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grade</title> <meta name="description" content="Search results for: histological grade"> <meta name="keywords" content="histological grade"> <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="histological grade"> <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> 1442</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: histological grade</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1202</span> Spelling Errors in Persian Children with Developmental Dyslexia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Haghighi">Mohammad Haghighi</a>, <a href="https://publications.waset.org/abstracts/search?q=Amineh%20Akhondi"> Amineh Akhondi</a>, <a href="https://publications.waset.org/abstracts/search?q=Leila%20Jahangard"> Leila Jahangard</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Ahmadpanah"> Mohammad Ahmadpanah</a>, <a href="https://publications.waset.org/abstracts/search?q=Masoud%20Ansari"> Masoud Ansari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: According to the recent estimation, approximately 4%-12% percent of Iranians have difficulty in learning to read and spell possibly as a result of developmental dyslexia. The study was planned to investigate spelling error patterns among Persian children with developmental dyslexia and compare that with the errors exhibited by control groups Participants: 90 students participated in this study. 30 students from Grade level five, diagnosed as dyslexics by professionals, 30 normal 5th Grade readers and 30 younger normal readers. There were 15 boys and 15 girls in each of the groups. Qualitative and quantitative methods for analysis of errors were used. Results and conclusion: results of this study indicate similar spelling error profiles among dyslexics and the reading level matched groups, and these profiles were different from age-matched group. However, performances of dyslexic group and reading level matched group were different and inconsistent in some cases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=spelling" title="spelling">spelling</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20types" title=" error types"> error types</a>, <a href="https://publications.waset.org/abstracts/search?q=developmental%20dyslexia" title=" developmental dyslexia"> developmental dyslexia</a>, <a href="https://publications.waset.org/abstracts/search?q=Persian" title=" Persian"> Persian</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20system" title=" writing system"> writing system</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=processing" title=" processing"> processing</a> </p> <a href="https://publications.waset.org/abstracts/40597/spelling-errors-in-persian-children-with-developmental-dyslexia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/40597.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">427</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">1201</span> Histogenesis of the Stomach of Pre-Hatching Quail: A Light and Electron Microscopic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Soha%20A%20Soliman">Soha A Soliman</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20A%20Ahmed"> Yasser A Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohamed%20A%20Khalaf"> Mohamed A Khalaf</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the enormous literature describing the histology of the stomach of different avian species during the posthatching development, the available literature on the pre-hatching development of quail stomach development is scanty. Thus, the current study was undertaken to provide a careful description of the main histological events during the embryonic development of quail stomach. To achieve this aim, daily histological specimens from the stomach of quail of 4 days post-incubation till the day 17 (few hours before hatching) were examined with light microscopy. The current study showed that the primitive gut tube of the embryonic quail appeared at the 4th day post incubation, and both parts of stomach (proventriculus and gizzard) were similar in structure and composed of endodermal epithelium of pseudostratified type surrounded by undifferentiated mesenchymal tissue. The sequences of the developmental events in the gut tube were preceded in a cranio-caudal pattern. By the 5th day, the endodermal covering of the primitive proventriculus gave rise to sac-like invaginations. The primitive gizzard was distinguished into thick-walled bodies and thin-walled sacs. In the 6th day, the prospective proventricular glandular epithelium became canalized and the muscular layer was developed in the cranial part of the proventriculus, whereas the primitive muscular coat of the gizzard was represented by a layer of condensed mesenchyme. In the 7th day, the proventricular glandular epithelial invaginations increased in depth and number, while, the muscularis mucosa and the muscular layer began to be distinguished. In the 8th day, the myoblasts differentiated into spindle shaped smooth muscle fibers. In the 10th day, branching of the proventricular glands began. The branching continued later on. The surface and the glandular epithelium were transformed into simple columnar type in the 12th day. The epithelial covering of the gizzard gave rise to tubular invaginations lined by simple cuboidal epithelium and the surface epithelium became simple columnar. Canalization of the tubular glands was recognized in the 14th day. In the 15th day, the proventricular surface epithelium invaginated in an concentric manner around a central cavity to form immature secretory units. The central cavity was lined by eosinophilic cells which form the ductal epithelia. The peripheral lamellae were lined by basophilic cells; the undifferentiated oxyntico-peptic cells. Entero-endocrine cells stained positive for silver impregnation in the proventricular glands. The mucosal folding in the gizzard appeared in the 15th day to form the plicae and the sulci. The wall of the proventriculus and gizzard in the 17th day acquired the main histological features of post-hatching birds, but neither the surface nor the ductal epithelium were differentiated to mucous producing cells. The current results shoed be considered in the molecular developmental studies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=quail" title="quail">quail</a>, <a href="https://publications.waset.org/abstracts/search?q=proventriculus" title=" proventriculus"> proventriculus</a>, <a href="https://publications.waset.org/abstracts/search?q=gizzard" title=" gizzard"> gizzard</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-hatching" title=" pre-hatching"> pre-hatching</a>, <a href="https://publications.waset.org/abstracts/search?q=histology" title=" histology"> histology</a> </p> <a href="https://publications.waset.org/abstracts/17859/histogenesis-of-the-stomach-of-pre-hatching-quail-a-light-and-electron-microscopic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/17859.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">616</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">1200</span> Endocrine Therapy-Induced Alopecia in Patients with Breast Cancer in Tunisia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aref%20Zribi">Aref Zribi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Ben%20Nasr"> Sonia Ben Nasr</a>, <a href="https://publications.waset.org/abstracts/search?q=Sana%20Fendri"> Sana Fendri</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahdi%20Balti"> Mahdi Balti</a>, <a href="https://publications.waset.org/abstracts/search?q=Abderazzek%20Haddaoui"> Abderazzek Haddaoui</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Despite their benefit, Endocrine therapies (ET) are known to have substantial adverse events (AEs) such as hot flashes, mood disorders and osteoarticular pain. ET induced alopecia(EIA) is less frequently noted by patients and is less reported in the literature. The aim of our study was to report ET alopecia characteristics and their influence on patient and treatment observance. Method: We conducted a retrospective study including luminal BC patients treated in the oncology department of the military hospital of Tunis between January 2015 and December 2020. Patients treated with previous chemotherapy-inducing alopecia were excluded. Results: 145 female patients were included. The median age was 59 years. EIA was reported in 44% of cases. Alopecia was attributed to aromatase inhibitors in 53% and tamoxifen in 21%. Severity was grade 1 in 80% and grade 2 in the remaining cases. ET discontinuation because of alopecia was noted in 6.5 % of patients. Moderate improvement of alopecia was observed with topical minoxidil and Thallium metallicum 9CH homeopathy during ET in 60% of patients. Conclusions: EIA is frequent in BC patients and should be considered to improve treatment observance and patients’ quality of life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=endocrine%20therapy" title="endocrine therapy">endocrine therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=alopecia" title=" alopecia"> alopecia</a>, <a href="https://publications.waset.org/abstracts/search?q=breast%20cancer" title=" breast cancer"> breast cancer</a>, <a href="https://publications.waset.org/abstracts/search?q=Tunisia" title=" Tunisia"> Tunisia</a> </p> <a href="https://publications.waset.org/abstracts/137492/endocrine-therapy-induced-alopecia-in-patients-with-breast-cancer-in-tunisia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/137492.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">125</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">1199</span> Transcription Skills and Written Composition in Chinese</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pui-sze%20Yeung">Pui-sze Yeung</a>, <a href="https://publications.waset.org/abstracts/search?q=Connie%20Suk-han%20Ho"> Connie Suk-han Ho</a>, <a href="https://publications.waset.org/abstracts/search?q=David%20Wai-ock%20Chan"> David Wai-ock Chan</a>, <a href="https://publications.waset.org/abstracts/search?q=Kevin%20Kien-hoa%20Chung"> Kevin Kien-hoa Chung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Recent findings have shown that transcription skills play a unique and significant role in Chinese word reading and spelling (i.e. word dictation), and written composition development. The interrelationships among component skills of transcription, word reading, word spelling, and written composition in Chinese have rarely been examined in the literature. Is the contribution of component skills of transcription to Chinese written composition mediated by word level skills (i.e., word reading and spelling)? Methods: The participants in the study were 249 Chinese children in Grade 1, Grade 3, and Grade 5 in Hong Kong. They were administered measures of general reasoning ability, orthographic knowledge, stroke sequence knowledge, word spelling, handwriting fluency, word reading, and Chinese narrative writing. Orthographic knowledge- orthographic knowledge was assessed by a task modeled after the lexical decision subtest of the Hong Kong Test of Specific Learning Difficulties in Reading and Writing (HKT-SpLD). Stroke sequence knowledge: The participants’ performance in producing legitimate stroke sequences was measured by a stroke sequence knowledge task. Handwriting fluency- Handwriting fluency was assessed by a task modeled after the Chinese Handwriting Speed Test. Word spelling: The stimuli of the word spelling task consist of fourteen two-character Chinese words. Word reading: The stimuli of the word reading task consist of 120 two-character Chinese words. Written composition: A narrative writing task was used to assess the participants’ text writing skills. Results: Analysis of covariance results showed that there were significant between-grade differences in the performance of word reading, word spelling, handwriting fluency, and written composition. Preliminary hierarchical multiple regression analysis results showed that orthographic knowledge, word spelling, and handwriting fluency were unique predictors of Chinese written composition even after controlling for age, IQ, and word reading. The interaction effects between grade and each of these three skills (orthographic knowledge, word spelling, and handwriting fluency) were not significant. Path analysis results showed that orthographic knowledge contributed to written composition both directly and indirectly through word spelling, while handwriting fluency contributed to written composition directly and indirectly through both word reading and spelling. Stroke sequence knowledge only contributed to written composition indirectly through word spelling. Conclusions: Preliminary hierarchical regression results were consistent with previous findings about the significant role of transcription skills in Chinese word reading, spelling and written composition development. The fact that orthographic knowledge contributed both directly and indirectly to written composition through word reading and spelling may reflect the impact of the script-sound-meaning convergence of Chinese characters on the composing process. The significant contribution of word spelling and handwriting fluency to Chinese written composition across elementary grades highlighted the difficulty in attaining automaticity of transcription skills in Chinese, which limits the working memory resources available for other composing processes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthographic%20knowledge" title="orthographic knowledge">orthographic knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=transcription%20skills" title=" transcription skills"> transcription skills</a>, <a href="https://publications.waset.org/abstracts/search?q=word%20reading" title=" word reading"> word reading</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a> </p> <a href="https://publications.waset.org/abstracts/32659/transcription-skills-and-written-composition-in-chinese" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32659.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">424</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">1198</span> The Impact of Model Specification Decisions on the Teacher ValuE-added Effectiveness: Choosing the Correct Predictors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Aslantas">Ismail Aslantas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Value-Added Models (VAMs), the statistical methods for evaluating the effectiveness of teachers and schools based on student achievement growth, has attracted decision-makers’ and researchers’ attention over the last decades. As a result of this attention, many studies have conducted in recent years to discuss these statistical models from different aspects. This research focused on the importance of conceptual variables in VAM estimations; therefor, this research was undertaken to examine the extent to which value-added effectiveness estimates for teachers can be affected by using context predictions. Using longitudinal data over three years from the international school context, value-added teacher effectiveness was estimated by ordinary least-square value-added models, and the effectiveness of the teachers was examined. The longitudinal dataset in this study consisted of three major sources: students’ attainment scores up to three years and their characteristics, teacher background information, and school characteristics. A total of 1,027 teachers and their 35,355 students who were in eighth grade were examined for understanding the impact of model specifications on the value-added teacher effectiveness evaluation. Models were created using selection methods that adding a predictor on each step, then removing it and adding another one on a subsequent step and evaluating changes in model fit was checked by reviewing changes in R² values. Cohen’s effect size statistics were also employed in order to find out the degree of the relationship between teacher characteristics and their effectiveness. Overall, the results indicated that prior attainment score is the most powerful predictor of the current attainment score. 47.1 percent of the variation in grade 8 math score can be explained by the prior attainment score in grade 7. The research findings raise issues to be considered in VAM implementations for teacher evaluations and make suggestions to researchers and practitioners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=model%20specification" title="model specification">model specification</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20effectiveness" title=" teacher effectiveness"> teacher effectiveness</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20performance%20evaluation" title=" teacher performance evaluation"> teacher performance evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=value-added%20model" title=" value-added model"> value-added model</a> </p> <a href="https://publications.waset.org/abstracts/125103/the-impact-of-model-specification-decisions-on-the-teacher-value-added-effectiveness-choosing-the-correct-predictors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125103.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">133</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">1197</span> Predictors of School Drop out among High School Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Osman%20Zorbaz">Osman Zorbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Selen%20Demirtas-Zorbaz"> Selen Demirtas-Zorbaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ozlem%20Ulas"> Ozlem Ulas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The factors that cause adolescents to drop out school were several. One of the frameworks about school dropout focuses on the contextual factors around the adolescents whereas the other one focuses on individual factors. It can be said that both factors are important equally. In this study, both adolescent’s individual factors (anti-social behaviors, academic success) and contextual factors (parent academic involvement, parent academic support, number of siblings, living with parent) were examined in the term of school dropout. The study sample consisted of 346 high school students in the public schools in Ankara who continued their education in 2015-2016 academic year. One hundred eighty-five the students (53.5%) were girls and 161 (46.5%) were boys. In addition to this 118 of them were in ninth grade, 122 of them in tenth grade and 106 of them were in eleventh grade. Multiple regression and one-way ANOVA statistical methods were used. First, it was examined if the data meet the assumptions and conditions that are required for regression analysis. After controlling the assumptions, regression analysis was conducted. Parent academic involvement, parent academic support, number of siblings, anti-social behaviors, academic success variables were taken into the regression model and it was seen that parent academic involvement (t=-3.023, p < .01), anti-social behaviors (t=7.038, p < .001), and academic success (t=-3.718, p < .001) predicted school dropout whereas parent academic support (t=-1.403, p > .05) and number of siblings (t=-1.908, p > .05) didn’t. The model explained 30% of the variance (R=.557, R2=.300, F5,345=30.626, p < .001). In addition to this the variance, results showed there was no significant difference on high school students school dropout levels according to living with parents or not (F2;345=1.183, p > .05). Results discussed in the light of the literature and suggestion were made. As a result, academic involvement, academic success and anti-social behaviors will be considered as an important factors for preventing school drop-out. <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=anti-social%20behavior" title=" anti-social behavior"> anti-social behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20academic%20involvement" title=" parent academic involvement"> parent academic involvement</a>, <a href="https://publications.waset.org/abstracts/search?q=parent%20academic%20support" title=" parent academic support"> parent academic support</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20dropout" title=" school dropout"> school dropout</a> </p> <a href="https://publications.waset.org/abstracts/71126/predictors-of-school-drop-out-among-high-school-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71126.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">284</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">1196</span> Needs of Omani Children in First Grade during Their Transition from Kindergarten to Primary School: An Ethnographic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zainab%20Algharibi">Zainab Algharibi</a>, <a href="https://publications.waset.org/abstracts/search?q=Julie%20McAdam"> Julie McAdam</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Fagan"> Catherine Fagan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to shed light on how Omani children in the first grade experience their needs during their transition to primary school. Theoretically, the paper was built on two perspectives: Dewey's concept of continuity of experience and the boundary objects introduced by Vygotsky (CHAT). The methodology of the study is based on the crucial role of children’s agency which is a very important activity as an educational tool to enhance the child’s participation in the learning process and develop their ability to face various issues in their life. Thus, the data were obtained from 45 children in grade one from 4 different primary schools using drawing and visual narrative activities, in addition to researcher observations during the start of the first weeks of the academic year for the first grade. As the study dealt with children, all of the necessary ethical laws were followed. This paper is considered original since it seeks to deal with the issue of children's transition from kindergarten to primary school in Oman, if not in the Arab region. Therefore, it is expected to fill an important gap in this field and present a proposal that will be a door for researchers to enter this research field later. The analysis of drawing and visual narrative was performed according to the social semiotics approach in two phases. The first is to read out the surface message “denotation,” while the second is to go in-depth via the symbolism obtained from children while they talked and drew letters and signs. This stage is known as “signified”; a video was recorded of each child talking about their drawing and expressing themself. Then, the data were organised and classified according to a cross-data network. Regarding the researcher observation analyses, the collected data were analysed according to the model was developed for the "grounded theory". It is based on comparing the recent data collected from observations with data previously encoded by other methods in which children were drawing alongside the visual narrative in the current study, in order to identify the similarities and differences, and also to clarify the meaning of the accessed categories and to identify sub-categories of them with a description of possible links between them. This is a kind of triangulation in data collection. The study came up with a set of findings, the most vital being that the children's greatest interest goes to their social and psychological needs, such as friends, their teacher, and playing. Also, their biggest fears are a new place, a new teacher, and not having friends, while they showed less concern for their need for educational knowledge and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20academic%20needs" title="children’s academic needs">children’s academic needs</a>, <a href="https://publications.waset.org/abstracts/search?q=children%E2%80%99s%20social%20needs" title=" children’s social needs"> children’s social needs</a>, <a href="https://publications.waset.org/abstracts/search?q=transition" title=" transition"> transition</a>, <a href="https://publications.waset.org/abstracts/search?q=primary%20school" title=" primary school"> primary school</a> </p> <a href="https://publications.waset.org/abstracts/159390/needs-of-omani-children-in-first-grade-during-their-transition-from-kindergarten-to-primary-school-an-ethnographic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159390.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">1195</span> The Vulnerability of Farmers in Valencia Negros Oriental to Climate Change: El Niño Phenomenon and Malnutrition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=J.%20K.%20Pis-An">J. K. Pis-An</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: The purpose of the study was to examine the vulnerability of farmers to the effects of climate change, specifically the El Niño phenomenon was felt in the Philippines in 2009-2010. Methods: KAP Survey determines behavioral response to vulnerability to the effects of El Niño. Body Mass Index: Dietary Assessment using 24-hour food recall. Results: 75% of the respondents claimed that crop significantly decreased during drought. Indications that households of farmers are large where 51.6% are composed of 6-10 family members with 68% annual incomes below Php 100,00. Anthropometric assessment showed that the prevalence of Chronic Energy Deficiency Grade 1 among females 17% and 28.57% for low normal. While male body mass index result for chronic energy deficiency grade 1 10%, low normal 18.33% and and obese grade 1, 31.67%. Dietary assessment of macronutrient intake of carbohydrates, protein, and fat 31.6 % among respondents are below recommended amounts. Micronutrient deficiency of calcium, iron, vit. A, thiamine, riboflavin, niacin, and Vit. C. Conclusion: Majority of the rural populations are engaged into farming livelihood that makes up the backbone of their economic growth. Placing the current nutritional status of the farmers in the context of food security, there are reasons to believe that the status will go for worse if the extreme climatic conditions will once again prevail in the region. Farmers rely primarily on home grown crops for their food supply, a reduction in farm production during drought is expected to adversely affect dietary intake. The local government therefore institute programs to increase food resiliency and to prioritize health of the population as the moving force for productivity and development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20health%20organization" title="world health organization">world health organization</a>, <a href="https://publications.waset.org/abstracts/search?q=united%20nation%20framework%20convention%20on%20climate%20change" title=" united nation framework convention on climate change"> united nation framework convention on climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=anthropometric" title=" anthropometric"> anthropometric</a>, <a href="https://publications.waset.org/abstracts/search?q=macronutrient" title=" macronutrient"> macronutrient</a>, <a href="https://publications.waset.org/abstracts/search?q=micronutrient" title=" micronutrient"> micronutrient</a> </p> <a href="https://publications.waset.org/abstracts/18182/the-vulnerability-of-farmers-in-valencia-negros-oriental-to-climate-change-el-nino-phenomenon-and-malnutrition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/18182.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">444</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1194</span> Factors Affecting Autistic Children's Development during the Early Years in Elementary School: A Longitudinal Study in Taiwan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huang%20Ying">Huang Ying</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was to investigate factors affecting children's improvement through the first two years of elementary school on a population-based sample of children with autism in Taiwan. All the children were diagnosed with autism spectrum disorder (ASD) by clinical psychologists according to DSM-IV. Children's development was assessed by the Vineland Adaptive Behavior Scales-Chinese version (VABS-C) on the first and the third grade. Children's improvement was measured by the difference between the standardized total score of the third and the first year. In Taiwan, school-age children with special-education needs will be arranged into different classes, including normal classes (NC), resource classes (RC), and special classes (SC) by the government. Therefore, type of class was one of the independent variables. Moreover, as early intervention is considered to be crucial, the earliest age when intervention begins was collected from parents. Attention was also included in the analysis. Teachers were asked to evaluate children's attention with a 3-item Likert Scale. The frequency of paying attention to the class or the task was recorded and scores were summed up. Additionally, standardized scores of the VABS-C in the first grade were used as pretest scores representing children's developmental level at the beginning of elementary school. Multiple regression was conducted with improvement as the dependent variable. Results showed that children in special classes had smaller improvement compared to those in normal or resource classes. Attention positively predicted improvement yet the effect of earliest intervention age was not significant. Furthermore, scores in the first grade negatively predicted improvement, which indicated that children with higher developmental levels would make less progress in the following years. Results were to some degree consistent with previous findings through meta-analysis that the effectiveness of conventional intervention methods lacked sufficient evidence to support. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention" title="attention">attention</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20intervention" title=" early intervention"> early intervention</a>, <a href="https://publications.waset.org/abstracts/search?q=elementary%20school" title=" elementary school"> elementary school</a>, <a href="https://publications.waset.org/abstracts/search?q=special%20education%20in%20Taiwan" title=" special education in Taiwan"> special education in Taiwan</a> </p> <a href="https://publications.waset.org/abstracts/63482/factors-affecting-autistic-childrens-development-during-the-early-years-in-elementary-school-a-longitudinal-study-in-taiwan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63482.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">291</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">1193</span> Evaluation of the Effect of Learning Disabilities and Accommodations on the Prediction of the Exam Performance: Ordinal Decision-Tree Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Singer">G. Singer</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Golan"> M. Golan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Providing students with learning disabilities (LD) with extra time to grant them equal access to the exam is a necessary but insufficient condition to compensate for their LD; there should also be a clear indication that the additional time was actually used. For example, if students with LD use more time than students without LD and yet receive lower grades, this may indicate that a different accommodation is required. If they achieve higher grades but use the same amount of time, then the effectiveness of the accommodation has not been demonstrated. The main goal of this study is to evaluate the effect of including parameters related to LD and extended exam time, along with other commonly-used characteristics (e.g., student background and ability measures such as high-school grades), on the ability of ordinal decision-tree algorithms to predict exam performance. We use naturally-occurring data collected from hundreds of undergraduate engineering students. The sub-goals are i) to examine the improvement in prediction accuracy when the indicator of exam performance includes 'actual time used' in addition to the conventional indicator (exam grade) employed in most research; ii) to explore the effectiveness of extended exam time on exam performance for different courses and for LD students with different profiles (i.e., sets of characteristics). This is achieved by using the patterns (i.e., subgroups) generated by the algorithms to identify pairs of subgroups that differ in just one characteristic (e.g., course or type of LD) but have different outcomes in terms of exam performance (grade and time used). Since grade and time used to exhibit an ordering form, we propose a method based on ordinal decision-trees, which applies a weighted information-gain ratio (WIGR) measure for selecting the classifying attributes. Unlike other known ordinal algorithms, our method does not assume monotonicity in the data. The proposed WIGR is an extension of an information-theoretic measure, in the sense that it adjusts to the case of an ordinal target and takes into account the error severity between two different target classes. Specifically, we use ordinal C4.5, random-forest, and AdaBoost algorithms, as well as an ensemble technique composed of ordinal and non-ordinal classifiers. Firstly, we find that the inclusion of LD and extended exam-time parameters improves prediction of exam performance (compared to specifications of the algorithms that do not include these variables). Secondly, when the indicator of exam performance includes 'actual time used' together with grade (as opposed to grade only), the prediction accuracy improves. Thirdly, our subgroup analyses show clear differences in the effect of extended exam time on exam performance among different courses and different student profiles. From a methodological perspective, we find that the ordinal decision-tree based algorithms outperform their conventional, non-ordinal counterparts. Further, we demonstrate that the ensemble-based approach leverages the strengths of each type of classifier (ordinal and non-ordinal) and yields better performance than each classifier individually. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=actual%20exam%20time%20usage" title="actual exam time usage">actual exam time usage</a>, <a href="https://publications.waset.org/abstracts/search?q=ensemble%20learning" title=" ensemble learning"> ensemble learning</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disabilities" title=" learning disabilities"> learning disabilities</a>, <a href="https://publications.waset.org/abstracts/search?q=ordinal%20classification" title=" ordinal classification"> ordinal classification</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20extension" title=" time extension"> time extension</a> </p> <a href="https://publications.waset.org/abstracts/118968/evaluation-of-the-effect-of-learning-disabilities-and-accommodations-on-the-prediction-of-the-exam-performance-ordinal-decision-tree-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118968.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">1192</span> Differential Item Functioning in the Vocabulary Test of Grade 7 Students in Public and Private Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dave%20Kenneth%20Tayao%20Cayado">Dave Kenneth Tayao Cayado</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20P.%20Magno"> Carlo P. Magno</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The most common source of bias detected are those of gender and socioeconomic status. The present study investigated the Differential Item Functioning (DIF) or item bias between public and private school students in a vocabulary test. Studies on DIF were expanded by using the type of school as a source of bias. There were 200 participants in this study. 100 came from a public secondary school and 100 came from a private secondary school. The vocabulary skills of students were measured using a standardized vocabulary test for grade 7 students. Using DIF, specifically the Rasch-Welch approach, it was found that out of 24 items, 12 were biased for a specific group. The vocabulary skills on the use of slang, idiomatic expression, personification, collocations, and partitive relations were biased for private schools while the use of slang and homonymous words were biased for public school students. The analysis debunked the trend that private school students are outperforming public school students in terms of academic achievement. It was revealed that there are some competencies that private school students are having difficulty and vice versa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=differential%20item%20functioning" title="differential item functioning">differential item functioning</a>, <a href="https://publications.waset.org/abstracts/search?q=item%20bias" title=" item bias"> item bias</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20school%20students" title=" public school students"> public school students</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20school%20students" title=" private school students"> private school students</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/98866/differential-item-functioning-in-the-vocabulary-test-of-grade-7-students-in-public-and-private-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/98866.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">191</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">1191</span> Pleomorphic Dermal Sarcoma: A Management Challenge</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Nada">Mona Nada</a>, <a href="https://publications.waset.org/abstracts/search?q=Fahmy%20Fahmy"> Fahmy Fahmy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Pleomorphic dermal sarcoma is a rare form of skin cancer affecting cutaneous layer and, in some cases associated with recurrence and metastasis, very commonly to seen in elderly patient affecting the area of head and neck. Pleomorphic dermal sarcoma rises in ultraviolet light exposed areas. The symptoms and severity of this kind of skin cancer varies according to histological factors. The differentiation of Pleomorphic dermal sarcoma needs extensive immunohistochemistry, as the diagnosis depends mainly on exclusion to rule out other malignancy like poorly differentiated squamous cell carcinoma, melanoma, angiosarcoma and leiomyosarcoma. Objective: assessing the management of Pleomorphic dermal sarcoma in our unit and compared to the updated guidelines. Design: Retrospective study Collection of patient data from medical records at countess of Chester plastic surgery unit of the last 5 years, all histologically confirmed Pleomorphic dermal sarcoma (2017-2023). Data were collected confirmed to be Pleomorphic dermal sarcoma were included in the study. The data collected: clinical description of the lesions at first presentation, operation time, multidisciplinary team discussion, plan, referral as well as second operation and investigation done. With comparison of histological examination, immunohistochemistry staining, the excision and rate of recurrence. Results: data collected N19 from (2017-2023) showed the disease predominantly affecting males and the lesion mainly in head and neck, the diagnosis needed extensive immunohistochemistry to differentiate between other malignancy. recurrence present in numbers of the cases which managed after multidisciplinary team discussion either by excision or radiotherapy. Conclusion: Pleomorphic dermal sarcoma is a rare malignancy which needs more understanding and avoid missing as it is aggressive form of skin cancer, there is a chance of metastasis and recurrence which makes it very important to understand the process of development of the cancer and frequent review of the management guidelines. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pleomorphic%20dermal%20sarcoma" title="pleomorphic dermal sarcoma">pleomorphic dermal sarcoma</a>, <a href="https://publications.waset.org/abstracts/search?q=recurrence" title=" recurrence"> recurrence</a>, <a href="https://publications.waset.org/abstracts/search?q=radiotherapy" title=" radiotherapy"> radiotherapy</a>, <a href="https://publications.waset.org/abstracts/search?q=surgical" title=" surgical"> surgical</a> </p> <a href="https://publications.waset.org/abstracts/171289/pleomorphic-dermal-sarcoma-a-management-challenge" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171289.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">72</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">1190</span> Evaluating the Effectiveness of Methods That Increase the Knowledge of Youths about the Sexually Transmitted Diseases</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gonul%20Kurt">Gonul Kurt</a>, <a href="https://publications.waset.org/abstracts/search?q=Semra%20Aciksoz"> Semra Aciksoz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> All types of interventions that increase the knowledge and awareness of youths about Sexually Transmitted Diseases (STD) are considered to be important for safe sex life and sexual health. The aim of this study was to determine the knowledge levels of nursing students about STD and evaluate the effectiveness of peer education and brochure methods to increase the knowledge and awareness about STD. This interventional study was carried out by participation of nursing students attending the first and second grade in a school of nursing on February–May 2015. The study participants were 200 undergraduate nursing student volunteers. The students were given education by peer trainers and brochure methods. First-grade students were divided into five groups with block randomization method and each group were given education by five peer trainers. Second-grade students were given education with brochure by the researchers. The knowledge level of study groups was evaluated before and after educational intervention. The data were collected using the “Data Collection Form” and “Sexually Transmitted Diseases Information Form”. The questionnaire forms developed by the researchers after the literature review. The SPSS 15.0 package software was used for the evaluation of the data obtained from the study. Data were analyzed by Mann-Whitney-U-Test, Wilcoxon Signed Ranks Test and Mc Nemar Test. A p value of <0.05 was regarded as statistically significant. All of participants in the study were female nursing students. The mean age of students was 18.99±0.32 years old in the peer education group and 20.04±0.37 in the brochure education group. There was no statistically significant difference between knowledge levels of the students in both groups before the education (p>0.05). It was determined that an increase in knowledge levels of the students in both groups after the education. This increase was statistically significant (p<0.05). It was determined that knowledge level of the students about STD in brochure group was higher than the peer education group (p<0.001). The results of this study indicate that brochure education method was more effective than the peer education method in both increasing knowledge and awareness about STD. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education%20method" title="education method">education method</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge" title=" knowledge"> knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a>, <a href="https://publications.waset.org/abstracts/search?q=sexually%20transmitted%20diseases" title=" sexually transmitted diseases"> sexually transmitted diseases</a> </p> <a href="https://publications.waset.org/abstracts/41622/evaluating-the-effectiveness-of-methods-that-increase-the-knowledge-of-youths-about-the-sexually-transmitted-diseases" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">297</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1189</span> Teaching the Tacit Nuances of Japanese Onomatopoeia through an E-Learning System: An Evaluation Approach of Narrative Interpretation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xiao-Yan%20Li">Xiao-Yan Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Takashi%20Hashimoto"> Takashi Hashimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Guanhong%20Li"> Guanhong Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Shuo%20Yang"> Shuo Yang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japanese, onomatopoeia is an important element in the lively expression of feelings and experiences. It is very difficult for students of Japanese to acquire onomatopoeia, especially, its nuances. In this paper, based on traditional L2 learning theories, we propose a new method to improve the efficiency of teaching the nuances – both explicit and tacit - to non-native speakers of Japanese. The method for teaching the tacit nuances of onomatopoeia consists of three elements. First is to teach the formal rules representing the explicit nuances of onomatopoeic words. Second is to have the students create new onomatopoeic words by utilizing those formal rules. The last element is to provide feedback by evaluating the onomatopoeias created. Our previous study used five-grade relative estimation. However students were confused about the five-grade system, because they could not understand the evaluation criteria only based on a figure. In this new system, then, we built an evaluation database through native speakers’ narrative interpretation. We asked Japanese native speakers to describe their awareness of the nuances of onomatopoeia in writing. Then they voted on site and defined priorities for showing to learners on the system. To verify the effectiveness of the proposed method and the learning system, we conducted a preliminary experiment involving two groups of subjects. While Group A got feedback about the appropriateness of their onomatopoeic constructions from the native speakers’ narrative interpretation, Group B got feedback just in the form of the five-grade relative estimation. A questionnaire survey administered to all of the learners clarified our learning system availability and also identified areas that should be improved. Repetitive learning of word-formation rules, creating new onomatopoeias and gaining new awareness from narrative interpretation is the total process used to teach the explicit and tacit nuances of onomatopoeia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=onomatopoeia" title="onomatopoeia">onomatopoeia</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20nuance" title=" tacit nuance"> tacit nuance</a>, <a href="https://publications.waset.org/abstracts/search?q=narrative%20interpretation" title=" narrative interpretation"> narrative interpretation</a>, <a href="https://publications.waset.org/abstracts/search?q=e-learning%20system" title=" e-learning system"> e-learning system</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20teaching" title=" second language teaching "> second language teaching </a> </p> <a href="https://publications.waset.org/abstracts/22430/teaching-the-tacit-nuances-of-japanese-onomatopoeia-through-an-e-learning-system-an-evaluation-approach-of-narrative-interpretation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">396</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1188</span> Study of Microstructure of Weldment Obtained by Submerged Arc Welding (SAW) on IS 2062 Grade B Mild Steel Plate at Zero Degree Celsius</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ajay%20Biswas">Ajay Biswas</a>, <a href="https://publications.waset.org/abstracts/search?q=Swapan%20Bhaumik"> Swapan Bhaumik</a>, <a href="https://publications.waset.org/abstracts/search?q=Abhijit%20Bhowmik"> Abhijit Bhowmik </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Present experiment has been carried out to study the microstructure of weldment obtained by submerged arc welding on mild steel plate at zero degree Celsius. To study this, bead on plate welding is done by submerged arc welding on the sample plate of heavy duty mild steel of designation IS 2062 grade B, fitted on the special fixture ensuring the plate temperature at zero degree Celsius. Sixteen numbers of such samples are welded by varying the most influencing parameters viz. travel speed, voltage, wire feed rate and electrode stick-out at four different levels. Taguchi’s design of experiment is applied by selecting Taguchi's L16 orthogonal array to restrict the number of experimental runs. Cross sectioned samples are polished and etched to view the weldment. Finally, different zone of the weldment is observed by optical microscope. From the type of microstructure of weldment it is concluded that submerged arc welding is feasible at zero degree Celsius on mild steel plate. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Submerged%20Arc%20Welding" title="Submerged Arc Welding">Submerged Arc Welding</a>, <a href="https://publications.waset.org/abstracts/search?q=zero%20degree%20Celsius" title=" zero degree Celsius"> zero degree Celsius</a>, <a href="https://publications.waset.org/abstracts/search?q=Taguchi%E2%80%99s%20design%20of%20experiment" title=" Taguchi’s design of experiment"> Taguchi’s design of experiment</a>, <a href="https://publications.waset.org/abstracts/search?q=microstructure%20of%20weldment" title=" microstructure of weldment"> microstructure of weldment</a> </p> <a href="https://publications.waset.org/abstracts/20873/study-of-microstructure-of-weldment-obtained-by-submerged-arc-welding-saw-on-is-2062-grade-b-mild-steel-plate-at-zero-degree-celsius" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20873.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">440</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">1187</span> Study of Interaction between Recycled Asphalt Pavement (RAP) Material and Virgin Material</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Bharath">G. Bharath</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20S.%20Reddy"> K. S. Reddy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivek%20Tandon"> Vivek Tandon</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Amaranatha%20Reddy"> M. Amaranatha Reddy </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents the details of a study conducted to evaluate the interaction between recycled binder and fresh binder in Recycled Asphalt Pavement (RAP) mixes. When RAP is mixed with virgin aggregates in the presence of fresh binder there will be partial blending in a hot mix asphalt mixture. A recent approach used by some researchers for studying the degree of blending of RAP binder with virgin binder has been adopted in this study. Dense Bituminous Macadam mix of Ministry of Road Transport of India with a nominal maximum aggregate size of 19 mm was studied. Two proportions of RAP-20% and 35% and two types of virgin binders – viscosity grade VG10 and VG30 were considered. Design binder contents were determined for all the four types of mixes (two RAP contents and two virgin binders) as per Marshall mix design procedure. The degree of blending of RAP and virgin binders was evaluated in terms of the complex modulus of the binder. Laboratory test results showed that with an increase in RAP content, the degree of blending decreases. Better blending was observed for softer grade binder (VG10). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blending" title="blending">blending</a>, <a href="https://publications.waset.org/abstracts/search?q=complex%20modulus" title=" complex modulus"> complex modulus</a>, <a href="https://publications.waset.org/abstracts/search?q=recycled%20asphalt%20pavement" title=" recycled asphalt pavement"> recycled asphalt pavement</a>, <a href="https://publications.waset.org/abstracts/search?q=virgin%20binder" title=" virgin binder"> virgin binder</a> </p> <a href="https://publications.waset.org/abstracts/24171/study-of-interaction-between-recycled-asphalt-pavement-rap-material-and-virgin-material" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24171.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">432</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">1186</span> A Qualitative Study: Teaching Fractions with Augmented Reality for 5th Grade Students in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Duygu%20%C3%96zdemir">Duygu Özdemir</a>, <a href="https://publications.waset.org/abstracts/search?q=Bilal%20%C3%96z%C3%A7ak%C4%B1r"> Bilal Özçakır</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Usage of augmented reality in education helps students to make sense of the three-dimensional world of mathematics. In this study, it was aimed to develop activities about fractions for 5th-grade students by augmented reality and also aimed to assess these activities in terms of students’ understanding and views. Data obtained from 60 students in a private school in Marmaris, Turkey was obtained through classroom observations, students’ worksheets and semi-structured interviews during two weeks. Data analysis was conducted by using constant-comparative analysis which leads to meaningful categories of findings. Findings of this study indicated that usage of augmented reality is a facilitator to make concretize and provide real-life application for fractions. Moreover, students’ opinions about its usage were lead to categories as benefit for learning, enjoyment and creating awareness of usage of augmented reality in mathematics education. In general, this study could be a bridge to show the contributions of augmented reality applications to mathematics education and also highlights that augmented reality could be used with subjects like fractions rather than subjects only in geometry learning domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=augmented%20reality" title="augmented reality">augmented reality</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=fractions" title=" fractions"> fractions</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a> </p> <a href="https://publications.waset.org/abstracts/81530/a-qualitative-study-teaching-fractions-with-augmented-reality-for-5th-grade-students-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/81530.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">199</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">1185</span> Effectiveness of GeoGebra in Developing Conceptual Understanding of Transformation Geometry Case of Grade 11 Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gebreegziabher%20Hailu%20Gebrecherkos">Gebreegziabher Hailu Gebrecherkos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the effectiveness of GeoGebra in developing the conceptual understanding of transformation geometry among Grade 11 students. Utilizing a quasi-experimental design, the research compares the learning outcomes of students who engaged with GeoGebra against those who received traditional instruction. Pre- and post-tests were administered to assess students' grasp of key transformation concepts, including translations, rotations, reflections, and dilations. Additionally, qualitative data were gathered through student interviews and classroom observations to explore their experiences and perceptions of using GeoGebra. Results indicate that students utilizing GeoGebra showed significantly greater improvement in their understanding of transformation geometry concepts. The interactive features of GeoGebra facilitated visualization and exploration, leading to enhanced engagement and deeper conceptual insights. The findings underscore the potential of GeoGebra as a powerful educational tool that not only fosters mathematical understanding but also accommodates diverse learning styles in the classroom. This study contributes valuable insights for educators seeking to improve the teaching and learning of transformation geometry in secondary education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=calculus" title="calculus">calculus</a>, <a href="https://publications.waset.org/abstracts/search?q=conceptual%20understanding" title=" conceptual understanding"> conceptual understanding</a>, <a href="https://publications.waset.org/abstracts/search?q=GeoGebra" title=" GeoGebra"> GeoGebra</a>, <a href="https://publications.waset.org/abstracts/search?q=transformation%20geometry" title=" transformation geometry"> transformation geometry</a> </p> <a href="https://publications.waset.org/abstracts/192217/effectiveness-of-geogebra-in-developing-conceptual-understanding-of-transformation-geometry-case-of-grade-11-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/192217.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">20</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">1184</span> Correlation between Body Mass Index and Blood Sugar/Serum Lipid Levels in Fourth-Grade Boys in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kotomi%20Yamashita">Kotomi Yamashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki"> Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Susumu%20Fukita"> Susumu Fukita</a>, <a href="https://publications.waset.org/abstracts/search?q=Risako%20Sakai"> Risako Sakai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifestyle-related diseases develop from the long-term accumulation of health consequences from a poor lifestyle. Thus, schoolchildren, who have not accumulated long-term lifestyle habits, are believed to be at a lower risk for lifestyle-related diseases. However, schoolchildren rarely receive blood tests unless they are under treatment for a serious disease; without such data on their blood, the impacts of their young lifestyle could not be known. Blood data from physical measurements can help in the implementation of more effective health education. Therefore, we examined the correlation between body mass index (BMI) and blood sugar/serum lipid (BS/SL) levels. From 2014 to 2016, we measured the blood data of fourth-grade students living in a city in Japan. The present study reported on the results of 281 fourth-grade boys only (80.3% of total). We analyzed their BS/SL levels by comparing the blood data against the criteria of the National Center for Child Health and Development in Japan. Next, we examined the correlation between BMI and BS/SL levels. IBM SPSS Statistics for Windows, Version 25 was used for analysis. A total of 69 boys (24.6%) were within the normal range for BMI (18.5–24), whereas 193 (71.5%) and 8 boys (2.8%) had lower and higher BMI, respectively. Regarding BS levels, 280 boys were within the normal range (70–90 mg/dl); 1 boy reported a higher value. All the boys were within the normal range for glycated Hemoglobin (HbA1c) (4.6–6.2%). Regarding SL levels, 271 boys were within the normal range (125–230 mg/dl) for total cholesterol (TC), whereas 5 boys (1.8%) had lower and 5 boys (1.8%) had higher levels. A total of 243 boys (92.7%) were within the normal range (36-138mg/dL) for triglycerides (TG), whereas 19 boys (7.3%) had lower and 19 boys (7.3%) had higher levels. Regarding high-density lipoprotein cholesterol (HDL-C), 276 boys (98.2%) were within the normal range (40-mg/dl), whereas 5 boys (1.8%) reported lower values. All but one boy (280, 99.6%) were within the normal range (-170 mg/dl) for low-density lipoprotein cholesterol (LDL-C); the exception (0.4%) had a higher level. BMI and BS didn’t show a correlation. BMI and HbA1c were moderately positively correlated (r = 0.139, ｐ＝0.019). We also observed moderate positive correlations between BMI and TG (r = 0.328, p < 0.01), TC (r=0.239, p< 0.01), LDL-C (r = 0.324, p < 0.01), respectively. BMI and HDL-C were low correlated (r = -0.185, p = 0.002). Most of the boys were within the normal range for BS/SL levels. However, some boys exceeded the normal TG range. Fourth graders with a high TG may develop a lifestyle-related disease in the future. Given its relation to TG, food habits should be improved in this group. Our findings suggested a positive correlation between BMI and BS/SL levels. Fourth-grade schoolboys with a high BMI may be at high risk for developing lifestyle-related diseases. Lifestyle improvement may be recommended to lower the BS/SL levels in this group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20sugar%20level" title="blood sugar level">blood sugar level</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyle-related%20diseases" title=" lifestyle-related diseases"> lifestyle-related diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a>, <a href="https://publications.waset.org/abstracts/search?q=serum%20lipid%20level" title=" serum lipid level"> serum lipid level</a> </p> <a href="https://publications.waset.org/abstracts/133020/correlation-between-body-mass-index-and-blood-sugarserum-lipid-levels-in-fourth-grade-boys-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133020.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">138</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">1183</span> Phonetics Problems and Solutions for 5th Grade Students of Turkish Language as a Foreign Language in Demirel College in 2015-2016 Academic Year</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Huseyin%20Demir">Huseyin Demir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foreign language learners are able to make mistakes in their pronunciation and writing when they encounter with alphabetical indications that are not available in their own language. The fifth-grade students who learn Turkish language at Demirel College in Georgia constitute the concrete example. ‘F’, ‘y’, ‘ö’, ‘ü’ letters in the Turkish alphabet are the most common mistakes they make. After a careful comparative linguistic study, it was found out that the mistakes caused by the fact that these signs were not available in Georgian. These problems have been tried to be solved through comparative language teaching method by using the pronunciation possibilities in other languages, which are spoken or known by students. First of all, other languages known by students are identified, the similar pronunciation difficulties in Turkish are also found in those languages in order to minimize the pronunciation problem in Turkish, pronunciation possibilities are that are available in those language are utilized. In this context, visual animations are made for pronunciation of English words such as year (yr), earn (örn), fair (fêir) and made student familiar with pronunciation with these words through repetition. With this study, it is observed that student’s motivation has been increased and with these indications, student’s mistakes are minimized. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pronunciation" title="pronunciation">pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Demirel%20college" title=" Demirel college"> Demirel college</a>, <a href="https://publications.waset.org/abstracts/search?q=motivations" title=" motivations"> motivations</a>, <a href="https://publications.waset.org/abstracts/search?q=Turkish%20as%20a%20foreign%20language" title=" Turkish as a foreign language"> Turkish as a foreign language</a> </p> <a href="https://publications.waset.org/abstracts/73678/phonetics-problems-and-solutions-for-5th-grade-students-of-turkish-language-as-a-foreign-language-in-demirel-college-in-2015-2016-academic-year" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/73678.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">251</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">1182</span> Contextual Variables Affecting Frustration Level in Reading: An Integral Inquiry </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mae%20C.%20Pavilario">Mae C. Pavilario</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study employs a sequential explanatory mixed method. Quantitatively it investigated the profile of grade VII students. Qualitatively, the prevailing contextual variables that affect their frustration-level were sought based on their perspective and that of their parents and teachers. These students were categorized as frustration-level in reading based on the data on word list of the Philippine Informal Reading Inventory (Phil-IRI). The researcher-made reading factor instrument translated to local dialect (Hiligaynon) was subjected to cross-cultural translation to address content, semantic, technical, criterion, or conceptual equivalence, the open-ended questions, and one unstructured interview was utilized. In the profile of the 26 participants, the 12 males are categorized as grade II and grade III frustration-levels. The prevailing contextual variables are personal-“having no interest in reading”, “being ashamed and fear of having to read in front of others” for extremely high frustration level; social environmental-“having no regular reading schedule at home” for very high frustration level and personal- “having no interest in reading” for high frustration level. Kendall Tau inferential statistical tool was used to test the significant relationship in the prevailing contextual variables that affect frustration-level readers when grouped according to perspective. Result showed that significant relationship exists between students-parents perspectives; however, there is no significant relationship between students’ and teachers’, and parents’ and teachers’ perspectives. The themes in the narratives of the participants on frustration-level readers are existence of speech defects, undesirable attitude, insufficient amount of reading materials, lack of close supervision from parents, and losing time and focus on task. Intervention was designed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contextual%20variables" title="contextual variables">contextual variables</a>, <a href="https://publications.waset.org/abstracts/search?q=frustration-level%20readers" title=" frustration-level readers"> frustration-level readers</a>, <a href="https://publications.waset.org/abstracts/search?q=perspective" title=" perspective"> perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=inquiry" title=" inquiry"> inquiry</a> </p> <a href="https://publications.waset.org/abstracts/74190/contextual-variables-affecting-frustration-level-in-reading-an-integral-inquiry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74190.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">164</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">1181</span> Teachers' Gender-Counts a Lot: Impact of Teachers’ Gender on Students’ Score Achievement at Primary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqleem%20Fatimah">Aqleem Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of study was to find out the impact of teachers’ gender on students’ score achievement. Focusing on primary level’s teachers & students, a survey research was conducted by using convenient sampling technique. All the students of grade four (1500) and fifty-six teachers (equally divided by gender) from the 50 randomly selected coeducational schools from Lahore were taken as sample. The academic performance was operationalized using a t-test on standardized achievement tests of the students in language, science mathematics and social studies. In addition, all those gender based characteristics of teachers that count a lot in classroom interactions (taking Multi-grade classes, classroom strategies, feedback strategies and evaluation method) that influence students’ achievement were also analyzed by using a questionnaire and an observation schedule. The results of the study showed better academic achievement of students (girl &boy) of female teachers comparatively to the students of male teachers. Therefore, as the female teachers’ number lacks in Pakistan, the study suggests policy makers to seek guidelines to induct more specialized and professionally competent female teachers because their induction will prove highly beneficial for the betterment of students’ score achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=score%20achievement" title=" score achievement"> score achievement</a> </p> <a href="https://publications.waset.org/abstracts/42633/teachers-gender-counts-a-lot-impact-of-teachers-gender-on-students-score-achievement-at-primary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42633.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">318</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">1180</span> Pathological Disparities in Patients Diagnosed with Prostate Imaging Reporting and Data System 3 Lesions: A Retrospective Study in a High-Volume Academic Center</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Reza%20Roshandel">M. Reza Roshandel</a>, <a href="https://publications.waset.org/abstracts/search?q=Tannaz%20Aghaei%20Badr"> Tannaz Aghaei Badr</a>, <a href="https://publications.waset.org/abstracts/search?q=Batoul%20Khoundabi"> Batoul Khoundabi</a>, <a href="https://publications.waset.org/abstracts/search?q=Sara%20C.%20Lewis"> Sara C. Lewis</a>, <a href="https://publications.waset.org/abstracts/search?q=Soroush%20Rais-Bahrami"> Soroush Rais-Bahrami</a>, <a href="https://publications.waset.org/abstracts/search?q=John%20Sfakianos"> John Sfakianos</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Mehrazin"> Reza Mehrazin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ash%20K.%20Tewari"> Ash K. Tewari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Introduction: Prostate biopsy is the most reliable diagnostic method for choosing the appropriate management of prostate cancer. However, discrepancies between Gleason grade groups (GG) of different biopsies remain a significant concern. This study aims to assess the association of the radiological factors with GG discrepancies in patients with index Prostate Imaging Reporting and Data System (PI-RADS) 3 lesions, using radical prostatectomy (RP) specimens as the most accurate and informative pathology. Methods: This single-institutional retrospective study was performed on a total of 2289 consecutive prostate cancer patients with combined targeted and systematic prostate biopsy followed by radical prostatectomy (RP). The database was explored for patients with the index PI-RADS 3 lesions version 2 and 2.1. Cancers with PI-RADS 4 or 5 scoring were excluded from the study. Patient characteristics and radiologic features were analyzed by multivariable logistic regression. Number-density of lesions was defined as the number of lesions per prostatic volume. Results: Of the 151 prostate cancer cases with PI-RADS 3 index lesions, 27% and 17% had upgrades and downgrades at RP, respectively. Analysis of grade changes showed no significant associations between discrepancies and the number or the number density of PI-RADS 3 lesions. Moreover, the study showed no significant association of the GG changes with race, age, location of the lesions, or prostate volume. Conclusions: This study demonstrated that in PI-RADS 3 cancerous nodules, the chance of the pathology changes in the final pathology of RP specimens was low. Furthermore, having multiple PI-RADS 3 nodules did not change the conclusion, as the possibility of grade changes in patients with multiple nodules was similar to those with solitary lesions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=prostate" title="prostate">prostate</a>, <a href="https://publications.waset.org/abstracts/search?q=adenocarcinoma" title=" adenocarcinoma"> adenocarcinoma</a>, <a href="https://publications.waset.org/abstracts/search?q=multiparametric%20MRI" title=" multiparametric MRI"> multiparametric MRI</a>, <a href="https://publications.waset.org/abstracts/search?q=Gleason%20score" title=" Gleason score"> Gleason score</a>, <a href="https://publications.waset.org/abstracts/search?q=robot-assisted%20surgery" title=" robot-assisted surgery"> robot-assisted surgery</a> </p> <a href="https://publications.waset.org/abstracts/161253/pathological-disparities-in-patients-diagnosed-with-prostate-imaging-reporting-and-data-system-3-lesions-a-retrospective-study-in-a-high-volume-academic-center" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161253.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">133</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">1179</span> Reading Informational or Fictional Texts to Students: Choices and Perceptions of Preschool and Primary Grade Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anne-Marie%20Dionne">Anne-Marie Dionne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teacher reading aloud to students is a practice that is well established in preschool and primary classrooms. Many benefits of this pedagogical activity have been highlighted in multiple studies. However, it has also been shown that teachers are not keen on choosing informational texts for their read aloud, as their selections for this venue are mainly fictional stories, mostly written in a unique narrative story-like structure. Considering that students soon have to read complex informational texts by themselves as they go from one grade to another, there is cause for concern because those who do not benefit from an early exposure to informational texts could be lacking knowledge of informational text structures that they will encounter regularly in their reading. Exposing students to informational texts could be done in different ways in classrooms. However, since read aloud appears to be such a common and efficient practice in preschool and primary grades, it is important to examine more deeply the factors taken into account by teachers when they are selecting their readings for this important teaching activity. Moreover, it seems critical to know why teachers are not inclined to choose more often informational texts when they are reading aloud to their pupils. A group of 22 preschool or primary grade teachers participated in this study. The data collection was done by a survey and an individual semi-structured interview. The survey was conducted in order to get quantitative data on the read-aloud practices of teachers. As for the interviews, they were organized around three categories of questions (exploratory, analytical, opinion) regarding the process of selecting the texts for the read-aloud sessions. A statistical analysis was conducted on the data obtained by the survey. As for the interviews, they were subjected to a content analysis aiming to classify the information collected in predetermined categories such as the reasons given to favor fictional texts over informative texts, the reasons given for avoiding informative texts for reading aloud, the perceptions of the challenges that the informative texts could bring when they are read aloud to students, and the perceived advantages that they would present if they were chosen more often for this activity. Results are showing variable factors that are guiding the teachers when they are making their selection of the texts to be read aloud. As for example, some of them are choosing solely fictional texts because of their convictions that these are more interesting for their students. They also perceive that the informational texts are not good choices because they are not suitable for pleasure reading. In that matter, results are pointing to some interesting elements. Many teachers perceive that read aloud of fictional or informational texts have different goals: fictional texts are read for pleasure and informational texts are read mostly for academic purposes. These results bring out the urgency for teachers to become aware of the numerous benefits that the reading aloud of each type of texts could bring to their students, especially the informational texts. The possible consequences of teachers’ perceptions will be discussed further in our presentation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fictional%20texts" title="fictional texts">fictional texts</a>, <a href="https://publications.waset.org/abstracts/search?q=informational%20texts" title=" informational texts"> informational texts</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool%20or%20primary%20grade%20teachers" title=" preschool or primary grade teachers"> preschool or primary grade teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20aloud" title=" reading aloud"> reading aloud</a> </p> <a href="https://publications.waset.org/abstracts/88709/reading-informational-or-fictional-texts-to-students-choices-and-perceptions-of-preschool-and-primary-grade-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88709.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">150</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">1178</span> Modulation of Isoprenaline-Induced Myocardial Damage by Atorvastatin</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dalia%20Atallah">Dalia Atallah</a>, <a href="https://publications.waset.org/abstracts/search?q=Lamiaa%20Ahmed"> Lamiaa Ahmed</a>, <a href="https://publications.waset.org/abstracts/search?q=Hala%20Zaki"> Hala Zaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Mahmoud%20Khattab"> Mahmoud Khattab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Isoprenaline (ISO) administration induces myocardial damage via oxidative stress and endothelial dysfunction. Atorvastatin (ATV) treatment improves both oxidative stress and endothelial dysfunction yet recent studies have reported a pro-oxidant effect upon ATV administration on both clinical and experimental studies. The present study was directed to investigate the effect of ATV pre-treatment and treatment on ISO-induced myocardial damage. Methods: Male rats were divided into five groups (n = 10). Rats were given ISO (5mg/kg/day, i.p.) for one week with or without ATV (10mg/kg/day, p.o.). ATV was given either as pre-treatment for one week before its co-administration with ISO for another week or as a treatment for two weeks at the end of the ISO administration. At the end of the experiment, the electrocardiographic examination was done and blood was isolated for the estimation of plasma creatine kinase MB (CK-MB) activity. Rats were then sacrificed and the whole ventricles were isolated for histological examination and the estimation of lipid peroxides as malondialdehyde (MDA) level, reduced glutathione (GSH) level, catalase activity, total nitrate-nitrite (NOx), as well as the estimation of both endothelial nitric oxide synthase (eNOS) and inducible nitric oxide synthase (iNOS) protein expression. Results: ISO-induced myocardial damage showed a significant elevation in ST segment, an increase in CK-MB activity, as well as increased oxidative stress biomarkers. Also, ISO-treated rats showed a significant decrease in myocardial NOx level and eNOS as well as degeneration in the myocardium. ATV pre-treatment didn’t show any protection to ISO-treated rats. On the other hand, ATV treatment showed a significant decrease in both the elevated ST wave and CK-MB activity. Moreover, ATV Treatment succeeded to improve oxidative stress biomarkers, tissue NOx, and eNOS protein expression, as well as amelioration of the histological alterations. Conclusion: Pre-treatment with ATV failed to protect against ISO-induced damage. This might suggest a synergistic pro-oxidant effect upon administration of the pro-oxidant ISO along with ATV as demonstrated by the increased oxidative stress and endothelial dysfunction. On the other side, ATV treatment succeeded to significantly improve oxidative stress biomarkers, endothelial dysfunction and myocardial degeneration. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=atorvastatin" title="atorvastatin">atorvastatin</a>, <a href="https://publications.waset.org/abstracts/search?q=endothelial%20dysfunction" title=" endothelial dysfunction"> endothelial dysfunction</a>, <a href="https://publications.waset.org/abstracts/search?q=isoprenaline" title=" isoprenaline"> isoprenaline</a>, <a href="https://publications.waset.org/abstracts/search?q=oxidative%20stress" title=" oxidative stress"> oxidative stress</a> </p> <a href="https://publications.waset.org/abstracts/14947/modulation-of-isoprenaline-induced-myocardial-damage-by-atorvastatin" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14947.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">446</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">1177</span> Reduction Behavior of Medium Grade Manganese Ore from Karangnunggal during a Sintering Process in Methane Gas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Aripin">H. Aripin</a>, <a href="https://publications.waset.org/abstracts/search?q=I.%20Made%20Joni"> I. Made Joni</a>, <a href="https://publications.waset.org/abstracts/search?q=Edvin%20Priatna"> Edvin Priatna</a>, <a href="https://publications.waset.org/abstracts/search?q=Nundang%20Busaeri"> Nundang Busaeri</a>, <a href="https://publications.waset.org/abstracts/search?q=Svilen%20Sabchevski"> Svilen Sabchevski</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this investigation, manganese has been produced from medium grade manganese ore from Karangnunggal mine (West Java, Indonesia). The ores were grinded using a jar mill to pass through a 150 mesh sieve. The effects of keeping it at a temperature of 1200 °C in methane gas on the structural properties have been studied. The material’s properties have been characterized on the basis of the experimental data obtained using X-ray fluorescence (XRF), X-ray diffraction (XRD), Scanning Electron Microscopy (SEM), and Fourier transform infrared (FTIR) spectroscopy. It has been found that the ore contains MnO₂ as the main constituents at about 46.80 wt.%. It can be also observed that the ore particles are agglomerated forming dense grains with different texture and morphology. The irregular-shaped grains with dark contrast, the large brighter grains, and smaller grains with bright texture and smooth surfaces are associated with the presence of manganese, calcium, and quartz, respectively. From XRD patterns, MnO₂ is reduced to hausmannite (Mn₃O₄), manganosite (MnO) and manganese carbide (Mn₇C₃). At a temperature of 1200°C the keeping time does not have any effect on the formation of crystals and the crystalline phases remain almost unchanged in the time range from 15 to 90 minutes. An increase of the keeping time up to 45 minutes during the sintering process leads to an increase of the MnO concentration, while at 90 minutes, the concentration decreases. At longer keeping times the excess reaction of the methane gas and manganese oxide in the ore causes an increase of carbon deposition. As a result, it blocks the particle surface and then hinders the reduction process of manganese oxide. From FTIR spectrum allows one to explain that the appearance of C=O stretching mode arises from absorption of atmospheric methane and manganese oxide of the ore. The intensity of this band increases with increasing the keeping time, indicating an increase of carbon deposition on the surface of manganese oxide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=manganese" title="manganese">manganese</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20grade%20manganese%20ore" title=" medium grade manganese ore"> medium grade manganese ore</a>, <a href="https://publications.waset.org/abstracts/search?q=structural%20properties" title=" structural properties"> structural properties</a>, <a href="https://publications.waset.org/abstracts/search?q=keeping%20the%20temperature" title=" keeping the temperature"> keeping the temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=carbon%20deposition" title=" carbon deposition"> carbon deposition</a> </p> <a href="https://publications.waset.org/abstracts/76565/reduction-behavior-of-medium-grade-manganese-ore-from-karangnunggal-during-a-sintering-process-in-methane-gas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76565.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">155</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1176</span> Ability of Bentonite-lactobacillus Rhamnosus GAF06 Mixture to Mitigate Aflatoxin M1 Damages in Balb/C Mice</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Amina%20Aloui">Amina Aloui</a>, <a href="https://publications.waset.org/abstracts/search?q=Jalila%20Ben%20Salah-Abb%C3%A8s"> Jalila Ben Salah-Abbès</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdellah%20Zinedine"> Abdellah Zinedine</a>, <a href="https://publications.waset.org/abstracts/search?q=Amar%20Riba"> Amar Riba</a>, <a href="https://publications.waset.org/abstracts/search?q=Noel%20Durand"> Noel Durand</a>, <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Brabet"> Catherine Brabet</a>, <a href="https://publications.waset.org/abstracts/search?q=Didier%20Montet"> Didier Montet</a>, <a href="https://publications.waset.org/abstracts/search?q=Samir%20Abb%C3%A8s"> Samir Abbès</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mycotoxin contamination of food and feed-isa globaconcern, both economically and for public health. Aflatoxin M1 (AFM1) is the principal hydroxylated metabolite of aflatoxin B1. It is frequently found in milk and other dairy products. It is responsible for the development of hepatocellular carcinoma and immunotoxic in humans and animals. The reduction of its bioavailabilitybecomesa great demand in order to protect human and animal health. The use of probiotic bacteria and clay are demonstrated to be able to bind AFM1 in vitro. This study aimed to investigate, in vivo, the activity of two-component mixture: L. rhamnosusGAF06 (LR) and bentonite for reducing the oxidative stress and the histological alterationsinduced by AFM1 in the liver andkidneys. For the experiment, male mice were divided into 7 groups (6 mice/group) and treated, orally, by AFM1, alone or in combination with LR and/or bentonite, for 10 days as follows: group 1 control, group 2 treated with LR alone (2.108 CFU/ml), group 3 treated with bentonite alone (1g/kg), group 4 treated with AFM1 alone (100μg/kg), group 5 co-treated with LR+AFM1, group 6 co-treated with bentonite+AFM1, group 7 co-treated with bentonite+LR+AFM1. At the end of the treatment, the mice were sacrificed, and the livers and kidneys were collected for histological assays. Intracellular antioxidant activities and lipid peroxidation were also studied. The results showed that AFM1causeddamage in liver and kidney tissues, being evidence of hepatotoxicity and nephrotoxicity marked by necrotic cells. It increased the MDA level and decreased the antioxidant enzyme activities (SOD) in both organs. In contrast, the co-treatment with AFM1 plus LR and/or bentonitesignificantly improved the hepatic and renal tissues, regulated kidney, and liver antioxidant enzyme activities. This improvement was more remarkable with the administration of LR-bentonite mixture with AFM1.LR and bentonite alone showed to be safe during the treatment. This mixture can be a promising candidate for future applications in biotechnological processes that aimed to detoxify AFM1in food and feed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=aflatoxin%20M1" title="aflatoxin M1">aflatoxin M1</a>, <a href="https://publications.waset.org/abstracts/search?q=bentonite" title=" bentonite"> bentonite</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20rhamnosus%20GAF06" title=" L. rhamnosus GAF06"> L. rhamnosus GAF06</a>, <a href="https://publications.waset.org/abstracts/search?q=oxidative%20stress" title=" oxidative stress"> oxidative stress</a>, <a href="https://publications.waset.org/abstracts/search?q=prevention" title=" prevention"> prevention</a> </p> <a href="https://publications.waset.org/abstracts/145449/ability-of-bentonite-lactobacillus-rhamnosus-gaf06-mixture-to-mitigate-aflatoxin-m1-damages-in-balbc-mice" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145449.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1175</span> Spatial Characters Adapted to Rainwater Natural Circulation in Residential Landscape</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yun%20Zhang">Yun Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Urban housing in China is typified by residential districts that occupy 25 to 40 percentage of the urban land. In residential districts, squares, roads, and building facades, as well as plants, usually form a four-grade spatial structure: district entrances, central landscapes, housing cluster entrances, green spaces between dwellings. This spatial structure and its elements not only compose the visible residential landscape but also play a major role of carrying rain water. These elements, therefore, imply ecological significance to urban fitness. Based upon theories of landscape ecology, residential landscape can be understood as a pattern typified by minor soft patch of planted area and major hard patch of buildings and squares, as well as hard corridors of roads. Use five landscape districts in Hangzhou as examples; this paper finds that the size, shape and slope direction of soft patch, the bend of roads, and the form of the four-grade spatial structure are influential for adapting to natural rainwater circulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hangzhou%20China" title="Hangzhou China">Hangzhou China</a>, <a href="https://publications.waset.org/abstracts/search?q=rainwater" title=" rainwater"> rainwater</a>, <a href="https://publications.waset.org/abstracts/search?q=residential%20landscape" title=" residential landscape"> residential landscape</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20character" title=" spatial character"> spatial character</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20housing" title=" urban housing"> urban housing</a> </p> <a href="https://publications.waset.org/abstracts/67330/spatial-characters-adapted-to-rainwater-natural-circulation-in-residential-landscape" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67330.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">324</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">1174</span> Use of Smartphone in Practical Classes to Facilitate Teaching and Learning of Microscopic Analysis and Interpretation of Tissues Sections</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lise%20P.%20Lab%C3%A9jof">Lise P. Labéjof</a>, <a href="https://publications.waset.org/abstracts/search?q=Krisnayne%20S.%20Ribeiro"> Krisnayne S. Ribeiro</a>, <a href="https://publications.waset.org/abstracts/search?q=Nicolle%20P.%20dos%20Santos"> Nicolle P. dos Santos</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An unrecorded experiment of use of the smartphone as a tool for practical classes of histology is presented in this article. Behavior, learning of the students of three science courses at the University were analyzed and compared as well as the mode of teaching of this discipline and the appreciation of the students, using either digital photographs taken by phone or drawings for record microscopic observations, analyze and interpret histological sections of human or animal tissues. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cell%20phone" title="cell phone">cell phone</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20micrographies" title=" digital micrographies"> digital micrographies</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20of%20sciences" title=" learning of sciences"> learning of sciences</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20practices" title=" teaching practices"> teaching practices</a> </p> <a href="https://publications.waset.org/abstracts/19458/use-of-smartphone-in-practical-classes-to-facilitate-teaching-and-learning-of-microscopic-analysis-and-interpretation-of-tissues-sections" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19458.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">596</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">1173</span> Scale-Up Process for Phyllanthus niruri Enriched Extract by Supercritical Fluid Extraction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Norsyamimi%20Hassim">Norsyamimi Hassim</a>, <a href="https://publications.waset.org/abstracts/search?q=Masturah%20Markom"> Masturah Markom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Supercritical fluid extraction (SFE) has been known as a sustainable and safe extraction technique for plant extraction due to the minimal usage of organic solvent. In this study, a scale-up process for the selected herbal plant (Phyllanthus niruri) was investigated by using supercritical carbon dioxide (SC-CO2) with food-grade (ethanol-water) cosolvent. The quantification of excess ethanol content in the final dry extracts was conducted to determine the safety of enriched extracts. The extraction yields obtained by scale-up SFE unit were not much different compared to the predicted extraction yields with an error of 2.92%. For component contents, the scale-up extracts showed comparable quality with laboratory-scale experiments. The final dry extract showed that the excess ethanol content was 1.56% g/g extract. The fish embryo toxicity test (FETT) on the zebrafish embryos showed no toxicity effects by the extract, where the LD50 value was found to be 505.71 µg/mL. Thus, it has been proven that SFE with food-grade cosolvent is a safe extraction technique for the production of bioactive compounds from P. niruri. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=scale-up" title="scale-up">scale-up</a>, <a href="https://publications.waset.org/abstracts/search?q=supercritical%20fluid%20extraction" title=" supercritical fluid extraction"> supercritical fluid extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=enriched%20extract" title=" enriched extract"> enriched extract</a>, <a href="https://publications.waset.org/abstracts/search?q=toxicity" title=" toxicity"> toxicity</a>, <a href="https://publications.waset.org/abstracts/search?q=ethanol%20content" title=" ethanol content"> ethanol content</a> </p> <a href="https://publications.waset.org/abstracts/119141/scale-up-process-for-phyllanthus-niruri-enriched-extract-by-supercritical-fluid-extraction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/119141.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">132</span> </span> </div> </div> <ul class="pagination"> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=histological%20grade&page=8" rel="prev">&lsaquo;</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=histological%20grade&page=1">1</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=histological%20grade&page=2">2</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=histological%20grade&page=6">6</a></li> <li class="page-item"><a class="page-link" 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