title=" control systems"> control systems</a>, <a href="https://publications.waset.org/abstracts/search?q=internet" title=" internet"> internet</a>, <a href="https://publications.waset.org/abstracts/search?q=software" title=" software"> software</a> </p> <a href="https://publications.waset.org/abstracts/18709/computer-network-applications-practical-implementations-and-structural-control-system-representations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18709.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">179</span> The Experience of Gay Men Using Dating Applications in Their Emerging Adulthood</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuang%20Bing-Kai">Chuang Bing-Kai</a>, <a href="https://publications.waset.org/abstracts/search?q=Shih%20Hsiang-Ju"> Shih Hsiang-Ju</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Previous studies showed that emergent adults used dating applications the most since it would satisfy their needs for intimacy. It's also found that those emergent adults were mostly non-heterosexual. What’s more, in this digital era, more and more bisexuals and homosexuals choose to establish connections with others through Internet to seek a sense of belonging. However, studies rarely focused on gay men in their emergent adulthood to explore their experiences of dating applications. The purpose of this study was to explore the experience of gay men using dating applications in their emerging adulthood and to understand their self-presentations and the process of it among different relationships while interacting with others upon using dating applications. The semi-structured interview was conducted with those gay men who aged from 18 to 29, felt attracted to people with same gender physically and mentally, considered themselves homosexual from their subjective understanding and had been using dating applications for more than half a year. Research invitations were distributed with the assistance of social media platforms and LGBTQ+ friends in the community. This study adopted a qualitative research approach and applied hermeneutic phenomenology as the method to analyze the transcripts transcribed from the recorded audio, and to explore their using experiences and self-presentations while interacting with others while using dating apps. It’s expected to find out that there are four stages in the self-presentation process including establishing personal identity, self-exploration and experimentation, exploring shared interest and values, developing and maintaining connections. Plus, gay men’s motives to use dating apps play an important role in this process and thus influence how they position the apps in their life. Through this study, professional workers can better understand gay men’s considerations and strategies in their self-presentation process as well as the impact of using motives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dating%20applications" title="dating applications">dating applications</a>, <a href="https://publications.waset.org/abstracts/search?q=emerging%20adulthood" title=" emerging adulthood"> emerging adulthood</a>, <a href="https://publications.waset.org/abstracts/search?q=gay%20men" title=" gay men"> gay men</a>, <a href="https://publications.waset.org/abstracts/search?q=hermeneutic%20phenomenology" title=" hermeneutic phenomenology"> hermeneutic phenomenology</a> </p> <a href="https://publications.waset.org/abstracts/184626/the-experience-of-gay-men-using-dating-applications-in-their-emerging-adulthood" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184626.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">49</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">178</span> Review of Health Disparities in Migrants Attending the Emergency Department with Acute Mental Health Presentations</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jacqueline%20Eleonora%20Ek">Jacqueline Eleonora Ek</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Spiteri"> Michael Spiteri</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20Giordimaina"> Chris Giordimaina</a>, <a href="https://publications.waset.org/abstracts/search?q=Pierre%20Agius"> Pierre Agius</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Malta is known for being a key player as a frontline country with regard to irregular immigration from Africa to Europe. Every year the island experiences an influx of migrants as boat movement across the Mediterranean continues to be a humanitarian challenge. Irregular immigration and applying for asylum is both a lengthy and mentally demanding process. Those doing so are often faced with multiple challenges, which can adversely affect their mental health. Between January and August 2020, Malta disembarked 2 162 people rescued at sea, 463 of them between July & August. Given the small size of the Maltese islands, this regulation places a disproportionately large burden on the country, creating a backlog in the processing of asylum applications resulting in increased time periods of detention. These delays reverberate throughout multiple management pathways resulting in prolonged periods of detention and challenging access to health services. Objectives: To better understand the spatial dimensions of this humanitarian crisis, this study aims to assess disparities in the acute medical management of migrants presenting to the emergency department (ED) with acute mental health presentations as compared to that of local and non-local residents. Method: In this retrospective study, 17795 consecutive ED attendances were reviewed to look for acute mental health presentations. These were further evaluated to assess discrepancies in transportation routes to hospital, nature of presenting complaint, effects of language barriers, use of CT brain, treatment given at ED, availability of psychiatric reviews, and final admission/discharge plans. Results: Of the ED attendances, 92.3% were local residents, and 7.7% were non-locals. Of the non-locals, 13.8% were migrants, and 86.2% were other-non-locals. Acute mental health presentations were seen in 1% of local residents; this increased to 20.6% in migrants. 56.4% of migrants attended with deliberate self-harm; this was lower in local residents, 28.9%. Contrastingly, in local residents, the most common presenting complaint was suicidal thought/ low mood 37.3%, the incidence was similar in migrants at 33.3%. The main differences included 12.8% of migrants presenting with refused oral intake while only 0.6% of local residents presented with the same complaints. 7.7% of migrants presented with a reduced level of consciousness, no local residents presented with this same issue. Physicians documented a language barrier in 74.4% of migrants. 25.6% were noted to be completely uncommunicative. Further investigations included the use of a CT scan in 12% of local residents and in 35.9% of migrants. The most common treatment administered to migrants was supportive fluids 15.4%, the most common in local residents was benzodiazepines 15.1%. Voluntary psychiatric admissions were seen in 33.3% of migrants and 24.7% of locals. Involuntary admissions were seen in 23% of migrants and 13.3% of locals. Conclusion: Results showed multiple disparities in health management. A meeting was held between entities responsible for migrant health in Malta, including the emergency department, primary health care, migrant detention services, and Malta Red Cross. Currently, national quality-improvement initiatives are underway to form new pathways to improve patient-centered care. These include an interpreter unit, centralized handover sheets, and a dedicated migrant health service. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emergency%20department" title="emergency department">emergency department</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=migration" title=" migration"> migration</a> </p> <a href="https://publications.waset.org/abstracts/135516/review-of-health-disparities-in-migrants-attending-the-emergency-department-with-acute-mental-health-presentations" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135516.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">114</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">177</span> Late Presentation of Pseudophakic Macula Edema from Oral Kinase Inhibitors: A Case and Literature Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Christolyn%20%20Raj">Christolyn Raj</a>, <a href="https://publications.waset.org/abstracts/search?q=Lewis%20Levitz"> Lewis Levitz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Two cases of late presentation ( > five years ) of bilateral pseudophakic macula edema related to oral tyrosine kinase inhibitors are described. These cases are the first of their type in the published literature. A review of ocular inflammatory complications of tyrosine kinase inhibitors in the current literature is explored. Case Presentations(s): Case 1 is an 83-year-old female who has been stable on Ibrutinib (Imbruvica ®) for chronic lymphocytic leukemia (CLL). She presented with bilateral blurred vision from severe cystoid macula edema seven years following routine cataract surgery. She was treated with intravitreal steroids with complete resolution without relapse. Case 2 is a 76-year-old female who was on therapy for polycythemia vera with Ruxolitinib (Jakafi®). She presented with bilateral blurred vision from mild cystoid macula edema six years following routine cataract surgery. She responded well to topical steroids without relapse. In both cases, oral tyrosine kinase inhibitor agents were presumed to be the underlying cause and were ceased. Over the last five years, there have been increasing reports in the literature of the inflammatory effects of tyrosine kinase inhibitors on the retina, uvea and optic nerve. Conclusion: Late presentation of pseudophakic macula edema following routine cataract surgery is rare. Such presentations should prompt investigation of the chronic use of systemic medications, especially oral kinase inhibitors. Patients who must remain on these agents require ongoing ophthalmologic assessment in view of their long-term inflammatory side effects. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=macula%20edema" title="macula edema">macula edema</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20kinase%20inhibitors" title=" oral kinase inhibitors"> oral kinase inhibitors</a>, <a href="https://publications.waset.org/abstracts/search?q=retinal%20toxicity" title=" retinal toxicity"> retinal toxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=pseudo-phakia" title=" pseudo-phakia"> pseudo-phakia</a> </p> <a href="https://publications.waset.org/abstracts/178802/late-presentation-of-pseudophakic-macula-edema-from-oral-kinase-inhibitors-a-case-and-literature-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178802.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">99</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">176</span> The Impact of the New Head Injury Pathway on the Number of CTs Performed in a Paediatric Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amel%20M.%20A.%20Osman">Amel M. A. Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Roy%20Mahony"> Roy Mahony</a>, <a href="https://publications.waset.org/abstracts/search?q=Lisa%20Dann"> Lisa Dann</a>, <a href="https://publications.waset.org/abstracts/search?q=McKenna%20S."> McKenna S.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Computed Tomography (CT) is a significant source of radiation in the pediatric population. A new head injury (HI) pathway was introduced in 2021, which altered the previous process of HI being jointly admitted with general pediatrics and surgery to admit these patients under the Emergency Medicine Team. Admitted patients included those with positive CT findings not requiring immediate neurosurgical intervention and those who did not meet current criteria for urgent CT brain as per NICE guidelines but were still symptomatic for prolonged observations. This approach aims to decrease the number of CT scans performed. The main aim is to assess the variation in CT scanning rates since the change in the admitting process. A retrospective review of patients presenting to CHI PECU with HI over 6-month period (01/01/19-31/05/19) compared to a 6-month period post introduction of the new pathway (01/06/2022-31/12/2022). Data was collected from the electronic record databases, symphony, and PACS. Results: In 2019, there were 869 presentations of HI, among which 32 (3.68%) had CT scans performed. 2 (6.25%) of those scanned had positive findings. In 2022, there were 1122 HI presentations, with 47 (4.19%) CT scans performed and positive findings in 5 (10.6%) cases. 57 patients were admitted under the new pathway for observation, with 1 having a CT scan following admission. Conclusion: Quantitative lifetime radiation risks for children are not negligible. While there was no statistically significant reduction in CTs performed amongst HIs presenting to our department, a significant group met the criteria for admission under the PECU consultant for prolonged monitoring. There was also a greater proportion of abnormalities on CT scans performed in 2022, demonstrating improved patient selection for imaging. Further data analysis is ongoing to determine if those who were admitted would have previously been scanned under the old pathway. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=head%20injury" title="head injury">head injury</a>, <a href="https://publications.waset.org/abstracts/search?q=CT" title=" CT"> CT</a>, <a href="https://publications.waset.org/abstracts/search?q=admission" title=" admission"> admission</a>, <a href="https://publications.waset.org/abstracts/search?q=guidline" title=" guidline"> guidline</a> </p> <a href="https://publications.waset.org/abstracts/184415/the-impact-of-the-new-head-injury-pathway-on-the-number-of-cts-performed-in-a-paediatric-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/184415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">53</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">175</span> Insight into the Visual Attentional Correlates Underpinning Autistic-Like Traits in Fragile X and Down Syndrome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20M.%20Glennon">Jennifer M. Glennon</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20D%27Souza"> Hana D'Souza</a>, <a href="https://publications.waset.org/abstracts/search?q=Luke%20%20Mason"> Luke Mason</a>, <a href="https://publications.waset.org/abstracts/search?q=Annette%20Karmiloff-Smith"> Annette Karmiloff-Smith</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20S.%20C.%20Thomas"> Michael S. C. Thomas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Genetic syndrome groups that feature high rates of autism comorbidity, like Down syndrome (DS) and fragile X syndrome (FXS), have been presented as useful models for understanding risk and protective factors involved in the emergence of autistic traits. Yet despite reaching clinical thresholds, these ‘syndromic’ forms of autism appear to differ in important ways from the idiopathic or ‘non-syndromic’ autism phenotype. To uncover the true nature of these comorbidities, it is necessary to extend definitions of autism to include the cognitive characteristics of the disorder and to then apply this broadened conceptualisation to the study of syndromic autism profiles. The current study employs a variety of well-established eye-tracking paradigms to assess visual attentional performance in children with DS and FXS who reach thresholds for autism on the Social Communication Questionnaire. It investigates whether autism profiles in these children are accompanied by visual orienting difficulties (‘sticky attention’), decreased social attention, and enhanced visual search performance, all of which are characteristic of the idiopathic autism phenotype. Data is collected from children with DS and FXS aged between 6 and 10 years, in addition to two control groups matched on age and intellectual ability (i.e., children with idiopathic autism and neurotypical controls). Cross-sectional developmental trajectory analyses are conducted to enable visuo-attentional profile comparisons. Significant differences in the visuo-attentional processes underpinning autism presentations in children with FXS and DS are hypothesised, supporting notions of syndrome specificity. The study provides insight into the complex heterogeneity associated with syndromic autism presentations and autism per se, with clinical implications for the utility of autism intervention programmes in DS and FXS populations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism" title="autism">autism</a>, <a href="https://publications.waset.org/abstracts/search?q=down%20syndrome" title=" down syndrome"> down syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=fragile%20X%20syndrome" title=" fragile X syndrome"> fragile X syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=eye%20tracking" title=" eye tracking"> eye tracking</a> </p> <a href="https://publications.waset.org/abstracts/89258/insight-into-the-visual-attentional-correlates-underpinning-autistic-like-traits-in-fragile-x-and-down-syndrome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89258.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">240</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">174</span> Metastatic Esophageal Squamous Cell Carcinoma Presenting with COVID-19 Infection and Cardiac Tamponade</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sutinon%20Yuchomsuk">Sutinon Yuchomsuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Satchachon%20Changthom"> Satchachon Changthom</a>, <a href="https://publications.waset.org/abstracts/search?q=Pruet%20Areesawangvong"> Pruet Areesawangvong</a>, <a href="https://publications.waset.org/abstracts/search?q=Monsiri%20Jinapen"> Monsiri Jinapen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Esophageal squamous cell carcinoma can be presented with many symptoms, such as dysphagia or weight loss. However, in some circumstances, rare presentations can be found, e.g., dyspnea, which is more common in pulmonary malignancy. And dyspnea is also one of the most common presentations of COVID-19 infection. So, in this case, we can learn from many points in patient symptoms and findings leading to the diagnosis of esophageal squamous cell carcinoma. Method: This research is a case-report study including one patient from Mahasarakham Hospital, Thailand. Data were collected during December 2021. Result: A 55-year-old Thai male patient with an unknown past medical history presented with dyspnea and shortness of breath for the duration of three days prior to admission. His symptom also included cough, fever, and sore throat. Laboratory results indicated that the patient had COVID-19 pneumonia. Further investigation showed that he had cardiac tamponade and suspected pulmonary/esophageal cancer. Lung biopsy and pericardiocentesis were done, which were positive for carcinoma from pericardial effusion but negative for malignancy from the lung biopsy. Later esophagogastroduodenoscopy was done with endoscopic tissue biopsy; the result was positive for squamous cell carcinoma of the esophagus. Conclusion: Most commonly, esophageal cancer is presented with dysphagia or weight loss. However, in some rare cases, patients can also be presented with dyspnea due to cardiac tamponade. And in recent years, COVID-19 has become a pandemic all over the world, sometimes masking symptoms of other diseases. Such as in this case, the patient didn’t improve after the pneumonia was resolved, which led to the final diagnosis of metastatic esophageal cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=esophageal%20cancer" title="esophageal cancer">esophageal cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiac%20tamponade" title=" cardiac tamponade"> cardiac tamponade</a>, <a href="https://publications.waset.org/abstracts/search?q=metastatic%20squamous%20cell%20carcinoma" title=" metastatic squamous cell carcinoma"> metastatic squamous cell carcinoma</a>, <a href="https://publications.waset.org/abstracts/search?q=COVID-19%20infection" title=" COVID-19 infection"> COVID-19 infection</a> </p> <a href="https://publications.waset.org/abstracts/152632/metastatic-esophageal-squamous-cell-carcinoma-presenting-with-covid-19-infection-and-cardiac-tamponade" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152632.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">120</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">173</span> Molecular Defects Underlying Genital Ambiguity in Egyptian Patients: A Systematic Review</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Y.%20Z.%20Gad">Y. Z. Gad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Disorders of Sex Development (DSD) are defined as congenital conditions in which development of chromosomal, gonadal or anatomical sex is atypical. The DSD are relatively prevalent in Egypt. In spite of that, the relative rarity of the individual disease types or their molecular pathologies frequently resulted in reporting on single or few cases. This augmented the challenging nature of phenotype-genotype correlation in this disease group and its utilization in the management of such medical emergency. Through critical assessment of the published DSD reports, the current review aims at analyzing the clinical characteristics of the various DSD forms in relation to the underlying molecular pathologies. A systematic literature search was done in Pubmed, using relevant keywords (Egypt versus DSD, genital ambiguity or ambiguous genitalia, the old terms of 'intersex, hermaphroditism and pseudohermaphroditism', and a list of the DSD entities and their related genes). The search yielded 24 reports of molecular data in Egyptian patients presenting with ambiguous genitalia. However, only 21 publications fulfilled the criteria of inclusion of detailed clinical descriptions and definitive molecular diagnoses of individual patients. Curation of the data yielded a total of 53 cases that were ascertained from 40 families. Fifty-one patients present with ambiguous genitalia only while 2 had multiple congenital anomalies. Parental consanguinity was noted in 60% of cases. Sex of rearing at initial presentation was female in 75% and 60% in 46,XY and 46,XX DSD cases, respectively. The external genital phenotype in 2/3 of the 46,XY DSD cases showed moderate undermasculinization [Quigley scores 3 & 4] and 1/3 had severe presentations [scores 5 & 6]. For 46,XX subjects, 1 had severe virilization of the external genitalia while 8 had moderate phenotype. Hormonal data were inconclusive or contradictory to final diagnosis in a forth of cases. Collectively, 31 families [31/40, 77.5%] with 46,XY DSD had molecular defects in the genes, 5 alpha reductase 2 (SRD5A2) [12/31], 17 beta-hydroxysteroid dehydrogenase 3 [8/31], androgen receptor [7/31], Steroidogenic factor 1 [2/31], luteinizing hormone receptor [1/31], and fibroblast growth factor receptor 1 [1/31]. In a multiethnic study, 9 families afflicted with 46,XX DSD due to 11 beta hydroxylase (CYP11B1) deficiency were documented. Two recurrent mutations, G34R and N160D, in SRD5A2 were present, respectively, in 42 and 17% of cases. Similarly, 4 recurrent mutations resulted in 89% of the CYP11B1 presentations. In conclusion, this analysis highlights the importance of autosomal recessive inheritance and inbreeding among DSD presentations, the importance of founder effect in at least 2 disorders, the difficulties in relating the genotype with the indeterminate genital phenotype, the under-reporting of some DSD subtypes, and the notion that the reported mutational profiles among Egyptian DSD cases are relatively different from those reported in other ethnic groups. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disorders%20of%20sex%20development" title="disorders of sex development">disorders of sex development</a>, <a href="https://publications.waset.org/abstracts/search?q=genital%20ambiguity" title=" genital ambiguity"> genital ambiguity</a>, <a href="https://publications.waset.org/abstracts/search?q=mutation" title=" mutation"> mutation</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20diagnosis" title=" molecular diagnosis"> molecular diagnosis</a>, <a href="https://publications.waset.org/abstracts/search?q=Egypt" title=" Egypt"> Egypt</a> </p> <a href="https://publications.waset.org/abstracts/80261/molecular-defects-underlying-genital-ambiguity-in-egyptian-patients-a-systematic-review" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80261.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">137</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">172</span> The Effect of Attention-Deficit/Hyperactivity Disorder on Additional Language Learning: Voices of English as a Foreign Language Teachers in Poland</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Agnieszka%20Ka%C5%82donek-Crnjakovi%C4%87">Agnieszka Kałdonek-Crnjaković</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research on Attention-Deficit/Hyperactivity Disorder (ADHD) is abundant but not in the field of applied linguistics and foreign or second language education. To fill this research gap, the present study aimed to investigate the effect of ADHD on skills and systems development in a second and foreign language from the teacher's perspective. The participants were 51 English as a foreign language (EFL) teachers in Poland working in state pre-, primary, and high schools. Research questions were as follows: Do ADHD-type behaviors affect EFL learning of the individual with the condition and their classmates to the same extent considering different educational settings and specific skills and systems? And To what extent do ADHD-type behaviors affect ESL/EFL skills and systems considering different ADHD presentations? Data were collected by means of a questionnaire distributed via a Google form. It contained 14 statements on a six-point Likert scale related to the effect of ADHD on specific language skills and systems in the context of an individual with the condition and their classmates and situations related to inattention and hyperactivity/impulsivity presentations of the condition, where the participants needed to identify skills and systems affected by the given ADHD manifestation. The results show that ADHD affects all language skills and systems development in both the individual with the condition and their classmates, but this effect is more significant in the latter. However, ADHD affected skills and systems to a different degree; writing skills were reported as the most affected by this disorder. Also, the effect of ADHD differed depending on the educational setting, being the highest in high school and lowest in the first three grades of primary school. These findings will be discussed in the context of foreign/second language teaching in the school context, considering different phases of education as well as future research on ADHD and language learning and teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADHD" title="ADHD">ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL%20teachers" title=" EFL teachers"> EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%2Fsecond%20language%20learning" title=" foreign/second language learning"> foreign/second language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20skills%20and%20systems%20development" title=" language skills and systems development"> language skills and systems development</a> </p> <a href="https://publications.waset.org/abstracts/164673/the-effect-of-attention-deficithyperactivity-disorder-on-additional-language-learning-voices-of-english-as-a-foreign-language-teachers-in-poland" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164673.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">171</span> From Acute Abdomen to Hormonal Crisis: Case Report on a Long-Delayed Sheehan's Syndrome Diagnosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maham%20Leeza%20Adil">Maham Leeza Adil</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahrukh%20Alvi"> Mahrukh Alvi</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Osman"> Muhammad Osman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Sheehan's syndrome (SS) is a rare cause of hypopituitarism resulting from postpartum hemorrhage and pituitary necrosis. It remains an underdiagnosed condition, especially in developing countries, due to poor obstetric care and home deliveries. This case report highlights the significance of recognizing atypical presentations of SS, such as pancytopenia, to aid in early diagnosis and management. Case Presentation: A 40-year-old female presented with acute abdomen symptoms and was initially diagnosed with acalculous cholecystitis. However, a detailed history revealed a history of postpartum hemorrhage 18 years prior, leading to a provisional diagnosis of SS. Further investigations confirmed panhypopituitarism, including hypothyroidism, hypocortisolism, and hypogonadism. Notably, the patient also exhibited pancytopenia, a rarely reported hematological manifestation of SS. Discussion: SS often presents with nonspecific symptoms, leading to delayed or missed diagnoses. In this case, the patient's initial presentation of acute abdomen symptoms was attributed to secondary adrenal insufficiency due to panhypopituitarism. The presence of pancytopenia, along with hyponatremia, further complicated the clinical picture. Hormone replacement therapy led to a remarkable improvement in the patient's condition, emphasizing the importance of early diagnosis and intervention. Conclusion: SS is a common cause of panhypopituitarism in developing countries, but its atypical presentations, such as pancytopenia, are rare and often overlooked. This case highlights the need for increased awareness among clinicians to consider SS in patients with unexplained hematological abnormalities, particularly in regions with high rates of postpartum hemorrhage. Early recognition and appropriate hormone replacement therapy can significantly improve patients' outcomes and prevent long-term complications associated with this underdiagnosed syndrome. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheehan%20syndrome" title="Sheehan syndrome">Sheehan syndrome</a>, <a href="https://publications.waset.org/abstracts/search?q=panhypopituitarism" title=" panhypopituitarism"> panhypopituitarism</a>, <a href="https://publications.waset.org/abstracts/search?q=pancytopenia" title=" pancytopenia"> pancytopenia</a>, <a href="https://publications.waset.org/abstracts/search?q=delayed%20diagnosis" title=" delayed diagnosis"> delayed diagnosis</a> </p> <a href="https://publications.waset.org/abstracts/192560/from-acute-abdomen-to-hormonal-crisis-case-report-on-a-long-delayed-sheehans-syndrome-diagnosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192560.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">18</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">170</span> Education of Purchasing Professionals in Austria: Competence Based View</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Volker%20Koch">Volker Koch</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper deals with the education of purchasing professionals in Austria. In this education, equivalent and measurable criteria are collected in order to create a comparison. The comparison shows the problem. To make the aforementioned comparison possible, methodologies such as KODE-Competence Atlas or presentations in a matrix form are used. The result shows the content taught and whether there are any similarities or interesting differences in the current Austrian purchasers’ formations. Purchasing professionals learning competencies are also illustrated in the study result. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=competencies" title="competencies">competencies</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=purchasing%20professional" title=" purchasing professional"> purchasing professional</a>, <a href="https://publications.waset.org/abstracts/search?q=technological-oriented" title=" technological-oriented"> technological-oriented</a> </p> <a href="https://publications.waset.org/abstracts/49243/education-of-purchasing-professionals-in-austria-competence-based-view" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49243.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right 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