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The Common Site of Impactions and Complications Associated with Foreign Bodies in the UADT: An Observational Study of a Tertiary Care Hospital in Bangladesh

Background: Foreign bodies are frequently encountered in the field of otolaryngology, specifically within the domains of the ear, nose, and throat (ENT). Serious complications, such as tympanic perforations and bronchoaspiration, are infrequently observed. Objective: To see the common site of impactions and complications associated with Foreign Bodies in the UADT. Methods: The Department of Otolaryngorhinology and Head-Neck Surgery at Dhaka Medical College Hospital conducted a cross-sectional study inside a hospital setting. The study was conducted from March 23, 2019, to September 22, 2019. The study included individuals who had a prior medical record of either inhaling or being impacted by a foreign object, as well as individuals who had a history of difficulty swallowing. Results: In this study, the majority of patients (70.0%) were found to be within the age range of 0 to 10 years. The average age of the patients was 6.1±2.8 years. This study found that foreign bodies were frequently observed to be impacted in the nose (42%), oesophagus (20%), and throat (38.0%).There are three main categories of foreign bodies: metallic foreign bodies, which account for 36.0% of cases, non-metallic foreign bodies, which account for 44.0% of cases, and living foreign bodies, which account for 20.0% of cases. The present study has provided evidence that non-invasive treatment methods, specifically direct vision only, accounted for the majority (42.0%) of the treatment approaches utilized. Laryngoscopy was deemed necessary in 38.0% of the patients, whereas esophagoscopy was performed in 14.0% of the cases. The present investigation involved the performance of endoscopic removal of foreign bodies (FB) in 6.0% of cases. Within the scope of this inquiry, it was noted that three subjects experienced postoperative challenges, encompassing sensations of discomfort, instances of bleeding, and issues associated with anesthesia. Conclusion: The majority of instances involving foreign .....

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Register competence in academic writing of student teachers specialising in English didactics at the University of Venda

The adept utilisation of appropriate language registers is fundamental for proficient academic writing among students who study English as a secondary language within educational institutions such as schools, colleges, and universities. This investigation stems from a comprehensive study that sought to evaluate the register proficiency of a select group of student teachers who, for various reasons, encountered challenges in employing suitable language registers. The primary objective of this scholarly article is to scrutinise the application of apt academic registers among a specific cohort of third-year English students at a rural university. This cohort comprised 15 trainee educators specialising in English didactics. The research adopted a case study design, focusing on the qualitative method, with data analysis conducted through thematic analysis. The outcomes of this study illuminated that a deficiency in register comprehension and application could impede the academic writing endeavours of the selected third-year teacher training students. However, it also highlighted the potential for improvement, as the students’ compositions demonstrated instances of passive voice, absence of parallel structure, and utilisation of colloquial language, slang, personal pronouns, and phrasal verbs––styles generally deemed unsuitable for academic writing. This study underscores the significance of meticulous attention to register employment to ensure that students have attained mastery over the appropriate writing style and its correct usage in academic contexts. It also suggests that with targeted interventions, such as the integration of an Artificial Intelligence pedagogical approach, these students can improve their register proficiency, providing a clear path for their future academic writing competence.

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