Planning Skills Research Articles

Assessment of cortical evoked potential (P300) and auditory brainstem response (ABR) in post-COVID-19 patients

BackgroundThe COVID-19 pandemic has had a substantial impact on many aspects of human health. There has been a major influence on cognitive capacities, including memory, attention, and cognitive skills for planning, organizing, and solving problems. Furthermore, it appears that the effects of COVID-19 may also impact the auditory system.ObjectiveTo determine the effect of SARS-CoV-2 virus on both hearing and cognitive.Patients and methodsEighty participants, ranging in age from 20 to 59, will be evaluated for their auditory and cognitive abilities using the following methods: ABR using a click stimulus presented at 90 dBnHL at a rate of 21.1 c/s, followed by a rate of 71.1 c/s; cortical auditory evoked potential (P300) using a tone burst stimulus (50 ms) that will produce an oddball paradigm; measurements of the waveforms’ amplitude and latency will be made.ResultsABR recording for both ears showed significant difference between cases and controls as regarding absolute latencies of wave I, III, V, wave V (high rate), amplitude (low and high rates), amplitude ratio, and interaural latency differences (III, I-III, I-V), while P300 outcomes showed a statistically significant difference between cases and controls regarding P300 latency (p < 0.05), while for amplitude, a highly significant difference was found.ConclusionCOVID-19 can harm both the inner ear and the auditory pathway, and it has long-lasting effects on the auditory system and on cognitive processing and attention.

Case-based learning in undergraduate orthodontic education: A cross sectional study

Introduction Student centric learning approaches have been reported to be effective in introducing higher order cognitive skills required by the health professionals. However, learners’ perceptions must be constructively aligned with new learning interventions to achieve a positive impact on their learning. The aim of this study was to explore the learning experiences of undergraduate dental students with case-based learning in orthodontics. Methods A case-based learning model was introduced on orthodontic diagnosis and treatment planning for final year students on a Bachelor of Dentistry programme toward the end of their academic year. A survey was conducted to explore the perceptions and experiences of the participants. The research instrument was based on a previously validated questionnaire and included information on demographics and consisted of 12 items aimed at evaluating the benefits and challenges of cased based learning. Results All 67 students in the final-year cohort participated in study, yielding a response rate of 100 percent. Participants across the board perceived CBL to be an effective strategy to learn the subject content and helpful in improving the students’ skills in orthodontic diagnosis, treatment planning and team-working. CBL did not pose any significant challenges or barriers to student learning. Discussion Participants reported high acceptance of CBL in orthodontic teaching and learning and a positive impact on their educational experiences. CBL was perceived to be an appropriate strategy to enhance the diagnostic, treatment planning and team-working skills of dental students.

Improving Observation, Experiment Planning, and Communication Skills Based on the STEM Approach

Physics learning needs to emphasize science process skills (KPS) in students. In fact, from the results of a case study conducted at SMAN 2 Banda Aceh, it was found that the LKPD used by teachers was still conventional and there were no aspects of KPS. The purpose of this study was to determine the results of the application of physics LKPD based on the STEM approach in improving the KPS of high school students. This study used a quantitative approach of experimental type Non-Equivalent Control Group Design. The samples used in this study were X4 and X6 class students totaling seventy people taken by purposive sampling. The instrument in this study was the KPS test. Data analysis of this study used the average test, N-gain test and t-test. The results showed the average value of the experimental class KPS N-gain of 0.70 was in the high category and the control class N-gain of 0.63 was in the medium category. Based on the results of the t-test, it can be concluded that there are differences in the improvement of students' KPS in physics learning taught with the STEM approach and those taught using the direct learning model.

Quantitative assessment and objective improvement of the accuracy of neurosurgical planning through digital patient-specific 3D models.

Neurosurgical patient-specific 3D models have been shown to facilitate learning, enhance planning skills and improve surgical results. However, there is limited data on the objective validation of these models. Here, we aim to investigate their potential for improving the accuracy of surgical planning process of the neurosurgery residents and their usage as a surgical planning skill assessment tool. A patient-specific 3D digital model of parasagittal meningioma case was constructed. Participants were invited to plan the incision and craniotomy first after the conventional planning session with MRI, and then with 3D model. A feedback survey was performed at the end of the session. Quantitative metrics were used to assess the performance of the participants in a double-blind fashion. A total of 38 neurosurgical residents and interns participated in this study. For estimated tumor projection on scalp, percent tumor coverage increased (66.4 ± 26.2%-77.2 ± 17.4%, p = 0.026), excess coverage decreased (2,232 ± 1,322 mm2-1,662 ± 956 mm2, p = 0.019); and craniotomy margin deviation from acceptable the standard was reduced (57.3 ± 24.0 mm-47.2 ± 19.8 mm, p = 0.024) after training with 3D model. For linear skin incision, deviation from tumor epicenter significantly reduced from 16.3 ± 9.6 mm-8.3 ± 7.9 mm after training with 3D model only in residents (p = 0.02). The participants scored realism, performance, usefulness, and practicality of the digital 3D models very highly. This study provides evidence that patient-specific digital 3D models can be used as educational materials to objectively improve the surgical planning accuracy of neurosurgical residents and to quantitatively assess their surgical planning skills through various surgical scenarios.

Multi-informant Assessment of Organizational Skills: Psychometric Characteristics of the Children’s Organizational Skills Scale (COSS)

Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children’s Organizational Skills Scale parent and teacher forms (COSS-P, COSS-T) are widely used for assessing OTMP skills, but there is limited research on this scale. This study examined the factor structure and construct validity of the COSS in a non-clinical and clinical sample of students in grades 2–8 (Study 1; n = 1138 COSS-T; 1155 COSS-P), and teacher-referred students with OTMP deficits in grades 3–5 (Study 2; n = 184). In Study 1, a bifactor model with a general factor and three subfactors demonstrated good fit for the COSS-P (RMSEA = .057) and COSS-T (RMSEA = .052). This model was replicated in Study 2. The general factor on both versions demonstrated an acceptable to high level of internal reliability. An acceptable degree of reliability was also identified for subfactor 1 (Task Planning). The COSS was shown to be effective in differentiating children with ADHD from a comparison group drawn primarily from the non-clinical sample (AUC = .84 COSS-P; .85 COSS-T). Sex differences of medium magnitude were identified on the total score of both COSS versions. Correlations between the COSS-P and COSS-T were variable across samples. The findings provide strong evidence for using the total score on the COSS-P and COSS-T as an index of overall OTMP skills deficits. Given variable cross-informant correlations on the COSS, multi-informant assessment of OTMP skills is strongly indicated.

Can basic design be the base of urban planning education?: A case-oriented quantitative measurement model

The study of design is considered as a scientific activity; however, the integration of urbanism with design thought has remained limited, which can easily be observed in the contemporary urban areas, especially in the developing countries. Thus, increasing design thinking ability and the integration of spatial planning should be a priori within urban planning and design education, and thus be practiced preventing the emergence of chaotic urban spaces. The widespread view is that basic design education increases the planning and design skills of students; therefore, it is offered during the first stage of planning education. Within the scope of the basic design courses, students experience using and transferring the formatting tools such as line, stain, texture, color, volume, light-shadow, abstraction, and perspective effectively. They learn design principles such as suitability, unity, sovereignty, contrast balance, repetition, direction, measure, range, value, motion, and hierarchy. Gestalt visual perception principles adopted by the Bauhaus school of design are often applied in basic design education. The process is completed by providing technical drawing lessons on principles and abstraction parameters. Teaching is a planned process, and objectives are determined through the cognitive-affective and psychomotor learning areas known as Bloom’s Taxonomy of Learning Domains. So, is the current education paradigm accurate and measurable? Is it possible to utilize it to improve planning and design education? For this purpose, this study researches the contribution of basic design learning outcomes to the urban planning studios and the relationship between achievement levels of students in relevant courses through knowledge and attitude tests. The research model is a case study, based on the relational analysis of quantitative data, which quantitatively propounded that the relationship between two different teaching processes is linear and positive.

Business Intelligence System and Firms’ Adaptive Ability: Evidence from Developing Country

Purpose: This study assessed the relationship between business intelligence system and firm ability for adaptation Method: A survey research design and sample of one hundred and twenty-four (124) employees of Fintech firms were used. Essentially, three (3) business intelligence systems were used such as technology skill, business forecasting and strategic planning. Data obtained in the survey were analyzed using independent sample t-test statistical too Results and Conclusion: Findings revealed strong and significant variations in business forecasting, strategic planning and technology skill and ability of Fintech companies to adapt. The study concludes that there is relationship between business intelligence system and firm ability for adaptation. Implication of the Research: The implication of the finding is that systems of business intelligence are vital particularly in areas of technology skill, forecasting and strategic planning which aid the ability of Fintech companies to adapt Originality/Value: This study assessed how business forecasting, strategic planning and technology skills which are vital elements of business intelligence can be carried out constantly and collaboratively by including all units/departments concerned with process and implementation of business intelligence

STRATEGIC PLANNING COMPETENCIES UTILIZED BY PRINCIPALS IN MANAGING EMERGING ISSUES IN PUBLIC SECONDARY SCHOOLS IN ENUGU STATE, NIGERIA

The study examined the strategic planning competencies utilized by principals in managing emerging issues in public secondary schools in Enugu State. Two research questions and two null hypotheses were formulated. The study adopted a descriptive survey research design. The target population comprised 462 respondents which made up of all the 231 principals and 231 vice-principals in the public secondary schools in Enugu State. The instrument for data collection was a researcher-developed questionnaire, structured on a 4-point rating scale that ranged from very high extent to very low extent. It was validated by two experts, one in Educational Administration and Planning and the other in Measurement and Evaluation, Godfrey Okoye University, Enugu. The test-retest method of reliability of the instrument was used and the data obtained were analyzed using Pearson Product Moment Correlation and yielded a correlation coefficient of 0.85. Mean and standard deviation were used in answering the research questions. The t-test was used in testing the hypotheses at a 0.05 level of significance. The findings showed that principals utilized strategic planning competencies to a low extent going by the mean ratings of principals and vice-principals. There were also no significant differences between the mean ratings of principals and vice principals on their utilization of the strategic planning competencies. Poor utilization of strategic planning competencies by principals implies that it is either that principals were not adequately trained and prepared to strategically manage schools for effective results or that the training they received was no longer adequate to meet the challenges of emerging issues in secondary school management. It was thus, recommended among other things that Continuous training opportunities should be given to all principals through seminars and workshops to expose them to modern trends and skills in strategic planning for managing emerging issues in their schools through the optimum use of targets, standards, and scarce resources.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0287/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Subjective distress, self-harm, and suicidal ideation or behavior throughout trauma-focused cognitive-behavioral therapy in transitional age youth.

Elevations in distress, self-harm, and suicidal ideation or behavior are of significant concern in clinical practice. We examined these in a pilot trial of Trauma Focused-Cognitive Behavioral Therapy (TF-CBT) for transitional age youth (aged 15-25 years) with histories of interpersonal trauma and symptoms of posttraumatic stress disorder. Participants were 20 young people (13 females, M = 19.5 years) from a pilot study of TF-CBT. Frequencies of elevated distress, self-harm, and suicidal ideation or behavior were measured throughout treatment sessions and across the treatment phases of TF-CBT. Across the 279 sessions of TF-CBT (m = 15.5 sessions), there were 16 incidents of elevated distress in seven participants (i.e., six in Phase I and five each in Phases II and III); 15 incidents of self-harming behavior in seven participants (five incidents in each of the three phases) and one incident of both elevated distress and suicide ideation (Phase I). Findings indicate that there may be a relationship between the experience of in session distress and self-harming behaviors. The importance of safety planning and coping skills (acquired in Phase 1) is stressed to ensure the effective implementation of TF-CBT. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Developing Adaptive Planning Skills by Preservice Physical Education Teachers

Purpose: This study examined how physical education preservice teachers (PSTs) developed adaptive skills in the planning of the lessons in the 5 weeks of an introductory physical education method course using the practice-based teacher education framework. Method: Twenty-two PSTs edited three lesson plans over the 5 weeks. A total of 150 lesson plans were analyzed using descriptive statistics to explore (a) the total number of adaptations, (b) the total number of adaptations made to core practices, and (c) the types of adaptations. Findings: The PSTs made a wide-ranged number of adaptations from lesson plan one to three (one [median = 38.50, range 6–101]; two [median = 49.00, range 14–184]; three [median = 38.00, range 18–97]). They made adaptations most frequently in providing clear instruction and type two adaptations (refine). Conclusions: The results support the use of pedagogical approaches within the practice-based teacher education framework effective in developing PSTs’ adaptive competence in lesson plans.

Special competitive exercises and their impact on some offensive tactical skills in football

The study aimed to become acquainted with the special training for striking and the effect it inflicts on some planning skills for The Force of Al-Jawiya for men in football. The researcher used the training curriculum of the two experimental groups and the before and after control of the tests. The research sample consisted of 20 youth players who were divided into two groups equally. The researcher used a set of personal interviews, test, measurements and information and data collection. The statistical data were processed by the following mathematical means, the standard deviation, tests (t) of the associated samples, and the test (T) of the independent samples, and the conclusions were. the competitive exercises that were applied had a positive room in developing accuracy and time, competing for offensive planning skills. The overlap of basic skills and physical qualities when the planning skills lent to an increase in the ability of the player when preforming the overall plan. The recommendations were to choose more realistic and more capable exercises to respond to similar play condition to its requirements. The need to use different methods and diversify different planning performance, trainings and not rely on one style.

Endoscopic Endonasal Approach to the Orbit: A Case Series and Clinical Experience Emphasizing the Advantages of the Ipsilateral Mononostril Technique

BackgroundLesions situated within the orbit pose significant challenges in management due to the confined space they occupy and their proximity to critical anatomical structures. The objective of our study is to assess the feasibility of the ipsilateral endoscopic endonasal approach for orbital cavernous hemangiomas and to comprehend the surgical anatomy of the orbital apex and inferomedial orbital structures. MethodsThirteen patients with orbital cavernous hemangioma, who underwent surgery via the ipsilateral mononostril endoscopic endonasal approach between August 2018 and August 2023, were retrospectively evaluated. Demographic characteristics, clinical data, radiographic images, and clinical outcomes of the patients were collected from digital medical records. ResultsIn the study, we included 13 patients (8 female, 5 male) with ages ranging from 25 to 54 years (mean 35.2 ± 8.3). The left orbit was more commonly affected (9 left, 4 right). The average postoperative follow-up duration was 22.2 months (range 6 months – 50 months). Among the 13 cases of orbital cavernous hemangioma, 1 (7.7%) was located in the extraconal compartment, while 12 (92.3%) were situated in the intraconal compartment. Complete surgical resection of the tumor was successfully achieved in all patients. ConclusionsOur study highlights the potential advantages of employing a purely ipsilateral mononostril endoscopic endonasal approach for orbital surgery, particularly for accessing the orbital apex and managing medial and inferomedial orbital lesions. This technique holds promise for reducing morbidity and enhancing outcomes, especially when combined with careful patient selection, preoperative planning, and advanced endoscopic skills.

Oral health students' perceptions of the learning environment in Australia and New Zealand: A DREEM study.

Oral Health Therapists (OHTs) are a growing workforce globally, with skills in oral health prevention, treatment planning and management of disease. These professionals receive their training through a three-year undergraduate program which leads to the Bachelor of Oral Health degree in Australia and New Zealand. The aim of this study was to describe the learning environment for OHT students in Australia and New Zealand. OHT students were requested to complete the Dundee Ready Education Environment Measure (DREEM) to indicate their perceptions of the environment of their educational program. Bachelor of Oral Health students from 10 universities in Australia and New Zealand were invited to participate in the survey. The analysis of the students' experiences focused on five domains of educational environment: learning, teaching, academic self-perception, atmosphere and social self-perception. Total DREEM scores were compared to previously published literature for other health professions students. A total of 336 OHT students completed the study, which represented 30% of all OHT students enrolled in the 10 participating universities. Using the DREEM, participants perception of the environment was more positive than negative with an average DREEM total score of 141 (70.5%) out of a maximum score of 200. The model demonstrates university region to be a major predictor in the overall DREEM score, with regional universities scoring higher than urban universities (p = .012). The DREEM was used to describe OHT students perceptions of the learning environment in Australia and New Zealand. This study found that the university region is a significant predictor of positive experiences for OHT students. By identifying the strengths and weaknesses of contemporary Oral Health programs, this study offers insights into future improvements.

Social Worker’s Experiences in a Case of Client’s Death in the Context of Wellbeing

Social Worker’s Experiences in a Case of Client’s Death in the Context of Wellbeing

Financial Health Literacy and Community-Dwelling Older Adults: A Concept Analysis

Aim. To examine and clarify the concept financial health literacy (FHL) within the context of aging and healthcare. Background. Older adults have a high chronic disease burden and low financial and health literacy levels which often leads to high healthcare costs and poor self-management. Clarification of the concept FHL is necessary to better support nursing care and successful self-management. Design. Concept analysis using literary synthesis. Data Sources. Electronic databases were used to find scientific literature (i.e., PubMed, CINAHL, and Business Source Complete), and online dictionaries were used to find basic definitions. Review Methods. Walker and Avant’s eight-step method was used as a guide to construct a concept analysis of FHL. Clinical, aging, financial, and economic studies were reviewed to determine defining attributes, antecedents, and consequences of FHL on the older adult’s health. Results. FHL is defined as the knowledge, skills, and ability to make decisions that allow an individual to manage finances to optimally meet healthcare-related and household expenses, including resources to self-manage health, and plan for short-term, long-term, and end-of-life healthcare. Personal context, opportunity, and access are antecedents to FHL. There are 3 defining attributes: knowledge about health and financial-related concepts, skills in health and financial planning, and healthcare and financial-related decision-making behaviors. The 4 consequences of FHL include effective healthcare utilization, effective cost management, effective self-management, and positive health outcomes. Conclusions. FHL is a complex, multidimensional concept. A better understanding of this concept has significant nursing implications for research, clinical, practice, education, and policy development. Older adults have unique health and financial needs due to the complexity of retirement, living on a fixed income, and self-management of chronic diseases. Development of a FHL assessment tool and intervention is needed and may be supported based on the results of this concept analysis.

Examining the effect of project planning on megaproject performance: The conditional mediating role of integration

While the project planning-performance relationship received much attention, the effects of project planning on megaproject performance have not been investigated empirically and little is known about the conditional mediating process between them. This study builds a moderated mediation model to examine the indirect effects of project planning on megaproject performance via process integration and information integration under the contingency of project complexity. 214-megaproject data through a questionnaire survey in China was used to test hypotheses with hierarchical multiple regression and moderated mediation model. Results show that process integration and information integration mediate the positive relationship between project planning and megaproject performance and the mediating effect of process integration is weaker under a higher level of project complexity. This study advances the understanding of project planning-performance relationships considering integration and project complexity. It also offers practical guidance for managers on improving megaproject integration and performance through appropriate planning skills.

Earliest Prepared core technology in Eurasia from Nihewan (China): Implications for early human abilities and dispersals in East Asia

Organized flaking techniques to obtain predetermined stone tools have been traced back to the early Acheulean (also known as mode 2) in Africa and are seen as indicative of the emergence of advanced technical abilities and in-depth planning skills among early humans. Here, we report one of the earliest known examples of prepared core technology in the archaeological record, at the Cenjiawan (CJW) site in the Nihewan basin of China, dated 1.1 Mya. The operational schemes reconstructed from the CJW refit sets, together with shaping patterns observed in the retouched tools, suggest that Nihewan basin toolmakers had the technical abilities of mode 2 hominins, and developed different survival strategies to adapt to local raw materials and environments. This finding predates the previously earliest known prepared core technology from Eurasia by 0.3 My, and the earliest known mode 2 sites in East Asia by a similar amount of time, thus suggesting that hominins with advanced technologies may have migrated into high latitude East Asia as early as 1.1 Mya.

THE FIRST FOUR WEEKS INITIATIVE: PREPARING STUDENTS FOR SUCCESS IN AN INTRODUCTORY CONSTRUCTION MANAGEMENT COURSE

Ensuring student engagement throughout their academic journey is crucial for their success. Monitoring early course performance and taking proactive measures can contribute to this engagement. This paper focuses on implementing the First Four Weeks (FFWs) initiative in a Construction Management (CM) course. The FFWs initiative aims to create a positive and inclusive classroom climate, ignite student interest in the subject matter, foster an effective learning environment, and prepare students to excel in high-stakes assignments. The course, where the FFWs initiative was implemented, serves as an introductory first-year course, providing students with fundamental knowledge of the construction industry, including career opportunities and essential skills for project planning and execution. The proactive measures outlined in the initiative include providing timely feedback, offering additional support, encouraging office-hour attendance, and connecting students with campus services. In particular, two strategies implemented in the course are highlighted in this paper because they have proven to enhance student performance in the course. The first strategy involves providing students with a performance and behavior checklist to establish expectations and encourage motivation. The second strategy consists of incorporating low-stakes assignments before the first midterm. Overall, the example strategies discussed in this paper aim to enhance student engagement, motivation, and early performance assessment, leading to a more fruitful learning experience. The FFWs initiative acknowledges the pivotal role of faculty members in supporting students' success and emphasizes the positive impact of intentional efforts in the early weeks of the semester.

Addictive behavior of the younger generation: problems, solutions

The article deals with the problem of the lack of a system of preparing subjects for the organization of psychological and pedagogical prevention of the younger generation in a general education institution, which will ensure the formation and development of a professionally competent personality of an employee of the modern field of education. The concept of addictive behavior of adolescents and the prevention of dependent behavior as a complex system and process, a unified concept and integration of efforts of the psychological and pedagogical community of educational institutions in modern socio-cultural conditions is considered. The problem of education and upbringing of the younger generation is very relevant today. This is due to the physical and psychological insecurity of a person due to the political, economic, and cultural realities of modern society. From these positions, it is the sphere of education, from our point of view, that should become a kind of foundation that guarantees respect for the rights of an individual in the field of his physical and psychological health. The authors studied the attitude of participants in the educational process of the Nizhny Novgorod region (Volga Federal District, Russia): teachers, administrative workers in the field of education, students and their legal representatives to the organization of psychological and pedagogical prevention of dependent behavior of adolescents in a general education institution, and the system of work of specialists in the prevention of dependent behavior of adolescents in a general education institution has been tested. The analysis showed that the key problem areas are: the creation of a system of value orientations of adolescents, the inculcation of generally accepted social norms; the creation of conditions for the prevention of coping strategies of adolescents, the formation of skills of responsible behavior, self-control and problem-solving planning skills; as well as the promotion of a healthy lifestyle among adolescents, which indicated the general need to increase the competence of employees in the indicated aspect. Based on the results of research and analysis of the experience of educational institutions, a system of prevention of dependent behavior of adolescents in a general education institution has been developed and described.

Perceptions of Najran University Students on Utilization and Enhancing Soft Skills and Challenges

The study aims to identify the level of soft skills utilization among Najran University students and the challenges they face in developing these skills from their perspective. A descriptive-analytical approach was employed, where a list of soft skills was categorized into four classes, comprising a total of 37 skills from key competencies. A questionnaire was prepared to determine the importance of soft skills from the student's point of view, as well as to assess their satisfaction with their proficiency levels. In addition, it aimed to gauge their satisfaction with the methods and strategies used by the university in enhancing these skills and to identify the obstacles hindering their development. The survey was administered to 296 male and female students at Najran University. The results indicated that students highly valued the importance of soft skills. The ranking of soft skills categories, based on their importance to the students, was as follows: learning and life skills, effective communication skills, strategic planning and time management skills, and finally, leadership and teamwork skills. However, the results also revealed their dissatisfaction with their proficiency levels, as they expressed low satisfaction. Furthermore, they were dissatisfied with the methods and strategies employed by the university in developing these skills. Despite this, they strongly agreed that significant obstacles were preventing the development of these skills among them.