Grade Level Research Articles

Quality and Readability Analysis of Turbinoplasty on the Web.

This study aimed to assess the quality, credibility, and readability of online health information concerning turbinoplasty, given the increasing reliance on internet resources for health education. Using four search terms related to turbinoplasty, we analyzed 71 text-based webpages from Google.com, Bing.com, and Yahoo.com. Readability was evaluated using the Flesch-Kincaid grade level, Gunning-Fog Index, SMOG Index, and Coleman-Liau Index were utilized. Web page quality was computed through the DISCERN Instrument (DISCERN), the Journal of the American Medical Association benchmark criteria (JAMA), Novel Turbinoplasty Index (NTI), and presence of code certification by Health on The Net (HON). Seventy-one text-based web pages were assessed. Information quality was measured by an average DISCERN score of 47.4±7.40, indicating "fair" quality. The average readability was a grade level of 9.7±1.57, notably higher than AMA and NIH recommendations. Of all web pages, only 11 (15.49%) proficiently met all 4 listed JAMA criteria. Significant correlations between web page classification and average DISCERN (P=0.0042), as well as JAMA score (P<0.001) were discovered. The web pages that had HON code certification revealed significantly higher quality metrics such as DISCERN scores (P<0.001), JAMA scores (P<0.001), and NTI scores (P=0.038). Online health information for turbinoplasty is of "fair" quality, and the average readability is several grade levels above current AMA and NIH recommendations. Health care providers should aim to guide their patients on finding appropriate educational resources and should improve the readability of their patient education materials.

Influence of parental attitudes and coping styles on mental health during online teaching in the COVID-19 pandemic

During the COVID-19 pandemic, the online delivery model became the primary mode of education. With multiple pressures on society and families, mental health issues for parents have become particularly pronounced. Most of the current research has focused on the psychological state of education practitioners and children, with little attention to parents’ mental health issues. Therefore, this study explored the attitudes and coping styles of parents who experienced the process of their children being taught online over a long period and the factors influencing their mental health. This cross-sectional study was conducted between November 2021 and January 2022, using an anonymous online questionnaire to survey 1500 parents with children aged 6–13 years. The Chinese versions of the Patient Health Questionnaire Depression Scale (PHQ-9), the Parenting Stress Scale (PSS), the General Mental Health Questionnaire (GHQ-12), and the Brief Coping Style Scale (SCSQ), and a related factors questionnaire were used to survey the subjects. The normal distribution of the data was examined using the Shapiro–Wilk method. A multivariate regression analysis was conducted to identify factors significantly associated with parental mental health during the COVID-19 pandemic. Only 30.24% of parents agreed with online classes during the pandemic, and 52.28% used positive coping methods during stressful situations. Multivariate regression models identified significant factors associated with parental mental health: parent’s gender, child’s grade level, perceived stress about online classes, whether the child has ADHD, positive or negative coping styles, and subjective attitudes of support for online classes or not. The results of the study suggest that as online classes become more socially acceptable, it is necessary to be concerned about the risk of mental illness for parents and develop policies and interventions, especially for parents who adopt negative coping styles and endorse online classes. The focus should be on the stress of online classes on parents, improving the acceptance of online classes and psychological well-being, regulating the way parents deal with their children, and targeting subgroups of children with ADHD symptoms during the COVID-19 pandemic.

Is Being Single Ok? Analysis of College Students' Conditions of Being Single from a Gender Perspective

&lt;p&gt;基於發展階段的任務與社會文化期待，大學生面對高唱「脫單」、「脫魯」的氛圍，往往面臨是否進入戀愛關係的壓力。本研究從性別觀點探討單身大學生面對單身的認知、態度、情緒及其性別差異，以及人際互動與社會文化因素如何影響個人心理的性別差異。本研究採主位觀點自編問卷，進行網路調查，參與者為1,157位單身大學生。單身過去被視為失敗的象徵，本研究顯示，現今大學生對於單身的想法已較為多元，因素分析及多元迴歸的結果顯示，除了單身焦慮情緒及歸咎於己外，還出現享受單身的因素，且存在性別差異。平行中介分析結果顯示，單身男大生的單身焦慮高於單身女大生，也較容易將單身歸咎於己，這些性別差異被「受同儕影響而感到形單影隻」的人際互動因素完全中介。單身女大生較單身男大生更能享受單身，此性別差異被人際互動和社會文化因素部分中介，部分是因為單身女大生較不會受同儕影響感到形單影隻，部分是因為較未感受到社會文化的單身烙印。本研究顯示，在人際網絡與社會文化構築的壓力網下，單身女大生較能從傳統性別規範中解放出來。最後，本研究針對正向單身論述、男性情感教育、父母及同儕的影響提出建議；並討論未來採取量化和質性研究的方向，期能促進單身者的心理健康。&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;&lt;p&gt;Romantic relationships are regarded as a milestone in college students’ developmental stage. Additionally, society and college culture demand that they leave their single status. College students visiting counseling centers commonly talk about romantic relationship problems. In response to college culture that emphasizes engagement in romantic relationships, college students are frequently troubled by the stress of being single when failing to meet this social and cultural expectation. However, research on singlehood has been neglected. This study explored college students’ emotions, attitudes, and cognitions regarding their singlehood and examined sex differences in these psychological states. The effects of interpersonal interactions and sociocultural factors on individual psychological states and sex differences were also examined. A questionnaire was developed from an emic perspective, and the items were adapted from articles posted on the Dcard forum regarding experiences of single college students. Exploratory factor analysis was applied to these items at three levels, that is, individual psychological state, interpersonal interactions, and social culture. The questionnaire was administered online to 1,157 single college students. While singlehood was marked as a symbol of failure, exploratory factor analysis revealed that college students had diverse thoughts about singlehood, ranging from enjoyment to anxiety. To understand sex differences in individual psychological states, multiple regression analyses were conducted, with anxiety about being single, enjoyment of a single life, and attribution of single status to personal traits respectively as dependent variables, and sexual orientation and grade level as covariates. We hypothesized that sex differences in individual psychological states are mediated by interpersonal interactions and sociocultural factors. The results of the parallel mediation analysis are consistent with this hypothesis. Sex differences in individual psychological states are mediated by interpersonal and sociocultural factors. The results showed that male students are more anxious about being single and more likely to attribute singlehood to personal traits than female students. By contrast, female students were more able to enjoy their single lives than male students. Specifically, controlling for sexual orientation and grade level, the sex differences in anxiety about being single and attribution of single status to personal traits were fully accounted for by the interpersonal interaction factor &amp;quot;&amp;quot;a sense of loneliness due to peer pressure.&amp;quot;&amp;quot; The sex differences in enjoyment of single life were partially accounted for by the interpersonal interaction factor &amp;quot;&amp;quot;a sense of loneliness due to peer pressure&amp;quot;&amp;quot; and sociocultural factor &amp;quot;&amp;quot;social stigma about singlehood.&amp;quot;&amp;quot; This study shows that single female college students are better able to liberate themselves from the pressure of interpersonal networks and sociocultural factors. In conclusion, single male college students are more anxious about their single status and are more likely to make internal attributions because of the pressure caused by interpersonal networks, whereas single female college students are more able to free themselves from peer pressure and social stigma, therefore, enjoying their single lives. Based on the results, we propose suggestions for positive discourse on being single, providing relationship education and counseling for male students, and analyzing the effect of parents and peers on college students’ perspectives on being single. This study explored college students’ perspectives on being single and the impact of individual, interpersonal, and societal factors. To measure the psychological state of a single person, reliable and valid inventories, such as single anxiety, need to be developed. Additionally, qualitative research may provide a deeper contextual understanding of single individuals. Further quantitative and qualitative research is needed to gain insight into the promotion of the well-being of a rising single population.&lt;/p&gt; &lt;p&gt;&amp;nbsp;&lt;/p&gt;

Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis

Emotion regulation (ER) represents an important factor in youth’s academic wellbeing even in contexts that are not characterized by outstanding levels of academic stress. Effective ER not only enhances learning and, consequentially, improves youths’ academic achievement, but can also serve as a protective factor against academic burnout. The relationship between ER and academic burnout is complex and varies across studies. This meta-analysis examines the connection between ER strategies and student burnout, considering a series of influencing factors. Data analysis involved a random effects meta-analytic approach, assessing heterogeneity and employing multiple methods to address publication bias, along with meta-regression for continuous moderating variables (quality, female percentage and mean age) and subgroup analyses for categorical moderating variables (sample grade level). According to our findings, adaptive ER strategies are negatively associated with overall burnout scores, whereas ER difficulties are positively associated with burnout and its dimensions, comprising emotional exhaustion, cynicism, and lack of efficacy. These results suggest the nuanced role of ER in psychopathology and well-being. We also identified moderating factors such as mean age, grade level and gender composition of the sample in shaping these associations. This study highlights the need for the expansion of the body of literature concerning ER and academic burnout, that would allow for particularized analyses, along with context-specific ER research and consistent measurement approaches in understanding academic burnout. Despite methodological limitations, our findings contribute to a deeper understanding of ER's intricate relationship with student burnout, guiding future research in this field.

The effect of Disney's creative strategy on the achievement of fourth-grader students in literature and texts

The current research aims to identify the impact of the Disney Creative Strategy on the achievement of fourth-grade literary students in the subject of literature and texts by testing the following null hypothesis: There is no statistically significant difference at the level of (0.05) between the mean scores of students in the experimental group who study literature and texts according to the Disney Creative Strategy and those in the control group who study using the traditional method. The researchers followed the procedures of the quasi-experimental method consisting of an experimental group and a control group. After completing the experiment and using the following statistical tools (t-test, Chi-square, difficulty coefficient, discrimination coefficient, effectiveness of incorrect alternatives, retest method, and effect size), it was found that the students in the experimental group who studied according to the Disney Creative Strategy outperformed those in the control group who studied using the traditional method in their achievement. The researchers suggested several procedures, including conducting a similar study to the current one, focusing on other variables such as gender and grade level, and concept acquisition.

Comparing the Ability of Google and ChatGPT to Accurately Respond to Oculoplastics-Related Patient Questions and Generate Customized Oculoplastics Patient Education Materials.

To compare the accuracy and readability of responses to oculoplastics patient questions provided by Google and ChatGPT. Additionally, to assess the ability of ChatGPT to create customized patient education materials. We executed a Google search to identify the 3 most frequently asked patient questions (FAQs) related to 10 oculoplastics conditions. FAQs were entered into both the Google search engine and the ChatGPT tool and responses were recorded. Responses were graded for readability using five validated readability indices and for accuracy by six oculoplastics surgeons. ChatGPT was instructed to create patient education materials at various reading levels for 8 oculoplastics procedures. The accuracy and readability of ChatGPT-generated procedural explanations were assessed. ChatGPT responses to patient FAQs were written at a significantly higher average grade level than Google responses (grade 15.6 vs 10.0, p < 0.001). ChatGPT responses (93% accuracy) were significantly more accurate (p < 0.001) than Google responses (78% accuracy) and were preferred by expert panelists (79%). ChatGPT accurately explained oculoplastics procedures at an above average reading level. When instructed to rewrite patient education materials at a lower reading level, grade level was reduced by approximately 4 (15.7 vs 11.7, respectively, p < 0.001) without sacrificing accuracy. ChatGPT has the potential to provide patients with accurate information regarding their oculoplastics conditions. ChatGPT may also be utilized by oculoplastic surgeons as an accurate tool to provide customizable patient education for patients with varying health literacy. A better understanding of oculoplastics conditions and procedures amongst patients can lead to informed eye care decisions.

Enhancing critical thinking and problem-solving skills in upper elementary students through game-based learning

Introduction. The acquisition of knowledge by students to more actively develop their minds through challenging activities in the form of contextual problem analysis and academically oriented training in thinking skills is still lacking. Solving an inappropriate problem can trigger students' reluctance to try to solve the problems presented because the problem presented will be an early "gateway" as a stimulus that can subsequently stimulate students' thinking, so the skill of the teacher in "packaging" a problem as interesting as possible may be one of the determining factors in the success of the application of the learning model. Study participant and methods. This study included approximately 600 middle school students (grades four through six) in Indonesia, situated in a township with a median family income of IDR72,000,000/year and a median household income of IDR48,000,000/year, where 9.3% lived in poverty. The ethnically diverse composition featured 40.22% Javanese. The chosen school lacked academic tracking in social studies classes for grades 4-6 and had a willing teacher for Game-Based Learning (GBL) interventions. Using a quasi-experimental design, three GBL intervention classes (62 pupils) were randomly selected from five sections taught by the participating teacher, while seven classes (115 students) received conventional instruction. The study aimed to evaluate GBL's impact on social studies education, employing Denah Education Game (DENDA) with specific objectives for territories. The results. The findings indicate that students in the Game-Based Learning (GBL) group had a slightly higher average post-test score (M = 3.66) compared to conventional students (M = 3.60). Similarly, the average score of GBL students on the delayed post-test (M = 2.11) was slightly higher than the score of conventional students (M = 2.00). However, both the post-test (F(1,96) =0.07, p &gt;0.05) and delayed post-test (F(1,91) =0.45, p &gt;0.05) did not show a consistent effect, according to these results. The study indicates that the Game-Based Learning (GBL) intervention successfully enhances students' understanding with slightly higher post-test and delayed post-test scores compared to traditional teaching methods. The findings emphasize the importance of student discourse in game-based scenarios, with higher-level conversations predominantly observed in intra- and inter-group discussions. Despite fluctuations in intellectual activities, student engagement and critical thinking remain high. However, challenges in addressing gender differences and implementing GBL in conventional classroom settings need further research and development focus. Conclusion. The study supports integrating Game-Based Learning (GBL) into conventional classrooms, noting no significant differences from traditional teaching. However, caution is advised due to implementation challenges. Gender differences underscore the need for further exploration of GBL effectiveness across genders and grade levels. Positive impacts on critical thinking are seen through student-centered learning and authentic problem-solving scenarios. GBL aligns with best teaching practices, emphasizing engagement and student-driven learning. While acknowledging limitations, the research calls for ongoing exploration of GBL's potential in fostering critical thinking and aligning it with traditional educational principles for maximum effectiveness in diverse classrooms.

Accessing information provided via artificial intelligence regarding reverse and anatomic total shoulder arthroplasty

BackgroundThe purpose of this study is to analyze the quality, accuracy, and readability of information provided by an artificial intelligence (AI) interface ChatGPT (OpenAI, San Francisco). We searched ChatGPT for commonly asked questions by patients regarding anatomic total shoulder arthroplasty (aTSA) and reverse total shoulder arthroplasty (rTSA). MethodsChatGPT was used to answer 30 commonly asked questions by patients regarding aTSA and rTSA, inputted as “total shoulder replacement” and “reverse shoulder replacement”. These questions were categorized based on the Rothwell criteria into Fact, Policy, and Value. The answers generated were analyzed for quality, accuracy, and readability using the DISCERN scale, JAMA benchmark criteria, Flesch-Kincaid Reading Ease Score (FRES) and Grade Level (FKGL). ResultsFor both rTSA and aTSA the DISCERN score for Fact questions was 57, Policy questions was 61, and for Value questions was 58 (all were all considered “good”). The JAMA benchmark criteria was 0, representing the lowest score for Fact, Policy, and Value questions for both rTSA and aTSA questions. The FRES score for the aTSA answers for Fact was 15.15, for Policy was 11.14, and for Value questions was 10.95. The FRES score for rTSA questions for Fact is 48.02, Policy is 12.51, and Value is 17.22. The FKGL for aTSA answer for Fact was 17.48, Policy was 17.72 and Value was 17.96. The FKGL for rTSA questions for Fact are 8.10, Policy is 17.27, and Value is 16.56. ConclusionOverall, the quality of answers provided by AI open model, ChatGPT was considered “good.” The information provided had lower reliability, and lack of information regarding funding and disclosures. Most of the information generated by ChatGPT was also found to have the readability of “academic level text”, while Fact related information on reverse shoulder arthroplasty was found to have the readability of 9th grade level, which may be too complex for most patients. Overall, these results indicate that ChatGPT can provide correct answers to questions about aTSA and rTSA, although we would caution patients from utilizing this resource due to the lack of citations and complexity of the output that ChatGPT provides. Importantly, all answers provided by AI suggested reaching out to physicians to get more accurate and personalized advise, to factor into the shared decisions making model.

Prognosis and progression of phagocytic regulatory factor-related gene combinations in clear cell renal cell carcinoma (ccRCC).

Developing signatures based on specific characteristics to predict prognosis has become a research hotspot in oncology. However, the prognostic value of phagocytosis regulators in clear cell renal cell carcinoma (ccRCC) remains unclear. The aim of the present study was to investigate the prognostic significance of phagocytosis regulators in ccRCC by constructing a prognostic model related to phagocytosis regulators, and to use this model to evaluate the prognosis and treatment effects in ccRCC patients. Firstly, kidney renal clear cell carcinoma (KIRC) transcriptome data (RNA-Seq) and clinical data were downloaded from The Cancer Genome Atlas (TCGA) database. Based on literatures PMID 34497417 and PMID 30397336, 167 of the 173 phagocytosis regulator genes collected in the literature were expressed in TCGA-KIRC. The relationship between these regulators and macrophages was revealed through single-sample gene set enrichment analysis (ssGSEA), and their biological and pathway involvements were further analyzed using Gene Ontology (GO) and Kyoto Encyclopedia of Genes and Genomes (KEGG) enrichment analyses. Univariate Cox regression analysis and the least absolute shrinkage and selection operator (LASSO) method were employed to further select phagocytosis regulators with prognostic potential, leading to the construction of a prognostic regression model. Additionally, univariate and multivariate Cox regression analyses were conducted to confirm the prognostic independence of genes associated with phagocytosis regulators. Finally, the relationship between phagocytosis regulator-related genes and patients' immune microenvironments and immunotherapy responses was explored. We have constructed a prognostic model of a combination of genes associated with phagocytosis regulators using LASSO Cox regression analysis of genes, and our combined model was shown to be an independent prognostic factor. The model had optimal performance in predicting long-term survival. Clinical features were significantly correlated with phagocytosis regulatory gene scores. Tumors with higher levels of grade and stage were more prone to have higher phagocytosis regulatory genes. And our study suggests that phagocytosis regulatory genes do not play an ideal role in predicting the efficacy of immunotherapy in patients. We have constructed a prognostic model using a combination of genes associated with phagocytosis regulators, providing new insights into the prognosis and progression of ccRCC.

Menstrual health education: school health curriculum topics by grade level recommended by specialized medical professionals in menstrual health clinics

Study ObjectiveEvidence-based menstrual health education is not mandated in any U.S. state or territory. Aspects of normal and abnormal menstruation impact quality of life and educational engagement, but many youth are not prepared to know when to seek medical help. We sought to determine which topics should be included in a 3rd through 8th grade school-based menstrual health curriculum. MethodsWe conducted a cross-sectional online survey of medical professionals who care for patients with menstrual problems. We asked participants to indicate the top three menstrual health topics by grade and we compared the most common responses by year. We also solicited general comments about curriculum content. ResultsSurveys from 55 medical professionals met criteria for analysis. The most frequent topics to be selected were normal and abnormal menstruation, reproductive anatomy, puberty timeline, and menstrual products. A majority recommended the topics of puberty timeline (38, 69.1%) and reproductive anatomy (34, 61.8%) for 3rd grade, introducing normal menstruation (31, 56.4%) and menstrual products (24, 46.3%) in 4th grade, and abnormal menstruation (27, 49.1%) in 6th grade. More complex topics such as world cultures around menstruation (14, 25.5%) and period poverty (11, 20.0%) were preferred for 8th grade. Many providers emphasized the importance of teaching normal versus abnormal menstruation in a school health curriculum. ConclusionMedical professionals provide recommendations for a school-based menstrual health curriculum that introduces topics at developmentally appropriate ages from a medical perspective, teaches basic menstrual symptom management, and instructs on warning signs for abnormal menstruation.

Evaluación de la fiabilidad y legibilidad de las respuestas de los chatbots como recurso de información al paciente para las exploraciones PET-TC más communes

PurposeThis study aimed to evaluate the reliability and readability of responses generated by two popular AI-chatbots, ‘ChatGPT-4.0’ and ‘Google Gemini’, to potential patient questions about PET/CT scans. Materials and methodsThirty potential questions for each of [18F]FDG and [68Ga]Ga-DOTA-SSTR PET/CT, and twenty-nine potential questions for [68Ga]Ga-PSMA PET/CT were asked separately to ChatGPT-4 and Gemini in May 2024. The responses were evaluated for reliability and readability using the modified DISCERN (mDISCERN) scale, Flesch Reading Ease (FRE), Gunning Fog Index (GFI), and Flesch-Kincaid Reading Grade Level (FKRGL). The inter-rater reliability of mDISCERN scores provided by three raters (ChatGPT-4, Gemini, and a nuclear medicine physician) for the responses was assessed. ResultsThe median [min-max] mDISCERN scores reviewed by the physician for responses about FDG, PSMA and DOTA PET/CT scans were 3.5 [2–4], 3 [3–4], 3 [3–4] for ChatPT-4 and 4 [2–5], 4 [2–5], 3.5 [3–5] for Gemini, respectively. The mDISCERN scores assessed using ChatGPT-4 for answers about FDG, PSMA, and DOTA-SSTR PET/CT scans were 3.5 [3–5], 3 [3–4], 3 [2–3] for ChatGPT-4, and 4 [3–5], 4 [3–5], 4 [3–5] for Gemini, respectively. The mDISCERN scores evaluated using Gemini for responses FDG, PSMA, and DOTA-SSTR PET/CTs were 3 [2–4], 2 [2–4], 3 [2–4] for ChatGPT-4, and 3 [2–5], 3 [1–5], 3 [2–5] for Gemini, respectively. The inter-rater reliability correlation coefficient of mDISCERN scores for ChatGPT-4 responses about FDG, PSMA, and DOTA-SSTR PET/CT scans were 0.629 (95% CI = 0,32−0,812), 0.707 (95% CI = 0.458−0.853) and 0.738 (95% CI = 0.519−0.866), respectively (p < 0.001). The correlation coefficient of mDISCERN scores for Gemini responses about FDG, PSMA, and DOTA-SSTR PET/CT scans were 0.824 (95% CI = 0.677−0.910), 0.881 (95% CI = 0.78−0.94) and 0.847 (95% CI = 0.719−0.922), respectively (p < 0.001). The mDISCERN scores assessed by ChatGPT-4, Gemini, and the physician showed that the chatbots' responses about all PET/CT scans had moderate to good statistical agreement according to the inter-rater reliability correlation coefficient (p < 0,001). There was a statistically significant difference in all readability scores (FKRGL, GFI, and FRE) of ChatGPT-4 and Gemini responses about PET/CT scans (p < 0,001). Gemini responses were shorter and had better readability scores than ChatGPT-4 responses. ConclusionThere was an acceptable level of agreement between raters for the mDISCERN score, indicating agreement with the overall reliability of the responses. However, the information provided by AI-chatbots cannot be easily read by the public.

Ratio, rate, and proportion in Japanese curriculum materials

Ratio, rate, and proportion are arguably the most important topics in the middle grades mathematics curriculum before algebra. The study reported here describes how Japanese mathematics curriculum materials treat these topics. The analyses were conducted on the official curriculum documents published by the Japanese Ministry of Education and one of the most widely used textbook series for Elementary and Lower Secondary School Mathematics. The results of the analyses show that the Japanese curriculum introduces and develops these topics across multiple grade levels as expected for such complex topics. However, the initial definition of a proportional relationship appears before students formally study ratios. Moreover, the Japanese materials emphasize solving missing-value proportion problems by using the definition of proportional relationships, rather than setting up a proportion equation with a missing value in the equation of the form [Formula: see text] where A, B, and D are given, and x is the unknown quantity. These and other aspects of how the Japanese curriculum materials approach these topics might be of interest to audiences outside of Japan.

Perceptions of Stakeholders Regarding Use of ICT in Teachers’ Professional Development: A Qualitative Study

Due to the emerging usage of technology in the field of teaching and learning, it become mandatory for teachers to utilize ICT in every aspect. The purpose of this study is to find out teacher usage of ICT in their teaching methodologies for their professional development, it is also aimed to find out administrational cooperation with teachers integrating ICT for their professional development. A phenomenological research design was used. The researcher purposefully selected 05 teachers and 05 heads of the institutions to be interviewed as a sample of the study. Semi-structured interviews were conducted with teachers and heads of the institutions. Thematic coding of data was applied as part of the data analysis process. Seven overarching categories or themes surfaced, including teachers’ perception of ICT, teaching methodology, and better learning outcomes. The results revealed that teachers view ICT as valuable in teaching, and using school management resources effectively. However, others struggle with using ICT due to time and effort consumption. It also emphasized, the struggles with lesson plans requiring ICT but believes it takes longer to achieve targets. Teachers must develop methodologies aligned with their subject and content. The idea aims at the administrative responsibility of the principal in supporting and motivating teachers to adopt new technology and incorporate ICT in their lesson plans successfully. The recommendation is to prioritize ICT competency in teacher hiring, irrespective of grade level, and involve all stakeholders in the implementation of ICT developmental programs, ensuring appropriate usage for teachers.

Teaching Reading Strategies and Challenges in the New Normal: Context of a School District in Northern Luzon

The strategies in teaching reading and challenges encountered by teachers are influenced by a number of interrelated factors. Using a combination of quantitative and qualitative approaches through the descriptive and comparative methods, this study determined the level of utilization of teaching reading strategies by teachers in pre-reading, while-reading and post-reading. It also examined whether there exists a significant difference in the level of utilization when responses are grouped according to grade level and school classification. Moreover, the study brought out the challenges encountered by the elementary teachers during the COVID-19 pandemic. Findings showed that the level of utilization of teaching reading strategies along pre-reading, while-reading and post-reading is moderate. Further, there are no significant differences in the level of utilization of the teaching reading strategies when grouped according to grade level. and school classification. The challenges encountered included limitation of assistance and teaching time, transportation of teachers for their home visitation, pupils’ lack of interest, lack of assistors/guidance from the family, and lack of supplementary reading materials at home. From these, it could be concluded that the teaching of reading is greatly affected by the pupils’ circumstances.

Resources on lymphedema surgery: How effective are they for patients?

Online patient education materials (PEMs) on lymphedema surgery were assessed for quality, readability, and content. A total of 37 PEMs were identified, primarily authored by academic/medical organizations. Readability scores indicated materials were difficult to read, with an average Flesch-Kincaid Grade Level of 10.4. PEM Assessment Tools showed acceptable understandability (72.3%) but poor actionability (28.5%). PEMs often lacked information on surgical risks, postoperative care, and long-term follow-up. Simplifying language and adding visual aids could improve PEM effectiveness.

STUDY OF SERUM AMMONIA IN HEPATIC ENCEPHALOPATHY AND ITS CORRELATION WITH SEVERITY

Background and objectives: Hepatic encephalopathy (HE) encompasses a spectrum of manifestations ranging confusion and coma. Data on correlation of serum ammonia levels with grades of HE is inconsistent. This study was undertaken to find the correlation between serum ammonia levels and grades of HE. Methodology: This hospital based descriptive cross-sectional study was undertaken in the Department of General Medicine, from a tertiary care hospital situated in South Karnataka from November 2018 to May 2020. A total of 86 patients with HE were included in the study. Results: Majority of the patients (83.72%) were males and the male to female ratio was 5.14:1. The mean age was 54.01±11.55 years and most of the patients (36.05%) were aged from 51 to 60 years. Most of the patients had lack of awareness (47.67%) followed by disorientation (24.42%). According to West heaven criteria, most of the patients (47.67%) had grade 1 HE followed by grade 2 (24.42%), grade 3 (23.26%) and grade 4 (4.65%). The mean serum ammonia levels were 105.43±49.66 and 88.65 µg/dl. Majority of the patients (96.51%) had serum ammonia levels of &gt;60 µg/dl. There was strong positive correlation between HE grades and serum ammonia levels (ρ=0.752; R 2 =0.455; p&lt;0.001). Also, mean serum ammonia levels in grade 4 HE (203.50±107.87 µg/dl) were significantly high compared to grade 3 (139.20±41.48µg/dl), 2 (112.57±36.91µg/dl) and 1 (75.75±20.20µg/dl) (p&lt;0.001). Conclusion and Interpretation: The serum ammonia level were elevated in patients with HE. There is strong positive correlation between HE grades and serum ammonia levels which corresponds to the severity of HE.

Determination of Skin Cancer and Sun Knowledge Status of Nursing Students

Aim: The purpose of this study was to assess nursing students' awareness of sun knowledge and skin cancer. Method: The research is cross-sectional and descriptive. Through the use of an online questionnaire, 272 nursing students provided the study's data. Data were gathered using the Skin Cancer and Sun Knowledge Scale and a form asking participants to describe their personal information. The statistical application IBM SPSS 26.0 was utilized to analyze the data. Results: The Skin Cancer and Sun Knowledge Scale total score (14.51±3.24) was determined to be higher than the middle level. The total score of the scale did not significantly correlate with the students' age, grade level, prior knowledge of skin cancer, or the existence of a family history of the disease (p&amp;gt;0.05). However, there was a significant correlation (p&amp;lt;0.05) between gender and the scale's total score. The students' ages and the scale's overall score did not significantly correlate (p&amp;gt;0.05). Conclusion: According to the study's findings, most respondents have knowledge that is above the intermediate level. Even though the study's conclusions paint a generally positive picture, they also demonstrate the need for further development. At this point, more effective community awareness of skin cancer may result from evaluating and updating the methods and content of nursing education programs. Future work could focus on the development of more specific strategies to increase knowledge in this area.

Perceived effectiveness of bystander behavior as a function of the context of bullying, grade level, and gender

Perceived effectiveness of bystander behavior as a function of the context of bullying, grade level, and gender

중국 초등 미술교육과 전통 민속문화 - 미술 교과서 내용 분석을 중심으로

This study examines educational contents of folk culture in elementary school art textbooks to increase understanding of China’s traditional folk culture education. China, as a multi-ethnic nation, has established a legal basis for the preservation and protection of traditional folk culture of ethnic groups and has implemented educational policies to promote these folk cultures. The following are the results of analysis of the illustrations included in the art textbooks for all grade levels. First, illustrations related to Chinese folk culture in the textbooks are 49 in total, making up 12% of the total textbook illustrations. Second, educational areas represented are relatively evenly divided between sculpting and molding, design application, and art appreciation and criticism. Third, folk culture of 17 ethnic groups from 14 different regions are introduced in the textbooks out of 56 ethnic groups recognized in China. Fourth, educational content related to folk culture consists of folk toys, handcrafted ornaments, embroidery, dyeing and weaving, paper crafts, folk architect, sculpture, shadow puppetry, lotus paintings, rubbing, traditional holidays and traditional clothing. However, the fact that more than 70% of the images are of folk toys and handcrafted items and that some illustrations were inserted merely to arouse curiosity are areas that would need to be worked on to better

Exploring the Self-Perceptions of Filipino Teachers on Their Community Engagement Competency

Community engagement (CE) is a necessary teacher competency. Given its importance, this research aims to assess the self-perceptions of Filipino teachers on their CE competency and see if there are significant differences in their assessment based on different factors. Using a researcher-made survey, teacher participants were asked to rate how well they demonstrated each action statement in the instruments based on their perception of their community engagement competency from the School Year 2019 – 2020. Comparisons on the total community engagement scores were then compared based on the school type, grade level assignment, and length of teaching service. Results showed that Filipino teacher survey respondents (n=31) perceived themselves to be able to demonstrate the identified CE behavioral indicators, and their identified highest and lowest-rated behavioral indicators may be used as a springboard for further training needs analyses for CE professional development inputs. Statistical analyses showed no significant differences in the CE scores of the respondents based on all the identified factor groupings. This study aims to contribute to measuring CE competency among Filipino teachers.