Technical Aptitude Research Articles

OSSIntegrity: Collaborative open-source code integrity verification

Open-source software (OSS) libraries have become popular among developers due to their ability to reduce development time and costs. However, OSS can also be exploited and used as a means of conducting OSS supply chain attacks. In OSS attacks, malicious code is injected into libraries used by the target. Previous studies have proposed various methods for preventing and detecting such attacks, however most of them focused on untargeted attacks. In contrast, this paper focuses on targeted OSS supply chain attacks which are performed by skilled and persistent attackers with strong technical aptitude. Targeted OSS attacks are crafted towards a specific target (i.e., developer). Since these attacks do not target general OSS repositories, they tend to go under the radar for a long period of time, allowing an attacker to gain access to sensitive data or systems. In this paper, we propose (SC)2V — secure crowdsource-based code verification, a novel distributed and scalable framework for verifying OSS libraries. (SC)2V is aimed at preventing targeted supply chain attacks and is integrated in the build phase of software production, serving as an additional code verification step before packaging the application and deploying it. (SC)2V involves both users (developers seeking to verify an OSS library) and verifiers that contribute to the collaborative verification effort. (SC)2V considers a library as verified and safe when a consensus is reached among the verifiers. We evaluated the proposed method using eight different attack scenarios (including cold start and edge cases), on around 900 popular OSS libraries and their dependencies, each of which included an average of 10 files and was verified by at least five participants; a total of 127,000 files were evaluated, and the results indicate that it took our framework an average of just 26 s to issue an alert against the attacks.

Influence of audiovisual distraction on the feeling of stress, analgesic sedation and patient satisfaction during electrophysiological ablation procedures on the heart

Abstract Background Distraction using audiovisual stimuli has mostly been researched in a paediatric population with the results showing an inhibiting effect on stress and anxiety as well as the subjective perception of pain. Purpose We designed a study to test if audiovisual distraction may reduce the level of sedatives and analgesics by reducing anxiety and stress during electrophysiological intervention (EP). Methods We conducted a clinical intervention pilot study that was carried out in a randomized controlled manner. Consecutive 70 patients undergoing EP with subsequent ablation were randomized 1:1 to control (CTL) or intervention group (AVD). In addition to standardized sedation, all patients in AVD group received audiovisual glasses. Feeling of fear and stress was assessed through blood pressure changes. The patient satisfaction was assessed with Client Satisfaction Questionnaire, ZUF-8. Numeric scale (NRS) was used to quantify the perceived pain during the procedure. The difference between the subjective estimated duration of the procedure and the actual duration of the procedure was compared. Results The study included predominantly male patients (58.6%) with a mean age of 56 years. Technical aptitude was well balanced between both groups with the majority of patients in both groups owning a smartphone or a tablet (86.1% vs 85.7% for CTL and AVD respectively, p=0.92), and majority of patients in both groups using a computer, laptop or tablet on a weekly basis (58% vs 57.1% for CTL and AVD group respectively, p=0.97). The baseline feelings of anxiety were well balanced within both groups (Figure 1). Our analysis revealed no significant difference between the mean blood pressure values of the CTL and AVD groups (systolic: 135 vs. 141 mmHg; p = 0.32; diastolic: 74 vs. 72 mmHg; p = 0.45). Patient satisfaction score was comparable in both groups (26.5 vs. 26.8 points, p = 0.36). Average response for perceived pain using NRS scale as well as perceived procedure duration was similar between the groups (Figure 2). AVD group required a lower dose of Midazolam than CTL group (0.005 mg/kg/h vs 0.007 mg/kg/h, p = 0.07). Majority of patients (31.4%) in AVD group stated: "The audiovisual glasses made me feel distracted at times." 10% of the AVD patients stated: "The audiovisual glasses made me feel completely distracted and more relaxed." Conclusion The use of audiovisual glasses has no influence on the patients’ feelings of anxiety and stress during EP. The use of audiovisual glasses can temporarily induce distraction during EP, while they do not seem to be sufficient in reducing pain intensity during ablation therapy. Patients undergoing EP do not seem to be the target patient group for AVD use.

“It’s Everybody’s Role to Speak Up... But Not Everyone Will”: Understanding AI Professionals’ Perceptions of Accountability for AI Bias Mitigation

In this paper, we investigate the perceptions of AI professionals for their accountability for mitigating AI bias. Our work is motivated by calls for socially responsible AI development and governance in the face of societal harm but a lack of accountability across the entire socio-technical system. In particular, we explore a gap in the field stemming from the lack of empirical data needed to conclude how real AI professionals view bias mitigation and why individual AI professionals may be prevented from taking accountability even if they have the technical ability to do so. This gap is concerning as larger responsible AI efforts inherently rely on individuals who contribute to designing, developing, and deploying AI technologies and mitigation solutions. Through semi-structured interviews with AI professionals from diverse roles, organizations, and industries working on development projects, we identify that AI professionals are hindered from mitigating AI bias due to challenges that arise from two key areas: (1) their own technical and connotative understanding of AI bias and (2) internal and external organizational factors that inhibit these individuals. In exploring these factors, we reject previous claims that technical aptitude alone prevents accountability for AI bias. Instead, we point to interpersonal and intra-organizational issues that limit agency, empowerment, and overall participation in responsible computing efforts. Furthermore, to support practical approaches to responsible AI, we propose several high-level principled guidelines that will support the understanding, culpability, and mitigation of AI bias and its harm guided by both socio-technical systems and moral disengagement theories.

Development and validation of an objective virtual reality tool for assessing technical aptitude among potential candidates for surgical training

BackgroundGood technical skills are crucial for surgeons. Yet although surgical training programs strive to assess technical aptitude when selecting surgical residents, valid assessments of such aptitude are still lacking. Surgical simulators have been proposed as a potentially effective tool for this purpose. The current study aims to develop a technical aptitude test using a virtual reality surgical simulator, and to validate its use for the selection of surgical residents.MethodsThe study had three phases. In Phase 1, we developed an initial version of the technical aptitude test using the Lap-X-VR laparoscopic simulator. In Phases 2 and 3 we refined the test and collected empirical data to evaluate four main sources of validity evidence (content, response process, internal structure, and relationships with other variables), and to evaluate the feasibility and acceptability of the test. Specifically, Phase 2 comprised a review of the test by 30 senior surgeons, and in Phase 3 a revised version of the test was administered to 152 interns to determine its psychometric properties.ResultsBoth the surgeons and interns rated the test as highly relevant for selecting surgical residents. Analyses of the data obtained from the trial administration of the test supported the appropriateness of the score calculation process and showed good psychometric properties, including reliability (α = 0.83) and task discrimination (mean discrimination = 0.5, SD = 0.1). The correlations between test scores and background variables revealed significant correlations with gender, surgical simulator experience, and video game experience (ps < 0.001). These variables, however, explained together only 10% of the variance in test scores.ConclusionsWe describe the systematic development of an innovative virtual reality test for assessing technical aptitude in candidates for surgical training, and present evidence for its validity, feasibility and acceptability. Further validation is required to support the application of the test for selection, as well as to discern the impact of gender, surgical simulator experience, and video game experience on the fairness of test results. However, the test appears to be a promising tool that may help training programs assess the suitability of candidates for surgical training.

Performance in Irish Selection and Future Performance in Surgical Training

Selection processes for surgical training should aim to identify candidates who will become competent independent practitioners and should aspire to high standards of reliability and validity. To determine the association between measured candidate factors at the time of an Irish selection and assessment outcomes in surgical training, examined via rate of progression to Higher Specialist Training (HST), attrition rates, and performance as assessed through a multimodal framework of workplace-based and simulation-based assessments. This retrospective observational cohort study included data from all successful applicants to the Royal College of Surgeons in Ireland (RCSI) national Core Surgical Training (CST) program. Participants included all trainees recruited to dedicated postgraduate surgical training from 2016 to 2020. These data were analyzed from July 11, 2016, through July 10, 2022. Selection decisions were based on a composite score that was derived from technical aptitude assessments, undergraduate academic performance, and a 4-station multiple mini-interview. Assessment data, attrition rates, and rates of progression to HST were recorded for each trainee. CST performance was assessed using workplace-based and simulation-based technical and nontechnical skill assessments. Potential associations between selection and assessment measures were explored using Pearson correlation, logistic regression, and multiple linear-regression analyses. Data were available for 303 trainees. Composite scores were positively associated with progression to HST (odds ratio [OR], 1.09; 95% CI, 1.05-1.13). There was a weak positive correlation, ranging from 0.23 to 0.34, between scores and performance across all CST assessments. Multivariable linear regression analysis showed technical aptitude scores at application were associated with future operative performance assessment scores, both in the workplace (β = 0.31; 95% CI, 0.14-0.48) and simulated environments (β = 0.57; 95% CI, 0.33-0.81). There was evidence that the interpersonal skills interview station was associated with future performance in simulated communication skill assessments (β = 0.55; 95% CI, 0.22-0.87). In this study, performance at the time of Irish national selection, measured across technical and nontechnical domains in a multimodal fashion, was associated with future performance in the workplace and in simulated environments. Future studies will be required to explore the consequential validity of selection, including potential unintended effects of selection and ranking on candidate performance.

Facilitated learning or technical distraction? Sociologically exploring online university learning

ABSTRACT This article presents qualitative data from interviews with >100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA). Engagement with TMLA varied with personal preference, technical aptitude, prior experience and perceived relevance to assessment. TMLA students thought facilitated, rather than distracted, from their learning aligned with personal opinions and normative expectations about ‘good’ communication and desirable social interactions. Students who disliked TMLA believed technologies hindered their social interactions or poorly aligned with their preferred communication style. Systemic variation in TMLA provision by the university also affected student satisfaction. Critical sociological investigation illustrating what students valued, used or avoided broadly reflects TMLAs’ social embeddedness and relevance of social experience to higher education practice and satisfaction. The findings reveal practical lessons for organisations seeking to improve service delivery, or student retention. Prior socialisation not only affects student–lecturer social relationships and communication expectations, it affects individual engagement and institutional success.

Behind the curve: technology challenges facing the homeland intelligence and counterterrorism workforce

Abstract Those charged with protecting the homeland through intelligence analysis, particularly in counterterrorism, must be capable of rapidly adopting innovative technologies to detect and prevent exploitation and disruption of vulnerable critical infrastructures. However, implementing these responses requires a highly skilled technical workforce that is continually provided with timely educational and training programs. Yet, questions remain regarding the technical aptitude necessary to respond to today’s terrorism threats and the Department of Homeland Security’s ability to provide consistent and rigorous standards for technology training and education. By surveying analysts, we examine what, if any, educational and training programs have been provided to adapt and remain technologically competitive and effectively utilize emerging technologies. We find a distinct need to focus on improvements that involve clarifying terms, building a technology and cybersecurity roadmap for analysts, allocating additional training time for employees, and building partnerships with private industry.

Translating Persian Emotion into English Subtitles from a Semantic Perspective: A Case of Persian Films

Abstract A matter of great concern in audiovisual translation is considering how the emotion words can be conveyed. Creating emotional adaptability, in addition to language proficiency, cultural sensitivity, and technical aptitude is a necessary skill for every subtitler. This study analyzed, through the Natural Semantic Metalanguage (NSM) method, the compatibility of the corresponding emotion words/concepts in the original (English) and subtitled versions (Persian) of ten Persian films based on Johnson-Laird and Oatley’s (1989) coherent categories and basic emotions, as well as the semantic explications. According to the results, the subtitles into Persian of the English emotion words/concepts were categorized into eleven categories, with ‘same source and target emotions’ as the most frequent category. This confirmed the efficiency of the NSM method and deemed it an efficient toolkit for subtitling emotion words/concepts, particularly the culture-specific ones. Accordingly, a three-level model was proposed for analyzing the ‘emotional adaptability’ of emotional pairs across languages. Keywords: Audiovisual Translation, Emotion words/Concepts, Natural Semantic Metalanguage, Subtitling.

SP11.17 The predictive paradigm: examining the validity of a national selection process in surgical training

Abstract Introduction Selection processes should conform to a ‘predictive paradigm’, identifying candidates who will become competent professionals. This study investigates the ability of a centralised, multi-modal national selection process to predict the future performance of surgical trainees. Methods A retrospective analysis of prospectively collected data from successful applicants to the Royal College of Surgeons in Ireland (RCSI) Core Surgical Training (CST) programme from 2016-2020 was conducted. Performance in subsequent assessments, attrition rates, and rates of progression to Higher Specialist Training (HST) were recorded. Selection decisions were based on a total score, composed of technical aptitude assessments, undergraduate academic performance, and a four-station multi-interview. CST performance was assessed using workplace-based and simulation-based assessments. Associations between selection and assessment measures were explored using Pearson correlation, binary logistic regression, and multiple linear regression analyses. Results Data was available for 303 trainees. Composite scores were positively associated with likelihood of progressing to HST (Exp(B) 1.09, 95% CI 1.05 – 1.13, p&amp;lt;0.001), and were significantly associated with performance across all CST assessments (r .23 - .34, P&amp;lt;0.001). On multivariate analysis, technical aptitude scores were the strongest predictor of future operative performance, both in the workplace (B 0.31, 95% CI .14 - .48, p&amp;lt;0.001) and simulated environments (B .57, 95% CI .33 - .81, p&amp;lt;0.001). The ‘interpersonal skills’ interview station was the strongest predictor of performance in simulated non-technical skill assessments (B .55, 95% CI .22 - .87, p&amp;lt;0.001). Conclusion Performance at the time of national selection, measured across technical and non-technical domains in a multi-modal fashion, is associated with future performance in the workplace and in simulation-based assessments.

Clinicians' Perceptions of Artificial Intelligence: Focus on Workload, Risk, Trust, Clinical Decision Making, and Clinical Integration.

Artificial intelligence (AI) offers the potential to revolutionize healthcare, from improving diagnoses to patient safety. However, many healthcare practitioners are hesitant to adopt AI technologies fully. To understand why, this research explored clinicians' views on AI, especially their level of trust, their concerns about potential risks, and how they believe AI might affect their day-to-day workload. We surveyed 265 healthcare professionals from various specialties in the U.S. The survey aimed to understand their perceptions and any concerns they might have about AI in their clinical practice. We further examined how these perceptions might align with three hypothetical approaches to integrating AI into healthcare: no integration, sequential (step-by-step) integration, and parallel (side-by-side with current practices) integration. The results reveal that clinicians who view AI as a workload reducer are more inclined to trust it and are more likely to use it in clinical decision making. However, those perceiving higher risks with AI are less inclined to adopt it in decision making. While the role of clinical experience was found to be statistically insignificant in influencing trust in AI and AI-driven decision making, further research might explore other potential moderating variables, such as technical aptitude, previous exposure to AI, or the specific medical specialty of the clinician. By evaluating three hypothetical scenarios of AI integration in healthcare, our study elucidates the potential pitfalls of sequential AI integration and the comparative advantages of parallel integration. In conclusion, this study underscores the necessity of strategic AI integration into healthcare. AI should be perceived as a supportive tool rather than an intrusive entity, augmenting the clinicians' skills and facilitating their workflow rather than disrupting it. As we move towards an increasingly digitized future in healthcare, comprehending the among AI technology, clinician perception, trust, and decision making is fundamental.

The Major Challenges and Opportunities of E-Learning for Teachers and Students in Covid-19 Panadamic: A Descriptive Study

Background: The worldwide spread of the Coronavirus has presented several challenges to the educational sector in recent years. It is crucial to understand the students' experiences with online learning amid the Covid-19 pandemic in view of the present study. Even though this issue has been studied extensively, more is still needed to learn about the challenges students face and the precise strategies they use to overcome them. The consequences of online learning during the Covid-19 outbreak undoubtedly offered many opportunities while offering specific challenges that influenced the overall psychological health of teachers and students. Aim: This study will thoroughly analyse the opportunities, issues, and psychological repercussions of students' and teachers' rapid move to online learning during the COVID-19 pandemic. Method: A descriptive qualitative method using the literature review has been adopted in the present study. The present study's data is obtained from the previous related published works to draw out the objectives of the present study. Findings: The research revealed that the pandemic caused by Covid-19 had the most effects on the students' psychological health and the overall quality of their educational experiences. The techniques that students employ the most often include resource management and utilisation, seeking assistance, improving technical aptitude, learning time running techniques, and effectively maintaining control over the learning environment. The researchers focus on the implications of these findings for ongoing research, classroom instruction, and politicians' decisions. The atmosphere in which they learned at home was the most challenging assignment for learning technological literacy and competency.

Visuospatial ability is associated to 2D laparoscopic simulator performance amongst surgical residents

BackgroundThe technical skills of a surgeon influence surgical outcome. Testing technical aptitude at point of recruitment of surgical residents is only conducted in a few countries. This study investigated the impact of visuospatial ability (VSA), background factors, and manual dexterity on performance in two different laparoscopic surgical simulators amongst applicants and 1st year surgical residents. MethodApplicants from general surgery, pediatric surgery, and urology were included from seven hospitals in Sweden between 2017 and 2021. Some 73 applicants were invited and 50 completed. Participants filled out a background form, and were tested for manual dexterity, and visuospatial ability. Two laparoscopic simulators were used, one 2D video box trainer and one 3D Virtual Reality Simulator. ResultsA significant association was found between the visuospatial ability test and 2D video box laparoscopic performance (95 % CI: 1.028–1.2, p-value <0.01). For every point on the visuospatial test the odds of accomplishing the task increased by 11 %. No association was found between VSA and performance in a laparoscopic VR simulator using 3D vision. No other background factors were associated with performance in the two laparoscopic simulators. ConclusionVisuospatial ability in applicants to surgical residency positions is associated to performance in a 2D video box trainer. Knowledge of a resident's visuospatial ability can be used to tailor individualized laparoscopic training programs, and in the future might function as a selection tool concerning laparoscopic ability. Key messageVisuospatial ability differs greatly amongst applicants for surgical residency and is associated to laparoscopic simulator performance. Testing applicants' visuospatial ability could possibly be used to tailor individualized laparoscopic training programs or in the future as a selection tool concerning laparoscopic ability.

MEASURING TECHNOLOGICAL CAPABILITY AND BUSINESS PERFORMANCE POST-COVID ERA: EVIDENCE FROM SMALL AND MEDIUM-SIZED ENTERPRISES(SMEs) IN NIGERIA

The coronavirus pandemic has resulted in a significant shock to businesses, with negative implications on present production capacity. Simultaneously, technology is being increasingly recommended as a significant means of minimising economic losses caused by the pandemic. Survival and lack of performance of small and medium-sized businesses continue to generate public discourse, intellectual interest, and attention. Though relationship between technological capabilities and business performance is more intricate than is often assumed. Inadequate technological capability is one of the primary factors contributing to business situation. Therefore, relationship between technological capability (TC) and business performance was examined amongst selected small and medium-sized businesses in Lagos State. This study used a survey research methodology with a sample size of 742 owner-managers of chosen SMEs in Lagos State. A questionnaire that was adopted and validated for the study was used to collect data. The questionnaire questions' Cronbach's alpha coefficients range from 0.77 to 0.88. The response rate to the survey was 94.5 percent. Using descriptive and inferential statistics, the acquired data was analysed (Pearson product moment correlation and regression analysis). The examination of the data demonstrated a significant association between technological capacity and small company performance (= 0.090, t = 3.029, F= 245.45 p.05). The conclusion of this research is that technical aptitude is a resource that enhances the performance of small businesses, with theoretical and practical consequences for businesses. It is recommended that the managers of small and medium-sized enterprises (SMEs) in Lagos State use their technology capability as a business resource, since this could help them generate new ideas or enhance existing goods.

QUIZZA APP – A flutter application

As per the data shared by the HRD ministry, every year on an average of 1.5 million students get their degree in engineering, but due to the lack of skills required to perform technical jobs, less than 20 per cent get employment in their core domain. Companies are making the recruiting process so hard so that they get the best out of students. So, going through these processes is not an easy thing for a student. Therefore he/she should have that many skills to crack into these jobs. The main problem faced by the students is that they are not getting enough practice in general aptitude, technical aptitude and communication skills. As a student, he/she should practice these skills from the starting years itself. But the students are not getting enough time for practicing these skills due to some reasons. One of the main reasons is the overuse of mobile phones. According to the surveys, about 60% of students are wasting their time playing mobile games and using social media. So, converting these gadgets into useful things is better than forcing the students to stop using them. For that, this mobile app will help students to utilize their free time to learn and practice these skills without wasting their time using mobile phones. And prepare them to face the placements with confidence and crack those rounds with ease. Also helps to share questions that intrigue them, and create a wave of preparedness in your friends-circle.

Teaching design for additive manufacturing: efficacy of and engagement with lecture and laboratory approaches

Additive manufacturing (AM) is projected to require 60,000 jobs in the UK by 2025, but there are a series of barriers to the industrial application. One of the most problematic is non-comprehensive knowledge in design for AM (DfAM). This study aims to test the effect of two undergraduate DfAM teaching approaches. A visual and audial approach (design lecture) and a kinaesthetic, problem-based learning (PBL) approach (manufacturing laboratory) were compared against technical and participant perspective criteria to assess the learning, engagement, and self-efficacy of the students. The participants were set a DfAM challenge; to redesign a bracket. The technical merits of the designs were evaluated after teaching through a design lecture alone or after a design lecture and manufacturing-laboratory. The participant’s perspective was evaluated at the end of the study. The groups who undertook both the design lecture and manufacturing laboratory showed a mean technical mark of 100% for criteria (C) 13 (“Parts have been consolidated into one part”), 91.7% for C14 (“The bracket is hollowed where possible”) and 100% for C16 (“Manufacture was successful”). These technical marks demonstrate a statistically significant increase over those of the groups who undertook the design lecture alone. The participant evaluation reinforced this result; the manufacturing laboratory was chosen more frequently in answer to questions on applicability (Q13 = 83%), preparedness (Q15 = 83%), and gaining confidence in DfAM (Q31 = 74%). This study demonstrates the importance of PBL in DfAM, both to increase technical aptitude of the student (creativity and manufacturing) and their perspective on their own learning and self-efficacy.

University Students’ Readiness for Online Learning in the Context of Emergency Remote Learning: A Comparison of Students’ Preparedness and Lecturers’ Views

Due to concerns related to the increasing spread of the coronavirus (COVID-19), from March 2020, traditional face-to-face classes at all educational levels in Jamaica were replaced with online teaching and learning. This convergent mixed methods study compared university students’ reported readiness for engaging in online learning within this context, with lecturers’ views of the challenges that students experienced with the transition to emergency remote learning. Quantitative data were collected from 132 university students in one department using an online survey, while qualitative data were collected from nineteen lecturers who taught a total of forty courses within the same department using a questionnaire that was disseminated via email. One key finding is that most students reported being technologically prepared, but exhibited poor technical aptitude, online study skills and weak online learning lifestyles that are required for engaging in online learning. This finding was corroborated by lecturers who also noted that some students appeared to be unfamiliar with technology tools. The findings suggest that instruction should be organized in ways that accommodate students’ technical challenges. However, it is imperative that there is shared collaboration and a community endeavour to improve students’ technical aptitude, study habits and learning lifestyle for improved online learning readiness.

WRITE: An Instructional Strategy to Give Hands on Experience of Structured Query Language (SQL) to Students

In current situation, students must have theoretical as well as more practical knowledge about RDBMS (Relational Database Management System) which is one of the core course of Computer Science and Engineering. This course is also of paramount importance in the competitive examination like GATE, Technical Aptitude Test etc. SQL (Structured Query Language) is a domain-specific language used for manipulating data held in a RDBMS. Since SQL is used for softwares design in the industry, students should have in-depth knowledge of this language as well as basics of RDBMS. In this study, WRITE-instructional strategy is used to teach the course Database Engineering. WRITE consist of five phases which stand for W- Watch, R- Read, I – Implement, T – Test and E – Evaluate. In W-Watch phase, students watch the videos created by the instructor. All videos have the same format containing Learning Outcomes, Topic description, Think &amp; Write containing the quiz on covered topic, content following the Think &amp; Write and Reference. In R-Read phase, students read the instruction given in the handouts related to the assignments to be completed. In I – Implement phase, the students implement the assignments while in T-Test phase, students gives the test on the SQL. Finally E-Evaluate phase is used to evaluate the test as well assignments completed in the lab sessions. This study focuses on improving the critical thinking and problem solving ability of students. Two group post-test method is considered to check the effectiveness of this method. The participants involved in the activity are 70 undergraduates from engineering stream. The Learning objectives (LOs) are: LO1 – Decide on selecting the appropriate relations from given set of relations required to write the query for given problem statement. LO2 – Write the query for given problem statement using SQL. The research question is – whether WRITE instructional strategy improves the critical thinking and problem solving ability of the students? The result as well statistical analysis using t-Test showed the significant improvement in the students. Also the feedback was conducted to know the perception of students about this activity. Keywords- SQL, WRITE, Liker’s Scale, t-Test.

Teaching qualities in piano works by Henryk Pachulski in the context of the development of piano technique in children and youth. Part 1

Henryk Pachulski (1852-1921) – a Polish composer, pianist, and teacher. He graduated from the Warsaw Institute of Music, having studied piano with Rudolf Strobl. His harmony and counterpoint teachers were Stanisław Moniuszko and Władysław Żeleński. After that, he studied piano at the Moscow Conservatory with Nicolai Rubinstein and then Pawel Pabst. He learnt harmony from E. L. Langer, then Anton Arensky with whom he also had a special course in counterpoint. In 1886 he started his teaching career at the Moscow Conservatory, which lasted over 30 years. He also performed as a pianist in Moscow, Petersburg, and Warsaw. Pachulski was acknowledged for his technical aptitude, but he gained the greatest recognition as a teacher and a composer. He created over a hundred piano works, including three sonatas, two cycles of variations, two polonaises, two mazurkas, three waltzes, preludes, studies, impromptus, and more. He also wrote chamber, vocal and orchestra compositions, as well as piano transcriptions for orchestra and chamber pieces. This article presents the composer’s music and teaching activity, it also touches on teaching qualities of his piano works. It pays special attention to technical aspects, and the analysis also covers the formal side of these compositions. While preparing the text, the author used information included in the Polish music press from the turn of the 20th century, music collection of the National Library in Warsaw, archive documents, and foreign sources.

O-204 Is mosaicism affected by an embryologist’s experience in biopsy?

Abstract Study question Are there any correlations between blastocyst mosaicism rate and biopsy experience among embryologists? Summary answer Blastocysts biopsied by embryologists with ≥1 year of biopsy experience have significantly lower mosaicism rate compared to those with &amp;lt;1 year of biopsy experience. What is known already It has been reported that the incidence of blastocyst mosaicism is highly variable between centres (PGDIS, 2019). It is also suggested that the technical aptitude of the embryologist performing blastocyst biopsy may give rise to mosaicism. Thus, a retrospective study was conducted to investigate the relationship between blastocyst mosaicism rate and biopsy experience among embryologists in Alpha IVF. Study design, size, duration Thirteen competent embryologists who were trained in blastocyst biopsy were included in this study: 5 have ≥1 year of biopsy experience (Group A; Embryologist A-1, A-2, A-3, A-4, A-5); 8 have &amp;lt;1 year of biopsy experience (Group B; Embryologist B-1, B-2, B-3, B-4, B-5, B-6, B-7, B-8). Embryologists from Group A biopsied a total of 4795 blastocysts while those from Group B biopsied 4869 blastocysts from January 2018 to December 2019. Participants/materials, setting, methods TE biopsy was performed either on Day 5, 6 or 7 using the laser or flicking method. The biopsied cells had Preimplantation Genetic Testing for Aneuploidy (PGT-A) analysed using Next Generation Sequencing (Ion Torrent, USA) and chromosomal mosaicism analysis was done using ReproSeq Mosaic PGS w1.1 workflow. Mosaic blastocysts were reported when 20% - 80% of aneuploid cells are tested in the biopsied samples. Only successfully amplified biopsy samples were included in this study. Main results and the role of chance The mosaicism rate of blastocysts biopsied by embryologists from Group A and B were 17.8% and 19.8% respectively. Blastocysts from Group A showed significantly lower mosaicism rate compared to Group B (p = 0.01). The mosaicism rates of blastocyst biopsied by Embryologist A-1, A-2, A-3, A-4 and A-5 were 17.3%, 19.1%, 16.8%, 15.2%, and 18.9% respectively. The mosaicism rates of blastocyst biopsied by Embryologist B-1, B-2, B-3, B-4, B-5, B-6, B-7, and B-8 were 17.5%, 18.6%, 22.5%, 20.4%, 27.8%, 20.6%, 20.1% and 20.3% respectively. There were no significant differences in blastocyst mosaicism rate between embryologists within Group A (p &amp;gt; 0.05). Contrarily, in Group B, Embryologist B-5 had a significantly higher blastocyst mosaicism rate compared to the other embryologists within the same group (p &amp;lt; 0.05). Limitations, reasons for caution Since this study is retrospective in nature, the biopsy technique (either the laser or flicking method) was not controlled. Hence, further studies to analyse the differences between these 2 biopsy techniques should be carried out to confirm its effect on the occurrence of blastocyst mosaicism. Wider implications of the findings Our study demonstrates that blastocysts biopsied by embryologists with ≥1 year of biopsy experience have significantly lower mosaicism rate compared to those with &amp;lt;1 year of biopsy experience. This indicates that the skill and experience of an embryologist in biopsy may have an impact on the mosaicism rate. Trial registration number Not applicable

Students' online learning challenges during the pandemic and how they cope with them: The case of the Philippines.

Recently, the education system has faced an unprecedented health crisis that has shaken up its foundation. Given today’s uncertainties, it is vital to gain a nuanced understanding of students’ online learning experience in times of the COVID-19 pandemic. Although many studies have investigated this area, limited information is available regarding the challenges and the specific strategies that students employ to overcome them. Thus, this study attempts to fill in the void. Using a mixed-methods approach, the findings revealed that the online learning challenges of college students varied in terms of type and extent. Their greatest challenge was linked to their learning environment at home, while their least challenge was technological literacy and competency. The findings further revealed that the COVID-19 pandemic had the greatest impact on the quality of the learning experience and students’ mental health. In terms of strategies employed by students, the most frequently used were resource management and utilization, help-seeking, technical aptitude enhancement, time management, and learning environment control. Implications for classroom practice, policy-making, and future research are discussed.