Academic Email Research Articles

Mental health in midwifery students: A French nationwide survey

BackgroundPoor mental health in health students is a major public health issue, impacting personal quality of life and functioning, curriculum and care quality to patients. ProblemFew studies to date have examined mental health in midwifery students. AimTo evaluate the midwifery students'mental health. MethodsAn online cross-sectional survey was performed between 02/11/2023 and 11/12/2023. Anonymous questionnaires were sent to midwife students via academic emails by all midwife faculties in France. We assessed the prevalence of current depressive symptoms, current generalised anxiety symptoms, burnout for students in internship, 12-month major depressive disorder and 12-month suicidal ideation, humiliation, sexual harassment, and sexual aggression during their curriculum with specific questions. Multivariate logistic regression was performed to identify the main factors associated with major depressive disorder and suicidal ideation. FindingsAmong midwifery students, 1920 (response rate: 51.9 %) were included. The prevalences of current depressive symptoms, anxiety symptoms, burnout, 12-month major depressive disorder, and 12-month suicidal ideation were 62 %, 47 %, 44 %, 13 % and 14 %, respectively. Humiliation, sexual harassment and sexual aggression were reported by 19 %, 1.8 % and 0.7 %, respectively. In multivariable analyses, having important financial difficulties and sexual violence were associated with higher rates of major depressive episodes and suicidal ideation. Discussion>1 in 10 students suffered from 12-month depression and/or suicidal ideation, and almost half of them expressed various distressing symptoms. ConclusionThese alarming results highlighted the need for interventions to improve mental health in midwifery students, including safer conditions of education and living.

"Good Morning, My Dear Dr." Openings and Closings in University Students’ Academic Emails

The current study investigates the openings and closings in the emails of Jordanian undergraduate students to their professors. It is significant as it provides invaluable insights into different aspects of student-professor interpersonal communication. This study seeks to fill a gap in the literature by examining how Jordanian university undergraduates open and close their first-contact emails to their professors. This study uses both quantitative and qualitative research methods. The sample of this study consisted of 200 authentic Arabic email messages drawn from a professor’s mail inbox. The data were analyzed based on Salazar-Campillo & Codina-Espurz’s typology of opening and closing. The findings reveal that the emails included all the opening and closing moves reported by previous research, however, with clear variation. The findings also show that openings and closings are used as politeness strategies to create a positive tone for student-professor academic interactions. Moreover, the study concludes that the emails resorted to more informal opening and closing formulas. The emails in this study do not conform to the norms and etiquette of student-professor email interaction. Furthermore, this study reports the use of emojis in almost all moves of the opening and closing sequences. Based on the findings, future studies are recommended.

When East Meets West: A Comparative Analysis of Credibility and Persuasive Appeals in Cross-Cultural Email Negotiations between Genders

The bulk of studies focusing on cross-cultural variations in persuasive appeals examines letters or newspaper articles (Al-Ali 2006; Alhudhaif , 2005; Bhatia , 2014; Connor et al ., 1995; Ismail , 2010). It is rare for a study to examine persuasive appeals within intercultural settings via email communication for academic proposal purposes. To this end, this study investigates the use of credibility appeals in emails sent by Saudi and Australian PhD applicants to potential Australian supervisors. The study employs a genre-based approach, utilizing Swales' (1990) framework for genre analysis to identify the communicative purposes of each move in academic email negotiations. The results suggest cultural differences in self-presentation strategies. Despite quantitative similarities in credibility appeals usage, qualitative differences suggest cultural influences on communication styles. The study highlights the need for a culture-bridging approach to academic writing, promoting intercultural communication and contributing to a more comprehensive comprehension of academic email negotiations.

Analyzing Email Communication Patterns Among Bachelor of Information and Communication Technology Education (BICTE) Students: A Case Study

This study explores the difficult scenery of email communication between undergraduate students enrolled in the Bachelor of Information and Communication Technology Education (BICTE) program within the university. The research explores various facets of email usage, including structure, literacy, and performance, shedding light on the prevalent challenges faced by students in effectively conveying messages. Significant findings encompass issues such as inapt structure, the absence of vital information, empty subjects, casual language, and the tendency to send multiple emails at once. Through the analysis of 175 actual emails exchanged between students and department heads, the study seeks to unravel patterns, trends, and deficiencies in email communication. The identified challenges underscore the importance of enhancing digital literacy and communication skills among BICTE students, addressing the delicate balance between formality and informality in academic emails, and promoting organized correspondence to facilitate a positive and efficient learning environment. The insights gleaned from this research aim to inform strategic improvements in communication training within the BICTE program, ultimately fostering a more effective and professional email communication culture.

Politeness markers in emails of non-native English speaking university students

The use of computer-mediated communication including emails has become pervasive in academic contexts as a result of the COVID-19 pandemic. What seems to be significant but simply overlooked by students is meeting politeness netiquettes while sending emails. To this end, the current study investigated the extent to which non-native English speaking university students adjust the level of politeness in their response emails written in English to that of the emails received from an American professor. To collect data, four versions of an academic email message with different levels of politeness were prepared in advance. The emails either included or excluded verbal and structural politeness markers and asked for the participants’ demographic information and their reason for participation in the study. Then, 73 university students enrolled in a general English course were selected and divided randomly into four groups each of which received one version of the email message from the professor. The results of the data analysis on the participants’ response emails, based on accommodation theory (Giles 1973) as a theoretical framework, revealed that they did not accommodate either verbal or structural politeness cues in emails. Besides, the participants’ knowledge of the politeness etiquettes in the academic email genre seemed inadequate. Finally, the article provides some pedagogical implications for course designers, materials developers, and instructors to devise some plans to raise students’ awareness of email politeness etiquettes and for students to be aware of the significance of meeting politeness principles in their academic emails.

Identifying disability-related barriers to academic employment

ABSTRACTThis study sought to increase understanding on barriers to securing academic employment met by people with disabilities. Lindsay and Fuentes [2022. “It is Time to Address Ableism in Academia: A Systematic Review of the Experiences and Impact of Ableism among Faculty and Staff.” Disabilities 2 (2): 178–203] pointed out the paucity of research on disability in academia. We surveyed over 5,000 authors of scholarly articles with ‘disab’ in the title and with UK or USA academic email addresses. People with disabilities were asked to describe barriers they met, and people without disabilities to describe barriers they believed that people with disabilities faced. The responses were classified according to the category of barrier. We found examples of 11 categories of barrier, indicating that a wide range of factors contribute to barriers to academic employment. The most common categories of barrier in responses by people with disabilities were attitudinal barriers, inadequate provision of reasonable adjustment, and excessive workload. Moreover, the frequencies of categories of barrier vary greatly with impairment. We consider the possible ramifications of our study for addressing the barriers to academic employment, the understanding of the nature of disability and methodology. Our study is the first investigation of the relative frequencies of barriers to academic employment.

Attention-deficit hyperactivity disorder in Egyptian medical students and how it relates to their academic performance.

The neurobehavioral disorder, known as attention-deficit hyperactivity disorder (ADHD), is characterized by impulsivity, hyperactivity, and a lack of focus. In addition, it is connected to poor academic performance. The purpose of this study was to determine the prevalence of ADHD and its effect on their academic performance among medical students. This web-based cross-sectional study was conducted among medical students of four medical colleges during December 2021 and April 2022. Data was collected using a self-administered questionnaire comprising Wender Utah Rating Scale and adult ADHD Self-Report Scale [ASRS]. The link to Google Form survey was distributed to students through academic emails and WhatsApp. Data analyzed using SPSS; Chisquare test or Fisher's exact test as appropriate, were used to determine statistical significance. A total of 990 students filled online questionnaire; 54.7% were females.. The estimated prevalence of ADHD in Egyptian medical students was 11%. Students who had childhood ADHD were significantly linked with the present ADHD (r = 0.54, P < 0.001). There was a negative correlation between the ASRS score for ADHD and students' GPA (r = 0.2, P < 0.001). No statistically significant association was observed between ADHD and sex, type of university, and academic level. of the students. ADHD is prevalent among medical students. Since most of our students with adult ADHD also had preexisting childhood ADHD, it is crucial that the primary care services, especially school health services, have appropriate standards for the early identification and management of ADHD. Health authorities should conduct a comprehensive health education campaign to raise public awareness of ADHD and its risk factors, the clinical picture, and the burden.

The ASGLOS Study: A global survey on how predatory journals affect scientific practice.

Predatory journals and conferences are an emerging problem in scientific literature as they have financial motives, without guaranteeing scientific quality and exposure. The main objective of the ASGLOS project is to investigate the predatory e-email characteristics, management, and possible consequences and to analyse the extent of the current problem at each academic level. To collect the personal experiences of physicians' mailboxes on predatory publishing, a Google Form® survey was designed and disseminated from September 2021 to April 2022. A total of 978 responses were analysed from 58 countries around the world. A total of 64.8% of participants indicated the need for 3 or fewer emails to acquire a criticality view in distinguishing a real invitation from a spam, while 11.5% still have doubt regardless of how many emails they get. The AGLOS Study clearly highlights the problem of academic e-mail spam by predatory journals and conferences. Our findings signify the importance of providing academic career-oriented advice and organising training sessions to increase awareness of predatory publishing for those conducting scientific research.

COVID-19 Vaccination-Related Thoughts, Behaviors, and Expectations of the Academic Personnel in Hacettepe University Medical School.

OBJECTIVE:The World Health Organization announced the new coronavirus disease 2019 as a pandemic, as of March 11, 2020. The long-expected method to combat coronavirus disease 2019 pandemic, that is, using an effective and widely available vaccine, has become reality by late 2020. This study was conducted prior to the national coronavirus disease 2019 mass vaccination campaign in Turkey to investigate the individual thoughts, behaviors, and expectations of the academic personnel on coronavirus disease 2019 vaccination practices, who were among the pionneers in both vaccine trials and real-time coronavirus disease 2019 vaccine jabs.MATERIAL AND METHODS:The Hacettepe University Medical School has a total of 1692 academic personnel. All academicians were reached through their academic email addresses and invited to participate in the survey. Busy academic routines and coronavirus disease 2019-related duties limited response number to 213 academicians, after 3 consecutive reminders at 1 week interval. The survey was conducted using a standardized, 14 question-long questionnaire, using Google forms.Results:Of the 213 participants, 60.6% (n = 129) were females and the average age (± standard deviation) was 40.2 ± 12.0 years. Of all, 17.4% (n = 37) had been reportedly diagnosed to have coronavirus disease 2019 prior to vaccination. A statistically significant positive association was detected between coronavirus disease 2019 vaccination self-experience and recommending such a vaccination for relatives (P < .001); odds of recommendation was 19.5 times (95% CI = 4.2-89.6) higher among coronavirus disease 2019 vaccinated academicians compared to their non-vaccinated counterparts.Conclusion:Study participants are amongs the frontline workers, with expectedly the highest exposure rates from severe acute respiratory syndrome coronavirus-2. A significant proportion of academicians also play important role as scientific consultants and role models for the general public. Thus, their thoughts and concerns regarding public preventive measures and coronavirus disease 2019 vaccination practices are important for decisions health policy makers and administrators in charge of vaccine selection, availability, distribution, and allocation make, besides their self-responsibility in provision of evidence-based vaccine information for the general public, based on local needs and concerns.

An Advanced Deep Attention Collaborative Mechanism for Secure Educational Email Services

The COVID-19 crisis has once again highlighted the vulnerabilities of some critical areas in cyberspace, especially in the field of education, as distance learning and social distance have increased their dependence on digital technologies and connectivity. Many recent cyberattacks on e-learning systems, educational content services, and trainee management systems have created severe demands for specialized technological solutions to protect the security of modern training methods. Email is one of the most critical technologies of educational organizations that are attacked daily by spam, phishing campaigns, and all kinds of malicious programs. Considering the efforts made by the global research community to ensure educational processes, this study presents an advanced deep attention collaborative filter for secure academic email services. It is a specialized application of intelligent techniques that, for the first time, examines and models the problem of spam as a system of graphs where collaborative referral systems undertake the processing and analysis of direct and indirect social information to detect and categorize spam emails. In this study, nonnegative matrix factorization (NMF) is applied to the social graph adjacent table to place users in one (or more) overlapping communities. Also, using a deep attention mechanism, it becomes personalized for each user. At the same time, with the introduction of exponential random graph models (ERGMs) in the process of factorization, local dependencies are significantly mitigated to achieve the revelation of malicious communities. This methodology is being tested successfully in implementing mail protection systems for educational organizations. According to the findings, the proposed algorithm outperforms all other compared algorithms in every metric tested.

Factors Associated with Vaginal/Cesarean Birth Attitudes among Medical Students.

Background: Polish perinatal care is facing a high, ever-increasing cesarean section (CS) rate that is currently at 43%. Crucially, reports have revealed that the attitudes, experiences, and skills of clinicians directly contribute to this elevated CS rate. Methods: This cross-sectional study, which included 748 Polish medical students, aimed to identify medical students’ attitudes regarding birth methods. A descriptive questionnaire was distributed via the academic email addresses of surveyed medical students. Group comparisons were performed using Welch’s t-test for continuous data or a Chi-squared test for categorical data. We also used the Mann–Whitney U test and Kruskal–Wallis H test. Results: Midwifery students (96.2%) were the most unified group of students, with most agreeing that VB (vaginal birth) presents a safer option for women at low risk for VB-related complications vs. cesarean section. Of Medical Faculty students, 68% believed that fewer complications typically occur during vaginal birth than during CS. Students in their final vs. initial years of study furthermore considered VB more beneficial for women than CS. Conclusions: An important factor identified at the individual clinician level is the presence of leadership and executive support. For medical students, we can interpret this as support from their trainers and supervisors.

Mental health and working conditions among French medical students: A nationwide study

BackgroundMedical students' mental health is a public health problem that has worsened with COVID 19's pandemic. There is a lack of French data. The principal aim was to assess French medical students' mental health. MethodsAn online cross-sectional survey was performed between May 27 and June 27, 2021. An anonymous questionnaire was sent via academic email addresses by medical faculties and secondly on social media. We assessed 7-day anxiety and depressive symptoms were evaluated with the Hospitalization Anxiety and Depression scale, 12-month major depressive episode (MDE) with the Composite International Diagnostic Interview- Short Form, burnout with the Maslach Burnout Inventory, 12-month suicidal ideation, humiliation, sexual harassment, and sexual aggression during their curriculum. Multivariable logistic regression was performed to identify main MDE associated factors. Outcomes11,754 participants (response rate: 15.3%) were included. Prevalence of 7-day anxiety symptoms, 7-day depressive symptoms, 12-month MDE, and 12-month suicidal thoughts were 52%, 18%, 25%, and 19% respectively. Burnout syndrome concerned 67% of clinical students and residents and 39% of preclinical students. Prevalence of humiliation, sexual harassment, and sexual abuse during their curriculum were 23%, 25%, and 4%, respectively. Having important (OR = 1.44, IC 95 [1.31–1.58], p < 0.001) or very important financial issues (OR = 2.47, IC 95 [2.15–2.85], p < 0.001), experienced humiliation (OR = 1.63, IC 95 [1.46–1.81], p < 0.001), sexual harassment (OR = 1.43, IC 95 [1.28–1.59], p < 0.001) and sexual abuse (OR = 1.52, IC 95 [1.24–1.85], p < 0.001) were associated with an increased risk of MDE. InterpretationThis is the largest study on French medical students' mental health. These results point to very particular conditions in French students environment that need to be addressed to improve their mental health.

Impact of a Digital Intervention for Literacy in Depression among Portuguese University Students: A Randomized Controlled Trial.

Digital interventions are important tools to promote mental health literacy among university students. “Depression in Portuguese University Students” (Depressão em Estudantes Universitários Portugueses, DEEP) is an audiovisual intervention describing how symptoms can be identified and what possible treatments can be applied. The aim of this study was to evaluate the impact of this intervention. A random sample of 98 students, aged 20–38 years old, participated in a 12-week study. Participants were recruited through social media by the academic services and institutional emails of two Portuguese universities. Participants were contacted and distributed into four study groups (G1, G2, G3 and G4): G1 received the DEEP intervention in audiovisual format; G2 was given the DEEP in text format; G3 received four news articles on depression; G4 was the control group. A questionnaire was shared to collect socio-demographic and depression knowledge data as a pre-intervention method; content was then distributed to each group following a set schedule; the depression knowledge questionnaire was then administered to compare pre-intervention, post-intervention and follow-up literacy levels. Using the Scheffé and Least Significant Difference (LSD) multiple comparisons test, it was found that G1, which received the DEEP audiovisual intervention, differed significantly from the other groups, with higher depression knowledge scores in post-intervention stages. The DEEP audiovisual intervention, compared to the other formats used (narrative text format; news format), proved to be an effective tool for increasing depression knowledge in university students.

Academic email requests: a challenge for EFL learners

Academic email requests: a challenge for EFL learners

E-mail Literacy in Higher Education Academic Settings

The research purpose was to identify (1) the problems encountered by academic and administrative staff in emails received from students, (2) positive and negative qualities of the authentic emails of higher education students, (3) functional explanations of the academic email, (4) the problems encountered by students in emails received from academic and administrative staff, and (5) higher education students’ email writing awareness. An exploratory sequential mixed design was used. The study group consisted of 15 staff and 1064 higher education students. The qualitative data were collected from staff interviews and 80 authentic emails of students. And a survey was prepared based on qualitative data and then quantitative data were collected. The problems encountered by staff are style, carelessness, articulacy problem, spelling and punctuation problem, email incivility. The negative qualities of authentic emails are as follows: not using institutional username, formal language, paragraph structure in the email body, salutation, closing statement, contact information; username without name and surname, blank subject line, spelling and punctuation problems, sloppy wording, lack of self-introduction. Non-descriptive, late, and short answers, not getting answers, sloppy answers, emails with negative feelings disturbed students. Students’ awareness of writing academic emails displayed a more positive picture than the emails they wrote. Items in which students’ awareness is weak are as follows: trying to reflect their feelings to email, using punctuation marks to convey the feeling, writing email for long and complex matter, using paragraph structure, adding contact details, CC - BCC. Research results were discussed with relevant literature.

The impact of prep class education on effective English requestive e-mails written by students in Turkey

For the past years, cross-cultural and interlanguage pragmatics have focused on native and non-native speech act descriptions, and only a small number of studies have investigated the preparatory class effect involved in speech act productions. To bridge the gap, this study aims to investigate the degree of directness and amount of lexical / phrasal internal and external modifications of requestive e-mails employed by 25 first grade students of English Language and Literature department with preparatory education and 25 first grade students of English Language and Literature department without preparatory education in their in a state university. It also aims to explore whether there is a difference between two groups according to the degree of imposition while making requests. The participants were given discourse completion tests in e-mail format including two different situations with low and high imposition levels and asked to write two requestive e-mails to their non-native professor. The e-mails were analyzed and classified based on Economidou-Kogetsidis’s (2011) framework which relies on Blum- Kulka et al. (1989) and Biesenbach-Lucas (2006, 2007). Based on the percentages and frequencies, the students with preparatory class education were compared to the students without preparatory class education, with respect to their usage of request strategies, lexical/phrasal internal modification and external modification. The results indicated that these two groups had both similarities and differences with respect to the degree of directness, the amount of internal and external modifications. Turkish ELL learners with and without prep class education employed more direct strategies in both situations. However, the group without prep class education employed more conventionally indirect strategies than the group with prep class education. None of the participants used non-conventionally indirect strategies. The group with prep class education used more internal modification than the group without prep class education. The most common internal modification was the consultative device in both groups. As for external modification, the group with prep class education utilized more supportive moves than the group without prep class education. Grounder was the most preferred supportive move by both groups. Keywords: Turkish ELL learners; requestive e-mails; academic e-mails; directness.

Elastic language in academic emails: Communication between a PhD applicant and potential supervisors

ABSTRACT This paper examines how and why elastic language (EL) is used in email communication between a PhD applicant and potential supervisors. It addresses the factors that are involved in EL use when the genre is the same but speech acts differ, which fills a gap in existing research. Based on a corpus of student–supervisor email correspondence, the forms (elastic quantifiers, intensifiers, possibility indicators, subjectivizers and general stretchers) and functions of EL (mitigation and providing the right amount of information) are investigated. A significant statistical difference in the distribution of the five forms of EL between two types of emails (follow-up emails vs. decline emails) is revealed: follow-up emails are more elastic than decline emails. These two types of emails also have distinct rank order and item-level differences. Four factors affecting the frequency of occurrence of EL are identified: the content of the reply, the number of emails exchanged, the possibility that subsequent emails will be exchanged and the level of rapport established through the emails. The findings are important because understanding how EL is used will enable us to contribute to effective communication in academic discourse and beyond.

Vaccination and immunization status among healthcare students: results from the SAVES survey

Abstract Background Adequate vaccination coverage among healthcare workers, including students in healthcare professions (SHPs), is crucial in order to prevent spreading of infections within healthcare facilities. However, vaccination coverage among SHPs is often inadequate. We aimed to describe the vaccination/immunization status of SHPs of the University of Milan. Methods We spread an e-survey to the academic e-mail addresses of postgraduate medical residents and to first- and last-year undergraduate SHPs. The questionnaire covered sociodemographic data (age, sex, education, municipality of residence, internship in high-risk wards) and the reported vaccination/immunization status for Influenza (previous flu season), Varicella, MPR and DTaP vaccines. Results Among 5743 invited SHPs, 884 participated in the survey. The study sample comprised 462 medical residents and 422 undergraduate SHPs (medicine 176, nursery 186, midwifery 4, healthcare assistance 32, prevention techniques 24). Median age was 27 years (IQR 7); 68.4% participants were female; 91.3% had attended high school in a lyceum, while others in a professional (2.9%) or technical (5.8%) institute; 36.7% lived in municipalities of &amp;lt; 20.000 inhabitants, while 26.1% of &amp;gt; 250.000. Traineeships took place in high-risk wards for 46% of participants. Reported vaccination coverage for Influenza was 33,7% (with higher coverage for pediatric nursing and midwifery students, medicine students and medical residents). Participants reported immunity (either vaccine or natural immunity) to Varicella in 93,3% cases. Declared vaccination coverage for Hepatitis B was 94,1%; 91,7% participants reportedly completed the MPR schedule, 76,2% the recommended DTaP booster. Conclusions Influenza vaccination coverage was suboptimal in our sample of SHPs, suggesting the need of specific educational programs and targeted vaccination campaigns, which may help shaping a positive vaccination attitude for future healthcare professionals. Key messages Immunization status for VPDs is suboptimal among Italian students in healthcare professions. The monitoring of the immunization status should include healthcare students actively involved in healthcare activities.

Reality of Misconduct in Iranian Orthopedic Publications.

Fake and misconducted scientific articles are misleading the researchers; it can also impose a huge cost on the academic centers and health system. Finally invalidated published research may give rise to incorrect treatment guidelines that may harm the patients. Based on our search in retraction watch database, 10 retracted orthopedic articles were from Iran. All the reported retracted article from Iran in this website was 569 items and total orthopedic articles retracted in others country sum up to 54. If we measure the ratio, then published orthopedic articles from Iran included 18.5% of the total orthopedic articles in the world and 1.7% of the total retracted articles from Iran. It seems that use of the ethical code issued by the Ethics Committee of the universities can be helpful in publishing honest research. It is also important to use the academic e-mail address which shows the authors organizational affiliation. The policy of introduction reviewer must be changed by journals. Regarding to the historical background of orthopedics in Iran, It is our duty to protect our dignity.

Generic Structural Features of Requestive Academic Emails

The aim of the present study is to analyze the generic structural features of requestive academic emails. For this purpose, 182 emails written by 81 Tunisian postgraduate students to their professor were analysed. The collected academic email messages share a main communicative function which is requesting. This study drew on the framework of genre analysis and employed the pattern of move schemata proposed by Swales (1990) and follows the typology suggested by Guffey (2010). The gathered emails are made up of the email’s subject line, an opening, body text and closing. The findings revealed that more than half of the subject lines of emails are either inappropriate, improper or do not exist. This shows that the participants are to some extent not able to write proper subject lines when addressing their professor however they did appear to pay attention to greetings in their emails. By examining the structure of the body of the gathered emails, it is noticed that postgraduate students tended to use the inductive style when emailing their professor. They do not go straight to the request. Instead, they go through some strategies (introduction, self-identification, apologizing, or reminding remarks, pre-request and request). The findings revealed that more than half of the emails either do not display perfect closings or do not display closings while the remaining emails are considered acceptable since they contain both greeting and the sender’s name. Accordingly, this study suggests some useful pedagogical implications. Tunisian EFL learners need to be supplemented with explicit instruction regarding teaching pragmatic issues concerning writing emails. The use of authentic materials in the context of pragmatics instruction is highly recommended Another practical method is to introduce and teach email writing guidelines and etiquettes so that Tunisian students can readily refer to them when writing emails. Keywords : structural features, request, email, moves. DOI : 10.7176/JEP/10-19-03 Publication date :July 31 st 2019