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chemistry</title> <meta name="description" content="Search results for: clinical chemistry"> <meta name="keywords" content="clinical chemistry"> <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="clinical chemistry"> <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> 4260</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: clinical chemistry</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4260</span> Community-Based Reference Interval of Selected Clinical Chemistry Parameters Among Apparently Healthy Adolescents in Mekelle City, Tigrai, Northern Ethiopia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Getachew%20Belay%20Kassahun">Getachew Belay Kassahun</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Locally established clinical laboratory reference intervals (RIs) are required to interpret laboratory test results for screening, diagnosis, and prognosis. The objective of this study was to establish a reference interval of clinical chemistry parameters among apparently healthy adolescents aged between 12 and 17 years in Mekelle, Tigrai, in the northern part of Ethiopia. Methods: Community-based cross-sectional study was employed from December 2018 to March 2019 in Mekelle City among 172 males and 172 females based on a Multi-stage sampling technique. Blood samples were tested for Fasting blood sugar (FBS), alanine amino transferase (ALT), aspartate aminotransferase (AST), alkaline phosphatase (ALP), Creatinine, urea, total protein, albumin (ALB), direct and indirect bilirubin (BIL.D and BIL.T) using 25 Bio system clinical chemistry analyzer. Results were analyzed using SPSS version 23 software and based on the Clinical Laboratory Standard Institute (CLSI)/ International Federation of Clinical Chemistry (IFCC) C 28-A3 Guideline which deﬁnes the reference interval as the 95% central range of 2.5th and 97.5th percentiles. Mann Whitney U test, descriptive statistics and box and whisker were statistical tools used for analysis. Results: This study observed statistically significant differences between males and females in ALP, ALT, AST, Urea and Creatinine Reference intervals. The established reference intervals for males and females, respectively, were: ALP (U/L) 79.48-492.12 versus 63.56-253.34, ALT (U/L) 4.54-23.69 versus 5.1-20.03, AST 15.7- 39.1 versus 13.3- 28.5, Urea (mg/dL) 9.33-24.99 versus 7.43-23.11, and Creatinine (mg/dL) 0.393-0.957 versus 0.301-0.846. The combined RIs for Total Protein (g/dL) were 6.08-7.85, ALB (g/dL) 4.42-5.46, FBS(mg/dL) 65-110, BIL.D (mg/dL) 0.033-0.532, and BIL.T (mg/dL) 0.106-0.812. Conclusions: The result showed a marked difference between sex and company-derived values for selected clinical chemistry parameters. Thus, the use of age and sex-specific locally established reference intervals for clinical chemistry parameters is recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reference%20interval" title="reference interval">reference interval</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent" title=" adolescent"> adolescent</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry" title=" clinical chemistry"> clinical chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=Ethiopia" title=" Ethiopia"> Ethiopia</a> </p> <a href="https://publications.waset.org/abstracts/167949/community-based-reference-interval-of-selected-clinical-chemistry-parameters-among-apparently-healthy-adolescents-in-mekelle-city-tigrai-northern-ethiopia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167949.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">79</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">4259</span> The Safety of Microbiologically Prepared Fructooligosaccharide on White Albino Rats</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Olayinka%20Risiquat%20Raimi">Olayinka Risiquat Raimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> FOS was produced from FTase of Aspergillus niger. HPLC analysis showed 32.24%. Consisting of 28.57% ketose and 4.67% nystose. Effects of FOS were studied on 12 weeks old albino rats. All animals survived until scheduled euthanasia. A low incidence of clinical sign and no toxicological effect were observed. Male rats fed with 2500mg/kg fructooligosaccharides had the highest weight. Male and female rat showed a significant increase in weight from first week to the fifth week. All haematological parameters examined were normal in male and female rats. Mean haematological and haemoglobin values for 2500mg/kg bw FOS fed male rats were the highest. Clinical chemistry test, glucose, albumin, and cholesterol were within normal laboratory values for a rat. The mean glucose value was lower for FOS fed male and female rats compared to those fed with honey and 60% sucrose. Gross necropsy observation showed no remarkable internal gross abnormalities for any of the animals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fructooligosaccharide" title="fructooligosaccharide">fructooligosaccharide</a>, <a href="https://publications.waset.org/abstracts/search?q=white%20albino%20rat" title=" white albino rat"> white albino rat</a>, <a href="https://publications.waset.org/abstracts/search?q=haematology%20values" title=" haematology values"> haematology values</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry%20values" title=" clinical chemistry values"> clinical chemistry values</a> </p> <a href="https://publications.waset.org/abstracts/2062/the-safety-of-microbiologically-prepared-fructooligosaccharide-on-white-albino-rats" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2062.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">396</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">4258</span> Virtual Chemistry Laboratory as Pre-Lab Experiences: Stimulating Student's Prediction Skill</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yenni%20Kurniawati">Yenni Kurniawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Students Prediction Skill in chemistry experiments is an important skill for pre-service chemistry students to stimulate students reflective thinking at each stage of many chemistry experiments, qualitatively and quantitatively. A Virtual Chemistry Laboratory was designed to give students opportunities and times to practicing many kinds of chemistry experiments repeatedly, everywhere and anytime, before they do a real experiment. The Virtual Chemistry Laboratory content was constructed using the Model of Educational Reconstruction and developed to enhance students ability to predicted the experiment results and analyzed the cause of error, calculating the accuracy and precision with carefully in using chemicals. This research showed students changing in making a decision and extremely beware with accuracy, but still had a low concern in precision. It enhancing students level of reflective thinking skill related to their prediction skill 1 until 2 stage in average. Most of them could predict the characteristics of the product in experiment, and even the result will going to be an error. In addition, they take experiments more seriously and curiously about the experiment results. This study recommends for a different subject matter to provide more opportunities for students to learn about other kinds of chemistry experiments design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20chemistry%20laboratory" title="virtual chemistry laboratory">virtual chemistry laboratory</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20experiments" title=" chemistry experiments"> chemistry experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=prediction%20skill" title=" prediction skill"> prediction skill</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-lab%20experiences" title=" pre-lab experiences"> pre-lab experiences</a> </p> <a href="https://publications.waset.org/abstracts/50653/virtual-chemistry-laboratory-as-pre-lab-experiences-stimulating-students-prediction-skill" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50653.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">340</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">4257</span> Students’ Perception of Effort and Emotional Costs in Chemistry Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Guizella%20Rocabado">Guizella Rocabado</a>, <a href="https://publications.waset.org/abstracts/search?q=Cassidy%20Wilkes"> Cassidy Wilkes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well known that chemistry is one of the most feared courses in college. Although many students enjoy learning about science, most of them perceive that chemistry is “too difficult”. These perceptions of chemistry result in many students not considering Science, Technology, Engineering, and Mathematics (STEM) majors because they require chemistry courses. Ultimately, these perceptions are also thought to be related to high attrition rates of students who begin STEM majors but do not persist. Students perceived costs of a chemistry class can be many, such as task effort, loss of valued alternatives, emotional, and others. These costs might be overcome by students’ interests and goals, yet the level of perceived costs might have a lasting impact on the students’ overall perception of chemistry and their desire to pursue chemistry and other STEM careers in the future. In this mixed methods study, we investigated task effort and emotional cost, as well as a mastery or performance goal orientation, and the impact these constructs may have on achievement in general chemistry classrooms. Utilizing cluster analysis as well as student interviews, we investigated students’ profiles of perceived cost and goal orientation as it relates to their final grades. Our results show that students who are well prepared for general chemistry, such as those who have taken chemistry in high school, display less negative perceived costs and thus believe they can master the material more fully. Other interesting results have also emerged from this research, which has the potential to have an impact on future instruction of these courses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20education" title="chemistry education">chemistry education</a>, <a href="https://publications.waset.org/abstracts/search?q=motivation" title=" motivation"> motivation</a>, <a href="https://publications.waset.org/abstracts/search?q=affect" title=" affect"> affect</a>, <a href="https://publications.waset.org/abstracts/search?q=perceived%20costs" title=" perceived costs"> perceived costs</a>, <a href="https://publications.waset.org/abstracts/search?q=goal%20orientations" title=" goal orientations"> goal orientations</a> </p> <a href="https://publications.waset.org/abstracts/166587/students-perception-of-effort-and-emotional-costs-in-chemistry-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166587.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">91</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">4256</span> Effect of Chemistry Museum Artifacts on Students’ Memory Enhancement and Interest in Radioactivity in Calabar Education Zone, Cross River State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hope%20Amba%20Neji">Hope Amba Neji</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study adopted a quasi-experimental design. Two schools were used for the experimental study, while one school was used for the control. The experimental groups were subjected to treatment for four weeks with chemistry museum artifacts and a visit as made to the museum so that learners would have real-life learning experiences with museum resources, while the control group was taught with the conventional method. The instrument for the study was a 20-item Chemistry Memory Test (CMT) and a 10-item Chemistry Interest Questionnaire (CIQ). The reliability was ascertained using (KR-20) and alpha reliability coefficient, which yielded a reliability coefficient of .83 and .81, respectively. Data obtained was analyzed using Analysis of Covariance (ANCOVA) and Analysis of variance (ANOVA) at 0.05 level of significance. Findings revealed that museum artifacts have a significant effect on students’ memory enhancement and interest in chemistry. It was recommended chemistry learning should be enhanced, motivating and real with museum artifacts, which significantly aid memory enhancement and interest in chemistry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=museum%20artifacts" title="museum artifacts">museum artifacts</a>, <a href="https://publications.waset.org/abstracts/search?q=memory" title=" memory"> memory</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=atitude" title=" atitude"> atitude</a> </p> <a href="https://publications.waset.org/abstracts/177785/effect-of-chemistry-museum-artifacts-on-students-memory-enhancement-and-interest-in-radioactivity-in-calabar-education-zone-cross-river-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/177785.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">4255</span> The Chemistry in the Video Game No Man’s Sky</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diogo%20Santos">Diogo Santos</a>, <a href="https://publications.waset.org/abstracts/search?q=Nelson%20Zagalo"> Nelson Zagalo</a>, <a href="https://publications.waset.org/abstracts/search?q=Carla%20Morais"> Carla Morais</a> </p> <p class="card-text"><strong>Abstract:</strong></p> No Man’s Sky (NMS) is a sci-fi video game about survival and exploration where players fly spaceships, search for elements, and use them to survive. NMS isn’t a serious game, and not all the science in the game is presented with scientific evidence. To find how players felt about the scientific content in the game and how they perceive the chemistry in it, a survey was sent to NMS’s players, from which were collected answers from 124 respondents from 23 countries. Chemophobia is still a phenomenon when chemistry or chemicals are a subject of discussion, but 68,9% of our respondents showed a positive attitude towards the presence of chemistry in NMS, with 57% stating that playing the video game motivated them to know more about science. 8% of the players stated that NMS often prompted conversations about the science in the video game between them and teachers, parents, or friends. These results give us ideas on how an entertainment game can potentially help scientists, educators, and science communicators reach a growing, evolving, vibrant, diverse, and demanding audience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=digital%20games" title="digital games">digital games</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20communication" title=" science communication"> science communication</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=informal%20learning" title=" informal learning"> informal learning</a>, <a href="https://publications.waset.org/abstracts/search?q=No%20Man%E2%80%99s%20Sky" title=" No Man’s Sky"> No Man’s Sky</a> </p> <a href="https://publications.waset.org/abstracts/156533/the-chemistry-in-the-video-game-no-mans-sky" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/156533.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">4254</span> Examination of Readiness of Teachers in the Use of Information-Communication Technologies in the Classroom</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nikolina%20Ribari%C4%87">Nikolina Ribarić</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper compares the readiness of chemistry teachers to use information and communication technologies in chemistry in 2018. and 2021. A survey conducted in 2018 on a sample of teachers showed that most teachers occasionally use visualization and digitization tools in chemistry teaching (65%) but feel that they are not educated enough to use them (56%). Also, most teachers do not have adequate equipment in their schools and are not able to use ICT in teaching or digital tools for visualization and digitization of content (44%). None of the teachers find the use of digitization and visualization tools useless. Furthermore, a survey conducted in 2021 shows that most teachers occasionally use visualization and digitization tools in chemistry teaching (83%). Also, the research shows that some teachers still do not have adequate equipment in their schools and are not able to use ICT in chemistry teaching or digital tools for visualization and digitization of content (14%). Advances in the use of ICT in chemistry teaching are linked to pandemic conditions and the obligation to conduct online teaching. The share of 14% of teachers who still do not have adequate equipment to use digital tools in teaching is worrying. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20content" title=" digital content"> digital content</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning" title=" e-learning"> e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=visualization" title=" visualization"> visualization</a> </p> <a href="https://publications.waset.org/abstracts/144099/examination-of-readiness-of-teachers-in-the-use-of-information-communication-technologies-in-the-classroom" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144099.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">155</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">4253</span> Evaluation of the Improve Vacuum Blood Collection Tube for Laboratory Tests</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yoon%20Kyung%20Song">Yoon Kyung Song</a>, <a href="https://publications.waset.org/abstracts/search?q=Seung%20Won%20Han"> Seung Won Han</a>, <a href="https://publications.waset.org/abstracts/search?q=Sang%20Hyun%20Hwang"> Sang Hyun Hwang</a>, <a href="https://publications.waset.org/abstracts/search?q=Do%20Hoon%20Lee"> Do Hoon Lee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laboratory tests is a significant part for the diagnosis, prognosis, treatment of diseases. Blood collection is a simple process, but can be a potential cause of pre-analytical errors. Vacuum blood collection tubes used to collect and store the blood specimens is necessary for accurate test results. The purpose of this study was to validate Improve serum separator tube(SST) (Guanzhou Improve Medical Instruments Co., Ltd, China) for routine clinical chemistry laboratory testing. Blood specimens were collected from 100 volunteers in three different serum vacuum tubes (Greiner SST , Becton Dickinson SST , Improve SST). The specimens were evaluated for 16 routine chemistry tests using TBA-200FR NEO (Toshiba Medical Co. JAPAN). The results were statistically analyzed by paired t-test and Bland-Altman plot. For stability test, the initial results for each tube were compared with results of 72 hours preserved specimens. Their clinical availability was evaluated by biological Variation of Ricos data bank. Paired t-test analysis revealed that AST, ALT, K, Cl showed statistically same results but calcium (CA), phosphorus(PHOS), glucose(GLU), BUN, uric acid(UA), cholesterol(CHOL), total protein(TP), albumin(ALB), total bilirubin(TB), ALP, creatinine(CRE), sodium(NA) were different(P < 0.05) between Improve SST and Greiner SST. Also, CA, PHOS, TP, TB, AST, ALT, NA, K, Cl showed statistically the same results but GLU, BUN, UA, CHOL, ALB, ALP, CRE were different between Improve SST and Becton Dickinson SST. All statistically different cases were clinically acceptable by biological Variation of Ricos data bank. Improve SST tubes showed satisfactory results compared with Greiner SST and Becton Dickinson SST. We concluded that the tubes are acceptable for routine clinical chemistry laboratory testing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20collection" title="blood collection">blood collection</a>, <a href="https://publications.waset.org/abstracts/search?q=Guanzhou%20Improve" title=" Guanzhou Improve"> Guanzhou Improve</a>, <a href="https://publications.waset.org/abstracts/search?q=SST" title=" SST"> SST</a>, <a href="https://publications.waset.org/abstracts/search?q=vacuum%20tube" title=" vacuum tube"> vacuum tube</a> </p> <a href="https://publications.waset.org/abstracts/44753/evaluation-of-the-improve-vacuum-blood-collection-tube-for-laboratory-tests" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44753.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">244</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">4252</span> Evaluating the Prominence of Chemical Phenomena in Chemistry Courses</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vanessa%20R.%20Ralph">Vanessa R. Ralph</a>, <a href="https://publications.waset.org/abstracts/search?q=Leah%20J.%20Scharlott"> Leah J. Scharlott</a>, <a href="https://publications.waset.org/abstracts/search?q=Megan%20Y.%20Deshaye"> Megan Y. Deshaye</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryan%20L.%20Stowe"> Ryan L. Stowe</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Given the traditions of chemistry teaching, one may not question whether chemical phenomena play a prominent role. Yet, the role of chemical phenomena in an introductory chemistry course may define the extent to which the course is introductory, chemistry, and equitable. Picture, for example, the classic Ideal Gas Law problem. If one envisions a prompt wherein students are tasked with calculating a missing variable, then one envisions a prompt that relies on chemical phenomena as a context rather than as a model to understand the natural world. Consider a prompt wherein students are tasked with applying molecular models of gases to explain why the vapor pressure of a gaseous solution of water differs from that of carbon dioxide. Here, the chemical phenomenon is not only the context but also the subject of the prompt. Deliveries of general and organic chemistry were identified as ranging wildly in the integration of chemical phenomena. The more incorporated the phenomena, the more equitable the assessment task was for students of varying access to pre-college math and science preparation. How chemical phenomena are integrated may very well define whether courses are chemistry, are introductory, and are equitable. Educators of chemistry are invited colleagues to discuss the role of chemical phenomena in their courses and consider the long-lasting impacts of replicating tradition for tradition’s sake. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=equitable%20educational%20practices" title="equitable educational practices">equitable educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20curriculum" title=" chemistry curriculum"> chemistry curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=content%20organization" title=" content organization"> content organization</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title=" assessment design"> assessment design</a> </p> <a href="https://publications.waset.org/abstracts/137218/evaluating-the-prominence-of-chemical-phenomena-in-chemistry-courses" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137218.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">197</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">4251</span> Professional Ambitions of Students of Faculty of Chemistry, Adam Mickiewicz University in the Context of Teaching Profession</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malgorzata%20Bartoszewicz">Malgorzata Bartoszewicz</a>, <a href="https://publications.waset.org/abstracts/search?q=Grzegorz%20Krzysko"> Grzegorz Krzysko</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry students plan a career path based on their interests, predispositions, and preferences. This study aims to determine what percentage of all chemistry students selected teaching as a career. There is a lack of science teachers (especially physics and chemistry) in Poland, and there is limited research on students' choices and professional preferences. At the Faculty of Chemistry of the Adam Mickiewicz University in the academic year 2019/2020, changes were introduced to the study program resulting from legal regulations and as part of the funds raised from the project "Teacher - competent practitioner, supervisor, expert", No. POWR.03.01.00-00-KN40/18. The aim of the study was to determine how many first-cycle and second-cycle studies students declare the teaching profession as a career. In the case of first-cycle studies students, 9.5% of respondents choose the teaching profession and 9.2% of second-cycle studies students. It was found that the number of students who chose the teacher preparation programme at Faculty of Chemistry of the Adam Mickiewicz University has decreased since 5 years. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=faculty%20of%20chemistry" title="faculty of chemistry">faculty of chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Mickiewicz%20University" title=" Adam Mickiewicz University"> Adam Mickiewicz University</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20ambitions" title=" professional ambitions"> professional ambitions</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a> </p> <a href="https://publications.waset.org/abstracts/121371/professional-ambitions-of-students-of-faculty-of-chemistry-adam-mickiewicz-university-in-the-context-of-teaching-profession" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/121371.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">144</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">4250</span> Implementation of an Undergraduate Integrated Biology and Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayson%20G.%20Balansag">Jayson G. Balansag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An integrated biology and chemistry (iBC) course for freshmen college students was developed in University of Delaware. This course will prepare students to (1) become interdisciplinary thinkers in the field of biology and (2) collaboratively work with others from multiple disciplines in the future. This paper documents and describes the implementation of the course. The information gathered from reading literature, classroom observations, and interviews were used to carry out the purpose of this paper. The major goal of the iBC course is to align the concepts between Biology and Chemistry, so that students can draw science concepts from both disciplines which they can apply in their interdisciplinary researches. This course is offered every fall and spring semesters of each school year. Students enrolled in Biology are also enrolled in Chemistry during the same semester. The iBC is composed of lectures, laboratories, studio sessions, and workshops and is taught by the faculty from the biology and chemistry departments. In addition, the preceptors, graduate teaching assistants, and studio fellows facilitate the laboratory and studio sessions. These roles are interdependent with each other. The iBC can be used as a model for higher education institutions who wish to implement an integrated biology course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20biology%20and%20chemistry" title="integrated biology and chemistry">integrated biology and chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20biology" title=" new biology"> new biology</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20science%20education" title=" undergraduate science education"> undergraduate science education</a> </p> <a href="https://publications.waset.org/abstracts/76611/implementation-of-an-undergraduate-integrated-biology-and-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76611.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">245</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">4249</span> Revalidation and Hormonization of Existing IFCC Standardized Hepatic, Cardiac, and Thyroid Function Tests by Precison Optimization and External Quality Assurance Programs</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junaid%20Mahmood%20Alam">Junaid Mahmood Alam</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Revalidating and harmonizing clinical chemistry analytical principles and optimizing methods through quality control programs and assessments is the preeminent means to attain optimal outcome within the clinical laboratory services. Present study reports revalidation of our existing IFCC regularized analytical methods, particularly hepatic and thyroid function tests, by optimization of precision analyses and processing through external and internal quality assessments and regression determination. Parametric components of hepatic (Bilirubin ALT, γGT, ALP), cardiac (LDH, AST, Trop I) and thyroid/pituitary (T3, T4, TSH, FT3, FT4) function tests were used to validate analytical techniques on automated chemistry and immunological analyzers namely Hitachi 912, Cobas 6000 e601, Cobas c501, Cobas e411 with UV kinetic, colorimetric dry chemistry principles and Electro-Chemiluminescence immunoassay (ECLi) techniques. Process of validation and revalidation was completed with evaluating and assessing the precision analyzed Preci-control data of various instruments plotting against each other with regression analyses R2. Results showed that: Revalidation and optimization of respective parameters that were accredited through CAP, CLSI and NEQAPP assessments depicted 99.0% to 99.8% optimization, in addition to the methodology and instruments used for analyses. Regression R2 analysis of BilT was 0.996, whereas that of ALT, ALP, γGT, LDH, AST, Trop I, T3, T4, TSH, FT3, and FT4 exhibited R2 0.998, 0.997, 0.993, 0.967, 0.970, 0.980, 0.976, 0.996, 0.997, 0.997, and R2 0.990, respectively. This confirmed marked harmonization of analytical methods and instrumentations thus revalidating optimized precision standardization as per IFCC recommended guidelines. It is concluded that practices of revalidating and harmonizing the existing or any new services should be followed by all clinical laboratories, especially those associated with tertiary care hospital. This is will ensure deliverance of standardized, proficiency tested, optimized services for prompt and better patient care that will guarantee maximum patients’ confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=revalidation" title="revalidation">revalidation</a>, <a href="https://publications.waset.org/abstracts/search?q=standardized" title=" standardized"> standardized</a>, <a href="https://publications.waset.org/abstracts/search?q=IFCC" title=" IFCC"> IFCC</a>, <a href="https://publications.waset.org/abstracts/search?q=CAP" title=" CAP"> CAP</a>, <a href="https://publications.waset.org/abstracts/search?q=harmonized" title=" harmonized"> harmonized</a> </p> <a href="https://publications.waset.org/abstracts/45550/revalidation-and-hormonization-of-existing-ifcc-standardized-hepatic-cardiac-and-thyroid-function-tests-by-precison-optimization-and-external-quality-assurance-programs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45550.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">269</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">4248</span> Small-Group Case-Based Teaching: Effects on Student Achievement, Critical Thinking, and Attitude toward Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reynante%20E.%20Autida">Reynante E. Autida</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20Ana%20T.%20Quimbo"> Maria Ana T. Quimbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The chemistry education curriculum provides an excellent avenue where students learn the principles and concepts in chemistry and at the same time, as a central science, better understand related fields. However, the teaching approach used by teachers affects student learning. Cased-based teaching (CBT) is one of the various forms of inductive method. The teacher starts with specifics then proceeds to the general principles. The students’ role in inductive learning shifts from being passive in the traditional approach to being active in learning. In this paper, the effects of Small-Group Case-Based Teaching (SGCBT) on college chemistry students’ achievement, critical thinking, and attitude toward chemistry including the relationships between each of these variables were determined. A quasi-experimental counterbalanced design with pre-post control group was used to determine the effects of SGCBT on Engineering students of four intact classes (two treatment groups and two control groups) in one of the State Universities in Mindanao. The independent variables are the type of teaching approach (SGCBT versus pure lecture-discussion teaching or PLDT) while the dependent variables are chemistry achievement (exam scores) and scores in critical thinking and chemistry attitude. Both Analysis of Covariance (ANCOVA) and t-tests (within and between groups and gain scores) were used to compare the effects of SGCBT versus PLDT on students’ chemistry achievement, critical thinking, and attitude toward chemistry, while Pearson product-moment correlation coefficients were calculated to determine the relationships between each of the variables. Results show that the use of SGCBT fosters positive attitude toward chemistry and provides some indications as well on improved chemistry achievement of students compared with PLDT. Meanwhile, the effects of PLDT and SGCBT on critical thinking are comparable. Furthermore, correlational analysis and focus group interviews indicate that the use of SGCBT not only supports development of positive attitude towards chemistry but also improves chemistry achievement of students. Implications are provided in view of the recent findings on SGCBT and topics for further research are presented as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=case-based%20teaching" title="case-based teaching">case-based teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=small-group%20learning" title=" small-group learning"> small-group learning</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20cases" title=" chemistry cases"> chemistry cases</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20achievement" title=" chemistry achievement"> chemistry achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking" title=" critical thinking"> critical thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20attitude" title=" chemistry attitude"> chemistry attitude</a> </p> <a href="https://publications.waset.org/abstracts/41209/small-group-case-based-teaching-effects-on-student-achievement-critical-thinking-and-attitude-toward-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41209.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">297</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">4247</span> Assessment of Online Web-Based Learning for Enhancing Student Grades in Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ian%20Marc%20Gealon%20Cabugsa">Ian Marc Gealon Cabugsa</a>, <a href="https://publications.waset.org/abstracts/search?q=Eleanor%20Pastrano%20Corcino"> Eleanor Pastrano Corcino</a>, <a href="https://publications.waset.org/abstracts/search?q=Gina%20Lapaza%20Montalan"> Gina Lapaza Montalan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study focused on the effect of Online Web-Learning (OWL) in the performance of the freshmen Civil Engineering Students of Ateneo de Davao University in their Chem 12 subject. The grades of the students that were required to use OWL were compared to students without OWL. The result of the study suggests promising result for the use of OWL in increasing the performance rate of students taking up Chem 12. Furthermore, there was a positive correlation between the final grade and OWL grade of the students that had OWL. While the majority of the students find OWL to be helpful in supporting their chemistry knowledge needs, most of them still prefer to learn using the traditional face-to-face instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry%20education" title="chemistry education">chemistry education</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced%20performance" title=" enhanced performance"> enhanced performance</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20chemistry" title=" engineering chemistry"> engineering chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20web-based%20learning" title=" online web-based learning"> online web-based learning</a> </p> <a href="https://publications.waset.org/abstracts/33395/assessment-of-online-web-based-learning-for-enhancing-student-grades-in-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33395.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">374</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">4246</span> Phytochemical Screening and Antibacterial Activities of Tapinanthus dodoneifolius Leaves Extracts against Some Selected Clinical Isolates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Isa%20Usman%20Balan">Isa Usman Balan</a>, <a href="https://publications.waset.org/abstracts/search?q=Umar%20Aliyu"> Umar Aliyu</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Tijjani%20Muhammed"> Ahmad Tijjani Muhammed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The laboratory scale experiment was conducted to determine the phytochemical constituents and antibacterial activities of epiphytic neem leaves (Tapinanthusdodoneifolius) extracts on some selected clinical isolates. The samples were collected using polythene bags to avoid unnecessary contamination of the plants, and they were collected from the old site garden of the BUK. The phytochemical screening and antibacterial test were carried out in the Chemistry and Biology laboratory, respectively at Bayero University Kano (BUK). The result obtained showed that carbohydrates, glycosides, steroids, alkaloids, phenol, saponins and flavonoids are present in the ethanolic extract. However, chloroform extract showed only glycosides, phenols, and carbohydrates. Furthermore, there was no significant difference between the ethanolic extracts and bacterial isolates (p<0.05). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=phytochemical%20screening" title="phytochemical screening">phytochemical screening</a>, <a href="https://publications.waset.org/abstracts/search?q=antibacterial" title=" antibacterial"> antibacterial</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20isolates" title=" clinical isolates"> clinical isolates</a>, <a href="https://publications.waset.org/abstracts/search?q=epiphytic%20neem%20leaves" title=" epiphytic neem leaves"> epiphytic neem leaves</a>, <a href="https://publications.waset.org/abstracts/search?q=Tapinanthus%20dodoneifolius" title=" Tapinanthus dodoneifolius"> Tapinanthus dodoneifolius</a> </p> <a href="https://publications.waset.org/abstracts/183330/phytochemical-screening-and-antibacterial-activities-of-tapinanthus-dodoneifolius-leaves-extracts-against-some-selected-clinical-isolates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183330.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">4245</span> An Approach to Improve Pre University Students' Responsible Environmental Behaviour through Science Writing Heuristic in Malaysia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheila%20Shamuganathan">Sheila Shamuganathan</a>, <a href="https://publications.waset.org/abstracts/search?q=Mageswary%20Karpudewan"> Mageswary Karpudewan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the effectiveness of green chemistry integrated with Science Writing Heuristic (SWH) in enhancing matriculation students’ responsible environmental behaviour. For this purpose 207 matriculation students were randomly assigned into experimental (N=118) and control (N=89) group. For the experimental group the chemistry concepts were taught using the instructional approach of green chemistry integrated with Science Writing Heuristic (SWH) while for the control group the same content was taught using green chemistry. The data was analysed using ANCOVA and findings obtained from the quantitative analysis reveals that there is significant changes in responsible environmental behaviour (F 1,204) = 32.13 (ηp² = 0.14) which favours the experimental group. The responses of the qualitative data obtained from an interview with the experimental group also further strengthen and indicated a significant improvement in responsible environmental behaviour. The outcome of the study suggests that using green chemistry integrated with Science Writing Heuristic (SWH) could be an alternative approach to improve students’ responsible environmental behaviour towards the environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=science%20writing%20heuristic" title="science writing heuristic">science writing heuristic</a>, <a href="https://publications.waset.org/abstracts/search?q=green%20chemistry" title=" green chemistry"> green chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=pro%20environmental%20behaviour" title=" pro environmental behaviour"> pro environmental behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory" title=" laboratory"> laboratory</a> </p> <a href="https://publications.waset.org/abstracts/58798/an-approach-to-improve-pre-university-students-responsible-environmental-behaviour-through-science-writing-heuristic-in-malaysia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58798.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">317</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">4244</span> A Green Analytical Curriculum for Renewable STEM Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mian%20Jiang">Mian Jiang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhenyi%20Wu"> Zhenyi Wu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We have incorporated green components into existing analytical chemistry curriculum with the aims to present a more environment benign approach in both teaching laboratory and undergraduate research. These include the use of cheap, sustainable, and market-available material; minimized waste disposal, replacement of non-aqueous media; and scale-down in sample/reagent consumption. Model incorporations have covered topics in quantitative chemistry as well as instrumental analysis, lower division as well as upper level, and research in traditional titration, spectroscopy, electrochemical analysis, and chromatography. The green embedding has made chemistry more daily life relevance, and application focus. Our approach has the potential to expand into all STEM fields to make renewable, high-impact education experience for undergraduate students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=green%20analytical%20chemistry" title="green analytical chemistry">green analytical chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=pencil%20lead" title=" pencil lead"> pencil lead</a>, <a href="https://publications.waset.org/abstracts/search?q=mercury" title=" mercury"> mercury</a>, <a href="https://publications.waset.org/abstracts/search?q=renewable" title=" renewable"> renewable</a> </p> <a href="https://publications.waset.org/abstracts/48969/a-green-analytical-curriculum-for-renewable-stem-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/48969.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">339</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">4243</span> Effect of Three Instructional Strategies on Pre-service Teachers’ Learning Outcomes in Practical Chemistry in Niger State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akpokiere%20Ugbede%20Roseline">Akpokiere Ugbede Roseline</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Chemistry is an activity oriented subject in which many students achievement over the years are not encouraging. Among the reasons found to be responsible for student’s poor performance in chemistry are ineffective teaching strategies. This study, therefore, sought to determine the effect of guided inquiry, guided inquiry with demonstration, and demonstration with conventional approach on pre-service teachers’ cognitive attainment and practical skills acquisition on stoichiometry and chemical reactions in practical chemistry, Two research questions and hypotheses were each answered and tested respectively. The study was a quasi-experimental research involving 50 students in each of the experimental groups and 50 students in the control group. Out of the five instruments used for the study, three were on stimulus and two on response (Test of Cognitive Attainment and Test of Practical Skills in Chemistry) instruments administered, and dataobtained were analyzed with t-test and Analysis of Variance. Findings revealed, among others, that there was a significant effect of treatments on students' cognitive attainment and on practical skills acquisition. Students exposed to guided inquiry (with/without demonstration) strategies achieved better than those exposed to demonstration with conventional strategy. It is therefore recommended, among others, that Lecturers in Colleges of Education should utilize the guided inquiry strategy for teaching concepts in chemistry. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=instructional%20strategy" title="instructional strategy">instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=practical%20chemistry" title=" practical chemistry"> practical chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcomes" title=" learning outcomes"> learning outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a> </p> <a href="https://publications.waset.org/abstracts/150981/effect-of-three-instructional-strategies-on-pre-service-teachers-learning-outcomes-in-practical-chemistry-in-niger-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150981.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">103</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">4242</span> Systematic Exploration and Modulation of Nano-Bio Interactions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bing%20Yan">Bing Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nanomaterials are widely used in various industrial sectors, biomedicine, and more than 1300 consumer products. Although there is still no standard safety regulation, their potential toxicity is a major concern worldwide. We discovered that nanoparticles target and enter human cells1, perturb cellular signaling pathways2, affect various cell functions3, and cause malfunctions in animals4,5. Because the majority of atoms in nanoparticles are on the surface, chemistry modification on their surface may change their biological properties significantly. We modified nanoparticle surface using nano-combinatorial chemistry library approach6. Novel nanoparticles were discovered to exhibit significantly reduced toxicity6,7, enhance cancer targeting ability8, or re-program cellular signaling machineries7. Using computational chemistry, quantitative nanostructure-activity relationship (QNAR) is established and predictive models have been built to predict biocompatible nanoparticles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nanoparticle" title="nanoparticle">nanoparticle</a>, <a href="https://publications.waset.org/abstracts/search?q=nanotoxicity" title=" nanotoxicity"> nanotoxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=nano-bio" title=" nano-bio"> nano-bio</a>, <a href="https://publications.waset.org/abstracts/search?q=nano-combinatorial%20chemistry" title=" nano-combinatorial chemistry"> nano-combinatorial chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticle%20library" title=" nanoparticle library"> nanoparticle library</a> </p> <a href="https://publications.waset.org/abstracts/22780/systematic-exploration-and-modulation-of-nano-bio-interactions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22780.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">409</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">4241</span> Relative Effectiveness of Inquiry: Approach and Expository Instructional Methods in Fostering Students’ Retention in Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joy%20Johnbest%20Egbo">Joy Johnbest Egbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study was designed to investigate the relative effectiveness of inquiry role approach and expository instructional methods in fostering students’ retention in chemistry. Two research questions were answered and three null hypotheses were formulated and tested at 0.05 level of significance. A quasi-experimental (the non-equivalent pretest, posttest control group) design was adopted for the study. The population for the study comprised all senior secondary school class two (SS II) students who were offering Chemistry in single sex schools in Enugu Education Zone. The instrument for data collection was a self-developed Chemistry Retention Test (CRT). Relevant data were collected from a sample of one hundred and forty–one (141) students drawn from two secondary schools (1 male and 1 female schools) using simple random sampling technique. A reliability co-efficient of 0.82 was obtained for the instrument using Kuder Richardson formular20 (K-R20). Mean and Standard deviation scores were used to answer the research questions while two–way analysis of covariance (ANCOVA) was used to test the hypotheses. The findings showed that the students taught with Inquiry role approach retained the chemistry concept significantly higher than their counterparts taught with expository method. Female students retained slightly higher than their male counterparts. There is significant interaction between instructional packages and gender on Chemistry students’ retention. It was recommended, among others, that teachers should be encouraged to employ the use of Inquiry-role approach more in the teaching of chemistry and other subjects in general. By so doing, students’ retention of the subject could be increased. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inquiry%20role%20approach" title="inquiry role approach">inquiry role approach</a>, <a href="https://publications.waset.org/abstracts/search?q=retention" title=" retention"> retention</a>, <a href="https://publications.waset.org/abstracts/search?q=exposition%20method" title=" exposition method"> exposition method</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a> </p> <a href="https://publications.waset.org/abstracts/21012/relative-effectiveness-of-inquiry-approach-and-expository-instructional-methods-in-fostering-students-retention-in-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21012.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">513</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">4240</span> Clinical Relevance of TMPRSS2-ERG Fusion Marker for Prostate Cancer</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shalu%20Jain">Shalu Jain</a>, <a href="https://publications.waset.org/abstracts/search?q=Anju%20Bansal"> Anju Bansal</a>, <a href="https://publications.waset.org/abstracts/search?q=Anup%20Kumar"> Anup Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sunita%20Saxena"> Sunita Saxena</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objectives: The novel TMPRSS2:ERG gene fusion is a common somatic event in prostate cancer that in some studies is linked with a more aggressive disease phenotype. Thus, this study aims to determine whether clinical variables are associated with the presence of TMPRSS2:ERG-fusion gene transcript in Indian patients of prostate cancer. Methods: We evaluated the clinical variables with presence and absence of TMPRSS2:ERG gene fusion in prostate cancer and BPH association of clinical patients. Patients referred for prostate biopsy because of abnormal DRE or/and elevated sPSA were enrolled for this prospective clinical study. TMPRSS2:ERG mRNA copies in samples were quantified using a Taqman chemistry by real time PCR assay in prostate biopsy samples (N=42). The T2:ERG assay detects the gene fusion mRNA isoform TMPRSS2 exon1 to ERG exon4. Results: Histopathology report has confirmed 25 cases as prostate cancer adenocarcinoma (PCa) and 17 patients as benign prostate hyperplasia (BPH). Out of 25 PCa cases, 16 (64%) were T2: ERG fusion positive. All 17 BPH controls were fusion negative. The T2:ERG fusion transcript was exclusively specific for prostate cancer as no case of BPH was detected having T2:ERG fusion, showing 100% specificity. The positive predictive value of fusion marker for prostate cancer is thus 100% and the negative predictive value is 65.3%. The T2:ERG fusion marker is significantly associated with clinical variables like no. of positive cores in prostate biopsy, Gleason score, serum PSA, perineural invasion, perivascular invasion and periprostatic fat involvement. Conclusions: Prostate cancer is a heterogeneous disease that may be defined by molecular subtypes such as the TMPRSS2:ERG fusion. In the present prospective study, the T2:ERG quantitative assay demonstrated high specificity for predicting biopsy outcome; sensitivity was similar to the prevalence of T2:ERG gene fusions in prostate tumors. These data suggest that further improvement in diagnostic accuracy could be achieved using a nomogram that combines T2:ERG with other markers and risk factors for prostate cancer. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prostate%20cancer" title="prostate cancer">prostate cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=genetic%20rearrangement" title=" genetic rearrangement"> genetic rearrangement</a>, <a href="https://publications.waset.org/abstracts/search?q=TMPRSS2%3AERG%20fusion" title=" TMPRSS2:ERG fusion"> TMPRSS2:ERG fusion</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20variables" title=" clinical variables"> clinical variables</a> </p> <a href="https://publications.waset.org/abstracts/8830/clinical-relevance-of-tmprss2-erg-fusion-marker-for-prostate-cancer" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8830.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">444</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">4239</span> Chemistry Teachers’ Perception of the Militating and Mitigating Factors Affecting the Use of Information and Communication Technology in Teaching and Learning of Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20I.%20I.%20Ikokwu">Peter I. I. Ikokwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the world, both in the health and education sectors, have further popularized the importance of Information and Communication Technology (ICT). ICT is available for many purposes, including teaching and learning, and its use in education is believed to empower both teachers and students by making the educational process more effective and interactive. The study examined the perceptions of teachers on the factors affecting the use of ICT in the teaching and learning of chemistry and the mitigating factors. The study involved all the lecturers (herein referred to as teachers) in the Colleges of Education in South Eastern Nigeria. The survey design was employed. 35 teachers were selected by stratified random sampling from about 78 chemistry teachers in these Colleges. However, 34 questionnaires were recovered, comprising 13 males and 21 females. 3 research questions and 3 hypotheses guided the study. Results show that the teachers have a clear perception of the factors militating against the use of ICT in the teaching and learning of chemistry, with a pooled mean of 2.96. But there was no significant difference in the perceptions of male and female teachers. Also, they identified the mitigating factors highlighted with no significant difference between the perceptions of the males and females with pooled means of 3.23 and 3.11, respectively. In all, it is noteworthy that lack of funds, irregular and inadequate power supply, and inadequate time in the school timetable was among the militating factors. Recommendations were made for the consideration of the government, the teachers, and the Institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/162380/chemistry-teachers-perception-of-the-militating-and-mitigating-factors-affecting-the-use-of-information-and-communication-technology-in-teaching-and-learning-of-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162380.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">93</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">4238</span> Influence of Computer and Internet on Student’s Attitude and Academic Achievements in Chemistry at Undergraduate Level in Federal College of Education (FCE) Kano, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abubakar%20Yusha%E2%80%99U%20Zubairu">Abubakar Yusha’U Zubairu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study aimed to investigate the influence of computers and the internet on attitudes and academic achievements among undergraduate chemistry students. It also focused on examining gender differences. 120 students were selected, comprising 80 males and 40 females, and divided into three groups, experimental groups E1 and E2 and a control C group comprising 40 students each. The Chemistry Attitude Scale (CAS) and the Chemistry Achievement Test (CAT) were used to collect data. Two different CAT methods – ChemDraw and ChemSketch learning software were used and applied to E1 and E2, respectively, whereas C was taught by the traditional method. For the gender difference, two groups were formed: group 1 (G1) and Group 2 (G2), comprising 40 males and 40 females. Significant differences between C and both E1 and E2 were found. Furthermore, CAT in E1&E2 was significantly higher than C. The findings showed that Undergraduate chemistry students in FCE have a positive attitude toward the use of computers and the internet, and gender varies in opposite directions. It is recommended that schools should provide computers and internet facilities with a regular supply of electricity. This will enhance attitudes towards the use of computer and internet resources and improve academic achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemdraw" title="chemdraw">chemdraw</a>, <a href="https://publications.waset.org/abstracts/search?q=chemsketch" title=" chemsketch"> chemsketch</a>, <a href="https://publications.waset.org/abstracts/search?q=attitude" title=" attitude"> attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement." title=" academic achievement."> academic achievement.</a> </p> <a href="https://publications.waset.org/abstracts/186000/influence-of-computer-and-internet-on-students-attitude-and-academic-achievements-in-chemistry-at-undergraduate-level-in-federal-college-of-education-fce-kano-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186000.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">42</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">4237</span> Classroom Interaction Patterns as Correlates of Senior Secondary School Achievement in Chemistry in Awka Education Zone</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Nkemakolam%20Okwuduba">Emmanuel Nkemakolam Okwuduba</a>, <a href="https://publications.waset.org/abstracts/search?q=Fransica%20Chinelo%20Offiah"> Fransica Chinelo Offiah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The technique of teaching chemistry to students is one of the determining factors towards their achievement. Thus, the study investigated the relationship between classroom interaction patterns and students’ achievement in Chemistry. The purpose of this study was to identify patterns of interaction in an observed chemistry classroom, determine the amount of teacher talk, student talk and period of silence and to find out the relationship between them and the mean achievement scores of students. Five research questions and three hypotheses guided the study. The study was a correlational survey. The sample consisted of 450 (212males and 238 females) senior secondary one students and 12 (5males and 7 females) chemistry teachers drawn from 12 selected secondary schools in Awka Education Zone of Anambra state. In each of the 12 selected schools, an intact class was used. Science Interaction Category (SIC) and Chemistry Achievement Test (CAT) were developed, validated and used for data collection. Each teacher was observed three times and the interaction patterns coded using a coding sheet containing the Science Interaction Category. At the end of the observational period, the Chemistry Achievement Test (for collection of data on students’ achievement in chemistry) was administered on the students. Frequencies, percentage, mean, standard deviation and Pearson product moment correlation were used for data analysis. The result showed that the percentages of teacher talk, student talk and silence were 59.6%, 37.6% and 2.8% respectively. The Pearson correlation coefficient(r) for teacher talk, student talk and silence were -0.61, 0.76 and-0.18 respectively. The result showed negative and significant relationship between teacher talk and mean achievement scores of students; positive and significant relationship between student talk and mean achievement scores of students but there is no relationship between period of silence and mean achievement scores of students at 0.05 significant levels. The following recommendations were made based on the findings: teachers should establish high level of student talk through initiation and response as it promotes involvement and enhances achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title="academic achievement">academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=classroom" title=" classroom"> classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=interactions%20patterns" title=" interactions patterns"> interactions patterns</a> </p> <a href="https://publications.waset.org/abstracts/68619/classroom-interaction-patterns-as-correlates-of-senior-secondary-school-achievement-in-chemistry-in-awka-education-zone" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68619.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">309</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">4236</span> Advanced Nurse Practitioners in Clinical Practice - a Leadership Challenge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mette%20Kjerholt">Mette Kjerholt</a>, <a href="https://publications.waset.org/abstracts/search?q=Thora%20Grothe%20Thomsen"> Thora Grothe Thomsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20B%C3%B8ttcher%20Berthelsen"> Connie Bøttcher Berthelsen</a>, <a href="https://publications.waset.org/abstracts/search?q=Bibi%20H%C3%B8lge%20Hazelton"> Bibi Hølge Hazelton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Academic nursing is a relatively new phenomenon in Denmark. Leadership and management training in nursing does not prepare Danish nurse leaders to become leaders for nurses with academic background, and some leaders may feel estranged with including this kind of nursing staff in clinical settings. Currently there is a debate regarding what academic nurses can contribute with in clinical practice, and some managers express concern regarding whether this will lead to less focus on clinical practice and more focus on theoretical issues that may not seem so relevant in a busy everyday clinical setting. The paper will present the experiences of integrating three advanced nurse practitioners with Ph.D. degrees (ANP) in three different clinical departments at a regional hospital in Denmark with no prior experiences with such profiles among its staff. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=leadership" title="leadership">leadership</a>, <a href="https://publications.waset.org/abstracts/search?q=advanced%20nurse%20practitioners" title=" advanced nurse practitioners"> advanced nurse practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20practice" title=" clinical practice"> clinical practice</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20nursing" title=" academic nursing "> academic nursing </a> </p> <a href="https://publications.waset.org/abstracts/21134/advanced-nurse-practitioners-in-clinical-practice-a-leadership-challenge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21134.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">576</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">4235</span> Natural Language Processing; the Future of Clinical Record Management </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the future of medicine and the use of Natural language processing. The importance of having correct clinical information available online is remarkable; improving patient care at affordable costs could be achieved using automated applications to use the online clinical information. The major challenge towards the retrieval of such vital information is to have it appropriately coded. Majority of the online patient reports are not found to be coded and not accessible as its recorded in natural language text. The use of Natural Language processing provides a feasible solution by retrieving and organizing clinical information, available in text and transforming clinical data that is available for use. Systems used in NLP are rather complex to construct, as they entail considerable knowledge, however significant development has been made. Newly formed NLP systems have been tested and have established performance that is promising and considered as practical clinical applications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=clinical%20information" title="clinical information">clinical information</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20retrieval" title=" information retrieval"> information retrieval</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title=" natural language processing"> natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20applications" title=" automated applications"> automated applications</a> </p> <a href="https://publications.waset.org/abstracts/26320/natural-language-processing-the-future-of-clinical-record-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26320.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">404</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">4234</span> Strategies for the Oral Delivery of Oligonucleotides</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Venkat%20Garigapati">Venkat Garigapati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To date, more than a dozen oligonucleotide products are approved as injectable products for clinical use. However, there is no single oligo nucleotide product approved for clinical use. Oral delivery of oligo nucleotides is patient friendly administration however, many challenges involved in the development of oral formulation. Over the course of last twenty plus years, the research in this space aimed to address these challenges. This paper describes the issues involved in solubility, stability, enzymatic (nuclease) induced degradation, and permeation of nucleotides in the Gastrointestinal (GI) and how to overcome these challenges. Also, the translation of in vitro data to in vivo models hinders the formulation development. This paper describes the challenges involved in the development of Oligo Nucleotide products for oral administration. It also discusses the chemistry and formulation strategies for oral administration of oligonucleotides. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=oral%20adminstration" title="oral adminstration">oral adminstration</a>, <a href="https://publications.waset.org/abstracts/search?q=oligo%20nucleotides" title=" oligo nucleotides"> oligo nucleotides</a>, <a href="https://publications.waset.org/abstracts/search?q=stability" title=" stability"> stability</a>, <a href="https://publications.waset.org/abstracts/search?q=permeation" title=" permeation"> permeation</a>, <a href="https://publications.waset.org/abstracts/search?q=gastrointestinal%20tract" title=" gastrointestinal tract"> gastrointestinal tract</a> </p> <a href="https://publications.waset.org/abstracts/183837/strategies-for-the-oral-delivery-of-oligonucleotides" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183837.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">85</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">4233</span> Exploring the Efficacy of Context-Based Instructional Strategy in Fostering Students Achievement in Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Charles%20U.%20Eze">Charles U. Eze</a>, <a href="https://publications.waset.org/abstracts/search?q=Joy%20Johnbest%20Egbo"> Joy Johnbest Egbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study investigated the effect of Context-Based Instructional Strategy (CBIS) on students’ achievement in chemistry. CBIS was used as an experimental group and expository method (EM) as a control group, sources showed that students poor achievement in chemistry is from teaching strategy adopted by the chemistry teachers. Two research questions were answered, and two null hypotheses were formulated and tested. This strategy recognizes the need for student-centered, relevance of tasks and students’ voice; it also helps students develop creative and critical learning skills. A quasi-experimental (non-equivalent, pretest, posttest control group) design was adopted for the study. The population for the study comprised all senior secondary class one (SSI) students who were offering chemistry in co-education schools in Agbani Education zone. The instrument for data collection was a self-developed Basic Chemistry Achievement Test (BCAT). Relevant data were collected from a sample of SSI chemistry students using purposive random sampling techniques from two co-education schools in Agbani Education Zone of Enugu State, Nigeria. A reliability co-efficient was obtained for the instrument using Kuder-Richardson formula 20. Mean and standard deviation scores were used to answer the research questions while two-way analysis of covariance (ANCOVA) was used to test the hypotheses. The findings showed that the experimental group taught with context-based instructional strategy (CBIS) obtained a higher mean achievement score than the control group in the post BCAT; male students had higher mean achievement scores than their female counterparts. The difference was significant. It was recommended, among others, that CBIS should be given more emphasis in the training and re-training program of secondary school chemistry teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=context-based%20instructional%20strategy" title="context-based instructional strategy">context-based instructional strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=expository%20strategy" title=" expository strategy"> expository strategy</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered" title=" student-centered"> student-centered</a> </p> <a href="https://publications.waset.org/abstracts/71435/exploring-the-efficacy-of-context-based-instructional-strategy-in-fostering-students-achievement-in-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71435.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">229</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">4232</span> Critical Thinking Skills in Activities Included in 11th Grade Chemistry Textbook - An Analytical Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sozan%20H.%20Omar">Sozan H. Omar</a>, <a href="https://publications.waset.org/abstracts/search?q=Luluah%20A.%20Al%20Jabr"> Luluah A. Al Jabr </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The current study aimed to identify critical thinking skills and its level of inclusion in all the activities (44) listed in 11th grade chemistry textbooks. The researcher used a descriptive analytical method by using the content analyzing design. An instrument was created for this purpose and tested for validity and reliability. Results showed that, all activities included critical thinking skills with different ratios as follow: conclusion skill was (87.72%), induction skill was (80.90%), interpretation skill was (77. 72%), discussion of evaluation skill was (68.64%), and assumption skill was (50.45%). Also, the study results indicated that, the level of inclusion of critical thinking skills in the scientific activities was more explicit than implicit with same order as the level of inclusions. In the light of the study's results, the researcher provided some recommendations including the need to provide and redistribute critical thinking skills in the activities listed the chemistry textbook, as well as the need to pay attention to the inclusion level of these skills more implicitly in the activities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20thinking%20skills" title="critical thinking skills">critical thinking skills</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry%20textbooks" title=" chemistry textbooks"> chemistry textbooks</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20activities" title=" scientific activities"> scientific activities</a> </p> <a href="https://publications.waset.org/abstracts/14912/critical-thinking-skills-in-activities-included-in-11th-grade-chemistry-textbook-an-analytical-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14912.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">406</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">4231</span> Representational Conference Profile of Secondary Students in Understanding Selected Chemical Principles</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ryan%20Villafuerte%20Lansangan">Ryan Villafuerte Lansangan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Assessing students’ understanding in the microscopic level of an abstract subject like chemistry poses a challenge to teachers. Literature reveals that the use of representations serves as an essential avenue of measuring the extent of understanding in the discipline as an alternative to traditional assessment methods. This undertaking explored the representational competence profile of high school students from the University of Santo Tomas High School in understanding selected chemical principles and correlate this with their academic profile in chemistry based on their performance in the academic achievement examination in chemistry administered by the Center for Education Measurement (CEM). The common misconceptions of the students on the selected chemistry principles based on their representations were taken into consideration as well as the students’ views regarding their understanding of the role of chemical representations in their learning. The students’ level of representation task instrument consisting of the main lessons in chemistry with a corresponding scoring guide was prepared and utilized in the study. The study revealed that most of the students under study are unanimously rated as Level 2 (symbolic level) in terms of their representational competence in understanding the selected chemical principles through the use of chemical representations. Alternative misrepresentations were most observed on the students’ representations on chemical bonding concepts while the concept of chemical equation appeared to be the most comprehensible topic in chemistry for the students. Data implies that teachers’ representations play an important role in helping the student understand the concept in a microscopic level. Results also showed that the academic achievement in the chemistry of the students based on the standardized CEM examination has a significant association with the students’ representational competence. In addition, the students’ responses on the students’ views in chemical representations questionnaire evidently showed a good understanding of what a chemical representation or a mental model is by drawing a negative response that these tools should be an exact replica. Moreover, the students confirmed a greater appreciation that chemical representations are explanatory tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemical%20representations" title="chemical representations">chemical representations</a>, <a href="https://publications.waset.org/abstracts/search?q=representational%20competence" title=" representational competence"> representational competence</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20profile%20in%20chemistry" title=" academic profile in chemistry"> academic profile in chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=secondary%20students" title=" secondary students"> secondary students</a> </p> <a href="https://publications.waset.org/abstracts/24985/representational-conference-profile-of-secondary-students-in-understanding-selected-chemical-principles" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24985.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">406</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=clinical%20chemistry&page=5">5</a></li> <li class="page-item"><a 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