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checklist</title> <meta name="description" content="Search results for: Drummond’s checklist"> <meta name="keywords" content="Drummond’s checklist"> <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="Drummond’s checklist"> <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> 243</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Drummond’s checklist</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">243</span> Economic Evaluation of Cardiac Rehabilitation Programs for Patients with Cardiovascular Diseases</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aziz%20Rezapour">Aziz Rezapour</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdosaleh%20Jafari"> Abdosaleh Jafari</a>, <a href="https://publications.waset.org/abstracts/search?q=Marziye%20Hadian"> Marziye Hadian</a>, <a href="https://publications.waset.org/abstracts/search?q=Elaheh%20Mazaheri"> Elaheh Mazaheri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Cardiac rehabilitation is an accurate educational and sporting program designed to help heart patients to increase their physical activities and reduce the risk factors that make their health worse and help to a healthier lifestyle so that they can return to their families and society with a better spirit. The aim of this study was to examine the cost-effectiveness and cost-utility of cardiac rehabilitation programs for patients with cardiovascular diseases. Methods: In the present review study, published articles related to cost-effectiveness and cost-utility of cardiac rehabilitation programs for patients with cardiovascular diseases within the time interval between 2004 and 2019 were searched using electronic databases. The methodological quality of the structure of articles was examined by Drummond’s standard checklist. Results: The results of reviewing studies showed that most of the studies related to the economic evaluation of cardiac rehabilitation programs in patients with cardiovascular disease were flawed in Drummond’s criteria, and only one study adhered to Drummond’s criteria. The results of the present study indicated use of cardiac rehabilitation programs in patients with cardiovascular disease was cost-effective. Conclusion: The results of this review study showed that although the results of the studies were different in terms of a number of aspects, such as the study perspective, the time horizons, and the costs of rehabilitation programs, they achieved a similar conclusion, they concluded that the use of cardiac rehabilitation programs in patients with cardiovascular diseases, leading to higher quality-adjusted life years (QALYs) and lower costs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=economic%20evaluation" title="economic evaluation">economic evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=systematic%20review" title=" systematic review"> systematic review</a>, <a href="https://publications.waset.org/abstracts/search?q=cardiac%20rehabilitation" title=" cardiac rehabilitation"> cardiac rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=Drummond%E2%80%99s%20checklist" title=" Drummond’s checklist"> Drummond’s checklist</a> </p> <a href="https://publications.waset.org/abstracts/135227/economic-evaluation-of-cardiac-rehabilitation-programs-for-patients-with-cardiovascular-diseases" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135227.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">142</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">242</span> WHO Surgical Safety Checklist in a Rural Ugandan Hospital, Barriers and Drivers to Implementation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Litvack">Lucie Litvack</a>, <a href="https://publications.waset.org/abstracts/search?q=Malaz%20Elsaddig"> Malaz Elsaddig</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Jones"> Kevin Jones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is strong evidence to support the efficacy of the World Health Organization (WHO) Surgical Safety Checklist in improving patient safety; however, its use can be associated with difficulties. This study uses qualitative data collected in Kitovu Healthcare Complex, a rural Ugandan hospital, to identify factors that may influence the use of the checklist in a low-income setting. Potential barriers to and motivators for the hospital’s use of this checklist are identified and explored through observations of current patient safety practices; semi-structured interviews with theatre staff; a focus group with doctors; and trial implementation of the checklist. Barriers identified include the institutional context; knowledge and understanding; patient safety culture; resources and checklist contents. Motivators for correct use include prior knowledge; team attitudes; and a hospital advocate. Challenges are complex and unique to this socioeconomic context. Stepwise change to improve patient safety practices, local champions, whole team training, and checklist modification may assist the implementation and sustainable use of the checklist in an effective way. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anaesthesia" title="anaesthesia">anaesthesia</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=Uganda" title=" Uganda"> Uganda</a>, <a href="https://publications.waset.org/abstracts/search?q=WHO%20surgical%20safety%20checklist" title=" WHO surgical safety checklist"> WHO surgical safety checklist</a> </p> <a href="https://publications.waset.org/abstracts/79610/who-surgical-safety-checklist-in-a-rural-ugandan-hospital-barriers-and-drivers-to-implementation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79610.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">356</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">241</span> A Comparative Study of Self, Peer and Teacher Assessment Based on an English Writing Checklist </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiaoting%20Shi">Xiaoting Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaomei%20Ma"> Xiaomei Ma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In higher education, students' self-assessment and peer assessment of compositions in writing classes can effectively improve their ability of evaluative judgment. However, students' self-assessment and peer assessment are not advocated by most teachers because of the significant difference in scoring compared with teacher assessment. This study used a multi-faceted Rasch model to explore whether an English writing checklist containing 30 descriptors can effectively improve rating consistency among self-assessment, peer assessment and teacher assessment. Meanwhile, a questionnaire was adopted to survey students’ and teachers’ attitudes toward self-assessment and peer assessment using the writing checklist. Results of the multi-faceted Rasch model analysis show that the writing checklist can effectively distinguish the students’ writing ability (separate coefficient = 2.05, separate reliability = 0.81, chi-square value (df = 32) = 123.4). Moreover, the results revealed that the checklist could improve rating consistency among self-assessment, peer assessment and teacher assessment. (separate coefficient = 1.71, separate reliability = 0.75, chi-square value (df=4) = 20.8). The results of the questionnaire showed that more than 85% of students and all teachers believed that the checklist had a good advantage in self-assessment and peer assessment, and they were willing to use the checklist to conduct self-assessment and peer assessment in class in the future. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=english%20writing" title="english writing">english writing</a>, <a href="https://publications.waset.org/abstracts/search?q=self-assessment" title=" self-assessment"> self-assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20checklist" title=" writing checklist"> writing checklist</a> </p> <a href="https://publications.waset.org/abstracts/132580/a-comparative-study-of-self-peer-and-teacher-assessment-based-on-an-english-writing-checklist" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132580.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">153</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">240</span> Explaining the Steps of Designing and Calculating the Content Validity Ratio Index of the Screening Checklist of Preschool Students (5 to 7 Years Old) Exposed to Learning Difficulties</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sajed%20Yaghoubnezhad">Sajed Yaghoubnezhad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sedygheh%20Rezai"> Sedygheh Rezai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background and Aim: Since currently in Iran, students with learning disabilities are identified after entering school, and with the approach to the gap between IQ and academic achievement, the purpose of this study is to design and calculate the content validity of the pre-school screening checklist (5-7) exposed to learning difficulties. Methods: This research is a fundamental study, and in terms of data collection method, it is quantitative research with a descriptive approach. In order to design this checklist, after reviewing the research background and theoretical foundations, cognitive abilities (visual processing, auditory processing, phonological awareness, executive functions, spatial visual working memory and fine motor skills) are considered the basic variables of school learning. The basic items and worksheets of the screening checklist of pre-school students 5 to 7 years old with learning difficulties were compiled based on the mentioned abilities and were provided to the specialists in order to calculate the content validity ratio index. Results: Based on the results of the table, the validity of the CVR index of the background information checklist is equal to 0.9, and the CVR index of the performance checklist of preschool children (5 to7 years) is equal to 0.78. In general, the CVR index of this checklist is reported to be 0.84. The results of this study provide good evidence for the validity of the pre-school sieve screening checklist (5-7) exposed to learning difficulties. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=checklist" title="checklist">checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=screening" title=" screening"> screening</a>, <a href="https://publications.waset.org/abstracts/search?q=preschoolers" title=" preschoolers"> preschoolers</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20difficulties" title=" learning difficulties"> learning difficulties</a> </p> <a href="https://publications.waset.org/abstracts/145292/explaining-the-steps-of-designing-and-calculating-the-content-validity-ratio-index-of-the-screening-checklist-of-preschool-students-5-to-7-years-old-exposed-to-learning-difficulties" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145292.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">102</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">239</span> An Analysis of Instruction Checklist Based on Universal Design for Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yong%20Wook%20Kim">Yong Wook Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to develop an instruction analysis checklist applicable to inclusive setting based on the Universal Design for Learning Guideline 2.0. To do this, two self-validation reviews, two expert validity reviews, and two usability evaluations were conducted based on the Universal Design for Learning Guideline 2.0. After validation and usability evaluation, a total of 36 items consisting of 4 items for each instruction was developed. In all questions, examples are presented for the purpose of reinforcing concrete. All the items were judged by the 3-point scale. The observation results were provided through a radial chart allowing SWOT analysis of the universal design for learning of teachers. The developed checklist provides a description of the principles and guidelines in the checklist itself as it requires a thorough understanding by the observer of the universal design for learning through prior education. Based on the results of the study, the instruction criteria, the specificity of the criteria, the number of questions, and the method of arrangement were discussed. As a future research, this study proposed the characteristics of application of universal design for learning for each subject, the comparison with the observation results through the self-report teaching tool, and the continual revision and supplementation of the lecture checklist. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=universal%20design%20for%20learning" title=" universal design for learning"> universal design for learning</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20analysis" title=" instruction analysis"> instruction analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction%20checklist" title=" instruction checklist"> instruction checklist</a> </p> <a href="https://publications.waset.org/abstracts/86187/an-analysis-of-instruction-checklist-based-on-universal-design-for-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86187.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">281</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">238</span> Checklist for Autism Spectrum Disorder as an In-Class Observation Tool for Teachers </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Werona%20Kr%C3%B3l-Gierat">Werona Król-Gierat </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The majority of Special Educational Needs checklists are intended for preliminary screening in the special education disability process. The aim of the present paper is to present their potential usefulness as in-class observation tools for teachers working with students who have already been diagnosed with a disorder. A checklist may complement and organize information about a given child, which is indispensable to improve his or her condition. The case of a Polish boy with autism will serve as an example. Last but not the least, alternative uses of checklists are suggested in the article. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorders" title="autism spectrum disorders">autism spectrum disorders</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a>, <a href="https://publications.waset.org/abstracts/search?q=checklist" title=" checklist"> checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=observation%20tool" title=" observation tool "> observation tool </a> </p> <a href="https://publications.waset.org/abstracts/4981/checklist-for-autism-spectrum-disorder-as-an-in-class-observation-tool-for-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4981.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">362</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">237</span> Surgical Team Perceptions of the Surgical Safety Checklist in a Tertiary Hospital in Jordan: A Descriptive Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rania%20Albsoul">Rania Albsoul</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Ahmed%20Alshyyab"> Muhammad Ahmed Alshyyab</a>, <a href="https://publications.waset.org/abstracts/search?q=Baraa%20Ayed%20Al%20Odat"> Baraa Ayed Al Odat</a>, <a href="https://publications.waset.org/abstracts/search?q=Nermeen%20Borhan%20Al%20Dwekat"> Nermeen Borhan Al Dwekat</a>, <a href="https://publications.waset.org/abstracts/search?q=Batool%20Emad%20Al-masri"> Batool Emad Al-masri</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Abdulsattar%20Alkubaisi"> Fatima Abdulsattar Alkubaisi</a>, <a href="https://publications.waset.org/abstracts/search?q=Salsabil%20Awni%20Flefil"> Salsabil Awni Flefil</a>, <a href="https://publications.waset.org/abstracts/search?q=Majd%20Hussein%20Al-Khawaldeh"> Majd Hussein Al-Khawaldeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Ragad%20Ayman%20Sa%E2%80%99ed"> Ragad Ayman Sa’ed</a>, <a href="https://publications.waset.org/abstracts/search?q=Maha%20Waleed%20Abu%20Ajamieh"> Maha Waleed Abu Ajamieh</a>, <a href="https://publications.waset.org/abstracts/search?q=Gerard%20Fitzgerald"> Gerard Fitzgerald</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Purpose: The purpose of this paper is to explore the perceptions of operating room staff towards the use of the World Health Organization Surgical Safety Checklist in a tertiary hospital in Jordan. Design/methodology/approach: This was a qualitative descriptive study. Semi-structured interviews were conducted with a purposeful sample of 21 healthcare staff employed in the operating room (nurses, residents, surgeons, and anaesthesiologists). The interviews were conducted in the period from October to December 2021. Thematic analysis was used to analyse the data. Findings: Three main themes emerged from data analysis, namely compliance with the surgical safety checklist, the impact of the surgical safety checklist, and barriers and facilitators to the use of the surgical safety checklist. The use of the checklist was seen as enabling staff to communicate effectively and thus accomplish patient safety and positive outcomes. The perceived barriers to compliance included excessive workload, congestion, and lack of training and awareness. Enhanced training and education were thought to improve the utilization of the surgical safety checklist and help enhance awareness about its importance. Originality/value: While steps to utilize the surgical safety checklist by the operation room personnel may seem simple, the quality of its administration is not necessarily robust. There are several challenges to consistent, complete, and effective administration of the surgical safety checklist by the surgical team members. Healthcare managers must employ interventions to eliminate barriers to and offer facilitators of adherence to the application of the surgical safety checklist, therefore promoting quality healthcare and patient safety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title="patient safety">patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=surgical%20safety%20checklist" title=" surgical safety checklist"> surgical safety checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=compliance" title=" compliance"> compliance</a>, <a href="https://publications.waset.org/abstracts/search?q=utility" title=" utility"> utility</a>, <a href="https://publications.waset.org/abstracts/search?q=operating%20room" title=" operating room"> operating room</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20healthcare" title=" quality healthcare"> quality healthcare</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=teamwork" title=" teamwork"> teamwork</a> </p> <a href="https://publications.waset.org/abstracts/169654/surgical-team-perceptions-of-the-surgical-safety-checklist-in-a-tertiary-hospital-in-jordan-a-descriptive-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169654.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">109</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">236</span> Application of the Mobile Phone for Occupational Self-Inspection Program in Small-Scale Industries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jia-Sin%20Li">Jia-Sin Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Ying-Fang%20Wang"> Ying-Fang Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Cheing-Tong%20Yan"> Cheing-Tong Yan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this study, an integrated approach of Google Spreadsheet and QR code which is free internet resources was used to improve the inspection procedure. The mobile phone Application（App）was also designed to combine with a web page to create an automatic checklist in order to provide a new integrated information of inspection management system. By means of client-server model, the client App is developed for Android mobile OS and the back end is a web server. It can set up App accounts including authorized data and store some checklist documents in the website. The checklist document URL could generate QR code first and then print and paste on the machine. The user can scan the QR code by the app and filled the checklist in the factory. In the meanwhile, the checklist data will send to the server, it not only save the filled data but also executes the related functions and charts. On the other hand, it also enables auditors and supervisors to facilitate the prevention and response to hazards, as well as immediate report data checks. Finally, statistics and professional analysis are performed using inspection records and other relevant data to not only improve the reliability, integrity of inspection operations and equipment loss control, but also increase plant safety and personnel performance. Therefore, it suggested that the traditional paper-based inspection method could be replaced by the APP which promotes the promotion of industrial security and reduces human error. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=checklist" title="checklist">checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=Google%20spreadsheet" title=" Google spreadsheet"> Google spreadsheet</a>, <a href="https://publications.waset.org/abstracts/search?q=APP" title=" APP"> APP</a>, <a href="https://publications.waset.org/abstracts/search?q=self-inspection" title=" self-inspection"> self-inspection</a> </p> <a href="https://publications.waset.org/abstracts/96303/application-of-the-mobile-phone-for-occupational-self-inspection-program-in-small-scale-industries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96303.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">118</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">235</span> The Introduction of a Tourniquet Checklist to Identify and Record Tourniquet Related Complications</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Akash%20Soogumbur">Akash Soogumbur</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tourniquets are commonly used in orthopaedic surgery to provide hemostasis during procedures on the upper and lower limbs. However, there is a risk of complications associated with tourniquet use, such as nerve damage, skin necrosis, and compartment syndrome. The British Orthopaedic Association (BOAST) guidelines recommend the use of tourniquets at a pressure of 300 mmHg or less for a maximum of 2 hours. Research Aim: The aim of this study was to evaluate the effectiveness of a tourniquet checklist in improving compliance with the BOAST guidelines. Methodology: This was a retrospective study of all orthopaedic procedures performed at a single institution over a 12-month period. The study population included patients who had a tourniquet applied during surgery. Data were collected from the patients' medical records, including the duration of tourniquet use, the pressure used, and the method of exsanguination. Findings: The results showed that the use of the tourniquet checklist significantly improved compliance with the BOAST guidelines. Prior to the introduction of the checklist, compliance with the guidelines was 83% for the duration of tourniquet use and 73% for pressure used. After the introduction of the checklist, compliance increased to 100% for both duration of tourniquet use and pressure used. Theoretical Importance: The findings of this study suggest that the use of a tourniquet checklist can be an effective way to improve compliance with the BOAST guidelines. This is important because it can help to reduce the risk of complications associated with tourniquet use. Data Collection: Data were collected from the patients' medical records. The data included the following information: Patient demographics, procedure performed, duration of tourniquet use, pressure used, method of exsanguination. Analysis Procedures: The data were analyzed using descriptive statistics. The compliance with the BOAST guidelines was calculated as the percentage of patients who met the guidelines for the duration of tourniquet use and pressure used. Question Addressed: The question addressed by this study was whether the use of a tourniquet checklist could improve compliance with the BOAST guidelines. Conclusion: The results of this study suggest that the use of a tourniquet checklist can be an effective way to improve compliance with the BOAST guidelines. This is important because it can help to reduce the risk of complications associated with tourniquet use. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tourniquet" title="tourniquet">tourniquet</a>, <a href="https://publications.waset.org/abstracts/search?q=pressure" title=" pressure"> pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=duration" title=" duration"> duration</a>, <a href="https://publications.waset.org/abstracts/search?q=complications" title=" complications"> complications</a>, <a href="https://publications.waset.org/abstracts/search?q=surgery" title=" surgery"> surgery</a> </p> <a href="https://publications.waset.org/abstracts/167832/the-introduction-of-a-tourniquet-checklist-to-identify-and-record-tourniquet-related-complications" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/167832.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">69</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">234</span> The Effect of Applying Surgical Safety Checklist on Surgical Team’s Knowledge and Performance in Operating Room</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soheir%20Weheida">Soheir Weheida</a>, <a href="https://publications.waset.org/abstracts/search?q=Amal%20E.%20Shehata"> Amal E. Shehata</a>, <a href="https://publications.waset.org/abstracts/search?q=Samira%20E.%20Aboalizm"> Samira E. Aboalizm</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to examine the effect of surgical safety checklist on surgical team’s knowledge and performance in operating room. Subjects: A convenience sample 151 (48 head nurse, 45 nurse, 37 surgeon and 21 anesthesiologist) which available in operating room at two different hospitals was included in the study. Setting: The study was carried out at operating room in Menoufia University and Shebin Elkom Teaching Hospitals, Egypt. Tools: I: Surgical safety: Surgical team knowledge assessment structure interview schedule. II: WHO surgical safety observational Checklist. III: Post Surgery Culture Survey scale. Results: There was statistical significant improvement of knowledge mean score and performance about surgical safety especially in post and follow up than pre intervention, before patients entering the operating, before induction of anesthesia, skin incision and post skin closure and before patient leaves operating room, P values (P < 0.001). Improvement of communication post intervention than pre intervention between surgical team’s (4.74 ± 0.540). About two thirds (73.5 %) of studied sample strongly agreed on surgical safety in operating room. Conclusions: Implementation of surgical safety checklist has a positive effect on improving knowledge, performance and communication between surgical teams and these seems to have a positive effect on improve patient safety in the operating room. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge" title="knowledge">knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=operating%20room" title=" operating room"> operating room</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=surgical%20safety%20checklist" title=" surgical safety checklist "> surgical safety checklist </a> </p> <a href="https://publications.waset.org/abstracts/25275/the-effect-of-applying-surgical-safety-checklist-on-surgical-teams-knowledge-and-performance-in-operating-room" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25275.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">334</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">233</span> Spatially Referenced Checklist Model Dedicated to Professional Actors for a Good Evaluation and Management of Networks </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdessalam%20Hijab">Abdessalam Hijab</a>, <a href="https://publications.waset.org/abstracts/search?q=Hafida%20Boulekbache"> Hafida Boulekbache</a>, <a href="https://publications.waset.org/abstracts/search?q=Eric%20Henry"> Eric Henry</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of this article is to explain the use of geographic information system (GIS) and information and communication technologies (ICTs) in the real-time processing and analysis of data on the status of an urban sanitation network by integrating professional actors in sanitation for sustainable management in urban areas. Indeed, it is a smart geo-collaboration based on the complementarity of ICTs and GIS. This multi-actor reflection was built with the objective of contributing to the development of complementary solutions to the existing technologies to better protect the urban environment, with the help of a checklist with the spatial reference "E-Géo-LD" dedicated to the "professional/professional" actors in sanitation, for intelligent monitoring of liquid sanitation networks in urban areas. In addition, this research provides a good understanding and assimilation of liquid sanitation schemes in the "Lamkansa" sampling area of the city of Casablanca, and spatially evaluates these schemes. Downstream, it represents a guide to assess the environmental impacts of the liquid sanitation scheme. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT" title="ICT">ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=GIS" title=" GIS"> GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20checklist" title=" spatial checklist"> spatial checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=liquid%20sanitation" title=" liquid sanitation"> liquid sanitation</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a> </p> <a href="https://publications.waset.org/abstracts/128808/spatially-referenced-checklist-model-dedicated-to-professional-actors-for-a-good-evaluation-and-management-of-networks" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/128808.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">235</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">232</span> To Determine the Effects of Regulatory Food Safety Inspections on the Grades of Different Categories of Retail Food Establishments across the Dubai Region</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shugufta%20Mohammad%20Zubair">Shugufta Mohammad Zubair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores the Effect of the new food System Inspection system also called the new inspection color card scheme on reduction of critical & major food safety violations in Dubai. Data was collected from all retail food service establishments located in two zones in the city. Each establishment was visited twice, once before the launch of the new system and one after the launch of the system. In each visit, the Inspection checklist was used as the evaluation tool for observation of the critical and major violations. The old format of the inspection checklist was concerned with scores based on the violations; but the new format of the checklist for the new inspection color card scheme is divided into administrative, general major and critical which gives a better classification for the inspectors to identify the critical and major violations of concerned. The study found that there has been a better and clear marking of violations after the launch of new inspection system wherein the inspectors are able to mark and categories the violations effectively. There had been a 10% decrease in the number of food establishment that was previously given A grade. The B & C grading were also considerably dropped by 5%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20inspection" title="food inspection">food inspection</a>, <a href="https://publications.waset.org/abstracts/search?q=risk%20assessment" title=" risk assessment"> risk assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=color%20card%20scheme" title=" color card scheme"> color card scheme</a>, <a href="https://publications.waset.org/abstracts/search?q=violations" title=" violations"> violations</a> </p> <a href="https://publications.waset.org/abstracts/71630/to-determine-the-effects-of-regulatory-food-safety-inspections-on-the-grades-of-different-categories-of-retail-food-establishments-across-the-dubai-region" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71630.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">323</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">231</span> Validation of Global Ratings in Clinical Performance Assessment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Yune">S. J. Yune</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Lee"> S. Y. Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20J.%20Im"> S. J. Im</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20S.%20Kam"> B. S. Kam</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Y.%20Baek"> S. Y. Baek</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to determine the reliability of clinical performance assessments, having been emphasized by ability-based education, and professors overall assessment methods. We addressed the following problems: First, we try to find out whether there is a difference in what we consider to be the main variables affecting the clinical performance test according to the evaluator’s working period and the number of evaluation experience. Second, we examined the relationship among the global rating score (G), analytic global rating score (Gc), and the sum of the analytical checklists (C). What are the main factors affecting clinical performance assessments in relation to the numbers of times the evaluator had administered evaluations and the length of their working period service? What is the relationship between overall assessment score and analytic checklist score? How does analytic global rating with 6 components in OSCE and 4 components in sub-domains (Gc) CPX: aseptic practice, precision, systemic approach, proficiency, successfulness, and attitude overall assessment score and task-specific analytic checklist score sum (C) affect the professor’s overall global rating assessment score (G)? We studied 75 professors who attended a 2016 Bugyeoung Consortium clinical skills performances test evaluating third and fourth year medical students at the Pusan National University Medical school in South Korea (39 prof. in OSCE, 36 prof. in CPX; all consented to participate in our study). Each evaluator used 3 forms; a task-specific analytic checklist, subsequent analytic global rating scale with sub-6 domains, and overall global scale. After the evaluation, the professors responded to the questionnaire on the important factors of clinical performance assessment. The data were analyzed by frequency analysis, correlation analysis, and hierarchical regression analysis using SPSS 21.0. Their understanding of overall assessment was analyzed by dividing the subjects into groups based on experiences. As a result, they considered ‘precision’ most important in overall OSCE assessment, and ‘precise accuracy physical examination’, ‘systemic approaches to taking patient history’, and ‘diagnostic skill capability’ in overall CPX assessment. For OSCE, there was no clear difference of opinion about the main factors, but there was for CPX. Analytic global rating scale score, overall rating scale score, and analytic checklist score had meaningful mutual correlations. According to the regression analysis results, task-specific checklist score sum had the greatest effect on overall global rating. professors regarded task-specific analytic checklist total score sum as best reflecting overall OSCE test score, followed by aseptic practice, precision, systemic approach, proficiency, successfulness, and attitude on a subsequent analytic global rating scale. For CPX, subsequent analytic global rating scale score, overall global rating scale score, and task-specific checklist score had meaningful mutual correlations. These findings support explanations for validity of professors’ global rating in clinical performance assessment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20rating" title="global rating">global rating</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20performance%20assessment" title=" clinical performance assessment"> clinical performance assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=medical%20education" title=" medical education"> medical education</a>, <a href="https://publications.waset.org/abstracts/search?q=analytic%20checklist" title=" analytic checklist"> analytic checklist</a> </p> <a href="https://publications.waset.org/abstracts/68077/validation-of-global-ratings-in-clinical-performance-assessment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/68077.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">235</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">230</span> Contemporary Visual Art and Shariah: A Conceptual Framework</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ishak%20Ramli">Ishak Ramli</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Noorman%20Masrek"> Mohamad Noorman Masrek</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Abdul%20Aziz%20Ab%20Gani"> Muhamad Abdul Aziz Ab Gani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Islam places restrictions and limitation to the creation and ownership of visual art. Not all forms of visual arts are permissible in Islam. However, guidance on the creation and ownership of visual arts is not made plain and clear not only to the Islamic followers but also to the art community. Given this gap, this study attempts to develop a conceptual framework that will guide artist and art collectors on what constitute to valid and acceptable through the Islamic perspective. Based on this framework, several research checklist are proposed. It is highly useful especially for the researchers who are interested to study the topic. Qualitative research is the best choice to test run the paper work to attempt all the checklist which are formed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contemporary%20visual%20art" title="contemporary visual art">contemporary visual art</a>, <a href="https://publications.waset.org/abstracts/search?q=Shariah" title=" Shariah"> Shariah</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title=" conceptual framework"> conceptual framework</a>, <a href="https://publications.waset.org/abstracts/search?q=Islam" title=" Islam"> Islam</a> </p> <a href="https://publications.waset.org/abstracts/44579/contemporary-visual-art-and-shariah-a-conceptual-framework" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44579.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">381</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">229</span> Evaluating Textbooks for Brazilian Air Traffic Controllers’ English Language Training: A Checklist Proposal</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elida%20M.%20R.%20Bonifacio">Elida M. R. Bonifacio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English language proficiency has become an essential issue in aviation communication after aviation incidents, and accidents happened. Lack of proficiency or inappropriate use of the English language has been found as one of the factors that cause most of those incidents or accidents. Therefore, the International Civil Aviation Organization (ICAO) established the requirements for minimum English language proficiency of aviation personnel, especially pilots and air traffic controllers in the 192 member states. In Brazil, the discussions about this topic became patent after an accident that occurred in 2006, which was a mid-air collision and costed the life of 154 passengers and crew members. Thus, the number of schools and private practitioners willing to teach English for aviation purposes started to increase. Although the number of teaching materials internationally used for general purposes is relatively large, it would be inappropriate to adopt the same materials in classes that focus on communication in aviation contexts. On the contrary, the options of aviation English materials are scarce; moreover, they are internationally used and may not fulfill the linguistic needs of all their users around the world. In order to diminish the problems that Brazilian practitioners may encounter in the adoption of materials that demand a great level of adaptation to meet their students’ needs, a checklist was thought to evaluate textbooks. The aim of this paper is to propose a checklist that evaluates textbooks used in English language training of Brazilian air traffic controllers. The criteria used to compound the checklist are based on materials development literature, as well as on linguistic requirements established by ICAO on its publications, on English for Specific Purposes (ESP) principles, and on Brazilian aviation English language proficiency test format. The checklist has as main indicators the language learning tenets under which the book was written, graphical features, lexical, grammatical and functional competencies required for minimum proficiency, similarities to official testing format, and support materials, totaling 117 items marked as YES, NO or PARTIALLY. In order to verify if the use of the checklist is effective, an aviation English textbook was evaluated. From this evaluation, it is possible to measure quantitatively how much the material meets the students’ needs and to offer a tool to help professionals engaged in aviation English teaching around the world to choose the most appropriate textbook according to their audience. From the results, practitioners are able to verify which items the material does not fulfill and to make proper adaptations since the perfect material will be difficult to find. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aviation%20English" title="aviation English">aviation English</a>, <a href="https://publications.waset.org/abstracts/search?q=ICAO" title=" ICAO"> ICAO</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development" title=" materials development"> materials development</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20proficiency" title=" English language proficiency"> English language proficiency</a> </p> <a href="https://publications.waset.org/abstracts/104206/evaluating-textbooks-for-brazilian-air-traffic-controllers-english-language-training-a-checklist-proposal" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104206.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">136</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">228</span> Reliability Evidence of the Child Behavior Checklist (CBCL) Based on a Chinese Sample</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zhidong%20Zhang">Zhidong Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhi-Chao%20Zhang"> Zhi-Chao Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Duarte"> Georgiana Duarte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Chinese version of the Child Behavior Checklist (CBCL) is the one of the Achenbach systems of empirically based assessment (ASEBA) scales, by which behavioral and emotional problems of early adolescents were examined. In order to further understand the robustness of the scale, its reliability has been examined. CBCL consists of 8 problems to measure internalizing, externalizing and social problems. In internalizing problem, there are Anxious, Withdrawn and Somatic Complaints. In this study, as an example, we only examined the anxious aspect which consisted of 13 questions. Cronbach alpha and factor analysis methods were used to examine the reliability of the scale. The result indicated that Cronbach alpha value was above 0.80. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=anxious%2Fdepressed%20problems" title="anxious/depressed problems">anxious/depressed problems</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEBA" title=" ASEBA"> ASEBA</a>, <a href="https://publications.waset.org/abstracts/search?q=CBCL" title=" CBCL"> CBCL</a>, <a href="https://publications.waset.org/abstracts/search?q=Cronbach%20Alpha" title=" Cronbach Alpha"> Cronbach Alpha</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability" title=" reliability"> reliability</a> </p> <a href="https://publications.waset.org/abstracts/58362/reliability-evidence-of-the-child-behavior-checklist-cbcl-based-on-a-chinese-sample" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58362.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">463</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">227</span> Assessment of the Standard of Referrals for Extraction of Carious Primary Teeth under General Anaesthetic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emma%20Carr">Emma Carr</a>, <a href="https://publications.waset.org/abstracts/search?q=Jennifer%20Morrison"> Jennifer Morrison</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20Walker"> Peter Walker</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Due to COVID-19, there was a significant reduction in the number of children being treated under general anaesthetic (GA) within the health board, which led to a backlog of referrals. The referrals were being triaged and added to a waiting list in order of priority -determined by the information given. By implementing a checklist, it is anticipated that at least 70% of referrals will have the majority of the information required to effectively prioritise patients. The gold standard, as defined in ‘Guidelines For The Management Of Children Referred For Dental Extractions Under General Anaesthesia’, indicates that all referrals should mention: (i) Inability of the child to cooperate, (ii) Previously tried anxiety management techniques, (iii) Existence of psychological disorders, (iv) Presence of acute dental infection, (v) Requirement for extractions in multiple quadrants. Method: 130 referrals were examined over three months and compared to the recommended standard. A letter was emailed to referring dentists within Ayrshire & Arran outlining the recommended information to be included within the referral. The second round of data collection was then carried out, which involved an examination of 105 referrals. Results: The first round revealed that only 28% of referrals mentioned at least four defined standards outlined above. Following issuing a checklist to all dentists, this increased to 72%. Conclusion: As many of the children referred for extractions under GA have suffered pain and infection because of dental caries, it is important that delay of treatment is minimised, where possible. The implementation of a standardised checklist has enabled more effective prioritisation of patients. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=caries" title="caries">caries</a>, <a href="https://publications.waset.org/abstracts/search?q=dentistry" title=" dentistry"> dentistry</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20anaesthetic" title=" general anaesthetic"> general anaesthetic</a>, <a href="https://publications.waset.org/abstracts/search?q=paediatrics" title=" paediatrics"> paediatrics</a> </p> <a href="https://publications.waset.org/abstracts/155145/assessment-of-the-standard-of-referrals-for-extraction-of-carious-primary-teeth-under-general-anaesthetic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155145.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">108</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">226</span> Decision-Making Tool for Planning the Construction of Infrastructure Projects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rolla%20Monib">Rolla Monib</a>, <a href="https://publications.waset.org/abstracts/search?q=Chris%20I.%20Goodier"> Chris I. Goodier</a>, <a href="https://publications.waset.org/abstracts/search?q=Alistair%20Gibbs"> Alistair Gibbs</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to investigate the key drivers in planning the construction phase for infrastructure projects to reduce project delays. To achieve this aim, the research conducted three case studies using semi-structured and unstructured interviews (n=36). The results conclude that a lack of modularisation awareness is among the key factors attributed to project delays. The current emotive and ill-informed approach to decision-making, coupled with the lack of knowledge regarding appropriate construction method selection, prevents the potential benefits of modularisation being fully realised. To assist with decision-making for the best construction method, the research presents project management tools to help decision makers to choose the most appropriate construction approach through optimising the use of modularisation in EC. A decision-making checklist and diagram are presented in this paper. These checklist tools and diagrams assist the project team in determining the best construction method, taking into consideration the module type. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=infrastructure" title="infrastructure">infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=modularization" title=" modularization"> modularization</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20support" title=" decision support"> decision support</a>, <a href="https://publications.waset.org/abstracts/search?q=decision-making" title=" decision-making"> decision-making</a> </p> <a href="https://publications.waset.org/abstracts/183101/decision-making-tool-for-planning-the-construction-of-infrastructure-projects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183101.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">60</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">225</span> Heuristic Evaluation of Children’s Authoring Tool for Game Making</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Laili%20Farhana%20Md%20Ibharim">Laili Farhana Md Ibharim</a>, <a href="https://publications.waset.org/abstracts/search?q=Maizatul%20Hayati%20Mohamad%20Yatim"> Maizatul Hayati Mohamad Yatim </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study is to evaluate the heuristic inspection of children’s authoring tools to develop games. The researcher has selected 15 authoring tools for making games specifically for educational purposes. Nine students from Diploma of Game Design and Development course and four lecturers from the computing department involved in this evaluation. A set of usability heuristic checklist used as a guideline for the students and lecturers to observe and test the authoring tools selected. The study found that there are just a few authoring tools that fulfill most of the heuristic requirement and suitable to apply to children. In this evaluation, only six out of fifteen authoring tools have passed above than five elements in the heuristic inspection checklist. The researcher identified that in order to develop a usable authoring tool developer has to emphasis children acceptance and interaction of the authoring tool. Furthermore, the authoring tool can be a tool to enhance their mental development especially in creativity and skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=authoring%20tool" title="authoring tool">authoring tool</a>, <a href="https://publications.waset.org/abstracts/search?q=children" title=" children"> children</a>, <a href="https://publications.waset.org/abstracts/search?q=game%20making" title=" game making"> game making</a>, <a href="https://publications.waset.org/abstracts/search?q=heuristic" title=" heuristic"> heuristic</a> </p> <a href="https://publications.waset.org/abstracts/1364/heuristic-evaluation-of-childrens-authoring-tool-for-game-making" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/1364.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">348</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">224</span> Emotional, Behavioral and Social Problems in Children with Fecal Incontinence by Child Behavior Checklist (CBCL): A Cross-sectional Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roshanak%20Farjad">Roshanak Farjad</a>, <a href="https://publications.waset.org/abstracts/search?q=Amirhossein%20Hosseini"> Amirhossein Hosseini</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Fecal incontinence (FI) is a stressful condition for children and their parents that may affect the patient’s psychological well-being. Evaluating the patients’ psychological status may help physicians manage the disease effectively. This study aimed to assess the emotional and behavioral disturbances in children with FI who were referred to the pediatric gastroenterology clinic in Mofid Children’s Hospital from April 2021 to 2022. This cross-sectional study included children (over four years old) with chronic constipation and fecal incontinence. The diagnosis of chronic constipation and FI were made according to Rome-IV criteria. The Child Behavior Checklist (CBCL) evaluated patients’ emotional, behavioral, and social problems. One hundred one patients with a mean age of 7.96 years were enrolled in the study; 67.32% were males. According to CBCL, 12% (12 patients) indicated emotional and behavioral problems, with CBCL scores in the clinical or at-risk range. We detected anxious/depressed problems in five (4.95%), withdrawn/depressed problems in eight (7.92%), somatic complaints in seven (6.93%), social problems in eight (7.92%), thought problems in nine (8.91%), attention problems in seven (6.93%), rule-breaking behavior in two (1.98%), and aggressive behavior in nine (8.91%) patients. The risk of internalizing and externalizing disorders was reported in four (3.96%) and five (4.95%) patients. Also, eight (7.92%) and seven (6.93%) patients had clinical symptoms of internalizing and externalizing disorders, respectively. There was no significant relationship between patients’ age and gender with the CBCL scores in any subscales. However, there was a significant difference in the total score among the age groups (P = 0.04). The relatively high prevalence of emotional, behavioral, and social problems in our study corroborates the importance of psychological screening of children with FI during the treatment process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chronic%20constipation" title="chronic constipation">chronic constipation</a>, <a href="https://publications.waset.org/abstracts/search?q=child%20behavior%20checklist%20%28CBCL%29" title=" child behavior checklist (CBCL)"> child behavior checklist (CBCL)</a>, <a href="https://publications.waset.org/abstracts/search?q=fecal%20incontinence" title=" fecal incontinence"> fecal incontinence</a>, <a href="https://publications.waset.org/abstracts/search?q=rome-IV%20criteria" title=" rome-IV criteria"> rome-IV criteria</a> </p> <a href="https://publications.waset.org/abstracts/168978/emotional-behavioral-and-social-problems-in-children-with-fecal-incontinence-by-child-behavior-checklist-cbcl-a-cross-sectional-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168978.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">74</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">223</span> Checklist of Odonata of Shasha Forest Reserve, Ife Southern, Osun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ehikhamele%20Isaac%20Erhomosele">Ehikhamele Isaac Erhomosele</a>, <a href="https://publications.waset.org/abstracts/search?q=Ogbogu%20Sunday%20Sylvester"> Ogbogu Sunday Sylvester</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A biodiversity survey was conducted in Shasha Forest Reserve, Ife southern, Osun State, Nigeria between May 2019 to April 2021 with a view to determining the nature of Odonata fauna of the forest. A total number of 1055 individuals of adult dragonflies and damselflies belonging to 8 families (Aeshnidae, Calopterygidae, Chlorocyphidae, Coenagrionidae, Gomphidae, Lestidae, Libellulidae and Platycnemididae) were recorded. Five (5) of these families of which belong to the suborder Zygoptera, and the remaining three (3) to Anisoptera. Libellulidae was the most abundant family while Gomphidae recorded the least representative. No new species of Odonata was recorded. Most of the families reported were previously been documented in the tropical region. Logging activities and human disturbance have been attributed to the nature of Odonata species in the Forest. It is therefore recommended that logging should be restricted to designated areas of the forest and regulated by the Department of Forestry of Osun State Ministry of Agriculture and Natural Resources in conjunction with the Federal Ministry of Environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=checklist" title="checklist">checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=Odonata" title=" Odonata"> Odonata</a>, <a href="https://publications.waset.org/abstracts/search?q=Shasha" title=" Shasha"> Shasha</a>, <a href="https://publications.waset.org/abstracts/search?q=families" title=" families"> families</a> </p> <a href="https://publications.waset.org/abstracts/173400/checklist-of-odonata-of-shasha-forest-reserve-ife-southern-osun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173400.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">117</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">222</span> An Investigation on Organisation Cyber Resilience </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arniyati%20Ahmad">Arniyati Ahmad</a>, <a href="https://publications.waset.org/abstracts/search?q=Christopher%20Johnson"> Christopher Johnson</a>, <a href="https://publications.waset.org/abstracts/search?q=Timothy%20Storer"> Timothy Storer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cyber exercises used to assess the preparedness of a community against cyber crises, technology failures and critical information infrastructure (CII) incidents. The cyber exercises also called cyber crisis exercise or cyber drill, involved partnerships or collaboration of public and private agencies from several sectors. This study investigates organisation cyber resilience (OCR) of participation sectors in cyber exercise called X Maya in Malaysia. This study used a principal based cyber resilience survey called C-Suite Executive checklist developed by World Economic Forum in 2012. To ensure suitability of the survey to investigate the OCR, the reliability test was conducted on C-Suite Executive checklist items. The research further investigates the differences of OCR in ten Critical National Infrastructure Information (CNII) sectors participated in the cyber exercise. The One Way ANOVA test result showed a statistically significant difference of OCR among ten CNII sectors participated in the cyber exercise. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20information%20infrastructure" title="critical information infrastructure">critical information infrastructure</a>, <a href="https://publications.waset.org/abstracts/search?q=cyber%20resilience" title=" cyber resilience"> cyber resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=organisation%20cyber%20resilience" title=" organisation cyber resilience"> organisation cyber resilience</a>, <a href="https://publications.waset.org/abstracts/search?q=reliability%20test" title=" reliability test"> reliability test</a> </p> <a href="https://publications.waset.org/abstracts/29946/an-investigation-on-organisation-cyber-resilience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29946.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">358</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">221</span> Auditing of Building Information Modeling Application in Decoration Engineering Projects in China</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lan%20Luo">Lan Luo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In China’s construction industry, it is a normal practice to separately subcontract the decoration engineering part from construction engineering, and Building Information Modeling (BIM) is also done separately. Application of BIM in decoration engineering should be integrated with other disciplines, but Chinese current practice makes this very difficult and complicated. Currently, there are three barriers in the auditing of BIM application in decoration engineering in China: heavy workload; scarcity of qualified professionals; and lack of literature concerning audit contents, standards, and methods. Therefore, it is significant to perform research on what (contents) should be evaluated, in which phase, and by whom (professional qualifications) in BIM application in decoration construction so that the application of BIM can be promoted in a better manner. Based on this consideration, four principles of BIM auditing are proposed: Comprehensiveness of information, accuracy of data, aesthetic attractiveness of appearance, and scheme optimization. In the model audit, three methods should be used: Collision, observation, and contrast. In addition, BIM auditing at six stages is discussed and a checklist for work items and results to be submitted is proposed. This checklist can be used for reference by decoration project participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=audit" title="audit">audit</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=dimensions" title=" dimensions"> dimensions</a>, <a href="https://publications.waset.org/abstracts/search?q=methods" title=" methods"> methods</a>, <a href="https://publications.waset.org/abstracts/search?q=standards" title=" standards"> standards</a>, <a href="https://publications.waset.org/abstracts/search?q=BIM%20application%20in%20decoration%20engineering%20projects" title=" BIM application in decoration engineering projects"> BIM application in decoration engineering projects</a> </p> <a href="https://publications.waset.org/abstracts/45526/auditing-of-building-information-modeling-application-in-decoration-engineering-projects-in-china" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45526.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">343</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">220</span> Differences in the Perception of Behavior Problems in Pre-school Children among the Teachers and Parents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jana%20Ko%C5%BE%C3%A1rov%C3%A1">Jana Kožárová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Even the behavior problems in pre-school children might be considered as a transitional problem which may disappear by their transition into elementary school; it is an issue that needs a lot of attention because of the fact that the behavioral patterns are adopted in the children especially in this age. Common issue in the process of elimination of the behavior problems in the group of pre-school children is a difference in the perception of the importance and gravity of the symptoms. The underestimation of the children's problems by parents often result into conflicts with kindergarten teachers. Thus, the child does not get the support that his/her problems require and this might result into a school failure and can negatively influence his/her future school performance and success. The research sample consisted of 4 children with behavior problems, their teachers and parents. To determine the most problematic area in the child's behavior, Child Behavior Checklist (CBCL) filled by parents and Caregiver/Teacher Form (CTF-R) filled by teachers were used. Scores from the CBCL and the CTR-F were compared with Pearson correlation coefficient in order to find the differences in the perception of behavior problems in pre-school children. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavior%20problems" title="behavior problems">behavior problems</a>, <a href="https://publications.waset.org/abstracts/search?q=Child%20Behavior%20Checklist" title=" Child Behavior Checklist"> Child Behavior Checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=Caregiver%2FTeacher%20Form" title=" Caregiver/Teacher Form"> Caregiver/Teacher Form</a>, <a href="https://publications.waset.org/abstracts/search?q=Pearson%20correlation%20coefficient" title=" Pearson correlation coefficient"> Pearson correlation coefficient</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school%20age" title=" pre-school age"> pre-school age</a> </p> <a href="https://publications.waset.org/abstracts/40670/differences-in-the-perception-of-behavior-problems-in-pre-school-children-among-the-teachers-and-parents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40670.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">434</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">219</span> Post-traumatic Checklist-5 (PCL-5) Psychometric Properties: Across Sectional Study Among Lebanese Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadwa%20Alhalaiqa">Fadwa Alhalaiqa</a>, <a href="https://publications.waset.org/abstracts/search?q=Othman%20Alfuqaha"> Othman Alfuqaha</a>, <a href="https://publications.waset.org/abstracts/search?q=Anas%20H.%20Khalifeh"> Anas H. Khalifeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Alsaraireh"> Mahmoud Alsaraireh</a>, <a href="https://publications.waset.org/abstracts/search?q=Rami%20Masa%E2%80%99Deh"> Rami Masa’Deh</a>, <a href="https://publications.waset.org/abstracts/search?q=Natija%20S%20Manaa"> Natija S Manaa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Post-traumatic stress disorders (PTSD) usually occur after traumatic occurrences that exceed the range of common human experience. This study aimed to test the psychometric properties of PCL-5 checklist for the 20 PTSD symptoms from DSM-5 among Lebanese population and to identify the prevalence of PTSD. Methods: A cross sectional survey of PCL5 among 950 Lebanese using the online survey platform by Google form was conducted. Snowball recruitment was used to identify participants for the survey. STROBE guideline was used in reporting the current study. Results: Face content, construct, discriminant, and convergent validity had been accomplished of PCL-5. The reliability by Cronbach alpha, composite, and average variance extracted were set superior. We found also that more than half of the participants (55.6%) scored 33 or above, which is the cutoff score for a likely diagnosis of PTSD. Conclusion: The current study provides further support for the Arabic version PCL-5 validity and reliability among non-Western populations. This support using this tool in the screening of PTSD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=post%20traumatic%20stress%20disorder" title="post traumatic stress disorder">post traumatic stress disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=psychometric%20properties" title=" psychometric properties"> psychometric properties</a>, <a href="https://publications.waset.org/abstracts/search?q=stress" title=" stress"> stress</a>, <a href="https://publications.waset.org/abstracts/search?q=adult%20population" title=" adult population"> adult population</a> </p> <a href="https://publications.waset.org/abstracts/152434/post-traumatic-checklist-5-pcl-5-psychometric-properties-across-sectional-study-among-lebanese-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152434.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">100</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">218</span> A Quantitative Study Investigating Whether the Internalisation of Adolescent Femininity Ideologies Predicts Depression and Anxiety in Female Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tondani%20Mudau">Tondani Mudau</a>, <a href="https://publications.waset.org/abstracts/search?q=Sherine%20B.%20Van%20Wyk"> Sherine B. Van Wyk</a>, <a href="https://publications.waset.org/abstracts/search?q=Zuhayr%20Kafaar"> Zuhayr Kafaar</a>, <a href="https://publications.waset.org/abstracts/search?q=Janan%20Dietrich"> Janan Dietrich</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Female adolescents residing in a patriarchal society such as South Africa are more inclined to embrace feminine ideologies. Internalizing these ideologies may expose female adolescents to mental health challenges such as depression and anxiety. This study explored whether the internalisation of adolescent femininity ideologies namely, objectified relationship with own body (ORB) and inauthentic self in relationships (ISR) predicted anxiety and depression in late female adolescents at Stellenbosch University. The sample of the study consisted of 1451 (18-24) female undergraduate and postgraduate students enrolled at Stellenbosch University. The mean age of the participants was 20 (SD=1.46), and most participants (39.7%) were first-year students. The study employed a cross-sectional quantitative research design. Data was collected through an online self-completion survey, the survey consisted of three sections, the first section asked biographical questions regarding age, gender, race and family background. The second section measured the internalisation of feminine ideologies by using the adolescent femininity ideology scale which has two subscales namely inauthentic self in relationship with others (ISR) and objectified relationship with one’s own body (ORB). The ISR scale had the Cronbach Alpha of 0.76, and the ORB scale had the Cronbach Alpha of 0.83. The third section measured mental health (depression and anxiety) by using the Hopkins Symptoms 25-checklist which had the Cronbach Alpha of 0.93. Data were analysed through multiple linear regression from IBM SPSS (Statistical Package for the Social Sciences Version 24). The overall results of the multiple linear regression showed that The AFIS combination accounted for 14% for anxiety as measured by the Hopkins Symptoms Checklist R² = .142, F (2, 682) = 56.431, p < .001. The combination also accounted for 24% for depression as measured by the Hopkins Symptoms Checklist R² = .239, F (2, 682) = 106.971, p < .0. The findings in this study affirm the objectification and feminist theory contentions that internalising femininity ideologies (ISR and ORB) predict negative mental health in female adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety" title=" anxiety"> anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=depression" title=" depression"> depression</a>, <a href="https://publications.waset.org/abstracts/search?q=feminine%20ideologies" title=" feminine ideologies"> feminine ideologies</a>, <a href="https://publications.waset.org/abstracts/search?q=inauthentic%20self" title=" inauthentic self"> inauthentic self</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=self-objectification" title=" self-objectification"> self-objectification</a>, <a href="https://publications.waset.org/abstracts/search?q=South%20Africa" title=" South Africa"> South Africa</a> </p> <a href="https://publications.waset.org/abstracts/95360/a-quantitative-study-investigating-whether-the-internalisation-of-adolescent-femininity-ideologies-predicts-depression-and-anxiety-in-female-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95360.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">151</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">217</span> Investigating the Causes of Human Error-Induced Incidents in the Maintenance Operations of Petrochemical Industry by Using Human Factors Analysis and Classification System</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Kalatpour">Omid Kalatpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Ajdari"> Mohammadreza Ajdari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article studied the possible causes of human error-induced incidents in the petrochemical industry maintenance activities by using Human Factors Analysis and Classification System (HFACS). The purpose of the study was anticipating and identifying these causes and proposing corrective and preventive actions. Maintenance department in a petrochemical company was selected for research. A checklist of human error-induced incidents was developed based on four HFACS main levels and nineteen sub-groups. Hierarchical task analysis (HTA) technique was used to identify maintenance activities and tasks. The main causes of possible incidents were identified by checklist and recorded. Corrective and preventive actions were defined depending on priority. Analyzing the worksheets of 444 activities in four levels of HFACS showed 37.6% of the causes were at the level of unsafe actions, 27.5% at the level of unsafe supervision, 20.9% at the level of preconditions for unsafe acts and 14% of the causes were at the level of organizational effects. The HFACS sub-groups showed errors (24.36%) inadequate supervision (14.89%) and violations (13.26%) with the most frequency. According to findings of this study, increasing the training effectiveness of operators and supervision improvement respectively are the most important measures in decreasing the human error-induced incidents in petrochemical industry maintenance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=human%20error" title="human error">human error</a>, <a href="https://publications.waset.org/abstracts/search?q=petrochemical%20industry" title=" petrochemical industry"> petrochemical industry</a>, <a href="https://publications.waset.org/abstracts/search?q=maintenance" title=" maintenance"> maintenance</a>, <a href="https://publications.waset.org/abstracts/search?q=HFACS" title=" HFACS"> HFACS</a> </p> <a href="https://publications.waset.org/abstracts/73355/investigating-the-causes-of-human-error-induced-incidents-in-the-maintenance-operations-of-petrochemical-industry-by-using-human-factors-analysis-and-classification-system" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73355.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">242</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">216</span> Development and Validation for Center-Based Learning in Teaching Science</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Julie%20Berame">Julie Berame</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study probed that out of eight (8) lessons in Science Six have been validated, lessons 1-3 got the descriptive rating of very satisfactory and lessons 4-8 got the descriptive rating of outstanding based on the content analysis of the prepared CBL lesson plans. The evaluation of the lesson plans focused on the three main features such as statements of the lesson objectives, lesson content, and organization and effectiveness. The study used developmental research procedure that contained three phases, namely: Development phase consists of determining the learning unit, lesson plans, creation of the table of specifications, exercises/quizzes, and revision of the materials; Evaluation phase consists of the development of experts’ assessment checklist, presentation of checklist to the adviser, comments and suggestions, and final validation of the materials; and try-out phase consists of identification of the subject, try-out of the materials using CBL strategy, administering science attitude questionnaire, and statistical analysis to obtain the data. The findings of the study revealed that the relevance and usability of CBL lessons 1 and 2 in terms of lesson objective, lesson content, and organization and effectiveness got the rating of very satisfactory (4.4) and lessons 3-8 got the rating of outstanding (4.7). The lessons 1-8 got the grand rating of outstanding (4.6). Additionally, results showed that CBL strategy helped foster positive attitude among students and achieved effectiveness in psychomotor learning objectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=development" title="development">development</a>, <a href="https://publications.waset.org/abstracts/search?q=validation" title=" validation"> validation</a>, <a href="https://publications.waset.org/abstracts/search?q=center-based%20learning" title=" center-based learning"> center-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a> </p> <a href="https://publications.waset.org/abstracts/59914/development-and-validation-for-center-based-learning-in-teaching-science" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59914.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">237</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">215</span> Wrong Site Surgery Should Not Occur In This Day And Age!</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=C.%20Kuoh">C. Kuoh</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Lucas"> C. Lucas</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Lopes"> T. Lopes</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Mechie"> I. Mechie</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Yoong"> J. Yoong</a>, <a href="https://publications.waset.org/abstracts/search?q=W.%20Yoong"> W. Yoong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> For all surgeons, there is one preventable but still highly occurring complication – wrong site surgeries. They can have potentially catastrophic, irreversible, or even fatal consequences on patients. With the exponential development of microsurgery and the use of advanced technological tools, the consequences of operating on the wrong side, anatomical part, or even person is seen as the most visible and destructive of all surgical errors and perhaps the error that is dreaded by most clinicians as it threatens their licenses and arouses feelings of guilt. Despite the implementation of the WHO surgical safety checklist more than a decade ago, the incidence of wrong-site surgeries remains relatively high, leading to tremendous physical and psychological repercussions for the clinicians involved, as well as a financial burden for the healthcare institution. In this presentation, the authors explore various factors which can lead to wrong site surgery – a combination of environmental and human factors and evaluate their impact amongst patients, practitioners, their families, and the medical industry. Major contributing factors to these “never events” include deviations from checklists, excessive workload, and poor communication. Two real-life cases are discussed, and systems that can be implemented to prevent these errors are highlighted alongside lessons learnt from other industries. The authors suggest that reinforcing speaking-up, implementing medical professional trainings, and higher patient’s involvements can potentially improve safety in surgeries and electrosurgeries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wrong%20side%20surgery" title="wrong side surgery">wrong side surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=never%20events" title=" never events"> never events</a>, <a href="https://publications.waset.org/abstracts/search?q=checklist" title=" checklist"> checklist</a>, <a href="https://publications.waset.org/abstracts/search?q=workload" title=" workload"> workload</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a> </p> <a href="https://publications.waset.org/abstracts/142355/wrong-site-surgery-should-not-occur-in-this-day-and-age" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142355.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">184</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">214</span> The Effect of Realizing Emotional Synchrony with Teachers or Peers on Children’s Linguistic Proficiency: The Case Study of Uji Elementary School</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Reiko%20Yamamoto">Reiko Yamamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper reports on a joint research project in which a researcher in applied linguistics and elementary school teachers in Japan explored new ways to realize emotional synchrony in a classroom in childhood education. The primary purpose of this project was to develop a cross-curriculum of the first language (L1) and second language (L2) based on the concept of plurilingualism. This concept is common in Europe, and can-do statements are used in forming the standard of linguistic proficiency in any language; these are attributed to the action-oriented approach in the Common European Framework of Reference for Languages (CEFR). CEFR has a basic tenet of language education: improving communicative competence. Can-do statements are classified into five categories based on the tenet: reading, writing, listening, speaking/ interaction, and speaking/ speech. The first approach of this research was to specify the linguistic proficiency of the children, who are still developing their L1. Elementary school teachers brainstormed and specified the linguistic proficiency of the children as the competency needed to synchronize with others – teachers or peers – physically and mentally. The teachers formed original can-do statements in language proficiency on the basis of the idea that emotional synchrony leads to understanding others in communication. The research objectives are to determine the effect of language education based on the newly developed curriculum and can-do statements. The participants of the experiment were 72 third-graders in Uji Elementary School, Japan. For the experiment, 17 items were developed from the can-do statements formed by the teachers and divided into the same five categories as those of CEFR. A can-do checklist consisting of the items was created. The experiment consisted of three steps: first, the students evaluated themselves using the can-do checklist at the beginning of the school year. Second, one year of instruction was given to the students in Japanese and English classes (six periods a week). Third, the students evaluated themselves using the same can-do checklist at the end of the school year. The results of statistical analysis showed an enhancement of linguistic proficiency of the students. The average results of the post-check exceeded that of the pre-check in 12 out of the 17 items. Moreover, significant differences were shown in four items, three of which belonged to the same category: speaking/ interaction. It is concluded that children can get to understand others’ minds through physical and emotional synchrony. In particular, emotional synchrony is what teachers should aim at in childhood education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=elementary%20school%20education" title="elementary school education">elementary school education</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20synchrony" title=" emotional synchrony"> emotional synchrony</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20proficiency" title=" language proficiency"> language proficiency</a>, <a href="https://publications.waset.org/abstracts/search?q=sympathy%20with%20others" title=" sympathy with others"> sympathy with others</a> </p> <a href="https://publications.waset.org/abstracts/82385/the-effect-of-realizing-emotional-synchrony-with-teachers-or-peers-on-childrens-linguistic-proficiency-the-case-study-of-uji-elementary-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82385.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">168</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=Drummond%E2%80%99s%20checklist&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Drummond%E2%80%99s%20checklist&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Drummond%E2%80%99s%20checklist&page=4">4</a></li> <li class="page-item"><a class="page-link" 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